Mel Chua I am submitting "Radically Transparent Research" as my project for Art & Design Research Methods in Spring 2012. The collection of materials developed through the semester are in this folder. In order, the documents are: 0. This document, explaining everything. 1. Radically Transparent Research: Exposing the discourse of our practice - a paper proposal and outline on RTR for the EPIC conference (http://epiconference.com/2012). This is a paper focused entirely on RTR and explaining its current state of development. Written with Robin Adams (Purdue, my advisor), with input from Linda Vanasupa (Cal Poly) and Shannon McMullen (you); I wrote much of the original material after talking with Shannon about the idea, then sent it to Robin for "scholarification." Robin added citations and did the original draft of the paper outline, then Linda gave feedback, and I did the final rewrite/revise/submit. Currently in review. 2. Change Knowledge - a paper proposal featuring RTR as one of its two core ideas, submitted to the Journal of Engineering Education (http://jee.org). This paper develops RTR further by situating it within the context of a specific project (Changemakers, a series of interviews with experienced "change agents" that explores engineering education change knowledge by asking them to explain their stories and mental models of how they "changed the world") and examining how RTR techniques affected and informed that research project. Written with Robin Adams, Joi-Lynn Mondisa, Nikitha Sambamurthy, and Junaid Siddiqui from Purdue, as well as Linda Vanasupa from Cal Poly. I developed the paper outline, contributed all the writing on RTR, and wrote the last major overhaul of the entire piece. Dana Denick (Purdue) and Roberta Herter (Cal Poly) are listed as co-authors but did not contribute to the writing of this document. I've highlighted the parts pertaining to RTR, since it only makes up a subset of the paper. 3. Work in Progress: In their own words - how “changemakers” talk about change - a paper draft submitted to the Frontiers in Education conference. This paper is similar to the previous one in that it explores the idea of RTR by putting it in the context of the Changemakers project, but it has a different format -- this is a full version of a short work-in-progress paper for a conference, as opposed to "Change Knowledge" which is a pitch and outline for a much longer full paper in a journal. This was written with the same group of authors as the last document. Again, I've highlighted the parts pertaining to RTR. 4. Work in Progress – From Sage on the Stage to Guide on the Side: Creating an open compendium of teaching transformation stories - a paper draft also submitted to the Frontiers in Education conference, but exploring RTR by situating it within a different project. This project is Sage-to-Guide, a study of how faculty experience the process of transforming their teaching practices. The team for this paper (and the Sage-to-Guide project) is very different from Changemakers. It was written with Sebastian Dziallas (Olin College), who I worked shoulder-to-shoulder with for all aspects of the research project, and who (like me) is someone used to the radically transparent culture of open communities and is learning his way into academic research -- as opposed to the Changemakers team, which is composed of people who are used to academic research and are learning their way into the radically transparent practices of open communities. It thus provides a nice contrast to the other FIE paper (same format, same conference, different research project, different people). Again, I've highlighted the parts pertaining to RTR. I wrote the parts on RTR and did the final "hello, I'm the native English speaker on the team" revision of the paper so it read with one fluid voice. 5. A static version (as of 5/1/12) of the web presence for RTR: http://radicallytransparentresearch.org. 6. One of the resources the website links to: a how-to article on copyright assignment (one of the specific steps an RTR practitioner needs to do). 7. Another resource the website links to: a how-to article on practicing open research in general, originally written for UNICEF. This represents an earlier and broader stage of thinking on the ideas of RTR, and is written for a non-academic audience. 8. My researcher bio, which places RTR within the context of my other work. This came from one of the course's early exercises where we helped each other write profiles; Monica Farrar and Garrett Miller's input shaped this work considerably.