BAYTA L. MARING
Office of Educational Assessment Phone: (206) 543-5190
University of Washington FAX: (206) 543-3961
Box 354987 email@example.com
Seattle, WA 98195-4987
Ph.D., Psychology, University of Oregon, 2003, Dr. Marjorie Taylor, Advisor.
M.S., Psychology, University of Oregon, 1999.
B.A., Psychology, Reed College, 1997.
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
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
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
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
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”
2000 University of Oregon Graduate Teaching Fellow Award
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
Graduate Admissions Committee, 2000 – 2001, 2002-2003
Graduate Student Representative to the Faculty, 2000-2001
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.
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