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RIA #28: Dr. Todd Campbell on Managing Large Research Grants

 

Dr. Todd Campbell

Dr. Todd Campbell

On this episode, Katie is joined by Dr. Todd Campbell, an Associate Professor of Science Education in the Department of Curriculum and Instruction at the University of Connecticut. His research focuses on teaching and learning in science education. More specifically, cultivating classroom versions of scientific activity through modeling as an anchoring epistemic practice, technology tools in scientific activity, and science teacher professional development.  Dr. Campbell is the PI for a National Science Foundation (NSF) Discovery Research K-12 project focused on science teacher professional development. Cumulatively, he has been PI for approximately $6,000,000 in research funding and has published in numerous journals including the International Journal of Science Education, Review of Research in Education, and Research in Science Education, and has served as guest editor of the Journal of Science Education and Technology, and National Science Teachers Association’s journal The Science Teacher.

Transcript (.docx)

Show Notes

Would you like to incorporate this episode of “Research in Action” into your course? Download the Episode 28 Instructor Guide (.pdf) or visit our Podcast Instructor Guides page to find additional information.

Segment 1: Applying for Large Research Grants [00:00-11:14]

In this first segment, Todd discusses some of the ways that he prepared to apply for large research grants.

In this segment, the following resources are mentioned:

Segment 2: Managing Large Research Grants [11:15-23:31]

In segment two, Todd shares some best practices and strategies for managing large research grants.

Segment 3: Grant Writing & Research Takeaways [23:32-33:14]

In segment three, Todd shares some of the lessons he has learned through his grant writing experiences.

Bonus Clip #1:  Challenges in Applying for Large Research Grants [00:00-5:23]

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The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

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