• Welcome!

  • Faculty Specialist

    in higher education

About

Me

Research Interests. My research interests vary widely within the broader field of higher education. Currently, I am interested in exploring the most effective ways to promote academic integrity. I also examine postsecondary students' experiences with online learning and eLearning platforms. In my spare time, I am involved in a number of projects related to the assessment and diagnosis of autism spectrum disorders; health and well-being of individuals with intellectual and developmental disabilities; and workplace health and safety of older adults.

Resource Development. A significant proportion of my work in the teaching centre involves developing educational resources and professional development opportuntieis for postsecondary academic staff.

Resource Development

Academic Integrity

eLearning and LMS Design

Implications for Teaching

Education

Degrees earned

Brain and Cognitive Sciences, Department of Psychology, University of Manitoba

Thesis: Static and dynamic face processing in typical development

Behavourial Neuroscience, Department of Psychology, University of Manitoba

Thesis: The role of selective attention in perceptual switching

Honours program, Department of Psychology, University of Manitoba

Thesis: Local processing advantage in musicians: Evidence from construction and copy tasks

Major: General Science (focus biology)

Minor: Mathematics

Publications

Projects Completed

Peer-reviewed journal articles

Yaholkoski, A., Montgomery, J. M., Stoesz, B. M., & Piotrowski, A. (in press). Assessment and diagnostic practices for autism spectrum disorders: A survey of clinicians in Canada. Journal on Developmental Disabilities.

Stoesz, B. M., & Eaton, S. E. (in press). Understanding the academic integrity policies of publicly funded universities in western Canada. Educational Policy.

Stoesz, B. M., Niknam, M., & Sutton, J. (2020). Defining the visual complexity of learning management systems using image metrics and subjective ratings. Canadian Journal of Learning and Technology, 46(2), 1-21. https://www.cjlt.ca/index.php/cjlt/article/view/27899/20497

Rigby, S. N., Jakobson, L. S., Pearson, P., & Stoesz, B. M. (2020). Alexithymia and the evaluation of emotionally valenced scenes. Frontiers of Psychology: Emotion Science. https://doi.org/10.3389/fpsyg.2020.01820

Stoesz, B. M., Chimney, K., Shooshtari, S., Menec, V., Deng, C., Piotrowski, C., Turner, N., & Grogan, H. (2020). Incidence, risk factors, and outcomes of non-fatal work-related injuries among older workers: A review of research from 2010-2019. Safety Science, 126. https://doi.org/10.1016/j.ssci.2020.104668

Holfeld, B., Stoesz, B. M., & Montgomery, J. M. (2019). Traditional and cyber bullying and victimization among youth with autism spectrum disorders: An investigation of the frequency, characteristics, and psychosocial correlates Journal on Developmental Disabilities, 24(2). 61-76. http://oadd.org/wp-content/uploads/2019/12/41028-JoDD-24-2-v11f-61-76-Holfeld-et-al.pdf

Miskimmin, C., Shooshtari, S., Menec, V., Martin, T., & Stoesz, B. M. (2019). Age-Friendly Communities for Older Persons with Intellectual Disabilities. Quality in Ageing and Older Adults, 20(4), 206-218. https://doi.org/10.1108/QAOA-11-2018-0058

Stoesz, B. M., Eaton, S. E., Miron, J., & Thacker, E. (2019). Academic integrity and contract cheating policy analysis of colleges in Ontario, Canada. International Journal of Educational Integrity, 15(4). https://doi.org/10.1007/s40979-019-0042-4

Stoesz, B. M., & Los, R. (2019). Evaluation of a tutorial designed to promote academic integrity. Canadian Perspectives on Academic Integrity, 2(1), 3-26. https://doi.org/10.11575/cpai.v2i1.61826

Stoesz, B. M., & Yudintseva, A. (2018). Effectiveness of tutorials for promoting educational integrity: A synthesis paper. International Journal for Educational Integrity, 14(6), 1-22. https://doi.org/10.1007/s40979-018-0030-0

Rigby, S. N., Stoesz, B. M., & Jakobson, L. S. (2018). Empathy and face processing in adults with and without autism spectrum disorder. Autism Research, 11(6), 942-955. https://doi.org/10.1002/aur.1948

Heinrichs, D., Shooshtari, S., Brownell, M., Mills, R., & Stoesz, B. (2018). Health and health care utilization of Manitoba children in care with and without developmental disabilities: A population-based comparative study. Journal on Developmental Disabilities, 23(2), 5-16. https://oadd.org/wp-content/uploads/2018/06/41025-JoDD-23-2-v12f-5-16-Heinrichs-et-al.pdf

Shooshtari, S., Stoesz, B. M., Udell, L., Fenez, L., Dik, N., Burchill, C., Sachs, E., & Menec, V. (2017). Aging with intellectual and developmental disabilities and dementia in Manitoba. Advances in Mental Health and Intellectual Disabilities, 11(4), 134-144. https://doi.org/doi:10.1108/AMHID-03-2017-0007

Stoesz, B. M., Dodson, L., Martin, T., & Yu, C. T. (2016). A knowledge brokering process for challenging behaviours in special education. Journal on Developmental Disabilities, 22(2), 1-17.

Rigby, S. N., Stoesz, B. M., & Jakobson, L. S. (2016). Gaze patterns during scene processing in typical adults and adults with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 25, 24-36. https://doi.org/10.1016/j.rasd.2016.01.012

Stoesz, B. M., Shooshtari, S., Montgomery, J. M., Martin, T., Heinrichs, D. J., & Douglas, J. (2016). Reduce, manage, or cope: A review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities. Journal of Research in Special Educational Needs, 16(3), 199-214. https://doi.org/10.1111/1471-3802.12074"

Snow, W. M., Stoesz, B. M., & Anderson, J. (2014). The cerebellum in emotional processing: Evidence from human and non-human animals. AIMS Neuroscience, 1(1), 96-119. https://doi.org/ 10.3934/Neuroscience2014.1.96

Stoesz, B. M., & Jakobson, L. S. (2014). Developmental changes in attention to faces and bodies in static and dynamic scenes. Frontiers in Perception Science, 5 (193), 1-9. https://doi.org/10.3389/fpsyg.2014.00193

Montgomery, J. M., Martin, T., Shooshtari, S., Stoesz, B. M., Heinrichs, D. J., North, S., Dodson, L., Senkow, Q., Douglas, J., & the KATYDID team. (2014). Interventions for challenging behaviours of children and youth with autism and developmental disorders in school settings: A synthesis paper. Exceptionality Education International, 23(1), 2-21.

Snow, W. M., Stoesz, B. M., Kelly, D. M., & Albensi, B. C. (2014). Roles for NF-kB and gene targets of NF-kB in synaptic plasticity, memory, and navigation. Molecular Neurobiology, 49(2), 757-770. https://doi.org/10.1007/s12035-013-8555-y

Stoesz, B. M., & Jakobson, L. S. (2013). A sex difference in interference between identity and expression judgments with static but not dynamic faces. Journal of Vision, 13(6), 1-14. https://doi.org/10.1167/13.5.26

Montgomery, J. M., Stoesz, B. M., & McCrimmon, A. (2013). Emotional intelligence, theory of mind, and executive functions as predictors of social outcomes in young adults with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 28(1), 2-11. https://doi.org/10.1177/1088357612461525

Stoesz, B. M., Hare, J. F., & Snow, W. M. (2013). Neurophysiological mechanisms underlying affiliative social behaviour: Insights from comparative research. Neuroscience & Biobehavioral Reviews, 37, 123-132. https://doi.org/10.1016/j.neubiorev.2012.11.007

Ritvo, E. R. et al. (2012). Postponing the proposed changes in DSM 5 for autistic spectrum disorder until new scientific evidence adequately supports them [Letter]. Journal of Autism and Developmental Disorders, 42(9), 2021-2022. https://doi.org/10.1007/s10803-012-1613-x

Stoesz, B. M., Montgomery, J., Smart, S., & Hellston, L. (2011). Review of five instruments for the assessment of Asperger’s Disorder in adults. The Clinical Neuropsychologist, 25(3), 376-401. https://doi.org/1 0.1080/13854046.2011.559482

Jakobson, L.S., Lewycky, S. T., Kilgour, A. R., & Stoesz, B. M. (2008). Memory for verbal and visual material in highly trained musicians. Music Perception, 26(1), 41-55. https://doi.org/10.1525/MP.2008.26.1.41

Stoesz, B. M., Jakobson, L.S., Kilgour, A. R., & Lewycky, S. T. (2007). Local processing advantage in musicians: Evidence from disembedding and constructional tasks. Music Perception, 25(2), 153-165. https://doi.org/10.1525/MP.2007.25.2.153

Blog posts, Book chapters, Practitioner articles, Reports

Usick, B. L., Miron, J., & Stoesz, B. M. (2020). Editorial. Further contemplations: Inaugural Canadian Symposium on Academic Integrity. Canadian Perspectives on Academic Integrity, 3Canadian Perspectives on Academic Integrity, 3(1), 1-5.  https://doi.org/10.11575/cpai.v3i1.70480

Seeland, J., Stoesz, B. M., &, Vogt, L. (2020). Practitioner article. Preventing online shopping for completed assessments: Protecting students by blocking access to contract cheating websites on institutional networks. Canadian Perspectives on Academic Integrity, 3(1), 55-69. https://doi.org/10.11575/cpai.v3i1.7025

Stoesz, B. M., Seeland, J., MacLeod, P., Vogt, L., Markovics, L., Denham, T., Gervais, L., & Usick, B. (2020). Practitioner article. Creating a collaborative network to promote cultures of academic integrity in Manitoba’s post-secondary institutions. Canadian Perspectives on Academic Integrity, 3(1), 39-48. https://doi.org/10.11575/cpai.v3i1.6976

Eaton, S. E., Stoesz, B. M., Thacker, E., & Miron, J. B. (2020). Methodological decisions in undertaking academic integrity policy analysis: Considerations for future research. Canadian Perspectives on Academic Integrity, 3(1), 83-91. https://doi.org/10.11575/cpai.v3i1.69768 5.

Seeland, J., Stoesz, B. M., & Vogt, L. (2020, May 19). Shopping interrupted: Blocking access to contract cheating. Integrity Matter Blog. https://www.academicintegrity.org/blog/research/shopping-interrupted-blocking-access-to-contract-cheating/

Stoesz, B. M. (2020). Trapped between the expectations of others and self and the search for balance and freedom. In S. E. Eaton & A. Burns (Eds.), Women negotiating life in the academy: A Canadian perspective. New York, NY: Springer.

Shooshtari, S., Stoesz, B. M., Rad, P., & Khoeiniha, S. (May 2017). Epidemiology of Cerebellar Disorders. In H. Marzban (Ed.). Developmental of the cerebellum: From molecular aspects to diseases. Springer.

Shooshtari, S., Udell, L., Fenez, L., Dik, N., Burchill, C., Sachs, E., Stoesz, B. (Aug 2015). Aging Persons with Intellectual Disability and Dementia in Manitoba. Final report submitted to Manitoba Advisory Committee on Dementia and Intellectual and Developmental Disabilities.

North, S., Stoesz, B. M., & Montgomery, J. M. (Summer 2014). Skills for living: Supporting adults on the autism spectrum, Psynopsis, 36(3), 13-15. Available: http://www.cpa.ca/docs/File/Psynopsis/2014/Psynopsis_Summer2014.pdf

Douglas, J., Carpick, K., Stoesz, B. M., Montgomery, J., Martin, T., Shooshtari, S., North, S., Dodson, L., & the KATYDID research team. (Sep 2013). Practical scripts for decreasing challenging behaviours in students with autism or developmental disabilities. Winnipeg, MB: Author.

Projects

In progress

Academic integrity: Faculty development needs for Canadian higher education

Researchers from four Canadian universities and an industry partner are collaborating to better understand faculty perceptions and needs related to academic integrity in Canadian higher education. The survey designed for this project will be informed by previous academic integrity research (i.e. McCabe, 1993). Findings are expected to lead to the development of specific support for faculty in Canadian higher education institutions to promote academic integrity.

Understanding the academic integrity policies of publicly funded universities in western Canada - Completed

Researchers from the Universities of Manitoba and Calgary are collaborating to analyze academic integrity policies of 24 publicaly funded universities in Canada's four western provinces. Findings are expected to lead to recommendations to increase policy research in this area and revise policy in Canadian higher education institutions to support students and instructors to learn and teach with integrity.
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Opportunties to participate in research

No active studies at this time. Thanks for checking in.

Summaries

Research Findings

The goals of this research study were to validate existing definitions of complexity for webpages by extending them to learning management systems (LMS); and to explore how various individual difference factors (e.g., computer proficiency, cognitive abilities, gaze) influenced subjective ratings of complexity. This summary provides results of the study where 29 university undergraduates participated. In two experiments, participants rated the visual complexity of images of LMS after exposure durations of 50-500 ms. Perceptions of complexity were positively correlated across timed conditions and working memory capacity (e.g., the ability to hold information in mind in order to manipulate it). Low-level image metrics (such as hue, value, colourfulness, number of text groups and image areas, and horizontal symmetry) also predicted perceptions of the LMS complexity. Overall, the results from this study demonstrate the importance of the visual complexity of learning technologies and suggest that additional research on the impact of LMS design on learning outcomes is warranted. The findings may also have practical value for LMS developers.

The goals of this research study were to (a) understand how postsecondary students use the learning management systems (LMS) at their schools, colleges, or universities; (b) determine what students think about the visual design of the LMS and its ease of use; and (c) describe whether students’ feel that colour has an effect on their learning. This summary provides preliminary results of the study from the 46 students (53% women, 47% men) ranging in age from 18 – 40 years. Nearly one third of participants indicated that they had used their institutions’ LMS for nearly one term (27%) or two terms (5%), and the remaining (67%) reported LMS use of three or more terms. Over 50% of respondents indicated that they can login to the LMS, post to discussion boards, navigate from one course to another, send messages to other students, check their grades, take quizzes, and review assignment feedback from their instructors easily. At least 20% of students found it difficult to use the chat tool, find specific course materials, set up automatic notifications, and use the calendar tool. In general, a large proportion of students agreed that the course homepages were well organized (75%), were not too colourful (68%), and that the visual arrangement of the information in the LMS is not confusing (58%), however, most indicated that the colours in their LMS did not enhance their learning experience (71%), help them to learn (80%), or increase their ability to remember course material (70%). Overall, the results from this survey suggest that further examination of the impact of visual design and colour on various aspects of LMS use and student learning is warranted. The findings may also have practical value for LMS developers.

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Organizations and events

MAIN
| Organization

Manitoba Academic Integrity Network (MAIN)

The Manitoba Academic Integrity Network (MAIN) is an organization that serves to bring together educators and students from post-secondary institutions across Manitoba to support academic integrity initiatives.

AIIIM
| Event

Academic Integrity Inter-institutional Meeting (AIIIM)

AIIIM is a teaching and learning event for post-secondary academic staff from across the province. The goal of AIIIM is to share strategies and resources to help to provide students with the best possible learning experience—one that is centred on integrity. AIIIM 2020 was postponed due to covid-19.

CPAI
| Journal

Canadian Perspectives on Academic Integrity

The primary aim of this open source journal is to increase awareness and mobilize knowlegde about issues relating to academic integrity in Canada. Submissions are peer-reviewed.

Get in Touch

Contact

brenda.stoesz@umanitoba.ca

65 Dafoe Road, University of Manitoba, Winnipeg, Canada