Important News

Call for Applications: Division 15 Graduate Student Ambassadors

Division 15’s Membership Committee is currently soliciting applications for its newly created Graduate Student Ambassador program. The purpose of this program is to create a community of graduate students who will serve as liaisons between Division 15 and their institution. Graduate students in Educational Psychology or related fields are eligible to apply. Ambassadors will typically serve two years (all terms will end no later than students’ graduation).

Responsibilities include:

  • Ambassadors will support general Division 15 awareness and growth within their programs and help disseminate D15’s most important messaging. For example, ambassadors will be asked to forward important messages from the division to other graduate students in their programs.
  • Ambassadors will also serve as the point person for graduate students who have questions regarding membership. They may also support recruitment efforts by sharing enrollment and renewal information among students in their graduate programs no more than twice per year.
  • Ambassadors will foster communications between graduate students in their program and the Division. For example, ambassadors will relay the concerns and needs of their fellow graduate students to relevant Division 15 committees (e.g., Graduate Student Affairs Committee, Membership Committee, Early Career Committee, etc.) via short annual reports.

Those interested may apply hereAmbassadors will be acknowledged on the Division 15 website, as well as at the annual Division 15 Business Meeting.  The deadline to apply is April 14, 2017. Applicants will be notified of a decision by the end of May, 2017.  If you have any questions about the program, please email any member of the Division 15 Membership Committee (contact information below).

Best regards,

The Division 15 Membership Committee

Julia Houston –
Carlo Panlilio –
Joshua Rosenberg –
Serena Shim –
Robin Tate –
Jane Vogler –

2017 Call for Applications – Claire Ellen Weinstein Annual Graduate Student Seminar

Division 15 (Educational Psychology) of APA invites doctoral students who are members of the Division to apply to participate in the Claire Ellen Weinstein Annual Graduate Student Seminar, to occur before and during the 2017 APA Annual Convention in Washington, D.C.

Seminar Description and Time Commitment

Selected students will meet with distinguished researchers, work with faculty to discuss their dissertation research and professional identity development, and socialize with distinguished faculty and soon-to-be colleagues. The seminar is free, and Division 15 will provide some meals and refreshments. Students will receive a small stipend intended to assist with the cost of travel and registration. Selected participants are expected to attend all seminar and specified Division 15 events beginning no earlier than 4 p.m. on August 2, 2017, and ending no later than 1 p.m. on August 6. The Convention dates are August 3-6, 2017.


Applicants must be full-time doctoral students who are in the preliminary stages of their dissertation study. Students from institutions large and small and from all domains relevant to educational psychology are encouraged to apply. The seminar will be limited to up to three students from the same institution. Applicants must be members or student affiliates of Division 15 at the time of the convention. For information on joining the Division, visit: (Your first year of membership is free!)

When and How to Apply

The deadline for application is by 5 p.m. EST on Sunday, April 9, 2017. A completed application will require the following information. Please prepare these three items as separate documents and email them to Dr. Matthew Irvin (


  1. A structured introduction
    • full contact information (name, institution and department, mailing address, email, phone number)
    • the name and email address of your dissertation chair
    • the working title of your dissertation
    • a 100-word abstract of the proposed dissertation study (be sure to include the type of methodology you intend to use)
    • dissertation timeline including proposal meeting date (month/year), data gathering period, and anticipated dissertation defense date (month/year)
    • a 100-word statement of your research interests
    • a 100-word statement of your career goals and job search timeline
  2. A vita that includes education, professional experience, publications, conference presentations, teaching, and service. The vita should not be longer than 5 pages. Please name this file according to the following convention: lastname_vita.
  3. Document for blind review with the two sections described below. Do not include personally identifying information in the body of this document. Please name this file according to the following convention: lastname_blind. We will change the file name when sending your file to reviewers. This document should contain the following:
    • A statement of interest in the seminar explaining how you can benefit from and contribute to the seminar (250-word limit).
    • A 3-5 double-spaced-page research proposal that describes your dissertation study. The proposal should include a working title, introduction, brief theoretical framework, problem statement, methodology, and analyses.


A letter of recommendation from your advisor describing your qualifications for this seminar. Please ask your advisor to send this letter directly to Dr. Matthew Irvin via email (filename: yourlastname_facultynomination).

All applications materials must be received no later than 5 p.m. EST on Sunday, April 9, 2017. Incomplete applications will not be considered. All submitted documents must reflect original work done by the applicant and should conform to ethical guidelines for research and reporting set forth by APA.

Evaluation Criteria

Selections will be based on the quality of the submitted work and fit with Division 15.

Questions should be directed to:

Sharon Zumbrunn, Ph.D.
Associate Professor
Educational Psychology
Virginia Commonwealth University
Phone: (804) 827-2625
Matthew Irvin, Ph.D.
Associate Professor
Educational Psychology and Research
University of South Carolina
Phone: (803) 777-3103

Division 15 Reaffirms Its Commitment to Diversity and Inclusiveness

Division 15 of the American Psychological Association is today reaffirming its commitment to diversity of thought, race, religion, sexual orientation, gender identity, language, physical ability, and nation of origin.
Our organization was designed to unite scholars from all walks of life toward a singular purpose: improving educational outcomes for all learners. We will continue to serve all learners to the best of our abilities, and we invite scholars and practitioners alike—both foreign and domestic—in this pursuit.
The Division 15 Executive Committee

In Memoriam: Dr. Martin (“Marty”) Maehr

We are very saddened to announce the passing of Dr. Martin Maehr in Ann Arbor, Michigan on January 10th, 2017.

Dr. Maehr, or Marty as most of us knew him, was a leading voice in the field of achievement motivation research for roughly five decades. After receiving his Ph.D. from the University of Nebraska, Marty served on the faculties of Concordia Senior College in Indiana and the University of Illinois. Marty moved to the University of Michigan in 1989 and was a leader in the Combined Program in Education and Psychology for over 25 years until he retired in 2005.

Marty’s research interests were broad and varied, but he is perhaps best known for work in three areas, all related to achievement motivation. First, he challenged the prevailing view of achievement motivation work of McClelland, Atkinson and others as being a needs-based, personality variable by proposing a social-cognitive alternative perspective with a strong emphasis on culture. His emphasis on the sociocultural influences on motivation was ahead of its time and remains influential today. Second, he developed a theory of personal investment that emphasized the motivational effects of goals that were personally meaningful to individuals. Finally, he was one of the early proponents of achievement goal theory. His work had direct applications to business, schools, and public policy. During the latter part of his career, Marty became particularly engaged with applying his research and knowledge toward improving school reform efforts. He truly wanted his work to make a difference in students’ and teachers’ lives.

Marty’s students will remember him as not only promoting but also protecting, their independence of thought and creativity in research. He will be greatly missed.