INFORMS: What inspired you to research this particular topic?

SCALA: I earned my PhD in Industrial Engineering from the University of Pittsburgh and taught independently towards the end of my study. When I joined Towson, I noticed that various aspects of my lectures were resonating differently with business students — some concepts better than the engineers I previously taught, others were more of a challenge. I suspected something was driving this difference, and I wanted to figure it out.

INFORMS: Did any of your results surprise you?

SCALA: We used Jones’ MUSIC Model of Academic Motivation to examine potential differences between engineering and business students. The model assesses motivation on five constructs: eMpowerment, Usefulness, Success, Interest, and Caring. We anticipated finding significant differences in most of the constructs, but only Caring showed significance for the business students. Most differences were driven by attitude towards analytics, particularly students with a positive attitude having more motivation.

INFORMS: What is the most important takeaway you hope readers will learn from your paper?

SCALA: Effective approaches for teaching analytics vary by major. Business students can be influenced towards a positive attitude and thus be motivated to perform better. Caring instructors who demonstrate the relevance of the material in the classroom can help to influence positive attitudes amongst business students.

INFORMS: Tell us about the process of writing this paper.

SCALA: My research area can be broadly categorized as decision analysis, and I just don’t have an in-depth background in education theories. So, I asked Karen Bursic and Andrea Goncher to join the project, as both have solid research records in this area. I also partnered with Stella Tomasi, as we are colleagues in the same department at Towson. We started this project during my first year at Towson, so it was a great opportunity to work with department colleagues as well as with some of my friends. Andrea and I helped each other a lot during graduate school, and I owe a lot of my successes to her unwavering support and friendship. I worked as Karen’s TA while at Pitt, and she is a brilliant educator. I knew I had the right team of experiences and backgrounds, and we had a lot of fun putting this project together.

INFORMS: Why was it important for you to publish in INFORMS Transactions on Education?

SCALA: INFORMS speaks for the OR and analytics community and is inclusive of academics in both engineering and business programs, as well as career professionals. We know this journal is read by both engineering and business professors, and we wanted the results to assist as many professors as possible with being great educators.

INFORMS: Tell us a little about what you are working on now.

SCALA: Most of my work is in decision analysis, specifically military and security applications. I just finished a study on metrics for evaluating Army unit readiness with Col. Paul Goethals that has been accepted to Decision Analysis. I am working a lot with metrics for cybersecurity as well as the human behavior component of cyber. Paul and I created a value model for cybersecurity metrics that is under review. We, along with James Howard, are also studying attack vectors and threats to voting processes. These projects have been fascinating, and there is so much work that needs to be done in the cyber area.

INFORMS: How do you keep yourself up-to-date on the latest research in your field?

SCALA: Obviously INFORMS publications and journals are key resources for cutting-edge analysis and research. I also use Twitter extensively. It’s a great platform for getting a pulse on the discussion inside and outside of academia. For me, the true value of research is realized when it is applied to make a difference. Understanding current events and dialogue is essential to developing actionable and impactful research projects.

INFORMS: What first attracted you to the field of data analytics?

SCALA: I like to solve actionable problems that have applied impact. Analytics problems are always so timely, and I get opportunities to work directly with organizations. My dissertation was a data-driven inventory model that saved the case study company 18% of their inventory volume. I thought making an impact like that was really neat, and I’ve continued my focus on applied problems.

INFORMS: What about your career might surprise us?

SCALA: I started college with the goal of becoming a journalist, specifically a sports or weather reporter. I took math courses mostly for fun but really enjoyed modeling and operations research. I decided to major in math, and, years later, here I am as a professor. I still really enjoy telling stories, which is why I enjoy teaching so much.

INFORMS: When you’re not using your OR/MS superpowers to try to make the world a better place, what are some of the ways you like to spend your time?

SCALA: I watch a lot of sports, especially my favorite teams (Pittsburgh Penguins, Pittsburgh Steelers, Cleveland Indians). I also love to cook, so I like to spend time with friends and family over a good meal.

INFORMS: As an INFORMS member, what benefit do you find most useful?

SCALA: My first job after graduate school was with the federal government, and then I joined Towson University. I found both positions through the INFORMS Job Placement Service and interviews at Annual Meetings. My network has grown immensely by meeting and talking with others at Annual Meetings.

INFORMS: You are also involved in INFORMS' Military Application Society (MAS), SpORts Section, and the Maryland and DC (WINFORMS) Chapters. How have these involvements impacted your professional life?

SCALA: Jennifer Leong Luik did great work, starting around 2012, in reviving the Maryland Chapter. I served on the chapter’s board with her during that process, and it was an opportunity to meet and collaborate with other career professionals working in the same geographic area. My network grew quickly and exponentially.

I’ve also really enjoyed serving on the board for MAS. Military and security problems have always been interesting to me, and it’s important to utilize perspectives from academia and outside of the traditional service branches when solving these really complex and important problems. I plan to continue and increase my involvement in MAS throughout my career.

Finally, I met Walt DeGrange through the MAS network and am now working with him and others on the SpORts board. This service has been lots of fun, especially our social gatherings at Annual Meetings. This year the section attended a Houston Rockets game, and last year we saw the Nashville Predators.

INFORMS: What is the best advice you can give to students in your field?

SCALA: For graduate students: There is always going to be someone who will try to hold you back, either implicitly or explicitly. Don’t believe that hype. You deserve to be here and to be making a difference by working on problems that you enjoy.

For undergraduate students: OR and analytics are going to become even more essential in our ever-evolving technology- and service-based economy. You will have a very rewarding and fun career. Keep learning and always asking questions about how something (a process, a predictive analytic, anything) can be done better.

INFORMS: Tell us something that not many people know about you.

SCALA: Growing up, I quit a local softball team after one season because I wanted to play baseball instead. The league wasn’t co-ed, so I never had the chance to play baseball on a team. However, baseball is my favorite sport, and the first paper I wrote in graduate school is a pitcher substitution model.

INFORMS: What would you name the autobiography of your life?

SCALA: Approaching Optimality