Harsha N. Perera, Ph.D. ACADEMIC APPOINTMENTS · Harsha N. Perera 2 Ph.D., University of Technology...

Harsha N. Perera

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Harsha N. Perera, Ph.D.

Department of Educational Psychology

and Higher Education

College of Education

University of Nevada, Las Vegas

4505 S. Maryland Parkway

Las Vegas, NV 89154-3003

Phone: (702) 895-1110

E-mail: [email protected]

ACADEMIC APPOINTMENTS

Assistant Professor, Department of Educational Psychology and Higher Education,

College of Education, University of Nevada, Las Vegas, 4505 S. Maryland Parkway

Las Vegas, NV 89154-3003, United States (August 2016-present).

Job duties: Research and teaching in the areas of advanced statistical methods;

service to the profession, department, college, university, and community.

Assistant Professor, (SPF03 Strategic Appointment), University of New South Wales

Australia, High Street, Kensington, NSW 2052, Australia (January 2016 – August

2016)

Job duties: Research and teaching in the areas of advanced statistical methods

and motivation and engagement; service to the profession, department, college,

university, and community.

Adjunct Honorary Professor, School of Linguistics, Adult, and Specialist

Education, University of Southern Queensland (January 2016 – Present)

Lecturer, University of Southern Queensland, West Street, Darling Heights, QLD

4350, Australia (November 2014 – December 2015). Tenured.

Job duties: Research and teaching in the areas of statistical methods, motivation

and engagement, and human development; service to the profession,

department, college, university, and community.

Associate Lecturer, University of Southern Queensland, West Street, Darling

Heights, QLD 4350, Australia (June 2012 – October 2014)

Job duties: Research and teaching in the areas of statistical methods, human

development, motivation and engagement; service to the profession,

department, college, university, and community.

Sessional academic, Quantitative Methods, University of Technology, Sydney, 15

Broadway, Ultimo, NSW 2007, Australia (July 2011 – June 2012)

Job duties: teaching intermediate and advanced statistical methods.

EDUCATION

Harsha N. Perera

2

Ph.D., University of Technology Sydney (2015). Specialization(s): Educational

Psychology and Advanced Quantitative Methods

B. Ed (Honors Class I)., University of Sydney (2010).

HONORS and AWARDS

2018 External Research Mentor – University of Southern Queensland Research

Mentoring Program (ReM). Research mentors are chosen from among leading

researchers in disciplinary fields to provide research mentorship to faculty.

2018 Publons Top Reviewer Award – Top 1% of peer reviewers in

psychology/psychiatry

2017 Publons Top Reviewer Award – Top 1% of peer reviewers in psychology

2017 College of Education Dean’s candidate for Faculty Recognition Reception

on account of outstanding scholarly performance.

2016 College of Education, University of Las Vegas Nevada, Dean’s Policy

Fellow. The competitive fellowship is intended to support the development of a policy

briefing to the Nevada State legislature on the current status of STEM workforce

capacity and what can be done to encourage people to pursue STEM pathways.

2016 Nominee, UNSW Dean’s Research Award for achievements by an early career

researcher

2016 American Educational Research Association Division E Outstanding

Dissertation Award

2016 UTS Chancellor’s List Award for outstanding doctoral research

2016 UNSW SPF03 Strategic Appointment to School of Education, University of

New South Wales (UNSW). The SPF03 is a strategic priority fund designed to recruit

the most promising talent across the world to the UNSW.

2015 Australian Association for Research in Education (AARE) Ray Debus

Award for best doctoral dissertation in education in Australia.

2015 USQ Publication Excellence Award awarded on account of meritorious

research productivity

2011 Australian Postgraduate Award (APA; 2011) – 23,500.00 p/a AUD. APA

scholarships are awarded by the Australian Government, Department of Innovation,

Industry, Science and Research to research students of exceptional research potential

undertaking a Higher Degree by Research in Australia.

Harsha N. Perera

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First Class Honors (2009) awarded in the Bachelor of Education program, University

of Sydney.

Walter Reid Memorial Prize (2008). Awarded annually, without application, to on

the basis of exceptional academic performance.

Inductee, International Honor Society (2006).

GRANT ACTIVITY

Coordinating curricula and user preferences to maximize the participation of women

and students of color in Engineering. National Science Foundation (2018).

($300,000.00 USD). Funded

Personalizing mathematics to maximize relevance and skill for tomorrow’s STEM

workforce. National Science Foundation (2018). ($315,988.00 USD). Funded.

Towards a typology of motivational beliefs in math and science. American

Educational Research Association Research Grant Scheme (2017). ($34,915.00)

USD. Not funded.

A personalized learning authoring environment for math education: Effects on self-

beliefs, interests, and achievement. Institute of Educational Sciences.

($1,397,788.00 USD). Not Funded.

From university to jobs: Trends in labor market outcomes of Australian university

graduates from diverse equity groups. National Center for Students Outcomes in

Higher Education (2017). $65,351.00 AUD. Not funded.

Argumentation and learning in secondary science. Nevada Department of Education

(2017). (127,857.00 USD). Funded.

Development of the Australian Graduate Employability Scale (A-Grades). Graduate

Career Australia research grant program (2017) ($81,456.00 AUD). Funded.

Coordinating curricula and user preferences to maximize the participation of women

and students of color in Engineering. National Science Foundation (2016).

($298,190.00 USD). Unsuccessful (Competitive).

Critical questions model of argumentation (CQMA). UNLV TTDGRA Award

(2016). ($47,250.00). Funded.

Modeling Educational and Career Interests, Choices, and Achievement in STEM.

UNSW Research Grant Scheme (2016). ($5997.00 AUD). Funded.

Harsha N. Perera

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Quantitative Research Methodologist, (w/ Principal investigator R. Ganguly),

Resilience/thriving in post-secondary students with disabilities. National Center for

Students Outcomes in Higher Education (2017). ($65,000.00 AUD). Funded.

Measuring career interests in university students USQ Marketing and Student

Attraction (2015). ($7,500.00). Funded

Pathways to Completion and Retention: Individual and Contextual Factors. National

Centre for Vocational Education and Research (2015). ($139,286.00 AUD).

Unfunded.

Development of a short-form of the Career Interest Test. Education Services

Australia (2014). ($15,000.00 AUD). Funded

Agricultural career pathways among Secondary School Student. Grains

Development Research Corporation (2014). ($349,200.00 AUD). Unfunded.

Investigating the mediational mechanisms underlying the influence of affective

personality on academic performance during a major life transition. USQ Research

Grant Scheme (2013) ($4,644.30). Funded.

2012 UTS Research Students’ Travel Grant – $800.00 AUD awarded to support the

conduct and presentation of research

2011 Australian Postgraduate Award (APA; 2011) – 23,500.00 p/a AUD (3 years).

APA scholarships are awarded by the Australian Government, Department of

Innovation, Industry, Science and Research to students of exceptional research

potential undertaking a Higher Degree by Research in Australia.

PROFESSIONAL AFFILIATIONS

Member, American Educational Research Association (Division E)

Member, American Educational Research Association (Division D)

Member, American Educational Research Association (Division C)

Member (Invited), Australian Association for Research in Education

Member (Invited), Society for Personality Assessment

PUBLICATIONS AND ARTICLES IN PRESS OR ACCEPTED

*Alchin, C., McIlveen, P., & Perera, H. N. (2018). Negative career thoughts and the

working alliance in career counseling. The Career Development Quarterly

(Advance online publication). doi: 10.1002/cdq.12149

Athanasou, J. A., & Perera, H. N. (2018; in press). International Handbook of Career

Guidance (2nd Ed). Springer.

Harsha N. Perera

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*Bartlett, C., Perera, H. N., & McIlveen, P. (2016). A short-form of the Career Interest

Test: 21-CIT. Journal of Career Assessment, 24(2), 397-409. doi:

10.1177/1069072715580579

Fogarty, G. J., Murphy, P. J., & Perera, H. N. (2017). Safety climate in defense

explosive ordnance: Survey development and model testing. Safety

Science, 93, 62-69. doi: 10.1016/j.ssci.2016.11.010.

Fogarty, G. J., & Perera, H. N. (2016). Resilience: Distinct construct or conglomerate

of existing traits? Industrial and Organization Psychology, 9, 422-429.

doi: http://dx.doi.org/10.1017/iop.2016.33

Fogarty, G. J., Perera, H. N., Furst, A., & Thomas, P. (2016). Evaluating measures of

optimism and sport confidence. Measurement in Physical Education and

Exercise Science (online first). doi: 10.1080/1091367X.2015.1111220

Ganguly, R., & Perera, H. N. (2018). Profiles of Psychological Resilience in College

Students With Disabilities (Advance online publication). Journal of

Psychoeducational Assessment. doi:

https://doi.org/10.1177/0734282918783604

*Grigg, S+., Perera, H. N+., McIlveen, P., & *Svetleff, Z. (2018). Relations among

math self-efficacy, interest, intentions, and achievement: A social

cognitive perspective. Contemporary Educational Psychology, 53, 73-

86.

McIlveen, P., & Perera, H. N. (2016). Career optimism mediates the effect of

personality on teachers’ career engagement. Journal of Career

Assessment, 24(4), 623-636. doi: 10.1177/1069072715616059

McIlveen, P., & Perera, H. N. (2016). Career practitioners should advocate for math in

STEM education: Without M, there is no S, T, and E. Australian

Career Practitioner, Autumn 2016, 13-15.

McIlveen, P., & Perera, H. N. (2018; in press). Threats to the science and practices of

vocational assessment: Postmodernist abuse, misuse, and construct

proliferation. In J. A Athanasou & H. N. Perera (Eds.), International

Handbook of Career Guidance (2nd Ed). Springer.

McIlveen, P., Perera, H. N., Baguely, M., Ganguly, R., & Van Rensburg, H. (2018).

Impact of teachers’ career adaptability and family on professional

learning (Advance online publication). Asia-Pacific Journal of Teacher

Education. doi: 10.1080/1359866X.2018.1444141

McIlveen, P., Perera, H. N., & Blustein, D. L. (2018). Using the Psychology of

Working Framework to build a research team. In R. Erwee, P. Danaher,

Harsha N. Perera

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F. F. Padro (Eds.), University development and administration:

Postgraduate education in higher education. Springer.

McIlveen, P., Perera, H. N., Hoare, P. N., & *McLennan, B. (2018). The validity of

CAAS scores in divergent social occupations. Journal of Career

Assessment, 25(1), 31-51. doi: 10.1177/1069072716679922

McIlveen, P., Perera, H. N., & *Wilcock, R. (2018). Career assessment in Australia.

In S. R. Barclay & K. B. Stoltz (Eds.), The Counselor’s Guide to Career

Assessment Instruments (7th ed.). Broken Arrow: National Career

Development Association.

*McLennan, B., McIlveen, P., & Perera, H. N., (2017). Pre-service teachers’ self-

efficacy mediates the relationship between career adaptability and career

optimism. Teaching and Teacher Education, 63, 176-185. doi:

10.1016/j.tate.2016.12.022

*Luke, J., McIlveen, P., & Perera, H. N. (2016). A thematic analysis of career

adaptability in retirees who return to work. Frontiers in Psychology

(Advance online publication). doi: 10.3389/fpsyg.2016.00193

Perera, H. N. (2013). A novel approach to estimating and testing specific mediation

effects in educational research: Explication and application of Macho

and Ledermann’s (2011) Phantom Model approach. International

Journal of Quantitative Research in Education, 1, 39-60. doi:

10.1504/IJQRE.2013.055640

Perera, H. N. (2015). The internal structure of responses to the Trait Emotional

Intelligence Questionnaire Short-Form: An exploratory structural

equation modeling approach. Journal of Personality Assessment. doi:

10.1080/00223891.2015.1014042

Perera, H. N. (2016). Construct validity of scores from the Social Provisions Scale: A

bifactor exploratory structural equation modeling approach. Assessment,

23, 720-733. doi: 10.1177/1073191115589344.

Perera, H. N. (2016). The role of trait emotional intelligence in academic

performance: Theoretical overview and empirical review. The Journal

of Psychology: Interdisciplinary and Applied, 150, 229-251. doi:

10.1080/00223980.2015.1079161 (Invited submission)

Perera, H. N., & Athanasou, J. A. (2016). Construct validity of the EUROHIS-QOL

for rehabilitation assessment. Australian Journal of Rehabilitation

Counselling, 22, 57-75. doi: 10.1017/jrc.2016.12 (invited submission)

Harsha N. Perera

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Perera, H. N., *Barber, D., & McIlveen, P. (2018; in press). Person-centered research

in vocational psychology: An overview and illustration. In J. A

Athanasou & H. N. Perera (Eds.), International Handbook of Career

Guidance (2nd Ed). Springer.

Perera, H. N., & DiGiacomo, M. (2013). The relationship of trait EI with academic

performance: A meta-analytic review. Learning and Individual

Differences, 28, 20-33. doi: 10.1016/j.lindif.2013.08.002

Perera, H. N., & DiGiacomo, M. (2015). The role of trait emotional intelligence in

academic performance during the university transition: An integrative

model of mediation via social support, coping and adjustment.

Personality and Individual Differences, 83, 208-213. doi:

10.1016/j.paid.2015.04.001

Perera, H. N., & Ganguly, R. (2018). Construct validity of scores from the Connor-

Davison Resilience Scale in a sample of students with disabilities.

Assessment, 25(2), 193-205. doi: doi:10.1177/1073191116646444

Perera, H. N., *Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality

and relations with teacher self-efficacy, work engagement, and job

satisfaction Personality and Individual Differences, 120, 171-178. doi:

10.1016/j.paid.2017.08.034

Perera, H, N., Izadikhah, Z., O’Connor, P., & McIlveen, P. (2018). Resolving

dimensionality problems with WHOQOL-BREF responses. Assessment,

25, 1014-1025. doi: 10.1177/1073191116678925

Perera, H. N., & McIlveen, P. (2014). The role of optimism and engagement coping in

college adaptation: A Career Construction model. Journal of Vocational

Behavior, 84, 395-404. doi:10.1016/j.jvb.2014.03.002

Perera, H. N., & McIlveen, P. (2017). Profiles of career adaptivity and their relations

with adaptability, adapting, and adaptation. Journal of Vocational

Behavior, 98, 70-84. doi: 10.1016/j.jvb.2016.10.001

Perera, H. N., & McIlveen, P. (2018). Vocational interest profiles: Profile replicability

and relations with the Big-Five and STEM major choice. Journal of

Vocational Behavior, 106, 84-100. doi: 10.1016/j.jvb.2017.11.012

Perera, H. N., McIlveen, P., Burton, L. J., & *Corser, D. M. (2015). Beyond

congruence measures for the evaluation of personality factor structure

replicability: An exploratory structural equation modeling approach.

Personality and Individual Differences, 84, 23-29. doi:

10.1016/j.paid.2015.01.004

Harsha N. Perera

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Perera, H. N., McIlveen, P., & *Oliver, M. E. (2015). The mediating role of coping

and adjustment in the relationship between personality and achievement.

British Journal of Educational Psychology, 85, 440-457. doi:

10.1111/bjep

Perera, H. N., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an

integrative perspective on the structure of teacher work engagement.

Journal of Vocational Behavior, 108, 28-41.

https://doi.org/10.1016/j.jvb.2018.05.006

*Denotes graduate student

+Denotes joint first authorship

CHAPTERS AND ARTICLES UNDER REVIEW

*+Granziera, H., & +Perera, H. N. (minor revision). The satisfaction of teachers at

work: Effects of teacher self-efficacy and engagement. Contemporary

Educational Psychology.

Perera. H. N., *Calkins, C., & *Part, R. (minor revision). Teacher self-efficacy

profiles: Determinants, outcomes, and generalizability across teaching.

Contemporary Educational Psychology.

Perera, H. N., Wiens, P., McIlveen, P., *Calkins, C., & McLennan, B. (2018). A

Unifying Perspective on the Dimensionality of Teacher Self-Efficacy:

Evidence from Australian and US Teachers. Manuscript Submitted for

Publication.

Perera, H. N., Yerdelen, S., & McIlveen, P. (2018). A Multidimensional, Person-

Centered Perspective on Teacher Engagement: Evidence from Canadian and

Australian Teachers. Manuscript Submitted for Publication.


+Denotes joint first authorship

GOVERNMENT AND OTHER REPORTS

Bernacki, M. L., & Perera, H. N. (2017). Encouraging Young Nevadans to Choose and

Complete STEM Degrees: Las Vegas, Nevada: Dean's Policy Fellows Initiative:

College of Education, University of Nevada, Las Vegas.

McIlveen, P., & Perera, H. N. (2014). Report of psychometric characteristics of the

CIT-21. Report submitted to Education Services Australia. University of

Southern Queensland.

Harsha N. Perera

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Perera, H. N., & McIlveen, P. (2015). Report on the psychometric properties of the

USQ Career Explorer. Report submitted to USQ Marketing and Attraction.

University of Southern Queensland.

CONFERENCE PAPERS AND PROCEEDINGS

*Calkins, C., Perera, H, N., McIlveen, P., & *McLennan, B. (2018, April). Towards

an Integrative Perspective on the Dimensionality of Teacher Self-

Efficacy Data. Paper presented at the 2018 Annual Meeting of the

American Educational Research Association. New York, NY.

Ganguly, R., & Perera. H. N. (2017; April) Profiles of resilience is post-secondary

students with disabilities. Paper presented at the Pathways to Resilience

Conference. Cape Town, South Africa.

*Granziera, H., & Perera, H. N. (2016, December). Teacher work satisfaction: A

social cognitive career theory perspective. Paper presented at the 2016

Australian Association for Research in Education conference.

Melbourne, Australia.

*Granziera, H., & Perera, H. N. (2018, April). The Satisfaction of Teachers at Work:

Effects of Teacher Self-Efficacy and Engagement. Paper presented at

the 2018 Annual Meeting of the American Educational Research

Association. New York, NY.

McIlveen, P., *McLennan, B., Noble, K., Perera, H. N., & *Wunsch, G. (2014). The

influence of career optimism on satisfaction and engagement in different

domains of learning and work. Paper presented at the International

Congress of Applied Psychology. Paris, France.

McIlveen, P., *McDonald, N., *McLennan, B., *Oliver, M. E., & Perera, H. N.

(2016). The SCCT in Australia: Empirical models for di(e)sperate

industries. Paper presented at the 2016 Biennial Conference of the

Society for Vocational Psychology, 16-17 May, Florida State

University, Tallahassee, FL, USA.

McIlveen, P., *McLennan., B., & Perera, H. N. (2015). Measuring career adaptability

in school teachers. Paper presented at the Career Development

Association of Australia national conference. Perth, Australia.

McIlveen, P., Perera, H. N., & Hendren, S. (2016; May). Predictors of career

engagement in STEM degrees. Paper presented at the 2016 Career

Development Association of Australia Conference. Melbourne, VIC,

Australia.

Harsha N. Perera

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McIlveen, P., Perera, H. N., & Luke, J. (June 2018). Employability does not equal

employment. Symposium session accepted for presentation. Society for

Vocational Psychology 13th Biennial Conference. AZ, USA.

McIlveen, P., *Wunsch, G., *McDonald, N., *Horvath, Z., Beccaria, G….Perera, H.,

N. (2014). Tilling the field: A vocational psychology of agriculture.

Paper presented at the Society for Vocational Education 11th Biennial

Conference. Coimbra, Portugal.

*Part, R., Perera, H. N., Bernacki, M. L., & Marchand, G. C. (2018, April).

Expectancies, Values, and Costs: Reciprocal-effects models. Paper

accepted for presentation at the Annual Meeting of the American

Educational Research Association. New York: NY.

Perera, H. N. (2012). The relationship of trait EI with academic performance: A meta-

analytic review. Paper presented at the AARE-APERA 2012

Conference, Sydney, Australia.

Perera, H. N. (2013). The role of dispositional optimism in college adaptation: Testing

a model of direct and indirect relations. Paper presented at the 12th

Australian Conference for Personality and Individual Differences.

Brisbane, Australia.

Perera, H. N. (2014) Harnessing the power and flexibility of exploratory structural

equation modeling for the analysis of multidimensional personality item

response data. Paper presented at the 2014 Australian Conference for

Personality and Individual Differences. Newcastle, Australia

Perera, H. N. (2014). The role of trait emotional intelligence in achievement during a

stressful educational transition: A multistage model of mediation via

social support, coping and adaptation. Paper accepted for presentation at

the BERA Annual Conference 2014. London, United Kingdom.

Perera, H. N., & *Granziera, H. (2017, November). Teacher work engagement: A

psychometric investigation. Paper accepted for presentation at the

Australia Association for Research in Education (AARE) Conference

2017. Canberra, Australian Capital Territory, Australia.

Perera, H. N., *Granziera, H., & McIlveen, P. (2017, April). Relations of teacher

personality with teacher self-efficacy, work engagement, and job

satisfaction: A person centered perspective. Paper presented at the 2017

Annual Meeting of the American Educational Research Association.

San Antonio, TX.

Harsha N. Perera

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Perera, H. N., & McIlveen, P. (2016; May). The RIASEC interests: Structure, gender

invariance, and Big-Five and degree-choice relations. Paper presented at

the 2016 Society for Vocational Psychology Conference. Florida State

University. Tallahassee, FL, USA.

Perera, H, N., & McIlveen, P. (2018; May). An integrative variable-and-person-

centered framework for examining the structure of dispositional

employability. Paper presented at the 2018 Society for Vocational

Psychology Conference. Scottsdale, AZ, USA.


INVITED TALKS AND SEMINARS

Perera, H. N. (2018, November). Data management practices in education. EDH707

Guest lecture. Las Vegas, NV, USA.

Perera, H. N. (2018, September). Publishing work in peer-reviewed journals. UNLV

Graduate College Fall 2018 Workshop. Las Vegas, NV, USA.

Perera, H. N. (2018, July). An integrative model of teachers’ motivational beliefs:

Relations with teacher and student outcomes. Invited Presentation at the 4th Bi-

Annual Network Gender & STEM conference, Eugene, OR, USA.

Perera, H. N., & McIlveen, P. (2018, June). Can I Do This, Am I Interested, and Does

My Teacher Believe that S/he Can Positively Influence My Learning? A

Program of Research on Individual and Teacher-Level Social-Cognitive

Predictors of Student Outcomes. Invited Presentation at the Cajon Valley

Union School District. San Diego, CA, USA.

Perera, H. N. (2018; August). Profiles of career adaptability and their relations with

adaptability, adapting, and adaptation. Invited Keynote to be presented at the

First International Summer School in "Healthy organizations: From research to

application”. Florence, Italy.

Perera, H. N. (2018, February). The role of theory in educational research. Invited

Presentation. College of Education, UNLV. Doctoral Colloquium. Las Vegas,

NV, USA.

Perera, H. N. (2018, January). Towards a substantive-methodological synergy in the

investigation of educational choices, engagement, and achievement: A program

of research. Invited presentation. Clemson University. Clemson, SC, USA.

Harsha N. Perera

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Perera, H. N. (2018, January). Publishing work in peer reviewed journals: Increasing

and maintaining productivity. Invited panel expert. UNLV Graduate College

seminar series. Las Vegas, NV, USA.

Perera, H. N., & Bernacki, M. L. (2017, November). Data management practices in

education. EDH707 Guest lecture. Las Vegas, NV, USA.

Perera, H. N. (2017, October). Quantitative research in education: A program of

research. EDH707 Guest seminar. Las Vegas, NV, USA.

Perera, H. N., & Bernacki, M. L. (2017, February). A social cognitive perspective on

retention and progression in undergraduate STEM. Invited Seminar. College

of Education, UNLV. Doctoral Colloquium. Las Vegas, NV, USA.

Perera, H. N. (2017, January). Academic job interviewing: An international

perspective. UNLV Graduate College seminar series. Las Vegas, NV, USA.

Perera, H. N. (2016, April). Learning and adaptive capacity in education and work: A

Program of Research. UNSW Inaugural Public lecture. Sydney, NSW.

Perera, H. N. (2015, December). Graduate research training: New Frontiers with

established practices. Invited speech delivered at the Australian Association of

Educational Research Annual Conference. Pert, WA, Australia.

Perera, H. N. (2015, December). Increasing research productivity and impact: An

early-career researcher perspective. Invited seminar delivered at the USQ

School of Linguistics, Adult, and Specialist Education Professional

Development Day. Springfield, QLD.

McIlveen, P., & Perera, H. N. (2015, August). Beyond cognitive ability: A program of

research on dispositional traits and characteristic adaptations. Professional

development session delivered at Toowoomba Grammar School. Toowoomba,

QLD.

Perera, H. N. (2015, July). Reinvigorating interest in the role of personality in

education. Expert lecture delivered at the 2015 USQ Student Advisors Day.

Ipswisch, QLD.

Perera, H. N. (2015, June). Reinvigorating interest in the role of personality in

education. Expert lecture delivered at the 2015 USQ Student Advisors Day.

Toowoomba, QLD.

Perera, H. N. (2013, February). The substantive-methodological synergy in the social

sciences. Expert lecture delivered at the University of Southern Queensland.

Harsha N. Perera

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Perera, H. N. (2011, September). Quantitative methods in the social sciences. Expert

lecture delivered at the University of Technology, Sydney.

RESEARCH SUPERVISION

Student Degree Program Department Institution Role Advisory

Dates

Michelle

Dominguez

PhD High

Education

Educational

Psychology

& Higher

Education

UNLV Committee

Member

December

18 – to

present

Danielle

Head

PhD Interaction

Media

Sciences

Teaching

and

Learning

UNLV Committee

Member

December

18 to

present

Justin

Ponkow

MSc Political

Science

Department

of Political

Science

UNLV Committee

Member

August 18

to present

Nicholas

Carfango

PhD Psychology Psychology UNLV Committee

Member

August 18

– Present

Alireza

Maghsoudlou

PhD Independent

Project

Educational

Psychology

& Higher

Education

UNLV Project

Advisor

August 18

–

December

18

Alireza

Maghsoudlou

PhD Educational

Psychology

Educational

Psychology

& Higher

Education

UNLV Committee

Chair

August 18

– Present

Chyna Miller PhD Educational

Psychology

Educational

Psychology

& Higher

Education

UNLV Committee

Chair

August 18

– Present

Veronica

McVoy

MS Educational

Psychology

Educational

Psychology

& Higher

Education

UNLV Committee

Member

July 18 –

Present

Danette

Barber

MS Educational

Psychology

Educational

Psychology

UNLV Committee

Member

March 18

- Present

Harsha N. Perera

14

& Higher

Education

Jason Tang PhD Hotel

College

Hotel

College

UNLV Committee

Member

April 18 –

present

Lucie

Vosicka

PhD Independent

Project (Ed.

Psych)

Educational

Psychology

& Higher

Education

UNLV Project advisor Spring 17

Zvetomirra

Svetleff

PhD Independent

Project

(Learning

Sciences)

Educational

Psychology

& Higher

Education

UNLV Project advisor Spring 17

Breanna

Garcia

PhD Psychology Department

of

Psychology

UNLV Quantitative

Committee

Member

November

2017 –

December

18

Wonjoon

Hong

PhD Learning

Sciences

Department

of

Educational

Psychology

& Higher

Education

UNLV Quantitative

Committee

Member

March 17

– October

18

Holland

Meyer

MSc Educational

Psychology

Department

of

Educational

Psychology

& Higher

Education

UNLV Chair August

2016 –

December

18

Kristina

Lindquist

PhD Educational

Psychology

Department

of

Educational

Psychology

& Higher

Education

UNLV Quantitative

Committee

Member

August

2017 –

Present

Harsha N. Perera

15

Rachel Part PhD Educational

Psychology

Department

of

Educational

Psychology

& Higher

Education

UNLV Substantive &

Quantitative

Committee

Member

October

2016 –

Present

Lixian Tian PhD Applied

Linguistics

Department

of

Educational

Psychology

& Higher

Education

UNLV Quantitative

Committee

Member

August

2017 –

Present

Helena

Granziera

MEd Educational

Psychology

(with high

distinction)

School of

Education

UNSW Chair January

2016 –

August

2016

Nur

Mohammed

MEd Educational

Psychology

(with high

distinction)

School of

Education

UNSW Chair January

2016 –

August

2016

Cristy

Bartlett,

PhD Education School of

Linguistics,

Adult, &

Specialist

Education

USQ Quantitative &

Substantive

Co-Chair

July 2014

– present)

Nicole

McDonald


Linguistics,

Adult, &

Specialist

Education

USQ Quantitative &

Substantive

Co-Chair

July 2014

–

December

2017

David Bruce PhD Education School of

Linguistics,

Adult, &

Specialist

Education

USQ Quantitative

Co-Chair

January

2015 –

present

Harsha N. Perera

16

Jennifer

Luke


Linguistics,

Adult, &

Specialist

Education

USQ Quantitative

Co-Chair

July 2015

– present

Mark E.

Oliver


Linguistics,

Adult, &

Specialist

Education

USQ Quantitative

Co-Chair

July 2015

– present

Cristy

Bartlett

MEd Education School of

Linguistics,

Adult, &

Specialist

Education

USQ Substantive

and

Quantitative

Co-Chair

February

2014 –

November

2014.

SOFTWARE & CODE

Perera, H. N. (2013). Amos and EQS command syntax for the estimation and testing

of specific indirect effects using bootstrapping and the delta Method in recursive

covariance structure models. Available from the author by request via email.

PROFESSIONAL DEVELOPMENT

Statistical Training.

2014 ACSPRI course in Multilevel Modeling (40 hours): University of Queensland:

Brisbane

2013 ACPID Course on Meta-Analysis (8 hours). Griffith University: Brisbane

2013 ACSPRI course in Advanced Structural Equation Modeling (40 Hours):

University of Technology Sydney, Sydney, Australia

2012 University of Melbourne Course in Structural and Multilevel Modeling (40

hours): University of Melbourne: Melbourne, Australia

2011 Multivariate Statistics (40 hours). University of Technology Sydney: Sydney,

Australia

2011 Multiple Regression Analysis (40 hours), University of Technology Sydney:

Sydney, Australia

Harsha N. Perera

17

2008 Research Design and Analysis (40 hours), University of Sydney: Sydney,

Australia.

Other Training.

2016 eOOline Training module (3 hours) (equal opportunity and diversity training),

University of New South Wales Australia: Sydney.

2016 Preparing a budget for grant applications (2 hours), University of New South

Wales Australia: Sydney.

2015 USQ Equal Opportunity Training (EOT) module (3 hours), University of

Southern Queensland: Toowoomba.

2015 USQ Moodle Online Quiz Utility Training (2 hours), University of Southern

Queensland: Toowoomba.

2012 EASE – Electronic Assignment Submission Training (1 Hour), University of

Southern Queensland: Toowoomba

2012 Centre for Cardiovascular and Chronic Care Summer School (2 hours):

University of Technology, Sydney, Australia

2011 Macquarie University Ethics Training Module (3 hours), Macquarie

University: Sydney, Australia.

METHODOLOGICAL INTERESTS AND PROFICIENCY

Multiple regression analysis

Exploratory factor analysis

Confirmatory factor analysis

Structural equation modeling

Exploratory structural equation modeling

Multi-level modeling

Multi-level structural equation modeling

Latent growth modeling

Mixture modeling (i.e., latent class, latent profile, and factor mixture modeling)

Monte Carlo simulation methods

Missing-data management

Management and analysis of non-normal data

Statistical mediation and moderation

Categorical data modeling

Large-scale data analysis (e.g., TIMSS, PIRLS, PISA, ELS 2002)

STATISTICAL SOFTWARE PROFICIENCY

Harsha N. Perera

18

EQS

Mplus

LISREL/Prelis (both SIMPLIS and Matrix languages)

R (especially Lavaan package)

Comprehensive Meta-Analysis

SPSS

Bi-Log, Multi-Log

PROFESSIONAL, DEPARTMENT, COLLEGE, & UNIVERSITY SERVICE

Editorial Board, Australian Journal of Career Development (2014 – present)

Editorial Board, Frontiers in Psychology (2016 – present).

Editorial Board, Journal of Vocational Behavior (2016-present)

Editorial Board, Journal of Educational Psychology (2017-present)

Editorial Board, School Psychology Quarterly (2018 – present)

Editorial Board, Journal of Career Assessment (2018 – present)

Editorial Board, International Journal of Educational and Career Guidance (2018 –

present)

Ad Hoc Reviewer, Assessment, Australian Journal of Psychology, Australian

Psychologist, Australian Journal of Rehabilitation Counselling, Contemporary

Educational Psychology, Cognition and Instruction, Psychological Reports, Emotion

Review, European Journal of Psychology of Education, Journal of Experimental

Education (Quantitative and Measurement Section), Journal of Personality

Assessment, Leading and Managing, Personality and Individual Differences,

Learning and Individual Differences, Education and Training, Frontiers in

Psychology (Educational), Social Psychology of Education, Frontiers in Psychology

(Quantitative), Palgrave McMillan, Oxford University Press, Pearson, 2017 American

Educational Research Association Annual Meeting, 2018 American Educational

Research Association Annual Meeting, 2019 American Educational Research

Association Annual Meeting

Scientific Committee, The Second International Conference for Healthier Societies

Fostering Healthy Organization. University of Florence, August 30-31, September 1,

2018.

Search Committee member. Search committee for Professor and Dunn Family Chair

in Educational Assessment. University of Nevada Las Vegas (August 2017 – present)

Harsha N. Perera

19

Search Committee member. Search committee for Associate Professor and Director

of the Center for Mathematics, Science, and Engineering Education. University of

Nevada Las Vegas (August 2017 – present)

Program Development Advisor, Doctor of Philosophy: Learning Sciences program

development (provided guidance on the statistics core in the novel program)

Quantitative Research Methodologist, Clark County School District Peer Assistance

and Review (PAR) Program Study (October 2016 - present)

PhD Review Committee, Department of Educational Psychology and Higher

Education, University of Nevada Las Vegas (September 2016 – present)

External Research Mentor, USQ Researcher Mentoring Program (ReM) (January

2016 – present). The ReM invites “research leaders” to form mentoring partnerships

with novice researchers. Notably, I am the youngest research mentor in the ReM

program and only one of few international academics chosen.

Quantitative Research Consultant, Toowoomba Gramma School. Toowoomba,

QLD, Australia (August 2015 – present).

Committee member, UNSW School of Education Research Committee (January

2016-August 2016)

Advisor, UNSW School of Education Assessment and Evaluation Group (January

2016-August 2016)

Quantitative Research Methodologist, UNSW Teacher Effectiveness working

party (January 2016 – August 2016).

School of Linguistics, Adult, and Specialist Education, USQ, School Statistical

consultant. Consultancy has centered on the provision of research design and data

analytic support (July 2013 – December 2015).

School of Linguistics, Adult, and Specialist Education, USQ School

representative. Moodle assignment development committee (March 2014 –

December 2015).

Core Fellow (Quantitative Methods and Modeling), Australian Collaboratory for

Career, Employability, and Learning for Living (July 2013 – present).

Committee Member, USQ Master of Learning and Teaching development committee

(2013-2014)

MEDIA RELEASES

Harsha N. Perera

20

The Key to Algebra Success? Make it Personal., North Texas e-News. (December

25, 2018) (http://ntxe-news.com/artman/publish/article_112662.shtml)

Algebra that Fits with Career Goals May Be Key to Math-Loving Kids., Forbes

Innovation. (October 3, 2018)

(https://www.forbes.com/sites/rachelcrowell/2018/10/03/algebra-that-fits-with-career-

goals-may-be-key-to-math-loving-kids/#acab19e224b2)

The Issues: Why Nevada must encourage students to get STEM degrees., UNLV

News Center (March 8, 2017) (https://www.unlv.edu/news/article/issues-why-nevada-

must-encourage-students-get-stem-degrees)

Dr Harsha Perera Inaugural Public Lecture, UNSW School of Education News

Center (19 April, 2016)

Winner 2016 AERA Outstanding Research Award, UNSW School of Education

News Center (March 24, 2016)

TEACHING

Course Institution Year(s) Level N Avg.

Rating

Multivariate

Statistics

UNLV Fall 18 Graduate 14 4.99/5.00

Psychometrics UNLV Fall 18 Graduate 18 4.76/5.00

Latent variable

models

UNLV Spring

18

Graduate 9 4.97/5.00

Multiple

Regression

UNLV Spring

18

Graduate 17 4.93/5.00

Multivariate

Statistics

UNLV Fall

2017


Latent variable

models

UNLV Spring

2017


Multivariate

Statistics

UNLV Fall

2016


Harsha N. Perera

21

Human

Development in

Education

UNSW Autumn

2016

Graduate 22 5.60/6.00

Quantitative

Research

Methods and

Evaluation

USQ Spring

2014

Graduate 63 4.10/5.00

Lifespan

Development and

Learning

USQ 2013-

2015

Undergraduate 850* 4.05/5.00*

Career

Development

USQ 2013 Graduate 60 4.35/5.00

Adolescent

Psychology

USQ 2013-

2015

Undergraduate 230* 3.60/5.00*

Quantitative

Methods

UTS Spring

2011

Graduate 28 4.50/5.00

* Denotes an average across the time period in which I taught the course.

BIOGRAPHICAL NOTE

Harsha N. Perera, B.Ed. (Hons 1) (Sydney), PhD (UTS) is an Assistant Professor of

Educational Psychology with the Department of Educational Psychology and Higher

Education, University of Nevada, Las Vegas, United States, and Director of the

Educational Career Pathways Lab. Prior to this appointment, he was a SPF03 Strategic

Professor with the School of Education, University of New South Wales, Australia.

He has also held an academic position with the University of Southern Queensland,

Australia where he remains in an honorary capacity. Dr. Perera has two main lines of

substantive research. First, he seeks to examine the social cognitive processes,

involving competence self-beliefs, interests, and success expectations, through which

young people develop intentions to choose, engage in, and achieve in specific

educational and career pathways. Second, his program of research aims to examine the

social cognitive processes through which teachers engage with their work, become

satisfied with teaching, and, ultimately, remain in the profession. Recently, Dr Perera

has bridged these two streams of research to investigate the roles of teacher

motivational beliefs in student outcomes. On a methodological level, Dr Perera has

interests and expertise in the development and application of latent variable methods

Harsha N. Perera

22

to examine validity evidence and advanced quantitative methods (viz., structural

equation, multi-level, finite mixture modeling, item factor analysis, and Monte Carlo

methods). Dr. Perera's research is conducted in a substantive-methodological synergy

framework in which sophisticated quantitative methods are used to investigate

complex substantive problems. His research work has been supported by grants from

the National Science Foundation, Graduate Careers Australia, and the Nevada

Department of Education, inter alia.

Dr. Perera has published in a number of top-tier scientific journals, including

Assessment, Contemporary Educational Psychology, Journal of Personality

Assessment, British Journal of Educational Psychology, Learning and Individual

Differences, Teaching and Teacher Education, Personality and Individual

Differences, Journal of Vocational Behavior, and Frontiers in Psychology. In

addition, he serves on the editorial boards of the Journal of Educational Psychology,

Journal of Vocational Behavior, Journal of Career Assessment, inter alia, and is a

regular reviewer for several national and international journals. He has been

recognized by Publons as within the Top 1% of reviewers in the fields of

Psychology/Psychiatry for the past two years. Dr. Perera is also the recipient of a

number of prestigious awards recognizing his research excellence, including (a) the

Australian Association for Research in Education (AARE) Ray Debus Award for the

most outstanding doctoral dissertation in education across Australia, (b) the UTS

Chancellor's List Award for outstanding doctoral research, and (c) the American

Educational Research Association (AERA) Division E Outstanding Dissertation

Award.

Dr. Perera is currently accepting graduate students who possess comparable research

interests to those mentioned above. Interested graduate students, with competitive

track records, will join a dynamic team of researchers, including international

collaborators, PhD candidates, and MS candidates, with considerable opportunities to

publish from dissertation research as well as other conceptually or methodologically

related projects. Dr. Perera’s students regularly publish in top-tier periodicals, such

Contemporary Educational Psychology, Journal of Vocational Behavior, Personality

and Individual Differences, Frontiers in Psychology, Journal of Career Assessment,

and present at national conferences, such as the Annual Meeting of the American

Educational Research Association.

REFEREES

1. Professor James A. Athanasou

Professor, Faculty of Health Sciences

University of Sydney

Ph. (W): + 61 2 9351 9329

Email: [email protected]

2. Associate Professor Peter McIlveen

Associate Professor,

mailto:[email protected]

Harsha N. Perera

23

Faculty of Business, Education, Law, and Arts

University of Southern Queensland

QLD 4350

Ph (W): + 61 7 4631 2375


3. Professor David Blustein

Professor, Lynch School of Education

Boston College

Campion Hall 315

Chestnut Hill, MA 02467

Ph. 617 552-0795


4. Professor Gerard J. Fogarty

Emeritus Professor, School of Psychology

University of Southern Queensland

17 Connell St, Toowoomba,

Queensland 4350

Email: [email protected]

Harsha N. Perera, Ph.D. ACADEMIC APPOINTMENTS · Harsha N. Perera 2 Ph.D., University of Technology...

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