Ed Psych Announcements
The Institute for Education Sciences announces a new two-week training workshop on better quasi-experimental designs. This two-week workshop will expose attendees to state-of-the-art quasi-experimental methods for evaluating education interventions. It will also offer participants opportunities to conduct hands-on analyses of quasi-experimental data that we will provide. Participants in past IES Quasi-Experimental workshops without hands-on training and who now want it are encouraged to apply. The format will consist of lectures, small group discussions, individual consultations, and small group hands-on experiences.
Dates: July 31 – August 11, 2017
Location: Northwestern University at Evanston, IL
Participants: The workshop is limited to 30 participants. It is intended for faculty who teach research methods; education researchers who use quasi-experimental methods, including university faculty and staff at contract research firms, government agencies, and/or school districts; and advanced graduate students and post-docs working on causal issues or quasi- experimental designs. Past participants of the QE workshop are welcome to apply.
Thomas D. Cook, Northwestern University Peter Steiner, University of Wisconsin, Madison Stephen West, Arizona State University
Coady Wing, Indiana University, Bloomington Vivian Wong, University of Virginia
Applications to attend the workshop should be submitted by April 20, 2017. Decisions will be made by May 1, 2017. The application process requires an application form, a vita, and a letter describing past, present, or future involvements with the conduct of quasi-experimental studies in education.
For further information and the application form, please view the workshop website: http://www.ipr.northwestern.edu/workshops/annual-summer-workshops/quasi-experimental- design-and-analysis/
Please contact Ms. Rebecca Morris at firstname.lastname@example.org with any questions not answered on the website.
Submit vita and the letter to email@example.com
The ICPSR Summer Program provides in-depth, hands-on training in statistical techniques and research methodologies used across the social, behavioral, and medical sciences. The ICPSR Summer Program’s unique learning environment facilitates professional networking, encourages the exchange of ideas, and makes the experience of acquiring critical analytical skills enjoyable.
From May through August 2017, the Summer Program will offer more than 80 courses in cities across the US and around the world. Registration is now open for all 2017 courses. For more information, visit icpsr.umich.edu/sumprog or contact firstname.lastname@example.org or (734) 763-7400.
Held on the University of Michigan campus in Ann Arbor, Michigan, the Summer Program’s First (June 26 – July 21, 2017) and Second (July 24 – August 18, 2017) Sessions contain more than 35 courses, including regression analysis, network analysis, longitudinal analysis, MLE, SEM, causal inference, and more. Participants in a four-week session are encouraged to take as many courses within that session as they wish. Scholarships are available for graduate students in child, developmental, and family psychology, education, public policy, and other disciplines. Additionally, new in 2017, the HENRY “HANK” HEITOWIT SCHOLARSHIP will be awarded to a past participant of the ICPSR Summer Program’s four-week sessions. All scholarship applications are due March 31, 2017.
For researchers needing to learn a specific methodological technique in just a few days, the ICPSR Summer Program offers more than 40 short workshops, ranging from introductory to advanced methods and cutting-edge techniques. Highlights of our short workshop schedule include:
- Analyzing Intensive Longitudinal Data: A Guide to Diary, Experience Sampling, and Ecological Momentary Assessment Methods (June 5-9, Amherst)
- Item Response Theory: Methods for the Analysis of Discrete Survey Response Data (June 5-9, Ann Arbor)
- Hierarchical Linear Models I: Introduction (June 26-30, Amherst)
- Egocentric Social Network Analysis (July 17-21, Bloomington)
- Modern Causal Inference: Experiments, Matching, and Beyond (July 24-28, Boulder)
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).
- 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 here. Ambassadors 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).
The Division 15 Membership Committee
Julia Houston – email@example.com
Carlo Panlilio – firstname.lastname@example.org
Joshua Rosenberg – email@example.com
Serena Shim – firstname.lastname@example.org
Robin Tate – email@example.com
Jane Vogler – firstname.lastname@example.org
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: http://www.apadiv15.org/. (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 (email@example.com).
- 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
- 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.
- 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.
LETTER OF RECOMMENDATION
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.
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.
Virginia Commonwealth University
Phone: (804) 827-2625
|Matthew Irvin, Ph.D.
Educational Psychology and Research
University of South Carolina
Phone: (803) 777-3103
SAGE Publishing is currently commissioning a new collection for its research methods online platform: SAGE Research Methods Cases. The group is looking for researchers to write a short (2,000-5,000 words) original case study about experiences in doing their research – the highs and lows, the challenges and benefits of particular research approaches, the reasons for choosing one methodological approach over another.
The intended audience for the resource is students and early career academics and it aims to inspire and guide them as they plan their own research. The case studies tell the real stories behind doing research, and SAGE is looking for an engaging style – more conversational than academic. The group is particularly keen to commission cases on the methods used in Psychology research.
Please visit the SAGE website for more information about the types of cases they are looking for and the publication process. Style Guidelines and FAQs are available there as well as a link to their Case Submission Template – which all submissions must follow. Please send questions to Michael Gill (Michael.firstname.lastname@example.org).
If you are interested in writing a case, please do get in touch with the following information:
- Names of authors and e-mail address for lead author
- Preliminary title
- Topic you will focus on (i.e. what was the focus of the research?)
- Method you will focus on. (e.g. cross-sectional analyses)
The current deadline dates for submissions are the 17th and 31st of March. The group is open to submissions until the end of July, and have future submission available.
Event Held June 6 – 7, 2017 (Application deadline is April 15, 2017.)
Qualcomm Institute at Calit2
University of California, San Diego
La Jolla, CA
As the open science movement rapidly advances, the scientific community is growing to appreciate the benefits of data sharing: it promotes scientific progress, sustains scientific integrity and maximizes the value of data. In 2013 the White House Office of Science and Technology Policy (OSTP) issued a directive that required public access to data obtained from federally funded research. In response, many federal agencies that support behavioral and psychological research have instituted policies that require investigators to provide a detailed data sharing plan in their grant applications. Another manifestation of this trend toward open science is the adoption of data sharing as a requirement for publication by a growing number of journals. Further, in 2015, a working group of the American Psychological Association (APA) issued a statement on Data Sharing: Principles and Considerations for Policy Development.
Embracing this change calls for a revamping of scientific education and training to ensure that researchers develop the new skill sets that are needed for both original data collection and secondary use of data. Traditional approaches to collection, management, documentation and curation of original data will have to be reshaped to make effective secondary use of data possible. In addition, there are numerous ethical and pragmatic implications associated with data sharing that need consideration. These include the nature of the consent process for the primary study when the data may be shared for other as-yet-to-be-determined research purposes; identifying sources of support for the costs associated with data sharing; and ensuring that data are preserved in a form that is usable and interpretable by secondary users.
About the workshop
This APA-sponsored workshop will focus on the practical components of sharing research data. Participants will learn how to develop a plan for data sharing, draft consent forms that accommodate sharing of research data and construct a budget to support effective data management. Participants will also explore various platforms and data repositories to identify those best suited to their type(s) of research data, as well as existing data collection tools and resources that facilitate data sharing, such as the NIH Toolbox. In addition to hands-on experience, the workshop will provide attendees with an overview of open science, best practices for dealing with human research participant protection issues, implications of data sharing for career development and the future of research, and how academe can adapt to this changing landscape.
The workshop, directed by Cinnamon Bloss (Univ. of California, San Diego; UCSD), in collaboration with Terry Jernigan (UCSD) and Gregory Farber (National Institute of Mental Health; NIMH), is geared towards established and early career psychological scientists and graduate students and will accommodate up to 30 participants. Attendees are encouraged to bring their current or planned studies and/or data to the workshop in order to receive guidance and feedback on data sharing within their own research programs. Along with the directors, the faculty will include other researchers with substantial experience in data sharing.
Cinnamon Bloss is assistant professor in the Departments of Psychiatry and Family Medicine and Public Health at the University of California, San Diego. Dr. Bloss’ background is in clinical psychology, statistical genetics, genomic medicine, biomedical ethics and health policy, and her current research focuses on the individual and societal impacts of emerging biomedical technologies. Dr. Bloss is a co-investigator of the genetics core of the multi-site Pediatric Imaging, Neurocognition, and Genetics (PING) Study. PING investigators have produced and released data through the PING Data Resource, a publicly accessible data platform, with the conviction that sharing and collaboration within large-scale studies can lead to future discoveries that will benefit the lives of children.
Matthew Bietz is assistant project scientist and assistant professor in the Donald Bren School of Information and Computer Sciences, at the University of California, Irvine. He explores the role of knowledge representations and digital artifacts in supporting scientific collaboration, specifically with respect to information and communication technologies. His research builds on sociotechnical theories that illuminate the complex interplay of social and technological phenomena, and uses sociotechnical aspects of data, databases and data sharing systems in HIV/AIDS research, genomics and oceanography.
Gregory Farber is the director of the Office of Technology Development and Coordination at NIMH, which is responsible for coordinating all technology development and bioinformatics activities at NIMH. He began his career at Pennsylvania State University as an assistant professor of biochemistry, where his research included work on structural movies of enzyme action, molecular evolution and mechanistic enzymology. Dr. Farber has also worked at the National Center for Research Resources, where he managed a number of centers and individual investigator awards in technology development and bioinformatics, as well as a cohort of interdisciplinary research centers.
Terry Jernigan is professor of cognitive science, psychiatry, and radiology at UCSD, and currently serves as director of the UCSD Center for Human Development, where she works with an interdisciplinary team conducting research focused on the factors that influence behavioral and brain development in children. Dr. Jernigan is a principal investigator of the PING Study as well as co-director of the coordinating center for the Adolescent Brain Cognitive Development Study – the largest long-term study of brain development and child health in the U.S.
Camille Nebeker is an assistant professor at UCSD in the Department of Family Medicine and Public Health with a primary appointment in behavioral medicine and a secondary appointment in global health. She holds an adjunct appointment in the Graduate School of Public Health at San Diego State University and is an affiliated investigator with the UCSD Research Ethics Program and the Center for Wireless and Population Health Systems. Dr. Nebeker’s expertise is in human research ethics applied to emerging technologies, community-based/engaged research, and teaching and learning about research ethics.
Tuesday June 6, 2017
8:00 – 9:00 am Registration and breakfast
9:00 – 10:30 am Opening sessions
Broad overview of open science, with primary focus on data sharing, ethical implications and special considerations for different types of research/data
10:30 – 10:45 am Break
10:45 am – 12:00 noon Hands-on sessions (see topics below)
12:00 – 12:45 pm Lunch
12:45 – 2:30 pm Hands-on sessions
2:30 – 2:45 pm Break
2:45 – 4:30 pm Hands-on sessions
4:30 – 5:00 pm Wrap-up of the day and adjourn
6:00 – 8:00 pm Dinner reception
Wednesday June 7, 2017
8:00 – 9:00 am Opening sessions
Issues related to preparing and submitting original data for sharing, as well as extracting data for use in secondary studies
9:00 – 10:30 am Hands-on sessions
10:30 – 11:00 am Break
11:00 am – 12:15 pm Hands-on sessions
12:15 – 1:00 pm Lunch
1:00 – 3:00 pm Hands-on sessions
3:00 – 3:15 pm Break
3:15 – 4:00 pm Closing session – Impact of data sharing on the future of research
Hands-on Session Topics
- Studies we can learn from:
- Platforms/data repositories to use (e.g., structures and databases to consider to host your data)
- Existing resources to facilitate data sharing (how to share data in a way that facilitates downstream data aggregation)
- NIH Toolbox and other NIH resources
- Consent forms for data sharing
- Budgets for data sharing
- Data use agreements
- Considerations for special populations (e.g., minors, tribal)
- Career development implications
- Data sharing for the junior investigator
Please submit a curriculum vitae and brief statement of no more than 600 words describing why you would like to attend this workshop and how you will use the knowledge gained in your research and/or teaching. Deadline for applications is April 15, 2017. Submit application to email@example.com.
Applications for the APA Workshop on How to Share Research Data are reviewed by APA Science Directorate staff using the following criteria:
- Preparedness for the course. Curriculum vitae and personal statements are reviewed to ascertain whether the applicant is academically prepared for the course
- Opportunity to use training in future research. Personal statements are reviewed to determine whether applicants demonstrate a strong likelihood of using this training in future academic endeavors.
Participants will receive a group discount on rooms at a hotel located close to the QualComm Institute at Calit2.
Division 15 will have the following committee openings in August. Early career professionals and graduate students are especially encouraged to apply as a way of obtaining national service. More experienced members, fellows, and affiliates are encouraged to apply as well.
Please send me an email about any openings that interest you (in priority order, if more than one) at firstname.lastname@example.org. If you can, send me a copy of your CV as well. I will begin making committee appointments on April 15, 2017.
Committees that will have openings are:
- Membership (1-2 members, 2 students) – This committee examines ways to increase and retain membership in the division and oversees member services.
- Dissertation Awards (2 members and 2 fellows) – Reviews applications for dissertation awards.
- Snow Award Committee (2 fellows) – Oversees the Richard E. Snow Award for early career achievements.
- Graduate Student Affairs (1 member) – Conducts the early career seminar at the APA annual convention.
- Early Career Development Committee (2 members) – Seeks to recruit early career psychologists into the division and to support their active participation.
- Early Career Research Grants (2 members) – Committee solicits and reviews early career grant applications.
- International Committee (1 member, 2 students) – Promotes an international perspective within the division, for example by maintaining international affiliations and overseeing the international student travel award.
- Editor for the Newsletter for Educational Psychologists (1 person).
- Finance (1 member, 1 past president)—Oversees the division’s financial investments and revenue stream.
- Fellows Selection Committee (1-2 fellows).
- Psychology Today Blog Ad Hoc Committee (1 member, 2 students).
- Webinar Committee (3 members). Organizes webinars for the division.
I am also considering creating an Ad Hoc Educational Policy Committee, which would explore ways of involving division members more in educational policy analysis, decision making, and advocacy.
President-Elect, American Psychological Association Division 15
Call for Applications: AERA-SRCD Early Career Fellowship in Early Childhood Education and Development
March 15, 2017 Deadline
The American Educational Research Association (AERA) and the Society for Research on Child Development (SRCD) are pleased to announce a joint initiative, the AERA-SRCD Early Career Fellowship in Early Childhood Education and Development. This fellowship provides a collaborative opportunity for early career scholars to participate in a research network focused on early childhood education and development.
The purpose of this initiative is to build an early career cohort of scholars with integrative interests and expertise at the nexus of child development and formal/informal education and learning in their broader social context. It leverages the expertise and convening capacity of both organizations to create a context for early career scholars to expand their research competencies and enhance their research programs.
An initial step toward this collaboration will begin at the 2017 meetings of each organization, the SRCD Biennial Meeting in Austin, Texas (April 6 – 8, 2017) and the AERA Annual Meeting in San Antonio, Texas (April 27 – May 1, 2017). There will be dedicated symposia on the topic of early childhood education and development with leading research experts at each meeting. This joint effort will capitalize on the knowledge, skills, and research expertise of senior scholars who constitute the AERA-SRCD Advisory Committee and mentors for this initiative.
Each dedicated symposium will be followed by a private meeting of selected early career scholars with a member or members of the Advisory Committee to build on the symposium and consider issues of shared interest at the intersection of early childhood education and development. The setting of this short meeting will be conducive to networking and informal exchange.
The Advisory Committee will select 8 early career scholars planning to attend either the AERA or SRCD meeting. They will receive travel awards of up to $1000 to attend the 2017 meeting that they were not otherwise planning to attend. The Committee will consider applicants with a prior commitment to attend both meetings.
This introductory cohort of AERA-SRCD early career fellows will participate in shaping this fellowship program. Shortly after the conclusion of the SRCD and AERA meetings, the 8 scholars will contribute to assessing the effectiveness of the combined symposia and follow-up sessions. This feedback will then be used to design a longer (e.g., two-year) program to build a cadre of early career scholars. In future years, each cohort of fellows will focus on a different aspect of the topic, such as middle school versus early education years.
Eligibility for the 2017 travel awards:
- Awarded a doctorate within the last 7 years (2010 or later) in education research, human development, or another social or behavioral science disciplinary or interdisciplinary field, such as economics, psychology, or sociology.
- Some track record of research in child development, education research related to formal or informal education of children and youth, or research grounded in other social and behavioral science fields with an emphasis on children, early childhood, or education and learning.
U.S. underrepresented racial and ethnic minority researchers are strongly encouraged to apply. Early career scholars from or working outside of the United States are eligible. Membership in AERA or SRCD is not a requirement for application, but it is expected that accepted Fellows will become a member of one of the two associations as a condition of participation.
Fellows will attend both the 2017 SRCD Biennial Meeting and 2017 AERA Annual Meeting. They will be reimbursed up to $1,000 for travel and conference related expenses to attend one of the two meetings (the one they were not otherwise planning to attend). Fellows may be selected who were planning to attend both meetings, but they only will receive reimbursement for one of the two meetings. Registration fees are an allowable cost.
Applicants must submit the following in a combined PDF.
- Statement of Interest (maximum 500 words), describing the applicant’s background, career goals, and how the applicant would benefit from the Early Career Fellowship. The statement should include research interests and experiences related to childhood education and development.
- Applicant’s curriculum vitae (limited to 2 pages) that includes: research and academic employment history; relevant publications and presentations; relevant graduate courses in research methodology and statistics; relevant accomplishments, specialized training, professional affiliations, and/or memberships;
- Indication of plans to attend either the AERA or SRCD 2017 meeting and anticipated participation at that meeting (please note if planning to attend both meetings, anticipated participation, and any sources of support for each); and
- List of 2-3 AERA or SRCD senior scholars who could be contacted as references.
The combined PDF document must be submitted to email@example.com.
The application deadline is March 15, 2017; 11:59 PST.
Review and Selection Process:
The AERA-SRCD Advisory Committee composed of senior scholars and researchers will review and evaluate the applications. Submissions are treated as confidential documents. The Committee is unable to provide feedback to all applicants.
AERA will notify all applicants of the outcome no later than Friday, March 24, 2017. All decisions and communication will be through e-mail.
The APA Science Directorate is pleased to sponsor its annual travel award competition for graduate students of psychology who will present research at the APA convention. This year’s convention will be held Aug. 3 – 6in Washington, DC.
Graduate students in psychology who are the first author of a poster or talk are eligible to apply for one of this year’s grants of $300 each. Applicants are required to submit an application form, cover letter, research summary, CV and paper/poster acceptance notice.
The deadline for applications to arrive is April 7, 2017.
Applications must be sent by email in a single PDF. Up to three students from each department of psychology in the U.S. and Canada may submit applications. If more than three students from a department wish to apply for travel awards, the department must perform an initial screening and forward only three applications. Students enrolled at universities outside of the U.S. or Canada who will travel to the APA convention are eligible to apply for grants from the APA International Office but may not apply for this Student Travel Award.
The application form and additional details are available at the APA Convention Student Travel Awards Web page.
Up to $10,000 for research and demonstration activities that promote the understanding of the relationship between self-identity and academic achievement with an emphasis on children in grade levels K-8.
Please find below a link for the American Psychological Foundation’s (APF) 2017 Kenneth B. and Mamie P. Clark Grant.
The Kenneth B. and Mamie P. Clark Grant was established in 2003 to honor the Clarks and to perpetuate their work as pioneers in understanding the psychological underpinnings of race relations and in addressing social issues such as segregation and injustice.
The Clarks were the first and second African-Americans to receive PhDs from Columbia University. Their famous doll experiments, in which they asked children to express their likes and dislikes about brown-and white-skinned dolls, led the Clarks to conclude that the segregation in schools and society was psychologically damaging to the children. These studies are believed to be the first social science evidence considered as hard fact by the U.S. Supreme court, in Brown v. The Board of Education of Topeka.
Applicants must meet the following criteria:
- Be a graduate student.
- Have received IRB approval before funding can be awarded if human participants are involved.
- Familiarity with the Clarks’ work is essential:
- Kenneth Bancroft Clark, Library of Congress, Manuscript Division, Washington, D.C.
- Mamie Phipps Clark, Manuscripts Division, New York Public Library, New York.
- Markowitz, G. & Rosner, D. (1996). Children, Race and Power: Kenneth and Mamie Clark’s Northside Center. Charlottesville: University Press of Virginia.
See our website for more information http://www.apa.org/apf/funding/clark-fund.aspx The deadline for applications is June 15, 2017.