education.uoregon.edu · Web view25 tenure track faculty were promoted/tenured and ... “Making your way in the world each ... I worked with the doctoral students assigned to me

Bullis – Faculty Curriculum Vitae, fall 2016

_____________________________________________________________________________________________MICHAEL DAVID BULLIS

Sommerville-Knight Professor Phone: 541-346-1640

College of Education e-mail: [email protected]. of Educational Methodology, Policy, & Leadership Fax: 541-346-51745267 University of Oregon Eugene, OR 97403- 5267____________________________________________________________________________________

PROFESSIONAL BACKGROUND

Education

1983 University of Oregon, Ph.D. - Special Education & Rehabilitation

1979-80 University of Kansas - graduate study in Special Education, Psychology, & Statistics

1978 Purdue University, M.S. - Education

1973 Purdue University, B.P.E. - Pre-Physical Therapy

Positions – College of Education (COE), University of Oregon

2013-present Faculty, Dept. of Educational Methodology, Policy, & Leadership

2008-2013 Dean (permanent)

2005-2008 Dean (interim - 2005-06 & appointed - 2006-08; I served .5-.6 FTE in the role)

During the 8-years I served as Dean of the COE:

COE was ranked in the top 10 among all colleges of education nationally for 7-years.

COE faculty ranked as the most productive among colleges of education nationally for 6-years.

3 COE graduate programs ranked among the top 5 nationally in their respective fields.

COE faculty accounted for one third of UO’s entire yearly external funding portfolio.

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COE faculty earned the first two awards for outstanding graduate education given by UO.

6 COE faculty received Fund for Faculty Excellence awards (64 across UO).

All departments/programs average faculty salaries increased above peer comparators.

Tenure track faculty increased from 24 to 44 (added 9 faculty of color & 18 women).

25 tenure track faculty were promoted/tenured and 14 non-tenure faculty were promoted.

Completed a $51+ million building and renovation project of the education complex.

Conducted extensive revision of policies/procedures in personnel, curriculum, and business.

Initiated college-wide effort on diversity issues, established UO’s first community diversity advisory board, and hired UO’s first college-level diversity coordinator.

For COE students, established a tutoring center, professional workshop series, college-wide back-to-school orientation, and yearly graduation and post-graduation surveys.

2002-2003 Sabbatical - I remained in Oregon to work on externally funded projects

1999-present Professor with indefinite tenure

1994-1999 Associate Professor (untenured), Dept. of Special Education

Previous Professional Positions

1991-1994 Research Professor, Teaching Research Division, Western Oregon State College

1990-1994 Associate Director, Teaching Research Division, Western Oregon State College

1988-1990 Assistant Director of Adolescent and Adult Programs, Teaching Research Division,

Western Oregon State College

1987-1993 Adjunct Faculty, Oregon State University and Western Oregon State College

1986-1991 Associate Research Professor, Teaching Research Division, Western Oregon State

College

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1984-1986 Assistant Research Professor, Teaching Research Division, Western Oregon State

College

1983-1984 Research Associate, Rehabilitation Research and Training Center on Deafness andHearing Impairment, University of Arkansas

1980-1983 Doctoral Research Fellow, Rehabilitation Research and Training Center in Mental

Retardation, University of Oregon

1980-1981 Work Evaluation Aide, Special Education Work Experience Program, Eugene, OR

1979-1980 Research Assistant, Department of Special Education, University of Kansas

1975-1979 Vocational Rehabilitation Counselor, Indiana Division of Vocational Rehabilitation,

Lafayette, IN

1974-1975 Work Activities Instructor & Work Adjustment Supervisor, Wabash Center Sheltered Workshop, Lafayette, IN

Honors

2014-2019 – Fulbright Specialist Candidate, US Dept. of State, Institute of International Education

2014 – Outstanding Alumnus, College of Education, University of Oregon

2013 - Patricia L. Sitlington Research Award, Division on Career Development & Transition, Council for Exceptional Children

2009 - Leadership Award, Midwest Symposium on Behavioral Disorders.

2005-present - Sommerville-Knight Professor (named by the University of Oregon)

SCHOLARSHIP: I have authored or co-authored more than 120 publications in the following areas: school-to-work transition, adolescents with disabilities or high-risk behaviors, employment, assessment of functional skills and social skills, social problem solving, and longitudinal research.

Articles

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64. Poppen, M., Lindstrom, L., Unruh, D., Khurana, A., & Bullis, M. (in press). Predicting employment outcomes for young adults with disabilities using Vocational Rehabilitation case services data. Journal of Vocational Rehabilitation.

63.Bullis, M. (2013). Reflections on the past and thoughts about the future of the transition field. Career Development and Transition for Exceptional Individuals, 36, 31-36. (Invited article)

62. Todis, B., Glang, A., Bullis, M., Ettel, D., & Hood, D. (2011). Longitudinal investigation of the post-high school transition experiences of adolescents with traumatic brain injury. Journal of Head Trauma Rehabilitation, 26, 138-149.

61.Povenmire-Kirk, T., Lindstrom, L., & Bullis, M. (2010). De escuela a la vida adulta: Transition needs for Latino youth with disabilities. Career Development for Exceptional Individuals, 33, 41-51.

60. Atkins, T., Bullis, M., & Yovanoff, P. (2007). Wealthy and wise? Comparison of incarcerated youth from different socioeconomic levels. Behavioral Disorders, 32, 254-266.

59.Simonson, B., & Bullis, M. (2007). The effectiveness of using a multiple gating approach to discriminate among ADHD subtypes. Journal of Emotional and Behavioral Disorders, 15, 223-236.

58.Alltucker, K., Bullis, M., Close, D., & Yovanoff, P. (2006) Different pathways to juvenile delinquency: Characteristics of early and later starters in a sample of incarcerated youth. Journal of Child and Family Studies, 15, 479-492.

57. Bullis, M., & Yovanoff, P. (2006). Idle hands: Examination of the community employment experiences of formerly incarcerated adolescents. Journal of Emotional and Behavioral Disorders, 14, 71-85.

56. Atkins, T., Bullis, M., & Todis, B. (2005). Converging and diverging service delivery systems in alternative education programs for disabled and non-disabled youth involved in the juvenile justice system. The Journal of Correctional Education, 56, 253-285.

55.Bullis, M., & Yovanoff, P. (2005). More alike than different? Comparison of formerly incarcerated adolescents with and without disabilities. Journal of Child and Family Studies, 14, 127-139.

54.Unruh, D., & Bullis, M. (2005). Facility-to-community transition needs for adjudicated youth with disabilities. Career Development for Exceptional

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Individuals, 28, 67-79.

53.Unruh, D., & Bullis, M. (2005). Female and male juvenile offenders with disabilities: Differences in the barriers to their transition to the community. Behavioral Disorders, 30,105-118.

52.Bullis, M., Yovanoff, P., & Havel, E. (2004). The importance of getting started right: Further examination of the community engagement of formerly incarcerated youth. The Journal of Special Education, 38, 80-94.

51. Unruh, D. K., Bullis, M., & Yovanoff, P. (2004). Adolescent fathers who are incarcerated juvenile offenders: Explanatory factors for the co-occurrence of two problem behaviors. Journal of Child and Family Studies, 13, 405-419.

50. Unruh, D. K., Bullis, M., & Yovanoff, P. (2003). Community reintegration outcomes of formerly incarcerated adolescent fathers. Journal of Emotional and Behavioral Disorders, 11,144-156.

49.Bullis, M., Yovanoff, P, Mueller, G., & Havel, E. (2002). Life on the “outs” - Examination of the facility-to-community transition of incarcerated adolescents. Exceptional Children, 69, 7-22.

48.Bullis, M., Moran, T., Todis, B., Benz, M., & Johnson, M. (2002). Description and evaluation of the ARIES project: Achieving rehabilitation, individualized education, and employment success for adolescents with emotional disturbance. Career Development for Exceptional Individuals, 25, 41-58.

47.Bullis, M., & Yovanoff, P. (2002). Those who do not return: Correlates of community engagement among formerly incarcerated adolescents who remain in the community. Journal of Emotional and Behavioral Disorders, 10, 66-78.

46.Lehman, C., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. (2002). Transition from school to adult life: Empowering youth through community ownership and accountability. Journal of Child and Family Studies, 11, 127-141.

45.Bullis, M., Walker, H., & Sprague, J. (2001). A promise unfulfilled: Social skill training with at-risk and antisocial children and youth. Exceptionality, 1& 2, 69-92.

44.Todis, B., Bullis, M., D’Ambrosio, R., Schultz, R., & Waintrup, M. (2001). Overcoming the odds: Qualitative examination of resilience among adolescents with antisocial behaviors. Exceptional Children, 68, 119-139.

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43.Walker, H. M., Nishioka, V., Zeller, R., Bullis, M., & Sprague, J. (2001). Serving students with emotional and behavioral problems: School-based screening, identification, and servicedelivery issues. Report on Emotional and Behavioral Disorders in Youth, 1(3), 51-52 & 67-69.

42.Bullis, M., & Cheney, D. (1999). Vocational and transition interventions for adolescents and young adults with emotional or behavioral disorders. Focus on Exceptional Children, 31(7), 1-24.

41.Nelson, J. R., Roberts, M., Bullis, M., Albers, C., & Ohland, B. (1999) Functional assessment: Looking beyond the field of applied behavior analysis. Communique, 27(5), 1 & 8-9.

40.Bullis, M., & Benz, M. (1998). Community-based transition programs for adolescents with antisocial behavioral disorders. Reaching Today’s Youth, 2(4), 64-68. (Invited article, special issue on transition for youth with emotional or behavioral disorders).

39.Bullis, M., Walker, H. M., & Stieber, S. (1998). The influence of peer and educational variables on arrest status among at-risk males. Journal of Emotional and Behavioral Disorders, 6, 141-152.

38.Bullis, M., & Davis, C. (1997). Further examination of community-based social skills measuresfor adolescents and young adults with emotional and behavioral disorders. Behavioral Disorders, 23, 29-39.

37.Bullis, M., Davis, C., Bull, B., & Johnson, B. (1997). Expectations versus realities: Examination of the transition plans and experiences of adolescents who are deaf and hearing. Rehabilitation Counseling Bulletin, 40, 251-264.

36.Bullis, M., Reiman, J., Davis, C., & Reid, C. (1997). National field-test of the mini version of the Transition Competence Battery for Deaf Adolescents and Young Adults. The Journal of Special Education, 31, 347-361.

35.Sugai, G., Bullis, M., & Cumblad, C. (1997). Providing ongoing skill development and support. Journal of Emotional and Behavioral Disorders, 5, 55-64.

34.Walker, H., Stieber, S., & Bullis, M. (1997). Longitudinal correlates of arrest status among at-risk males. Journal of Child and Family Studies, 6, 289-309.

33.Bullis, M., & Davis, C. (1996). Further examination of job-related social

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skills measures foradolescents and young adults with emotional and behavioral disorders. Behavioral Disorders, 21, 161-172.

32.Doren, B., Bullis, M., & Benz, M. (1996). Predicting the arrest status of adolescents with disabilities in transition. The Journal of Special Education, 29, 363-380.

31.Doren, B., Bullis, M., & Benz, M. (1996). Predicting the victimization status of adolescents with disabilities in transition. Exceptional Children, 63, 7-18.

30.Walker, H., Horner, R., Sugai, G., Bullis, M., Sprague, J., Bricker, D., & Kaufman, M. (1996). Approaches to preventing antisocial behavior patterns in children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.

29.Bullis, M., Bull, B., Johnson, B., & Peters, D. (1995). The school-to-community transition experiences of hearing young adults and young adults who are deaf. The Journal of Special Education, 28, 405-423.

28.Bullis, M., Davis, C., Bull, B., & Johnson, B. (1995). School-to-community transition experiences of young adults who are deaf: What variables relate to success? Rehabilitation Counseling Bulletin, 39, 130-150.

27.Bullis, M., & Paris, K. (1995). Competitive employment and service management for adolescents and young adults with emotional and behavioral disorders. Special Services in the Schools, 10, 77-96.

26.Bullis, M., Reiman, J., Reid, C., & Davis, C. (1995). Development and preliminary psychometric characteristics of the "mini" version of Transition Competence Battery for Deaf Adolescents and Young Adults. Assessment in Rehabilitation and Exceptionality, 2, 179-196.

25.Bullis, M., Bull, B., Johnson, P., & Johnson, B. (1994). Identifying and assessing the community-based social behaviors of adolescents and young adults with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 2, 173-189.

24.Bullis, M., Bull, B., Johnson, B., & Peters, D. (1994). Respondents who are hearing and deaf in a transition study: Did they supply data similar to their parents? Exceptional Children, 60, 323-333.

23.Bullis, M., Fredericks, H. D., Lehman, C., Paris, K., Corbitt, J., & Johnson, B. (1994).

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Description and evaluation of the Job Designs program for adolescents with emotional or behavioral disorders. Behavioral Disorders, 19, 254-268.

22.Bullis, M., Kosko, K., Waintrup, M., & Kelly, P. (1994). Functional assessment services for transition, education, and rehabilitation: Project FASTER. American Rehabilitation, 20 (2), 9-19.

21.Bullis, M., Reiman, J. Davis, C., & Thorkildsen, R. (1994). Examination of administration and response formats in the videodisc assessment of deaf adolescents' transition skills. Exceptional Children, 6, 158-173.

20.Bullis, M., Nishioka-Evans, V., Fredericks, H. D., & Davis, C. (1993). Identifying and assessing the job-related social skills of adolescents and young adults with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 1, 236-250.

19.Fredericks, H. D., Bullis, M., Nishioka-Evans, V., & Lehman, C. (1993). Community jobs for adolescents with behavior disorders. Journal of Vocational Rehabilitation, 3, 61-71.

18.Bullis, M., & Reiman, J. (1992). Development and preliminary psychometric characteristics of the Transition Competence Battery for Deaf Adolescents and Young Adults. Exceptional Children, 59, 12-26.

17.Sisson, C., & Bullis, M. (1992). Graduate training needs among elementary, middle, and secondary school counselors in Oregon. The School Counselor, 40, 109-117.

16.Bull, B., & Bullis, M. (1991). National profile of school-based transition programs for deaf students. American Annals of the Deaf, 136, 339-348.

15.Freeburg, J., Sendelbaugh, J., & Bullis, M. (1991). Issues and problems in the school-to-community transition of hearing impaired students: Perceptions of consumers, parents, and professionals. American Annals of the Deaf, 136, 38-47.

14.Reiman, J., Bullis, M., Davis, C., & Cole, A. (1991). "Lower achieving" deaf people: Overview and case study. Volta Review, 93(5), 99-120.

13.Bullis, M., & Egelston-Dodd, J. (1990). Priorities in the school-to-

community transition of adolescents who are deaf. Career Development for Exceptional Individuals, 13, 71-82.

12.Davis, C., & Bullis, M. (1990). Review of the empirical literature on the school-to-community transition of hearing impaired adolescents and young adults with developmental disabilities. American Annals of the

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Deaf, 135, 352-363.

11.Bullis, M., & Reiman, J. (1989). Survey of professional opinion on critical transition skills for adolescents and young adults who are deaf. Rehabilitation Counseling Bulletin, 32, 231-242.

10.Bullis, M., & Otos, M. (1988). Characteristics of state/regional programs and services for students with deaf-blindness. Journal of the Association for Persons with Severe Handicaps, 13, 110-115.

9. Sendelbaugh, J., & Bullis, M. (1988). Special education and rehabilitation policies for the school to community transition of students with hearing impairments. Journal of the American Deafness and Rehabilitation Association, 21(4), 15-20.

8. Bullis, M., & Anderson, G. (1986). Single subject research methods: An under-utilized tool in the field of deafness. American Annals of the Deaf, 131, 344-348.

7. Bullis, M., & Foss, G. (1986). Assessing the employment-related interpersonal competence of mildly mentally retarded workers. American Journal of Mental Deficiency, 91, 43-50.

6. Bullis, M., & Foss, G. (1986). Guidelines for assessing the job-related social skills of mildly handicapped students. Career Development for Exceptional Individuals, 9, 89-97.

5. Amrine, C., & Bullis, M. (1985). The Job Club approach to job placement: A viable tool? Journal of Rehabilitation of the Deaf, 19 (1 & 2), 18-23.

4. Bullis, M. (1985). The nominal group technique: An approach for specifying career education objectives and priorities. Journal of Rehabilitation of the Deaf, 18(4), 6-13.

3. Marut, P., & Bullis, M. (1985). The congruence of vocational evaluation recommendations to employment outcomes for deaf persons. Vocational Evaluation and Work Adjustment Bulletin, 18, 66-70.

2. Bullis, M. (1983). Procedural issues in cooperative work-study programs. Journal of Rehabilitation, 49(2), 33-35.

1. Bullis, M., & Foss, G. (1983). The current status of cooperative work-study programs: Results of a national survey. Rehabilitation Counseling Bulletin, 26, 349-352.

Books, Monographs, and Curricula

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12.Johnson, M., Bullis, M., Benz, M., & Hollenbeck, K. (2004). Teaching job-related social skills: Work adjustment for gainful employment success. Longmont, CO: Sopris-West.

11.Rutherford, R., Bullis, M., Wheeler Anderson, C., & Griller, H. (2002). Youth with special education disabilities in the correctional system: Prevalence rates and identification issues (Invited monograph). College Park, MD: University of Maryland: The National Center on Education, Disability, and Juvenile Justice.

10.Bullis, M., & Fredericks, H. D. (Eds.). (2002). Providing effective vocational/transition servicesto adolescents with emotional and behavioral disorders. Champaign-Urbana, IL: Research Press.

9. Bullis, M., & Davis, C. (Eds.). (1999). Functional assessment procedures in transition and rehabilitation for adolescents and adults with learning disorders. Austin, TX: PRO-ED.

8. Bullis, M., & Benz, M. (1996). Effective secondary/transition programs for adolescents with behavioral disorders. Arden Hills, MN: Behavioral Institute for Children and Adolescents

7. Bullis, M., & Gaylord-Ross, R. (1991). Moving on: Transitions for youth with behavioral disorders. Series Editors, R. Rutherford & L. Bullock. Reston, VA: Council for Exceptional Children.

6. Reiman, J., Bullis, M., & Davis, C. (1991). Assessment, intervention, and program needs of lower achieving and multiply disabled deaf people requiring extended transition support. DeKalb, IL: Research and Training Center on Low Functioning Deaf People.

5. Bullis, M., & Fielding, G. (Eds.) (1989). Communication development in young children with deaf-blindness: Literature review. Monmouth: Teaching Research Division, Western Oregon State College. (Earlier editions were published as Literature Review III, 1987; Literature Review II, 1986; and Literature Review I, 1985).

4. Bullis, M. (Ed.). (1989). Research on the communication development of young children with deaf-blindness. Monmouth: Teaching Research Division, Oregon State System of Higher Education.

3. Bullis, M., Bull, B., Sendelbaugh, J., & Freeburg, J. (1987). Review of research on the school to community transition of adolescents and young adults with deafness. Washington, DC: The Catholic University, National Rehabilitation Information Center.

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2. Bullis, M., & Bull, B., (1986). Review of research on adolescents and adults with deaf-blindness. Washington, DC: The Catholic University, National Rehabilitation Information Center.

1. Bullis, M., & Watson, D. (Eds.). (1985). Career education of hearing-impaired students: A review. Little Rock: University of Arkansas, Rehabilitation Research and Training Center on Deafness. (ERIC Document number, Ed 260 196).

Chapters

27. Unruh, D., Bullis, M., Booth, C., & Pendergrass, J. (2005). Project SUPPORT: A description and evaluation of a transition project for formerly incarcerated adolescents with special education and mental health disorders. In M. Epstein, K. Kutash, & A. Duchnowski (Eds.), Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices (pp. 375-397). Austin, TX: PRO-ED.

26.Bullis, M. (2004). Foreword: The future of transition services. In D. E. Brolin, & R. J. Loyd, (Eds.) Career development and transition services: A functional life skills approach (4thed.) (pp. 455-457). Columbus, OH: Prentice Hall.

25. Cheney, D., & Bullis, M. (2004). Research issues in the transition of students with emotional or behavioral disorders. In R. Rutherford, M.M. Quinn, & S. Mathur (Eds.), Handbook of research in behavioral disorders (pp. 369-384). New York: Guilford Press.

24.Bullis, M. (2004). Hard questions and final thoughts on the community transition of adolescents with emotional or behavioral disorders. In D. Cheney (Ed.), Transition of secondary students with emotional or behavioral disabilities (pp. 263-279). Arlington, VA: Council for Exceptional Children, Division on Behavioral Disorders and Division for Career Development and Transition.

23.Unruh, D., Bullis, M., Booth, C., & Pendergrass, J. (2004). Project SUPPORT: A description and evaluation of the implementation of a transition project for formerly incarcerated adolescents with special education and mental health disorders. In D. Cheney (Ed.), Transition of secondary students with emotional or behavioral disabilities (pp. 226-246). Arlington, VA: Council for Exceptional children, Division on Behavioral Disorders and Division for Career Development and Transition.

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22.Bullis, M. (2002). Gathering longitudinal data on transition adjustment. In M. Bullis & H. D. Fredericks (Eds.), Providing effective vocational/transition services to adolescents with emotional and behavioral disorders (pp.179-191). Champaign-Urbana, IL: Research Press.

21.Nishioka, V., & Bullis, M. (2002). Job-related social skills training. In M. Bullis & H. D. Fredericks (Eds.), Providing effective vocational/transition services to adolescents with emotional and behavioral disorders (pp.133-152). Champaign-Urbana, IL: Research Press.

20.Bullis, M., Tehan, C., & Clark, H. B. (2000). Teaching and developing improved community life competencies. In H. B. Clark & M. Davis (Eds.), Transition of youth and young adults with emotional/behavioral disturbances into adulthood: Handbook for practitioners, parents, and policy makers (pp. 107-132). Baltimore: Paul H. Brookes.

19.Bulen, J., & Bullis, M. (1995). Developing transition programs for adolescents with serious emotional disturbances. In A., Deffenbaugh, G. Sugai, & G. Tindal (Eds.), Proceedings of the 1995 Oregon conference (pp.135-150). Eugene, OR: University of Oregon.

18.Bullis, M., & Walker, H. (1995). Characteristics and causal factors of troubled youth. In C. M. Nelson, B. Wolford, & R. Rutherford (Eds.), Comprehensive and collaborative systems that work for troubled youth: A national agenda (pp.15-28). Richmond, KY: National Coalition for Juvenile Justice Services, Training Resource Center, Eastern Kentucky University.

17.Walker, H., & Bullis, M. (1995). A comprehensive services model for troubled youth. In C. M. Nelson, B. Wolford, & R. Rutherford (Eds.), Comprehensive and collaborative systems that work for troubled youth: A national agenda (pp.122-148). Richmond, KY: National Coalition for Juvenile Justice Services, Training Resource Center, Eastern Kentucky University.

16.Baldwin, V., & Bullis, M. (1992). Population estimates. In D. Watson (Ed.), Model service delivery to adolescents and adults who are deaf-blind (pp. 19-30). Little Rock, AR: Research and Training Center on Deafness.

15.Bullis, M. (1992). Transition issues. In D. Watson (Ed.), Model service delivery to adolescents and adults who are deaf-blind (pp. 71-80). Little Rock, AR: Research and Training Center on Deafness.

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14.Walker, H. M., & Bullis, M. (1991). Behavior disorders and the social context of regular classintegration: A conceptual dilemma? In J. Lloyd, A. Repp, & N. Singh (Eds.), The Regular Education Initiative: Alternative perspectives on concepts, issues, and models (pp.75-94). Sycamore, IL: Sycamore Press.

13.Bullis, M., Freeburg, J., Bull, B., & Sendelbaugh, J. (1990). Transition and community integration experiences of deaf adolescents and young adults. In R. Gaylord-Ross (Ed.), Issues and research in special education (Vol. 1) (pp. 297-354). New York: Teachers College Press.

12.Bullis M., Bull, B., & Johnson, B. (1990). School to community transition of hearing impaired students: A rehabilitation perspective. In G. Anderson & D. Watson (Eds.), The habilitation/rehabilitation of deaf adolescents: Proceedings of the third national conference (pp. 179-218). Little Rock, AR: Research and Training Center on Deafness.

11.Reiman, J., & Bullis, M. (1990). Assessing the transition skills of deaf adolescents and young adults: Development of the Transition Competence Battery. In G. Anderson & D. Watson (Eds.), The habilitation/rehabilitation of deaf adolescents: Proceedings of the third national conference (pp 73-98). Little Rock, AR: Research and Training Center on Deafness.

10.Reiman, J., & Bullis, M. (1989). Social integration of students with deafness. In R. Gaylord-Ross (Ed.), Social integration of students with special needs (pp. 105-128). Baltimore: Paul H. Brookes.

9. Baldwin, V., & Bullis, M. (1988). Prevalence data on students with deaf-blindness. In A. Covert & T. Carr (Eds.), Value-based services for young adults with deaf-blindness (pp. 33-40). Washington, DC: Office of Special Education and Rehabilitative Services.

8. Boone, S., Bullis, M., & Anderson, G. (1988). Single subject research designs in applied practice: Evaluating the effects of employability enhancement intervention. In S. Boone & G. Long, (Eds.), Enhancing the employability of deaf persons: Model interventions (pp. 71-84). Springfield, IL: Charles C. Thomas.

7. Bullis, M. (1988). Career education. In S. Boone & G. Long (Eds.), Enhancing the employability of deaf persons: Model interventions (pp. 21-30): Springfield, IL: Charles C. Thomas.

6. Sacks, S., & Bullis, M. (1988). The training and employment of persons with sensory impairments. In R. Gaylord-Ross (Ed.), Vocational education for persons with special needs (pp. 417-444). Palo Alto, CA: Mayfield

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Publishers.

5. Bullis, M., & Marut, P. (1986). Evaluation recommendations and rehabilitation outcomes. In L. Stewart (Ed.), Clinical rehabilitation assessment and hearing impairment: A guide to quality assurance (pp. 111-118). Washington, DC: National Association of the Deaf.

4. Bullis, M. (1985). A dilemma: What and who to teach in career education programs? In M. Bullis, & D. Watson (Eds.), Career education of hearing-impaired students: A review (pp. 55-75). Little Rock: University of Arkansas, Rehabilitation Research and Training Center in Deafness.

3. Bullis, M. (1985). Vocational decision-making: A career education approach. In M. Bullis, & D. Watson (Eds.), Career education of hearing-impaired students: A review (pp. 77-95). Little Rock: University of Arkansas, Rehabilitation Research and Training Center on Deafness. *

*(This chapter also was published as: Bullis, M. (1985). Decision-making: A conceptual frame of reference in the career education of students with deafness. In G. Anderson, & D. Watson (Eds.), Habilitation and rehabilitation of deaf adolescents (pp. 304-316). Washington, DC: Gallaudet College Press.)

2. Bullis, M. (1985). Where do we go from here? In M. Bullis, & D. Watson (Eds.), Career education of hearing-impaired students: A review (pp. 97-112). Little Rock: University of Arkansas, Rehabilitation Research and Training Center on Deafness.

1. Foss, G., Bullis, M., & Vilhauer, D. (1984). The assessment and training of interpersonal competence in the vocational setting with mentally retarded workers. In A. Halpern & M. Fuhrer (Eds.), Functional assessment in rehabilitation (pp. 145-158). Baltimore: Paul H. Brookes Co.

Assessment Instruments

8. Reiman, J., Davis, C., Bullis, M., & Yovanoff, P. (2002). Computer adaptive testing version of the transition competence battery for deaf adolescent and young adults. Teaching Research Division, Western Oregon University.

7. Reiman, J., Davis, C., & Bullis, M. (1998). The "mini" version of the transition competence battery for deaf adolescent and young adults. Teaching Research Division, Western Oregon University.

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6. Bullis, M., Bull, B., Johnson, P., & Davis, C. (1998). Test of community-based social skills for adolescents and young adults with emotional and behavioral disorders: Female and male versions. Santa Barbara, CA: James Stanfield Co.

5. Bullis, M., Bull, B., Johnson, P., & Davis, C. (1998). Scale of community-based social behavior for adolescents and young adults with emotional and behavioral disorders. Santa Barbara, CA: James Stanfield Co.

4. Bullis, M., Nishioka, V., Fredericks, H. D. Bud, & Davis, C. (1998). Test of job-related social skills for adolescents and young adults with emotional and behavioral disorders. Santa Barbara, CA: James Stanfield Co.

3. Bullis, M., Nishioka, V., Fredericks, H. D. Bud., & Davis, C. (1998). Scale of job-related social behavior for adolescents and young adults with emotional and behavioral disorders. Santa Barbara, CA: James Stanfield Co.

2. Reiman, J., & Bullis, M. (1993). Transition competence battery for deaf adolescents and young adults. Santa Barbara, CA: James Stanfield Co.

1. Foss, G., Cheney, D., & Bullis, M. (1986). Test of interpersonal competence for employment: Working II assessment and curriculum package. Santa Barbara, CA: James Stanfield Co.

Web-Based Statistical Tools

2. LaPier, J., Bullis, M., & Falls, J. (2007). The National Post-School Outcomes Center’s Response Calculator for Indicator 14. Eugene, College of Education, University of Oregon (www.psocenter.org).

1. Bullis, M., Zembrosky-Barkin, P., & Falls, J. (2005). The National Post-School Outcomes Center’s Sampling Calculator for Indicator 14. Eugene, College of Education, University of Oregon (www.psocenter.org).

Selected Papers and Reports: I have written more than 50 final project reports and unpublished papers. Selected examples of those products are provided below.

Bullis, M., Subramani, S., & Mahoney, M. (2012). Final report: Summary of the College of Education’s diversity efforts from 2007-12. Eugene, OR: University of Oregon.

Bullis, M., & Subramani, S. (2007). Strategic diversity action plan for the College of Education. Eugene, OR: University of Oregon.

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Bullis, M., Benz, M., Hollenbeck, K., & Johnson, M. (2006). Effective secondary/transition programs for adolescents with serious emotional disturbances: The high school/high skill project: Final project report. Eugene, OR: Institute on Violence and Destructive Behavior, University of Oregon.

Todis, B., Bullis, M., Waintrup, M., & Unruh, D. (2006). What do they do there? Description and cross-case analysis of alternative education programs in Oregon: Final project report. Eugene, OR: Institute on the Development of Educational Achievement, University of Oregon.

Bullis, M. (2005). Post-School outcomes for youth with disabilities – Establishing a representative sample of your state to address indicator #14. Eugene, OR: National Post-School Outcomes Center, University of Oregon.

Bullis, M., & Falls, J. (2005). Stage 1 protocol to measure post-school outcomes for youth with disabilities. Eugene, OR: National Post-School Outcomes Center, University of Oregon.

Bullis, M., & Yovanoff, P. (2004). Field-testing and validation of a computer assisted testing procedure for the Transition Competence Battery for Deaf Adolescents and Young Adults: Final project report. Eugene, OR: Institute on the Development of Educational Achievement, University of Oregon.

Bullis, M. (2004). Transition and vocational services for youth with mental health needs. Paper prepared under contract for the Institute on Educational Leadership, Washington, DC.

Bullis, M. (2004). Support for the emotional, residential, vocational, and educational achievement of adolescents with emotional or behavioral problems: Final project report. Eugene, OR: Institute on Violence and Destructive Behavior, University of Oregon.

Simonsen, B., & Bullis, M. (2001). Normative fire-setting behavior among elementary and middle school students in Oregon: Final project report. Eugene, OR, Institute on Violence and Destructive Behavior, University of Oregon.

Bullis, M., Yovanoff, P., Havel, M. E., & Mueller, G. (2001). Transition research on adjudicated adolescents in community settings: Final project report on the TRACS study. Eugene, OR: Institute on Violence and Destructive Behavior, University of Oregon.

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Bullis, M. (1999). Achieving rehabilitation, independent living, and employment success: Final report on the ARIES project for adolescent with serious emotional disturbance or severe mental illness. Eugene, OR: Institute on Violence and Destructive Behavior, University of Oregon.

Yovanoff, P., & Bullis, M. (1998). Examination of juvenile firesetter assessment measures. Eugene, OR: Institute on Violence and Destructive Behavior, University of Oregon.

Bullis, M., & Bulen, J. (1997). Enhancing professional and program capabilities to better serve secondary students with emotional and behavioral disorders. Monmouth, OR: Teaching Research, Western Oregon State College.

Bullis, M., & Yovanoff, P. (1997). Return to close custody: Analysis of the Oregon Youth Authority’s data set. Eugene, OR: Institute on Violence and Destructive Behavior, University of Oregon.

Hollenbeck, K., Benz, M., Connolly, J., Johnson, M., & Bullis, M. (1997). High School High Skill Project: Applied Technical Mathematics Curriculum in the Metals Manufacturing Industry. Eugene, OR: University of Oregon, Secondary Special Education and Transition Programs.

Bull, B., Bullis, M., & Johnson, P. (1991). Research on the school-to-community transition of behaviorally disordered adolescents: An annotated bibliography. Monmouth, OR: Teaching Research Division, Western Oregon State College.

Bull, B., Bullis, M., & Sendelbaugh, J. (1987). Research on the school-to-community transition of adolescents and young adults with hearing impairments: An annotated bibliography. Monmouth, OR: Teaching Research Division, Oregon State System of Higher Education.

Reiman, J. & Bullis, M. (1987). Research on measurement procedures for persons with hearing impairments: An annotated bibliography. Monmouth, OR: Teaching Research Division, Oregon State System of Higher Education.

Bullis, M. (1986). Conceptual model for the summer institute on secondary special education and transition. Salem, OR: Oregon State Department of Education.

Bullis, M. (1983). A construct validity study of the Test of Interpersonal Competence for Employment. Unpublished doctoral dissertation, University of Oregon.

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Bullis, M., & Neulicht, A. (1982). Examination of quantitative research: A critique for quality. In J. Agosta, M. Benz, M. Bullis, J. Carter, A. Neulicht, and E. Thorin (Eds.), Deinstitutionalization of persons with mental retardation: An analysis of the research literature (1965-1981), Center paper No. 118. (pp. 83-107). Eugene, OR: University of Oregon, Rehabilitation Research and Training Center in Mental Retardation.

Selected Presentations and Workshops: I have given more than 150 presentations and workshops to national and international conferences or audiences. Many of these activities were either invited and/or sponsored by those organizations, selected examples are provided below.

“Life on the outs: Description of the facility-to-community transition experiences of incarcerated adolescents.” Invited presentation, Georgia State University, Atlanta, GA, January, 2011.

“Life is 90% showing up: Overview of the WAGES job-related social skills curriculum.” Midwestern Leadership Symposium on Behavioral Disorders, invited workshop, Kansas City, MO, February, 2010.

“Growing up: Considerations for the transition of adolescents with disabilities to adult roles.” Australian Association for Special Education national conference, invited keynote, Melbourne, Australia, April, 2009.

“Parallels in the career success for young adults with behavioral disorders and professors in academia.” Midwestern Leadership Symposium on Behavioral Disorders, acceptance remarks for the Outstanding Leadership Award, Kansas City, MO, February, 2009.

“Strategies for career and life success from an unexpected source.” University of Oregon, Summer Keynote Commencement Address, Eugene, OR, August, 2008.

“Effective strategies for promoting the successful school-to-community transition of adolescents with emotional disorders.” Invited keynote presentation. State conference, Wisconsin State Department of Education, Madison, WI, January 2008.

“Strategies for working with adolescents with high-risk behaviors.” Invited keynote presentation. State conference, Oregon Vocational Association for Students with Special Needs, Hood River, OR, February, 2007.

“Making your way in the world each day: Inter-agency collaboration to improve the transition success of high-risk adolescents.” Invited keynote

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presentation. School to World Transition Regional Conference, California workability network. Sacramento, CA, January, 2007.

“It doesn’t have to be a cold world: Effective transition services for adolescents with emotional disorders.” Invited keynote presentation, National Parent Alliance, Washington, DC, February 2006.

“The importance of starting right: Discussion of the facility to community transition of formerly incarcerated youth.” Invited keynote presentation, National Conference on Abused and Neglected Children, Washington, DC, January 2006.

“Gathering post-school outcome data on adolescents with disabilities: Perspectives from the National Post-School Outcomes Center.” Invited spotlight research session, Annual Conference of the Division on Career Development and Transition, Albuquerque, NM, October, 2005.

“Job-related Social Skills Instruction for High-risk Youth: The Working at Gaining Employment Skills curriculum.” Invited workshop, California Workability Conference, Lake Tahoe, CA, October, 2005.

“Effective vocational and transition interventions for adolescents with mental illness.” Invited one-day workshop, Bresnahan-Reitan-Halstead Symposium, Vail, CO, July, 2005.

“Improving the transition success of high risk adolescents through competitive employment.” Invited workshop, The 15th Annual Alabama Transition Conference, Auburn, AL, March, 2005.

“Should You Always Agree with the Boss? Job-related social skill training for adolescents with emotional disorders.” Invited presentation, National Capacity Building Institute, sponsored by the National Center on Secondary Special Education and Transition, Washington, DC, August, 2004.

“What happens there? Examination of alternative education settings for adolescents with disabilities.” Invited presentation, National Capacity Building Institute, sponsored by the National Center on Secondary Special Education and Transition, Washington, DC, July, 2004.

“Effective transition services for adolescents with emotional disabilities.” Invited one-day workshop, Indiana Transition Conference, Indianapolis, IN, April 2004.

“Fostering the community transition and reintegration of formerly incarcerated adolescents: Description of preliminary evaluation of Project SUPPORT.” Teachers and Educators Conference for Students with Behavior Disorders, Tempe, AZ, November, 2003.

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“Systematic transition to employment for adults with severe and persistent mental illness: Description and preliminary results from the STEP project.” National Project Directors’ meeting, Rehabilitation Service Administration, Washington, DC, August, 2003.

“Project SUPPORT: Multi-agency collaboration in the facility-to-community transition of incarcerated adolescents.” Invited group presentation, National Association of Directors of Special Education, Portland, OR, November, 2002.

“Hope to be had: Description of the facility-to-community transition experiences of incarcerated adolescents.” Invited presentation, Governor’s Youth Summit, Portland, OR, October, 2002.

EXTERNAL FUNDING: I have written and co-written 36 competitively funded proposals resulting in more than $22 million of external funding from federal and state grant competitions. I also have co-directed 4 state contracts totaling more than $1,000,000 and had major roles on other research or model delivery projects.

Funded Proposals

36.2004-2009. Bullis, M., Falls, J., Unruh, D., & Doren, B. National center on the postsecondary transition outcomes of adolescents with disabilities ($3,500,000). Office of Special Education Programs.

35.2004-2007. Unruh, D., & Bullis, M. Project PREDICT: Predicting the recidivism and post-incarceration transition of formerly incarcerated youth with disabilities ($540,000). Office of Special Education Programs, Field Initiated Research Studies.

34.2003-2007. Bullis, M., & Finch, K. Project COMPETE: Connecting competitive employment to alternative education ($700,000). Office of Special Education Programs, Model Demonstration Projects.

33.2003-2006. Glang, A., Todis, B., & Bullis, M. Longitudinal study of community adjustment and resilience among young adults with traumatic brain injuries ($550,000). National Institute on Disability and Rehabilitation Research, Field Initiated Research Studies.

32.2002-2006. Bullis, M., & Unruh, D. Project SUPPORT: Service utilization to promote positive outcomes in the community-based rehabilitation and transition of youth with disabilities on parole ($800,000). Office of Special Education Programs, Model Demonstration Projects to Support Quality Educational and Transition Programs in the Justice System for Youth with Disabilities.

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31.2001-2004. Bullis, M. What do they do there? Examination of alternative education schools, programs, and practices for special education students ($540,000). Office of Special Education Programs, Directed competition on Alternative Education Programs in Special Education.

30.2001-2004. Bullis, M., Unruh, D., Pendergrass, J., & Booth, C. Project SUPPORT: Service utilization to promote positive outcomes in rehabilitation and transition for adjudicated youth on probation ($400,000). Edward Byrne Memorial Grant Competition, Oregon State Police.

29.2001-2002. Simonsen, B., & Bullis, M. Systematically progressive assessment through multiple gating ($20,000). Office of Special Education Programs, Student Initiated Research Studies.

28.2000-2005. Halpern, A., & Bullis, M. Achieving employment success for adults with severe and persistent mental illnesses: The transition assistance program ($1,375,000). Rehabilitation Services Administration, Special Demonstration Programs.

27.2000. Simonsen, B., & Bullis, M. Survey of fire-related behavior among students in Oregon’s schools ($5,000). Oregon Fire Marshall’s Office.

26.1999-2001. Bullis, M. Field-testing and validation of a computer assisted testing procedure for the Transition Competence Battery for Deaf Adolescents and Young Adults ($400,000). Office of Special Education Programs, Steppingstones of Technology Innovation for Students with Disabilities: Phase 2 - Research and Evaluation Category.

25.1998-2003. Glang, A., Todis, B., & Bullis, M. Longitudinal study of community adjustment and resilience among adolescents with traumatic brain injuries ($900,000). Office of Special Education Programs, Field Initiated Research Studies.

24.1998-2002. Benz, M., & Bullis, M. Secondary school services for adolescents with disabilities: Extending the high school/high skill project ($520,000). Office of Special Education Programs, Model Demonstration Competition, Transition Category.

23.1996-2000. Bullis, M., & Benz, M. Effective secondary/transition programs for adolescents with serious emotional disturbances: The high school/high skill project ($670,000). Office of Special Education Programs, Directed Competition on Effective Secondary Programs for Adolescents with Serious Emotional Disturbance.

22.1995-2000. Todis, B., & Bullis, M. Life on the “outs”--Qualitative investigation of the community transition of adolescents with emotional

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and behavioral disorders ($850,000). Office of Special Education Programs, Field Initiated Research Studies.

21.1997-1999. Davis, C., Bullis, M., & Yovanoff, P. Development and pilot-testing of a computerized adaptive testing version of the Transition Competence Battery for Deaf Adolescents and Young Adults ($400,000). Office of Special Education Programs, Directed Competition on Technology in Special Education.

20.1995-1999. Bullis, M. Examination of the effect of vocational placements and service management on the development and continuation of serious emotional disturbances with adolescents with emotional and behavioral problems ($670,000). Office of Special Education Programs, Directed Competition on the Prevention of Serious Emotional Disturbance.

19.1998. Bullis, M., & Okulitch, J. Examination of the juvenile fire setter assessment battery ($12,000). Federal Emergency Management Administration & Oregon Fire Marshall’s Office.

18.1995-1998. Bullis, M. Achieving rehabilitation, independent living, and employment success for adolescents and young adults with serious emotional disorders and severe mental illness ($675,000). Rehabilitation Services Administration, Directed Competition on the Community Transition of Persons with Serious Emotional Disorders.

17.1993-1998. Bullis, M. Investigation of the institution-to-community transition of adolescents with emotional and behavioral disorders ($850,000). Office of Special Education Programs, Field Initiated Research Studies.

16.1996-1997. Ayres, R., Kosko, K., & Bullis, M. Training educators to administer and use effective functional assessment procedures with adolescents with learning and emotional disorders ($100,000). Oregon Department of Education, Division of Special Education.

15.1994-1996. Bullis, M., Reiman, J., & Davis, C. Development and evaluation of a videodisc curriculum to teach money management skills to adolescents and young adults who are deaf ($400,000). Office of Special Education Programs, Directed Competition on Technology in Special Education.

14.1993-1996. Bullis, M. Development and implementation of functional assessment procedures for persons with cognitive impairments ($500,000). Rehabilitation Services Administration, Directed Competition on Functional Assessment Practices in Rehabilitation.

13.1993-1995. Almond, P., Bullis, M., & Baldwin, V. Investigation of the

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National Teacher Examination as an avenue to secure special education teacher certification (evaluation study) ($150,000). Office of Special Education Programs, State Agency Evaluation Competition.

12.1992-1995. Bullis, M. Enhancing professionals' skills to improve services to adolescents with serious emotional disturbances ($450,000). Office of Special Education Programs, Directed Competition on Improving the Capacity of Education to Serve Students with Serious Emotional Disturbance.

11.1992-1995. Bullis, M. Project SERVE: Support for the emotional, residential, vocational, and educational needs of young adults with emotional disorders ($480,000). Rehabilitation Services Administration, Non-directed Special Projects.

10.1992-1995. Bullis, M., & Reiman, J. Development and validation of the "mini" version of the Transition Competence Battery for Deaf Adolescents and Young Adults ($420,000). National Institute on Disability and Rehabilitation Research, Field Initiated Research Studies.

9. 1993. Paris, K., & Bullis, M. Supported employment for young adults with emotional and behavioral disorders ($19,000). Oregon Vocational Rehabilitation Division.

8. 1992-1993. Baldwin, V., Almond, P., & Bullis, M. Investigation of the National Teacher Examination as an avenue to secure special education teacher certification (feasibility study) ($70,000). Office of Special Education, State Agency Evaluation Competition.

7. 1991-1993. Bullis, M., & Fredericks, H. D. Vocational training for criminal and pre-criminal youth ($500,000). Department of Health and Human Services, Directed Competition on Employment and its Effects on Antisocial Adolescents.

6. 1989-1992. Bullis, M. Assessing the community-based social behavior of adolescents with emotional and behavioral disorders ($330,000). Office of Special Education Programs, Field Initiated Research Studies.

5. 1989-1992. Fredericks, H. D., & Bullis, M. Community-based supported work program for adolescents with emotional and behavioral disorders ($420,000). Rehabilitation Services Administration, Directed Competition on Model Development in Supported Employment.

4. 1989-1991. Bullis, M., Reiman, J., & Thorkildsen, R. Assessing the transition skills of deaf adolescents through interactive videodisc technology ($390,000). Office of Special Education Programs, Technology Assessment Competition.

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3. 1988-1991. Bullis, M. Assessing the job-related social behavior of adolescents with emotional and behavioral disorders ($380,000). Office of Special Education Programs, Field Initiated Research Studies.

2. 1986-1989. Bullis, M. Transition study of persons who are hard of hearing, deaf, or hearing impaired with multiple handicaps ($480,000). National Institute for Handicapped Research Directed Competition on the Transition of Deaf and Hearing Impaired Adolescents.

1. 1986-1989. Bullis, M. Development and validation of a transition competence assessment battery for deaf adolescents and young adults ($280,000). Office of Special Education Programs, Field Initiated Research Studies.

State Contracts

4. 2004. Bullis, M., & Unruh, D. Expansion of Project SUPPORT ($64,000). Oregon Department of Education.

3. 2001-2004. Bullis, M., & Unruh, D. Evaluation of facility-to-community transition programs for youth on state-level probation. ($220,000). Oregon Department of Education, Oregon Youth Authority.

2. 2001-2004. Bullis, M., & Unruh, D. Evaluation of facility-to-community transition programs for incarcerated youth on parole. ($348,000). Oregon Department of Education.

1. 1998-2001. Benz, M., & Bullis, M. Technical assistance and evaluation of facility-to-community transition programs for incarcerated youth. ($300,000). Oregon Division of Vocational Rehabilitation, Oregon Department of Education, Oregon Youth Authority.

Other Project Roles

9. 1997-2002. Addressing the needs of at-risk and antisocial youth in middle school: The Hamilton-Fish Project. Project Associate, Institute on Violence and Destructive Behavior, College of Education, University of Oregon.

8. 1992-1993. Family integrated services project for incarcerated girls. Project Co-Director, Funded through a contract from Oregon’s Children’s Services Division. Teaching Research Division, Western Oregon State College.

7. 1990-1993. Assessment services to children, adolescents, and adults with suspected or known disabilities. Funded through state contracts and

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private fees. Administrator, Educational Evaluation Center, Teaching Research Division, Western Oregon State College.

6. 1990-1992. Alternative Education Center for middle school students. Funded through contracts with local school districts. Administrator, Teaching Research Division, Western Oregon State College.

5. 1985-1989. Communication skills center for children with deaf-blindness. Director of a national, seven site research consortium with a total budget of $2,700,000, Teaching Research Division, Western Oregon State College.

4. 1986-1987. Investigation of school dropouts in Oregon. Chair, Research Design Team, Funded through a contract from the Oregon Department of Education, Teaching Research Division, Western Oregon State College.

3. 1983-1984. Vocational assessment, career education, and job placement for adults who are deaf. Principal Investigator, University of Arkansas, Rehabilitation Research and Training Center on Deafness.

2. 1980-1983. Social skill assessment of persons with mental retardation in work settings. Doctoral Research Fellow, Rehabilitation Research and Training Center in Mental Retardation, University of Oregon.

1. 1979-1980. Developing in-service education programs for vocational and special educators. Research Assistant, Department of Special Education, University of Kansas.

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TEACHING: The positions I held from 1983 to 1994 did not require teaching, advising, or serving on student committees, but I did assume those roles by invitation. As a faculty member at the University of Oregon from 1994-2005 I assumed teaching and advising roles that were constrained due to external grant “buy-outs.” In 2005, as Dean for the College of Education, I worked with the doctoral students assigned to me before I began as Dean, with those students completing their graduate programs by 2009. I returned to faculty in the 2013-14 academic year, assuming a full-time role in the 2014-15 academic year.

Classes

2013 - present: Evidence-based Decision-making (graduate)Dissertation Apprenticeship (doctoral)Introduction to Behavior Disorders (undergraduate & masters)Literature Review and Professional Writing (graduate)Professional Writing for Publication (doctoral)Survey Research & Questionnaire Development (graduate)

1995-2005: Advanced Research Design (doctoral)Grant Writing (graduate)Introduction to Research Design and Quantitative Research (doctoral)Introduction to Educational Research (undergraduate)Psychology of Exceptional Children and Adolescents (masters)

1983-1994Introduction to Research Methods (Western Oregon State College, 1991-1993)Psychological Aspects of Disability (University of Arkansas, 1984)Regression and Correlation (University of Oregon, 1983)

Advising

2013-present. Advisor for 2 Ph.D. students and 5 D.Ed. students in Department of Educational Methodology, Policy, & Leadership, College of Education, University of Oregon.

1997-2005. Advisor for 14 doctoral students in Department of Special Education & Clinical Sciences, College of Education, University of Oregon.

1996-2005. Advisor for 4 master’s students in General Special Education, University of Oregon.

1996-2005. Advisor for 18 master’s students in the Middle/Secondary Special Education and Transition Program, Special Education, College of

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Education, University of Oregon.

1996-1998. Advisor for 5 undergraduate students in the Educational Studies Major, Integrated Licensure Program, College of Education, University of Oregon.

Dissertation & Thesis Committees

2013 – present

Dissertation chairperson, Student: Josh Kahn, Department of Educational Methodology, Policy, and Leadership, College of Education. Title: Development and validation of a measure of administrator decision-making in student discipline, anticipated completion, summer 2017.

Dissertation chairperson, Student: Yue Shen, Department of Educational Methodology, Policy, and Leadership, College of Education. Title: A brighter tomorrow: International student’s perspective on college, anticipated completion, summer 2017.

Dissertation chairperson, Student: Geoffrey Barrett, Department of Educational Methodology, Policy, and Leadership, College of Education. Title: Educating the homeless: Educational supports for homeless adolescents in Eugene and Springfield, anticipated completion, fall 2016.

Dissertation co-chairperson, Student: Kevin Bourgalt, Department of Education Studies, College of Education. Title: Navigating credentialism in tribal contexts: An ethnographic case study of the education perceptions of the governmental leadership of the Suquamish Indian Tribe, anticipated completion, winter 2016.

Dissertation co-chairperson, Student: Kendra Coates, Department of Educational Methodology, Policy, and Leadership, College of Education. Title: An Evaluation of Growing Early Mindsets (GEM™), spring 2016.

Dissertation chairperson, Student: Robi Phinney, Department of Educational Methodology, Policy, and Leadership, College of Education. Title: Catch Me: Developing and Testing an Early Warning System of School Dropout, spring 2016.

1995-2009

Dissertation chairperson, Student: Jason Naranjo, Department of Special

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Education and Clinical Sciences, College of Education. Title: Examination of the career experiences of special education teacher graduates from the College of Education, spring 2009.

Dissertation chairperson, Student: Tiana Povenmire-Kirk, Department of Special Education and Clinical Sciences, College of Education. Title: Examination of the transition experiences and services of Latino youth in the Youth Transition Project, spring 2009.

Dissertation chairperson, Student: Charlotte Alverson, Department of Special Education and Clinical Sciences, College of Education. Title: Examination of data displays in the presentation of post-school transition outcomes, summer 2008.

Dissertation chairperson, Student: Keith Smolkowski, Special Education Area, College of Education. Title: An evaluation of school-wide positive behavior support in middle schools with the Oregon Healthy Teens Student survey, spring 2006.

Dissertation co-chairperson, Student: Michele Meredith, Special Education Area, College of Education. Title: Qualitative examination of the transition experiences of young adult males with disabilities, winter 2005.

Dissertation chairperson, Student: Trent Atkins, Special Education Area, College of Education, University of Oregon. Title: Alternative education programs for youth on probation: An ethnographic perspective, summer 2003.

Dissertation chairperson, Student: Brandi Simonsen, Special Education Area, College of Education, University of Oregon. Title: A multiple gating approach to the identification of children with subtypes of attention deficit disorder, summer 2002.

Dissertation chairperson, Student: Thomas Boerman, Special Education Area, College of Education. Title: Examination of the facility-to-community transition experiences of incarcerated gang-members, spring 2002.

Dissertation chairperson, Student: Vicki M. Nishioka, Special Education Area, College of Education. Title: Similarities and differences among male 6th grade students who are at-risk, emotionally disturbed, or learning disabled, winter 2001.

Dissertation co-chairperson, Student: Candace Styer-Ferguson, Special

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Education Area, College of Education. Dissertation Title: Examination of the effects of job coaches on the social integration of workers with severe disabilities, summer 2000.

Master’s Project Advisor, Student: Michele Meredith Morris, Special Education, College of Education. Title: School-to-work transition: A plan for Jamaica, summer 2000.

Master’s Project Advisor, Student: Connie Jephson, Division on Learning and Instructional Leadership. Title: Examination of the educational experiences of a student with traumatic brain injury, spring 1995.

Outside doctoral dissertation committee member for 5 students at the University of Oregon.

Doctoral program committee member for 13 students in the College of Education, University of

Oregon.

1983-1994: During this time period, by invitation, I served on 1 master’s student’s thesis committee, Clinical Child and Youth Work, Western Oregon State College; 1 doctoral student’s dissertation committee, Division of Special Education and Rehabilitation, College of Education, University of Oregon; and 1 doctoral student’s program and comprehensive examination committee, College of Education, Oregon State University.

SERVICE

University of Oregon

2013-2014. Member, Faculty Committee to review the Office of Research, Innovation, and Graduate Education.

2009 & 2013. Guest Coach for the University of Oregon football team (2009 - v. University of California, Oregon won 42-3 and 2013 – v. University of California, Oregon won 55-16. I retired with a perfect 2-0 record).

2012-2013. Member, Committee on Instructional Technology.

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2012-2013. Member, Committee on University Benchmarking.

2012-2013. Member, Committee on Graduate Tuition.

2012-2013. Member, Committee on Space and Cost.

2012-2013. Member, Committee on Target of Opportunity Hiring.

2011-2012. Chair, Review of Instructional Technology.

2010-2011. Chair, Committee on Funding the Development Office.

2010-2013. Member, Committee on Technology Enhanced Education.

2010-2013. Member, Advisory Committee, Confucius Institute.

2009-2011. Member, Advisory Committee on International Programs.

2009-2010. Chair, Search Committee for the Dean of the Lundquist College of Business.

2009. Member, Search Committee for the Vice Provost for Budget and Planning.

2008-2009. Member, Committee on Conflict of Commitment Policy.

2003-2004. Member, Advisory Board for the Oregon Survey Research Laboratory.

2001-2002. Member, University Faculty Personnel Committee.

1995-2000. Member, Human Subjects Compliance Committee, Institutional Review Board.

College of Education, University of Oregon

2015-16, Chair, Preparation and implementation of an Undergraduate program in Leadership in Education and the Social Services.

2015-2016. Curriculum subcommittee on the Philosophy of Science and Research.

2013-15, 2003-2005, & 1995-1997, Faculty Personnel Committee (Chair from 2003-2005).

2009. Chair, Search Committee, Director of Information and Instructional Technology.

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2005 & 2007. Chair, search committee, Diversity Coordinator.

2004-2005. Director of Student Accountability.

2004-2006. Director, Secondary Special Education and Transition Research Group.

2004-2005. Member, Search Committee for Faculty Position in Multiculturalism and Education.

2003-2004. Major Director, Special Education Area.

2001-2002. Member, Search Committee for Faculty Position in Counseling Psychology.

2000-2002. Member, Scholarship and Awards Committee.

1999-2002. Member, Search Committee for Faculty Position in Assessment and Instruction.

1998-2002. Affirmative Action Officer, College of Education.

1997-1999. Member, Committee on Undergraduate Education Major.

1996-2005. Member, Doctoral Program Committee, Department of Special Education & Community Resources.

1995-2004. Member, Middle/Secondary Teacher Education, Master’s Committee, Department of Special Education & Community Resources.

1996. Chair, Course Design Committee, Introduction to Educational Research.

1995-1996. Member, Doctoral Program Committee, Division on Learning &

Instructional Leadership.

Institutional Service: Previous Positions

1986-1987. Chair of the Personnel Promotion Committee, Teaching Research Division, Western Oregon State College.

1983-1984. Chair of the Research Standards Committee, Rehabilitation Research andTraining Center on Deafness and Hearing Impairment, University of Arkansas.

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Professional Service: Other Universities

2014. External reviewer for tenure track faculty promotion and tenure, University of South Carolina.

2014. External reviewer for non-tenure track faculty promotion, University of Nebraska.

2013. External reviewer for faculty promotion and tenure, University of Connecticut.

2012. External reviewer for faculty 3rd year re-appointment, Teachers College, Columbia University.

2011. External reviewer for faculty promotion and tenure, University of Southern California.

2011. External reviewer for faculty promotion and tenure, Texas A & M University.

2010. External reviewer for faculty promotion and tenure, Vanderbilt University.

2009. External reviewer for faculty promotion and tenure, Seattle University.

2008. External reviewer for faculty promotion and tenure, University of Wisconsin.

2006. External reviewer for faculty promotion and tenure, University of Connecticut.

2005. External reviewer for faculty promotion and tenure, University of Illinois-Chicago.

2005. External reviewer for faculty promotion and tenure, Georgia State University.

2004. External reviewer for faculty promotion and tenure, Auburn University.

2001. External reviewer for faculty promotion and tenure, University of Maryland.

2001. External reviewer for faculty promotion and tenure, University of Georgia.

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1999. External reviewer for faculty promotion and tenure, University of Nebraska.

1998. External reviewer for faculty promotion and tenure, University of South Florida.

1998. External reviewer for faculty promotion and tenure, State University of New York-Albany

Professional Service: Academic Field

2013-present. National Advisory Board Member, Project STAY OUT (juvenile corrections), Secondary Special Education and Transition Work Group, College of Education, University of Oregon

2008-2014. National Advisory Board Member, National Postsecondary Outcomes Center, College of Education, University of Oregon.

2008-2010. National Advisory Board member, National Data Accountability Center, Westat.

2006-2011. National Advisory Board member, National Secondary Special Education and Transition Technical Assistance Center, University of North Carolina-Charlotte.

2000. Invited participant, Center on Mental Health Services Study Group on Community Transition Issues for Adolescents with Emotional Disabilities.

1999-2000. Online Facilitator: Transition Discussion Group Leader, Chesapeake Institute of the American Institutes for Research, Center for Effective Collaboration and Practice.

1999. Group Facilitator, Transition Issues for Adolescents with Disabilities, Office of Special Education Program’s Research Project Directors Meeting.

1998. National Committee Member, Early Warning, Timely Response: A Guide to Safe Schools, U.S. Department of Education.

1998. Online Expert, Community-based Social Skills and Programs for Adolescents with Emotional and Behavioral Disorders, Chesapeake Institute of the American Institutes for Research,Center for Effective Collaboration and Practice.

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1995. Transition Strand Coordinator, Council for Children with Behavioral Disorders,National Conference.

1995. Invited Participant and Presenter, Shakertown Symposium on School-to-Work Services for At-risk Adolescents.

1991-1993. National Task Force, Development of Service Delivery Guidelines for Deaf-Blind Persons, University of Arkansas, Research and Training Center on Deafness.

1990-1995. National Advisory Board, Northern Illinois University, Research and Training Center for Low-Functioning Deaf Persons.

1990-1993. National Advisory Board member, Lexington Center for the Hearing Impaired, Model Service Delivery Program for Low-Functioning Deaf Adults.

1987-1993. Advisory Board Member and Chairperson of the Research and Evaluation Committee, Oregon Vocational Rehabilitation Division.

1989. Advisory Committee on National Research Priorities in Deafness, National Institute on Disability and Rehabilitation Research, University of West Virginia Research and Training Center on Technology in Rehabilitation.

1989. Advisory Committee on the Second National Conference on Rural RehabilitationIssues, University of Montana, Research and Training Center in Rural Rehabilitation.

1988. National Task Force on the Early Identification of Hearing Impairments, Office of Special Education and Rehabilitative Services/National Institute on Maternal and Child Health.

1985-1987. Council for Exceptional Children, Division on Career Development - Research Committee.

Journal Editorial/Review Appointments

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2003 Guest Reviewer, Review of Educational Research2000-2002 Editorial Board, Career Development for Exceptional

Individuals1997-2000 Co-Editor, Career Development for Exceptional Individuals1996-1997 Field Reviewer, Journal of Mental Health Administration1994-1999 Field Reviewer, The Journal of Special Education1992-present Editorial Board, Rehabilitation Counseling Bulletin1992-2010 Consulting Editor, Journal of Emotional and Behavioral

Disorders1991 Field Reviewer, Journal of Applied Behavior Analysis1991 Field Reviewer, Exceptionality1990-1991 Consulting Reviewer, Rehabilitation Counseling Bulletin1989-1993 Consulting Editor, Career Development for Exceptional

Individuals1988-1991 Editorial Board, Journal of the American Deafness and

Rehabilitation Association 1986-1987 Consulting Editor, Journal of Special Education Technology1985 Guest Reviewer, Journal of Special Education Technology

Federal Proposal Reviews

2003. Federal Office of Special Education Programs, Student Initiated Research Studies.

2001. National Institute on Disability and Rehabilitation Research, Phase II - Small Business projects in Rehabilitation.

1993. Federal Office of Special Education Programs, Graduate Equivalency Degree Programs and Students in Special Education.

1992. Federal Office of Special Education Programs, Model Demonstration Projects on Technology in Special Education.

1991. Federal Office of Special Education Programs, Program Development for Students with Serious Emotional Disturbances.

1990. Federal Office of Special Education Programs, Research on Technology in Special Education.

Community Service

2011-present. Advisory Board Member, Looking Glass Youth & Family Services, Eugene, OR.

2009-present. Trustee, Retirement Program, SELCO Community Credit Union, Eugene, OR.

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2001-2005. Advisory Committee member on Research and Program Evaluation, Trillium Children’s Services, Portland, OR.

1998-2005. Juvenile Correction Population Forecasting Advisory Committee, gubernatorial appointment.

1996. Governor’s Committee on Preventing Juvenile Crime, Ad Hoc Group on Program and System Evaluation.

1993-1995. Advisory Board member, Alternative Professional Technical Education for Adolescents, Linn-Benton Educational Service District, Albany, OR.

1994. Invited testimony on juvenile crime in Oregon. Oregon Legislative Committee on Juvenile Crime.

1993-1994. Advisory Board member, Salem-Keizer Public School Project on Interagency Coordination for Students with Emotional and Behavioral Disorders.

1991. Audit Committee member, Research and Evaluation Procedures, Salem-Keizer School System.

1987. Advisory Committee member, Oregon Department of Education, Future Planning: Secondary Special Education and Transition Programs.

1986-1987. Benton County, Oregon Association for Retarded Citizens, Group Home Operating Committee.

1986-1987. Board of Directors, Oregon Technical Assistance Corporation, Fairview StateHospital, Salem, OR.

1985-1986. Special Education Advisory Committee member, Corvallis Public Schools, Oregon.

Consulting

2011. Georgia State University. (Presentation to graduate students and faculty: Facility to community transition of formerly incarcerated adolescents).

2010. Berkley Policy Associates. (Review: Paper on serving adolescents with disabilities through the Work Investment Act).

2007. University of Nebraska and Girls and Boys Town (Consultation: Academic programs and their effect on students exiting Girls and Boys

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Town and returning to their homes).

2006. PACER Center: (Presentation: transition services for adolescents with emotional disorders).

2006. American Institute on Research, Center on Abused and Neglected Children: (Presentation: transition issues for formerly incarcerated youth).

2005-2006. California Workability Network: (Presentation: transition issues for adolescents with emotional disorders).

2004-2006. Oregon Youth Authority (Evaluation: Ongoing consultation with the Researchand Development Unit).

2004. University of Maryland, National Center on Education in Juvenile Justice: (Presentation and Training: Effective transition programs and service for adolescents in the correctional system).

2004. Institute on Educational Leadership (Position paper: Employment of adolescents with emotional disabilities, Prepared for the U. S. Dept. of Labor)

2004. Indiana University (Presentation and Training: Effective transition programs and service for adolescents with emotional disorders).

2003. University of Kansas, Department of Special Education (Development of an on-line training unit for secondary special education and transition professionals on the school-to-community transition of adolescents with emotional disorders).

2002-2006. University of Nebraska, Department of Special Education (Presentations to doctoral students and faculty: Correctional education, community reintegration of formerly incarcerated youth, transition programming for high-risk youth).

2001-2013. Sacramento, CA county schools (Staff training and proposal development: Building effective community-based services for high-risk adolescents).

1999-2000. SRI International (Assessment and Evaluation: Research issues for the second National Longitudinal Transition Study).

1998-2003. Technical Assistance Center on Alternative Dispute Resolution, Direction Services, Eugene, OR (Program evaluation: Formative and summative evaluation of the project).

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1997. SRI International (Assessment and Evaluation: Research issues for deaf participants in the national Early Childhood Longitudinal Study).

1996-2003. Institute on Adolescents with Behavioral Disorders, Arden Hills, MN (In-service training at various sites across the United States: Transition programs and services for adolescents with emotional and behavioral disorders).

1996-1998. Institute on Emotional Disorders, Keene State College, New Hampshire (Development, implementation, and evaluation of a transition/rehabilitation program for adolescents with serious emotional disturbances/severe mental illnesses).

1993-2005. Children’s Farm Home, Corvallis, OR & Trillium Children’s Services, Portland, OR (Evaluation and Research & Proposal Development: Formative and summative evaluations of a multi-site, residential treatment system for children and adolescents with emotional disabilities).

1993. SRI International (Review of Final Report: Community-based services for persons with disabilities in transition).

1993. Georgia Rehabilitation Services Agency (Proposal Development: Supported employment services for persons who are deaf and in need of supported employment).

1992. Northern Illinois University, Research and Training Center on Deafness (Research Design and Execution: Monitoring and development of a multi-project research program).

1988-1994. Regional Resource Center on Deafness, Western Oregon State College (Measurement, Design, and Data Analysis: Various projects related to adolescents and adults who are deaf and deafness professionals).

1988-1990. Lexington Center for the Hearing Impaired, New York City (Proposal Preparation and Program Evaluation: Service delivery for persons who are deaf and requiring extended support).

1988. University of Washington, Department of Special Education (Proposal Preparation and Research Design: An intervention strategy to prevent students with behavioral and learning disorders from dropping out of school).

1987. Oregon Department of Education (Project Planning and Execution: Development of exemplary community-based transition programs for students with disabilities).

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1986. Western Regional Resource Center, University of Oregon (Product Development and Facilitation: Manual on secondary special education and transition).

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Documents

education.uoregon.edu · Web view25 tenure track faculty were promoted/tenured and ... “Making your way in the world each ... I worked with the doctoral students assigned to me