2 Curriculum Vitae

268 Prado PlWindsor, ONN8S 2H1
ASHLYNE I. O’NEIL

ashoneil@uwindsor.ca

519-984-2839

Current Position

 

Special Projects Coordinator, Office of Open Learning, University of Windsor, May 2018

 

Education

 

PhD Candidate, Applied Social Psychology, University of Windsor, expected 2020

Dissertation: “Success in the first year: Definition, Meaning, and Contributing Factors”

Supervisor: Dr. Kathryn Lafreniere, PhD

Committee: Dr. Erika Kustra, Dr. Rosanne Menna, Dr. Jill Singleton-Jackson

 

ISW Facilitator Certification, Facilitator Development Workshop, 2017

 

University Teaching Certificate – Fundamentals of University Teaching, 2016

 

M.A., Applied Social Psychology, University of Windsor, 2014

M.A. Thesis: “Exploring Personality and Motivational Characteristics of Student Pre-drinkers”

Supervisor: Dr. Kathryn Lafreniere, PhD

 

Post-Graduate Certificate, Autism and Behavioural Science, St. Clair College, 2011

 

B.A. (Honours), Psychology with Thesis (with Distinction), University of Windsor, 2010

Minor: Biological Sciences

B.A. Thesis: “Metamotivational Personality Tendencies in Eating Behaviours: A Reversal Theory Perspective”

Supervisor: Dr. Kathryn Lafreniere, PhD

 

Teaching Experience

Primarily Instruction Roles

The Role of EDs in the Changing Landscape of Grad Education, October 2018

• Contributors: Jeni Spencer, Brandon Sabourin, Natasha May, Ashlyne O’Neil, Jill McSweeney-Flaherty.
• Webinar facilitated during the EDC Not Just Another Webinar series.

Online Course Design Institute. August 2018.

Contributors: Nobuko Fujita, Mark Lubrick, Alicia Higgison, Ashlyne O’Neil, Nick Baker

Feedback is Your Friend: Using Course Data to Inform Course Design. April 2018.

Co-facilitators: Werner Keller, Ashlyne O’Neil, Beverley Hamilton

Developed and facilitated a 2.5 hour workshop with university instructors, to discuss how to use multiple types of data to inform course design and refinement.

Instructional Skills Workshop. December 2017.

Co-facilitators: Anna Galka, Jennifer Soutter, Ashlyne O’Neil, Nobuko Fujita

Three-day (24 hour) workshop delivered to university instructors and graduate students, to challenge common practices, and encourage development of new skills.

Online Course Design Institute. July 2017.

Contributors: Nobuko Fujita, Alicia Higgison, Ashlyne O’Neil, Nick Baker, Mark Lubrick

Developed and facilitated a 1-hour workshop section on learning theories and instructional design methods. Also assisted with the facilitation of sections on online course design, design standards, OERs, lesson planning, multimedia instruction, online assessments, and storyboarding.

Instructor, Introduction to Psychology as a Behavioural Science, Intersession 2016.

• Developed teaching materials, active learning exercises, and assessments for one 170-minute section of the course

Provided formative and summative feedback on a regular basis, and held office hours

Supervised two graduate teaching assistants

Instructor, Effective Writing, Winter 2016. Supervisor: Marissa Reaume

Developed teaching materials and lessons, taught two 50-minute sections of the course, provided formative feedback on weekly in-class assignments, and held office hours

Supervised a team of four teaching assistants

Course Assistant and Lab Instructor, Social Science Research Methods, Fall 2015.

Supervisor: Dr. Kim Babb

Prepared lessons, taught labs, met with students, marked assignments

Introduction to Research Workshop Facilitator, University of Windsor, June 2015.

Co-facilitators: Joan Craig, Ashlyne O’Neil, Mia Sisic (alphabetical)

Taught second– and third–year psychology students the basics of research and using SPSS, provided an introduction to the Psychology Participant Pool, and prepared them for interviews

Guest Lecture, Social Science Research Methods, University of Windsor, March 2015.

Engaged students with the concepts and utility of univariate testing procedures

 

 

Course Assistant and Lab Instructor, Social Science Research Methods, Fall 2014 and Winter 2015. Supervisor: Dr. Laszlo Erdodi

Developed teaching materials and lessons, taught labs, developed assignment requirements and assessment rubrics, held office hours, graded assignments, proctored exams

Guest Lecture, Introduction to Psychology as a Behavioural Science, June 2009.

Lectured on learning strategies, and concepts of memory

 

Primarily Administrative Roles

Lead Course Assistant, Educational Psychology, Winter 2017. Supervisor: Dr. Anoop Gupta

Graded and provided formative feedback on four written assignments, met with students to provide guidance on assessments, managed grading system

Lead Course Assistant, Health Psychology, Fall 2016. Supervisor: Dr. Scott Mattson

Graded and provided feedback on weekly in-class assignments as well as two larger written projects, met with students and advised them on assessments, delegated grading for other assistants, managed Blackboard course site

Lead Course Assistant/Lab Coordinator, Introduction to Psychology as a Social Science, Winter 2013 and Winter 2014. Supervisor: Dr. Ken Cramer

Developed and prepared teaching materials for graduate lab instructors, coordinated lab instructors and meeting times, held office hours, developed midterms and exams, coordinated and proctored midterm and final exams, consulted with lab instructors and other course assistants, other administrative duties

Lead Course Assistant/Lab Coordinator, Introduction to Psychology as a Behavioural Science, Fall 2011, Fall 2012, and Fall 2013. Supervisor: Dr. Ken Cramer

Developed and prepared teaching materials for graduate lab instructors, coordinated lab instructors and meeting times, held office hours, developed midterms and exams, coordinated and proctored midterm and final exams, consulted with lab instructors and other course assistants, other administrative duties

Course Co-Coordinator (Lead GA), Introduction to Psychology as a Social Science, Winter 2012. Supervisor: Dr. Jill Jackson

Developed and prepared teaching materials for graduate lab instructors, coordinated lab instructors and meeting times, held office hours, coordinated and proctored midterm and final exams, consulted with lab instructors and other course assistants, other administrative duties

Teaching Assistant, Introduction to Psychology as a Behavioural Science, Summer 2009. Supervisor: Craig Ross

attended lectures, marked assignments, proctored exams, graded exams

Teaching Assistant, Psychology of Sex and Gender, Winter 2009. Supervisor: Scott Mattson

attended lectures, marked assignments, proctored exams, graded exams

 

Invited Teaching Experience (11)

 

More than a Grade: Providing Meaningful Feedback. (2019, September)

• Two workshops facilitated at the GATA Academy, University of Windsor.

Learning to Facilitate Focus Groups. (2019, April)

• Workshop facilitated for a research team in the Provost’s Office at the University of Windsor.

Leading Effective Discussions. (2018, September)

• Co-facilitators: Michelle Krieger, Ashlyne O’Neil
• Two workshops facilitated at the GATA Academy, University of Windsor.

Leading Effective Discussions. (2017, September)

• Co-facilitators: Ashlyne O’Neil, Michelle Krieger
• Workshop facilitated at the GATA Academy, University of Windsor.

Student, Researcher, Teaching Assistant: Balancing the Demands of Graduate School. (2017, September)

• Co-facilitators: Ashlyne O’Neil, Joan Craig, Chantal Boucher
• Two workshops facilitated at the GATA Academy, University of Windsor.

Qualitative Research Workshop. (2017, April)

Contributors: Chelsea McLellan, Ashlyne O’Neil, Mia Sisic (alphabetical)

Co-developed and facilitated a workshop on qualitative research to medical students at the Schulich School of Medicine & Dentistry (Windsor Campus). Main concepts of epistemology, methodology, data collection methods, and methods for analysis were explained; and students were engaged in thought-provoking discussion as well as an exercise in thematic analysis.

Guest Lecture, Educational Psychology. (2017, March)

Engage students in the theory and application of classroom assessments, and discuss the effects of assessment and feedback on student learning, motivation, and self-efficacy.

Guest Lecture, Psychology of the Family. (2016, October)

Engaged students in discussion and interactive activities about the process, experience, and theoretical perspectives of divorce

Student, Researcher, Teaching Assistant: Balancing the Demands of Graduate School. (2016, September)

• Co-facilitators: Ashlyne O’Neil, Joan Craig
• Two workshops facilitated at the GATA Academy, University of Windsor.

Individual Differences in Students and Academic Risk Taking. (2016, September)

• Co-facilitators: Kathryn Lafreniere, Ashlyne O’Neil, Joan Craig
• Workshop facilitated at the GATA Academy, University of Windsor.

 

 

Guest Lecture, Introduction to Psychology as a Social Science, (2015, December)

• Interactive discussion and activities, teaching core concepts and practical examples of Applied Social Psychology

 

Forthcoming Teaching Experience

 

Co-facilitator, Getting to Impact workshop offered by Windsor-Essex Pride Fest organization

Workshop leader: Julie Fraser, Creative Momentum Consulting

Co-facilitators: Ashlyne O’Neil & Emma Bailey

Event with LGBT+ partners and community members to plot a collective path forward to achieving real, impactful change for the local LGBT+ community

 

Teaching Development

 

Certified Supplemental Instruction Supervisor Training (24 contact hours), August 2018.

with Advanced Leader Training (8 additional contact hours)

• Trained to train and supervise Supplemental Instruction leaders, and to manage and administer institutional Supplemental Instruction programming.

 

Facilitator Development Workshop (35 contact hours), May 2017.

• Invited to partake in a workshop, offered through the Centre for Teaching and Learning, to develop the skills necessary to facilitate the Instructional Skills Workshop.

 

University Teaching Certificate – Fundamentals of University Teaching

• Bi-weekly meetings with two mentors from the Centre for Teaching and Learning
• Development of a comprehensive Teaching Portfolio
• Constructive Alignment for Course Design (full credit course), Winter 2016.
• Learning Centred Teaching for Higher Education (full credit course), Fall 2015.
• Instructional Skills Workshop (24 contact hours), February 2015.

 

Workshops Attended

• Teaching Dossier Academy (30 contact hours), June 2019
• Open Practice: Digital Scholarship for Learners & Teachers, March 2019.
• Presence and Presentation: Engaging your Students in the Classroom, November 2017.
• Echo 360 Training, August 2017.
• Marketing Your Skills Through A Teaching Dossier, March 2017.
• Walking in Two Worlds: A New Zealand Approach to Student Engagement, July 2016
• Feminist Pedagogy in Theory and Practice, February 2016.
• Engaging Students with Technology, March 2015.
• The First Day, September 2014.
• Grading and Feedback, September 2014.
• Effective Explanations, September 2014.

 

Other Professional Development

 

• Aboriginal Worldviews and Education, MOOC by Jean-Paul Restoule, University of Toronto. Currently enrolled.
• Future Trends Forum: Future of Open Education (Bryan Alexander with Robin DeRosa), July 11, 2019.
• Digital Pedagogy Lab (Radical Assessment and Ungrading stream) Toronto, March 18 – 20, 2019
• Future Trends Forum: Future of Learning (Bryan Alexander with John Seely-Brown and Ann M. Pendleton-Jullian), March 14, 2019
• Educational Developers Caucus 2019 Online Conference, February 19 – 22, 2019
• Council of Educational Developers Fall Meeting, Waterloo, November 9, 2018
• Getting it right: Guidelines for Online Assessment (Transforming Assessment Webinar), November 15, 2017.
• MapMyProgramme – Developing the Holistic Student Assessment Experience, (Transforming Assessment Webinar) June 7, 2017.
• Learning Analytics Summer Institute, University of Michigan, June 12-15, 2017.
• Bargaining Skills Workshop, Windsor, August 12-13, 2016
• Preparing for Bargaining, Windsor, February 6-7, 2016
• Parliamentary Procedure, Windsor, October 28, 2014
• Financial Essentials and Financial Officers, Fergus, September 13-14, 2014

 

Educational Development Experience

 

Reframing Aging through Adapted Open Educational Resources

• May 2019 – present
• Supporting faculty member in remixing an adapted OER by combining information from three existing OERs; openly-sourced data and updated content for Canada, U.S., and the world; and frameworks for aging from the Frameworks Institute.
• Instructional design of adapted open textbook and accompanying open slides
• Supervision of and collaboration with two student developers (one grad, one undergrad)
• https://ecampusontario.pressbooks.pub/alwaysdeveloping/ (in process)
• Content development and sourcing is on-going, and after the first complete version will undergo review and revision prior to publication

 

Peer Assisted Learning Sessions (PALS) Coordination

• September 2018 – present
• Provide 8-12 hours of intensive face-to-face training for new (and returning) leaders, each term
• Promote positions, review applications, conduct interviews, and hire leaders
• Complete administrative tasks associated with scheduling, space booking, managing the Blackboard sites, liaising with departments, and the general operation of the program
• Liaise with course instructors, leaders, and students
• Promote the program in formal and informal settings, including the creation of various promotional materials
• Collect and analyze data to assess the functioning and effectiveness of the program

 

Online Graduate Diploma in Industrial-Organizational Psychology

• May 2017 – present, initial development phases funded by eCampus Ontario
• Project manager responsible for liaising between the lead faculty member and the development team comprised of four student employees and a learning specialist, supervising student work, consulting with various institutional units, and tracking the progress of the project
• Co-designed the curriculum structure including five online courses and a placement component, navigating various institutional processes including AAU approvals and the Program Development Committee requirements
• Co-designed several online learning modules and assessments, ensuring their proper functionality on Blackboard Learn
• Participated in the production (casting, set, filming, editing, captioning) of several demonstration videos
• Assisted in the pilot of the first course, including obtaining feedback from students

 

Institutional Framework for Course Redesign

• May 2017 – August 2018
• Project manager responsible for coordinating many units and individuals, including faculty, staff, students, and administrators, and managing multiple deadlines
• Collaborated closely with course instructor, supporting the inquiry into their course and associated interventions and research
• Event planning, regular meetings and consultations, and student supervision
• Collection, anonymization, analysis and reporting of course redesign data
• Creation of institutional framework for course redesign and associated inquiry framework
• Creation of a 200-page project report and three associated conference presentations

 

Online Physics Education Network – Quality Standards

• May – June 2018, part of a large project funded by eCampus Ontario
• Developed both a long- and short-version of quality standards assessment for a suite of courses offered across three institutions as part of a master’s degree in physics
• Developed a student feedback survey aimed at quality assurance for the same courses

 

User Perceptions of Learning Analytics and Best Practices for Implementation

• April 2017 – May 2018, funded by eCampus Ontario
• Completed a literature review and environmental scan, presenting findings at a conference
• Co-created a survey, collected and analyzed data, and presented findings
• Co-developed a focus group moderator guide, facilitated focus groups, analyzed data and presented findings

 

Introduction to Psychology as a Behavioural Science – course adaptation

• adapted syllabus, course material, and assessments to be constructively aligned and favour active learning strategies and scaffolding of important concepts

 

 

Research Grant Awards

 

Postsecondary Education Outreach for Underrepresented Groups, Research grant funded by

Higher Education Quality Council of Ontario (HEQCO), Department of Psychology, University of Windsor, August 2014 – April 2015.

$46, 423

Grant proposal preparation, development of methodology, quantitative and qualitative data collection and analyses, and preparation of a written report and final presentation.

Principal Investigator: Dr. Shelagh Towson

Research Team: Twiladawn Stonefish, Ashlyne O’Neil and Joan Craig

 

Articles in Peer Reviewed Journals (5)

 

O’Neil, A.I., McLellan, C., Cameron, M., Reed, A., Henderin, C., Dellavelle, R.P., Tan, J. (2019). Putting the patient in patient-centred care: Pilot testing an updated patient decision aid for plaque psoriasis. Journal of Cutaneous Medicine & Surgery, 23(1), 119-120. doi:10.1177/1203475418795825

McLellan, C., O’Neil, A.I., Cameron, M., Reed, A., Henderin, C., Dellavelle, R.P., & Tan, J.K.L. (2019). Facilitating informed treatment decisions in acne: A pilot student of a patient decision aid. Journal of Cutaneous Medicine & Surgery, 23(1), 117-118. doi:10.1177/1203475418795819

Cameron, M., Tan, J.T., McLellan, C., O’Neil, A.I., Reed, A., Henderin, C., Dellavalle, R.P., & Boyal, S. (2018). Development of patient decision aids for plaque psoriasis and acne. Dermatology Online Journal, 24(7).

O’Neil, A.I., Lafreniere, K.D., & Jackson, D.L. (2016). Pre-drinking motives in Canadian undergraduate students: Confirmatory factor analysis of the Prepartying Motivations Inventory and examination of new themes. Addictive Behaviors, 60, 42-47. doi: 10.1016/j.addbeh.2016.03.024

O’Neil, A.I. & Lafreniere, K.D. (2014). Metamotivational tendencies, sociocultural attitudes, and risky eating behaviours. Journal of Motivation, Emotion, and Personality: Reversal Theory Studies, 1, pp. 50-57. doi: 10.12689/jmep.2014.206

 

Published Technical and Policy Reports

 

Stonefish, T., Craig, J.C., & O’Neil, A.I. (2015). The Recruitment of Under-represented Groups

to Ontario Colleges: A Survey of Current Practices. Toronto: Higher Education Quality Council of Ontario *peer-reviewed*

 

other non-refereed articles

 

O’Neil, A. (March, 2017). My experience obtaining a Fundamentals of University Teaching

Certificate. The Empirical Professor, 1(2), 3.

 

Manuscripts in Progress

 

O’Neil, A.I., Hamilton, B., Baker, N., & Kustra, E. (manuscript in progress). More than a blueprint: Using the course sketch to guide course redesign.

 

O’Neil, A.I., Hamilton, B., Baker, N., & Kustra, E. (manuscript in progress). Institutional framework for course redesign initiatives.

Refereed Presentations (24)

 

Krieger, M.A., & O’Neil, A.I. (2019, June). Difficult discussions in diverse classrooms: Creating safe spaces for collaborative learning. Workshop facilitated at the Society for Teaching and Learning in Higher Education 2019 Conference, Winnipeg, Manitoba.

O’Neil, A.I., Ting, T., Potter, M., Frowley, N. (2019, May). #UWINwithPALS: Promoting success through peer assisted learning sessions. Paper presented at 13^th annual University of Windsor Teaching and Learning Conference: Crucial Conversations in Teaching and Learning.

O’Neil, A.I., Batu, M., & Hamilton, B. (2018, June). An inquiry-based approach to course

refinement: Results from a large-enrolment first-year course. Paper presented at the Society for Teaching and Learning in Higher Education 2018 Conference, Sherbrooke, Quebec.

Hamilton, B., O’Neil, A.I., & Batu, M. (2018, June). Adaptation and evolution: Course

refinement as collective inquiry. Paper presented at the Society for Teaching and Learning in Higher Education 2018 Conference, Sherbrooke, Quebec.

Fujita, N., O’Neil, A.I., Mark Lubrick, Tony Vo, Phebe Lam. (2018, June). Engaging students as

partners in open and online learning at the University of Windsor. Poster presented at the International Students as Partners Institute, Hamilton, Ontario.

O’Neil, A.I., Biasi, M., Hamilton, B., & Baker, N. (2018, May). The syllabus scan: Purpose,

Process, and Institutional Utility. Paper presented at the Canadian Society for the Study of Higher Education Conference, Regina, Saskatchewan.

O’Neil, A.I. (2018, February). Targeting individual differences to enhance student success.

Poster presented at the 6^th annual Great Lakes Regional Student Success Conference, Detroit, Michigan.

Fujita, N. & O’Neil, A.I. (2017, October). Implementing learning analytics in higher education:

A review of the literature and user perceptions. Paper presented at the 27^th biannual ICDE World Conference on Online Learning, Toronto, Ontario.

Lafreniere, K.D., Craig, J.C., O’Neil, A.I., Evans, S. (2017, June). Student learning orientation,

grade orientation, and approach to academic work: Motivational interviews with learning oriented vs. grade oriented students. Poster presented at the annual Canadian Psychological Association Conference, Toronto, Ontario.

Tan J., Dellavalle R.P., Cameron M., Henderin C., Reed A., McLellan C., O’Neil A.I., Boyal S.

(2017, June). Development of patient decision aids for plaque psoriasis and acne. Paper presented at the 92nd annual Conference of the Canadian Dermatology Association, Fredericton, Canada.

O’Neil, A.I. (2016, June). The drink before the drink: An exploration of pre-drinking in Canadian undergraduate students. Paper presented as part of a “student risk taking” symposium at the annual Canadian Psychological Association Conference, Victoria, British Columbia.

O’Neil, A.I., & Lafreniere, K.D. (2015, July). (Meta)motivation and Pre-drinking Behaviour. Paper presented at the 17^th biannual International Reversal Theory Conference, Niagara, Ontario.

Lafreniere, K.D., O’Neil, A.I., Craig, J., Cramer, K.M., & Menna, R. (2015, May). “Will this be on the test? Consequences of Grade Orientation in University. Poster presented at the Windsor Oakland Teaching and Learning Conference, Windsor, Ontario.

O’Neil, A.I. & Lafreniere, K.D. (2014, August). Motivations for pre-drinking in undergraduate

students. Poster presented at the annual American Psychological Association Convention, Washington, DC.

O’Neil, A.I., Craig, J., & Lafreniere, K.D. (2014, May). Night People Operating in a Morning

Oriented World: Recommendations for Accommodating Students’ Natural Tendencies in Academic Settings. Poster presented at the Windsor Oakland Teaching and Learning Conference, Rochester, Michigan.

Craig, J., O’Neil, A.I., & Lafreniere, K.D. (2013, July). Metamotivational dominance involving

substance use during academic tasks. Paper presented at the 16^th biannual International Reversal Theory Conference, Reims, France.

O’Neil, A.I., Craig, J., & Lafreniere, K.D. (2013, July). Exploring reversal theory in

relation to consideration of future consequences. Paper presented at the 16th biannual International Reversal Theory Conference, Reims, France.

Craig, J., O’Neil, A.I., & Lafreniere, K.D. (2013, June). Motivations in relation to substance use

in an academic context. Poster presented at the 74^th annual Canadian Psychological Association Conference, Quebec City, Quebec

O’Neil, A., Craig, J., & Lafreniere, K. (2013, June). Differential prediction of risk taking

behavior in students: Reversal theory and consideration of future consequences. Poster presented at the 74^th annual Canadian Psychological Association Conference, Quebec City, Quebec.

Craig, J., Dufour, R., O’Neil, A., Plant, L., & Stonefish, T. (2013, May). A mature look at going back to school. Presented at the Windsor-Oakland Teaching and Learning Conference, Windsor, Ontario.

Lafreniere, K., Menna, R., Cramer, K., Page, S., Tippin, G., O’Neil, A. & Craig, J. (2012, June).

Learning orientation, grade orientation, and academic risk-taking. Presented at the 73^rd annual Canadian Psychological Association Conference, Halifax, Nova Scotia.

O’Neil, A., Lafreniere, K., & Cramer, K. (2011, July). Metamotivational constructs,

sociocultural attitudes, and risky eating behaviours. Paper presented at the 15^th biannual International Reversal Theory Conference, Alexandria, VA.

Lafreniere, K., Menna, R., Cramer, K., O’Neil, A., Tippin, G., & Page, S. (2011, July).

Predicting academically risky behaviours: Learning orientation, grade orientation, and reversal theory’s personality constructs. Paper presented at the 15^th biannual International Reversal Theory Conference, Alexandria, VA.

O’Neil, A., Lafreniere, K., Cramer, K. (2011, June). Metamotivational personality tendencies in

eating behaviours. Presented at the 72^nd annual Canadian Psychological Association Conference, Toronto, Ontario

 

Forthcoming Refereed Presentations

 

Baker, N., Fujita, N., O’Neil, A.I. (2019, November). Come for the OERs, stay for the pedagogy: Recognising engagements with OERs as potentially transformational faculty development activities. Paper to be presented at the Technology + Education Seminar + Showcase, Toronto, Ontario

 

Non-Refereed Presentations

 

O’Neil, A. (2010, April). Motivational personality tendencies and eating behaviours: A reversal

theory perspective. Paper presented at the 40^th annual Ontario Psychology Undergraduate Thesis Conference, Windsor, Ontario

 

INVITED SPEAKING ENGAGEMENTS

 

Cracking open education: An open discussion on open educational resources, practices, and

pedagogies. Panel discussion at Open Education Summit 2018. Moderator: Rick Overeem, Panelists: Lena Patterson, Dave Cormier, Ashlyne O’Neil, David Simon.

 

Stonefish, T., O’Neil, A.I., & Craig, J. (March 2015). The Recruitment of Underrepresented

Groups at Ontario Colleges: A Survey of Current Practices. Paper presented to the Higher Education Quality Council of Ontario and the Ministry of Training Colleges and Universities, Toronto, Ontario.

 

Research Associate & Assistantships

 

Research Associate, InforMED Patient Decision Aids for Psoriasis and Acne, Windsor Clinical

Research Inc. (Project funded by Pfizer Pharmaceutical), February 2016 – May 2017. Designing and revising research methodology, consulting with research team members, overseeing a research assistant, analyzing quantitative and qualitative data, and supervising manuscript preparation.

 

Research Assistant, Sexual Assault Resistance Education Program – Fidelity Study (University of Calgary Funded), Department of Psychology, University of Windsor, March 2015 – July 2015. Coding of qualitative data to ensure reliability.

 

Research Assistant, Learning Approaches Research Project, Department of Psychology,

University of Windsor, March 2014 – July 2015.

 

Research Assistant, The Teaching Evaluation Toolkit: Building the Basis of Better Teaching in

Ontario (Productivity and Innovation Fund Grant), Department of Psychology, University of Windsor, January 2014 – April 2014. Developing databases for the Student Evaluations of Teaching (SETs) results, as well as a guide to their use.

 

Research Assistant, Sexual Assault Resistance Education Program (CIHR funded), Department

of Psychology, University of Windsor, August 2013 – April 2014. Contacting participants via telephone, mail, and email, maintain data bases, attend weekly meetings, and other duties.

 

Research Assistant, General Arts and Science Equivalency Research Project, Department of

Psychology, University of Windsor, April 2013 – July 2013. Gather information via university websites, regarding program requirements, recommend University of Windsor courses for equivalency evaluation, and other duties.

 

Research Assistant, College Pathways Research Project, Department of Psychology, University

of Windsor, May 2012 – July 2012. Gathered information regarding best and current practices for college students transferring to Ontario universities, and amalgamated information into detailed reports, suggesting improvements for the current practices at the University of Windsor.

 

Research Assistant, Community and Health Psychology Research Lab, Department of

Psychology, University of Windsor, April 2009 – June 2009, May 2011 – September 2011. Collected data, combined previous measures, conducted literature searches.

 

Research Assistant, Applied Memory and Cognition Research Lab, Department of Psychology,

University of Windsor, July 2008 – November 2010. Conducted research interviews, prepared materials, transcribed audio files, collected, entered, and coded data.

 

Research-Related Service

 

• 2019 University of Windsor Teaching and Learning Conference, Submission Reviewer
• 2019 Adopt, Create, Extend (ACE) Grants Adjudication Committee, Office of Open Learning, University of Windsor.
• 2018 Society for Teaching and Learning in Higher Education Conference, Submission Reviewer
• 2018 Canadian Society for the Study of Higher Education Conference, Submission Reviewer
• 2018 International Congress of Applied Psychology, Submission Reviewer for Teaching of Psychology section
• 2018 International Conference of the Learning Sciences, Submission Reviewer
• 2017 Windsor-Oakland Teaching and Learning Conference, Submission Reviewer
• 2017 Canadian Psychological Association Convention, Submission Reviewer for Teaching of Psychology section
• 2017 Canadian Psychological Association Convention, Submission Reviewer for Community Psychology section
• 2016 Feminist Research Group Conference Planning Committee
• 2016 Feminist Research Group Conference Submission Review Co-Chair
• 2016 UWill Discover Undergraduate Conference Submission Review Team
• 17^th International Reversal Theory Conference Organizing Committee (2013-2015)
• 17^th International Reversal Theory Conference Abstract Review Committee
• 2015 Centered on Learning Innovation Fund (CLIF) Adjudication Committee, Centre for Teaching and Learning, University of Windsor
• 2015 Feminist Research Group Conference Planning Committee
• 2015 Feminist Research Group Conference Submission Review Committee

 

Service to the University (leadership/executive roles marked with *)

Positions with a Responsibility Stipend

• *Membership Officer, CUPE Local 4580, May 2016 – April 2017
• Collective Bargaining Committee, September 2016 – April 2017
• *President, CUPE Local 4580, May 2015 – April 2016
• *Secretary Treasurer, CUPE Local 4580, May 2014 – April 2015
• Collective Bargaining Committee, May 2014 – February 2015

 

Positions without a Responsibility Stipend

 

• Student representative, Research Ethics Board for Education and Learning, University of Windsor, January 2018 – present
• Student representative, Permanence Track – Ancillary Academic Staff: Educational Multimedia Design Specialist Hiring Committee, Office of Open Learning, March – June 2019.
• Volunteer, Open Education Summit 2018, May 2018.
• Student representative, Review, Promotion, and Permanence Committee, Office of Open Learning, June 2018.
• Student representative, Permanence Track – Ancillary Academic Staff: Learning Specialist Hiring Committee, Office of Open Learning, August – September 2017
• Member, University of Windsor Community Action Group, November 2016 – September 2017
• Member, Feminist Research Group, September 2013 – September 2017
• Member, Employment Equity Coordinating Committee, University of Windsor, May 2015 – May 2017
• GATA Representative, Campus Union Solidarity Group, University of Windsor, May 2014 – May 2017
• CUPE 4580 Representative, CUPE Area Leadership Council, May 2014 – May 2017.
• *Director, University of Windsor Community Action Group, November 2015 – November 2016
• Student representative, Promotion, Tenure, and Renewal Committee, Department of Psychology, September 2014 – September 2016
• Student representative, Appointments Committee, Departments of Psychology, September 2014 – September 2016
• *President, University of Windsor Community Action Group, September 2014 – November 2015
• *Ombudsperson, University of Windsor Psychology Department, September 2013 – September 2015
• Program Representative, Psychology Graduate Council, University of Windsor September 2012 – September 2015
• *Director of Social Events, University of Windsor Community Action Group, November 2012 – September 2014
• Student Representative, Applied Social Psychology Area Committee, September 2012 – September 2013
• *President, Psychology Graduate Council, University of Windsor, September 2012 – September 2013
• Program Representative, Student Representative Council, St. Clair College, September 2010 – April 2011
• *Special Events Coordinator, University of Windsor Shinerama Campaign, September 2009 – December 2010
• Student Volunteer, Summit Center Preschool for Children with Autism, January 2010 – July 2010
• *Mentor, Orientation Leader, Training Facilitator, Community Outreach Team Leader, Volunteer, and Selection Board member; Students Orienting Students, University of Windsor, March 2007 – September 2010
• *Faculty Liaison, Psychology Students Association, University of Windsor, January 2010 – April 2010
• Student Representative, Psychology Undergraduate Studies Committee, University of Windsor, September 2009 – April 2010

Other Academic Service (leadership/executive roles marked with *)

 

• *Student Member at Large, Teaching Assistant and Graduate Student Advancement (special interest group of STLHE), June 2018 – present.

Communications subcommittee

Partnerships subcommittee

Professional Development and Publications subcommittee

• Adjudication Committee, 2018 Dr. Alan Wright Award for Exemplary Online and Technology-Enhanced Teaching, October 2018.
• Submission Reviewer, Canadian Journal of Education, April 2018.
• *Social Media Coordinator, The Section on Teaching of Psychology, CPA, September 2017 – December 2018.

 

Service Outside the Academic Community

 

• Photographer, Canadian Cancer Society, June 2018 – present
• Trainer, Distress Centre of Windsor-Essex County, August 2009 – February 2018
• Phone Volunteer, Distress Centre of Windsor-Essex County, September 2008 – April 2012
• Child Care Provider, St. Mary’s Family Learning Center, September 2009 – March 2010
• General Labourer and Child Care Volunteer in the Dominican Republic, International Student Volunteers, July 2008

 

Professional Memberships

 

• Council of Ontario Educational Developers, 2018-2019
• Society for Teaching and Learning in Higher Education, Student Member, 2017-2019
• Educational Developers Caucus, Student Member, 2017-2019
• International Council for Open and Distance Education, 2017-2018 (applied)
• Canadian Society for the Study of Higher Education, 2018
• American Psychological Association, Student Affiliate, 2013-2018
• Canadian Psychological Association, Student Affiliate, 2009, 2011-2018
• Section on Teaching of Psychology
• Section on Educational and School Psychology
• Section on Community Psychology
• Association for Psychological Science, Student Affiliate, 2016-2017
• Reversal Theory Society, 2011-2017

 

GENERAL Practical Experience

 

Applied Social Psychology Doctoral Internship, April 2017 – May 2018. Office of Open Learning, University of Windsor

Job title: Research & Development Associate

Project Manager, eCampus New Program Development Grant, Graduate Certificate in Industrial and Organizational Psychology.

Project Manager, eCampus Research and Innovation Grant, A multi-functional initiative to establish, or to establish mechanisms for, the development of shared, hybrid first-year and large-enrolment courses.

Research Associate, eCampus Research and Innovation Grant, Investigating user perceptions of data representations and visualizations from learning analytics reports in online and technology-enhanced courses to develop a best practices guide for higher education institutions.

 

Mental Health Workshop for Refugee Youth, March 2016. University of Windsor Community Action Group.

• Developed an interactive workshop for refugee youth at Windsor Women Working with Immigrant Women. The workshop as developed with appropriate language for new immigrants, and with vignettes and applied examples relevant for the youth.

 

Applied Social Psychology Practicum, January 2013 – December 2013. House of Sophrosyne.

• Conducting a needs-assessment for the expansion of services to offer treatment to women who have young children and providing recommendations related to such programming to the Board of Directors.

 

Autism and Behavioural Science Placement, February 2011 – May 2011. Reach for the Skye.

• Worked with adults with disabilities, and developed programming initiatives (e.g., implementation of PECS).

 

Undergraduate Developmental Psychology Practicum, January 2010 –April 2010. Summit Center for Preschool Children with Autism.

• Developed an Intensive Behavioural Intervention program for a five-year-old child with autism, prepared a written report and presented results on teaching a child to match letters with shaping.

 

Other Selected Employment

 

• Owner and Photographer, Ivy Photography, August 2011 – present
• Independent family of a child with autism using Direct-Funding option
• Respite Provider, October 2011 – December 2014
• Lead Therapist (promotion), October 2010 – September 2011
• Instructor Therapist, April 2010 – October 2010
• Temporary Part Time Assembly Worker, Chrysler Canada, July 2007 – September 2011
• Administrative Assistant, John Postons Counselling and Therapy, July 2006 – September 2007

 

Awards and Scholarships

 

• Recognized for Contributions to Research Ethics at the University of Windsor. Honoured at the Celebration of Excellence in Scholarship, Research and Creative Activity, 2019.
• STLHE Student Bursary ($500), Society of Teaching and Learning in Higher Education,

Awarded for presenting at the 2018 STLHE Conference in Sherbrooke, Quebec.

• CTL Travel Grant ($500), Centre for Teaching and Learning, University of Windsor. Awarded for presenting at the Canadian Society for the Study of Higher Education, May 2018
• GA Award for Educational Practice, Centre for Teaching and Learning, University of Windsor, Nominated 2017.
• Ontario Graduate Scholarship ($15,000 distributed over one year, three terms) 2016-2017
• Graduate Endowment Scholarship ($1,000) 2016
• Ontario Graduate Scholarship ($15,000 distributed over one year, three terms) 2015-2016
• Ontario Graduate Scholarship ($15,000 distributed over one year, three terms) 2014-2015
• University of Windsor PhD Entrance Scholarship ($6,000 distributed over three terms per year, x4 years. Accepted only for Fall 2017.)
• Ontario Graduate Scholarship ($15,000 distributed over one year, three terms) 2013-2014
• Social Sciences and Humanities Research Council: Joseph-Armand Bombardier Canada Graduate Scholarship Program Master’s Scholarship ($17, 500 distributed over one year, three terms) 2012-2013
• University of Windsor Master’s Entrance Scholarship ($5,500 distributed over one year, three terms) 2012-2013
• Ontario Graduate Scholarship ($15,000 distributed over one year, three terms) 2011-2012
• St. Clair College Student Leadership Award (plaque awarded at graduation) 2011
• Graduated with Distinction, BA[H], University of Windsor, 2010
• University of Windsor $8,000 Renewable Entrance Scholarship ($2000 x 4 years) 2006-2010
• University of Windsor $12,000 Outstanding Scholars Award (distributed over 4 years, accepted and used over two years because of program change) 2006-2008

 

MEDIA APPEARANCES

Johnson, K. (March 2016). Psychology students to discuss mental health with refugee youth. The Daily News. Retrieved from: http://www.uwindsor.ca/dailynews/2016-03-19/psychology-students-discuss-mental-health-refugee-youths

Elliot, S. (July 2015). Study says improvement needed in college recruitment of underrepresented students. The Daily News. Retrieved from: http://www.uwindsor.ca/dailynews/2015-07-15/study-says-improvement-needed-college-recruitment-underrepresented-students

Denonville, A. (December 2014). UWindsor Action Group gather donations for local teens. The

Lance, 87(15). Retrieved from: https://issuu.com/uwindsorlance/docs/87