CFI Executive Director

meixnecx@jmu.edu

Contact Info

Courses Taught

PSYC 600: Introduction to Measurement and Statistics
PSYC 840: Mixed Methods in Qualitative Research

Education

B.S. - James Madison University
M.A. - University of Maryland
Ph.D. - Antioch University

 

Biography

A proud alumnus, Dr. Cara Meixner returned to James Madison University in 2008. Currently, Cara serves as Executive Director of the Center for Faculty Innovation and Associate Professor of Graduate Psychology. Cara teaches courses in research methods, leadership development, organizational behavior, hunger and homelessness, and gender studies. With a penchant for qualitative and mixed methods research, Cara maintains an active research agenda in brain injury advocacy and enjoys contributing to the scholarships of engagement, discovery, and teaching & learning. She’s co-author and co-editor of a new text, Reconceptualizing Faculty Development in Service-Learning/Community Engagement.

Current Research Interests

Brain Injury Survivor Advocacy. Cara's expansive background in leadership and community development prompted her pursuit of an advocacy-based research agenda for survivors of acquired brain injury. She has served as co-principal investigator of several grants funded by the Commonwealth Neurotrauma Initiative Trust Fund that investigate barriers to accessing crisis intervention services, with focus on the experience of survivors with neurobehavioral presentations. To date, this work has been presented and published through multiple refereed venues such as the World Congress on Brain Injury, the Federal Interagency Conference on Brain Injury, the North American Brain Injury Society, Brain Injury, Journal of Head Trauma Rehabilitation, and NeuroRehabilitation. Most critically, this body of inquiry has contributed to the development of noteworthy changes and advocacy initiatives, locally and regionally. Cara currently serves as one of Commissioner Rothrock’s appointees to the Virginia Brain Injury Council and chairs the Science Advisory Committee for Brain Injury Connections of the Shenandoah Valley.

Higher Education (Pedagogy and Change). In addition to her scholarship on head trauma, Cara has presented and authored on topics related to pedagogy, leadership development, service-learning, and organizational change. Contributions include a study on faculty learning outcomes (Journal of Faculty Development); a co-authored chapter, Powerful Pedagogies; a mixed methods study on the experience of part-time faculty (College Teaching); and an exploratory, autoethnographic encounter in teaching Herman Hesse to first-year students (Journal of Leadership Studies). Cara co-edited the newly released edited volume entitled, Reconceptualizing Faculty Development in Service-Learning/Community Engagement.

Research Methodology. Keenly interested in the philosophy of science, with an eye toward unpacking paradigmatic assumptions that ground research methodologies, Cara has partnered with colleagues on pieces (e.g., Journal of Mixed Methods Research) that advance understanding of ontology and epistemology in qualitative and mixed methods research.

Select Publications

Berkey, R., Meixner, C., Green, P., & Eddins, E. (Eds.). (2018). Reconceptualizing faculty development in service-learning/community engagement: Exploring intersections, frameworks, and models of practice. Sterling, VA: Stylus.

Meixner, C., Berkey, R., & Green, P. (2018). Dynamics on the edge: Exploring roles and intersections of service-learning and community engagement and educational development. In R. Berkey, C. Meixner, P. Green, & E. Eddins (Eds.), Reconceptualizing faculty development in service-learning/community engagement: Exploring intersections, frameworks, and models of practice. Sterling, VA: Stylus.

Meixner, C., & Hathcoat, J. (2018). The nature of mixed methods research. In P. Limputtong (Ed.), Handbook of Research Methods in Health Social Sciences. New York, NY: Springer. 

Hathcoat, J. & Meixner, C. (2018). Ontology and epistemology. In P. Limputtong (Ed.), Handbook of Research Methods in Health Social Sciences. New York, NY: Springer.

Harding, V., O’Donoghue, C., Meixner, C., Lewis, F., Horn, G., & Russell, R. (2017). Post-acute traumatic brain injury rehabilitation treatment variables: A mixed methods study. Archives of Communication Disorders, 2(3), 209-213.

Fulcher, K.H., Smith, K.L., Sanchez, E.R.H., Ames, A.J., & Meixner, C. (2017). Return of the pig: Standards for learning improvement. Research & Practice in Assessment, 11, 10-25.

Meixner, C., & O’Donoghue, C.R., & Hart, V. (2017). Impact of the Brain Injury Family Intervention (BIFI) training on rehabilitation providers: A mixed methods study. NeuroRehabilitation, 40 (2017), 545-552. Doi: 10.3233/NRE-171441.

Hurney, C.A., Brantmeier, E.J., Good, M.R., Harrison, D., & Meixner, C. (2016). The faculty learning outcome assessment framework.  Journal of Faculty Development, 30(2), 69-77.

Hathcoat, J., &  Meixner, C. (2015).  Pragmatism, factor analysis, and the conditional incompatibility thesis in mixed methods research.  Journal of Mixed Methods Research, 1-17.  Doi: 10.1177/1558689815622114 

O’Donoghue, C.R., Meixner, C., & Hawk-Sanchez, E.R. (2015). Access to Neurobehavioral Services in Virginia. Richmond: Department for Aging and Rehabilitative Services.

Dupre, M., Echterling, L., Meixner, C., & Briggs, M.K., & Anderson, R.  (2014). Crisis supervision: A qualitative study of the needs and experiences of licensed professional counselors.  Counselor Education and Supervision, 53(2), 82-96.

Meixner, C., O’Donoghue, C.R., & Witt, M. (2013). Accessing crisis intervention services after brain injury: A mixed methods study.  Rehabilitation Psychology, 58(4), 377-385.

Meixner, C. (2013). Locating self in humanity. In J. Lin, R.L. Oxford, & E.J. Brantmeier (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation.  Charlotte, NC: Information Age Publishing.  

O’Donoghue, C., Meixner, C., & Witt, M.  (2013).  Brain injury family intervention (BIFI) training for providers: Short and long term effectiveness [Abstract].  The Journal of Head Trauma Rehabilitation, 28(5), E31-65. 

Meixner, C., O’Donoghue, C., Hegyi, S., Witt, M., & Lincoln, E. (2012). Community-based crisis intervention: A descriptive intercept model for survivors of acquired brain injury [Abstract].   Brain Injury, 2012, 1-484, Early Online. 242-243.    

O’Donoghue, C., Meixner, C., Witt, M., & Bowman, E. (2011). Community-based crisis intervention for survivors of ABI: An interagency initiative [Abstract]. The Journal of Head Trauma Rehabilitation, 26(5). 423. 

Meixner, C., & Rosch, D. (2011). Powerful Pedagogies. In S.R. Komives, J.P. Dugan, J.E. Owen, C. Slack, W. Wagner & Associates (Eds.), The handbook for student leadership development (2nd ed.)(pp.307-337). San Francisco: Jossey-Bass.

Meixner, C., Kruck, S.E., & Madden, L. (2010) Inclusion of part-time faculty for the benefits of faculty and students. College Teaching, 58(4), 141-147.

Meixner, C. (2010). Reconciling self, servant leadership, and learning: 
The Journey to the East as locus for reflection and transformation. Journal of Leadership Studies, 3(4), 81-85.

O'Donoghue, C., Meixner, C., Witt, M., Hegyi, S., & Bowman, E. (2010). Community-based crisis intervention in acquired brain injury: A Virginia Commonwealth Neurotrauma Initiative [Abstract]. Journal of Head Trauma Rehabilitation, 25(5). 394-395.

O'Donoghue, C., Meixner, C., Witt, M., & Bowman, E. (2010). Community-based crisis intervention in acquired brain injury: Developin g a model for response [Abstract]. Brain Injury, 24(3). 
114-115.

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