Student Ratings of Instruction (SRI) and Scholarship of Teaching and Learning (SoTL) Developer
Matthew applies research and evaluation methods to design, develop and implement projects related to student ratings of instruction (SRI) and the scholarship of teaching and learning (SoTL). He also supports faculty and instructors through the delivery of workshops and resources on SRI and SoTL.
Matthew obtained his Ph.D. in Social Psychology from the University of Manitoba. During graduate studies, Matthew discovered a passion for teaching and has developed and taught online and face-to-face courses at the University of Manitoba.
Matthew’s research interests focus broadly on the impact of social and academic environments on teaching, students’ motivation, and learning. He is particularly interested in the impact of social identity processes (e.g., bias and stereotyping), and equity, diversity, and inclusion on teaching, learning and their evaluation.
Outside his work at The Centre, Matthew also continues to engage in research aimed at understanding the social psychological forces that promote or impede positive relations between members of different ethnic groups and efforts to work together for social change.
B.A. (Hons), M.A., Ph.D.
Starzyk, K., Neufeld, K., Gaucher, D., Fontaine, A., Quesnel, M., Vorauer, J., & Yakubovich, A. (2021). Is water a human right?: Priming water as a human right increases support for government action. International Indigenous Policy Journal, 12(3).
Vorauer, J. D., Petsnik, C., & Quesnel, M. (2020). Who brings you up when you're feeling down? Distinct implications of dispositional empathy versus situationally-prompted empathic mindsets for targets' affective experience in face-to-face interpersonal interaction. Journal of Experimental Social Psychology. 89, 103991. https://doi.org/10.1016/j.jesp.2020.103991
Vorauer, J. D., & Quesnel, M. (2018). Empathy by dominant versus minority group members in intergroup interaction: Do dominant group members always come out on top? Group Processes and Intergroup Relations 21(4), 549–567. https://doi.org/10.1177/1368430216677303
Vorauer, J. D., & Quesnel, M. (2017). Ideology and voice: Salient multiculturalism enhances ethnic minority group members’ persuasiveness in intergroup interaction. Social Psychological and Personality Science. 8(8), 867 - 874. https://doi.org/10.1177/1948550617691095
Vorauer, J. D., & Quesnel, M. (2017). Salient multiculturalism enhances minority group members' feelings of power. Personality and Social Psychology Bulletin, 43(2), 259-271. https://doi.org/10.1177/0146167216679981
Vorauer, J. D., & Quesnel, M. (2016). Antecedents and consequences of evaluative concerns experienced during intergroup interaction: When and how does group status matter? In C. Sibley & F. Barlow (Eds.), Cambridge Handbook of the Psychology of Prejudice. Cambridge University Press. https://doi.org/10.1017/9781316161579.023
Vorauer, J. D., Quesnel, M., & St. Germain, S. L. (2016). Reductions in goal-directed cognition as a consequence of being the target of empathy. Personality and Social Psychology Bulletin, 42(1), 130-141. https://doi.org/10.1177/0146167215617704
Vorauer, J. D., & Quesnel, M. (2016). Don’t bring me down: Divergent effects of being the target of empathy versus perspective-taking on minority group members’ perceptions of their group’s social standing. Group Processes and Intergroup Relations, 19(1), 94-109. https://doi.org/10.1177/1368430215586273
Vorauer, J. D., & Quesnel, M. (2013). You don’t really love me, do you? Negative effects of imagine-other perspective-taking on lower self-esteem individuals’ relationship well-being. Personality and Social Psychology Bulletin, 39(11), 1428-1440. https://doi.org/10.1177/0146167213495282