Alexandra W. Logue

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 CUNY, the CUNY system's Chief Academic Officer.[3][4] She also served as provost and a professor at NYIT.[5]

Education

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

In 1978, Logue became a faculty member in the Psychology Department of SUNY Stony Brook, 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

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
  1. "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. "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. "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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