associate director of research clemson university school
TRANSCRIPT
Joseph B. Ryan, Ph.D. Associate Director of Research
Clemson University School of Education
Grow and sustain a research culture among faculty & students.
Increase faculty scholarship productivity
Enhance undergraduate & graduate student learning opportunities and involvement in research & scholarship.
Train future practitioners in: Critical Thinking
Working as part of a Team Evidence Based Practices.
Gains in Knowledge and Skills. Greater gains in mastering both content and contextual knowledge
Enhanced ability to put classroom knowledge into practice
Increased creativity and critical thinking
Enhanced problem-solving skills
Enhanced communication skills, both oral and written
Enhanced technical skills within the discipline
Increase Academic Achievement and Educational Attainment. Higher retention rates
Greater increases in course grades
Greater persistence in the major
Higher graduation rates
Higher rates of acceptance in graduate/professional schools
(Osborn & Karukstis, 2009)
.
Enhancing Mentoring and Teaching
Influence careers of undergraduates
Break down barriers between faculty and students
Integrate scholarship and teaching
Improve classroom teaching
Foster synergy between graduate and undergraduate programs
Achieving Research, Scholarly, and Creative Outcomes
Provides intellectual invigoration
Remain current in the discipline and field
Establish collaborations (interdisciplinary and/or disciplinary)
Produce results and advance research program
Deepening Relationships with Alumni
Greater presence on campus for alumni and institutional events
More substantial monetary contributions to institutional programs and funding drives
Greater enthusiasm & motivation to promote institution and raise its visibility
Increase Quantity of Publications
Increase Quality of Publications ◦ Impact, or citations of these papers Thompson Reuter’s Journal Impact Factor (JIF)
H-Index: (Hirsch, 2005)
G-Index: (Leo Egghe, 2006)
Google Scholar
1. Coursework
2. Mentoring a Student Research Team
3. Literature Reviews
4. Data Collection ◦ Coding Articles ◦ Coding Raw Data ◦ Coding Video ◦ Data Analysis ◦ Coding Articles
5. Interdisciplinary Activities
6. Conference Presentations
7. Service Based Learning Activities
Conduct Chronological Review
◦ Academic Search Complete
Conduct Network Review
◦ Web of Science
◦ Reference Search
Did Not Attempt = 0
Demonstrated with Serious Deficiencies = 1
Demonstrated with Minor Deficiencies = 2
Mastered = 3
Batting Score Grip bat with both hands (fingers), front arm’s hand on bottom Grip will tighten during swing Left shoulder and hip face pitcher Bends at knees and waist Watches center of ball Swing begins by throwing hips at ball, step forward onto left big toe Belly button is facing pitcher as bat contacts ball Holds onto bat until coach gives cue to drop and run
Research is becoming increasingly interdisciplinary in response to complex “Wicked Problems” within society.
Advantages of Interdisciplinary Research:
Sharpens your communication skills Talk across Disciplines
Learn about more than just your field of study
Different disciplines often approach problems from slightly different angles
Hearing about other research can trigger new ideas, which can be incorporated into one’s own research.
Widens your perspective on the research
Allows for a broader understanding of complex phenomena
College & University Poster Sessions
ACC Meeting of the Minds
Posters on the Hill ◦ Council on Undergraduate Research
State / National Professional Organization Conference Poster Sessions
Journal of Undergraduate Research ◦ http://ufdc.ufl.edu/jur
Psi Chi Journal of Psychological Research ◦ http://www.psichi.org/pubs/journal/
1. Think of examples about how you have successfully engage students in your research?
2. How can we better engage our undergraduate & graduate students in our research to enhance their learning and our scholarship?
Think & Share
Hawkins, B.L., Stegall, J.B., Weber, M. & Ryan J.B. (2012). The Influence of a Yoga Exercise Program for Young Adults with Intellectual Disabilities. International Journal of Yoga. 5, 151-156.
Hughes, E., Green, J. & Ryan, J.B. (2011). The use of assistive technology to improve time management skills of a young adult with an intellectual disability. Journal of Special Education Technology, 26(3), 13-20.
Osborn, J. M. & Karukstis, K.K. (2009). The benefits of undergraduate research, scholarship, and creative activity. In: M. Boyd and J. Wesemann (Eds.), Pages 41-53, Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact. Council on Undergraduate Research, Washington, DC.
Ryan, J.B., Katsiyannis, A., Cadorette, D., Hodge, J. & Markham, M. (in press). Establishing Adaptive Sports Programs for Youth with Disabilities. Preventing School Failure,
Ryan, J.B., Hughes, E., Katsiyannis, A., McDaniel, M. & Sprinkle, C. (2011). Research-based educational practices for students with Autism Spectrum Disorder. Teaching Exceptional Children, 43(3), 56-64.
Ryan, J.B., Peterson, R.L., Tetreault, G. & Van der Hagen, E. (2007). Reducing Seclusion Timeout and Restraint Procedures with At-Risk Youth. Journal of At-Risk Issues. 13(1), 7-12.
Ryan, J.B., Robbins, K., Peterson, R.L. & Rozalski, M. (2009). Review of state policies concerning the use of physical restraint procedures in schools. Education and Treatment of Children, 32(3), 487-504.
