Dr. Nicole Roberts began her career as an education specialist in a hospital Continuing Medical Education department, where she created a leadership development program for physicians. She then became the manager of the Graduate Medical Education department, where she helped develop two new residency programs.

Most recently, she was the Director of the Academy for Scholarship in Education and Associate Professor of Medical Education at Southern Illinois University School of Medicine. In that capacity, she oversaw faculty development for five campus sites in central and southern Illinois. She created a year-long streamer of faculty development sessions, Hit the Ground Running, designed to ensure that new faculty were well prepared for their roles.While there she also organized an online Master's degree in in Health Professions Education in collaboration with the University of Illinois at Urbana Champaign.

She served as the site director for a Department of Defense grant which led to the development of an educational intervention intended to improve communication and leadership in the trauma bay, and on a Central Group on Educational Affairs grant to learn what predicted career choices for graduates of allopathic medical graduates.

Dr. Roberts is also involved with veterinary medical education. She is a member of the Council on Education for the American Veterinary Medical Association, the accrediting body for veterinary schools. She is the chair of the Academic Affairs committee, which reviews and revises the standards for veterinary school accreditation.

Faculty development

Teaching in non-classroom settings

Recognizing and addressing problem learners

Communication and leadership in clinical settings

Teaching and learning in medicine

Journals
Dorsey, JK PhD, Roberts, NK. Wold, B. Feedback matters: The impact of an intervention by the dean on unprofessional faculty at one medical school. Academic Medicine: Jul 2014, 89(7): 1032–1037

Roberts NK, Dorsey J K. Wold, B. Unprofessional behavior by specialty: A qualitative analysis of six years of student perceptions of medical school faculty. Medical Teacher Jul 2014, 36(7): 621–625.

Roberts, NK, Coplit, L. Future focus for professional development. Teaching and Learning in Medicine. 2013;25 Suppl 1:S57-61.

Roberts, NK, Williams, RG, Schwind, CJ, Sutyak, JA, McDowell, C, Griffen, D, Wall, J, Sanfey, H, Chestnut, A, Meier, AH, Wohltmann, C, Clark, TR, Wetter, N. The impact of brief team communication, leadership and team behavior training on ad hoc team performance in trauma care settings, American Journal of Surgery. 2014 Feb;207(2):170-8

Robinson, S, Roberts, NK, Dzara, K. Residency Coordinator Perceptions of Psychiatry Residency Candidates: A Pilot Study. Academic Psychiatry 2013;37:265-267

Cianciolo AT, Williams RG, Klamen DL, Roberts NK. Biomedical knowledge, clinical cognition and diagnostic justification: a structural equation model. Med Educ. 2013;47(3):309-16.

Taira T, Santen SA, Roberts NK. Developing a Taxonomy of "Problem Residents". Ann Emerg Med. 2012;60(5):S169-S.
McDowell CM, Roberts NK, Sutyak J, Griffen D, Wall J, Schwind C, et al. Be SMARTT About Trauma: An Interdisciplinary Educational Approach to Improving Teamwork in the Trauma Bay. Ann Emerg Med. 2012;60(5):S172-S3

Taira T, Roberts NK, Santen SA. Defining Professionalism issues Among "Problem Residents". Ann Emerg Med. 2012;60(5):S167-S

Roberts, N. K., Williams, R. G., Kilingensmith, M., Sullivan, M., Boehler,, M., Hickson, G., Kim, M. J., Klamen, D. L., LeBlang, T., Schwind, C, Titchenal, K., and Dunnington, G. L. The case of the entitled resident: A composite case study of a resident performance problem syndrome with interdisciplinary commentary. Medical Teacher. 2012;34(12):1024-32.

Meier AH, Boehler ML, McDowell CM, Schwind C, Markwell S, Roberts NK, et al. A Surgical Simulation Curriculum for Senior Medical Students Based on TeamSTEPPS. Arch Surg. 2012;147(8):761-6. Epub 2012/08/23.

McDougle, L., Mavis, B.E., Jeffe, D. B, Roberts, N. K., Ephgrave, K., Hageman, H. L., Lypson, M., L., and Andriole, D. A. Academic and professional career outcomes of medical school graduates who failed USMLE Step 1 on the first attempt. Adv Health Sci Educ Theory Pract. 2012 Apr 7.

Roberts, N.K., Brenner, M. J., Williams, R. G., Kim, M, J., and Dunnington, G. L. (2012). Capturing the teachable moment: A grounded theory study of verbal teaching interaction in the operating room. Surgery. 151(5): 643-650.

Sanfey, H., Da Rosa, D., Hickson, G., Williams, B., Ranjan, S., Boehler, M., Klingensmith, M. Klamen, D., Mellinger, J., Hebert, J., Richard, K., Roberts, N.K., Schwind, C., Williams, R., Sachdeva, A., Dunnington, G. (2012). Pursuing professional accountability. An evidence based approach to addressing residents with behavior problems. Archives of Surgery.147(7):642-647.

Rogers, D, Boehler, M, Roberts, NK, and Johnson, V. (2012). Using the hidden curriculum to teach professionalism during the surgery clerkship. Journal of Surgical Education. 69(3):423-7.

Dobbins MI, Roberts N, Vicari SK, Seale D, Bogdanich R, Record J. (2011). The consultation conference: a new model of collaboration for child psychiatry and primary care. Acad Psychiatry. 35(4):260-2.

Roberts, NK, Williams RG. (2011). The hidden cost of failing to fail residents. Journal of Graduate Medical Education. 3(2):127-9.

Andriole DA, Jeffe DB, Hageman HL., Ephgrave, K, Lypson, M. L., Mavis, B,, McDougle, L, and Roberts, NK. (2010). Variables associated with full-time faculty appointment among contemporary US medical school graduates: Implications for academic medicine workforce diversity. Academic Medicine, 85(7):1250-1257.

Cook, D. A., Andriole, D. A., Durning, S. J, Roberts, N. K, and Triola, M. M. (2010). Longitudinal research databases in medical education: Facilitating the study of educational outcomes over time and across institutions. Academic Medicine, 85(8):1340-1346.

Andriole, D. A., Ephgrave, K., Lypson M. L, Mavis, B, McDougal, L, and Roberts, N. K. (2010). Predictors of full-time faculty appointment among contemporary U.S. medical school graduates: Implications for academic medicine workforce diversity. Academic Medicine, 85(7):1250-7.

Roberts, N. K., Klamen, D. L. (2010). The case for teaching explicit reading strategies to medical students: A comment on strategies to read and learn: Overcoming learning by consumption by Danielle McNamara. Medical Education, 44(4)p.328-9.

Williams, R. G., Roberts, N. K., Schwind, C., and Dunnington, G. L. (2009). The nature of general surgery resident performance problems. Surgery. 145(2) p. 651-658.

Roberts, N.K., Williams, R.G., Kim, M.J. and Dunnington, G. L. (2009). The briefing, intraoperative teaching, debriefing model for teaching in the operating room. Journal American College of Surgeons, 208(2), p299-303.

Roberts, N. K. (April 2008). Critique and video vignettes of teaching models for extending psychiatric care for children. Proceedings of the Annual Meeting of the American Telehealth Association.

Williams, R. G., Klamen, D. L., Mayer, D., Valaski, M., and Roberts, N. K. (October 2007). A sampling strategy for promoting and assessing medical student retention of physical examination skills. Academic Medicine, RIME supplement.

Roberts, N. K. (January 2006). Leadership development at multispecialty clinics. Almanac of the Alliance for Continuing Medical Education.

Roberts, N. K. (February, 2003). The story of the physician leadership clinic at Carle. Almanac of the Alliance for Continuing Medical Education. 24(2).

Denzin, N. K., Feinberg, W., Fields, A. B., and Roberts, N. K. (1997). Remembering and forgetting recent racial politics. Taboo, 2

Hecht, J. B. &Roberts, N. K. (1996). VTLOGANL: Coding and analyzing videotaped data. Behavior Research Methods, Instruments, &Computers, 28(1).

Hecht, J. B., Roberts, N. K.. &Schoon, P. L. (1996). Teacher teams and computer technology: Do combined strategies maximize student achievement? Journal of Research on Computing in Education, 28(3).
 
Monographs and Technical Reports
Hecht, J. B., Dwyer, D. J., Roberts, N. K., &Schoon, P. L. (1994). Project Homeroom, Project Schoolroom, and Regular School: Innovations in team teaching, interdisciplinary learning, and the use of technology: An interim report. Normal, IL: Illinois State University, Technological Innovations in Educational Research Laboratory.

Hecht, J. B., Dwyer, D. J., Roberts, N. K., &Schoon, P. L. (1994). Project Homeroom, Project Schoolroom, and Regular School: Innovations in team teaching, interdisciplinary learning, and the use of technology: Final report. Normal, IL: Illinois State University, Technological Innovations in Educational Research Laboratory.

Hecht, J. B., Dwyer, D. J., Roberts, N. K., Schoon, P. L., Kelly, J., Nietzke, T., &Virlee, M. (1993) Project Homeroom: Second year experiences. Normal, IL: Illinois State University, Technological Innovations in Educational Research Laboratory. (ERIC Document Reproduction Services Report No ED 366 638).

Book
Fields, A. B, and Feinberg, W. with Roberts, N. K. (June 2001). Education and Democratic Theory: Finding a Place for Community Participation in Public School Reform. New York: SUNY Press.

Invited Book Chapters
Da Rosa, D., Simpson, D, Lund, M., Wendel, K, and Roberts, NK. (2011). Faculty Development. In Clerkship Director's Guidebook, B. Morgenstern, Ed.
Roberts, N. K. (2010). Documenting the trajectory of your teaching. In An Introduction to Medical Teaching, W. Jeffries and K. Huggett, Eds.
Roberts, N. K. (2013). Documenting the trajectory of your teaching. In An Introduction to Medical Teaching, W. Jeffries and K. Huggett, Eds.