This document is a resume for Mira D. Hoffman that provides information about her education, research experience, teaching experience, skills, and interests. Some key points:
- Mira earned a B.S. in Psychology and Neuroscience from Indiana University in 2015 with a 3.67 GPA and 3.98 psychology GPA.
- Her research experience includes working as a research associate at Centerstone Research Institute on projects related to implementation of measurement-based care.
- She has experience teaching science lessons to elementary school students through programs at the WonderLab Museum of Science.
- Mira's skills include data management, conducting assessments, teaching, childcare, and knowledge of research software programs. Her interests include
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
How do Scholars Evaluate and Promote Research Outputs? An NTU Case Study
Authors: Han Zheng, Mojisola Erdt, Yin-Leng Theng
Workshop Website: http://www.altmetrics.ntuchess.com/AROSIM2018/
Enhancing Librarians’ Research Skills: A Professional Development ProgramIRDL
Institute of Research Design for Librarianship (IRDL), is a three-year project funded by the Institute of Museum and Library Services in the United States, which seeks to provide professional development opportunities and a support system for academic librarians who want to improve their research skills and increase their research output. We have recently completed the first nine-day Institute for 25 librarians from all over the country, and we would like to share our experience with the international community, hoping to generate more interest and encourage more discussion on practitioner research in LIS.
*** Presented at the Library 2.014 Conference on October 8, 2014. The recording of the session is available at https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.2D7040A7156F9544A91E1BDFA52A25. ***
Key Elements in An Accountability SystemIwan Syahril
The four key elements in education accountability are: meaningful learning, professional accountability, resource accountability, and continuous improvement. The implications for an education system are:
1) A common vision of learning must be agreed upon;
2) A political commitment is needed to deliver this vision to ALL students;
3) All elements in the education system must be designed, aligned, and/or modified, based on this vision of learning.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
A power point presentaion on
What is Action Research (AR) ?
What is not Action Research ?
The Idea Behind AR
Key concepts in AR
The Cycle of AR&How to Conduct one
Significance of AR in Education
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
How do Scholars Evaluate and Promote Research Outputs? An NTU Case Study
Authors: Han Zheng, Mojisola Erdt, Yin-Leng Theng
Workshop Website: http://www.altmetrics.ntuchess.com/AROSIM2018/
Enhancing Librarians’ Research Skills: A Professional Development ProgramIRDL
Institute of Research Design for Librarianship (IRDL), is a three-year project funded by the Institute of Museum and Library Services in the United States, which seeks to provide professional development opportunities and a support system for academic librarians who want to improve their research skills and increase their research output. We have recently completed the first nine-day Institute for 25 librarians from all over the country, and we would like to share our experience with the international community, hoping to generate more interest and encourage more discussion on practitioner research in LIS.
*** Presented at the Library 2.014 Conference on October 8, 2014. The recording of the session is available at https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.2D7040A7156F9544A91E1BDFA52A25. ***
Key Elements in An Accountability SystemIwan Syahril
The four key elements in education accountability are: meaningful learning, professional accountability, resource accountability, and continuous improvement. The implications for an education system are:
1) A common vision of learning must be agreed upon;
2) A political commitment is needed to deliver this vision to ALL students;
3) All elements in the education system must be designed, aligned, and/or modified, based on this vision of learning.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
A power point presentaion on
What is Action Research (AR) ?
What is not Action Research ?
The Idea Behind AR
Key concepts in AR
The Cycle of AR&How to Conduct one
Significance of AR in Education
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
Evaluating the impact of the Pandemic on departmental uses of learning techno...RichardM_Walker
The coronavirus pandemic led to a dramatic increase in the use of online learning tools and techniques across the globe as higher education providers moved to maintain teaching provision through lockdowns and social distancing requirements. Emergency Remote Teaching (ERT) required teaching staff to engage with new skills as online learning designers and tutors with unprecedented speed, whilst students were expected to equally quickly develop the skills to engage as fully online learners.
As the sector moved out of the remote phase of the pandemic, there has been a lively debate about what the lasting impact of this ‘crash course’ ERT experience might be on learning supported through the use of technologies. Up to now, however, much of the research attempting to take stock of the post-pandemic impact has been anecdotal and theoretical. There has been little empirical research and questions remain over how pandemic experiences might inform future practice and a sustainable use of learning technology.
This presentation reports on research undertaken at the University of York, exploring how experiences of ERT were carried forward into the academic years 2021-22 and 2022-23. Our study focused on the Departments of Psychology and Biology which took contrasting approaches to the development and delivery of post-pandemic provision. Through structured interviews with teaching leaders in each department, we explored the factors shaping decisions and we compared staff experiences of ERT and its legacy with the perceptions of students and their expectations for how learning technology should be used in the future.
In this presentation we provide an overview of the staff and student focus group findings which suggest that the impact of the pandemic itself was shaped as much by factors which were already in play when it emerged. To differing degrees and at different times, it served to both interrupt and accelerate progress in the integration of learning technologies within departmental learning, teaching and assessment approaches by:
• Changing attitudes and approaches to standardisation, and the management and organisation of teaching and use of learning technologies;
• Re-focusing attention on the importance of academic community building;
• Influencing the ways in which departments perceive student needs, preferences, and engagement patterns;
• Changing how they conceive of and deliver student support and inclusive learning and assessment practices in a flexible way, and the place of blended learning in these endeavours.
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
1. Mira D. Hoffman
317-518-7561 (cell)
812-337-2365 (work)
mira.hoffman@centerstone.org
341 S Lincoln St. Apt.3 Bloomington, IN 47401
EDUCATION:
2015 Bachelors of Science Psychology
Bachelors of Science Neuroscience
Indiana University, Bloomington IN
Minor: Biology
Cumulative GPA: 3.67 Psychology GPA: 3.98
SCHOLARSHIPS, HONORS AND AWARDS:
2015 Research Associate Appreciation Award (Centerstone Research Institute)
2012-2015 Alpha Lambda Delta-Phi Eta Sigma Honor Society
2011-2015 Indiana University Prestige Merit Scholarship
2011-2015 Gignilliat Office of Enrollment Management Match Music Scholarship
2011-2015 College of Arts and Sciences Executive Dean’s List
PRESENTATIONS:
● Hoffman, M., Mathes, K., Lewis, C. (2016, October). Using Data to Inform a Tailored
Implementation of Measurement-Based Care. Poster session presented at the Annual
Convention of the American Evaluation Association, Atlanta, GA.
● Boyd, M., Hoffman, M., Puspitasari, A., Lewis, C. (2016, October). An Exploration of Methods for
Maximizing Quality and Quality of Clinician Self-Report Fidelity Measurement. Poster session
presented at the Annual Convention of the Association for Behavioral and Cognitive
Therapies, New York, NY.
● Hoffman, M., Sonnenschein, A., Putz, J., Lewis, C. (2016, May). Utilizing the Electronic Health
Record to Support Therapist Use of Measurement-Based Care. Poster presented at the
Centerstone Research Institute Annual All-Staff Project Showcase, Nashville, TN.
● Sapir, H., Hoffman, M. (2016, May). “Barriers to Implementing an Evaluation Research Project”.
Workshop discussion lead at the Centerstone Research Institute Annual All-Staff Meeting,
Nashville, TN.
PUBLICATIONS:
● Boyd, M., Hoffman, M., Puspitasari, A., Lewis, C. (in progress). Methods for Maximizing Quality
and Quality of Clinician Self-Report Fidelity Measurement.
● Hoffman, M., Lewis, C. (in progress) Methods of Data Transfer in a Community-Based
Implementation of Measurement-Based Care.
PROFESSIONAL DEVELOPMENT:
2016-present Association for Behavioral and Cognitive Therapies (ABCT)
▪ Post-Baccalaureate Member
▪ Dissemination and Implementation Science Special Interest Group
▪ Annual Convention, Poster Presenter (October 2016)
2015-present Society for Implementation Research Collaboration (SIRC)
2. ▪ Post-Baccalaureate Member
▪ Student Network of Expertise
▪ 3rd Biennial Conference Volunteer (September 2015)
2015-present Centerstone Research Institute
▪ Evaluation Mini Courses
o Focus: Evaluation Theory and Methods
▪ Career Builder Committee
▪ R&E Annual All Staff
o Discussion Co-facilitator (May 2016)
o Project Showcase, Poster Presenter (May 2016)
o Workshops: statistical methods, data visualization, evaluation design
(May 2015, 2016)
April 2016 Indiana-STEM/Indiana After School Network STEM Education Symposium
▪ Focus: Evolving STEM education in Indiana In-School and Out-of-School care
▪ Met with educators and classroom instructors to strategies methods of
creating an efficient, STEM-focused curriculum for young students in the after
school care setting
August 2013 Leader Shape Retreat
▪ Developed career building and leadership skills
▪ Participated in peer-lead seminars on diversity and ethics in college
RESEARCH EXPERIENCE:
2015-present Centerstone Research Institute (Bloomington, IN)
Supervisors: Kathryn Mathes PhD, John Putz PhD
Research Associate II (2016-present); Research Associate I (2015-2016)
● NIMH R01: Standardized vs. Tailored Implementation of Measurement-Based Care
Do tailored approaches outperform standardized approaches of implementing
measurement-based care for adults with depression in community settings?
○ Client recruitment
Collected informed consent and release paperwork from clients
receiving behavioral health services
Conducted post-session interviews and symptom assessments
across multiple time points
Performed assessments: Patient Health Questionnaire-9 (PHQ-9),
Columbia Suicide Severity Rating Scale (C-SSRS)-2 questions
o Data management and tracking
Managed the de-identification and transfer of client-level,
clinician-level, and organization-level data to external grant staff
Maintained call sheets and demographic tracking sheets
Compiled and merged large data batches across organizations in
a system-wide data warehouse
o Collaborated with clinical, academic, and administrative staff to develop
and manage analytic requests supporting clinically relevant research
initiatives
o Formulated mechanisms for relaying feedback data and providing
technical support to clinicians graduating from the research program with
quality improvement and clinical excellence staff
o Participated directly in therapist trainings and implementation team
meetings; provided resources and expertise to clinicians on utilizing
analytics software and electronic health record featurse
3. o Reported client, clinician and team-level outcome data to project
stakeholders and implementation teams on a tri-weekly basis
o Monitored and developed new standard operating procedures to reflect
organizational changes throughout the duration of the study
o Submitted minor IRB amendments
● Functioned as a local software expert and trainer to research staff: CenterNet,
Netsmart MyAvatar, Enlighten Analytics
● Developed new protocols for data management; disseminated protocols to
research and intern staff
● Supervised and mentored four undergraduate interns
● Facilitated annual research compliance trainings among peers
● Performed miscellaneous data analysis, data entry and technical support tasks for
external grants and projects
2014-present Training Research and Implementation in Psychology Lab (Bloomington, IN)
Supervisor: Cara Lewis PhD Graduate Mentor: Natalie Rodriguez MPH
Research Specialist
NIMH R01 Standardized vs. Tailored Implementation of Measurement-Based Care:
o Centerstone affiliate (see above)
Cognitive Behavioral Therapy (CBT) Clinic Coding Project
What are the best methods for training undergraduate psychotherapy coders
to rate CBT adherence and competence?
○ Reviewed literature related to the theoretical background, components,
strategies, tools and application of cognitive behavioral therapy (CBT)
○ Coded full length individual CBT sessions
■ Measures: Cognitive Therapy Rating Scale (CTRS), Collaborative
Study Psychotherapy Rating Scale (CSPRS)
○ Developed training materials and strategies for training future cohorts
○ Established reliability with peer coders and trainer
Wolverine CBT Implementation Study:
Testing the effectiveness of a gradual, agency-wide CBT implementation across
a residential substance use treatment program for adolescents
o Performed assessment battery data entry, organization, and cleaning
o Prepared and consolidated workbooks of shared data
CBT Research and Training Clinic:
o Consented adult clients to participate in research (release of information
and informed consent)
Collected and reviewed literature on measurement feedback systems and the
representation of infrastructure constructs in implementation research
Served as lab APA expert
Led meeting discussions related to the implementation of evidence-based
psychotherapeutic techniques and literature supporting current lab projects,
diversity, and career development
Provided feedback to peers on thesis presentations
Provided data cleaning and clerical support for other ongoing lab projects
2013 Infant Communication Lab (Bloomington, IN)
Supervisor: Susan Jones PhD
Research Assistant
4. ● Imitation in Toddlers Study:
○ Recruited and consented child subjects for projects on the development
of imitation capacity and cognition
○ Hosted recruitment events in local venues with other RAs
○ Scheduled and performed imitation experiments
○ Constructed experimental protocols and manuscripts with lab manager,
and developed coding schemes
○ Coded video-recorded data and performed data entry tasks though lab
database
● Led weekly discussions in imitation research
● Analyzed literature and wrote research summaries relevant to current projects,
including epigenetic influences on neonatal development and neural
mechanisms for memory and imitation
● Executed miscellaneous data cleaning and clerical support for ongoing projects
FIELD EXPERIENCE:
2014 College Internship Program (Bloomington, IN)
Supervisor: Jennifer Halloran MSW, LSW
Social Thinking Mentor
● Mentored young adults with autism spectrum disorders, and other various
comorbid conditions, focusing on the development of social skills and adaptive
social thinking and behavioral strategies
● Created lesson plans and taught weekly group sessions on social thinking
techniques
● Collaboratively identified and achieved feasible socializing goals over the course
of an academic semester with students, integrating social thinking methods from
group lessons
● Logged weekly progress reports on each student’s performance, using the data
to inform adaptations to long-term goals
● Discussed teaching and mentoring strategies weekly with colleagues and
provided general program feedback
● Wrote term papers and explored literature on implementing social thinking
strategies in young adult populations
TEACHING EXPERIENCE:
2013-present WonderLab Museum of Science, Health and Technology (Bloomington, IN)
Summer 2016 Wonder Camp Lead Teacher
● Designed an interactive lesson plan focused on electricity, energy and using the
scientific method
● Supervised a team of high school interns to assist with daily classroom activities
● Taught daily lessons in a classroom setting, and monitored student behavior
○ Encouraged discussion of themes being taught in class
○ Introduced games and activities to supplement themes
○ Population: 2nd and 3rd grade students
2015-present After School Ed-Ventures Lead Teacher
● Designed an interactive lesson plans focused on various engineering, life science
and other STEM topics--integrating state standards for science education
○ Population: elementary school children (K-6)
5. ● Reviewed lessons with on-site school staff, WonderLab grant staff, and assistant
teacher
● Gathered, purchased and organized inventory supplies
● Performed bi-annual evaluations and interviewed assistant teacher candidates
2014-2015 After School Ed-Ventures Assistant Teacher
● Advised Lead Teacher in developing and presenting hands-on science lessons
○ Population: elementary school children (K-6)
● Assisted in classroom supervision, gathering materials, and activity setup
● Communicated with colleagues to provide feedback, troubleshoot logistical
issues and improve the overall quality of the learning experience
Summer 2014 Wonder Camp Assistant
● Supported Wonder Camp developers and educators by managing supplies,
engaging with teachers, and assisting with classroom supervision
● Conducted weekly lessons supported by personal knowledge of scientific
constructs
2013-2015 Programs Assistant Intern
● Facilitated and coordinated special educational events, outreaches, programs
and workshops through the museum network
● Introduced a warm and encouraging environment for children and families to
explore science in an hands-on setting
● Researched a variety scientific topics to develop interactive program activities
● Authored and disseminated detailed instructions for each museum program,
including step by step protocols and background research
● Trained volunteers to perform program activities and provided volunteer support
as needed
● Established relationships with community partners
2012-2013 Freelance Tutor (Bloomington, IN)
● Tutored individual students to improve conversational English skills and reading
comprehension in English literature
○ Population: young children, K-3
● Provided childcare services, incorporating activities and games that
emphasized critical thinking skills and supported relevant schoolwork
○ Population: young children, K-3
COMMUNITY SERVICE AND VOLUNTEERING:
2014-2016 Training Research and Implementation in Psychology Lab
Contributed to Adopt-a-Trail program; cleaned and tended to park trails in
local areas
Participated local charity events, including Hoosier Half Marathon and Jill
Behrman Color Run/5K
2012-2015 Indiana University Neuroscience Club
Volunteer Coordinator (2014-2015), Assistant Volunteer Coordinator (2013-2014)
● Scheduled educational and volunteer activities for Neuroscience Club
members in the Bloomington community and established professional
relationships with external event coordinators
● Networked with several local community service organizations, including:
○ Hoosier Hills Food Bank
6. ○ Community Kitchen
○ Girls Inc.
○ Boys and Girls Club
○ Middle Way House
○ WonderLab Museum of Science, Health and Technology
○ Monroe County Community School Corporation
● Disseminated academic resources, hosted events for undergraduate members
pursuing specific careers goals in the fields of psychology or neuroscience
2012-2015 Phi Eta Sigma - Alpha Lambda Delta Honor Society
Community Service Committee Member
● Organized volunteer events in the Bloomington community
● Established social networks between chapter members and community
partners I had previously been connected to through other roles
● Encouraged peer involvement in service both on campus and throughout the
Bloomington community by serving in and hosting chapter events
2011-2015 Active Minds
Student Member
● Planned events on campus to raise awareness about mental health stigma
● Circulated educational resources to students about mental illness, including
local mental health treatment and support options
SKILLS AND CERTIFICATIONS:
● Adult and Pediatric First Aid/CPR/AED
● Computer competency: Microsoft, Zotero, SPSS, Enlighten Analytics, Netsmart, CenterNet
● Training and supervision
● Data management and coding
● Conducting assessments and interviews
● Teaching (K-12)
● Childcare (K-12)
INTERESTS:
● Implementation dissemination of evidence-based practices
● Psychotherapy research
o Mechanisms of change in evidence-based practice
o Outcome monitoring
o Knowledge transfer and data utilization in community settings
● Clinical neuroscience
● Science education
● Mental health stigma and awareness
● Community service and outreach
● Musical theater and performance
● Painting, drawing and sketching
● Classical literature