SARA M. FULMER. Department of Psychology University of Notre Dame B10 Haggar Hall (574)

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1 SARA M. FULMER Department of Psychology University of Notre Dame B10 Haggar Hall (574) Notre Dame, Indiana, EDUCATION Ph.D. in Developmental Psychology, University of Notre Dame, U.S.A., 2008 Present Supervisor: Dr. Julie Turner Dissertation: Academic challenge in middle school: Student responses and teacher beliefs M.A. in Child and Youth Studies, Brock University, Ontario, Canada, 2008 Supervisor: Dr. Jan Frijters Thesis: A multidimensional measurement approach and analysis of children s motivation for reading, attributional style, and reading achievement. I completed a one-year follow-up of students who participated in my B.A. thesis to examine age trends in motivation and achievement. An experimental design was used to study the impact of challenge and topic interest on motivation, persistence, and attributions. Students also participated in interviews that addressed the impact of instructional practices on their thoughts and feelings about reading. B.A. (Honors) in Child and Youth Studies, Brock University, Canada, 2006 Supervisor: Dr. Jan Frijters Thesis: Motivation for reading: Understanding its development and relationship to reading achievement. I studied age differences in motivation and the relationship between motivation and reading achievement for students aged 5 to 14. I also explored differences in motivation between normally developing readers and children with reading disabilities. B. Ed., Primary/Junior, Concurrent Education Program, Brock University, Canada, 2005 EXTERNAL GRADUATE FELLOWSHIPS Doctoral Fellowship ($20,000/year for 4 years), Social Sciences and Humanities Research Council (SSHRC), Ontario Graduate Scholarship ($15,000), Ministry of Training Colleges & Universities, 2007 Canada Graduate Scholarship, Master s ($17,500), Social Sciences and Humanities Research Council (SSHRC), 2006

2 Sara M. Fulmer 2 RESEARCH INTERESTS Achievement motivation during elementary and middle school Individual and instructional factors that support motivation Effects of academic challenge on motivation, particularly in the context of reading Integrating theoretical and methodological perspectives in the study of motivation Research methods and quantitative models in developmental research Growth curve models and longitudinal methodologies PUBLICATIONS Articles in Refereed Journals Fulmer, S. M. & Frijters, J. C. (2011). Motivation during an excessively challenging reading task: The buffering role of relative topic interest. Journal of Experimental Education, 79(2), Fulmer, S. M. & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), Research-Based Reports to Governmental or Comparable Organizations (non-refereed) Fulmer, S. M. (2011). Report on the influence of challenge on reading motivation and suggestions for engaging students in challenge. Report distributed to school-board officials, administrators, and teachers of Grissom Middle School in the Penn-Harris- Madison School Board, Mishawaka, IN. Fulmer, S. M. & Frijters, J. C. (2007). Report on the analysis of motivation and achievement of local students, outlining the impact of instructional practices on children s motivation and suggestions for incorporating research findings into the classroom. Report distributed to school-board officials, administrators, and teachers of participating schools in the District School Board of Niagara, Ontario. Frijters, J. C. & Fulmer, S. M. (2006). Report on the motivation and achievement of local students. Two separate reports offered to school-board officials and teachers of the local schools in the District School Board of Niagara participating in SSHRC/Brock University seed fund supported research. Articles Under Review or In Preparation Turner, J. C. & Fulmer, S. M. (under review). Studying participation as engagement: The roles of teacher-student dialogue and responsive assistance in middle school classrooms. In M. Vauras & S. Volet (Eds.), Interpersonal regulation of learning and motivation: Methodological advances. Fulmer, S. M. (under review). Perceived competence and quality of life. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life Research. Springer.

3 Sara M. Fulmer 3 Fulmer, S. M. & Turner, J. C. (in preparation). Why some middle school teachers are reluctant to offer challenging work to students: The influence of teachers perceived pressures. American Educational Research Journal. PRESENTATIONS Fulmer, S. M. (2012, July). Students emotions during a challenging reading task: Relationships to persistence, motivation, and fluency. Paper submitted to the 19 th Annual Meeting of the Society for the Scientific Study of Reading: Montreal, QC. Fulmer, S. M. & Tulis, M. (2012, April). Motivation, affect, and persistence during a reading task: Different outcomes based on the challenge-skill balance. Paper submitted to the 2012 Annual Meeting of the American Educational Research Association: Vancouver, BC. Fulmer, S. M. & Turner, J. C. (2012, April). Why some middle school teachers are reluctant to offer challenging work to students: The influence of teachers perceived pressures. Paper submitted to the 2012 Annual Meeting of the American Educational Research Association: Vancouver, BC. Tulis, M. & Fulmer, S. M. (2012, April). Changes in motivation and affect during an excessively challenging mathematics problem: Persistence and competence beliefs. Paper submitted to the 2012 Annual Meeting of the American Educational Research Association: Vancouver, BC. Fulmer, S. M. (2012, March). A comparison of Canadian and U.S. middle school students motivation, persistence, and feelings during a challenging reading task. Poster submitted to the 2012 Biennial Meeting of the Society for Research on Adolescence: Vancouver, BC. Tulis, M., Fulmer, S. M., & Dresel, M. (2011, September). Persistenz bei Misserfolg: Situativ bedingt, dispositional oder beides? (Persistence after failure: Situational, dispositional, or both?). Paper accepted to the European Conference on Educational Research: Berlin, Germany. Turner, J. C. & Fulmer, S. M. (2011, August). The development and change of teacherstudent interactional patterns in eight classrooms over one school year. Paper accepted to the 14 th Biennial Conference of the European Association for Research on Learning and Instruction: Exeter, United Kingdom. Fulmer, S. M. (2011, April). A positive motivational outcome across the middle school transition: The consequence of poor instruction? Poster presented at the 2011 Biennial Meetings of the Society for Research in Child Development: Montreal, QC. Fulmer, S. M. (2010, April). Middle school students avoidance of novelty in mathematics: The moderating role of perceived teacher practices. Poster presented at the 2010 Annual Meeting of the American Educational Research Association: Denver, CO.

4 Sara M. Fulmer 4 Fulmer, S. M. & Frijters, J. C. (2009, August). Understanding children s motivation during a challenging reading task: A mixed-method approach. Poster presented at the 13 th Biennial Conference of the European Association for Research on Learning and Instruction: Amsterdam, Netherlands. Fulmer, S. M. & Frijters, J. C. (2009, April). Who persists during a challenging reading task? The importance of interest, attributions, and motivation. Poster presented at the 2009 Annual Meeting of the American Educational Research Association: San Diego, CA. Frijters, J. C. & Fulmer, S. M. (2008, July). Topic interest protects motivation and fosters adaptive attributions during reading challenge. Poster presented at the 15 th Annual Meeting of the Society for the Scientific Study of Reading: Asheville, NC. Fulmer, S. M. & Frijters, J. C. (2008, May). Well, they ve never really asked for our opinion before : Children s perceptions and feelings about reading in the classroom as a reflection of their motivation for reading. Poster presented at the 53 rd Annual Convention of the International Reading Association: Atlanta, GA. Fulmer, S. M. & Frijters, J. C. (2007, April). Expanding our understanding of motivation and academic achievement: The development of an integrated multidimensional measurement approach. Poster presented at Mapping the New Knowledges Graduate Student & Faculty Research Conference, Brock University: St. Catharines, Ontario. Fulmer, S. M., Frijters, J. C., Barron, R. W., & Lovett, M. (2007, March). Self-reported motivation of reading disabled and non-disabled children: Measurement invariance and differing relationships to reading. Poster presented at the Biennial Meetings of the Society for Research in Child Development: Boston, MA. RESEARCH ASSISTANTSHIPS Dr. Julie Turner, Psychology, University of Notre Dame, 2008 present Mentored an undergraduate student with his senior thesis (research design, data preparation, statistical analysis, and interpretation of results). Trained undergraduate research assistants to administer an intervention program with middle school students. Trained undergraduate students to enter and analyze data, transcribe interviews, develop a research question, and write a research paper. Dr. Voula Marinos, Child and Youth Studies, Brock University, Prepared data and executed statistical analyses for a study on individuals perceptions of the Canadian criminal justice system and plea bargaining. Dr. Jan Frijters, Child and Youth Studies, Brock University, Completed a comprehensive review of the state of motivation research and methodology, co-writing, A review of self-report and alternative approaches in the measurement of student motivation, published in Educational Psychology Review.

5 Sara M. Fulmer 5 TEACHING EXPERIENCE Instructor of Record Developmental Psychology (Undergraduate), University of Notre Dame, Fall 2011 Co-designed and co-taught (with another graduate student) a third year undergraduate course. Introduced students to core theories, research, and issues in the study of development across several domains (e.g., socio-emotional, cognitive, moral). Workshops Conducted on Pedagogy Fulmer, S. M. & Christensen, A. (2011, March 1). Fostering student motivation through instruction. Workshop given to faculty and graduate student attendees, Kaneb Center for Teaching and Learning, University of Notre Dame, IN. Fulmer, S. M. & Warzon, K. B. (2010, February 22). Motivation in the college classroom: Implications for instruction. Workshop given to faculty and graduate student attendees. Kaneb Center for Teaching and Learning, University of Notre Dame, IN. Seminar or Laboratory Instructor Quantitative Research Methods in Child and Youth Studies, Brock University, Theories of Development and Socialization, Brock University, 2004, 2006 Childhood, Youth, and Society, Brock University, 2005 Children and Families in Society, Brock University, 2005 Peer Relationships in Children, Brock University, 2005 Child Development, Brock University, Marker/Grader Introductory Psychology, University of Notre Dame, 2011 Theories of Development and Socialization, Brock University, 2006 Gender and Sexuality in Children and Youth, Brock University, 2005 Childhood, Youth, and Society, Brock University, 2005 Teaching Certifications Striving for Excellence in Teaching Certificate, Kaneb Center for Teaching and Learning, University of Notre Dame, 2010 Advanced Teaching Assistant Award in Teaching and Learning in Higher Education, Center for Teaching, Learning, & Educational Technologies, Brock University, 2004 Basic Teaching Assistant Award in Teaching and Learning in Higher Education, Center for Teaching, Learning, & Educational Technologies, Brock University, 2004

6 Sara M. Fulmer 6 PROFESSIONAL ACTIVITIES & SERVICE Developmental Studies Group Coordinator, University of Notre Dame, Reviewer of Conference Proposals, American Educational Research Association Annual Meeting, 2011, 2012 Invited Reviewer, European Journal of Psychology of Education, 2011 Graduate Associate, Kaneb Center for Teaching & Learning, Notre Dame, Assisted in the organization and execution of workshops and open forums for topics pertaining to effective university teaching. HONORS & AWARDS Academic Honors Graduate Student Professional Development Award ($1,200), Notre Dame Institute for Scholarship in the Liberal Arts, 2010 Dean of Graduate Studies Spring Research Fellowship ($2,500), Brock University, 2008 Distinguished Graduating Student Award, Child and Youth Studies for highest major average of all graduating students ($100), Brock University, 2006 Faculty of Social Sciences Good Writing Award for the most highly regarded paper submitted by students in the Faculty of Social Sciences, selected by the Dean of Social Sciences ($500), 2006 Department of Child and Youth Studies Good Writing Award for the most highly regarded paper submitted by students in the Department of Child and Youth Studies, selected by the Department Chair ($100), 2006 Child and Youth Studies Book Prize (Honors) for the highest major average of all graduating honors students, 2006 Brock University Deans Honors List (Brock Scholar), Travel Grants and Awards Gordon Conference Presentation Grant ($250), Notre Dame Graduate Student Union, 2011, 2009, 2008 Student Travel Award ($100), Motivation Special Interest Group, American Educational Research Association Conference, 2010 Conference Travel Bursary ($100), Brock University Graduate Students Association, 2007

7 Sara M. Fulmer 7 PROFESSIONAL AFFILIATIONS American Educational Research Association (AERA) American Psychological Association (APA) European Association for Research on Learning & Instruction (EARLI) Society for the Scientific Study of Reading (SSSR) REFERENCES Dr. Julie Turner, Associate Professor University of Notre Dame jturner3@nd.edu/ Dr. Jan Frijters, Associate Professor Brock University jan.frijters@brocku.ca/ x4219