Full-time Faculty - Rosemary Reilly, CCFE

Education:

PhD Educational Psychology [major: Instructional Psychology; double minor: Family Life Education

and Gender in Education], McGill University, Montreal

MEd Educational Psychology [concentration: Human Relations and Family Life], McGill University,

Montreal

Certificate in Family Life Education, Concordia University, Montreal

BA Double Major in Child and Abnormal Psychology, McGill University, Montreal

Brief Academic Biography:

After many years working with children in cooperative day care and nursery school settings, Rosemary C. Reilly went back to Concordia University in 1987 to obtain a certificate in Family Life Education. This certificate proved to be a turning point in her career, from working with young children to working with families and organizations. Dr. Reilly has been associated with Concordia University ever since both as a part-time faculty member, and since 2003, as tenure-track faculty. Her particular research interest is exploring the impact of using learning as a lever for change at an individual, organizational, or community level. As well, Dr. Reilly has presented and published in the areas of social creativity, the development of learning communities, trauma, and qualitative changes in thinking patterns as a result of collaboration in groups. She has presented at both national and international conferences and functions as a peer reviewer for several international journals, and a prestigious national conference. Dr. Reilly employs an experiential approach to learning, while emphasizing the whole person in this process-- the intellectual, emotional, physical, and spiritual parts of the participant. She spends a portion of her time working with culturally diverse groups in schools, social service agencies, and community organizations.

Research Interests:

Social creativity processes & shared expertise development

Learning and change processes

Impact of violence on learning processes

Community resilience after neighborhood trauma

Resilience as a creative response

Learning communities and thought communities as complex systems

Qualitative research methodologies

Recent Refereed Publications (selected):

Reilly, R. C., & Mcbrearty, M. (in press). “Getting there is not a very neat circle or process”: An illustrative

view of complexity within a learning community. In K. Richardson & A. Tait (Eds.), Managing the complex: Complexity and knowledge management- Understanding the role of knowledge in the management of social networks (vol. 4). Goodyear, AZ: Institute for the Study of Coherence and Emergence.

Reilly, R. C. (in press). Process tracing. In A. Mills, E. Wiebe, & G. Durepos (Eds.), Encyclopedia of

case study research. Thousand Oaks, CA: Sage.

Reilly, R. C. (in press). Participatory case study. In A. Mills, E. Wiebe, & G. Durepos (Eds.),

Encyclopedia of case study research. Thousand Oaks, CA: Sage.

Reilly, R. C., & Linds, W. (in press). Complexity. In A. Mills, E. Wiebe, & G. Durepos (Eds.), Sage

encyclopedia of case study research. Thousand Oaks, CA: Sage.

Reilly, R. C. (2009). Family creativity. In B. Wells (Ed.), Encyclopedia of giftedness, creativity and talent.

Thousand Oaks, CA: Sage.

Reilly, R. C. (2009). Expertise. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity and talent. Thousand Oaks, CA: Sage.

Mitchell, S., Reilly, R. C., & Logue, M. E. (2009). Benefits of collaborative action research for the

beginning teacher. Teaching and Teacher Education, 25, 344-349.

Reilly, R. C. (2008). Is expertise a necessary precondition for creativity? A case of four novice learning

group facilitators. Thinking Skills and Creativity, 3(1), 59-76.

Reilly, R. C., & D'Amico, M. (2008). The impact of childhood abuse on university women’s career

choice. The Journal about Women in Higher Education, 1(1), 143-163.

Reilly, R. C., & Bramwell, G. (2007). The use of public reflection circles and the promotion of

metacognition: Teaching for autonomy and good practice. Journal of Educational Enquiry, 7(1), 44-63.

Reilly, R. C., & Mcbrearty, M. (2007). “Well, it's messy sometimes…”: Barriers to building a learning

community and dynamic assessment as a system intervention. Journal of Learning Communities Research, 2(1), 21-43.

Connolly, K., & Reilly, R. C. (2007). Emergent issues when researching trauma: A confessional tale.

Qualitative Inquiry, 13(4), 522-540.

Recent Publications in Professional Periodicals (selected):

Reilly, R. C. (Fall, 2008). Characteristics of family education. Play + Paren+ing: FRP Canada

Newsletter, p. 3.

Reilly, R. C. (2004). Facilitation skills. In B. Mann (Ed.), Working with parent groups: A handbook for

facilitators (pp. 38-43). Ottawa, ON: FRP Canada.

Recent Conference Presentations (selected):

Kay, L., & Reilly, R. C. (2009). Using research as a reflective mirror: Helping journalists to examine their

responsibilities to traumatized communities. Paper presented at the International Conference of Journalism Research in the Public Interest, Zurich.

Reilly, R. C., & D'Amico, M. (2008). Family violence and its impact on the educational and vocational

trajectories of adult women. Paper presented at the Simone de Beauvoir Institute at Concordia University for the Feminist Research at Concordia: An Interdisciplinary Conference, Montreal, QC.

Reilly, R. C. (2008). How reflection circles shape pre-service teachers’ thinking skills and creative

practice. Paper presented at the American Educational Research Association, New York City, NY.

Kay, L., Reilly, R. C., Connolly, K., & Cohen, S. (2008). Help or harm?: The impact of press coverage on

a community experiencing trauma. Presented at the 1st Canadian Journalism Forum on Violence and Trauma, University of Western Ontario, London, ON.

Reilly, R. C. (2007). The politics of collaborative qualitative data analysis. Presented at the Third

International Congress of Qualitative Inquiry, Urbana-Champaign, IL.

Reilly, R. C., & Connolly, K. (2007). Harmonic resonance: In tune with the Self and the Researched.

Paper presented at the Third International Congress of Qualitative Inquiry, Urbana-Champaign, IL.

Recent Invited Presentations (selected):

Reilly, R. C. (2009, May). Making program design your best friend: Promoting growth and learning in

family education groups. Family / Parent Educator Symposium for the Calgary Health Region and Jewish Family Services, Calgary, AB.

Reilly, R. C. (2008, November). Being a creative early childhood educator. Bronfman Jewish Education

Centre Annual Professional Day, Montreal, QC.

Reilly, R. C. (2007, January). Group facilitation skill-building. Family / Parent Educator Symposium for

the Calgary Health Region and Jewish Family Services, Calgary, AB.

Reilly, R. C. (2005, October). Different groups, different learning styles, different approaches.

Symposium for Family Educators and Family Resource Program Facilitators, Family Service Canada, Winnipeg.

Research Grants:

Reilly, R. C., & D'Amico, M. (2008-2010). The impact of childhood abuse, bullying, and domestic

violence on men's learning processes. (VPRGS Catalyst Seed Funding Program: Faculty of Arts and Science). Total awarded: $14,825.00.

Reilly, R. C. (2006–2009). The impact of context and domain on the process of social creativity and

expertise development. Fonds québécois de la recherché sur la société et la culture (FQRSC). Total awarded: $39,600.00.

Reilly, R. C., & Kay, L. (2008–2010). Community resilience: Neighbourhood residents creating a livable

balance after a traumatic event. Social Science and Humanities Research Council (SSHRC). Continuing grant.

Connolly, K., & Reilly, R. C. (2006–2008). Community resilience: Neighbourhood residents creating a

livable balance after a traumatic event. Social Science and Humanities Research Council (SSHRC). Total awarded: $53,971.00.

Full-time Faculty - Rosemary Reilly, CCFE

Associate Professor