Academic Innovation Research Specialist
Grey Reavis (they, them) partners with Duke faculty, staff and students to develop research projects focusing on teaching and learning. They work in collaboration with faculty to establish research questions, develop IRB protocols, design survey instruments, collect consent, write literature reviews, and clean and analyze data. They also conduct research studies related to teaching and learning at Duke and evaluate emerging technology tools and projects within DLI.
Connect with Grey
Grey is currently a doctoral student in the Higher Education program at North Carolina State University, and their research interests are the queer and trans community in higher education, first-generation college students, and critical methodologies. Prior to joining Duke, they worked as a Research Associate with the National Initiative for Leadership and Institutional Effectiveness, where they designed, implemented, and analyzed climate surveys for university partners. Previously, they served as the University IT Accessibility Coordinator at NC State University, where they oversaw accessible technology, promoted awareness of accessibility across campus, and established policies and practices relating to the university’s IT systems, websites, and course materials. They received their M.A. in English Literature and their M.Ed. in Instructional Technology. They have presented at the Association of the Study of Higher Education (ASHE) conference, the Association of Education Finance and Policy (AEFP) conference, the EDUCAUSE Learning Initiative (ELI) conference, and a number of other higher ed conferences. Much of their time outside of work is devoted to their work as a beekeeper and mentor within the beekeeping community.
Reavis, G., Antonicci, N. & Manturuk, K. (2021). “A lot has become muted:” Supporting LGBTQ+ students living at home during the covid-19 pandemic. In K. Bista, K., Allen, R. M., & Chan, R. Y. (eds.), Impacts of COVID-19 on International Students and the Future of Student Mobility (pp. 91-103). Routledge.
Manturuk, K. & Reavis, G. (2021). Pedagogical implications of covid-19: A case study of what faculty learned about teaching well by teaching remotely during the covid-19 pandemic. In Bista, K., Allen, R. M., & Chan, R. Y. (eds.),The Impacts of COVID-19 on Higher Education: Global Perspectives (pp. 154-166). STAR Scholars. https://starscholars.org/product/global-education/
Maconaldo, L. G., Reavis, G. & Johnson, K. R. (2021, in press). Effectively communicating survey results. In Luchanga, U. & Harbaugh, G. A. (eds.), Basic Elements of Survey Research in Education: Addressing the Problems Your Advisor Never Told You About (pp. 579-606). Charlotte: Information Age Publishing.
Fitzgerald, T.N., Muma, N. J. K., Gallis, J.A., Reavis, G., Ukachukwu, A., Smith, E.R., Ogbuoji, O., Rice, H.E. (2021). Development of an interactive global surgery course for interdisciplinary learners. Annals of Global Health, 87(1): 33, 1–14. doi: https://doi.org/10.5334/aogh.3178
Hall, M. M., Worsham, R. E., & Reavis, G. (2021). The effects of offering proactive student-success coaching on community college students’ academic performance and persistence. Community College Review, 49(2):202–237. doi:10.1177/0091552120982030