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Maureen Drysdale
Maureen Drysdale
Professor
Department of Psychology

PhD, University of Calgary

MSc, University of Calgary

BEd, University of Calgary

BSc, University of Calgary

519-884-8111 

28288
mdrysdal@uwaterloo.ca
SH 2034
Image of Dr. Maureen Drysdale
BIOGRAPHY

St. Jerome’s University Psychology professor Dr. Maureen Drysdale focuses on the many factors that impact academic achievement and the subsequent transition to and success in work after graduation. This includes examining the skill acquisitions, mental health, and overall well-being of students in post-secondary education as well as under-represented secondary school students preparing for full-time employment. A primary focus has been on examining the attitudes and behaviours that are believed to be important for successful school-to-work transitions. This includes but is not limited to self-concept, self-efficacy, hope, study skills, work ethic, career identity & certainty, motivation, sense of belonging, peer support, social support, anxiety, depression, and other mental health constructs.

 

Her research has included the following populations and demographic variables: learning disabilities, mental illness, sexuality, ethnicity, gender, age, program of study, and work experience. She has a particular interest in the role that work-integrated learning (WIL) has on the transition to and success in the labour market. Within this, context, she examines all the variables mentioned above.  She is currently leading a new international study (5 countries) examining the differences in work-readiness and mental health outcomes of students preparing for full-time permanent work. 

PUBLICATIONS

The content that follows may only represent a portion of the Faculty member’s work.

 

Books

Serafini, T., Rye, BJ., & Drysdale, M. (2013). Taking Sides: Clashing Views in Adolescence (3rd Edition), McGraw-Hill: Dubuque, Iowa.

 

Articles

Drysdale, M. T. B., Callaghan, S., & Lee, J. (2021). Wellness, blaming, and coping during a pandemic: An analysis of perceptions on Reddit. Mental Health and Social Inclusion, 25(3), 267-278.

 

Drysdale, M. T. B., Callaghan, S. A., & Dhanota, A. (2020). Sense of belonging of sexual minority students participating in work-integrated learning programs. Education + Training, 63 (2),  182-194.

 

Drysdale, M. T. B., & Callaghan, S. A. (2020). Academic self-efficacy, subjective well-being, and academic achievement of students who "believe" they are gifted. The International Journal of Learning: Annual Review, 27(1), 17-35.

 

Drysdale, M. T. B., McBeath, M., Johansson, K., Dressler, S., & Zaitseva, E. (2016). Psychological attributes and work-integrated learning: An international study. Higher Education, Skills, and Work-Based Learning, 6(1), 20-34.

 

Drysdale, M., Frost, N., & McBeath, M. (2015). How often do they change their minds and does work-integrated learning play a role? An examination of ‘major changers’ and career certainty in higher education. Asia Pacific Journal of Cooperative Education, 16(2), 145-152.

 

Drysdale, M., & McBeath, M. (2014). Exploring hope, self-efficacy, procrastination, and study skills between cooperative and non-cooperative education students. Asia-Pacific Journal of Cooperative Education, 15 (1), 69-79. 

 

Purdie, F., Ward, L., McAdie, T., King, N., & Drysdale, M. (2013). Are work-integrated learning (WIL) students better equipped psychologically for work post-graduation than their non-work-integrated learning peers? Some initial findings from a UK university. Asia-Pacific Journal of Cooperative Education, 14(2), 117-125.

 

Drysdale, M., Martinez, Y., & Thompson, L. (2012). The effects of humorous literature on emotion: A pilot project comparing children with Asperger’s Syndrome before and after neurofeedback training and controls. Journal of Neurotherapy, 16, 196-209.

 

Drysdale, M., & McBeath, M. (2012). Self-concept and tacit knowledge: Differences between cooperative and non-cooperative education students. Asia-Pacific Journal of Cooperative Education, 13(3), 169-180.

 

Drysdale, M. T. B., Williams, A., & Meaney G. (2007). Teacher’s perceptions of integrating children with behavioural disorders: Challenges and strategies. Exceptionality Education Canada, 17(3), 1-24.

 

Drysdale, M., Goyder, J., Nosko, A., Easton, M., Frank, K., & Rowe, P. (2007). The role of co-op in the transition from high school to post-secondary education. Journal of Cooperative Education and Internships, 41(1), 48-55.

 

Chapters

Drysdale, M. T. B., Twyford, K., Glenn, B., & Callaghan, S. A. (2022). Work, resilience, and well-being: The long game of WIL. In Advances in Research, Theory and Practice in Work-Integrated Learning: Enhancing Employability for a Sustainable Future. S. Ferns, A. Rowe, and K. Zegwaard (eds.). Oxon: Routledge.

 

Rowe, P. M. & Drysdale, M. T. B. (2020). Boundary spanning and performance: Applying skills and abilities across work contexts. In dvancing talent development: Toward a T-model infused undergraduate education. P. Gardner & H. N. Maietta (eds.). New York: Business Expert Press.

 

Johnston, N., Drysdale, M., & Chiupka, C. (2013). An Experiential Pedagogical Model for Developing Global Citizens. In The World is My Classroom: International Learning and Canadian Higher Education. M. Desjardins & J. Benham-Rennick (eds.). Toronto: University of Toronto Press.

 

Drysdale, M., & Johansson, K. (2011). A Scientific Approach to Research Design and Quality in Cooperative  and Work-integrated Education. In The International Handbook for Cooperative Education and Work-Integrated learning – Second Edition. R. Coll & K. Zegwaard (eds.). Boston: WACE.

 

Groenewald, T., Drysdale, M., Johnston, N., & Chiupka, C. (2011). Towards a Definition and Models of Practice for Cooperative Education and Work-Integrated Learning. In The International Handbook for Cooperative Education and Work-Integrated learning – Second Edition. R. Coll & K. Zegwaard (eds.). Boston: WACE.

 

Johnston, N., Drysdale, M., & Chiupka, C. (in-press, 2013). An Experiential Pedagogical Model for Developing Global Citizens. In Good Global Citizenship in Higher Education: Canadian Models. M. Desjardins & J. Benham-Rennick (eds.). Toronto: University of Toronto Press.

GRANTS, FELLOWSHIPS, AWARDS

Ontario Human Capital Research & Innovation Fund, Ministry of Training, Colleges, and Universities (2015)

James Wilson Award for Longstanding Research Contributions and Leadership in Cooperative and Work-Integrated Education

Cooperative Education & Internship Association (2015)

Internal Research Grant, St. Jerome's University (2015)

Canadian Association For Cooperative Education Research Grant

Canadian Association for Co-operative Education (CAFCE) (2014)

Internal Research Grant, St. Jerome's University (2014)

Ontario Human Capital Research & Innovation Fund

Ministry of Training, Colleges, and Universities (2013)

Internal Research Grant, St. Jerome's University (2012)

Internal Research Grant, St. Jerome's University (2011)

Dr. Graham Branton Research Award for Outstanding Research in Cooperative Education

Canadian Association for Co-operative Education (CAFCE) (2010)

Learning Initiatives Fund Grant, University of Waterloo (2009)

Ralph Tyler Research Award for Outstanding Research in Cooperative Education, Cooperative Education & Internship Association (2008)

COURSES TAUGHT

PYSCH 212: Educational Psychology

PSYCH 315: Psychology of Adolescence

PSYCH 317: The Emotionally Disturbed Child

PSYCH 451: Honours Seminar - Child and Adolescent Psychopathology

PROFESSIONAL, ADMINISTRATIVE, AND COMMUNITY SERVICES

The content that follows may only represent a portion of the Faculty member’s work.

 

Administrative
Chair, Department of Psychology (2018-)