Brief Bio

Ph.D. (Indiana University) Educational Psychology (1995), emphasis in human development.

M.S. (Indiana University) Counseling (1995) and an M.S. in Educational Psychology (1992)

B.A. (Marquette University) Psychology (1990)

Dr. Victoria Fleming is a Licensed Clinical Professional Counselor in the state of Illinois, and Certified by the National Board of Certified Counselors.

Dr. Fleming's research has examined children and adult learning. She has scholarly publications in the journals, "Learning and Individual Differences", "Teaching of Psychology", "Journal on Excellence in College Teaching", "Contemporary Educational Psychology", and "Journal of Experimental Child Psychology". She has also published on the topic of counselor training and education in the journal, "Professional School Counseling". Her current line of research is in the area of personal relationships.

An expert in the field of teaching and assessment, she provides schools and scholastic organizations with training and practical tools.

Publications

• O'Leary, K. J., Chadha, V., Fleming, V.M., Martin, G., & Baker, D. W. (2008). Medical subinternship: Student experience on a resident uncovered hospitalist service. Teaching and Learning in Medicine 20 (1), 18-21.
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• Alexander, J., Kuo, C., Johnson, K., Fleming, V. M., Schreiber, J., & Daytner, K. (2006). Effects of IQ and Knowledge Cohesiveness on Memory Task Performance in early elementary school. In F. Columbus (Ed.), New Developments in Learning Research. Happauge, NY: Nova Publications.
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• Fleming, V.M., Schindler, N., Martin, G., & DaRosa, D. (2005). Separate and equitable clinician educator tracks. Journal of the American Medical Association,294(9), 1101-1104.
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• DaRosa, D.A., Marcdante, K., Simpson, D., & Fleming, V.M. (2005). Faculty Development. In Fincher RE, (Ed.), Guidebook for Clerkship Directors, (3rd ed). Omaha, NE: Alliance for Clinical Education.
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• Fleming, V. M., Lipscomb, S., Light, G., & Nielsen, B. (2004). Teaching for learning with technology: A faculty development initiative at a research university. Studies on Education, 7, 7-21.
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• Alexander, J. M., Fabricious, W. V., Fleming, V. M., Zwahr, M., & Brown, S. A. (2003). The development of metacognitive causal explanations. Learning and Individual Differences, 13(3), 227-238.
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• Fleming, V. M. (2002). Improving students' exam performance by introducing study strategies and goal setting. Teaching of Psychology, 29(2), 115-118.
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• Fleming, V. M. (2001). Helping students learn to learn by using check lists, modified rubrics, and e-mail. Journal on Excellence in College Teaching, 12(1), 5-21.
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• Fleming, V. M., & Alexander, J. M. (2001). The benefits of peer collaboration: A replication with a delayed post-test. Contemporary Educational Psychology, 26(4), 588-603.
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• Fleming, V. M. (1999). Group counseling in the schools: A case for basic training. Professional School Counseling, 2(5), 409-413.
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• Manion, V. , & Alexander, J. (1997). The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall. Journal of Experimental Child Psychology, 67, 268-289.