EDUCATION
| Degree | Area of Study | University |
|---|---|---|
| Ph.D. | Educational Psychology | University of Georgia |
| M.A. | Educational Psychology | University of Georgia |
| B.S. | Psychology | Texas Wesleyan University |
AWARDS AND HONORS
| Year | Award |
|---|---|
| 2021 | Texas A&M University Association of Former Students Association University Level Distinguished Achievement Award in Administration (1 annually) |
| 2020 | University of Georgia College of Education Alumni Award; Lifetime Achievement in Research (1 annually) |
| 2016-2021 | Inaugural holder of the Reta Haynes Endowed Deanās Chair, Texas A&M |
| 2016 | Honorable Mention, Journal of Research in Childhood Education Distinguished Education Research Article Award Program for Neitzel, Alexander, & Johnson āYoung Childrenās Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergartenā |
AREAS OF EXPERTISE
Development of science, technology, engineering, mathematics, medicine (STEMM) interests from preschool to college
Developmental on-ramps, off-ramps, and roadblocks to STEMM participation
Family/community support of STEMM interests
Educational psychology, learning, and motivation
Metacognition
K-12 leadership for school enhancement
RECENT/CURRENT GRANT PROJECTS
| Year | Grant | Amount |
|---|---|---|
| 2023-2027 | US Department of Education, Education Innovation and Research program. Project Research-based Strategies and Artificial Intelligence for School Enhancement: Turning around Schools (RAISE). PIs: Irby, B., Lara-Alecio, R., Tong, F., & Nafukho, F. My Roles: Co-I, grantwriter, lead on school enhancement project | $13,787,426 |
| 2017-2022 | Supporting Effective Educator Development Grant Program (SEED), U.S. Department of Education. Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Component 5 School Enhancement Programs. PI: Irby, B., Lara-Alecio, R., & Tong, F. My roles: Grantwriter, research affiliate, and Co-PI on extension Year 5. Total funding $15,681,000 | $999,679 (year 5 only) |
| 2017-2022 | Raise Your Hand Texas Foundation. Texas A&M Raising Texas Teachers: Special Education, Math/Science Education, and Bilingual Education. Co-PIs: Cunningham, G., Fogarty, M., Hammer, J., & Alexander, J. M. | $1,400,000 |
HIGHLIGHTED PUBLICATIONS
- Alexander, J., Irby, B., Etchells, M., & Rodriguez, R. (in press). Effective Steps Toward School Enhancement: Turning Around High Needs Schools. Information Age Press.
- Plummer, L., Pavalko, E., McLeod, J., & Alexander, J. (2019). Faculty Writing Groups: A tool for providing support, community, and accountability at mid-career. In A. G. Welch, D. Reardon, & J. Bolin (Eds), Mid-career faculty: Trends, barriers, and possibilities (pp. 126-142).Brill-Sense Publishing.
- Neitzel, C., Alexander, J. M., & Johnson, K. E. (2019). The Emergence of Childrenās Interest Orientations During Early Childhood: Examining the Role of Child and Environmental Factors. Learning, Culture, and Social Interaction (Special Edition: Interests as Learning), 23, 100271-10029.
- Alexander, J. M., Johnson, K. E., & Neitzel, C. L. (2019). Multiple points of access for supporting interest in science. In K. A. Renninger & S. Hidi (Eds), The Cambridge Handbook on Motivation and Learning (pp. 312-352). Cambridge Press.
- Alexander, J. M., Plummer, L., McLeod, J. (2018). Addressing gendered practices through womenās writing groups. Academe, 104 (3).
- Neitzel, C., Alexander, J., & Johnson, K. (2017). The influence of early interest orientations and time on kindergartenersā academic monitoring and information-seeking behavior, Journal of Early Childhood Research, 15, 389-409.
- Neitzel, C., Alexander, J. M., & Johnson, K. E. (2016). Young childrenās interest-oriented activity and later academic self-regulation strategies in kindergarten. Journal of Research in Childhood Education, 30, 474-493.
- Ford, J. M., Jones, M. H., & Alexander, J. M. (2015). After-school interests, achievement goal orientation, and peers in a predominantly African American School. Journal of Negro Education, 84, 547-563.
- Alexander, J. M., Johnson, K. E., and Leibham, M. E. (2015). Emerging individual interests related to science in young children. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds), Interest in Mathematics and Science Learning (pp. 261-280). Washington, DC: American Educational Research Association.
PROFESSIONAL ACTIVITIES
2022-2023 Dean-in-Residence Education Research Policy Fellowship. American Educational Research Association, Washington, D.C. Engaged at the national level on education research policy issues representing the American Educational Research Association (AERA), the largest worldwide education research organization. Worked on issues related to Congressional and Executive Branch activities and led and participated in programmatic initiatives. Coordinated a group of national deans of education in the Consortium of University and Research Institutions.
BIOGRAPHY
Dr. Joyce Alexander was appointed Dean of the College of Education at the University of Alabama in 2024. She arrived from the American Educational Research Association in Washington, D.C., where she served in a dean-in-residence education research policy fellowship. Previously she served as dean of the Texas A&M University College of Education and Human Development. Dr. Alexander earned her bachelorās degree in psychology from Texas Wesleyan University and a masterās degree in education and doctorate in education psychology from the University of Georgia. Dr. Alexander is a dedicated researcher with a focus on advancing science, technology, engineering, mathematics, and medicine (STEMM) education across all levels, from preschool through college. Her interests extend beyond academic settings to encompass the crucial roles of family, school, and community in facilitating or inhibiting participation in STEMM fields and enhancing leadership in schools throughout Alabama.