Faculty Scholarship

Brady, F. (2021). Training peer teachers to teach first year graduate level information literacy sessions. The Journal of Academic Librarianship, 47(2), 102308. https://doi.org/10.1016/j.acalib.2020.102308

Weaver, Kari D., Brady, F. & Droog, A. (2023). Drawing to Conceptualize Research, Reduce Implicit Bias, and Establish Researcher Positionality in the Graduate Classroom. In Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners (vol. 1, pp. 215-228). Association of College & Research Libraries Press.

Brady, F., Droog, A. (in progress). Beyond the one-shot: Reflections on prioritizing relationships in information literacy curriculum. Teaching the whole student: Compassionate instruction in the academic library, edited by Elena Rodriguez, ACRL.

Droog, A., Weaver, K. D., & Brady, F. (in press, November 2024). Along for the journey: Graduate student perceptions of research. College & Research Libraries https://huskiecommons.lib.niu.edu/allfaculty-peerpub/1112/

Brady, F., Taylor, K., & Malhi, Muneet. (2024, June 6). Elevating student voices through research. [Webinar]. CARLI Showcase, virtual.

Brady, F., Weaver, K. D., & Droog, A. (2023, March 31). The graduate student research experience: Exploring the impact of a drawing-based research study on our librarian practice [Webinar]. Transforming Libraries for Graduate Students Webinar Series, virtual. https://youtu.be/aYdwZRUi5cY

Droog, A., Weaver, K. D, & Brady, F. (2022, June 25). Unpacking the graduate student research experience: Findings from a drawing based research study [Conference session]. 2022 American Library Association Annual Conference & Exposition, Washington D.C.

Brady, F. & Droog, A. (2022, February 11). Are you as conflicted as we are? Challenges with teaching subject headings and keywords [Conference presentation]. CARLI Instruction Committee, virtual.

Brady, F. (2021, May 21). Refining topics by visualizing them in a Venn diagram activity via Zoom [Conference presentation]. 9th Annual CARLI Instruction Showcase, virtual.

Brady, F. (2019, December 19). High hopes for a credit-bearing course [Conference presentation]. Library UX Chicago, Chicago, IL.

Brady, F. & Wilson, M. (2019, May 23). A search term by any other name is just as correct? : The importance of evolving language in keywords and subject headings [Conference presentation]. 7th Annual CARLI Instruction Showcase, Chicago, IL.

Brady, F. & Fletcher, T. (2018, May 31). Cats cause schizophrenia? Librarian-faculty collaboration to develop student competency in contextualizing sources [Conference presentation]. 6th Annual CARLI Instruction Showcase, River Forest, IL.

Bobova, L., Brady, F., & Bridgeman, C. (2018, April 12-14). Joining Forces: Collaborating across Academic Affairs to help students obtain and review literature in support of their research [Conference presentation]. Midwestern Psychological Association, Chicago, IL.

Brady, F. Wilson, M., & Bailey-Murray, C. (2018, April 20). Peer teaching: empowering students towards creativity and action [Conference presentation]. Information Literacy Summit, Moraine Valley, IL.

Brady, F. (2018, March 19). Assessing a peer teaching program [Conference presentation]. Library UX, Chicago, IL.

Brady, F. (2015, August). Flying out of the box: Beyond the one-shot [Conference presentation]. MARIL, The Chicago School, Chicago, IL.

Brady, F. (2015, June 18). Working backwards to create a literature review [Conference presentation]. CARLI Showcase, Naperville, IL.

Brady, F. (2023). Scaffolded information literacy curriculum: Slow librarianship as a rejection of the hegemony of neoliberalism. Journal of New Librarianship, 8(2), 29-40. https://doi.org/10.33011/newlibs/14/2

Wilkinson, B. D., Shank, G., & Hanna, F. (2019). Epistemological issues in counselor preparation: An examination of constructivist and phenomenological assumptions. The Journal of Counselor Preparation and Supervision, 12(4). https://www.proquest.com/scholarly-journals/epistemological-issues-counselor-preparation/docview/2665552601/se-2

Palmer, G. (2021). Disrupting the Cinderella premise: Transforming our classrooms, communities, and global spaces. The Community Psychologist, 55(1).

Palmer, G., (2017). Preparing and applying for a teaching-focused faculty position: Navigating the road. In, Judah J. Viola, & Olya Glantsman., (Eds.) Diverse career opportunities in community psychology (pp. 216-229). Oxford University Press.

Musthafa, H. S., & Kyriakides, L. (2023). Using student ratings and external observations to detect the effects of quality of teaching on student learning outcomes: a longitudinal study in the Maldives. Asia Pacific Journal of Education, 1-17.

Dennis, M., Halbert, J., & Fornero, S. (2022). Structured development and support for online adjunct faculty: Case studies and best practices. In Kumar, S., & Arnold, P. (Eds.), Quality in online programs: Approaches and practices in higher education (pp. 211-228). Brill.

Dennis, M., DiMatteo-Gibson, D., Halbert, J. D., Gonzalez, M., & Byrd, I. P. (2020). Building faculty community: Implementation of a research colloquium series. Journal of Higher Education Theory and Practice, 20(6).

Dennis, M., Halbert, J., DiMatteo-Gibson, D., Agada, C., & Fornero, C. (2020). Implementation of a faculty evaluation model. Journal of Leadership, Accountability and Ethics, 17(5), 30-35.

Davies, K., Blake, L. Palladino, C., & Halbert, J. (2014). Designing a DREAM database: Library faculty integration in medical education assessment column on virtual projects-designing a DREAM database. Journal of the Medical Library Association, 102(4), 232–233.

Henning, J. A., Brand, B., & Courtois, C. A. (2022). Graduate training and certification in trauma treatment for clinical practitioners. Training and Education in Professional Psychology, 16(4), 362-375.

Henning, J. A., & Brand, B. L. (2019). Implications of the American Psychological Association’s Posttraumatic Stress Disorder Treatment Guideline for trauma education and training. Psychotherapy, 56(3), 422–430 http://dx.doi.org/10.1037/pst0000237

Hall, C., & Henning, J. (2023). Training, supervision and continued professional development for grief therapists. In E. M. Steffen, E. Milman, & R. A. Neimeyer (Eds.), The Handbook of Grief Therapies (pp. 295-298). Sage.

Faiz, R., & Walker, J. (2023, March 30-31). A relational framework for work-life dynamics: Academics' experiences and reflections [Conference presentation]. 3rd Annual Conference of Private Degree Granting Institutions Association (PDGIA). Vancouver, BC, Canada. 

Stones, A., Walker, J. (2018, June). Gender differences in education modality choice and the reasons for returning to study in adult population [Conference presentation]. International Journal of Arts and Sciences Annual Conference, Toronto, ON, Canada.

Walker, J., & Circo, D. (2025). Hallowed halls, hostile climates: Addressing workplace violence in academia. In Williams, K.S., Segarra, P. & Sauerbronn, F. (Eds.), Navigating the pressures of academia: Systemic barriers [Manuscript in preparation for Oxford Press].

Walker, J., Shienko, L., Circo, D., Moradi, Z. (2024). A scoping review of the literature examining the phenomenon of grade bullying in higher education. [Manuscript in Progress].

Walker, J., Maradi, Z., Circo, D. (2024). A quantitative study examining the prevalence of the phenomenon of grade bullying in higher education. [Manuscript in Preparation].

Pivik, J. (2012). Environmental scan of school readiness for health: Definitions, determinants, indicators and interventions. Human Early Learning Partnership with the National Collaborating Centre for Determinants of Health.

Pivik, J. (2012). Promoting literacy, social emotional learning and parent/community involvement in inner city schools: Combining evidence-based research and experiential knowledge. Vancouver District School Board.

Pivik, J., & Goelman, H. (2011). Lessons in university-community collaboration. In New Approaches to Research in Early Child Development: Rules, Rituals and Realities. In H. Goelman, J. Pivik, & M. Ghun (Eds.). Critical Cultural Studies in Early Childhood Education (pp. 155-178). Palgrave Macmillan.

Pivik, J. (2010). The perspective of children and youth: How different stakeholders identify architectural barriers for inclusion in schools. Journal of Environmental Psychology, 30(4), 510-517.

Pivik, J. (2008). A child friendly perspective on community service and learning: The story of the Knick Knack Nook. The Community Psychologist, 41(3/4), 71-74.

Pivik, J. (2006). Program evaluation of the supporting interdisciplinary practice: The Family Physician/Nurse Practitioner Educational and Mentoring Program. The Ministry of Health and Long Term Care Canada.

Pivik, J., McComas, J., Macfarlane, I., & Laflamme, M. (2003). Using virtual reality to teach disability awareness. In L. S. Lyne (Ed.), A Cross Section of Educational Research (2nd Ed., pp. 108 -116). Pyrczak Publishing.

Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to inclusive education as reported by students with physical disabilities and their parents. Exceptional Children, 69 (1), 97-106.

McComas, J., Pivik, J., & Laflamme, M. (1998). Children’s transfer of spatial learning from virtual reality to real environments. CyberPsychology & Behavior, 1(2), 121-128.

Gerber, N., Kapitan, L.,Gussak, D., Forinash, M., Kaimal, G., & LaCivita, J. (2020). Doctoral Education in Art Therapy: Current Trends and Future Directions. Art Therapy: Journal of the American Art Therapy Association. DOI: 10.1080/07421656.202

Westermeyer, J.F. (2020) El Salvador stories: Attaining an education despite poverty and violence.

Stueland Kay, T., & Wolff, J. (2022). LGBTQ students in non-affirming religious institutions. In D. Rivera, R. Abreu, & K. Gonzalez (eds.). In Affirming LGBTQ+ Students in Higher Education (pp. 71-86). APA Press.

Wolff, J., Stueland Kay, T., Biaggio, M., & Pantalone, D. (2021). Division 44 public comments to the APA Commission on Accreditation: Promoting equity, accountability, and transparency in doctoral psychology training. Psychology of Sexual Orientation & Gender Diversity, 8(4), 391–400.

Glassgold, J. M., & Wolff, J. (2020). Expanding psychology training pathways for public policy preparedness across the professional lifespan. American Psychologist, 75(7), 933-944.

Wolff, J., Okech, J. A., Smith, L. C., & Southwick, P. J. C. (2020). Protecting sexual and gender minorities in academic institutions with disallowing policies: Psychological, ethical, and accreditation concerns. Training and Education in Professional Psychology, 14(3), 249–256.

Wolff, J. R., Himes, H. L., Soares, S. D., & Miller Kwon, E. (2016). Sexual minority students in non-affirming religious higher education: Mental health, outness, and identity. Psychology of Sexual Orientation and Gender Diversity, 3(2), 201-212.

Bender, S., Brown, K.S., Kasitz, D., & Vega, O. (2022). Academic women and their children: Parenting during Covid-19 and the impact on engagement in scholarship. Family Relations, 71(1), 46-67.

Brown, K.S., Farwell, T., Bender, S., Boutelier, S., Leonoqicz-Bukala, I., Martinez-Suarez, A., & Lariset, P. (2022). “Part of something larger than myself”: Lessons learned from a multidisciplinary, multicultural, and multilingual international research team of academic women. International Journal of Qualitative Methods, 21, 1-15. doi.org/10.1177/16094069211073209

Brown, K.S., Bender, S., Vega, O., & Kasitz, D. (2021). Academic womxn and their partners: Managing scholarly expectations within the couple relationship in quarantine. Family Relations, 70(4), 939-954. doi.org/10.1111/fare.12572

Torres Bernal, A., Le, K., West, A. M., & Brown, K. S. (2017). An examination of rates, rank, advancement, and salary of women faculty in COAMFTE-accredited training programs. Journal of Feminist Family Therapy: An International Forum, 29(1-2), 88-101.

Harvey, R., Brown, K. S., Miller, B., WilliamsReade, J., Tyndall, L., & Murphy, M. (2016). Theory into research practice: Reflections and recommendations on collaborative feminist research. Journal of Feminist Family Therapy: An International Forum, 28(4), 136-158.

Zahradnik, T., Lacey, L.E., Ekvall G., Spence, M., & Tran, M. (2023, July 13-14). Using a social robot for student outreach in an engineering and computer science library [Conference session]. STEM Librarians South Conference, Online.

Zahradnik, T., Lacey, L.E., Ekvall G., Spence, M., & Tran, M. (2023, August 16-17). Using a social robot to introduce coding to post-secondary students [Conference session]. Digital Pedgagogy Institute Conference, Toronto, Ontario, Canada

Melamed, L., Casado Pérez, J. F., & Hunt, B. (2020). Teaching Strategies for Incorporating the Multicultural and Social Justice Counseling Competencies. The Journal of Counselor Preparation and Supervision, 13(2).

Melamed, L. (2021). Is This What Counselors Are? Conflict Stories in Multicultural Coursework. Journal of Counselor Preparation and Supervision, 14(1).

Vannucci, M. J., Whiteside, D. M., Saigal, S., Nichols, L., & Hileman, S. (2017). Predicting supervision outcomes: What is different about psychological assessment supervision? Australian Psychologist, 52(2), 114-120.

Jankowski, P.J., Ivey, D.C., & Vaughn, M.J. (2012). Re-visioning a model of clinical judgment for systemic practitioners. Journal of Systemic Therapies, 31(3), 17-35.

Fedeles, M. (2020). PLAYFUL: The art of teaching virtually. Leader Studio.

Slipp, M. (2021). Support to Rural, Remote, and Northern Counsellors: The Unique Features Inherent to Video-Conferencing Technology. The Open/Technology in Education, Society, and Scholarship Association Journal, 1(1), 1–21. https://doi.org/10.18357/otessaj.2021.1.1.2.

Garrison, M. (2006). Misalliance Movements in Psychotherapy. Journal of Individual Psychology, 62(2), 168–179.

McKitrick, D. S., & Garrison, M. A. (1993). Theory of supervision outline: A training tool. The Clinical Supervisor, 10(2), 173-183.

Tuliao, A. & Velasquez, P. (2014). Revisiting the General Help Seeking Questionnaire: Adaptation, exploratory factor analysis, and further validation in a Filipino college student sample. Philippine Journal of Psychology, 47(1), 1-17.

Stewart-Spencer, S. E., & Dean, C. J. (2017). Metaphors and therapy: Enhancing clinical supervision and education. Independent Therapy Ink.