APA
Divistion 5 Biographies

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.
Razia Azen (PhD, 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 of The University of Georgia and
coordinates and teaches in the program in Research, Evaluation,
Measurement,
and Statistics. Prior to accepting a position at the University
of Georgia Dr. Bandalos was Assistant and
Associate Professor in the Department of Educational Psychology at the
University of Nebraska-Lincoln and served as
head of the program in Qualitative and Quantitative Methods in
Education.
During her time at the University of 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. Dr. Bandalos has taught courses in beginning,
intermediate, and
advanced statistics and measurement, including structural equation
modeling,
for the past 15 years. 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. She serves on the editorial
boards
of Psychological Methods, Structural
Equation Modeling, and Applied
Measurement in Education and as an ad hoc editor for Psychological
Assessment, Journal of Educational Measurement,
Educational and Psychological Measurement, Multivariate Behavioral
Research, the Educational
Researcher, and the American
Educational Research Journal.
She is 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).

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).

Barbara
M. Byrne (Ph.D. University of Ottawa, 1982; Post Doctoral
Fellowship UCLA,
1985-1987) is Professor Emeritus in the School
of Psychology,
University
of Ottawa,
Canada.
Substantively, her research focuses on construct validation issues
related to the structure and measurement of self-concept, burnout, and
depression. Methodologically, it centers on the sound application of
structural
equation modeling (SEM) in the validation of measuring instruments and
psychological constructs. Dr. Byrne has conducted over 50 workshops
related to
the application of SEM and is the author of five introductory books on
the
topic, the most recent of these being Structural
Equation Modeling with EQS;Basic Concepts, Applications, and Programming
(Second Edition; 2006). These SEM books describe and illustrate
applications
based on the LISREL, AMOS, and EQS statistical programs. In addition to
80+ publications,
most of which have addressed SEM application issues, she has authored
the
measurement 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
as both Membership (1988-91) and Workshop Chair (1996-99) for Division
5, and
as a member of the Continuing Professional Education Committee (CPEC;
2000-02).
She currently serves on the Committee on Psychological Tests and
Assessments
(CPTA), is one of two APA representatives on the Joint Committee on
Testing
Practices (JCTP), and is the APA representative for the International
Test
Commission (ITC). Within the ITC, she has served as Newsletter Editor
(1996-99)
and Treasurer (1999-present).

Mark Daniel (PhD, 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.

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.

Todd D. Little (Ph.D., 1988, UC Riverside, Developmental and
Quantitative Psychology) has been the senior scientific director of the
Research Design and Analysis unit since August 2002. He is also a
Professor in the Department of Psychology (www.Psych.KU.edu) where he
directs the quantitative training program, co-directs the developmental
training program, and directs the Agency in Development Lab
(www.AgencyLab.KU.edu). Little is internationally recognized for his
quantitative work on various aspects of applied Structural Equation
Modeling (e.g., indicator selection, parceling procedures, modeling
developmental processes) and has given scores of seminars, lectures,
and workshops in Europe, Russia, Asia, and the United States. Little
regularly offers a series of Summer Institutes on Advanced Statistical
Techniques (www.ContinuingEd.KU.edu/programs/StatsCamps). In 2001,
Little was elected to membership in the Society for Multivariate
Experimental Psychology. Little also serves as an Associate Editor in
charge of methodological contributions for the International Journal of
Behavioral Development.

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. http://members.aol.com/kmarkus

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 (pp. 251-276).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 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/

Alan
Reifman (Ph.D.,
1989, University of Michigan, Social Psychology) is Associate
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. He
is also
interested in meta-analysis, a topic on which he co-authored a 2005
book
chapter (Wampler, Reifman, & Serovich. Meta-analysis in family
therapy research.
In Sprenkle & Piercy (Eds.), Research methods in family therapy
(2nd Ed.). NY: Guilford).

Mark D. Shermis, Ph.D., is
presently Chair and a Professor in the
Department of Educational Psychology. 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.

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.

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 earned her doctorate in psychometrics from Fordham
University and completed a
postdoctoral fellowship in clinical neuropsychology at the University
of
Nebraska Medical Center. She is Professor of Psychology at the
University of North Florida, where she teaches
courses in psychological testing and assessment, among others. Dr.
Urbina is a
licensed psychologist and practiced psychological assessment for many
years.
She is co-author of the seventh edition of Psychological
Testing with Anne Anastasi and author of Essentials of Psychological
Testing. In addition, Dr. Urbina has published
numerous articles and reviews in the area of psychological testing, has
conducted test validation research, and has consulted with test
publishers on
various test development and standardization projects. She has chaired
the
Committee on Psychological Tests and Assessment and the Committee on
Professional Practice and Standards and is currently serving on the
Continuing
Education Committee of the APA. Her current interests center on the
history of
psychology, as well as testing and assessment theory and practice.

Dr.
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.
This page created June 23,
2006. Last updated August 14, 2007.