Dr. Rose's research interests include bystander intervention to reduce gender and race bias, strategies to increase women in STEM, romantic relationships, sexuality, and friendship, sexual orientation, bias crimes, and domestic violence, and career development for women faculty.
Research
Projects
FIU ADVANCE is supported by a five-year $3.2 million Institutional Transformation grant awarded in 2016 by the National Science Foundation (NSF) for FIU to develop innovative organizational change strategies to produce comprehensive change within an academic institution across all STEM disciplines. Provost Kenneth G. Furton serves as the project PI, and Suzanna Rose, Yesim Darici, Mike Heithaus, and Ranu Jung are Co-PIs. The goal of FIU’s ADVANCE program is to develop institutional structures, processes, and climate that build an affirming and fair workplace for women and underrepresented groups.
FIU ADVANCE is guided by four objectives: Attract, recruit, retain, and promote more women STEM faculty, particularly underrepresented minority women, to better reflect the demographics of the FIU student body; educate faculty about gender-by-ethnic biases and microclimates that affect the advancement of women; move faculty from insight to action to promote gender equity by developing and implementing an evidence-based intervention program and a university-wide diversity, inclusion, and excellence plan; and to develop the ADVANCE Florida Network, a joint steering committee and seminar series for women STEM faculty and postdoctoral fellows comprised of the Florida metropolitan research universities of FIU, University of Central Florida, and University of South Florida.
FIU Parents as Teachers (PAT4YOU), funded since 2006 by The Children's Trust, is a home visitation program serving families with children from birth to age three. Parents As Teachers National Center parenting programs form the basis of the PAT4YOU program. PAT4YOU provides learning experiences that fit the individual needs of each family and child. The program supports a parent's role in promoting school readiness and healthy development of children. Home visits are biweekly; group meetings are held monthly. PAT4YOU also provides developmental screenings and resource networks. More than 95% of participants have completed the full three-year program.
FIU Group Lifestyle Triple P, funded by The Children's Trust since 2011, is an adaption of the Triple P System (Positive Parenting Program). This system utilizes a multilevel parenting intervention to increase the knowledge, skills, and confidence of parents in order to reduce the prevalence of emotional and behavioral problems in children with a focus on obesity prevention. The aim of Group Lifestyle Triple P is to assist parents to develop effective strategies for managing their child’s weight while introducing gradual permanent changes in the family's lifestyle. The principles of positive parenting include a safe and engaging environment, assertive discipline, realistic expectation, and parental self-care.
FIU Triple P staff guide parents in the use of these behaviors to provide a safe and supervised environment that provides opportunities for the child to explore, play, and learn, as well as how to respond to children in a positive and constructive manner. They also help parents to set realistic goals for the child's age and level of development in regards to obesity prevention. Teaching parents practical skills serves to promote their well-being and self-care. Participation in the FIU Triple P program is limited to pre-established sites approved by The Children's Trust.
The program was created by Matthew R. Sanders and colleagues at the University of Queensland in Australia. Over the past 30 years, there is substantial empirical evidence that the program is effective at improving child behavior, parenting practices, parental competence, family functioning, and parental adjustment in a wide range of cultures and countries.
Strategic Career Planning for Women Faculty – An Intervention and Training Program
"Successful [male] executives spend about 40 percent of their time planning and promoting their careers." Successful individuals in many fields appear to be well aware of the need to plan and promote their careers, as the above quote suggests. It conveys a point that has been found to be critical to the success of women faculty, as well.
A research career in academe requires self-conscious planning and deliberate attention to building a professional reputation as much, if not more so, as the business world, particularly for women. While many women faculty will not aspire to the 40% time expenditure of male executives when planning their careers, many are able to improve their publishing record and chance of receiving tenure by giving even a little more attention to developing a career strategy.
Research on women faculty has found that women are at a disadvantage in academe compared to men because they usually do not have a network of high status men to promote their careers for them. Thus, it is even more crucial to women’s success than men’s for them to develop a career strategy that enhances their opportunities to publish. At the senior level, women faculty also need to develop strategies for enhancing salary and career development in light of continuing career barriers.
The Strategic Career Planning Program addresses the essential features of career planning and is specifically aimed at women faculty. The components of the workshop include criteria for success (both formal and informal); information relevant to building a research program and getting tenure; timetable to accomplish goals; curriculum vitae enhancement; asserting your reputation, competence, and rights; and life conflicts and how to meet the challenge (career vs. family conflicts, etc.). Additional components of the workshop address how networking and mentoring can help women publish. The Strategic Career Planning Program is tailored to the needs of the individual participants and makes the best use of faculty time.
The program is most effective under the following circumstances:
- Preliminary Work: Participating faculty complete a preliminary survey detailing their concerns and send to the facilitator to review and compile.
- Day 1: Facilitator arrives and meets with participating faculty individually for 30 minutes to 1 hour.
- Day 2: Participants attend day long Strategic Career Planning Workshop offered by facilitator(s) and develop an individualized publication and career plan.
- Consultant submits a brief report assessing the institutional climate for women in science.
- (Optional) Follow-up return visit by facilitator to evaluate progress and revise/fine-tune career plan.
Individualized attention is particularly important for women faculty. Academe is a peculiar culture compared with other work environments such as corporate cultures and advice is not easily applicable from one situation to the other. Corporate success does not depend on developing an independent endeavor, for instance. Yet that is what faculty must do- develop a nationally respected research program – yet be evaluated by colleagues within a department who may know little about the particulars of a faculty member’s specialized area. It is a unique situation. Departments also differ quite a lot in terms of their expectations. For an intervention to be successful at helping women faculty, these factors must be taken into account. The intensive intervention that is part of the Strategic Career Planning Program is aimed at giving women faculty the attention they need and deserve to succeed.
Publications and Presentations
- Publications
- Fernandez, Sofia B., PhD, MSW; Clarke, Rachel D., PhD, CHES; Sheehan, Diana M., PhD, MPH; Trepka, Mary Jo, MD, MSPH; Rose, Suzanna M., PhD. Perceptual Facilitators for and Barriers to Career Progression, Academic Medicine: December 22, 2020 - Volume Publish Ahead of Print - Issue DOI: 10.1097/ACM.0000000000003902
- Rose, S.M., Darici, Y., & Farhangi, S. (2019). Strategic career development for STEM women faculty. In Aliv Elci., Linda Beith, & Atilla Elci (Eds). Faculty development for digital teaching and learning. IGI-Global. (pp. 438-459). Hershey, PA: IGI-Global. DOI:10.4018/978-1-5225-8476-6.ch022
- National Academies of Sciences, Engineering, and Medicine. (2018). The integration of the humanities and arts with sciences, engineering, and medicine in higher education: Branches from the same tree. Committee on Integrating Higher Education in the Arts, Humanities, Sciences, Engineering, and Medicine (S.Rose, Committee Member). Washington, DC: The National Academies Press.
- Rose, S. M. & Hospital, M. M. (2018). Women’s love and friendship. In C. Travis & J. White (Eds). APA Handbook on the Psychology of Women: Vol. 2. Perspectives on women’s private and public lives. (pp. 117-132). Washington, DC: American Psychological Association.
- Rose, S. M., & Hospital, M. M. (2017). Friendships across race, ethnicity, and sexual orientation. In M. Hojjit & A. Moyer (Eds.). The psychology of friendship. (pp. 75-91). London: Oxford University Press.
- Rose, S. M. & Farhangi, S. (2016). The intersectionalities of men STEM faculty: An unexplored barrier for recruiting women of color? Association for Women in Science, 48, 16-19.
- Rose, S. M. (2016). Dating: Sexual minority women. In A. Goldberg (Ed.). The SAGE Encyclopedia of LGBTQ Studies. Thousand Oaks, CA: Sage.
- Eaton, A., A., Rose, S. M., Interligi, C. J., Fernandez, K., & McHugh, M. C. (2015). Gender and ethnicity in dating, hanging out, and hooking up: Sexual scripts among Hispanic and White young adults. Journal of Sex Research, 1-17.
- Rose, S. M., & Hospital, M. M. (2014). Lesbians over 60: Newer every day. In V. Muhlbauer, J. C. Chrisler, & F. L. Denmark (Eds.), Women and aging: An international, intersectional power perspective (pp. 117-146). New York: Springer.
- Eaton, A. A., & Rose, S. (2013). The application of biological, evolutionary, and sociocultural frameworks to issues of gender in introductory psychology textbooks. Sex Roles, 69, 536-542. DOI:10.1007/s11199-013-0289-9
- Rose, S. M. (2013). Confronting the enemy within. Review of Lean In: Women, work and the will to lead by Sheryl Sandberg. PsychCritiques, 58 (45), Article 8, pp. 1-5. DOI:10.1037/a0034744
- Eaton, A. A. & Rose, S. M. (2012) Scripts for actual first date and hanging out encounters among young heterosexual Hispanic adults. Sex Roles, 67, 285-299. DOI:10.1007/s11199-012-0190-y
- Eagly, A. H., Eaton, A. A., Rose, S. M., Riger, S., & McHugh, M. (2012) Feminism and Psychology: Analysis of a half-century of research on women and gender. American Psychologist, 67, 211-230. DOI: 10.1037/a0027260
- Rose, S. M., & Eaton, A. (2012). Lesbian love, sex, and relationships. In D. Castaneda & M. Paludi (Eds.). An Essential Handbook of Women’s Sexuality, V. 2: Diversity, Health and Violence. New York: Praeger.
- Eaton, A., & Rose, S. M. (2011). Has dating become more egalitarian? A 35 Year review using Sex Roles. Sex Roles, 64, 843-862, DOI: 10.1007/s11199-011-9957-9
- Rose, S. M. & Danner, M. (2010) Money matters: the art of negotiating the academic contract for women. In M. E. Lenning, Brightman, S., & S. Caringella (Eds.), A guide to surviving a career in academia: Navigating the rites of passage (pp. 33-56). NY: Routledge.
- Lewis, R. J., Derlega, V. J., Brown, D., Rose, S., & Henson, J.M. (2009). Sexual minority stress, depressive symptoms, and sexual orientation conflict: Focus on the experiences of bisexuals. Journal of Social and Clinical Psychology, 28, 971-992.
- Rose, S. (2009). The protest as teaching technique for promoting feminist activism. In R. D. Crabtree, D.A. Sapp, & A. C. Licona. (Eds.). Feminist pedagogy: Looking back to move forward (pp. 171-175). Baltimore: Johns Hopkins University Press. [Reprinting of 1989 article].
- Rose, S.M. (2009). Dating. In H. T. Reis & S. Sprecher (Eds.) Encyclopedia of Human Relationships. Thousand Oaks, CA: Sage.
- Hospital, M. & Rose, S. M. (2008). Exploding Stereotypes and Moving Forward: LGBT Research has a New Look. Book review of Handbook of Counseling and Psychotherapy with Lesbian, Gay, Bisexual, and Transgender Clients, (2 nd Ed.) and Sexual Orientation and Mental Health: Examining Identity and Development in Lesbian, Gay, and Bisexual People. Sex Roles, 58 (11-12), 891-893.
- Rose, S. M. (2007). Enjoying the returns: Women’s friendships after 50. In V. Muhlbauer & J. Chrisler (Eds.), Women Over 50: Psychological Perspectives (pp. 112-130). New York: Springer.
- Morcillo, A. & Rose, S.M. (2007). Gender and Women’s Studies across cultures: Internationalizing Women’s Studies at Florida International University. In Many Floridas: Women envisioning change (pp. 111-118). J.A. Hayden, S. K. Masters, R. L. S. Ovist, & K. Vaz (Eds.). Cambridge, England: Cambridge Scholar’s Press.
- Rose, S. M. & Hall, R. (Eds.) (2005). Innovations in Lesbian Research. Special section of the Psychology of Women Quarterly, 29, 119-187.
- Usui, C., Rose, S., & Kageyama, R. (2003). Women, institutions, and leadership in Japan. Asian Perspectives, 27, 85-123.
- Rose, S. M. (2003). Community interventions concerning homophobic violence and partner violence against lesbians. Journal of Lesbian Studies, 7, 125-139.
- Rose, S. M. (2003). Crossing the color line in women’s friendship. In J. Chrisler, C. Golden & P. Rozee (Eds.) Lectures on the Psychology of Women (3 rd edition) (pp. 254-274). Updated chapter.
- Rose, S. M. & Mechanic, M. (2002). Psychological distress, crime features, and help-seeking behaviors related to homophobic bias incidents, American Behavioral Scientist, 46, 14-26.
- Rose, S.M. (Ed.) 2002. Lesbian love and relationships (Special issue). Journal of Lesbian Studies, 6(1). Also published simultaneously as a book by Haworth Press, NY.
- Krakauer, I., & Rose, S. M. (2002). The impact of group membership on lesbians’ physical appearance. Journal of Lesbian Studies, 6(1), 31-44.
- Fjellman, S., & Rose, S. (Eds.) (2002). Interdisciplinary teaching and learning. Journal for the Art of Teaching, XI, No. 1, (138 pages).
- Lewis, R., Morris, L., Berndt, A., Derlega, V., & Rose, S. (2002). An empirical analysis of stressors for gay men and lesbians. Journal of Homosexuality, 42, 63-88.
- Murray, S., Crow, M., & Rose, S. 2001. Retention of Female Faculty Members. Proceedings of the American Society for Engineering Education, Albuquerque, NM, June.
- Rose, S. (2000). Heterosexism and the study of women’s romantic and friend relationships. Journal of Social Issues, 56, 315-328. Issue received the Distinguished Publication Award, Association for Women in Psychology, 2001.
- West, C., & Rose, S. (2000). Dating aggression among African Americans: An examination of gender differences and adversarial beliefs. Violence Against Women, 6(5), 470-494.
- Rose, S., & Zand, D. (2000). Lesbian dating and courtship from young adulthood to midlife. Journal of Gay and Lesbian Social Services, 11(2-3), 77-104. Reprinted in Journal of Lesbian Studies, 2002, 6(1).
- Rose, S. (2000). Love. In B. Zimmerman (Ed.), Lesbian Life and Culture (pp. 480-482). New York: Garland.
- Rose, S. (2000). Crossing the color line in women’s friendships. In J. C. Chrisler, C. Golden, P. D. Rozee (Eds.), Lectures on the psychology of women (2nd ed.) (pp. 235-254). New York: McGraw Hill.
- Rose, S., & Danner, M. (1998). Money matters: The art of negotiation for women faculty. In L. Collins, J. Chrisler, & K. Quina (Eds.), Arming Athena: Career strategies for academic women (157-186). Thousand Oaks, CA: Sage.
- Rose, S. (1998). Searching for the meaning of AIDS: Issues affecting seropositive Black gay men. In V. Derlega and A. Barbee (Eds.), HIV and social interaction. (pp. 56-82). Thousand Oaks, CA: Sage.
- Winstead, B., Derlega, V., & Rose, S. (1997). Searching for the Meaning of AIDS: Issues Affecting Seropositive Black Gay Men. Gender and relationships. Thousand Oaks, Sage.
- Rose, S. (1996.) Who to let in: Women’s cross-race friendships. In J. Chrisler, C. Golden, and P. Rozee (Eds.), Lectures on the psychology of women (pp. 211-228). New York: McGraw Hill. Book received the 1997 Association for Women in Psychology Distinguished Publication Award.
- Hall, R., & Rose, S. (1996). Friendships between African-American and White lesbians. In J. Weinstock and E. Rothblum (Eds.), Lesbian friendships (pp. 165-191). New York: New York University Press.
- Rose, S. (1996). Women’s friendships. In J. Chrisler and A. Hemstreet (Eds.), Variations on a theme: Diversity and the psychology of women (pp. 79-106). New York: SUNY Press.
- Rose, S. (1996). Integrating lesbian studies into the feminist psychology classroom. In B. Zimmerman and T. A. H. McNaron (Eds). The new lesbian studies: Into the twenty-first century (pp. 108-114). New York: Feminist Press.
- Rose, S. (1996). Lesbian and gay love scripts. In E. Rothblum and L. Bond (Eds.), Preventing heterosexism and homophobia (pp. 151-173). Thousand Oaks, CA: Sage. Book received the 1997 Gustav Meyers Award for Human Rights.
- Klinkenberg, D., & Rose, S. (1994). Dating scripts of lesbians and gay men. Journal of Homosexuality, 26(4), 23-35.
- Rose, S. (1994). Sexual pride and shame in lesbians. In B. Greene & G. Herek (Eds.) Contemporary issues in gay and lesbian psychology. Vol. 1. (pp. 71-83). Thousand Oaks, CA: Sage.
- Rose, S. (1994). Lesbians and gay men on the job. Book review of Homosexual issues in the workplace. Contemporary Psychology, 39, 8, 832-833.
- Stake, J. E., & Rose, S. (1994). The long-term impact of Women’s Studies on students’ personal lives and political activism. Psychology of Women Quarterly, 18, 403-412.
- Stake, J. E., Roades, L., Rose, S., Ellis, L., & West, C. (1994). The Women’s Studies experience: Impetus for feminist activism. Psychology of Women Quarterly, 18, 17-24.
- Rose, S., & Frieze, I. H. (1993). Young singles’ contemporary dating scripts. Sex Roles, 28, 1-11.
- Rose, S., Zand, D., & Cini, M. (1993). Lesbian courtship scripts. In E. Rothblum and K. A. Brehony (Eds.), The Boston marriage today: Romantic but asexual relationships between lesbians (pp. 70-85). Amherst, MA: University of Massachusetts.
- Rose, S. (1993). Women, gender, and drugs. In S. Decker, R. Wright, & R. Rosenfeld, (Eds.) Drug education across the curriculum (pp. 200-220). Saratoga, CA: R & E Publishers.
- Rose, S. (1991). The contribution of Alice Miller to feminist therapy. Women and Therapy, 11(2), 41-53.
- Rose, S., & Frieze, I. H. (1989). Young singles’ scripts for a first date. Gender and Society, 3, 258-268.
- Rose, S. (1989). Women biologists and the “Old Boy” network. International Women’s Studies Forum, 12, 349-354.
- Rose, S. (1989). The protest as a teaching technique for promoting feminist activism. NWSA Journal, 1, 468-490.
- Larwood, L., Szwajkowski, E., & Rose, S. (1988). Sex and race discrimination resulting from manager-client relationships: Applying the rational bias theory of managerial discrimination. Sex Roles, 18 (1/2), 9-29.
- Rose, S., & Larwood, L. (Eds.) (1988). Women’s careers: Pathways and pitfalls. New York: Praeger.
- Rose, S., & Larwood, L. (1988). Charting women’s careers: Current issues and research. In S. Rose and L. Larwood (Eds.), Women’s careers: Pathways and pitfalls (pp. 3-21). New York: Praeger.
- Larwood, L., Szwajkowski, E., & Rose, S. (1988). When discrimination makes “sense”–The rational bias theory of discrimination. In B. A. Gutek, A. H. Stromberg, & L. Larwood (Eds.), Women and work: An annual review, Vol. 3. (pp. 265-288). Beverly Hills: Sage.
- Rose, S., & Roades, L. (1987). Feminism and women’s friendships. Psychology of Women Quarterly, 11, 243-354.
- Rose, S., & Serafica, F. C. (1986). Keeping and ending best, close, and casual friendships. Journal of Social and Personal Relationships, 3, 275-88.
- Rose, S. (Ed.). (1986). Career guide for women scholars. New York: Springer. Received the 1996 Book of the Year Award from the American Journal of Nursing.
- Rose, S. (1986.) Building a professional network. In S. Rose (Ed.), Career guide for women scholars (pp. 46-56). New York: Springer.
- Stake, J. E., & Rose, S. (1986). Making the difference for college women: The development of career confidence. Feminist Teacher, 1(4), 16-20.
- Yoder, J. D., West, R., & Rose, S. (1986). Using microcomputers to enhance students’ interest in statistics and other psychology courses. Social Science Computer Review, 4, 371-374.
- Rose, S. (1985). Professional networks of junior faculty in psychology. Psychology of Women Quarterly, 12(4), 19-22.
- Rose, S. (1985). Is romance dysfunctional? International Journal of Women’s Studies, 8(3), 250-265.
- Rose, S. (1985). Same- and cross-sex friendships and the psychology of homosociality. Sex Roles, 12(1/2), 63-74.
- Rose, S., & Sork, V. (1984). Teaching female sexuality. Women’s Studies Quarterly, 12(4), 19-22.
- Rose, S. (1984). How friendships end: Patterns among young adults. Journal of Social and Personal Relationships, 3, 267-277.
- Serafica, F. C., & Rose, S. (1982). Parents’ sex role attitudes and children’s concepts of femininity and masculinity. In J. Downing, I. Gross, and A. d’Heurle (Eds.), Sex role attitudes and cultural change (pp. 11-24). Holland: D. Reidel Publishing.
- McHugh, M.C., Rose, S. M., & Frieze, I. H. (1981). Instructor’s manual for Women and Sex Roles: A social psychological perspective. New York: W.W. Norton & Co.
- Presentations
Invited Addresses/Consultations (Past 10 years)
- 2019 ADVANCE Team, University of Mississippi
- 2018 ADVANCE Team, Bowling Green State University
- 2018 NSF ADVANCE and Beyond Meeting, Chicago, IL
- 2016 Leadership Institute for Women Faculty in Pennsylvania Higher Education System
- 2015 National Science Foundation, ADVANCE Conference
- 2014 Leadership Institute for Women Faculty in Pennsylvania Higher Education System
- 2014 Plenary Address, Women’s International Conference, University of Central Florida
- 2013 Conference on Sexual Assault, Pennsylvania State University
- 2012 Leadership Institute for Women Faculty in Pennsylvania Higher Education System
Presentations and Peer-Reviewed Conference Papers (Past 10 years)
- Rose, S.M., Farhani, S., Liu, J., & Ramaswamy, S. (May 2021). Intersectionality, international faculty and inclusive excellence. Presentation for Women in Engineering ProActive Network (WEPAN), webinar. https://www.wepan.org/page/IntersectionalityInternationalFacultyandInclusiveExcellence
- Global Water Security Forum: Water Governance - Challenges from a Gender Perspective, (March 2021). The UNESCO Chair on Sustainable Water Security in the FIU Institute of Environment and the Steven J. Green School of International and Public Affairs discuss water security and governance as it relates to gender concerns.
- 2019 Fernandez, S.B., Clark, R., Sheehan, D.M., Trepka, M.J. & Rose, S.M. (under review). Supporting gender equity in research career advancement. RCMI conference. Bethesda, MD, December.
- 2019 Rose, S.M., Wood, K., Markowitz, P. & Dellinger, K. Motivating bystander intervention and interpersonal awareness with experiential learning. NSF Advance Resource Network (ARC) Equity in STEM Community Convening Conference, Cleveland, OH, October.
- 2019 Rose, S.M., Farhangi, S. Wood, K., & Pankey, B. Initial impact of the Bystander Leadership Workshop to reduce gender and race bias among faculty. NSF Advance Resource Network (ARC) Equity in STEM Community Convening Conference, Cleveland, OH, October.
- 2019 Simpson, C. & Rose, S.M. Hiring committee Diversity Advocates: A promising practice from FIU ADVANCE. NSF Advance Resource Network (ARC) Equity in STEM Community Convening Conference, Cleveland, OH, October.
- 2019 Pankey, B., Farhangi, S., & Rose, S.M. A possible barrier affecting STEM women of color: The intersectionality of international men faculty. STEM Latinas Symposium/NSF Includes, Padre Island, TX, May.
- 2019 Peters, S., Cosgrove, L., Rose, S.M., & Boyer, M. Incorporating the vision of inclusive feminist psychology into your work: Intergenerational perspectives. Association for Women in Psychology Conference, Newport, RI, March.
- 2019 Chrisler, J., Rose, S.M., & McHugh, M. Create feminist space! Organize an AWP conference. Association for Women in Psychology Conference, Newport, RI, March.
- 2018 Rose, S.M. Take it from me: Surviving and thriving as a feminist psychologist. Association for Women in Psychology Conference, Philadelphia. March.
- 2017 Rose, S. M., & Darici, Y. From insight to action: ADVANCE interventions that promote behavioral change. NSF ADVANCE Conference, Washington, DC.
- 2017 Rose, S.M., Darici, Y., Farhangi, S. (2017). A qualitative analysis of the intersectional identities and gender and race attitudes of men STEM faculty. NSF ADVANCE Conference, Washington, DC.
- 2017 Rose, S.M., Darici, Y., & Farhangi, S. (2017). Awareness, commitment and empowerment of women faculty. 1st Annual STEM Gender Equality Congress, Berlin, June.
- 2016 Rose, S.M., & Hospital, M. M. Lesbians over 60: Newer every day. International Congress of Psychology, Yokohama, Japan, July.
- 2016 Farhangi, S., Hospital, M.M., Rose, S.M., & Darici, Y. The Intersectionalities of STEM Men Faculty: An Unexplored Barrier for Recruiting STEM Women of Color? NSF ADVANCE Conference, Baltimore, MD.
- 2016 Rose, S. M. & Hospital, M. M. Lesbians over 60: Newer every day. Association for Women in Psychology Conference, Pittsburgh, PA, March.
- 2016 Rose, S. M. Strategies for negotiating institutional change. Association for Women in Psychology Conference, Pittsburgh, PA, March.
- 2016 Wells, L, Rose, S., & Hower, J. The FIU Master Math Lab and Model. FIU STEMposium Conference, Miami, FL, February.
- 2015 Rose, S.M. Body weight concern: The lesbian advantage? Weight Stigma Conference, Reykjavik, Iceland.
- 2015 Rose, S. M. & Wells, L. Student Success and Retention through Transformation of Lower Division STEM Critical Courses. Science Math Teaching Initiative (SMTI) conference, New Orleans, LA, June.
- 2015 Rose, S. M. Strategies to Advance and Empower STEM Women through Networking, Training, and Structural Change. NSF ADVANCE Conference. Baltimore, MD.
- 2015 Rose, S.M., Darici, Y., Eaton, A., Hickey-Vargas, R. FIU ADVANCE Strategies for Elevating Concerns of Women Faculty. NSF ADVANCE Conference. Baltimore, MD.
- 2015 Rose, S. M., & Wells, L. Student success and retention through transformation of lower division STEM critical courses: The Mastery Model of Instruction. Science Math Teaching Imperative Conference, New Orleans, LA.
- 2014 Rose, S. M., & Wilson, K. An Exploration of Best Practices for Faculty Mentoring at a Large State University, 7th Annual Mentoring Conference, University of New Mexico, Albuquerque, NM, October.
- 2014 Rose, S. M., Enhancing Women’s Resilience: A Leadership Skills Program. International Congress of Applied Psychology. Paris, France, July.
- 2014 Rose, S. M., Changing Women’s Lives: Teaching Activism. Women’s Liberation Conference on A Revolutionary Moment: The Women’s Movement in the late 1960s and early 1970s. Boston, March.
- 2014 Rose, S.M., Darici, Y., Eaton, A., Hickey-Vargas, R., & Stewart, A. Progress and Challenges with Advancing Women in STEM at Florida International University. National Science Foundation ADVANCE Conference, Alexandria, VA, March.
- 2014 Rose, S. M. Strategic Career Planning for Women in Psychology. Association for Women in Psychology, Columbus, OH, March.