Sheila Dennis
- Ph.D., MSW, LSW
- Senior Lecturer
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IU Indianapolis
Contact
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(317) 274-1378
- dennis2@iu.edu
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INAD 2045M
902 W. New York St.
About
Dr. Sheila Dennis is a faculty member at Indiana University School of Social Work (IUSSW). Possessing a Bachelors, Masters, and PhD in social work, Dr. Dennis has invested over 20 years into social work practice, policy, and research that promotes the social functioning of individuals, families, and communities. She has taught undergraduate and graduate social work courses at IUSSW, Anderson University, and Royal Holloway University of London. Dr. Dennis’ transdisciplinary research agenda includes integrating human development sciences into learning approaches, enhancing PK-12 students' social, emotional, and mental wellbeing, and advancing anti-oppressive, anti-racist trauma responsive practices for education settings. Drawing from her research, Dr. Dennis recently created the Integrative Model for Applied Educational Neuroscience. Dr. Dennis is passionate about supporting youth who experience exceptional life stressors and collaborates with community stakeholders to advocate for evidence-informed, racially and culturally responsive behavioral health services in school settings.
Education
PhD
Emphasis/Major: Social Work2018 - Indiana University
Dissertation: Applied Educational Neuroscience in Elementary Classrooms: A Grounded Theory Study
Master of Social Work
Emphasis/Major: Macro Social Work1999 - Indiana University
BA
Emphasis/Major: Social Work1992 - Anderson University
Research Interests
Integrating the human development sciences into PK-12 education settings, with a focus on modern attachment theory and emotional regulation
Creating safe and supportive schools climates - applying trauma responsive approaches
Scholarship of Teaching and Learning in Social Work Education
Embodied Social Justice
Teaching Interests
Master of Social Work courses:
Human Behavior and Social Environment
Research
Social Welfare Policy (Generalist & Schools)
School Social Work Practice
Organizations, Communities, and Societies
Awards and Honors
2018 - Indiana University School of Social Work Ph.D. Program
2018 - Indiana University School of Social Work PhD Program- Friend of School Social Work Award
2016 - Indiana School Social Work Associaiton - MSW Student Association Top Teacher Award for Schools
2016 - MSW Student Association
2016 - Indiana University School of Social Work PhD Program- MSW Student Association Top Teacher Award for Schools
2015 - MSW Student Association
Publications
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Glassburn, S. L., Dennis, S. R., & McCarthy, K. (2024). Navigating Identity Changes through the Digital Migration: A Collaborative Autoethnography of Social Work Educators. American Journal of Distance Education. Published. https://doi.org/https://doi.org/10.1080/08923647.2024.2320035
Online educational delivery is reconstituting educator roles, functions, and expectations, and with that, each educator’s sense of identity as a teacher. This collaborative autoethnography (CAE) explores the experience of three social work educators and the ways in which their identities have shifted as a result of teaching online. CAE provides a qualitative analysis framework which allows for an in-depth exploration of personal meaning-making and the commonalities and differences in the narratives of the authors, while making connections to the literature and the larger context of online education. Four themes emerged in our autoethnographic collaboration as being an integral part of our online educator identities and satisfactions in teaching: (1) the centrality of connection with students, (2) values and beliefs about quality teaching and learning, (3) sense of agency and creativity, and (4) modeling the professional use of self. Synthesizing our findings with the extant literature, we discuss how online teaching shapes educators’ identities, including their sense of self, satisfaction, and motivations. Humanizing educators by acknowledging identity changes in online delivery is an important investment in the sustainability of the academic workforce.
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Dennis, S. R., McCarthy, K. M., & Glassburn, S. L. (2022). Grievers, skeptics, pragmatists, converts & champions: Social work educators’ perspectives on the transition to online teaching. Journal of Social Work Education. Published. https://doi.org/https://doi.org/10.1080/10437797.2021.2019644
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Dennis, S. R. (2022). Institutionalized Anti-Black racism in US education: Implications for anti-racist school social work practice. Oxford.
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Dennis, S. R., Walke, K. E., & zobel, J. (2022). Using assessments to design data-driven student and school services: Multi-tiered case examples. Oxford.
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McCarthy, K. M., Glassburn, S. L., & Dennis, S. R. (2021). Transitioning to online teaching: A phenomenological analysis of social work educators’ perspectives. Social Work Education. Published. https://doi.org/ doi.org/10.1080/02615479.2020.1869206
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Dennis, S. R., John, K., James, B., & Virgil, G. (2020). Indiana Public School Districts’ student wellness practices and supports: A report on summary outcomes. Indiana Department of Education .
Part of Project AWARE Grant through SAMSHA
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Dennis, S. R. (2019). Indianapolis Public Schools: An Applied Educational Neuroscience qualitative case study report.
Dissertation Research Report to Data Collection site
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Dennis, S. R. (2019). Bridging education and neuroscience: An integrative model of applied educational neuroscience practices. Wyatt-Mackenzie.
Summary of dissertation research
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Dennis, S. R. (2018). Applied Educational Neuroscience in Elementary Classrooms: A Grounded Theory Study. Proquest Dissertation and Theses database.
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Dennis, S. R. MSD of Washington Township Applied Educational Neuroscience Qualitative Case Study Report.
Presentations
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Dennis, S. R. (2023). Cultivating habits of hope for improved well-being in K-12 education settings. Wabash Valley Education Center, West Lafayette, IN United States.
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Dennis, S. R. (2023). Reclaiming My Time: Restoring wholeness and balance using mind-body medicine. Metropolitan School District of Washington Township, , IN United States.
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Dennis, S. R. (2023). Addressing bullying in schools using mind-body interventions. New Zealand Bulling Prevention, Auckland, New Zealand.
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Dennis, S. R. (2023). Supporting Students who are Angry. Wabash Valley Education Center, Indianapolis, IN United States.
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Dennis, S. R. (2022). De-escalating with Families who are Angry. Wabash Valley Education Center, Indianapolis, United States.
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Dennis, S. R. (2022). Moral Injury, distress, and burnout: Addressing systemic violence as a form of bullying. New Zealand Bullying Prevention, Auckland, New Zealand.
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Dennis, S. R. (2022). Harnessing habits of hope amid challenging times in PK-12 education settings. Indiana School Social Work Association, Carmel, IN United States.
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Dennis, S. R. (2021). The embodied distress of bullying: Holistic healing approaches through Mind-Body Medicine. New Zealand Bullying Prevention, Canterbury, Christchurch, New Zealand.
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Dennis, S. R. (2021). The power of awareness: Using Mindfulness in the Classroom. Delphi Community Schools, Delphi, IN United States.
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Dennis, S. R., Gauss, C., Creager, T., & Bush, S. (2021). Building skills to promote educator well-being. Indiana University School of Education Kokomo, Kokomo, IN United States.
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Dennis, S. R. (2021). The cost of caring: Moral resilience to reduce workplace suffering. New Zealand Bullying Prevention, Auckland, New Zealand.
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Dennis, S. R. (2021). De-escalating with Families who are Angry. Wabash Valley Education Center, Indianapolis, IN United States.
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Dennis, S. R., Keesler, J. M., Brown, J. R., & Gregory, V. L. (2021). Assessing Student Wellness Supports in PK-12 Education Settings: A Mixed-Methods Survey Project. SSWR, Indianapolis, United States.
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Dennis, S. R. (2020). Designing Effective Social Emotional Learning Professional Development Trainings. Perry Township Schools, Indianapolis, IN United States.
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Tichener, K., Dennis, S. R., Eaton, K. M., & , . (2020). Cross walking evidence-based programming to SEL competencies. Indiana Youth Institute, Indianapolis, United States.
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Dennis, S. R. (2020). Managing educator and student anxiety in the time of COVID-19. MSD of Lawrence Township , Indianapolis, United States.
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Dennis, S. R. (2020). Taming educator stress and promoting emotional resilience amid COVID-19. MSD of Lawrence Township, Indianapolis, United States.
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Dennis, S. R. (2019). Applied educational neuroscience in elementary classrooms: Implications for school social workers. Society for Social Work Research , San Francisco , CA United States.
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Dennis, S. R., & Lay, K. (2019). The heart of the organization: A focus on employee wellbeing. Bauer Family Resources, Lafayette, IN United States.
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Dennis, S. R. (2019). Bridging education and neuroscience: A transdisciplinary model for co-creating positive classroom climates. Common Ground , Belfast , United Kingdom.
Bridging Education and Neuroscience:
A Transdisciplinary Model for Co-Creating Positive Classroom Climates
Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in Preschool-12 education as a way to design instructional environments and practices that more closely align with human development science. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study investigated the emerging conceptualization of the social emotional dimensions of EN practices and the implications for creating a positive classroom climate.
The data analyses of 54 student, teacher, and administrator interviews from four US classrooms applying EN knowledge generated a conceptual model that revealed how EN practices unfolded in the classroom to co-create a positive classroom climate. Data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, self-regulating strategies, adapting classroom boundaries, and honoring the whole student.Interactions resulting from these practices contributed to students’ resiliency, as observed by reduced discipline referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Results contribute to existing research on climate and social emotional learning. The study’s findings also inform translational EN inquiry and provide a conceptual model to guide educators who seek to co-create positive classroom climates using transdisciplinary EN practices.
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Dennis, S. R. (2019). Shame, guilt, & empathy: Implications for our work with students. MSD of Pike Township, Indianapolis, IN United States.
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Dennis, S. R. (2019). Breaking through resistance: Empowering social-emotional learning leaders. MSD of Lawrence Township , Indianapolis, IN United States.
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Dennis, S. R. (2019). Building capacity: Investing in educator wellbeing. MSD of Lawrence Township , Indianapolis, IN United States.
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Dennis, S. R. (2019). Supporting students who have anxiety and depression. MSD of Lawrence Township, Indianapolis, IN United States.
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Dennis, S. R. (2018). Educating with empathy. MSD of Lawrence Township, Indianapolis, IN United States.
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Sheila, D. R. (2018). Trauma-responsive care: Pioneering new pathways for Indiana Youth Services. Indiana Youth Services , Indianapolis, IN United States.
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Dennis, S. R., & Juliet, K. (2018). Building a Bridge of Evidence for Applied Educational Neuroscience: Pathways of Possibility. Butler University School of Education , Indianapolis, IN United States.
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Dennis, S. R., & Glassburn, S. (2018). Applied Educational Neuroscience in Classrooms: A Grounded Theory Study. International Institute for Qualitative Inquiry , Urbana-Champaign, United States.
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Dennis, S. R. (2018). Cultivating a positive climate: The centrality of social connections. MSD of Lawrence Township, Indianapolis, IN United States.
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Dennis, S. R. (2018). Building students’ resilience through trauma responsive practices. MSD of Lawrence Township, Indianapolis, United States.
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Dennis, S. R. (2018). Dismantling the bonds of shame: Daring classrooms. MSD of Lawrence Township, Indianapolis, IN United States.
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Dennis, S. R. (2018). Working with challenging student behaviors: Collaborative problem solving. MSD of Lawrence Township, Indianapolis, IN United States.
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Dennis, S. R. (2018). Tier 1 social-emotional structures for your school using Appreciative Inquiry. MSD of Lawrence Township, Indianapolis, United States.
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Dennis, S. (2017). Dennis, S. (2017b, December). The social neuroscience of learning: New paradigmatic pathways for supporting students. Presentation at Monroe County Childhood Conditions Summit, Bloomington, IN.
Schools are charged with facilitating the learning potential for every student. Yet, many of our students present with an array of behavioral challenges rooted in pain and toxic stress that disrupt the learning process. Anchored in a punishment paradigm, US school cultures predominantly respond to behavior disruptions with exclusionary discipline policies and practices that create insurmountable barriers for student success. This session will introduce attendees to emerging social neuroscience that illuminates a new paradigm that pivots us toward relationship-based approaches inviting us to re-envision preventative universal supports for all students, especially students encountering adversities. The session will outline education delivery models that best align with students’ neurobiological needs for safety and connection in their learning environments. Attendees will examine how applying social neuroscience principles shifts our focus to understanding attachment and co-regulation in instructional environments that may over time transform classroom ecologies and school organizations by promoting a culture of connection instead of pathways to punishment.
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Dennis, S. (2017). Applied educational neuroscience: Pioneering new pathways. American Association of University Women, Indianapolis.
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Dennis, S., & Nes, J. A. (2017). Dennis, S. & Nes, J. (2017, October). Social neuroscience in social work education: Pioneering new Pathways. Workshop presentation at The Council on Social Work Education 63rd Annual Program Meeting, Dallas, TX. Council on Social Work Education, Dallas, TX United States.
This session examines cutting-edge social neuroscience in social work education, highlighting the neurobiological processes of social bonding among peers and instructors that are imperative for learning. Included are findings from a qualitative study that underscore the imperative nature of attachment with the instructor and peers in the learning enterprise.
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Dennis, S., , G. C., Debbie, F., & Carolyn, S. (2017). Indiana Student Services Coalition: Building capacity to address the behavioral health needs of Indiana’s students. Indiana School Health Network, Indianapolis, IN United States.
The purpose of this session is to introduce attendees to the Indiana Student Services Coalition (ISSC), a collaborative initiative that seeks to advance student support capacity within Indiana P-12 school settings. Our youth encounter myriad adversities that impact their mental and physical health and create barriers for learning. While the behavioral health needs of our Indiana students are burgeoning; there remains a paucity of Specialized Instructional Support Personnel available to meet the behavioral needs of our students in school settings. Through statewide education and advocacy, the ISSC is building partnerships with school counselors, school social workers, school psychologists, and school nurses as well as other community stakeholders to advance best practices that support the health needs of Indiana’s students.
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Dennis, S. R. (2016). The Exclusionary School Discipline Crisis: Advocating for Indiana’s Youth. Indiana University of Pediatrics, Indianapolis, IN United States.
Contract Fellowship Grants
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Project AWARE Student Wellness Survey Project
Program Director (PD)/Principal Investigator (PI): Sheila Dennis -
Project AWARE-Survey Development & Content Evaluation
Program Director (PD)/Principal Investigator (PI): Sheila Dennis
Institutional Services
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Other
2016 - Advances JournalServing as a reviewer for IUSSW's Advances journal. -
Other
2008 - MSW Curriculum Committee -
Other
2006 - Faculty Senate -
Committee Member
2019 - Community Engaged Research Group -
Organizer/Coordinator
2015 - Schools Curriculum Workgroup LeaderLead curriculum develop activities for the schools practice area -
Student Advisor/Mentor
2014 - Advisor for Schools ConcentrationProvide advising to current students and post-graduates students interested in the Indiana Department of Education Student Services Personnel License. Assess prior coursework for MSW applicants for IDOE license -
Committee Member
2019 - IUSSW Search and Screen CommitteeReviewed applicant materials, conducted interviews, and assessed candidates' suitability for the positions. -
Other
2016 - Self-Study CommitteeLead Schools Practice Area with Assessment and Accreditation Requirements -
Designer
2022 - Indiana University School of Social WorkPlanned and co-led online mind-body well-being 4-week group with BSW and MSW students in Feb. - March 2022 -
Committee Member
2022 - Promotion and Tenure Committee -
Committee Member
2023 - Curriculum Development Leadership Committee
Licensure
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License of Social Work
Indiana Professional Licensing AgencyReinstated Sept. 2023
Media Appearance
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IU faculty responds to Parents’ Bill of Rights’ medical, education decisions
2021 - Indiana Daily Student
Read the Story IU faculty responds to Parents’ Bill of Rights’ medical, education decisions -
The U.S. Department of Education releases resources, funding for mental health issues
2021 - Indiana Daily Student
Read the Story The U.S. Department of Education releases resources, funding for mental health issues
Memberships
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American Association of University Women
2018 to 2021 -
Society for Social Work and Research
2018 to 2021 -
School Social Work Association of America
2018 to 2020 -
Council on Social Work Education
2017 to 2019 -
Indiana School Social Work Association
2015 to 2020
Professional Services
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Interaction with Industry
2023 to 2023 - Cognella Publisher -
Committee Member
2021 to Present - New Zealand Bullying Prevention Leadership TeamLeadership Team Member. Meeting 1-2x per month with leadership team
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Other
2020 to 2022 - Center for Mind Body MedicinePart of Advanced Training Program Sponsored through Eskenazi Health grant
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Board of Directors
2020 to 2022 - Stop the Violence Indianapolis -
Attendee, Meeting
2020 to 2020 - SAVIServed as advisory committee member for poverty research project
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Committee Member
2019 to 2020 - Division of Mental Health and Addictions - Systems of Care Advisory CommitteeAdvancing access to school-based mental health services
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Member
2017 to 2022 - Indiana State Teachers AssociationServed in a multi-disciplinary community stakeholder group for Indiana State Teachers Association. Provided expert guidance for trauma-sensitive legislation for school settings
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Other
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Consultant for Grant Proposal
2017 to 2021 - Metropolitan School District of Lawrence TownshipCollaborated with MSD of Lawrence Township in their Lilly Foundation Grant proposal.
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Member
2017 to 2018 - Butler University Brain CollaborativeCollaboration to bring trauma-sensitive approached based upon emerging neurobiological science into Indiana Schools. We are planning the Educational Neuroscience symposium in April 2018
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Reviewer, Journal Article
2017 to 2017 - Advances JournalReviewed a journal article for the Advances journal.
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Committee Chair
2016 to 2019 - Indiana Student Services CoalitionI founded and currently lead the Indiana Student Services Coalition. It is comprised of student service professionals and community stakeholders. The purpose is to promote student services capacity and best practices in Indiana Schools.
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Reviewer, Grant Proposal
2016 to 2016 - Indiana Department of EducationReviewed McKinney Vento Grants (for funding to support services for homeless youth) submitted by Indiana school systems.
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Other
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Panel Member for Conference Session
to 2017 - Prevent Child Abuse IndianaPrevent Child Abuse asked me to serve as a panel member and session moderator for the showing of "Paper Tigers"
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Workshop Organizer
to 2017 - Indiana School Social Work Association - Legislative Education Advocacy DayCollaborated with INSSWA Members to host the 2017 Legislative Education Advocacy Day at IUSSW. Also, I provided a keynote presentation for the event.
Public Services
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Board Member
2021 to 2022 - Stop the Violence of IndianapolisServing on Board
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Participant
2016 to 2019 - Commission on Improving the Status of ChildrenServe on the Education Outcomes: School Climate and Discipline Subcommittee
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Participant
2016 to 2020 - Indiana School Social Work AssociationAs an active member of the Indiana School Social Work Association, I regularly partner with the association to plan events and meet with community stakeholders. INSSWA consults with me regularly on curriculum issues, conference planning, stakeholder meetings, and other issues related to the execution of school social work field of practice.
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Chair
2016 to 2019 - Indiana Student Services CoalitionLead the Interdisciplinary initiative to expand access student support services in Indiana
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Member
2016 to 2016 - Children's Policy and Law InitiativeServed in the Advisory Committee; Served as a moderator for a public showing of Paper Tigers on IUPUI's campus, an event sponsored by CPLI and IU BSW Student Association
Trainings
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Skills of Teaching to Inspire Learning
2005 to 2006 - Royal Holloway University of London, Egham , United KingdomTeaching and Learning Postgraduate Certificate