Texas A&M University



Joyce M. Alexander

Dean and Professor

College of Education and Human Development

Texas A&M University

Educational Background

June 1992 Doctor of Philosophy, Major: Educational Psychology

University of Georgia, Athens, GA

Mar 1990 Master of Arts, Major: Educational Psychology

University of Georgia, Athens, GA

Dec 1987 Bachelor of Science, Major: Psychology

Texas Wesleyan University, Ft. Worth, TX

Administrative Experience

2015-present Dean, College of Education and Human Development and holder of the Reta Haynes Endowed Dean’s Chair, Texas A&M University

❖ Provide vision and leadership to the College which includes four academic departments and 10 centers and institutes, over 7,000 undergraduate and graduate students, 215 full-time and 100 part-time faculty, and over 150 staff members

❖ Develop and manage a budget of $38 million a year, with an additional $20-22 million in grant-funded expenditures

❖ Develop and oversee the College’s strategic planning goals and implement initiatives to achieve those goals.

❖ Promote the College to internal and external audiences and seek public and private funds to support the goals of the college; provide leadership to major capital campaign.

❖ Work with University central administration and other deans’ office to maximize collaborative relationships and encourage and support interdisciplinary efforts.

2011-2015 Executive Associate Dean, School of Education, Indiana University

Areas of responsibilities include: fiscal management, academic oversight, human resources.

❖ Leadership responsibilities for School of Education including approximately 110 tenure track/clinical faculty and 45 research scientists spread across five departments and five research centers. Primary responsibilities in consultation with the Dean include coordinating peer review of faculty members (annual review, promotion and tenure); administering $31 million dollar budget for the entire school (budgeting model is responsibility-centered); setting budgets for departments through consultation and transparency; coordinating 5 department chairs and 3 associate deans; hiring 15 new tenure track faculty members (over 3 years); representing the school at University-wide academic meetings (academic deans, budgetary deans, campus curriculum meetings); ex-officio roles on multiple faculty committees (faculty development, policy council, learning and teaching with technology); interacting with donors and Board of Visitor members; Direct oversight of Director of Budgeting, Director of Recruitment and Retention for Underrepresented Students, Director of Marketing, Director of Human Resources, Director of Instructional Consulting, Director of Strategic Business Processes, and Director of Educational Technology Services.

2005-2011 Chair, Counseling and Educational Psychology Department

❖ Leadership responsibilities for academic department comprising approximately 32 tenure line and clinical faculty serving graduate students enrolled across 5 different academic programs and undergraduates enrolled in the teacher preparation program. Primary responsibilities include evaluating faculty members including departmental leadership of the promotion and tenure process; administering departmental budget; supporting faculty growth; ensuring fair distribution of department resources across academic programs through consultation and transparency; dealing with student-faculty conflict.

❖ Accomplishments include the oversight of the development of two new PhD programs and restructuring of a third; initiating and providing oversight during development for a minor in counseling psychology; oversight of the American Psychological Association accreditation process for two programs; coordinating and supporting the hiring of 12 new tenure track or clinical faculty members.

2009-2010 Academic Leadership Program Fellow, sponsored by the Committee on Institutional Cooperation (CIC – the Big 10 Athletic Conference Academic side)

❖ The Academic Leadership Program (ALP) is a year-long intensive experience designed to develop the leadership and management skills of select faculty at CIC campuses. ALP Fellows participate in a series of cross-CIC trainings on budgeting, academic leadership, and leadership styles. At the same time, ALP Fellows from each campus engage in an on-campus project as well. Campuses nominate faculty members who have demonstrated strong leadership potential. I was one of 4 ALP Fellows from Indiana University.

1992-2002 Learning, Cognition, and Instruction Program Coordinator

❖ Development of 3-year course cycles; coordination of faculty-student matches; student recruitment; supervision of associate instructors teaching undergraduate courses.

Academic Experience

2015-present Professor, Texas A&M University, Educational Psychology

1992-2015 Professor, Indiana University, Educational Psychology and Learning

Sciences, 2009-2015; Affiliate Faculty of the Cognitive Science Program (1999-2015); Associate Professor (1998-2009); Assistant Professor (1992-1998)

Taught undergraduate courses on educational psychology for teachers, child development, a student teaching seminar, and early childhood socialization.

Taught graduate courses on motivation, instructional psychology, applied cognition and learning strategies, children’s thinking, college teaching.

1989-1991 Instructor, Challenge Program, Torrance Center for Creative Studies, University of Georgia, summer programs for gifted and talented 3 to 12 year olds.

1987-1988 Preschool Teacher - Four- and Five-year-old class, The Children's Courtyard, Ft. Worth, TX.

Selected Honors and Awards

2016 Honorable Mention, Journal of Research in Childhood Education Distinguished Education Research Article Award Program for Neitzel, Alexander, & Johnson “Young Children’s Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten”

2016 Inaugural holder of the Reta Haynes Endowed Dean’s Chair, Texas A&M

2015 Sydney and J. L. Huffines Chair of Education, Endowed Chairship, Texas A&M

2009 Academic Leadership Program Fellow, sponsored by the Committee on Institutional Cooperation (CIC)

2005 Indiana University Summer Faculty Fellowship

2005 Outstanding Reviewer recognition, for work with Review of Educational Research, American Educational Research Association

1999 Indiana University Summer Faculty Fellowship

1998 National Academy of Education Spencer Postdoctoral Fellowship Semifinalist

1996-97 Indiana University Teaching Excellence Recognition Award

1996 Proffitt Summer Faculty Fellowship, School of Education, Indiana University (1 to 3 annually)

1996 Indiana University Summer Faculty Fellowship

1995-96 Indiana University Outstanding Junior Faculty Award (5 annually)

1994 American Psychological Association (APA) Division 15 Outstanding Dissertation Research Award

1990 & 1991 University of Georgia Excellence in Teaching Award, Department of Educational Psychology

Grants Received

|2017-2022 |Raise Your Hand Texas Foundation. Texas A&M Raising Texas Teachers: Special Education, | $920,000 |

| |Math/Science Education, and Bilingual Education. Co-PIs: Cunningham, G., Fogarty, M., Hammer, J.,| |

| |& Alexander, J. M. | |

|2013-2014 |Noyce Foundation. A Longitudinal Study of Early Childhood Science Interests: Cohort Outcomes at | $47,750 |

| |Age 17. | |

|2009-2011 |Indianapolis Zoo. Preschooler Zoo Engagement with Science | $10,000 |

|2002-2003 |National Science Foundation. Causes and Consequences of Children’s Focused Interests on | $73,321 |

| |Conceptual Domains Related to Science with Co-PI Kathy Johnson, IUPUI. | |

|2001-2002 |Proffitt Research Internal Grant, School of Education, Indiana University. | $37,710 |

|1999-2003 |National Science Foundation. Knowledge and Strategies in Young Children: Two Paths Toward | $193,276 |

| |Independent Learning with Co-PI Kathy Johnson, IUPUI. Supplemental Funding Request awarded | |

| |8/10/01 | |

|1996-2000 |Indiana University Research and the University Graduate School grant: Preparing Future | $60,000 |

| |Faculty. Investigator: D. C. Cunningham. My role: Assisted in writing and faculty | |

| |coordinator/director for 1997-1998 and 1999-2000 academic years. | |

1993 &1994 Proffitt Research Internal Grant, School of Education,

Indiana University. $22,000

Participation on Grant and Programming Advisory Boards

Pattison, S. (2018-2020). Head Start on Engineering for Families: Developing and Testing a program model for building engineering interest pathways in early childhood. National Science Foundation

Pattison, S. & Dierking, L. (2015-2017). Head Start on Engineering Project. National Science Foundation.

Tai, R. (2013). Impact of high school out-of-school science programming on later career choices. Noyce Foundation.

Smithsonian National Museum of American History (2012). Planning committee for the redesign of the Lemelson Center for the Study of Invention and Innovation. Washington, DC.

Mannheimer, S., Bolchini, D., Palakal, M., & Smith, J. (2011-2013). Audemes, Metaphors and Aural Games: A Pathways Project to Make STEM Engaging for the Blind and Visually Impaired. National Science Foundation.

Publications *refereed article/chapter, ( invited article/chapter

( Plummer, L., Pavalko, E., McLeod, J., & Alexander, J. (in press). Faculty Writing Groups: A tool for providing support, community, and accountability at mid-career. In A. G. Welch, D. Reardon, & J. Bolin (Eds), Mid-career faculty: Trends, barriers, and possibilities. Brill-Sense Publishing.

Alexander, J. M., Plummer, L., McLeod, J. (in press). Addressing gendered practices through women’s writing groups. Academe.

* Neitzel, C., Alexander, J. M., & Johnson, K. E. (in press). The Emergence of Children’s Interest Orientations During Early Childhood: Examining the Role of Child and Environmental Factors. Learning, Culture, and Social Interaction (Special Edition on Interest).

(∗ Alexander, J. M., Johnson, K. E., & Neitzel, C. L. (in press). Multiple points of access for supporting interest in science. In K. A. Renninger & S. Hidi (Eds), The Cambridge Handbook on Motivation and Learning. Cambridge Press.

* Neitzel, C., Alexander, J., & Johnson, K. (2017). The influence of early interest orientations and time on kindergarteners’ academic monitoring and information-seeking behavior, Journal of Early Childhood Research, 15, 389-409.

* Neitzel, C., Alexander, J. M., & Johnson, K. E. (2016). Young children’s interest-oriented activity and later academic self-regulation strategies in kindergarten. Journal of Research in Childhood Education, 30, 474-493.

* Ford, J. M., Jones, M. H., & Alexander, J. M. (2015). After-school interests, achievement goal orientation, and peers in a predominantly African American School. Journal of Negro Education, 84, 547-563.

*? Alexander, J. M., Johnson, K. E., and Leibham, M. E. (2015). Emerging individual interests related to science in young children. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds), Interest in Mathematics and Science Learning (pp. 261-280). Washington, DC: American Educational Research Association.

* Leibham, M. E., Alexander, J. M., & Johnson, K. E. (2013). Science interests in preschool boys and girls: Relations to later self-concept and science achievement. Science Education, 97, 574-593.

* Alexander, J. M., Johnson, K. E., & Kelley, K. (2012). Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96, 763-786.

* Jones, M. H., Alexander, J. M., & Estell, D. B. (2010). Homophily among peer groups members’ perceived self-regulated learning. Journal of Experimental Education, 78, 378-394.

* Neitzel, C. L., Alexander, J. M., & Johnson, K. E. (2008). Children’s early interest based activities in the home and subsequent information contributions and pursuits in kindergarten. Journal of Educational Psychology, 100, 782-797.

* Alexander, J. M., Johnson, K. E., Leibham, M. E., & Kelley, K. (2008). The development of conceptual interests in young children. Cognitive Development, 23, 324-334.

(∗ Alexander, J. M., Johnson, K. E., Scott, B., & Meyer, R. D. (2008). Stegosaurus and Spoonbills: Mechanisms for transfer across biological domains. In M. F. Shaughnessy, M. V. Veenman, & C. K. Kennedy (Eds.), Metacognition: A Recent Review of Research, Theory, and Perspectives. (pp. 63-83). Happauge, NY: Nova Publications

* Jones, M., Estell, D., & Alexander, J. M. (2008). Friends, classmates, and self-regulated learning: Discussions with peers inside and outside the classroom. Metacognition and Learning, 3, 1-15.

( Alexander, J. M., & Schnick, A. K. (2008). Motivation. In J. A. Plucker & C. Callanan (Eds.), Critical Issues and Practices in Gifted Education (pp. 383-407). Waco, TX: Prufrock Press.

( Alexander, J. M., Kuo, C., Johnson, K. E., Fleming, V. M., Schreiber, J. B., & Daytner, K. M. (2006). The effect of IQ and knowledge cohesiveness on memory task performance in early elementary school. In S. N. Hogan (Ed.), New Developments in Learning Research (pp. 119-144). Happauge, NY: Nova Publications. Also published in C. Roberts (Ed.), New Developments in Education Research (pp. 79-104). Happauge, NY: Nova Publishers in 2007.

( Shih, S., Wang, C., & Alexander, J. M. (2006). The applicability of western motivation models to the Taiwanese context. In A. V. Mitel (Ed.), Trends in Educational Psychology (pp. 155-183). Happauge, NY: Nova Publications.

(* Alexander, J. M., Johnson, K. E., Albano, J., Freygang, T., & Scott, B. (2006). Relations between intelligence and the development of metaconceptual knowledge. Metacognition and Learning, 1, 51-67.

* Ismail, H., & Alexander, J. M. (2005). Learning within scripted and non-scripted peer tutoring sessions: The Malaysian context. Journal of Educational Research, 99, 67-77.

* Leibham, M. E., Alexander, J. M., Johnson, K. E., Neitzel, C., & Reis-Henrie, F. (2005). Parenting behaviors associated with the maintenance of preschoolers’ interests: A prospective longitudinal study. Journal of Applied Developmental Psychology, 26, 397-414.

* Alexander, J. M., Johnson, K. E., Leibham, M. E., & DeBauge, C. (2004). Constructing domain-specific knowledge in kindergarten: Relations among knowledge, intelligence, and strategic performance. Learning and Individual Differences, 15, 35-52.

* Johnson, K. E., Alexander, J. M., Spencer, S., Leibham, M. E., & Neitzel, C. (2004). Factors associated with the early emergence of intense interests within conceptual domains. Cognitive Development, 19, 325-343.

* Alexander, J. M., Fabricius, W. V., Fleming, V. M., Zwahr, M., & Brown, S. M. (2003). The development of metacognitive causal attributions. Learning and Individual Differences, 13, 227-238.

* Alexander, J. M., Johnson, K. E., & Schreiber, J. B. (2002). Knowledge is not everything:

Analysis of children’s performance on a haptic comparison task. Journal of Experimental Child Psychology, 82, 341-366.

* Fleming, V. M., & Alexander, J. M. (2001). The benefits of peer collaboration: A replication with a delayed post-test. Contemporary Educational Psychology, 26, 588-601.

* Shih, S., & Alexander, J. M. (2000). Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92, 536-543.

* Alexander, J. M., Noyes, C. R., MacBrayer, E. K., Schwanenflugel, P. J., & Fabricius, W. V. (1998). Concepts of mental activities and verbs in children of high and average verbal intelligence. Gifted Child Quarterly, 42(1), 16-28.

* Manion, V., & Alexander, J. M. (1997). Benefits of peer collaboration on strategy use, metacognitive causal attributions, and recall. Journal of Experimental Child Psychology, 67, 268-289.

* Carr, M., Alexander, J. M., & Schwanenflugel, P. J. (1996). Where gifted children do and do not excel on metacognitive tasks. Roeper Review, 18, 212-217.

(* Alexander, J. M., & Schwanenflugel, P. J. (1996). Development of metacognitive concepts about thinking in gifted and nongifted children: Recent research. Learning and Individual Differences, 8, 305-325.

* Alexander, J. M., Carr, M., & Schwanenflugel, P. J. (1995). Development of metacognition in gifted children: Directions for future research. Developmental Review, 15, 1-37.

* Schwanenflugel, P. J., Fabricius, W. V., Noyes, C. R., Bigler, K. D., & Alexander, J. M. (1994). The organization of mental verbs and folk theories of knowing. Journal of Memory and Language, 33, 376-395.

* Alexander, J. M., & Schwanenflugel, P. J. (1994). Strategy regulation: The role of intelligence, metacognitive attributions, and knowledge base. Developmental Psychology, 30, 709-723.

* Schwanenflugel, P. J., Fabricius, W. V., & Alexander, J. M. (1994). Developing theories of mind: Understanding categories and relations between mental activities. Child Development, 65, 1546-1563.

* Carr, M., Alexander, J. M., & Folds-Bennett, T. (1994). Metacognition and mathematics strategy use. Applied Cognitive Psychology, 8, 583-595.

Presentations and Invited Talks *refereed presentation, ( invited presentation

* Alexander, J. M. & Johnson, K. E. (2018). Multiple points of access for supporting interest in science: Longitudinal Cases. Symposium presented at the American Educational Researchers Association. New York, NY.

* McKeown, J. M., Alexander, J. M., & Johnson, K. E., Hubert, B. & Freygang, T. I. (2017). Assessing young children’s concept of animals: Instrument development and the relationship to pet ownership and gender. Presented at the Cognitive Development Society meeting, Portland, OR.

* Alexander, J.M., Johnson, K.J., McKeown, J., & Neitzel, C. (2017). Longitudinal predictors of science interests in young adult males and females. Presented at the Society for Research in Child Development conference, Austin, TX.

( Alexander, J. M. (Nov 2016). The ethical issues surrounding tenure in higher education. International Ethics Summit, Doha, Qatar.

( Alexander, J. M. (Nov 2016). Opening Panel on Ethics in Banking, Corporations, and Education Settings. International Ethics Summit, Doha, Qatar.

( Alexander, J. M. (Oct. 2016). A longitudinal study of high school interest in science. Keynote talk to the Curriculum and Instruction Conference, Department of Education, National Chia Yi University, Chia Yi, Taiwan.

( Alexander, J. M. (Oct. 2016). Science: Just for boys? Invited talk, National Hsin Chu University of Education, Hsin Chu, Taiwan.

* Alexander, J. M., Johnson, K. E., Chamberlain, J., & Siyahhan, S. (2015). Exploration of Behavioral Subtypes Among Children with High Levels of Interest in Dinosaurs. Poster presented at the Society for Research in Child Development conference, Philadelphia, PA.

* Alexander, J. M., Johnson, K. E., Leibham, M. E., Chamberlain, J., & Freygang, T. (2014). Interest Measurement using Self- and Parent-Report Data in 3- to 8-year-olds. Symposium presented at the American Educational Researchers Association, Philadelphia, PA.

* Alexander, J. M., & Johnson, K. E., (2013). Parent Roles in Triggering Early Science Interests. Symposium presentation at the Society for Research in Child Development conference, Seattle, WA.

* Hubert, B., Freygang, T., Alexander, J. M., Johnson, K. E., & Chamberlain, J. (2013). Examination of Frequency of Family Zoo Visits as a Predictor and Outcome of Children’s Interest and Knowledge in Animals. Poster presentation at the Society for Research in Child Development conference, Seattle, WA.

* Freygang, T., Hubert, B., Alexander, J. M., & Johnson, K. E. (2013). Relations among Preschool Animal Interest, Knowledge, and the Understanding of Negative Human Impact on Animals Habitats. Poster presentation at the Society for Research in Child Development conference, Seattle, WA.

( Alexander, K. M., Johnson, K. E., & Leibham, M. E. (2012). Young children’s science interests. Interest, the Self, and K-16 Mathematics and Science Learning Conference, Philadelphia, PA.

* Kuo, C., Alexander, J. M., Johnson, K. E., Wolf, B. & Siyahhan, S. (2011). The Relations of Boys' and Girls' Interest with Their Mothers' Science Talk: The Case of Visiting the Firework of Glass Exhibit. Poster presentation at the Society for Research in Child Development conference, Montreal, BC.

* Carpenter, L., Alexander, J. M., Chen, L., Johnson, K. E., & Wolf, B. (2011). Mothers’ Scaffolding Styles When Discussing Ethical Dilemmas with Their Children. Poster presentation at the Society for Research in Child Development conference, Montreal, BC.

Kuo, C., Alexander, J. M., Johnson, K. E., & Wolf, B. (2009). The Influence of Children’s Interest on Mothers’ Art-related Conversations in a Museum. Presented at the Cognitive Development Society conference, San Antonio, TX.

* Alexander, J. M., & Johnson, K. E. (2009). The development of metaconceptual knowledge. Paper presented as part of a symposium at the European Association for Research on Learning and Instruction, Amsterdam, Netherlands.

* Siyahhan, S. Alexander, J. M., Stright, A. D., Johnson, K. E., Leibham, M. E., Neitzel, C. L., & Kuo, C. (2009). Styles of parent instruction as predictors of children’s development of self-concept. Presented at the Society for Research in Child Development conference, Denver, CO.

* Scott, B. & Alexander, J. (2008). Parental value of sport participation and children's physical self-efficacy: A longitudinal study. Paper presented at the annual meeting of the Hawaii International Conference on Education, Honolulu, HI.

* Jones, M. H., Alexander, J. M., & Johnson, K. E. (2007). Performance within a controlling variables task: Direct experience or competent parent? Presented at the Society for Research in Child Development conference, Boston, MA.

* Schnick, A., Alexander, J. M., & Johnson, K. E. (2007). Role of parental beliefs in the development of epistemological understandings in science: A longitudinal study. Presented at the Society for Research in Child Development conference, Boston, MA.

* Chen, L., Alexander, J. M., & Johnson, K. E. (2007). The effects of domain knowledge, intelligence, and metaconceptual knowledge on children’s strategy use. Presented at the Society for Research in Child Development conference, Boston, MA.

* Leibham, M. E., & Alexander, J. M. (2007). Eight-year-old children’s career aspirations: Reflections of early individual interests, self-concepts, or academic motivation? Presented at the Society for Research in Child Development conference, Boston, MA.

* Leibham, M. E., Alexander, J. M., & Johnson, K. E. (October 2005). The impact of early science interests on elementary school children’s science achievement. Poster presented at the Cognitive Development Society Meeting, San Diego, CA.

* Kuo, C., Alexander, J. M., Johnson, K. E., & Leibham, M. E. (April 2005). Longitudinal analysis of children’s inductive inferences within a high interest domain. Presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA.

* Johnson, K. E., & Alexander, J. M. (April 2005). Longitudinal analysis of the emergence of early interests related to science. Presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA.

* Alexander, J. M., Johnson, K. E., & Leibham, M. E. (April 2005). Longitudinal analysis of children’s 20 questions performance within a high-interest domain. Presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA.

* Schnick, A., Alexander, J. M., Kuo, C. & Johnson, K. E. (April 2005). Effects of developing domain knowledge on kindergartners’ inductive inferences. Presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA.

* Neitzel, C., Johnson, K. E., & Alexander, J. M. (July 2004). Children’s early childhood play interests and subsequent information pursuits in school. Presented at the annual meeting of the American Psychological Association, Honolulu, HA.

* Johnson, K. E., Alexander, J. M., & Leibham, M. E. (October, 2003). From interest to expertise: Predictors of sustained intense interests in young children. Presented at the Cognitive Development Society Meeting. Park City, Utah.

* Neitzel, C. L., Alexander, J. M., & Johnson, K. E. (October, 2003). Children’s early play preferences and subsequent metacognition and academic regulation in kindergarten. Presented at the Cognitive Development Society Meeting. Park City, Utah.

* Neitzel, C. L., Johnson, K. E., & Alexander, J. M. (October, 2003). When predisposition meets opportunity: The emergence of children’s early play interests. Presented at the Cognitive Development Society Meeting. Park City, Utah.

* Kuo, C., Alexander, J. M., Johnson, K. E., Kendrick, C., & Zakaria, K. (August, 2003). The effect of increasing domain knowledge on memory task performance. Presented at the annual meeting of the American Psychological Association meeting, Toronto, Canada.

( Johnson, K. E., & Alexander, J. M. (April, 2003). From Interest to Expertise: Exploration of Intense Interests in Young Children. Invited presentation at Purdue University.

* Leibham, M. E., Alexander, J. M., Johnson, K. E., & Reis-Henrie, F. (April, 2003). Environmental correlates of focused-declarative play interests in preschoolers. Presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.

* Alexander, J. M., Leibham, M. E., & Kendrick, C. (April, 2003). Effects of structured learning versus play on strategic questioning in a 20-questions task. Presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.

( Alexander, J. M. & Johnson, K. E. (Nov. 2001). Capturing the earliest origins of childhood expertise. Invited talk to the Cognitive Science Symposium, Southern Illinois University, Carbondale.

* Alexander, J. M., Johnson, K. E., Sokas, M., Kendrick, C., Spencer, S., & Neitzel, C. (Oct.

2001). The effects of increasing domain knowledge on a 20 questions task. Poster presentation at the Cognitive Development Society Conference, Virginia Beach, VA.

* Johnson, K. E., Alexander, J. M., Spencer, S. A., & Kohler, K. M. (April 2001). Gender and early interest development: Foundations of childhood expertise. Presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.

* Johnson, K. E., Alexander, J. M., Spencer, S. A., & Reis-Henrie, F. (April 2001). Earliest origins of childhood expertise: Factors associated with the development of intense play interests in preschoolers. Presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.

* Alexander, J. M., Johnson, K. E. Schreiber, J. B. (April, 2000). Hypothesis testing in young children: Can knowledge hinder you? Presented at the Conference on Human Development, Memphis, TN.

Johnson, K. E., Alexander, J. M., Edwards, J. K., & Neitzel, C. (October, 1999). Predictors of strategic performance in children’s referential communication. Presented at the Meeting of the Cognitive Development Society, Chapel Hill, NC.

* Johnson, K. E., Alexander, J. M., Arici, A. D., & Schreiber, J. B. (April, 1999). Development of metacognitive knowledge of processes related to categorization. Presented at the bi-annual meeting of the Society for Research in Child Development, Albuquerque, NM.

* Alexander, J. M., & Johnson, K. E. (August, 1998). Effects of children’s knowledge on selectively-driven haptic exploration. Presented at the annual meeting of the American Psychological Association, San Francisco, CA.

* Alexander, J. M., Johnson, K. E., Lazar, S.A., & Meyer, R. D. (April, 1997). Multiple predictors of memory performance throughout the continuum of expertise. Symposium presented at the biennial meeting of the Society for Research in Child Development, Washington, DC.

* Johnson, K. E., Alexander, J. M., Meyer, R. D., & Lazar, S. A. (April, 1997). Effects of varying levels of expertise on referential communication performance. Presented at the biennial meeting of the Society for Research in Child Development, Washington, DC.

* Johnson, K. E., & Alexander, J. M. (March, 1997). Effects of development and verbal intelligence on metacognitive understanding of categorization. Presented at the annual meeting of the American Educational Researchers Association, Chicago, IL.

* Alexander, J. M., & Manion, V. (April, 1996). Metacognition and sorting strategy development. Presented at the annual meeting of the American Educational Research Association, New York, NY.

* Alexander, J. M., Manion, V., Schmiederer, M., & Eaken, G. (April, 1995). Individual differences in imagery production in fourth grade. Presented at the biennial meeting of the Society for Research in Child Development, Indianapolis, IN.

* Alexander, J. M., Manion, V., Eaken, G., & Koch, S. (August, 1994). Strategy use within a less cohesive knowledge base. Presented at the 102nd Convention of the American Psychological Association, Los Angeles, CA.

( Alexander, J. M. (August, 1994). Strategy regulation: Metacognitive, knowledge base, or intelligence explanation. Invited Address: Dissertation Award Winner's Address given at the 102nd Convention of the American Psychological Association, Los Angeles, CA.

* Alexander, J. M., Carr, M., & Schwanenflugel, P. J. (Nov., 1993). The development of metacognition in gifted children. Presented at the 40th Annual Convention of the National Association for Gifted Children, Atlanta, GA.

Fabricius, W. V., Schwanenflugel, P. J., Alexander, J. M., & Noyes, C. R. (Nov., 1993). Developmental changes in concepts of mental verbs of knowing. Presented at the 34th Annual meeting of the Psychonomic Society, Washington, DC.

* Carr, M., Alexander, J., & Folds-Bennett, T. (April, 1993). Metacognition as a motivator of mathematical performance. Presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.

* Alexander, J. M., Schwanenflugel, P. J., & Noyes, C. R. (March, 1993). The role of multiple factors in strategy regulation. Presented at the annual meeting of the Society for Research in Child Development, New Orleans, LA.

* Schwanenflugel, P. J., Fabricius, W. V., & Alexander, J. M. (March, 1992). The organization of mental concepts in comprehension monitors and non-monitors. Presented at the Southeastern Psychological Association meeting, Knoxville, TN.

* Alexander, J. M., & Schwanenflugel, P. J. (March, 1992). Gifted children's concepts of mental activities. Presented at the Southeastern Psychological Association meeting, Knoxville, TN.

Alexander, J. M. (Jan., 1992). Metacognition and giftedness. Presented at the Southeast Cognitive Science Conference. Atlanta, GA.

Schwanenflugel, P. J., Fabricius, W. V., Bigler, K., & Alexander, J. M. (Nov., 1991). The organization of mental verbs. Presented at the meeting of the Psychonomic Society, San Francisco, CA.

* Schwanenflugel, P. J., Fabricius, W. V., & Alexander, J. M. (April, 1991). Theories of mind: Developing concepts of mental activities. Presented at the Society for Research in Child Development. Seattle, WA.

Curriculum Development and Teaching-Related Presentations

( Alexander, J. M. (2005). Assessment in the college classroom. Seminar presentation for the Center for Teaching and Learning Faculty Development Series, IUPUI Columbus/IVY Tech, Columbus, IN.

( Alexander, J. M. (2002). Motivation in the college classroom. Seminar presentation for the Center for Teaching and Learning Faculty Development Series, IUPUI Columbus/IVY Tech, Columbus, IN.

( Alexander, J. M. (Oct. 2001). Recent developments in learning and cognitive developmental research: Implications for Teachers. Invited address to the International Conference on Education Reform and Development in the 21st Century, National Changhua University of Education, Changhua City, Taiwan.

( Alexander, J. M. (March, 1999). A new faculty member in an unfamiliar town. Panel Member for University-wide Preparing Future Faculty Conference, Bloomington, IN.

( Alexander, J. M., & Daytner, G. (Sept., 1998). Why is active learning, including both good question asking and answering, important in the learning process? A Chemistry AI Training Workshop, Indiana University.

( Alexander, J. (August 1998). Creating conceptual similarities among multiple sections of educational psychology. Symposium presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Alexander, J. M., & Eaken, G. J. (1994). The teacher as communicator: Pathways to a healthier school. Thresholds in Education, 20(1), 20-24.

Development of on-line class on Learning and Cognition in Education (P540)

See course web-site

Mentored co-instructors:

Charles Graham, Melanie Misanchuk, Trena Paulus, Che-yu Kuo

Evaluation Project:

Misanchuk, M. (2002). Evaluation report for P540 offered at a distance Summer 2001. Unpublished evaluation report. Indiana University.

Student Dissertations Supervised

2018 (exp) Jessica Chamberlain

2018 (exp) Thea Freygang

2017 (exp) Amy Beld

2017 (exp) Laura Carpenter

2015 Yeh-Yin Chen

2015 Kylie Hartley

2014 Maria Solomou

2011 Sinem Siyahhan

2011 Duce McCune

2010 Che-yu Kuo

2008 Anna Barab

2008 Brianna Scott

2007 Martin H. Jones

2005 Mary E. Leibham

2004 Melissa Grabner-Hagen

2003 Robyn Osborn

2003 Chih-Hung Wang

1999 Shu-Shen Shih

1999 Hairul Ismail

1995 Victoria Manion Fleming

Selected National and State Professional Service

2018-2020 Member, Educator Preparation Advisory Committee, State of Texas

2018 External reviewer, College of Education, Health and Human Services, Kent State University.

2017-2020 Elected Executive Committee Member-at-Large, Consortium of University and Research Institutions, American Educational Research Association

2017 Co-chair, American Association of University (AAU) Deans of Colleges of Education annual program meeting, Washington DC

2016–present Participant, LEARN Coalition Day on the Hill (Advocacy for Education/Social Science Research Funding), Washington DC

2016 External Reviewer, Oklahoma State University, College of Education, John Romans, Dean. Review during reorganization process for college programs.

2014 Participant, Indiana State Board of Education, Strategic Planning Constituent Group Session

2014 Participant, Day on the Hill (advocacy for Teacher Preparation), American Association of Colleges of Teacher Education (AACTE), Washington DC

2013-2014 National Science Foundation Graduate Fellowship Review Board

2012-present Editorial Board Member, Metacognition and Learning

2006 Volunteer Coordinator, International Conference for the Learning Sciences

2006-2010 Review Board, International Journal of Teaching and Learning in Higher Education

2006-2011 Editorial Board Member, Metacognition and Learning

2006 National Science Foundation Graduate Fellowship Review Board

2003-2006 Member, Publications Committee, Division 15 (Educational Psychology),

American Psychological Association (APA)

2000 Member, Strategic Planning Committee, Division 15 (Educational Psychology), American Psychological Association (APA)

2002 Reviewer, National Academics Collaboration in Basic Sciences and Engineering

(COBASE) competition.

1998 Mentor, Graduate Student Research Seminar, Division 15, APA

1996-2002 Secretary, Division 15 (Educational Psychology), American Psychological Association (APA)

1995-1998 Member, Ad Hoc Committee to examine the future of educational psychology in teacher education, American Psychological Association Division 15

1992-present Journal reviewer, Review of Educational Research, Learning and Individual Differences, Educational Psychologist, Journal of Educational Psychology, Journal of Experimental Child Psychology, Metacognition and Learning, British Journal of Educational Psychology, Journal of the Learning Sciences, International Journal of Teaching and Learning in Higher Education, International Journal of Behavioral Development, Developmental Psychology, Cognitive Development, Science Education.

Selected Texas A&M Service

2017 Chair, Search Committee for Dean of the College of Nursing

2016-2017 Member, Vision 2030 Strategic Planning Committee

2016 Member, Committee to update annual program review (APR) procedures

Selected Indiana University and School of Education Service

2013-2014 Member, Indiana University Strategic Planning Committee, Graduate Education

2013-2014 Member, Indiana University Strategic Planning Committee, Recruitment of Underrepresented Students

2011-2013 Reviewer, Indiana University Outstanding Junior Faculty Award

2008-2013 Mentor & Research Director for Indiana University Cox Research Scholar Program (2 students; full scholarship with 4-year undergraduate research experience with faculty mentor), Hutton Honors College

2003-2004 Member, Bloomington Faculty Council’s Educational Policy Committee

2002-2008 Member, Associate Instructor Board of Review

2002-2005 Member, American Association of University Professors (AAUP) Executive Committee

2004. Member, Bloomington Faculty Council

2002-2004 Member, School of Education, Policy Council

2001-2003 Chair, School of Education, Promotion and Tenure Committee

1998-2011 Member, School of Education, Education Council (members elected from across Indiana University’s eight campuses)

1996-1998 Member, School of Education, Policy Council

Selected Community Service

2011-2012 Member, School Improvement Committee, New Technology High School

2010-2011 Member, Search & Screen Committee, New Technology High School

2008-2011 President, New Technology High School Parent Advisory Committee

2002. Search & Screen Committee, Campus Children's Center

2001-2005 Campus Children's Center Advisory Board

Membership in Professional Organizations

American Educational Researchers Association

Society for Research in Child Development

Cognitive Development Society

American Association for the Advancement of Science

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download