Lizzy Bartelt: Want to start. Tiffany Monique Quash, PhD: Oh, I just recorded. Tiffany Monique Quash, PhD: yeah. Tiffany Monique Quash, PhD: Lindsay, just hold on. We're gonna figure this out. Tiffany Monique Quash, PhD: Yeah, I can. I can start Tiffany Monique Quash, PhD: and welcome back to an episode of calling outside the Memos. This is Dr. Tiffany, and I'm here with. Lizzy Bartelt: Dr. Lizzie. Tiffany Monique Quash, PhD: And welcome everybody. You wanna make sure that you follow us on Twitter at Cotm Underscore Pod, or email us at Cotm pod@gmail.com. Also check out our website at Http Tiffany Monique Quash, PhD: backslash, www.co. And pod.com. I had to. I had to see it all out. I had to see it all out. Lizzy Bartelt: You did. It was necessary. Tiffany Monique Quash, PhD: It was very necessary. So, Dr. Lizzie, what are we talking about today? Lizzy Bartelt: Hmm! We are talking about making flyers for research. Lizzy Bartelt: I don't know. It's Lizzy Bartelt: yeah. Go ahead. Tiffany Monique Quash, PhD: Nope, no! Go ahead! Lizzy Bartelt: So Lizzy Bartelt: this is something that Lizzy Bartelt: I'm curious for your thoughts on. But I feel like Lizzy Bartelt: I spent 0 time learning how to do in my Phd program where I learned how to do research. But it's something that it feels like. It takes so much time at the beginning of every research project as a researcher. And I'm like, why Lizzy Bartelt: do this. Tiffany Monique Quash, PhD: Yeah. So I I will say, I didn't use flyers for my research, for my dissertation. Tiffany Monique Quash, PhD: No, because the people it was not snowball sampling. What is it? It's similar to snowball sampling. But. Lizzy Bartelt: Convenience. Tiffany Monique Quash, PhD: Sampling convenience, sampling. Tiffany Monique Quash, PhD: So yeah, so that's one of the reasons why I didn't. Tiffany Monique Quash, PhD: Here's a flyer. But now, working with you, I and Tiffany Monique Quash, PhD: Dr. Williams, Deanna Williams. Tiffany Monique Quash, PhD: I feel like I'm learning more about how to make a flyer that Tiffany Monique Quash, PhD: reaches the demographic that we need Tiffany Monique Quash, PhD: to complete a study. And then I've seen other people's flyers and other groups. And I'm on on the book of Faces, Facebook, so Tiffany Monique Quash, PhD: I have to say that I have to say that I had to throw in a game with their own reference. You know. Tiffany Monique Quash, PhD: but I mean. Tiffany Monique Quash, PhD: I think, that Tiffany Monique Quash, PhD: I I've learned more from the 2 of you than I probably did in my. Tiffany Monique Quash, PhD: in my my particular doc program about how to make a flyer and what needs to be on the flyer, and then even submitting it to Irb. Institutional Review Board. About how like? What needs to be there so that Irb will okay? Tiffany Monique Quash, PhD: a flyer to be associated with your study. Tiffany Monique Quash, PhD: So yeah. Tiffany Monique Quash, PhD: those are my thoughts. Lizzy Bartelt: Awesome. I think that that's Lizzy Bartelt: really useful, right? Like we Lizzy Bartelt: don't talk about it a lot. And when we don't talk about it, how do we know how to Lizzy Bartelt: do them? And I feel like it's just one of those things we were all just sort of expected to learn by osmosis and Lizzy Bartelt: when I think about fires for research, I think that some research doesn't actually need them like you said, sometimes convenient sampling. You don't need it. Sometimes with like, if you're doing secondary data analysis, of course you don't need it. If you're doing an Emr and Ehr. So for folks outside of health. Electronic medical records are a lot electronic health records. You don't really need those. If you're doing a large Lizzy Bartelt: database analysis. So something like enhance or wire Bs or Lizzy Bartelt: brfss, or some of those. You won't need it because you just use the existing data. Tiffany Monique Quash, PhD: You know what would be our Sbc. Lizzy Bartelt: Huh! Tiffany Monique Quash, PhD: What's a BRFS s Tiffany Monique Quash, PhD: aspect. Lizzy Bartelt: Caveural. Tiffany Monique Quash, PhD: Sorry. I just put you on the spot. Lizzy Bartelt: I don't remember what those A/C. What the acronym stands for, but it's a survey that goes into maternal and child health. It talks about reproductive health. It talks about pregnancy. It's a pretty comprehensive survey that goes out every couple of years, and they have an online database that people can just use. Tiffany Monique Quash, PhD: And wow. Lizzy Bartelt: And hands is nutrition. Yrbs is youth, behavior, risk surveillance? So there are a lot of surveillance systems that have large databases that anyone can use. Tiffany Monique Quash, PhD: Okay, okay. Tiffany Monique Quash, PhD: see, I just just learn something new every day from you. You know. Lizzy Bartelt: Actually, those are more quant focus. But I mean qualitative discourse. Analysis would also kind of be in that arena, like, right? Unless you're using social media, and then there Lizzy Bartelt: verdicts out. Ask for Irv, whether or not you need that Lizzy Bartelt: irb for that, because sometimes you do, and sometimes you don't. Lizzy Bartelt: And sometimes you can scoop people's information from social media that's posted publicly without telling them. And sometimes you can't. So. Lizzy Bartelt: Still Lizzy Bartelt: in that liminal space that researchers don't know what to do about that. Tiffany Monique Quash, PhD: Right. Lizzy Bartelt: Can you think of any other research types that you wouldn't need in flyers for. Tiffany Monique Quash, PhD: But I would or would not. Lizzy Bartelt: Would not. Tiffany Monique Quash, PhD: That I would not. I mean you already, said document analysis, I believe. Tiffany Monique Quash, PhD: Yeah. So I mean. Tiffany Monique Quash, PhD: that's the only I mean, I think the ones that you've mentioned. I'm like, Yup! Yup! Yup. Tiffany Monique Quash, PhD: you know. Tiffany Monique Quash, PhD: I would have to agree with you on Tiffany Monique Quash, PhD: as far as not needing. Tiffany Monique Quash, PhD: and A flyer. Lizzy Bartelt: Right? So most other research, you're gonna need a flyer for right? So whether it's a social media based recruitment, whether it's convenient sampling or snowball sampling a lot of times you do sometimes you don't Lizzy Bartelt: a location based to hang up in clinics or Lizzy Bartelt: Ymcas or community pools, or whatever you're gonna need some kind of flyer to put up there around campus. Tiffany Monique Quash, PhD: I just came up with. Actually, I just thought about this as you were talking, maybe maybe depending on what your observation is. Tiffany Monique Quash, PhD: an observation Tiffany Monique Quash, PhD: analysis, like Tiffany Monique Quash, PhD: using that form of methodology. Tiffany Monique Quash, PhD: You know you may not need a flyer for. Lizzy Bartelt: Yeah. Yeah. Tiffany Monique Quash, PhD: But but I think it also depends on. Lizzy Bartelt: IRB. Tiffany Monique Quash, PhD: The the irb number one, and what the observation actually is. Tiffany Monique Quash, PhD: App. This is kind of a toss up. Lizzy Bartelt: Yeah, absolutely Lizzy Bartelt: and I think Lizzy Bartelt: focus groups, too. Usually, you're gonna want some kind of flyer. Tiffany Monique Quash, PhD: Yeah. Lizzy Bartelt: Like. Most research, I feel like, or at least most research, that I particularly have done has needed a flyer of some sort. So I think that's pretty common to have some type of flyer information. Tiffany Monique Quash, PhD: I have. Lizzy Bartelt: Participated even in like the Nielsen research sometimes cause I almost always participate when I'm eligible for research. I get really excited. And so like I've done a couple of theirs, and even though they send you like a Lizzy Bartelt: letter in the mail, they also sent like a booklet of why you should sign up for their research. And so like. Lizzy Bartelt: you're gonna need to know how to do flyers. Right? You're just if you're doing research, you're probably gonna need flyers. Lizzy Bartelt: So Lizzy Bartelt: why do you need them? Because you want people to join up? You want to tell people about it. It's an easy way to spread that information right? Lizzy Bartelt: And Lizzy Bartelt: so creating them. You kind of already asked, answered this do you ever made any fires yourself, Dr. Tiffany? Tiffany Monique Quash, PhD: I have tried to make flyers, and I feel like my flyers look so elementary in comparison to the ones that you make Tiffany Monique Quash, PhD: or or elementary elementary. I don't know how it came up that way, but anyway. Lizzy Bartelt: It's a hard word. Tiffany Monique Quash, PhD: I think it is, and I'm like, Wait elementary. I guess I but anyway, but I feel like the ones you make Tiffany Monique Quash, PhD: and the ones that the one that Deanna made Dr. Williams made Tiffany Monique Quash, PhD: was this. Tiffany Monique Quash, PhD: it was eye catching. It was diverse. Tiffany Monique Quash, PhD: It was, I mean, again Tiffany Monique Quash, PhD: for our current study, and Tiffany Monique Quash, PhD: it's very Tiffany Monique Quash, PhD: It's got a brown, black, or brown person on it, you know. It has rainbows on it, it has. Tiffany Monique Quash, PhD: Are you this this and this, then you qualify for the study, you know, and even for our black, queer women in higher education study that we did. Tiffany Monique Quash, PhD: What a year, 2 2 years ago. I Tiffany Monique Quash, PhD: yeah, I mean, even that flyer Tiffany Monique Quash, PhD: was just really Tiffany Monique Quash, PhD: it was just really eye catching, you know. And I think that's the thing that I look for in a flyer is how eye catching it? Does it have a QR code? Tiffany Monique Quash, PhD: does it have? Tiffany Monique Quash, PhD: Does it have a Tiffany Monique Quash, PhD: A contact person doesn't have the Irb number on it. You know, those are the things that I'm looking for and Tiffany Monique Quash, PhD: the ones I see even online on the Facebook group. So I'm in. Sometimes they won't have the Irb number. But they definitely. The one thing that I'm definitely always looking for is the institution that's associated with Tiffany Monique Quash, PhD: the so the the study. Tiffany Monique Quash, PhD: you know, and that contact person like those are the things that I personally am looking for like. So now that Tiffany Monique Quash, PhD: I may not design the the flyer. Those are things that I'm looking for in a flyer. Lizzy Bartelt: Yeah, absolutely. And I think that's really important. Right? You want Lizzy Bartelt: that kind of feedback of like, who is it? Lizzy Bartelt: What's going on? And I for a lot of the research that I've been a part of you inevitably get somebody that sends you an email or calls you up on the phone and is like. Lizzy Bartelt: what's Irb number. When was this? Approved Da Da, da, like, because people want to know, they want to make sure that it's ethical research, right? I'm not trying to pick on anyone in specific, because this has happened literally, every research project I've been a part of, because when you send it out into the world. Somebody's gonna be curious. Lizzy Bartelt: When I used to work with teenagers I had a parent once, cause we were part of a research project, and she contacted the University's Irb office and made them send over all of the documentation because she had done research herself, and so really wanted to make sure it was safe before she allowed her child to participate in it. And I remember thinking, like. Lizzy Bartelt: Wow, you are parenting to a level that I don't understand. Lizzy Bartelt: because I didn't have that kind of parent. Lizzy Bartelt: That's. Tiffany Monique Quash, PhD: It's it's just, you know. So I think the more that we're in this realm of research, I mean, as we get Tiffany Monique Quash, PhD: as we are Tiffany Monique Quash, PhD: letting our our. Tiffany Monique Quash, PhD: as we become more of a more research, more researchee I that's not a word. But like as. Tiffany Monique Quash, PhD: But as we develop into researchers more like, you know, our knowledge base becomes more intense. You know. What have you? I think, like we're starting to see more people being like asking that question of Tiffany Monique Quash, PhD: can I? Can we see the irb, you know, cause it did happen to us? Can, you know? Can you tell me a little bit more about your study, and I think, even with the most recent study, like when we sent out Tiffany Monique Quash, PhD: the flyers and everything. The one thing I I really appreciated was the fact that we Tiffany Monique Quash, PhD: told the people that we were contacting what the study was about, and I don't find that a lot of the time, like a lot of people will just be like, well, here's my flyer. Tiffany Monique Quash, PhD: and they'll put in like 3 sentences, you know, and I'm like, is this enough Tiffany Monique Quash, PhD: like to tell me. And you know about your study, you know, versus like I feel like what we did was very inclusive, you know, of of giving enough details to somebody who may want to pick up Tiffany Monique Quash, PhD: our study or any other study that we've done together. Tiffany Monique Quash, PhD: But going back to the flyers themselves. You know. I really like the fact that both you and Deanna have used canva. Tiffany Monique Quash, PhD: We are not here to promote canva or the record. Tiffany Monique Quash, PhD: They do not sponsor us Tiffany Monique Quash, PhD: for the record. Lizzy Bartelt: We don't have the sponsors. Tiffany Monique Quash, PhD: Monster. Lizzy Bartelt: No, that's absolutely right. Dr. Tiffany, like Canva, is one of my favorites. Although Rip, publisher, I loved publisher, I missed. Tiffany Monique Quash, PhD: Probably. Lizzy Bartelt: Microsoft bring back publisher? But in the meantime canva works Tiffany Monique Quash, PhD: And the speak. Lizzy Bartelt: Go ahead! Tiffany Monique Quash, PhD: I think also the the the Tiffany Monique Quash, PhD: cartoon, like I don't wanna say cartoon, but like the the figures of the people that are on canva are diverse. Tiffany Monique Quash, PhD: you know, like some of like some of the ones cause I know that Tiffany Monique Quash, PhD: the Tiffany Monique Quash, PhD: the slides that I did or step like for the study, not a study, but like for for doing a slide show of presentation. Tiffany Monique Quash, PhD: the Tiffany Monique Quash, PhD: the ones that were either in Canva or maybe it was Google. Tiffany Monique Quash, PhD: I can't remember right now, but Tiffany Monique Quash, PhD: it was like just the people were so diverse. You had people of all shades. You had people of all abilities. Tiffany Monique Quash, PhD: and I was just like I am impressed Tiffany Monique Quash, PhD: so Tiffany Monique Quash, PhD: I can't again. I can't remember if it was Canva or Google. Tiffany Monique Quash, PhD: right? And. Lizzy Bartelt: Depends on. If you're paying or not for that service. Tiffany Monique Quash, PhD: It does it does it does it does. Lizzy Bartelt: And I do have some tips here, for like pictures is really helpful. Tiffany Monique Quash, PhD: Can. Lizzy Bartelt: Use Lizzy Bartelt: on splash or paxels are both really great open source photos in case you don't know if you just scoop a photo off of Google images. Often Google is not really great about attributing that to whoever actually took it so you could be stealing somebody's copyrighted image. So I strongly recommend you use open source photos. So again. Tiffany Monique Quash, PhD: That are free. Lizzy Bartelt: That are free. Exactly. Iestock has some, but some are not open source. So you have to be really careful with Isoc. Getty is the same. They have some free, open source. They have some really nice collections like they have a collection of black people at work. And so that you're like actually seeing like Lizzy Bartelt: I can. But. Tiffany Monique Quash, PhD: Still. Lizzy Bartelt: Right? Right? Not just Lizzy Bartelt: racist images. Tiffany Monique Quash, PhD: Bright. Lizzy Bartelt: Vice has a really nice gender spectrum collection of trans and nonbinary folks just existing out in the world. Lizzy Bartelt: So like, I strongly recommend using those kind of open source collections that already exist. So you don't have to Lizzy Bartelt: try to find images that might belong to somebody else. Those are images you can use for free. Tiffany Monique Quash, PhD: Or go to your friend, your nearest pro friend, and your brown friend, and be like, hey? Can I take your picture like? No, please don't do that. Lizzy Bartelt: Yeah. Tiffany Monique Quash, PhD: Tasteful, totally tasteful. Lizzy Bartelt: It is. And even if you are using images still, like, even if they're open source, be really cautious and thoughtful about using somebody's face. Tiffany Monique Quash, PhD: Can't. Lizzy Bartelt: Just because they signed up to be a model in some photoshoot doesn't mean that they want their face representing your research right. Tiffany Monique Quash, PhD: Yeah. Lizzy Bartelt: I would use a little bit of caution with faces. Tiffany Monique Quash, PhD: I have to admit the one thing that I really enjoy work about working with you, and Deanna has been the fact. The you credit the Tiffany Monique Quash, PhD: photographer, or whoever it is. Tiffany Monique Quash, PhD: taking the picture, you know, or the picture themselves, or where the image is coming from, and that's something that I personally never would have thought about in the past. Tiffany Monique Quash, PhD: And so Tiffany Monique Quash, PhD: I remember saying to, but either one of you, I was like, what are these words like? Tiffany Monique Quash, PhD: Just like that. I was like, why do these work, you know? And that was just really helpful when you're like, oh, you know, we're attributing, you know. Tiffany Monique Quash, PhD: the people who are who actually Tiffany Monique Quash, PhD: did the work, you know, so that these images can have been out there in the universe. And I was just like, oh, okay, that makes sense. So. Tiffany Monique Quash, PhD: yeah. Lizzy Bartelt: And if it's on a flyer, you know again, knowing whether or not you should attribute that photographer, because maybe they don't believe in what you're researching, and so do you attribute it to them on the flyer or not, and like when to do that, and when not to do that is really important and like. Tiffany Monique Quash, PhD: Right. Lizzy Bartelt: Even though they're open source, you still have to think through all of the layers of that. So lots of thinking about the ethics. We're not here to tell you what your ethical decisions are, but we want you to think through them, because there's lots of ways of Lizzy Bartelt: getting sticky in that. And I think, too. Lizzy Bartelt: if you're using pictures and your recruitment, it's really important. It's really good. But also think through. Lizzy Bartelt: If you are recruiting Lizzy Bartelt: multiple racial categories, and you have one image of one kind of skin color. Then you're gonna over recruit for that likely or under recruit for something else, and so be really thoughtful about how people look in images if you're using them, because it Lizzy Bartelt: speaks a lot. Tiffany Monique Quash, PhD: If you. Lizzy Bartelt: Have any actual human in your images. Tiffany Monique Quash, PhD: Why do you think it's challenging to create Tiffany Monique Quash, PhD: flyers Tiffany Monique Quash, PhD: or the ideal flyer for a study. Lizzy Bartelt: Right cause. You have to think through so many things right. And Lizzy Bartelt: one of the things you and I talked about in our last recruitment push was. Lizzy Bartelt: what's the mood of this photo? Does it have too many shadows? Is it really colorful? Is it confusing? Can people understand this image without contacts like? Or does this image have a certain message that we're not aware of? And so how do you tell that? I don't know? You ask people. You pay attention to some of those Lizzy Bartelt: subliminal messages you ask a friend who has nothing to do with research. You say, what does this image bring up for you. And they're gonna be like. Lizzy Bartelt: it's a picture of a rainbow over water. Why should it bring up anything for me? And you're like, okay, great, perfect. That's exactly what I was hoping somebody else and see I don't need anything else. And they're like, why on earth did you just ask me that. What are you doing? And you're like. Lizzy Bartelt: you know, and then you either tell them or you don't. But like. Tiffany Monique Quash, PhD: Right. Lizzy Bartelt: It's sometimes just helpful to get somebody else's perspective, because sometimes you can't tell cause you've been looking at it too many times right? Tiffany Monique Quash, PhD: Right, right. Lizzy Bartelt: So then make sure to to check your flyer through an accessibility. Reader, just to make sure you've got everything done, because screen readers don't always pick up the same things that. Tiffany Monique Quash, PhD: Hmm. Lizzy Bartelt: You might want them to. So make sure for charts, or pictures, or tables or graphs all of those things that can be really useful and organizing your flyer might make it really hard for somebody else to read it. So make sure that it's actually accessible. You can send it through tons of different accessibility. Readers, they're very easily googledable. Tiffany Monique Quash, PhD: I. That was something that I never really thought about again until until you talk. We we had this conversation, and when we tried to implement Tiffany Monique Quash, PhD: on. Tiffany Monique Quash, PhD: like in the study itself. Tiffany Monique Quash, PhD: trying to write out words like, Hey, this is a picture of, you know, like, I mean, just use the example that you said before a rainbow in the water, or going above the water, you know, and I was. I never really thought about that Tiffany Monique Quash, PhD: until you mentioned it, and actually, until another colleague of mine from here at American had mentioned it. And I was just like, Okay, like, this is something again, like, we need to be more cognizant of accessibility like. And I think people take for granted this word like accessibility. Tiffany Monique Quash, PhD: and just so, yeah, just Tiffany Monique Quash, PhD: shout out to my colleague, but like and to you, Dr. Lizzie, of course, but like just thinking about what does accessibility mean? And how can we really Tiffany Monique Quash, PhD: address that when Tiffany Monique Quash, PhD: when trying to push out these, you know. Tiffany Monique Quash, PhD: to promote our our fires, to promote our our studies. And you know, I just I never really thought about it until Tiffany Monique Quash, PhD: until we. Lizzy Bartelt: Yeah, well, and on that line, like, plain language is really important. Right? Lizzy Bartelt: I think the data is Lizzy Bartelt: that Mo, you want to try to make your language Lizzy Bartelt: accessible to a fifth grader because most people don't read beyond that level in the United States. Lizzy Bartelt: There used to be a billboard. I drove past when I worked in Indianapolis. That, said one out of 5 people in the city can't read this sign, and I would always get really sad about that. We think that Lizzy Bartelt: people have the same level of literacy that we do. But that's not actually true. Lizzy Bartelt: A lot of people don't go on to universities. To get even a bachelor's degree, let alone a master's or a Phd. So a lot of people don't have the level of literacy that we do as people who are creating these surveys. Tiffany Monique Quash, PhD: Hmm. Lizzy Bartelt: Really thoughtful about the size of words we're using about the amount of words we're using about Lizzy Bartelt: how hard they are to read and understand and comprehend. Tiffany Monique Quash, PhD: I, you know, I remember when I was a kid. Tiffany Monique Quash, PhD: my, so my grandfather wasn't the most literate individual, I mean also it has to do with generational thing. Tiffany Monique Quash, PhD: Black man in. Tiffany Monique Quash, PhD: you know, a certain time period in this country, and you know, I remember going to Tiffany Monique Quash, PhD: a fast food restaurant with him, and he would just order, always order a cheeseburger. Tiffany Monique Quash, PhD: And and it wasn't the fact that he Tiffany Monique Quash, PhD: couldn't read the Tiffany Monique Quash, PhD: I mean, he just couldn't read the the Tiffany Monique Quash, PhD: the menu, you know, but he knew that this particular restaurant, fast food restaurant serve a cheeseburger Tiffany Monique Quash, PhD: very similar Tiffany Monique Quash, PhD: Scenario, where Tiffany Monique Quash, PhD: my grandmother needed insure. Tiffany Monique Quash, PhD: but he couldn't read the the box, so, unfortunately he was always getting my grandmother Slim fast instead of insure. Tiffany Monique Quash, PhD: and my grandmother was losing weight. Tiffany Monique Quash, PhD: And Tiffany Monique Quash, PhD: and it just was like, why is she losing so much weight? And it was because he was getting the wrong. Tiffany Monique Quash, PhD: You know the incorrect box. And so Tiffany Monique Quash, PhD: I mean, it's it just comes to show you that. And and again, unfortunately, my grandfather's past. But Tiffany Monique Quash, PhD: you know it just comes to show you that not everybody is Literate in our country. Tiffany Monique Quash, PhD: and Tiffany Monique Quash, PhD: you know he I mean my grandfather passed me like Tiffany Monique Quash, PhD: 10 years ago. Give or take. Tiffany Monique Quash, PhD: you know, and he I mean. Tiffany Monique Quash, PhD: when I think about that, and I think about him. Tiffany Monique Quash, PhD: You know he must have been in his seventies. Give or take. Tiffany Monique Quash, PhD: you know? Tiffany Monique Quash, PhD: But yeah, it's Tiffany Monique Quash, PhD: we have to think about this. We have to seriously put into consideration, like. Tiffany Monique Quash, PhD: How how are we gonna reach the masses Tiffany Monique Quash, PhD: with the type of literature that we put out Tiffany Monique Quash, PhD: or studies, you know, I mean and I you know now that I'm thinking about it like would would my grandfather be. I mean the type of work that you and I do. He would not Tiffany Monique Quash, PhD: fit into the category of type of research that we do. Tiffany Monique Quash, PhD: But I mean, would he be able to understand? Tiffany Monique Quash, PhD: You know, that Tiffany Monique Quash, PhD: that flyer, and to be very honest with you, I don't think he would be. Tiffany Monique Quash, PhD: I don't think he would understand it. Tiffany Monique Quash, PhD: And it's really unfortunate. Tiffany Monique Quash, PhD: It's really, really unfortunate. So we have to use pictures sometimes. Tiffany Monique Quash, PhD: Yeah, I think that's the part that's important. Lizzy Bartelt: Right? Exactly. Exactly. Thank you for sharing that story. That's Lizzy Bartelt: really important context for what I'm saying, right? And it helps humanize this whole like a lot of people can't read, and Lizzy Bartelt: people just assume that everyone can. And it's just not the case. Tiffany Monique Quash, PhD: Right, right, right. Lizzy Bartelt: So the next, like Pointer I have is Lizzy Bartelt: from one of my friends, who's a graphic designer, and she's always told me to use no more than 3 colors on any kind of graphic design. So you have like, if you have your title text of like. Lizzy Bartelt: Are you Lgbtq plus? Are you a woman? Are you over the age of 18? Then sign up for our study, right? So like that might be in one color, and then you might have the next color of, like a little bit more details about the study, about the Irb, about the links, about the QR. Code, whatever that might be in a different color, and then maybe you have one last color to call attention to something else on it. Lizzy Bartelt: I didn't have like 12 different colors, which is really unfortunate for me, because I always want everything to be a rainbow, and I'm like. But why can't I have 5 colors on this? And she's like, well, they don't all go together, and I'm like, but a rainbow goes together, and she's like. Tiffany Monique Quash, PhD: I know, but that's not. Lizzy Bartelt: It's not pleasing to your eye, and I'm like, but rainbows are pleasing to your eye, and she's like. Tiffany Monique Quash, PhD: They're pleasing to you. Dr. Lizzie. Okay, that's the only thing that's important. Lizzy Bartelt: If you want me to do a study, make the text and rainbows. Tiffany Monique Quash, PhD: And this is it. Lizzy Bartelt: But most people are me. So actually, just try to stick to 3 colors. Tiffany Monique Quash, PhD: Okay, okay, I never really thought about that. That's why I probably don't design them. Lizzy Bartelt: Right. But even in like Powerpoint, you know how. It's just like when you go to switch colors, it'll only give you like 3 different colors. Have you ever noticed that. Tiffany Monique Quash, PhD: It's loud at all. Lizzy Bartelt: Change it to like. Lizzy Bartelt: Put a text box or something, it changes it to a new color. Lizzy Bartelt: but there are only like 3 choices or 3 variations of that color that you can pick. Lizzy Bartelt: I never. Tiffany Monique Quash, PhD: About that. Tiffany Monique Quash, PhD: See? Now, you've got me thinking I'm gonna have to go to my Powerpoint slides. Lizzy Bartelt: They do that on purpose for you. And so Canva also will do that for you. That's one of the benefits of using that as a software adobe will try to recommend that if you use that publisher used to recommend that again, rip publisher but there are other Lizzy Bartelt: products out there like a lot of me. Students keep using it. Really great sitecom. Lizzy Bartelt: I don't know. They seem to all like that, and they have some prefab infographic kind of fliery things that you can use. So those seem to look out pretty nice when my students do it. Cdc also has. I know that not all y'all are Lizzy Bartelt: health researchers. But the Cdc has something that they used to call the Pink Book. If you Google Cdc. Pink Book. It'll come up and it has health communication design Lizzy Bartelt: guidelines so that can help you. If you've never done any graphic design. That's a really nice resource to look through and learn how to do some of these hidden tricks that we're talking about. Tiffany Monique Quash, PhD: Oh, well. Lizzy Bartelt: And let me think there's anything else that I missed. Oh, and finally, draft, draft, draft, draft, draft, always make sure you're double and triple checking things. Make sure you're drafting things. I'm partly saying this because I'm grading final papers right now that I know we're not drafted, and I'm a little cranky about it. But also like draft, because it's helpful and like, have other people look at it and make sure that you didn't miss something. Lizzy Bartelt: and I would say, if you like, feel like, this is way too many spoons to create flyers. And that's just not your skill set. Lizzy Bartelt: That's okay, it doesn't have to be right? Exactly. Researchers farm out their statistics to statistic departments all the time. Right? Why can't you contact a graphic design department or an art department, and say, like, Hey, does any student want $50 for designing this fire for me? Lizzy Bartelt: You know, and then you can acknowledge them in any publications that come from it. But Lizzy Bartelt: get somebody else to do it. If you don't know how to do it. Or if this seems like way too many things to understand, like, use your research dollars to pay somebody, or maybe it's worth it to even pay it out of your own budget so that you can get those research off the ground if it's too hard. That's okay. There are companies that you can contract with to do some of this for you as well. But there are solutions that are lower cost. Right then. Tiffany Monique Quash, PhD: Yeah. Lizzy Bartelt: I mean to spend a ton of dollars to get Lizzy Bartelt: a flyer. Tiffany Monique Quash, PhD: Well, I guess the other part to this whole concept of creating a flyer is the mood of the flyer the mood of the image. Tiffany Monique Quash, PhD: Can you Tiffany Monique Quash, PhD: kind of go in a little bit into detail about that like? Is it Tiffany Monique Quash, PhD: happy? Is it scary? Is it confusing? Like? What does like? What what is that supposed to mean? Like if Tiffany Monique Quash, PhD: I have an image, and it's Tiffany Monique Quash, PhD: scary, or Tiffany Monique Quash, PhD: happy or confusing and Tiffany Monique Quash, PhD: like, how does that interpret into Tiffany Monique Quash, PhD: collecting of the data. Lizzy Bartelt: Hmm! So if your research is Lizzy Bartelt: let's say on protest. Lizzy Bartelt: I don't know protest. But. Tiffany Monique Quash, PhD: In the news a lot right now, right. Lizzy Bartelt: So let's say, your research is something on protest. And Lizzy Bartelt: you are. Your research question is like. Lizzy Bartelt: what are Lizzy Bartelt: some tactics used by research or like by protesters or something like that. Lizzy Bartelt: Okay? Like, that's a great research question, right? But let's say, even below that, your priority population is people who have done peaceful protests. Lizzy Bartelt: but the image you have is like a shattered window. Lizzy Bartelt: You're not going to get the population that you want to get by having an image of a shattered window and like, have you ever protested? Lizzy Bartelt: Because that's having an opposite message of what your research question actually is. Lizzy Bartelt: So you want to think about what subliminal messages your images are sending. Tiffany Monique Quash, PhD: Got it. Lizzy Bartelt: If you want to do a project, let's say on, maybe your Lizzy Bartelt: research project is on Tiffany Monique Quash, PhD: I was a. Lizzy Bartelt: You sing to make you be in a good mood. Lizzy Bartelt: And right, wouldn't that be a fun one? And Lizzy Bartelt: like, I'm just pulling these out of nowhere, right? These are just randomly floating around in the back of my brain, and you put an image on there of like Lizzy Bartelt: a guitar. But there's like a it's a cloudy Lizzy Bartelt: day behind it, and the sun isn't shining. Tiffany Monique Quash, PhD: Be able. Lizzy Bartelt: Are not gonna connect. Lizzy Bartelt: like, who start filling that out are gonna fill it out, maybe cause they're in a crappy moon. And they see this image, and they're like, clouds, I'm vibing with that right? And then they start filling out. And you start reading these results. And you're like, why is everyone such a bad moon? Well. Tiffany Monique Quash, PhD: Right. Lizzy Bartelt: Cause. Your image was kind of like Moody, right? Tiffany Monique Quash, PhD: Right. Lizzy Bartelt: And sometimes some images don't inherently have like a mood or a feel to them. But a lot more of them do than we think they do so. For instance, I was looking back at slides. I made Lizzy Bartelt: the previous year for a class that I'm teaching now. I only teach it in the spring, and so Lizzy Bartelt: on Wednesday I was like going through and updating my slides. Lizzy Bartelt: and I says I mentioned I was like, this is such a dark image, and I was like it was a happy image of like one of my posters that says, Thank you, Miss Lizzie. You like really changed my life. Blah blah blah blah blah! And it's like from my days of sex, Ed, right? And Lizzy Bartelt: but I'm looking at it. I'm like I took this, and the sun wasn't shining. I was like a backlit thing. So it's completely in shadow. And so it just looks really dark and gloomy, even though it's a really happy image. And I was like, what was I doing here? Right like, I'm sending an opposite message to what this is. And so you wanna pay attention to things like lighting and shading, and Lizzy Bartelt: contrast right? So like if I take a picture of like I have a rainbow flag behind me. Lizzy Bartelt: but it's on a yellow background, and so it doesn't pop. If I want it to really pop, I would put it on a white background or a black background. Right? It's like you want to pay attention to the contrast of the image, and whatever color is behind it. Tiffany Monique Quash, PhD: I mean. Lizzy Bartelt: Attention to the contrast between your text and the color behind it. Lizzy Bartelt: Sometimes I like to do and like I thought about for our flyers for this project, doing a purple and a blue because you love that combination so much, but it's not enough contrast. Tiffany Monique Quash, PhD: No, it's not. Lizzy Bartelt: Like most readers to see between the font color in the background color and your eyes can't necessarily process it, particularly if you're red, green color blind, or if your blue, yellow color blind, or something else right? So you might not be able to actually see that. So you want to pay attention to the contrast between colors as well as within an image itself. Tiffany Monique Quash, PhD: I had a Tiffany Monique Quash, PhD: faculty, our faculty member in their class. Tiffany Monique Quash, PhD: whenever they did not flyers, but like presentations. Tiffany Monique Quash, PhD: the Tiffany Monique Quash, PhD: backdrop of the presentation was always black. Tiffany Monique Quash, PhD: and they would always write in white Tiffany Monique Quash, PhD: like for every single slide. Tiffany Monique Quash, PhD: like every single slide. And I don't know if that was an accessibility thing Tiffany Monique Quash, PhD: or what like, you know, and that's like my. And Tiffany Monique Quash, PhD: my memory Tiffany Monique Quash, PhD: of this particular class is like every single slide was Tiffany Monique Quash, PhD: black backdrop with white writing. Lizzy Bartelt: Did it have the little like fireball shooting across that slide? Lizzy Bartelt: Do you remember that slide deck from the nineties? I do. Tiffany Monique Quash, PhD: Yes, yes. Tiffany Monique Quash, PhD: I see. Lizzy Bartelt: That slide when I was in college, because it, like Lizzy Bartelt: the projectors that were not as good as they are today, and like it, hurt your eyes to look at the black being projected, for whatever reason, right and the like. White was always fuzzy. Lizzy Bartelt: But Lizzy Bartelt: now I'm almost always like on every single device I use the dark mode for, like my Google Docs, for my word, for my email, for my. Tiffany Monique Quash, PhD: Better on your eyes, too. It's a little bit better than your eyes. Lizzy Bartelt: It is, it is I get migrans if I have too much like glaring right. Tiffany Monique Quash, PhD: Yeah, I I also we've been. We've been in higher Ed for a while, so I think Tiffany Monique Quash, PhD: you know I don't know about you, but I've got progressive glasses at this point in my life. Lizzy Bartelt: Tell you about the time when I first got bifocals. When I turned 30, and I was all sad, and my optometrist was just like Lizzy Bartelt: I looked at him. And I go. Is this because of grad school? And he said, it's 100% because of grad school. It's like, Oh, and then I walk out to go, pick out my frames, and he goes. This one's really sensitive about her glasses. Prescription. Be careful with her, and I was like. I don't think I was supposed to hear that, and I did. Now I feel worse. Tiffany Monique Quash, PhD: Don't go to grad school. No, I'm kidding. Lizzy Bartelt: Seriously. Don't go to grad school. Tiffany Monique Quash, PhD: Don't go to grad school. Don't go to grad school, says the people who have Phds. Lizzy Bartelt: And who are doing a podcast about doing research. Tiffany Monique Quash, PhD: Exactly exactly exactly. Tiffany Monique Quash, PhD: Oh, wow! I mean, I think Tiffany Monique Quash, PhD: the one thing you you've you've hit on Tiffany Monique Quash, PhD: that I really appreciate is that Tiffany Monique Quash, PhD: the pre-designs that canva has. Tiffany Monique Quash, PhD: and Tiffany Monique Quash, PhD: I wish I will admit I wish I knew how to use adobe suite cause. I don't. Tiffany Monique Quash, PhD: Do you know how to use adobe suite. Lizzy Bartelt: Yeah. Tiffany Monique Quash, PhD: I I I feel like an Api right now. So. Lizzy Bartelt: I mean, listen, I took a lot of computer classes throughout my life. So Lizzy Bartelt: yeah, I know how to use it. I don't often use it because it's such a cost barrier, and I've only had full access to it like Lizzy Bartelt: I think Iu was the only time I really had full access to it and every other career I've ever been, and I haven't had full access so like. Tiffany Monique Quash, PhD: Who. Lizzy Bartelt: I know how to use it, and I can use it, but I'm not as sophisticated at it as I am at some of the other programs. Right? Cause it. Just. Lizzy Bartelt: You have to log a lot of hours to be really good at it. Tiffany Monique Quash, PhD: Yeah, yeah, yeah. Tiffany Monique Quash, PhD: wow. Tiffany Monique Quash, PhD: I just, I just love how you said like Tiffany Monique Quash, PhD: that anytime, you're doing a flyer creating a flyer that you should have a draft Tiffany Monique Quash, PhD: of a flyer, you know, and I can think of how many times Tiffany Monique Quash, PhD: like when I look at my dissertation, I'm like, Oh, that's a typo, and it published like Tiffany Monique Quash, PhD: play. Tiffany Monique Quash, PhD: I don't know if you have that feeling, but I have that feeling all the time. Lizzy Bartelt: I mean. Honestly, I don't go back and rearrange my dis, so I'm sure I would if I went back and re-read it. Tiffany Monique Quash, PhD: Yeah, I definitely reread it every now and then, and I'm just like Tiffany Monique Quash, PhD: that. That was. Tiffany Monique Quash, PhD: that's the wrong, too. So. Tiffany Monique Quash, PhD: But I just like Tiffany Monique Quash, PhD: emphasize, you know, like using a draft like I mean. Tiffany Monique Quash, PhD: like, go through the process of understanding that your final Tiffany Monique Quash, PhD: like, just because you don't at once doesn't mean that's gonna be your final Tiffany Monique Quash, PhD: flyer like, do it multiple times, you know. And I. Tiffany Monique Quash, PhD: And I think about how many times you and I went back and forth on the flyers that we have out for our current study now, and it was just like. Tiffany Monique Quash, PhD: Don't like this one. I don't like that one, but I like this one da da, da, can we make this smaller? Can we meet that bigger? You know? I mean. Tiffany Monique Quash, PhD: I I think there was definitely a lot of conversation that went that went into it, and not just this study, but also the Bq study. And so. Lizzy Bartelt: Hmm. Tiffany Monique Quash, PhD: So you haven't. Lizzy Bartelt: And think about like the logo for. Tiffany Monique Quash, PhD: Yeah. Lizzy Bartelt: Podcasts. Right? We went through like Lizzy Bartelt: 50 designs for that before we settled on something. And so like. Lizzy Bartelt: it's the process, like don't feel, like you failed just because you have to redesign it like, that's just Lizzy Bartelt: it's such an iterative process to create these things. Lizzy Bartelt: And like, I would also say, like, because it is that iterative process. Build that time into your timeline when you're planning out your research. Because if you are like, Oh, shoot! I need a flyer to submit to Irb, and everything else is ready to go. And I don't want to be delayed for 2 weeks. Well. Lizzy Bartelt: okay, build that into your timeline right like. Lizzy Bartelt: Make that flyer earlier, so that you can go through more draft so that it's ready to go when you're ready to submit. Tiffany Monique Quash, PhD: Right. I think the one thing in addition to all of this. Tiffany Monique Quash, PhD: there's something. Tiffany Monique Quash, PhD: So I'm I'm looking over at our notes, and there's something that I want to really address. And this is for the people who are out there who are listening, who are not Tiffany Monique Quash, PhD: in their early career, who people who are a little bit more seasoned. Tiffany Monique Quash, PhD: I would say it that way. Tiffany Monique Quash, PhD: you say, be careful of assuming a student research assistant can manage this for you. Tiffany Monique Quash, PhD: Can you really like I kind of like, yes. Tiffany Monique Quash, PhD: like, can you? Tiffany Monique Quash, PhD: Can you address that a little bit like cause? I I I think that was just beautifully written, and and can be, and is beautifully said. Lizzy Bartelt: Yeah, yeah. Yeah. So if you Lizzy Bartelt: like, have a student on your team. Lizzy Bartelt: Who? Do you want to give tasks to to like? Have them help you Lizzy Bartelt: manage the Lizzy Bartelt: enormity that is any research project Lizzy Bartelt: great, awesome. I applaud that 100. But if you are giving them something to do that you hate doing, and that you don't have a lot of skill or knowledge in. You cannot assume, just because they are younger, that they're gonna know how to do that. Tiffany Monique Quash, PhD: I was. Lizzy Bartelt: I was just telling one of my friends who's not in higher Ed recently. This story from my students. And I was working with my students, and I was telling them, Okay, here's how you do Apa formatting. Lizzy Bartelt: And I said, You're gonna right, click. And you're gonna pull up the paragraph, and then you're gonna put in special and do hanging and done. Lizzy Bartelt: And they all went. What are you talking about? And I was like, what do you mean? What am I talking about? And they were like, what's a hanging indent? What's paragraph? What is even a right click? And I was like, what mean what is a right click, and I about lost my ever loving mind until one of the students looked at me and they said, Dr. B. We don't use mice. We use our hands because we're always on our phones or our tablets. And I was like. Lizzy Bartelt: Oh, my God, I don't understand this generation right. And I have this moment of like. My entire basis, like my foundational knowledge of computing. Lizzy Bartelt: is with mice, right. Tiffany Monique Quash, PhD: Snap! Lizzy Bartelt: And their foundational knowledge of computing is with their figures. And it is a wholly different way of conceptualizing things. And when we're talking. Tiffany Monique Quash, PhD: Oh! Lizzy Bartelt: Things like graphic design. It's not that they can't do it, but it's that they need a lot of support and education on how to. Tiffany Monique Quash, PhD: And so like. Lizzy Bartelt: If you don't have the skill yourself, you can't just pawn it off to a student assuming that they're gonna be there. Because, even though they're younger than you. That doesn't mean they have more computing knowledge than Youtube. They might have different computing knowledge. They might have some amount of better social media knowledge. Lizzy Bartelt: But I've also run across an equal number of students as I have adults that have absolutely 0 knowledge of social media. They don't want to engage in that. They've heard all of this rhetoric about it being dangerous for their mental health, and they don't want any part in it, just like adults don't right. And not that they're not adults. They're just younger adults. But Lizzy Bartelt: like, I think we need to be really cautious and assuming, just because people are younger, they get computers better. That may have been true it at some point, but I don't even think it ever really has right. Lizzy Bartelt: Than class divides. There's always been Lizzy Bartelt: different levels of K to 12 schooling and higher Ed access. And we can't assume that anyone has this knowledge. So we can ask and say, like, What's your knowledge and comfort level on this? Do you have any friends who are in the art department who might want to make a hundred dollars for designing a flyer, whatever it is. I keep changing the number because I want people to be paid. But like. Lizzy Bartelt: Also, like, you know, figure out what that looks like and what that cut point is, or maybe like in our department student can do it for some class project or something we don't know but you might be able to connect with somebody in some other department and like, use your resources wisely. Right. It's okay if you don't have the skill. But just Lizzy Bartelt: I don't want to throw it at students like they just magically know this. Tiffany Monique Quash, PhD: Right right? And I'm glad that you you pointed that out. Tiffany Monique Quash, PhD: because I think sometimes not all the time, but sometimes Tiffany Monique Quash, PhD: There is a generation of us of of scholars Tiffany Monique Quash, PhD: who assume that just because they're younger. Tiffany Monique Quash, PhD: younger in air, quotes, like or not air quotes, but in actuality, that a student is younger, or their research assistant is younger, that they can. They can do all these things, or they have all this knowledge. And Tiffany Monique Quash, PhD: I that's Tiffany Monique Quash, PhD: I mean, that's ages under that. Lizzy Bartelt: It is, it is. And I also think, like Lizzy Bartelt: creating a flyers. A really specific skill set number one, and because of that iterative nature that we were just talking about. Lizzy Bartelt: For some students. They're gonna be really fragile if you keep telling them that things are wrong. And even if you're just saying like, I just need you to make this little tweak. And in your brain Lizzy Bartelt: that's like Lizzy Bartelt: you're not insulting them. You're not telling them that they failed. You're not saying anything about their skill or their whatever the student might be hearing it that way. Right? And so you wanna be really thoughtful about like what they can and can't deal with and like how you're giving them tasks and giving them corrections and cause as researchers, we learned to build up a really thick skin about a lot of things right? Tiffany Monique Quash, PhD: And we had. Lizzy Bartelt: You. Just Lizzy Bartelt: no, you have to write 50 versions of this paper before it gets published, or whatever it is, and. Tiffany Monique Quash, PhD: Aye. Lizzy Bartelt: As soon as they don't have that skill yet. Tiffany Monique Quash, PhD: I think you know anytime in addressing Tiffany Monique Quash, PhD: students, or even Tiffany Monique Quash, PhD: people who are not students. Tiffany Monique Quash, PhD: You know people in general. I I remember I was taking a human resources class and Tiffany Monique Quash, PhD: in my masters when I was doing my masters and Tiffany Monique Quash, PhD: the Professor, the faculty member, was like, you want to give everybody like a satisfaction. Sandwich, you give them something nice. Tiffany Monique Quash, PhD: Give him a little bit of critique, and like ended on something nice. So, for example. Tiffany Monique Quash, PhD: hey, you know, I really appreciate you putting this flyer together. By chance. Can we like talk about the Tiffany Monique Quash, PhD: the color of blue, you know, and what we may need to do to to make it look like whatever Tiffany Monique Quash, PhD: but again, I really do appreciate. You know, you bringing what you have to the table on time, you know, like something like that, you know, because it doesn't demean the student. It doesn't demean the individual who's actually spent their time and their effort into putting this flyer together, and I think sometimes particularly as scholars, not scholars, but as as faculty members. We don't know how to provide that constructive Tiffany Monique Quash, PhD: criticism, any Tiffany Monique Quash, PhD: and a nice form. Tiffany Monique Quash, PhD: you know. And just being really, really, since just sensitive, and about connecting with our students, you know. Tiffany Monique Quash, PhD: that's something that I am Tiffany Monique Quash, PhD: more cognizant about, especially in the role that I play here at American, you know. Anytime, I, you know, am talking to someone. It's like, you know. Thank you so much. I'm really glad that you came to this consultation. You know. I'm glad that we're able to help you out. Tiffany Monique Quash, PhD: I'm a little lost on XY, and Z, Tiffany Monique Quash, PhD: can, we can. Can. Can we continue talking about this or something? Something along those lines, you know. But yeah, yeah. Lizzy Bartelt: Yeah. And I love how you did that, and I don't know if this is intentional or not. But I'm guessing it was absolutely intentional. But you talked about things on the same wavelength in the same topic area when I was first hot that, like gratitude sandwich thing, somebody was like, oh, your hair is okay. You really messed up on this project, and you know Lizzy Bartelt: I like it when you get out of my office. And I'm like, oh, wow! That's harsh. So like, make sure those Lizzy Bartelt: those things are connected right? And. Tiffany Monique Quash, PhD: Person. Lizzy Bartelt: I think that's useful. So Lizzy Bartelt: yeah, I think that's flyers in a nutshell. Tiffany Monique Quash, PhD: That is, flyers in a nutshell. Lizzy Bartelt: Send us your questions. Send us your comments. We'd love to hear from you. We'd love to know how you've done with flyers and share that out with the community, and like what else we could have talked about, or what else you're curious about, or wish you'd known more about, because it's a topic that we both really feel like. Recruitment just isn't taught Lizzy Bartelt: very well to grad students, and we both have Lizzy Bartelt: had numerous conversations about how much more. We wish we could have gotten on that. Yeah. Tiffany Monique Quash, PhD: Yeah. Lizzy Bartelt: I think if you all want us to do more episodes on this, let us know, and we can dig into it. Tiffany Monique Quash, PhD: I like how you said that, Dr. Lizzie. So thank you so much. Lizzy Bartelt: Thank you, Dr. Tiffany. Tiffany Monique Quash, PhD: Well, that's a wrap from us, everybody again. If you wanna send us your questions or comments follow us on Twitter at Tiffany Monique Quash, PhD: Cotm underscore Pod or email us at Cotm pod@gmail.com and check us out online at Www. Dot Tiffany Monique Quash, PhD: cotm pod.com. I think that's everybody and the socials and the emails and everything. Lizzy Bartelt: Until next time. Tiffany Monique Quash, PhD: I'm Dr. Tiffany. Oh, that's Dr. Lucy. I'm Dr. Tiffany. Tiffany Monique Quash, PhD: Thank you so much.