ALSO IN THIS ISSUE
2009 Individual and Departmental Culture of Service Awardees Announced
Each year the APA Board of Scientific Affairs honors both individuals and college or university psychology departments with Culture of Service Awards. For 2009, the recipients of the individual awards are Roberta Golinkoff and Kathryn Hirsh-Pasek (joint award) and John Dovidio. The psychology departments at the University of South Florida and at the University of Wisconsin at Madison were selected for the departmental awards.
The Award for Distinguished Service to Psychological Science recognizes individuals who have made outstanding contributions to psychological science through their commitment to a culture of service. Such service may include participating on boards and committees of psychological associations; editing journals; reviewing grant proposals; mentoring students and colleagues; advocating for psychological science with state and federal lawmakers; and promoting the value of psychological science to the public.
Roberta Golinkoff and Kathryn Hirsh-Pasek are long-time collaborators in child development research who are leaders in the effort to make psychological science and its applications accessible to policy makers and the general public.
Dr. Golinkoff earned her BA in 1968 from Brooklyn College and her PhD in 1973 from Cornell University. Currently, she is theH. Rodney Sharp Professor in the School of Education at the University of Delaware with joint appointments in the Department of Psychology and the Department of Linguistics and Cognitive Science. Her research focuses on how children learn language as well as on preschool education and the benefits of play. The recipient of a John Simon Guggenheim Fellowship and a James McKeen Cattell Sabbatical Award, she has published 12 books, written over 100 papers, and presents the findings of her research throughout the world. Dr. Golinkoff’s research has been funded by the National Science Foundation and the National Institutes of Health. She is currently an Associate Editor of the journal Child Development. Dr. Golinkoff is a spokesperson for research in developmental science, frequently giving interviews and writing essays for print outlets (such as the New York Times), online sites (such as Urban Baby), and broadcast media (radio and television outlets such as Good Morning America).
Dr. Hirsh-Pasek earned her BS in 1975 from the University of Pittsburgh and her PhD in 1981 from the University of Pennsylvania. Currently, she is the Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University, where she serves as Director of the Infant Language Laboratory and Co-Founder of CiRCLE (The Center for Re-Imagining Children’s Learning and Education). Her research in the areas of early language development, literacy, and infant cognition has been funded by the National Science Foundation and the National Institutes of Health, resulting in 11 books and over 100 publications. She is a recipient of Temple University’s Great Teacher Award and the Paul Eberman Research Award, served as the Associate Editor of Child Development, and is treasurer of the International Association for Infant Studies. Dr. Hirsh-Pasek is deeply invested in bridging the gap between research and practice. To that end, she was a researcher on the NICHD Study of Early Child Care and Youth Development, co-developed the language and literacy preschool curricula for the State of California, and has consulted with toy companies and media programs such as Sesame Workshop.
Committed to disseminating research to a broad audience, Drs. Golinkoff and Hirsh-Pasek have co-authored or co-edited such volumes as How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life; Einstein Never Used Flash Cards: How Our Children Really Learn and Why They Need to Play More and Memorize Less;A Mandate for Playful Learning in Preschool; Action Meets Word: How Children Learn Verbs; and (with Dorothy Singer) PLAY = LEARNING: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth.
This year’s other individual awardee, John Dovidio, has held leadership positions in major personality and social psychology professional organizations and has played critical roles in these organizations’ publication programs. He earned his AB in 1973 from Dartmouth College and his PhD in 1977 from the University of Delaware. He is currentlyProfessor of Psychology at Yale University, and previously taught at Colgate University and the University of Connecticut. At Colgate, he was the Charles A. Dana Professor of Psychology and served as Provost and Dean of the Faculty. His research interests are in stereotyping, prejudice, and discrimination; social power and nonverbal communication; and altruism and helping. Much of his scholarship has focused on “aversive racism,” a subtle form of contemporary racism. He has been president of the Society for Personality and Social Psychology and of the Society for the Psychological Study of Social Issues, as well as Chair of the Executive Committee of the Society for Experimental Social Psychology. Dr. Dovidio has been Editor of the Journal of Personality and Social Psychology – Interpersonal Relations and Group Processes, Editor of Personality and Social Psychology Bulletin, and Associate Editor of Group Processes and Intergroup Relations. He is currently Co-Editor of Social Issues and Policy Review. In addition, he is a member of the Advisory Board for the Center for Research on Prejudice at Warsaw University in Poland.
Dr. Dovidio has published over 250 articles and chapters; is co-author of several books, including Emergency Intervention; The Psychology of Helping and Altruism; The Social Psychology of Prosocial Behavior; and Reducing Intergroup Bias: The Common Ingroup Identity Model; as well as co-editor of Prejudice, Discrimination, and Racism; Power, Dominance, and Nonverbal Behavior; On the Nature of Prejudice: 50 years after Allport; and Intergroup Misunderstandings: Impact of Divergent Social Realities, and the Handbook of Prejudice, Stereotyping, and Discrimination. Dr. Dovidio was a co-recipient of the Kurt Lewin Award (with Sam Gaertner), and recipient of the Gordon Allport Prize, the APA Raymond D. Fowler Mentor Award, the SPSSI Distinguished Service Award, and the APA Presidential Citation for his research on racism.
The Departmental Award for Culture of Service in the Psychological Sciences recognizes departments that demonstrate a commitment to service in the psychological sciences. Departments selected for this award consistently support service by faculty at all levels and encourage students to engage in service.
The Department of Psychology at the University of South Florida has a long tradition of service to the discipline through its support of faculty and graduate students taking leadership roles at the university, in professional organizations, and in the federal government. Faculty promote the contributions of psychological research through the media and advocate for using psychology to address public policy issues. The Department provides release time from teaching for service activities and considers these activities in making tenure and promotion decisions. Students and new faculty are encouraged to engage in service to the field and surrounding community.
This Department’s community involvement has been recognized by selection for the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Faculty have served as judges at elementary school science fairs, tutored children in math and science, coordinated visits from local high school students interested in psychology, provided talks on psychology at local schools through the Great American Teach-In program, served in leadership roles within the local public school system, and provided free consultation to the school system on issues related to youth suicide and other psychological issues. The Department also provides services to a local non-profit community agency, the Florida Center for Survivors of Torture and Refugee Services. Faculty members sit on the advisory board, provide pro-bono clinical services, and donate items to fill the needs of individuals dependent on this agency.
The Department of Psychology at the University of Wisconsin at Madison is honored for its record of service to the discipline of psychology, to its research and scholarly infrastructure, and to the wider community. Service is a core departmental value and is rewarded by merit raises and teaching release time to faculty who hold major editorial positions. Faculty serve on university and national boards, take on a heavy load of journal and grant reviewing, and communicate psychology to the general public both locally and nationally. The Department instills a commitment to service among its students by providing faculty role models and treating service to the discipline and the public as a valued part of academic activity.
The Department’s commitment to novel and interdisciplinary training was recognized by NIH through the awarding of three NIH training grants in the areas of emotion, language, and atypical development. The Department has an extensive program in which tenured faculty provide mentoring for junior faculty. The guidance provided to junior faculty has increased the rate of assistant professors achieving tenure. In addition, the Department developed a service learning course for graduate students involving placement in community agencies paired with a formal class in which the applications of psychology that are involved in the students’ community experiences are discussed.
Nominations for the 2010 awards are being accepted now. Individual awardees receive an honorarium of $1000, and Departmental awardees receive $5000 to be used to support departmental activities. For additional information, please visit the individual awards page and the departmental awards page.