COHEN—Vita

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January 2018

Curriculum Vitae

GEOFFREY L. COHEN

Graduate School of Education; Department of Psychology E-mail: glc@stanford.edu

James G. March Professor of Organizational Studies in Education and Business, Graduate School of Education,

Stanford University, 2009-present.

Professor of Psychology, Department of Psychology, Stanford University, 2009-present.

Professor of Organizational Behavior (by courtesy), Graduate School of Business, Stanford University,

2009-present

Academic History

Assistant Professor, Psychology, Yale University, New Haven, CT, 1999-2005.

Postdoctoral Fellow, University of Washington, Seattle, WA, 1998-1999.

Ph.D. in Psychology, Stanford University, Stanford, CA, 1998.

B.A. in Psychology, Cornell University, Ithaca, NY, May, 1992.

Magna Cum Laude in Psychology with Distinction in all Subjects.

Visiting Student, University of Sussex, Brighton, England, 1991.

class achievement gaps in China with a value relevance affirmation” (senior author).

Robert Cialdini Award (2016) recognizing the publication that best explicates social psychological phenomena

principally through the use of field research, for paper, “Breaking the cycle of mistrust: Wise

interventions to provide critical feedback across the racial divide” (senior author)

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Facebook Academic Program, Unrestricted Gift to recognize scholarly research (2016).

Robert Cialdini Award (2015), for paper, “Deflecting the trajectory and changing the narrative: How self-

affirmation affects academic performance and motivation under identity threat” (senior author)

Excellence in Ethics Best Paper Award, 2013, for paper, “Threats to group identity trigger social deviance”

Honorable Mention, Hidden Bias Research Prize, Level Playing Field Institute, for the paper Recursive

Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap, 2011.

Exceptional Graduate Mentorship Award (2004), Graduate School of Arts and Sciences,

Yale University.

Junior Faculty Fellowship (2002-2003), Yale University.

Best Student Publication Award (1999), Society for Personality and Social Psychology.

Graduate Fellowship (1993-1996), National Science Foundation.

Phi Beta Kappa (1992), Cornell University.

Funded:

Using Asset Transfer to Improve College Persistence

Co-PI (with PI G. Walton and co-PI P Goyer)

Total funds: $250,000

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National Science Foundation

Reducing Attrition in STEM Doctoral Education: A Longitudinal Investigation using Momentary Assessment

and Social Psychological Intervention

Co-PI (with PI J. Cook and co-PI V. Purdie-Vaughns)

Total funds: $2,281,522

Graduate School of Education Incentive Fund, 2015, 2016

Urban District Middle Schools

Co-PI (with PI D. Yeager and co-PIs A. Duckworth, S. D’Mello, M. Henderson)

Total funds: $691,953

National Science Foundation: Research on Education and Learning (NSF-REAL), 2014-2017

Reducing Racial and Gender Achievement Gaps in STEM: Use of Natural Language Processing to Understand

Why Affirmation Interventions Improve Performance

Co-PI (with PI V. Purdie-Vaugns and co –PI’s Jonathan Cook, S. Muresan)

Total funds: $1,007,993

Nudging for Success: Breaking Behavioral Barriers Through the Financial Aid System

PI (with co-PI Omid Fotuhi, Ph.D., Post-Doctoral Researcher)

Total Funds (direct): $130,000

Robin Hood Foundation, 2014

Scalable Technology Solutions to Help Students Graduate

PI (with Omid Fotuhi, Ph.D., Post-Doctoral Researcher)

Total Funds (direct): $40,000

Institute for Research in the Social Sciences, 2013-2014

PI (with Omid Fothui, Ph.D., Post-Doctoral Researcher)

Total Funds (direct): $29,650

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National Science Foundation, 2012-1014

Linking Neurophysiology, Health and Academic Performance in STEM: Development of a Longitudinal

Framework among African American Males (Supplemental Grant)

Co-PI (with Co-PIs Valerie Purdie Vaugns and Jonathan Cook, Ph.D.s)

Total Funds (direct): $111,250

National Science Foundation, 2012-2014

Institute of Education Sciences, Department of Education, 2012-2015 Improving Academic

Achievement by Teaching a Growth Mindset about Emotion Regulation Co-PI (with PI James Gross and

Co-PI Carole Dweck, Ph.D.s) Total funds (direct): $399,871

National Science Foundation, 2011-2014

Reducing the Racial Achievement Gap and Increasing Engagement in STEM: A Neurobiological Framework

and Social-Psychological Intervention

Co-PI (with Co-PIs Valerie Purdie Vaugns and Jonathan Cook, Ph.D.s)

Total Funds (direct): $617,278

Co-PI (with PI Valerie Purdie-Vaughns, Ph.D., Columbia University)

Total Funds: $40,000 (direct)

Bill and Melinda Gates Foundation, 2010

Academic Tenacity

Co-Investigator (Principal Investigator: Carol Dweck, Ph.D.; Co-Investigator: Gregory Walton, Ph.D.)

Total Funds: $90,030 (direct)

National Science Foundation, 2009-2012

Understanding and Reducing the Gender Gap in Math and Science: Social, Cognitive, and Neural

Co-Investigator (Principal Investigators: Edward Havranek, MD, MS, and John Steiner,

MD, MPH; Co-Investigator: Irene Blair, Ph.D.)

Total Funds: $274,319 (direct)

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National Institutes of Health, 2009-2014

Understanding Peer Influence of Adolescent Health Risk Behaviors (R01)

Co-PI (with Co-PI: Mitchell Prinstein, Ph.D.), Total Funds (direct): $1,497,799

National Science Foundation, 2007-2011

A Self-Affirmation Intervention Approach

Principal Investigator, Total Funds (direct): $565,858

Total Funds (direct): $125,813

National Science Foundation, 2009-2010

Examining the Long-Term Effects of a Self-Affirmation Intervention on High School

Performance and Academic Identity

PI (with Co-PI Valerie Purdie-Vaughns)

Total Funds (direct): $105,958

Russell Sage Foundation, 2008-2010

Identity, Threat, and Achievement Gaps

Principal Investigator, Total Funds (direct): $13,699

National Science Foundation, 2006-2007

The Cultural Cognition of Risk: Psychological and Social Mechanisms

Co-PI (Principal Investigator: Professor Dan M. Kahan), Total Funds (direct) $204,079

William T. Grant Foundation, 2005-2007

Addressing the Academic Performance Gap Between Minority and White Students

Principal Investigator, Total Funds (direct): $249,338

Co-Investigator (Principal Investigator: Mitchell Prinstein, Ph.D.), Total Funds (direct): $10,000

Institute for Social and Policy Studies, Yale University, 2003-2004

Group Identity and Intellectual Achievement

Principal Investigator, Total Funds (direct): $74,754

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Nellie Mae Education Foundation, 2002-2003

Threats to Social Identity and the Academic Achievement of Minority Students: Initial Grant

Principal Investigator, Total Funds (direct): $11,915

Nellie Mae Education Foundation, 2001-2002

Planning Grant

Co-PI (with Co-PI: Mitchell Prinstein, Ph.D.), Total Funds (direct): $2,000

Social Science Faculty Research Award, Yale University, 2000-2002

Mentoring Dilemmas: Providing Feedback Across Racial and Gender Lines

Principal Investigator, Total Funds (direct): $5,000

Social Science Faculty Research Award, Yale University, 2000-2002

Adolescent Deviance in a Social Context: A Transactional Model of Peer Influence

Co-PI (with Co-PI Mitchell Prinstein, Ph.D.), Total Funds (direct): $5,000

Papers (* signifies senior investigator)

Ferrer, R., & Cohen, G. L.* (in revision). Reconceptualizing self-affirmation with the “Trigger and

Channel” framework: Lessons from the health domain. Revision invited at Personality and Social

Psychology Review.

Binning, K. R., Cook, J. E., Purdie-Vaughns, V., Garcia, J., Apfel, N., Sherman, D. K., & Cohen, G. L.*

(in revision). Understanding psychological threat in middle school: Emergent benefits of self-affirmation

writing exercises. Revision invited at Journal of Educational Psychology.

Panni, R., Milam, L., Cohen, G.L.*, Walton, G.M., Mueller, C., Salles, A. (in press). Pluralistic ignorance

and risk of attrition among surgical residents. Surgery.

Smith, E. N., Romero, C., Donovan, B., Herter, R., Paunesku, D., Cohen, G. L., Dweck, C. S., & Gross,

J. J. (in press). Emotion theories and adolescent well-being: Results of an online intervention. Emotion. Epub

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Cohen, G. L., Garcia, J., & Goyer, J. P. (2017). Turning point: Targeted, tailored, and timely

psychological intervention. In A. Elliot, C. Dweck, D. Yeager (eds), Handbook of Competence and Motivation

(2nd Edition): Theory and Application (pp. 657-686). New York, NY: Guilford Press

Goyer, J. P., Garcia, J., Purdie-Vaughns, V., Binning, K. R., Cook, J. E., Reeves, S. L., Apfel, N.,

schoolers’ progress along college trajectories. Proceedings of the National Academy of Sciences, 114, 7594-

7599.

Yeager, D. S., Purdie-Vaughns, V., Hooper, S. Y., & Cohen, G. L.* (2017). Loss of institutional trust

among racial and ethnic minority adolescents: A consequence of procedural injustice and a cause of life-span

outcomes. Child Development, 88, 658-676.

Kizilcec, R. F., Saltarelli, A. J., Reich, J., & Cohen, G. L.* (2017). Closing global achievement gaps in

MOOCs: Brief interventions address social identity threat at scale, Science, 20, 251-252.

Kizilcec, R. F., Davis, G. M., & Cohen, G. L.* (2017). Towards Equal Opportunities in MOOCs:

Affirmation Reduces Gender & Social-class Achievement Gaps in China. In Proceedings of the Fourth ACM

Conference on Learning at Scale, L@S. Cambridge, MA. [*Winner, Best Paper Award]

Experimental Social Psychology, 69, 227-231.

Silverman, A. M. Molton, I. R., Smith, A. E., Jensen, M. P., & Cohen, G. L.* (2017). Solace in

solidarity: Disability friendship networks buffer well-being. Rehabilitation Psychology, 62, 525-533.

Lewis, K. L., Stout, J. G., Finkelstein, N. D., Pollock, S. J., Miyake, A., Cohen, G. L., & Ito, T. (2017).

Fitting in to move forward: Belonging, Gender, and Persistence in the Physical Sciences, Technology,

Engineering, and Mathematics (pSTEM). Psychology of Women Quarterly, 41, 420-436.

Han, H., Kim, J., Jeong, C., & Cohen, G. L. (2017). Attainable and relevant moral exemplars are more

effective than extraordinary exemplars in promoting voluntary service engagement. Frontiers in Psychology,

March. Retrievable at https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00283/full

Powers, J. T., Cook, J. E., Purdie-Vaughns, V., Garcia, J., Apfel, N., Cohen, G. L.* (2016). Changing

environments by changing individuals: The emergent effects of psychological intervention. Psychological

Science, 27, 150-160.

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Carter, P., Cohen, G., Coleman, D., Meledez de Santa Ana, T., Oakes, J., Petrilli, M., Phillips, M.,

Putnam, R. D., Steele, C., Toner, P. (2016). Increasing equality of opportunity in and out of school, Grades K-

12. In Closing the Opportunity Gap, a project of the Saguaro Seminar. Report prepared as part of working group

organized by Professor Robert Putnam. Available at http://theopportunitygap.com/wp-

content/uploads/2016/04/april25.pdf

Yeager, D.S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., Kamentz, D, Ritter,

G., Duckworth, A. L., Urstein, R., Gomez, E. M., Markus, H. R., Cohen, G. L., & Dweck, C. S. (2016).

Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy

of Sciences, 113, E3341-3348.

Salles, A., Mueller, C. M., & Cohen, G. L.* (2016). Exploring the relationship between stereotype

perceptions and residents’ well-being. Journal of the American College of Surgeons, 222, 52-58.

Brady, S. T., Reeves, S L., Garcia, J., Purdie-Vaughns, V., Cook, J., Taborsky-Barba, S., Tomasetti, S.,

Davis, E., & Cohen, G. L.* (2016). The psychology of the affirmed learner: Spontaneous self-affirmation in the

face of stress. Journal of Educational Psychology, 108, 353-373.

Fotuhi, O., & Cohen, G. L.* (2016). Self-affirmation and the reduction of addictive behavior. In C. E.

Proceedings of the 8th International Conference on Educational Data Mining. Madrid, Spain. (acceptance rate:

36%)

Cohen, G. L., & Garcia, J. (2015). Educational theory, practice, and policy and the wisdom of social

psychology. Policy Insights from the Behavioral and Brain Sciences, 1, 13-20.

Belmi, P., Barragan, R., Neale, M. A., & Cohen, G. L.* (2015). Threats to social identity can trigger social

deviance, 41, 467-484.

Binning, K. R., Brick, C., Cohen, G. L.*, & Sherman, D. K. (2015). Going along versus getting it right:

The role of self-integrity in political conformity. Journal of Experimental Social Psychology, 56, 73-88.

Silverman, A., & Cohen, G. L.* (2014). Fostering positive narratives: Social-psychological interventions

to maximize motivation in the classroom and beyond. In S. Karabenick & T. Urdan (eds.), Motivational

G. L.* (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial

divide. Journal of Experimental Psychology: General, 143, 804-824.

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Silverman, A., & Cohen, G. L.* (2014). Stereotypes as stumbling blocks: How coping with stereotype

threat affects life outcomes for people with physical disabilities. Personality and Social Psychology Bulletin, 40,

1330-1340.

Dweck, C., Walton, G., & Cohen, G. (2014). Academic tenacity: Mindsets and skills that promote long-

term learning. A white paper prepared for the Bill and Melinda Gates Foundation. Retrievable at

https://web.stanford.edu/~gwalton/home/Welcome_files/DweckWaltonCohen_2014.pdf

Helms, S. W., Choukas-Bradley, S., Widman, L., Giletta, M., Cohen, G. L., & Prinstein, M. J. (2014).

Adolescents misperceive and are influenced by high-status peers’ health risk, deviant, and adaptive behavior.

Developmental Psychology, 50(12), 2697-2714. doi:10.1037/a0038178

Choukas-Bradley, S., Giletta, M., Widman, L., Cohen, G. L., & Prinstein, M. J. (2014). Experimentally

measured susceptibility to peer influence and adolescent sexual behavior trajectories: A preliminary study.

Developmental Psychology, 50(9), 2221-2227. doi:10.1037/a0037300

Rancourt, D., Choukas-Bradley, S., Cohen, G. L., & Prinstein, M. J. (2014). An experimental examination

American Journal of Surgery, 207, 251-254.

Teunissen, H. A., Spijkerman, R., Cohn, G. L., Prinstein, M. J., Engels, R. C., & Scholte, R. H. (2014). An

experimental study on the effects of peer drinking norms on adolescents’ drinker prototypes. Addictive Behaviors,

39, 85-93.

Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S.,

Tomassetti, S., Nussbaum, A. D., & Cohen, G. L.* (2013). Deflecting the trajectory and changing the narrative:

How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality

and Social Psychology, 104, 591-618.

http://www.scientificamerican.com/article.cfm?id=stereotype-interventions-expel-from-classrooms-across-country

Shnabel, N., Purdie-Vaughns, V., Cook, J. E., Garcia, J., & Cohen, G. L.* (2013). Demystifying values-

affirmation interventions: Writing about social belonging is a key to buffering against identity threat.

Personality and Social Psychology Bulletin, 39, 663-676.

COHEN—Vita

Talks (primary speaker)

Cohen, G. L., Purdie-Vaughns, V., Yeager, D., & Hooper, S. (2016). The trust gap: A racial divide in

the experience of adolescence. Talk at Society for Personality and Social Psychology, San Diego, CA.

Cohen, G. L. (2016). The science of solutions: Lessons from field experimentation in institutions.

Nesi, J., Giletta, M., Choukas-Bradley, S., Cohen, G. L., & Prinstein, M. (2016). Adolescents’

conformity to high status peers predicts increased self-esteem. Society for Research on Adolescence (SRA).

Baltimore, MD.

Riddle, T., Muresan, S., Cohen, G., Cook, J., & Purdie-Vaughns, V. The effects of linguistic uncertainty

in self-affirmations. Society for Personality and Social Psychology, San Diego, CA.

Turetsky, K., Cook, J., & Cohen, G. L., Purdie-Vaughns, V. Values affirmation buffers academic social

networks against erosion under threat. Society for Personality and Social Psychology, San Diego, CA.

Kenthirarajah, T., Walton, G., Cohen, G. L., Blair, I., & Judd, C. The first-name bias in criminal

sentencing of African Americans. Society for Personality and Social Psychology, San Diego, CA.

Bong, M., Brady, S., Cohen, G. L.* The affirmed self: Long-term effects of a brief online affirmation on

one’s sense of self. Society for Personality and Social Psychology, San Diego, CA.

Jarvis, S., Brady, S., Cullen, L., Cain, S., Cohen, G. L.*, Walton, G. Taking the message with you:

Benefits of a social-belonging intervention persist through subsequent transitions. Society for Personality and

autonomy in learning strategies. Society for Personality and Social Psychology, San Diego, CA.

Hirschi, Q., Reeves, S., Cohen, G., & Yeager, D. Believing that an institution helps you pursue prosocial

goals increases trust: Evidence from a longitudinal experiment in an urban middle school. Society for

Personality and Social Psychology, San Diego, CA.

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Binning, K., Cook, J., Purdie-Vaughns, V., Garcia, J., Apfel, N., Sherman, D., & Cohen, G. L. Values

affirmation as a tool for boosting academic performance during critical transitions. Society for Personality and

Social Psychology, San Diego, CA.

2015

more in the eyes of scientists? Society of Personality and Social Psychology, Long Beach, CA.

Kenthirarajah, D., Walton, G., & Cohen, G.* (2015). Names bias in implicit judgments and criminal

sentencing of African Americans. Society for Personality and Social Psychology, Long Beach, CA.

Cook, J. E., Purdie-Vaughns, V., & Cohen, G. L. (2015). Group identity and body mass: Can affirmation

interventions provide a health buffer against social identity threat? In G. Stadler (Chair), New perspectives on

field experiments: Testing social psychological theory in real world settings. Symposium at the annual

convention of the Association for Psychological Science (APS), New York, NY.

personality and behavior. Symposium at the annual convention of the Association for Psychological Science

Posters (student-led)

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Powers, J. T., Cook, J. E., Purdie-Vaughns, V., Garcia, J., & Cohen, G. L.* (2015). A ripple in time:

Ecological effects from seventh grade intervention increase college enrollment six years later. Association for

Psychological Science, New York, NY.

Kenyon, E. A., Lee, M. M., Turetsky, K., Germano, A. L., Dahl, J. L., Pasek, M. H., Cook, J. E., Cohen, G.

L., Purdie-Vaughns, V. (2015) An intersectional approach: Gender, race, and the effect of theories of intelligence

Presentation at the American Educational Research Association Annual Meeting, Chicago, IL.

At Stanford University:

Social Psychology and Social Change (graduate and advanced undergraduate level)

Workshop in Psychological Interventions (graduate and advanced undergraduate level)

Self and stigma (graduate and undergraduate level)

Proseminar in Education (MBA course)

Social Psychology and Social Change (graduate level)

Applications of Social Psychology (undergraduate level)

Research Methods in Social Psychology (undergraduate level)

Research Topics in Self and Stigma (graduate level lab seminar)

At Stanford University:

Introductory Social Psychology (undergraduate level)

Introductory Psychology (undergraduate level)

Psychology and Social Engineering (undergraduate level)

of Stigmatization; History of Social Psychology; Attitudes and Attitude Change; Political Psychology;

Psychological Perspectives on Self and Social Identity; Motivation; Psychological Perspectives on Learning and

Education; Prejudice and Discrimination; Social Influence

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Graduate students who have received their PH.D.:

1. Gregory M. Walton

Ph.D. awarded: May 2005, Yale University

Outstanding Dissertation (Yale Psychology Department)

Postdoctoral positions:

-Legislative Fellow, United States Senate; sponsored by the American

Psychological Association (APA), the American Psychological

Foundation (APF), the American Association for the Advancement of

Science (AAAS).

-Postdoctoral Fellow, Social Psychology Program, University of Waterloo, 2006-2007

-Associate Professor, Psychology Department, Stanford University, 2015-present

2. Eric Luis Uhlmann

3. Arielle Silverman

Ph.D. awarded: June 2014, University of Colorado, Boulder

Dissertation title: Swimming Upstream: Social-Psychological Insights on Improving Blind

People’s Employment Outcomes

Postdoctoral position: Post-Doctoral Researcher, University of Washington, Department of

Rehabilitation Medicine

4. Stacy Fambro

Ph.D. awarded: May 2008, Yale University

Dissertation title: Identity Threat as a Trigger of Culture-of-Honor Behavior

Gender, Stereotype Threat, and Values Affirmation

Postdoctoral position: Surgical resident, Stanford University School of Medicine

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6. Yula Paluy

Ph.D. awarded: June 2014, Stanford University

Dissertation title: The Humanizing Power of Humor: Applications to Conflict and

Stigma Reduction.

Postdoctoral position: Postdoctoral researcher, Resilience Project, Stanford University

7. Toni Kenthirarajah (co-advisor with Prof. Greg Walton)

8. Kody Manke

Ph. D. awarded: June 2016

Dissertation title: Stereotype Threat Perseverance

Postdoctoral position: Professor, Visiting Assistant Teaching Professor, Department of

9. Rene Kizilcek

Ph. D. awarded: June 2017

Dissertation title: Affirming Technology: Design That Affords Belonging

Postdoctoral position: Assistant Professor, Department of Information Science Cornell University

Dissertation research award: Nathan Maccoby Outstanding Dissertation Award, Stanford University

Dissertation title: Ecological Factors in Psychological Interventions

Postdoctoral position: Data Scientist, Genentech

Postdoctoral fellows:

1. Christine Logel

Post-doctoral researcher, 2009-2011.

Now professor at Department of Psychology, Renison University College

2. Jonathan Cook

Post-doctoral research, 2009-2013

4. Kristin Layous

Post-doctoral research, 2014-2015

Now professor at California State University, East Bay

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Current graduate students

Alice Liu; Michael Schwalbe

Current postdoctoral researchers

Parker Goyer, Omid Fotuhi

Other graduate student collaborators:

Supervision of undergraduate senior theses and research projects:

Provided mentorship to over 50 undergraduates on their senior theses, most involving empirical experiments,

several recognized with departmental awards for outstanding thesis research.

Ad Hoc Reviewer—Journals:

Ad Hoc Reviewer—Grant Agencies:

The Spencer Foundation

National Science Foundation, Social Psychology Program

National Science Foundation, Time-Sharing Experiments for the Social Sciences (TESS)

Additional Service and Professional Experience:

Available at http://theopportunitygap.com/wp-content/uploads/2016/04/april25.pdf

University Advisory Board, Faculty Appointments and Promotion, Stanford University, 2014-2015.

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Search Committee, Chair, Educational Measurement and Assessment Faculty Search, Graduate School of

Education, Stanford University, 2014-2015.

School Needs Committee, Graduate School of Education, Stanford University, spring 2013-present.

Promotion committee, Graduate School of Education, Stanford University, fall 2013.

Participant, National Research Council, National Institute on Aging, expert meeting on Motivation and Aging:

Toward the Next Generation of Behavioral Intervention, summer 2012.

Member, Dissertation Support Grant Committee, Stanford School of Education, 2011-2013.

Affiliate, ideas42, 2011-present.

Faculty mentor, Summer Research Early Identification Program (SR-EIP), summer 2011. Program provides

underrepresented college students with opportunity to work under guidance of faculty mentor.

Member, Committee on Educational Policy, Stanford School of Education, Stanford University,

2010-present.

Affiliated Faculty, Center for Comparative Studies in Race and Ethnicity (RICSRE), Stanford University, 2010-

present.

Academic Committee, Institute for the Study of Global Antisemitism and Policy, Yale University,

2004-2012.

Contributor, The Situationist, Project on Law and Mind Sciences, Harvard Law School , 2007-

Scientific Impact Award Committee (member), Society of Experimental Social Psychology

(SESP), 2009.

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Human Subjects Departmental Committee, Department of Psychology, University of Colorado at

Boulder, 2008-2009.

Career Trajectory Award Committee (chair), Society of Experimental Social Psychology

(SESP), 2007.

Career Trajectory Award Committee (member), Society of Experimental Social Psychology

Cognitive Psychology Search Committee, Department of Psychology, University of Colorado

Boulder, 2006-2007.

Faculty Affiliate, Edward Zigler Center in Child Development and Social Policy, 2005-2006.

Committee to Review Human Subject Pool, Department of Psychology, Yale University, 2004.

Committee on Psychology, Cognitive Science, and Social Policy, Department of Psychology,

Yale University, 2004.

University, 2003, 2005. Program involves minority undergraduates in research

in faculty mentor’s lab.

Abilities and Expertise Faculty Search Committee, Department of Psychology, Yale

University, 2002-2003.

Social Psychology Speaker Series (Coordinator), Department of Psychology, Yale

University, 2001-2002.

Graduate Student Career Services Committee, Yale University, 2001-2002.

2000-2005.

Professional Development Seminar (Co-creator and co-coordinator), Department of Psychology,

Yale University, 2000-2002.

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Preparing Future Faculty Conference (Coordinator), Department of Psychology, Yale University, 2000-2001.

Organized 2-day APA-sponsored conference to provide graduate students with information

about academic careers in psychology.

Diversity Committee, Department of Psychology, Yale University, 2000-2001.

Social Cognition Lab (Organizer), Department of Psychology, University of Washington, Spring 1999.

Program Review Committee, Western Psychological Association Convention, 1995, 1996.

Graduate Admissions Committee, Department of Psychology, Social Area, Stanford University, 1994.

Social Psychology Seminar (Co-coordinator), Department of Psychology, Stanford University, 1994-1995.

Laboratory of Professor Alice Isen (Research Assistant), Department of Psychology and Johnson School of

Business, Cornell University, 1990-1992.

Regional Educational Laboratory—Southeast, University of North Carolina, Greensboro, funded

by U.S. Department of Education’s Institute of Education Sciences, 2007-2011.

Boulder Valley School District, 2007.

Merrill Lynch, Office of Diversity, Program Development and Retention Strategies, 2007.

Maryland Police Academy,1999-2000.

Thurgood Marshall Foundation, Princeton Review, 1996.

Fenwick & West Law Firm, 1995.

Educational Review; Jim Lehrer (Online News Hour); New Haven Register; New Scientist; Registro; San

Francisco Chronicle; Science; Scientific American; Nature; Slate; Time