Are you searching for ways to bring tighter cohesion between your teaching and your research so that one directly informs the other? Are you interested in the considerations involved in transforming student-derived data from your classes into a research study? Do you want to know the Institutional Review Board guidelines required by Texas State University as they relate to student-derived data? If so, then this workshop may be a match for you! Attendees at this workshop will learn specific ways to integrate their teaching and research agendas from the multiple perspectives of a tenured faculty member, the TREC Director, the IRB Chair, and a doctoral student writing a dissertation that is in part based on student-derived data. The workshop will cover ethical and power considerations, IRB processes, university-based resources to assist you, in addition to providing real-life examples. Attendees may email their tentative research ideas and questions about student-derived data to Dr. Summers (es33@txstate.edu) in advance of the workshop to help ensure relevancy.
Presenters:
Dr. Emily Summers is an Associate Professor in the Department of Curriculum and Instruction. She teaches master’s philosophical foundation and doctoral-level research methods courses, and serves on the Texas State Institutional Review Board.
Dr. Gail Ryser is the Director of the Testing, Research-Support, and Evaluation Center. She provides support for faculty in conducting research studies, is an Associate Editor for Gifted Child Quarterly, and teaches quantitative methods courses.
Dr. Jon Lasser is an Associate Professor in the School Psychology Program and IRB Chair at Texas State University. He holds a master's degree in Human Sexuality Education (University of Pennsylvania) and a doctorate in School Psychology (University of Texas). His research interests include applied professional ethics, parenting, and child/adolescent development.
Mr. William Barry is a PhD student in the Developmental Education Department. He writes and speaks often about the two-way interaction of research and practice.
