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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 City University of New York, the CUNY system's Chief Academic Officer.[3][4] She also served as provost and a professor at New York Institute of Technology.[5]

Education

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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

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In 1978, Logue became a faculty member in the Psychology Department of Stony Brook University, 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][11] In 1986 she published the first edition of her book The Psychology of Eating and Drinking.[12] 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.[13][14][15][16] While a faculty member, she published another book, entitled Self-Control: Waiting Until Tomorrow for What You Want Today, in 1995,[17] 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[18] and she was given the American Psychological Association's Hake Award for excellence in bridging basic and applied research

Higher education scholarship

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Logue has brought her expertise in experimental psychology to bear on issues concerning higher education.[19][20] 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[21] to developing mechanisms for assessing administrative performance,[22] to conducting large randomized controlled trials (RCTs) of academic programs designed to increase college student success.[23][24][25][26] She has advocated for the application of social science techniques to higher education administration[27] and has published a series of articles on such matters for Inside Higher Ed.[22] [27] [28] [29] [30] [31] [32][33][34][35] 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.[36]

References

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  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. Archived from the original on 21 June 2017. Retrieved 9 April 2017.
  4. ^ "Archived copy" (PDF). www.cuny.edu. Archived from the original (PDF) on 27 May 2010. Retrieved 14 January 2022.{{cite web}}: CS1 maint: archived copy as title (link)
  5. ^ "Alexandra W. Logue - Administrators - CUNY". Archived from the original on 2015-07-10. Retrieved 2015-07-21.
  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 1284868. PMID 12083687.
  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". Behavioral and Brain Sciences. 11 (4): 665–679. doi:10.1017/S0140525X00053978. S2CID 145486897.
  9. ^ Logue, A.W.; Ophir, Iris; Strauss, Kerry E. (1981). "The acquisition of taste aversions in humans". Behaviour Research and Therapy. 19 (4): 319–333. doi:10.1016/0005-7967(81)90053-X. PMID 7271698.
  10. ^ Logue, Alexandra W. (1985). "The Origins of Behaviorism: Antecedents and Proclamation". Points of View in the Modern History of Psychology. pp. 141–167. doi:10.1016/B978-0-12-148510-8.50010-2. ISBN 9780121485108.
  11. ^ Logue, Alexandra W. (1985). "The Growth of Behaviorism: Controversy and Diversity". Points of View in the Modern History of Psychology. pp. 169–196. doi:10.1016/B978-0-12-148510-8.50011-4. ISBN 9780121485108.
  12. ^ The Psychology of Eating and Drinking (1986)
  13. ^ Kutner, Lawrence (12 January 1989). "PARENT & CHILD". The New York Times. Retrieved 9 April 2017.
  14. ^ Hall, Trish (30 October 1991). "Few People Will Eat Whatever Crawls Onto the Plate". The New York Times. Retrieved 9 April 2017.
  15. ^ Spy, Word. "supertaster - Word Spy". wordspy.com. Retrieved 9 April 2017.
  16. ^ "» The Psychology of Food and Drink by Alexandra Logue". winepsych.com. Retrieved 9 April 2017.
  17. ^ Noble, Barnes &. "Self-Control: Waiting until Tomorrow for What You Want Today / Edition 1". barnesandnoble.com. Retrieved 9 April 2017.
  18. ^ "SEAB Don Hake Basic/Applied Research Award". apadivisions.org. Retrieved 9 April 2017.
  19. ^ Higher education: View from the self-control laboratory, Division 25 Recorder, 32, 14-15 (1997)
  20. ^ "PsycNET - Option to Buy". apa.org. Retrieved 9 April 2017.
  21. ^ 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. S2CID 39278802.
  22. ^ a b "Behavior Management and a University System - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017.
  23. ^ "College-level statistics trumps remedial algebra in CUNY study". insidehighered.com. Retrieved 9 April 2017.
  24. ^ "Search Funded Research Grants and Contracts - Details". ed.gov. Retrieved 9 April 2017.
  25. ^ Logue, A. W.; Watanabe-Rose, Mari; Douglas, Daniel (2016). "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.
  26. ^ "Building College Readiness Before Matriculation" (PDF). April 2016.
  27. ^ a b "The Scholarship of Administration - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017.
  28. ^ "Essay on the academic performance of undocumented and other immigrant students - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017.
  29. ^ "Essay on changing ideas of time, space and learning in higher ed - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017.
  30. ^ "Essay on evolving ideas about technology and education - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017.
  31. ^ "Money, Money, Money - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017.
  32. ^ "The Power of the System - Inside Higher Ed". insidehighered.com. Retrieved 9 April 2017.
  33. ^ "Why You Should Care About Remedial Math". Insidehighered.com.
  34. ^ "Is it a push or a pull?". insidehighered.com.
  35. ^ "An ignored conflict of interest". insidehighered.com.
  36. ^ Logue, Alexandra W. (19 September 2017). Pathways to Reform. Princeton University Press. ISBN 9780691169941. Retrieved 2017-10-28.
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