Awards and Recognition
Archives: Awards 2013 | Awards 2012 | Awards 2011
Wendy Domjan receives 2013 President's Teaching Award
Wendy I. Domjan, Distinguished Senior Lecturer in the Department of Psychology, has won the 2013 President's Teaching Award. The $5,000 award recognizes excellence in undergraduate education in the core curriculum. Winners must also have been involved in curriculum reform and educational innovation. Recipients of the award will be honored with a banquet.
Dr. Domjan received her Ph.D. in cognitive psychology from the University of Wisconsin-Madison in 1977. She joined the faculty of the Psychology Department of The University of Texas at Austin as an assistant professor. She is now a Senior Lecturer in psychology and the Assistant Director of the Plan II Honors Program. She has taught for the Psychology Department, Plan II Honors, Liberal Arts Honors, the Gateway Program and University Extension, both in evening and online classes. She is the recipient of the Chad Oliver Teaching Award from Plan II; The Harry Ransom Teaching Award and the Raymond Dickson Teaching Fellowship from the College of Liberal Arts; and is the first recipient of the Psychology Department’s Distinguished Teaching Award. Her most recent teaching interests have focused on the psychology of religion, the psychology of fundamentalism and the psychology of hope and virtue.
Rebecca Bigler wins Ann L. Brown Award for Excellence in Developmental Research
Professor Rebecca Bigler has won the 2013 Ann L. Brown Award for Excellence in Developmental Research from the Psychology Department at University of Illinois in Champaign-Urbana. This award is given annually by the Developmental Division of the Psychology Department at the University of Illinois to a researcher whose work has contributed ground-breaking insights to the study of child development. Professor Bigler's research examines the causes and consequences of social stereotyping and prejudice among children. She has also worked to develop and test the efficacy of interventions aimed at reducing children's gender and racial biases. Past winners of the award include Frank Keil, Carol Dweck, Seth Pollak and Janet Werker, among others.
David Yeager receives Outstanding Dissertation Award from SRCD
David Yeager, assistant professor in developmental psychology, is the recipient of the Society for Research in Child Development's "Outstanding Dissertation Award". "The award will be presented at the SRCD's biennial meeting in April 2013. The papers included in the dissertation are published or are forthcoming at Developmental Psychology, Child Development, and Review of Educational Research. The dissertation has also won awards from the American Psychological Association (Science Directorate and Division 7 -- Developmental Psychology), the Society for the Psychological Study of Social Issues, The American Educational Research Association (Division E -- Human Development), the Spencer Foundation, and the International Society for Research on Aggression."
Titles of papers:
Yeager, D.S. & Walton, G. (2011). Social-psychological interventions in education: They're not magic. Review of Educational Research, 81, 267-301.
Yeager, D.S., Trzesniewski, K., Tirri, K., Nokelainen, P., & Dweck, C.S. (2011). Adolescents' implicit theories predict desire for vengeance: Correlational and experimental evidence. Developmental Psychology, 47, 1090-1107.
Yeager, D.S., Trzesniewski, K., & Dweck, C.S. (in press). An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development.
Yeager, D.S., Miu, A.*, Powers, J.*, & Dweck, C.S. (in press). Implicit theories of personality and attributions of hostile intent: A meta-analysis, an experiment, and a longitudinal intervention. Child Development.
Dr. Yeager received his Ph.D. in developmental and psychological science from Stanford University. He is a fellow of the Carnegie Foundation for the Advancement of Teaching, and studies adolescent development, with a focus on aggression, stress, and academic achievement.