Curriculum Vitae. Robin B. Howse. Post-Doctoral Fellow Department of Psychology

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1 Curriculum Vitae Robin B. Howse Rhode Island School of Design 2 College Street Providence, RI rhowse@risd.edu Education University of North Carolina at Greensboro Post-Doctoral Fellow Department of Psychology University of North Carolina at Greensboro Ph.D.: May, 1999 Human Development and Family Studies Dissertation: Motivation and Self-regulatory Skills as Predictors of Academic Achievement in Young Elementary School Children Wake Forest University M.A.: May, 1996 Psychology Thesis: Children s Decision Making: The effects of Training, Reinforcement, and Memory Aids Appalachian State University B.S.: May, 1994 Psychology Honors Thesis: Reading Skill and Suppression Mechanisms Awards 2005 National Standards-based Science Materials for Parents of Students with Disabilities Funded by the National Science Foundation, Research in Disabilities Education, Demonstration, Enrichment, and Information Dissemination (RDE- DEI). Grant No. HD Grant period , $99, Greensboro Scholar Award Research Experience 2003-present I worked as a full-time Associate Research Scientist at Orelena Hawks Puckett Institute until I am currently a consultant working part time with the Institute. I have served as Project Manager on numerous projects funded by both state and federal agencies including but not limited to: The US Department of 1

2 Education, The Department of Health and Human Services, and the National Science Foundation. I oversaw the following projects: Head Start Innovation and Improvement Windows of Opportunity Expansion Project-The goal of the Windows of Opportunity project is to create an assetbased curriculum for Early Head Start home visitors who serve children ages 0-3. We have created this evidence-based curriculum, have translated it into Spanish, and are currently conducting a national dissemination and evaluation of the curriculum. It is being evaluated by Early Head Start home visitors who serve families that speak English and Spanish. This project is funded through September, Asset-Based Capacity Development Literacy Initiative-The primary goal of this project was to develop user-friendly evidence-based materials for parents and teachers of children ages 0-5. These materials were created to increase young children s cognitive, social, and emotional functioning. I oversaw the production of these products as well as the evaluation study of their effectiveness. National Standards-based Science Materials for Parents of Students with Disabilities-I was the Principal Investigator for this project funded by the National Science Foundation (Grant No.: HD ). The goal of this project was to provide science activities for parents of students with disabilities, and to suggest modifications parents can make to increase young children s access to science. Charter School Practices and Policies-This project examined how students with disabilities are being served in charter schools. Under One Sky: Youth Adoption Through Self Discovery of Assets- Under One Sky is a unique program for adolescent youth in foster care. The goal of the program is to help youth identify their strengths and assets and use these strengths as a base to increase self-efficacy and competence, as well as to increase positive youth development and decrease the likelihood youth will engage in risk-taking behaviors. Youths strengths are identified and considered as they are encouraged on their path toward adoption and independent living I worked as a Post-Doctoral Fellow as the Project Manager for RIGHT Track Research Project, funded by NIMH, (MH 58144) Department of Psychology, University of North Carolina at Greensboro (Principal Investigators: Dr. Susan Calkins, Dr. Susan Keane, Dr. Arthur Anastopolous and Dr. Terri Shelton). This position involved organizing and managing all aspects of a five-year longitudinal research project. The goal of the project was to examine social, emotional, and cognitive development in a group of children who have been identified as at risk for behavior problems. I oversaw the laboratory visits that included a battery of social, emotional, and cognitive assessments. In addition, I went to the homes of participants and assessed the quality of the home environment. 2

3 I worked as a graduate research assistant on the Children s Mastery Behavior Project in the Department of Human Development and Family Studies, University of North Carolina at Greensboro (Supervisor: Dr. Garrett Lange). This project involved examining the relationships between young children s classroom behaviors and their achievement scores in a sample of elementary school children who have been identified as at risk for school failure. My primary responsibilities included planning data collection, classroom observations, and testing. I have also assisted the project director and principal investigators with data analysis and interpretation. Teaching Experience Present Adjunct Faculty-Providence College, Rhode Island College, Bryant University, and Rhode Island School of Design I worked as an Honors Program Faculty Assistant at Bryant University. My responsibilities included working with members of the junior class who are participating in the Honors program and preparing their senior Capstone projects. My responsibilities included creating and overseeing six sessions to increase their understanding of the process of writing a senior thesis. I either conducted these sessions myself or brought in other faculty who had expertise in areas that I felt would be helpful to students. I also met one-on-one with students to help them refine their thesis topics Adjunct Faculty at the University of North Carolina Greensboro in both the Human Development and Family Studies and the Developmental Psychology departments. Courses taught: Life Span Development-Development of human beings prenatally through death. Emphasis on environmental interactions across the life span. Infant and Child Development in the Family-Examination of contemporary theories, methods, and research findings in the study of development from conception through middle childhood. Topics in Developmental Psychology-This is a writing-intensive course with a double emphasis on learning about topics in a specific area of psychology and developing writing skills. Students write several papers and receive detailed feedback about their writing. Social and Personality Development-Examination of current theories and empirical research in the areas of social, emotional, and personality development. This is a senior-level class. Foundations of Research in Psychology-This is a research methods course for psychology majors. Introduction to Psychology-This is a general psychology course. 3

4 Research Experience in Psychology-Opportunity for students to participate in various phases of research projects being conducted by faculty members in the Department of Psychology. I supervised undergraduates working in the developmental laboratory. They met with me regularly to discuss links between what they were learning in their courses and their hands-on research experiences. Students kept a journal addressing this applied knowledge as well as submitting a final paper. Other Professional Memberships and Experience Member-American Educational Research Association Reviewer - Social Development Reviewer - Early Education and Development Reviewer - Charter School Review Reviewer- Early Childhood Research Quarterly Currently Serve on the Internal Review Board Orelena Hawks Puckett Institute Peer-reviewed publications (in chronological order) Diehl, D. C., Howse, R. B., & Trivette, C. M. (2010). Youth in foster care: Developmental assets and attitudes toward adoption and mentoring. Child and Family Social Work, Advance online publication Retrieved from doi: /j x Howse, R. B., Diehl, D. C. & Trivette, C. M. (2010). An Asset-based Approach to Facilitating Positive Youth Development and Adoption. Child Welfare, 89 (4), Howse, R. B. (2007). Community activity settings and academic learning in elementary age children. Winterberry Press. Asheville, NC. Calkins, S. D. & Howse, R. B. (2004). Individual differences in self-regulation: Implications for childhood adjustment. In P. Philippot and R. S. Feldman (Eds.), The Regulation of Emotion. Mahwah, NJ: Lawrence Erlbaum Associates. Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P. & Shelton T. L. (2003). Regulatory Contributors to Children s Kindergarten Achievement. Early Education and Development, 14(1), Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D (2003). Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children. Journal of Experimental Education, 71(2), Howse, R. B., Best, D. L., & Stone, E. R. (2003). Children s Decision Making: The Effects of Training, Reinforcement, and Memory Aids. Cognitive Development,18, DeBord, K., Canu, R. F. & Howse, R. B. (1997). Locating and Selecting Child Care in Workfront- Homefront: A series for people making the transition from welfare to work. FCS Raleigh, NC: North Carolina State University Cooperative Extension Service. 4

5 Presentations Howse, R. B. & Haywood, J. M. (2007, August). Soar Into Science: Science Learning Ideas Pages for parents of students with and without disabilities in kindergarten through fifth grade. Poster session presented at the Joint Annual Meeting of the National Science Foundation s Division of Human Resource Development Programs, Washington, DC. Howse, R. B., & Trivette, C. M. (2006, April). Income as a predictor of students with disabilities inclusion and families satisfaction with charter schools. Poster presented at the AERA Annual Meeting. San Francisco, CA. Howse, R. B., & Trivette, C. M. (2005, October). Charter schools and students with disabilities: How are we doing? Poster presented at the 8th Annual NC Charter School s Conference. Research Triangle Park, NC. Naas, R. M & Howse, R. B. (2003, April). Preschool Problem Behaviors as Predictors of Kindergarten Peer and Teacher Relationships. Poster presented at the Society for Research in Child Development Conference. Tampa, FL. Wilkinson, M. L. & Howse, R. B. (2003, April). Stability and Continuity of Vagal Regulation Across Infancy. Poster presented at the Society for Research in Child Development Conference. Tampa, FL. Calkins, S. D., Keane, S. P., & Howse, R. B. (2002, July). Predicting Kindergarten Peer Status from Toddler and Preschool Behavior Problems. Paper presented at the International Society for Research on Aggression. Montreal, Canada. Howse, R. B., Calkins S. D., Anastopoulos, A. D., Keane, S. P. & Shelton T. L. (2002, April). Regulatory contributors to children s kindergarten achievement. Poster presented at the Conference on Human Development, Charlotte, NC. Anastopoulos, A. D., Shelton, T. L. Calkins, S. D., Keane, S. P., Howse, R. B. (2001, June). Developmental pathways to disruptive behavior disorders: Preliminary findings from the RIGHT Track Project. Poster presented at the Scientific Meeting of the International Society for Research in Child and Adolescent Psychopathology, Vancouver, Canada. Dedmon, S. E., Calkins, S. D., & Howse, R. B. (2000, April). Effortful control as a contributor to resiliency: Changes in externalizing scores from 2- to 4- years of age. Poster presented at Conference on Human Development, Memphis, TN. Howse, R. B. (1999, April). Individual differences in motivational behaviors and self-regulatory skills of young children at risk for school failure. Poster presented at the Society for Research in Child Development Conference, Albuquerque, NM. 5

6 Howse, R. B. (1998, April). Do self-regulatory measures predict achievement in young children? Paper presented at Annual Southeastern Symposium on Child and Family Development, Auburn, AL. Howse, R. B., Best, D.L., & Stone, E.R. (1997, April). Children s decision making. Poster presented at the Society for Research in Child Development Conference, Washington, DC. Howse, R. B., Best, D. L. (1996, March). Children s memory predictions and performance. Paper presented at the Conference on Human Development, Birmingham, AL. Howse, R. B. & Steele, K. (1994, May). Economic Status and Expected Achievement. Paper presented at the Carolina Psychology Conference, Raleigh, NC. References Carol M. Trivette, PhD Co Director-Orelena Hawks Puckett Institute 128 Sterling St. Morganton, NC Phone (828) Fax (828) trivette@puckett.org Terri L. Shelton, PhD Vice Chancellor for Research and Economic Development University of North Carolina Greensboro 1601 Moore Humanities & Research Administration Building 1111 Spring Garden Street Greensboro, NC Phone (336) tlshelto@uncg.edu Garrett W. Lange Professor Emeritus-Department of Human Development and Family Studies University of North Carolina Greensboro gwlange@uncg.edu 6