Jason W. Osborne, Ph.D., PStat - Miami University · Jason W. Osborne, Ph.D., PStat ® Page . 4. Scholarship . As a translational statistician and research . methodologist, my passion

Jason W. Osborne, Ph.D., PStat®

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CURRICULUM VITAE

EMPLOYMENT Summary and ADMINISTRATIVE Achievements Current position (2015 – present): Associate Provost and Dean of the Graduate School; professor, applied statistics, School of Mathematical and Statistical Sciences, Clemson University, Clemson, SC (Doctoral Public University, Highest Research Activity). I work collaboratively, strategically, and effectively with leaders throughout the university (students, faculty, staff, and administrators) to achieve institutional strategic goals and provide an exceptional graduate student experience that provides superior preparation for success during their degree program and after. I provide oversight of growing graduate student body, including all graduate assistants and fellows enrolled in about 140 graduate credentials across multiple campuses, locations, and delivery modalities. I have responsibility for development and implementation of: strategic goals and planning; quality improvement and student success initiatives; student life and engagement initiatives; inclusive excellence and diversity initiatives; evaluation of existing programs and development of new credentials; reputation enhancement efforts; alumni engagement and development/advancement efforts; interdisciplinary degrees or certificates; and developing significant new resources and infrastructure support campus-wide strategic initiatives. Responsibilities related to ClemsonForward strategic plan:

1. Expand doctoral, graduate, and professional education; 2. Incentivize entrepreneurial activity to expand resources, address work force needs, and serve land-

grant mission; 3. Innovate in graduate program review for continual quality improvement; 4. Drive university-wide inclusive excellence and diversity goals; 5. Increase resources to support graduate education and student life; 6. Serve undergraduate education needs; 7. Implement reputation enhancement efforts for graduate education; and 8. Support strategic expansion of research activity.

Significant accomplishments include:

• Development of university-wide strategic plan for graduate education, including specific resource development goals;

• Developed vision for a signature “Graduate Clemson Experience” including: o GRAD360°, an evidence-based professional development program, o effective onboarding for graduate students, a welcoming convocation experience, o thriving in graduate school, including student success and engagement initiatives,

partnering with athletics, student affairs, and other non-academic offices; o marketing and branding of graduate education enterprise via “Transformation begins

here” campaign; o on-campus English language support and enhanced academic writing support;

• Restructuring of graduate tuition to substantially increase net tuition revenue, which is devoted to strategic initiatives;

• Revision of graduate policies and practices for effective, flexible, shared, and efficient governance;

• Identified promising practices in support of interdisciplinary degree programs, positioned graduate school as host and incubator to interdisciplinary degree programs where appropriate, developed proposal for individualized interdisciplinary degrees that is responsive to a long-standing request from a National Academy, and aligned with a national professional certification;

Email: [email protected] Twitter : @JasonWOsborne

Google Scholar profile ORCID profile


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• Guided over 20 graduate degree programs/credentials through full approval process, generating significant new revenue (>$15 million new net revenue from these programs expected over next 5 years);

• With VP Research, increased support of graduate students through sponsored programs;

• Development, testing, full implementation of program review to encourage continual progress toward program and university objectives, and to provide university administration actionable information about graduate program quality and financial viability;

• Developed vision for university-wide, high-quality mentoring and training of graduate teaching assistants to ensure strong undergraduate experiences and outcomes;

• Worked with IR/IE to develop data warehouse, dashboards for graduate education;

• Creation of university-wide advancement/development and alumni engagement plan targeted for current and future graduate alumni to develop resources for graduate education; this includes a comprehensive “total campus marketing” plan to engage corporate sponsorship in select, mutually beneficial mechanisms; additionally, I led development of a Graduate School Advisory Board;

• Developed campus-wide support for celebration of staff earning degrees;

• Led development of important diversity and inclusion initiatives, such as: o Recruitment, support, and completion of students with under-represented identities; o Public messaging around welcoming and inclusivity; o Events planning supporting students with marginalized identities; o Supporting nationally visible events such as Men of Color Summit; supporting programs

such as Call Me Doctor to diversity the faculty pipeline; mentoring faculty and postdocs with under-represented or marginalized identities; moving the Campus Pride Index higher; creating a vision for staff within multicultural center to provide programming and visibility to inclusion initiatives.

2013-2015: Department Chair, Professor (Counseling and Human Development) and founding co-Director of Center for Educational Research, Policy, and Evaluation. Also served as interim Chair, Health and Sport Science. University of Louisville, Louisville, KY. Doctoral University, Highest Research Activity. Significant accomplishments included:

• In primary department: o Turnaround of budget deficit, lack of quality practicum sites for students, and limited

community engagement through establishment of free mental health counseling clinics in highest-need area and lowest-performing high school;

o Collaborated with another department to develop and led a cross-disciplinary educational research/evaluation/policy center to serve needs of state and region;

o Recruited highly diverse faculty and students; supported strategic entities such as T*STAR research lab; worked to ensure department was welcoming and supportive partner and leader in inclusion efforts for university;

o Development of strategic plan for department to modernize and improve quality of all nine degree programs in primary department, including re-accreditation from three professional agencies in addition to department of education requirements;

o Worked with development to expand resources to support community initiatives; o Successful institutional program review, CACREP, NCATE (CAEP), and APA accreditation

reviews.

• In interim role with second department simultaneously: o Managed large, geographically separated department with unsustainable growth in

undergraduate enrollment, high turnover, low morale, history of problematic senior leadership, challenging facilities situation, and ethically problematic/illegal behavior from tenured faculty;


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o Oversaw facilities renovation, recruited and mentored assistant chair, worked to develop internal leadership and mentoring mentality among newer faculty.

2011-2013: Assistant Chair, Director of Graduate Programs, Associate/Full Professor, Educational Foundations and Leadership, Darden College of Education, Old Dominion University, Norfolk, VA. Doctoral University, high research activity. Significant accomplishments include:

• Complete revision of graduate degree program policies, procedures, and requirements;

• Faculty fellow for Center for Educational Partnerships which included significant grant-writing and community engagement, significant duties focused on mentoring of junior faculty; and

• Led revision of college-wide quantitative training of graduate students. 2001-2011: Assistant/Associate Professor, Graduate Program Coordinator, Educational Psychology, Department of Curriculum and Instruction and Counselor Education, North Carolina State University, Raleigh, NC (Doctoral University, Highest Research Activity). Served as founding Senior Research Fellow for Evaluation within William and Ida Friday Institute for Educational Innovation. Developed Educational Psychology master’s and doctoral degree programs, led college through unit-wide planning of coherent research methods training. 1998-2001: Assistant Professor, Statistics and Research Methods, Department of Educational Psychology, University of Oklahoma, Norman, OK (Doctoral University, Highest Research Activity). 1995-1998: Bio-Statistician and Research Associate, Department of Family Medicine, University of Buffalo Medical School, Buffalo NY (Doctoral University, Highest Research Activity). 1993-1995: Instructor, Psychology Department, Niagara County Community College, Sanborn, NY. Adjunct instructor in nearby prison college degree program. EDUCATION

1998 State University of New York at Buffalo, Buffalo, NY. Doctor of Philosophy in Educational Psychology, cognate in statistics.

1995-1996 State University of New York at Buffalo, Buffalo, NY. Graduate study in Epidemiology Research methods.

1993 State University of New York at Buffalo, Buffalo, NY. Master’s Degree in Psychology.

1990 University of Rochester, Rochester, NY. Bachelor’s Degree Magna Cum Laude, with High Honors in Psychology.


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Scholarship

As a translational statistician and research methodologist, my passion has been applying rigorous methodology to understand real world problems. As an educational psychologist, my focus has been understanding social dynamics and how they affect student achievement, particularly students routinely subject to negative stereotypes. My research and scholarship has always been highly interdisciplinary, collaborative, and focused on leaving people, and the world we inhabit a little bit better off than I found it. Through rigorous, generalizable, and replicable exploration of issues spanning education, psychology and the social sciences, the health sciences, and the professional and scholarly practice of translational applied statistics itself, I have sought to encourage thinking about best practices and social justice.

PUBLICATIONS- BOOKS

1. Osborne, J. W. (2017). Regression and linear modeling: Best practices and modern methods. Thousand Oaks, CA: SAGE

Publishing. ISBN #978-1-50630-276-8 2. Osborne, J. W., & *Banjanovic, E. (2016). Exploratory

factor analysis using SAS: Best practices and modern methods. Cary, NC: SAS Publishing. ISBN # 978-1-62960-064-2

3. Osborne, J. W. (2015). Best practices in logistic regression. Thousand Oaks, CA: SAGE Publishing. ISBN 978-1-4522-4479-2.

4. Osborne, J. W. (2014). Best Practices in Exploratory Factor Analysis. Scotts Valley, CA: CreateSpace Independent Publishing. ISBN-13: 978-1500594343, ISBN-10:1500594342.

5. Osborne, J. W. (2013b). Sweating the small stuff: Does data cleaning and testing of assumptions really matter in the 21st century? Lausanne, Switzerland: Frontiers Research Foundation. ISBN 978-2-88919-155-0.

6. Osborne, J. W. (2013a). Best practices in data cleaning: A complete guide to everything you need to do before and after collecting your data. Thousand Oaks, CA: SAGE Publishing. ISBN: 9781412988018.

a. (in press) Translated into Arabic by International Publishers Association (IPA), Geneva Switzerland.

7. Osborne, J. W. (2008). Best practices in quantitative methods. Thousand Oaks, CA: SAGE Publishing. (also included in SAGE Research Methods Online). ISBN: 9781412940658.

Citations and scholarly impact

>20,000 citations, h ≈ 42, I-10 ≈ 70

Student evaluations 1998- present

mean: 4.43/5.00 (n > 3100)

External funding

Over $9,743,000.00 managed as PI/co-PI

Development/fundraising

Largest gift secured to date: $552,000.00

Recent Awards and Honors 2018 Univ. Research Award 2017 Best paper, Amer. Counseling, Assn. 2016 Presidential Service Award 2015 Faculty Favorite teaching award 2013 Accredited Professional StatisticianTM,

(PSTAT) American Statistical Assn.

Service to the Profession: 2015- present: IES panel reviewer 2008-15 Specialty Chief Editor, Frontiers in

Quantitative Psychology/ Educational Psychology. 5-yr IF: 2.84

2000-present: Senior Reviewer, Practical Assessment, Research, and Evaluation.


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PUBLICATIONS- PEER REVIEWED1

1. Gabel, C. P., Moktarinia, H., Hoffman, J., Osborne, J., Laakso, L., & Melloh, M. (in press). Physical testing of 5 simple exercises predicts absence or presence of low back pain in council workers. British Medical Journal Open.

2. Adelson, J., Osborne, J. W., & Crawford, B. J. (2019). Correlation and other measures of association. In G. Hancock, L. Stapleton, & R. Mueller (Eds.) The Reviewer’s Guide to Quantitative Methods in the Social Sciences, 2nd edition. New York, NY: Routledge.

3. Osborne, J. W. (2017). Best practices: A moral imperative. Canadian Journal of Behavioral Science, 49(3), 153-158.

4. Balkin, R. S., *Richey Gosnell, K. M., *Holmgren, A., & Osborne, J. W. (2017). Nonlinear analysis in counseling research. Measurement and Evaluation in Counseling and Development, 50, 109-155. Recipient of Patricia B. Elmore Award for Outstanding Research in Measurement by the American Counseling Association.

5. *Pitts, C. H., *Klein-Tasman, B. P., Osborne, J. W., Mervis, C.B. (2016). Predictors of Specific Phobia in Children with Williams Syndrome: Behavior Regulation and IQ. Journal of Intellectual Disability Research, 60(10), 1031-1042.

6. Clark, J. E., Osborne, J. W., Gallagher, P., & Watson, S., (2016). A simple method for optimizing transformation of non-parametric data: An illustration by reference to cortisol assays. Human Pharmacology: Clinical and Experimental, 31(4), 259-267. DOI: 10.1002/hup.2528

7. Gabel, C. P., Cuesta-Vargas, A., *Barr, S., *Winkeljohn-Black, S. Osborne, J. W., & Melloh, M. (2016). Confirmatory factor analysis of the neck disability index, comparing patients with whiplash associated disorders to a control group with non-specific neck pain. European Spine Journal, 14(8), 1410-1416. http://www.ncbi.nlm.nih.gov/pubmed/27040281

8. *Banjanovic, E. A., & Osborne, J. W. (2016). Confidence intervals for effect sizes: Applying bootstrap resampling. Practical Assessment, Research, and Evaluation, 21(5a), 1-20. http://pareonline.net/getvn.asp?v=21&n=5

9. Jones, B. D., *Ruff, C., & Osborne, J. W. (2015). Fostering students’ identification with mathematics and science using principles from the MUSIC model of academic motivation. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in Mathematics and Science Learning. Washington, DC: American Educational Research Association.

10. Osborne, J. W. (2015). What is rotating in exploratory factor analysis? Practical Assessment, Research, and Evaluation, 20(2), 1-7.

11. Gabel, C. P., Osborne, J. W., & Burkett, B. (2015). The influence of slacklining on quadriceps rehabilitation, activation, and intensity. The Journal of Science and Medicine in Sport, 18, 62-66.

12. Jones, B. D., Osborne, J. W., Paretti, M. C., & Matusovich, H. M. (2014). Relationships among students’ perceptions of a first-year engineering design course and their engineering identification, motivational beliefs, course effort, and academic outcomes. International Journal Engineering Education, 30(6a), 1340-1356.

13. *Kier, M. W., Blanchard, M. R., Osborne, J. W., & *Albert, J. L. (2014). The Development of the STEM Career Interest Survey (STEM-CIS). Research in Science Education, 44(3), 461-481. DOI: 10.1007/s11165-013-9389-3

14. Gabel, C. P., Cuesta-Vargas, A., Osborne, J. W., Burkett, B., & Melloh, M. (2014). Confirmatory Factor Analysis of the Neck Disability Index in a General Problematic Neck Population Indicates a One-Factor Model. The Spine Journal, 14(8), 1410-1416.

15. Carleton, R. N., Thibodeau, M., Osborne, J. W., Taylor, S., & Asmundson, G. J. G. (2014). Revisiting the fundamental fears: Towards establishing construct independence. Personality and Individual Differences, 63, 94-99. doi: 10.1016/j.paid.2014.01.040

1 Student coauthors and co-presenters are identified with an asterisk.


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16. Gabel, C. P., Cuesta-Vargas, A., Melloh, M, & Osborne, J. W., (2014). Critical appraisal of a brief 5 item version of the Neck Disability Index. Health and Quality of Life Outcomes, 12(1), 34. DOI:10.1186/1477-7525-12-34

17. Osborne, J. W. (2013). Normality of residuals is a continuous variable, and does seem to influence the trustworthiness of confidence intervals: A response to, and appreciation of, Williams, Grajales, and Kurkiewicz (2013). Practical Assessment, Research, and Evaluation, 18(12), 1-9. Available: http://pareonline.net/pdf/v18n12.pdf

18. Osborne, J.W. (2013) Is data cleaning and the testing of assumptions relevant in the 21st century? Frontiers in Psychology. 4:370. doi: 10.3389/fpsyg.2013.00370 http://journal.frontiersin.org/Journal/10.3389/fpsyg.2013.00370/full

19. Blanchard, M., Osborne, J. W., Wallwork, C. & Harris, B. S. (2013). Progress in Implementing Inquiry in North Carolina: Nearly 1,000 Elementary, Middle and High School Science Teachers Weigh In. Science Educator, 22, 1-7.

a. Selected for inclusion in NSTA’s “Research worth reading,” Summer 2014. 20. Osborne, J. W., & *Fitzpatrick, D. (2012). Replication Analysis in Exploratory Factor Analysis:

what it is and why it makes your analysis better. Practical Assessment, Research, and Evaluation, 17(15), 1-8. http://pareonline.net/getvn.asp?v=17&n=15

21. Gabel, C. P., Melloh, M., Burkett, B., Osborne, J. W., Yelland, M. (2012). The Örebro Musculoskeletal Screening Questionnaire: Validation of a modified primary care musculoskeletal screening tool in an acute work-related injury population. Journal of Manual Therapy, 17(6), 554-565. http://dx.doi.org/10.1016/j.math.2012.05.014

22. Osborne, J. W. (2012). Logits and tigers and bears, oh my! A brief look at the simple math of logistic regression and how it can improve dissemination of results. Practical Assessment, Research, and Evaluation, 17(11), p 1-10. http://pareonline.net/pdf/v17n11.pdf

23. Carleton, R. N., Thibodeau, M. A., Osborne, J. W., & Asmundson, G. J.G. (2012). Exploring item order in anxiety-related constructs: Practical impacts of serial position. Practical Assessment, Research & Evaluation, 17(7). Available online: http://pareonline.net/getvn.asp?v=17&n=7

24. Osborne, J. W. (2011). Practical data transformation using Box Cox methodology. ASQ Statistics Division Newsletter, 29(2), 10-16. Reprint and revision of Osborne 2010.

25. Albrecht, S., Kelly-Thomas, K., Osborne, J. W., & Ogbagaber, S. (2011). The “SUCCESS” program for Smoking Cessation for Pregnant Women. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 40(5), 520-531.

26. Busby, J. R, Hatcher, T., & Osborne, J. W. (2011). The Diversity of Three American White Guys: Pathways towards Racial Identity. International Journal of Diversity in Organisations, Communities and Nations, 11(2), 185-196.

27. *Shattuck, D., *Corbell, K. A., Osborne, J. W., Knezek, G. & Christensen, R. (2011) Measuring teacher attitudes toward instructional technology: A confirmatory factor analysis of the TAC and TAT. Computers in Schools, 28 (4), 291-315.

28. Osborne, J. W. (2011). Best Practices in using large, complex samples: The importance of using appropriate weights and design effect compensation. Practical Assessment, Research, and Evaluation, 16(12) 1-7. http://pareonline.net/pdf/v16n12.pdf

29. Osborne, J.W. & Jones, B. (2011). Identification with academics and motivation to achieve in school: How the structure of the self influences academic outcomes. Educational Psychology Review, 23, 131-158. DOI: 10.1007/s10648-011-9151-1

30. Osborne, J.W., & Blanchard, M. R. (2011). Random responding from participants is a threat to the validity of social science research results. Frontiers in Psychology, Vol 1, Article 220, pp. 1-7 doi: 10.3389/ fpsyg.2010.00220.

31. Osborne, J. W. (2010). Improving your data transformations: Applying Box-Cox transformations as a best practice. Practical Assessment, Research, and Evaluation, 15(12), 1-9. Retrieved from http://pareonline.net/pdf/v15n12.pdf.


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32. Osborne, J. W., & Mollette, M. J. (2010). Grand Challenges in Educational Psychology. Frontiers in Educational Psychology, 1(157), 1-2. doi: 10.3389/fpsyg.2010.00157

33. Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V., Annetta, L. A., & Granger, E. M. (2010). Investigating the Relative Effectiveness of Guided Inquiry and Traditional, Didactic Laboratory Instruction: Is Inquiry Possible in Light of Accountability? Science Education, 94(4), 577-616.

34. *Corbell, K.A., Osborne, J., Reiman, A.J. (2010). Supporting and Retaining Beginning Teachers: A Validity Study of the Perceptions of Success Inventory for Beginning Teachers. Educational Research and Evaluation, 16(1), 75-96. http://www.tandfonline.com/doi/abs/10.1080/13803611003722325

35. Osborne, J. W. (2010). Data Cleaning Basics: Best Practices in Dealing with Extreme Scores. Newborn and Infant Nursing Reviews, 10(1), Special Issue on Quantitative Research Methodology, 37-43.

36. Osborne, J. W. (2010). Challenges for Quantitative Psychology and Measurement in the 21st Century. Frontiers in Psychology. 1:1, 1-3. doi:10.3389/fpsyg.2010.00001

37. Osborne, J. W., and *Holland, A. (2009). What is authorship, and what should it be? A survey of prominent guidelines for determining authorship in scientific publications. Practical Assessment, Research & Evaluation, 14(15). Available online: http://pareonline.net/getvn.asp?v=14&n=15.

38. Osborne, J. W., & *Costello, A. B. (2009). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Pan-Pacific Management Review, 12(2) 131-146. Reprint of Costello & Osborne (2005).

39. DeWitty, V., Osborne, J., Friesen, M.A. & Rosenkranz, A. (2009). Workforce Conflict: What’s the problem? Nursing Management, 40(5), 31-37.

40. Oliver, K., Osborne, J., & Brady, K. (2009). What are secondary students' expectations for teachers in virtual school environments? Distance Education, 30 (1), 23-45.

41. Oliver, K. M., Osborne, J., *Patel, R., & Kleimann, G. (2009). Issues surrounding the deployment of a new statewide virtual public school. Quarterly Review of Distance Education, 10(1).

42. Friesen, M.A., DeWitty, V. P., Osborne, J. W. & Rosenkranz, A. (2009). Nurses Perceptions of Conflict in the Workplace Results of the Center for American Nurses Conflict Survey. Nurses First, 2(2), 12-16.

43. *Corbell, K.A., Osborne, J.W., & Grable, L.L. (2008). Examining the performance standards for in-service teachers: A confirmatory factor analysis of the assessment of teachers' NETS-T expertise. Computers in the Schools, 25(1-2), 10 - 24.

44. Osborne, J. W. (2008). Sweating the Small Stuff in Educational Psychology: How trends in effect size and power reporting failed to change from 1969 to 1999, and what that means for the future of changing practices. Educational Psychology, 28 (2) 1-10.

45. Osborne, J. W., Overbay, A., & Vasu, E. S. (2007). Designing grant proposals and evaluation plans in the age of No Child Left Behind. Journal of the American Association of Grants Professionals, 5(1), 11-22.

46. Osborne, J. W. (2007). Linking Stereotype Threat and Anxiety. Educational Psychology, 27(1) 135-154.

47. Osborne, J. W. (2006). Power analysis for multivariate and repeated measurements designs via SPSS: Correction and extension of D'Amico, Neilands, and Zambarano (2001). Behavior Research Methods. 38(2), 353-354.

48. Osborne, J. W. (2006). Gender, Stereotype Threat and Anxiety: Psychophysiological and cognitive evidence. Journal of Research in Educational Psychology, 8(4), 109-138.

49. Osborne, J. W. (2006). Bringing balance and technical accuracy to reporting odds ratios and the results of logistic regression analyses. Practical Assessment Research & Evaluation, 11(7). Available online: http://pareonline.net/getvn.asp?v=11&n=7

50. Osborne, J. W., & *Walker, C. (2006). Stereotype threat, identification with academics, and withdrawal from school: Why the most successful students of colour might be most likely to withdraw. Educational Psychology, 26 (4), 563-577.


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51. Nietfeld, J. L., Cao, L. & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy. Metacognition and Learning, 1, 159-179. http://dx.doi.org/10.1007/s10409-006-9595-6

52. Nietfeld, J. L., Cao, L. & Osborne, J. W. (2005). Metacognitive Monitoring Accuracy and Student Performance in the Postsecondary Classroom. Journal of Experimental Education, 74(1), 7-28

53. *Stretch, L. S., & Osborne, J. W. (2005). Extended Time Test Accommodation: Directions for Future Research and Practice. Practical Assessment, Research, and Evaluation, 10(8), 1-8. Online at http://pareonline.net/getvn.asp?v=10&n=8

54. *Costello, A. B. & Osborne, J. W. (2005). Exploratory Factor Analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(7), 1-9. Online at http://pareonline.net/pdf/v10n7.pdf . Reprinted multiple times, including

a. Reprinted in Boyle, G. J., O’Gormman, J. G., and Fogarty, G. J. (Eds). SAGE benchmarks in psychology: Work and organisational psychology (Vols. 1-5). London: SAGE.

55. Osborne, J. W. (2004). Identification with academics and violence in schools. Review of General Psychology. 8(3), 147-162.

56. Osborne, J. W., & *Costello, A. B. (2004). Sample size and subject to item ratio in principal components analysis. Practical Assessment, Research, and Evaluation, 9. Online at http://pareonline.net/getvn.asp?v=9&n=11 .

57. Albrect, S. A., Maloni, J. A., Kelly Thomas, K., Jones, R., Halleran, J., & Osborne, J. W. (2004.) Smoking Cessation Counseling for Pregnant Women Who Smoke: Scientific Basis for Practice for AWHONN's SUCCESS Project. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 33, 298-305.

58. Lund, C., & Osborne, J. W. (2004). The reliability and validity of the Neonatal Skin Condition Scale. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 33, 320-327.

59. Osborne, J. W., & *Overbay, A. (2004). The power of outliers (and why researchers should ALWAYS check for them). Practical Assessment, Research, and Evaluation, 9(6) Online at http://pareonline.net/getvn.asp?v=9&n=6

60. Osborne, J. W. (2003). Effect Sizes and the Disattenuation of Correlation and Regression Coefficients: Lessons from Educational Psychology. Practical Assessment, Research, and Evaluation, 8(11). Available online: http://pareonline.net/getvn.asp?v=8&n=11 .

61. Overton, S., McKenzie, L., King, K., & Osborne, J. W. (2002). Replication of the First Step to Success model: A multiple-case study of implementation effectiveness. Behavioral Disorders, 28(1), 40-56. Available at http://www.ccbd.net/PDFs/BehavioralDisorders/40-56novBD02.pdf

62. Osborne, J. W. (2002). Notes on the use of data transformations. Practical Assessment, Research & Evaluation, 8(6). Available online: http://pareonline.net/getvn.asp?v=8&n=6 . Abstracted in ERIC #: ED463313

63. Osborne, J. W., & *Waters, E. (2002). Four assumptions of multiple regression that researchers should always test. Practical Assessment, Research, and Evaluation, 8(2). [Available online at http://pareonline.net/getvn.asp?v=8&n=2].

a. reprinted in W. Lee (Ed) ASHE Reader on Assessment and Program Evaluation, 2nd edition. Boston, MA: Pearson..

64. Osborne, J. W. (2001). Testing stereotype threat: Does anxiety explain race and gender differences in achievement? Contemporary Educational Psychology, 26, 291-310.

65. Osborne, J.W. (2001). Unraveling underachievement among African American boys from an identification with academics perspective. Journal of Negro Education, 68, 555-565.

66. Lund, C. H., Osborne, J. W., Kuller, J., Lane, A. T., Lott, J. W., & Raines, D. A. (2001). Neonatal skin care: Clinical outcomes of the AWHONN/NANN evidence-based clinical practice guideline. Journal of Obstetric, Gynecologic, and Neonatal Nursing, 30(1), 41-51.


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67. Osborne, J. W. (2000). Prediction in multiple regression. Practical Assessment, Research, & Evaluation, 7(2). [Available online at http://pareonline.net/getvn.asp?v=7&n=2 ].

68. Osborne, J. W. (2000). Advantages of Hierarchical Linear Modeling. Practical Assessment, Research & Evaluation, 7(1). [Available online: http://pareonline.net/getvn.asp?v=7&n=1]. This article was also reprinted in the ERIC/AE Digest series EDO-TM-00-07, Department of Measurement, Statistics, and Evaluation, University of Maryland, College Park.

69. Nauenberg, E., Brewer, C. S., Basu, K., Bliss, M. K., & Osborne, J. W. (1999). Network structure and hospital financial performance in New York State: 1991-1995. Medical Care Research and Review, 56, 415-439.

70. Zayas, L. E., James, P. A., Shippengrover, J. A. , Schwartz, D. G., Osborne, J. W., & Graham, R. P. (1999). Exploring instructional quality indicators in ambulatory medical settings: An ethnographic approach. Family Medicine, 31, 635-640.

71. Wysong, J., Bliss, M., Osborne, J. W., Graham, R. P, & Pikuzinski, DA (1999). Managed care in rural markets: availability and enrollment. Journal of Health Care for the Poor and Underserved, 10, 72-84

72. James, P.A., & Osborne, J. W. (1999). A Measure of Instructional Quality in Ambulatory Medical Settings: The MedIQ. Family Medicine, 31(4), 263-269.

73. Rosenthal, T. C., McGuigan, M. H., Osborne, J., Holden, D. M., & Parsons, M. A. (1998). One-two rural residency tracks in Family Practice: Are they getting the job done? Family Medicine, 30, 90-93.

74. Osborne, J. W. (1997). Race and academic disidentification. Journal of Educational Psychology, 89, 728-735.

75. Osborne, J. W. (1997). Identification with Academics and Academic Success among Community College Students. Community College Review, 25, 59-67.

76. James, P., Schwartz, D., Jaén, C., Shippengrover, J., Graham, R. P., & Osborne, J. W. (1997). Model still needed for defining and evaluating quality of ambulatory care education. Academic Medicine, 72, 831-832.

77. Osborne, J. W. (1996). Math education resources on the World Wide Web. Syllabus, June, 38-39. 78. James, P., Wysong, J. A., Rosenthal, T., Bliss, M., Osborne, J., & Lin, G. (1996). Access to care

in regionalized health care systems. Journal of the American Medical Association, 275, 758-759. 79. Majeroni, B.A., Cowan, T., Osborne, J., & Graham, R. P. (1996). Missed appointments and

Medicaid Managed Care. Archives of Family Medicine, 5, 507-511. 80. Osborne, J. W. (1995). Academics, self-esteem, and race: A look at the assumptions underlying

the Disidentification hypothesis. Personality and Social Psychology Bulletin, 21, 449-455. 81. Zuckerman, M., Miyake, K., Koestner, R., Baldwin, C., & Osborne, J. (1991). Uniqueness as a

moderator of self-peer agreement. Personality and Social Psychology Bulletin, 17, 385-391.

PUBLICATIONS- INVITED OR NON-PEER REVIEWED (SELECT/RECENT)

1. Gabel, C. P., Osborne, J. W., Burkett, B., and Melloh, M. (2015). On the Article by: Linton SJ, Nicholas M, MacDonald S. Development of a Short Form of the Örebro Musculoskeletal Pain Screening Questionnaire. Spine , 40 (15) p. e913.

2. Osborne, J. W., & Neupert, S. D. (2013). A brief introduction to hierarchical linear modeling. In T. Teo, (Ed.), Handbook of Quantitative Methods for Educational Research, 187–198. Rotterdam, The Netherlands: Sense Publishers.

3. Gabel, C. P., Osborne, J. W., Burkett, B., and Melloh, M. (2014). Commentary on the article by Swanenburg et al. ‘Validity and reliability of a German version of the Neck Disability Index (NDI-G)’. Manual Therapy, 19(1), e1-e2.

4. Gabel, C. P., Osborne, J. W., Melloh M, Vincent JI, & Macdermid JC. (2013). Letter to the editor. Journal of Orthopaedic and Sports Physical Therapy, 43(7), 513-4. doi: 10.2519/jospt.2013.0201


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5. Gabel, C. P., Osborne, J. W., and Melloh, M. (2013, August). Letter to the Editor: Clinimetrics in relation to articles by Badalamente et al. Parts 1 and 2: J Hand Surg Am. 2013 Feb;38(2):401-6 and 407-12. Journal of Hand Surgery, 38(8), 1661-2. http://dx.doi.org/10.1016/j.jhsa.2013.05.034

6. Osborne, J. W., *Tillman, D., & *Holland, A. (2010). Anxiety in school among disadvantaged minorities: Stereotype threat, identification with academics, and motivation to succeed. In J. Cassady (Ed.) Anxiety in the schools, pp.119-137. New York: Peter Lang Publishing. ISBN 978-1-4331-0633-0.

7. Osborne, J. W. (2010). Correlation and other measures of association. In G. Hancock and R. Mueller (Eds.) The Reviewer’s Guide to Quantitative Methods in the Social Sciences. New York, NY: Routledge. ISBN: 978-0-415-96508-8.

8. Osborne, J. W. (2008). Identification with Academics. In Anderman, Eric (ed.). Psychology of Classroom Learning: An Encyclopedia, Detroit: Macmillan Reference USA. ISBN: 9780028661674

9. Osborne, J. W. (2008). Using Best Practices Is a Moral and Ethical Obligation. Introduction. In J. W. Osborne (Ed.) Best practices in quantitative methods. Sage Publishing: Thousand Oaks, CA.

10. Osborne, J. W., Kellow, J. T., & Jones, B. (2007). Identification with academics, stereotype threat, and motivation to achieve in school. In D. M. McInerney, S. Van Etten, & M. Dowson (Eds). Standards in Education: A Volume in Research on Sociocultural Influences on Motivation and Learning. Information Age Publishing: Charlotte, NC. Pages 199-146.

11. Bradburn, F. B. & Osborne, J. W. (2007, March 1). Shared Leadership Makes an IMPACT in North Carolina. eSchool News. Retrieved from http://www.eschoolnews.com/2007/03/01/shared-leadership-makes-an-impact-in-north-carolina/

12. Osborne, J. W. (2004). Identification with academics and violence in schools. In E. R. Gerler, Jr. (Ed.) Handbook of School Violence. Haworth Press, Binghamton, NY. ISBN: 0-7890-1623-0

13. Osborne, J. W. (2003). What is achievement, anyway? In C. Boston, L. Rudner, L. Walker, & L. Crouch, (eds.) What reporters need to know about test scores. Education Writers Association, Washington, DC..

14. Osborne, J. W. (2003). The More Things Change…Trends in Identification with Academics among Minority Students from 1972- 1992: In C. C. Yeakey, and R. D. Henderson (Eds.), Surmounting All Odds: Education, Opportunity and Society in the New Millennium. Volume I in the Research on African American Education, series. Greenwich, CT: Information Age Publishing. ISBN 1-931576-27-0

15. Osborne, J. W. (2001). Academic disidentification: Unraveling underachievement among Black boys. In R. Majors (Ed.) Educating Our Black Children: New Directions and Radical Approaches. Levittown, PA: RoutledgeFalmer Press. ISBN: 0750709650.

16. Coccia, C., Donoho, N., Koehl, L., Masten, Y., Sempler, J., Weeks, D., Case, B., Osborne, J.W., Ravin, C. R., & Thomas, K. K. (1999). Assessment of Fetal Well-Being: AWHONN Competence Assessment Tool, Evaluator's Manual. Association of Women's Health, Obstetric, and Neonatal Nurses.


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PRESENTATIONS- PEER-REVIEWED (RECENT ONLY) 2

1. Nagy, S., Speziale, B., Osborne, J., Trogden, B. (2019). Innovative Pedagogies for a New Century: Developing a Global Citizenry and Workforce through High Impact Practices. Global Forum for Higher Education and Scientific Research: Present and Future, Al-Massa, Egypt.

2. Collins, R., Nagy, S., Osborne, J. (2019). The Impact of a Public University on the Public Good. Global Forum for Higher Education and Scientific Research: Present and Future, Al-Massa, Egypt.

3. Osborne, J. W., & Wallace, M. (2019, August). Overcoming Imposter Syndrome: A Dean Dialogue. Annual meeting of the Council of Graduate Schools, San Diego, CA..

4. Osborne, J. W., and Depauw, K. (2018, February). Best practices in supporting inter- and trans-disciplinary graduate degree program. Annual meeting of the Council of Southern Graduate Schools, Fayetteville, AR.

5. *Pitts, C. H., *Klein-Tasman, B. P., Osborne, J. W., Mervis, C.B. (2016). Predictors of Specific

Phobia in Children with Williams Syndrome: Behavior Regulation and IQ. Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities.

6. Osborne, J. W. (2015, August). The Case for Curves: Simple and advanced curvilinear effects in the generalized linear model. Paper presented at the Joint Statistical Meeting of the American Statistical Association, Seattle, WA.

7. Osborne, J. W. & Jean Marie, G. (2015, April). The Entrepreneurial Department Chair. Paper presented at The Chair Academy, Seattle WA.

8. Osborne, J. W., & Smith, E.* (2015, February). Bootstrapping confidence intervals for effect sizes (and other weird things). Paper presented at the American Statistical Association Conference on Statistical Practice, New Orleans, LA.

9. Osborne, J. W. (2014, August). Under the Hood with Exploratory Factor Analysis: What is rotation really rotating? Annual meeting of the American Psychological Association, Washington, D.C.

10. Osborne, J. W. (2014, August). The Case for Curves: Why Psychologists should routinely examine curvilinear effects/interactions. Annual meeting of the American Psychological Association, Washington, D.C.

11. Osborne, J. W. (2014, February). Modeling curvilinearity, interactions, and curvilinear interactions in logistic regression: Having more fun with your data. American Statistical Association Conference on Statistical Practice, Tampa FL.

12. Blanchard, M. R., *Kier, M. W., Osborne, J. W., & Albert, J. L. (2013, September). The Development of the STEM Career Interest Survey (STEM-CIS). Paper presented at the international biannual meeting of the European Science Education Research Association, Nicosia, Cyprus

13. Thompson, M. M., *Tolin, D., & Osborne, J. W. (2013, August). Reasons for Teaching Scale (RTS): Analysis of the RTS’ psychometric properties. Paper to be presented at the annual meeting of the American Psychological Association, Honolulu, Hawaii.

14. Alsbury, T. L., Overstreet, N. A., Blanchard, M. R., Osborne, J. W., (2013, April). Using a Districtwide Strategic Teaming Model to assist innovation and reform in impoverished districts: Innovation Leaders Academy. Paper to be presented at the annual meeting of the American Education Research Association, San Francisco, CA.

15. *Kier, M.W., Blanchard, M. R., Osborne, J.W., & *Albert, J. L., (2013, April, under review). The Development of the STEM Career Interest Surveys (STEM-CIS). Paper to be presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

2 Student co-presenters are highlighted with an asterisk


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16. Thompson, M. M., *Tolin, D., & Osborne, J. W. (2013, February). Reasons for Teaching Scale (RTS): A discussion on the scale development and psychometric properties. Annual meeting of the Eastern Education Research Association.

17. Osborne, J. W. & *Hoag-Carhart, E. (2013, February). Under the hood with Exploratory Factor Analysis: What is rotation, really? Paper to be presented at the Annual meeting of the American Statistical Association Conference on Statistical Practice, New Orleans, LA.

18. Osborne, J. W. (2013, February). To dichotomize or not to dichotomize: Best practices using continuous variables in logistic regression. Paper to be presented at the Annual meeting of the American Statistical Association Conference on Statistical Practice, New Orleans, LA.

19. *Kier, M. W., Blanchard, M. R., Osborne, J. W., Albert, J. L. (2013, January). The STEM Career Interest Survey (STEM-CIS). Paper presented at the annual meeting of the Association of Teacher Education, Charleston, SC.

20. Alsbury, T. L., Overstreet, N. A., Blanchard, M. R., Osborne, J. W., Williams, B., Albert, J. L., Kier, M. W., & Reed, R. (Nov, 2012). Innovation Leaders Academy: Sustaining innovation in high need districts. Paper presentation at the annual convention of the University Council for Educational Administration, Denver, CO.

21. Thibodeau, M. A., Horswill, S. C., Carleton, R. N., Osborne, J. W., & Asmundson, G. J. G. (July, 2012). The order of items in self-report anxiety questionnaires does not practically influence responses. Poster to be presented at the 2012 Annual Congress of the Canadian Psychological Association, Halifax, Nova Scotia, June 14-16.

22. Jones, B. D., Osborne, J. W., Paretti, M. C., & Matusovich, H. (2012, April). Relationships among students' perceptions of a first-year engineering design course and their identification with engineering, engineering beliefs, and effort. Paper presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada.

23. Alsbury, T., Overstreet, N. A., Blanchard, M. R., Osborne, J. W., Williams, B., *Albert, J. L., *Kier, M. W., & Reed, R. (2012, April). Innovation Leaders Academy: Districtwide Strategic Teaming That Improves The Implementation And Sustainability of Innovative Reform Programs in High Need Districts. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

24. Osborne, J. W., Blanchard, M. R., & *Albert, J. L. (March, 2012). Is it Possible to Explicitly Stimulate Pedagogical Discontentment in Science Teachers through a Graduate Course? Paper presented at the annual international meeting of the National Association for Research in Science Teaching, Indianapolis, IN.

25. Osborne, J. W. (2012, February). Debunking Data Cleaning Myths: what you need to know to make the most of your data. Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head SC.

26. Blanchard, M. R., Osborne, J. W., & *Albert, J. L. (2012, February). Development and validation of the STEM Career Interest Survey (STEM-CIS). Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head SC.

27. Blanchard, M. R., Osborne, J. W., & *Albert, J. L. (Feb, 2012). Is it Possible to Explicitly Stimulate Pedagogical Discontentment in Science Teachers through a Graduate Course? Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head SC.

28. Osborne, J. W., & *Fitzpatrick, D. (2012, February). Replication Statistics in Exploratory Factor Analysis: Best Practice and a Simple Way to Visually Summarize Them. Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head SC.

29. Osborne, J. W., *Kocher, B., & *Tillman, D. (2012, February). Many authors in top journals don't report testing assumptions: why you should care and what we can do about it, Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head SC.


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30. Wallwork, C., Harris, B. S., Blanchard, M. R., and Osborne, J. W. (2011, November). The State of Inquiry in North Carolina. Paper presented at the annual meeting of the North Carolina Science Teachers Association, Greensboro, NC.

31. *Kier, M. W., Blanchard, M. R., & Osborne, J. W. (2011, October). Developing the STEM Career Interest Survey (STEM-CIS). Paper presented at the annual meeting of the Mid-Atlantic Association of Science Teacher Educators, Olive Hill, KY.

32. Blanchard, M. R., *Albert, J. L., & Osborne, J. W. (2011, September). Exploring the Relationship of Pedagogical Discontentment to Teachers’ Changes in Practices. Paper presented at the international biannual meeting of the European Science Education Research Association, Lyon, France.

33. Osborne, J. W., Nassar-McMillan, S., *Holland, A., *Zagzebski, L. (2011, August). Using multimedia to increase student interest in STEM content and careers: Evaluating essential elements via a research-based rubric. Paper presented for at the annual meeting of the American Psychological Association, Washington DC.

34. Busby, J. R, Hatcher, T., & Osborne, J. W. (2011, June). The Diversity of Three American White Guys: Pathways towards Racial Identity. Paper presented at the annual meeting of the International Conference on Diversity in Organisations, Communities, and Nations, Cape Town, South Africa.

35. Blanchard, M. R., Osborne, J. W., & *Albert, J. (2011, April). Are There Benefits to Pedagogical Discontentment? A Two-Year Study Exploring its Link to Rural Science & Mathematics Teachers’ Changes in Practices. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

36. *Zagzebski, L. M., *Holland, A., Nassar-McMillan, S. C., & Osborne, J. W. (2011, March). When Role Models Are Scarce: Using Multi-Media and Online Resources To Encourage STEM Careers in Underrepresented Populations. Paper presented at the annual convention of the American Counseling Association, New Orleans, LA.

37. Nassar-McMillan, S. C., *Holland A., Osborne, J. W., & *Zagzebski, L., (2011, March). Counselors’ program evaluation toolbox: Effective evaluation principles and strategies. Paper presented at the annual convention of the American Counseling Association, New Orleans, LA.

38. Blanchard, M. R., Osborne, J. W., & *Albert, J. (2011, April). Results of a two-year study: Exploring the relationship of teachers’ pedagogical discontentment to changes in practices for 28 rural science and mathematics teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.

INVITED ADDRESSES (RECENT ONLY)

1. Jones, B.D., Ruff, C., & Osborne, J. W. (2015, April). Fostering students’ identification with mathematics and science using principles from the MUSIC model of academic motivation. Annual Meeting of the American Education Research Association, Chicago, IL.

2. Osborne, J. W. (2014, November). The case for curves. Kentucky Education Research Roundtable, Frankfort, KY.

3. Jean-Marie, G., & Osborne, J. W. (2014, October). Colleges of Education as value-added entities on campus. CADREI, Denver, CO.

4. Osborne, J. W. (2012, September). Forget Edutainment, implement mastery learning to foster student success. Provost’s Conversations on Teaching and Learning, Old Dominion University.


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AWARDS AND ACCREDITATIONS (RECENT ONLY)

2018 University Research, Scholarship, and Artistic Achievement Award. Clemson University

2017 Patricia B. Elmore Award for Outstanding Research in Measurement, American Counseling Association.

2016 Presidential Service Award, Clemson, Graduate Student Government in recognition of contributions to the graduate student body

2016 Phi Kappa Phi (inducted)

2015 Faculty Favorite outstanding faculty teaching award, University of Louisville

2013 Accredited Professional StatisticianTM, American Statistical Association.

2011 Most downloaded article, Educational Research and Evaluation.

2011 Most downloaded article, Science Education

GRANTS AND EXTERNAL FUNDING ACTIVITY

External Evaluator. (2009-2014). Paretti, M., Jones, B. D., Matusovich, H., Williams, C., Knot, M., & Terpenny, J., NSF Award #HRD-0936704. A Mixed-Methods Study of the Effects of First-Year Project Pedagogies on the Retention and Career Plans of Women in Engineering. National Science Foundation, $492,637. Evaluator (2012-2013). Learning Enhanced through the Nature of Science (LENS): An Inter-Disciplinary Sustainable Professional Development Model for High School Science.

$249,000.00/2 years. Virginia Department of Education

Co- Principal Investigator. (2011-2013). Troops to Teachers evaluation. Department of Defense Education Activity, $270,000.00.

Co- Principal Investigator. (2011). Project ATOMS: Accomplished Elementary teachers of Mathematics and Science. National Science Foundation. Co- PI (while at NCSU) DRL-1118894. $3,100,000.

Co-Principal Investigator (2010-2013). Blanchard, M. R., Osborne, J. W., Williams, B., Alsbury, T. STEM Teams: Promoting Science, Technology, Engineering, and Mathematics (STEM) career interest, skills, and knowledge through Strategic Teaming. (Funded). ITEST Strategies, National Science Foundation, $1,199,963.00/3 years, Co-PI while at NCSU.

Co-Principal Investigator. (2009-2010). Blanchard, M. R., Osborne, J. W., SMART For Teachers: Science and Mathematics Achievement Through Enriched Technology For Teachers, Phase II, $149,847.00.

Principal Investigator. (2008-2010). Osborne, J. W., & Nassar-McMillan, S. Evaluation of NIA’s eClips Educational Broadcast Programming for NASA Television. $260,560.00 over two years.

Principal Investigator. (2008 -09). Evaluation of North Carolina’s IMPACT III project. $340,300.00/year.

PI or co-PI on awarded funded projects totaling

~ $9.74 million

from 1997-present.


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Principal Investigator. (2008 -09). Evaluation of North Carolina’s IMPACT IV project. $362,000.00/year.

Principal Investigator. (2007-09). Evaluation of the North Carolina Virtual Public School. $150,000.00, two years.

Principal Investigator. (2008-09). Evaluation of the One Laptop per Child initiative. North Carolina Department of Public Instruction, 2 years $400,000.00 total.

Principal Investigator. (2007-09). Statewide Evaluation of North Carolina’s Enhancing Education through Technology Competitive Grant: IMPACT II. North Carolina Department of Public Instruction, 2 years, $300,000 total.

Co-Principal Investigator. (2006-08). IMPACTing Leadership. North Carolina Department of Public Instruction, 2 years, $110,000.00 total.

Co-Principal Investigator. (2004-06). The Impact of Distributed Comprehension Monitoring Training upon Reading Performance in Technology Enriched and Non-Enriched Classrooms, $39,000 per year over 2 years.

Co-Principal Investigator. (2003-06). LANCET- Looking At North Carolina Educational Technology. USDOE Evaluating State Educational Technology grants. $431,569.00 over 3 years.

Principal Investigator. (2003-06). Evaluation of the North Carolina IMPACT (technology implementation) program. North Carolina Department of Public Instruction, 3 years, $1,485,000.00 total ($495,000 per year).

Co-Principal Investigator. (2002). Primary care intervention related to Cardiovascular Health in Women: Changing patient outcomes through continuing professional education for nurses, Karen Kelly Thomas, PI, U. S. Department of Health and Human Services, $100,000.00.

Co-Principal Investigator. (2001). A Primary Prevention Initiative for Cardiovascular Health in Women, Changing practice through research-based continuing professional education for nurses. Karen Kelly Thomas, PI, Pfizer Foundation and Pfizer Women’s Health, $300,000.00.

Co-Principal Investigator. (2000). Changing nursing practice treating Cyclic Pelvic Pain in women through continuing education - Karen Kelly Thomas, PI, Proctor and Gamble, $220,000.00.

Co-Principal Investigator. (1997). Changing nursing practice regarding Neonatal Skin Care Intervention for premature infants in NICUs, Karen Kelly Thomas, PI. Johnson & Johnson, $315,000.00.

CURRENT MEMBERSHIPS

Council of Graduate Schools American Statistical Association Phi Beta Kappa honor society Phi Kappa Phi honor society

SERVICE (RECENT ONLY)

(a) Editorships and Editorial Boards

2000- Present: Senior Reviewer/ Reviewer, Practical Assessment, Research, and Evaluation 2008- 2015: Frontiers in Psychology, Specialty Chief Editor, Frontiers in Quantitative

Psychology and Measurement, Frontiers in Educational Psychology. (5-year Impact Factor 2.84)

2012- 2014: Editorial Board, Educational Psychology Review 2012- 2014: Editorial Board, Journal for Effective Schools


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(b) Service to the profession

2019 New England Commission of Higher Education external review team member for University of Vermont

2018-20 Principal Member of the Institute of Education Sciences’ Education Systems and Broad Reform Research Scientific Review Panel

2017-present Trailblazers mentor (women advancing to leadership positions, Clemson) 2016 Mentor: advancing to Professor mentoring circle (Clemson) 2015, 2017 Institute for Educational Sciences reviewer- Standards in School panel 2014 Mentor for American Statistical Association mentoring program 2013 NSF proposal reviewer, Methodology, Measurement and Statistics (MMS) program 2012 External reviewer for Dr. Darrell Hull, University of North Texas 2012 AERA reviewer/mentor for Division D graduate student research-in-progress program 2011-present Member of Statistics without Borders (SWB) of American Statistical Assn. 2011-present APA division 15 membership committee

(c) Select recent training/ professional development opportunities

2018 Harvard Seminar on Leadership of the Faculty 2016 ACE Advancing to the Presidency 2014 CADREI participant and invited presenter 2012 APA latent modeling of growth, UC Davis 2012 Workplace Bullying Prevention (ODU) 2012 Collaborative Institutional Training Initiative (Human Subjects Protection,

Responsible Conduct of Research). 2011 SAFE Space training for diverse students (ODU) 2010 Building Bridges I & II: Strengthening Leadership for Diverse Communities (NCSU)

(d) Current doctoral committee service

Current doctoral committees: Jermaine Dunham (City and Regional Planning); Chuck Knepfle (Higher Education); Gregory Brainard (Higher Education); Aury Kangelos (Policy Studies); Ben Wiles (Educational Psychology)

Documents

Jason W. Osborne, Ph.D., PStat - Miami University · Jason W. Osborne, Ph.D., PStat ® Page . 4. Scholarship . As a translational statistician and research . methodologist, my passion