Specialty in Organizational Psychology with a Certificate in Women's Studies Saint Louis University (St. Louis, MO)
Master of Science (Research) in Psychology
Specialty in Organizational Psychology Saint Louis University (St. Louis, MO)
Bachelor of Arts
Majors in Psychology and Business Administration, Communication Minor
Summa Cum Laude
Stephens College (Columbia, MO)
Courses Taught
Industrial and Organizational Psychology
Introduction to Psychological Experimentation
Psychology of Leadership
Academic Interests
Stress and stress reduction
Higher Education culture, philosophy, and change
The Scholarship of Teaching and Learning
Undergraduate research
Scholarly Activity
Selected Publications
Skoglund, K., Millard, L., Francis, A., Nagle, L., & Brand, S. (2015). Variety is the spice of mentoring life: A UK-US partnership highlights opportunities and benefits (a.k.a. Peer to peer academic mentoring: An international consideration of shared approaches and literature). Journal of Learning Development in Higher Education, 9, 1-23.
Francis, A.L. (2015, August 31). What lies beneath: Online teaching and implications for professional identity. [Review of the book Teaching Online: A Guide to Theory, Research, and Practice]. PsycCRITIQUES—Contemporary Psychology: APA Review of Books, 60 (35).
Francis, A.L., & Hicks, J. (2014, October 20). The scientist–practitioner divide at work: Designing bridges while hoping for tectonic shift. [Review of the book The Nature of Work: Advances in Psychological Theory, Methods, and Practice]. PsycCRITIQUES—Contemporary Psychology: APA Review of Books, 59 (42).
Toomey, D., & Francis, A.L. (2013). Branded product placement and pre-teenaged consumers: Influence on brand preference and choice. Young Consumers, 14, 180-192.
Francis, A.L., Edwards, C., & Reinert, D.F. (2012). Traumatization and television news viewing: Implications for leadership. The Journal of Organizational Leadership and Business, 7(1).
Francis, A.L., & Flanigan, A. (2012). Self-Directed Learning and Higher Education practices: Implications for student performance and engagement. MountainRise: The International Journal of the Scholarship of Teaching and Learning, 7(3).
Barnett, J., & Francis, A.L. (2012). Using higher order thinking questions to foster critical thinking: A classroom study. Educational Psychology, 32, 201-211.
Francis, A.L., & Barnett, J. (2012). The effect and implications of a “self-correcting” assessment procedure. Teaching of Psychology, 39, 38-41.
Student Group Advisement
Co-advisor, Social Sciences Research Group
Other Professional Experiences
Advisor with the John N. Gardner Institute for Excellence in Undergraduate Education
Former Director of the Teaching and Learning Center
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