1
Bullis – Faculty Curriculum Vitae, fall 2016
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MICHAEL DAVID BULLIS
Sommerville-Knight Professor Phone: 541-346-1640
College of Education e-mail:
Dept. of Educational Methodology, Policy, & Leadership Fax: 541-346-5174
5267 University of Oregon
Eugene, OR 97403- 5267
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PROFESSIONAL BACKGROUND
Education
1983University of Oregon, Ph.D. - Special Education & Rehabilitation
1979-80University of Kansas - graduate study in Special Education, Psychology, & Statistics
1978Purdue University, M.S. - Education
1973Purdue University, B.P.E. - Pre-Physical Therapy
Positions – College of Education (COE), University of Oregon
2013-presentFaculty, Dept. of Educational Methodology, Policy, & Leadership
2008-2013Dean (permanent)
2005-2008Dean (interim - 2005-06appointed - 2006-08; I served .5-.6 FTE in the role)
During the 8-years I served as Dean of the COE:
COE was ranked in the top 10 among all colleges of education nationally for 7-years.
COE faculty ranked as the most productiveamong colleges of education nationally for 6-years.
3 COE graduate programs rankedamong the top 5 nationally in their respective fields.
COE faculty accounted for one thirdof UO’s entire yearly external funding portfolio.
COE faculty earned the first two awards for outstanding graduate education given byUO.
6 COE faculty received Fund for Faculty Excellence awards (64across UO).
All departments/programs average faculty salaries increased above peer comparators.
Tenure track faculty increased from 24 to 44 (added 9 faculty of color & 18 women).
25 tenure track faculty were promoted/tenured and 14 non-tenure faculty were promoted.
Completed a $51+ million building and renovation project of the education complex.
Conducted extensive revision of policies/procedures in personnel, curriculum, and business.
Initiated college-wide effort on diversity issues, established UO’s first community diversity advisory board,and hired UO’s first college-level diversity coordinator.
For COE students, established a tutoring center, professional workshop series, college-wide back-to-school orientation, and yearly graduation and post-graduation surveys.
2002-2003Sabbatical - I remained in Oregon to work on externally funded projects
1999-presentProfessor with indefinite tenure
1994-1999Associate Professor (untenured), Dept. of Special Education
Previous Professional Positions
1991-1994Research Professor, Teaching Research Division, Western Oregon StateCollege
1990-1994Associate Director, Teaching Research Division, Western Oregon StateCollege
1988-1990Assistant Director of Adolescent and Adult Programs, Teaching ResearchDivision,
Western Oregon State College
1987-1993Adjunct Faculty, Oregon State University and Western Oregon State College
1986-1991Associate Research Professor, Teaching Research Division, Western Oregon State
College
1984-1986Assistant Research Professor, Teaching Research Division, Western Oregon State
College
1983-1984Research Associate, Rehabilitation Research and Training Center onDeafness and
Hearing Impairment, University of Arkansas
1980-1983Doctoral Research Fellow, Rehabilitation Research and Training Center in Mental
Retardation, University of Oregon
1980-1981Work Evaluation Aide, Special Education Work Experience Program, Eugene, OR
1979-1980Research Assistant, Department of Special Education, University of Kansas
1975-1979Vocational Rehabilitation Counselor, Indiana Division of Vocational Rehabilitation,
Lafayette, IN
1974-1975Work Activities InstructorWork Adjustment Supervisor, Wabash Center Sheltered Workshop, Lafayette, IN
Honors
2014-2019 – Fulbright Specialist Candidate, US Dept. of State, Institute of International Education
2014 – Outstanding Alumnus, College of Education, University of Oregon
2013 - Patricia L. Sitlington Research Award, Division on Career Development & Transition, Council for Exceptional Children
2009 - Leadership Award, Midwest Symposium on Behavioral Disorders.
2005-present - Sommerville-Knight Professor (named by the University of Oregon)
SCHOLARSHIP: I have authored or co-authored more than 120 publications in the following areas: school-to-work transition, adolescents with disabilities or high-risk behaviors, employment, assessment of functional skills and social skills, social problem solving, and longitudinalresearch.
Articles
64. Poppen, M., Lindstrom, L., Unruh, D., Khurana, A., & Bullis, M. (in press). Predicting employment outcomes for young adults with disabilities using Vocational Rehabilitation case services data. Journal of Vocational Rehabilitation.
63.Bullis, M. (2013). Reflections on the past and thoughts about the future of the transition field. Career Development and Transition for Exceptional Individuals, 36, 31-36. (Invited article)
62.Todis, B., Glang, A., Bullis, M., Ettel, D., & Hood, D. (2011).Longitudinal investigation of the post-high school transition experiences of adolescents with traumatic brain injury. Journal of Head Trauma Rehabilitation, 26, 138-149.
61.Povenmire-Kirk, T., Lindstrom, L., & Bullis, M. (2010). De escuela a la vida adulta: Transition needs for Latino youth with disabilities. Career Development for Exceptional Individuals, 33,
41-51.
60. Atkins, T., Bullis, M., & Yovanoff, P. (2007). Wealthy and wise? Comparison of incarcerated youth from different socioeconomic levels. Behavioral Disorders, 32, 254-266.
59.Simonson, B., & Bullis, M. (2007). The effectiveness of using a multiple gating approach to discriminate among ADHD subtypes. Journal of Emotional and Behavioral Disorders, 15, 223-236.
58.Alltucker, K., Bullis, M., Close, D., & Yovanoff, P. (2006) Different pathways to juvenile delinquency: Characteristics of early and later starters in a sample of incarcerated youth. Journal of Child and Family Studies, 15, 479-492.
57. Bullis, M., & Yovanoff, P. (2006). Idle hands: Examination of the community employment experiences of formerly incarcerated adolescents. Journal of Emotional and Behavioral Disorders, 14, 71-85.
56. Atkins, T., Bullis, M., & Todis, B. (2005). Converging and diverging service delivery systems in alternative education programs for disabled and non-disabled youth involved in the juvenile justice system. The Journal of Correctional Education, 56, 253-285.
55.Bullis, M., & Yovanoff, P. (2005). More alike than different? Comparison of formerly incarcerated adolescents with and without disabilities. Journal of Child and Family Studies, 14, 127-139.
54.Unruh, D., & Bullis, M. (2005). Facility-to-community transition needs for adjudicated youth with disabilities. Career Development for Exceptional Individuals, 28, 67-79.
53.Unruh, D., & Bullis, M. (2005). Female and male juvenile offenders with disabilities: Differences in the barriers to their transition to the community. Behavioral Disorders, 30,105-118.
52.Bullis, M., Yovanoff, P., & Havel, E. (2004). The importance of getting started right: Further examination of the community engagement of formerly incarcerated youth. The Journal of Special Education, 38, 80-94.
51. Unruh, D. K., Bullis, M., & Yovanoff, P. (2004). Adolescent fathers who are incarcerated juvenile offenders: Explanatory factorsfor the co-occurrence of two problem behaviors. Journal of Child and Family Studies, 13, 405-419.
50. Unruh, D. K., Bullis, M., & Yovanoff, P. (2003). Community reintegration outcomes of formerly incarcerated adolescent fathers.Journal of Emotional and Behavioral Disorders, 11,144-156.
49.Bullis, M., Yovanoff, P, Mueller, G., & Havel, E. (2002). Life on the “outs” - Examination of the facility-to-community transition of incarcerated adolescents. Exceptional Children, 69, 7-22.
48.Bullis, M., Moran, T., Todis, B., Benz, M., & Johnson, M. (2002). Description and evaluation of the ARIES project: Achieving rehabilitation, individualized education, and employment success for adolescents with emotional disturbance. Career Development for Exceptional Individuals, 25, 41-58.
47.Bullis, M., & Yovanoff, P. (2002). Those who do not return: Correlates of community engagement among formerly incarcerated adolescents who remain in the community. Journal of Emotional and Behavioral Disorders, 10, 66-78.
46.Lehman, C., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. (2002). Transition from school to adult life: Empowering youth through community ownership and accountability. Journal of Child and Family Studies, 11, 127-141.
45.Bullis, M., Walker, H., & Sprague, J. (2001). A promise unfulfilled: Social skill training with at-risk and antisocial children and youth. Exceptionality, 1& 2, 69-92.
44.Todis, B., Bullis, M., D’Ambrosio, R., Schultz, R., & Waintrup, M. (2001). Overcoming the odds: Qualitative examination of resilience among adolescents with antisocial behaviors.Exceptional Children, 68, 119-139.
43.Walker, H. M., Nishioka, V., Zeller, R., Bullis, M., & Sprague, J. (2001). Serving students
with emotional and behavioral problems: School-based screening, identification, and service
delivery issues. Report on Emotional and Behavioral Disorders in Youth, 1(3), 51-52 & 67-69.
42.Bullis, M., & Cheney, D. (1999). Vocational and transition interventions for adolescents and young adults with emotional or behavioral disorders. Focus on Exceptional Children, 31(7), 1-24.
41.Nelson, J. R., Roberts, M., Bullis, M., Albers, C., & Ohland, B. (1999) Functional assessment: Looking beyond the field of applied behavior analysis. Communique, 27(5), 1 & 8-9.
40.Bullis, M., & Benz, M. (1998). Community-based transition programs for adolescents with antisocial behavioral disorders. Reaching Today’s Youth, 2(4), 64-68. (Invited article, special issue on transition for youth with emotional or behavioral disorders).
39.Bullis, M., Walker, H. M., & Stieber, S. (1998). The influence of peer and educational variables on arrest status among at-risk males. Journal of Emotional and Behavioral Disorders, 6, 141-152.
38.Bullis, M., & Davis, C. (1997). Further examination of community-based social skills measures
for adolescents and young adults with emotional and behavioral disorders. Behavioral Disorders, 23, 29-39.
37.Bullis, M., Davis, C., Bull, B., & Johnson, B. (1997). Expectations versus realities: Examination of the transition plans and experiences of adolescents who are deaf and hearing. Rehabilitation Counseling Bulletin, 40, 251-264.
36.Bullis, M., Reiman, J., Davis, C., & Reid, C. (1997). National field-test of the mini version of the Transition Competence Battery for Deaf Adolescents and Young Adults. The Journal of Special Education, 31, 347-361.
35.Sugai, G., Bullis, M., & Cumblad, C. (1997). Providing ongoing skill development and support. Journal of Emotional and Behavioral Disorders, 5, 55-64.
34.Walker, H., Stieber, S., & Bullis, M. (1997). Longitudinal correlates of arrest status among at-risk males. Journal of Child and Family Studies, 6, 289-309.
33.Bullis, M., & Davis, C. (1996). Further examination of job-related social skills measures for
adolescents and young adults with emotional and behavioral disorders. Behavioral Disorders, 21, 161-172.
32.Doren, B., Bullis, M., & Benz, M. (1996). Predicting the arrest status of adolescents with disabilities in transition. The Journal of Special Education, 29, 363-380.
31.Doren, B., Bullis, M., & Benz, M. (1996). Predicting the victimization status of adolescents with disabilities in transition. Exceptional Children, 63, 7-18.
30.Walker, H., Horner, R., Sugai, G., Bullis, M., Sprague, J., Bricker, D., & Kaufman, M. (1996). Approaches to preventing antisocial behavior patterns in children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.
29.Bullis, M., Bull, B., Johnson, B., & Peters, D. (1995). The school-to-community transition experiences of hearing young adults and young adults who are deaf. The Journal of Special Education, 28, 405-423.
28.Bullis, M., Davis, C., Bull, B., & Johnson, B. (1995). School-to-community transition experiences of young adults who are deaf: What variables relate to success? Rehabilitation Counseling Bulletin, 39, 130-150.
27.Bullis, M., & Paris, K. (1995). Competitive employment and service management for adolescents and young adults with emotional and behavioral disorders. Special Services in the Schools, 10, 77-96.
26.Bullis, M., Reiman, J., Reid, C., & Davis, C. (1995). Development and preliminary psychometric characteristics of the "mini" version of Transition Competence Battery for Deaf Adolescents and Young Adults. Assessment in Rehabilitation and Exceptionality, 2, 179-196.
25.Bullis, M., Bull, B., Johnson, P., & Johnson, B. (1994). Identifying and assessing the community-based social behaviors of adolescents and young adults with emotional and behavioral disorders. Journalof Emotional and Behavioral Disorders, 2, 173-189.
24.Bullis, M., Bull, B., Johnson, B., & Peters, D. (1994). Respondents who are hearing and deaf in a transition study: Did they supply data similar to their parents? Exceptional Children, 60, 323-333.
23.Bullis, M., Fredericks, H. D., Lehman, C., Paris, K., Corbitt, J., & Johnson, B. (1994).
Description and evaluation of the Job Designs program for adolescents with emotional or behavioral disorders. Behavioral Disorders, 19, 254-268.
22.Bullis, M., Kosko, K., Waintrup, M., & Kelly, P. (1994). Functional assessment services for transition, education, and rehabilitation: Project FASTER. American Rehabilitation, 20 (2), 9-19.
21.Bullis, M., Reiman, J. Davis, C., & Thorkildsen, R. (1994). Examination of administration and response formats in the videodisc assessment of deaf adolescents' transition skills. Exceptional Children, 6, 158-173.
20.Bullis, M., Nishioka-Evans, V., Fredericks, H. D., & Davis, C. (1993). Identifying and assessing the job-related social skills of adolescents and young adults with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 1, 236-250.
19.Fredericks, H. D., Bullis, M., Nishioka-Evans, V., & Lehman, C. (1993). Community jobs for adolescents with behavior disorders. Journal of Vocational Rehabilitation, 3, 61-71.
18.Bullis, M., & Reiman, J. (1992). Development and preliminary psychometric characteristics of the Transition Competence Battery for Deaf Adolescents and Young Adults. Exceptional Children, 59, 12-26.
17.Sisson, C., & Bullis, M. (1992). Graduate training needs among elementary, middle, and secondary school counselors in Oregon. The School Counselor, 40, 109-117.
16.Bull, B., & Bullis, M. (1991). National profile of school-based transition programs for deaf students. American Annals of the Deaf, 136, 339-348.
15.Freeburg, J., Sendelbaugh, J., & Bullis, M. (1991). Issues and problems in the school-to-community transition of hearing impaired students: Perceptions of consumers, parents, and professionals. American Annals of the Deaf, 136, 38-47.
14.Reiman, J., Bullis, M., Davis, C., & Cole, A. (1991). "Lower achieving" deaf people: Overview and case study. Volta Review, 93(5), 99-120.
13.Bullis, M., & Egelston-Dodd, J. (1990). Priorities in the school-to-community transition of adolescents who are deaf. Career Development for Exceptional Individuals, 13, 71-82.
12.Davis, C., & Bullis, M. (1990). Review of the empirical literature on the school-to-community transition of hearing impaired adolescents and young adults with developmental disabilities. AmericanAnnals of the Deaf, 135, 352-363.
11.Bullis, M., & Reiman, J. (1989). Survey of professional opinion on critical transition skills for adolescents and young adults who are deaf. Rehabilitation Counseling Bulletin, 32, 231-242.
10.Bullis, M., & Otos, M. (1988). Characteristics of state/regional programs and services for students with deaf-blindness. Journal of the Association for Persons with Severe Handicaps, 13, 110-115.
9.Sendelbaugh, J., & Bullis, M. (1988). Special education and rehabilitation policies for the school to community transition of students with hearing impairments. Journal of the American Deafness and Rehabilitation Association, 21(4), 15-20.
8.Bullis, M., & Anderson, G. (1986). Single subject research methods: An under-utilized tool in the field of deafness. American Annals of the Deaf, 131, 344-348.
7.Bullis, M., & Foss, G. (1986). Assessing the employment-related interpersonal competence of mildly mentally retarded workers. American Journal of Mental Deficiency, 91, 43-50.
6.Bullis, M., & Foss, G. (1986). Guidelines for assessing the job-related social skills of mildly handicapped students. Career Development for Exceptional Individuals, 9, 89-97.
5.Amrine, C., & Bullis, M. (1985). The Job Club approach to job placement: A viable tool? Journal of Rehabilitation of the Deaf, 19 (1 & 2), 18-23.
4.Bullis, M. (1985). The nominal group technique: An approach for specifying career education objectives and priorities. Journal of Rehabilitation of the Deaf, 18(4), 6-13.
3.Marut, P., & Bullis, M. (1985). The congruence of vocational evaluation recommendations to employment outcomes for deaf persons. Vocational Evaluation and Work Adjustment Bulletin, 18, 66-70.
2.Bullis, M. (1983). Procedural issues in cooperative work-study programs. Journal ofRehabilitation, 49(2), 33-35.
- Bullis, M., & Foss, G. (1983). The current status of cooperative work-study programs: Results of a national survey. Rehabilitation Counseling Bulletin, 26, 349-352.
Books, Monographs, and Curricula
12.Johnson, M., Bullis, M., Benz, M., & Hollenbeck, K. (2004). Teaching job-related social skills: Work adjustment for gainful employment success. Longmont, CO: Sopris-West.
11.Rutherford, R., Bullis, M., Wheeler Anderson, C., & Griller, H. (2002). Youth with special education disabilities in the correctional system: Prevalence rates and identification issues (Invited monograph). College Park, MD: University of Maryland: The National Center on Education, Disability, and Juvenile Justice.
10.Bullis, M., & Fredericks, H. D. (Eds.). (2002). Providing effective vocational/transition services
to adolescents with emotional and behavioral disorders. Champaign-Urbana, IL: Research Press.
9.Bullis, M., & Davis, C. (Eds.). (1999). Functional assessment procedures in transition and rehabilitation for adolescents and adults with learning disorders. Austin, TX: PRO-ED.
8.Bullis, M., & Benz,M. (1996). Effective secondary/transition programs for adolescents with behavioral disorders. Arden Hills, MN: Behavioral Institute for Children and Adolescents
7.Bullis, M., & Gaylord-Ross, R. (1991). Moving on: Transitions for youth with behavioral disorders. Series Editors, R. Rutherford & L. Bullock. Reston, VA: Council for Exceptional Children.
6.Reiman, J., Bullis, M., & Davis, C. (1991). Assessment, intervention, and program needs of lower achieving and multiply disabled deaf people requiring extended transition support. DeKalb, IL: Research and Training Center on Low Functioning Deaf People.
5.Bullis, M., & Fielding, G. (Eds.) (1989). Communication development in young children with deaf-blindness: Literature review. Monmouth: Teaching Research Division, Western Oregon State College. (Earlier editions were published as Literature Review III, 1987; Literature Review II, 1986; and Literature Review I, 1985).
4.Bullis, M. (Ed.). (1989). Research on the communication development of young children with deaf-blindness. Monmouth: Teaching Research Division, Oregon State System of Higher Education.
3.Bullis, M., Bull, B., Sendelbaugh, J., & Freeburg, J. (1987). Review of research on the school to community transition of adolescents and young adults with deafness. Washington, DC: The Catholic University, National Rehabilitation Information Center.
2.Bullis, M., & Bull, B., (1986). Review of research on adolescents and adults with deaf-blindness. Washington, DC: The Catholic University, National Rehabilitation Information Center.
1.Bullis, M., & Watson, D. (Eds.). (1985). Career education of hearing-impaired students: A review. Little Rock: University of Arkansas, Rehabilitation Research and Training Center on Deafness. (ERIC Document number, Ed 260 196).
Chapters
27. Unruh, D., Bullis, M., Booth, C., & Pendergrass, J. (2005). Project SUPPORT: A description and evaluation of a transition project for formerly incarcerated adolescents with special education and mental health disorders.In M. Epstein, K. Kutash, & A. Duchnowski (Eds.), Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices(pp. 375-397). Austin, TX: PRO-ED.
26.Bullis, M. (2004). Foreword: The future of transition services. In D. E. Brolin, & R. J. Loyd, (Eds.) Career development and transition services: A functional life skills approach (4th
ed.) (pp. 455-457). Columbus, OH: Prentice Hall.
25. Cheney, D., & Bullis, M. (2004). Research issues in the transition of students with emotional or behavioral disorders. In R. Rutherford, M.M. Quinn, & S. Mathur (Eds.), Handbook of research in behavioral disorders(pp. 369-384).New York: Guilford Press.
24.Bullis, M. (2004). Hard questions and final thoughts on the community transition of adolescents with emotional or behavioral disorders. In D. Cheney (Ed.), Transition of secondary students with emotional or behavioral disabilities (pp. 263-279).Arlington, VA: Council for Exceptional Children, Division on Behavioral Disorders and Division for Career Development and Transition.
23.Unruh, D., Bullis, M., Booth, C., & Pendergrass, J. (2004). Project SUPPORT: A description and evaluation of the implementation of a transition project for formerly incarcerated adolescents with special education and mental health disorders.In D. Cheney (Ed.), Transition of secondary students with emotional or behavioral disabilities(pp. 226-246).Arlington, VA: Council for Exceptional children, Division on Behavioral Disorders and Division for Career Development and Transition.
22.Bullis, M. (2002). Gathering longitudinal data on transition adjustment. In M. Bullis & H. D. Fredericks (Eds.), Providing effective vocational/transition services to adolescents with emotional and behavioral disorders (pp.179-191).Champaign-Urbana, IL: Research Press.
21.Nishioka, V., & Bullis, M. (2002). Job-related social skills training. In M. Bullis & H. D. Fredericks (Eds.), Providing effective vocational/transition services to adolescents with emotional and behavioral disorders (pp.133-152). Champaign-Urbana, IL: Research Press.
20.Bullis, M., Tehan, C., & Clark, H. B. (2000). Teaching and developing improved community life competencies. In H. B. Clark & M. Davis (Eds.), Transition of youth and young adults with emotional/behavioral disturbances into adulthood: Handbook for practitioners, parents, and policy makers (pp. 107-132). Baltimore: Paul H. Brookes.
19.Bulen, J., & Bullis, M. (1995). Developing transition programs for adolescents with serious emotional disturbances. In A., Deffenbaugh, G. Sugai, & G. Tindal (Eds.), Proceedings of the 1995 Oregon conference (pp.135-150). Eugene, OR: University of Oregon.
18.Bullis, M., & Walker, H. (1995). Characteristics and causal factors of troubled youth. In C. M. Nelson, B. Wolford, & R. Rutherford (Eds.), Comprehensive and collaborative systems that work for troubled youth: A national agenda (pp.15-28). Richmond, KY: National Coalition for Juvenile Justice Services, Training Resource Center, Eastern Kentucky University.
17.Walker, H., & Bullis, M. (1995). A comprehensive services model for troubled youth. In C. M. Nelson, B. Wolford, & R. Rutherford (Eds.), Comprehensive and collaborative systems that work for troubled youth: A national agenda (pp.122-148). Richmond, KY: National Coalition for Juvenile Justice Services, Training Resource Center, Eastern Kentucky University.