Alexandra W. Logue

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Alexandra W. Logue is an academic and behavioral scientist. She is currently a Research Professor in CASE (Center for Advanced Study in Education) of the Graduate Center of The City University of New York[1] She is also a member of the Graduate Center’s Behavior Analysis Training Area in the Psychology Ph.D. Program.[2] From 2008 to 2014, she was the Executive Vice Chancellor and University Provost of CUNY, the CUNY system’s Chief Academic Officer.[3][4] She also served as provost and a professor at NYIT.[5]

Education[edit]

Alexandra W. Logue attended Harvard University, receiving her A.B. in Psychology Magna Cum Laude in 1974, and her Ph.D. in Experimental Psychology in 1978.[1] As a senior in college and in graduate school she interacted extensively with B. F. Skinner, as well as with other members of the Harvard University behavior analysis faculty.[6] Her dissertation was entitled "Taste Aversion and the Generality of the Laws of Learning", a version of which was subsequently published in Psychological Bulletin.[7]

Early Academic Life[edit]

In 1978, Logue became a faculty member in the Psychology Department of SUNY Stony Brook, rising from the rank of Assistant Professor to Professor.[1] During this period she taught experimental psychology and statistics, and conducted extensive research and published on mathematical models of choice behavior (self-control and impulsiveness),[8] food preferences and aversions,[9] and the history of behaviorism.[10] In 1986 she published the first edition of her book The Psychology of Eating and Drinking.[11] The publication of this book and its subsequent editions, as well as her being a supertaster, have been widely covered in The New York Times and other media.[12][13][14][15] While a faculty member, she published another book, entitled Self-Control: Waiting Until Tomorrow for What You Want Today, in 1995,[16] as well as over a hundred articles and chapters.[1] She was named a Fellow of the American Psychological Association, the Association for Psychological Science, the Psychonomic Society and the American Association for the Advancement of Science.[1] Her research was funded by the National Science Foundation, the National Institute of Mental Health, the McDonnell Foundation[17]and she was given the American Psychological Association’s Hake Award for excellence in bridging basic and applied research

Higher Education Scholarship[edit]

Logue has brought her expertise in experimental psychology to bear on issues concerning higher education.[18][19] This work, funded by the Spencer Foundation, the Institute for Education Sciences, and the Teagle Foundation has ranged from examination of self-control and impulsiveness in higher education administrators[20] to developing mechanisms for assessing administrative performance,[21] to conducting large randomized controlled trials (RCTs) of academic programs designed to increase college student success.[22][23] [24][25]She has advocated for the application of social science techniques to higher education administration[26] and has published a series of articles on such matters for Inside Higher Ed.[21] [26] [27] [28] [29] [30] [31][32][33][34]Her most recent book, Pathways to Reform: Credits and Conflict at The City University of New York, is a case study regarding the difficulty of making change in higher education.[35]

References[edit]

  1. ^ a b c d e "Alexandra W. Logue". cuny.edu. Retrieved 9 April 2017. 
  2. ^ "Behavior Analysis". cuny.edu. Retrieved 9 April 2017. 
  3. ^ "Executive Vice Chancellor Botman to Head USM – CUNY Newswire – CUNY". cuny.edu. Retrieved 9 April 2017. 
  4. ^ http://www.cuny.edu/about/administration/offices/aa/acr/Newsletter05.09.pdf
  5. ^ http://www.cuny.edu/about/administration/administrators/alogue.html
  6. ^ Logue, A. W. (1 May 2002). "The Living Legacy of the Harvard Pigeon Lab: Quantitative Analysis in the Wide World". Journal of the Experimental Analysis of Behavior. 77 (3): 357–366. doi:10.1901/jeab.2002.77-357. PMC 1284868Freely accessible. PMID 12083687. Retrieved 9 April 2017 – via Wiley Online Library. 
  7. ^ "PsycNET - Option to Buy". apa.org. Retrieved 9 April 2017. 
  8. ^ Logue, A. W. (1 December 1988). "Research on self-control: An integrating framework". cambridge.org. Retrieved 9 April 2017. 
  9. ^ http://www.sciencedirect.com/science/journal/00057967/19/4
  10. ^ "Points of View in the Modern History of Psychology - ScienceDirect". sciencedirect.com. Retrieved 9 April 2017. 
  11. ^ The Psychology of Eating and Drinking (1986)
  12. ^ Kutner, Lawrence (12 January 1989). "PARENT & CHILD". Retrieved 9 April 2017 – via NYTimes.com. 
  13. ^ Hall, Trish (30 October 1991). "Few People Will Eat Whatever Crawls Onto the Plate". Retrieved 9 April 2017 – via NYTimes.com. 
  14. ^ Spy, Word. "supertaster - Word Spy". wordspy.com. Retrieved 9 April 2017. 
  15. ^ "» The Psychology of Food and Drink by Alexandra Logue". winepsych.com. Retrieved 9 April 2017. 
  16. ^ Noble, Barnes &. "Self-Control: Waiting until Tomorrow for What You Want Today / Edition 1". barnesandnoble.com. Retrieved 9 April 2017. 
  17. ^ "SEAB Don Hake Basic/Applied Research Award". apadivisions.org. Retrieved 9 April 2017. 
  18. ^ Higher education: View from the self-control laboratory, Division 25 Recorder, 32, 14-15 (1997)
  19. ^ "PsycNET - Option to Buy". apa.org. Retrieved 9 April 2017. 
  20. ^ Logue, AW; Anderson, YD (Jul 2001). "Higher-education administrators: when the future does not make a difference". Psychol Sci. 12 (4): 276–81. doi:10.1111/1467-9280.00351. PMID 11476092. 
  21. ^ a b "Behavior Management and a University System - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017. 
  22. ^ "College-level statistics trumps remedial algebra in CUNY study". insidehighered.com. Retrieved 9 April 2017. 
  23. ^ "Search Funded Research Grants and Contracts - Details". ed.gov. Retrieved 9 April 2017. 
  24. ^ ""Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial"". Educational Evaluation and Policy Analysis. 38 (3): 578-598. doi:10.3102/0162373716649056. 
  25. ^ ""Building College Readiness Before Matriculation"" (PDF). April 2016. 
  26. ^ a b "The Scholarship of Administration - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017. 
  27. ^ "Essay on the academic performance of undocumented and other immigrant students - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017. 
  28. ^ "Essay on changing ideas of time, space and learning in higher ed - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017. 
  29. ^ "Essay on evolving ideas about technology and education - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017. 
  30. ^ "Money, Money, Money - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017. 
  31. ^ "The Power of the System - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017. 
  32. ^ ""Why You Should Care About Remedial Math"". Insidehighered.com. 
  33. ^ ""Is it a push or a pull?"". insidehighered.com. 
  34. ^ ""An ignored conflict of interest"". insidehighered.com. 
  35. ^ "Pathways to Reform". Princeton University Press. Retrieved 2017-10-28. 

External links[edit]