Giulia Verzino

I am a third year Neuroscience major with a minor in Health and Medical Sciences and I plan to attend medical school after graduating in Spring 2023. I recently joined the GT PARK lab in Fall 2021, and I am very excited to get started.

Giulia Verzino

Haden Fulkerson is a Freshman at Emory University. He plans to declare majors in Political Science and Psychology. . After college, Haden will enroll in a PhD program to study Industrial Organizational Psychology and aspires to contribute to the general knowledge of work environments and employee satisfaction through research.

Haden Fulkerson

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. 

Calyn Siver

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.

Kern Qi

B.S. Biomedical Engineering, 2023

Daniel Lewis

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.

Victoria Pham

B.S. Neuroscience, 2022

Katherine Page

B.S. Psychology, 2022

Grace Herron

B.S. Psychology, 2022

Gabriella Velaj

Raymond Zhu

Michelle Kung

Camryn Burke

University of Michigan

Hannah Ramil

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.

Lucas Provine

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.

Jenny Egan

Hanna Taylor

B.S. Psychology and History, Technology, and Society, 2021

Mariel Barnett

B.S. Biomedical Engineering and Psychology, 2022

Jason Wu

B.S., 2020

Lane Homrich

B.S. Psychology, 2020

Victoria Pham

B.S. Psychology, 2020

Yendi Neil

B.S. Neuroscience, 2021

Naqiya Ujjainwala

B.S. Psychology, 2021

Suzanne Eastwood

Norfolk Southern Railway

Mary Sikora

B.S. Psychology, 2020

Alyssa Bardin

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.

Unica Hodge

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.

Corey Tatel

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.

Sibley Lyndgaard

Co Teacher, Circle City Prep
B.S. 2018

Carley Taronji

Ryan Krepps

Catherine Liu

M.S. University of Georgia 2020
B.S., 2020

Sara Brockmeier

Ph.D., 1994
Former Executive Consultant, Korn Ferry (retired)

Maynard Goff

Brian Welle

Senior UX Designer, Sourcing Commons Services – Home Depot

Anat Fintzi

Justin Sabree

Chantrea Anna Kreus

Chelsi Battle

Jen Chandler-Adesegun

D.O. Student in University of South Florida
B.S., 2015

Sushma Sudhi

Chen Zuo

Software Engineer, Amazon Web Services
B.S., 2017

Vicki Shaw

Mike Morrison

B.S., 2017
Engineer, Naval Undersea Warfare Center

Sarah Philpott

Jill Ellingson

Connie L. Vogt

Tracy Saloka

Senior Leadership Specialist, Russell Reynolds Associates
PhD, 2017

Trishna Patel

Robert J. Schneider

Robert E. Goska

Todd C. Murtha

Eric L. Rolfhus

Ph.D., 1997
Chair of the Department of Psychological Science at University of NC – Charlotte

Eric D. Heggestad

Kevin A. Field

Anna T. Cianciolo

M.S., 2001
Advisor, Press Ganey

Kristy (Bowen) Reeves

Mary O. Boyle

Margaret E. Beier

Ph.D., 2005
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.

Ben Perrodin

Kathrina Robotham

Lecturer, Oglethorpe University
Ph.D., 2020; M.S., 2016

Ilya Gokhman

Assistant Professor at University of Central Florida

Kristin Horan

Sarah Bowen

Victor Ellingsen

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.

Patrick Steck

Lauren Danish

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.

Sarah Nelson

Kathryn Daniel

Assistant Professor at Rice University
Ph.D., 2018

Danielle King

Ethan Craig

Richelle Reinhart

User Experience Researcher, Google
M.S., 2016

Piper Vornholt

Associate Professor, University of Alabama
PhD, 2010

Joni Lakin

Ph.D., 2009
Marketing Analytics Manager, Microchip Technology Inc.

Mark Wolf

Tracy is currently working at PreVisor, Inc.

Tracy Kanterwitz

I graduated in 2005 with a B.S. in ISyE from Georgia Tech and am currently working as a Research Assistant.

Contact Information:

Zain Sultan

I am a fourth-year student at Georgia Tech studying Psychology. I plan on pursuing I/O Psychology in the future.

Aurora Dixon

I graduated in 2010 from Georgia Tech with a B.S. in Psychology. Before joining the Knowledge and Skill Lab as lab coordinator, I worked as an undergraduate research assistant in several different research labs within the GT School of Psychology. I am currently in the process of applying to graduate school.

Yarden Moskovitch

Ph.D., 2015

HumRRO Research Scientist

Samuel Posnock

Ph.D., 2010
Assistant Professor of Psychology,
Middle East Technical University

Yonca Toker

M.S., 2011
Team Lead at Chick Fil A

Katie (McNulty) Fowler

Ph.D., 2013
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.

Charles Calderwood

Undergraduate Research Assistant

Georgia Tech student

3rd year Psychology

Feb. 2010-Present

Colin Blenis

Undergraduate Research Assistant
Georgia Tech student

4th Year Psychology

Sonia Howard

Ph.D., 2015

Matthew Betts

Undergraduate Research Assistant

Morehouse College student

4th Year Psychology

May 2009-December 2010

Khaleed Alston

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.

Contact Information

Sunni’s CV can be found here.

Sunni Newton

Professor of Psychology


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 

Leadership Roles

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 ReviewJournal of Applied PsychologyJournal of ManagementOrganizational Behavior and Human Decision ProcessesBasic and Applied Social Psychology 

Research Interests

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

Recent Publications

Kanfer, R., Lyndgaard, S. F., & Tatel, C. E. (2020). For whom the pandemic tolls: a person-centric analysis of older workers. Work, Aging and Retirement6(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 Engineering36(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.

Ruth Kanfer

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
    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)

Selected Publications

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 Psychologist75(4), 486-498.

Ackerman, P. L., & Hambrick, D. Z. (2020). A primer on assessing intelligence in laboratory studies. Intelligence80, 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.

Contact Information

Office Location: 227 Psychology Building
Phone Number: 404/894-5611
FAX: 404/894-6904