Cehd.gmu.edu



March 2020

Curriculum Vita

Martin Eugene Ford

ADDRESS

College of Education and Human Development

George Mason University

Fairfax, Virginia 22030-4444

Phone: (703) 993-2004

Fax: (703) 993-2001

e-mail: mford@gmu.edu

EDUCATION

1980 Ph.D. Child Psychology, University of Minnesota

(Specialization: the development of competence in children, adolescents, and adults, with an emphasis on social, personality, social-cognitive, and cognitive development and the role of motivation in human functioning and development)

1975 B.S. Individual and Family Studies, The Pennsylvania State University

(A multidisciplinary, life-span program in human development, psychology,

and education; supplementary emphasis on research methodology)

CURRENT EMPLOYMENT

George Mason University

College of Education and Human Development

2000 - present Senior Associate Dean

2009 - 2010 Acting Dean

2000 - 2001 Acting Dean

1993 - 2000 Associate Dean

1993 - present Professor of Education

PRIOR EMPLOYMENT

Stanford University School of Education

1992 - 1993 Associate Dean for Academic Affairs

1992 - 1993 Professor of Education

1991 - 1993 Faculty Masters Program Coordinator

1988 - 1992 Chair, Psychological Studies in Education Department Area

1986 - 1992 Associate Professor of Education

1980 - 1986 Assistant Professor of Education

University of Minnesota, Institute of Child Development and Department of Psychology

1976 - 1980 Research assistant/research consultant

Pennsylvania State University, College of Human Development and other campus units

1972 - 1976 Research analyst/research consultant

MAJOR ADMINISTRATIVE ASSIGNMENTS

College-level Assignments

General oversight of all internal operations, systems, and procedures (Chief Operating Officer)

Development of academic and administrative policy initiatives to ensure integrity,

efficiency, and mission alignment in all facets of the College’s administrative operations

Systematically address needs and issues related to personnel, staffing, compensation, resources,

internal equity, and compliance with University HR/equity/legal/administrative policies

Oversee and ensure the integrity of the College’s budget and revenue streams (all sources)

Initiate policies/actions designed to increase revenue and the efficiency of resource investments

Oversee the College’s Office of Admissions (focused on enrollment marketing and recruiting)

Oversee the College’s Office of Research Administration (pre- and post-award functions)

Oversee and ensure the integrity of all faculty and staff search protocols and the effectiveness of

faculty recruiting and retention initiatives

Oversee all processes and protocols associated with the vetting (assessment of qualifications),

hiring, and rehiring of adjunct faculty

Oversee and ensure the integrity of faculty workload assignments and workload reallocations,

including all of the data represented in the College’s faculty workload tracking system

Oversee and ensure the integrity of all processes related to promotion/tenure/contract renewal

evaluations and faculty/staff annual evaluations

Faculty and administrator professional mentoring, with a special emphasis on tenure-track

faculty and faculty in leadership positions

Co-coordinator and co-presenter for the year-long New Faculty Orientation meetings

Monitor and manage needs and issues pertaining to technology, logistics, and office space

Supervision of the College’s HR Director, Director of Finance, Director of Research

Administration, Director of Technology Support, Chief Marketing and Recruiting Officer,

Administrative Manager, Compliance and Database Integrity Manager, Faculty

Workload and Evaluation Coordinator, and Director of Academic Review and Reporting

Member, College of Education and Human Development Executive Team

Member, College of Education and Human Development Leadership Team

University-level Assignments

Chair, NCAA Recertification Steering Committee (2000-2001 and 2009-2011)

Chair, e-work Task Force (2006-2007)

Chair, Analysis Subcommittee, Space Management Task Force (1999-2000)

Member, Associate Deans/Directors/VP Budget Council (2009-2020)

Member, Doctoral Education Working Group (2016-17)

Member, Information Technology Governance Group (2014-2016)

Member, Privacy and Security Compliance Team (2004-2016)

Member, Academic Enrollment Planning Team (2012-2015)

Member, Faculty Handbook Revision Committee (2005-2009)

Member, Space Administration Committee (2002-2012)

Member, Recharge Steering Committee (2012)

Member, Non-Capital Intake System Work Group (2012)

Member, Search Committees for senior administrative personnel

Director of Campus Planning (2008) and Associate Planners/Architects (2008)

Associate Director, Institutional Research and Reporting (2007)

Director of Budget and Planning (2006)

Director of Institutional Research and Reporting (2005-06)

Dean, School of Management (2002)

Member, Faculty Regulatory Committee (2010-2011)

Member, Mason Inn Advisory Board (2010)

Member, Research and Teaching Lab Space Committee (2007-08)

Member, Warehouse Utilization Committee (2007)

Member, Research Advisory Board (2003-2005)

Member, Banner Steering Committee (2002-2004)

Member, Performance Measures Task Force (1999-2000)

PUBLICATIONS AND CURRENT SCHOLARLY PROJECTS

Ford, M.E., & Smith, P.R. (in press). Motivating self and others: Thriving with social purpose,

life meaning, and the pursuit of core personal goals. Cambridge: Cambridge University

Press.

Ford, M.E., & Smith, P.R. (2011). Motivation. In B.B. Brown & M.J. Prinstein (Eds.),

Encyclopedia of adolescence, Vol. 1 (pp. 231-239). San Diego: Academic Press.

Ford, M.E., & Smith, P.R. (2010). The APG Personal Application Guide. Seattle, WA:

Madison Learning.

Ford, M.E., & Smith, P.R. (2010). The Assessment of Personal Agency Belief Patterns. Seattle,

WA: Madison Learning.

Ford, M.E., & Smith, P.R. (2009). Building on a strong foundation: Five pathways to the

next level of motivational theorizing. In K. Wentzel & A. Wigfield (Eds.),

Handbook on motivation at school (pp. 265-275). Mahwah, NJ: Erlbaum.

Ford, M.E., & Smith, P.R. (2007). Thriving with social purpose: An integrative approach

to the development of optimal functioning. Educational Psychologist, 42, 153-171.

Ford, M.E., & Nichols, C.W. (2007). The Assessment of Personal Goals. Seattle, WA:

Madison Learning.

[Reviewed in: Henderson, S.J. (2009). Assessment of Personal Goals: An online tool

for personal counseling, coaching, and business consulting. Measurement and Evaluation

in Counseling and Development, 41, 244-249.]

Maher, M.A., Ford, M.E., & Thompson, C.M. (2004). Degree progress of women doctoral

students: Factors that constrain, facilitate, and differentiate. The Review of Higher

Education, 27, 385-408.

Ford, M.E. (2002). Selfishness. In N.J. Salkind (Ed.), Macmillan Psychology Reference

Series, Vol. 1: Child Development. New York: Macmillan Reference USA.

Ford, M.E. (2000). Personality and intelligence. In A. Kazdin (Ed.), Encyclopedia of

psychology (pp. 106-108). Washington, D.C.: American Psychological Association and

Oxford University Press.

Ford, M.E. (2000). Motivational and developmental processes juxtaposed, but not yet

integrated. International Journal of Behavioral Development, 24, 382-383.

Ford, M.E., & Maher, M.A. (1998). Self-awareness and social intelligence: Search engines,

web pages, and navigational control. In M. Ferrari & R. Sternberg (Eds.), Self-awareness: Its nature and development (pp. 191-218). New York: Guilford.

Ford, M.E. (1997). Developmental psychology. In H.J. Walberg & G.D. Haertel (Eds.),

Educational psychology: Effective practices and policies (pp. 107-126). Berkeley, CA:

McCutchan.

Benight, C.C., Segall, G.M., Ford, M.E., Goetsch, V.L., Hays, M.T., & Taylor, C.B. (1997).

Psychological stress and myocardial perfusion in coronary disease patients and healthy

controls. Journal of Psychosomatic Research, 42, 137-144.

Foster, S., Krumboltz, J., & Ford, M. E. (1997). Teaching social skills to shy adult males.

The Family Journal, 5, 37-48.

Ford, M.E. (1996). Motivational opportunities and obstacles associated with social

responsibility and caring behavior in school contexts. In J. Juvonen & K. Wentzel (Eds.),

Social motivation: Understanding children's school adjustment (pp. 126-153). New

York: Cambridge University Press.

Ford, M.E. (1995). Advances in motivation theory and research: Implications for special

education professionals. Intervention in School and Clinic, 31, 70-83.

Ford, M.E. (1995). Intelligence and personality in social behavior. In M. Zeidner &

H.Saklofske (Eds.), International handbook of personality and intelligence (pp. 125-

142). New York: Plenum.

Ford, M.E. (1994). Social intelligence. In R.J. Sternberg (Ed.), Encyclopedia of intelligence

(pp. 974-978). New York: Macmillan.

Ford, M.E. (1994). A living systems approach to the integration of personality and intelligence.

In R.J. Sternberg & P. Ruzgis (Eds.), Personality and intelligence (pp. 188-217). New

York: Cambridge University Press.

Beauchamp, P.H., Landsberger, L.M., Halliwell, W.R., Koestner, R., & Ford. M.E. (1994).

Toward putting performance enhancement: A methodology using quantitative feedback.

In Science and Golf II (pp. 174-179). London, England: E. & F.N. Spon, Chapman, and

Hall.

Bergin, D.A., Ford, M.E., & Hess, R.D. (1993). Patterns of motivation and social behavior

associated with microcomputer use of young children. Journal of Educational

Psychology, 85, 437-445.

Ford, M.E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs.

Newbury Park, CA: Sage.

Barden, R.C., Jackson, B., & Ford, M.E. (1992). Optimal performance in tennis. Plymouth,

MN: Optimal Performance Systems.

Ford, M.E., Chase, C., Love, R., Pollina, S., & Ito, S. (1991). An empirical investigation of the

psychological processes underlying caring behavior patterns in adolescence. Program

report submitted to the Lilly Endowment Research Grants Program on Youth and Caring.

School of Education, Stanford University, Stanford, CA.

Ford, M.E., & Chase, C. (1991). The Assessment of Personal Agency Beliefs. School of

Education, Stanford University, Stanford, CA.

Ford, M.E., & Nichols, C.W. (1991). Using goal assessments to identify motivational patterns

and facilitate behavioral regulation. In M. Maehr & P. Pintrich (Eds.), Advances in

motivation and achievement, Vol. 7: Goals and self-regulatory processes (pp. 57-84).

Greenwich, CT: JAI Press.

Barden, R.C., & Ford, M.E. (1991). Optimal performance in golf. Plymouth, MN: Optimal

Performance Systems.

Ford, M.E. (1990). Social intelligence in adolescence. In R.M. Lerner, A.C. Petersen, & J.

Brooks-Gunn (Eds.), The encyclopedia of adolescence (pp. 1085-1090). New York:

Garland Publishing Press.

Wentzel, K.R., Weinberger, D.A., Ford, M.E., & Feldman, S.S. (1990). Academic achievement

in preadolescence: The role of motivational, affective, and self-regulatory processes.

Journal of Applied Developmental Psychology, 11, 179-193.

Weinberger, D.A., Tublin, S.K., Feldman, S.S., & Ford, M.E. (1990). Preadolescents' social-

emotional adjustment and selective attrition in family research. Child Development, 61,

1374-1386.

Ford, M.E., Wentzel, K.R., Wood, D., Stevens, E., & Siesfeld, G.A. (1989). Processes

associated with integrative social competence: Emotional and contextual influences on

adolescent social responsibility. Journal of Adolescent Research, 4, 405-425.

Barden, R.C., Ford, M.E., Jensen, G.A., Rogers, M., & Salyer, K.E. (1989). Effects of

craniofacial deformity in infancy on mother-infant interactions. Child Development, 60,

819-824.

Behravesh, M.M., Karimi, S.S., & Ford, M.E. (1989). Human factors affecting the performance

of inspection personnel in nuclear power plants. Nuclear Plant Journal, 7, 16-63.

Barden, R.C., Ford, M.E., Wilhelm, W.M., Rogers-Salyer, M., & Salyer, K.E. (1988). The

physical attractiveness of facially deformed patients before and after craniofacial surgery.

Plastic and Reconstructive Surgery, 82, 229-235.

Barden, R.C., Ford, M.E., Wilhelm, W.M., Rogers-Salyer, M., & Salyer, K.E. (1988). Emotional

and behavioral reactions to facially deformed patients before and after craniofacial

surgery. Plastic and Reconstructive Surgery, 82, 409-416.

Jorde-Bloom, P., & Ford, M.E. (1988). Factors influencing early childhood administrators'

decisions regarding the adoption of computer technology. Journal of Educational

Computing Research, 4, 31-47.

Kanner, A., Feldman, S.S., Weinberger, D.A., & Ford, M.E. (1987). Uplifts, hassles, and

adaptational outcomes in early adolescents. Journal of Early Adolescence, 1, 371-394.

Ford, M.E., & Ford, D.H. (Eds.) (1987). Humans as self-constructing living systems: Putting

the framework to work. Hillsdale, NJ: Erlbaum.

Ford, M.E. (1987). Overview of the heuristic utility of the framework in guiding research and

professional activities. In M.E. Ford & D.H. Ford (Eds.), Humans as self-constructing

living systems: Putting the framework to work (pp. 377-393). Hillsdale, NJ: Erlbaum.

Ford, M.E. (1987). Processes contributing to adolescent social competence. In M.E. Ford &

D.H. Ford (Eds.), Humans as self-constructing living systems: Putting the framework to

work (pp. 199-233). Hillsdale, NJ: Erlbaum.

Ford, M.E., & Nichols, C.W. (1987). A taxonomy of human goals and some possible

applications. In M.E. Ford & D.H. Ford (Eds.), Humans as self-constructing living

systems: Putting the framework to work (pp. 289-311). Hillsdale, NJ: Erlbaum.

Ford, D.H., & Ford, M.E. (1987). Humans as self-constructing living systems: An overview. In

M.E. Ford & D. H. Ford (Eds.), Humans as self-constructing living systems: Putting the

framework to work (pp. 1-51). Hillsdale, NJ: Erlbaum.

McDevitt, T.M., & Ford, M.E. (1987). Processes in young children's communicative functioning

and development. In M.E. Ford & D.H. Ford (Eds.), Humans as self-constructing living

systems: Putting the framework to work (pp. 145-175). Hillsdale, NJ: Erlbaum.

Krumboltz, J.D., Ford, M.E., Nichols, C.W., & Wentzel, K.R. (1987). The goals of education.

In R. C. Calfee (Ed.), The Study of Stanford and the Schools: Views from the inside:

Part II. Stanford, CA: School of Education, Stanford, CA.

Ford, M.E. (1986). Attachment as a motivational construct: I've seen these patterns before...

Behavioral and Brain Sciences, 9, 556-558.

Ford, M.E. (1986). For all practical purposes: Criteria for defining and evaluating practical

intelligence. In R.J. Sternberg & R.K. Wagner (Eds.), Practical intelligence: Origins of

competence in the everyday world (pp. 183-200). Cambridge: Cambridge University

Press.

Ford, M.E. (1986). A living systems conceptualization of social intelligence: Outcomes,

processes, and developmental change. In R.J. Sternberg (Ed.), Advances in the

psychology of human intelligence, Vol. 3 (pp. 119-171). Hillsdale, NJ: Erlbaum.

Tisak, M.S., & Ford, M.E. (1986). Children's conceptions of interpersonal events. Merrill-

Palmer Quarterly, 32, 291-306.

Ford, M.E. (1985). The concept of competence: Themes and variations. In H.A. Marlowe &

R.B. Weinberg (Eds.), Competence development (pp. 3-49). Springfield, Illinois: Charles

C. Thomas.

Ford, M.E. (1985). Two perspectives on the validation of developmental constructs:

Psychometric and theoretical limitations in research on egocentrism. Psychological

Bulletin, 97, 497-501.

Ford, M.E. (1985). Primary prevention: Key issues and a competence perspective. The Journal

of Primary Prevention, 5(4), 264-266.

Ford, M.E., & Thompson, R.A. (1985). Perceptions of personal agency and infant attachment:

Toward a life-span perspective on competence development. International Journal of

Behavioral Development, 8, 1-30.

Arsenio, W.F., & Ford, M.E. (1985). The role of affective information in social-cognitive

development: Children's differentiation of moral and conventional events. Merrill-

Palmer Quarterly, 3l, 1-17.

Barden, R.C., Garber, J., Leiman, B., Ford, M.E., & Masters, J.C. (1985). Factors governing the

effective remediation of negative affect and its cognitive and behavioral consequences.

Journal of Personality and Social Psychology, 49, 1040-1053.

Hess, R.D., & Ford, M.E. (1985). Effects of microcomputer use in kindergarten on students'

social behavior and academic performance. Technical report prepared for the IBM

Corporation.

Ford, M.E. (1984). Reformulating adolescent development. Contemporary Psychology, 29,802-

803.

Ford, M.E. (1984). Finding the right tools for the task: An intelligent approach to the study of

intelligence. Behavioral and Brain Sciences, 7, 291-292.

Ford, M.E. (1984). Linking social-cognitive processes with effective social behavior: A living

systems approach. In P.C. Kendall (Ed.), Advances in cognitive-behavioral research and

therapy, Vol. 3, (pp. 167-211). New York: Academic Press.

Ford, M.E. (September 1984). The nature of social intelligence: Processes and outcomes.

Resources in Education, ED #243041.

Ford, M.E., Miura, I.T., & Masters, J.C. (1984). Effect of social stimulus value on academic

achievement and social competence: A reconsideration of children's first-name

characteristics. Journal of Educational Psychology, 76, 1149-1158.

Ford, M.E. (1983). Competence: Current conceptual and empirical status and implications for

mental health. Invited State-of-the-Science paper appearing in Behavioral Sciences

Research in Mental Health, Vol. 2. Washington, D.C.: National Institute of Mental

Health.

Ford, M.E. (1983). Primary prevention: Key issues and a competence perspective. In H.A.

Marlowe, Jr. & R.B. Weinberg (Eds.), Primary prevention: Fact or fallacy? (pp. 181-

186). Tampa, FL: Florida Mental Health Institute, 1983.

Ford, M.E., & Tisak, M.S. (1983). A further search for social intelligence. Journal of

Educational Psychology, 75, 196-206.

Masters, J.C., Ford, M.E., & Arend, R.A. (1983). Children's strategies for controlling affective

responses to aversive social experience. Motivation and Emotion, 7, 103-116.

Ford, M.E. (1982). Formal operations and social development: A goodness-of-fit test.

Contemporary Psychology, 27, 713-714.

Ford, M.E. (1982). Social cognition and social competence in adolescence. Developmental

Psychology, 18, 323-340.

Fessenden, C.L., Estrada, P., Ford, M.E., & Krumboltz, J.D. (October 1982). Beyond the basics:

A survey of the goals for high school students in five domains: School attitudes,

interpersonal competence, moral development, health behavior, and career education.

Project on Personal Responsibility, The Study of Stanford and the Schools, School of

Education, Stanford, CA.

Ford, M.E. (1981). The experts speak out: Adolescents on adolescence. Contemporary

Psychology, 26, 126-127.

Ford, M.E., & Keating, D.P. (1981). Developmental and individual differences in long-term

memory retrieval: Process and organization. Child Development, 52, 234-241.

Ford, M.E. (1979). The construct validity of egocentrism. Psychological Bulletin, 86, 1169-

1188.

Masters, J.C., Ford, M.E., Arend, R., Grotevant, H.D., & Clark, L.V. (1979). Modeling and

labeling as integrated determinants of children's sex-typed imitative behavior. Child

Development, 50, 364-371.

Masters, J.C., Barden, R.C., & Ford, M.E. (1979). Affective states, expressive behavior, and

learning in children. Journal of Personality and Social Psychology, 37, 380-390.

Ford, M.E. (1973). The respondents: The classes of 1972. In D. Gottlieb (Ed.), Study report:

Youth and the meaning of work (Report No. 3). University Park, PA: Center for Youth

Studies and Social Policy, Institute for the Study of Human Development.

Ford, M.E. (1973). The respondents: The world of work and careers. In D. Gottlieb (Ed.),

Study report: Youth and the meaning of work (Report No. 3). University Park, PA:

Center for Youth Studies and Social Policy, Institute for the Study of Human

Development.

PAPERS PRESENTED AT PROFESSIONAL MEETINGS/INVITED ADDRESSES

Ford, M.E. (2010). What if we took the HD in CEHD seriously? Presentation to the

George Mason University College of Education and Human Development faculty, Prince

William Campus, VA.

Mamrick, M. A., Ford, M. E. & Maher, M. A. (2005). Gender matching and doctoral advising:

What works? Paper presented at the annual meeting of the National Academic

Advising Association, Las Vegas, NV.

Maher, M. A., Ford, M. E., & Mamrick, M. A. (2005). Association of gender to factors

significantly related to doctoral degree progress. Paper presented at the annual

meeting of the American Educational Research Association, Montreal, Canada.

Berner, E.J., & Ford, M.E. (2004). Motivational factors influencing faculty computer use in

schools of education. Paper presented at the annual meeting of the American

Psychological Association, Honolulu.

Nichols, C.W., & Ford, M.E. (2003). Positive to the core: Emotional goals as sources of

meaning and satisfaction. International Positive Psychology Summit, Washington, D.C.

Baughman, W., Ransom, K., Ford, M.E., & Mael, F (2002). Life goals as moderators of work

satisfaction and organizational commitment. Paper presented at the annual meeting of

the American Psychological Society, New Orleans.

Manfra, L., Winsler, A., Shami, M., Willson-Quayle, A., Wallace, G.L., Thorvardson, E.,

Carlton, M.P., & Ford, M.E. (2000). Relations between parenting style and children=s

private speech and motivation during problem solving. Paper presented at the biennial

conference on Human Development, Memphis, TN.

Ford, M.E. (1999). A Scrabble theory of child and adolescent development. Invited address

presented at the College of Education, University of Maryland, College Park.

Ford, M.E., Baughman, W.A., Childs, R.A., & Holt, R.W. (1999). Human cognitive abilities:

A behavioral content addendum to Carroll’s 1993 survey. Paper presented at the annual

meeting of the American Psychological Society, Denver, CO.

Baughman, W.A., Holt, R.W., Ford, M.E., & Maher, M.A. (1999). Assessments of relational

preferences: Development and validation evidence. Paper presented at the annual

meeting of the American Psychological Society, Denver, CO.

Ford, M.E. (1995). Motivational systems theory: New concepts and new tools for identifying

core goals. Invited address presented at the annual meeting of the National Career

Development Association, San Francisco.

Gordon, K.A., Padilla, A.M., Ford, M.E., & Thoresen, C. (1994). The high school assessment of

academic self-concept: Initial reliability and validity. Paper presented at the annual

meeting of the American Psychological Association, Los Angeles.

Gordon, K.A., Padilla, A.M., Ford, M.E., & Thoresen, C. (1994). Resilient students' beliefs

about their schooling environment: A possible role in developing goals and motivation.

Paper presented at the annual meeting of the American Educational Research

Association, New Orleans, LA.

Gordon, K.A., Padilla, A.M., Ford, M.E., & Thoresen, C. (1993). Motivational patterns of

resilient African-American high school students: Robust and Tenacious. Paper

presented at the annual meeting of the American Psychological Association, Toronto,

Canada.

Moore, M., Chase, C., & Ford, M.E. (1993). Teachers as motivational coaches. Paper presented

at the annual meeting of the American Educational Research Association, Atlanta, GA.

Ford, M.E., Chase, C., Love, R., Pollina, S., & Ito, S. (1992). Motivational processes underlying

caring behavior patterns in adolescence. Paper presented at the annual meeting of the

American Educational Research Association, San Francisco.

Chase, C., & Ford. M.E. (1992). Happy and unhappy adolescents: Differences in goals and

personal agency beliefs. Paper presented at the annual meeting of the American

Educational Research Association, San Francisco.

Love, R., Ford, M.E., & Chase, C. (1992). Social support level and satisfaction as predictors of

personal agency beliefs in adolescence. Paper presented at the annual meeting of the

American Educational Research Association, San Francisco.

Benight, C.C., Ford, M.E., Taylor, C.B., Segall, G., & Hays, M. (1992). Psychological stress and

coronary artery spasm. Paper presented at the annual Meeting of the Society of

Behavioral Medicine, New York.

Love, R.L., & Ford, M.E. (1990). Just me and my friends: The role of personal agency beliefs in

high school adjustment. Paper presented at the annual meeting of the American

Educational Research Association, Boston, MA.

Stocking, V.B., & Ford, M.E. (1990). Maternal goals for responses to the emotional distress of

preadolescent boys. Paper presented at the annual meeting of the American Educational

Research Association, Boston, MA.

Bartosik, V.R., & Ford, M.E. (1989). Maternal responses associated with the reduction of

emotional distress in preadolescent boys. Paper presented at the annual meeting of the

American Educational Research Association, San Francisco.

Ford, M.E., Dunton, K.J., Bartosik, V., & Gerlach, S. (1988). Maternal responses to

preadolescent boys' real-life episodes of emotional distress/well-being and social

responsibility/irresponsibility. Paper presented at the biennial meetings of the Society for

Research on Adolescence, Alexandria, VA.

Weinberger, D.A., Tublin, S.K., Feldman, S.S., & Ford, M.E. (1988). Preadolescents' social-

emotional adjustment and selective attrition in family research. Paper presented at the

biennial meetings of the Society for Research on Adolescence, Alexandria, VA.

Karimi, S., Ford, M.E., & Behravesh, M.M. (1988). Human factors affecting nondestructive

evaluation technician performance. Paper presented at the 9th International Conference

on Non-destructive Evaluation in the Nuclear Industry, Tokyo, Japan.

Barden, R.C., Ford, M.E., Rogers-Salyer, M., Morales, L., & Salyer, K.E. (1988). The effects of

facial anomalies on personality development: Research from a developmental model.

Paper presented at the Latin American Congress on Craniofacial Anomalies, Santiago,

Chile.

Barden, R.C., Ford, M.E., McCarty, S., Rogers-Salyer, M., Morales, L., & Salyer, K.E. (1988).

The effectiveness of craniofacial surgery: Patients with Clefts, Downs Syndrome,

Treacher Collins, and Aperts. Paper presented at the Latin American Congress on

Craniofacial Anomalies, Santiago, Chile.

Ford, M.E. (1987). Motivational and contextual factors associated with adolescent social

responsibility. Invited address presented at the College of Health and Human

Development, The Pennsylvania State University, University Park, PA.

Wentzel, K.R., Wood, D., Siesfeld, G., Stevens, E., & Ford, M.E. (1987). Does being good

make the grade? A study of adolescent social responsibility and academic achievement.

Paper presented at the annual meeting of the American Educational Research

Association, Washington, D.C.

Weinberger, D., & Ford, M.E. (1987). Patterns of preadolescent social-emotional adjustment

and parents' use of harsh discipline. Paper presented at the biennial meeting of the

Society for Research in Child Development, Baltimore, MD.

Barden, R.C., McCarty, S., Ford, M.E., Rogers-Salyer, M., & Salyer, K.E. (1987). The

effectiveness of craniofacial surgery: The first empirical study. Paper presented at the

annual meeting of the American Cleft Palate Association, San Antonio, TX.

Barden, R.C., Ford, M.E., & Jensen, G.A. (1987). Infant facial attractiveness and deformity:

The effects of mother-infant attachment. Paper presented at the biennial meeting of the

Society for Research in Child Development, Baltimore. (Also presented at the 1987

annual meeting of the Rocky Mountain Psychological Association, Albuquerque, NM.)

Barden, R.C., Hale, J., & Ford, M.E. (1987). The effects of physical attractiveness on social

interaction and cognition: The mediating role of affect. Paper presented at the biennial

meeting of the Society for Research in Child Development, Baltimore. (Also presented

at the 1987 annual meeting of the Rocky Mountain Psychological Association,

Albuquerque, NM, and at the 1987 annual meeting of the American Cleft Palate

Association, San Antonio, TX.)

Barden, R.C., Ford, M.E., McCarty, S., Rogers, M., Salyer, K., & Morales, L., (1987). The

effectiveness of craniofacial surgery: The first empirical study. Paper presented at the

International Craniofacial Psychosocial Symposium, Dallas, TX.

Ford, M.E. (1986). Pervasive themes in educational goals. Paper presented at the annual

meeting of the American Educational Research Association, San Francisco.

Ford, M.E., & Krumboltz, J.D. (1986). A systems approach to conceptualizing and assessing

human competence. Paper presented at the annual meeting of the American Educational

Research Association, San Francisco.

Ford, M.E., Wentzel, K.R., Siesfeld, G.A., Wood, D., & Feldman, L. (1986). Adolescent

decision making in real-life situations involving socially responsible and irresponsible

choices. Paper presented at the annual meeting of the American Educational Research

Association, San Francisco.

Ford, M.E., Hess, R.D., McGarvey, L., & Bergin, D.A. (1986). What makes the difference?

Contributions of social behavior, software, home use, and teacher strategies to students'

academic gains. Paper presented at the annual meeting of the American Educational

Research Association, San Francisco.

Bergin, D.A., Ford, M.E., & Mayer-Gaub, G. (1986). Social and motivational consequences of

microcomputer use in kindergarten. Paper presented at the annual meeting of the

American Educational Research Association, San Francisco.

Barden, R.C., Ford, M.E., Jensen, G., Salyer, M., & Salyer, K. (1986). The effects of physical

attractiveness and facial deformity on the mother-infant attachment process. Paper

presented at the annual meeting of the American Cleft Palate Association, New York.

Barden, R.C., Wilhelm, W., Ford, M.E., Salyer, M., & Salyer, K. (1986). Popularity and

friendship selection of craniofacially deformed adolescents. Paper presented at the

annual meeting of the American Cleft Palate Association, New York.

Barden, R.C., Ford, M.E., & Larson, S. (1985). The effects of nurturant and non-nurturant

interactions with adults on affect, memory, and self-attribution in young children. Paper

presented at the biennial meeting of the Society for Research in Child Development,

Toronto, Canada.

Jorde, P., & Ford, M.E. (1985). Microcomputers in early childhood education: Factors

influencing administrators' innovation-adoption decisions. Paper presented at the annual

meeting of the American Educational Research Association, Chicago.

Foster, S., Baker, T.L., Dement, W.C., & Ford, M.E. (1985). Center for Narcolepsy

Questionnaire: A comprehensive inventory of factors associated with narcolepsy. Paper

presented at the Second International Symposium on Narcolepsy, Stanford, CA.

Ford, M.E. (1985). Discussant's comments: Exploring the Type A behavior pattern in children

and youth. Paper presented at the annual meeting of the American Psychological

Association, Los Angeles.

Ford, M.E., Wood, D., Wentzel, K.R., Stevens, E., & Siesfeld, G.A. (1985). The role of

emotional processes in adolescent social responsibility. Paper presented at the annual

meeting of the American Psychological Association, Los Angeles.

Barden, R.C., Wilhelm, W., Ford, M.E., Salyer, M., & Salyer, K. (1985). The effects of facial

deformities and physical attractiveness on sociometric status and conceptions of

friendship in children and adolescents. Paper presented at the International Congress of

Cleft Palate and Related Craniofacial Anomalies, Monte Carlo, Monaco.

Ford, M.E., Burt, R.E., & Bergin, C.C. (1984). The role of goal setting and goal importance in

adolescent social competence. Paper presented at the annual meeting of the American

Educational Research Association, New Orleans.

Ford, M.E. (1984). A contextualist view of intelligence. Paper presented at the Summer

Institute on Individual Development and Social Change, Center for Advanced Study in

the Behavioral Sciences, Stanford, CA.

Ford, M.E. (1984). Psychological perspectives on adolescent identity development. Paper

presented at the Summer Institute on Individual Development and Social Change, Center

for Advanced Study in the Behavioral Sciences, Stanford, CA.

Ford, M.E. (1984). Processes of individual development and change. Paper presented at the

Summer Institute on Individual Development and Social Change, Center for Advanced

Study in the Behavioral Sciences, Stanford, CA.

Ford, M.E., Miura, I.T., & Masters, J.C. (1984). Effects of first name characteristics on

academic and social competence. Paper presented at the annual meeting of the American

Psychological Association, Toronto, Canada.

Tisak, M.S., & Ford, M.E. (1983). Children's evaluation of moral and prosocial events: Further

distinctions in social-cognitive development. Paper presented at the biennial meeting of

the Society for Research in Child Development, Detroit.

Barden, R.C., Garber, J., Leiman, B., Ford, M.E., & Masters, J.C. (1983). The effects of

differential affective experiences and the remediation of such behavior on cognitive,

social, and expressive behavior. Paper presented at the biennial meeting of the Society

for Research in Child Development, Detroit.

Barden, R.C., Leiman, B., Garber, J., Ford, M.E., & Masters, J.C. (1983). Maintenance of

different types of affective experience: Cognitions and attributions. Paper presented at

the annual meeting of the Midwestern Psychological Association, Chicago.

Ford, M.E. (1983). The nature of social intelligence: Processes and outcomes. Invited address

presented at the annual meeting of the American Psychological Association, Anaheim,

CA.

Ford, M.E., & Miura, I.T. (1983). Prototypical conceptions of socially competent children and

adults. Paper presented at the annual meeting of the American Psychological

Association, Anaheim, CA.

Carey, N.B., & Ford, M.E. (1983). Domains of social and self-regulation: An Indonesian study.

Paper presented at the annual meeting of the American Psychological Association,

Anaheim, CA.

Barden. R.C., Wilhelm, W., Ford, M.E., Salyer, M., & Salyer, K. (1983). The social-

psychological effects of craniofacial abnormalities on children and adolescents. Paper

presented at the VII International Congress of Plastic and Reconstructive Surgery,

Montreal, Canada.

Barden, R.C., Ford, M.E., Wilhelm, W., Salyer, M., & Salyer, K. (1983). Changes in

expectations of behavioral and affective reactions to craniofacially deformed children

and adolescents following craniofacial surgery. Paper presented at the VII International

Congress of Plastic and Reconstructive Surgery, Montreal, Canada.

Barden, R.C., Wilhelm, W., Ford, M.E., Salyer, M., & Salyer, K. (1983). Changes in

attractiveness in children and adolescents following craniofacial surgery. Paper

presented at the VII International Congress of Plastic and Reconstructive Surgery,

Montreal, Canada.

Ford, M.E., & Tisak, M.S. (1982). A search for social intelligence. Paper presented at the

annual meeting of the American Educational Research Association, New York.

Ford, M.E., & Tisak, M.S. (1982). Evaluation of an educational intervention to enhance social-

cognitive skills. Paper presented at the annual meeting of the American Educational

Research Association, New York.

Tisak, M.S., & Ford, M.E. (1982). Active and inhibitive morality: Conceptual distinctions and

reasoning development. Paper presented at the annual meeting of the American

Psychological Association, Washington, D.C.

Ford, M.E. (1981). Social cognition and social competence in adolescence. Paper presented at

the biennial meeting of the Society for Research in Child Development, Boston.

Ford, M.E., & Tisak, M.S. (1981). Adolescent androgyny and its relation to academic

achievement, social competence, and identity status. Paper presented at the biennial

meeting of the Society For Research in Child Development, Boston.

Ford, M.E. (1979). Development of long-term memory retrieval: Process and organization.

Paper presented at the biennial meeting of the Society for Research in Child

Development, San Francisco.

Masters, J.C., Ford, M.E., & Arend, R.A. (1979). Strategies for the neutralization or remediation

of aversive social experiences. Paper presented at the biennial meeting of the Society for

Research in Child Development, San Francisco.

PROFESSIONAL ACTIVITIES AND HONORS

Chair, APA Division 15 Fellows Committee (2012-2013; Member from 2010-2012)

Named as a Fellow in the first year of the American Educational Research Association’s

Fellows Program (2008)

David W. Rossell Quill Award for leadership on initiatives resulting in advancement of the

university’s mission (2007)

Named Acting Dean, 2000-2001 and again in 2009-2010

Exemplary Performance Award, George Mason University (1997)

Elected Fellow of the American Psychological Association (1996)

Boyd McCandless Young Scientist Award, American Psychological Association - Division 7

(1987)

Early Career Contribution Award, American Psychological Association - Division 15 (1983)

Superintendent's Appointee to the Fairfax County Public Schools Task Force on Time and

Learning (1994-1996)

Member, Research Panel for the California Statewide Office of Family Court Services

(1987-2000)

Member, The Stanford Center for the Study of Families, Children, and Youth (1980-1993)

Member, American Psychological Association Media Referral Service (1988- )

Invited Consultant, BetterUp (leadership development/executive coaching) (2018)

Invited Consultant, National Security Agency (2010-11)

Invited Consultant, The Reading Connection (2007-2008)

Invited Consultant, Microsoft Corporation (2004-2006)

Invited Consultant, The Ventura Group (2001-2005)

Invited Consultant, Center for Naval Analyses (1998-2001)

Invited Consultant, Life Skills Center, Virginia Commonwealth University (1996)

Invited Consultant, The Learning Company, for software development (1994-2000)

Invited Consultant for Zillions, the Consumer Report magazine for school-aged children

(1990-1993)

Invited Consultant, Educational Implementers Incorporated, Oakland, California

(1990-1993)

Invited Consultant for Fujitsu America's "Shoot for Success" Program (1990-1991)

Invited Consultant, Centerpoint Inc., for a series of educational videotapes for young

children (1988-1991)

Invited Participant, 1984 Summer Institute on Individual Development and Social Change,

Center for Advanced Studies in the Behavioral Sciences

Associate Editor, Review of Educational Research (1990-1993)

Occasional reviewer for a variety of journals

PROFESSIONAL ORGANIZATIONS

American Psychological Association (Divisions 7 and 15)

American Psychological Society

American Educational Research Association (Divisions C and E; Motivation in Education SIG)

Society for Research in Child Development

RESEARCH FUNDING

Spencer Foundation (1981), Social Cognition in School-Age Children. $7,500

Boys Town Center at Stanford (1981-82), Evaluation of an Educational Intervention to Enhance

Social-Cognitive Skills. $8,000

Spencer Foundation (1981-82), Research on Social-Cognitive Development. $8,500

Stanford Center for the Study of Youth Development (1982-83), Social Goals and Social

Competence in Adolescence. $15,000

Stanford Center for the Study of Youth Development (1983-84), Research on Adolescent Social

Responsibility. $18,000

Hewlett Foundation (1983-86), Project on Schooling and Personal Responsibility (with John

Krumboltz). $34,179

Spencer Foundation (1984-85), Project on Schooling and Personal Responsibility (with John

Krumboltz). $9,000

Stanford Center for the Study of Youth Development (1984-85), Processes Associated with

Adolescent Social Responsibility. $23,200

IBM Corporation (1984-85), The Effects of Microcomputer Use in Young Children (with

Robert Hess). $109,000

Stanford Center for the Study of Families, Children, and Youth (1985-88), The Early

Adolescence Project (with Shirley Feldman and Dan Weinberger). $235,000

Hewlett Foundation (1987), Friendship Project: A Program for Helping Students Cope with

Academic Stress and Social Isolation. $15,000

Spencer Foundation (1988), The Relationship Between Adolescent Social Responsibility and

Academic Achievement (with Kathryn Wentzel). $7,500

Lilly Endowment (1990-91), An Empirical Investigation of the Psychological Processes

Underlying Caring Behavior Patterns in Adolescence. $22,500

Strong Research Advisory Board (1990-91), A Preliminary Investigation of the Psychological

Processes Underlying Vocational Interests: The Role of Personal Goals and Career

Beliefs. $3,000

RESEARCH INTERESTS

Motivational processes in human functioning and development, motivation in educational and organizational contexts, the development of human competence, optimal human functioning, processes of learning and development, human development across the life span, personality functioning and development, social purpose and social intelligence, principles of educational and clinical intervention, health psychology, sports psychology, systems theory.

THEORY DEVELOPMENT

Creator of Motivational Systems Theory, an integrative theory of human motivation

Co-creator (with C.W. Nichols) of the Ford and Nichols Taxonomy of Human Goals

Co-creator (with Peyton Smith) of the Thriving with Social Purpose Theory of Motivation and Optimal Functioning

Co-creator (with Peyton Smith) of the Thriving with Social Purpose Theory of Life Meaning

DOCTORAL DISSERTATION SUPERVISION

2008 Mary Zamon, “Undergraduate Critical Thinking Assessment Processes and Effects

in a Public University Case Study”

2004 Bill Van Evera, “Achievement and Motivation in the Middle School Science

Classroom: The Effects of Formative Assessment Feedback”

2003 Todd Jamison, “Ebb from the Web: Using Motivational Systems Theory to Predict

Student Completion of Asynchronous Web-Based Distance Education Courses”

2002 Scott Poole, “The Cognitive Interview: Forging a Better Link Between User Needs and

Educational-Based Information Systems”

2002 Erika Berner, “A Study of Factors That May Influence Faculty at Selected Schools of Education in the Commonwealth of Virginia to Adopt Computers in the Classroom”

2001 Nora Hall, “Effects of Algebra 1 Grade Level on Mathematics Course Selection, Value,

and Self-Confidence”

2001 E. Maia Kling, “Connections and Disconnections: Immigrant-Latino Parents’ Beliefs

About the Meaning of Education, Schooling, and Parental Involvement in their

Children’s Development”

2001 Mike Kostrzewa, “Enhancing Manager’s Schema Regarding Coaching Skills Using a

Computer Conferencing Training Intervention”

2000 Michelle Maher, “Living and Learning in an Educational Cohort”

2000 Ann Walkup, “Helping Community College Instructors Address Student Motivation Issues”

2000 Elaine Laine,”Systems Leadership and Education Reform: Toward the Development of a New Paradigm for Creating and Sustaining Organizational Change From Within”

1999 Becky Fox, “This is Who I Am: The Role of the Professional Development Portfolio in Foreign and Second Language Pre-service Teacher Education”

1998 Donna Schnorr, “An Investigation of the Relationship Between Participation in a Career

Program, Career Beliefs, and the Career Maturity of Adolescents At-Risk of Dropping

Out of School”

1993 Christopher Chase, "Sources of Responsiveness in the Everyday Lives of Preadolescents"

1993 Lawrence Hernandez, "The Role of Protective Mechanisms in the School Resilience of Mexican-American High School Sophomores"

1992 Nancy Brown, "Adolescent Risk: The Impact of an AIDS Interactive Video Disc

Curriculum"

1992 Charles Benight, "An Initial Test of the Competent-Incompetent Desperation Shift

(CIDS) Theory of Sudden Cardiac Death"

1992 Robin Love, "Just Me and My Friends: The Role of Personal Agency Beliefs and

Perceived Social Support in High School Adjustment"

1992 Janet Hecht, "Childhood Depression: Educational Implications and Criteria for

Screening Children"

1992 Cynthia Zeeve Merrill, "Loneliness in Children: Assessment and Empirical Investigation"

1991 Rosa Casarez-Levison, "An Empirical Investigation of the Coping Strategies Used by

Victims of Crime and Their Relationship with Psychological Adjustment"

1990 Suzanne Gerlach-Downie, "Worrying About the Child Care Worker: A Study of

Child Care Workers' Job Satisfaction and Intent to Quit"

1990 C. W. Nichols, "An Analysis of the Sources of Dissatisfaction at Work"

1990 Teri Quatman, "Two Studies of Family Functioning: A Layman's Prototype of High

Functioning Families and Outcomes in the Preadolescent Sons of High Versus Midrange Versus Low Functioning Families"

1990 Vicki Bartosik Stocking, "Maternal Responses to the Emotional Distress of

Preadolescent Boys"

1990 Deborah Wood, "The Development of Responsibility Schemata: Patterns of Thoughts

and Feelings Associated with the Development of Social Responsibility in Older

Children and Adolescents"

1989 Anthony G. Baxter, "Commitment in Cross-Age Tutoring: A Study of Motivational

and Emotional Patterns Underlying Committed Behavior"

1989 Patrick Reilly, "The Effect of Relapse Prevention Training on Computer-Assisted

Smoking Cessation"

1989 Eleanor Billing, "The Social Psychology of Emotion: Appraisal and Resolution of

Inconsistency"

1988 Shifteh S. Karimi, "Factors That Motivate and Influence Excellence in Human

Performance: A Case Study of Inspection Personnel in the Complex Context of Nuclear Power Plants"

1988 Regina H.G. Campos, "Social Climates of FEBEM/SP's Correctional Institutions and

Social Competence Characteristics of Juvenile Offenders in These Institutions"

1988 Kathryn J. Dunton, "Parental Practices Associated with Their Children's Moral

Reasoning Development"

1988 Olive C. Liu, "Commitment to Religion: Definition, Measurement, and Correlates"

1987 Kathryn R. Wentzel, "Social, Emotional, and Cognitive Factors Associated With

Classroom-Related Goals and Academic Competence in Adolescents: A Developmental Systems Approach to the Study of Achievement Motivation"

1987 David A. Bergin, "Intrinsic Motivation for Learning, Out-of-School Activities, and

Achievement"

1987 Deborah A. Loesch-Griffin, "Paths to Adulthood: A Study of High Schools Seniors'

Cognitive Competence, Personal Goals, and Perceptions of Personal Agency as Reflected in Their Post-High School Decision Making"

1987 Linda J. McGarvey, "Educationally Productive Use of Microcomputers in Kindergarten

Classroom: Peer Instructional Interactions Associated with Gains in School-Relevant

Skills"

1987 Gerald A. Siesfeld, "Some Social Cognitive Aspects of Emotional Disturbance in

Children"

1987 Ellen A. Stevens, "The Process of Change in College Teaching"

1986 Christi A.C. Bergin, "Mother-Child Interaction and Prosocial Development in Toddlers:

A Multivariate Study Using the Living Systems Framework"

1986 Peggy Estrada, "Empathy and Prosocial Behavior in Adolescence"

1985 Neil B. Carey, "Conceptions of Excellence and Incompetence in Teaching"

1985 Jane W. Bunker, "Dynamics and Components of Social Support: A Study of Dual

Career Couples"

1985 William F. Arsenio, "Affective Components of Social Cognition and Their Relation to

Behavior"

1985 Nancy L. Carey, "An Assessment of Social-Emotional Adjustment in Segregated and

Mainstreamed Hearing-Impaired Children"

1984 Paula Jorde, "Change and Innovation in Early Childhood Education: The Relationship

Between Selected Personal Characteristics of Administrators and Willingness to Adopt

Computer Technology"

1984 Irene T. Miura, "Processes Contributing to Individual Differences in Computer Literacy"

1983 Marie Tisak, "Children's Conceptions of Authority Within Different Systems of Social

Rules"

Additional service as a non-chair member of more than 60 dissertation committees.

REFERENCES

Supplied upon request

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