Fordham University            The Jesuit University of New York

Ann Higgins-D'Alessandro, Ph.D.
Director of the Applied Developmental Program
Department of Psychology
Dealy 226E
441 East Fordham Road
Bronx, NY 10458-9993
Phone: 718-817-3887 
Office Hours: Alternate Tue 10-12, Wed 10-11:30 and 2-4, Thurs 1:30-4:30

Curriculum Vitae
Professor Higgins-D'Alessandro
Research | Projects | Courses | Professional Expertise | CooperationsPublications 

Major Research Interests Top
Ann Higgins-D'Alessandro's research interests are focused in two areas, the development of sense of self and morality across the lifespan and basing evaluation strategies for school change intervention programs in developmental and program theories.  Current funding for research comes from two U.S. Department of Education grants and one from the Community of Caring Organization, a private educational practice institute.  Current writing is supported by the Gifts of Time Foundation.

Research and writing in the development of sense of self and morality focus on understanding the role of self-evaluation and the influence of institutions and groups in their development and expression in action, particularly moral actions, altruism, and self-evaluated "wrong" actions.

Projects Top
A grant was awarded to the State of New Jersey Center for Character Education (NJCCE), therefore, I formally was awarded a subcontract.  All US DOE grants in the area of character education must be awarded to state or local educational agencies (SEAs or LEAs), thus, I could not independently apply.  Fordham University has a formal subcontract arrangement with NJCCE with 8% overhead. The amount of the Fordham subcontract is $189,000., about $47,000. per year.  The grant will allow me to pay one Graduate Assistant from the Psychology department and two undergraduates for part time work each year. The start date was October 1, 2006.

The grant project is divided into two sections; one focuses on teacher training for the state of New Jersey and I consult to that project pro bono.  The other project is an evaluation research study that I designed and wrote. It will evaluate the quality and effects of a character education and school change program on students, including a focus on students with disabilities, and on teachers in 12 New Jersey schools.  This grant is the largest one ever awarded in the area of character education by the US DOE.

My work and expertise in moral, democratic, and character education, both in developing and evaluating programs, led to wonderful opportunities in the last four years that are and will continue for at least 2 more.  I have been a primary consultant to the US DOE in these fields.  I have presented plenary addresses on the history of these fields and on new challenges and directions to conferences and meetings of educational evaluators, DOE grantees, and DOE personnel.  I am a leader in two consulting groups, one is the Character Education and Civic Engagement Technical Assistance Center (CETAC), a group of about 30, and the other is the Center Resource Group (CRG), a group of 12 national experts that advises CETAC and the US DOE Office of Safe and Drug Free Schools.  I consult in Washington DC three times per year and on conference calls much more frequently.

The most intensive written project that I have led for CETAC has been the monograph, Mobilizing for Evidence-Based Character Education (150 pp).  This will come out in 2007 as a government document from the US DOE.  As youknow, such government documents appear with no authors but with appreciation to numbers of people.  Mobilizing for Evidence-Based Character Education is a textbook and guide for educational leaders and program evaluators about why schools and school systems need topartner with program evaluation experts at universities and the steps they as partners need to take in order to conduct high quality scientific evaluations of K-12 educational programming.

Grants Received

2007-2010 Principal Investigator. Evaluation of Partnerships in Character Education: NJCCE. U. S. Department of Education, $188,273.

2005 Co-Principal Investigator. Peer Mentoring and Character Grant.  State of Nevada, $50,000.

2004-2007 Principal Investigator. Evaluation of Partners in Character Education Program, Syracuse School District. U.S. Department of Education, $147,000.

2004-2006 Principal Investigation. Evaluation of the Community of Caring Educational Program.  U.S. Department of Education. $50,000.

2003-2004 Principal Evaluator: Intervention Process Evaluation of a Social Inclusion Program for the Intellectually Handicapped.  U.S. Department of Education. $5,000.

2001-2002 Principal Evaluator. Evaluating the Effects of the Community of Caring National Character Education Program.  Subcontract. U.S. Department of Education. $25,000.

2000-2001 Principal Investigator. Evaluation of the Community of Caring Educational Program. Joseph P. Kennedy, Jr. Foundation and Community of Caring, Inc. Washington, D.C. $50,000

2000-2001 Principal Investigator. Research on the Moral Self. Award from the Gifts of Time Foundation in association with the Kuhmerker Award from the Association For Moral Education.  $5,000.

Courses Top
  • PSYC 6330 - Cognitive Development
  • PSYC 8044 - Individual Research Developmental 
  • PSYC 2611 - Experimental Psychology: Reasoning
  • PSYC 4930 - Codes of Conduct in the Mental Health Professions 

Further Professional Expertise/Experience/Tasks  Top
  • 2002-present Editorial Board Member, Journal of Research on Character Education. CEP. U.S. Department of Education, Office of Safe and Drug Free Schools, Office of Character Education and Civic Engagement.  (2006)  Mobilizing for Evidence-Based Character Education Monograph without authors names.  Higgins-D’Alessandro contributed two core chapters, explanation of data presentation in 8 charts and tables (appendix), edited the entire monograph, and served as consultant on monograph development.

Selected Publications Top
  • Higgins-D’Alessandro, A.  &  Power, F. C. (2005) Character, Responsibility, and the Moral Self. D. Lapsley and F.Clark Power (Eds.)  Character Psychology and Character Education. Notre Dame, IN: University of Notre Dame Press, Pp. 101-120.
  • Higgins-D’Alessandro, A. (2002) The necessity of teacher development.  In  A. Higgins-D’Alessandro, A. & K. Jankowski, K. (Eds.) Science for Society: Informing Policy and Practice through Research in Developmental Psychology. New Directions for Child and Adolescent Development Series, Chicago, IL: Jossey- Bass.
  • Barr, J., Rodstein, H., & Higgins-D’Alessandro, A. (2006) Just Community High Schools and Youth Activism.  In Lonnie R. Sherrod, Constance A. Flanagan, Ron Kassimer, and Amy Syvertsen (Eds.) Youth Activism: An International Encyclopedia. Westport, CT: Greenwood Press. Pp. 366-369.
  • Kuther, T.L., & Higgins-D'Alessandro, A.  (2001). Attitudinal and normative predictors of alcohol consumption among older adolescents and young adults.  Journal of Research in Adolescence, 24.
  • Power, F.C., Higgins, A., & Kohlberg, L. (1989).  Lawrence Kohlberg's Approach to Moral Education. NY: Columbia University Press.

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