19th Annual
Qualitative Research
Summer Intensive

July 25 - 29 and August 3 - 5, 2022
Courses offered exclusively in online format

Scholar Bios

Tony Adams (PhD, University of South Florida) is a Caterpillar Professor and Chair of the Department of Communication at Bradley University. Before Bradley, he worked at Northeastern Illinois University (NEIU) for nine years. At NEIU, he served as the Director of Graduate Studies (2011-2014) and as Chair of the Department of Communication, Media and Theatre (2014-2017). In 2017, he was honored to be named the Bernard J. Brommel Distinguished Research Professor, the highest research award at NEIU; in 2021, he was honored to be named a Caterpillar Professor, the highest research award at Bradley.


Dr. Adams has published more than 75 articles and book chapters and as well as nine books including Narrating the Closet: An Autoethnography of Same-Sex Attraction (Routledge), Autoethnography (Oxford University Press), Living Sexuality: Stories of LGBTQ Relationships, Identities, and Desires (Brill | Sense), and the Handbook of Autoethnography (Routledge). 

Dr. Adams has facilitated workshops on qualitative research at the Qualitative Research Summer Intensive and numerous institutions, including the University of Edinburgh, Texas A&M, the University of Alabama, the Autonomous University of Aguascalientes, and the Universidad de Santiago de Chile. He is the executive director of the International Association of Autoethnography and Narrative, a co-editor of the Writing Lives: Ethnographic Narratives book series (Routledge), and the founding co-editor of the Journal of Autoethnography (University of California Press

Keith Berry (Ph.D. Southern Illinois University Carbondale, 2004) is a Professor and the Director of Graduate Studies in the Department of Communication at University of South Florida (USF). His research and teaching use a cultural approach to explore relational communication, primarily the ways social interactions and relationships inform and sometimes govern identities and identity formation/negotiation. Much of his research has focused on LGBTQ cultures and identities, communication and bullying, and the uses of reflexivity in research and writing that uses autoethnography. Issues concerning inclusion, equity, and social justice dwell at the heart of his work. He teaches a diverse number of courses including queering communication, communication and gender, interpersonal conflict, identity, bullying, mindfulness, and autoethnography. 

Dr. Berry is the co-author and author of several books including Interpersonal Conflict, 11th ed. (McGraw Hill), Living Sexuality: Stories of LGBTQ Relationships, Identities, and Desires (Brill/Sense) and Bullied: Tales of Torment, Youth, and Identity (Routledge). Bullied was honored with the 2017 Goodall/Trujillo “It’s a Way of Life” Award from the International Congress of Qualitative Inquiry, the 2017 Innovator Award from the Central States Communication Association, and the 2016 Best Book Award from the National Communication Association’s Ethnography Division. His research has also appeared in books such as the Cambridge Handbook of Identity and the Handbook of Autoethnography, and in scholarly journals such as the International Journal of Qualitative Research, Qualitative Inquiry, Cultural Studiesó Critical Methodologies and Journal of Applied Communication Research.   

Dr. Berry is the past Chair of the Ethnography Division of the National Communication Association and past Co-chair of the National Communication Association’s Anti-bullying Task Force. He has worked extensively to use his research and teaching in community engagement, and has led talks and workshops on bullying, storytelling and bullying prevention, and mindfulness and compassionate communication.

Kristin Z. Black, PhD, MPH, is an Assistant Professor in the Department of Health Education and Promotion at East Carolina University (ECU) in Greenville, North Carolina. She received her MPH and PhD in Maternal and Child Health from the UNC Gillings School of Global Public Health. Dr. Black’s career commitment is to utilize community-based participatory research, mixed methods, and racial equity approaches to understand and address inequities in reproductive health and chronic disease outcomes. Her research merges 3 key components. First, Dr. Black explores the connections between reproductive health, maternal health, and chronic diseases, and if these outcomes differ by race/ethnicity or other social identities. Second, she focuses on understanding what individual- and systems-level factors may hinder or facilitate birthing people’s journey through maternal healthcare services. Third, she is committed to transforming research into action by engaging community stakeholders in implementing and sustaining interventions that tackle health inequities and structural racism.

Currently, Dr. Black is a part of the Robert Wood Johnson Foundation’s first cohort of Health Equity Scholars for Action, a career development award that is funding her 2-year project, Mapping and Analyzing Pressure Points and Structural inequities in Maternal Healthcare (MAPPS-MH) Project. She is also the project manager for the Maternal and Child Health Scholars, Training, and Enrichment Program (MCH-STEP) for undergraduate students in the College of Health and Human Performance at ECU, which is funded by the Health Resources and Services Administration (HRSA) Maternal and Child Health Bureau. She serves as the external evaluator for the HRSA-funded North Carolina Baby Love Plus program that is administered by the North Carolina Department of Health and Human Services. Through her research and teaching, Dr. Black mentors students at the undergraduate and graduate levels. She teaches courses on health equity and qualitative research methods.        

Dr. Black’s work has been published in Qualitative Health Research, Social Science & Medicine, Frontiers in Public Health, Ethnicity & Health, JAMA Oncology, Breast Cancer Research, and Progress in Community Health Partnerships: Research, Education, and Action. Her array of published work includes leading a chapter about using anti-racism organizing in cancer care in the pivotal and timely book, Racism: Science & Tools for the Public Health Professional, published in 2019.

Dr. Black is dedicated to serving the public health profession and community organizations in the pursuit of health equity. She is a member of the Greensboro Health Disparities Collaborative (an 18-year-old community-medical-academic partnership), board member of Sisters Network Greensboro NC, vice chair of the Gillings’ Alumni Association Advisory Board, member of the Gillings’ Public Health Foundation Board, and president-elect of the Society for the Analysis of African American Public Health Issues.

Dr. Black has been a member of ResearchTalk’s consultant team for over 5 years, helping to advise and guide clients on their projects.  She also is a member of the QRSI administrative team.

She and her husband live in Greenville, North Carolina with their 3-year-old daughter and 8-year-old pitbull/cattle dog.

Virginia L. Byrne, Ph.D., is an Assistant Professor of Higher Education at Morgan State University in the School of Education and Urban Studies. Dr. Byrne earned her M.S. from Florida State University and her Ph.D. from University of Maryland, College Park. Dr. Byrne’s work investigates how social media and instructional technology are changing how we teach, learn, and connect. Through her professional development programs and courses, she supports educators in both PK12 and higher education contexts to reflect on the affordances and concerns of incorporating technology into the learning environment. Dr. Byrne has supported and led grant-funded, mixed methods research projects focused on incorporating novel technologies into public school classrooms, supporting teachers throughout the stressful pandemic, and designing policies and procedures for responding to instances of cyberbullying and online harassment on college campuses. You can learn more about Virginia and her research at www.virginialbyrne.com or follow her on Twitter at https://twitter.com/VirginiaLByrne.

Sharron L. Docherty, Ph.D., PNP, FAAN, is an Associate Professor in the School of Nursing and in the Department of Pediatrics in the School of Medicine at Duke University. Her program of research centers on examining how chronic illness and associated life-sustaining treatments impact the short- and long-term functioning of children, adolescents and young adults, and their families, and the development, testing, and translation of interventions to address these impacts. She has methodological expertise in qualitative and mixed-methods, trajectory science and visualization methods for complex data exploration. 

Dr. Docherty is currently Co-PI on two federally funded research studies, Peer i-Coaching for Activated Self-Management Optimization (PICASO) in Adolescents and Young Adults with Chronic Conditions (NIH-NINR; R01 NR018379-01) and, PCplanner: Operationalizing Needs-focused Palliative Care for Older Adults in Intensive Care (NIH-NIA; R01 AG058915-01A1).  She has served on numerous federal grant review panels, including NIH NINR-NRRC, NCI, NIMHHD, and special review panels for RFAs/PAs/FOAs (e.g., The Influence of the Microbiome on Preterm Labor and Delivery; Palliative Care Research Cooperative: Enhancing Sustainability Building, Science of Palliative Care; Improving Outcomes for Pediatric, Adolescent and Young Adult Cancer Survivors (U01); Centers of Excellence in Self-Management), as well as foundation and private review panels. She is the Assistant Dean for the PhD Program at the Duke University School of Nursing and has taught graduate level courses in qualitative and mixed methods. She has also served as co-faculty in the Summer Institutes in Qualitative Research offered through the Center for Lifelong Learning at the University of North Carolina at Chapel Hill.

As a ResearchTalk/Odum scholar, Dr. Docherty has taught the “Designing a Qualitative Inquiry Project” and “Writing Effective Qualitative and Mixed-Methods Research Proposals” courses at QRSI and ResearchTalk’s professional development series.

Crystal Marie Fleming is a critical race sociologist, the author of three books and an internationally recognized expert on racism and antiracism. Her work empowers people of all backgrounds to become change agents and dismantle white supremacy. She is Professor of Sociology and Africana Studies at SUNY Stony Brook where she teaches undergraduate and graduate courses on racism and ethnic relations, sociological theory and qualitative methods. Dr. Fleming’s passion for speaking truth to power and promoting social transformation infuses her scholarship, writing and pedagogy. She earned a Ph.D. and a master’s degree in Sociology from Harvard University and graduated with honors in Sociology and French from Wellesley College. Her research appears in leading journals such as Social ProblemsThe Sociology of Race and EthnicityEthnic and Racial StudiesPoeticsDu Bois Review: Social Science Research on Race and Mindfulness.

Her first book Resurrecting Slavery: Racial Legacies and White Supremacy in France (Temple University Press, 2017) uses critical race theory and qualitative research to significantly advance scholarship on racism in France and Europe. The book marshals ethnographic data, archival research and in-depth interviews with French activists and Afro-Caribbean descendants of slaves to consider how commemorations of enslavement and abolition both challenge and reproduce the racial order. Her critically acclaimed primer, How to Be Less Stupid About Race: On Racism, White Supremacy and the Racial Divide (Beacon Press, 2018), combines memoir, critical race theory, social commentary and satire to debunk common misconceptions about racism. The book earned a starred Kirkus review and has been widely praised as essential anti-racist reading by everyone from Publisher’s Weekly to BustleESPN/The Undefeated to the Los Angeles Lakers, Buzzfeed, Harvard’s Kennedy School of Government and MarketWatch. Dr. Fleming’s latest book, RISE UP! How You Can Join the Fight Against White Supremacyis a YA nonfiction work that explores the roots of racism and its modern-day legacies while empowering young people with actionable ways to create a more just and equitable world. It will be published in October of 2021 by Henry Holt for Young Readers. She is currently co-editing a fourth book, Beyond White Mindfulness: Critical Perspectives on Racism, Health and Wellbeing, forthcoming with Routledge, that informs her QRSI 2022 course.  She is also completing a fifth project, Words to Remake the World: A People’s Dictionary for Social Change, under contract with Beacon Press.

A public intellectual known for her frank talk and insouciant humor, Crystal’s provocative writing, lectures and workshops engage a wide array of scholarly and social topics, from racism and white supremacy to pop culture, spirituality, feminism, sexuality and philosophy. Her work and commentary are regularly featured in a range of national and international media, including Courrier International, The Sunday Times, France24Agency France PresseNewsweekVoxBlack Agenda ReportThe CBS Sunday Morning ShowThe RootNPR, and the New York Times among others.  She is represented by literary agent Michael Bourret and Outspoken Agency for keynotes and speaking engagements.

Dr. Fleming is also a bold, dynamic and influential voice on Twitter with over 60,000 followers and millions of readers. Her tweets on racism and politics are frequently cited in outlets such as The LA Times, The NationHip Hop WiredThe New Republic, Washington PostAl JazeeraBlavityUSA Today and BET.

Born in Chattanooga, Tennessee, Dr. Fleming grew up on the East Coast in the suburbs of Philadelphia. She now resides with her partner and their wise, adorable cat in New York City.

Crystal is a sought-after speaker and a dynamic and influential voice on Twitter with over 50,000 followers and millions of readers.

Catherine M. Gillotti (PhD, University of Kentucky) is an Associate Professor of Communication in the Department of Communication and Creative Arts and has been a faculty member at Purdue University Northwest for 25 years. She is the Associate Dean for Undergraduate Studies for the College of Humanities, Education, and Social Sciences.  She also has held administrative appointments as the Graduate Program Coordinator and the Basic Course Director. Her research agenda primarily focuses on the study of patient-provider interactions and health outcomes. She has published in the Handbook of Health Communication, and the journal Social Science and Medicine. While her publications and conference presentations mainly focus on the study of bad news delivery in the health care context, she also studies and writes about gender and interpersonal relationships.

Alison B. Hamilton, Ph.D., M.P.H., a VA Research Career Scientist and Professor-in-Residence in the UCLA Department of Psychiatry and Biobehavioral Sciences, received her Ph.D. in medical and psychological anthropology from UCLA in 2002, and her M.P.H. in Community Health Sciences from UCLA in 2009.

Dr. Hamilton is the Director of the VA-funded EMPOWER (Enhancing Mental and Physical Health of Women through Engagement and Retention) Quality Enhancement Research Initiative (QUERI), focused on improving women Veterans’ health and health care through implementation science. She is the Chief Officer of Implementation & Policy at the VA Health Services Research and Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation and Policy at the VA Greater Los Angeles Healthcare System, specializing in women Veterans’ health, mental health services research, and implementation science. She is also PI of a large-scale NIH study of enhancing organizational and individual readiness to address cardiovascular risk among individuals living with HIV. She was a fellow in the inaugural cohort of the NIMH/VA Implementation Research Institute and she serves as an Associate Editor for Implementation Science Communications and on the editorial boards of Implementation Science (BMC), Women’s Health Issues (Elsevier), and Implementation Research and Practice (Sage).

Dr. Hamilton has been a consultant with ResearchTalk for over 20 years, providing direct support to clients as well as serving as faculty for several of the Qualitative Research Summer Intensives and mentor at ResearchTalk’s Qualitative Methods Camps. At recent Intensives, she has taught courses on qualitative methods in implementation research, rapid qualitative research methods, qualitative grant-writing, qualitative interviewing, integrated mixed methods research, and enhancing the usefulness of qualitative research. Dr. Hamilton is a co-author on a recently published article that provides an overview of the Sort and Sift approach: “Sort and Sift, Think and Shift: Let the Data Be Your Guide: An Applied Approach to Working with, Learning from, and Privileging Qualitative Data” (https://nsuworks.nova.edu/tqr/vol26/iss6/20/). She is also a co-author on Dr. Ray Maietta’s Sort and Sift, Think and Shift (forthcoming, Guilford).

Raymond C. Maietta, Ph.D., is president of ResearchTalk Inc., a qualitative research consulting company based in Long Island, New York and Cary, North Carolina. A Ph.D. sociologist from the State University of New York at Stony Brook, with postdoctoral training at Indiana University, Ray’s interests in the art of qualitative research methods motivated him to start ResearchTalk in 1996. ResearchTalk Inc. provides project consultation and co-analysis services on all phases of qualitative analysis to university, government, not-for-profit, and corporate researchers. Ray has just co-authored an article with the ResearchTalk consulting team that provides an overview of the Sort and Sift approach: “Sort and Sift, Think and Shift: Let the Data Be Your Guide: An Applied Approach to Working with, Learning from, and Privileging Qualitative Data” (https://nsuworks.nova.edu/tqr/vol26/iss6/20/). More than 25 years of consultation with qualitative researchers informs Dr. Maietta’s publications and a current methods book he is writing:

  • “Systematic Procedures of Inquiry and Computer Data Analysis Software for Qualitative Research,” co-authored with John Creswell, in Handbook of Research Design and Social Measurement (2002, Sage)
  • “State of the Art: Integrating Software with Qualitative Analysis” in Applying Qualitative and Mixed Methods in Aging and Public Health Research, edited by Leslie Curry, Renee Shield, and Terrie Wetle (2006, American Public Health Association and the Gerontological Society of America).
  • “The Use of Photography As a Qualitative Research Method” in Visualizing Social Science, edited by Judith Tanur (2008, Social Science Research Council).
  • “Qualitative Software” in the Sage Encyclopedia of Qualitative Research Methods, edited by Lisa Given (2008, Sage).
  • “Integrating Qualitative and Quantitative Analysis with MAXQDA” in Journal of Mixed Methods (April 2008, Sage).
  • “The Symbolic Value and Limitations of Racial Concordance in Minority Research Engagement”, co-authored with Craig S. Fryer, Susan R. Passmore, et al., in Qualitative Health Research (March 2015, Sage).
  • Sort and Sift, Think and Shift (forthcoming, Guilford).

Ray’s work invites interactions with researchers from a range of disciplinary backgrounds. He is an active participant at conferences around the country including invited presentations at American Evaluation Association, American Anthropological Association, and American Sociological Association.

Matt Omasta is Professor of Theatre Arts and Associate Dean of the Caine College of the Arts at Utah State University. He is author of Qualitative Research: Analyzing Life (with Johnny Saldaña, Sage Publishing, 2nd edition, 2022), and texts employing qualitative inquiry including Play, Performance, and Identity (with Drew Chappell, Routledge, 2015), Playwriting and Young Audiences (with Nicole B. Adkins, Intellect, 2017), and Impacting Audiences: Methods for Studying Change (with Dani Snyder-Young, Routledge, 2022). He has published numerous articles in journals including the International Journal for Education and the Arts, Research in Drama Education: The Journal of Applied Theatre and Research, Performance Matters, Theatre Topics, Youth Theatre Journal, Theatre for Young Audiences Today, and Teaching Theatre. His research has been recognized by awards from the American Educational Research Association, the American Alliance for Theatre and Education, and the Educational Theatre Association, among others.

Omasta is a returning QRSI scholar, again co-teaching “Synthesizing Qualitative Data” with Johnny Saldaña.

Glenda M. Prime is the Dean of the School of Education and Urban Studies at Morgan State University.  Prior to her appointment as Dean in 2019, she served as the chair of the Department of Advanced Studies, Leadership and Policy, a department with over 500 doctoral and masters’ students in various specializations in the field of education.  Dr. Prime has over twenty years’ experience teaching qualitative research methods to graduate students at two institutions. She has supervised dozens of doctoral dissertations, both qualitative and quantitative. One of her doctoral advisees was the 2009 winner of the National Association of Teacher Educators’ Best Dissertation Award. Herself a science educator, Dr. Prime’s research interest is in the racialized experiences of African American learners in K-12 STEM education. Her most recent publication is an edited volume titled, Centering Race in the STEM Education of African American Learners (New edition 2019, Peter Lang Inc., International Academic Publishers).

 As a ResearchTalk/Odum scholar, Dr. Prime has taught at QRSI and other ResearchTalk professional development events.

Dr. Rashawn Ray is a Senior Fellow at The Brookings Institution. He is also a Professor of Sociology and Executive Director of the Lab for Applied Social Science Research (LASSR) at the University of Maryland, College Park. He is one of the co-editors of Contexts Magazine: Sociology for the Public. Formerly, Ray was a Robert Wood Johnson Foundation (RWJF) Health Policy Research Scholar at the University of California, Berkeley and he currently serves on the National Advisory Committee for the RWJF Health Policy Research Scholars Program.

Ray regularly testifies at the federal and state levels on racial equity, policing and criminal justice reform, health policy, wealth, and family policy. Ray has published over 50 books, articles, and book chapters, and roughly 50 op-eds. He has written for Washington Post, New York Times, Business Insider, Newsweek, NBC News, The Guardian, The Hill, Huffington Post, The Conversation, and Public Radio International. Ray has appeared on CNN, MSNBC, Fox, BBC, CBS, C-Span, PBS, NPR, HLN, and Al Jazeera. His research is cited in Washington Post, Associated Press, Bloomberg, Financial Times, The Root, and The Chronicle. Previously, Ray served on the 50th Anniversary of the March on Washington Planning Committee and the Commission on Racial Justice with Alpha Phi Alpha Fraternity, Inc.

Ray’s research addresses the mechanisms that manufacture and maintain racial and social inequality with a particular focus on police-civilian relations and men’s treatment of women. His work also speaks to ways that inequality may be attenuated through racial uplift activism and social policy. His academic articles have appeared in the American Journal of Sociology, Science Advances, Social Science Research, Ethnic and Racial Studies, Du Bois Review, and the Annual Review of Public Health. Ray’s books include How Families Matter: Simply Complicated Intersections of Race, Gender, and Work (with Pamela Braboy Jackson) and Race and Ethnic Relations in the 21st Century: History, Theory, Institutions, and Policy, which has been adopted over 40 times in college courses. He is on Twitter, Instagram, and Facebook at @SociologistRay.

As a ResearchTalk scholar, Ray has taught at QRSI and other ResearchTalk professional development events. He has also served as a consultant on ResearchTalk client projects.

Johnny Saldaña is Professor Emeritus from Arizona State University’s (ASU) School of Film, Dance, and Theatre in the Herberger Institute for Design and the Arts, where he taught from 1981 to 2014. He received his BFA in Drama and English Education in 1976, and MFA in Drama Education in 1979 from the University of Texas at Austin.

Saldaña is the author of Longitudinal Qualitative Research: Analyzing Change through Time (AltaMira Press, 2003); The Coding Manual for Qualitative Researchers (4th ed., Sage Publishing, 2021; translated into Korean, Turkish, and Chinese-Simplified); Fundamentals of Qualitative Research (Oxford University Press, 2011); Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011); Thinking Qualitatively: Methods of Mind (Sage Publishing, 2015); a commissioned title for Routledge’s World Library of Educationalists Series, Writing Qualitatively: The Selected Works of Johnny Saldaña (Routledge, 2018); co-author with the late Matthew B. Miles and A. Michael Huberman for Qualitative Data Analysis: A Methods Sourcebook (4th ed., Sage Publishing, 2020); co-author with Matt Omasta for Qualitative Research: Analyzing Life (2nd ed., Sage Publishing, 2022); co-editor with Charles Vanover and Paul Mihas for Analyzing and Interpreting Qualitative Research: After the Interview (Sage Publishing, 2022); and the editor of Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005).

Saldaña’s methods works have been cited and referenced in over 23,000 research studies conducted in over 135 countries, in disciplines such as K-12 and higher education, medicine and health care, technology and social media, business and economics, government and social services, the fine arts, the social sciences, human development, and communication.

Saldaña’s research in qualitative inquiry, data analysis, and performance ethnography has received awards from the American Alliance for Theatre & Education, the National Communication Association—Ethnography Division, the American Educational Research Association’s Qualitative Research Special Interest Group, New York University’s Program in Educational Theatre, and the ASU Herberger Institute for Design and the Arts. He has published a wide range of research articles in journals such as Research in Drama Education, The Qualitative Report, Multicultural Perspectives, Youth Theatre Journal, Journal of Curriculum and Pedagogy, Teaching Theatre, Research Studies in Music Education, Cultural Studies/Critical Methodologies, the International Journal of Qualitative Methods, and Qualitative Inquiry, and has contributed several chapters to research methods handbooks.

Saldaña has taught for over 10 years as a ResearchTalk/Odum scholar, offering 10 unique courses at QRSI and other ResearchTalk professional development events.

Kevin Swartout (PhD, The University of North Carolina at Greensboro) is a Professor in the Department of Psychology and the School of Public Health at Georgia State University in Atlanta, GA. His research focuses on social influence of harassment and violence, as well as trajectories of violent behavior and victimization across the lifespan. He has received early-career awards from the International Society for Research on Aggression, Southeastern Psychological Association, and Georgia State University.

Dr. Swartout has published numerous peer-reviewed research articles and frequently speaks at national and international conferences. He has been a qualitative research consultant with ResearchTalk Inc. for over ten years. In this capacity, he has regularly taught short courses on qualitative and mixed methods research and frequently serves as a scholar at ResearchTalk’s Qualitative Research Summer Intensive and as a mentor at ResearchTalk’s Qualitative Data Analysis Camps. Dr. Swartout is a co-author on a recently published article that provides an overview of the Sort and Sift approach: “Sort and Sift, Think and Shift: Let the Data Be Your Guide: An Applied Approach to Working with, Learning from, and Privileging Qualitative Data” (https://nsuworks.nova.edu/tqr/vol26/iss6/20/). He is also a co-author on Dr. Ray Maietta’s Sort and Sift, Think and Shift forthcoming publication.

Dr. Sarah J. Tracy (Ph.D., University of Colorado, 2000) is Professor of qualitative methodology and organizational communication in The Hugh Downs School of Human Communication at Arizona State University, in Tempe, AZ, United States. She has led over 75 keynotes and workshops around the world for students, professors, and professionals in multiple disciplines related to her research. Sarah created the “Eight big-tent criteria” model for excellent qualitative research and is author of Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact (2nd ed., 2020, Wiley), a YouTube channel called Get Your Qual On, and more than 100 scholarly monographs. She has been named Distinguished Scholar by The National Communication Association and Distinguished Teacher by The Western States Communication Association. She aims to provide people with relatable and actionable tips that they can use to immediately improve the quality, efficiency, impact, and enjoyment of their research. She approaches research from a use-inspired standpoint and endeavors toward creating scholarship that inspires wisdom, compassion, transformation, and well-being.

Publications, open scholarship, an occasional blog, YouTube channel, and more information:

http://www.sarahjtracy.com/

https://isearch.asu.edu/profile/283948

https://www.youtube.com/channel/UCs650R3zTPitGjT2GuqUGuw/videos

https://twitter.com/SarahJTracy

Dr. Tracy has been a ResearchTalk/Odum scholar for over 7 years, covering topics that span all stages of a qualitative project.