Ph.D., Teaching & Learning (Higher Education); University of North Dakota, May 2016
Dissertation: An Institutional Ethnography of STEM in Higher Education from the Perspective of Female Students. Written under the direction of C. Casey Ozaki (Chair).
Master of Education (Adult Education, TESOL), 2012
Westminster College, Westminster, UT
Bachelor of Science, Political Science, 2006
University of Utah, Salt Lake City, UT
RELEVANT PROFESSIONAL EXPERIENCE
Assistant Professor, Administration of Higher Education, 2017-present
Program Coordinator, Higher Education Administration
Coordinator, Certificate in College/University Teaching
Clinical Assistant Professor, Higher Education, 2016-2017
Director, Health Professions Education Program
Assistant Director, Cadre Faculty Development Course
Department of Educational Leadership, Evaluation and Organizational Development
University of Louisville, Louisville, KY
(Students denoted with asterisk)
Parson, L., *Weise, J., Tatum, K., Allison, M., & Farrell, J. (In Press, 2019). Leadership and ethics across the continuum of learning: An ethical leadership development framework. Air & Space Power Journal.
Parson, L. & Steele, A. (In Press, 2019). Institutional autonomy and academic freedom in Hungary: A historiography of Hungarian higher education. Colleges & Universities.
Parson, L., Gross, J., *Williams, A. (2019). The language of retrenchment: A discourse analysis of budget cutting in higher education. Journal for the Study of Postsecondary and Tertiary Education (JSPTE). https://doi.org/10.28945/4365
Parson, L. (2018). An institutional ethnography of higher education: The experiences of undergraduate women majoring in math and physics. Journal of Ethnographic and Qualitative Research.
Parson, L. (2018). Digital media responses to a feminist scholarly article: A critical discourse analysis. Feminist Media Studies. https://doi.org/10.1080/14680777.2018.1468348
Parson, L., *Childs, B., & *Elzie, P. (2018). Designing a Health Professions Education certificate program to meet the needs of students, administrators, faculty, and patients. Health Professions Education.https://doi.org/10.1016/j.hpe.2018.03.008
Parson, L. (2018). Breaking free: The implications of a polygamous lifestyle on readiness for adult education. Journal of Adult Learning, Knowledge and Innovation. https://doi.org/10.1556/2059.02.2018.01
Parson, L. & Ozaki, C. C. (2017).Gendered student ideals in STEM in higher education. NASPA Journal about Women in Higher Education. DOI: 10.1080/19407882.2017.1392323
Parson, L. & Ozaki, C. C. (2017). Discourses that inform the chilly climate in math and physics.Journal of Research in STEM Education. https://j-stem.net/index.php/jstem/article/view/28
Molapo, T., Parson, L., Hunter, C. A., & Butz, J. (2016). Changes in principal evaluation standards: A case study of North Dakota principals. School Leadership Review,11(1), 18-25.
Parson, L., Hunter, C., & Kallio, B. (2016). Exploring educational leadership in rural schools. Planning and Organization, 47(1/2).
Parson, L. & Pearson, D. K. (2016). Enriching the participation of undergraduate women in higher education: A qualitative exploration of the experiences of female bloggers. Higher Education in Review, 12, 23-44. Retrieved from https://sites.psu.edu/higheredinreview/2016/03/04/enriching-the-participation-of-undergraduate-women-in-higher-education-a-qualitative-exploration-of-the-experiences-of-female-bloggers/
Parson, L. (2016). Are STEM syllabi gendered? A feminist critical discourse analysis. The Qualitative Report, 21(1), 102-116. Retrieved from http://nsuworks.nova.edu/tqr/vol21/iss1/9
Parson, L. & Ozaki. C. C. (Under contract, 2020). Teaching and Learning for Social Justice and Equity in Education: Volumes I-III. New York: NY: Palgrave.
Parson, L. (2018).Polygamy, Women, and Higher Education – Life after Mormon Fundamentalism. New York, NY: Palgrave.
Chapters in Edited Volumes
Parson, L. (In Press, 2019). Researching women and higher education. In Niemi, N. & Weaver-Hightower, M. (Eds), International Handbook of Gender Equity. Wiley-Blackwell Publishers.
Andrzejewski, C. E., Wolf, S, Straub, E. T., Parson, L. (2019). Facilitating student empowerment and agency through the “Scaffolded Autonomy” approach to curriculum design. In Lewis, K. (Ed), Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education. IGI Global.
Parson, L. (2019). Considering Positionality: The ethics of conducting research on marginalized groups. In Strunk, K. & Locke, L. (Eds), Research Methods for Social Justice and Equity in Education.New York, NY: Palgrave.
Ozaki, C. C. & Parson, L. (2017). Multiracial college students and colorism: Oh what a tangled web we weave. In Monroe, C. R. (Ed.), Race and Colorism in Education. New York, NY: Routledge.
Parson, L., *Weise, J., Tatum, K., Allison, M., & Farrell, J. (2019). Evaluating and Assessing the Ethical Leadership Framework for Air Force Ethical Leader Development. Journal of Character & Leadership Development. https://www.usafa.edu/app/uploads/JCLD_Vol06_Issue02.pdf
Parson, L. (2018). Review of We Only Talk Feminist Here. Feminism & Psychology. https://doi.org/10.1177/0959353518793444
Parson, L. (2018). Using institutional ethnography as a qualitative research method to explore higher education institutions [Streaming video].SAGE Research Methods.
*Childs, B. & Parson, L. (2017). Review of Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses. Teachers College Record.
*Childs, B. & Parson, L. (2017). Review of Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement. Teachers College Record.
Parson, L. Updates to the EDGE profile on Hungary. American Association of Collegiate Registrars and Admissions Officers (AACRAO) EDGE database.
Hunter, C. A., Parson, L., Kallio, B. R., & Stupnisky, R. (2015). The North Dakota Rural Principalship: A Mixed-Methods Study Exploring Differences According to Rurality.Bismarck, ND: Department of Public Instruction.
Hunter, C. A., Parson, L., Pearson, D., Kallio, B., Hung, S., & Houdek, S. (2015). The North Dakota Rural Principalship: Qualitative differences according to school size. Bismarck, ND: Department of Public Instruction.
REFEREED PROFESSIONAL PRESENTATIONS
Parson, L. (2019, April). Considering positionality: The ethics of conducting research on marginalized groups. Structured poster session at American Education Research Association (AERA) in Toronto, Canada.
Parson, L., *Wilkins, E., *Steele, A., & *Armstrong, M. (2019, April). Coordinating transitions: Exploring the STEM institution from the standpoint of freshman and transfer undergraduate women.Roundtable paper presentation at American Education Research Association (AERA) in Toronto, Canada.
Parson, L. (2019, April). Updates on the educational system of Hungary. Presentation at the AACRAO Annual Meeting in Los Angeles, CA.
Parson, L. & *Steele, A. (2018, December). Institutional autonomy and academic freedom in Hungary: A historiography. Paper presentation at SRHE Newer Researchers Conference in Wales, UK.
Parson, L. & *Weise, J. (2018, December). A postcolonial approach to competency-based curriculum design. Paper presentation at SRHE New Researchers Conference in Wales, UK.
Parson, L. (2018, July). Neoliberalism and STEM in higher education: An institutional ethnography. Paper presentation at XIX World Congress of Sociology in Toronto, Canada.
Parson, L. (2018, April). (Hypo)criticism, mocking, and misrepresentation: Responses to calls to improve the climate for women in STEM. Roundtable paper presentation at American Education Research Association (AERA) in New York.
*Fineberg, A., Roehm, J., & Parson, L. (2018, March). Making meaning of student leadership: Engaging students in assessment. Paper presentation at NASPA in Philadelphia, PA.
Parson, L. (2017, November). An institutional ethnography of STEM in higher education from the perspective of undergraduate women. Paper presentation at Association for the Study of Higher Education (ASHE) in Houston, TX.
Parson, L. (2017, April). Gendered student ideals in STEM in Higher Education. Roundtable paper presentation at American Education Research Association (AERA) in San Antonio, TX.
Parson, L., & Ozaki, C. C. (2016, November). Exploring the STEM Classroom from the perspective of undergraduate women. Paper presentation at Association for the Study of Higher Education (ASHE) in Columbus, OH.
Parson, L. (2016, April). A netnography exploring the relationship between blogging and higher education for female undergraduates. Paper presentation at American Education Research Association (AERA) in Washington D.C.
Parson, L., Stupnisky, R. H., Hunter, C. A. (2016, April). Exploring differences in principal experiences according to rurality: A mixed-method study. Roundtable paper presentation at AERA in Washington D.C.
Parson, L. (2015, October). Are STEM syllabi gendered? A feminist critical discourse analysis.Paper presentation atWestern Region Research Conference on the Education of Adults (WRRCEA) at the University of Alberta, Edmonton Canada.
Forbes, A., Grey, S. M., & Parson, L. (2015, August). Not in my backyard: Attitudes toward remotely piloted aircraft use in North Dakota.Poster presentation at American Psychological Association (APA) in Toronto, ON.
Parson, L. (2015, April). Exploring the connections between blogging and Higher Education for women.Paper presentation at American Education Research Association (AERA) Graduate Research In-Process Session in Chicago, IL.
Parson, L. (2015, April). How does higher education impact the wage gap?Poster presentation at Women & Gender Conference in Vermillion, SD.
Parson, L. (2013, October). Meeting the adult education needs of former female members of polygamous societies.Paper presentation at Western Region Research Conference on the Education of Adults (WRRCEA) in Seattle, WA.
Parson, L. (2011, October). Using Technology to Assess ELLs.Paper presentation at Intermountain TESOL (i-TESOL) in Salt Lake City, UT.
Parson, L. (2010, October). Ontario’s Bi-Lingual ALS Programs.Paper presentation at i-TESOL in Ogden, UT.
Parson, L. (2018). Using Active Learning to Improve Salesforce Training. Workshop at Snowforce. March 8, 2018.
Parson, L. (2017). Large lecture engaged active student learning. Presentation at the Auburn University Biggio Center Fall Break EASL Retreat. October 12, 2017.
Parson, L. (2017). Active Learning in the Large-Group Classroom. Presentation at the University of Louisville School of Medicine. June 15, 2017.
Parson, L. (2016). What is Active Learning? Getting Started Incorporating Active Learning Methods into your Teaching. Presentation at the Kent School Part-time Faculty Retreat for the Delphi Center at the University of Louisville. August 18, 2016.
Parson, L. (2016). Incorporating Active Learning Across the Disciplines. Presentation at the Delphi Center for Teaching and Learning. October 13, 2016.
Academic Program Review Committee, 2018-present
Auburn Women’s Studies Program Ad Hoc Travel Committee, 2017-present
Auburn Women’s Center Advisory Board, 2018-present
NASPA Journal About Women in Higher Education (NJAWHE) Editorial Board, 2017-present
AERA Division J Student Travel Grant Committee, 2016-2019
American Education Research Association (AERA) Division J (Postsecondary), 2015-present
Ex-officio member (Graduate Representative Committee), 2016
Graduate Student Representative, 2015-2016
University of North Dakota Graduate and Professional Student Association, 2015-2016
University of North Dakota Library Committee: Graduate Student Member, 2015-2016
TESOL/TEFL Travel Grant Award: Judge, 2015
University of North Dakota Teaching & Learning Graduate Student Organization, 2014-2015
University of North Dakota Education College Research Council, 2014-2015
Graduate Student Member
HONORS & AWARDS
Auburn Author Award, 2019
NASPA Ruth Strang Research Award, 2019
2015 Sandra Donaldson Award in Women and Gender Studies, 2015
A Postcolonial Approach to Competency-based Curriculum Design for Higher Education Administration Graduate Programs: National Research Collaborative for CBE/L and Lumina Foundation. $27,971, FY 2019 to FY 2020. (Principal Investigator: Laura Parson).
EPASS PWS Quality Enhancement and Improvement Accreditation Support: Contract project, funded by the U.S. Department of Defense (via US Air Force, Applied Technologies Group, Inc.), $107,924.48, FY 2018 to FY 2019. (Principal Investigator: Laura Parson).
Hungarian Higher Education in Crisis: An Institutional Ethnography of Central European University: National Alumni Council, $2,000, FY 2018 FY 2019. (Principal Investigator: Laura Parson).
Updates on Higher Education in Hungary: American Association Collegiate Registrars and Admissions Officers (AACRAO), $1,000, FY 2018 to FY 2019. (Principal Investigator: Laura Parson).
Integration of ePortfolio into the Biosystems Engineering Graduate Curriculum: Auburn University Office of Writing, $11,735, FY 2018 to FY 2019 (Principal Investigator: Brendan Higgins; Co-PI: Laura Parson, Yi Wang, Sushil Adhikari, Oladiran Fasina).
Cadre and Faculty Development Course 2017: U.S. Department of Defense (via U.S. Army, Training and Doctrine Command) FY2017 to FY2018 (Principal Investigator & Project Director: Jeffrey C. Sun; Co-PI: Meghan Pifer, Laura Parson).
Cadre and Faculty Development Course 2016: Pilot project, funded by the U.S. Department of Defense (via U.S. Army, Training and Doctrine Command), $848,000, FY2016 to FY2017 (Principal Investigator & Project Director: Jeffrey C. Sun; Co-PI: Jessica Buckley; Co-Investigator: Laura Parson, et al.).
American Education Research Association (AERA), 2014-present
Association for the Study of Higher Education (ASHE), 2015-present