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BAYTA L. MARING CURRICULUM VITAE Office of Educational Assessment Phone: (206) 543-5190 University of Washington FAX: (206) 543-3961 Box 354987 firstname.lastname@example.org Seattle, WA 98195-4987 Education Ph.D., Psychology, University of Oregon, 2003, Dr. Marjorie Taylor, Advisor. M.S., Psychology, University of Oregon, 1999. B.A., Psychology, Reed College, 1997. Research Experience Assistant Director/Research Scientist: Office of Educational Assessment, University of Washington, April 2007 -- Present. Program Evaluator/Research Scientist: Office of Educational Assessment, University of Washington, January 2004 – April 2007. Research Assistant to the Department Head: Imagination Lab Coordinator, 2001- 2003. Teaching Fellow: Tom and Carol Williams Grant for Innovative Teaching. Jennifer Freyd, Ph.D., University of Oregon, 1999-2000 Research Assistant: Study of gender differences in the expression of aggression. Primary Investigator: Marion Underwood Ph.D., Reed College, 1997-1998. Selected Evaluation Projects UW Jackson School of International Studies, Title VI Assessment Project: The Jackson School houses eight National Resources Centers funded by the U.S. Department of Education that focus on different global regions. To support their funding proposals, they require ongoing assessment data about quality of UW education, writ large, related to global studies, as well evaluation of outreach and faculty development activities. Director of the Jackson School: Anand Yang Involvement: Fall 2007 - present Center for Coastal Margin Observation and Predication (CMOP):: An NSF Science and Technology Center (STC), CMOP is a multi-institutional grant aimed at using interdisciplinary research and cutting edge technology to understand river-to-ocean ecosystems. The center also focuses on education with mandates for K-12 outreach and new undergraduate and graduate programs. Principal Investigator: António Baptista Involvement: June 2006 - present Initiative for Maximizing Student Diversity: This NIH program provides a wide range of support and services, including financial scholarships, coursework workshops, and early research experiences for students who are traditionally under-represented in biomedical research fields. Principal Investigator: Patrick Stayton Involvement: June 2005 - present University of Washington State GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) project: Funded by the U.S. Department of Education, this project involves one-week residential programs for low-income middle school and high school students as well as professional development opportunities for educators. Director: Roseann London Involvement: March 2004 - present Center for the Advancement of Engineering Education (CAEE): A multi-site national center funded by the National Science Foundation, head-quartered at the University of Washington. The partnership schools are Colorado School of Mines, Howard University, Stanford University and the University of Minnesota. Director: Cindy Atman Involvement: January 2004 – December 2009 Teaching Experience Course Instruction Instructor, Psychology 101: Introduction to Psychology Spring 2006, Winter 2007, Winter 2008, Winter 2009 Co-Instructor, Adolescent Development, Summer 2002 Co-Instructor, Adolescent Development, Summer 2001 Instructor, Introductory Psychology (Mind and Society), Summer 2000 Co-Instructor, Introductory Psychology (Mind and Brain), Summer 1999 Workshops Co-facilitator, “Understanding and Using Your Student Ratings” Faculty Workshop on Teaching, Winter 2009, Winter 2011 Consultant facilitator, Survey development workshops, City of Redmond, Fall 2009 Consultant facilitator, Research methods “refresher” workshops for Academic Services in the University of Washington Gateway Center, Spring 2008 – Fall 2008 Co-facilitator, “Course-based Assessment: How Do You Know What Your Students Are Learning?” workshop through the University of Washington Teaching Academy, Spring 2007 and Fall 2008 Mentoring Honors Thesis Advisor, 1999-2000 Yoshito Kawabata “Adolescent Egocentrism in College Freshmen” Honors Thesis Co-Advisor, 2001-2002 Alison Shawber “Children’s Fantasy and Theory of Mind” Teaching Award 2000 University of Oregon Graduate Teaching Fellow Award Professional Service Advisory Board Member, US Department of Education, FLAS Tracking Survey Project, Fall 2011 Professional Staff Representative to the Faculty Council on Educational Technology, Fall 2008 - Winter 2009 Undergraduate Academic Affairs’ Diversity Working Group, 2007-2008 Student Representative to the Graduate Education Committee, 2002-2003 Psychology Department Newsletter Editor-in-Chief, 2002, 2003 Developmental Database Recruitment Project Chairman: Headed a project to increase recruitment for developmental studies in the department, Summer 2002 IntroDUCKtion Advisor: Helped incoming freshmen plan classes and schedules, Summer 2000, 2001, 2002 Consultant for Introductory Psychology instructors and teaching assistants (Funded by Psychology Department), 2000-2001 Graduate Admissions Committee, 2000 – 2001, 2002-2003 Graduate Student Representative to the Faculty, 2000-2001 Professional Memberships American Evaluation Association Community Volunteer Service Member, Board of Directors, The Esoterics, January 2007 – Present President, Board of Directors, The Esoterics, January 2008 – December 2011 Singer, The Esoterics, January 2005 - Present Publications, Presentations, and Manuscripts Mackenzie, P., Miller, G., & Maring, B. L. (April 2007). Incorporating on-line activities and group work to enhance student learning and in class participation. Poster presented at the Annual University of Washington Teaching and Learning Symposium. Seattle, WA. Adams, Robin S., Lorraine Fleming, Larry Leifer, Philip Bell, Cheryl Allendoerfer, and Bayta Maring. (June 2006). A model for building and sustaining communities of engineering education research scholars. Paper presented at the Annual Meeting of the American Society for Engineering Education Annual Conference. Chicago, IL. Taylor, M., Carlson, S.M., Maring, B. L., Gerow, L., & Charlie, C. (2004). The characteristics and correlates of high fantasy in school-aged children: Imaginary companions, impersonation and social understanding. Developmental Psychology, 40, 6, 1239-1247. Maring, B. L. (2003). The metaphorical bases of children’s developing theories of mind. Unpublished doctoral dissertation, University of Oregon. Taylor, M., Lussier, G. L., & Maring, B. L. (2003). The distinction between pretending and lying. Journal of Cognition and Development, 4, 3, 299-323. Taylor, M., & Maring, B. L. (2003). Scientists in and out of the crib. Invited review of The scientist in the crib by A. Gopnik, A. N. Meltzoff, & P. K. Kuhl, Contemporary Psychology, 48, 3, 317-319. Maring, B. L. & Taylor, M. (April, 2003). The Relationship Between Comprehending Mind as Container Metaphors and False Belief Understanding. Poster presented at the Biennial Meeting of the Society for Research on Child Development. Tampa, FL. Maring, B.L. and Taylor, M. (June 2002) The metaphorical bases of children’s theories of mind. Paper presented at the Annual Meeting of the Jean Piaget Society. Philadelphia, PA. Maring, B. L. (April 2002) The imaginary audience in college freshmen: Separation-individuation, social cognition, and egocentrism. Poster presented at the Biennial Meeting of the Society for Research on Adolescence. New Orleans, LA. Maring, B.L. (2001) Taking Another Look at Theory of Mind Research: How Metaphors for the Mind Both Help and Hinder Social Functioning. Unpublished Manuscript. Taylor, M. & Maring, B. L. (2001). Master pretending beyond early childhood: Imaginary companions and other forms of elaborate fantasy. In N. Neuß (Ed.), Children's invisible friends – The reasons why children create them (Phantasie gefahrten: Warum kinder unsichtbare freunde erfinden) pp.57-72. Weinheim, Germany: Beltz Verlag. Maring, B. L. (April, 2000) Adolescent egocentrism and theory of mind development. Poster Presented at the Annual Meeting of the Western Psychological Association. Portland, OR. Maring, B. L. (1999) The imaginary audience and personal fable: Relating Elkind's constructs of adolescent egocentrism to theory of mind development. Unpublished Master’s Thesis. Maring, B. L. (1997) Theory of mind development after middle childhood. Unpublished Undergraduate Thesis.
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