In this issue
2017 APA Div. 5 award winners
By Carolyn Anderson
Samuel J. Messick Distinguished Scientific Contributions AwardStephen G. West, PhD (University of Texas at Austin), is the 2017 winner of the Samuel J. Messick Distinguished Scientific Contributions Award. This award, sponsored by the Educational Testing Service, is presented each year to honor an individual who has a long history of outstanding scientific contributions in assessment, evaluation, measurement, statistics or quantitative research methods. West is a professor of psychology at Arizona State University (ASU) and frequent gastprofessor at Freie Universität in Berlin, Germany. Throughout his career, he has held both regular and visiting faculty positions at several universities in the United States and Germany. He is past editor of Journal of Personality, Psychological Methods, and Multivariate Behavioral Research. West has received several distinguished awards for his teaching, mentorship and research. He received the ASU graduate school’s Outstanding Graduate Mentor Award and the Jacob Cohen Award for outstanding teaching and mentoring from Div. 5 of the American Psychological Association (APA). He received the Henry Murray Award for lifetime contributions to the study of lives from APA (Div. 8); the Saul Sells Award for distinguished multivariate research from the Society for Multivariate Experimental Psychology; and the Alexander von Humboldt Stiftung Forschungspreis for lifetime contributions to research methods.
His methodological work is in causal inference, experimental and quasi-experimental research designs, longitudinal data analysis, multiple regression, and structural equation modeling. His substantive research is in the areas of personality and in prevention-related issues in health, mental health and education. He is the co-author of 13 books and has edited volumes including “Multiple regression: Testing and interpreting interactions,” (1991), and “Applied multiple regression/correlation analysis for the behavioral sciences,” (2003).
He is most proud of the many graduate students with whom he has worked who have gone on to faculty positions in quantitative research methods at major universities.
Distinguished Contributions to Qualitative Inquiry Award
Michelle Fine, PhD (Teachers College of Columbia University), is the winner of the 2017 Distinguished Contributions to Qualitative Inquiry Award. Fine is a distinguished professor of critical psychology; women's studies; American studies; and urban education at the Graduate Center, City University of New York (CUNY). Fine is a university teacher, educational activist and researcher who works on social justice projects with youth, women and men in prison, educators, and social movements on the ground. Fine taught at the University of Pennsylvania from 1981–1991, when she was co-director of the Philadelphia Schools Collaborative, a member of Women Organized Against Rape and the National Coalition for the Defense of Battered Women.
She has authored many classic texts, including books and articles on high school pushouts; adolescent sexuality (called the “missing discourse of desire”); the impact of college in prison; the struggles and brilliance of the children of incarcerated adults; and the wisdom of Muslim American youth. She writes on the injustice of high-stakes testing, the racial abuse of mass incarceration of people of color and queer youth, and she loves to conduct research with young people who intimately know the scars of injustice and the laughter of surviving the streets of New York. A pioneer in the field of youth participatory action research, and a founding faculty member of the Public Science Project, Fine has been involved with a series of participatory studies with youth and elders from across different racial, ethnic and social class backgrounds to investigate circuits of dispossession, and circuits of critical resistance.
Jacob Cohen Distinguished Contributions to Teaching and Mentoring Award
Scott Maxwell, PhD (University of North Carolina at Chapel Hill ), is the winner of the 2017 Jacob Cohen Distinguished Contributions to Teaching and Mentoring Award , sponsored by the Taylor and Francis Group in memory of Jacob Cohen . Maxwell is the Matthew A. Fitzsimons Professor of Psychology at the University of Notre Dame, where he served as the chair of the psychology department from 1991–1994 and from 1995–1998. In addition to his 34-year career of teaching quantitative courses and mentoring students, he was a major force in starting the program in quantitative psychology at Notre Dame, which is now one of the top programs in the country. Maxwell's research interests span a variety of areas in psychological methods, with a special focus on statistical power analysis and methods for analyzing data from longitudinal designs. He is a co-author (along with Harold D. Delaney and Ken Kelley) of the forthcoming third edition of “ Designing Experiments and Analyzing Data ,” as well as “Multivariate Analysis of Variance” (with James H. Bray). He has received the Samuel J. Messick Award for Distinguished Contributions from Div. 5 of APA; the Raymond B. Cattell Award from the Society of Multivariate Experimental Psychology; as well as the Graduate School Award and the Kaneb Teaching Award from the University of Notre Dame. He served as president of the Society of Multivariate Experimental Psychology and the Special Interest Group of Educational Statisticians of the American Educational Research Association (AERA). He is a Fellow of APA, the Association for Psychological Science and AERA. He has served as editor of Psychological Methods, and as associate editor of Psychological Bulletin and Psychological Methods.
Distinguished Contributions to Teaching and Mentoring in Qualitative Inquiry Award
Lorraine Gutierrez, PhD ( University of Michigan, Ann Arbor), is the 2017 winner of the Distinguished Contributions to Teaching and Mentoring in Qualitative Inquiry award. Gutierrez is currently at the University of Michigan, Ann Arbor, where she is the chair of the Personality and Social Contexts Psychology Program and Arthur F Thurnau Professor of Psychology, Social Work and Latino Studies . Gutierrez is recognized for her strong commitment to teaching and mentoring. She is the Coordinator and Facilitator of MORE (Mentoring Others Results in Excellence) at the University of Michigan. Her research is focused on empowerment theory and practice, the experiences of women of color, and critical multicultural organizational and community change strategies. She is one of the founders of the Detroit Initiative in Psychology, a program of scholarship, teaching and service with community based organizations in Detroit. Her work uses qualitative, quantitative and community based research methods. For the past five years, she has been one of the editors of the Journal of Community Practice.
Anne Anastasi Distinguished Early Career Contributions Award
Elizabeth Tipton, PhD (University of Chicago), is the 2017 winner of the Anne Anastasi Distinguished Early Career Contributions Award, sponsored by the College Board and the Fordham University Graduate School of Education. Tipton is an assistant professor of applied statistics in the human development department at Teachers College, Columbia University. In 2016, she received the Early Career Award for Quantitative Research Methodology in Education (American Educational Research Association; AERA, Division D). Her research focuses on the design and analysis of field experiments, with a particular focus on issues of external validity and generalizability in experiments; meta-analysis, particularly of dependent effect sizes using robust variance estimation; and the use of cluster robust variance estimation in econometrics. Over the past two years, she has developed a free webtool that helps researchers planning experiments in schools to think about issues of generalizability. In 2015, she worked with a team of psychologists to design the National Study of Learning Mindsets, a randomized experiment conducted in a probability sample of 76 high schools through the United States. She currently serves on the editorial boards of the Journal of Educational and Behavioral Statistics, the Journal of Research on Educational Effectiveness, and Psychological Bulletin. Her research has been funded by the National Science Foundation, the Spencer Foundation and the Raikes Foundation. Tipton earned her PhD in statistics from Northwestern University in 2011. Before that, she completed an MA in sociology from the University of Chicago and a BA in mathematics from Transylvania University in Lexington, Kentucky.
Distinguished Early Career Contributions in Qualitative Inquiry Award
Valerie A. Futch Ehrlich, PhD (City University of New York), is the 2017 winner of the Distinguished Early Career Contributions in Qualitative Inquiry Award. She earned her PhD in 2011 in social-personality psychology at The Graduate Center, City University of New York ( CUNY). She is currently the evaluation and research lead for the Societal Advancement Group at the Center for Creative Leadership (CCL) in Greensboro, NC, a group committed to advancing and democratizing leadership development in the social sector. While receiving her PhD, she worked with the Academy for Educational Development and was a fellow in the CUNY system. Upon completion of her PhD, Ehrlich became a postdoctoral research associate and then a research assistant professor at the University of Virginia's Curry School of Education. Her primary research interests are in the field of youth development, leadership identity development, and applied developmental science. Ehrlich has published both empirical and theoretical articles related to adolescent identity development and has recently edited a special issue of Qualitative Psychology focused on the promise of qualitative methods for expanding theories of positive youth development. In addition, she has taught courses at the undergraduate and graduate level on topics ranging from adolescent development, social and personality psychology, research methods and program evaluation.
Anne Anastasi Dissertation Award
Qiwei He is the 2017 winner of the Anne Anastasi Dissertation Award, sponsored by the Anne Anastasi Charitable Foundation in honor of Anne Anastasi. He is a research scientist for the Center for Global Assessment at Educational Testing Service (ETS), where she helps oversee research projects in international large-scale assessments. She joined ETS in 2014 after receiving her PhD in psychometrics and data analysis at the University of Twente, Netherlands. Her dissertation, “Text Mining and IRT for Psychiatric and Psychological Assessment,” showed that text mining, in combination with item response theory (IRT) techniques, is a promising approach for handling textual data and item-based responses in one systematic framework for psychiatric and psychological assessments. He also won the 2013 Dutch Abbas Dissertation Award. In addition to applying advanced techniques such as text mining and IRT in assessments, she has broadened her research to developing new methods of analyzing “big data,” such as process data in log files, and to understanding individuals' behavior during learning and testing. The innovative nature of her research has received recognition, including the 2017 Alicia Cascallar National Council of Measurement in EducationAward for an Outstanding Paper by an Early Career Scholar and acceptance into the Organisation for Economic Co-operation and Development's Thomas Alexander Fellowship. Recently, together with Columbia University colleagues, she won a four-year grant from the National Science Foundation. She will be the principal investigator developing latent and graphical models for complex dependent data in education.
Distinguished Dissertations in Qualitative Inquiry Awards
Jonathan Yahalom is one of the winners of the 2017 Distinguished Dissertation in Qualitative Inquiry Award. He received his PhD in clinical psychology from Duquesne University. He is a fellow at the West Los Angeles Veterans Affairs where he primarily does mindfulness-based (meditation) interventions with veterans, along with work in trauma and primary care clinics. His dissertation “Social Dimensions of Alzheimer's Disease Among Caregivers in Oaxaca, Mexico" is an ethnography primarily conducted in the Zapotec language that interfaces between clinical psychology, medical anthropology, qualitative research theory, and gerontology. He has published and presented within different intellectual disciplines and is currently revising his dissertation into a monograph.
William Hartmann is one of the winners of the 2017 Distinguished Dissertation in Qualitative Inquiry Award. He recently earned his doctorate from the clinical area of the department of psychology at the University of Michigan. Hartmann is now an assistant professor at the University of Washington Bothell in the school of interdisciplinary arts and sciences. His interdisciplinary research program focuses on the intersections of culture and mental health, with particular attention to how ideas of culture circulate through communities, clinics, and academic fields to shape our understandings and responses to distress and human hardship. Through research partnerships with rural and urban American Indian communities, he has utilized various qualitative methods (interviews, focus groups, ethnography) to explore how engagement with discourses around culture and mental health facilitate and constrain the therapeutic landscapes available to American Indians. Through research and teaching, he hopes to build bridges between clinical psychology and American Indian studies to inform a greater awareness of the social and political nature of clinical knowledge, institutions, and practice in the United States and around the world.