Dr. Maher's 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 practices, and faculty development, with a specific focus on bullying in the American academic workforce.
She is the author or co-author of over 40 journal articles, book chapters, and case studies, as well as over 70 conference presentations at venues such as American Educational Research Association and American Society for Engineering Education. Dr. Maher is active in the AERA Special Interest Group Doctoral Education Across the Disciplines and serves as the co-Program Coordinator. Her research on STEM graduate student development, published in Science, was awarded the 2012 Best Publication by this Special Interest Group.
Forthcoming and Recent Conference Presentations:
Newton, A., & Maher, M. (2014, October). From Two-Year to Four-Year, From Theory to Practice: Practical Collaborations for Positive Impact. Presentation to be given at the IUPUI Assessment Institute, Indianapolis, IN.
Pierce, C., Berge, N., Maher, M., & Gassman, S. (2014, June). Instructional strategies to introduce engineering students to disciplinary research and writing: A model course. Paper presented at the annual meeting of the American Society for Engineering Educators, Indianapolis, IN.
Maher, M. A., Gilmore, J. A., Feldon, D. F., & Davis, T. E. (2014, April). Doctoral student mentoring and the role of cognitive apprenticeship. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Platt, C. S., Maher, M. A., Davis, T. E., & Ford, M. E. (2014, April). The triple hurdle: The socialization experiences of doctoral students of color at predominantly white universities. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Feldon, D. F., Maher, M. A., Roksa, J., & Peugh, J . (2014, April). The Matthew effect in STEM Ph.D. programs: A mixed method study. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Researcher education: Writing groups for the 21st century, presented at the February 2014 Writing Research Across Boarders conference, l’Université Paris-Ouest – Nanterre La Défense (with Cally Guerin, Claire Aitchison, and Doreen Starke-Meyerring).
Hardee, M., Benjamin, S., & Maher, M. (2014, February). A cross-disciplinary consideration of purpose, placement, and content of college teaching courses for novice and future college instructors. Instruction session presentation given at the Conference on Higher Education Pedagogy, Virginia Tech University.
Maher, M. (2014, February). Practices to support students as disciplinary writers. Instruction session presentation given at the Conference on Higher Education Pedagogy, Virginia Tech University.
Forthcoming and Recent Publications:
Feldon, D. F., Maher, M., Hurst, M.D., Timmerman, B. E. (accepted). Faculty Mentors’, Graduate Students’, and Performance-based Assessments of Students' Research Skill Development. To appear in American Education Research Journal.
Gassman, S., Maher, M., & Timmerman, B. (accepted). Pedagogical techniques to support the development of graduate students as disciplinary writers. International Journal of Engineering Education.
Gilmore, J., Maher, M., Lewis, D., Feldon, D., & Timmerman, B. (accepted). Feeding two birds with one scone? The relationship between teaching and research for graduate students across the disciplines. International Journal of Teaching and Learning in Higher 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. (2014). Faculty perceptions of common challenges encountered by novice doctoral writers. Higher Education Research and Development, 33(4), 699 - 711.
Maher, M. (2014). Transparent transactions: When doctoral students and their supervisors write together. In C. Aitchison & C. Guerin (Eds.), Writing groups for doctoral education and beyond: Innovations in practice and theory (pp. 82-93). New York: Routledge.