Anne Louise Fay
Director
of Assessment,
Office
of Technology for Education and
Eberly
Center for Teaching Excellence
Carnegie
Mellon University
Pittsburgh,
PA 13213
(412)
268-9535
af25@andrew.cmu.edu
EDUCATION
|
B.A. (1983) |
Honors-Psychology,
York University, Ontario, Canada. |
|
Ph.D. (1990) |
Cognitive Psychology(
with Distinction), University of California, Santa Barbara Major Area: Cognitive
Psychology (Specialty Area: Cognitive Development) Dissertation:
Computer Programming Instruction: The acquisition and transfer of design
skills |
EMPLOYMENT HISTORY
|
2004 - Present |
Director of Assessment, Office of Technology
for Education & Eberly Centre for Teaching Excellence, Carnegie Mellon
University |
|
2001-Present |
Adjunct Professor, Carnegie Mellon University,
Psychology Department |
|
2003-2004 |
Assistant Director (Assessment), Office of
Technology for Education & Eberly Centre for Teaching Excellence,
Carnegie Mellon University |
|
2001-2003 |
Educational Assessment Specialist, Office of
Technology for Education & Eberly Centre for Teaching Excellence,
Carnegie Mellon University |
|
1998-2001 |
Visiting
Associate Professor, Carnegie Mellon University, Psychology Department. |
|
1998 |
Visiting
Professor, Stanford University, Palo Alto, CA (Spring Quarter) |
|
1995-1997 |
Visiting
Assistant Professor, Carnegie Mellon University, Psychology Department. |
|
1992-1997 |
Research
Associate, Learning Research and Development Center, University of
Pittsburgh. |
|
1991-1992 |
Lecturer,
Carnegie Mellon University, Psychology Department. |
|
1989-1991 |
McDonnell
Post-Doctoral Research Fellow for Cognitive Studies in Educational Practice
(CSEP). Cognitive pre-cursors to scientific reasoning skills. |
|
19881989 1991-1992 |
Post-doctoral
Research Associate, Carnegie Mellon University. The development of
scientific reasoning skills (with Dr. David Klahr) |
|
1987-1988
|
Designing
teaching modules for Introductory Psychology . UC Santa Barbara. |
|
19851990 |
Lab
Instructor & Teaching Associate, UC Santa Barbara. |
|
19851988 |
Research
Assistant, Graduate School of Education, UC Santa Barbara. Text processing
characteristics of ESL students. (with Drs. Susan Goldman & Richard
Duran). |
|
1985 |
Research
Assistant, Department of Psychology, UC, Santa Barbara. Cognitive aspects
of learning to program a computer. (with Dr. Richard E. Mayer) (Summer) |
|
1984 |
Research
Assistant, Department of Psychology, York University. Binocular depth
mixture.(with
Dr. Hiroshi Ono) (Summer) |
|
1983 |
Research
Assistant, Department of Psychology, York University (Summer) 1.A
visual explanation of "facial vision". (with Dr. Hiroshi
Ono). 2. Language
acquisition in monolingual and bilingual children. (with Dr. E.
Bialystok) |
.
HONORS,
AWARDS and GRANTS
|
2003 19941997 |
ROLE Planning grant
(EEC-0235262) To build and pilot a set of resources that illustrate exemplary
teaching strategies in engineering and grounds these strategies in cognitive
principles of thinking, learning, and problem solving. Grant from NSF (with
the Society of Automotive Engineers and the Educational Development Center,
Newton, MA) to conduct formative evaluations and develop classroom
assessments for a multidisciplinary middle school curriculum. |
|
19921995 |
Grant from the Office
of Educational Research and Improvement (Center grant awarded to LRDC) to
investigate learning in the science classroom. |
|
19931994 |
Grant from Childrenıs
Television Workshop to evaluate the impact of a science show, CRO, on
childrenıs interest in and understanding of science and technology, with an
emphasis on gender differences. |
|
19891991 |
Post doctoral
fellowship from the James S. McDonnell Foundation for Cognitive Studies in
Educational Practice, to investigate cognitive precursors to scientific
reasoning. |
|
1986 |
Regents Research
Patent Fund Award, University of California, Santa Barbara |
|
1884 |
University of California
Regents Fellowship, University of California, Santa Barbara. |
|
1982 |
President's
Scholarship for Academic Excellence, York University. |
PROFESSIONAL
ACTIVITIES
Member American
Educational Research Association
Society for Research in Child Development
National Council on Measurement in Education
Journal Reviewer
Journal
of Educational Computing Research Journal
of Science Education
Journal
of Educational Psychology Cognitive
Development
Journal
of Experimental Child Psychology
RESEARCH
INTERESTS
·
The
development of the cognitive processes and skills underlying reasoning and
problem solving,
·
Applications
of theories and research in cognitive psychology to education and instructional
practice.
·
The
design of assessments to monitor and improve student learning and performance.
PRINCIPAL
SERVICE CONTRIBUTIONS
·
Faculty
Assessment Workshop Series: Developed a
series of workshops for Carnegie Mellon faculty to educate them on educational
assessment principles and practice.
The series is now in its second year.
·
Policy
Board Member for Cyert Center for Early Childhood Education: Initiate and review
polices regarding all aspects of the early childhood education center at
Carnegie Mellon.
·
IES
Grant Review Panelist: Summer, 2003
CURRENT
PROJECTS
·
Creation
and assessment of a new course evaluation instrument and online tool: With members of the
Carnegie Mellon faculty created, pilot tested, and researched the use of a new
course evaluation instrument and collaborated with a programmer to design an
online survey deployment and analysis tool.
·
Designed
and implemented a curriculum review and revision process: Worked with various
groups on campus to help them review and revise their curriculums.
·
Longitudinal
Study on the Impact of Laptop Computers in the Classroom: Designed and implemented a longitudinal
and cross-sectional study examining the impact of laptop computers on student
learning ,performance, and work habits, on classroom culture, and on the
faculty-student and student-student relationships.
·
Longitudinal
Study of Undergraduate Student Experiences:
Co-designed and currently implementing a 4-year interview and survey
study tracking 55 undergraduate students from their freshman year through to
graduation. Study focuses on the
academic, social, emotional, and physical & mental health experiences of
students across major, year, gender, and minority status.
·
The
Role of Tablet PC technology on the studentsı recording and organization of
lecture and course notes. Currently designing a study to examine whether Tablet PC
technology can facilitate studentsı notetaking and their ability to
organization and integrate notes with other course materials.
COURSES TAUGHT
Introductory Psychology Real
World Applications of Cognitive Psychology
Cognitive Psychology Research
Methods in Cognitive Psychology
Principles of Child Development Research
Methods in Child Development
Applied Developmental Psychology
Publications
Journal
Articles, Book Chapters, & Technical Reports
Fay, A.L.,
& Mayer, R.E. (1987). Children's naive conceptions and confusions about
Logo graphics commands. Journal of Educational Psychology, 79, 254-268.
Mayer,
R.E., & Fay, A.L. (1987). A chain of cognitive changes with learning to
program in Logo. Journal of Educational Psychology, 79, 269-279.
Fay, A.L.,
& Mayer, R.E. (1988). Learning Logo: A cognitive analysis. In R.E. Mayer
(Ed.), Teaching and learning computer programming: Multiple research
perspectives
(pp.55-74). Hillsdale, NJ: Lawrence Erlbaum Associates.
Klahr, D.,
Dunbar, K., & Fay, A.L. (1990). Designing good experiments for testing bad
hypotheses. In J. Shrager & P. Langley (Eds.), Computational models of
discovery and theory formation (pp. 355-402). Los Altos, CA: Morgan Kaufmann
Publishers, Inc.
Fay, A.L.,
Klahr, D., & Dunbar, K. (1990). Are there developmental milestones in
scientific reasoning?
Proceedings of the 12th annual meeting of the Cognitive Science Society, (pp
333-339). Cambridge, MA: Lawrence Erlbaum Associates.
Klahr, D.,
Fay, A.L., & Dunbar, K. (1993) Heuristics for scientific experimentation: A
developmental study. Cognitive Psychology, 25, 111-146.
Fay, A.L.
& Mayer, R.E. (1994). Benefits of teaching design skills before teaching
Logo computer programming: Evidence for syntax-independent learning. Journal
of Educational Computing Research, 11, 187-210.
Fay, A.L.
& Glaser, R. (December, 1994). Children's science explanations:
Construction, revision, and justification of explanations. (Technical Report),
National Research Center on Student Learning, Learning Research and Development
Center, University of Pittsburgh.
Fay, A.L.,
Schauble, L. & Glaser, R. (1994). Learning to experiment and
experimenting to learn. Learning: Newsletter of the National Research Center on
Student Learning, 2(1).
Fay, A.L.
(August, 1995). Children's Interest in and Understanding of Science and
Technology: A Study of the Effects of CRO. (Technical Report), prepared for the
Children's Television Workshop, New York, NY.
Fay, A.L.,
& Klahr, D. (1996). Knowing about guessing and guessing about knowing:
Children's understanding of indeterminacy. Child Development, 67, 689-716.
Fay, A.L.,
Cheng, B.H., & Sueker, E. (1996).
A World in Motion II: An
evaluation of teacher and student performance using an engineering design
curriculum.
(Technical Report), prepared for the Society of Automotive Engineers,
Warrendale, PA.
Fay, A.L.
(1997). A World in Motion
II: The Mobility Press
Account Field Test Report: An
evaluation of teacher and student performance using an engineering design
curriculum.
(Technical Report), prepared for the Society of Automotive Engineers,
Warrendale, PA.
Fay,
A.L.(1999). The impact of CRO on
children's interest and comprehension of science and technology. In A. Krapp, A. Renniger, L. Hoffmann,
J. Baumert. (Eds.), Proceedings
of the Seeon conference on issues of interest and gender, Institut fr die Pedagogik der
Naturwissenschaften, Kiel.
Fay, A.L.
(2003). Formative assessment of
a graduate distance education program. (Report prepared for the Information Networking
Institute, Carnegie Mellon University).
Conference and
Invited Presentations
A.L. Fay & R. E. Mayer (1987). Childrenıs misconceptions
of LOGO graphics commands. Presented at the Annual Meeting of the American
Educational Research Association, Washington, DC.
Dunbar, K., Klahr, D. & Fay, A.L. (1989). Developmental
differences in scientific reasoning processes. Presented at the Biennial
Meetings of the Society for Research in Child Development, Kansas City, MO,
April 27-30.
Fay, A.L. (1989). Cognitive pre-cursors to scientific
reasoning: The development of the concepts of possibility and necessity.
Presented at the Meeting of the James S. McDonnell Foundation Program in
Cognitive Studies for Educational Practice, Pittsburgh, PA, October 26-29.
Fay, A.L. (1990). The effects of planning instruction on
computer programming. Presented at the Meeting of the American Educational
Research Association, Boston, Mass, April 16-20.
Fay, A.L., Klahr, D., & Dunbar, K. (1990). Are there
developmental milestones in Scientific Reasoning? Presented at The 12th annual
meeting of the Cognitive Science Society, Cambridge, Mass, July 25-28.
Fay, A.L. (1990). The Role of Context and Prior Hypothesis
Search on Scientific Discovery. Presented at the Meeting of the James S.
McDonnell Foundation Program in Cognitive Studies for Educational Practice,
Pittsburgh, PA, Nov 30-Dec 2.
Fay, A.L. (March 1991). Children's understanding of
possibility and necessity. Invited speaker, Colloquium Series, Learning
Research and Development Center, University of Pittsburgh, Pittsburgh, PA.
Klahr, D., Dunbar, K., & Fay, A.L. (July, 1991).
Developmental differences in scientific reasoning strategies. Paper presented
at the 11th Biennial Meeting of the International Society for the Study of
Behavioural Development, Minneapolis, Minnesota, USA.
Dunbar, K., Fay, A.L., & Klahr, D. (1991). Strategies
for hypothesis induction. Presented at the 32nd Annual Meeting of the
Psychonomic Society, San Francisco, CA., Nov 22-24.
Fay, A.L., & Klahr, D. (March, 1993). Preschoolers'
recognition of determinate and indeterminate events: Evidence for the early use
of evidence. Presented at the Symposium on The Development of the Conception of
Evidence, at the 60th Anniversary Meeting of the Society for Research in Child Development,
New Orleans, LA.
Davidson, A., Fay, A.L, & Glaser, R. (1994). Development
in model-based reasoning: Children's acquisition of a scientific model over a
course of instruction in flotation. Presented at the Annual Meeting of the
American Educational Research Association, Atlanta, GA, April 12-16.
Klahr, D., & Fay, A.L. (April, 1994). Representation
changes in scientific reasoning: less than meets the eye? Presented at the
Symposium on Theoretical Perspectives on Representation: Implications of Recent
Research, at the 13th Biennial Conference on Human Development, Pittsburgh,
Pa., April 14-16.
Fay, A.L. & Glaser, R. (1994). What do children know
about science explanations? Children's criteria for generating and evaluating
explanations. Presented at the 24th Annual Symposium of the Jean Piaget
Society, Chicago, IL, June 2-4.
Fay, A.L., Dahar, N.A., & Klahr, D. (March, 1995).
Evidence evaluation versus evidence generation skills in preschool children.
Presented at the Biennial Meeting of the Society for Research in Child
Development, Indianapolis, Indiana.
Fay, A.L. (March, 1995).
Factors affecting the content and structure of children's science explanations.
Presented at the Symposium on Process and Content in the Development of
Scientific Reasoning, at the Biennial Meeting of the Society for Research in
Child Development, Indianapolis, Indiana.
Ferguson, E.L., Fay,
A.L., & Singer, J. (1995). Using models to think about mass: Development of
model-based reasoning in middle-school children. Presented at the Annual
Meeting of the American Educational Research Association, San Francisco, CA,
April 18-22.
Schulze, S.K., Fay,
A.L., Bachman, K.M. (1995). Teachers strategies for constructing explanations
in middle school science classrooms. Presented at the Annual Meeting of the
American Educational Research Association, San Francisco, CA, April 18-22.
Fay, A.L.(August, 1995).
Children's interest in and understanding of science and technology: A study of
the effects of CRO. Presented at the Symposium on Children's Television
Workshop--Teaching Science through the Media on Saturday mornings, at the
Annual Meeting of the American Psychological Association, New York, NY.
Fay, A.L. (1996). A
framework for assessing children's design processes. Presented at the Annual
Meeting of the American Educational Research Association, New York, NY, April
8-12.
Seuker, E.L., & Fay,
A.L. (April, 1996). Development of Model-based Reasoning: Conceptual
Development and Understanding of Models. Presented at the Annual Meeting of the
American Educational Research Association, New York, NY, April 8-12.
Fay, A.L. (1996). The
impact of Cro on children's interest and understanding in science and
technology. Presented at the Seeon Conference on Interest and Gender, Seeon,
Germany, June 9-13.
Cheng, B.H, & Fay,
A.L. (1997). Why do gliders
fly? Studentsı understanding of
the principles of flight.
Presented at the Annual Meeting of the American Educational Research
Association, Chicago, Il, March 24-28.
Thompson, D., & Fay,
A.L. (April, 1997). Children's
causal reasoning about flight. Presented at the at the Biennial Meeting of the
Society for Research in Child Development, Washington, DC.
Fisch, S.M., Fay, A.L.,
Yotive, W., McCann Brown, S.K., & Cohen, D.I. (April, 1997) Can television
increase children's interest in science and technology?: The impact of Cro.
Presented at the Biennial Meeting of the Society for Research in Child
Development, Washington, DC.
Kaufman, S.K. & Fay,
A.L. (2002). The relationship between musical expertise and the performance of
traditional vs. music series completion problems. Presented at the European Society for the Cognitive
Sciences of Music10th Anniversary Conference around Musical Creativity, Liege,
Belgium. April 5-8.