Cari Anne Bogulski, PhD; Researcher, Community Health Program Evaluator

Email: cari.bogulski@gmail.com
Website: http://caribogulski.weebly.com
LinkedIn: https://www.linkedin.com/in/caribogulski
Relevant Work Experience
Senior Data Analyst
University of Arkansas for Medical Sciences – Northwest Campus
Office of Community Health and Research, Fayetteville, AR 2019 – Present
 Community Health Program Evaluation – Implement internal and external evaluations of community health
programs including those funded by divisions within CDC and HRSA. This includes survey construction; data
processing, aggregation, and analysis; and monthly, quarterly, and annual report writing. Currently lead all
evaluation efforts for the HRSA-funded Healthy Start program, which aims to reduce maternal and child
health disparities, with an emphasis on serving Marshallese families.
 Maternal and Child Health Data Management – Provide oversight and management for all maternal and
child health program and research data collected in the Office of Community Health and Research. This
includes data quality validation, as well as using ongoing data quality validation to inform program
implementation staff and research investigators of data-related issues as they arise.
 Research Study Design and Implementation – Collaborate with a team to design and implement multi-site
research projects, including instrument selection, randomization, and data collection. Additionally, design
survey instruments and support the implementation of both exploratory research on the impacts of COVID-
19 for clinic patients and Marshallese community members, as well as a randomized control trial of
diabetes self-management education interventions.
 Database Architecture and Management – Create data collection projects and instruments in REDCap
(Research Electronic Data Capture), monitor the database for data quality, and train data collectors on best
practices for data collection. Specific projects include the adaptation of Healthy Start program data
collection forms into Marshallese and Spanish to REDCap, as well as building a robust COVID-19 contact
tracing database for higher education and special populations that captures all required elements for
reporting to the Arkansas Department of Health.
 R, SPSS, and Excel for Data Processing, Analysis, and Visualization – Process, aggregate, analyze, and
present data using R and SPSS using descriptive and inferential methods such as ANOVA (`ezANOVA`) and
regression methods (`lm` and `lmer`). Also use R to transform and reformat client-level data from the
REDCap database for monthly data uploads into XML format for the Healthy Start program.
 Academic Writing – Co-author of academic articles on community health programs and community-based
participatory research on maternal and child health, healthy food systems, culinary medicine, and the
impact of COVID-19 on Arkansans.
Director of Statistics & Analytics
Hark at the Center for Collaborative Care, Springdale, AR 2016 – 2019
 Program Evaluation – Implemented internal evaluation of community-liaison and technology interventions,
in consultation with Endeavor Foundation staff and board members. This included survey construction for
several specific community events, as well as regular organizational projects.
 Data Visualization – Using Excel, R (`ggplot2`), PowerPoint, and GIMP to create tables, handouts, and
presentations to advocate for needs of the Northwest Arkansas community.
 Technology Training – In groups and in one-on-one settings, teach human service providers in Northwest
Arkansas how to utilize the Hark and Hark Notes web-based systems. Additionally, work with providers to
utilize the reporting capability in Hark Notes to track their own client data and outcomes.
 Northwest Arkansas Homelessness Data Management – Worked within the Northwest Arkansas Continuum
of Care (CoC) to select, edit, adopt, and implement a standardized assessment tool (Vulnerability Index –
Service Prioritization Decision Assistance Tool, VI-SPDAT) and protocol to measure vulnerability and
chronicity of individuals in Northwest Arkansas experiencing homelessness. This included piloting the
 assessment tool at various local sites, creating data entry protocols for multiple users to input new survey
data, and training providers on how to implement and adopt the process.
 Northwest Arkansas CoC Coordinated Entry Committee Chair – Organize and facilitate regular meetings of
the committee to work toward HUD compliance, including human service provider training, developing a
prioritization process for housing individuals experiencing homelessness according to their vulnerability,
and writing and editing our policies and procedures manual for HUD review.
 Northwest Arkansas CoC 2018 Point in Time Homeless Census – Created the survey instrument for the 2018
Point in Time Homeless Census, and worked with the Northwest Arkansas CoC and volunteers from the
community to standardize its implementation. Also extrapolated missing data and aggregated population-
specific data to meet HUD specifications for federal reports.
 Northwest Arkansas Reentry Coalition Organizer – Facilitate monthly community meetings and
implemented a survey to participatory providers, and presented results to the coalition to evaluate and
determine goals, mission, and future directions.
Research Associate, Department of Education Reform
University of Arkansas, Fayetteville, AR 2014 – 2016
 Grant Writing – Collaborated in the writing of several grants including a successful submission to the
National Endowment for the Arts for a project examining socio-emotional and academic outcomes for
students attending multiple, culturally-enriching field trips.
 Project Management – Managed a large-scale set of theater field-trip field experiments, involving the
coordination of teachers and students, survey administration at multiple schools, and data entry.
 Data Processing and Data Analysis – Cleaned and merged data and ran multiple regressions in STATA to
analyze large data sets from both field experiments and existing data sets.
 Data Visualization – Using Excel and R (`ggplot2`), created tables, charts, and graphs to visually depict
results from field experiments, as well as to summarize data from existing data sets.
 Experimental Design – Independently designed one field experiment for high school students watching a
theater production and also worked as part of a team to help refine the design of several field experiments.
 Supervision – Supervised research assistant data entry, content analysis, and literature reviews.
 Web Editing – Maintained two departmental websites—one on a Wordpress server and one using the
University's system—using HTML as well as the click-and-drag interfaces.
 Learning Other Statistical Methods – Audited both an econometrics course and a mixed linear models
course and completed all accompanying coursework for both classes.
Postdoctoral Research Fellow, Lifespan Cognition and Development Lab
York University, Toronto, ON 2013 – 2014
 Grant Writing – Pursued funding for research from the Alzheimer Society Research Program to investigate
the functional and structural neural consequences of bilingualism in older adults.
 Experimental Design – Worked to develop multiple projects from the ground up, from questions posed by
theory to practical implementation, on projects varying from memory in adults to visual processing in
infants.
 E-Prime Programming – Programmed experiments using E-Prime and posted tutorials on some of the more
difficult aspects of E-Prime to my website (e.g., re-running incorrect trials).
 R and SPSS for Data Analysis and Visualization – Analyzed and presented data using R and SPSS, using
ANOVA (`ezANOVA`) and regression methods (`lm` and `lmer`). Also used Excel and R (`ggplot2`) to present
visual summaries of my projects for presentations.
 Mentoring – Independently designed and taught R tutorials for interested students and staff. Also worked
one-on-one with multiple graduate students on E-Prime programming troubleshooting and R script
development for data processing, analysis, and visualization.
Research Assistant, Bilingualism, Mind, and Brain Lab
The Pennsylvania State University, University Park, PA 2007 – 2013
 Experimental Design – Designed and implemented multiple research projects as principal investigator, and
on many additional research projects as a collaborator. Projects included topics such as vocabulary
learning, working memory, receptive vocabulary, inhibitory control, task switching, attentional blink,
syntactic processing, and lexical retrieval.
 E-Prime Programming – Programmed experiments to collect data using E-Prime (1.x and 2.x).
 EEG/ERP Data Collection and Processing – Collected EEG data from participants using 32-electrode caps,
including lowering electrical impedances before experiments. Also utilized Matlab in conjunction with
Neuroscan to process and analyze EEG/ERP data collected for multiple research projects.
 R and SPSS for Data Analysis and Visualization – Analyzed and presented data using R and SPSS (though my
preference is always to use R), using ANOVA (`ezANOVA`) and regression methods (`lm` and `lmer`). Also
used Excel and R (`ggplot2`) to present visual summaries of my projects for presentations.
 Mentoring – Supervised undergraduate research assistants and honors thesis students working on research
project tasks including data collection, entry, processing, cleaning, and analysis. Also founded and led a
graduate student group dedicated to research article discussion and ongoing training on using software
such as Microsoft Excel, R, E-Prime, and SPSS.
Research Assistant, WordPlay Lab
University of Arkansas, Fayetteville, AR 2005 – 2007
 Experimental Design – Designed a study on the interaction of trust in testimony and familiarity of language
in word-learning in children.
 SPSS for Data Analysis – Analyzed, processed, and presented data using SPSS.
Research Assistant, Language Processing Lab
University of Arkansas, Fayetteville, AR 2004 – 2005
 Experimental Design – Developed materials and designed experiments on topics such as how sarcasm,
quantifiers, inferences, and pronouns are processed.
 SPSS for Data Analysis – Analyzed and processed data using SPSS.
Education
The Pennsylvania State University, University Park, PA
Department of Psychology and Center for Language Science 2007 – 2013
 Ph.D. in Cognitive Psychology and Language Science, M.S. in Cognitive Psychology
University of Arkansas, Fayetteville, AR 2003 – 2007
 B.A. in Psychology (Summa Cum Laude) and Spanish with a minor in English Literature
Other Professional Experience
16 years Research/Experimental Design 2004 – Present
16 years Data Processing 2004 – Present
16 years Statistical Analyses 2004 – Present
4 years Program Evaluation 2016 – Present
1 year UAMS Northwest Campus Diversity, Equity, and Inclusion Committee Secretary 2019 – Present
1 year UAMS Northwest Campus Diversity, Equity, and Inclusion Accessibility
Subcommittee Chair 2020 – Present
2 years Northwest Arkansas Continuum of Care Board Member 2016 – 2018
1.5 years Northwest Arkansas Continuum of Care Coordinated Entry Committee Chair 2017 – 2018
1 year Northwest Arkansas Continuum of Care Board Treasurer 2016 – 2017
1 year Northwest Arkansas Continuum of Care Board Secretary 2017 – 2018
Publications
 Purvis, R. S., Ayers B., L., Bogulski, C. A., Kaminicki, K. F., Haggard-Duff, L. K., Riklon, L. A., Iban, A., Mejbon-
Samuel, R., Lakmis, R., Riklon, S., Thompson, J., McElfish, P. A. (under review). Multi-component informed
consent with Marshallese participants.
 Ayers, B. L., Bogulski, C. A., Haggard-Duff, L., Selig, J. P., & McElfish, P. A. (under review). A mixed-methods
longitudinal study of Marshallese infant feeding beliefs and experiences: A study protocol.
 Haggard-Duff, L., Hudson, J., Holland, A., Bogulski, C. A., Long, C. R., Sonntag, C., & Kelly, M. (under review).
Interprofessional students' perspectives of a culinary medicine training: Intentions from plate to practice.
 Ayers B. L., Bogulski C. A., Haggard-Duff L., McElfish P. A. (2020). Marshallese Pacific Islander Maternal
Health Context. The Journal of the Arkansas Medical Society, 116(12), 284-285.
 Ayers, B. L., Bogulski, C. A., Haggard-Duff, L., Andres, A., Børsheim, E., McElfish, P. A. (2020). Documenting
and characterizing gestational weight gain beliefs and experiences among Marshallese pregnant women in
Arkansas: A protocol for a longitudinal mixed methods study. Forthcoming: BMJ Open.
 Haggard-Duff, L., Bogulski, C. A., Rainey, L., McElfish, P. A., & McSweeney, J. (2020). Avoiding bad
connection: Orientation phone calls foster student‐faculty connection in an RN‐BSN program. Nursing
Forum, 55(4), 793-799. http://dx.doi.org/10.1111/nuf.12497
 Bogulski, C. A., Bice, K., & Kroll, J. F. (2018). Bilingualism as a desirable difficulty: Advantages in word
learning depend on regulation of the dominant language. Bilingualism: Language and Cognition, 22, 1052-
1067.
 de Leeuw, E., & Bogulski, C. A. (2016). Frequent L2 language use predicts executive control in bilinguals.
Bilingualism: Language and Cognition, 19, 907-913.
 Bogulski, C. A., Rakoczy, M., Goodman, M., & Bialystok, E. (2015). Executive control in fluent and lapsed
bilinguals. Bilingualism: Language and Cognition, 18, 561-567.
 Greene, J. P., Hitt, C., Kraybill, A., & Bogulski, C. A. (2015). Learning from live theater. Education Next, 15,
54-61.
 Olsen, R. K., Pangelinan, M. M., Bogulski, C., Chakravarty, M. M., Luk, G., Grady, C. L., & Bialystok, E. (2015).
The effect of lifelong bilingualism on regional grey and white matter volume. Brain Research, 1612, 128-
139.
 Greene, J. P., Kisida, B., Bogulski, C. A., Kraybill, A., Hitt, C., & Bowen, D. H. (2014). Arts education matters:
We know, we measured it. Education Week, 34, 24.
 Kroll, J. F., & Bogulski, C. A. (2013). Cognitive second language acquisition: Organization of the second
language lexicon. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Blackwell
Publishing.
 Kroll, J. F., Dussias, P. E., Bogulski, C. A., & Valdes-Kroff, J. (2012). Juggling two languages in one mind: What
bilinguals tell us about language processing and its consequences for cognition. In B. Ross (Ed.), The
Psychology of Learning and Motivation, Volume 56 (pp. 229-262). San Diego: Academic Press.
 Kroll, J. F., Bogulski, C. A., & McClain, R. (2012). Psycholinguistic perspectives on second language learning
and bilingualism: The course and consequence of cross-language competition. Linguistic Approaches to
Bilingualism, 2, 1-24.
Presentations
 Ayers, B., Bogulski, C., Haggard-Duff, L., O’Connor, B., & McElfish, P. A. (2019). A Healthy Start program for
Pacific Islanders. Poster presented at the 20th Annual Meeting of the National Healthy Start Association,
Washington, DC.
 Sullivan, M. D., Bogulski, C. A., Kamani, Z., & Bialystok, E. (2015). Do bilingualism and aging impact false
memory?: A test of the DRM paradigm. Paper presented at the 56th Annual Meeting of the Psychonomic
Society, Chicago, IL.
 Greene, J. P., & Bogulski, C. A. (2015). The effect of public and private schooling on anti-Semitism. Paper
presented at American Enterprise Institute, Washington, DC.
  de Leeuw, E., & Bogulski, C. A. (2015). L2 pronunciation proficiency, language use and age of acquisition as
predictors of executive control in bilinguals. In The Scottish Consortium for ICPhS 2015 (Ed.), Proceedings of
the 18th International Congress of Phonetic Sciences. Glasgow, UK: the University of Glasgow.
 Bogulski, C. A., & Kroll, J. F. (2015). Self-imposed difficulties in learning: Explaining the bilingual advantage
in vocabulary learning. Paper presented at the 2015 International Symposium on Bilingualism, Rutgers, NJ.
 Bogulski, C. A., & Kroll, J. F. (2013). Using ERPs to investigate a bilingual advantage in word learning. Poster
presented at the 54th Annual Meeting of the Psychonomic Society, Toronto, ON.
 Bogulski, C. A., & Kroll, J. F. (2012). Does bilingualism incur a cost to language production in a language-
blocked design? Poster presented at the International Workshop on Language Production, New York, NY.
 Bogulski, C. A., & Kroll, J. F. (2011). Does bilingualism incur a cost to language production? Poster presented
at the 52nd Annual Meeting of the Psychonomic Society, Seattle, WA.
 Bogulski, C. A., & Kroll, J. F. (2011). Does the bilingual advantage in foreign language vocabulary acquisition
extend to implicit measures of learning?: A comparison of behavioral and ERP
evidence. Paper presented at the 2011 International Symposium on Bilingualism, Oslo, Norway.
 Bogulski, C. A., & Kroll, J. F. (2010). Are bilinguals better language learners than monolinguals? It depends
on how they learn. Poster presented at the 51st Annual Meeting of the Psychonomic Society, St. Louis, MO.
 Bogulski, C. A., & Kroll, J. F. (2010). The role of inhibitory control in learning new vocabulary: Bilinguals
outperform monolinguals only when they learn via the native language. Poster presented at the 2010
Donostia Workshop on Neurobilingualism, San Sebastián, Spain.
 Kroll, J. F., Bogulski, C. A., & McClain, R. (2010). Psycholinguistic perspectives on second language learning
and bilingualism: The course and consequence of cross-language competition. Contribution to a workshop,
Multilingual Acquisition: Building a Cross-Disciplinary Research Base (Suzanne Flynn and Jason Rothman,
organizers), Iowa City, University of Iowa.
 Kroll, J. F., Bogulski, C. A., & McClain, R. (2009). On the factors that contribute to the bilingual advantage.
Paper presented at the 50th Annual Meeting of the Psychonomic Society, Boston, MA.
 Bogulski, C. A., & Kroll, J. F. (2009). Vocabulary acquisition and inhibitory control: A paradox of bilingualism.
Paper presented at 2009 International Symposium on Bilingualism, Utrecht, The Netherlands.
 Behrend, D. A., Bogulski, C. A., Schwartz, R. M., & Cowles, A. (2008). Three-year-olds trust inaccurate native
language speakers over non-native language speakers. Poster presented at the International Conference on
Infant Studies, Vancouver, Canada.
 Behrend, D. A., Schwartz, R. M., & Bogulski, C. A. (2007). Children attend to speaker reliability, actor
reliability, and speaker native language during verb and noun learning. Paper presented at the 2007 Society
for Research in Child Development Biennial Meeting, Boston, MA.
 Levine, W. H., Hagaman, J. A., Bogulski, C. A., Green, R. R., & Ortigo, D. S. (2005). Attention-focusing by
mass-noun quantifiers in sentence comprehension. Poster presented at the 18th Annual CUNY Sentence
Processing Conference, Tucson, AZ.
 Levine, W. H., Hagaman, J. A., Bogulski, C. A., Green, R. R., & Ortigo, D. S. (2005). The effect of narrative
time shifts on the representation of goal-related information. Poster presented at the 45th Annual Meeting
of the Psychonomic Society, Toronto, ON.
Honors, Awards, Fellowships, and Grants
 National Science Foundation Doctoral Dissertation Research Grant, BCS-1124051 (PI, Judith F. Kroll; Co-PI,
Janet van Hell): Are bilinguals better learners? A neurocognitive investigation of the bilingual advantage,
2011-2013.
 Penn State University PIRE Graduate Fellowship, Award for travel abroad to the Netherlands: Domain-
general cognitive advantages in trilingual sign-speech interpreters, 2011.
 RGSO Dissertation Grant, Penn State University: An electrophysiological and behavioral investigation of
language learning and general learning in bilinguals and monolinguals, 2011.
 Adele Miccio Memorial Travel Award, Center for Language Science, Penn State University, 2012: Center for
Language Science award providing support for brief networking experiences to visit a lab of senior scientist.
  National Science Foundation Graduate Research Fellowship, 2008-2011.
 University Graduate Fellowship, Penn State University, 2008.
 Yoder Fellowship, Penn State University, 2007.
 Honors College Undergraduate Research Grant, University of Arkansas, Fayetteville, 2007.
 Honors College Study Abroad Grant, University of Arkansas, Fayetteville, 2006.
 Governor’s Distinguished Scholarship, University of Arkansas, Fayetteville, 2003-2007.
 Honors College Fellowship, University of Arkansas, Fayetteville, 2003-2007.
Teaching Experience
 Summer, 2019: Instructor, Office of Community Health and Research
o University of Arkansas for Medical Sciences, Northwest Campus workshop series: Introduction to R
 Summer, 2013: Co-Instructor, Department of Spanish, Italian, and Portuguese
o Penn State University: Spanish 497A, Data Processing and Analysis for Language Scientists Using the
R Statistical Package
 Fall, 2012: Guest lecture, Department of Linguistics
o Penn State University: Linguistics 520, Seminar in Psycholinguistics, "The cognitive consequences of
bilingualism."
 Fall, 2012: Guest lecture, Department of Linguistics
o Penn State University: Linguistics 100, Foundations of Linguistics, "Phonology, Morphology, Syntax,
and Linguistic Evolution in Signed Languages."
 Fall, 2012: Guest lecturer, Department of Linguistics
o Penn State University: Linguistics 001, The Study of Language, "Are Sign Languages Real
Languages?"
 Spring, 2012: Instructor, Department of Psychology and Department of Linguistics
o Penn State University: Psychology 457/Linguistics 497B, Psychology of Language.
 Spring, 2012; Spring, 2011; Fall, 2009: Guest lecturer, Department of Linguistics
o Penn State University: Linguistics 525, Experimental Research Methods in Psycholinguistics, "Using
Mix and Match programs during stimuli creation."
 Spring, 2010: Guest lecturer, Department of Psychology
o Penn State University: Psychology 427, Introduction to Language Acquisition, "Bilingual language
development."
 Spring, 2010: Guest lecturer, Department of Psychology and Department of Linguistics
o Penn State University: Psychology 457/Linguistics 497B, Psychology of Language, "Second language
learning and bilingual language and cognitive processing."
 Spring, 2009: Guest lecturer, Department of Psychology and Department of Linguistics
o Penn State University: Psychology 457/Linguistics 497B, Psychology of Language, "Sentence
processing and parsing."
Languages
Human: English (native), Spanish (8 years), and American Sign Language (5 years)
Computer: R (11 years), HTML (3 years), MATLAB (2 years), Javascript (1 year), SQL (1 year), Python (1 year)
Software/Database Proficiencies
Microsoft Office Suite, REDCap, SPSS, R, STATA, GIMP, E-Prime (1.x and 2.x), Neuroscan, FSL