On a First Name Basis

Eric Jankowski: Efficiency Expert, Whiskey Blender, 380-Mile Failure

A 24-hour mountain bike race, a 380-mile bikepacking “failure,” and a custom whiskey blend might sound like unrelated stories, but they all point to the same theme: how we learn, how we collaborate, and how we get better without wasting effort. I’m joined by Dr. Eric Jankowski, director of the Micron School of Materials Science and Engineering at Boise State University, for a wide-ranging conversation that stays grounded in real moments, real trade-offs, and real joy. We talk about the Smoke and Fire race and what self-supported rules teach you about resourcefulness, planning, and humility. From there we get into craft and community: coffee as a precise ritual, whiskey blending as a long-running tradition with friends, and why care for process is often a sign of care for people. Eric also shares how Boise became home after Michigan and Denver, and what stood out to him about Boise State’s student-focused culture and its access to the outdoors and to industry. Then we dig into the core research: energy efficiency, computational efficiency, and materials science that aims to power society without harming the planet. Eric explains how his lab uses high-performance computing, why wasted “bit flipping” makes him mad, and how smarter workflows can dramatically cut costs. We also explore Boise State’s NSF-funded AWESOME Center (Advancing Workforce Experience in Semiconductors Through Outreach and Mentoring Excellence), semiconductor workforce development in Idaho, and how emerging technologies like ferroelectric memory and neuromorphic computing could reduce the energy and cost of AI and data centers. Subscribe, share this with a friend who loves science and stories, and leave a review so more listeners can find the human side of Boise State research.

Anne Hamby: Dreadmills, Tater Tubes, and the Stories We Tell

A great story doesn’t just entertain, it changes what we believe is possible. I sit down with Boise State marketing professor Dr. Anne Hamby to unpack why storytelling is so powerful, how it works in marketing and education, and why the most persuasive narratives often sound less like a sales pitch and more like a real human confession. We start somewhere unexpected: ultra running. Anne explains the “exercise in extremes” behind 50Ks and 50-milers, the mental trick of moving from mile 10 to the next aid station instead of panicking about the miles ahead, and the strange joy of fueling with gummy worms, cookies, and whatever your body suddenly demands. That endurance mindset becomes a bridge to the bigger theme: stories help us persist through discomfort, uncertainty, and change. From there, Anne shares the career pivot that shaped her scholarship, quitting graduate school and then managing a youth development program in South Africa. Watching a narrative-based curriculum outperform traditional lecturing led her to study storytelling, narrative persuasion, and social marketing focused on consumer well-being. We also dig into imposter syndrome as an internal story, research with STEM students using Story Collider training, and why authenticity and “narrative transportation” can open people up to new ideas while inauthentic messaging triggers resistance. If you’re a teacher, parent, leader, student, or anyone trying to influence change without lecturing, you’ll leave with concrete ways to use storytelling more intentionally. Subscribe and share this with a friend who loves a good narrative.

Megan Smith: What Happens When A Community Chooses Connection Over Crisis

What if the fastest way to improve youth mental health isn’t more crisis response, but better community conditions? We sit down with Dr. Megan Smith, associate professor at Boise State and founding director of Communities for Youth, to explore how upstream prevention makes thriving the norm and not the exception. From her move to Boise for family and purpose to the early classroom lessons that shaped her research, Megan connects the dots between lived experience, data, and real results. We talk about the limits of telling teens to “cope harder” and the promise of building resilient communities where connection is easy, safe, and frequent. You’ll hear how teen brains collide with algorithm-driven feeds, why phones are only part of the story, and how student-led ideas like “disrupt the algorithm” can shift daily habits. The heart of the conversation is practical: collect youth voice, return local data fast, and bring coalitions together to focus on a few protective factors that matter most—trusted adults, belonging, and accessible activities after school. This is community change you can feel. Boise State students help facilitate small groups where tense rooms turn into shared plans. Partners like St. Luke’s and the Blue Cross of Idaho Foundation support the work, but success belongs to locals who stay focused and consistent. One community saw depressive symptom indicators drop from 66% to 24% across three survey cycles—proof that upstream prevention isn’t a slogan; it’s a system that works when everyone shows up. If you care about youth mental health, school culture, and smart, data-informed action, this conversation will give you a hopeful roadmap you can start using now.

Amber Warrington: So Maybe Not All Longhorns Are the Enemy

A Razorback on the table, a Longhorn on the mic, and a conversation that turns from tailgates to the true engine of school change: teachers learning with teachers. We sit down with Associate Professor Amber Warrington to explore how small, intentional communities of practice can transform writing assessment, student belonging, and the daily joy of teaching. Amber shares how an early love of reading became a life of teaching English, then reveals the moment she noticed a gap—student-centered writing with teacher-centered assessment. That question sparked a collaborative inquiry where educators read research, traded classroom wisdom, and designed a strength-based approach that invites students into the assessment process. The surprising outcome wasn’t just a better tool; it was a better way to learn together. That insight fuels her upcoming book, Disruption Through Design, which shows how educators can turn challenges like AI, post-pandemic shifts, and policy changes into purposeful improvements through design thinking. We dive into the Boise State Writing Project, part of the National Writing Project network, where teachers lead teachers. From the month-long summer institute to advanced strands on Indigenous Voices and democracy-building instruction, the program builds real capacity for K–12 literacy across Idaho—including rural districts through statewide workshops and campus housing. Amber also highlights the Pathway to Academic Success initiative for multilingual learners and a narrative writing project that helps middle schoolers share personal stories, build voice, and strengthen classroom community. Her throughline is simple and powerful: when educators claim agency, collaborate deeply, and keep one foot in the classroom, students feel it—in feedback that affirms, in lessons that connect, and in a stronger sense of belonging. Come for the football banter; stay for a practical roadmap to more humane assessment, richer professional development, and classrooms where young people thrive. If this conversation sparks ideas, share it with a colleague, subscribe for future episodes, and leave a review with the biggest disruption you’re ready to design.

Jeremy Ford: From Hoops to Hope

Education should be a doorway open to everyone who wants to walk through it. That's the guiding philosophy behind Dr. Jeremy Ford's  work at Boise State University, where he's creating pathways to college for students with intellectual and developmental disabilities who have traditionally been excluded from higher education. As a former school psychologist who found his way to academia, Ford brings a unique perspective to his role in the College of Education. "I was spending time working in schools and I didn't know all the things I needed to know to help the students and families I was working with," he explains. This drive to learn more and create bigger impact led him to develop multiple innovative programs that are transforming lives and changing what's possible in Idaho. Ford's work inclcudes the PEERS program (Providing Exceptional Education and Raising Standards), a two-year college experience where students with intellectual disabilities earn a certificate in community and career readiness. Unlike segregated programs, PEERS students take standard university foundation courses alongside typical students and select electives based on their interests. "For some students, the PEERS program will be their college experience. For others, it's a stepping stone to an associate's or bachelor's degree," Ford notes. What makes Ford's approach distinctive is his commitment to authentic inclusion. Students in PEERS aren't isolated—they're integrated into campus life, building relationships with fellow students who serve as allies and mentors. As Ford proudly shares, "A colleague observing a class couldn't identify which students were in the PEERS program. These are just individuals with some learning differences who you run into all the time in our communities." Beyond PEERS, Ford's Prep Academy gives high school students with disabilities a taste of college life through summer immersion experiences, while his ASSIST lab engages undergraduates and graduates from diverse disciplines in research supporting students with disabilities. The impact ripples outward, influencing how K-12 schools prepare students and changing what families believe is possible. Discover how one professor's vision is building bridges between communities, challenging assumptions about who belongs in higher education, and creating spaces where all students can discover their potential. This isn't just about access—it's about belonging.