Rate My Professor Kaitlin Boddie

Kaitlin Boddie serves as an Administrator in the Student Experience department within the Academic Division at the University of Otago in Dunedin, New Zealand. She provides support through direct dial at +64 3 479 8337. In 2025, Boddie was a member of the Continuous Improvement team and Student Experience Admissions team that received the University of Otago Award for Exceptional Performance by Professional Staff (Team) for Project DOUG & AVA. The project introduced Robotic Process Automation bots: AVA (Application Validation Automation) for validating applications and DOUG (Domestic Offers for Undergraduate) for generating undergraduate offers. These tools automated repetitive admissions tasks, expedited application outcomes, alleviated staff burdens, and improved the student journey in a complex, change-sensitive environment.

Boddie has also contributed to research in the Department of Psychology at the University of Otago. During her third-year undergraduate studies, she completed a research report titled "Contributions of school entry name writing, early literacy skills, and oral language to progress in beginning writing after one year of school" (2021), submitted to the Department of Psychology. Portions of this data supported the peer-reviewed publication "Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school," co-authored with Ruby-Rose McDonald, Elizabeth Schaughency, Tracy A. Cameron, and Jane L. D. Carroll, published in Reading and Writing (2023, vol. 37, pp. 2707–2732). The longitudinal study followed 102 New Zealand children from school entry over two years. Key findings included school-entry alphabet knowledge consistently predicting spelling measures and teachers' judgments of writing progress; school-entry phonological awareness uniquely predicting pseudoword spelling at follow-up, mediated by one-year pseudoword spelling to two-year writing progress; school-entry name writing predicting one-year handwriting fluency and letter-sound spelling, mediated to two-year writing progress; and school-entry oral language predicting two-year teachers' overall judgments of writing. Boddie contributed to study conception, material preparation, data collection, and analysis. Her work demonstrates engagement with early literacy development and educational psychology.