SARA M. FULMER Doctoral Candidate Department of Psychology B10 Haggar Hall Notre Dame, Indiana, 46556 574-299-6489 (cell) sfulmer@nd.edu https://sites.google.com/a/nd.edu/sarafulmer EDUCATION Ph.D. in Developmental Psychology,, U.S.A. Expected May 2013 Advisor: Dr. Julie Turner Dissertation: Academic challenge in middle school: Teacher perceptions and student reactions Dissertation proposal defended: August, 2012 M.A. in Child and Youth Studies, Brock University, Ontario, Canada 2008 Advisor: Dr. Jan Frijters Thesis: A multidimensional measurement approach and analysis of children s motivation for reading, attributional style, and reading achievement. B.A. (Honors) in Child and Youth Studies, Brock University, Ontario, Canada 2006 Advisor: Dr. Jan Frijters Thesis: Motivation for reading: Understanding its development and relationship to reading achievement. B. Ed., Primary/Junior (Grades K-6), Brock University, Ontario, Canada 2005 GRADUATE FELLOWSHIPS & SCHOLARSHIPS Doctoral Fellowship, Social Sciences and Humanities Research Council (SSHRC) 2008-2012 [$20,000/year for 4 years] Dean of Graduate Studies Spring Research Fellowship, Brock University [$2,500] 2008 Ontario Graduate Scholarship, Ministry of Training Colleges & Universities [$15,000] 2007 Canada Graduate Scholarship, Master s, Social Sciences and Humanities Research 2006 Council (SSHRC) [$17,500] HONORS & AWARDS Academic Honors Faculty of Social Sciences Good Writing Award for the most highly regarded paper 2006 submitted by students in the Faculty of Social Sciences, selected by the Dean of Social Sciences [$500] Department of Child and Youth Studies Good Writing Award for the most highly 2006 regarded paper submitted by students in the Department of Child and Youth Studies, selected by the Department Chair [$100]
Sara M. Fulmer 2 Distinguished Graduating Student Award, Child and Youth Studies for highest major 2006 average of all graduating students, Brock University [$100] Child and Youth Studies Book Prize (Honors) for the highest major average of all 2006 graduating honors students Brock University Deans Honors List 2001-2006 Teaching Honors Outstanding Graduate Student Teacher Award for Excellence in Teaching, Kaneb 2011 Center for Teaching and Learning, Professional Development Grants and Awards Graduate Student Professional Development Award, Notre Dame Institute for Scholarship 2012 in the Liberal Arts (attended the University of Kansas Summer Institute in Statistics) [$1,200] Student Travel Award, Motivation Special Interest Group, American Educational 2012 Research Association Conference [$100] Graduate Student Professional Development Award, Notre Dame Institute for Scholarship 2010 in the Liberal Arts (attended the EARLI Advanced Study Colloquium) [$1,200] Student Travel Award, Motivation Special Interest Group, American Educational 2010 Research Association Conference [$100] Conference Presentation Grant, Notre Dame Graduate Student Union 2008-2012 [4 totaling $1000] Conference Travel Bursary, Brock University Graduate Students Association [$100] 2007 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, 185-208. 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, 219-246. Chapters in Edited Books Turner, J. C. & Fulmer, S. M. (2012). Observing interpersonal regulation of engagement in middle school classrooms. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. xx - xx). Routledge. Encyclopedia Entries Fulmer, S. M. (available February 2013). Perceived competence and quality of life. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life Research. New York: Springer.
Sara M. Fulmer 3 Research-Based Reports to Governmental or Comparable Organizations (non-refereed) Fulmer, S. M. (2011). Report on teachers understanding of challenging instruction, factors influencing the decision to challenge students, and suggestions for implementing challenging instruction. Report distributed to administrators and teachers of Grissom Middle School in the Penn-Harris-Madison School Board, Mishawaka, IN. 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 Fulmer, S. M., & Turner, J. C. (under review). Middle school teachers beliefs about and use of challenging instruction: Overcoming pressures from students. The Elementary School Journal. Fulmer, S. M., & Tulis, M. (under review). Effects of objective and perceived difficulty on students' interest and affect during a challenging reading task. Learning & Instruction. Tulis, M., & Fulmer, S. M. (under review). Students' motivational and emotional experiences during academic challenge in mathematics and reading. Learning & Individual Differences. CONFERENCE PRESENTATIONS Fulmer, S. M., & Tulis, M. (2013, April). Effects of objective and perceived difficulty on students' interest and affect during a challenging reading task. Paper submitted to the 2013 Annual Meeting of the American Educational Research Association: San Francisco, CA. Fulmer, S. M. (2013, April). Developmental differences in students' definitions of and feelings toward challenge in reading. Paper submitted to the 2013 Annual Meeting of the American Educational Research Association: San Francisco, CA.
Sara M. Fulmer 4 Fulmer, S. M. (2012, July). Students emotions during a challenging reading task: Relationships to persistence, motivation, and fluency. Poster accepted 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 presented at 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 presented at 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 presented at the 2012 Annual Meeting of the American Educational Research Association: 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 presented at the European Conference on Educational Research: Berlin, Germany. Turner, J. C., & Fulmer, S. M. (2011, August). The development and change of teacher-student interactional patterns in eight classrooms over one school year. Paper presented at 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. 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.
Sara M. Fulmer 5 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 Graduate Research Assistant 2008-present Motivation and Learning Lab, Dr. Julie Turner, Assisted with a three-year intervention study with middle school teachers to increase student engagement. Co-developed an instrument to assess teacher practices during classroom observations. Assisted with the collection of student and teacher data. Trained undergraduate research assistants on data entry, preparation, and analysis, and to administer an intervention program with middle school students. Statistical Consultant 2007-2008 Dr. Voula Marinos, Brock University Prepared data and conducted statistical analyses for a study on individuals perceptions of the Canadian criminal justice system and plea bargaining. Undergraduate Research Assistant 2005-2006 Dr. Jan Frijters, 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. Trained in the administration, scoring, and interpretation of the Woodcock Reading Mastery Tests Revised (WRMT-R), Peabody Picture Vocabulary Test (PPVT-IIIA), Comprehensive Test of Phonological Processing (CTOPP), and Rapid Automatized Naming (RAN). TEACHING & MENTORING Instructor Developmental Psychology (PSY30200), Fall, 2011
Sara M. Fulmer 6 Seminar or Laboratory Instructor Quantitative Research Methods in Child and Youth Studies, Brock University 2006-2008 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 2003-2004 Teaching Assistant or Grader Introductory Psychology, 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 Mentoring 2009-present One senior thesis student (co-mentor) 7 independent study students Trained students to enter and analyze data, transcribe interviews, develop a research question, and write a research paper. Invited Lectures and Workshops Fulmer, S. M., & Mooney, K. (2012, March 26). Women in the media: What Cosmo doesn't tell you. Presentation and workshop given to freshman and sophomore female students in Howard Hall,. 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,, 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,, IN. Pedagogical Training & Certifications Certification in the Practice and Philosophy of Teaching Psychology, Kaneb Center for 2011 Teaching and Learning & Department of Psychology, Effective Teaching in the Social Sciences, course taken through the Kaneb Center for 2011 Teaching & Learning, Striving for Excellence in Teaching Certificate, Kaneb Center for Teaching and 2010 Learning, Advanced Teaching Assistant Award in Teaching and Learning in Higher Education, 2004 Center for Teaching, Learning, & Educational Technologies, Brock University Basic Teaching Assistant Award in Teaching and Learning in Higher Education, 2004 Center for Teaching, Learning, & Educational Technologies, Brock University
Sara M. Fulmer 7 Courses Prepared to Teach Developmental Psychology (or Lifespan Development) Qualitative Research Methods Motivation in Education PROFESSIONAL ACTIVITIES & SERVICE Editorial Activities - Journals Ad Hoc Reviewer, American Educational Research Journal Ad Hoc Reviewer, Journal of Experimental Education Ad Hoc Reviewer, European Journal of Psychology of Education Ad Hoc Reviewer, Learning and Individual Differences Editorial Activities - Conferences and Awards American Educational Research Association (AERA) Annual Meeting, Division C 2013 Learning and Instruction American Educational Research Association (AERA) Annual Meeting, Motivation 2011-2013 in Education SIG Association for Psychological Science (APS), RISE Research Award 2012 University Service Developmental Studies Group Coordinator, Department of Psychology, 2011-2012 Graduate Associate, Kaneb Center for Teaching & Learning, University of Notre 2010-2011 Dame. Assisted in the organization and execution of workshops for topics pertaining to effective university teaching. Faculty of Education Liason Committee Member, Brock University 2004-2005 Peer Mentor, Child and Youth Studies, Brock University 2003-2004 Child and Youth Society Executive, Brock University 2002-2004 Additional Professional Experience Structural Equation Modeling: Foundations and Extended Applications June 4-8, 2012 University of Kansas Summer Institute in Statistics Workshop PROFESSIONAL AFFILIATIONS American Educational Research Association (AERA) AERA Division C - Learning and Instruction AERA SIG - Motivation in Education American Psychological Association (APA) Association for Psychological Science (APS) European Association for Research on Learning & Instruction (EARLI) Society for the Scientific Study of Reading (SSSR)
Sara M. Fulmer 8 REFERENCES Dr. Julie Turner, Associate Professor Dr. Jan Frijters, Associate Professor 118 D Haggar Hall South Block Brock University jturner3@nd.edu jan.frijters@brocku.ca 574-631-5473 905-688-5550 x4219 * Ph.D. advisor * M.A. advisor Dr. Daniel Lapsley, Professor Dr. Jill Lany, Assistant Professor 114 A Haggar Hall 118 C Haggar Hall danlapsley@nd.edu jlany@nd.edu 574-631-4515 574-631-4524 * Dissertation committee member * Teaching mentor