Division 5 Biographies
(Current and Past Leaders and Committee Members)

Last Updated: September 13, 2011

Herman Aguinis (Ph.D., 1993, University at Albany, State University of New York) is the Dean's Research Professor and a Professor of Organizational Behavior and Human Resources at Indiana University’s Kelley School of Business (homepage). Professor Aguinis received his Ph.D. in industrial and organizational psychology from the University at Albany, State University of New York, in 1993. His programs of research include the areas of organizational behavior, human resource management, and research methods and analysis in management and related fields. He has written several books including Performance Management (2009, Prentice Hall), Applied Psychology in Human Resource Management (2005, Prentice Hall, with W.F. Cascio), and Regression Analysis for Categorical Moderators (2004, Guilford). Also, he has written 70 refereed journal articles and about 40 book chapters, monographs in edited series, and other publications, and he has delivered more than 160 presentations at professional conferences. He is a Fellow of the American Psychological Association, the Association for Psychological Science, and the Society for Industrial and Organizational Psychology. He served as Editor-in-Chief of Organizational Research Methods and as Chair of the Research Methods Division of the Academy of Management. He has received several recognitions and awards including the Academy of Management Research Methods Division Robert McDonald Advancement of Organizational Research Methodology Award (2009) and the Academy of Management Research Methods Division Advancement of Organizational Research Methodology Award (2001). He has been a visiting scholar at universities in the People's Republic of China (Beijing and Hong Kong), Malaysia, Singapore, Argentina, France, Spain, Puerto Rico, Australia, and South Africa.
Leona S. Aiken is currently Professor of Psychology at Arizona State University. She is the founding chair of the Ph.D. Concentration in Quantitative Methods in Psychology. Her substantive research interests are in the development of models of health protective behavior and the implementation and evaluation of theory-based interventions in health promotion, with particular application to women's health. Her statistical interests focus on models containing interactions. She is currently associate editor of the American Psychologist. She is recipient of a number of teaching awards, including the inaugural Jacob Cohen Distinguished Teaching and Mentoring Award from Division 5 (Evaluation, Measurement, and Statistics) of APA in 2001, and the Arizona State University Arts and Sciences Distinguished Teaching Award in 2000. She is a fellow of four divisions of APA: Division 5, Evaluation, Measurement, and Statistics; plus Health Psychology; Psychology of Women; and General Psychology. She is also a fellow of the Association for Psychological Science. She is co-author of Aiken and West, Multiple regression: Testing and interpreting interactions (1991), and of Cohen, Cohen, West, and Aiken, Applied multiple regression/correlation analysis for the behavioral sciences (2003). She has served as president of Division 5 of APA and of the Western Psychological Association. She is currently president-elect of the Society for Multivariate Experimental Psychology (SMEP). She is deeply concerned about training in the field of quantitative psychology and currently chairs a Task Force of American Psychological Association to increase the number of quantitative psychologists.
Marcia M. Andberg consults in the research and development of psychological tests, and interpretive and training software. Her work focuses on promoting sound assessment practices and developing tests used in behavioral and mental health, special education, career/vocational, personnel selection and selection of gifted and talented students. Prior to consulting, Dr. Andberg worked for American Guidance Services, National Computer Systems (Pearson Assessments), and Assessment Systems, Inc. She’s a Fellow of the American Psychological Association and Division 5, and was appointed twice as the Chair of APA’s Committee on Psychological Tests and Assessments. Dr. Andberg serves on the Board of Directors of MATRICS Assessment, Inc., and the Academic Committee of Groves Academy. She served on the task forces that drafted Test Users Qualifications, and revised the Society for Industrial/Organizational Psychology’s Principles for the Validation and Use of Personnel Selection Procedures, Fourth Edition, and supported the ongoing work of Division 5 in a number of roles: newsletter editor, secretary, committee member, and member-at-large. While Chair of the Awards Committee, she worked to establish and fund The Division 5 Anne Anastasi Distinguished Early Career Contributions Award. Dr. Andberg received an M.A. and Ph.D. in Educational Psychology from the University of Minnesota.
Carolyn J. Anderson (Ph.D., 1993, University of Illinois at Urbana-Champaign, Quantitative Psychology,) is a professor at the University of Illinois at Urbana-Champaign in the Department of Educational Psychology with affiliations in the Departments of Psychology and Statistics. Her research deals with statistical models for multivariate categorical data, in particular those that lie at the intersection of models for multivariate categorical data and psychometrics. She won the Psychometric Society and the APA Division 5 dissertation awards and was named as a Faculty Fellow (1997-1999, 2005-2006) and Distinguished Senior Scholar (2009-2010) in the College of Education at the University of Illinois. She served on the board of trustees of the Psychometric Society and the board of directors of the (North American) Classification Society. She is currently an associate editor of Psychometrika and on the editorial board of Psychological Methods.
Razia Azen (Ph.D., 2000, University of Illinois, Quantitative Psychology): Membership committee chair, Division 5 (2005-6); Associate Professor, University of Wisconsin - Milwaukee. Research interests include the investigation and improvement of statistical methods for comparing predictors in general linear models, the extension of these methods to multivariate models, model selection methods, and the bootstrap technique. The main goals of this research are to develop methods that can address a wide variety of research questions and to aid researchers in properly applying statistical methods and interpreting statistical information. Chair of the Research & Evaluation program in the Department of Educational Psychology at the University of Wisconsin - Milwaukee (2003-present). Teaching interests include basic and advanced graduate courses in statistics and research methods.
Deborah Bandalos, Ph.D. is a Professor in the Department of Educational Psychology at The University of Georgia. She serves as director of the program in Research, Evaluation, Measurement, and Statistics, where she teaches courses in exploratory factor analysis, measurement theory, scale development, and beginning and advanced structural equation modeling. Prior to accepting a position at Georgia, Dr. Bandalos was Assistant and Associate Professor in the Department of Educational Psychology at the University of Nebraska-Lincoln and served as director of the program in Qualitative and Quantitative Methods in Education. During her time at Nebraska, Dr. Bandalos was also affiliated with the Buros Center for Testing and the Survey Research and Methodology Program and was awarded the Gallup Research Professorship.

Her research areas include structural equation modeling, scale development techniques, reliability and validity studies, and educational accountability and assessment systems. Dr. Bandalos has published articles in many journals including Structural Equation Modeling, Multivariate Behavioral Research, Applied Measurement in Education, and the Journal of Educational Psychology, as well as book chapters in the volumes New Developments and Techniques in Structural Equation Modeling, Applied Multivariate Statistics for the Behavioral Sciences, and A Second Course in Structural Equation Modeling.

Dr. Bandalos serves on the editorial boards of Psychological Methods and Applied Measurement in Education is the associate editor of Structural Equation Modeling: An Interdisciplinary Journal, responsible for the Teacher’s Corner section.  Grant activity includes being a co-PI on funded projects in the areas of violence prevention for middle school students (U.S. Department of Health and Human Services) and teacher retention (Georgia State Department of Education). She has served as president of the Structural Equation Modeling Special Interest Group of AERA and as program co-chair for Division 5 of APA.

Gwyneth M. Boodoo, Ph.D. is a consultant who specializes in Psychological and Educational Measurement, Statistics and Research methods. She has conducted research on reliability and other educational and psychological quality procedures for the past two plus decades. Her research focuses on the application and refinement of psychometric and statistical procedures to improve the quality and fairness of psychological and educational assessments and answer research questions.

Prior to consulting Dr. Boodoo was the Executive Director for the Research Center for Measurement Models at the Educational Testing Service from 2000-2002, a senior research scientist in the model based measurement research group from 1995-2000 and a research scientist from 1990-1994. She was the NAEP visiting scholar at ETS (1988-89) while on leave from Texas A&M University where she was an Associate Professor in the Department of Educational Psychology (1984-1990). At the University of Houston (1978-1983), University of Texas Health Science Center at Houston (1983-1984) and Texas A&M University (1984-1990) she taught graduate courses in educational measurement, research methods and statistics.

Dr. Boodoo is an active service member of a number of professional associations including the American Psychological Association where her services include membership on the Board of Scientific Affairs (2001-2004), chairing the Committee on Psychological Tests and Assessments (1992), member of the Task Force on Statistical Inference (1996-97), member of the Task Force on Scientific Perspectives of Intelligence Tests and Group Differences on Test Scores (1995-96), and serving on the executive committee of Division 5 (Measurement, Evaluation and Statistics) as member-at-large (2000-2003) and secretary (2003-2006).
James Bovaird received his Ph.D. in Quantitative Psychology from the University of Kansas in 2002. He is currently an Assistant Professor of Educational Psychology and Director of the Statistics & Research Methodology Unit of the Nebraska Center for Research on Children, Youth, Families, & Schools at the University of Nebraska-Lincoln. In addition, he is a Co-Principal Investigator for the National Center for Research on Rural Education funded by the Institute of Education Sciences and Director of its Statistics & Methodology Core. Dr. Bovaird's research focuses on methodological applications and innovations in the use of advanced multivariate techniques in the social sciences, particularly in evaluating intervention efficacy through an ecological perspective. He is the primary statistician on several currently funded randomized control trials. He has significant experience collaborating and consulting in the behavioral, social, and education sciences, especially with designs requiring longitudinal, multilevel, and structural equation modeling. Prior to his current appointment, Dr. Bovaird spent three years as a research associate with the Schiefelbusch Institute for Life Span Studies at the University of Kansas, providing extensive statistical planning and analysis services for affiliated researchers. He regularly teaches graduate-level courses on multivariate statistics, structural equation modeling, measurement, and experimental design.
Barbara M. Byrne (Ph.D., 1982, University of Ottawa; Post Doctoral Fellowship, 1985-1987, UCLA) is Professor Emeritus in the School of Psychology, University of Ottawa, Canada. Internationally recognized for her work in the area of structural equation modeling (SEM), Dr. Byrne’s research focuses on construct validity issues as they relate to theoretical constructs and measuring instruments, particularly as they bear on tests for equivalence within and across cultural groups. She is the author of six popular introductory books on SEM and has conducted over 85 SEM workshops at conferences, universities, and test publishers around the globe. In addition to the publication of over 90 book chapters and scholarly journal articles, she is the author of an important reference book, Measuring Self-concept Across the Lifespan: Issues and Instrumentation (1996). Dr. Byrne is the recipient of three Distinguished Teaching Awards presented by the Canadian Psychological Association (1995), the American Psychological Association (APA; 2002), and Division 5 (Jacob Cohen Award; 2002). She is a Foundation member on the International Board of the SELF Research Centre, University of Western Sydney, Australia; an elected member of the Society of Multivariate Experimental Psychology; and an APA Fellow of Divisions 5 and 52. Within the APA, Dr. Byrne has served on the Continuing Education Committee (CEC; 2000-02), the Committee on Psychological Tests and Assessments (CPTA; 2004-06), and as APA representative to the Joint Committee on Testing Practices (JCTP; 2003-06) and the International Test Commission (ITC; 2004-06). Within Division 5, she has served on the Membership Committee (1988-91; 1994-95) and as Chair from 1989-1991, Chair of the Workshop Committee (1996-99), Chair of the International Relations Committee (2006-08), and as Treasurer (2002 to present). Dr. Byrne served as Chair of a Joint Division 5/52 Task Force on Methodological Practices in Cross-cultural Research (2005-08). She serves on the editorial boards of Psychological Assessment, Structural Equation Modeling, and International Journal of Testing, is an ad hoc reviewer for multiple other journals, and currently serves as Treasurer for the ITC (1999-present).
Ginger Calloway, Ph.D. is a forensic psychologist with a private practice, formerly clinical and forensic, in Raleigh, N.C. Dr. Calloway's practice is heavily reliant on assessment in family, civil and criminal areas of law. She also frequently serves as a consultant and testifying expert to attorneys on special topics in family law. She provides expert testimony about intellectual disability in criminal matters and about trauma in civil and criminal matters. She is a custody evaluator, mediator, and Parent Coordinator. Dr. Calloway has served on various committees of the NC Psychological Association where she was vice chair and chair of the Ethics and Professional Standards Committee. She is a Fellow of the Society for Personality Assessment, whose organization she served as representative-at-large, was task coordinator heading SPA's petition to APA for proficiency in assessment, and was chair of the continuing education committee. She was a member of the APA advisory committee regarding development of Guidelines for Parent Coordination. She has published some articles about assessment in child custody evaluations and served as co-editor of a special issue of the Journal of Child Custody which explored application of research about attachment relationships to child custody work. Dr. Calloway received her M.S. in school psychology from N.C. State University in 1972 and her Ph.D. in clinical and school psychology from N.C. State University in 1981.
Wayne Camara is Vice President for Research & Development at the College Board, responsible for managing research and assessment development for programs including the SAT and AP. A fellow of APA, APS, AERA and SIOP, he is past president of NCME and vice president of AERA Division D (Measurement and Research Methodology). Dr. Camara is also past president of APA’s Division of Evaluation, Measurement & Statistics (Division 5), past chair of the Association of Test Publishers, and has served as an associate editor or the editorial board of journals in education and industrial psychology. He has served on technical groups including the Department of Defense ASVAB Committee (chair for six years), the NCAA research committee, Achieve, and the Department of Education’s National Technical Advisory Committee. He currently serves in technical advisory panels for four states, the AICPA (CPA examination), Common Core State Assessment consortium (PARCC), USC’s Center for Enrollment Research, and personnel and licensing testing programs in industry. He represented the College Board in the collaboration with CCSSO and NGA which resulted in development of the Common Core State Standards. His research and publications focus on higher education outcomes, college readiness, large-scale assessment, admissions and placement testing, ethical and professional issues in assessment and test validation.

Before joining the College Board, he directed scientific affairs at APA, overseeing policy, federal funding and advocacy for behavioral sciences. At APA he initiated and directed the revision of the 1999 Joint Standards and currently serves as chair of the management committee for the current revision of the Standards. He has often testified before Congree and state legislatures on assessment issues and served as an expert witness in testing cases (e.g., Gratz v. Bollinger). Dr. Camara was a research scientist at HumRRO, faculty at George Washington University, and received his Ph.D. in psychology from the University of Illinois at Urbana-Champaign.
Noel A. Card received his Ph.D. in clinical psychology from St. John’s University in 2004 before completing a postdoctoral fellowship in quantitative psychology at the University of Kansas. He is currently an Associate Professor in Family Studies and Human Development at the University of Arizona. His interests lie in both quantitative methodology and developmental science, and especially at the interface of these disciplines. His quantitative research is on longitudinal data analysis, interdependent data analysis, and meta-analysis. Card received the Early Career Research Award from the Society for Research in Child Development in 2009, and he is a member of the Society of Multivariate Experimental Psychology.
Jodi Casabianca is currently a Postdoctoral Fellow in the Carnegie Mellon and RAND Traineeship in Education Research program housed in the Department of Statistics at Carnegie Mellon University. She received her Ph.D. in Psychometrics from Fordham University in 2011. Before beginning her graduate studies at Fordham, she earned her M.S. degree in Statistics (2004) and her B.A. degrees in Statistics and Psychology (2001) from Rutgers University. Combined she has ten years of professional experience as a statistical data analyst at institutions including Educational Testing Service and the Mount Sinai School of Medicine in NYC. Her research interests include educational measurement and statistics.
Mark Daniel (Ph.D., 1984, Texas Christian University, Quantitative Methods). Director of the Psychometric Development department at Pearson Assessments. Major interests: Test development, measurement of cognitive abilities, and applications of IRT to individually-administered tests. Dr. Daniel began his career doing R&D in cognitive test development and vocationally-oriented validation research for the Johnson O’Connor Research Foundation (1972-1983). Since then he has directed test development projects for The Psychological Corporation (1983-1990), American Guidance Service (1990-2005), and Pearson Assessments. Major projects include the Differential Ability Scales, the Behavior Assessment System for Children, and the recent revisions of the Kaufman Assessment Battery for Children, Kaufman Test of Educational Achievement, and Kaufman Brief Intelligence Test. He served as Treasurer of Division 5 from 1998 to 2004.
Howard T. Everson is currently the Executive Director of the NAEP Statistical Services Institute at the American Institutes for Research (AIR) in Washington, DC. Prior to joining AIR, Dr. Everson served as the Chief Research Scientist and V.P. for the College Board in New York. In the Fall of ’06, he will be joining the faculty in Psychology and Psychometrics at Fordham University in New York. Dr. Everson also serves as Research Scientist at Institute for Urban and Minority Education at Teachers College, Columbia University. Dr. Everson’s research and scholarly interests focus on the intersection of cognition, instruction, and assessment. He has contributed to developments in educational psychology, psychometrics, and quantitative methods. Before joining the College Board, Dr. Everson was a Psychometric Fellow at the Educational Testing Service. Dr. Everson is a Fellow of the American Psychological Association, a charter member of the American Psychological Society, and past-president of the Division of Educational Psychology (Division 15) of the American Psychological Association.
Rachel Fouladi (Ph.D., 1996, University of British Columbia, Quantitative Methods/ Psychometrics): Program Co-Chair, Division 5 (2006-07); Assistant Professor, Simon Fraser University. Main focus: improving multivariate research and evaluation practice, increasing understanding of health processes. Research: 40+ publications on Multivariate Analysis and Health Psychology. Service: Structural Equation Modeling Special Interest Group of American Educational Research Association (Vice-Chair 2004-2005, Chair: 2005-2006), Statistical Advisory Panel for Texas Department of Human Services (Member: 1998-2000). Grants: Principal Investigator - projects examining statistical modeling strategies and measurement in health psychology ($100,000+), Collaborator – projects modeling health processes and evaluating interventions in varied populations ($5,000,000+)
Kurt F. Geisinger is currently Director of the Buros Center on Testing and W. C. Meierhenry Distinguished University Professor of Educational Psychology at the University of Nebraska. He has previously been Professor and Chair of the Department of Psychology at Fordham University, Professor of Psychology and Dean at SUNY-Oswego, Professor of Psychology and Academic Vice President at LeMoyne College and Professor of Psychology and Vice President for Academic Affairs at the University of St. Thomas, in Houston, TX. His primary interests lie in validity theory, admissions testing, proper test use, the use of tests with individuals with disabilities, the testing of language minorities and the translation or adaptation of tests from one language and culture to another. He has been an APA delegate and chair of the Joint Committee on Testing Practices (1992-1996), a member of APA’s Committee on Psychological Testing and Assessment, Chair of NCME’s Professional Development and Training Committee, Co-chair of NCME’s Program Committee (1994), Chair of the Graduate Record Examination Board, Chair of the Technical Advisory Committee for the Graduate Record Examination, a member of the SAT Advisory Committee, a member of NCME’s Ad Hoc Committee to Develop a Code of Ethical Standards Committee, and numerous other ad hoc task forces and panels. He is presently editor of Applied Measurement in Education, and is currently or has served on the editorial committees for the International Journal of Testing, Educational and Psychological Measurement, the College Board Review, Educational Measurement: Issues and Practice, Psychological Assessment, Practical Assessment: Research and Evaluation, the Journal of Educational Research and Improving College and University Teaching. He has edited or co-edited the Psychological Testing of Hispanics and Test Interpretation and Diversity, both with APA books.
Chris Gruber (Ph.D., 1984, University of Chicago, Educational and Developmental Psychology). Member APA 1987 to present; member divisions 5 and 12. Work in commercial test development, WPS in Los Angeles, 1987 to present; Vice President, Research and Development since 1998. Responsible for the commercial development of over 20 new tests or major revisions, including suites such as the PIC/PIY/SBS and the ADOS/ADI-R/SCQ. Active in the Association of Test Publisher including several terms as Clinical Division Chair; currently in second elected term on the Board of Directors. Co-author of 2 books, 9 articles, 4 chapters and 10 tests.
Ronald K. Hambleton holds the titles of Distinguished University Professor and Executive Director of the Center for Educational Assessment at the University of Massachusetts Amherst. He earned his MA (in 1967) and Ph.D. (in 1969) degrees from the University of Toronto in Canada with specialties in psychometric methods and statistics. Professor Hambleton has been a member of the faculty at the University of Massachusetts for 41 years and teaches graduate-level courses in educational and psychological testing, item response theory and applications, and classical test theory models and methods. He is co-author of several textbooks including Fundamentals of Item Response Theory, and Item Response Theory: Principles and Applications, and editor or co-editor of several books including Applications of Item Response Theory, International Perspectives on Academic Assessment, Handbook of Modern Item Response Theory, Computer-Based Testing and the Internet, and Adaptation of Educational and Psychological Tests for Cross-Cultural Assessment and the author of more than 600 articles in the measurement and statistics literature. Currently he served on the editorial boards for nine journals in the measurement and statistics field, including four journals in Europe. His research interests are in the areas of large scale assessment, test score equating, standard-setting, test score reporting, translating and adapting tests, and computer-based testing. Professor Hambleton has been the recipient of several national and international awards from the ATP, NCME, APA, and AERA for his measurement research and honorary doctorates from the University of Umea in Sweden and Oviedo University in Spain, and he is a Past-President of the International Test Commission, the NCME, Division 5 of APA, and Division 2 of the IAAP.
Lisa Harlow (Ph.D., 1985, UCLA, Psychometrics): Past President, Division 5 (2005-06); Professor, University of Rhode Island. Main focus: increasing interest, understanding, retention and diversity in science. Research: 60+ publications on Structural Equation Modeling, Science Education and Equity, Multivariate Thinking, Health Psychology, and Psychoexistential Functioning. Honors/Awards: Div 5 Council Rep; Fellow, Divisions 5 & 38; 2001-02 Fulbright, Canada; Jacob Cohen Teaching-Mentoring Award; 2004 Women of the Year; Editor, LEA Multivariate Application Book Series; Associate Editor, SEM Journal; Advisory Board, Multivariate Behavioral Research; co-organizer (with Herb Eber etc), Minority Student Quantitative Psychology Conferences. Grants: $6,000,000+ for projects on advancing science, health psychology, and minority training.
Lesa Hoffman received her Ph.D. in Cognitive and Quantitative Psychology at the University of Kansas in 2003, and completed a post-doctoral fellowship at Penn State University before joining the Department of Psychology at the University of Nebraska-Lincoln as an assistant professor in the fall of 2006. She was elected to the Society for Multivariate Experimental Psychology in 2009. At the core of her research is the integration of advanced quantitative methods (e.g., multilevel, structural equation, and item response modeling) to the examination of psychological and developmental processes, particularly within the study of cognitive aging. Current projects focus on the measurement of visual attention in older adults, the methodological barriers to examining longitudinal changes in cognition, and innovative applications of multilevel modeling for within-person designs. She teaches graduate courses in quantitative methods, such as latent trait measurement models, longitudinal data analysis, advanced multilevel modeling. Visit Dr. Hoffman's homepage for more information about her research and teaching.
Scott M. Hofer (Ph.D., 1994, University of Southern California) is Professor and Harald Mohr, M.D. and Wilhelma Mohr, M.D. Research Chair in Adult Development and Aging, Department of Psychology and Center on Aging, University of Victoria. His research is on the identification and explanation of individual differences in developmental and aging-related processes and involves the analysis of existing longitudinal studies, new data collection efforts using intensive measurement designs, and developments in research methodology focused on measurement and analysis of change. He co-directs an international research network for the Integrative Analysis of Longitudinal Studies on Aging (IALSA) which focuses on understanding within-person change in cognition and personality in the context of aging and health-related change. This international collaborative network is based on a coordinated analysis approach that enables the efficient examination of results across studies in ways that maximize comparability. He is a fellow of APA Divisions 5 and 20 and Coordinating Officer of the Society of Multivariate Experimental Psychology.
Roger E. Kirk (Ph.D., Ohio State University, Experimental Psychology; NSF Post Doctoral Fellowship, University of Michigan, Mathematical Psychology) is a Distinguished Professor of Psychology and Neuroscience and Master Teacher at Baylor University. He is the author of five statistics books and over 100 scientific articles and book chapters. Kirk is a fellow the American Psychological Association (Divisions 1, 2, 5, and 13), Association for Psychological Science, and the American Educational Research Association. He founded and for ten years directed Baylor University’s Institute of Statistics, now the Department of Statistical Sciences. He is a founding Associate Editor of the Journal of Educational Statistics and currently is on the editorial board of the Journal of Statistical Planning and Inference and Applied Multivariate Research. He also is on the Editorial Advisory Board of Sage’s Quantitative Applications in the Social Sciences and the Review Editorial Board of Frontiers in Quantitative Psychology and Measurement. He is a past president of the Society for Applied Multivariate Research (1984-85), APA Division 5 (1992-93), and the Southwestern Psychological Association (1995-96). He is a recipient of numerous teaching awards including the Jacob Cohen Award for Distinguished Contributions to Teaching and Mentoring.
Kristin L. K. Koskey is an Assistant Professor in the Department of Educational Foundations and Leadership in the College of Education at the University of Akron. She earned her Ph.D. in Educational Research and Measurement at the University of Toledo in 2009. Dr. Koskey teaches courses in classroom assessment, research design, evaluation, and statistics. In addition to teaching, she is a partner at Metriks Amerique where she consults in psychometric analyses, development of measures, and facilitating item-writing workshops for different organizations. Additional professional experience includes serving as a fellow at the Consortium of Leadership in Evaluation, Assessment, and Research (CLEAR) at the University of Akron and Co-Editor of the Mid-Western Educational Researcher. Her research interests include; psychometrics, applications of the Rasch model to constructing measures typically of constructs under the field of motivation, and mixed-method research. Dr. Koskey’s work is published in journals such as the Journal of Educational Measurement, Studies in Educational Evaluation, and Contemporary Educational Psychology.
Nathan R. Kuncel is the Marvin D. Dunnette Distinguished Professor at the University of Minnesota where he also earned his doctorate in Industrial and Organizational Psychology in 2003. Nathan’s research focuses broadly on how individual characteristics (intelligence, personality) influence subsequent academic, work, and life success as well as efforts to model and measures success. His research has appeared in Science, Psychological Bulletin, Review of Educational Research, and Perspectives on Psychological Science among others. Nathan received the Cattell Early Career Research Award from the Society of Multivariate Experimental Psychology in 2009.
Julie Lackaff is currently a Research Director for Pearson, Clinical Assessment Division, where she has directed the development of achievement, personality, and screening assessments. Test development projects include the Basic Achievement Skills Inventory (BASI), Millon College Counseling Inventory (MCCI), Beery Visual Motor Integration Test (VMI), and the Developmental Indicators for the Assessment of Learning, Fourth Edition (DIAL-4). Prior to working for Pearson, she worked as a school psychologist for Chicago Public Schools, and a clinical psychologist for the Department of Children and Family Services (DCFS) where she conducted court ordered psychological evaluations. She is a member of APA and NASP, served as Associate Editor for the Score (Division 5’s newsletter), and was recently appointed Editor of the Score. Dr. Lackaff received her B.S. in Psychology from Loyola University Chicago (1990), her M.S. in Clinical Psychology from Marquette University (1993), and her Ph.D. in School Psychology from Loyola University Chicago (1997).
Frederick Leong is Professor of Psychology at Michigan State University in the Industrial/Organizational and Clinical Psychology programs. He is also the Director of the Center for Multicultural Psychology Research at MSU. He has authored or co-authored over 130 articles in various psychology journals, 80 book chapters, and also edited or co-edited 10 books. He is Editor-in-Chief of the Encyclopedia of Counseling (Sage Publications) and Editor of the Division 45 Book Series on Cultural, Racial and Ethnic Psychology. He is the Founding Editor of the Asian American Journal of Psychology. Dr. Leong is a Fellow of the APA (Division 1, 2, 5, 12, 17, 45, 52), APS, Asian American Psychological Association and the International Academy for Intercultural Research. His major research interests center around culture and mental health, cross-cultural psychotherapy (especially with Asians and Asian Americans), cultural and personality factors related to career choice and work adjustment. He is Past President of APA’s Division 45 (Society for the Psychological Study of Ethnic Minority Issues) and the Asian American Psychological Association. He is currently serving on the APA Board of Scientific Affairs and the Commission on Ethnic Minority Recruitment, Retention, and Training (CEMRRAT2) Task Force.
Todd D. Little got his Ph.D. from the University of California at Riverside in 1988. He is currently a Professor of Psychology, Director of the Quantitative training program, and a member of the Developmental training program at the University of Kansas (KU). Since 2002, he has served as the senior scientific director of the Research Design and Analysis core of KU’s Life Span Institute and, since 2009, he has been Director of the Center for Research Methods and Data Analysis (CRMDA). The CRMDA at KU is a university-wide support center that provides expert consulting and assistance on all manner of data collection, data management, and advanced statistical analyses. Little is internationally recognized for his quantitative work on various aspects of applied SEM (e.g., indicator selection, parceling, modeling developmental processes) as well as his substantive developmental research (e.g., forms/functions of aggression, action-control processes, peer relations). Little has guided quantitative training and provided consultation to students, staff, and faculty at the Max Planck Institute for Human Development’s Center for Lifespan Studies, Yale University’s Department of Psychology, and the Life Span Institute at KU. In 2001, Little was elected to membership in theSociety for Multivariate Experimental Psychology, a restricted-membership society of quantitative specialists in the behavioral and social sciences. In 2009, he was elected President of APA’s Division 5 (Evaluation, Measurement, and Statistics). He organizes and teaches in the internationally renowned ‘KU Stats Camps’ each June (click here  for details of the summer training institutes and other online training and learning resources).
Keith A. Markus (Ph.D., 1996, CUNY Graduate School, I/O Psychology): Associate Professor, John Jay College of Criminal Justice, CUNY. Research interests range from test validity, causation and causal inference, statistical inference, structural equation modeling, and discourse analysis to organizaztional culture, intimate partner violence, and deception detection. Previously served as Division 5 program chair and currently serves as Member at Large and Web Editor. Associate Editor of Psychological Methods and Structural Equation Modeling. Serves on the Editorial Board of Mulitvariate Behavioral Research.
Krista D. Matternis an Associate Research Scientist in the Research and Development department at the College Board. She earned her Ph.D. in Industrial-Organizational Psychology with a minor in Quantitative Psychology at the University of Illinois, Urbana-Champaign in 2006. Her areas of research include measurement and testing, test validity, and fairness in testing. Krista’s research has been published in numerous peer-reviewed journals including Journal of Applied Psychology, Educational Measurement: Issues and Practices, Measurement: Interdisciplinary Research and Practice, Educational Assessment, and Educational and Psychological Measurement among others. She has also authored several book chapters and over 20 technical reports. As an active member in her field, Krista is a member of AERA, NCME, SIOP, and APA, and is also currently serving on the AERA Division D Program Committee.
Scott E. Maxwell is the Matthew A. Fitzsimons Professor of Psychology at the University of Notre Dame. His research interests span a variety of areas in psychological methods, with a special focus on methods for analyzing data from longitudinal designs and statistical power analysis. He is an author (along with Harold D. Delaney) of Designing Experiments and Analyzing Data, as well as Multivariate Analysis of Variance (with James H. Bray). Maxwell received his BS degree from Duke University and his Ph.D. from the University of North Carolina at Chapel Hill. He has held positions at Duke University and the University of Houston. He is a Fellow of the American Psychological Association, the Association for Psychological Science, and the American Educational Research Association. He received the Raymond B. Cattell Award from the Society of Multivariate Experimental Psychology, and the Graduate School Award and the Kaneb Teaching Award from the University of Notre Dame. He served as President of the Special Interest Group of Educational Statisticians of AERA. He served as Associate Editor of Psychological Bulletin from 1994 to 1996 and as Associate Editor of Psychological Methods from 2001 to 2007. He is currently serving as Editor of Psychological Methods.
Glenn B. Milewski (Ph.D., 2004, Fordham University, Psychometrics). Program Co-Chair, Division 5 (2005-2006).
Associate Research Scientist, the College Board. Main focus: Gathering and disseminating test validity evidence.
Selected publications:
Milewski, G. B., Glazer, N., Johnsen, D., & Kubota, M. (2005). A survey to evaluate the alignment of the new SAT writing and critical reading sections to curricula and instructional practices (College Board Rep. No. 2005-1). New York, NY: College Board.
Kobrin, J. L., Camara, W. J., & Milewski, G. B. (2003). Predictive validity of the SAT I and SAT II tests in California and the nation. In R. Zwick (Ed.), Rethinking the SAT: The future of standardized testing in university admissions (pp. 251-276). New York: Routledge-Falmer.
Milewski, G. B., & Patelis, T. (2001, August). Measuring knowledge of introductory psychology using the AP Psychology exam: What are the relevant constructs? Poster presented at the American Psychological Association, San Francisco, CA.
Awards: 2004, Sigma Xi, Scientific Research Honor Society; 2001, Education Testing Service Summer Internship
Roger E. Millsap (Ph.D., 1983, Quantitative Psychology; M.A. 1980, Statistics, both from UC Berkeley) is a professor in the Department of Psychology at Arizona State University in Tempe, AZ. He teaches coursework in psychometrics and structural equation modeling at present. He is the Past-President of Division 5, and the current Chair of the Elections Committee for Division 5. His current research focuses on statistical methods for detecting bias in psychological measurement, but he is interested more generally in latent variable models, measurement problems, and multivariate statistics. He is a Past-President of the Society of Multivariate Experimental Psychology, and a former Editor of Multivariate Behavioral Research. He is the current President of the Psychometric Society, and the incoming Editor (in 2007) of Psychometrika. Website: http://www.public.asu.edu/~millsap/
Eun-Young Mun (Ph.D., 2002, Michigan State University) is Assistant Professor of Psychology at the Center of Alcohol Studies (CAS) and the Graduate School of Applied and Professional Psychology (GSAPP), Rutgers University. Her research aims to better understand how alcohol-use behaviors develop across the life span, particularly during adolescence and young adulthood. She has conducted transdisciplinary, translational alcohol research to foster new discoveries that can be translated into clinical practices. One of her recent projects utilizes innovative item response theory (IRT) and longitudinal models to develop new measures and to test mechanisms of behavior change. This integrative data analysis (IDA) project uses a large data set pooled from 21 independent, alcohol intervention trials that were developed based on the principles of the brief alcohol screening and intervention for college students (BASICS).
Abigail T. Panter (Ph.D., 1989, New York University) is the Bowman and Gordon Gray Distinguished Professor of Psychology and a member of the L. L. Thurstone Psychometric Laboratory at University of North Carolina, Chapel Hill. She develops instruments, research designs, and data-analytic strategies for applied research questions in health and education. Her publications are in measurement and survey development, data collection, and sampling, analysis of large data sets, multivariate data modeling, program evaluation design, and individual differences. She was PI of the Educational Diversity Project, a longitudinal national study of law students at 64 law schools in the U.S. She also conducts research related to design and online survey methodology, nested/multilevel data modeling, survey nonresponse, planned missing designs, and instrument development in the areas of implicit racial attitudes, guilt/shame, self-knowledge, and everyday discrimination. Dr. Panter teaches quantitative methods, including graduate courses in research design, classical and modern approaches to instrument/survey design and test theory, structural equation modeling, and exploratory factor analysis. Dr. Panter has received teaching awards for her quantitative teaching, including 2003 APA Jacob Cohen Award for Distinguished Teaching and Mentoring and several university-wide teaching awards. She frequently consults with federal agencies and foundations on grant review, presents regular workshops on statistical modeling, research design, program evaluation, and professional development, serves on national advisory committees and editorial boards in social/personality psychology, measurement, and quantitative methods, and is a Fellow of APA. She is a member APA’s Council of Representatives, and has been Division 5 program chair, membership chair, and member-at-large. She is on the Graduate Record Examination Advisory Board and the Social Security Administration’s Occupational Information Development Advisory Panel. Dr. Panter is the associate editor of Cultural Diversity and Ethnic Minority Psychology. She has co-edited The Sage Handbook of Methods in Social Psychology (2004), the Handbook of Ethics in Quantitative Methodology (2011), and volumes on program evaluation for HIV/AIDS multisite projects. She is currently an associate editor for volumes research methodology in psychology and terms in statistics and research methods.
Thanos Patelis (Ph.D., 1994, Fordham University, Psychometrics) is Vice President of Research and Analysis in the Research and Development Department of the College Board since 2004. He also holds an appointment as a Research Scholar at Fordham University teaching advanced statistics and psychometric courses and advising students and faculty on their research. Thanos’ responsibilities at the College Board are diverse. In addition to overseeing all operational and business components of the department, Thanos is responsible for program evaluation, applied research and statistical analysis. He facilitates collaborations with other regional and national educational organizations including state departments of education, universities, and school districts and oversees policies involving College Board data and test score usage. Thanos has written or co-authored more than 30 papers and regularly presents at regional, national, and international conferences on topics of indicators of college readiness, test validity, program evaluation, statistical analysis of national educational indicators and test score reporting. Thanos is a fellow of the American Psychological Association (Division 5) and elected member of Sigma Xi. Thanos has been active in several professional organizations in addition to being on the Executive Board of Division 5 as a member-at-large (2008-2011); he’s been the Division 5 Program Chair (2002), Division 5 Program Committee (2001-2003) and Division 5 newsletter editor (2002-2006). Currently, he’s program co-chair (2009-2010) and president-elect of the Northeastern Education Research Association (2010-2011) and newsletter editor for the National Council on Measurement in Education (2009-2011). He was part of the APA Task Force to increase the number of quantitative psychologists (2006-2007) and founded the College Board’s internship program in 1999.
Nazia Rahman is a 4th year Ph.D. student in the Psychometrics program at Fordham University. Before moving to the Unites States for her doctoral studies, she earned her M.A degree in Clinical Psychology and her B.A. degree in Psychology from India. Presently, she is working on developing her ideas and interests into a dissertation, with her advisor Dr. Charles Lewis. Her main areas of interests are trying to include information from distractors into existing measurement models, primarily for diagnostic purposes. She worked as a Psychometric Research Intern at the Law School Admissions Council over the summer and is presently working at the College Board as a Psychometric Intern for this academic year. Apart from this, her other research interests include applying IRT for behavioral and health sciences and kernel equating.
Alan Reifman (Ph.D., 1989, University of Michigan, Social Psychology) is Professor of Human Development and Family Studies at Texas Tech University. His substantive research areas include adolescent and young adult drinking, and the transition to adulthood more generally (known as "Emerging Adulthood"). He teaches graduate-level courses in Introductory Statistics and Structural Equation Modeling, and is active in the biennial U.S. Conference on Teaching Statistics. He is also interested in meta-analysis, a topic on which he co-authored a 2005 book chapter (Wampler, Reifman, & Serovich) entitled "Meta-analysis in family therapy research" for Sprenkle & Piercy (Eds.), Research methods in family therapy (2nd Ed.). NY: Guilford.
Cecil R. Reynolds, Ph.D., ABN, earned his Doctoral Degree from the University of Georgia in 1978 under the tutelage of Dr. Alan S. Kaufman, with a major in School Psychology and minors in Statistics and in Clinical Neuropsychology. He served an internship divided between the Medical College of Georgia (Pediatric Neurology section and Neurological Surgery section) and the Rutland Center for Severely Emotional Disturbed Children. Prior to joining the Texas A & M University faculty in 1981, Dr. Reynolds was a faculty member at the University of Nebraska Lincoln, where he served as Associate Director and Acting Director of the Buros Institute of Mental Measurement, after writing the grants and proposals to move the Institute to Nebraska following the death of its founder, Oscar Buros. His primary research interests are in all aspects of psychological assessment with particular emphasis on assessment of memory, emotional and affective states and traits, and issues of cultural bias in testing. He is the author of more than 300 scholarly publications and author or editor of over 50 books including The Clinician’s Guide to the BASC, Clinical Applications of Continuous Performance Tests, Handbook of School Psychology, the Encyclopedia of Special Education, and the Handbook of Clinical Child Neuropsychology. He is the author of several widely used tests of personality and behavior including the Behavior Assessment System for Children and the Revised Children's Manifest Anxiety Scale. He is also senior author of the Test of Memory and Learning, the Clinical Assessment Scales for the Elderly, and co author of several computerized test interpretation systems. He is senior author of the Reynolds Intellectual Assessment Scales (RIAS). He maintained a clinical practice treating trauma victims and individuals with Traumatic Brain Injury for 25 years before retiring from clinical work at the end of 2003. Dr. Reynolds holds a diplomate in Clinical Neuropsychology from the American Board of Professional Neuropsychology, of which he is also a past president, and was a diplomate in School Psychology of the American Board of Professional Psychology, prior to retiring his diplomate in 2004. He is a past president of the National Academy of Neuropsychology, APA Division 5 (Evaluation, Measurement, and Statistics), APA Division 40 (Clinical Neuropsychology), and APA Div. 16 (School Psychology). He is a Fellow of APA Divisions 1, 5, 15, 16, 40, and 53. Dr. Reynolds taught courses primarily in the areas of psychological testing and diagnosis and in neuropsychology in addition to supervising clinical practica in testing and assessment. He served as Editor in Chief of Archives of Clinical Neuropsychology (1990-2002), the official journal of the National Academy of Neuropsychology, as Editor of Applied Neuropsychology (2004-2008), and in January of 2009 began a 6 year term as editor in chief of the APA journal Psychological Assessment. He serves on the editorial boards of 11 other journals in the field. He has served as Associate Editor of School Psychology Quarterly and of the Journal of Special Education. Dr. Reynolds has received multiple national awards recognizing him for excellence in research including the Lightner Witmer Award and the early career awards from APA Divisions 5 and 15. He is a co recipient of the Society for the Psychological Study of Social Issues Robert Chin Award and a MENSA best research article award. In 1999, Dr. Reynolds received the Senior Scientist Award from APA Division 16 (School Psychology). In 2000, he received the National Academy of Neuropsychology’s Distinguished Neuropsychologist Award, the Academy’s highest award for research accomplishments. He received the NASP 2003 Lifetime Achievement Award in Neuropsychology. He received the Buros Institute Distinguished Reviewer Award in 2006. His service to the profession and to society has been recognized as well through the President's Gold Medal for Service to the National Academy of Neuropsychology as well as the Academy’s Distinguished Service Award, and the University of North Carolina at Wilmington 50th Anniversary Razor Walker Award for Service to the Youth of North Carolina. He is currently an Emeritus Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A & M University.
John A. Schinka received his Ph.D. from the University of Iowa in 1974. He is the Director of the Memory Disorder Clinic at the James A. Haley VA Medical Center in Tampa, FL, and a Professor of Psychiatry and of Mental Health and Aging at the University of South Florida. Dr. Schinka is also currrently an Investigator of the NIH-National Institute on Aging designated Florida Alzheimer’s Disease Research Center and a consultant to several other grants.

Dr. Schinka is the author of over 100 professional publications that include over 80 peer-reviewed articles and book chapters in the areas of risk factors in cognitive aging, assessment of cognitive disorders, and psychiatric genetics. His most recent work is published in Molecular Psychiatry, Neuropsychology, American Journal of Geriatric Psychiatry, Neurology, Journal of the International Neuropsychology Society, and Neuropsychiatric Genetics. His most recent text, published and distributed internationally by Wiley & Sons, is titled Research Methods in Psychology. A second edition, also with co-editor Wayne Velicer, is now in preparation.

A Fellow of the American Psychological Association Divisions 5 and 40 and a Diplomate of the American Board of Assessment Psychology, Dr. Schinka is a six-time recipient of Research Excellence Awards from Division 40 of the American Psychological Association. He has has also received the national VA Outstanding Professional Services Award. He has served on the editorial boards of several peer-review journals and is a frequent reviewer for numerous other journals, university presses, textbook publishers, and program review committees.
Amy E. Schmidt Ph.D., is the Group Executive Director of the Statistical Analysis unit at ETS and is in charge of all of the psychometric work performed for the College Board and for the Higher Education Programs. Amy holds a Ph.D. in Educational Psychology from the Graduate School of the City University of New York. She began her measurement career as the lead psychometrician at the National League for Nursing, and moved to the College Board in January 1998. Amy spent almost nine years at the College Board in increasingly more responsible positions, eventually overseeing the research and psychometric aspects of the development of the new 2005 SAT Reasoning Test. She joined ETS in September 2006. Amy’s research interests include higher education policy analysis and topics related to large-scale assessment. In addition to her work activities, Amy is also very active in the measurement profession. She is currently a member of the Board of the Association of Test Publishers, and has served in various official capacities with Division 5 of the American Psychological Association, Division D of the American Educational Research Association, and the National Council of Measurement in Education. She has taught courses in statistics, research methods, and classroom assessment, and in her spare time, enjoys singing with the Bucks County Choral Society, where she also serves as an officer on the choir’s Board of Directors.
Frank L. Schmidt has been a chaired professor in the Tippie College of Business at the University of Iowa since 1985. He received his Ph.D. in industrial/organizational psychology from Purdue University in 1970. He has been an assistant and associate professor of psychology at Michigan State, and for 11 years (1974–1985), he directed a research program in employment selection at the U.S. Office of Personnel Management in Washington, D.C., where he was one of the two co-inventors of validity generalization (meta-analysis) methods. His interest and research areas include personnel testing, selection, and placement; the role of intelligence and personality in job performance; causal models of job performance; and research methodology, in particular meta-analysis methods and measurement issues. He is the coauthor of three widely cited books on meta-analysis. He has published more than 170 journal articles and book chapters in these areas. His works have been cited more than 10,000 times (his h-index is 47). He has received the Distinguished Scientific Contributions Award from the American Psychological Association (APA) and (separately) from the Society for Industrial and Organizational Psychology (SIOP). He also received the Distinguished Career Award from the Human Resources Division of the Academy of Management, the Distinguished Career Achievement Award for Contributions to Research Methods from the Research Methods Division of the Academy of Management, and the Michael R. Losey Human Resources Research Award from the Society for Human Resource Management (SHRM) and the James McKeen Cattell Fellow Award for outstanding contributions to the area of applied psychological research from Association for Psychological Science (APS). He is a fellow of the APA, APS, and SIOP. He has been a consultant to many organizations on issues related to personnel selection.
Neal Schmitt obtained his Ph. D. from Purdue University in 1972 in Industrial/Organizational Psychology and is currently University Distinguished Professor of Psychology and Management at Michigan State University. He was editor of Journal of Applied Psychology from 1988-1994 and has served on ten editorial boards. He has also been a Fulbright Scholar at the University of Manchester Institute of Science and Technology. He has received the Society for Industrial/Organizational Psychology's Distinguished Scientific Contributions Award (1999) and its Distinguished Service Contributions Award (1998). He served as the Society's President in 1989-90 and is President-elect of Division 5 of APA (Measurement, Evaluation, and Statistics). He was also awarded the Heneman Career Achievement Award from the Human Resources Division of the Academy of Management. He has coauthored three textbooks, Staffing Organizations with Ben Schneider and Rob Ployhart, Research Methods in Human Resource Management with Richard Klimoski, Personnel Selection with David Chan, co-edited Personnel Selection in Organizations with Walter Borman and Measurement and Data Analysis with Fritz Drasgow and published approximately 150 articles. His current research centers on the effectiveness of organization's selection procedures and the outcomes of these procedures, particularly as they relate to subgroup employment and applicant reactions and behavior. Over the past five years, he has also been working on the development and validation of noncognitive measures for college admissions.
Emily J. Shaw (Ph.D., 2007, Fordham University, Educational Psychology) is an Associate Research Scientist in the Research & Development department of the College Board. Shaw presently manages the development and maintenance of a national longitudinal database of higher education outcomes for use in efficacy and validation research, primarily related to the SAT®. A large part of her role includes working with the Admitted Class Evaluation Service (ACES™) system users, assisting colleges and universities in conducting local admission and placement validity studies. Shaw is also responsible for conducting test validity research on AP®, SAT, and PSAT/NMSQT®, and higher education research related to college admission, readiness, and success. She has taught graduate-level coursework in educational psychology, presented at many national conferences including AERA, NCME, and AIR, served in various official capacities with Division D of AERA and Division 5 of APA, authored numerous College Board research reports, and has published scholarly articles in peer-reviewed journals including Educational Assessment, Educational Measurement: Issues and Practice, and Educational and Psychological Measurement.
Mark D. Shermis, Ph.D., is presently Chair and a Professor in the Department of Educational Psychology at the University of Akron. He received his B.A. at the University of Kansas and was on active duty in the U.S. Navy for three years before entering graduate school. After finishing his master's and Ph.D. from the University of Michigan, Dr. Shermis worked for a computer firm and eventually entered academe. Dr. Shermis has played a leading role in bringing computerized adaptive testing to the world wide web, and for the last eight years has been involved in research on automated essay scoring. His most recent work has resulted in the seminal book on the topic (Jill Burstein, Ph.D., co-editor), Automated Essay Scoring: A Cross-Disciplinary Approach published by Lawrence Erlbaum Associates, Inc.

Dr. Shermis’ first book, co-authored with Drs. Paul Stemmer, Carl Berger, and Ernie Anderson, and entitled Using Microcomputers in Social Science Research, was one of the first successful texts on the topic. He has numerous publications in such journals as Educational and Psychological Measurement, Psychological Test Bulletin, Educational Measurement: Issues and Practice, and Journal of Psychoeducational Assessment, to name a few. He was recently Chair of the American Psychological Association's Continuing Education Committee and takes an active role in professional governance. He is a licensed psychologist in the states of Florida, California, and Indiana, and is a Fellow of the American Psychological Association (Division 5). Prior to coming to UF, Dr. Shermis was Associate Dean for Research and Grants and a Professor in the Department of Educational and Psychological Studies at Florida International University.
Patrick E. Shrout (Ph.D., 1976, University of Chicago) is Professor of Psychology at NYU, where he teaches statistics and measurement courses to graduate and undergraduate students, and is Coordinator of the Doctoral Program in Social Psychology. Prior to moving to NYU, he was on the biostatistics faculty at Columbia University. His methodological interests are on inferences that can be made from non-experimental data. His substantive interests are stress, social support and coping in intimate relationships and in cross cultural studies in psychiatric epidemiology. He is Past-President of both the American Psychopathological Association, and the Society of Multivariate Behavioral Research. Shrout has been elected Fellow of the American Psychological Association (Divisions 5 & 8), the Association for Psychological Science, the Society of Experimental Social Psychology, the American Statistical Association and the American Association for the Advancement of Science. He is currently an Associate Editor of Psychological Methods.
Stephen Strack (Ph.D., 1983, University of Miami, FL) is a staff psychologist with the U.S. Department of Veterans Affairs in Los Angeles, CA. He is a Fellow of the American Psychological Association and serves as clinical professor at Alliant International University in Los Angeles, CA, and Fuller Graduate School of Psychology in Pasadena, CA. His research focus for the past 25 years has been in the area of personality theory and assessment. He has worked with a number of outstanding contributors to personality science during this time, among them Jack and Jeanne Block, C. Robert Cloninger, Timothy Leary, Maurice Lorr, and Theodore Millon. He is the author or editor of 10 books and manuals, 7 assessment instruments, and has published over 50 chapters and journal articles. He is active in governance with the Society for Personality Assessment and Society for Interpersonal Theory and Research. He serves on the board of 3 peer-review journals and is Associate Editor of the Journal of Personality Assessment.
Lawrence J. Stricker (Ph.D., 1961, New York University, Social Psychology): President, Division 5 (2005-2006); Senior Associate, Educational Testing Service. Main focus: improving public understanding of psychological tests and advancing their appropriate use. Research: personality measurement, test bias, test-taking motivation, social intelligence, social influence, social perception, socioeconomic status, and methodology. Honors/Awards: Division 5 Council of Representative; Fellow, APA (Divisions 5 and 8) and APS; Distinguished Visiting Professor, Wilford Hall USAF Medical Center; editorial boards--Multivariate Behavioral Research, Journal of Educational Measurement, Personality and Social Psychology Bulletin, Journal of Personality and Social Psychology: Personality Processes and Individual Differences, and Contemporary Psychology. Current projects: stereotype threat, biographical inventories, and construct validity of tests of English as a Second Language.
Susana Urbina is Professor of Psychology at the University of North Florida in Jacksonville, FL where she has taught introductory courses in psychological testing and assessment as well as advanced courses in intellectual and personality assessment since 1976. She was born and raised in Lima, Peru and has a Ph.D. in Psychometrics from Fordham University; her doctoral dissertation was a cross-cultural study of achievement and affiliation motives as expressed in dream content and a projective technique. Dr. Urbina is a licensed psychologist and did private practice work in the area of psychodiagnostic assessment from 1979 to 1991. She is co-author, with Anne Anastasi, of the 7th edition of Psychological Testing, published in 1997 by Prentice Hall and author of Essentials of Psychological Testing, published by Wiley in 2004. Dr. Urbina consults and writes about psychological tests and assessment; she has served on various expert panels for test publishing companies.  She is active in the American Psychological Association (APA) and has been member and Chair of the APA’s Committees on Professional Practice and Standards (1992-1994) and Psychological Tests and Assessment (1998-2000) as well as member of the Continuing Education Committee (2004-2006) and of the Ethics Committee (2008-2010).  She is a Fellow of APA Division 5 and of the Society for Personality Assessment.
Lihshing Leigh Wang is an Associate Professor of Psychometrics and Quantitative Methodology and Director of Assessment and Evaluation Program in Educational Studies at the University of Cincinnati. She received her PhD in Educational Psychology from the University of Illinois at Urbana-Champaign and post-doctoral fellowship in Quantitative Psychology at the University of California at Los Angeles. She was Research Scientist at Center for Applied Linguistics in Washington, DC; Senior Research Scientist at American Institutes for Research in Palo Alto, California; Visiting Professor of Education and Applied Linguistics at the University of California, Los Angeles; and Professor of Psychology at National Chung Cheng University in Taiwan. She has served as President of Chinese American Educational Research and Development Association, Program Co-chair of Quantitative Methods in American Evaluation Association, and Reviewer/Expert Panelist for US Department of Education, Multivariate Behavioral Research, International Journal of Behavioral Development, Applied Measurement in Education, Review of Educational Research, Sage and Guildford Publications. Her research interests include latent trait modeling, large-scale assessment, program evaluation, and multilevel multivariate statistics. She has published over seventy scholarly articles and books and presented more than fifty papers at national and international conferences, including Psychometric Society, European Congress of Methodology, American Psychological Association, American Educational Research Association, and National council on Measurement in Education.
Irving B. Weiner received his Ph.D. in Clinical Psychology from the University of Michigan in 1959 and is currently Professor of Psychiatry and Behavioral Medicine at the University of South Florida. He has previously been Professor of Psychiatry and Head of the Division of Psychology at the University of Rochester Medical Center; Chair of the Psychology Department and Dean of the School of Graduate Studies at Case Western Reserve University; and Vice President for Academic Affairs at the University of Denver and at Fairleigh Dickinson University. He is a Fellow of the American Psychological Association and the Association for Psychological Science and an ABPP Diplomate in Clinical and in Forensic Psychology. He is a past president of APA Division 12 (Society of Clinical Psychology) and a former editor of the Journal of Personality Assessment. His recently published books include Principles of Rorschach Assessment (2003) and, with Roger Greene, Handbook of Personality Assessment (2008), and he served as Editor-in-Chief of the 12-volume Wiley Handbook of Psychology (2003).
Stephen G. West (Ph.D., 1973, University of Texas, Austin) is currently Professor of Psychology at Arizona State University and Gastprofessor at Freie Universität Berlin, Germany. He has held previous permanent or visiting faculty positions at University of Wisconsin, Florida State University, University of Texas, Duke University and UCLA in the United States and Universität Kiel and Universität Heidelberg in Germany. He is co-author of 12 books and edited volumes including Multiple regression: Testing and interpreting interactions (1991) and Applied multiple regression/correlation analysis for the behavioral sciences (2003). He is a past editor of Psychological Methods and the Journal of Personality. Currently he is associate editor of special issues for Multivariate Behavioral Research. He is a past president of the Society of Multivariate Experimental Psychology and a fellow of Divisions 5 (Evaluation, Measurement, and Statistics,) and 27 (Society for Community Research and Action) of the American Psychological Association. His methodological work has focused on developing and improving randomized and non-randomized (quasi-experimental) designs, methods for understanding the effects of intervention components, multiple regression, structural equation models, mediation analysis, multilevel data analysis, and longitudinal data analysis. He is a winner of the Henry Murray Award for Lifetime Contributions to the Study of Lives from Division 8 (Personality and Social Psychology) of the American Psychological Association and the senior Forschungspreis from the Alexander von Humboldt Stiftung for his methodological work. He won the Outstanding Graduate Mentor Award from the Graduate College at Arizona State University in 1997 and the Jacob Cohen Award for Outstanding Teaching and Mentoring from Division 5 of the American Psychological Association in 2006. He is most proud of the many graduate students with whom he has worked who have gone on to careers at major research universities in the US, Canada, and Germany, some of whom have received awards for their early career contributions.
Keith Whitfield is a Research Professor in the Department of Psychology and Neuroscience at Duke University. His research focuses on individual paths that we take in growing older. His research on individual differences in minority aging uses a two prong model that includes studying individual people as well as pairs of twins. One dimension of his research on individuals focuses on how health and how health conditions influence our memory and cognition. He has also researched how “successfully aging” is affected by health and educational factors.

The other prong of Dr. Whitfield’s research examines the impact of genes and environment to individual differences in behavior and health. Dr. Whitfield works with researchers from Sweden, Russia, and the United States to examine how social, psychological, and cultural factors of aging are affected by genetic and environmental influences that impact cognition and health during early to late-life. He recently completed a study that involves examining health and psycho-social factors related to health among adult African American twins. He is now conducting an analysis of gene-environment interactions in hypertension.

He is the member of several professional associations including the American Psychological Association, the Gerontological Society of America, the Society for Behavioral Medicine, and the Society for Multivariate Experimental Psychology. He serves as a chair for the Gerontological Society of America’s Task Force on Minority Issues which recently published Closing the Gap: Improving the health of Minority Elders in the New Millennium. He has served as faculty for five different NIA-supported summer institutes designed to promote the development of junior faculty and students. He was a member of the National Research Council/National Academy of Sciences “Aging Mind” committee and the “Research Agenda for the Social Psychology of Aging” committee and currently serves on the Institute of Medicine committee on “Assessing Interactions among Social, Behavioral, and Genetic Factors on Health.” He was a member of the NIA-Behavioral and Social Science Review committee and also regularly reviews grants for the Alzheimer’s Association. He is a member of the National Advisory Board for the Center for Urban African American Aging Research at the University of Michigan, the Health and Adherence in Rural Practice (HARP) Data Safety Monitoring Board for the University of Alabama at Birmingham, the Advisory Board for Institute on Aging at Wayne State University, the Advisory Committee for The Export Center to Reduce Health Disparities in Rural South Carolina at Clemson University, and the Scientific Advisory Board for Academic Career Leadership Award Purdue University. He was also recently named as a member to the Board of Scientific Counselors for the National Institute on Aging. He also serves on the editorial board for Journal of Applied Developmental Psychology, an Associate Editor for Experimental Aging Research and the Supervising Editor for the Journal for Minority Aging for Young Investigators.
Carol M. Woods (Ph.D., 2004, University of North Carolina, Quantitative Psychology), is currently an Associate Professor of Quantitative Psychology at the University of Kansas. She is also an Associate Director and Research Scientist in the Center for Research Methods and Data Analysis. For 6 years post-Ph.D., Woods worked at Washington University in Saint Louis as an Assistant, then Associate, professor of Psychology and Applied Statistics. Woods' research focuses primarily on improving tools for analyzing categorical data including ordinal measures of association, methods for testing differential item functioning, and item response models with nonnormal latent variables. She currently serves on the Technical Advisory Committee for the Graduate Record Exam, is an elected member of the Society of Multivariate Experimental Psychology, and is on the editorial board for Psychological Methods.
Frank C. Worrell, Ph.D., is a Professor in the Graduate School of Education at the University of California, Berkeley. His research interests include academic talent development, at-risk youth, scale development and validation, teacher effectiveness, and the translation of research findings into school-based practice. Author of over 70 scholarly articles, he is a member of the editorial boards of Assessment, Cultural Diversity and Ethnic Minority Psychology, Gifted Child Quarterly, the Journal of Advanced Academics, the Journal of Applied School Psychology, Psychology in the Schools, Roeper Review, School Psychology Quarterly, and Training and Education in Professional Psychology.

Dr. Worrell has served on the Executive Committee of the Special Interest Group on Giftedness and Talent of AERA, is past chair of the AERA Special Interest Group on Education in the Caribbean and Africa, past program chair of the AERA Special Interest Group on Faculty Teaching, Evaluation, and Development, and a past president of Division 16, the school psychology division of APA. Dr. Worrell was appointed to APA’s Committee for Psychological Tests and Assessment from 2007-2009, and is a member of the Joint Committee of American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education appointed to revise the Standards for Educational and Psychological Testing.

Dr. Worrell is a Fellow of Division 16 of APA and an elected member in the Society for the Study of School Psychology. Dr. Worrell has ongoing research collaborations in Chile, Germany, and Peru. His faculty homepage can be accessed here.