Role

In her role as Faculty Specialist, Brenda applies research and evaluation methods from various fields to examine holistic aspects of teaching and learning in higher education. In addition, Brenda provides support for faculty and instructors through the development and facilitation of workshops and other teaching and learning resources related to various innovations in teaching and learning in higher education. Currently, Brenda is involved in research and resource development projects related to academic integrity and perceptions and use of online learning environments.

Biography

Brenda began her formal teaching journey in 2000, teaching high school general science and biology before moving on to teach human anatomy and physiology at Assiniboine Community College’s Licensed Practical Nursing program. Years later, during her graduate studies in psychology at the U of M, her interest in teaching led to numerous teaching assistant, lab, and sessional instructor positions. She is currently developing and delivering online and blended courses at both the U of M and the University of Calgary.

As a researcher, Brenda’s interests vary widely. In her role at The Centre, she examines ways to promote academic integrity and encourage students to engage in appropriate learning practices, and is involved in a national project, led by Dr. Sarah E. Eaton (University of Calgary), examining academic integrity policies at Canadian colleges and universities. Brenda also leads a series of studies examining how the visual complexity of online learning environments influences students’ learning experiences.

In her spare time, Brenda collaborates with several researchers at the U of M on projects related to the assessment and diagnosis of autism spectrum disorders; health and well-being of individuals with intellectual and developmental disabilities; and workplace health and safety of older adults.

Education

B.Ed., B.Sc. (H), M.A., PhD

Publications

Peer-reviewed Journals

Selected Peer-Reviewed Journal Articles

Academic Integrity

Stoesz, B. M., Eaton, S. E., Miron, J., & Thacker, E. (2019). Academic integrity and contract cheating policy analysis of colleges in Ontario, Canada. International Journal of Educational Integrity, 15(4). https://doi.org/10.1007/s40979-019-0042-4

Stoesz, B. M., & Los, R. (2019). Evaluation of a tutorial designed to promote academic integrity. Canadian Perspectives on Academic Integrity, 2(1), 3-26. https://doi.org/10.11575/cpai.v2i1ISSN 2561-6218

Stoesz, B. M., & Yudintseva, A. (2018). Effectiveness of tutorials for promoting educational integrity: A synthesis paper. International Journal for Educational Integrity, 14(6), 1-22. https://doi.org/10.1007/s40979-018-0030-0

Visual Perception

Rigby, S. N., Stoesz, B. M., & Jakobson, L. S. (2018). Empathy and face processing in adults with and without autism spectrum disorder. Autism Research, 11(6), 942-955. https://doi.org/10.1002/aur.1948

Rigby, S. N., Stoesz, B. M., & Jakobson, L. S. (2016). Gaze patterns during scene processing in typical adults and adults with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 25, 24-36. https://doi.org/10.1016/j.rasd.2016.01.012

Stoesz, B. M., & Jakobson, L. S. (2014). Developmental changes in attention to faces and bodies in static and dynamic scenes. Frontiers in Perception Science, 5(193), 1-9. https://doi.org/10.3389/fpsyg.2014.00193

Stoesz, B. M., & Jakobson, L. S. (2013). A sex difference in interference between identity and expression judgments with static but not dynamic faces. Journal of Vision, 13(6), 1-14. https://doi.org/10.1167/13.5.26

 

Grants