Texas Tech University

Roman Taraban, Ph.D.

Professor
Experimental (Cognition and Cognitive Neuroscience)

Email: roman.taraban@ttu.edu

Phone: (806) 834-0450

Office: 310, Lab: 309 

Vita:
 
January 2020

Lab site:
 
www.depts.ttu.edu/psy/cognition
Ethical Engineer: 
ethicalengineer.ttu.edu
Emerging Research: 
emergingresearch.ciser.ttu.edu

Education:

Post-doc, 1988-1989, University of Massachusetts at Amherst (Cognitive Psychology)
Ph.D., 1988, Carnegie Mellon University (Cognitive Psychology)
M.A., 1981, University of Chicago (Educational Psychology)

Taraban, Roman

Services and Awards

Positions:

  • Member of Editorial Board of East European Journal of Psycholinguistics (2017-present)
  • Associate Editor for the Journal of Educational Psychology (2008-2014)
  • President of the Society for Computers in Psychology (SCiP) (2006-2007)
  • Assessment Coordinator for the Howard Hughes Medical Institute (HHMI) supported Science Education Program at Texas Tech (2002-present)
  • Member of the Governing Board of the Texas Tech Teaching Academy (2006-2009)
Honors:
  • 2019 Chancellor's Council Distinguished Teaching Award
  • 2018-2021 Recipient of Texas Tech President's Excellence in Teaching Professorship
  • 2018 Recipient of Texas Tech Center for the Integration of STEM Education and Research (CISER) Light Year Award
  • Recipient of College of Arts & Sciences Teaching Innovation Award (2017)
  • Recipient President's Academic Achievement Award (2016)
  • Psychonomic Society Fellow (2015)
  • Named 2014 Integrated Scholar by Office of the Provost (2014)
  • Recipient President's Excellence in Teaching Award (2013)
  • Fulbright-Nehru Research Scholar (2010)
  • Inducted into the Texas Tech Teaching Academy (2003)

Research

Interests:
  • Language learning, category induction, connectionist modeling, naïve Bayesian text analysis
  • Undergraduate study behaviors, engineering ethics, engineering problem solving, reading comprehension
Support:
  • National Science Foundation (NSF IGE) Developing Reflective Engineers through Artful Methods (DREAM) (2018-2021)
  • National Science Foundation (NSF CCLI) Refinement of Introductory Engineering Thermodynamics Computer-Based Learning Modules (2001-2004)
  • HHMI (Howard Hughes Medical Institute) Undergraduate Sciences Education Program (2002-2012)

Select Research:
  • Taraban, R., Abusal, K. (2019). Analyzing topic differences, writing quality, and rhetorical context in college students' essays using Linguistic Inquiry and Word Count (LIWC).  East European Journal of Psycholinguistics, 6(2).

  • Taraban, R., Pittman, J., Nalabandian, T., Yang, W. F. Z., Marcy, W. M., & Gunturu, S. M. (2019). Creating and testing specialized dictionaries for text analysis.  East European Journal of Psycholinguistics, 6(1), 65-75.

  • Campbell, R. C., Kim, J-H., Nguyen, N., Taraban, R., Reible, D. D., & Na, C. (2019). Exploring ways to develop reflective engineers: Toward phronesis-centered engineering education. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Tampa, FL.

  • Taraban, R., Marcy, W. M., Koduru, L., Schumacher, J., & Iserman, M. (2019). Using machine tools to analyze changes in students' ethical thinking. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Tampa, FL.

  • Taraban, R., Schumacher, J., Dulli, H., Lamp, D., & Anderson, E. E. (2019). Assessing problem-solving strategy use by engineering undergraduates. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Tampa, FL.Mcgallian, J., Taraban, R., Marcy, W. M. (2019). Teaching engineering ethics using interactive computer scenarios. Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Tyler, TX.

  • Mcgallian, J., Taraban, R., Marcy, W. M. (2019). Teaching engineering ethics using interactive computer scenarios. Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Tyler, TX.

  • Campbell, R. C., Reible, D. D., Taraban, R., & Kim, J-H. (2018). Fostering reflective engineers: Outcomes of an arts- and humanities-infused graduate course. Proceedings of the VIII World Engineering Education Forum, Albuquerque, NM.
  • Taraban, R., Koduru, L., LaCour, M., & Marshall, P. (2018). Finding a common ground in human and machine-based text processing. East European Journal of Psycholinguistics, 5(1).
  • Taraban, R., Ceja, M., Suarez, J., Ernst, D., & Anderson, E. (2018). Building an Engineering Technology workforce. Journal of Engineering Technology, 35(1), 30-38.
  • Taraban, R., Marcy, W. M. (2018). Tools to assist with collection and analysis of ethical reflections of engineering students. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Salt Lake City, UT.
  • Taraban, R., Marcy, W. M. (2018). Using technology to develop ethical choice in engineering students. Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX.
  • Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX.
  • Taraban, R., & Bandara, A. (2017). Beyond recursion: Critique of Hauser, Chomsky, and Fitch. East European Journal of Psycholinguistics, 4(2), 58-66.
  • Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74.
  • Campbell, R. C., Taraban, R., Kim, J. H., Reible, D., Hoffman, J., & Na, C. (2017). Exploring the effects of a visual thinking strategies workshop on the reflective thinking of undergraduate engineering students. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH.
  • Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students' ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH.
  • Taraban, R., Reible, D., Mesple, D., Donato, F., Yeter, I., Campbell, R., Kim, J. H., & Hoffman, J. (2017). Using a museum exhibit as a pedagogical tool for developing reflective engineers. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH.
  • Ceja, M., Taraban, R., Suarez, J., Ernst, D., & Anderson, E. (2016). Engineering Technology dropouts: Where are they now? Proceedings of the 2016 American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference.
  • Anderson, E. E., & Taraban, R. (2015). Use of conceptual vs. procedural knowledge by engineering students studying entry level mechanics. Proceedings of the 2015 American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference.
  • Prasad, S. H. C., Suar, D., & Taraban, R. (2014). Antecedents and moderators of software professionals' performance. SAGE Open.
  • Taraban, R., Suar, D., & Oliver, K. (2013). Information literacy of U.S. and Indian engineering undergraduates. SpringerPlus, 2:244. doi:10.1186/2193-1801-2-244.
  • Taraban, R., & Logue, E. (2012). Academic factors that affect undergraduate research experiences.Journal of Educational Psychology, 104(2), 499.
  • Taraban, R., Craig, C., & Anderson, E. E. (2011). Using paper-and-pencil solutions to assess problem solving skill. Journal of Engineering Education, 100(3), 498-519.
  • Taraban, R. (2011). Information Fluency Growth Through Engineering Curricula: Analysis of Students' Text-Processing Skills and Beliefs. Journal of Engineering Education, 100(2), 397-416.
  • Taraban, R. (2008). An impoverished machine: Challenges to human learning and instructional technology. Behavior Research Methods, 40(3), 639-646.
  • Taraban, R., & Blanton, R. L. (Eds.) (2008). Creating effective undergraduate research programs in science: The transformation from student to scientist. New York: Teachers College Press.
  • Taraban, R., Definis, A., Brown, A., Anderson, E. E., & Sharma, M. P. (2007). A paradigm for assessing conceptual and procedural knowledge in engineering students. Journal of Engineering Education, 96(4), 335-345.
  • Taraban, R., Box, C., Myers, R., Pollard, R., & Bowen, C. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high-school biology. Journal of Research in Science Teaching, 44(7), 960-979.
  • Taraban, R., Anderson, E. E., Definis, A., Brown, A., Weigold, A., & Sharma, M.P. (2007). First steps in understanding engineering students' growth of conceptual and procedural knowledge in an interactive learning context. Journal of Engineering Education, 96(1), 57-68.
  • Taraban, R., Anderson, E. E., Hayes, M. W., & Sharma, M. P. (2005). Developing on-line homework for introductory thermodynamics. Journal of Engineering Education, 94, 339-342.
  • Taraban, R. (2004). Drawing learners' attention to syntactic context aids gender-like category induction.Journal of Learning and Memory, 51, 202-216.
  • Taraban, R., Hayes, M. W., Anderson, E. E., & Sharma, M. P. (2004). Giving students time for the academic resources that work. Journal of Engineering Education, 93, 205-210.
  • Taraban, R., McKenney, C., Peffley, E., & Applegarth, A. (2004). Live specimens more effective than World Wide Web for learning plant material. Journal of Natural Resources and Life Sciences Education.
  • Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors in college students' metacognitive reading strategies. Reading Psychology, 25, 67-81.

Teaching Interests

  • Cognition and Cognitive Neuroscience
  • Psycholinguistics
  • Language and literacy
  • Cognitive development

Applied Interests

  • Ethical reasoning
  • Machine-based text analysis
  • Machine-based feedback and instruction
  • Problem solving procedures and strategies used by undergraduate engineering students
  • Positive benefits of participation in undergraduate research