Andrew Bruce, PhD

Education

• University of Virginia, Charlottesville, Virginia, PhD – Special Education
• Liberty University, Lynchburg, Virginia, MAT – Special Education
• Liberty University, Lynchburg, Virginia, BS – Psychology

Professional Experience

2020-present: Associate Professor – University of Lynchburg, School of Education, Leadership Studies and Counseling

2015-2020: Assistant Professor – University of Lynchburg, School of Education, Leadership Studies and Counseling

2014-2015: Adjunct Professor – University of Lynchburg, School of Education and Human Development

2015: Adjunct Professor – Liberty University, School of Education

2010–2014: Doctoral Student/Candidate – University of Virginia Department of Curriculum, Instruction, and Special Education

2011: Editorial Assistant for Exceptionality – Assisted in the review process for journal articles submitted to the journal Exceptionality

2006–2010: Special Education Teacher – Heritage High School, Lynchburg, Virginia. 9th – 12th grade special education math teacher. Taught students with high incidence disabilities and behavioral disorders in collaborative and self- contained classrooms

2005–2006: Behavior Therapist – Central Virginia Community Services Board,
Lynchburg, Virginia. Worked at a middle school with students who had mental health diagnosis and were in danger of failing or being removed from school.

Scholarship

Published Articles/Chapters

Kennedy, M., Hirsch, S.E., Rodgers, W.J., Bruce, A.A., & Lloyd, J.W. (2017). Supporting high school teachers’ implementation of evidence-based classroom management practices. Teaching and Teacher Education, 63, 47-57

Polloway, E., & Bruce. A. (2016). Mathematics instruction. In . E.A. Polloway, J.R. Patton, L. Serna, & J.W. Bailey (Eds.). Strategies for Teaching Learners with Special Needs: 10th ed.

Kauffman, J. M., Bruce, A., & Lloyd, J. W. (2012). Response to intervention (RTI) and students with emotional and behavioral disorders. In J. P. Bakken, F. E. Obiakor, & A. F. Rotatori (Eds.), Advances in Special Education: Vol. 23. Behavioral disorders: Practice concerns and students with EBD (pp. 107-128). doi:10.1108/S0270-4013(2012)0000023009

Bruce, A., Lloyd, J. W., & Kennedy, M. J. (2012). Targets of self-monitoring: Productivity, accuracy, and attention. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities: Vol. 25. Classroom behavior, contexts, and interventions (pp. 1-21) doi.org/10.1108/S0735-004X(2012)0000025004

Peer Reviewed Conference Presentations

Hirsch, S.E., Bruce, A., & Lloyd, J.W. (2016). Understanding the role of social validity in Tier II interventions. Paper presented at the Annual Teacher Education of Children With Behavioral Disorders conference, Tempe, Arizona.

Bruce, A., Kennedy, M. J., & Lloyd, J. W. (2013, April). Using locally produced video to improve classroom management skills. Paper presented at the Annual Meeting of the Council for Exceptional Children, San Antonio, Texas.

Peer Reviewed Conference Presentations (Poster Sessions)

Lloyd, J. W., Kennedy, M. J., & Bruce, A. (2013, February). Using locally produced video to improve classroom management skills. Poster presented at the Pacific Coast Research Conference, San Diego, California.

Hirsch, S. E., & Bruce, A. (2013). The reporting of social validity in interventions serving students with or at-risk for emotional and behavioral disorders from 1996 through 2012. Poster presented at the Council for Children with Behavior Disorders Research Conference, Chicago, Illinois

Manuscripts under Review

Bruce, A., Hirsch, S. E., & Lloyd, J. W. (under review). The reporting of social validity in interventions serving students with or at-risk for emotional and behavioral disorders from 1996 through 2016. Behavioral Disorders 

Manuscripts in Progress

Bruce, A., Powell, S. R. (unpublished manuscript). Exploring student response to initial single digit multiplication instruction.

Bruce, A. (unpublished manuscript). Cognitive factors’ influence on fraction development in students of varying ability levels.

Peer Reviewer

I have guest reviewed four articles for the journal Exceptional Children in 2016 and 2018.

University Teaching

University of Lynchburg

• PSYC 212 – Introduction to Behavior Modification
• SPED 334 – Characteristics of Learning and Related Disabilities
• EDUC 425 – Methods: Math Instruction
• SPED 606 – Characteristics of Youth with Learning Disabilities and Emotional/Behavioral Disorders
• EDHD 609 – Research Methods and Applications
• SPED 620 – Language Development/Instruction & Assistive Technology
• SPED 625 – Positive Behavioral Interventions
• SPED 635 – Social, Functional, and Transition Programming
• SPED 644 – Academic Instruction for Students with Disabilities

 

University Service

• Provided hundreds of hours of individual and small group tutoring for the Core Math Praxis exam. Helped over a dozen students pass the exam so they can become licensed teachers
• 2016 – present: Member of IRB committee
• 2017 – Member of GERT committee
• 2018 – Friend of the GEOC committee, helped review DELL course proposals
• 2017 – served on a grade appeal committee
• Co-PI on 1.4 million dollar Noyce grant proposal. Primarily responsible for developing plan, gathering information, and establishing contacts with local school divisions.
• Member of two dissertation committees (spent dozens of hours helping doctoral candidate conceptualize and properly run his statistical analysis)
• Undergraduate Advisor
• Helped proctor senior exams
• 2016 – 2017: Worked with special education faculty to redesign comprehensive exams using a case study format
• 2017 – present: Currently collaborating with SELC faculty to redesign our undergraduate program to meet national accreditation and better prepare our graduates

Professional Memberships

• Council for Exceptional Children
  • Division for Learning Disabilities
  • Council for Children with Behavior Disorders
• K-12 Special Education Teaching License in state of Virginia