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Michelle Maher, Ph.D. serves as Associate Professor of Higher Education Administration at the University of South Carolina and as Associate Research Professor in the Curry School of Education at the University of Virginia.
Her research areas of expertise include cross-disciplinary graduate student development, in which she investigates the transformation from student to scholar, assessment in higher education, in which she emphasizes students' involvement in authentic assessment-in-action, and faculty development, with a specific focus on bullying and mobbing (psychological terrorism) in the American academic workforce.
Dr. Maher is active in the AERA Special Interest Group Doctoral Education Across the Disciplines and serves as the incoming Program Coordinator. Her research on STEM graduate student development, published in Science, was awarded the 2012 Best Publication by this Special Interest Group.
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Dr. Maher is the author or co-author of over 40 publications, book chapters, and case studies, as well as over 60 conference presentations at venues such as American Educational Research Association and American Society for Engineering Education. She recently completed a NSF-funded study undertaken to investigate the development of science, engineering, technology and mathematical (STEM) graduate student teaching and research skills.
Currently, she is funded by the Engineering Information Foundation to investigate the development of research skills among undergraduate and graduate engineering student populations.
Recent or accepted publications include:
Gassman, S., Maher, M., & Timmerman, B. (accepted). Supporting students’ disciplinary writing in engineering education. International Journal of Engineering Education.
Gilmore, J., Maher, M., Feldon, D., Timmerman, B. (accepted). Exploration of factors related to the development of STEM graduate teaching assistants’ teaching orientations. Studies in Higher Education.
Maher, M., Feldon, D., Timmerman, B., & Chao, J. (accepted). Faculty perceptions of common challenges encountered by novice doctoral writers. Higher Education Research and Development.
Timmerman, B., Feldon, D., Maher, M., Strickland, D., & Gilmore, J. (2013). Performance-based assessment of graduate student research skills: Timing, trajectory, and potential thresholds. Studies in Higher Education, 38(5), 693 – 710.
Maher, M., Timmerman, B., Feldon, D., Strickland, D. (2013). Factors affecting the occurrence of faculty-doctoral student coauthorship. Journal of Higher Education, 84(1), 121 - 143.
Dr. Maher's work can also be found in European Journal of Engineering Education, Innovative Higher Education, Journal of Professional Issues in Engineering Education, Research in Higher Education, Science, and Studies in Continuing Education.
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