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Meranda M. Roy

Title: Associate Librarian

Department: Library - PS - Library Research Support Services

College: University of North Texas

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of North Texas, 2022
    Major: Learning Technologies
    Dissertation: Developing an Ontology for Examining Competencies for Higher Education Instructional Design Professionals
  • MS, University of North Texas, 2016
    Major: Behavior Analysis
    Dissertation: The Effects of a Parent Training Program that is Responsive to Current Repertoire and Affect
  • BA, University of Kansas, 2013
    Major: Applied Behavioral Science
    Specialization: Early Childhood Autism Intervention

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

GRSC 5000Z.001Graduate Student Teaching ExcellenceFall 2019 SPOT
GRSC 5000Z.002Graduate Student Teaching ExcellenceFall 8W1 2019
GRSC 5000Z.002Graduate Student Teaching ExcellenceSummer 10W 2019
GRSC 5000Z.004Graduate Student Teaching ExcellenceSummer SUM 2019
GRSC 5000Z.001Graduate Student Teaching ExcellenceSpring 2019
GRSC 5000Z.001Graduate Student Teaching ExcellenceFall 2018
BEHV 3440.001Data Collection and AnalysisSpring 2017 Syllabus SPOT
BEHV 3660.001Survey of Applied Behavior Analysis LiteratureSpring 2017 Syllabus SPOT
BEHV 3000.001Applied Behavior Analysis and Autism IFall 2016 Syllabus SPOT
BEHV 3440.001Data Collection and AnalysisFall 2016 Syllabus SPOT
BEHV 3660.001Survey of Applied Behavior Analysis LiteratureFall 2016 Syllabus SPOT
BEHV 3440.001Data Collection and AnalysisSummer 5W1 2016 Syllabus SPOT
BEHV 3440.001Data Collection and AnalysisSpring 2016 Syllabus SPOT
BEHV 3660.001Survey of Applied Behavior Analysis LiteratureSpring 2016 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Warren, S.J., Roy, M., Robinson, H. (2021). Beyond Information Acquisition: A Critical Design Framework to Support Emancipatory Discourses and Thinking in a Transmedia Learning Experience. Learning Technologies and User Interaction: Diversifying Implementation in Curriculum, Instruction, and Professional Development. Abingdon, Oxfordshire, Taylor & Francis Group.
  • Warren, S.J., Roy, M., Robinson, H. (2021). Business Simulation Games: Three cases from supply chain management, marketing, and business strategy. Game-based learning across the disciplines. Amsterdam, Springer.
  • Ennis-Cole, D., Iwundu, C., Roy, M., Sumter, L. (2019). Technology-based learning: Opportunities and opposition.. From Disagreement to Discourse: A Chronical of Controversies in Schooling and Education. Charlotte, NC, Information Age Publishing, Inc.

    • Conference Proceeding

  • Roy, M., Phillips Christensen, K., Johnson, C. (2019). Group Formation in Computer Supported Collaborative Learning Environments: A Systematic Review. 413-420. New Orleans, Louisiana, Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. https://www.learntechlib.org/primary/p/211114/
  • Phillips Christensen, K., Roy, M. (2018). Collaboration: What works in the classroom?. 1237-1243. Washington, D.C., Proceedings of Society for Information Technology & Teacher Education International Conference. https://www.learntechlib.org/primary/p/182685/

    • Dissertation

  • Roy, M.M. Developing an Ontology for Examining Competencies for Higher Education Instructional Design Professionals.

    • Journal Article

  • Roy, M.M., Warren, S.J. (2024). Developing an Ontology to Explore Competencies Needed by Instructional Design Professionals in Higher Education. Journal of Applied Instructional Design. 13 (3)

    • Position Paper

  • Roy, M.M., Hargis, C.N., Venner, M.A. (2022). There and back again: The impact of COVID on public services in an academic library. Informed Librarian Online. Infosources Publishing.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Roy, M.M. (Principal), Johnson-Freeman, W.R. (Supporting), "Evaluating Strategies to Promote Instructional Videos in an Academic Library: Enhancing Access, Awareness, and Engagement," sponsored by UNT Libraries, University of North Texas, $4800 Funded. (2023 - 2024).
  • Miles, C.A. (Principal), Roy, M.M. (Supporting), Krahmer, A.J. (Supporting), "Library Services and Software for Engineering Students and Faculty," sponsored by UNT Libraries, University of North Texas, $2900 Funded. (2023 - 2024).
  • Roy, M. (Principal), Stayton, J. (Supporting), Ratjit, U. (Supporting), "Aim for accessibility: Creating accessible LibGuides for library patrons," sponsored by UNT Libraries, University of North Texas, $5000 Funded. (2020 - 2021).
  • Roy, M. (Principal), "A virtual writing group to expand my writing abilities and productivity," sponsored by Office for Faculty Success, University of North Texas, $1350 Funded. (2021 - 2021).
  • Roy, M. (Principal), Pasquini, L. (Supporting), "Digital mentoring for graduate scholars: Impacts on career planning, professional development, and peer support," sponsored by Office of Faculty Success, University of North Texas, $775 Funded. (2018 - 2019).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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