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:
 
May, 2018

Lab site:
 
www.depts.ttu.edu/psy/cognition

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:
  • 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, deep learning networks
  • Undergraduate study behaviors, engineering problem solving, reading comprehension
Support:
  • 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., 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

Psychological Sciences

  • Address

    Texas Tech University, Department of Psychological Sciences, Box 42051 Lubbock, TX 79409-2051