I am a third-year psychology major with a minor in both Spanish and Science, Technology and Society. I am new to the GT Park lab and am excited to explore the Industrial Psychology Field as I plan on attending graduate school to pursue a PhD in IO psychology.
I graduated with a Bachelor of Science in Psychology from Davidson College, North Carolina, before attending Georgia Tech’s I/O Psychology program as a graduate student. I will be joining the PARK Lab starting in the fall semester of 2021.
I am a current second year Neuroscience student hoping to go into grad school and a career in research. I am interested in science communication and mental health. I joined the lab Summer 2021, and I am planning to graduate in Spring 2024.
I’m majoring in Neuroscience and minoring in Psychology! I joined the PARK lab in summer of 2021 and will be graduating spring of 2022. I hope to do research in the future and am particularly interested in neuro- and psychopharmacology.
B.S. Biomedical Engineering, 2023
I graduated Fall 2020 with a B.S. in Psychology and minors in Mathematics and Spanish. I joined the GT PARK Lab in Summer 2019 and have helped on tasks such as literature reviews, IRB forms, and data cleaning. I am interested in the topics of workplace diversity and hope to pursue graduate training within that area. I completed my Senior Thesis in Fall 2020 titled “The influence of student immigrant generational status on STEM major choice.
I am a Georgia Tech student pursuing a B.S. in Neuroscience on the pre-dental track. I joined the GT PARK Lab in Spring 2021 as an undergraduate research assistant, and I hope to use the lab experience and skills I gain in my future career!
I recently joined the PARK Lab in Spring 2021 as an undergraduate research assistant. I am a Psychology major with a minor in Biology, and I am planning on attending a Physician Assistant school after I graduate.
I am majoring in Psychology with a minor in Health and Medical Sciences. I joined the PARK Lab in Spring of 2021 and will graduate in Spring of 2022. After graduation, I plan to attend medical school. IO Psychology is an important aspect of research to me as a future physician who will spend the majority of my life in the workplace.
Laura Liz Bryan
University of Michigan
I graduated with a Bachelor’s of Science in Psychology from the University of Central Missouri before attending Georgia Tech to pursue I/O Psychology as a graduate student. I joined the PARK Lab in Fall 2020. My primary research interests include the practical application of motivational theories in the workplace and the future of work regarding Human-Robot and Human-AI Interaction.
I graduated from Texas A&M University in May 2020 with a Bachelor’s of Science in Psychology before joining the GT PARK Lab as an I/O Psychology graduate student. Currently, my research interests include motivation, lifelong learning, and social dynamics in the workplace.
B.S. Psychology and History, Technology, and Society, 2021
B.S. Biomedical Engineering and Psychology, 2022
B.S. Psychology, 2020
B.S. Psychology, 2020
I joined the GT PARK Lab in Fall 2019 and became the Lab Coordinator in May 2020. I am currently at Georgia Tech studying to receive my B.S. in Neuroscience on the pre-med track. I hope to learn a lot and use the skills and knowledge I gain from the Knowledge and Skill Lab as a future physician!
B.S. Psychology, 2021
Norfolk Southern Railway
B.S. Psychology, 2020
I am interested in conducting research that, operationalizes, measures and explores intersectionality and the resulting impacts; makes explicit our implicit biases; encourages the promotion of prosocial behaviors; and, leads to change in inequitable workplace/institutional policies and practices. Vulnerability, empathy, physiological response to, and behaviors born out of these are also desired focus areas for research.
I graduated with a B.S. in Psychology from the University of Texas at Austin before coming to Georgia Tech and the GT Park Lab as an I/O Psychology graduate student. My research interests are divided primarily into two areas: a) investigating overlap between ability and non-ability trait measures that predict knowledge and skill acquisition in realistic contexts, and b) understanding the motivations and experiences of mid-career adults who use online education to update their skillsets.
I graduated from the University of Georgia in May 2018 with a Bachelor’s of Science in Psychology, and joined the PARK lab as a graduate student in I-O Psychology in Fall 2018. My current research interests include self-regulated learning in working adults, as well as the broader application of motivational theory to reskilling, workforce development, and lifelong learning.
Co Teacher, Circle City Prep
M.S. University of Georgia 2020
Former Executive Consultant, Korn Ferry (retired)
Senior UX Designer, Sourcing Commons Services – Home Depot
Chantrea Anna Kreus
D.O. Student in University of South Florida
Software Engineer, Amazon Web Services
Engineer, Naval Undersea Warfare Center
Connie L. Vogt
Senior Leadership Specialist, Russell Reynolds Associates
Robert J. Schneider
Robert E. Goska
Todd C. Murtha
Eric L. Rolfhus
Chair of the Department of Psychological Science at University of NC – Charlotte
Eric D. Heggestad
Kevin A. Field
Anna T. Cianciolo
Advisor, Press Ganey
Kristy (Bowen) Reeves
Mary O. Boyle
Margaret E. Beier
Chief Product Officer at PDRI
Tracy M. Kantrowitz
Stacey (Wolman) Shapiro
Erin (Page) Zolna
BS: Psychology (Louisiana State University, 2014)
Graduate Major: Psychology (Industrial / Organizational)
I joined the Knowledge and Skill Lab in the summer of 2014. My interests include motivation, self-regulation and resource allocation.
Lecturer, Oglethorpe University
Ph.D., 2020; M.S., 2016
Assistant Professor at University of Central Florida
I am a second year Biology major. I am particularly interested in Neurobiology in terms of self-regulation. I plan on attending Dental school in Fall 2014.
I received my B.S. in Psychology from the University of Georgia in 2011 before joining the Knowledge and Skills Lab. My current research is on job calling, and individual differences for those who identify their work as a calling. I am also a graduate research assistant in the Electronic Systems Laboratory of GTRI and a student member of APS and SIOP.
Assistant Professor at Rice University
User Experience Researcher, Google
Associate Professor, University of Alabama
Marketing Analytics Manager, Microchip Technology Inc.
Tracy is currently working at PreVisor, Inc.
I graduated in 2005 with a B.S. in ISyE from Georgia Tech and am currently working as a Research Assistant.
I am a fourth-year student at Georgia Tech studying Psychology. I plan on pursuing I/O Psychology in the future.
HumRRO Research Scientist
Assistant Professor of Psychology,
Middle East Technical University
Team Lead at Chick Fil A
Katie (McNulty) Fowler
Russell Reynolds Associates
Erin Marie (Conklin) Collins
I attended Tulane University as an undergraduate, receiving my B.S. in psychology in the spring of 2006. While at Tulane, I worked as a research assistant on several different projects with students and faculty in the industrial – organizational psychology program, increasing my interest in this area of psychological research. I joined the Knowledge and Skill Lab at Georgia Tech in the Fall of 2007. My master’s thesis analyzed the role of personality traits, time of day, and day of the week in predicting state subjective fatigue. My current research interests are focused on outcomes associated with disengaging from the work role during off-job time, strategies for managing the boundary between work and non-work life, and the contribution of off-job activities to recovery from work.
Charles’ CV can be found here.
Undergraduate Research Assistant
Georgia Tech student
3rd year Psychology
Undergraduate Research Assistant
Georgia Tech student
4th Year Psychology
Undergraduate Research Assistant
Morehouse College student
4th Year Psychology
May 2009-December 2010
I am 6th year student in Georgia Tech’s PhD program in industrial organizational psychology, with a minor in quantitative psychology. I attended Georgia Tech as an undergraduate, double-majoring in psychology and management. I worked for several years as a graduate research assistant in the Knowledge and Skill Lab. I spent two years as a graduate research assistant in Georgia Tech’s Center for the Enhancement of Teaching and Learning where I assisted with assessment and data analysis for ongoing CETL projects. I completed my first semester of teaching as the instructor of record for a section of PSYC 1101 in Fall, 2011. I’m currently working as a graduate research assistant for Dr. Julia Melkers in Georgia Tech’s School of Public Policy, where I’m assisting with a research project on the academic networks of STEM faculty. My master’s thesis involved an investigation of caffeine and cognitive fatigue. I am currently working on my dissertation project, which is a study of gender differences in the career paths of STEM academic faculty.
Sunni’s CV can be found here.
Professor of Psychology
- Office: J.S. Coon Bldg, Rm. 226
- Phone: 404-894-2680 (msg)
- Email: email@example.com
- Website: http://kanfer-ackerman.gatech.edu/
- Research Areas in Work & Organizational Psychology:
- Motivation/Goal Setting/Self-Regulation
- Adult Development/Learning/Work & Aging
- Job Search & Reemployment
B.A. Miami University, Oxford OH; M.S. Ph.D., Arizona State University, Tempe AZ; Postdoctoral Fellow, University of Illinois, Champaign-Urbana, IL
Distinguished Scientific Contributions Award, Society for Industrial and Organizational Psychology (SIOP; 2008)
William R. Owens Scholarly Achievement Award (with P. L. Ackerman), Society for Industrial and Organizational Psychology (SIOP; 2006)
Outstanding Publication of the Year in Organizational Behavior Award (with P. L. Ackerman), Academy of Management (1989 and 2004)
Distinguished Scientific Award for an Early Career Contribution to Psychology (in Applied Research), American Psychological Association (APA, 1989)
Elected Fellow: Academy of Management, American Psychological Association, Association for Psychological Sciences, Society for Industrial and Organizational Psychology
Director, Georgia Institute of Technology Work Science Center (2015-)
National Research Council Science and Practice of Learning Committee (2015-2018)
Academy of Management, Board of Governors (2004-2007)
Academy of Management Organizational Behavior Division Chair (1997-2001)
Editorial Board Memberships & Advisory Boards
Sloan Research Network on Aging & Work Steering Committee (2016-); Scientific Advisory Board, Jacobs Center for Lifelong Learning, Bremen University, Germany (2009-2012); Director, Georgia Institute of Technology Work Science Center (2015-); Academy of Management, Board of Governors (2004-2007); Academy of Management Organizational Behavior Division Chair (1997-2001)
Editorial Boards: Work, Aging, and Retirement (2016-); European Journal of Work and Organizational Psychology (2013-); Journal of Occupational and Organizational Psychology (2004-); Human Performance (1997- ); Applied Psychology: An International Review; Journal of Applied Psychology; Journal of Management; Organizational Behavior and Human Decision Processes; Basic and Applied Social Psychology
The impact of technology and automation on work motivation/self-regulation and engagement
Motivational dynamics, work identity, and adult development
Future time perspective, job search, and employment attitudes
Finkelstein, L., Truxillo, D., Fraccaroli, F., & Kanfer, R. (Eds.), (2015). Facing the Challenges of a Multi-Age Workforce. A Use-Inspired Approach. NY: Psychology Press.
Kanfer, R., Chen, G., & Pritchard, R. (Eds.) (2008). Work Motivation: Past, Present, and Future. NY: Psychology Press.
Lord, R., Klimoski, R., & Kanfer, R. (Eds) (2002). Emotions in the Workplace: Understanding the Structure and Role of Emotions in Organizational Behavior. San Francisco, CA: Jossey-Bass.
Kanfer, R., Ackerman, P. L., & Cudeck, R. (Eds.) (1989). Abilities, motivation, and methodology: The Minnesota Symposium on Learning and Individual Differences. Hillsdale, NJ: Lawrence
Kanfer, R., Lyndgaard, S. F., & Tatel, C. E. (2020). For whom the pandemic tolls: a person-centric analysis of older workers. Work, Aging and Retirement, 6(4), 238-241.
Lim, L., Kanfer, R., Stroebel, R. J., & Zimring, C. M. (2020). Beyond co-location: Visual connections of staff workstations and staff communication in primary care clinics. Environment and Behavior, 0013916520950270.
Lim, L., Kanfer, R., Stroebel, R. J., & Zimring, C. M. (2020). The Representational Function of Clinic Design: Staff and Patient Perceptions of Teamwork. HERD: Health Environments Research & Design Journal, 1937586720957074.
Kim, S., Irizarry, J., & Kanfer, R. (2020). Multilevel Goal Model for Decision-Making in UAS Visual Inspections in Construction and Infrastructure Projects. Journal of Management in Engineering, 36(4), 04020036.
Kanfer, R., & Blivin, J. (2019). Prospects and pitfalls in building the future workforce. In F. Oswald, T. Behrend, & L. Foster (eds). Workforce Readiness and the Future of Work (pp. 251-259). New York: Routledge, Taylor & Francis Group.
Kooij, D. T. A. M., & Kanfer, R. (2019). Lifespan perspectives on work motivation. In B. Baltes, C. Rudolph, & H. Zacher (eds), Work across the lifespan (pp. 475-493). New York: Academic Press.
Kanfer, R., & Fletcher, K. A. (2019). Work motivation and employment goals in later adulthood. In S. J. Czaja, J. Sharit, J. James, & J. Grosch (Eds.), Current and Emerging Trends in Aging and Work (pp. 219-242), Springer: New York, NY.
Beier, M. E., LoPilato, A. C., & Kanfer, R. (2018). Successful motivational aging at work: Antecedents and retirement-related outcomes. Work, Aging, and Retirement, 4, 213-224.
Kooij, D. T. A. M., Kanfer, R., Betts, M., & Rudolph, C. (2018). Future time perspective: A systematic review and meta-analysis. Journal of Applied Psychology,103, 867-893.
Kanfer, R., Frese, M. F., & Johnson, R. E. (2017). Motivation related to work: A century of progress. Journal of Applied Psychology, 102, 338-355.
Heckhausen, J., Shane, J., & Kanfer, R. (2017). Competence and motivation at work throughout adulthood: Making the most of changing capacities and opportunities. In A. Elliot, C. S. Dweck, & D. Yeager (Eds.), Handbook of Competence and Motivation: Theory and Application (2nd Edition; pp. 449-470). NY: Guilford Press.
My research spans several related research areas of differential, educational, cognitive, applied experimental, and industrial and organizational psychology. Theory and empirical research I have conducted relates to the nature of adult learning, skill acquisition, student and employee selection, training, abilities, personality, and motivation. In collaboration with Professor Kanfer and our students, recent empirical research and theoretical contributions address the ability, motivation, personality, interest, and self-concept determinants of skilled performance and training success, and on the development and expression of intellectual competence in adulthood. Current research projects focus on age differences and gender differences in the breadth and depth of adult knowledge, and on the taxonomic nature of perceptual speed abilities and their role in the development of skilled performance.
American Educational Research Association (Fellow) American Psychological Association Fellow, Division 1 -- General Psychology Fellow, Division 3 -- Experimental Psychology Fellow, Division 5 -- Division of Evaluation , Measurement, and Statistics Member, Division 15 -- Educational Psychology Fellow, Division 20 -- Adult Development and Aging Fellow, Division 21 -- Applied Experimental and Engineering Psychology Association for Psychological Science (formerly American Psychological Society) (Charter Fellow) Human Factors and Ergonomics Society (Fellow) International Association of Applied Psychology (IAAP) Division of Psychological Assessment and Evaluation International Society for the Study of Individual Differences (ISSID) National Council on Measurement in Education Psychonomic Society (Fellow)
Ackerman, P. L. (in press). Intelligence and expertise. In R. J. Sternberg (Ed.). Cambridge Handbook of Intelligence. 2nd Edition, pp. 1159-1176. New York: Cambridge University Press. [Revision of Ackerman (2011)]
Ackerman, P. L. (in press). A long ‘intellectual’ journey. In D. Dai & R. J. Sternberg (Eds). Scientific inquiry into human potential: Historical and contemporary perspective across disciplines.
Ackerman, P. L., & Kanfer, R. (2020). Work in the 21st century: New directions for aging and adult development. American Psychologist, 75(4), 486-498.
Ackerman, P. L., & Hambrick, D. Z. (2020). A primer on assessing intelligence in laboratory studies. Intelligence, 80, 101440.
Calderwood, C., & Ackerman, P. L. (2019). Modeling intraindividual variation in unsafe driving in a naturalistic commuting environment. Journal of Occupational Health Psychology, 24(4), 423-437.
Ackerman, P. L. (2018). PPIK Framework for Adult Intellectual Development. In D. P. Flanagan & E. M. McDonough (Eds.) Contemporary Intellectual Assessment: Theories, Tests, and Issues (4th Edition), 225-241. New York: Guilford Press.
Ackerman, P. L. (2018). Intelligence as potentiality and actuality. In R. J. Sternberg (Ed.), The Nature of Human Intelligence, 1-14. Cambridge: Cambridge University Press.
Ackerman, P. L. (2018). The search for personality-intelligence relations: methodological and conceptual issues. Journal of Intelligence, 6(2), 1-12.
Ackerman, P. L. (2017). Adult intelligence: The construct and the criterion problem. Perspectives on Psychological Science, 12(6), 987-998.
Jipp, M., & Ackerman, P. L. (2016). The impact of higher levels of automation on performance and situation awareness: A function of information-processing ability and working-memory capacity. Journal of Cognitive Engineering and Decision Making, 10 (2), 138-166.
Ackerman, P. L., & Ellingsen, V. J. (2016) Speed and accuracy indicators of test performance under different instructional conditions: intelligence correlates. Intelligence, 56, 1-9.
Calderwood, C. C., & Ackerman, P. L. (2016). The relative salience of daily and enduring influences on off-job reactions to work stresses. Stress and Health, 32, 587-596.
Ackerman, P. L. (2014). Nonsense, common sense, and science of expert performance: Talent and individual differences. Intelligence, 45, 6-17.
Ackerman, P. L. (2014). Facts are stubborn things. Intelligence, 45, 104-106.
Ackerman, P. L., & Ellingsen, V. J. (2014). Vocabulary overclaiming — a complete approach: Ability, personality, self-concept correlates, and gender differences. Intelligence, 46, 216-227.
Ackerman, P. L. (2014). Adolescent and adult intellectual development. Current Directions in Psychological Science, 23, 246-251.
Calderwood, C. C., Ackerman, P. L., & Conklin, E. M. (2014). What else do students “do” while studying? An investigation of multitasking. Computers and Education, 75, 19-29.
Ackerman, P. L., Kanfer, R., & Beier, M. E. (2013). Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences. Journal of Educational Psychology, 105, 911-927.
Ackerman, P. L., Kanfer, R., & Calderwood, C. (2013). High school Advanced Placement and student performance in college: STEM majors, non-STEM majors, and gender differences. Teachers College Record, 115 (10), 1-43.
Kanfer, R., Beier, M. E., & Ackerman, P. L. (2013). Goals and motivation related to work in later adulthood: An organizing framework. European Journal of Work and Organizational Psychology, 22, 253-264
von Stumm, S., & Ackerman, P. L. (2013). Investment and intelligence: A review and meta-analysis. Psychological Bulletin, 139, 841-869.
Toker, Y., & Ackerman, P. L. (2012). Utilizing occupational complexity levels in vocational interest assessments: Assessing interests for STEM areas. Journal of Vocational Behavior, 80, 524-544.
Ackerman, P. L., Shapiro, S., & Beier, M. E., (2011). Subjective estimates of job performance after job preview: Determinants of anticipated learning curves. Journal of Vocational Behavior, 78, 31-48.
Ackerman, P. L., Chamorro-Premuzic, T., & Furnham, A. (2011). Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts. British Journal of Educational Psychology, 81, 27-40.
Calderwood, C., & Ackerman, P. L. (2011). The relative impact of trait and temporal determinants of subjective fatigue. Personality and Individual Differences, 50, 441-445.
Ackerman, P. L. (Ed.) (2011). Cognitive fatigue: Multidisciplinary perspectives on current research and future applications. Washington, DC: American Psychological Association.
Office Location: 227 Psychology Building
Phone Number: 404/894-5611