AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, INC. et al v. PUBLIC.RESOURCE.ORG, INC.
Filing
60
MOTION for Summary Judgment Filed by AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, INC., AMERICAN PSYCHOLOGICAL ASSOCIATION, INC., NATIONAL COUNCIL ON MEASUREMENT IN EDUCATION, INC. (Attachments: #1 Statement of Facts Points of Authority, #2 Statement of Facts Statement of Undisputed Facts, #3 Declaration Declaration of Jonathan Hudis, #4 Exhibit Ex. A, #5 Exhibit Ex. B, #6 Exhibit Ex. C, #7 Exhibit Ex. D, #8 Exhibit Ex. E, #9 Exhibit Ex. F, #10 Exhibit Ex. G, #11 Exhibit Ex. H, #12 Exhibit Ex. I, #13 Exhibit Ex. J, #14 Exhibit Ex. K, #15 Exhibit Ex. L, #16 Exhibit Ex. M, #17 Exhibit Ex. N, #18 Exhibit Ex. O, #19 Exhibit Ex. P, #20 Exhibit Ex. Q, #21 Exhibit Ex. R, #22 Exhibit Ex. S, #23 Exhibit Ex. T, #24 Exhibit Ex. U, #25 Exhibit Ex. V-1, #26 Exhibit Ex. V-2, #27 Exhibit Ex. W, #28 Exhibit Ex. X, #29 Exhibit Ex. Y, #30 Exhibit Ex. Z, #31 Exhibit Ex. AA, #32 Exhibit Ex. BB, #33 Exhibit Ex. CC, #34 Exhibit Ex. DD, #35 Exhibit Ex. EE, #36 Exhibit Ex. FF-1, #37 Exhibit Ex. FF-2, #38 Exhibit Ex. FF-3, #39 Exhibit Ex. FF-4, #40 Exhibit Ex. FF-5, #41 Exhibit Ex. FF-6, #42 Exhibit Ex. GG, #43 Exhibit Ex. HH, #44 Exhibit Ex. II, #45 Exhibit Ex. JJ, #46 Exhibit Ex. KK, #47 Exhibit Ex. LL, #48 Exhibit Ex. MM, #49 Declaration Declaration of Marianne Ernesto, #50 Exhibit Ex. NN, #51 Exhibit Ex. OO, #52 Exhibit Ex. PP, #53 Exhibit Ex. QQ, #54 Exhibit Ex. RR, #55 Exhibit Ex. SS, #56 Exhibit Ex. TT, #57 Exhibit Ex. UU, #58 Exhibit Ex. VV, #59 Exhibit Ex. WW, #60 Exhibit Ex. XX, #61 Exhibit Ex. YY, #62 Exhibit Ex. ZZ, #63 Exhibit Ex. AAA, #64 Exhibit Ex. BBB, #65 Exhibit Ex. CCC, #66 Exhibit Ex. DDD, #67 Exhibit Ex. EEE, #68 Exhibit Ex. FFF, #69 Exhibit Ex. GGG, #70 Exhibit Ex. HHH, #71 Exhibit Ex. III, #72 Exhibit Ex. JJJ, #73 Declaration Declaration of Lauress Wise, #74 Exhibit Ex. KKK, #75 Exhibit Ex. LLL, #76 Declaration Declaration of Wayne Camara, #77 Exhibit Ex. MMM, #78 Declaration Declaration of Felice Levine, #79 Exhibit Ex. NNN, #80 Exhibit Ex. OOO (Public Version), #81 Exhibit Ex. PPP, #82 Exhibit Ex. QQQ, #83 Exhibit Ex. RRR, #84 Exhibit Ex. SSS, #85 Exhibit Ex. TTT-1, #86 Exhibit Ex. TTT-2, #87 Exhibit Ex. UUU, #88 Declaration Declaration of Kurt Geisinger, #89 Declaration Declaration of Dianne Schneider, #90 Text of Proposed Order Proposed Order, #91 Certificate of Service Certificate of Service)(Hudis, Jonathan). Added MOTION for Permanent Injunction on 12/22/2015 (td).
UNITED STATES DISTRICT COURT
FOR THE DISTRICT OF COLUMBIA
AMERICAN EDUCATIONAL RESEARCH
ASSOCIATION, INC., AMERICAN
PSYCHOLOGICAL ASSOCIATION, INC.,
and NATIONAL COUNCIL ON
MEASUREMENT IN EDUCATION, INC.,
Plaintiffs,
v.
PUBLIC.RESOURCE.ORG, INC.,
Defendant.
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Civil Action No. 1:14-cv-00857-TSC-DAR
DECLARATION OF KURT F.
GEISINGER IN SUPPORT OF
PLAINTIFFS’ MOTION FOR
SUMMARY JUDGMENT AND ENTRY
OF A PERMANENT INJUNCTION
I, KURT F. GEISINGER, declare:
1.
I am currently Director of the Buros Center on Testing and W. C. Meierhenry
Distinguished University Professor at the University of Nebraska-Lincoln.
I submit this
Declaration in support of the motion of the American Educational Research Association, Inc.
(“AERA”), the American Psychological Association, Inc. (“APA”), and the National Council on
Measurement in Education, Inc. (“NCME”) (collectively, “Plaintiffs” or “Sponsoring
Organizations”) for summary judgment and the entry of a permanent injunction.
2.
My curriculum vitae is attached to this Declaration as Exhibit 1.
3.
I received my doctoral degree in Educational Psychology in 1977 from the
Pennsylvania State University, after previously receiving my masters’ degree in Psychology at
the University of Georgia and my bachelor’s degree from Davidson College (with honors). I
also studied German, Psychology and other topics as an undergraduate at the Phillips Universität
in Marburg, Germany and at Harvard University when I attended the Institute for Educational
Management in 1995.
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4.
From 2001 to 2006, I served as the Vice President of Academic Affairs and
Professor of Psychology at the University of St. Thomas in Houston, Texas, where I was
responsible for four academic schools, approximately 200 faculty members, and over 4,000
students. From 1997 to 2001, I served as Academic Vice President and Professor of Psychology
at Le Moyne College. From 1992 to 1997 I served as Dean of the College of Arts and Sciences
and Professor of Psychology at the State University of New York at Oswego. And, from 19771992 I served as a Professor of Psychology at Fordham University in New York City, where I
served as department chair for the Department of Psychology and director of the Doctoral
program in Psychometrics.
5.
Over the past forty years, I have researched, studied, and taught psychometrics
(psychometrics is the quantitative study of tests and measures in terms of the value, usefulness,
and interpretation of the results of such measures). I also am a fellow, diplomate, and member of
numerous professional societies involving educational and psychological testing, such as the
APA (fellow), the American Association for Assessment Psychology (diplomate), the AERA
(fellow), and the NCME, as well as other professional associations. I have represented the APA
by serving on and chairing the Joint Committee on Testing Practices (which is separate from the
APA committee responsible for the 1999 Standards for Educational and Psychological Testing)
and have served on the APA’s Committee on Psychological Testing and Assessment. In 2010, I
was elected to serve two terms (2006-2008 and 2009-2011) as the representative on the Council
of Representatives for the APA’s Division of Evaluation, Measurement and Statistics. My
second term was cut short by one year when I was elected to serve as a member-at-large on the
APA’s Board of Directors in 2010, a position I held for a three-year term (2011-2013).
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6.
testing.
I have authored numerous publications about psychological and educational
I have worked at the Educational Testing Service (“ETS”), chaired its Technical
Advisory Committee for the Graduate Record Examination (“GRE”), served on the Board of
Directors for the GRE (a Board that I also chaired), and have been a member of the College
Board, (formerly known as the College Entrance Examination Board) for which I served (20002002) on its SAT Committee.
I recently concluded a four-year term (2011-2014) on the
Advisory Research Committee for the College Board, serving the last two years as its chair. I
currently serve on the Technical Advisory Committee for the Educational Records Bureau 1 and
on Saudi Arabia’s International Advisory Board for its National Center for Assessment and
Evaluation.
7.
In 2010, I was elected to the Council (i.e., Board of Directors) for the
International Test Commission—the primary international testing body. In 2012, I was also
elected as its Treasurer and to serve on its Executive Council. I am the only American who
serves on its Executive Council.
8.
I was asked to review and share my comments’ chapters of the 1999 Standards
for Educational and Psychological Testing, published jointly by the AERA, the APA, and the
NCME (the “1999 Standards”). The Standards 2 embody the professionally accepted practices
for testing and measurement. One of the chapters I reviewed was based upon the testing of
individuals with disabilities, an area in which I have engaged in research and have served as an
expert witness in federal courts as well as state courts in New York, New Jersey, and California.
1
The Educational Record Bureau specializes in the development and use of tests and testing
products for private and independent educational institutions at the p-12 levels.
2
I use the term “Standards” to refer to the Standards for Educational and Psychological Testing
as a whole, not a specific version of the Standards, i.e. 1999 or 2014
-3-
The other chapter related to the rights and responsibilities of test takers. See Exh. 1. I note that
the Standards were revised again in 2014.
9.
In addition to my 130 plus journal articles and book chapters, I have written,
edited, or co-edited approximately 15 books and monographs.
The vast majority of these
publications deal with testing and measurement issues. For example, I have edited two books on
the psychological testing of Hispanics and another I co-edited related to fairness in testing. I
have also co-edited several books of reviews of published tests and measures. I was also Editorin-Chief for the three-volume Handbook of Testing and Assessment in Psychology (published by
the APA in 2013) and have been editor of the journal Applied Measurement in Education for the
past 9 plus years. Taylor & Francis, in conjunction with the Buros Center for Testing publishes
this journal.
10.
I also co-chaired a sub-committee of the APA’s Joint Committee on Testing
Practices and the overall committee itself that developed a document on the rights and
responsibilities of test takers (1993-2001). This document has been endorsed by a number of
professional associations related to proper test use, including the APA, the National Association
of School Psychologists, the American Counseling Association, and the NCME. While chairing
the Joint Committee on Testing Practices, the committee developed a book entitled Assessing
Individuals with Disabilities, in which I wrote a chapter. I also served on a task force charged to
illuminate issues related to the testing of individuals with disabilities as well as ethnic minorities.
The task force wrote and edited a book entitled Test Interpretation and Diversity: Achieving
Equity in Assessment, which was published by the APA’s publication unit in 1997. I had three
chapters in that volume.
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11.
I additionally served on an APA task force (2007-2010) that considered the
assessment and intervention of individuals with disabilities. The results of our work, Guidelines
for the “Assessment of and Intervention with Individuals with Disabilities,” was published in the
American Psychologist, the premier publication of the APA (Geisinger et al., 2012) and endorsed
as the policy of the APA by its governance. A reference for the American Psychologist article
may be found on my curriculum vitae, which is attached as Exhibit 1.
12.
In the past two years (2014-2015), I have served on two task forces related to the
use of measures in clinical psychology. One of these has written a policy, recently accepted by
the APA’s Board of Directors, that differentiates the use of tests and other measures, for
screening and assessment, two highly related types of testing, but which differ in specificity and
focus. Tests are usually standardized measures that are given to a number of people for a
specific purpose. A bar examination would be an example of a test. Measures are other
variables yielding typically quantitative values that are used to evaluate a person and include
tests. A bathroom scale results in a measure (weight), but would not normally be considered as a
test.
13.
During 2013-2014, I served on a committee of the Institute of Medicine (a
component of the National Academy of Sciences) that evaluated the use of psychological and
clinical neuropsychological measures by the Social Security Administration in determining
disability status. The final report, entitled Psychological Testing in the Service of Disability
Determination, has been published by the National Academy of Sciences and is also available
from the Institute of Medicine’s website.
14.
For approximately four years (2008-2012), I jointly represented three professional
associations (the AERA, the APA, and the NCME) in developing the International Standards
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Organization’s (“ISO”) first standard on psychological testing. The results of the work of the
committee that engaged in this activity was ISO Standard 10677. The standard is divided into
two parts. The first establishes requirements and guidance for a client working with a service
provider to carry out the assessment of an individual, a group, or an organization for workrelated purposes. ISO 10667-1:2011 enables the client to base its decisions on sound assessment
results. ISO 10667-1:2011 also specifies the responsibilities of a service provider in terms of the
assessment methods and procedures that can be carried out for various work-related purposes
made by or affecting individuals, groups or organizations.
15.
I also built or helped to build a number of testing measures. Specifically, I served
as the primary consultant on a number of civil service examinations given in New York City for
police officers, sergeants, lieutenants, and captains, fire fighters, fire lieutenants, fire captains,
sanitation supervisors, and a variety of other civil service occupations over a period of at least a
decade ending in 1992. I sometimes defended these measures in court. I also represented the
Public Service Alliance of Canada against the Public Service of Canada in two cases related to
their national testing efforts and assisted Disability Rights Advocates with regard to several
testing disputes concerning individuals with disabilities. See Exh. 1.
16.
In recent years, my primary efforts have been to assure testing fairness for those
with disabilities, language minorities, and ethnic minorities.
17.
I first learned about the Standards for Educational and Psychological Testing
while I was in my first or second year of graduate school. They are widely discussed in classes
on testing and testing practice and treated with great respect. Some graduate programs and
courses require that students purchase the Standards as part of their coursework and education.
In teaching graduate classes on topics related to testing and associated with the Standards, I often
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refer to them, building the thoughts and approaches described in the Standards, as well as
specific standards, into my lectures and classes. I expect students to purchase and read the
Standards in a number of the classes I taught. When writing chapters and articles on such topics
as test validity, test reliability, and test fairness—all topics I have discussed in writing—I
frequently refer to the Standards to check my use of language, my interpretations, and to check
that I am not omitting a topic of importance relevant to the specific publication. Also, when
building tests, such as the Police and Fire Department Civil Service tests I helped construct for
the City of New York, or when serving on technical advisory committees for the well-known
SAT and GRE committees and boards, I refer to the Standards frequently. Usually, in meetings I
attempt to express what I believed to be best practices, and then would “back up” my beliefs with
quotes from the specific and relevant standards. Perhaps my greatest use of the Standards has
occurred in my legal defense of specific tests or in my critique of particular uses of some tests,
both of which I have engaged in during my career as an expert witness.
18.
The ultimate advantages of the Standards in my opinion are that they are written
and edited by first-rate professionals covering a number of the representative fields in which
testing and assessment are primarily employed, they are thoroughly and publicly vetted by other
professionals, and they are openly discussed during the revision process at many professional
conferences. The resultant document becomes a living document of best practices. That the
members of the committee drafting the Standards are generally extremely highly respected
professionals in the field of testing and testing practice also provides the Standards great
credibility. Given my experience over the last 10 years as Director of the Buros Center for
Testing, thought of by many as the Consumer Reports of the testing industry, and my service as
the co-editor of the Mental Measurements Yearbooks, where commercially available tests are
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evaluated, I can state categorically that the Standards serve as the primary basis for all test
evaluations. The other editors of these Yearbooks and I refer to the Standards with great
frequency to determine and assure ourselves that the comments made by reviewers are consistent
with the Standards and that the reviews themselves are based upon principles supported by, and
coherent with, the Standards. The Standards originally were created as principles and guidelines
– a set of best practices to improve professional practice in testing and assessment across
multiple settings, including education and various areas of psychology. The Standards can and
should be used as a recommended course of action in the sound and ethical development and use
of tests, and also to evaluate the quality of tests and testing practices. Additionally, an essential
component of responsible professional practice is maintaining technical competence. Many
professional associations also have developed standards and principles of technical practice in
assessment. The Sponsoring Organizations’ Standards have been and still are used for this
purpose.
19.
The Standards, however, are not simply intended for members of the Sponsoring
Organizations: AERA, APA, and NCME. The intended audience of the Standards is broad and
cuts across audiences with varying backgrounds and different training.
For example, the
Standards also are intended to guide test developers, sponsors, publishers, and users by providing
criteria for the evaluation of tests, testing practices, and the effects of test use. Test user-oriented
standards refer to those standards that help test users decide how to choose certain tests, interpret
scores, or make decisions based on test results.
Test users include clinical or industrial
psychologists, research directors, school psychologists, counselors, employment supervisors,
teachers, and various administrators who select or interpret tests for their organizations. There is
no mechanism, however, to enforce compliance with the Standards on the part of the test
-8-
developer or test user.
The Standards, moreover, do not attempt to provide psychometric
answers to policy or legal questions. They do not themselves set requirements, but serve to
distribute best practices and procedures.
20.
The Standards apply broadly to a wide range of standardized instruments and
procedures that sample an individual’s behavior, including tests, assessments, inventories, scales,
and other testing vehicles. The Standards apply equally to standardized multiple-choice tests,
performance assessments (including tests comprised of only open-ended essays), and hands-on
assessments or simulations.
The main exceptions are that the Standards do not apply to
unstandardized questionnaires (e.g., unstructured behavioral checklists or observational forms),
teacher-made tests, and subjective decision processes (e.g., a teacher’s evaluation of students’
classroom participation over the course of a semester).
21.
The Standards have been used to develop testing guidelines for such activities as
college admissions, personnel selection, test translations, test user qualifications, and computerbased testing. The Standards also have been widely cited to address technical, professional, and
operational norms for all forms of assessments that are professionally developed and used in a
variety of settings. The Standards additionally provide a valuable public service to state and
federal governments as they voluntarily choose to use them. For instance, each testing company,
when submitting proposals for testing administration, instead of relying on a patchwork of local,
or even individual and proprietary, testing design and implementation criteria, may rely instead
on the Sponsoring Organizations’ Standards to afford the best guidance for testing and
assessment practices.
22.
The Sponsoring Organizations do not keep any of the revenues generated from the
sales of the Standards.
Rather, the income from these sales is used by the Sponsoring
-9-
Organizations to offset their development and production costs and to generate funds for
subsequent revisions. This strategy allows the Sponsoring Organizations to develop up-to-date,
high quality Standards that otherwise would not be developed due to the time and effort that goes
into producing them.
23.
Without the sales revenue from prior Standards versions (because – if Public
Resource succeeds in this litigation – this publication will be made freely available online), it is
extremely unlikely that future updates to the Standards will be undertaken. This well-informed
opinion is made because NCME is too small an organization to financially support periodic
updates of the Standards, AERA does not have the budget for it, and an insufficient number of
psychometricians are members of APA for it to justify the ongoing expenditures. Charging extra
membership fees to fund ongoing updates to the Standards would never happen, because the
governing bodies of AERA, APA and NCME would not vote for it.
If these Sponsoring
Organizations ceased updating the Standards, it is unlikely that other organizations would step in
and continue the effort. Moreover, there are no other organizations with the expertise in their
memberships to populate such a committee or task force.
24.
There simply is no way for Plaintiffs to calculate with any degree of certainty the
number of university/college professors, students, testing companies and others who would have
purchased
Plaintiffs’
Standards
but
for
their
wholesale
posting
on
Defendant’s
https://law.resource.org website and the Internet Archive http://archive.org website.
25.
In Fiscal Year (“FY”) 2011 to FY 2012, as compared to FY 2011, the Sponsoring
Organizations experienced a 34% drop in sales of the 1999 Standards. In FY 2013, sales of the
1999 Standards remained at their low level from the prior fiscal year (See F. Levine Declaration,
¶ 18, Exh. OOO). For a publication with the longevity of the 1999 Standards, one otherwise
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would expect to see a gradual decline in sales year-over-year; not the precipitous drop in sales
experienced by the 1999 Standards in 2012 and 2013 - even considering that updated Standards
were published in 2014. It is also clear that this drop did not occur due to the expected
publication of the 2014 Standards, because they were actually due to be published more than a
year earlier. Thus, one would have expected such a drop to occur perhaps in 2010 or 2011.
26.
Past harm from Public Resource’s infringing activities includes misuse of
Plaintiffs’ intellectual property without permission, lost sales that cannot be totally accounted for
– due to potentially infinite Internet distribution, especially by psychometrics students, and lack
of funding that otherwise would have been available for the update of the Sponsoring
Organizations’ Standards from the 1999 to the 2014 versions.
27.
Should Public Resource’s infringement be allowed to continue, the harm to the
Sponsoring Organizations, and public at large who rely on the preparation and administration of
valid, fair and reliable tests, includes: (i) uncontrolled publication of the 1999 Standards without
any notice that those guidelines have been replaced by the 2014 Standards; (ii) future
unquantifiable loss of revenue from sales of authorized copies of the 1999 Standards (with
proper notice that they are no longer the current version) and the 2014 Standards; and (iii) lack of
funding for future revisions of the 2014 Standards and beyond.
28.
The harm caused to the public by publication of out-of-date Standards (not
labeled as such) will be significant, because the testing and assessment fields are constantly
changing, given updates in testing technology and ever-evolving collective thought on the
validity, reliability and fairness of tests. Members of the public who would be harmed by
discontinued updates of the Standards include psychometrics professors, students and
professionals, as well as test developers, administrators and takers.
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EXHIBIT 1
Updated 12/1/2014
CURRICULUM VITAE
Kurt F. Geisinger, Ph.D.
Current Position: Director, Buros Center for Testing
W. C. Meierhenry Distinguished University Professor
The University of Nebraska-Lincoln
Office Address and Telephone
21 Teachers College Hall
Buros Center for Testing
The University of Nebraska-Lincoln
Lincoln, NE 68588
Telephone: 402/472-3280
FAX: 402/472-6207
E-Mail: kgeisinger2@unl.edu
Home Address and Telephone
6300 Rainier Court
Lincoln, NE 68510-5050
Telephone: 402/327-0205
E-Mail: Kurtgeis1@aol.com
EDUCATION
A.B. with Honors, Davidson College
M.S., The University of Georgia
Ph.D., The Pennsylvania State University
ADMINISTRATIVE RESPONSIBILITIES
2006 to the present
Director, Buros Center for Testing, University of Nebraska-Lincoln. Direct the
Buros Institute for Mental Measurments. Supervise director of the Buros Institute for
Assessment Consultation and Outreach. Provide consultation on assessment issues to
clients. Editorial and executive leadership to the Mental Measurements Yearbooks,
Tests in Print, and the journal, Applied Measurement in Education, which I edit.
Serve as Interim Director of the Buros Institute for Assessment Consultation and
Outreach effective 9/15/2007. Tenured, chaired professor.
2001 to 2006
Vice President for Academic Affairs, University of St. Thomas, Houston
Responsible for programs encompassing over 125 full-time faculty members and
approximately 5,000 students. Lead deans of Schools of Arts & Science, Business,
Education, Theology, and Graduate Program in Liberal Arts as well as libraries and
advisement. Responsible for personnel, student, and budget issues. Lead the college in
the absence of the President. Tenured full professor.
1997 to 2001
Academic Vice President, Le Moyne College.
Responsible for college of over 120 full-time faculty members and approximately 3,000
students. Lead deans, academic departments, library, admissions, financial aid, registrar,
academic support center, and continuing education office. Specific personal
responsibility for running graduate programs in Business (MBA) and Education (M.Ed.).
Responsible for personnel, student, enrollment and budget issues. Lead the college in the
absence of the President. Tenured full professor.
Kurt F. Geisinger, Ph.D.
Page 2
1992 to 1997
Dean of Arts and Sciences, State University of New York, College at Oswego.
Lead 19 academic departments, Biological Field Station, Environmental Research Center,
Art Gallery, approximately 20 librarians, Office of Learning Support Services, consisting
of over 230 faculty members and 4900 students. Responsible for personnel, student and
budget issues. Tenured full professor.
1985 to 1991
Chairperson of the Department of Psychology, Fordham University. Administered
department of 18 full-time faculty members with at least 5 additional FTEs and
approximately 180 full- and part-time graduate students, 5 doctoral program, and 70
undergraduate majors. Coordinated extensive faculty evaluation and hiring efforts.
1979 to 1985
Director of Doctoral Program in Psychometrics, Department of Psychology,
Fordham University. Administered doctoral program for approximately 25 graduate
students. Wrote descriptions of the program, developed a formal curriculum,
coordinated curriculum and course offerings, developed Ph.D. Comprehensive
Examinations, advised program students. Coordinated hiring of program faculty.
AWARDS, RECOGNITIONS, AND HONORARY OFFICES
American Board of Assessment Psychology, Diplomate (1994)
Recipient of the Jacob Cohen Award for Distinguished Teaching and Mentoring, American Psychological
Association, 2008
Recipient of the President’s Award for Scholarly and Creative Activity, SUNY-Oswego, 1995
Recipient of the 1997 Leo D. Doherty Award by the Northeastern Educational Research Association for leadership
in educational research
Recipient of the 2002 Thomas J. Donlon Award by the Northeastern Educational Research Association for
distinguished mentoring
Biographee in Who’s Who in the East (23rd ed., 24th ed., 25th ed., 26th ed., 27th ed., 28th ed.), Who’s Who in America
(48th ed., 49th ed., 50th ed., 54th ed., 55th ed., 56th ed., 57th ed.) ,Who’s Who in American Education (4th ed.,
5th ed.), Who’s Who in the World (20th ed.), Who’s Who in Medicine and Healthcare (3rd ed.), Who’s Who
in Emerging Leaders in America (4th ed.), Who’s Who in Science and Technology
Psi Chi (National Psychology Honor Society)
Sigma Xi (National Scientific Research Society)
Northeastern Educational Research Association, President for term 1987-1988
(President-elect, 1986-87); (Past President, 1988-89)
Northeastern Educational Research Association, Program Committee, 1978 - present (Co-Chair, 1985)
Northeastern Educational Research Association, Member, Board of Directors for term 1984-87
Phi Kappa Phi (National Academic Honor Society)
President, Fordham University Chapter, Phi Kappa Phi, 1985-86
President-Elect and Acting President, Fordham University Chapter, Phi Kappa Phi 1984-85
Treasurer (1983-86) and Secretary (1983-84), Fordham University Chapter, Phi Kappa Phi
Selected as an Outstanding Young Man of America, 1982
Kurt F. Geisinger, Ph.D.
Page 3
FACULTY EXPERIENCE
Faculty Work and Employment
2006-present
W. C. Meierhenry Distinguished University Professor, Department of Educational
Psychology, University of Nebraska-Lincoln. Teach one advanced doctoral seminar
per semester and run Buros Center for Testing and the Buros Institute for Mental
Measurements. Beginning in October 2007, directing the Buros Institute for Assessment
Consultation and Outreach on an interim basis. Serve on departmental and university
committees.
1989 to 1992
Professor of Psychology, Fordham University, (Tenured). Chairperson, Graduate
School of Arts and Sciences’ Long Term Planning Committee (1989-91); Member,
University Research Council (1985-1991); Member, Graduate Studies Council (19841991); Member, University Tenure Review Committee (1990-1993), Chair (1991-92).
Served on various Departmental and University committees. Served as survey and
grading consultant to the College Dean. Graduate courses taught included Statistics,
Psychological Testing, Test Construction, Psychometrics, Survey and Interview
Methodology, Differential Psychology, Personnel Selection, Program Evaluation, the
Teaching of Psychology. Undergraduate courses taught: Introductory Psychology,
Statistics, Research Design, Psychological Testing, and Seminar on Personnel Decisions
for Police. Supervised 16 doctoral dissertations (with one currently in progress). Served
on dissertation committees. Supervised Masters’ research projects (have directed twelve
studies). Advised graduate and undergraduate students. Coordinated faculty evaluation
via student rating.
1981 to 1989
Associate Professor of Psychology, Fordham University, (Tenured 6/83). Essentially
the same duties and responsibilities as above. On sabbatical, Spring Semester,
1986, at the Research Division, Educational Testing Service, Princeton, NJ.
1977 to 1981
Assistant Professor of Psychology, Fordham University. Essentially the same job
activities as Professor above.
1975 to 1976
Instructor, Departments of Educational Psychology and Psychology, The
Pennsylvania State University. Taught graduate courses in Educational and
Psychological Testing.
Externally Funded Research Activity
2006-2013
As Director of Buros Center for Testing at the University of Nebraska, I have brought in
approximately $350,000/year in contract research. One example is listed below.
2007-2008
Project Director. Department of Education, State of Florida ($200,000). Provide consultation to
the State regarding its statewide testing program, its equating. Discuss implications of testing
program with legislators and senators as well as Department of Education commissioners and staff
members.
1993-94
Institutional Planning Team Member, American Council on Education/National Endowment
for the Humanities, Spreading the Word, a program to institute a Modern Languages across the
curriculum project at the State University of New York at Oswego.
1988-92
Faculty Participant and Project Evaluator, Grant ($250,000) from the Fund for the
Improvement of Post-Secondary Education (FIPSE) to develop a Master of Arts in Liberal
Studies at Fordham University.
Kurt F. Geisinger, Ph.D.
Page 4
1990 to 1991
Project Director, Grant ($9,840) from the American Psychological Association Science
Directorate with matching grant ($6,560) from the Fordham University Sesquicentennial
Celebration to host a conference on the Psychological Testing of Hispanics, February 9, 1990,
New York City.
1979 to 1980
Project Director, Grant ($50,000) from Harcourt Brace Jovanovich, Inc. to study the effects of
test use in the school with special emphasis on their use with minority children. Anne Anastasi,
Principal Investigator.
1978 to 1979
Research Associate, Grant ($75,000) from Harcourt Brace Jovanovich, Inc. Same study as
above. Anne Anastasi, Principal Investigator and Project Director.
SERVICE ON NATIONAL COMMITTEES AND BOARDS
American Educational Research Association, American Psychological Association & National Council on
Measurement in Education representative to the International Standards Commission’s Committee on
International Testing Standards, 2007-2010
American Psychological Association, Board of Directors, 2011-2013
American Psychological Association, Council of Representatives member for Division 5 (2006-2010)
American Psychological Association, Coalition of Academic, Scientific, and Applied Psychology, President-elect
(2008), President (2009), Past President (2010)
American Psychological Association, Committee on Psychological Tests and Assessments, 1998 to the 2000
American Psychological Association, Committee on Psychological Tests and Assessments Task Force on Test
Interpretation for Diverse Groups, 1993 to the 1997
American Psychological Association, Division 5 (Evaluation, Measurement & Statistics), Member, Membership
Committee (1988-1992), Chairperson (1991-92); Member, ad hoc Committee for the Disabled; Member,
Public Policy Committee (1996-99), Chairperson (1997-98), Executive Committee Member (2006-2008)
American Psychological Association, Division 15 (Educational Psychology), Member, Early Contributions
Committee (1990-1993)
American Psychological Association, Office of Program Accreditation and Consultation, Site Visitor, 1987 to
2010
The College Board, Research Advisory Committee, 2010-2012 (Chair 2012)
The College Board, Middle States Regional Council, 1998-2000
The College Board, Member, Editorial Board, The College Board Review, 2000-2006
The College Board, Scholastic Assessment Test Committee, 2000-2003
Council for the Accreditation of Educator Professionals, Commission on Standards and Performance Reporting,
Commissioner, 2012-2013
Council for the Accreditation of Educator Professionals, Commission on Institutional Briefs,
Commissioner, 2013-present
Council for the Accreditation of Educator Professionals, Research Committee, Member, 2013-present
Council for the Accreditation of Educator Professionals, Commission on Standards and Performance Reporting,
Commissioner, 2012-2013
Council of Graduate Schools, Committee on Masters’ Education at Predominantly Masters Institutions, 2002- 2006
Council of Independent Colleges, Committee to Provide a Workshop for New Chief Academic Officers, 2002-2004,
Chair (2003-2004)
Educational Testing Service, Member, Panel convened to review test security procedures and processes (1994)
Graduate Record Examination, Technical Advisory Committee, Member, 1995-2002; Chair 2000-2003
Kurt F. Geisinger, Ph.D.
Page 5
Graduate Record Examination, Board, ex officio, 2000-2003
Graduate Record Examination, Board, 2003-2007
Graduate Record Examination, Chair-elect, 2004-2005, Chair, 2005-2006, Past Chair, 2006-2007
Graduate Record Examination, Research Committee, 2000-2007
International Association of Applied Psychology, Division 2 (Psychological Assessment and Evaluation),
President-elect (2014-2018), President (2018-2022), Past President (2022-2026).
International Test Commission, Council Member (2010-2012), Treasurer (2012-2014)
Joint Committee on Testing Practices, American Psychological Association delegate and Co-Chair (1992-96)
Joint Committee on Testing Practices, Member and Co-Chair, Understanding Testing Working Group, 1990-94
(American Psychological Association delegate to the committee)
Joint Committee on Testing Practices, Member, Testing Individuals with Disabilities Working Group, 1996-2001
Joint Committee on Testing Practices, Member and Co-Chair, Test Taker Rights Working Group, (1993-2001)
National Council on Measurement in Education, Professional Training and Development Committee (1990-92),
Chairperson (1991-92)
National Council on Measurement in Education, Member, Ad Hoc Committee to Develop a Code of Ethical
Standards Committee (1992-94)
National Council on Measurement in Education, Program Committee Co-Chair (1994)
EDITORIAL WORK
2011-2012
Special Issue Editor, International Journal of Testing (Volume 12, Issue 2)
2006 to the present
Editor, Applied Measurement in Education
2001 to the present
Consulting Editor, Practical Assessment, Research, and Evaluation
2000 to the 2006
Consulting Editor, College Board Review
2000 to the present
Consulting Editor, International Journal of Testing
1992 to 2000
Member, Editorial Board, Psychological Assessment
1992 to the present
Member, Editorial Board, Educational Research Quarterly
1997 to the present
Member, Editorial Board, ITEMS
1991 to 1997
Member, Board of Cooperating Editors, Educational and Psychological Measurement
1992 to 1995
Member, Advisory Board, Educational Measurement: Issues and Practice
1988 to 1991
Co-Editor, The NERA Researcher (the quarterly newsletter of the Northeastern
Educational Research Association)
1978 to 1983
Consulting Editor, Improving College and University Teaching
1979 to 1984
Consulting Editor, Journal of Educational Research
1988
Consultant, Psychology of Work Behavior (4th ed.), by F. J. Landy. Homewood, IL:
Dorsey Press.
1988
Consultant, Psychology (2nd ed.), by L. T. Benjamin, J. R. Hopkins, and J. R. Nation,
New York: Macmillan.
1985
Consultant, Psychology: The Science of People (2nd ed.), by F. J. Landy. Englewood
Cliffs, NJ: Prentice-Hall, Inc.
Kurt F. Geisinger, Ph.D.
Page 6
1983
Consultant and Critical Reader, Psychology: The Science of People, by F. J. Landy.
Englewood Cliffs, NJ: Prentice-Hall, 1984.
1982
Editorial Consultant, Applied Psychology in Occupational Organizations, by L. R.
Aiken. Reading, MA.: Addison-Wesley.
1982
Editorial Consultant, The Handbook of Questionnaire Construction, by J. R. Jacoby.
New York: Academic Press, 1984.
1982
Editorial Consultant, Principles and Techniques of Questionnaire Design, by F. J.
Kviz and W. L. Kreitman. New York: Academic Press, 1984.
1980
Reviewer, Applied Psychometrics, by R. L. Thorndike. Boston: Houghton Mifflin
Company, 1982.
1980
Critical Reader, Psychology, by C. Wortman and E. Loftus, New York: Random House,
1981.
1980
Editorial Consultant, Psychology at Work: An Introduction to Industrial Psychology,
by J. P. Houston and L. M. Berry. Boston: Addison-Wesley.
1978
Critical Reader, Psychology Today: An Introduction, by J. Braun and D. E. Linder.
New York: Random House, 1979.
MEMBERSHIPS IN PROFESSIONAL ASSOCIATIONS
American Association for Higher Education
American Educational Research Association
American Psychological Association (Divisions 2 [Teaching of Psychology], 5 [Measurement, Evaluation,
Statistics and Assessment], 14 [Industrial/Organizational Psychology]and 15 [Educational
Psychology); Fellow in Divisions 5, 15, and 52
American Psychological Society, Charter Fellow
College Board
Council of Graduate Schools
Eastern Psychological Association
National Council on Measurement in Education
Northeastern Educational Research Association
Northern Rocky Mountain Educational Research Association
Society of Psychologists in Management
SELECTED CONSULTING
2008
Measured Progress. Serve on a panel to consider the testing of students with
disabilities.
2008
The College Board. Considered validation report of the new SAT.
2007
W.W. Norton (Publishing house). Served on a panel to make recommendations on
improving undergraduate assessment.
1995-2003
Educational Testing Service. Served on and chaired (2000-2003) the Technical
Advisory Committee for the GRE. Served on other paid committees related to the SAT
and the GRE.
2001, 2002, 2005-6
Disability Rights Advocates. Testified before a panel formed to recommend the
flagging policies on the SAT and other College Board examinations to the College Board
Kurt F. Geisinger, Ph.D.
Page 7
and against the Association of American Medical Colleges in a case relating to the
provision of accommodations to individuals with disabilities.
2002-2003
U.S. Department of Justice. Consider the validity of the Law School Admission Test
for the Department of Justice and wrote reports regarding the same.
1999
Steptoe & Johnson, LLP. Provided a deposition and testimony for the United States
District Court of Eastern Pennsylvania regarding the use of flagging for a professional
school licensure test.
1986 to the 2001
Fox and Fox, Counselors at Law, Newark, NJ. Serve as an expert witness and
consultant in cases related to the title of Engineer, Department of Transportation, and
Fire Captain. Consulted on other cases related to police and fire matters.
1989 to 1995
Cornell University, New York State School of Industrial and Labor Relations.
(New York City). Delivered lecture entitled “E.E.O. Selection” several times a year as
part of their “Human Resources Programs: Professional Workshop Series in New York
City.”
1995 to 1998
American Board of Physical Therapists, Alexandria, VA. Provide guidance with
regard to the passing score for some certification examinations.
Prior to 1995
Prior to 1992, I was engaged in considerable consultation with a variety of states, municipalities, and unions. This
consultation generally concerned test development and often involved my leading major test construction projects in
civil service, industrial, and educational testing. I gained considerable understanding of the functioning of
organizations in so doing.
For approximately 10 years from the early 1980s through the 1990s, I was the primary consultant to New York City
Department of Personnel building and defending in court Police Officer and Fire Fighter Examinations. This
involved examinations for the entry-level positions as well as all levels of promotion including for police service of
Sergeant, Lieutenant, and Captain for the New York City Police Department, the Transit Police and the Housing
Police. It also included working with all ranks in the Fire Department, through Chief of the Department, as well as
positions in Sanitation (entry-level and promotional), Social Services, Parks and Recreation, and Health Services. I
built the examination used for the hiring of Test and Measurement Specialists in the New York City.
I served as an expert witness (working with the New York City Department of Law) in a number of cases
defending New York City personnel examinations and in one case, against the examination for Parks and Recreation
Worker. I served as an expert witness and consultant to the Public Service Alliance of Canada, the union of
federal employees in Canada, in cases against three tests, a Canadian Intelligence Test, a Canadian Customs Officer
Supervisor Test, and a Office Manager Test.
Together with Dr. Richard R. Reilly of Assessment Alternatives, I performed job analyses for the New Jersey Civil
Service Commission of a number of police positions.
While in graduate school at the Pennsylvania State University, for almost two years I directed a court-ordered study
that ultimately brought women onto the police force in the City of Philadelphia. Prior to and during this study, I
went through various aspects of police training, worked closely with uniformed police representatives of the
department, developed rating scales for the evaluation of police officers. As stated above, this was a full-time
position for approximately 1.5 years with Bartell Associates, of State College, Pennsylvania.
Kurt F. Geisinger, Ph.D.
Page 8
RESEARCH ACTIVITY AND PUBLICATIONS
Articles for Journals
Dahlman, K. A. & Geisinger, K. F. (2105, in press). The Prevalence of Measurement in Undergraduate
Psychology Curricula across the United States. Scholarship of Teaching and Learning in Psychology.
Lee, H. & Geisinger, K. F. (In press.) The Matching Criterion Purification for DIF Analyses in a Large-scale
Assessment. Educational and Psychological Measurement.
Brabeck, M. M., Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. W., Pianta, R. C., Subotnick, R. F., &
Worrell, F. C. (2015, in press). Assessing the assessments of teacher preparation. Theory into Practice,
DOI: : 10.1080/00405841.2015.1036667
Lee, H. & Geisinger, K.F. (2014). The Effect of Propensity Scores on DIF Analysis: Inference on the Potential
Cause of DIF. International Journal of Testing, 14, 313-338
Geisinger, K. F. (2014). Established best practices. NCME Newsletter, 22(4), p. 6.
Geisinger, K. F. (2012). Worldwide test reviewing at the beginning of the twenty-first century. International
Journal of Testing, 12, 103-107.
Carlson, J. F. & Geisinger, K. F. (2012). Test reviewing at the Buros Center for Testing. International Journal
of Testing, 12, 122-135.
Geisinger, K. F., Kriegsman, K., Leigh, I. W., Manghi, E., Schultz, I.Z., Seekins, T., & Taliaferro, T.
(Authorship by this committee and listed in alphabetical order.) (2012). Guidelines for assessment of and
intervention with persons with disabilities. American Psychologist, 67, 43-62.
Patel, N. P., Bussler, J. F., Geisinger, K. R., Geisinger, & Hill, I. D. (2011). Are Pathologists Accurately
Diagnosing Eosinophilic Esophagitis in Children? A 9Year Single Academic Institutional Experience With
Interobserver Observations. International Journal of Surgical Pathology, 19, 290-296.
Geisinger, K . F. (2010). Consequences and validity: An uneasy relationship. NCME Newsletter, 18 (1; March,
2010), 8-9.
Geisinger, K. F. & McCormick, C. M. (20100. Adopting Cut Scores: Post-Standard-Setting Panel
Considerations for Decision Makers. Educational Measurement: Issues and Practice, 29 (1; March, 2010), 3844..
Geisinger, K. F. (2010). Report on the 7th Conference of the International Test Commission. International
Psychology Bulletin, 2010, 14 (4), 48-49.
A College Admissions Question: What would we do if the SAT and ACT did not exist. NCME newsletter, 17
(2; June 2009), 4-6.
Invited essay: Some reflections on faculty evaluation. Newsletter of the Society for Teaching of Psychology.
(Spring, 2009). 4-5.
Screening: Testing the Limits. Human Resource Executive, 2008, 17-19. Also available at:
http://www.hreonline.com/HRE/story.jsp?storyId=146568445.
The Revised GRE General Test launch in Fall 2007. (K. F. Geisinger & D. Payne). CGS Communicator,
March, 2006, XXXIX (2), pp. 4.
Kurt F. Geisinger, Ph.D.
Page 9
Coming soon to your campus: The Revised GRE General Test and the TOEFL IBT. . (With D. G. Payne & R.
Setlzer). CGS Communicator, November, 2005, XXXVIII (9), pp. 4-5.
Improving the Graduate Admissions Process: How Deans Can Influence Program Decision Making. CGS
Communicator, July, 2004, XXXVII, pp. 1,2,5,7.
Psychological testing at the end of the millennium: A brief historical review. Professional Psychology, 2000,
31, 117-118.
Scholarship in psychology: A paradigm for the 21st Century, American Psychologist, 1998, 54, 1292-1297.
(With D. F. Halpern, D. Smothergill, M. Allen, S. Baker, C. Baum, D. Best, J. Ferrari, E. Gilden, M. Hester, P.
Keith-Speigel, N. C. Kierniesky, T. V. McGovern, W. J. McKeachie, W. F. Prokasy, C. T. Szuchma, R. Vasta,
and K. A. Weaver.)
Using subject matter experts to assess content representation: An MDS analysis. (With S. G. Sireci.) Applied
Psychological Measurement, 1995, 19, 241-255.
Responding to graduate students’ professional deficiencies: A nationwide survey. (With M. E. Procidano, N.
Busch-Rossnagel, and M. Reznikoff.) Journal of Clinical Psychology, 1995, 51, 426-433.
Development and preliminary validation of the Ego Identity Process Questionnaire. Journal of Adolescence.
1995, 18, 179-192. (With E. Balistreri and N. Busch-Rossnagel.)
Psychometric issues in testing students with disabilities. Applied Measurement in Education, 1994, 7, 121-140.
Cross-cultural normative assessment: Translation and adaptation issues influencing the normative
interpretation of assessment instruments. Psychological Assessment, 1994, 6, 304-312.
Psychometric and assessment issues raised by the Americans with Disabilities Act (ADA). (With M. L.
Tenopyr, W. H. Angoff, J. N. Butcher, and R. R. Reilly.) The Score, 1993, 15 (4), pp. 1-2, 7-15.
Analyzing test content using cluster analysis and multidimensional scaling. (With S. G. Sireci.) Applied
Psychological Measurement, 1992, 16, 17-31.
The metamorphosis in test validation. Educational Psychologist, 1992, 27, 197-222.
Using standard setting data to establish operational cutoff scores. Educational Measurement: Issues and
Practice, 1991 10 (2), 17-22.
The metamorphosis in test validation. The NERA Researcher, 1991, 29 (1), 2-12.
Response latency to computer administered inventory items as an indicator of emotional arousal. (With
D. E. Temple.) Journal of Personality Assessment, 1990, 54, 289-297.
The relationship between recruiting source, applicant quality, and hire performance. (With J. PowellKirnan and J. A. Farley.) Personnel Psychology, 1989, 42, 293-308.
The Golden Rule in psychological testing: Please, please don’t do it unto me. Theoretical and
Philosophical Psychology, 1988, 8, 15-22.
Presidential address: Legal issues in test construction, validation and use. The NERA Researcher, 1988,
26 (4), 2-7.
The psychosocial impact and development implications of the threat of nuclear war on adolescents. (With
D. Rudoy and M. Reznikoff.) Medicine and War, 1987, 3, 77-91.
Kurt F. Geisinger, Ph.D.
Page 10
Psychosocial development and stressful life events among religious professionals. (With S. D. Sammon and M.
Reznikoff.) Journal of Personality and Social Psychology, 1985, 48, 676-687.
Cross-validation of the factor structure of the McGill Pain Questionnaire. (With M. Byrne, A. Troy, L. A.
Bradley, P. J. Marchisello, L. H. Van der Heide, and E. J. Prieto.) Pain, 1982, 13, 193-201.
The prediction of graduate school success in psychology. (With J. Powell-Kirnan.) Educational and
Psychological Measurement, 1981, 41, 815-820.
The use of tests with schoolchildren: Final project report. (With A. Anastasi.) Journal Supplement Abstract
Service, 1981, 11, 58. Also abstracted in Resources in Education, March, 1981.
A construct validation of faculty orientations toward grading: Comparative data from three institutions.
(With A. N. Wilson and J. J. Naumann.) Educational and Psychological Measurement, 1980,
40, 413-417.
The language of low back pain: Factor structure of the McGill Pain Questionnaire. (With E. J. Prieto, L.
Hopson, L. A. Bradley, M. Byrne, O. Midax, and P. J. Marchisello.) Pain, 1980, 8, 11-19.
Serum chloride: A College of American Pathologists’ survey. (With K. R. Geisinger, P. Wakely, and J. G.
Batsakis.) American Journal of Clinical Pathology, 1980, 74, 546-551.
Individual differences among college faculty members in grading. (With W. Rabinowitz,) Journal of
Instructional Psychology, 1980, 7, 20-27.
Who are giving all those A’s? An examination of high grading college faculty members. The Journal of
Teacher Education, 1980, 31 (March-April), 11-15.
A note on grading policies and grade inflation. Improving College and University Teaching, 1979, 27,
113-115.
Book Chapters and Entries in Edited Works
Geisinger, K .F. & Usher-Tate, B. J. (In press). Face validity. In A. Wenzel (Ed.), The Sage Encyclopedia of
Abnormal and Clinical Psychology. Thousand Oaks, CA: Sage.
Geisinger, K .F. (In press). Incremental validity. In A. Wenzel (Ed.), The Sage Encyclopedia of Abnormal and
Clinical Psychology. Thousand Oaks, CA: Sage.
Geisinger, K .F. (In press). Inter-rater reliability. In A. Wenzel (Ed.), The Sage Encyclopedia of Abnormal and
Clinical Psychology. Thousand Oaks, CA: Sage.
Geisinger, K .F. (In press). Reliability. In A. Wenzel (Ed.), The Sage Encyclopedia of Abnormal and Clinical
Psychology. Thousand Oaks, CA: Sage
Geisinger, K .F. (In press). Validity. In A. Wenzel (Ed.), The Sage Encyclopedia of Abnormal and Clinical
Psychology. Thousand Oaks, CA: Sage
Geisinger, K. F. (In press). Test construction. In J. Norcross & VandenBos, G. (Eds), APA Handbook of Clinical
Psychology. Washington, DC: APA Books.
Geisinger, K. F. (In press). Technology and Test Administration: The Search for Validity. In F. Drasgow (Ed.),
Technology and Testing: Improving Educational and Psychological Measurement. Washington, DC:
NCME.
Kurt F. Geisinger, Ph.D.
Page 11
Geisinger, K.. F. (In press). A Brief Review of Spanish-Language Adaptations of Some English-Language
Intelligence Tests. In K. F. Geisinger (Ed.), Psychological Testing of Hispanics: Clinical, Cultural, and
Intellectual Issues. Washington, DC: APA.
Geisinger, K. F. & McCormick, C. (In press). Testing individuals with disabilities: An international perspective. In
Leong, F. T. L., Bartram, D., Cheung, F.M., Geisinger, K. F., Hattie, J.A., & Iliescu, D. (Eds.)
International Test Commission Handbook of Testing, Oxford, Eng.: Oxford University Press.
Geisinger, K. F. & Usher-Tate, B. J. (In press). The History of Educational Testing and Psychometrics. In C. S.
Wells & Falkner-Bond (Eds.) Educational Measurement: From Foundations to Future. NY: Guilford.
Geisinger, K. F. (In press). Test evaluation. In Lane, S., Raymond, M., & Haladyna, T. Test evaluation. In Lane,
S., Raymond, M., & Haladyna, T. (Eds.), Handbook of test development (2nd ed.). Washington, DC:
NCME.
Geisinger, K. F. (2013). Reliability. In K. F. Geisinger (Ed.), Handbook of testing and assessment in psychology
(vol. 1; pp. 21-42). Washington, DC: American Psychological Association.
Geisinger, K. F. (2013). Review of the “Adult Basic Learning Examination, Second Edition.” In Wood, C. & Hays,
D. G., (Eds.), A counselor’s guide to career assessment instruments (pp. 121-124). Broken Arrow, OK:
National Career Development Association.
Folers, D., Cotner, H., Kotamraju, P., & Geisinger, K. F. (2012). Using data for decision-making, accountability and
evaluation. In D. Folkers, K. Green, R. Hinkley, & D.Mills (Eds.), The career pathways effect: Linking
education and economic prosperity (pp. 301-331). Waco, TX: CORD Communictions.
Geisinger, K. F. & McCormick, C. Testing and assessment in cross-cultural psychology. (2012). In Naglieri, J., &
Graham, J. (Eds.), Handbook of Psychology, Volume 10: Assessment Psychology (pp. 161-224). NY, NY:
Wiley.
Geisinger, K. F. (2012.) Norm- and criterion-referenced testing. In H. Cooper (Ed.), Handbook of research
methods in psychology vol. 1, pp. 371-393). Washington, DC: American Psychological Association.
Geisinger, K. F., Shaw, L. H., & McCormick, C. (2011). The validation of tests in higher education. In C. Secolsky
& D. B. Denison (Eds.), The Handbook of Measurement, Assessment and Evaluation in Higher Education
(pp. 194-207). NY, NY: Routledge.
Geisinger, K. F. (2011). The future of high-stakes testing in education. In J. A. Bovaird, K. F. Geisinger, & C. W,
Buckendahl (Eds.). High Stakes Testing: Science and Practice in K-12 Settings (pp. 231-248).
Washington, DC: APA Books.
Bovaird, J. A., Geisinger, K. F. & Buckendahl, C. W. (2011). Introduction. In J. A. Bovaird, K. F. Geisinger, & C.
W, Buckendahl (Eds.). High Stakes Testing: Science and Practice in K-12 Settings (pp. 3-10).
Washington, DC: APA Books.
Geisinger, K. F. (2010). Opening comments. Included in presentations from the Buros Center Conference for
Monitoring Assessment Quality in the Age of Accountability, The eighteenth mental measurements
yearbook (pp. 807-809). Lincoln, NE: Buros Institute of Mental Measurements.
Geisinger, K. F. (2010). Closing thoughts: A look to the future. Included in presentations from the Buros Center
Conference for Monitoring Assessment Quality in the Age of Accountability, The eighteenth mental
measurements yearbook (pp. 863-868). Lincoln, NE: Buros Institute of Mental Measurements.
Review of Adult Basic Learning Examination (Second Edition). (2009). In E. A. Whitfield, R. Feller, & C. Wood
(Eds.), A Counselor’s Guide to Career Assessment Instruments (5th ed.) (pp. 90-93). Broken Arrow, OK:
National Career Development Association.
Kurt F. Geisinger, Ph.D.
Page 12
Bogardus Social Distance Scale. (2010). In I. Weiner & W. E. Craighead (Eds.) Corsini encyclopedia of psychology
(4th ed.). (Vol. 1; p. 246.) New York: Wiley.
Psychometrics: Norms, Reliability, Validity, and Item Analysis. (2010). In I. Weiner & W. E. Craighead (Eds.)
Corsini encyclopedia of psychology (4th ed.). (Vol. III; pp. 1345-1349). New York: Wiley.
Questionnaires. (2010). In I. Weiner & W. E. Craighead (Eds.) Corsini encyclopedia of psychology (4th ed.). (Vol.
III; pp. 1408-1410). New York: Wiley.
Test standardization. (2010). In I. Weiner & W. E. Craighead (Eds.) Corsini encyclopedia of psychology (4th ed.).
(Vol. IV; pp. 1769-1770). New York: Wiley.
Testing methods. (2010). In I. Weiner & W. E. Craighead (Eds.) Corsini encyclopedia of psychology (4th ed.).
(Vol. IV; pp. 1773-1774). New York: Wiley.
Foreword. (2009.) In G. Robertson, L. Eyde, & S. Krug. Responsible test use: Case studies for assessing human
behavior (2nd ed.) (pp. xi-xii.) Washington, DC: American Psychological Association.
The future of high stakes testing. (In press.) In J. Bovaird, K. F. Geisinger & C. B. Buckendahl (Eds.), High stakes
testing. Washington, DC: American Psychological Association.
Geisinger, K. F., & Carlson, J. F. (2009). Standards and standardization. In J. N. Butcher (Ed.), Oxford handbook of
personality assessment (pp. 99-111). New York, NY: Oxford University Press. [updated; an earlier version
was published in 2002 in J. N. Butcher (Ed.), Clinical personality assessment: Practical approaches (2nd
ed., pp. 243-256). New York, NY: Oxford University Press.
Psychological diagnostic testing. (2008.) In R. Phelps (Ed.) The anti-testing fallacies (pp. 67-88). Washington,
DC: American Psychological Association.
General Aptitude Test Battery. (2008). In F. Leong (Ed.), Encyclopedia of Counseling Volume 4: pp. 1541-1542).
Thousand Oaks, CA: Sage.
Preface. (2007). In C. Calahan Laitusis & L.L. Cook (Eds.), Large Scale Assessment and Accommodations: What
Works? (pp. ix-xii). Alexandria, VA: Council on Exceptional Children.
The testing industry, ethnic minorities, and those with disabilities. (2005). In R. Phelps (Ed.), Defending
standardized testing (pp. 187-203). Mahwah, NJ: Erlbaum..
Conversion of the Wechsler Adult Intelligence Scale into Spanish: An early test adaptation effort of considerable
consequence. (With C. Y. Maldonado.) (2005). In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger
(Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp.213-234). Mahwah, NJ:
Erlbaum.
Review of the College Student Experiences Questionnaire (2005). In Spies, R. A. & Plake, B. S. (Eds.) The
sixteenth mental measurements yearbook. The Buros Institute on Mental Measurements, University of
Nebraska-Lincoln, Lincoln, NE. Pp. 244-247.
Review of the Power and Performance Measures (2005). In Spies, R. A. & Plake, B. S. (Eds.) The sixteenth
mental measurements yearbook. The Buros Institute on Mental Measurements, University of NebraskaLincoln, Lincoln, NE. Pp. 804-807.
Bogardus Social Distance Scale. (2004.) In W. E. Craighead & C. B. Nemeroff (Eds.),Corsini concise encyclopedia
of psychology and behavioral science (3rd ed.). New York: Wiley. Pp. 131-132.
Kurt F. Geisinger, Ph.D.
Page 13
Psychometrics: Norms, Reliability, Validity, and Item Analysis. (2004.) In W. E. Craighead & C. B. Nemeroff
(Eds.), Corsini concise encyclopedia of psychology and behavioral science (3rd ed.). New York: Wiley.
Pp. 758-760.
Questionnaires. (2004.) In W. E. Craighead & C. B. Nemeroff (Eds.), Corsini concise encyclopedia of psychology
and behavioral science (3rd ed.). New York: Wiley. Pp. 787-788.
Testing methods. (2004). In W. E. Craighead & C. B. Nemeroff (Eds.), Corsini concise encyclopedia of
psychology and behavioral science (3rd ed.). New York: Wiley. Pp. 983-984.
Test standardization. (2004.) In W. E. Craighead & C. B. Nemeroff (Eds.), Corsini concise encyclopedia of
psychology and behavioral science (3rd ed.). New York: Wiley. Pp. 984-986.
Testing students with Limited English Proficiency. (2004). In J. E. Wall & G. R. Walz (Eds.), Measuring up:
Assessment issues for teachers, counselors, and administrators (147-159). Greensboro, NC: ERIC
Clearinghouse for Counseling and Student Services and the National Board for Certified Counselors.
Testing and Assessment in Cross-Cultural Psychology. (2003). In J. R. Graham & J. A. Naglieri (Eds.), Handbook
of Psychology (Volume 10: Assessment Psychology) (95-117). I. B. Weiner (Editor-in-Chief). New
York: John Wiley.
The psychometrics of testing individuals with disabilities. (With G. Boodoo & J. P. Noble). (2002). In R. Ekstrom
& D. K. Smith (Eds.), Assessing Individuals with Disabilities in Educational, Employment, and
Counseling Settings. (pp. 33-42). Washington, DC: American Psychological Association.
Standards and standardization. (With J. F. Carlson.) (2002). In J. N. Butcher (Ed.), Clinical Personality
Assessment: Practical approaches. (2nd ed.; pp. 243-256). New York: Oxford University Press.
Testing the members of an increasingly diverse society. (2002). In J. F. Carlson & B. B. Waterman (Eds.), Social
and Personality Assessment of School-Aged Children: Developing Interventions for Educational and Clinical
Use. Boston: Allyn & Bacon. Pp. 346-364.
Development of a statement of Test Taker Rights and Responsibilities. (2001). In G. R. Walz & J. C. Bleuer (Eds.),
Assessment: Issues and Challenges for the Millennium. Greensboro, NC: CAPS Publications/ERIC
Clearinghouse for Counseling & Student Services. Pp. 143-162.
Testing students with disabilities. (With J. F. Carlson). (2001). In G. R. Walz & J. C. Bleuer (Eds.), Assessment:
Issues and Challenges for the Millennium. Greensboro, NC: CAPS Publications/ERIC Clearinghouse for
Counseling & Student Services. Pp. 375-380.
Review of the Wonderlic Personnel Inventory/Scholastic Level Examination. (2001). In J. Impara, (Ed.) Buros
Mental Measurements Yearbook: Volume XIV. Lincoln, NE: Buros Institute of Mental Measurements,
University of Nebraska-Lincoln. Pp. 1360-1363.
Review of the Skillscan for Management Development. (2001.) In J. Impara, (Ed.) Buros Mental Measurements
Yearbook: Volume XIV. Lincoln, NE: Buros Institute of Mental Measurements, University of NebraskaLincoln. Pp. 1142-1146..
Bogardus Social Distance Scale. (2001.) In W. E. Craighead & C. B. Nemeroff (Eds.), The Corsini encyclopedia of
psychology and behavioral science (3rd ed.). New York: Wiley. Vol. 1, p. 225.
Psychometrics: Norms, Reliability, Validity, and Item Analysis. (2001.) In W. E. Craighead & C. B. Nemeroff
(Eds.), The Corsini encyclopedia of psychology and behavioral science (3rd ed.). New York: Wiley. Vol
3, pp. 1313-1316.
Kurt F. Geisinger, Ph.D.
Page 14
Questionnaires. (2001.) In W. E. Craighead & C. B. Nemeroff (Eds.), The Corsini encyclopedia of psychology and
behavioral science (3rd ed.). New York: Wiley. Vol 4, pp. 1362-1364.
Test standardization. (2001.) In W. E. Craighead & C. B. Nemeroff (Eds.), The Corsini encyclopedia of
psychology and behavioral science (3rd ed.). New York: Wiley. Vol. 4. pp. 1683-1684.
Testing accommodations for the new millennium: Computer-administered testing in a changing society. In Niyogi,
S. (Ed.). New Directions in Assessment for Higher Education: Fairness, Access, Multiculturalism &
Equity (FAME). The Graduate Record Examination FAME Report Series, No. 2, (1998), pp. 12-20.
Equity issues in employment testing. (With S. Sireci). In J. Sandoval, C. Frisby, K. F. Geisinger, J. Scheuneman, &
J. M. Ramos-Grenier (Eds.) Test interpretation and diversity: Achieving equity in psychological
assessment. Washington, DC: American Psychological Association, 1998, pp. 105-140.
Psychometric issues involved in test interpretation. In J. Sandoval, C. Frisby, K. F. Geisinger, J. Scheuneman, & J.
M. Ramos-Grenier (Eds.) Test interpretation and diversity: Achieving equity in psychological assessment.
Washington, DC: American Psychological Association, 1998, pp. 17-30.
Training psychologists to assess members of a diverse society. (With J. F. Carlson). In J. Sandoval, C. Frisby, K.
F. Geisinger, J. Scheuneman, & J. M. Ramos-Grenier (Eds.) Test interpretation and diversity: Achieving
equity in psychological assessment. Washington, DC: American Psychological Association, 1998, pp.
375-386.
Review of the Tests of Adult Basic Education Work-Related Foundation Skills (TABE-WRFS). In J. C.
Impara & B.S. Plake (Eds.), The Thirteenth Mental Measurements Yearbook. Lincoln, NE: Buros
Institute of Mental Measurements, 1998, pp. 1086-1088.
Review of the Watson-Glaser Critical Thinking Appraisal, Form S. In J. C. Impara & B.S. Plake (Eds.), The
Thirteenth Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements, 1998,
pp. 1121-1124.
Review of the National Police Officer Selection Test. In J. J. Kramer & J. C. Conoley (Eds.), The
Twelfth Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements, 1995, pp.
672-675.
Review of the NOCTI Teacher Occupational Competency Test. In J. J. Kramer & J. C. Conoley (Eds.), The
Twelfth Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements, 1995, pp.
682-685.
Standards and standardization. (With J. F. Carlson.) In J. N. Butcher (Ed.), Clinical Personality Assessment:
Practical approaches (pp. 211-223). New York: Oxford University Press, 1995.
Testing students with disabilities. (With J. F. Carlson.) ERIC/Clearinghouse on Counseling and Student Services
Digest, 1995, (ERIC #EDO-CG-95-27). In W. D. Schafer (Guest Ed.), Assessment in
counseling and therapy: An ERIC/CASS Special Digest Collection, Washington, DC: ERIC
Clearinghouse on Counseling and Student Services.
Psychometric and policy issues in the use of tests with individuals with disabilities. Proceedings of the Joint
Conference on Disability Issues, pp. 141-145. April, 1995.
Testing LEP students for minimum competency and high school graduation. In Focus on Evaluation and
Measurement (Volume 2). Washington, DC: United States Department of Education, Office of
Bilingual Education and Minority Languages Affairs, 1992, pp. 33-67.
Review of the Management Competence Index. In J. J. Kramer & J. C. Conoley (Eds.), The Eleventh
Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Measurements,
Kurt F. Geisinger, Ph.D.
Page 15
1992, pp. 502-503. Also available as Accession Number AN-11180749, Mental Measurements
Yearbook Database (Search Label MMYD), BRS Information Technologies.
Review of the PSB-Nursing School Aptitude Examination (RN). In J. J. Kramer & J. C. Conoley (Eds.), The
Eleventh Mental Measurements Yearbook. Lincoln, NE: Buros Institute of Mental Book
Measurements, 1992, pp. 719-721. Also available as Accession Number AN-11180749, Mental
Measurements Yearbook Database (Search Label MMYD), BRS Information Technologies.
Assessing language-minority students. (With J. F. Carlson.) ERIC/Clearinghouse on Tests, Measurement and
Evaluation Digest, 1992, EDO-TM-92-4.
Fairness and selected psychological issues in the psychological testing of Hispanics. In K. F. Geisinger
(Ed.), Psychological testing of Hispanics. Washington, D.C.: American Psychological
Association, 1992, pp. 17-42.
Preface. In K. F. Geisinger (Ed.), Psychological testing of Hispanics. Washington, D.C.: American
Psychological Association, 1992, pp. xv-xvii.
Bogardus Social Distance Scale. In R. J. Corsini (Ed.), Concise encyclopedia of psychology. New York:
Wiley, 1987, pp. 146-147.
Psychometrics. In R. J. Corsini (Ed.), Concise encyclopedia of psychology. New York: Wiley, 1987.
pp. 925-926.
Questionnaires. In R. J. Corsini (Ed.), Concise encyclopedia of psychology. New York: Wiley, 1987,
pp. 952-953.
Test Standardization. In R. J. Corsini (Ed.), Concise encyclopedia of psychology. New York: Wiley,
1987. p. 1115.
The General Aptitude Test Battery. (With J. Kirnan.) In R. C. Sweetland & D. J. Keyser (Eds.), Test
Critiques: Volume V. Kansas City: Test Corporation of America, 1986. pp. 150-167. Reprinted
in Keyser, D. J., & Sweetland, R. D. (Eds.), Test critiques compendium: Reviews of major tests from the
Test Critiques series. Kansas City: Test Corporation of America, 1987. pp. 163-180.
Reprinted in Bolton, B., (Ed.), Special education and rehabilitation testing: Current practices and
test reviews. Austin, TX: Pro-ed, 1988, pp. 217-234.
The Miller Analogies Test. In R. C. Sweetland & D. J. Keyser (Eds.), Test critiques: Volume III. Kansas
City: Test Corporation of America, 1985, pp. 414-424.
The ACT Assessment. In R. C. Sweetland & D. J. Keyser (Eds.), Test critiques: Volume I. Kansas
City: Test Corporation of America, 1985, pp. 11-28.
Bogardus Social Distance Scale. In R. J. Corsini (Ed.), Wiley encyclopedia of psychology. New York:
Wiley, 1984. Volume I, p. 160.
Psychometrics. In R.J. Corsini (Ed.), Wiley encyclopedia of psychology. New York: Wiley, 1984. Volume
3, pp. 163-165.
Questionnaires. In R. J. Corsini (Ed.), Wiley encyclopedia of psychology. New York: Wiley, 1 84. Volume 3. pp.
199-200.
Test standardization. In R.J. Corsini (Ed Wiley encyclopedia of psychology. New York: Wiley, 1984.
Volume 3. p. 414.
Factor analytic studies of the McGill Pain Questionnaire. (With E. J. Prieto). In R. Melzack (Ed.), Pain
Kurt F. Geisinger, Ph.D.
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measurement and assessment. New York: Raven Press, 1983. pp. 63-70.
Marking systems. In H. E. Mitzel (Ed.), Encyclopedia of educational research (5th Ed.) New York: The
Free Press, 1982. Vol. 3: 1139-1149.
Grading attitudes and practices among college faculty members. (With W. Rabinowitz.) In H. Dahle, A.
Lysne, & P. Rand (Eds.), A Spotlight on educational problems. Oslo, Norway: Universitets
Forlaget, 1979. pp. 145-172. (Distributed in the United States by the Columbia University
Press, Irvington, NY).
Developing an operational model for assessing experiential learning. (With W. W. Willingham.) In W. W.
Willingham & H. S. Nesbitt (Eds.), Implementing a program for assessing experiential learning.
Princeton, NJ: Cooperative Assessment of Experiential Learning (Educational Testing Service),
1976. Chapter 1; pp. 1-15.
Overview of CAEL field research. (With W. W. Willingham.) In W. W. Willingham & Associates, The
CAEL validation report, Princeton, NJ: Cooperative Assessment of Experiential Learning (Educational
Testing Service), 1976. Chapter III, pp. 1-35.
Data analysis. (With R. R. Reilly & W. W. Willingham.) In W. W. Willingham & Associates, The CAEL
validation report, Princeton, NJ: Cooperative Assessment of Experiential Learning (Educational
Testing Service), 1976. Appendix 5, pp. 5-1 - 5-42.
Kurt F. Geisinger, Ph.D.
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Books and Monographs
Pardes, H., Barsky, A., Daly, M., Geisinger, K. F., Gerber, N., Jette, A., Koop, J. Suzuki, L. A., Twamley, E., Ubel,
Pl, & Wall, J. (2015, in press). Psychological testing in the service of disability determination.
Washington, DC: National Academies Press (Institute of Medicine report/to be published by the Institute
of Medicine).
Geisinger, K. F. (2015, in press). (Ed.) Psychological testing of Hispanics: Clinical, cultural, and intellectual
assessment. Washington, DC: American Psychological Association.
Carlson, J. F., Geisinger, K. F. & Jonson, J. (Eds.) (2014) The Nineteenth Mental Measurements Yearbook.
Lincoln, NE: Buros Institute of Mental Measurements.
Worrell, F, C., Brabeck, M. M., Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. H., & Pianta, R.C. (2014).
Assessing and evaluating teacher preparation programs: An APA Task Force Report. Washington, DC:
American Psychological Association.
Schlueter, J. E., Carlson, J. F., Geisinger, K. F., and Murphy, L.L. (Eds.) (2013). Pruebas Publicadas en Español:
An index of Spanish tests in print. Lincoln, NE: Buros Center for Testing.
Geisinger, K. F. (Ed.). (2013). Handbook of testing and assessment in psychology (3volumes). Washington, DC:
American Psychological Association.
Murphy, L. M., Geisinger, K. F., Carlson, J. F., & Spies, R. S. (2011). Tests in print VIII. Lincoln, NE: Buros
Institute of Mental Measurements.
Bovaird, J., Geisinger, K. F., & Buckendahl, C. B. (Eds.), (2011.) High Stakes Testing: Science and Practice in K12 Settings. Washington, DC: American Psychological Association.
Spies, R. A., Carlson, J. F., & Geisinger, K. F. (Eds.) (2010). The Eighteenth Mental Measurements Yearbook.
Lincoln, NE: Buros Institute of Mental Measurements.
Geisinger, K. F., Spies, R. A., Carlson, J.F., & Plake, B. S. (2007). The Seventeenth Mental Measurements
Yearbook. Lincoln, NE: Buros Institute for Mental Measurements.
Sandoval, J., Frisby, C., Geisinger, K.F., Scheuneman, J., & Ramos-Grenier, J. M. (Eds.). (1998).Test interpretation
and diversity: Achieving equity in psychological assessment. Washington, DC: American Psychological
Association.
Lloyd, B., Crocker, L., Geisinger, K.F., & Webb, M. (1994). Report of the panel convened to review test security
procedures at the Educational Testing Service in February, 1994. Princeton, NJ: Educational Testing
Service.
Geisinger, K. F. (1992). Psychological Testing of Hispanics (Ed.), Washington, DC: American Psychological
Association, 1992.
Geisinger, K. F. & Anastasi, A. Instructor’s manual to accompany Psychological testing, A. Anastasi, Sixth
Edition. New York: Macmillan, 1988.
Geisinger, K. F. & Anastasi, A. Instructor’s manual to accompany Psychological testing, A. Anastasi, Fifth
Edition. (With A. Anastasi and S. Urbina.) New York: Macmillan, 1982.
Anastasi, A. & Geisinger, K. F. Use of tests with schoolchildren JSAS Catalogue of Selected Documents in
Psychology, 1981 11, ERIC Document No. ED 194-635.
Kurt F. Geisinger, Ph.D.
Page 18
Videotapes
The ABC’s of School Testing. (Project Co-director, with J. J. Fremer and J. Wall). Co-author of the
Leader’s Guide for the videotape. Both are available from the National Council on Measurement in
Education, Washington, DC. (1994).
Book Reviews
Review of The Conditions of Admission: Access, Equity, and the Social Contract of Public Universities by John
Aubrey Douglas. Educational Horizons, 2008, 86, 182-185.
One is the loneliest number: Two is not as bad as one (in some instances). (With S. L. Davis.) Review of Dyadic
Data Analysis by D. A. Kenny, D. A. Kashy, W. L. Cook. Journal of Clinical and Social Psychology,
2008, 27, 311-313.
Review of Making sense of college grades. (By O. Milton, H. R. Pollio, and J. A. Eison.) Journal of
Educational Measurement, 1988, 25, 167-170.
Review of Support for teaching at major universities. (Edited by S. C. Ericksen with J. A. Cook.) Improving
College and University Teaching, 1980, 28, 41.
Paper Presentations
Geisinger, K. F. (2015). The ITC Guidelines on Quality Control in Scoring, Test Analysis and Reporting of Test
Scores. In A. Odendall (Chr.), The International Test Commission’s Guidelines for Good Testing Practice.
Symposium presented at the annual meeting of the Society for Industrial and Organizational Psychology,
Philadelphia, PA. April.
Geisinger, K. F. (2015). Using ITC Guidelines. In D. Bartram (Chr.), Executive Board Special Session: Improving
International Testing Practice with the International Test Commission. Symposium presented at the annual
meeting of the Society for Industrial and Organizational Psychology, Philadelphia, PA. April.
Geisinger, K. F. (2015). Global transportability of measures. In Y. Yang & T. L. Hayes (Co-chairs),
Transportability: Boundaries, Challenges, and Standards. Symposium presented at the annual meeting of
the Society for Industrial and Organizational Psychology, Philadelphia, PA. April.
Geisinger, K. F. (2015). Publishing in Applied Measurement in Education. Roundtable presented at the annual
meeting of the American Educational Research Association, Chicago, IL. April.
Geisinger, K. F. (2015). General Overview of Standards for Technical Quality. In Worrell, F. (Chr.), Higher
Education Assessment: Evaluating and Assessing Teacher Preparation Programs. Symposium presented at
the annual meeting of the American Educational Research Association, Chicago, IL, April.
Geisinger, K. F. (20154). Test reviewing at the Buros Center for Testing. In T. Patelis (Chr.), Various Efforts to
Evaluate the Quality of Assessment Programs. Symposium presented at the annual meeting of the National
Council on Measurement in Education. Chicago, IL, April.
Geisinger, K. F. (2015). The assessment of 21sts Century skills: A global perspective. Invited address at the
University of Luxembourg, Luxembourg. March 4, 2015.
Geisinger, K. F. (2014). Keynote interview. In Kristen Huff, (Chair). Invited keynote presentation at the annual
meeting of the Northeastern Educational Research Association, October, Trumbull, CT.
Kurt F. Geisinger, Ph.D.
Page 19
Geisinger, K. F. (2014). The Buros Approach to Ensuring Quality. In T. Patelis (Chr.)/Ensuring the quality of
assessments. Symposium presented at the annual meeting of the Northeastern Educational Research
Association, October, Trumbull, CT.
Geisinger, K. F. (2014). How do we ensure fairness? In T. Patelis (Chr.), Fairness issues in assessment and
accountability. . Symposium presented at the annual meeting of the Northeastern Educational Research
Association, October, Trumbull, CT.
Geisinger, K. F. (2014). Evaluating tests: A continuing effort for psychologists. Invited divisional keynote
presentation, International Congress of Applied Psychology, Paris, France, July, 2014.
Geisinger, K. F. (2014). International technical standards for test quality and test reviewing. In D. Bartram (Chair),
Symposium presented at the International Congress of Applied Psychology, Paris, France, July, 2014..
Geisinger, K. F. (2014). Assessing 21st Century Skills. Invited workshop presented at the biannual meeting of the
International Test Commission, San Sebastian, Spain, July, 2014.
Geisinger, K. F. (2014). Preparing doctoral-level psychometrics specialists. In T. Oakland (Chair), How do we
prepare psychometric specialists. Symposium presented at the biannual meeting of the International Test
Commission, San Sebastian, Spain, July, 2014.
Geisinger, K. F. (2014). Applied Measurement in Education. Roundtable with a journal editor presented at the
annual meeting of the American Educational Research Association, Philadelphia, PA, April, 2014.
Lee, H. & Geisinger, K. F. (2014). Differential item functioning analysis models in large-scale assessment. Paper
editor presented at the annual meeting of the American Educational Research Association, Philadelphia,
PA, April, 2014.
Lee, H. & Geisinger, K. F. (2014). Purification of the matching criterion in the equated pooled booklet method for
DIF. Paper editor presented at the annual meeting of the National Council on Measurement in Education,
Philadelphia, PA, April, 2014
Geisinger, K. F. (2013). Outcomes assessment. Lecture presented at King Fahd University of Petroleum and
Minerals, Dhahran, Saudi Arabia, November.
Geisinger, K. F. (2013). Classroom assessment. Workshop presented at King Fahd University of Petroleum and
Minerals, Dhahran, Saudi Arabia, November.
Geisinger, K. F. (2013). Best practices for faculty in graduate admissions. Workshop presented at King Fahd
University of Petroleum and Minerals, Dhahran, Saudi Arabia, November.
Geisinger, K. F. (2013). Grading: Assessment technique and learning facilitator. Workshop presented at King
Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia, November.
Geisinger, K. F. (2013). Setting the minimum passing score for the CFA examination. Workshop presented to the
Chartered Financial Analyst Board of Governors, London, England, November.
Geisinger, K. F. (2013). Tensions between Educational/Political Realities and Reliability and Validity. In F.
Worrell (Chair), Effective use of data for program improvement. Symposium presented at the annual
meeting of the American Psychological Association, Honolulu, August.
Geisinger, K. F. (2013). Building unbiased assessments. Workshop presented to the faculties of the Bryan College
of Health Sciences, Clarkson College, and Nebraska Methodist College.
Kurt F. Geisinger, Ph.D.
Page 20
Lee, H.S. & Geisinger, K. F. (2013). Efficiency of Generalized Full Information Bifactor Model. Poster presented
at the annual meeting of the National Council on Measurement in Education, San Francisco, April.
Geisinger, K. F. (2013) Contributions of Anne Anastasi. In S. Sinharay (Chair), A look at our psychometric
history: Contributions of Thurstone, Lindquist, Anastasi, Bock, Messick, and Holland. Symposium
presented at the annual meeting of the National Council on Measurement in Education, San Francisco,
April.
Geisinger, K. F. (2013). The future of admissions testing in the United States. Invited keynote at the Buros “Big
Issues in Testing Conference.” Lincoln, NE, March.
Geisinger, K. F. (2013). A testing course focusing on diversity issues. In K. F. Geisinger (Chair), Making a
quantitative program more multicultural. Symposium presented at the National Multicultural Summit and
Conference, Houston, January.
Geisinger, K. F. The future content in admissions testing. Invited presentation to the First International Conference
on Assessment & Evaluation: Admissions Criteria in Higher Education, Riyadh, Saudi Arabia, December,
2012.
Geisinger, K. F. (2012). Criterion-referenced testing. Paper presented at the Ronference Honoring Professor
Ronald Hambleton, Amherst, MA, November.
Geisinger, K. F., Carlson, J. F., & Jonson, J. Evaluating tests: Fundamental concepts and skills for psychologists
and researchers. Continuing Education Workshop presented at the annual meeting of the American
Psychological Association, August, 2012.
Geisinger, K. F. & Bartram, D. International Perspectives on Test Reviewing. Paper presented at the Quadrennial
meeting of the International Congress of Psychology, Cape town, SA, July, 2012.
Geisinger, K. F. Evaluating tests: Fundamental concepts and skills for psychologists and researchers. Workshop
presented at the biannual meeting of the International Test Commission, Amsterdam, the Netherlands, July,
2012
Geisinger, K. F. Languages and linguistic diversity. In P. Elosua (Chair), Linguistic diversity and testing.
Symposium presented at the biannual meeting of the International Test Commission, Amsterdam, the
Netherlands, July, 2012.
Geisinger, K. F. The testing of multiple languages in a single country. In . In D. Sandilands (Chair), Assessment of
linguistic minority students in Canada and the United States. Symposium presented at the biannual
meeting of the International Test Commission, Amsterdam, the Netherlands, July, 2012.
Geisinger, K. F. Some thoughts on international test adaptations. In J-L. Padilla (Chair), Challenges of test
adaptation in special contexts: The role of the ITC Guidelines. Symposium presented at the biannual
meeting of the International Test Commission, Amsterdam, the Netherlands, July, 2012.
Carlson, J. F. & Geisinger, K. F. (2012) Test reviewing at the Buros Center for Testing. In K. F. Geisinger (Chair),
International Perspectives on Test Reviewing. Symposium presented at the biannual meeting of the
International Test Commission, Amsterdam, the Netherlands, July, 2012.
Geisinger, K. F. (2012). A 50,000 foot view on observed score equating. In M. Wiberg (Chair), New
developments in observed score equating. Symposium presented at the biannual meeting of the
International Test Commission, Amsterdam, the Netherlands, July, 2012.
McCormick, C. M., Shaw, L. H., Evers, A., & Geisinger, K. F. (2012). A multilevel approach to the EFPA/ITC
questionnaire on test attitudes. In A. Evers (Chair), Attitude of psychologists on tests and testing: The
Kurt F. Geisinger, Ph.D.
Page 21
results of an international survey. Symposium presented at the biannual meeting of the International Test
Commission, Amsterdam, the Netherlands, July, 2012.
Geisinger, K. F. Cultural bias in testing. Presentation at the First Session of the Summer Faculty and Staff
Development Series, BryantLGH College of Health Sciences, May, 2012.
Geisinger, K. F. Anne Anastasi's Views on Ability and Achievement. Invited paper presented at the Hertz
Memorial Presentation in Memory of Anne Anastasi at the annual meeting of the Society for Personality
Assessment, Chicago, IL, March, 2012.
Geisinger, K. F. & Shaw, L. H. Evaluation of Accuplacer®, PSAT/NMSQT, and SAT program features.
Presentation to the Research Division of the College Board, New York City (also broadcast to Newtown,
PA). March, 2012.
Geisinger, K . F. & Patelis, T. Maintenance schedules for quality. Presentation to the Research Advisory Committee
of the College Board, Phoenix, AZ, March, 2012.
Geisinger, K. F. The future of admissions testing. Invited presentation at the ETS Conference on the Future of
Learning, Education and Assessment, Educational Testing Service, Princeton, NJ, March, 2012.
Geisinger, K. F. The scholarly and fair evaluation of psychological tests and assessments: English language and
adapted tests. Invited workshop at the First Caribbean Regional Conference on Psychology, Nassau,
Bahamas, November, 2011.
Geisinger, K. F. Testing and psychometrics at NERA. In R. Michel (Chair). Designing statewide testing
programs. Symposium presented at the annual meeting of the Northeastern Educational Research
Association, Hartford, CT, October 2011.
Geisinger, K. F. If we could change K-12 testing today. In T. Patelis (Chair). Past presidents discuss educational
research. Symposium presented at the annual meeting of the Northeastern Educational Research
Association, Hartford, CT, October 2011.
Geisinger, K. F. Change and stability: Revisiting new recurrent concerns. In K. F. Geisinger, (Chair). Issues in
large scale testing. Symposium presented at the annual meeting of the Northeastern Educational Research
Association, Hartford, CT, October 2011.
Geisinger, K. F. Diversity and psychometrics: A necessary but almost null hypothesis. In Diversity in
Psychometrics, P. Scott-Johnson (Chr.), Symposium presented at the annual meeting of the American
Psychological Association, Washington, DC, August, 2011.
Geisinger, K. F. Test reviewing at the Buros Center for Testing. In D. Bartram (Chr.), Internationalization of test
reviewing. Symposium presented at the biannual meeting of the European Congress of Psychology,
Istanbul, Turkey, July, 2011.
Geisinger, K. F. Validation: Its role in Test Reviews at the Buros Center for Testing. In S. Sireci (Chr.), Validating
educational and psychological tests; Theory, applications, and future directions. Symposium presented at
the biannual meeting of the European Congress of Psychology, Istanbul, Turkey, July, 2011.
Byrne, B. M., Geisinger, K. F. & Oakland, T. The work of the International Test Commission. Symposium
presented at the Fifth Brazilian Congress of Assessment Psychology, Bento Goncalves, Brazil, June 2011.
Geisinger, K. F. Scientific Publication in Psychological Assessment: Challenges toward the internationalization of
the knowledge. In E. Remor (Chr.), Scientific Publication in Psychological Assessment: Challenges toward
the internationalization of the knowledge. Symposium presented at the Fifth Brazilian Congress of
Assessment Psychology, Bento Goncalves, Brazil, June 2011.
Kurt F. Geisinger, Ph.D.
Page 22
Geisinger, K. F. The Scholarly Evaluation of Tests and Assessments. Invited keynote address presented at the Fifth
Brazilian Congress of Assessment Psychology, Bento Goncalves, Brazil, June 2011.
Chin, T. Y., Geisinger, K. F. & Yang, Y. (2011). Classification Accuracy of Diagnostic Methods: A Simulation
Study. Paper presented at the annual meeting of the National Council on Measurement in Education. New
Orleans, LA, April, 2011.
Geisinger, K. F. (2011). The history of the Buros Center for Testing. In T. Patelis (Chr.). Perspectives on the
history of testing in the United States. Symposium presented at the annual meeting of the National Council
on Measurement in Education. New Orleans, LA, April, 2011.
Geisinger, K. F. (2011). Some thoughts on the breadth of educational and psychological testing. Invited lecture at
the University of Kansas, Lawrence, KS. March, 2011.
Geisinger, K. F. The Buros Center for Testing and its Admissions Testing Initiatives. Invited paper presented to the
students of the SRAM program, UNL, Lincoln, NE, November 2010.
Geisinger, K. F. Classical test theory. In Graduate Students Issues Committee Special Invited Session on Advanced
Measurement and Statistics. Symposium presented at the annual meeting of the Northeastern Educational
Research Association, Hartford, CT, October, 2010.
Geisinger, K. F. Alternate assessment: Should assessment drive instruction? Paper presented at the annual meeting
of the Northeastern Educational Research Association, Hartford, CT, October, 2010.
Geisinger, K. F. Dissertations: Hurdles, pathways or gateways. In T. Patelis (Chr.) On Finishing and Further:
Dissertation Research Now and Then. Symposium presented at the annual meeting of the Northeastern
Educational Research Association, Hartford, CT, October, 2010.
Geisinger, K. F. Reviewing tests: A comprehensive approach. Presentation to the College Board Research and
Development staff, Newtown, PA, October, 2010.
Geisinger, K. F. Reviewing manuscripts for Applied Measurement in Education. Presentation to the College Board
Research and Development staff, Newtown, PA, October, 2010.
Geisinger, K. F. Consequences and validity. In E. Burke (Chr.) Reconsidering Messick: Validity and best practices
in testing. Symposium presented at the biennial meeting of the International Test Commission, Hong
Kong, July 2010.
Geisinger, K. F. An American Psychometrician’s Perspective. In M. Ph. Born (Chr.), Informing about ISO 10667An International Standard for Assessment Service Delivery in Work and Organizational Settings.
Symposium presented at the biennial meeting of the International Test Commission, Hong Kong, July
2010.
Geisinger, K. F. Evaluating Test Quality as Users and Writing Manuals as Authors: Two Sides of a Coin. Workshop
presented at the biennial meeting of the International Test Commission, Hong Kong, July 2010.
Geisinger, K. F. College Admissions Testing for Student Selection: Challenges for Deans and Vice President.
Paper presented to the Hochschulrektorsconferenz (Conference of University Presidents). Bonn, Germany,
December, 2009.
Geisinger, K. F. College admissions testing at German universities: What might such testing look like and what
advantages and disadvantages might it bring? Paper presented to the RWH (University of Aachen)
Psychology Department, December 2009.
Geisinger, K. F. Concepts of validity. In Patelis, T., Conceptions of validity. Symposium presented at the annual
meeting of the Northeastern Educational Research Association, Hartford, CT, October, 2009.
Kurt F. Geisinger, Ph.D.
Page 23
Geisinger, K. F. How to get published. In K. Huff (Chair), Symposium for New Faculty Members. Symposium
presented at the annual meeting of the Northeastern Educational Research Association, Hartford, CT,
October, 2009
Geisinger, K. F. Testing Issues and Concerns. Invited presentation to the Career and Technical Education State
Collaborative Working Group of the Council of Chief State School Officers. Baltimore, MD, October
2009.
Geisinger, K. F. Paper-and-pencil vs. Computer-based Test Delivery. Invited presentation to the Career and
Technical Education State Collaborative Working Group of the Council of Chief State School Officers.
Baltimore, MD, October 2009.
Geisinger, K. F. A College Admissions Question: What would we do if the SAT and ACT did not exist? Paper
presented at the annual meeting of the Northern Rocky Mountain Educational Research Association,
Jackson Hole, October, 2009. (Also presented to the QQPM Seminar at the University of NebraskaLincoln, November, 2009).
McCormick, C. M. & Geisinger, K. F. When do testing accommodations give an unfair advantage? A Comparison
to a double-amputee sprinter's quest to compete in the Olympics. Paper presented at the annual meeting of
the Northern Rocky Mountain Educational Research Association, Jackson Hole, WY, October, 2009.
Foley, B.P., Geisinger, K.F., Roschewski, P., & Foy, E. (2009, October). Conducting an alignment study in the
context of a performance assessment with a single writing prompt. Paper presented at the Annual meeting
of the Northern Rocky Mountain Educational Research Association, Jackson Hole, WY.
Geisinger, K. F. Non-Traditional Admissions Measures in Higher Education: Some Comments. In P. Kyllonen
(Chr.), New constructs and new measures in higher education admissions. Symposium presented at the
annual meeting of the American Psychological Association, Toronto, CA, August, 2009.
Geisinger, K. F. Research on the SAT-Writing Test. Discussant Comments in W. Camara (Chair), The SAT Writing
Test: An Update on Research. Toronto, CA, August, 2009.
The Buros Institute of Mental Measurements Test Review Process (With J. F. Carlson.) In D. Bartram (Chr.)
Symposium on national approaches to test quality assurance. Symposium presented at the 11th Biannual
European Congress of Psycholgy, Oslo, NO, July, 2009.
Status update on the revision of the US Joint Standards on Testing. In E. Burke (Chr.), International guidelines and
standards related to tests and testing. Symposium presented at the 11th Biannual European Congress of
Psycholgy, Oslo, NO, July, 2009.
An educational testing perspective on the ITC testing quality control guidelines in scoring, analysis and reports. In
A. Allalouf & M. Born (Co-Chrs.) The development of ITC guidelines on quality control in scoring,
analysis and reports. Symposium presented at the 11th Biannual European Congress of Psycholgy, Oslo,
NO, July, 2009.
Eosinophilic Esophagitis: Interobserver Variability in a Disease Entity in Which Counting Counts. (With J. F.
Busler, N. Patel, I.D. Hill, & K.R. Geisinger). Poster presented at the annual meeting of the United States
and Canadian Academy of Pathology, Boston, March 2009.
American Psychological Association Science Agenda Goals. (With M. L. Cooper). Workshop presented to the
Coalition of Academic, Scientific, and Applied Research Psychologists, American Psychological
Association Building, Washington, DC, Feb. 19, 2009.
The Buros Center for Testing at the University of Nebraska. Invited address at the University of Aachen, Aachen,
Germany, December, 2008.
Kurt F. Geisinger, Ph.D.
Page 24
Adjusting standards to enhance validity: Post standard-setting panel considerations to enhance validity. (With C.
McCormick.) In K. Huff (Chr.), Validating Standards on Educational Tests, Symposium presented at the
annual meeting of the Northeastern Educational Research Association, Rocky Hill, CT, October 2008.
A focus and follow-up on fairness. In T. Patelis (Chr.), The Fordham Five’s Fundamentals of Fairness. Paper
presented at the annual meeting of the Northeastern Educational Research Association, Rocky Hill, CT,
October 2008.
Testing issues and concerns: An introductory presentation to the State Directors of Career and Technical Education.
Invited Keynote address to the biannual meeting of the State Directors of Career and Technical Education,
Mystic, CT, October, 2008.
Three significant roles in the teaching of measurement: Mentor, administrator, and campus consultant. Jacob
Cohen Award Speech invited at the annual meeting of the American Psychological Association, Boston,
MA, August, 2008.
Issues in cross-cultural testing: The future was yesterday. In B. Byrne (Chr.).Interplay of cross-cultural
comparisons and related methodological practices. Symposium presented at the annual meeting of the
American Psychological Association, Boston, MA, August, 2008.
The rights and responsibilities of test takers and test makers. Invited keynote address to the biannual meeting of the
International Testing Commission, Liverpool, Eng., July, 2008.
Anne Anastasi’s views on ability and achievement: Implications for the training of measurement professionals. In
T. Patelis (Chr.), The legacy of Anne Anastasi on educational research and assessment: Commerating the
100th anniversary of her birth. Symposium presented at the annual meeting of the American Educational
Research Association, New York NY, March, 2008.
Current validation practice for academic achievement tests. (With C. McCormick & A. Römhild.) Paper presented
at the annual meeting of the National Council on Measurement in Education, New York NY, March, 2008.
Timeliness in meeting the testing standards. In T. Patelis (Chr.), Maintaining quality in large-scale assessment
(a.k.a. Maintenance Schedules: They’re not just for your car.) Symposium presented at the annual meeting
of the Association of Test Publishers, Dallas, TX, March, 2008.
An international standard (ISO) for assessment in work and organizational settings. (With D. Bartram & W.
Camara.) Symposium presented at the annual meeting of the Association of Test Publishers, Dallas, TX,
March, 2008.
The historical and present role of the Buros Institute of Mental Measurements. In K. F. Geisinger (Chr.) Test
evaluation in the 21st Century. Symposium presented at the annual meeting of the Association of Test
Publishers, Dallas, TX, March, 2008.
From the Bronx through New Brunswick to Lincoln, Nebraska: Critical Questions in the Review of Tests. (With J.
F. Carlson). Paper presented at the annual meeting of the Northeastern Educational Research Association,
Hartford, CT, October, 2007.
Implications of the Spellings Commission for Outcomes Assessment in Higher Education. Paper presented at the
annual meeting of the Northern Rocky Mountain Educational Research Association Meeting, Jackson Hole,
WY, October 2007.
Assessment after the Spellings Commission. Paper presented as an after-dinner presentation to the Academic
Leadership Dinner held at the annual meeting of the American Psychological Association, San Francisco,
CA, August, 2007.
Kurt F. Geisinger, Ph.D.
Page 25
Improving test use. In L. Stricker (Chair), Improving Test Use. Discussant comments presented at a symposium
presented at the annual meeting of the American Psychological Association, San Francisco, CA, August,
2007.
Changes in the Verbal Test of the GRE. In K. F. Geisinger (Chair), The Revised Graduate Record Examination
General Test—Requisite Knowledge. Paper presentation in a symposium presented at the annual meeting
of the American Psychological Association, San Francisco, CA, August, 2007.
The future of high stakes testing. Keynote address at the Barbara Plake Festschrift Celebration, Lincoln, NE, May,
2007.
Investigating students with disabilities on the SAT. In D. L. Morgan (Chair), Investigating students with disabilities
on the SAT. Symposium presented at the annual meeting of the American Educational Research
Association, Chicago, IL, April, 2007.
Non-cognitive predictors and academic success. In A. E.. Schmidt (Chair), The use of non-cognitive measures for
guidance and selection. Discussant comments presented at an invited symposium presented at the annual
meeting of the American Psychological Association, New Orleans, LA, August, 2006.
Changes in Large-Scale Admissions Measures in American Higher Education: Implications for Test Adaptation.
(With D. G. Payne). Invited paper presented at the fourth biannual conference of the International Test
Commission, Brussels, BE, July, 2006.
The New GRE Test. In D. G. Payne (Chair), The New GRE General Test and GRE 2005Volume Report.
Symposium presented at the annual meeting of the Council of Graduate Schools, Palm Springs, CA,
December, 2005.
The New GRE Test. (With D. Piacentino.), The New GRE General Test. Paper presented at the annual meeting of
the Association of Texas Graduate Schools, Lubbock, TX, October, 2005.
The New GRE Test. In D. G. Payne (Chair), The New GRE General Test and GRE 2004 Volume Report.
Symposium presented at the annual meeting of the Council of Graduate Schools, Washington, DC,
December, 2004.
Development of a Statement of Test Taker Rights and Responsibilities. In N. Abeles (Chair), Ethical Issues in
Assessment. Invited symposium presented at the annual meeting of the American Psychological
Association, Honolulu, HI, August, 2004.
Revisions to the GRE General Test. In D. Johnson (Chair), Use of the GRE and the Analytic Writing Measure in
Master’s and Ph.D. Programs: Views from the Field. Symposium at the annual meeting of the Council of
Graduate Schools, San Francisco, December, 2003.
An Update on the Graduate Record Examination. Presentation at the annual meeting of the Association of Texas
Graduate Schools, San Angelo, TX, September, 2003.
An Administrative Perspective on Part-Time Faculty Members: The Issue of Best Utilizing Adjuncts. In J. F.
Carlson (Chair), Don’t quit your day job: Perspectives on Part-Time Teaching. Symposium presented at
the annual meeting of the American Psychological Association, Toronto, ON, August 2003.
Psychometric Issues in Testing Individuals with Disabilities: Instructional Validity. Invited Keynote Symposium
entitled “High Stakes Testing: Challenges, Victories and Best Practices” at the annual meeting of the
International Dyslexia Association, Atlanta, GA, November, 2002.
Some thoughts on Dr. Thomas F. Donlon, My Friend and Mentor. Acceptance remarks upon receipt of the Thomas
F. Donlon Award, presented at the annual meeting of the Northeastern Educational Research Association,
Kerhonksen, NY, October, 2002.
Kurt F. Geisinger, Ph.D.
Page 26
Anne Anastasi’s continuum of experiential specificity for tests of developed ability and the current SAT
controversy. Paper presented in the Tribute to Anne Anastasi Symposium at the American Psychological
Association, Susana Urbina (Chair), Chicago, IL, August, 2002.
Some language issues in educational and psychological testing. Paper presented at the annual meeting of the
American Psychological Association, San Francisco, August, 2001.
Some Thoughts on the Matter of Flagging: Reactions to a Trial. Paper presentation to the annual meeting of the
National Council on Measurement in Education, Seattle, WA, April, 2001.
Some issues in the college use of Advanced Placement tests. (With D. DePerro.) Invited presentation to the annual
meeting of the Middle States Regional Council of the College Board, Baltimore, MD, February, 2000.
Testing individuals who do not fit the mold. Invited presentation to the Psychometrics program, University of
Massachusetts, Amherst, MA, October, 1999.
Considerations in adapting intelligence tests: A focus on the Wechsler Tests. Invited presentation at the Joint
European Conference of the International Association for Cross-Cultural Psychology and the International
Test Commission., Graz, Austria, June, 1999.
A review of some Spanish-language adaptations of some English-language intelligence tests. Keynote address
presented at the International Conference on Test Adaptation: Adapting Tests for Use in Multiple
Languages and Cultures, Washington, DC, May, 1999.
Psychometric issues in achieving equity in psychological assessment. In J. Sandoval (Chair), Test interpretation and
diversity: Achieving equity in psychological assessment. Symposium presented at the annual meeting of
the American Psychological Association, San Francisco, CA, August, 1998.
Some Summative Thoughts on Sternberg’s Paper and the Validity of the Graduate Record Examination in Graduate
Admissions. In A. R. Fitzpatrick (Chair), Evaluating the predictive validity of the Graduate Record
Examination. Symposium presented at the annual meeting of the American Psychological Association, San
Francisco, CA, August, 1998.
An interprofessional project on rights and responsibilities of test takers. In H.E. Roberts-Fox (Chair), Test-taker
rights and responsibilities: Issues and perspectives. Symposium presented at the annual meeting of the
American Psychological Association, San Francisco, CA, August, 1998.
Faculty use of the GRE in graduate admissions: What is the validity? Paper presented at the annual meeting of the
Northeastern Association of Graduate Schools, Baltimore, MD, April, 1998. (Also presented to the
Technical Advisory Committee for the Graduate Record Examination, Educational Testing Service,
Princeton, NJ, June, 1998)
The Library of the future: One academic administrator’s reflections. Keynote address presented at the annual
meeting of the New York State Library Assistant’s Association, Syracuse, NY, June, 1998.
A brief history of test taker rights and responsibilities: A call for codification. In J. Noble, (Chair), The rights and
responsibilities of test takers. Symposium presented at the annual meeting of the National Council on
Measurement in Education, San Diego, CA, April, 1998.
Psychometric issues involved in test interpretation for members of diverse groups. In H. Roberts-Fox (Chair), Test
interpretation and diversity: Achieving equity in assessment, Invited symposium presented at the
Assessment ’98: Assessment for change—Changes in assessment conference, St. Petersburg, FL, January,
1998.
Kurt F. Geisinger, Ph.D.
Page 27
A multi-profession project to enumerate the rights and responsibilities of test takers. In K. F. Geisinger & W.
Schafer (Co-chairs), Test taker rights and responsibilities, Invited symposium presented at the Assessment
’98: Assessment for change—Changes in assessment conference, St. Petersburg, FL, January, 1998.
Pathways to organizational diversity in the next millennium: Observations of a personnel testing specialist and a
college administrator. Invited address to the International Training Conference on Public Personnel
Administration: Human Resource Management—Stepping out of the Box. Doris T. McGuffey (Session
Chair). Minneapolis, MN, September, 1997.
Suggestions for improving test adaptation practice: Discussant comments. In H. Swaminathan (Chair), Large scale
test adaptation projects: Designs, results, and suggestions for improving practice. Symposium presented at
the annual meeting of the National Council on Measurement in Education, Chicago, IL, March, 1997,
Testing accommodations for a new millennium: Computer administered testing for a changing society. Invited
paper presented at the Invitational Conference on Testing and Higher Education, co-sponsored by
Educational Testing Service and Xavier University, New Orleans, March, 1997.
Development of a statement of test takers’ rights and responsibilities: Implications for Counselors. In R. Ekstrom,
(Chair), The Work of the Joint Committee on Testing Practices. Invited Symposium at the annual meeting
of the American Counseling Association, Orlando, FL, March, 1997.
Selected measurement contributions of Harold E. Mitzel. In M. E. Horan, (Chair), A Tribute to Harold E. Mitzel: A
founder of NERA and a leader in educational research. Symposium presented at the annual meeting of the
Northeastern Educational Research Association, Ellenville, NY, October, 1996,
Development of a statement of test takers’ rights and responsibilities. Paper presented as Introductory Remarks to
the Open Conference on Test Taker Rights and at the national headquarters of the American Speech
Language Hearing Association, Rockville, MD, October, 1996.
The civil service testing of Hispanics. Invited presentation to the Personnel Testing Council of Metropolitan
Washington, Washington, DC, September, 1996.
Advances in test adaptation. Discussant comments. In W. Camara (Chair), Adapting and translating educational
and psychological tests: Issues, technical advances, and guidelines. Symposium presented at the annual
convention of the American Psychological Association, Toronto, CA, August 1996.
Testing people who do not fit the mold. Presidential Scholarly and Creative Activity Award Address presented
at the annual Quest conference, Oswego, NY, April, 1996.
The rights of test takers. Paper presented at the California Test Bureau/McGraw-Hill, Monterey, CA, February,
1996. Also presented at Educational Testing Service, Princeton, NJ, June, 1996.
The rights of test takers: A brief history. In K. F. Geisinger, (Chair), The rights of test takers. Symposium
presented at the annual meeting of the American Speech Hearing Language Association, Orlando, FL,
December, 1995.
The Joint Committee on Testing Standards. In S. Goldsmith, (Chair), The ABC’s of School Testing: A
Videotape. Symposium presented at the annual meeting of the American Speech Hearing Language
Association, Orlando, FL, December, 1995.
The development of a statement of test taker rights. In W. D. Schafer (Chair), Test taker rights. Symposium
presented at the annual meeting of the National Council on Measurement in Education, San Francisco,
April, 1995.
Reactions from a member of the development committee. In C. B. Schmeiser, (Chair), Making the ideal real:
Dissemination and use of the NCME Code of Ethics. Symposium presented at the annual meeting of the
Kurt F. Geisinger, Ph.D.
Page 28
National Council on Measurement in Education, San Francisco, April, 1995.
Psychometric and policy issues in the use of tests with individuals with disabilities. Paper presented at the Joint
Conference on Disability Issues sponsored by the American Bar Association, the Association of
American Law School, the Law School Admission Council, and the National Conference of Bar
Examiners, St. Louis, MO, April, 1995.
A consideration of graduate education. In V. Hall, (Chair), Graduate education in psychology. Symposium
presented at the annual meeting of the Northeastern Educational Research Association, Ellenville, NY,
October, 1994.
Needed changes in the Revised Standards for Educational and Psychological Testing. In W. J. Camara (Chair),
Revision of the Standards for Educational and Psychological Testing. Symposium presented at annual
conference of the American Psychological Association, Los Angeles, CA, August, 1994.
A summary of four reviews of the NCME Code of Professional Responsibility in Educational Assessment. In C. B.
Schmeiser (Chair), Membership Forum on the Proposed NCME Code of Ethics.
Symposium
presented at the annual meeting of the National Council on Measurement in
Education, New Orleans,
LA, April, 1994.
Who exactly are the testing police? In W. C. Camara (Chair), Enforcing Professional Standards in Measurement (or
Do We Need the Testing Police?). Symposium presented at the annual meeting of the National Council on
Measurement in Education, New Orleans, LA, April, 1994.
The Work of the Joint Committee on Testing Standards: The ABC’s of School Testing. In D. K. Smith (Chair),
The ABC’s of School Testing: A video for parents. Invited symposium presented at the annual meeting
of the National Association of School Psychologists, Seattle, WA, March, 1994.
The NCME Code of Professional Responsibility in Educational Assessment: Its development and orientation. In
K. F. Geisinger (Chair), Reactions to the NCME Code of Ethical Assessment Practices in Education.
Symposium presented at the annual conference of the Northeastern
Educational Research Association,
Ellenville, NY, October, 1993.
The study of psychological testing of Hispanics: A beginning with a focus on industrial applications. Address
presented to the SUNY Oswego chapter of Sigma Xi, Oswego, NY, September, 1993.
Two SUNY-Oswego teacher education partnerships. In J. E. Milley (Chair), “Renewing Partnerships,”
Symposium presented at the Teach America II: Implementing Teacher Education Reform
Conference, Washington, DC, June, 1993.
Functions and uses of the Code of Ethical Assessment Practices in Education. In C.B. Schmeiser (Chair),
Ethics in Educational Assessment. Symposium presented at the Council of Chief State School
Offices 1993 National Conference on Large Scale Assessment, Assessment: Key to Systematic
Change, Albuquerque, NM, June, 1993.
Standards in standardization: United we stand. Keynote address presented at the annual spring seminar of the
Counseling and Psychological Department, Oswego, NY, April, 1993.
Ethics in the professions: The case of educational assessment. Invited keynote address at the Phi Kappa Phi
Initiation Ceremony, Fordham University, New York, NY, April, 1993.
Audiences, functions and uses of the Code of Ethical Assessment Practices in Education. In C. B. Schmeiser
(Chair), NCME Code of Ethics: Reactions to a draft. Symposium presented at the annual meeting of
the National Council on Education, Atlanta, GA, April, 1993.
Kurt F. Geisinger, Ph.D.
Page 29
Using subject matter experts to assess content representation: An MDS analysis. (With S. G. Sireci.) Paper
presented at the annual meeting of the National Council on Measurement in Education, Atlanta, GA,
April, 1993.
Perspectives on research on teacher education. Paper presented at the annual convention at the Northeastern
Educational Research Association, Ellenville, NY, October, 1992.
Initial validation of placement examinations at a community college. (With D. G. Seguin & K. S. Sweeney.)
Paper presented at the annual convention of the Northeastern Educational Research
Association, Ellenville, NY, October, 1991.
The psychological testing of Hispanics in industry. Paper presented at the monthly meeting of the
Connecticut Applied Psychological Association, New Haven, CT, September, 1991.
Testing LEP students for minimum competency and graduation. Commissioned paper for the National
Research Symposium on Limited English Proficient (LEP) Students’ Issues: Focus on Evaluation
and Measurement, Washington, DC, September, 1991.
Disclosing interpreted test scores to test takers: What are the problems? In J. C. Hansen (Chair), Understanding
test results: What should users and examinees know? Symposium presented at the American
Psychological Association, San Francisco, CA, August, 1991.
The graduate admissions process in psychology. Psi Chi Invited Lecture presented at the annual meeting
of the Eastern Psychological Association, New York, NY, April, 1991.
The metamorphosis in test validation. Invited address presented at the annual convention of the
Northeastern Educational Research Association, Ellenville, NY, November, 1990.
Selecting and evaluating a site for the annual convention. Paper presented at the annual convention of
the American Educational Research Association, San Francisco, CA, March, 1989.
Using standard setting data to establish operational cutoff scores. In B. H. Loyd (Chair), Practical issues in
conducting a standard setting study. Symposium presented at the annual convention of the
National Council on Measurement in Education, San Francisco, CA, March, 1989.
Legal issues in test construction, validation and use. Presidential address presented at the annual
convention of the Northeastern Educational Research Association, Ellenville, NY, November, 1988.
Post-hoc strategies for insuring and improving content validity. Paper presented as part of a symposium
entitled, Issues related to content validation for selection of municipal employees, at the annual
convention of the International Personnel Management Association Assessment Council,
Philadelphia, PA, July, 1987.
Whither educational research? Roundtable presented at the annual meeting of the Northeastern
Educational Research Association, Kerhonksen, NY, October, 1986.
Grading non-cognitive student behavior: A construct validation. (With V. W. Hevern, S. J.) Paper presented at the annual meeting of the American Psychological Association, Washington, DC,
August, 1986.
The impact of the 1985 Joint Testing Standards on civil service testing. Invited address as part of the
Visiting Scholar Lecture Series, Department of Personnel, New York, NY, March, 1986.
The relationship and stability of two item-bias detection indices. (With G. Locke.) Paper presented at the
annual meeting of the American Educational Research Association, Chicago, IL, April, 1985.
Kurt F. Geisinger, Ph.D.
Page 30
The microcomputer as a research tool: Statistical packages. Pre-session presented at the annual
convocation of the Northeastern Educational Research Association, Ellenville, NY,
October, 1984.
A questionnaire approach to college curriculum evaluation. Paper presented at the annual convocation
of the Northeastern Educational Research Association, Ellenville, NY, October, 1984.
Ethnic group differences in the personal biserial index. (With F. J. Breyer). Paper presented at the annual
meeting of the American Educational Research Association, New Orleans, LA, April, 1984.
Public personnel selection testing and the law. Invited address as part of the Visiting Scholar Lecture
Series, New York City Department of Personnel, New York, NY, April, 1984.
An initial classification of non-cognitive student behavior grading items. (With V. W. Hevern, S.J.) Paper
presented at the annual meeting of the American Psychological Association, Anaheim, CA,
August, 1983. ERIC Document No. PS 014-211.
The relationships of attitudes toward multiple-choice tests and convergent production, divergent production, and risk-taking. (With D. T. Horber.) Paper presented at the annual meeting of the
American Educational Research Association, Montreal, Canada, April, 1983. ERIC Document
No. ED 229-435.
Sex: A moderator variable between sex role and statistics performance. Paper presented at the annual
meeting of the Eastern Psychological Association, Philadelphia, PA, April, 1983.
Can scientific thinking be measured? (With P. Biesmeyer & H. Koritz.) Paper presented at the annual
convention of the National Science Teachers Association and the Society of College Science
Teachers, Dallas, TX, April, 1983.
Construct validation of faculty orientations toward grading: An experimental investigation of differential
grade assignment. (With G. Locke.) Paper presented at the annual convocation of the
Northeastern Educational Research Association, Ellenville, NY, October, 1982.
A validation of the Veterinary Aptitude Test. Paper presented at the annual convocation of the
Northeastern Educational Research Association, Ellenville, NY, October, 1981.
Development of a scale to measure attitudes toward multiple-choice testing. (With D. Horber.) Paper
presented at the annual convocation of the Northeastern Educational Research Association,
Ellenville, NY, October, 1981.
Cross-validation of the factor structure of the McGill Pain Questionnaire. (With L. A. Bradley, M. Byrne, . Troy, L.
Hopson Van der Heide & E.J. Prieto.) Paper presented at the annual meeting of the Eastern Psychological
Association, New York, NY, April, 1981.
Grade inflation and the potential for discrimination in graduate admissions. (With D. Grudzina and M. A.
Glynn.) Paper presented at the annual meeting of the National Council on Measurement in
Education, Los Angeles, CA, April, 1981.
The differential prediction of graduate school success for experimental and clinical psychology students.
(With J. Powell-Kirnan.) Paper presented at the annual meeting of the Eastern Educational
Research Association, Philadelphia, PA, March, 1981.
A factor analysis of teachers’ attitudes about standardized testing. Paper presented at the annual convocation
of the Northeastern Educational Research Association, Ellenville, NY, October, 1981.
The incremental validity of an MMPI underachievement scale in predicting academic performance. (With
Kurt F. Geisinger, Ph.D.
Page 31
T.J. Dignelli.) Paper presented at the annual meeting of the Eastern Psychological Association,
Hartford, CT, April, 1980.
The language of low back pain: Factor structure. (With L. Hopson, E.J. Prieto, L. A. Bradley, & M. Byrne.) Paper
presented at the annual meeting of the Eastern Psychological Association, Hartford, CT, April,
1980.
An MMPI underachievement scale as a predictor of academic achievement among high school students.
(With V. Hevern, S.J.) Paper presented at the annual meeting of the American Educational
Research Association, Boston, MA, April, 1980.
Faculty techniques for preventing cheating: Some baseline data. (With J. J. Maiorca & J. J. Naumann.)
Paper presented at the annual meeting of the National Council on Measurement in Education,
Boston, MA, April, 1980.
Intra-university variations in grading: A rationale for differing standards. Paper presented at the annual
meeting of the American Educational Research Association, Boston, MA, April, 1980.
Grading and the psychology of motivation. Invited address to the National Conference on Higher
Education, Washington, DC, March, 1979.
Faculty orientations toward grading at three academic institutions. (With A. N. Wilson & J. J. Naumann.) Paper
presented at the annual convocation of the Northeastern Educational Research Association,
Ellenville, NY, October, 1979.
Academic policy and faculty-related changes influencing grading standards. In K. F. Geisinger (Chair),
University grade inflation: Documentation, causes, and consequences. Symposium presented at the
annual meeting of the American Psychological Association, New York, NY, September, 1979.
Individual differences among college faculty in awarding grades. Paper presented at the annual meeting
of the National Council on Measurement in Education, San Francisco, CA, April, 1979.
Grading policies and grade inflation. Paper presented at the annual convocation of the Northeastern
Educational Research Association. Ellenville, NY, October, 1978.
Individual differences in calculator attitudes and performance in a statistics course. (With D. M. Roberts.)
Paper presented for presentation at the annual meeting of the American Educational Research
Association, Toronto, Ontario, Canada, April, 1978.
A systems approach to item production and review in a computer-managed instruction project. In H. E.
Mitzel (Chair), Mobile education for nurses: Computer-based instruction in support of an extended degree
program for registered nurses. Symposium presented at the annual meeting
of the American Educational Research Association, San Francisco, CA, April, 1976, ERIC
Document No. ED 121-280.
Prayer, biographical background and college experience. Paper presented at the annual meeting of the
Southeastern Psychological Association, Hollywood, FL, May, 1974.
Models for the teaching of graduate-level statistics courses in psychology departments. In E. J.
Robinson, Discussion of the role of the statistics course in psychology. Symposium presented at the
annual meeting of the Southeastern Psychological Association, Hollywood, FL, May, 1974.
Kurt F. Geisinger, Ph.D.
Page 32
ADMINISTRATIVE DEVELOPMENT
University of Indiana/Purdue University, The Fund Raising School, Center on Philanthropy. Principles and
Techniques of Fund Raising. Houston, TX (March, 2005).
Lilly Foundation, Building and supporting diversity at church-related colleges and universities, Seguin, TX,
(March, 2004).
Council of Independent Colleges and American Association of Academic Libraries, Reforming the academic
library, San Francisco, CA, (February, 2004).
Association for Institutional Research & Council of Independent Colleges, Data and Decisions, Denver, CO,
(September, 2003).
Council on Independent Colleges, Academic Vice President program entitled Leading from Within, led by Dr.
Parker Palmer, Kalamazoo, MI (June, 1998).
Harvard University, Institute for Educational Management (July, 1995)
University of Massachusetts, Boston (New England Research Center for Higher Education), Defining the
Collective Task (March, 1994)
Council for Advancement and Support of Education (CASE), Major Gift Fund Raising for Deans (May, 1993)
American Council on Education, Center for Leadership Development, Workshop for Department and Division
Chairpersons and Deans (January, 1987)
Council of Graduate Departments of Psychology, Workshops for Department Chairs (February, 1986, 1987)
ADMINISTRATIVE ACCOMPLISHMENTS
Buros Center for Testing
•
Brought out the 17th and 18th Mental Measurements Yearbook on time.
•
Organized and ran the first strategic planning in the center’s history to generate a strategic plan (2010).
•
Developed a new, international vision for the Center.
•
Published Pruebas Publicadas en Español: An Index of Spanish Tests in Print, the first such document
in existence.
•
Developed plans for a new institute related to assessment literacy and effected them.
•
Developed plans to publish the first ever publication enumerating tests in Spanish.
•
Brought in new clients for assessment outreach and consultation.
•
Set a new course for the types of psychometric consultation that is appropriate given the changes in
statewide testing under the Common Core.
•
Developed new policies for dealing with test publishers.
•
Performed outreach efforts to work with test publishers in a more effective manner.
•
Hired new directors for institutes within the Center.
•
Developed strategies to identify new test reviewers.
•
Reorganized the meeting schedule of the National Advisory Council to provide additional external
input.
•
Converted secretarial position to student workers.
•
Brought more than two million dollars of income over expenses over the initial four-year period.
•
Began a process of succession planning.
Kurt F. Geisinger, Ph.D.
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•
Updated the data base that keeps the Test Reviews and Information information.
•
Regularized the meeting schedule of our National Advisory Council.
•
Helped graduate assistants receive nationally prestigious summer fellowships.
•
Initiated, organized and ran the first celebration of the Center’s history.
•
Re-oriented the Buros Institute for Assessment Consultation and Outreach to focus more on equating
and validation.
•
Filed suit against Taylor and Francis and received ownership of the journal, Applied Measurement in
Education and more than tripled our income from this work.
•
Developed a leadership team in the Center.
The University of St. Thomas
•
Drafted, proposed and had approved a 5-year plan for the Doherty Library.
•
Served as a primary participant in the SACS reaccreditation process that was completely successful.
•
Partnered with the Museum of Fine Arts to provide all of our students’ free membership.
•
Negotiated approval of the controversial minor academic program, Woman, Culture and Society.
•
Extended partnerships with other Houston museums to extend membership to students.
•
Developed and instituted plan to infuse clerical support for academic units.
•
Led effort with deans to develop policy on the more effective use of adjuncts.
•
Coordinated and organized Chairs Workshop, Fall, 2003.
•
Developed and instituted a plan to reduce Arts and Science faculty teaching loads.
•
Served as member of the Governing Council, Partnership for Quality Education.
•
Hired deans for Schools of Business and Theology.
•
Renegotiated contract with the Diocese of Galveston/Houston for the campus of the School of
Theology.
•
Proposed new plan for faculty evaluation working collaboratively with the Faculty Senate.
•
Radically increased grantsmanship in Academic Affairs.
•
Advocated for faculty awards in the areas of teaching, scholarship and service.
•
Established a process whereby goals for the Core Curriculum could be identified and agreed upon, to
lead to the evaluation of the core curriculum.
•
Chaired an ad-hoc committee that developed a new plan for hosting Political Speakers on campus.
•
Provided Faculty Study Day (Convocation) address (Fall, 2001). Coordinated Faculty Study Day each
semester.
•
Held monthly open-houses for faculty members.
•
Conducted focused deans’ retreats each semester.
•
Developed and had approved a faculty exchange program with St. Thomas University, New Brunswik,
CA.
•
Chaired task force on Academic Integrity. Produced recommendations for change at the University.
Kurt F. Geisinger, Ph.D.
•
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Reworked the budget of the Reagan Summer Academy so that we could continue to provide collegiate
instruction to underserved students from a predominantly Hispanic, urban high school.
Le Moyne College
•
Initiated the O’Brien Faculty Service Award to accompany the Teacher of the Year and Scholar of the
Year Awards.
•
Upgraded Faculty Convocations as a true “coming together” through use of nationally recognized
speakers and coordinated workshops.
•
Worked with the Budget Committee and the Vice President for Finance and Treasurer to set aside
funds for academic equipment (my initiative). The budget became the first academic equipment
budget at Le Moyne.
•
Chaired the board of a multi-university consortium (the Syracuse Consortium for the Cultural
Foundations of Medicine).
•
Developed and implemented a faculty-run assessment plan.
•
Developed plan for, moved through governance, and initiated the Honors House across the street from
the Campus Center.
•
Developed and submitted a strategic plan for the Academic division. Began the development of an
academic plan for the College.
•
Developed a model to help identify the need for faculty lines in academic departments.
•
Infused significant technology into the curriculum through a faculty development program led by a
faculty member.
•
Proposed and negotiated Academic Librarian Status, and had approved by the librarians, the Faculty
Senate and the Board of Trustees.
•
Engaged in a re-organization of the Academic Affairs Office that led to the new Assistant Vice
President for Multicultural Affairs position, a return to a Director of Continuing Education position,
and elimination of the Special Assistant position. Served on a committee to re-conceptualize the
College into (1) Arts and Sciences and (2) Management and Graduate Studies. Hired an Associate
Dean to facilitate student-centeredness.
•
Worked with other administrators to increase the student-faculty ratio from 12.5-1 to 15-1, as called
for by the Board of Trustees.
•
Brought about and/or enhanced on-going discussions regarding new majors in Communications,
Environmental Science, Global Business, Management Information Systems, Theatre, Nursing, and a
masters in Accounting.
•
Advanced discussion on campus concerning the arts, internships, international education, increased
diversity in faculty hiring, and faculty service through my convocation speeches.
•
Worked closely with a faculty committee and with input for the Trustees’ Academic Affairs
Committee to lead to a plan of action that led to the saving of the Physics major program.
•
Led discussion that led to plans for instructional use of an older cafeteria.
•
Hired a new and outstanding Director of the Madden Center (a business outreach center) from the local
business community.
•
Initiated accreditation effort of our Education programs through TEAC. Led discussions culminating
in the decision to pursue TEAC accreditation. Moved the Department of Education substantially
ahead on several fronts through the hiring of a new, outside Department Chairperson.
•
Helped to fashion the Arab Studies program and to get it funded and running.
Kurt F. Geisinger, Ph.D.
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•
Worked collaboratively with others to design a new Performing Arts Center and a campus archives.
•
Participated in discussions related to the development of approximately 4 smart classrooms/year.
•
Established annual budget line ($150,000) for academic (e.g., scientific and instructional) equipment,
not including computers (which are funded from other accounts).
•
Served on a variety of American Red Cross and regional educational boards.
SUNY-Oswego
•
Led conversion from a Division of Arts and Sciences to a College of Arts and Sciences through faculty
governance and administrative structures.
•
Raised initial funding for a speaker series to commemorate the founding of the College of Arts and
Sciences. This series was so successful that it was instituted permanently.
•
Increased faculty diversity significantly through hiring procedures. The percentages of ethnic minority
and women tenure-track faculty hires during the 1992-93, 1993-94 and 1994-95 academic years were
approximately 25% and 50%, respectively. Increased the number of women chairpersons from 0 to 3
out of 19.
•
Initiated a Faculty Executive Committee for the College of Arts and Sciences to improve consultation.
•
Led efforts to develop new majors in Journalism, Graphic Arts, Criminal Justice (transformed from
Public Justice), Human Services, Legal Studies, Human Development, and Language and International
Trade.
•
Initiated and coordinated the actions leading to the chartering of Phi Kappa Phi (national honor
society) and the first national interdisciplinary honor society at Oswego) on campus.
•
Raised non-state funds to set up a College of Arts and Sciences Faculty Development Travel Fund.
•
Initiated and conducted annual new chairperson training programs.
•
Organized a development program for all chairpersons from five campuses in the SUNY system. This
program was evaluated by participants as being extremely effective.
•
Completed development of a major in Environmental Science.
•
Established a board of local health professionals to provide guidance to the health professions and to
faculty in the sciences.
•
Worked with the Graduate School Dean at SUNY-Health Sciences Center to initiate a summer
research and pre-graduate study program for advanced students in biology, chemistry, physics and
psychology.
•
Co-chaired the Teacher Education Commission (1992-93).
•
Hired new directors for the Tyler Art Gallery and the Rice Creek Field Station.
•
Instituted more balance among teaching, service and scholarly activity through hiring policies, faculty
development activities, and promotion and retention practices.
•
Worked as part of a team of deans to develop a more flexible faculty workload policy.
•
Initiated the effort to bring a NASA/JOVE to SUNY-Oswego and served as the administrative liaison
on the JOVE team. This grant is the first NASA/JOVE grant in SUNY.
•
Served on the Interim Provost Search Committee (1993-94).
•
Developed a proposal, received funding for, and initiated a multi-media Language/Journalism
laboratory.
Kurt F. Geisinger, Ph.D.
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Increased the numbers of College of Arts and Sciences students studying abroad through efforts with
the Office of International Education.
•
Substantially updated technology within department office and science laboratories.
•
Served on numerous charitable and community boards.