Heidi Kloos Curriculum Vitae
Heidi Kloos
Curriculum Vitae
(last updated: Jan. 2016)
Address
Department of Psychology Office Phone: (513) 556-5525
5130GEdwards IDepartment Fax: (513) 556-1904
University of Cincinnati Lab Phone: (513) 556-5076
Cincinnati, OH 45221 - 0376e-mail:
Education
Arizona State University, Tempe, AZ
09/2001 Ph. D. in Psychology
12/1998 M.A. in Psychology
08/1995 – 05/1996Exchange Student in Psychology
Karl-Ulrich University, Tuebingen, Germany
10/1994 – 07/1995 Graduate studies in Clinical Psychology
10/1994 B. A. in Psychology
Professional Experience
University of Cincinnati, Cincinnati, OH
09/2009 – present Associate Professor, Department of Psychology
12/2006 – present Director of the Children’s Cognitive Research Lab
01/2013 – 08/2014Department Chair, Interim, Department of Psychology
09/2006 – 08/2009Tenure-Track Assistant Professor, Department of Psychology
09/2005 – 08/2006Field Service Assistant Professor, Department of Psychology
Ohio State University, Columbus, OH
09/2005 – 07/2013Visiting Research Scientist, Center of Cognitive Sciences
08/2003 – 08/2005Post-Doctoral Fellow in Cognitive Development
University of Massachusetts, Amherst, MA
09/2001 – 07/2003Post-Doctoral Fellow in Infant Development
Journal Publications (asterisks denote students at the time)All publications can be found at
*Hardcastle, C., *White, E; Kloos, H., Hardcastle, V. G. (in press). Heavy objects and small children: Developmental data extend the passive frame theory. Behavioral and Brain Sciences.
*Castillo, G.R.,Kloos, H,Richardson, M.J.,*Waltzer, T. (2015).Beliefs as Self-Sustaining Networks: Drawing Parallels Between Networks of Ecosystems and Adults’ Predictions.Frontiers in Psychology, 6, 1-13.
*Castillo, G.R., Kloos, H.,Holden, J.G., Richardson, M.J. (2015).Fractal coordination in adults' attention to hierarchical visual patterns, Nonlinear Dynamics Psychology and Life Sciences
*Coey, C.A.,*Hassebrock, J., Kloos, H.,Richardson, M.J. (2015).The complexities of keeping the beat: dynamical structure in the nested behaviors of finger tapping. Attention Perception & Psychophysics
*Castillo G. R., Kloos, H., Holden, J., & Richardson, M. (2015). Long-rang Correlations and Patterns of Recurrence in Children’s Attention to Hierarchical Displays. Frontiers in Physiology: Physiology and Network Science.
Sloutsky, V. M., Deng, W., Fisher, A., & Kloos, H. (2015). Conceptual influences on induction: A case for late onset. Cognitive Psychology. doi:10.1016/j.cogpsych.2015.08.005
*Wight, A. R., Kloos, H., Maltbie, C. V. & Carr, V. W. (2015): Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, DOI: 10.1080/13504622.2015.1015495
*Withcomb, D., Carrasco, R., Neuman, A., & Kloos, H. (2015).Correlational research to examine the relation between attachment and sensory modulation in young children. American Journal of Occupational Therapy, 69(4), 5-23.
Wallot, S., O’Brien, B. A., Haussmann, A.,Kloos, H.,Lyby, M. S. (2014). The role of reading time complexity and reading speed in text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition.
*Malone, M. L., *Castillo, R. D., Kloos, H., Holden, J. G., Richardson, M. J. (2014). Dynamic structure of joint-action stimulus-response activity. PLoS ONE 9(2): e89032. doi:10.1371/journal.pone.0089032
*Kiefer, A. W., *Wallot, S., *Gresham, L. J., Kloos, H., Riley, M. A., Shockley, K., & Van Orden, G. (2014). Development of coordination in time estimation. Developmental Psychology,50(2), 393-342.
O’Brien, B. A., Wallot, S., Haussmann, A., & Kloos, H (2013). Using complexity metrics to assess silent reading fluency - A cross-sectional study comparing oral and silent reading. Scientific Studies of Reading, DOI:10.1080/10888438.2013.862248
*Castillo, R. D. & Kloos, H. (2013). Can a flow-network approach shed light on children's problem solving? Ecological Psychology, 25(3) 281-292.
Kloos, H. & Sloutsky, V. M. (2013). Blocking a redundant cue: What does it say about preschoolers' causal competence? Developmental Science, 16(5), 713-727.
Fisher, A., Thiessen, E., Godwin, K., Kloos, H., & Dickerson, J. (2013). Assessing selective sustained attention in 3- to 5-year-old children: Evidence from a new paradigm. Journal of Experimental Child Psychology, 114, 275–294
Kloos, H. & Van Orden, G. C. (2012). Abductive reasoning by children. Review of Psychology Frontier, 1(2), 1-9.
Kloos, H., Fisher, A., & Van Orden, G.C. (2010). Situated naive physics: Task constraints decide what children know about density. Journal of Experimental Psychology: General, 139(4), 625-637.
Kloos, H. & Van Orden, G. C. (2010). Voluntary behavior in cognitive and motor tasks. Mind and Matter, 8(1), 19-43.
*Haddad, J., Kloos, H., & Keen, R. (2008). Conflicting cues in a dynamic search task are reflected in children's eye movements and search errors. Developmental Science, 11, 504-515.
Kloos, H., & Sloutsky, V. (2008). What’s behind different kinds of kinds: Effects of statistical density on learning and representation of categories. Journal of Experimental Psychology: General. 137, 52-72.
Kloos, H. (2007). Interlinking physical beliefs: Children’s bias towards logical congruence. Cognition, 103, 227-252.
Sloutsky, V., Kloos, H., & Fisher, A. (2007). When looks are everything: Appearance similarity versus kind of information in early induction. Psychological Science, 18,179-185.
Sloutsky, V., Kloos, H., & Fisher, A. (2007). What's beyond looks? Reply to Gelman and Waxman. Psychological Science, 18, 556-557.
Kloos, H., Haddad, J., & Keen, R. (2006). Which cues are available to 24-month-olds? Evidence from point-of-gaze measures during search. Infant Behavior and Development, 29, 243-250.
Kloos, H., & Amazeen, E. L. (2005). Building blocks of physical knowledge: Can children learn how two dimensions are correlated? Advances in Psychology Research, 35, 1-13.
Kloos, H., & Keen, R. (2005). An exploration of toddler’s problems in a search task. Infancy, 7, 7-34.
Kloos, H., & Van Orden, G. C. (2005). Can preschoolers’ mistaken beliefs benefit learning? Swiss Journal of Psychology, 64, 195-205.
Van Orden, G. C., & Kloos, H. (2003). The module mistake. Cortex, 39, 164-166.
Kloos, H., & Amazeen, E. L. (2002). Perceiving heaviness by dynamic touch: An investigation of the size-weight illusion in preschoolers. British Journal of Developmental Psychology, 20, 171-183.
Kloos, H., & Somerville, S. C. (2001). Providing impetus for conceptual change: The effect of organizing the input. Cognitive Development, 16, 737-759.
Invited Chapters(asterisks denote students at the time of publication).All publications can be found at
Fisher, A.V. & Kloos, H. (2015). Development of selective sustained attention: The Role of Executive Functions. In L. Freund, P. McCardle, and J. Griffin (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. APA Press.
Kloos, H.,*Baker, H., *Luken, E., Brown, R. Pfeiffer, D. & Carr, V. (2012). Preschoolers Learning Science: Myth or Reality? In H. Kloos, B. J. Morris and J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition (p.p. 45-70). Rijeka, Croatia: Tech - Open Access Publisher.
*Amaral, J. L., *Collins, S., *Bohache, K. T., & Kloos, H. (2012). Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context. In H. Kloos, B. J. Morris and J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition (p.p. 145-170). Rijeka, Croatia: Tech - Open Access Publisher.
*Castillo, R. D., Van Orden, G., & Kloos, H. (2011). The Embodiment of Time Estimation. In A. Vatakis, A. Esposito, M. Giagkou, F. Cummins, & G. Papadelis (Eds.), Time and Time Perception 2010, LNAI 6789, (pp. 196–206). Berlin Heidelberg: Springer-Verlag
Van Orden, G.C., Kloos, H., & *Wallot, S. (2011). Living in the Pink: Intentionality, Wellbeing, and Complexity. In C. A. Hooker (Ed.), Philosophy of Complex Systems. Handbook of the Philosophy of Science, Amsterdam: Elsevier. (pp. 639-682).
*Hollis, J., Kloos, H., & Van Orden, G. C. (2009). Origins of order in cognitive activity. In S. Guastello, M. Koopmans, & D. Pincus (Eds.), Chaos and complexity: Recent advances and future directions in the theory of nonlinear dynamical systems, pp 206-241. Cambridge, MA: Cambridge University Press.
Kloos, H., & Van Orden, G. C. (2009). Soft-assembled mechanisms for the unified theory. In J.P. Spencer, M. Thomas, & J. McClelland (Eds.) Toward a Unified Theory of Development: Connectionism and Dynamic Systems Theory Re-Considered,pp 253-267. Oxford University Press.
Van Orden, G. C, & Kloos, H. (2005). The question of phonology and reading. In M. S. Snowling, & C. Hulme, (Eds.). The science of reading: A handbook, pp 61-78. Oxford: Blackwell Publishing.
Peer-Reviewed Proceedings(asterisks denote students at the time of publication)All publications can be found at
*Amaral, J., Kloos, H., Richardson, (2015). Social Cues Affect Grasping Hysteresis in ASD. Annual Conference of the Cognitive Science Society.
*Cessna, T. C., *McAlister, S. C.,Kloos, H., Frank, R. A., (2014). Effect of naming on haptic memory in children and adults: Is it similar to olfactory memory? Proceedings of the 36rd Annual Conference of the Cognitive Science Society. Alberta, Canada: Cognitive Science Society.
*Amaral, J. L., *Collins, S. *O’Connor, S., *McAlister, S., Kloos, H., & Luzzi, C. D. (2013). Shape categorization in autism: Does it follow the pattern of typical development? Proceedings of the 35rd Annual Conference of the Cognitive Science Society. Berlin, Germany: Cognitive Science Society.
*Malone, M., *Castillo R.D., Holden, J. G., Kloos, H., & Richardson, M. J. (2013). Dynamic Structure of Joint-Action Stimulus-Response Activity. Proceedings of the 35rd Annual Conference of the Cognitive Science Society (pp. 966-971). Berlin, Germany: Cognitive Science Society.
*Coey, C. A., *Hassebrock, J., Kloos, H., & Richardson, M. J. (2013). Fractal structure of the nested actions in keeping the beat. Proceedings of the 35rd Annual Conference of the Cognitive Science Society. Berlin, Germany: Cognitive Science Society.
*Bohache, K. T., Kloos, H., & Richardson, M. J. (2012). Developmental Trends in the Dynamics of Spontaneous Coordination in 5-, 7-, and 9-year-olds. Proceedings of the 34rd Annual Conference of the Cognitive Science Society. Tokyo, Japan: Cognitive Science Society.
Kloos, H. (2011). Emergence of Higher-Order Transitivity across Development: The Importance of Local Task Difficulty. Proceedings of the First Joint International Conference on Learning and Development and Epigenetic Robotics. Frankfurt, Germany: IEEE.
*Baker, H., *Haussmann, A., Kloos, H., & Fisher, A. (2011). Preschoolers' learning about buoyancy: Does it help to give away the answer? Proceedings of the First Joint International Conference on Learning and Development and Epigenetic Robotics. Frankfurt, Germany: IEEE.
*Gresham, L., Kloos, H., *Wallot, S., & Van Orden, G. (2011). Fractals in children's time estimation: Evidence for developing coordination. Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.
*Pfeiffer, D., Kloos, H., & *Bullard, D. P. (2011). Learning to balance a beam: The Effect of instabilty. Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.
*Castillo, R., Kloos, H., *Vanderburgh, S., & Holden, J. (2011). Coordination of attention to local and global features: Fractal patterns in a speeded-categorization task. Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3089-3094). Boston, MA: Cognitive Science Society.
*Schwind, S., & Kloos, H. (2010). Finding a bigger fish bowl: Higher difficulty helps transitive inferences. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2266-2271). Austin, TX: Cognitive Science Society.
*Erb, C. D., & Kloos, H. (2010). Signs of non-linearity in base-rate neglect. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 495-500). Austin, TX: Cognitive Science Society.
*Gresham, L., & Kloos, H. (2009). Toddlers’ problem solving: The importance of spatial integration. In N.A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 118-123). Austin, TX: Cognitive Science Society.
Kloos, H. (2008). Will it float? How invariance affects children's understanding of object density. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 687-692). Austin, TX: Cognitive Science Society.
Kloos, H. & Sloutsky, V. (2008). Removing the time crutch: Can preschoolers still make causal judgments? In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1146-1151). Austin, TX: Cognitive Science Society.
Kloos, H., *Srivorakiat, L., *Odar, C., Cummins-Sebree, S., Shockley, K. (2007). Evidence for "dumb" local-to-global integration in children's judgments about motion. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 401-406).Austin, TX: Cognitive Science Society.
Kloos, H., Sloutsky, V., & Fisher, A. (2005). Dissociation between Categorization and Induction Early in Development: Evidence for Similarity-Based Induction. In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1149-1154). Stresa, Italy: Cognitive Science Society.
Kloos, H., & Sloutsky, V. (2005). Do preschoolers understand causality? A critical look. In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1154-1159). Stresa, Italy: Cognitive Science Society.
Kloos, H., & Sloutsky, V. M. (2004). Are natural kinds psychologically distinct from nominal kinds? Evidence from learning and development. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 702-707). Chicago, IL: Cognitive Science Society.
Kloos, H., & Amazeen, E. L. (2001). The size-weight illusion in preschoolers. In G. Burton & R. C. Schmidt (Eds.), Studies in Perception and Action VI (p. 41). Mahwah, NJ: Lawrence Erlbaum Associates.
Selected Conference Presentations (asterisks denote students)
*Jones, C., *Covey, A., *Arwood, Z., Kloos, H. & Mano, Q. (2015)Developing sensitivity to the statistical regularities of subword orthography: Biagrams before trigrams?Poster presented at the Cognitive DevelopmentSociety, Columbus, OH.
Kloos, H.et al. (2015). The Return of the Robot: Comparing Measures of Complexity to Capture Task Constraints on Kids. Tenth Annual Workshop on Cognitive Dynamics. Storrs, CT.
*Walzer, T & Kloos, H. (2015). Asking for explicit explanations affects preschoolers’ predictions. Poster presented at the Society for Research in Child Development, Philadelphia, PA.
Kloos, H. (2015). Emergence of Novel Behavioral Stability: Defining the Necessary Context of Self-Organization. Symposium organized for the International Convention of Psychological Sciences, Amsterdam, The Netherlands
Kloos, H. (2015). Children’s Predictions: Flow-Networks Approach to Measuring Changes in Stability. Talk presented at the International Convention of Psychological Sciences, Amsterdam, The Netherlands
Kloos, H. (2015). Emergence of children’s beliefs about physics: a byproduct of a need for order? Poster presented at the International Convention of Psychological Sciences, Amsterdam, The Netherlands
Kloos, H. *Castillo, R. D., & Richardson, M., (2014). A Network Approach to Measuring Stability in Predictive Learning. Talk presented at the Ninth Annual Workshop on Cognitive Dynamics. Storrs, CT.
Kloos, H. *Castillo, R. D., *Coey, C. Chemero, T., Richardson, M., (2013). The Thermodynamics of Cognition: A Fluke of Wishful Thinking or Here to Stay? Talk presented at the Seventh Annual Workshop on Cognitive Dynamics. Storrs, CT.
*Castillo, R. D., & Kloos, H. (2013). The emergence of cognitive patterns in learning from an eco-dynamic approach. Talk presented at the 3rd Meeting Society for Complex Systems in Cognitive Science, Berlin, Germany.
*Castillo, R. D. & Kloos, H. (2013). The dynamics of visual processing. Talk presented at the 3rd Meeting Society for Complex Systems in Cognitive Science, Berlin, Germany.
Kloos, H. (2012). A Third Window: Applying the Framework of Ascendency and Overhead to Children’s Thinking, Talk presented at the Sixth Annual Workshop on Cognitive Dynamics. Storrs, CT.
Kloos, H., Van Orden, G. (2012) Measuring fractal structure in cognitive development: The caseof time estimation, Symposium presented at the International Society for the Study of Behavioural Development, Edmonton, Alberta, Canada
*Castillo G. R. & Kloos, H. (2010). One cannot do without the other: Bridging the dichotomy of local vs. global processing. Talk presented at the Fifth Annual Workshop on Cognitive Dynamics. Storrs, CT.
*Pfeiffer, D., *Bullard, D.P., & Kloos, H. (2010). Variability Helps Children Balance a Beam [Abstract]. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (p. 2425). Austin, TX: Cognitive Science Society.
*Schwind, S., & Kloos, H. (2009). Transitive inferences revisited: Can preschoolers make congruent guesses about arbitrary correlations? Poster presented at the Sixed Biennial Meeting of the Cognitive Development Society. San Antonio, TX.
Kloos, H., Van Orden, G.C., Kiefer, A.W., Gresham, L., Shockley, K., & Riley, M.A. (2009). Response time dynamics of children and adults. Talk presented at the 15th International Conference on Perception and Action. Minneapolis, MN.
Kloos, H. (2009). What helps children learn? Poster presented at the Cincinnati Museum’s Annual Learn to Play Conference. Cincinnati, OH.
Kloos, H. (2008). Gestalt of a dynamical system. Talk presented at the Third Annual workshop on Cognitive Dynamics. Storrs, CT.
Kloos, H., Williams, K., Larsen, J., & Hall, R. (2008). University students and museums benefit from student informal learning research: A pilot collaboration. Talk presented at the Annual Conference of the Visitor Studies Association., Austin, TX.
Kloos, H., *Silverman, A., & *Fenstermaker, B. (2007). Preschoolers’ Understanding of Density: Type of Knowledge or Effect of Task Context? Poster Presented at the Fifth Biennial Meeting of the Cognitive Development Society. Santa Fe NM.
Kloos, H.& Sloutsky, V. M. (2005). When preschooler fail to show knowledge of causal structure. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Atlanta, GA.
Haddad, J., Kloos, H., & Keen, R. (2004). Cognitive strategies in a dynamic search task: The effects of congruent and conflicting cues. Poster presented at the International conference of Infant Studies. Chicago, IL.
Kloos, H. (2003). How do children understand shadows? The importance of congruent physical relations. Poster presented at the Fourth Biennial Meeting of the Cognitive Development Society. Salt Lake City, UT.
Kloos, H., & Keen, R. (2003). Analyzing toddlers’ failure in a search task. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Tampa, FL.
Kloos, H., & Somerville, S. C. (2003). Mass, volume and density: Children’s sensitivity to logical congruence. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Tampa, FL.
Kloos, H., DeMarte, J., Haddad, J., & Keen, R. (2003). Which cues are relevant? Toddlers’ eye-movements in a search task. Paper presented at the New England Mini-Conference on Infant Studies. Clark University, MA.
Kloos, H., & Amazeen, E. L. (2001). The size-weight illusion in preschoolers. Poster presented at the 11th International Conference on Perception and Action. Storrs, CT.
Kloos, H. (2001). Investigating preschoolers’ sensitivity to the mass/volume relation: A naturalistic training study. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Minneapolis, MN.
Kloos, H., & Somerville, S. C. (1999). Fostering conceptual change in children’s understanding of sinking objects. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Albuquerque, NM.
Teaching Experience
Instructor, University of Cincinnati
Introduction to Psychology
Statistics (Introduction, Intermediate, Advanced)
Research Methods in Children’s Learning
Cognition and Learning
Theory of Development
Cognitive Development
Instructor / Co-instructor, Arizona State University
Child Language and Drawing
Research Method Lab
Introduction to Statistic
Cognitive Development
Invited Colloquia
Kent State University, Kent, OH; Department of Psychology; 03/2014
University of Illinois, Chicago; Department of Psychology; 04/2013; 07/2014
University of Groningen, The Netherlands, 08/2011; 10/2012; 4/2013
University of Windsor; Canada; Department of Psychology, 04/2010
Teachers College Columbia University; Department of Human Development, 03/2010
University of Kentucky, Lexington, KY; Department of Psychology, 03/2009
California State University, Merced; Department of Psychology, 12/2008
California State University, Northridge; Department of Psychology, 03/2008
University of Memphis; Department of Psychology, 10/2007
Radboud University Njimegen, Netherlands; Behavioral Science Institute, 10/2006
Ohio State University, Columbus, OH; Department of Physics Education, 10/2005
Humboldt University, Berlin, Germany; Department of Psychology, 05/2005
Arizona State University, Phoenix, AZ; Department of Psychology, 04/2005
University of Cincinnati, Cincinnati, OH; Department of Psychology; 02/2005
Ohio State University, Columbus, OH; Center of Cognitive Sciences; 04/2004
University of Munich, Munich, Germany; Department of Psychology; 08/2003
Carnegie Mellon University, Pittsburgh, PA; Department of Psychology; 03/2003
University of Southern Mississippi, Hattiesburg, MS; Dep. of Psychology; 03/2003
University of Massachusetts, Amherst, MA; Department of Psychology; 03/2002
University of Wales, Bangor, UK; Department of Psychology; 07/2001
Membership in Professional Organizations
Cognitive Development Society
Cognitive Science Society
Society for Research in Child Development
Service & Outreach
President, A&S Faculty Senate, 08/2014 – present
Chair, A&S Instructional Innovations Advisory Council, 08/2015 – present
Member, A&S Academic Program Review Committee, 08/2015 – present
Member, A&S College RPT Committee, 08/2015 – present
Organizer, ACT Tutoring Program, 10/2014 – present
APA Site Visitor, 04/2010; 04/2012; 04/2014; 11/2014; 03/2015; 10/2015
Action Editor, Ecological Psychology, 2014
Member,UC University Research Council, 2009/10; 2010/11; 2011/12; 2015/16
Member, Departmental Undergraduate Curriculum Committee, 2008/09; 2009/10; 2014/15; 2015/16
NSF Site Visitor, 04/2013
Coordinator, Departmental Undergraduate Research, 06/2010 – 08/2011
Chair,Departmental Program Evaluation Committee, 08/2012 – 01/2013
Faculty Senate Representative to the UC IRB, 03/2012 – 02/2013
Member, Departmental Admissions Committee, 2008/9; 2009/10
Co-Organizer, UC workshop on Managing a Research lab, 2011, 2012, 2013, 2014