Hunter Gehlbach

Hunter Gehlbach is a Professor and Faculty Lead of the PhD program at the Johns Hopkins School of Education as well as the Director of Research at Panorama Education. An educational psychologist by training and a social psychologist at heart, his interests lie in improving the social and motivational contexts of schools. Thanks to a recent Spencer Foundation mid-career fellowship, much of his recent focus has shifted towards investigating how social psychological approaches might improve environmental education. He complements a methodological interest in helping social scientists improve their questionnaire design processes with recent work on enhancing the rigor of educational research through open science practices. For example, he has written on pre-registration for the Journal of Research on Educational Effectiveness. A former high school teacher and coach, Gehlbach taught at Harvard’s Graduate School of Education from 2006-2015, before joining the faculty at UCSB from 2015-2019, before joining the faculty at Johns Hopkins.

EDUCATION

• Stanford University Stanford, CA Ph.D. in Psychological Studies in Education June 2004 Program: Child & Adolescent Development. Disciplinary Minor: Psychology. Advisor: Dr. Robert W. Roeser. M.A. in Social Psychology Jan. 2004 Advisor: Dr. Mark Lepper.

• University of Massachusetts Amherst, MA M.Ed. in School Counseling May 1999 Certificate of Advanced Graduate Study in School Psychology Sept. 1999 Advisor: Dr. John C. Carey.

• Swarthmore College Swarthmore, PA Bachelor of Arts in psychology and education May 1995 Pennsylvania secondary school social studies teaching certification program Dec. 1995

ACADEMIC EXPERIENCE

Johns Hopkins University Baltimore, MD

Professor (2019-present) Vice Dean (2019-2022)

University of California, Santa Barbara Santa Barbara, CA Associate Dean of Academics and Faculty Development (2018-2019) Associate Professor of Education (2015-2019) Affiliations: Environmental Studies Department Courses Taught: ED126: Social Connectedness, Motivation, & Self-Regulation in Educ. (Undergraduates) ED 209I: Cognitive Perspectives on Achievement Motivation (M.A. & Ph.D. students) ED 218/ESM 269: Survey/Questionnaire Design (M.A. & Ph.D. students)

Panorama Education Boston, MA Director of Research (2014 – present)

Harvard University Cambridge, MA Associate Professor of Education (2012 to 2015, on leave 2014-15) Assistant Professor of Education (2006 to 2012) Affiliations: Program on Survey Research; Faculty advisor for the Strategic Data Project

University of Connecticut (2005-06) Storrs, CT Postdoctoral Fellow: Teachers for a New Era Project

Wellesley College (Fall, 2005) Wellesley, MA Visiting Assistant Professor

Stanford University (2004-05) Stanford, CA Director, Social Sciences in Education M.A. program

AWARDS & HONORS

• 2016-2017 Spencer Foundation Mid-Career Award
• 2010-2012 National Academy of Education/Spencer Postdoctoral Fellowship
• 2008 American Psychological Association: Division 15 Early Career Research Award
• 2003 Richard S. Goldsmith Award for Writing in Dispute Resolution
• 2003 Fellow: Stanford Center on Conflict and Negotiation
• 2000 University of Massachusetts Phi Delta Kappa
• 1995 Swarthmore College Sigma Xi Research Society.

SELECTED GRANTS

Gehlbach, H. (PI) & Vriesema, C. C. (Co-PI). When a picture is combined with 1000 words. Funded by the National Geographic Society; $29,213. (2018-2019).

Page, L. (PI), Gehlbach, H. (Co-PI). Scaling Student Support with Conversational Artificial Intelligence. Funded by the University of North Carolina System; $88,916. (2018-2019).

Plank, D. (PI), Hough, H. (Co-PI), Gehlbach, H., Loeb, S., & West, M. (consultants). Measuring Social Emotional Learning at Scale: Validating Student Self-Reports in the CORE Districts. Funded by the Walton Foundation; $800,000. (2017-2020).

Gehlbach, H. (PI). Birds of a Feather Flocking in Middle School. Funded by the Robertson Foundation; $115,000. (2017-2018).

Gehlbach, H. (PI), Gottfried, M. (Co-PI), Robinson, C. D. (Project Director), Scott, W. (Project Director). Creating Birds of a Feather: Mitigating Inequality by Reducing the Achievement Gap. Funded by Laura and John Arnold Foundation; $209,242. (2016-2019).

Gehlbach, H. (PI). Developing Student Perception Surveys. Funded by Panorama Education; $274,311. (2013-2017).

Gehlbach, H. (PI), Mapp, K. (Co-PI), & Weissbourd, R. (Co-PI). Assessing Family-School Relationships. Funded by SurveyMonkey; $358,000. (2011-15).

Gehlbach, H. (PI), Bailenson, J. B. (Co-PI), Dede, C. (Co-PI), & Koltun, V. (Co-PI). SoCS: Enhancing Immersive Social Perspective Taking and Perceived Virtual Similarity to Enable Intelligent Social Relationships. Funded by the National Science Foundation #0966838; $732,126 and REU supplement #1144030; $16,000. Total $748,126. (2010-14).

Gehlbach, H. (Convener). Social Pathways to Improving Education. Funded by the Radcliffe Institute for Advanced Study. $18,000. (2013).

Gehlbach, H. (PI). The social side of the classroom: Precursors to and outcomes of teacher-student relationships. Funded by the Spencer Foundation; $40,000. (2010-11).

Gehlbach, H. (PI) The social side of the classroom: Precursors to and outcomes of teacher-student relationships. Funded by Division 15 of the American Psychological association; $7,500. (2009).

Roan, L., Gehlbach, H., Young, L., Brinkworth, M.E., Metcalf, K., and Strong, B. Social Perspective Taking In the Contemporary Operating Environment. Funded by the Army Research Institute for the Behavioral and Social Sciences #W91WAW-08-C-0046; $750,000. (2008-10).

Gehlbach, H. (PI). A comparison of novice and expert social perspective taking. Funded by the William F. Milton Fund of Harvard University; $35,000. (2006-08).

Gehlbach, H. (PI). Providing social psychology for social studies teachers. Funded by the Association for Psychological Science; $5,000. (2006-08).