Resume

• 2013

  Wittenberg University

  Wright State University

  School of Advertising Art Inc

  Kettering

  Ohio

  Instructor of Psychology

  Springfield

  Ohio

  Adjunct Instructor - Business Statistics

  Wittenberg University

  Childhood Mood Disorders Lab

  Undergraduate Research Assistant

  The Ohio State University

  Dayton

  Ohio

  Adjunct Associate Professor - Psychology

  Wright State University

  Wright State University

  Psychology Instructor

  The Modern College of Design

• 2012

  Ph.D.

  Additional training and research concentrations: Social Psychology

  Health Psychophysiology

  Persuasion

  Human Factors Psychology and Industrial/Organizational Psychology

  Wright State University

• 2009

  Human Factors and Ergonomics Society

  American Psychological Association

  Association for Psychological Science

  Society for Personality and Social Psychology

  Society for Industrial Organizational Psychology

  German

  English

  Master of Science

  Human Factors & Industrial/Organizational Psychology

  Wright State University

• 1997

  Bachelor of Arts

  Psychology

  The Ohio State University

• Leadership Development

  Conflict Resolution

  Instructional Design

  Student Affairs

  Event Planning

  Public Speaking

  Statistics

  Microsoft Word

  Qualitative Research

  Curriculum Development

  Program Development

  Data Analysis

  SPSS

  Teaching

  Adult Education

  Higher Education

  Research

  Psychology

  Leadership

  Workshop Facilitation

  Critical Mass or Incremental Change? The Effects of Faculty Gender Composition in STEM

  LaHuis

  David

  Hillard

  Amy

  In M.T. Segal & Demos

  V. (Eds.) Gender Transformation in the Academy (Advances in Gender Research

  Volume 19)

  Emerald Group Publishing Limited

  355-374.

  Abstract:\nPurpose – Critical mass theory suggests that attaining a certain proportion of a minority group triggers transformation that improves conditions for minority group members. Using faculty gender composition as a continuous rather than categorical predictor

  the present research discerns whether the proportion of women influences equity among women and men faculty in STEM disciplines. \nMethodology – STEM faculty completed a survey examining perceptions of department climate for women (i.e. advancement and discrimination) and division of work time. The proportion of women in each participating department was calculated.\nFindings – Using multilevel modeling

  we found that women (vs. men) faculty perceive less departmental advancement of women

  but that a greater proportion of women in a department is related to increased perceptions that the department advances women. We did not find differences in time male or female faculty reported spending on research

  teaching

  or service; however

  as the proportion of women increases

  there is a decrease in the amount of time individual male and fmeale faculty spent on research and an increase in time spent on service. Contrary to critical mass theory

  we found a linear rather than quadratic effect of proportion of women on perceptions of department climate and division of work time. \nResearch Limitations – These effects may not be attributable to gender proportion alone. \nPractical Implications – GIven our finding of incremental effects of proportion of women

  a critical mass is not necessary or sufficient for change. Underlying problems of discrimination and stereotyping need to be addressed while recognizing that each woman hired has a positive impact. \n

  Critical Mass or Incremental Change? The Effects of Faculty Gender Composition in STEM

  Gary Klein

  James C. Whitacre

  Helen Klein

  Abstract: \nThis meta-analysis assessed how successfully Diabetes Self-Management Education (DSME) interventions help patients with type 2 diabetes achieve and maintain healthy blood\nglucose levels. We included 52 DSME programs with 9

  631 participants that reported post- intervention A1c levels in randomized controlled trials. We found statistically significant reductions in A1c levels for training compared to control conditions and that the differences were sustained for a year or longer. The average A1c reductions

  however

  were relatively small and shifted only 7.46% of participants from diabetic to pre-diabetic or normal status. While the reductions were statistically significant

  they were less clinically significant. Current DSME efforts are moving in the right direction

  but it is still not enough.\nMost DSME programs relied on rules and procedures so a comparison by intervention type was impossible. While providing patients with rules and procedures related to diet

  exercise

  and weight loss may be necessary

  it does not appear sufficient. Our research suggests that DSME adopt more aggressive strategies such as cognitive self-monitoring and diagnosis skills. We also found that intervention delivered by nurses were more successful than those delivered by others. This review highlights the need for more standardization in describing DSME procedures to advance our effort.

  Diabetes Self-Management Education: Miles to Go.

  Trust Comprehensive: Criteria for Evaluating Research.

  LEADER Consortium Faculty Work Climate Survey: Baseline Comparison of STEM vs. SBS.

  Hillard

  A.L.

  Abstract:\nImplicit biases can foster negative attitudes and lead to damaging stereotypical behaviors. Stereotypes can negatively affect the education

  hiring

  promotion

  and retention of women in science

  technology

  engineering

  and mathematics (STEM). This study evaluated the impact of diversity training on university faculty (N = 234) by assessing changes in implicit associations and explicit attitudes toward women in STEM. Personal implicit associations about women in STEM improved for men

  but not for women who already tended toward more positive implicit associations at pre- test. Men were more likely than women to explicitly endorse stereotypes about women in STEM at both pre- and post-test

  and these attitudes did not change as a result of the diversity training. These findings suggest that participation in a brief diversity training can improve implicit associations about women in STEM.

  Using implicit bias training to improve attitudes toward women in STEM.

  Abstract:\nThere exists a lay perception that extraversion confers benefits for coping with stress and promotes salubrious stress and health outcomes. Generally

  research supports this assertion. However

  much of this research is cross-sectional

  and key components of extraversion are not controlled for in analyses

  leaving the causality of these effects unclear. It seems plausible that extraversion would affect stress outcomes through stressor appraisals

  because extraverts are thought to be more likely to attend to the positive aspects of a stressor. However

  quasi-experimental research does not reveal a uniformly positive relationship of extraversion with beneficial stress outcomes. At present

  the research suggests that neuroticism is a better predictor of stress outcomes

  and is linked to negative stress responses. However

  more quasi-experimental and longitudinal research designs are needed to fully understand the role of personality on influencing stress responses. Extraversion may provide benefits for stress outcomes

  but consideration of the context in which this personality trait facilitates such outcomes and the methodology used to evaluate these relationships are needed.

  Extraversion and Stress.

  Featured on WYSO: http://wyso.org/post/survey-dayton-residents-finds-climate-change-concerns\nReport available at: http://www.slidesearchengine.com/slide/climate-change-in-the-dayton-ohioian-mind

  Climate Change in the Dayton

  Ohioan Mind.

  Michele Wheatly

  Peggy DesAutels

  Amy Hillard

  Abstract:\nThe present study used semi-structured interviews (N = 12) and a workplace climate survey (N = 252) to investigate faculty perceptions of and experiences in their STEM departments across four diverse institutions in order to understand barriers to women’s success. We found that although men and women are equally productive

  women report that their department perceives them as less productive than men. Similarly

  women believe they have less influence on and experience less collegiality in their departments than men. Women also perceive more sexism and discrimination than men. These quantitative findings are supplemented with qualitative data to more fully understand faculty perspectives. In addition

  we found that workplace outcomes such as job satisfaction and turnover intentions are affected by the department climate for both men and women faculty

  which suggests that improving the climate serves all faculty. Specific recommendations to improve STEM academic climates are discussed.

  A Mixed Methods Study of Gender

  STEM Department Climate

  and Workplace Outcomes

  The Modern College of Design

  Wright State University

  The Ohio State University