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. A. (2022). Creating first impressions: Problems with diversity and
inclusivity in higher education marketing materials.
The International Journal of Learner Diversity and Identities, 29(2), 95-105.
https://doi.org/10.18848/2327-0128/CGP/v29i02/95-105
Drysdale, M. T. B., Twyford, K., Glenn, B., & *Callaghan, S. A. (2022). Work, resilience, and well-being: The long game of WIL. In S. Ferns, A. Rowe, and K. Zegwaard. Advances in Research, Theory and Practice in Work-Integrated Learning: Enhancing Employability for a Sustainable Future, (75-84). Oxon, UK: Routledge.
Drysdale, M. T. B., Donnovan, R., and Callaghan, S. A. (2021). Student Mental Health in Higher Education: Discourse on Reddit Reveals Contributing Factors and Solutions. The International Journal of Health, Wellness, and Society, 12(1), 53-68. (Winner, International Award of Excellence)
Drysdale, M. T. B., McBeath, M. L., & Callaghan, S. A. (2021). The feasibility and impact of online peer support on the well-being of higher education students. The Journal of Mental Health Training, Education and Practice.
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 work-integrated learning. 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.
