Jon Grahe BITSS CatalystPsychology
After 20 years teaching statistics, research methods, and capstone courses, he abandoned his program of research in his specialty to focus primarily on advancing his undergraduates’ research contributions. In recent years, he devoted his scholarship time to developing projects where students could both learn the craft of research methods while simultaneously contributing to science more broadly. He introduced “authentic research projects” where the goal of the project is to share findings beyond the classroom. He has guided projects that are locally derived course based research questions in coordination with colleagues across campus (Ward, Johnson, Griswald, & Grahe, 2017) and across the world (Nelson, Grahe, & Ramseyer, 2016) as well as projects that are crowdsourced across many locations where students are invited to collect a local sample and share their data with a larger groups.
He is the principal investigator for the Collaborative Replications and Education Project (CREP) and the Emerging Adulthood Measured at Multiple Institutions (EAMMi2) project, and recently coauthored a book, “Designing and Teaching Undergraduate Capstone Courses.” He has extensive experience mentoring students in these projects as well as guiding instructors across the world interested in introducing these opportunities into their own courses. He is currently scheduling dates for his Crisis Schmeisis 2017 Open Science lecture tour to share why open science tools are valuable even if there were no crisis of confidence in research findings.