APA President Dr. Suzanne Bennett Johnson invites you to submit posters featuring your latest work and take part in an exciting, new Presidential Poster session at the 2012 APA convention in Orlando, FL on Saturday August 5, 2012 from 4-6 p.m. in the Orlando Convention Center.

APA divisions and governance groups worked with Dr. Johnson to create three collaborative and innovative program tracks of 20 hours each for the 2012 APA convention in Orlando, FL. The program tracks focus on interdisciplinary science, inter-professional practice, and obesity. We invite you to participate in a special poster session on Saturday showcasing up to 60 posters on each track topic, for a total of 180 posters. There will be guided tours by experts in the field through the posters and light refreshments will be served.

Focus of the Presidential Poster Session

Interdisciplinary Science: Most of society’s complex problems cannot be addressed by a single discipline. In response, scientists from different disciplines are coming together in teams to**address a specific problem. We are interested in all aspects of this process: scientific findings resulting from interdisciplinary teams that include psychology; integrative and conceptual frameworks used in interdisciplinary science; ethics, administration, power, communication and cultural issues relevant to creating effective interdisciplinary science teams; funding streams for interdisciplinary science; and education and training methods to prepare psychologists to function successfully on interdisciplinary science teams.

Inter-professional Practice: Many psychologists are working in settings where services are delivered by teams of professionals from different disciplines. For example, health care is moving toward an integrated care model where psychological services are delivered as part of the patient’s overall medical care, requiring psychologists to practice side-by-side physicians and other health providers. We are interested in all aspects of inter-professional practice including: examples of inter-professional practice across a wide variety of settings – law and law enforcement, sports, criminal justice, public health, and health care; examples of inter-professional practice with specific populations, such as pediatrics, adolescents, women’s health, geriatrics, etc.; ethics, administration, power, communication and cultural issues relevant to creating effective inter-professional practice teams; outcomes associated with inter-professional practice; funding mechanisms for inter-professional practice.

Obesity: One-third of American adults and nearly one-fifth of American children are obese. Obesity is now the second leading cause of death in this country and is expected to become the leading cause of death. The obesity epidemic is not the result of changing biology or genetics. Instead, is the product of human behavior and changes in the socio-cultural environment. We are interested in all aspects of obesity including: basic science studies relevant to the biology of obesity as well as the development of food preferences, dietary habits, and physical activity; biological, behavioral, family, and socio-cultural determinants of obesity; the impact of obesity on physical, emotional, and social well-being; public health and policy initiatives to combat obesity; and clinical approaches to obesity prevention or weight management – any population and any setting is of interest.

How to Submit Posters

Starting April 1, 2012, go to the APA website at www.apa.org/convention <http://www.apa.org/convention>. You will find a link for submitting abstracts for the Presidential Poster Session on Interdisciplinary Science, Inter-professional Practice and Obesity. You must:

• Submit an abstract relevant to one of the Presidential Poster Session themes: Interdisciplinary Science, Inter-professional Practice or Obesity
• Complete your submission on or before May 15, 2012
• If accepted, agree to attend the Presidential Poster Session on Saturday August 5, 2012 from 4-6 p.m. in the Orlando Convention Center, showcase your findings on a 4 x 6 foot poster board and discuss your work with attendees

All proposals will be reviewed by members of the Presidential Track Program Committees. The chairs of these committees are: Drs. Nancy Dess and Lynne Cooper (Interdisciplinary Science), Dr. Helen Coons (Inter-professional Practice), and Dr. Gareth Dutton (Obesity).

Authors of all abstracts selected for presentation will be notified by June 8, 2012.

DATIC is offering five week-long workshops in data analysis in June and July, 2012.  The three workshops below still have space available.  You can register online at http://www.datic.uconn.edu/

Modern Approaches to Missing Data                                                 June 4-8, 2012

         Instructors: Ofer Harel and Gregory Matthews

Missing data is a common complication in applied research, however, many practitioners are still ignoring this problem. Numerous examples from missing data literature demonstrate that dealing with missing data correctly is very important. Failure to correctly account for missing data creates many potential problems, including biased results, reduced power and inefficient estimates. Multiple Imputation (MI) is a comprehensive method used to handle problems of analyzing incomplete data. This workshop will introduce the vocabulary and main assumptions in the missing data literature followed by the introduction of the main ideas of MI with an emphasis on practical implementation of both fully and semi-parametric procedures. R, an open source (free) statistical software, which has steadily gained in popularity, will be introduced and used as the main statistical software for implementing imputation.

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Dyadic Analysis Using SEM                                                                June 25-29, 2012

           Instructors: David A. Kenny, Randi Garcia, & Tessa V. West

The workshop on dyadic data analysis will focus on data where both members of a dyad are measured on the same set of variables. Among the topics to be covered are the measurement of non-independence, the actor-partner interdependence and common fate models, mediation and moderation of dyadic effects, and growth curve models of dyadic data. Most of the focus is on distinguishable dyads (e.g., husbands and wives).  The software package used in the workshop will be Amos, and it is presumed that participants have some familiarity with Structural Equation Modeling (e.g., model specification, chi square difference, and model fit).

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Structural Equation Modeling                                                             July 16-20, 2012

           Instructor: D. Betsy McCoach

This introductory workshop on Structural Equation Modeling covers basics of path analysis, confirmatory factor analysis, and latent variable modeling.  Using AMOS Graphics, participants will learn how to build, evaluate, and revise structural equation models. Although the workshop does not require any prior knowledge or experience with SEM, participants are expected to have a working knowledge of multiple regression, as well as some experience using a statistical software program such as SPSS.

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DATIC, founded in 2003 by David A. Kenny, offers professional development summer workshops in a variety of modern data analytic techniques.  All workshops are geared toward researchers who wish to utilize these techniques in their own work.  The maximum enrollment for all DATIC week-long workshops is 24 students, which allows for personal contact with the instructors and a great deal of hands-on learning. Although all workshops are introductory, they do assume familiarity with traditional statistical techniques such as multiple regression, as well as familiarity with a general purpose statistical software package, such as SPSS, SAS, R, Stata, etc. This summer, DATIC will offer 5 week-long training institutes on a variety of data analysis topics.  The cost of the workshops is $1250. Online registration for the workshops is now open.

To register for any of these workshops, please go to http://www.datic.uconn.edu/

For those who struggle to remember the names and numbers of each of APA’s 54 divisions, that task may soon get harder as organizers circulate petitions to bring two new divisions to APA. 

A Division of Financial Psychology and a Division of Implementation Science in Psychology have both been proposed, with letters of intent filed and formal petitions being circulated. Proposers need to garner 1 percent of the current number of APA Members and Fellows in order to move their petition to Council, where it must receive a two-thirds vote for approval as a candidate division. With current membership numbers, that would require a bit less than 750 signatures. 

Financial Psychology

Mary Gresham, PhD, one of the organizers pushing for Financial Psychology, said she feels the division would hit a needed area for psychology and society. 

“Financial therapy is a really needed entity in our culture,” she said. “Money is the No. 1 stressor on the APA stress report (PDF, 3.2MB) for the last four years. We haven’t done a good job of developing models for helping people who have financial issues, other than to make an interpretation of what it symbolizes. There’s so much more we could do.” 

Gresham, an Atlanta-based psychologist, is already a member of other divisions and said that she hopes to create a division that caters to supporting individuals, families and groups who struggle with financial issues — which, she says, could be anyone. In addition, she said the division may include behavioral finance and consulting to financial advisors, as well. 

“Financial issues are not restricted to people who are impoverished — that’s a misconception. Money is a loaded entity, just like food, sex, your body and your health. There is still quite a bit of gender gap in access and earnings and skills with money. Money is still seen as a male entity. I feel there is just so much we could do if we have a trained workforce.” 

Gresham said that expanding the knowledge base of financial psychology is required to advance financial literacy. 

“In general, people don’t think about calling a psychologist when they have difficult money issues that can hurt their family,” she said. “We need skilled, trained practitioners that can be seen as people who can be turned to for help.” 

Gresham and others are currently using personal connections to solicit support of the new division. The full text of the Financial Psychology petition can be seen online, and Members and Fellows of APA who wish to sign the petition can do so on the petition page. For more information, contact This e-mail address is being protected from spambots. You need JavaScript enabled to view it.  by email or at (404) 320-6510. 

Implementation Science in Psychology 

A steering committee of psychologists interested in bridging the gap between science and practice have proposed a division to do just that. A steering committee is currently collecting signatures to form the Division of Implementation Science in Psychology.

"This division would try to evaluate strategies that bring innovation from science into practice," said Cara Lewis, PhD, one of the proposers of this new division. "We've known about the gap between science and practice for years, and this division will give those who want to work on it and close the gap a chance to collaborate."

Lewis, a clinical assistant professor in the Department of Psychology and Brain Sciences at Indiana University, said she hopes that through the division, a formal journal could be started that focuses on innovation and the sharing of resources to close the science-practice gap.

"We think that implementation science is one of the true trans-discipline sciences," she explained. "If you are working in a school, a hospital, in mental health or even in business — implementation science is relevant."

According to the petition filed with Division Services, proposers believe that "Without such a Division to bring together expertise from all areas of psychology (e.g., counseling, consulting, clinical, health, social, industrial and organizational, educational, policy/advocacy, public service, consumer) we fear the field will remain fragmented and limited in terms of its scientific and public health impact."

Lewis said that she and the other proposers are aware that many are already working on this field, and so this new division would give them a chance to share resources.

"It would be hard to find a division where there wouldn’t be a member who would be interested in this division," Lewis sad. "We also suspect there are several individuals who are not current APA members who may be intrigued enough to call this their new professional home."

This award recognizes a Division of APA for superior performance in promoting graduate student development, involvement, and joint APAGS/APA Division membership.

Deadline: May 1, 2012

This $1,500 cash award recognizes a division of APA for superior performance in promoting graduate student development, involvement, and joint APAGS/APA division membership. This award is funded by APAGS.

A qualified division must demonstrate an exemplary level of commitment to providing opportunities for graduate student development. Applications will be evaluated based upon how well the division actively incorporates students and student issues into the governance and activities of the Division, develops and implements innovative programs that target the needs of students, promotes joint APAGS/APA Division membership, encourages socialization of student into the profession, and helps students to shape their own professional identity.

In addition to being recognized as the “APAGS Outstanding Division of the Year” and receiving a monetary award of $1,500, the winning Division will be presented with a plaque at the annual DSRN meeting, held during the APA Convention and acknowledged in APAGS publications.

Eligibility:

To be considered for this award, a division of APA must have (1) an active doctoral student membership, (2) must require student affiliates to be members of APA/APAGS, and (3) must have a student representative who is a member of the APAGS Division Student Representatives Network (DSRN).

To apply, at least one member and one division member must collaborate on the required application materials. The APAGS Award Selection Committee will take into account both past and current activities when reviewing and selecting the winner of this award. Funds must be used to develop new programs and opportunities for graduate students or to build upon and enhance existing student activities.

How to Apply:

*Each application must include all of the following materials:*

1. A cover letter (two pages maximum, double-spaced) that includes the
  name of the award for which you are applying, a brief summary of the
  nominated division’s membership data (i.e. number of members,
  students members, APA members) and a brief statement describing how
  the division is committed to student development and values the
  contributions of graduate students.
2. A descriptive list (two pages maximum, double-spaced) of
  recent/ongoing student programming or activities and student
  involvement in the division’s governance and activities.
3. A formal proposal (three pages maximum, double-spaced) that includes
  a description of the division’s goals with regard to enhancing
  graduate student development, a discussion of anticipated student
  initiatives and a statement indicating how award funds would be used
  to support future student activities.

Please note the online system will close at 11:59 a.m. (ET) on the day of the deadline; all application materials must be submitted at that time. No mail submissions will be accepted. If you are not an APAGS member at the time of submission you may attach a copy of the receipt you get when you join APA/APAGS electronically as proof of your membership. Letters of recommendation may be submitted separately via email <mailto: This e-mail address is being protected from spambots. You need JavaScript enabled to view it. > by the deadline.

Submit your application online at http://forms.apa.org/apags/proposals. All applicants will be notified of selection decisions in August.

Dear Colleagues,

The National Multicultural Conference and Summit (NMCS) will be held January 17th – 18th , 2013 in Houston, Texas at the InterContinental Houston Hotel-at the Galleria. The conference theme for the 2013 NMCS is “Transforming Multicultural Psychology: Engagement, Renewal, and Action across Generations.” We are planning pre-conference CE-eligible workshop trainings on Wednesday, January 16th.

The 2013 NMCS “Call for Programs” was released in February 2012 and will be considered for inclusion in the program if they are received by midnight Pacific Standard Time (PST) on Friday, May 4, 2012.

At this time, we are seeking volunteers to be program reviewers. We anticipate that each reviewer will be responsible for 10-15 masked proposals. You will receive proposals by Monday, May 14, 2012. Your completed reviews will be due Monday, June 4, 2012. You will have approximately 3 weeks to complete your reviews.

If you can serve as a reviewer, please complete NMCS form at http://www.2013NMCSReviewer.speedsurvey.com by Friday, May 4, 2012. 

Thank you for your help in making the NMCS 2013 a success!

Best regards,

Michael Mobley, Ph.D.
2013 NMCS Program Coordinator
Division 44, LGBTI

http://www.facebook.com/groups/NMCSgroup

Dear APA Colleagues,

The 2013 National Multicultural Conference and Summit Coordinators (NMCS) are pleased to announce the “Call for Programs” for the 2013 NMCS scheduled on January 16-18, 2013 in Houston, Texas.  The conference theme is “Transforming Multicultural Psychology: Engagement, Renewal, and Action across Generations.” 

Proposals for symposia, skill-building workshop sessions, roundtable conversations, roundtable difficult dialogues, and poster presentations will be considered for inclusion in the program if they are received by midnight Pacific Standard Time on Friday, May 4, 2012.

All proposals must be submitted via the NMCS website at http://multiculturalsummit.org/.  Please refer to the Call for Programs (http://multiculturalsummit.org/programming/NMCS-2013-Call.pdf) for instructions for submitting proposals.  

We look forward to receiving your proposals.    

Best regards,

Michael Mobley

  This e-mail address is being protected from spambots. You need JavaScript enabled to view it.    

2013 NMCS Coordinators

Michael Mobley (Programming Coordinator, Division 44 Representative)

Debra Kawahara (Lead Coordinator, Division 45 Representative)

Julii Green (Fundraising and Keynotes Coordinator, Division 35 Representative)

Roberta Nutt (Entertainment Coordinator, Division 17 Representative)

Join us at the InterContinental Houston Hotel at the Galleria

Join our NMCS Facebook Group!

http://www.facebook.com/groups/NMCSgroup 

Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future

Biography

Dr. Lisa Linnenbrink-Garcia is an Assistant Professor of Developmental Psychology in the Department of Psychology & Neuroscience at Duke University. She also holds a secondary appointment in Education and is affiliated with the Center of Developmental Science, at The University of North Carolina, Chapel Hill. Her research focuses on the development of achievement motivation in school settings and the interplay among motivation, emotions, and learning, especially in science and mathematics.

Education 

B.A., Psychology/Music, The University of Michigan, Ann Arbor  - 1996

M.A., Psychology, The University of Michigan, Ann Arbor - 1998

Ph.D. Education and Psychology, The University of Michigan, Ann Arbor - 2002

Current Profession

Assistant Professor, Duke University

On Professional Interests

“My research focuses on the development of achievement motivation in school settings and the interplay among achievement motivation, affect, and learning. I am particularly interested in identifying educational contexts that enhance students’ motivation and subsequent academic engagement and learning. A second area of research concerns the mechanisms through which motivation influences academic engagement and achievement, with a specific focus on the interplay among forms of achievement motivation (e.g., achievement goals, efficacy, interest), affect (moods and emotions), and students' engagement and learning in school. I conduct this research in school-age samples (upper elementary through college) in the STEM disciplines, with a specific focus on science education.  

My current work focuses on how a variety of forms of motivation combine to shape students’ learning and engagement and the implications for shaping educational contexts. The goal of this research is to further our theoretical understanding of children's development while also informing educational practice and policy.”

On a Draw to the Field:

“The field of educational psychology, and research on motivation in particular, allows me to consider both the basic psychological underpinnings of what motivates students to engage while at the same time conducting research that has implications for improving our educational system. I find this work particularly rewarding, as I enjoy thinking about theory, but also want to conduct research that can improve our schools and address societal problems.

“Educational psychology has historically played an important role in bridging the gap between basic psychological research and education. With increasing recognition of the importance of multidisciplinary perspectives for addressing societal problems, educational psychology is well situated to lead and contribute to current efforts to address real world societal issues by pulling together teams of researchers from multiple perspectives.”

Want to learn more about Lisa and her research? Get in touch by emailing This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , or connect with other Division 15 members in our Facebook group (http://facebook.com/apadiv15).

Education 

B.A., Humanities, New College of Florida  - 1988

M.A.E., Educational Psychology, University of Florida - 1999

Ph.D., Educational Psychology, University of Florida - 2002

Current Profession

Associate Professor, University of Central Florida

Professional Achievements

2011: Founder and Chair of the Board of Directors, Galileo School for Gifted Learning, a public charter school in Seminole County, FL

2011: PI for the FLDOE Public Charter Schools Grant Program: $325,000 (funded).

2008: Co-creator of the new online MA program in educational psychology at UCF: Appled Learning and Instruction (ALIMA) 

2009 – 2010: UCF Teaching Incentive Program Award

2008: TED Publication Award by the Teacher Education Division of The Council for Exceptional Children for her co-authored paper, "Getting teachers where they're needed most: The case for licensure reciprocity."

2006: Conference of Southern Graduate Schools Achievement Award for New Scholars in Social Sciences, Business, and Education. 

2006: University of Central Florida Fellow of the Academy

2004: American Psychological Association Division 15 Paul R. Pintrich Dissertation Award recipient

2004: American Association of Colleges of Teacher Education Outstanding Dissertation Award

Special Areas of Interest 

• Teacher beliefs
• Conceptual change
• Mathematics education
• School reform
• Charter schools

On Her Draw to the Work:

“I have always wanted to make a difference in education. As an undergraduate student at New College, I was able to create my own major. Under the general field of Humanities, I focused on studying the history and philosophy of education, and my undergraduate thesis deconstructed the educational reforms of the time using Derrida-inspired and Deweyian lenses. I naively dedicated my thesis to the “transformation of the public education system in the U.S.,” but this still remains my passion (albeit on a much smaller scale). 

Once I received tenure, I decided to make a concerted approach to focus my energy on bridging the gap between research and practice. I didn’t want to die without making some small impact on public schooling in America. I love that I can do all this—and more—as an education professor.”

On Moving Educational Psychology Forward:

“I think our discipline really needs to focus on the applied aspect of our field—how classrooms really work; how to implement interventions in the “messy” world of today’s school systems; identifying and implementing the best practices in the field; and longitudinal studies of students and schools. 

 In general, I also believe that:

• We need more information on ecologically valid approaches to learning that work for diverse bodies of students, particularly those with ADHD, Autism Spectrum Disorders, etc.
• We need more information on how to best teach students who are twice exceptional.
• We need more experimental and solid quasi-experimental data on different models of schooling, particularly those that are truly innovative and focused on 21^st century learning.”

Bridging the Gap Between Research and Practice:

“Most of all, I would like to see us make our findings more practitioner-friendly. People like Daniel Pink and Robert Marzano are making a fortune by distilling ed psych and general psych research into pithy, easy-to-understand bullet points that appeal to teachers and the general public. It’s an approach that builds our science while empowering educational psychologists, and yet it’s often one of low priority.”

Throughout her own career, Gill has been hard at work leading this approach through example. Recently, in fact, she has:

• Created a video to present Vygotsky’s idea of the zone of proximal development to online students and shared it with local educators and parents (link) 
• Created new programs (such as ALIMA) and courses (Seminar in Applied Learning and Instruction).
• Helped revise UCF’s entire EdD in education to be based off the Carnegie Project on the Education Doctorate principles; all core classes in the EdD now focus on the integration of research and practice. 
• Co-created a master’s program in applied educational psychology at UCF that contains a fully online track (link) 
• Founded a local charter school, the Galileo School for Gifted Learning, whose framework is research-based and developmentally appropriate. She currently serves as chair of the board to help maintain the school’s vision.
• Co-edited, with Helenrose Fives, the forthcoming International Handbook of Research on Teachers’ Beliefs, with an emphasis on discussing practical implications of research on teachers’ beliefs.  
• Co-chaired the APA Division 15 annual meeting program for 2011, suggesting that its theme focus on bridging the gap between research and practice. Several symposiums were held to address this issue, including “Increasing Educational Psychology’s Voice in the Academy and Practice: Innovative Examples from the Field”
• Participated in a series of interviews conducted by NPR’s StateImpact series on charter schools (link).

Harnessing New Technologies to Advance the Field:

In addition to teaching and serving at both local and national levels, Gill actively aims to build the science of educational psychology into the Web for mass consumption. Current platforms include:

www.conceptualchange.com: Her blog

http://twitter.com/edpsychprof : UCF and work Twitter handle

https://sites.google.com/site/dapforteachers/home: A student-run and edited site designed to discuss the the practical implications of developmental research for parents and teachers.

https://www.facebook.com/GSGLcharter: Facebook page for the Galileo School for Gifted Learning. This page is to not only to highlight information about the school, but to share relevant research on education (particularly as it applies to gifted education).

https://twitter.com/Galileo_School:  Twitter account for the Galileo School.

www.galileogiftedschool.org: Website for the Galileo School. 

Want to learn more about Michele Gill and her research? Read a short biography here, or get in touch by emailing This e-mail address is being protected from spambots. You need JavaScript enabled to view it. . You can also connect with Michele and other Division 15 members in our Facebook group (http://facebook.com/apadiv15). 

Biography

Dr. Gale M. Sinatra is a Professor of Education at the Rossier School of Education at the University of Southern California, and the current Vice President of AERA’s Division C (Learning and Instructing). Prior to work at USC, Gale spent 10 years as a faculty member at University of Utah, and an additional 10 years as a Professor of Educational Psychology at University of Nevada, Las Vegas.  

Gale’s co-edited volume with Dr. Paul Pintrich, Intentional Conceptual Change, canvasses students' roles in facilitating personal knowledge change. She also recently served as Editor of Educational Psychologist and Associate Editor of Vol. 1 of the APA Handbook of Educational Psychology.

Education 

B.S., Psychology, University of Massachusetts, Amherst  - 1981

M.S., Psychology, University of Massachusetts, Amherst - 1987

Ph.D. Psychology, University of Massachusetts, Amherst - 1989

Current Profession

Professor of Education, Rossier School of Education, University of Southern California

Special Areas of Interest 

• Cognitive, motivational and emotional factors in conceptual change
• Thinking and reasoning about controversial issues in science
• Developing simulation games to promote conceptual change

On Achievements and Contributions to the Field:

“I consider my time as Editor of EP to be the penultimate achievement of my career to date. It was such an honor to serve my discipline through the editorship. I’m also deeply honored to be a fellow of both AERA and APA.”

On the Importance of Educational Psychology:

“There are so many pressing issues in science (climate change, pandemics, energy) that need public engagement and support, and—at the same time—there is great resistance to scientific ideas such as evolution, climate science, and stem cell research. 

I think Educational Psychology provides unique insights into these challenges because of its cross-disciplinary grounding. In other words, acceptance of scientific theories is not just a social psychological issue of group belongingness or a personality issue of dispositional open mindedness, or a developmental issue of identity formation, or a cognitive issue of reasoning about complex systems . . .it is all of these issues and many more. Educational psychology provides a means to explore these learning challenges in formal and informal environments, drawing on its own empirical base as well as the contributions from all of the psychological disciplines.”

On Future Research: 

“I think we need more integration of educational psychology into teacher education. The influence of our discipline is fading in educating prospective and practicing teachers at a time when issues of testing, learning, and student motivation—mainstay topics of ed psych—are of paramount importance.”

Want to learn more about Gale Sinatra and her research? Get in touch by emailing This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , or connect with other Division 15 members in our Facebook group (http://facebook.com/apadiv15). 

An Interview with Barry J. Zimmerman: Achieving Self-fulfilling Cycles of Academic Self-Regulation

Published 2008, Journal of Advanced Academics (JAA)

By Héfer Bembenutty

Queens College of the City University of New York

Initial Interest in Education Psychology

JAA:  How did your home socialization affect the direction of your professional work? 

Zimmerman:  I grew up in a small Wisconsin town of approximately 6,000 inhabitants. My father was a teacher, my mother was a nurse, and I had a younger brother (now deceased). My parents believed strongly in the importance of dedication, self-reliance, and “hard work.” For example, although my father had no formal training in carpentry, he and my mother played a major role in building their home in the late 1940s. As a 6-year-old, I remember learning vicariously to use tools, such as a hammer and saw, but my efforts to emulate my father often came up a bit short. My Dad exercised great patience showing me where I could nail productively. Eventually, my brother and I decided to build a fort out of packing materials -- much to my Dad’s relief! But my parents accepted this challenge of building their own home with full confidence that they would succeed.  The impact on me was profound: I saw that barriers could be surmounted with a strong sense of efficacy and goal commitment. 

Education 

B.A., Psychology, Coe College  - 1999

M.A., Educational Psychology, University of Illinois - 2003

Ph.D., Educational Psychology, University of Illinois - 2007 

Current Profession

Assistant Professor in Educational Psychology, University of South Florida 

Professional Achievements

• Publications in some of the leading journals for educational psychologists, including Developmental Psychology and The Journal of Educational Psychology. 
• Program co-chair for AERA Division E (Human Development).
• Associate Editor of the online Teacher’s Corner for the SRA. 
• Editorial board member for the Journal of Experimental Education and Research in Middle Level Education, and ad-hoc reviewer for several rigorous journals relevant to adolescent development and motivation. 
• Recipient of the New Researcher Grant at the University of South Florida (2010).
• Recipient of the Robert Ferber Dissertation Award and Campus Award for Outstanding Undergraduate Teaching, University of Illinois (2007).
• Affiliated member of APA Division 15, AERA, AMLE, SRA, and SRCD.

Special Areas of Interest

“My research involves deepening our understanding of—and improving upon—young adolescents’ motivation, peer relationships, and development. Examining the interplay between social and academic factors in school allows me to test my theories regarding adolescents’ perceptions in three crucial, interrelated developmental arenas: (1) social and academic motivation (e.g., what is the impact of social and academic goals in adolescents’ academic, psychological, and social adjustment over time); (2) peer relationships (e.g., what are the effects and dynamics of adolescent interactions with friends and peer groups, and examining students’ perceptions of peers, help-seeking behaviors, and aggressive behaviors among peers), and (3) developmentally responsive learning environments (e.g., how can educators support students’ transition in and out of middle school, and examining the role of students’ and teachers’ perceptions of the learning environment on student adjustment). 

My main research goal is to use the research-based knowledge of adolescent motivation and development in order to positively impact the daily lives of adolescents and educators.”

On Her Draw to the Work:

“Educational psychology provides a platform to ‘open the black box’ of learning, and the immense, exciting developmental and contextual changes that occur during adolescence.  

As a researcher and teacher, educational psychology allows me to apply research-based knowledge and theory to solve practical problems in the classroom, community, and family to assist in promoting smooth transitions into adulthood, provide instruction tailored to support a diverse range of learners, and find ways to better meet the dynamic and multifaceted needs of today’s young adolescents.”

On the Importance of Educational Psychology:

“Educational psychology is the study of unlocking the secrets of learning and development, and how instruction can be adapted to support the diverse needs of today’s students. The discipline provides a foundation for understanding effective teaching and learning that can be applied not only to educational settings, but also to situations with children, adolescents, and adults in daily life.  

Educational psychology is an exciting, dynamic field which allows us to advance our current understanding through high-quality research and scholarship, and one that contributes to the solution of practical problems in educational, community, and other contexts.” 

On Future Research:

“There is a need to apply and translate research-based knowledge in the field of educational psychology so that it can effectively impact educational practice. Likewise, there is a pressing need for research to deepen our knowledge and examine ways teachers, parents, peers, and adolescents themselves can motivate and engage today’s diverse youth, promote positive peer relationships and peer cultures, and foster responsive learning environments in a variety of contexts (e.g., in-school and after-school activities, online environments, etc.).”

Want to learn more about Sarah Kiefer and her research? Get in touch by emailing This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , or connect with Sarah and other Division 15 members in our Facebook group (http://facebook.com/apadiv15). 

Division 15 (Educational Psychology) of the APA announces an open call for the Division’s research award program for early career professionals or researchers who are working in the area of Educational Psychology and who are members of the division. The purpose of the award is to provide financial support for educational psychologists who are in the early phase of their careers, and to support research activities that might not be readily sponsored by their institutions or organizations.

Qualifications

Applicants must be researchers in the area of Educational Psychology and must be members of Division 15 of APA. Candidates may be up to five years beyond the conferral of a doctoral degree (degree must have been awarded August 2007 or later). Individuals who have received this award in the past are not eligible. Applications will be considered from individuals who work in academic institutions, research and development organizations, or other research venues. Individuals who are not currently APA or Division 15 members should consult the division's web site on how to become a member (http://apadiv15.org/).

Monetary Award

The award will be up to $7,500. Funds must be spent and accounted for within two years, or returned to the Division. Funds are awarded in one lump sum to the recipient’s institution. Home institutions of awardees are responsible for administering the funds.

How to Apply

Electronically submit the following documents as a single PDF attachment, via email:

• A page of contact information (phone, email, etc.) and title of the research.

• A statement of not more than four pages outlining proposed research and the proposed use of the grant. This document should include a statement of the problem, research questions, and methodology.

• A budget outlining how finances will be expended. Projects must have specific start and end dates. 

• A current vita, including data of conferral of doctoral degree.

• Names and contact information of three individuals who are familiar with your work. These individuals may be in your department or elsewhere. In addition, a letter of support from your institution is required, indicating that they understand that if awarded, the grant will not pay any indirect costs.

Send the application electronically to Paul Schutz at the University of Texas San Antonio ( This e-mail address is being protected from spambots. You need JavaScript enabled to view it. ). 

When to Apply

Completed applications should be submitted by June 1, 2012.

Criteria and Obligations

Applications will be evaluated based on the scientific merits of the proposed work – the theoretical grounding of the work, the importance of the research question, the soundness of the methods, and the implications of the potential findings for practice in the area of Educational Psychology. Funds are provided as a lump sum to the institution or organization; your institution must agree to be responsible for administering the funds and accounting to the IRS. These funds cannot be used to pay indirect costs; funds only are provided for direct costs associated with conducting the research. Funds may be used to pay for research assistant time, but not for salary or stipends for the applicant. The Division must be acknowledged in any presentations or publications that result from this funding. Awardees will submit a final report at the conclusion of their project. 

Questions?

Email This e-mail address is being protected from spambots. You need JavaScript enabled to view it.

Education

B.S., Psychology, University of Washington - 1982

M.S., Humanities, Social Science, & Education, Purdue University - 1985

Ph.D., Humanities, Social Science, & Education, Purdue University - 1988

Current Profession

Professor of Education and Psychology, University of Illinois at Chicago

Professional Achievements

• Fellow of the American Educational Research Association - 2008
• Distinguished Service Award, Division 15 of the American Psychological Association - 2007
• UIC’s Teaching Recognition Award - 2005
• Fellow of the American Psychological Association, Division 15 - 2003
• American Mensa Education & Research Foundation’s Award for Excellence - 1994
• Purdue University David Ross Fellowship 1985-1987

Special Areas of Interest

• Motivation
• Social Development
• Conceptions of Justice and Epistemology
• Engagement

On a Lifetime of Devotion:

“I have been passionately committed to improving our understanding of how children and adolescents view their role in school and society, largely because I think these commonly disregarded perspectives are often disrespected and misinterpreted.  As a child, I was an active fighter against injustice to the point of experiencing blind rage when witnessing even routine forms of unfairness.  Fortunately, I was able to find adult coaches and mentors who helped me regulate such reactions and establish constructive outlets for responding.  When I look at the accidents of fate that constitute my academic training, I am amazed to see the synergies that have evolved from these habits of mind.

My first direct exposure to research came as a mentor and later staff member for the Adolescent Diversion Project while enrolled in Michigan State University's BA program in Psychology; this project offered youth who were convicted of status offenses a form of punishment for their crimes that replaced incarceration with direct mentorship, and me an opportunity to see a world that was completely outside my direct experiences.  After transferring to the University of Washington's BS program in Psychology, I first joined the Infant Vision Lab and later studied the development of precocious readers as well as motivation in rats.  I was also exposed to the direct effects of putting the relatively new Belmont Report into action as researchers re-examined their treatment of human subjects.  These and a number of other seemingly random formative research experiences offered exposure to both basic and applied research contexts and sparked my interest in methods of measuring human functioning.  

I earned MS and PhD degrees from Purdue University's now non-existent College of Humanities, Social Science, and Education.  Lacking formal credentials for working with youth, but remaining interested in issues associated with the education of gifted and talented youth, my Masters work was funded by the Gifted Education Resource Institute where I had various roles associated with organizing summer residential programs for highly talented youth.   A clock that continues to sit in my office reminds me of how even the students of the STAR program could see that my heart was in research; ‘Terri, you know we love you, but why are you wasting your time with us?’ they said at the annual banquet that celebrated our time together (tick, tock!).  Funded through a David Ross Fellowship, my PhD work involved the preliminary studies of students' motivational orientations, conceptions of epistemology, and conceptions of the fairness of institutional practices that continue to ground my research efforts today.

As a student, I took many intellectual risks, finding the most challenging courses rather than those that would ensure the highest grade point average.  As a scholar, I continue to take risks that have strengthened my interdisciplinary mindset.  The overarching goal of my research is to capture, as accurately as possible, a fully integrated understanding of learners' motivation rather than one bound by the limits of particular research designs and methods.  My research will always include the perspectives and intentions of any participants, and an awareness of how cultural factors affect particular outcomes.  In relatively independent lines of inquiry, I try to coordinate findings from developmental, social, and personality psychology as they inform our understanding of students' functioning in and out of school.  I also read in the areas of philosophy, political science, sociology, and anthropology to gain a broader understanding of how contextual factors might influence individuals' functioning and the limits of psychological research.”

On the Topic of Educational Psychology:

“Although my scholarship is best classified as interdisciplinary across several branches of Psychology, Educational Psychology has been a primary home for my research for a number of reasons.  Most importantly, the field embraces a flexible, problem-focused understanding of various research methods and designs.  I study the functioning of learners in a variety of contexts, and define human functioning as a dynamic system.  (See Thelen & Smith, 1998 for more detailed descriptions of this theory.)  As a scientist working within this theoretical paradigm, I can isolate parts of the system for in-depth study, and learn how to strengthen those dimensions.

As someone committed to the study of motivation in all its dimensions, I see education as a major means by which individuals cultivate their sense of agency.  Realizing that education is a life-long process, I avoid trying to classify individuals into simple, enduring categories.  Nevertheless, concept-centered taxonomies allow me to isolate key systems worthy of sustained investigation.” 

Read more: Thelen, E., & Smith, L. B. (1998). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.

On Future Work:

“I am drawn to research on the motivational and social factors that influence students' functioning in school and society.  Such work includes topics such as the development of intentions, moral functioning, justice reasoning, social and emotional learning, career awareness, and all forms of engagement.  I see these as poorly understood areas of inquiry and would like to see stronger levels of teamwork emerge among currently distinct branches of psychology, as well as stronger discussions about competing theories.” 

Want to learn more about Terri Thorkildsen and her research? Visit her website here, or get in touch by emailing This e-mail address is being protected from spambots. You need JavaScript enabled to view it. . You can also connect with other Division 15 members in our Facebook group (http://facebook.com/apadiv15). 

To All Early Career Educational Psychologists,

As a new educational psychologist, it’s not uncommon to search for ways to share your work
and connect with other researchers. Fortunately, you do have options.

Joining the APA, Division of Educational Psychology allows you meet others who share
your struggles, as well as network with field experts who can help develop both your career
and your research.

Recently, our division has began making a concerted effort to enhance the experiences of
early career educational psychologists. These efforts include:

• Providing research grants specifically for new educational psychologists

• Creating social events in order to meet current experts in the field

• Awarding early career contributions to the field

• Offering seminars to enhance the teaching of educational psychology

• Harboring forums for meeting other educational psychologists new to the field

• Connecting via social media to an international audience

• Communicating available positions for institutions around the world

APA, Division of Educational Psychology works to bridge the gaps between different sectors
of academia so that all researchers and practitioners can find better ways to enhance learning.
We hope that Division 15 will help serve your needs as you begin a successful career.

For information regarding membership—or for more information—please visit the Division
15 website (apadiv15.org/), or find us on Facebook (facebook.com/apadiv15).

Sincerely yours,

Wade George
Director of Communications
February 3, 2012

Education 

B.S. With Honors, Psychology, University of Virginia - 1979

A.M., Psychology, University of Illinois, Urbana-Champaign - 1981

Ph.D., Psychology, University of Illinois, Urbana-Champaign - 1984

Current Profession

Professor of Psychology, Georgia Institute of Technology

Professional Achievements

• Recipient of  APA Division 15 Early Contribution Award in Educational Psychology (1989)
• APA Distinguished Scientific Award for Early Career Contribution to Psychology (1993)
• Fellow of 6 APA Divisions (1,3,5,15,20,21)
• Fellow of AERA and Charter Fellow of APS
• Co-editor of 3 books on the topic of learning and individual differences (and numerous pieces on learning, various aspects of intelligence, personality/interest/intelligence relations, adult intellectual development, and domain knowledge)

Special Areas of Interest

• Differential Psychology
• Individual differences in learning and skill acquisition, domain knowledge, adolescent and adult intellectual development
• Interactions among cognitive, affective, and conative processes

On A Renewing Pull to the Field

“[This work] requires that I test my theories (of intelligence, domain knowledge, gender differences, etc.) outside sterile and limited laboratory environments. It also has potential positive impact on real people, in addition to contributing to the science.   

In my studies of adult intellectual development, I was drawn to the question because nearly 100 years of tradition in the field has stated that "peak intelligence" occurs in young adults—but the traditional approach failed to take account of what adults know outside of a common, core high school-type curriculum.  When we assess what middle-aged adults actually 'know' in comparison to adolescents and  young adults, we find that they perform quite well (in many cases better than those young adults).  Finding the 'dark matter' of adult intelligence has been both a challenge and a valuable accomplishment.” 

On the Topic of Educational Psychology: 

“The importance of educational psychology was first demonstrated by the groundbreaking work by Alfred Binet, E. L. Thorndike, and others, early in the 20th century, including studies of individual differences in intellectual abilities and on the conditions of learning and instruction.  Those who followed these investigators in later developments and applications of intelligence assessment revolutionized education in multiple ways.  

Over subsequent decades, developments by other educational psychologists has shown that psychology has much to contribute to the practice of education in myriad ways, from general learning theory to the application of findings concerning aptitude-treatment interactions.  Educational psychology provides a necessary crucible for testing the validity and adequacy of basic theories of learning and cognition.”

On Future Work:

“There is still too large a gulf between basic research in the areas of cognitive, personality, and motivation psychology on the one hand, and educational practice on the other hand.  More translational funding is needed to help scale from short-term and isolated laboratory investigations to real-world school environments.”

Want to learn more about Phillip L. Ackerman and his research? Get in touch by emailing This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , or connect with other Division 15 members in our Facebook group (http://facebook.com/apadiv15).

The Committee on Early Career Psychologists is pleased to announce the travel award program for early career members from all areas of psychology (education, practice, public interest and science) to attend the 2012 APA Annual Convention in Orlando, Florida, August 2-5, at the Orange County Convention Center.

Twenty award recipients will receive $750 to be applied toward their 2012 APA convention expenses.  The program is designed to encourage attendance and increase representation of early career members at this year’s APA convention.

All early career APA members (within seven years receipt of their doctorate) are encouraged to apply. Preference will be given to applicants who are first-time attendees, or whose primary work is in basic psychological science or those who will be presenting at the 2012 convention. The submission package must include the following information: 

1. Brief statement (maximum one page) about your interest in attending the convention and how you will use this award to support your attendance. Please highlight any significant achievements in your career as well as any leadership positions you have held as an early career psychologists (within APA, other related scholarly or professional organizations such as state and local psychological associations) and indicate how you believe you would benefit from attending the convention.  Also, please include in your statement if your primary work is in basic psychological science, if the 2012 convention will be your first APA convention and if you will be receiving other funding to help cover your expenses.

2. If you are presenting at the 2012 APA convention, please include an abstract of your presentation along with the title and the names of co-presenters. Please note that you do not need to be a presenter to be eligible for this travel award.

3. Include your Curriculum Vitae (the year you were awarded a doctorate in psychology should be clearly stated).

Electronic submission instructions:  Please submit all materials in a single Word document.  Put your name and the name of the award in the subject line (e.g. Jane Smith, Early Career Travel Award).

The deadline for submission of materials is March 23, 2012, midnight (EST). Email or fax all materials to Sonja Wiggins ( This e-mail address is being protected from spambots. You need JavaScript enabled to view it. ); fax # 202-216-7628.  Award winners will be notified in April 2012 and will be acknowledged during the Early Career Social Hour sponsored by the Committee on Early Career Psychologists at the APA convention on Friday, August 3, 2012 at 6PM.

"The Department of Human Development and Family Sciences of the University of Texas at Austin seeks a nationally recognized scholar for thePriscilla Pond Flawn Regents Professorship of Child Development. This endowed chair is a 9-month position in our department beginning in Fall Semester 2012.  Only applicants at the full professor level will be seriously considered.

The successful applicant will teach courses at the graduate and undergraduate levels, conduct research, obtain external research funding, and contribute to leadership of our department.  Applicants should have a Ph.D. in human development, family studies, psychology, sociology, economics, public policy, or a related social science; an established program of research and nationally recognized expertise in a substantial content area in the field of child development; a strong record of external funding; and evidence of outstanding graduate and undergraduate teaching ability.

We are an interdisciplinary program focusing on individual, relationship, and family development within ecological contexts.  Faculty research interests include child development, parent-child relationships, adult relationships, health and health behaviors, prevention, intervention, and policy. We seek applicants who connect to, complement, or extend existing areas. We have a vital program with over 440 undergraduate majors, 40 doctoral students, and 14 faculty operating in a collegial and supportive environment. Salary will be commensurate with qualifications and experience. The position includes access to funds from an endowment for scholarly support.

Review of nominations and applications will begin immediately and continue until the position is filled. Nominations should include a letter recommending the candidate for the position and a curriculum vitae. Applications from interested candidates should include a letter of interest and qualifications for the position, a curriculum vitae, 3 preprints/reprints, and a list of five references (who will not be contacted without permission of the candidate). Nominations and applications may be sent to:  Dr. Elizabeth Gershoff, Search Committee Chair, The University of Texas at Austin; Department of Human Development and Family Sciences; 1 University Station A2702; Austin, Texas 78712-0141 ( This e-mail address is being protected from spambots. You need JavaScript enabled to view it. ). The University of Texas at Austin is an Affirmative Action/Equal Opportunity Employer. Women and minority candidates are strongly encouraged to apply.  Background check will be conducted on selected applicants. This announcement is available on our website:  http://www.he.utexas.edu/hdfs/index.php"