CEHD - College of Education and Human Development - …
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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