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“Bridging Theory and Practice” featuring Dr. Jason Gillis and Dr. Dia Chatterjee in the Discourses and Dialogues Discussion Series!

Hosted by The Center For Research and Creative Activities (CRCA)
Mar 10, 2022

2021-22 Discourses and Dialogues: Salem State Faculty Discuss Current Research and Creative Activities Panel

# 4: “Bridging Theory and Practice” featuring Dr. Jason Gillis and Dr. Dia Chatterjee

Monday, April 4 from 4 pm - 5 pm

Dr. Jason Gillis is an Associate Professor working in the Human Performance Laboratory, Department of Sport & Movement Science, at ֱ.Jason Teaches courses in human applied physiology and research methods, and supervises student research.

His lecture, “Bridging theory and practice with systematic reviews and meta-analysis” will review how Exercise Science students implement theoretical concepts in research methodology as they conduct a semester-long systematic review and meta-analysis of a novel research question. This research-intensive learning experience has the potential to contribute directly to faculty scholarship, while preparing students to conduct systematic reviews and meta-analysis as senior research projects, which also have the potential to contribute to faculty scholarship.

Dr. Dia (Deepshikha) Chatterjee received her PhD in Organizational Psychology from Michigan State University, and her BS in psychology from Illinois Institute of Technology. Her major research interests include diversity (stigmatization and identity management), careers in organizations, and creative performance.

Her presentation, “Professional Stigmatization: A multi-study, multi-method investigation of police officers’ identity management strategies and well-being outcomes” extends the literature on stigmatization by helping resolve the arguments between two prominent camps: Link and Phelan's (2014-) assertion that stigmatization can only happen to those who lack power with the dirty works literature, and (Ashforth &Kremer, 1999) that denotes that professions with power can also be stigmatized.

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