Rachel L. Austin, M.A.

rausti14@uncc.edu or rlaustin86@gmail.com   

https://en.gravatar.com/rlaustin86

EDUCATION

M.A., Psychology, University of North Dakota at Grand Forks, 2017

Areas of Concentration/Specialization: Forensic (legal) psychology; social psychology, status characteristics and social stratification (gender, race, and sexual orientation)

Thesis: “She was asking for it:” Predictors of Blame Attribution in Rape Cases, Theoretical Insights, and Implications for the American Criminal Justice System

Independent Study: A Critical Examination of Literature Pertaining to Juror Perception, Decision-Making, Effects, and Systemic Workings of the American Criminal Justice System on Racialized Outcomes Affecting Black Men

Thesis advisor: Dr. Andre Kehn

M.A., Sociology, University of North Carolina at Charlotte, 2012

Areas of Concentration/Specialization: Cultural activism, social movements, identity and identity-based social movements, counter-culture, social deviance, criminology, social inequality, race and racism, social psychology, and pedagogy (for seated or online)

Thesis: Welcome Home:  A Study of a Regional Burn Festival 

Committee members: Dr. Scott Fitzgerald (chair), Dr. Stephanie Moller, and Dr. Roslyn Mickelson

B.A., Sociology, University of South Carolina Upstate, 2008, Magna cum Laude

B.S., Psychology (Experimental), University of South Carolina Upstate, 2008, Magna cum Laude

PUBLICATIONS 

      Refereed Academic Journals-

Austin, Rachel L. and Scott T. Fitzgerald. (2018). “’I Come Back a Better Person:’ Identity Construction and Maintenance at a Regional Burn Festival.” Sociological Inquiry, 88(4):599-625. https://doi.org/10.1111/soin.12226

Austin, Rachel L. and Clifton P. Flynn. (2015). “Traversing the Gap between Religion and Animal Rights:  Framing and Networks as a Conceptual Bridge.” Journal of Animal Ethics, 5(2):22-36. https://doi.org/10.5406/janimalethics.5.2.0144

      White Papers-

Austin, Rachel L., & Koretsky, Steve. 2018. “Ethics in Online Learning Environments” [White paper]. Published May 1, 2018 and retrieved from the Virtual Learning Community for the North Carolina Community College System: https://vic.configio.com/documentlibrary

University Publications/Theses-

Austin, Rachel L. 2017. “A Critical Examination of Literature Pertaining to Juror Perception, Decision-Making, Effects, and Systemic Workings of the American Criminal Justice System on Racialized Outcomes Affecting Black Men.” University of North Dakota at Grand Forks.

Austin, Rachel L. 2017. “A Review of Theoretical Interpretations and Findings Related to Blame Attribution and Perception of Rape Victims.” University of North Dakota at Grand Forks.

Austin, Rachel L. 2012. “‘Welcome Home’: A Study of a Regional Burn Festival.” University of North Carolina at Charlotte.

TEACHING EXPERIENCE

      Courses Taught:

Sociology- Introduction to Sociology (SOC 1101, 101, 210), Sociology of Gender (SOC 2163), Social Problems (SOC 2172), Social Psychology (SOC 240), Special Topics in Social Problems: Race and Racism (SOC 2901), American Minority Groups (SOC 3110), Social Inequality (SOC 4111), Political Sociology (SOC 3250), Social Movements (SOC 3143), Sociological Theory (SOC 3153), Deviant Behavior (SOC 4172), Human Sexuality (SOC 3261), Criminology, (SOC 3173), Internship in Sociology (SOC 4480), Social Gerontology (HUS 205)

Psychology- Introduction to Psychology (PSY 150), Developmental Psychology (PSY 241), Abnormal Psychology (PSY 281)

Other- Business Communication (ENG 114), Success and Study Skills (ACA 115), College Transfer Success (ACA 122)

Positions Held:

FACULTY & 4 YEAR

Faculty Instructor of Psychology & Sociology, Blue Ridge Community College- Aug. ’18- Current

• Full-time position teaching General Psychology (100-level), Developmental Psychology (200-level), Abnormal Psychology (200-level), Introduction to Sociology (200-level), Social Problems (200-level), and Sociology of Family (200-level) courses as needed in seated, hybrid, online, and early college format. Instruction methods include but are not limited to lecture, analysis of video, articles, current events, podcasts, and other media, handouts, discussion boards and in-class discussion groups, assigned readings, tests, quizzes, collaborative and individual projects, in-class exercises, research projects, reflective journaling, and short writing assignments. Continued student support duties include academic advisement, providing recommendation letters for transfer or other programs of interest to students, meeting individually with students as needed, and facilitating student services to best support academic and life outcomes. Position requires continuously developing course syllabi, keeping accurate records in attendance and performance, maintaining regular office hours, providing prompt feedback and communication, completing professional development, collaborating with other instructors, serving on college committees, representing the college at various events and activities within the broader community, and ensuring compliance and with all policies and procedures of the College, North Carolina Community College System, and associated State and Federal agencies. 

Lecturer of Sociology, Warren Wilson College- Aug. ’18- Current

Responsibilities include developing (including textbook review/selection) and teaching Introduction to Sociology (100-level) and Special Topics in Social Problems: Race and Racism (200-level) in seated format utilizing instruction methods which include but are not limited to lecture, analysis of video, print media, current events, op-ed works, online discussion forums, and podcasts, class discussion and structured debate, social experiments conducted in the field and summarized/reported to the class, social lab activities, research interpretation and reports, reflective writing, documentary screenings, online simulations, tutorials, games, regular quizzes and tests, assigned readings, and collaborative and individual projects. Responsibilities also include developing communicating regularly and individually with students as needed for support, keeping accurate records in attendance and performance, maintaining availability to meet with students outside of class, providing prompt feedback, and ensuring compliance and with all policies and procedures of Warren Wilson College and associated State and Federal agencies.

Lecturer of Sociology, University of North Carolina at Charlotte- Aug. ’14 -Current

Responsibilities include developing (including textbook review/selection) and teaching Introduction to Sociology (100-level), Social Problems (200-level), Sociology of Gender (200-level), Sociological Theory (300-level), Social Movements (300-level), Political Sociology (300-level), American Minority Groups (300-level), Human Sexuality (300-level), Criminology (300-level), Social Inequality (400-level), Sociology of Deviant Behavior (400-level), and Internship in Sociology (400-level) courses online utilizing instruction methods which include but are not limited to recorded lecture, analysis of video, print media, current events, op-ed works, online discussion forums, and podcasts, online class discussion and online structured debate, social experiments conducted in the field and summarized/reported to the class, social lab activities, reflective writing, documentary screenings, online simulations, tutorials, games, regular quizzes and tests, assigned readings, and collaborative and individual projects. Continued student support provided via recommendation letters for transfer or other programs of interest to past students. Duties also include reviewing and selecting text materials, developing course syllabi, keeping accurate records in attendance and performance, maintaining regular online office hours, providing prompt feedback and communication, and ensuring compliance and with all policies and procedures of the University of North Carolina System, and associated State and Federal agencies.

ADJUNCT & 2 YEAR

Instructor of Sociology, Adjunct, Blue Ridge Community College- Aug. ’13- Dec. ’13, May ‘18- Aug. ‘18

• Teach Introduction to Sociology (100-level) online utilizing instruction methods which may include but are not limited to recorded lecture, video and print media, handouts, discussion boards, assigned readings, collaborative and individual projects, online simulations, analysis of current event articles, podcasts, and media, formal writing assignments, tests, quizzes, and other applied activities. Continued student support by writing recommendation letters for transfer or other programs of interest to past students. Responsibilities also include developing course syllabi, keeping accurate records in attendance and performance, maintaining regular office hours, providing prompt feedback and communication, and ensuring compliance and with all policies and procedures of the College, North Carolina Community College System, and associated State and Federal agencies. 

Instructor of Psychology, Adjunct, Blue Ridge Community College- Aug. ’17- Jul. ‘18

• Developed General Psychology (100-level), Developmental Psychology (200-level), and Abnormal Psychology (200-level) courses, and taught both seated and online utilizing instruction methods including but not limited to lecture, analysis of video, articles, current events, podcasts, and other media, handouts, discussion boards and in-class discussion groups, assigned readings, tests, quizzes, collaborative and individual projects, in-class exercises, and short writing assignments. Continued student support by writing recommendation letters for transfer or other programs of interest to past students. Also developed course syllabi, kept accurate records in attendance and performance, maintained regular office hours, provided prompt feedback and communication, and ensured compliance and with all policies and procedures of the College, North Carolina Community College System, and associated State and Federal agencies. 

Instructor of Sociology, Adjunct, Asheville-Buncombe Technical Community College.- May ’15- May ‘18

Responsibilities include developing and teaching Social Psychology (200-level) and Introduction to Sociology (200-level) courses in seated or hybrid format through instruction methods such as lecture, analysis of video, print media, current events, op-ed works, online discussion forums, and podcasts, interpreting relevant meaning in art from that exemplify concepts, in-class discussion, social experiments, structured debates, social lab activities, documentary screenings, online simulations, tutorials, games, reflective journaling, regular quizzes and tests, assigned readings, and collaborative and individual projects. Continued student support by writing recommendation letters for transfer or other programs of interest to past students. Duties further include keeping accurate records in attendance and performance, maintaining office hours, providing prompt feedback and communication, and ensuring compliance and with all policies and procedures of the College, North Caroline Community College System, and associated State and Federal agencies.

Instructor of Sociology and Human Services, Adjunct, Florence-Darlington Technical College.- Mar. ’15- Aug. ‘18

Responsibilities include developing and teaching Introduction to Sociology (100-level) and Social Gerontology (200-level) courses in online format through instruction methods such as recorded lecture, guided online discussion, video and print media including current events and educational videos, assigned readings, website review and research, class opinion surveys, and regular quizzes and tests. These particular classes are taught on a continuous 8-week minimester schedule throughout the entire year, allowing for intensive focus on these core classes. Duties further include keeping accurate records in attendance and performance, maintaining office hours, providing prompt feedback and communication, and ensuring compliance and with all policies and procedures of the College, South Carolina Technical College System, and associated State and Federal agencies.

Instructor of Sociology, Adjunct, Tri-County Technical College- Aug. ’14- May ‘18

Responsibilities include developing and teaching Introduction to Sociology (100-level) courses online through instruction methods such as recorded lecture, review and analysis of exemplary video and print media, documentaries, TED Talks, podcasts, online discussion of relevant social issues, assigned readings and writing assignments, and regular quizzes and tests. Developed online course format and materials for Introduction to Sociology that was then used as a basis for other faculty from which to teach. Tri-County Technical College uses a prearranged syllabus that is supplemented with an instructor’s personal addendum in order to encourage first-time college students towards organization within a structured learning environment, while still allowing instructors enough leeway to tailor the course as they see fit.  Duties further include keeping accurate records in attendance and performance, maintaining online office hours, providing prompt feedback and communication, and ensuring compliance and with all policies and procedures of the South Carolina Technical College System, and associated State and Federal agencies.

Instructor of Success & Study Skills/College Transfer Success, Adjunct, Blue Ridge Community College- Aug. ’14- May ‘17

Responsibilities include developing class content and instructing students in seated Success & Study Skills (100-level) and College Transfer Success (100-level) courses, utilizing various instruction methods that assist students in transition to colleges. Course provides overviews of college policies, procedures and curricular offerings and promotes students toward college success through information regarding effective study habits, career and academic planning, and other college resources available to students, including English and math placement testing. Continued student support by writing recommendation letters for transfer or other programs of interest to past students. Duties also include developing course syllabi, keeping accurate records in attendance and performance, maintaining regular office hours, working with other faculty and staff to education students about campus resources, arranging guest speakers, providing prompt feedback and communication, and ensuring compliance and with all policies and procedures of the College, North Carolina Community College System, and associated State and Federal agencies.

APPLIED EXPERIENCE

• Outreach Coordinator & Case Manager, Mainstay, Inc. (now Safelight)- Sept. ’08-June ’11. (Non-profit domestic violence shelter and outreach center) Led the Henderson County Domestic Violence Task Force- a collaborative group of local agency personnel (police, judges, social workers, teachers, and psychologists), with the goal of providing community-wide, wrap-around services for families affected by domestic violence. Also worked with victims of domestic violence through civil, criminal, and family court proceedings; provided emotional support throughout proceedings, facilitated free or sliding-scale legal services for victims, developed safety plans, documented injuries, and facilitated access to social support services like free childcare, cellular phone service, subsidized housing, education, and transportation. Engaged in community education and developed trainings, classes, and civic organization presentations. Developed literature and raised awareness through fundraising and interviews with local news media, selected and trained volunteer personnel, and oversaw volunteer duties. Also facilitated support groups and provided case management, referral, and options coordination with clients both in shelter and from the general community.  

Additional Compensated Endeavors:

• Expert reviewer for SAGE Publications. Provided review and detailed feedback for a current textbook in circulation (on sociological perspectives on human sexuality). Feb. 2019.
• Expert reviewer for Oxford University Press. Provided blinded review and detailed feedback for a Criminology textbook under consideration for publication. Nov. 2018.
• Expert reviewer for Oxford University Press. Provided blinded review and detailed feedback for the second round of a Criminology textbook contracted for publication. First review Sept. 2017; Second Jun. 2018.
• Austin, Rachel L. and Steve Koretsky. Research, whitepaper, and one-hour webinar for peer education across college campuses by the Virtual Learning Community of NC. Project completed as part of research agenda for best practices in distance education. The topic of this project is ethics in online learning. Webinar was presented on April 19, 2018, and paper delivered for publication on May 1, 2018.
• Expert reviewer for Taylor & Francis. Provided blinded review and detailed publication feedback on a current edition of a Social Inequality textbook as an expert in social inequality. Mar. 2018.
• Expert reviewer for Oxford University Press. Provided blinded review, detailed feedback, and publication recommendation for a Social Movements textbook proposal under consideration for publication as expert in social movements and political sociology. Feb. 2018.
• Expert reviewer for Oxford University Press. Provided blinded review, detailed feedback, and publication recommendation for a Criminology textbook proposal under consideration for publication. Sept. 2017.

WORKING MANUSCRIPTS, TEXTS IN PROGRESS, & ONGOING PROJECTS

• Austin, Rachel. (Ed.) (projected Fall 2021) [Tentative title] Readings in Social Deviance: Empirical Evidence and Examples for Everyday Examination. College-level anthology of research in social deviance underway for publication and distribution by Cognella Publishing, San Diego, CA. Intended use is within college/university sociology courses.  

INDIVIDUALIZED ACADEMIC OVERSIGHT

• (Spring 2019) Mentor for Blue Ridge Community College (former student). Provided college education and career advice, advised of local opportunities to build skills, encouraged student to apply to present at a local symposium on diversity in the arts, assembled a team of instructors to help guide the student throughout the process (in the areas of English, art, and public speaking), provided feedback at a practice presentation, and overall prepared student for a symposium presentation given at the Asheville Arts Museum, Jan- Apr. 2019
• (Spring 2018) Unofficial mentoring for Asheville-Buncombe Technical Community College student in defining and pursuing future academic and career goals, provided recommendations, guidance, and additional resources within the student’s sociological areas of interest. Student was accepted to UNC Chapel Hill and is pursuing a B.A. (and possible M.A./Ph.D.) in sociology as of Fall 2018. Student further received a McNair Scholarship to help support their efforts.
• (Spring 2018) Mentor for Asheville High School dual-enrolled Early College student (with Asheville-Buncombe Technical Community College). Duties included providing research direction, oversight, resources, feedback, and guidance to student during design, drafting, and completion of their senior thesis project on social experimentation (a major research endeavor carried out, written, and presented to high school faculty as a requirement for high school graduation).
• (Spring 2018) Internship oversight for student formerly enrolled in my courses at University of North Carolina at Charlotte. Internship oversight is voluntary and does not include compensation from this institution. Duties included overseeing student’s internship with a local healthcare/social service agency that assists victims of sexual assault and HIV/AIDS patients, verifying activity with on-site staff, reviewing weekly paper submissions relating to experiences, and instructing student on final term project connecting internship experiences with sociological theory, processes, and phenomena and presenting findings.
• (Spring 2018) RETURNING Internship oversight for student formerly enrolled in my courses at University of North Carolina at Charlotte. This is the second time this student will be completing an internship with my oversight, for the same organization previously worked with. Student has been offered a paid position following the completion of this semester and his degree program. Internship oversight is voluntary and does not include compensation from this institution. Duties include overseeing student’s internship with a local non-profit agency fundraising for cancer research, verifying activity with on-site staff, reviewing weekly paper submissions relating to experiences, and instructing student on final term project connecting internship experiences with sociological theory, processes, and phenomena and presenting findings.
• (Fall 2017) Internship oversight for student formerly enrolled in my courses at University of North Carolina at Charlotte. Internship oversight is voluntary and does not include compensation from this institution. Duties include overseeing student’s internship with a local non-profit agency fundraising for cancer research, verifying activity with on-site staff, reviewing weekly paper submissions relating to experiences, and instructing student on final term project connecting internship experiences with sociological theory, processes, and phenomena.
• (Fall 2017) Senior project mentor for an Asheville High School and dual-enrolled Early College student (with Asheville-Buncombe Technical Community College). Provided research direction, resources, feedback, and guidance to student during design, drafting, and completion of their senior thesis project, a major research endeavor carried out, written, and presented to faculty as a requirement for high school graduation.
• (Spring 2017) Thesis committee member for a University of North Carolina at Charlotte honors student which involved acting in part to oversee the review and defense of her senior honors thesis project for completion of a bachelor’s degree in sociology.
• (Sept. 2016-May 2017) Unofficial mentoring for former Asheville-Buncombe Technical Community College student in locating extracurricular academic endeavors related to sociology and social psychology. Helped student research appropriate conferences, internships, and volunteer options for college students studying in these fields. Student ultimately applied to the Virtual Student Foreign Service program run by the U.S. Department of State.
• (Fall 2015) Internship oversight for student formerly enrolled in my courses at University of North Carolina at Charlotte. Internship oversight is voluntary and does not include compensation from this institution. Duties included overseeing student’s internship within a local children’s advocacy agency, verifying activity with on-site staff, reviewing weekly paper submissions relating to experiences, and instructing student on final term project connecting internship experiences with sociological theory, processes, and phenomena.
• (Fall 2014-Spring 2015) Personal mentor for graduate-level non-traditional student seeking admittance to Wingate University for the 2015-2016 academic year. Provided guidance to mentee in the process of application, GRE testing review, funding through financial aid and scholarship, and continuous networking.
• (Aug.-Dec. 2014) Weekly volunteer tutor for the Student Success Center at Blue Ridge Community College in Flat Rock, NC, working one-on-one with college students who need help with English, composition, or sociology.
• (June 2014) Volunteer practice interviewer for Business Leadership II online course at East Carolina University in Greenville, NC.  Completed a 45-minute practice interview with business undergraduate, completed evaluation forms for the instructor, shared written and verbal comments and criticisms with the student, and provided constructive coaching on how to improve interview skills. Instructor: Susan D. Justice, College of Business, 252-737-4497, justices@ecu.edu.

SCHOLARSHIP

Academic Presentations:

• Austin, Rachel (2018) “Navigating the Racial Landscape: Advancements in Thought on Racial Politics and Methods for Inclusion in the College Classroom” Presented as part of professional development and teaching practices at the Annual Meeting of the North Carolina Community College Sociology and Psychology Association held in Asheville, NC (Nov. 2018).
• Austin, Rachel (2018) “Interdisciplinary, Critical Perspectives on Structurally Embedded Racism and American Justice.” Poster presented for the annual meeting of The Society for the Psychological Study of Social Problems. Meeting held in Pittsburgh, PA on the theme of “Bridges to Justice: Building Coalitions Within and Beyond Psychology” (Jun. 2018). 
• Austin, Rachel (2018) “Body Politics and Burning Man: Ideological Expression, Counter-Cultural Norms, and Sexual Practices within a Regional Burn Community.” Paper presented during the annual meeting of The Southern Sociological Society in New Orleans, LA. This paper session was organized around the theme of “Alternative Gendered and Sexual Relationships and Identities,” by Dr. Brandy Simula of Emory University (Apr. 2018).
• Austin, Rachel (2018) “Toeing the Line: Thoughts, Theory, and Teaching in the Politicized Classroom and the Role of Objectivity and Scholar Activism.” Paper presented at the annual meeting of The Southern Sociological Society in New Orleans, LA. I conceived and organized this full paper session to bring together sociologists (from UNCC, UNCA, and USCU) who teach and/or hold administrative positions to share their thoughts and teaching practices for inclusive classrooms in a politicized climate, engaging students from across the political spectrum, and balancing the needs for academic freedom, scholarly activism, and scientific objectivity. Presenters shared their experiences and insights from teaching political sociology, sociology of religion, feminism, animal rights, queer theory and transgender politics, and critical race perspectives (Apr. 2018).
• Austin, Rachel (2018) “Constructing Critical Race Workshops: Considerations and Best Practices for Workshop Engagements for Teaching Racial Literacy.” Workshop idea accepted for the annual meeting of The Southern Sociological Society in New Orleans, LA. This ‘research incubator’ session connected scholars of sociology and social justice whose work focuses on issues of racial literacy and justice for building better-informed teaching methods in this area (Apr. 2018).
• Austin, Rachel (2016) “Locating Animal Rights Support in Religious Contexts: A Practical Approach through Framing and Networks."  Presented as part of research session on ethics at the Annual Meeting of the Southern Sociological Society held in Atlanta, GA.
• Austin, Rachel (2016) “Engaging Efficacy, Agency, and Community while Achieving Results in Online Classes."  Presented as part of a panel on online education at the Annual Meeting of the Southern Sociological Society held in Atlanta, GA.
• Austin, Rachel (2016) “Fostering Interest, Agency, and Interaction in Online Learning Environments: A Framework and Toolkit for Building Superb Online Courses."  Paper presentation and interactive workshop session for the 8th Annual Conference on Higher Education Pedagogy. Conference held by Virginia Tech’s Center for Instructional Development and Educational Research. Feb. 10-12, Blacksburg, VA.
• Austin, Rachel (2015) “What Life Should be Like Every Day: Reflexive Identity Formation and Ideology at a Regional Burn Festival.”  Paper presented at the North Central Sociological Association annual meeting held in Cleveland, OH.
• Austin, Rachel and Clifton P. Flynn (2015) “Understanding Framing and Networks: How to Foster Animal Rights Support in Religious Populations.”  Paper presented at roundtable discussion for the North Central Sociological Association annual meeting held in Cleveland, OH.
• Austin, Rachel and Clifton P. Flynn (2014) “Traversing the Gap between Religion and Animal Rights:  Framing and Networks as a Conceptual Bridge.”  Paper accepted for presentation at the Oxford Summer School on Religion and Animal Protection held at Oxford Centre for Animal Ethics, Oxford, UK.
• Austin, Rachel (2014) “Embodying Social Change: Identity and Everyday Politics at a Regional Burn Festival.” Paper presented at the Annual Meeting of the North Carolina Sociological Association held in Charlotte, NC.
• Austin, Rachel (2012) “Welcome Home: An Ethnographic Study of a Regional Burn Festival.” Paper presented at the Annual Meeting of the Southern Sociological Society held in New Orleans, LA.
• Austin, Rachel (2012) “The Sexualization of Jordan: Sexual Expression in Online Communities and Media.” Paper presented at the Annual Meeting of the Southern Sociological Society held in New Orleans, LA.
• Austin, Rachel (2011) “The Sexualization of Jordan: Sexual Expression in Online Communities and Media.” Paper presented at the 11th Annual Graduate Research Fair at the University of North Carolina at Charlotte.
• Austin, Rachel (2011) “Structural Influence, Community Intervention, and Domestic Violence.” Paper presented at the Annual Meeting of the Southern Sociological Society held in Jacksonville, FL.

Peer Education Presentations:

• Austin, Rachel (2019) “Making an Impact: Engaging Students’ Social Consciousness while Toeing the Political Line.” This presentation was developed for a “faculty roundtable” event at Blue Ridge Community college, with the aim of sharing knowledge among college instructors to further develop skills, knowledge, tools, and teaching methods (Oct. 2019).  

• Austin, Rachel & Steve Koretsky (2018) “Ethics in Online Learning Environments." Led an hour-long webinar on ethical practices and considerations in online learning environments, organized by the North Carolina Community College System Virtual Learning Community. NCCCS-VLC is a professional development and training organization for community and technical college educators in North Carolina. The webinar was accessible online and had roughly 20 registered professionals in attendance (Apr. 2018).

•  Austin, Rachel (2018) Presenting and facilitating professional development session “Conversations on Culture.” This session will help college instructors develop skills, knowledge, tools, and teaching methods for creating racially and ethnically inclusive classrooms. Professional development session offered as part of Asheville-Buncombe Technical Community College’s efforts towards inclusiveness (Feb. 2018).  
• Austin, Rachel (2017) “A Critical Examination of Psycho-social Theory, Research, and Systemic Workings of the American Criminal Justice System and Racialized Outcomes Affecting Black Men.” Paper presented and discussion facilitated for instructors for the psychology and sociology department at the annual Professional Development event for Asheville-Buncombe Technical Community College held in Asheville, NC (Oct. 2017).
• Austin, Rachel (2017) Presented on engaging methodological approaches and practical tools for online college courses at the annual Professional Development event for Blue Ridge Community College held in Flat Rock, NC. Work was presented and discussion facilitated for college educators across disciplines and departments. The focus of this presentation was on practicality, efficiency, and engagement of students through content that sparks and keeps interest but also involves pragmatic considerations in presenting the materials (Feb. 2017).

• Austin, Rachel (2016) “Building Interest, Agency, and Interaction in Online Learning Environments: A Toolkit for Superb Online Courses." Led an hour-long webinar on best practices for online teaching through the National Institution of Staff and Organizational Development. NISOD is a professional development and training organization for community and technical college educators. The webinar was accessible internationally, and had 170 registered professionals, and final attendance count of 91 (Mar. 2016).

FIELD-RELATED CONSULTATION & PRESENTATION

Volunteer Basis:

• “Love Shouldn’t Hurt” Austin, Rachel and Dr. Annelise Hagedorn. This presentation was developed as a collaborative and interdisciplinary effort toward campus and community awareness of domestic violence. This presentation provided an overview of dynamics involved in domestic violence, forms of abuse, barriers to help, red flags, legal remedies, and resources for addressing domestic violence and further analyzed the social and cultural backdrop of family violence. This presentation meant to inform the cast and crew of a college theatre production titled “Battered,” which deals with issues of intimate partner violence (presented in Flat Rock, NC at the main campus of Blue Ridge Community College, Feb. 2019).
• Forensic Focus-Group Worked closely with the local public defender & NC capital defenders’ office to recruit and construct a focus group from the student population at Blue Ridge Community College. Further, acted as a liaison between the college facilities and administration, student population, and counsel involved. The purpose of the focus group was to provide feedback to assist lead counsel in preparing an opening statement in a criminal trial for capital murder. 3-Hour focus group was held on the Transylvania county campus of Blue Ridge Community College, Dec. 2018.

MEDIA/PRESS CONSULTATION & PUBLICATION

Local & International Media:

• Longmore, Joshua and Eleonore Voisard. 2020. BBC consultation with independent journalists and video editors Joshua Longmore (primary contact: joshlongmore605@gmail.com, 1-929-292-0818, portfolio found here: https://www.joshualongmore.com/) and Eleonore Voisard (Eleonore.Voisard.Freelance@bbc.com).

Consultation for their work, “Can a Pandemic Lead to Positive Change?,”involved discussion of the possible positive effects of COVID-19 on social solidarity, societal structure, and social change. Completed work is held by BBC (British Broadcasting Corporation).

• Janes, Théoden. 2020. “Even after the pandemic is over, will handshakes and hugs remain a thing of the past?” The Charlotte Observer, March 25. https://www.charlotteobserver.com/news/coronavirus/article241461731.html

Consulted and quoted on the topic of non-verbal communication within a society/given culture, as it may vary under circumstances such as the COVID-19 health crisis.

• Waugh, Rob. 2020. “Coronavirus: Could Hugs and Handshakes die out in Wake of Pandemic?” Yahoo News UK, March 30. https://sports.yahoo.com/coronavirus-hugs-handshakes-174208597.html

Quoted on the topic of non-verbal communication within a society/given culture, as it may vary under circumstances such as the COVID-19 health crisis (originally sourced from above reference).

PROFESSIONAL DEVELOPMENT

Academic & Applied Sessions attended:

• Green-Zone Training: “A Safe Place for Military Affiliated Students.” Briana Ford (Director, Military Student Services at WCU). This professional development session focused on the unique skills, abilities, challenges, barriers, and needs of student veterans or students actively enrolled, resources available, and best ways to support such students. Presented at Blue Ridge Community College, as part of professional development day, Mar. 2020.
• “The Next Step: Ending Excessive Punishment for Violent Crimes” Nazgol Ghandnoosh (head researcher), Joanne Scheer (panelist from the Felony Murder Elimination Project in CA), Baron Walker (panelist and formerly incarcerated advocate), Will Heaton (panelist from JustLeadershipUSA). Presentation provided an overview of how recent policies that have reduced prison population numbers for drug crimes compare to the stagnation of lengthy sentencing given for violent crimes. Current barriers and trends, as well as policy initiatives and legislative changes, were suggested by panelists (provided by The Sentencing Project, a research and advocacy organization seeking policy reform within the criminal justice system, Jul. 2019).
• “Women and Life in Prison” Ashley Nellis (researcher for The Sentencing Project), judy Henderson (panelist and fellow from the National Council of Incarcerated and Formerly Incarcerated Women and Girls), Romarilyn Ralston (panelist from Project Rebound). Topics included the unique circumstances, such as trauma and assault, that surround crimes committed by women who are given life sentences. Current barriers and trends, as well as policy initiatives and legislative changes, were suggested by panelists (provided by The Sentencing Project, a research and advocacy organization seeking policy reform within the criminal justice system, Jul. 2019).
• “Inequality Enhances the Wish for a Strong Leader” Jetten, J., Sprong, S., Wang, Z., Peters, K., Mols, F., and Maykel Verkuyten. Presentation was part of a symposium on the broad theme of "Growing Extremism and Prejudice in Societies, Groups, and Individuals Worldwide" (session broadcast live via webinar from San Diego, CA presented at the annual meeting of the Society for the Psychological Study of Social Issues, Jun. 2019).
• “Working to Keep Social Contexts Friendly to Prejudice” Crandall, C., White II, M., and Jason Miller. Presentation was part of a symposium on the broad theme of "Growing Extremism and Prejudice in Societies, Groups, and Individuals Worldwide" (session broadcast live via webinar from San Diego, CA presented at the annual meeting of the Society for the Psychological Study of Social Issues, Jun. 2019).
• “Law-Breaking, Radical Intentions, and Support for Democracy after Failed Activism” Louis, W., Thomas, E., Moghaddam, F., and Catherine Amiot. Presentation was part of a symposium on the broad theme of "Growing Extremism and Prejudice in Societies, Groups, and Individuals Worldwide" (session broadcast live via webinar from San Diego, CA presented at the annual meeting of the Society for the Psychological Study of Social Issues, Jun. 2019).
• “When the Marginalized Harass: Power and Sex Harassment Among LGBQs” Dinh, T. and Margaret Stockdale. Presentation was part of a symposium on the broad theme of "Sexism and Sexual Assault Research in the Era of #MeToo" (session broadcast live via webinar from San Diego, CA presented at the annual meeting of the Society for the Psychological Study of Social Issues, Jun. 2019).
• “Contact with Counter-Stereotypical Women may Reduce Rape-intentions and Race-acceptance” Keon West. Presentation was part of a symposium on the broad theme of "Sexism and Sexual Assault Research in the Era of #MeToo" (session broadcast live via webinar from San Diego, CA presented at the annual meeting of the Society for the Psychological Study of Social Issues, Jun. 2019).
• “Identifying Men Allies to Combat Sexism in the Workplace” Sullivan, E. and Asia Eaton. Presentation was part of a symposium on the broad theme of "Sexism and Sexual Assault Research in the Era of #MeToo" (session broadcast live via webinar from San Diego, CA presented at the annual meeting of the Society for the Psychological Study of Social Issues, Jun. 2019).
• “Tolerance of Sexism and Justifying Ideologies among Men and Women” Folberg, A., Hunt, J., and Carey S. Ryan. Presentation was part of a symposium on the broad theme of "Sexism and Sexual Assault Research in the Era of #MeToo" (session broadcast live via webinar from San Diego, CA presented at the annual meeting of the Society for the Psychological Study of Social Issues, Jun. 2019).
• “Quality Matters (QM): Improving your Online Course” Part 1 of 3 completed. The stated goals of this training were to provide a road map for the course development process, support to redesign existing online courses to ensure quality, and ideas for improving structural design of online courses. Overall goals of the full training series are to improve student learning outcomes and retention in online courses, align course outcomes and learning objectives to the critical course resources and materials within the curriculum, and receive national recognition for courses that meet Quality Matters standards. Completed through the University of North Carolina at Charlotte (May 2019).
•  “Stop and Frisk: Has it Really Stopped?” Kelsey Elizabeth Griffin. Presentation was part of a research session on the broad theme of "Perspectives on Police use of Force" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Hypermarginalization in Policing: The Community Illness Burdens of Race-Gender Disparities in Police use of Force” Sewell, A. and Zinobia Bennefield. Presentation was part of a research session on the broad theme of "Perspectives on Police use of Force" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Police Shootings in the South: Data Gathering Challenges and Preliminary Findings” Robert J. Duran. Presentation was part of a research session on the broad theme of "Perspectives on Police use of Force" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Media Framing of ‘Man’s Best Friend’ and the Pattern of Police Shootings of Dogs” Vermilya, J. and Devon Thacker Thomas. Presentation was part of a research session on the broad theme of "Perspectives on Police use of Force" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Using a Gender Audit to Teach Students about Objectivity and Gender Bias” Waity, J., Vanderminden, J., and Kristin Robeson. Presentation was part of a research session on the broad theme of "Ideas for Enhancing Course Content and Student Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “The Usefulness of a Data Analysis Project on Students’ Critical Thinking Skills” Hosik Min. Presentation was part of a research session on the broad theme of "Ideas for Enhancing Course Content and Student Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Teaching about Animals: Incorporating Animal Related Content into Sociology Curriculum to Enhance Learning and the Sociological Imagination” Kidder, E.N., Grauerholz, L., Weinzimmer, J., and Nicole Owens. Presentation was part of a research session on the broad theme of "Ideas for Enhancing Course Content and Student Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Collectively Creative Sociology as Pedagogy: Writing an Original Song in a Sociology of Music Class” Bradley Koch. Presentation was part of a research session on the broad theme of "Ideas for Enhancing Course Content and Student Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Capturing Change in the Community: A Photo Essay” Kris Macomber. Presentation was part of a research session on the broad theme of "Connecting Students to the Community through Active Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Active Learning through Applied Assignments” Joanna Hunter. Presentation was part of a research session on the broad theme of "Connecting Students to the Community through Active Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Using Active Learning to Develop the Sociological Imagination and Applied Practicioners” Stephanie Bradley. Presentation was part of a research session on the broad theme of "Connecting Students to the Community through Active Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Active Learning Exercises that Connect Students to the Community” Atkinson, M., Korgen, K., and Mary Nell Trautner. Presentation was part of a research session on the broad theme of "Connecting Students to the Community through Active Learning" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Prejudice or a System of Advantage? Definitions of Racism in Textbooks among Sociology Instructors” Sarah Friedman. Presentation was part of a research session on the broad theme of "Critical Examinations of College Teaching" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Whose Intersectionality are we Teaching? Towards what Ends?” Deborah Lowry. Presentation was part of a research session on the broad theme of "Critical Examinations of College Teaching" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Working Toward a Pedagogy of Activism: How Whites Approach Issues of Social Justice Interpersonally” Salomè Emily Navarro. Presentation was part of a research session on the broad theme of "Critical Examinations of College Teaching" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Podcasts Versus Papers: How Different Assignments Influence Students’ Mastery of a Sociological Perspective” Karen Lyn and Nancy Steinmetz. Presentation was part of a research session on the broad theme of "Critical Examinations of College Teaching" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “The Effect of Flexible Classroom Space on Attitudes and Grades in a Team-Based Learning Course” Sarah Epplen and Kristie Campana. Presentation was part of a research session on the broad theme of "Critical Examinations of College Teaching" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Evolution of Prison Culture” Linda Carson and Kaitlynn Strahl. Presentation was part of a research session on the broad theme of "The Role of Prison Culture and the Experiences of Incarcerated Individuals" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Unraveling the Prison Guard Subculture One Layer at a Time: An Examination of Correctional Officer Brutality Directed against Inmates within the Texas Department of Criminal Justice” Robert Michael Worley and Eric Lambert. Presentation was part of a research session on the broad theme of "The Role of Prison Culture and the Experiences of Incarcerated Individuals" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “The Criminalization of Poor White Women’s Trauma in Appalachia” Dana Rasch. Presentation was part of a research session on the broad theme of "The Role of Prison Culture and the Experiences of Incarcerated Individuals" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
• “Victim/Offender Intersectionality in the ‘IF Project’” Williams, Y., Owens-Murphy, K., and Christopher Purser. Presentation was part of a research session on the broad theme of "The Role of Prison Culture and the Experiences of Incarcerated Individuals" (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2019).
•  “Sex Matters: Addressing Title IX on Campus” Gouge, Natasha and Bethaney Ferguson. This presentation communicated methodologies and resources for engaging campus dialogue about sexual health and education (presented in Asheville, NC at the annual meeting of the North Carolina Community College Sociology and Psychology Association, Nov. 2018).
• “Social Class in the Classroom” Bernal, Darren R., Bullock, Heather E., and Pickering, Ryan. Interactive discussion focused on effective teaching methodologies and resources for teaching about class and disparity within college classrooms (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Teaching for Social Justice: Networking and Sharing Resources” Franco-Zamudio, Jamie L. and Salena Brody. Interactive discussion among scholars focused on social justice resources and potential collaborations across disciplines with a goal of social justice (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “From Buzzword to Critical Pedagogy: Teaching Intersectionality and Promoting Social Justice in Psychology” Patrick R. Grzanka. SPSSI Teaching Award-winner’s presentation centered on the importance of intersectional perspectives and practice (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Identify, Challenge, and Dismantle: A Few Sociocultural Strategies for Teaching about Racism” Phia S. Salter. SPSSI Teaching Award-winner’s presentation centered on interdisciplinary methods and integration of scholarly perspectives in teaching about racism (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Influencing Victim Blaming with Narrative Framing” Niemi, Laura and Liane Young. Research examined focused on the role of moral values in predicting tendencies towards victim-blaming and potential counteracting methods (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Engaging in (Difficult) Dialogue on Differences” Interactive discussion led by Noelle Malvar, Tangier Davis, Linda R. Tropp, John Watford, Olga Pagan, Achu Johnson Alexander, and Anita Forbes. Research aimed at better understanding intergroup communication and conflict from an applied psychological framework was presented (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Approaches to Status and Class” Morton, Thomas, Noonan, Anne E., Leavitt, Peter A., and Matthew Weeks. Scholars presented research projects focusing on methodology and operationalization in studying concepts of class, status, and socioeconomic status (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Development of Stereotypes, Social Biases, and Group Understanding in Children” Weinberg, Ashley L., Williams, Amanda, Steele, Jennifer R., Gonzalez, Antonya M., Baron, Andrew S., Roussos, Gina, Dunham, Yarrow, Rogers, Leoandra O., Mei Foo, Christina, Gordon, Shari, and Abigail L. Kutlas. Scholars presented research on implicit racial and weight-based stereotyping/biases in school contexts, methods for remediating such biases, and narrative frameworks that underpin such stereotypes (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Activism in the Classroom” Brinkman, Britney, Marcotte, Melissa, and Jennifer Prewitt-Freilino. Symposium included talks aimed at incorporating activism and social justice with one’s pedagogy (presented in Pittsburgh, PA at the annual meeting of the Society for the Psychological Study of Social Issues, Jul. 2018).
• “Engaging Learners with Video: Passive and Active Engagement Strategies” Matt Pierce with DevLearn. Webinar presentation focused on the use of visual media and strategies to keep viewer interest in educational content (Sept. 2018).
• “Teaching Race and Ethnicity” Alicia Brunson, Georgia Southern University; Vanessa Theresa Stout, Richard Bland College of William and Mary; Danielle Elizabeth Docka-Filipek, Ashley McKenzie, and Elizabeth Chung, Christopher Newport University. Presentations focus on methodologies and techniques to hold difficult conversations about race and ethnicity in the classroom (presented in New Orleans, LA at the annual meeting of the Southern Sociological Society, Apr. 2018).
• “How to Get a Book Published Workshop” Ilene Kalish, NYU Press. Panel presented on the process of publishing an academic book, and tips for success (presented in New Orleans, LA at the annual meeting of the Southern Sociological Society, Apr. 2018).
• “Issues in Higher Education” Rachel Allison and Margaret Ralston, Mississippi State University; Brandon McReynolds; Andrew Frederick Baird, Florida Atlantic University; J. Scott Carter, University of Central Florida; Micah Roos, Virginia Tech; Timothy Jerell Gibbs, Miles College; Celeste Atkins, University of Arizona. Research presented pertaining to trends in higher education, including enrollment, grade inflation, and for-profit institutions (presented in New Orleans, LA at the annual meeting of the Southern Sociological Society, Apr. 2018).
• “Authority and Brutality” Hanna J. Katz, Harvard University; Joey Jennings and Maria Aysa-Lastra, Winthrop University; David Wayne Woodring and Tom McNulty, University of Georgia; Robert F. Hellmuth, University of Central Florida; Ruben Ortiz, University of Tennessee-Knoxville. Research presented on police perception of threat and neighborhood perceptions of police-citizen treatment (presented in New Orleans, LA at the annual meeting of the Southern Sociological Society, Apr. 2018).
• “White Racial Socialization” Megan Underhill, University of North Carolina at Asheville; Margaret Hagerman and Courtney Windhorn, Mississippi State University; Carson Byrd, University of Louisville; Janis Prince and Eileen O’Brien, Saint Leo University. Research presented pertaining to perceptions and patterns in the ways that white families communicate about race and ethnicity within the home (presented in New Orleans, LA at the annual meeting of the Southern Sociological Society, Apr. 2018).
• “Jurors’ Perceptions of Police Legitimacy Taint Credibility Judgments of Police Eyewitnesses” Karlee R. Provenza, Narina Nunez, Freng Scott, Samuel Choi, and Jacob Ahlstrang, all University of Wyoming. Research presented pertaining to the judgment of police statement legitimacy when corroborating evidence is present or lacking (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Moral Disengagement and Support for Controversial Police Procedures” Jacqueline M. Kirshenbaum, Sarah A. Trescher, Monica K. Miller, Frank R. DeBragga, all University of Nevada Reno, and Tess M.S. Neal, Arizona State University. Research presented on cognitive processes related to moral judgement in controversial cases involving police behavior (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Perceptions of Procedural Justice: The Role of Police Officer Rank and Level of Aggression” Marissa L. Donahue and Judith Platania, Roger Williams University. Research presented pertaining to perceptions of legitimacy and cynicism towards the law as it relates to procedural justice and officer aggression (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Public Perception of Police Credibility when Video Evidence and Officer Testimony Contradict Each Other” Cristina Ferrara and Karla Emeno, University of Ontario Institute of Technology, and Elizabeth Schultheis, Craig Bennell, and Holly Ellingwood, all Carleton University. Research presented pertaining to the judgment of police statement legitimacy in cases where body cameras are present and said to have malfunctioned versus not present (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Defendants’ Engagement in Juvenile and Criminal Plea Hearings” Skye A. Woestehoff, Amy Dezember, Alex Marquina, and Allison D. Redlich, George Mason University, and Elizabeth Cathcart, and Jodi A. Quas, University of California at Irvine. Research presented pertaining to juvenile defendants’ willingness, role, and perception of plea bargains adjudicated on their behalf in juvenile criminal courts (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Too Young to Plead? Risk, Rationality, and Plea Bargaining’s Innocence Problem in Adolescents” Rebecca Helm, University of Exeter Law School and Valerie Reyna, Cornell University. Research presented pertaining to the systematic use of plea bargaining in juvenile criminal courts and the ability for juveniles to fully consider long-term consequences of plea bargains (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “The Role of Parents in Juvenile Plea Bargaining” Erika Fountain, University of Maryland at Baltimore and Jennifer Woolard, Georgetown University. Research presented pertaining to contextual factors in juvenile plea bargaining procedures and juvenile capability in legal decision making (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Guilty Pleas of Youth and Adults: Evidence of Developmental Differences in Decision Making” Tina M. Zottoli, Conor Hogan, Montclair State University and Tarika Daftary-Kapur, Fairleigh Dickinson University. Research presented pertaining to youth and adult variation in short and long-term consequences in legal decision making (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “The Ethical Treatment of Juveniles and Solitary Confinement: The Kalief Browder Story” Jennar Furst, Stuart Grassian, and Marsha Levick. Panel of filmmaker (Furst) and scholars (Grassian and Levick) discuss the problematic nature of solitary confinement as it may affect juveniles within the American criminal justice system (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Using Our Research in the Struggle for Racial Justice: Pathways to Engaged Scholarship” Linda Tropp, University of Massachusetts Amherst and Confounder of The Public Engagement Project. Leading scholar and advocate in racial justice presented on ways in which forensic psychologists may engage with a larger public to effect positive social change in the direction of elimination racial disparity within the American criminal justice system (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Legal Socialization in a Non-Legal World: A Longitudinal Test of the Ubiquity Hypothesis” Rick Trinkner, Arizona State University, and Ellen S. Cohn, University of New Hampshire. Scholars presented on the relationship of parenting style with judgments of police and judicial legitimacy across three time periods (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Using Risk Perception Theory to Understand the Police/Community Relationship” Joseph Hamm and James D. Carr, Michigan State University and Rosalind Searle, Coventry University. Research presented pertaining to public perceptions of vulnerability to crime as it may exist independent from public perceptions of vulnerability to police abuse (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Do You Hear me when I Talk to You?: Police and Civilian Perceptions of Voice” Katherine Hazen and Eve M. Brank, University of Nebraska at Lincoln. Research presented pertaining to police and civilian judgement of fairness in police-public interactions and the public’s ability to voice concerns within these interactions (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Police Officers as Warriors or Guardians: Empirical Reality or Intriguing Rhetoric?” Kyle McLean and Geoffrey P. Alpert, University of South Carolina, Scott E. Wolfe, Michigan State University, and Michael R. Smith and Jeff Rojek, University of Texas at San Antonio. Research presented pertaining to guiding beliefs and ideologies of police officers in how they should approach police duties and public interaction (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Racism in the Deliberation Room: Federal Rule of Evidence 606(b) and Jury Reporting Behavior” Amy J. Kleynhans and Brian H. Bornstein, University of Nebraska at Lincoln. Research presented pertaining to juror behaviors in reporting racially biased utterances of other jurors prior to or post-verdict (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Identifying Anti-Muslim Biases in Jury Selection: Making a Case for Implicit over Explicit Measurement” Donovan Kelley and Ellen S. Cohn, University of New Hampshire. Research presented pertaining to islamophobia in potential jurors and the ability to identify such jurors when reporting socially desirable voir dire testimony (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Mad v. Bad: Juror Perceptions of Responsibility and Dangerousness as a Function of Race?” Kyle N. Gamache, Community College of Rhode Island, and Judith Platania and Matt Zaitchik, Roger Williams University. Research presented on race effects in not-guilty by reason of insanity verdicts across white, black, and Hispanic defendants (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “The Effect of Cognitive Load on Jurors’ Reliance on Stereotypes” Sarah A. Trescher and Monica K. Miller, University of Nevada at Reno. Research examining stereotype consistent versus inconsistent crime as it relates to race of defendant and predictability of variation based on cognitive load in mock jurors was presented (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
• “Dialect on Trial: Bias Against AAVE Influences Juror Appraisals and Potentially Decision Making” Courtney A. Kurinec and Charles A. Weaver, Baylor University. Research presented on juror judgments of testimony when presented in standard English of African-American vernacular English (presented in Memphis, TN at the annual meeting of the American Psychology-Law Society, Mar. 2018).
•  “Safe Zone Training.” This 4-hour seated seminar provides training to educators and college personnel to become “Safe Zone certified;” a designation that announces (typically a sign on one’s office door) understanding, support, and resources for LGBTQ community members and students in an effort to create visibly safe spaces (presented in Asheville, NC at Asheville-Buncombe Technical Community College, Oct. 2017).

• “An Introduction to Screening, Brief Intervention, and Referral to Treatment:” Dr. Chris Harsell, University of North Dakota. This 2-hour webinar focused on the SBIRT universal, short and quick methods for assessing possible substance abuse in clinical, academic, forensic, or community settings. Topics included substance abuse as a public health concern, techniques for motivational interviewing, specifics of instrumentation and tools for assessment, and discursive frameworks for addressing substance abuse with those who may be suffering from it. The panel of speakers included professors, nurses, social workers, and methodologists (provided by University of North Dakota graduate school, May 2017).
• “Crime, Law, and Deviance:” Donna Sedgwick, James Hawdon, John Ryan, Leanna Ireland, all Virginia Tech; Christopher Purser, University of North Alabama; Wesley James, University of Memphis. Research presented in paper session pertaining to problems of modern policing and agency-based community responses, the relationship between health and life outcomes pertaining to deviance, and risk factors associated with youth offending (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Negotiating the Process of Publishing in Peer Reviewed Academic Journals:” David Brunsma & Toni Calasanti, Virginia Tech; Rory McVeigh, University of Notre Dame; Linda Renzulli, Purdue University. Panel of expert journal editors discussed internal decision-making processes from the perspective of editors of academic journals. Presented information to aid scholars in best positioning their work for academic publication (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Presidential Plenary: Race, Racism, and Health:” David R. Williams, Harvard University. Presentation included comprehensive overview of recent sociological findings pertaining to the effect of race on a variety of health outcomes (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Teaching and Learning Outside the Classroom:” Marina Adler, Mary Hines, University of Maryland; Linda Ann Carson, Lander University; Naomi Simmons, Newberry College; Matthew Cazessus, April Dove, Greenville Technical College. Applied paper session for best practices. College educators presented methods including cross-disciplinary content and community-action (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Race/Ethnic/Minority Relations:” Matthew Hart Ward, University of Southern Mississippi; Akiv Dawson, Howard University; Chris Julien, University of North Carolina Greensboro; Jerry Lynn Johnson, Jr., East Carolina University. Paper session included research on systemic forms of racism, activism and subversion, racetalk, and racial beliefs and policy attitudes (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Sociology in Interdisciplinary Programs: Curriculum, Mentoring, and Working Across Schools” Laurel Holland, Georgia Gwinnett College; Katie James, University of Southern Mississippi; Susan C. Pearce, East Carolina University; Shelia Cotton, Michigan State University; Beth A. Easterlink, Mary Baldwin University; Patricia Drentea, University of Alabama at Birmingham. Applied sociology session on interdisciplinary practices, degree programs, curriculum, and intra-institutional considerations (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “The Effect of Place and Location on Race and Racism:” Susan C. Pearce, Mamadi K. Corra, Thea Cox, Katherine Basile, Thomas Hennessey, Eastern Carolina University; Tessa Permut, North Carolina State University; Allan P. Farrell, Rice University. Paper session including topics focused on residential segregation, white flight, and ethnic perception (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Presidential Plenary: Racial Patterns in U.S. Incarceration, 1978-2014” Pamela E. Oliver, University of Wisconsin. Scholar presented a comprehensive, quantitative consideration of demographic factors related to mass incarceration (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Getting Real about Race: Tools and Tips for Facilitating Difficult Dialogues in the Classroom” Stephanie McClure, Sara Doude, Bradley Kock, and Hersheda Patel, all Georgia State University. Panelists discussed practices and methodological considerations for discussing race, racism, and racial justice within classrooms (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Job Search Strategies for Small and Community Colleges:” Amy Dellinger, Appalachian State University; Aaron Culley, Wingate University; Steven Seiler, Tennessee Tech University; Virginia Rothwell Beard, Longwood University. Panel of sociology department chairs discussed considerations in hiring for small and teaching colleges to guide classroom-focused academics (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Gender in Social Movements:” Kelly Phipps Grove and Doug Schrock, Florida State University; William F. Danaher, Southern Illinois University-Carbondale; Kelsy Kretschmer, Oregon State University; Jason Eastman, Coastal Carolina University; Rachael Eve Kennedy, Virginia Tech; Charlotte A. Archer, Middle Tennessee State University. Paper session includes research focused on topics of social movement mobilization, tactics, and individualized meaning in gender and sexuality (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Identity and Social Movements:” Rachel Durso, Washington College; J. Craig Jenkins, Andrew Martin, and Matt Streamer, The Ohio State University; Brittany Gatewood, Walda Katz-Fishman, Anthony Jerald, Howard University; Jerome Scott, League of Revolutionaries in A New America; Melissa C. Gouge, George Mason University; Dale W. Wimberley, Pallavi Raonka, Talitha Rose, Sofia Rukhin Sabiro, Virginia Tech. Paper session included research related to social media postings and political motivation, scholar activism, solidarity, and collective identity in protest (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Innovations in Teaching:” Janis Prince, St. Leo University; Philip Mason, University of South Carolina Aiken; Roderick Graham, Old Dominion University; Richard Ellefritz, Oklahoma State University. Paper session focused on applied sociology and pedagogy related to new forms of engagement, such as community-based teaching, case study analysis, and presentation of structural forces (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Presidential Plenary: Stratification and Political Cleavages in the 2016 Election Cycle” Dr. Eduardo Bonilla-Silva of Duke University, President of the Southern Sociological Society, discussed his recent research on the demographics of the 2016 presidential election and possible future directions for sociological research in the new political climate (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Inclusive Pedagogy:” Robert Trice and Siti Kusujiarti, Warren Wilson College; Jeannie Haubert and Kalfani, Winthrop University; Diamond Briggs, University of Southern Florida. Paper session included research related to pedagogy and inclusivity, including student experiences of microagreession on college campuses and team teaching (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Recognition Gaps: The Mission of Sociology in the Age of Trump” Presidential plenary by Harvard University sociologist and president of the ASA Michelle Lamont presenting her cross-cultural research on racial-ethnic classifications, and issuing a call to scholars for work that aims to build and bridge theory (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017). 
• “Understanding the Creation of Fields and Subcultures:” Daniel Ryan Kavish, Lander University; Jeff Scott Shelton, University of Georgia; Joseph P. Cleary, Lehman College-City University of New York. Roundtable discussion held to provide feedback to scholars studying subculture, such as online communities of exotic/illegal pet owners (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Research Incubator: Collective Behavior & Social Movements” Jennifer Laverne Turner, Virginia Tech; Kaye Crabtree, University of Georgia; C. Rose Nelson, Stanford University. Scholars presented ideas for future research or preliminary findings relating to research in social movements to be further elaborated (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Queer Rural/South Identities and Issues:” Veronica Salcedo, Penny Harvey, and Jordan Forrest Miller, Georgia State University; Ellen Lamont, Teresa Roach, Appalachian State University. Paper session focused on research exploring identity and queer experiences in rural and South-Eastern locations (presented in Greenville, SC at the annual meeting of the Southern Sociological Society, Apr. 2017).
• “Stand Against Racism:” Panel including- Oralene Simmons, founder of Asheville’s Martin Luther King Jr. Prayer Breakfast; Rev. Jasmine Beach-Ferrara, minister in the United Church of Christ; Marshay Proctor-Bates; Success Coach and Advisor at A-B Tech; Michael Harney of the WNC AIDS Project; Lael Grey, Executive Director of the Jewish Community Center; Alikhan Salehi, from Asheville Latin Americans Achieving Success (ALAS). Panel presented issues related to marginalization and oppression of racial, ethnic, gender, sexual orientation, and religious minorities. Panel discussed the role of college educators in promoting equity in the classroom and beyond, provided an overview of their respective community services and resources, and fielded questions of concern to educators (presented in Asheville, NC at Asheville-Buncombe Technical Community College, Apr. 2017).
• “Juvenile Competency to Stand Trial: State Laws and Restoration Practices” Kathryn Jameson, Monica Connelly, Sheresa Christopher, all MUSC. Research presented pertaining to strategies used at the state-level to restore competence to offending youth in juvenile justice courts (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “The Three Core Psychological Constructs for Juvenile Transfer Evaluations are Likewise Evident in Reverse Transfer Laws” Christopher M. King, Montclair State University. Research presented pertaining to constructs used in juvenile courts for transfer, such as risk, maturity, and rehabilitative amenability (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Are Youths’ Mental Health Symptoms Inadvertently Captured in Risk Assessment?” Kelley E. Durham, Amanda NeMoyer, Elizabeth Gale-Bentz, Suraji Wagage, Shane Nelson, Naomi E.S. Goldstein, all Drexel University. Research presented pertaining to scales used for assessing juvenile risk, validity, and generalizability (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “A New Lease on Life: Parole for Juvenile Offenders and Related Neuroscience, Law, and Assessment Challenges in the First Year of Connecticut Public Act 15-84” Andrew W. Meisler, University of Connecticut School of Medicine/Yale University School of Medicine. Presented overview of the impact of changes in law that allow parole for incarcerated individuals who committed crimes in youth, and the role that forensic psychologists may play (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Legal Scholars Committee: Psychological Research in Criminal Justice System” Symposium with a variety of scholars and topics pertaining to this theme, including risk and dangerousness (Robert Schopp, University of Nebraska College of Law), expert testimony in child sex abuse cases (Clifford Fishman, Columbus School of Law), and the utility of mindfulness practices in criminal law practice (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Risk Assessment & Racial Disproportionality: Challenges and Considerations” Symposium of research scholars in law and psychology examining research relevant to the topic, including risk assessment tools as they may disparately affect marginalized youth (Tammi Walker, University of Illinois and N. Dickon Reppucci, University of Virginia), racial disproportionality in juvenile probation violation, and risk factors for juveniles at risk of probation violation (Meret S. Hofer, Victoria A. Mauer, and N. Dickon Reppucci, all University of Virginia, and Tammi Walker, University of Illinois)  (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Cognitive Processing of Evidence in Jurors: Extending the Story Model” Rebecca Helm, Valeria Reyna, Alisha Meschkow, Madison Ulczak, and Alice Jenkins, all Cornell University. Research presented pertaining to cognitive strategies used in juror decision making in a series of experiments (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “How Disorder Onset Controllability Moderates the Impact of Biological Arguments on Judgments of Criminal Offenders” Shelby Hunter, Denise Baker, and Nick J. Schweitzer, all Arizona State University. Research presented pertaining to mock juror judgments of responsibility when mitigating or aggravating factors in a criminal case are offered on the basis of biology or personal control (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Gender and Race Affects Jurors’ Discussions of Depression during Deliberations” Liana C. Peter-Hagene, Southern Illinois University at Carbondale. Research presented pertaining to level of cognitive depletion in diverse versus homogenous mock juries (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Courthouse Dogs: A Violation of the Defendant’s Due Process?” Dawn E. McQuiston, Wofford College, Kayla A. Burd, Cornell University, and Colin G. Hayton, Wake Forest University. Research presented pertaining to whether the use of emotional support dogs in criminal court rooms dealing with child sexual abuse biases juries in any particular way (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “The Field View as an Exploratory and Confirmatory Eyewitness Identification Procedure” Melissa Kavetski, ORISE Fellowship and Steve Charman, Florida International University. Research overview of identification effectiveness across various identification procedures, such as line-up, field view, and show up (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “The Effects of Post Identification Feedback Evidence on Jury Decision Making” Deah S. Quinlivan, Morgan MacIsaac, Brianne Bennett, Baylee Jenkins, and Peter Donovan, all Florida Southern College, and Daniella K. Cash and Sean M. Lane, Louisiana State University. Research presented pertaining to the utility of providing jurors information about the effects of post-identification feedback (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “The Influence of Jailhouse Informant Testimony on Eyewitnesses’ Propensity to Change their Identification” Preston Smith and Jeffrey S. Neuschatz, University of Alabama in Huntsville, Brian H. Bornstein, University of Nebraska-Lincoln, Stacy A. Wetmore, Butler University, and Kylie N. Key, Aniek Remmerswaal, and Ayla Kirby, all University of Oklahoma. Research presented pertaining to the effects of secondary confession evidence in criminal trials (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “The Effect of Misleading Identification on Juror Decision-Making” Brandi Cook and Jeffrey Neuschatz, University of Alabama in Huntsville, and Brian Cutler, Autumn Brooks, and Lauren Winders, all University of Ontario. Research presented pertaining to eyewitness confidence in criminal identifications as it may vary depending on vantage point or hearsay (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Effects of Jury Diversity and Defendant Race on Jurors’ Cognitive Depletion and Performance during Deliberations” Liana C. Peter-Hagene, Southern Illinois University. Research presented on the effect of diversity in group decision making contexts- such as juries (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Aboriginal Canadians in the Courtroom: Effects of Defendant and Eyewitness Race on Juror Decision-Making in a Criminal Trial” Logan Ewanation and Evelyn M. Maeder, Carleton University. Research presented pertaining to stereotype consistent and inconsistent criminal court case testimony as it may bias juror decision-making (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “Inducing the Race Salience Effect through Pretrial Publicity” Bradlee W. Gamblin, Emily Carstens-Namie, and Andre Kehn, all University of North Dakota. Research presented pertaining to juror racial bias in varying conditions of centrality of race to the criminal case presented (presented in Seattle, WA at the annual meeting of the American Psychology-Law Society, Mar. 2017).
• “How to Talk about Death in the Classroom”: Howell, Rebecca, counselor with Asheville-Buncombe Technical Community College. Session focused on protocol, considerations, and resources for handling student deaths. Topics included legal considerations and FERPA, referral procedures for counseling resources on and off campus, and warning signs of mood disorders, suicidality, and substance abuse as well as how to facilitate services to help students coping with such issues (presented in Flat Rock, NC as part of a professional development event at Blue Ridge Community College, Feb. 2017).
• “Carceral Discourses in Practice, Erasure, and Subversion:” Carter, Jon, Appalachian State University; Levine, Zach, Duke University; Drybread, Kristen, University of Colorado (post-doctoral). Topics included prison co-governance in Honduras, ayahuasca used for purposes of restorative justice in Brazil, and the sexual “economy” of women in prison (presented in Charlotte, NC at the Bill Brown Conference on Incarceration across the Americas: Transnational Perspectives on the Prison Industrial Complex and Globalization, Feb. 2017).
• “Organizing Against State Violence:” Holliday, Cidney M., Davidson College; Potts, Keagan, Western Michigan University; Easterling, Zachary, University of North Carolina at Greensboro. Topics included an intersectional analysis of North Carolina’s 2016 passage of HB2, legal considerations of police immunity in cases of brutality or fatality, and philosophical perspectives of the social construction of ethnicity and identity (presented in Charlotte, NC at the Bill Brown Conference on Incarceration across the Americas: Transnational Perspectives on the Prison Industrial Complex and Globalization, Feb. 2017).
• “Pretrial Detention, Criminalization, and Penal Selectivity:” Donnelly, Robert; Boaz, Danielle, University of NC Charlotte; Beatriz, Andreia & Hamilton Borges. Topics included extrajudicial detention in El Salvador, historical and legal considerations of the criminalization of Afro-Caribbean religious practices, and racial patterns in incarceration in Latin America (presented in Charlotte, NC at the Bill Brown Conference on Incarceration across the Americas: Transnational Perspectives on the Prison Industrial Complex and Globalization, Feb. 2017).
• “The History of the Police:” Student roundtable (University of North Carolina at Charlotte students) presenting various works that examine historical corollaries (domestic and abroad) of current trends, concepts, and events related to over-policing of black and brown spaces. Five papers were presented and then discussed by scholars and the students (presented in Charlotte, NC at the Bill Brown Conference on Incarceration across the Americas: Transnational Perspectives on the Prison Industrial Complex and Globalization, Feb. 2017).
• “Reviving Parole for Life Sentences:” Nazgol Ghandnoosh (head researcher), Barbara Levine (panelist, attorney, & executive director of Citizens Alliance on Prisons & Public Spending), Heidi Rummel (panelist, law professor at USC), Mujahid Farid (panelist, Open Society Soros Justice Fellow). Presentation provided an overview of the “Delaying a Second Chance” report, a research initiative undertaken by The Sentencing Project. Topics included legislative issues, issues of gubernatorial authority, and parole board procedures that have contributed to a drastic increase in life sentences despite an overall lower crime rate. Current barriers and trends, as well as policy initiatives and legislative changes, were suggested by panelists (provided by The Sentencing Project, a research and advocacy organization seeking policy reform within the criminal justice system, Feb. 2017).
• “Putting Reflection to Work: Practical Teaching Strategies:” Heather Bastian, Ph.D., University of North Carolina at Charlotte. Two-part workshop that focuses on how to implement reflective learning methodologies in the classroom. Topics included metacognitive benefits of reflective learning, assignment goals, structure, and assessment, as well as how to adapt such assignments for various disciplines (provided through the UNC Charlotte Center for Teaching and Learning, Feb. 2017).
• “First-Year Student Professional Development:” Semester-long professional development course in which issues facing first-year college students, particularly community college students, are examined with a learning community of instructors. Researched and discussed issues included life/school balance and competing life circumstances, student support services, pedagogy, and retention (provided by Asheville-Buncombe Technical Community College, Aug.-Dec. 2016).
• “Being Mindful in the Classroom:” James McAlhaney, South Piedmont Community College. Session included a review of psychological research on mindfulness and meditation and stress-reducing benefits to students and instructors in educational settings and interpersonally. Common techniques for mindful meditation were discussed, as well as resources how to incorporate mindful meditation into classroom practices (presented in Asheville, NC at the annual meeting of the North Carolina Community College Sociology & Psychology Association, Nov. 2016).  
• “Trans Students in the Classroom:” Porscha Orndorf, Asheville-Buncombe Technical Community College. Session consisted of practical and ethical considerations for gender equity in the classroom, particularly as it pertains to trans or non-gender-binary identified students. Discussions included guidelines for terminology, administration and pragmatic considerations pertaining to name changes, trans theory, and trans experiences in the classroom (presented in Asheville, NC at the annual meeting of the North Carolina Community College Sociology & Psychology Association, Nov. 2016).  
• “Examining Mental Health in the Classroom:” Brook Cathy & Jean Cahoon, Pitt County Community College. Topics included an overview of mental health data pertaining to college students, risk assessment and identification of red flags, guidelines for designing an instructor/adviser plan, and interpersonal skill building (presented in Asheville, NC at the annual meeting of the North Carolina Community College Sociology & Psychology Association, Nov. 2016).
• “Teaching Social Justice in the Classroom and Beyond:” Woodard, Tracy, Valdosta State University; Bodenhamer, Aysha Allison, and Grether, Scott Thomas, both North Carolina State University; Longard, Colene, Spring, Ken, and Stepnik, Andi, all Belmont University; Rodriguez, Ana L., Florida Gulf Coast; Fobes, Catherine, Alma College. Topics included teaching race and police brutality and rape culture in higher education settings, service-based learning, and using narratives for greater social movement understanding (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2016).
• “School Safety and Violence:” Harder, Brittany Michelle, Loudermilk, Eric, and Lautenschlager, Rachel, all University of Miami; White, Swede, Chandler, Jahaan, and Rackin, Heather, all Louisiana State University; Richardson, Kristin Lynn, Virginia Tech; Bixby, Monica S., North Carolina State University. Topics included long-term effects of adolescent risky behaviors, moral panics and school shootings, and protective factors for adolescent run-aways (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2016).
• “Black Lives Matter: The Continuing Significance of Race:” Bonilla-Silva, Eduardo, Duke University; Wright II, Earl, University of Cincinnati; Morris, Aldon, Northwestern University; Allen, Shaonta, University of Cincinnati. Topics included faculty activism in racial justice movements, religious involvement in racial justice activism, and racism in institutional settings (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2016).
• “Crime. Law, Deviance, and Bullying:” Orak, Ugur, Louisiana State University; Newton, Krishanna Marie, University of Central Florida; Newman, Rameika Raechelle and Strohacker, Emily, both University of Central Florida; Rodriguez, Maria, Meredith College. Topics included perceptions of crime and fear, experiences of ex-offenders in higher education settings, cyberbullying and substance abuse, and legal representation for Mexican immigrants facing a language barrier in civil courts (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2016).
• “The Continuing Significance of Poverty:” Parsons, Ryan James, Princeton University and Nylander, Albert B, University of Mississippi; Stein, Sara Alana, University of Tennessee Knoxville; Ghindina, Marcia, University of North Carolina at Asheville; Mazurek, Jordan E., Eastern Kentucky University; Connelly, Chloe Anna, University of Cincinnati. Topics included public discourse of welfare recipients and welfare support, intergenerational mobility, and local development in rural areas (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2016).
• “Color-Blind and Color Conscious Racism:” Esposito, Luigi, and Romano, Victor, both Barry University; Griffith, Candace E., Augusta University; Wright, Devon A., Florida International University; Bloom, Jack M., Indiana University. Topics included “post-racial” conceptualizations of implicit and institutional discrimination and prejudice in black American and Latino communities (presented in Atlanta, GA at the annual meeting of the Southern Sociological Society, Apr. 2016).
• “Using Multiple Choice Quizzes as Vehicles for Higher-Order Thinking and Active Learning:” One hour session presented at the Conference on Higher Education Pedagogy, held at the Virginia Tech Skelton Conference Center. Presentation focused on research in assessment and active learning pedagogy and how this can inform development and implementation of multiple-choice assessment, particularly in large college classrooms. Presented by Andrew Marx, Virginia Commonwealth University, Feb. 2016.  
• “Bridging Pedagogical Freedoms and Bureaucratic Realities in Online Course Design:” One hour roundtable held at the Conference on Higher Education Pedagogy, held at the Virginia Tech Skelton Conference Center. Discussion focused on institutional tensions and resolutions related to the increased move from seated to online classes, and relevant teaching philosophies and learner-centered paradigms that may offer insight. Facilitated by Jamison Miller and April Lawrence, College of William and Mary, Feb. 2016.  
• “Minority Professors and Student Microaggressions” One hour roundtable held at the Conference on Higher Education Pedagogy, held at the Virginia Tech Skelton Conference Center. Discussion focused on experiences of minority college instructors facing microaggressions from students, how to respond, and how to best engage these students. Facilitated by Emily C. Williams and Faedah M. Totah, Virginia Commonwealth University, Feb. 2016.  
• “Essential Concepts in Educational Psychology” One hour session presented at the Conference on Higher Education Pedagogy, held at the Virginia Tech Skelton Conference Center. Presentation focused on using knowledge of human memory, learning, and motivation to inform teaching methods for maximizing student learning. Presented by Todd Zakrajsek, University of North Carolina at Chapel Hill, Feb. 2016.  
• “Teaching about Intersectionality in Undergraduate Classrooms: Guidelines for junior faculty and graduate students” One hour roundtable session presented at the Conference on Higher Education Pedagogy, held at the Virginia Tech Skelton Conference Center. Discussion focused on methods and considerations for teaching students about the unique experiences of individuals with multiple levels of oppression. Facilitated by Adrienne Edwards, University of Reno, Feb. 2016.  
• “The Natural History of the Teachable Moment: Exploring practices that enhance profound learning experiences” One hour session presented at the Conference on Higher Education Pedagogy, held at the Virginia Tech Skelton Conference Center. Training focused on developing opportunities for deep, “profound” learning that goes beyond simply conveying information, and rather challenges students’ worldviews. Presented by Neil & Katherine Greenberg, University of Tennessee, Feb. 2016.  
• “Generational Poverty” Two-part, two hour training sponsored by Asheville-Buncombe Technical Community College.  Seated training discussed generational poverty and impact on student performance and achievement. Training focused on ways to encourage and support success in college students from an economically disadvantaged background. Presented by Theresa Derballa, Chair of Humanities, Asheville-Buncombe Technical Community College, Oct. 2015.  
• “Using Blogging in the Teaching of Psychology” Webinar sponsored by Pearson Higher Education.  Webinar discussed instructor’s use of blogging as a tool for application of psychological theories or concepts in students’ self-analysis of their everyday interactions. Presented by Dr. Samuel Sommers, Tufts University, Oct. 2015.
• “Leading Effective Synchronous Web Conferences: Engaging Participants in Web Conference” Attendance sponsored by UNCC Center for Teaching and Learning. Web conference session that provided instructors of best methods for facilitating web conferencing for college courses through hands-on interaction. Topics included: simple logistics, discussion facilitation, and encouraging engagement and interaction.  Presented by Dr. Bobby Hobgood, UNCC, Charlotte, NC, Sept. 2015.
• “Dismantling Racism.” Attendance sponsored by UNCC.  Two-day workshop focusing on awareness and understanding of racial inequalities and developed around a goal of eliminating disparity. Presented by the Racial Inequality Institute in Charlotte, NC, Aug. 2015.
• "What Our Students Need Most: The 7 Fundamental Conditions of Learning." Attendance sponsored by AB-Tech through NISOD: Jenkins, Rob, Associate Professor of English, Georgia Perimeter College and Larry Miller, Senior Director, Community College Relations, The New Media Consortium. This webinar covered the educational context within which students achieve true engagement with the content and instructor and deeper learning. Specific educational techniques and goals were presented for help building a learning environment conducive to active learning and student engagement. Jun. 2015.
• “Decisions on Deadline: A 21st Century Gaming Approach to Teach Plagiarism and Ethics:” Shepherd, Brittney and Samantha Grant. Turn-it-in webinar discussed presenters’ free online resource that teaches plagiarism through an interactive game which faces the student with ethical problems that may arise in both the college and career environment. Apr. 2015.
• “The Cultural Implications of Contract Cheating:” Dr. Tricia Bertram Gallant. University of California at San Diego. Webinar discussed the larger implications of contract cheating (purchasing original work to pass off as one’s own), imparted information about the scope of this issue, and how to discourage it at the state, institution, and classroom level. Apr. 2015.
• “Improvisation and Plagiarism: Fostering a Culture of Creativity:” Dr. Teddi Fishman. Clemson University and the International Center for Academic Integrity. Webinar covering pedagogical methods for discouraging students from plagiarizing through the use of teacher and student-interactive improvisation. Apr. 2015.
• “Discuss! The Art of Facilitating Discussion:” McEnany, Kelly; Townsend, Karen. Offered through Asheville-Buncombe Technical Community College. Topics include types of discussions in the classroom, constructing effective prompts, and facilitation of classroom discussion to encourage critical thinking (offered online through AB Tech’s Moodle course with 1 hour face-to-face component, for a total of 3 CEUs). Apr. 2015.
• “Teaching Using Prisoner Voices:” Trega, Bill, Adrian College; Drum, Marna, Kent State University. Topics included instructional methods incorporating prisoner self-reports and prisoner letter-exchange as means to examine theories of social deviance and criminology as well as structural inequality (presented at the annual meeting of the North Central Sociological Association held in Cleveland, OH, Apr. 2015).
• “Teaching Diversity Related Topics:” Bemiller, Michelle, Walsh University; Stone, Codie, Western Michigan U; Fry, Brian , Indiana Wesleyan U; Stough-Hunter, Anjel, Julie Hart, and Jill Anderson, Ohio Dominican U. Topics included pedagogical methods for inclusiveness of minority populations, poverty simulations, cultural competency, and increasing empathy in students (presented at the annual meeting of the North Central Sociological Association held in Cleveland, OH, Apr. 2015).
• “Freedom of Expression in the Classroom: Challenges in the Changing Political Climate” (Workshop): Mullan, Brendan, Michigan State U; Hawthorne, John, Spring Arbor U; Blum, Peter , Hillsdale College. Discussion focused on how to respect the political viewpoints of students, foster an inclusive and safe environment for the reasonable discussion of politically divisive issues and “hot” topics, and techniques to lessen the power/authority dynamic between instructor and student to lend a more open environment for the sharing of viewpoints (presented at the annual meeting of the North Central Sociological Association held in Cleveland, OH, Apr. 2015).
• “How to Confront Sexism, Racism, Classism, Homophobia, and other ‘isms’ Effectively” (Workshop): Stoeckle, Anabel; Peterson, Megan; Mooney, Heather, all from Wayne State University. Workshop covered safe and effective ways to handle social interactions involving prejudice or discrimination, foster deeper understanding of these issues, and turn these situations into “teachable moments” (presented at the annual meeting of the North Central Sociological Association held in Cleveland, OH, Apr. 2015).
• Completed four-part online course run by the North Carolina Community Colleges System Virtual Learning Community from May 19, 2014-March 27, 2015. This provides a certificate for 40 hours of training in online, college-level instruction.
• “Synchronous Online Learning Best Practices:” Smith, Phillip, Tri-County Technical College. Discussed best practices for running synchronous online “classrooms” using web applications that allow for video conference, voice input, and screen-sharing (presented at the annual meeting of the South Carolina Technical Education Association, Feb. 2015).
• “The Hard Facts about Soft Skills:” Dr. Kim Neal, Jennifer Lopes, Rebecca Soppe, Piedmont Technical College. Discussed career readiness skills and how to implement classroom policies, planning, and procedures to ensure development of soft skills in students such as leadership and professionalism (presented at the annual meeting of the South Carolina Technical Education Association, Feb. 2015).
• “Imbedded Test of Critical Thinking:” Loudermilk, Brandon, Midlands Technical College. Demonstrated the use of wagering points for test takers and instructors to become better acquainted with what information test takers are more knowledgeable about and how confident they are in their knowledge (presented at the annual meeting of the South Carolina Technical Education Association, Feb. 2015).
• “Background to Behavior: Using Skills & Behaviors to Understand College Readiness:” Stephenson, Ann Marie, ETS. Covered behavioral skills that help to mitigate low test scores as predictors of success and retention in college, and how these skills can be developed (presented at the annual meeting of the South Carolina Technical Education Association, Feb. 2015).
• “Assessing Learners:” Level 4 Blackboard training (online class through Tri County Technical College, 3 CEU). Covered creating and managing assignments, creating assessment questions, deploying assessments and grading them. Dec. 2015.
• “Captioning Web Videos:” Professional training, North Carolina Community College System’s Virtual Learning Community, Wake Tech Community College. Jones, Jennifer (instructor). Training covered methods and resources for transcribing original and pre-existing web videos to aid students with disabilities in participating in online classes and viewing supplementary instructional materials. Dec. 2014.
• “Using Rubrics in Blackboard” & “Using Rubrics in Moodle” : Professional training, North Carolina Community College System’s Virtual Learning Community, Wake Tech Community College. Jones, Jennifer (instructor). Training covered types of rubrics, advantages of rubrics as an assessment technique, and technical skills to create and utilize rubrics for grading in Blackboard and Moodle LMS. Nov. 2014.
• “Writing a Competitive Grant Proposal:” Professional training, Office of Proposal Development, UNCC. Brown, Lesley (director). Training covered basic components of a grant proposal, ways to tailor a proposal to the review boards’ needs and preferences, and how to create a realistic timeline for proposal development. Oct. 2014.
• “Innovations in Assignment Design Using Technology:” Webinar, Harvard University. Lue, Robert A. Training on how to develop and engage students in “collaborative, self-paced, and focused on the synthesis of ideas while providing analytics on student performance and behavior.” Oct. 2014.
• “Use What Your Students Do Already: Optimizing Students’ Tech Skills for Communicating:” Webinar, Clarkson University. Johnson-Eilola, Johndon. Training on how to teach students to incorporate technology resources in their writing practices across media types. Oct. 2014.
• “At-Risk for University and College Faculty:” Training designed to help instructors identify students that may be at-risk or in need of intervention for mental health problems or concerns at home that are contributing to academic performance and time management. Training also covered how to best intervene and provide referral to appropriate services. Webinar, UNCC, Sep. 2014.
• Participant in Oxford Summer School on Religion and Animal Protection This Summer School examines the ethical adequacy of religious attitudes to animals and is international, multi-faith, and multi-disciplinary.  Participants include theologians and religious thinkers, as well as academics such as social scientists, psychologists, historians, and criminologists. Held at St Stephen’s House, Oxford, Jul. 2014.
• “Our Time, Our Future: How Libraries Can Help with Expected Learning Outcomes:” Webinar, ASU, ECU, & WSSU. Rhodes, Tamara; McCallister, Kelly; Livas, Melinda. Training on how libraries assist with the research and information literacy skills of online students. Offered via UNCW, Apr. 2014.
• “Student Interaction: Beyond discussion boards:” Webinar, UNCW. Anderson, Sheri; Oyarzun, Beth. Training on various research-based methods of creating engagement for different types of interaction:  student-student, instructor-student, student-content. Offered via UNCW, Apr. 2014.
• “Cultivating Community in Online Learning Environments:” Webinar, ASU. Smith, Tracy; Maiden, Emory. Training that focuses on methods that help online students foster a sense of engagement and community. Offered via UNCW, Apr. 2014.
• “Faculty Development Online Modules:” Webinar, ECU. Majewski, Diane; Steinberg, Sue; Jones, Tanner. Online instructional modules created by faculty that utilize instructional strategies, which align with the principles of Universal Design for Learning. Offered via College STAR and UNCW, Apr. 2014.
• “Mini Workshop- Online Teaching: Best practices:” Mary Beth McKee, ASU. Applied research session presented best practices and applied examples for online teaching at the college level (presented at the annual meeting of the Southern Sociological Society in Charlotte, NC, Apr. 2014).
• “What Works for Teaching about Sensitive/Hot Topics?:” Johnson, Melencia & Philip Mason, USC-Aiken; Maume, Michael O. & Carrier Buist, UNC-Wilmington; Campbell, Anthony & Adrienne N. Milner, UA-Birmingham; Brown, Marni A. Georgia Gwinnett College & Lippard, Cameron, ASU. Applied research session provided guidelines and resources for fostering inclusive academic discussions of “hot topic” issues such as those examining race and racism (presented at the annual meeting of the Southern Sociological Society in Charlotte, NC, Apr. 2014).
• “Cultivating Critical Thinking in the Sociology Classroom:” Hewitt, Lynda, UNC-Asheville; Peterson, Karin, UNC-Asheville; Smith, Carrie L., Millersville Univ.; Southward, Stephanie, Clemson. Applied research session discussed various strategies to encourage deep thinking, critical perspectives, and advanced theory in the college classroom (presented at the annual meeting of the Southern Sociological Society in Charlotte, NC, Apr. 2014).

GRANTS & FELLOWSHIPS

• Teagle grant (awarded by The Teagle Foundation, to attend meetings yearly for 3 years, and develop guidelines for college pathways in sociology and psychology). Initial meeting held at Salem College, Winston-Salem, NC, Sept. 26-27, 2019) awarded $2000 in total.
• Conference attendance grant (awarded by the University of North Carolina at Charlotte for non-tenured faculty to attend the Southern Sociological Society meeting in Greenville, SC, 2017); awarded $200.
• Honorarium for NSF-funded Learning Community on Gender Equity in the Classroom (principle investigator Pamela Silvers, Asheville-Buncombe Technical Community College). Involvement with the learning community includes academic discussion with fellow instructors, analysis of pertinent research, exploration of training resources, and integration of materials into cumulative works for use in future trainings on issues of gender equity in the classroom and for publication (academic journal). This project will be held during the 2016- 2017 academic year. $175 honorarium awarded following completion of all meetings and projects.
• Curriculum development grant (provided through Asheville-Buncombe Technical Community College as part of the UNC World View: NC Global Distinction Program). Grant awarded to attend the NC Global Distinction Curriculum Workshop held in Chapel Hill, NC, as a Global Distinction fellow, with final product delivered in June 2016. Nomination to participate in this workshop involved working as part of a team of sociologists to develop learning modules for sociological concepts and theories located within global contexts. Developed modules are accessible worldwide and free, as part of the UNC University System’s World View program. Apr., 2016; awarded $500.
• Conference grant (awarded by Tri-County Technical College to attend and participate in the annual conference of the South Carolina Technical Educators Association in Myrtle Beach, SC, which focuses on pedagogical development and best practices). I subsequently created a wiki page to share the information I learned at the conference with my department and the college at large. This was not required of me, but was acknowledged for initiative and distributed college-wide by top-level administration. Feb. 2015; awarded $1,000.
• Conference presentation grant (awarded by the University of North Carolina at Charlotte to present original research and perform scholarly service for the Southern Sociological Society meeting in New Orleans, 2012); awarded $250.
• Conference presentation grant (awarded by the University of North Carolina at Charlotte to present original research and perform scholarly service at the Southern Sociological Society meeting in Jacksonville, 2011); awarded $300.
• Out-of-State scholarship (University of South Carolina Upstate, 2004); awarded $20,000.

AWARDS & HONORS

• Nominated for Fall Semester Award (conferred by Asheville-Buncombe Technical Community College) to recognize excellence in teaching and commitment to student support, innovation, inclusiveness, and continuous learning and improvement. 2015.
• Judge: 8th Annual Athena Award Selected to represent the historic downtown Hendersonville, NC community for the county Chamber of Commerce’s 8th Annual Athena Award convocation. The Athena Award is an internationally recognized award for professional excellence and outstanding leadership in actively assisting women in developing professional and leadership skills. 2015.  
• C. Wright Mills Award in Sociology (Outstanding Sociology Major), 2008.
• Phi Kappa Phi:  Member as of Apr. 2008.  The oldest and most prestigious national honor society.
• Psi Chi:  Member as of Nov. 2008.  National honor society recognizing academic achievement in psychology.
• Selection for the Bank of America Excellence in Teaching and Advising Award selection committee as a representative of the University of South Carolina Upstate College of Arts and Sciences, 2007-2008.
• Gamma Beta Phi:  Member as of Nov. 2006. National honor/service society dedicated to community service and recognition of academic achievement.
• Pi Gamma Mu:  Member as of Nov. 2006. National honor society recognizing academic achievement in the social sciences.

COMMITTEE AND ADVISORY SERVICE

• Faculty Advisor, Phi Theta Kappa for the local chapter of this honor society- Alpha Rho Upsilon- at Blue Ridge Community College (Flat Rock, NC). Holding an advisory position (along with my co-advisors), involved organizing, inviting, and initiating qualified students into this honor society. Further duties include keeping up communications, helping coach and oversee volunteer projects, recruitment campaigns, meetings and elections held by the group, planning and executing a formal initiation ceremony for new student members, assisting in members’ pursuit of associated scholarships, and submitting annual reports on the local chapter. Spring 2020- current.
• Faculty-led, interdisciplinary collaboration to bring together community resources for Blue Ridge Community College’s Spring 2019 show, Battered, which addresses domestic violence. Contributions include generation of ideas for community engagement, collaborative planning, peer education regarding domestic violence, and facilitation of contact between BRCC theater department faculty and community agencies that assist families affected by domestic violence (for purposes of event planning). This group is informal and operates as a special project on volunteer basis for instructors not within the theater department.
• Member of Teaching and Mentoring Committee for The Society for the Psychological Study of Social Issues. Involvement as part of this committee involves consulting and collaborating with other scholars in psychology who focus primarily on pedagogy and teaching methods for the college classroom. Tasks include facilitation of group discussions at annual conferences, compilation and distribution of open teaching resources, and regular communication with other committee members.
• Member of Re-Branding Committee at Blue Ridge Community College. Involvement as part of this committee involves providing specific feedback and communication aimed at assisting the college in re-assessing and revising a broader branding strategy. Fall 2018- Spring 2019 academic year.
• Member of Sustainability Committee at Blue Ridge Community College. Involvement as part of this committee involves group projects and communication for furthering the environmental sustainability of the college campus and surrounding areas. Fall 2018- Spring 2019 academic year.
• Member of Faculty Association (nominated and elected to secretary position) at Asheville-Buncombe Technical Community College (due to adjunct status, cannot hold senior positions, but was originally nominated for Vice President). Fall 2016- Spring 2017.
• Member of Gender Equity Learning Community on Gender Equity in the Classroom (principle investigator Pamela Silvers, Asheville-Buncombe Technical Community College). Involvement as part of the learning community included academic discussion with fellow instructors, analysis of pertinent research, exploration of training resources, and integration of materials into cumulative works for use in future trainings. Fall 2016- Spring 2017 academic year.

SCHOLARLY SERVICE

• Selected as Judge for the 2020 Undergraduate Research Conference (cancelled due to COVID-19). An annual campus event at the University of North Carolina at Charlotte. This conference represents research presentations/projects from across the university and compete within their own disciplinary categories and, overall, for the Atkins Library Undergraduate Research Award (with $1000 prize). Apr. 2020.
• Judge 2019 Graduate Research Symposium representing the College of Liberal Arts & Sciences. An annual campus event at the University of North Carolina at Charlotte. Service included scoring roughly twelve research presentations/projects following conversation & critical questioning with students and review of visual material. Mar. 2019.
• Expert reviewer for refereed academic journal Sociological Inquiry. Provided blinded review, detailed feedback, and publication recommendations for a sociological study submitted to this journal as expert in social psychology, social deviance and hate-based interaction. Apr. 2018 & Feb. 2019.
• Volunteer for session moderator, discussant, and presider for research paper sessions and research incubator sessions at the annual meeting of The Southern Sociological Society in New Orleans, LA. Apr. 2018.
• Reviewer for The Society for the Psychological Study of Social Problems conference proposals for the 2018 annual meeting in Pittsburgh, PA on the theme of “Bridges to Justice: Building Coalitions Within and Beyond Psychology.” Blinded reviews provided to conference organizers and recommendations made for acceptance of panel and paper submissions. Feb. 2018.
• Presenter and workshop discussant for “Noble Niner” – an annual campus inclusion event at the University of North Carolina at Charlotte (Student Union, roughly 50 students in attendance). Presentation entailed conceptual and applicable frameworks for social movements, guided discussion, and break-out groups for creating working outlines for a variety of campus initiatives aimed at social justice and inclusion on campus. Jan. 2018.
• Expert reviewer for refereed academic journal Sociological Inquiry. Provided blinded review, detailed feedback, and publication recommendations for a sociological study submitted to this journal as expert in social deviance and criminology. Apr. 2017 & Oct. 2017.
• Session moderator for paper session on juvenile assessment at the annual meeting of the American Psychology-Law Society held in Seattle, WA, Mar. 2017.
• Session moderator for panel session of legal scholars studying psychological research in the criminal justice system at the annual meeting of the American Psychology-Law Society held in Seattle, WA, Mar. 2017.
• Session moderator for paper session on risk assessment methodologies and tools at the annual meeting of the American Psychology-Law Society held in Seattle, WA, Mar. 2017.
• Session moderator for paper session on jury decision making at the annual meeting of the American Psychology-Law Society held in Seattle, WA, Mar. 2017.
• Session moderator for paper session on issues of eyewitness identification at the annual meeting of the American Psychology-Law Society held in Seattle, WA, Mar. 2017.
• Session moderator for paper session on diversity in jury decision making at the annual meeting of the American Psychology-Law Society held in Seattle, WA, Mar. 2017.
• Member of National Teacher of the Year Program selection committee. Selected to review and evaluate nominations for the national Teacher of the Year award on behalf of Asheville-Buncombe Technical Community College. Worked with colleagues to critically and objectively analyze various faculty members for recognition of excellence in teaching. Jan.-Apr. 2017.
• Volunteer representative for Asheville-Buncombe Technical Community College at annual Goombay festival in downtown Asheville, NC, Sept. 2016. Assisted interested parties in learning about programs of study offered at Asheville-Buncombe Technical Community College.
• Session presider for research session on ethics at the annual meeting of the Southern Sociological Society held in Atlanta, GA, Apr. 2016. (Not originally scheduled, but adopted this role impromptu as needed in another’s absence).
• Session presider for research session on critical pedagogy and real-world applications at the annual meeting of the Southern Sociological Society held in Atlanta, GA, Apr. 2016.
• Session organizer for panel on online learning at the annual meeting of the Southern Sociological Society held in Atlanta, GA, Apr. 2016.
• Session moderator for paper session on progressive social movements, protest, and tactics at the North Central Sociological Association held in Cleveland, OH, Apr. 2015.
• Signatory for comprehensive report, “Normalising [sic] the Unthinkable: The Ethics of Using Animals in Research,” authored by the working group at the Oxford Centre for Animal Ethics, edited by Andrew Linzey (Oxford University) and Clair Linzey. Report questions practices in animal experimentation and raises ethical concerns. Over one-hundred-fifty scholars, philosophers, and theologians, including Nobel Laureate J. M. Coetzee, endorsed this report. 2014.
• Session chair for paper session on religious symbolism/ritualism and beliefs/behaviors regarding animal rights at the Oxford Summer School on Religion and Animal Protection held at Oxford University, UK , Jul. 2014.
• Roundtable session presider for facilitating discussion on sociology of family at the Annual Meeting of the Southern Sociological Society held in Charlotte, NC, Apr. 2014.
• Presider for paper session on qualitative sociology at the Annual Meeting of the Southern Sociological Society held in New Orleans, LA, Apr. 2012.

PROFESSIONAL AFFILIATIONS

• The Society for the Study of Peace, Conflict, and Violence:  Member as of Nov. 2017.  Division 48 of the APA- an associated but separate organization that encourages behavioral sciences research and education focused on conflict resolution, reconciliation, nonviolence, and multidisciplinary approaches in working towards peace.
• The Society for the Psychological Study of Culture, Ethnicity, and Race:  Member as of Nov. 2017.  Division 45 of the APA- an associated but separate organization that focuses on empirical and applied developments in psychology as it pertains to racial and ethnic minorities and overall social welfare.
• North Carolina Community College Sociology & Psychology Association: Member as of Sept. 2016. This professional association consists of educators in the disciplines of sociology and psychology who teach at community colleges in the state of North Carolina. This organization focuses on continuing education and professional development, collaboration among faculty, and education of policy pertaining to these sciences.
• The Society for the Psychological Study of Social Issues:  Member as of Jan. 2016.  Division 9 of the APA- an associated but separate organization that focuses on bridging research with policy and practice and used psychology to inform and advise on social issues.
• The Society for the Teaching of Psychology:  Member as of Jan. 2016.  Division 2 of the APA- an associated but separate organization that focuses on pedagogy and teaching psychology at the college level.
• American Psychology-Law Association:  Member as of Jan. 2016.  Division 41 of the APA- an associated but separate organization that specializes focus in issues of forensic psychology (psychology as it applies to law and the criminal justice system).
• American Psychological Association:  Member as of Jan. 2016.  This professional association is the largest association of psychologists (including educators, researchers, practitioners, consultants, and students) across the world. The APA works towards the continuous development of psychology as a science, promotes ethical standards, and aims to inform social policy through research, practice, and publication.
• North Carolina Community College Faculty Association:  Member as of Feb. 2015.  This professional association of educators working within the North Carolina community college system fosters professional development, cooperation and communication within the system, and advocates for legislation and policies to meet the needs of the local community colleges and associated faculty members.
• North Central Sociological Association:  Member as of Dec. 2014.  A regional association of sociologists, founded in 1927, that focuses on scientific research, effective teaching, applied sociology and policy implication, and interdisciplinary relations within the academic field of sociology.
• American Sociological Association:  Member as of Oct. 2014.  The national association of sociologists, founded in 1905, which acts to advance sociology as a discipline and apply sociological research and contributions to issues prevalent in greater society.
• South Carolina Technical Education Association:  Member as of Oct. 2014.  A professional association of educators working within technical colleges in South Carolina. SCTEA aims to develop best pedagogical and administrative practices while also focusing on greater, more positive impact of technical colleges on the larger community.
• National Society of Leadership and Success:  Member as of Feb. 2012.  Society encouraging community action, volunteerism, personal growth and strong leadership.
• Southern Sociological Society:  Member as of Nov. 2010.  A regional association of sociologists that focuses on developing scholarship, research methods, pedagogy, and the overall discipline of sociology in the academic arena, while also applying sociological insight to contemporary social issues.

TECHNICAL SKILLS

• Certification of Quality Matters (QM) Training, Part 1 of 3 completed. The stated goals of this training were to provide a road map for the course development process, support to redesign existing online courses to ensure quality, and ideas for improving structural design of online courses. Overall goals of the full training series are to improve student learning outcomes and retention in online courses, align course outcomes and learning objectives to the critical course resources and materials within the curriculum, and receive national recognition for courses that meet Quality Matters standards. Training completed through the University of North Carolina at Charlotte (May 2019).
• ADA-compliance training for Microsoft Office Suite software (Word, Excel, PowerPoint) and .pdf files. Training completed through Asheville-Buncombe Technical Community College (Spring 2017).
• Trained and experienced Canvas instructor (learning management system).
• Certified and experienced Moodle instructor (learning management system).
• Certified and experienced Blackboard instructor (learning management system).
• Blackboard and Moodle rubrics for assessment certification.
• Trained and experienced Desire2Learn (D2L) instructor (learning management system).
• Proficiency in Colleague, Datatel, Web Advisor, Banner, Sharepoint, Learner Web, School Dude, R25 (commonly-used college administration software). 
• Captioning video media for ADA compliance in online instruction (certification).
• Working knowledge of SAS and SPSS statistical software skills.
• Proficient in Microsoft Office Suite, including advanced features for Word/Excel/Power Point/Outlook.
• Curriculum Completion for Conflicts of Interest course for conducting research. Course taken through the Collaborative Institutional Training Initiative (CITI) program. Most recently renewed as of Feb. 2015 (valid through 2019).
• Curriculum Completion for Social & Behavioral Research course for conducting research with human subjects.  Course taken through the Collaborative Institutional Training Initiative (CITI) program. Most recently renewed as of Feb. 2015 (valid through 2018).
• Curriculum Completion for Biomedical Research course for conducting research with human subjects. Course taken through the Collaborative Institutional Training Initiative (CITI) program. Most recently renewed as of Nov. 2014 (valid through 2017).

COMMUNITY ENGAGEMENT/COLLEGE REPRESENTATION

• Adult Spelling Bee, held at the Elks club lodge in Hendersonville, NC, 2019. Represented Blue Ridge Community College during the “Kiwanis Club Adult Spell-a-Rama” to benefit local student leadership organizations and initiatives.
• Adopt-A-Highway Clean-up, on behalf of Blue Ridge Community College. Clean up efforts reduced trash and waste littering the roads near the school, 2019. 
• PFLAG Local Parade March, marched with local chapter of PFLAG (Parents and Friends of Lesbians and Gays) on a volunteer basis during the Apple Festival Parade held in downtown Hendersonville, NC, 2018.
• BRCC Local Parade March, marched with colleagues from Blue Ridge Community College to promote higher education during the Christmas Parade held in downtown Hendersonville, NC, 2019.

PERSONAL ENDEAVORS & INTEREST GROUPS

• Book Club, Blue Ridge Community College, led by Ali Norvell, head librarian. 2020.  
• Publication of original short-story in Sanskrit Literary-Arts Magazine, an award-winning and nationally recognized literary-arts publication produced by the University of North Carolina at Charlotte, est. 1970. Titled The Cave. Available online and in print-(May 2018).
• Upstate Feminists (gender equality organization), member, University of South Carolina Upstate, Women’s Studies department. 2006-2008.

REFERENCES

Dr. Scott Fitzgerald, Professor of Sociology and Department Chair

University of North Carolina at Charlotte

Relationship: Co-author, direct supervisor at UNCC, former thesis chair, and former graduate professor.

(704)687-7805

sfitzger@uncc.edu 

Dr. Clifton P. Flynn, Provost and Senior Vice Chancellor of Academic Affairs and Professor of Sociology (retired 2020)

University of South Carolina Upstate (Spartanburg, SC)

Relationship: Co-author, mentor, former professor in sociology, and former academic advisor.

(864)503-5635

cflynn@uscupstate.edu

David Davis, Former Dean of Arts and Sciences (retired 2019)

Blue Ridge Community College, (Flat Rock, NC)

Relationship: Former department dean and supervisor.

(828)699-0794

Alison Carter, Mathematics Instructor for Southwestern Community College

Southwestern Community College (Sylva, NC)

Relationship: Former direct supervisor at Blue Ridge Community College.

(828)339-4205 

a_carter@southwesterncc.edu

Dr. Stephanie Moller, Pubic Policy Doctoral Program (Director)

University of North Carolina at Charlotte

Relationship: Former: thesis committee member, graduate academic advisor, graduate professor, department chair & supervisor at UNCC.

(704)687-7824

smoller@uncc.edu