Chris Hulleman headshot
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Christopher S. Hulleman

Research Associate Professor
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 254
2405 Ivy Rd
Charlottesville, Virginia 22903
Education
Ph.D., Social and Personality Psychology, University of Wisconsin-Madison, 2007
M.S., Social and Personality Psychology, University of Wisconsin-Madison, 2002
Graduate Diploma, Psychology, University of Western Australia, 1995
B.A., General Studies, Central College (Iowa), 1993
Biography

I conduct research on educational interventions grounded in theories of social and personality psychology, motivation, and human development. Recently, my work has focused on examining the extent to which helping students find relevance in their coursework for their lives increases learning and interest. I partner with practitioners and other researchers to develop interventions that boost motivation, learning, and achievement in school and sports. Examples of this include a national researcher-practitioner network, a national network of researchers focused on learning mindsets, and a national researcher-practitioner network focused on the transition to college. For more information on my motivation research, see the Motivate Lab website. I also conduct research on methods of evaluating the extent to which educational interventions were implemented as designed (i.e., intervention fidelity). My research on fidelity includes preschool science classrooms (e.g., ECHOSRISE), the contribution of the Responsive Classroom Approach to children’s social and academic growth, and interventions designed to increase value for students in STEM and other subject areas.

Maximizing the Sustained Effects of Utility-Value Interventions in Community College Math
Source: U.S. National Science Foundation (NSF)
August 15, 2020 – January 31, 2024
Learning Mindset Supports and Practices in Effective Postsecondary Advising
Source: Bill & Melinda Gates Foundation
April 16, 2019 – June 30, 2022
RAPID: A mixed-method investigation of the role of faculty mindset beliefs during the transition to online education in compelled by the COVID-19 pandemic in the University System of Georgia
Source: U.S. National Science Foundation (NSF)
May 15, 2020 – April 30, 2022
CU-CASTL Motivate Lab - Precision Institute Collaboration
Source: San Diego State University Research Foundation
January 01, 2021 – July 31, 2021
Strong Start to Finish: Building Momentum for Postsecondary Success initiative in the University System of Georgia
Source: Board of Regents of The University System of Georg
July 01, 2018 – March 31, 2021
Motivate Lab - Precision Institute Collaboration
Source: San Diego State University Research Foundation
January 15, 2020 – February 18, 2021
USG STEM Initiative Support
Source: Board of Regents of The University System of Georg
June 10, 2019 – December 31, 2020
KSU STEM Professional Development
Source: Board of Regents of The University System of Georg
February 01, 2019 – December 31, 2019
CU-CASTL Fostering Resilient Mindsets through Customized Interventions
Source: The Joyce Foundation
December 08, 2016 – August 31, 2019
CU-CASTL Removing Barriers to Success in Mathematics: An Integrative Expectancy-Value Intervention
Source: U.S. National Science Foundation (NSF)
September 01, 2015 – August 31, 2019
CU-CASTL Pathways to Employment: Exploring Student Mindsets across Higher Educational Tracks
Source: Leland Stanford Junior University, The
January 15, 2017 – May 31, 2018
The Effect of School Climate on Students' Social-Emotional Competencies
Source: Brown University
January 15, 2017 – January 31, 2018
CU- Rapid Assesment Platform and Intervention Delivery System (RAPID) Project
Source: Raikes Foundation
October 01, 2014 – December 31, 2017
CU- Validating a Rapid Measure of Student Motivation: Using the Expectancy-Value Theory of Motivation
Source: Biological Sciences Curriculum Study
November 01, 2015 – July 31, 2017
CU- Developing a Research Agenda for the Transfer of Mindsets in Education and Employment
Source: The Joyce Foundation
December 31, 2015 – June 30, 2017
CU-CASTL Student Agency Improvement Network
Source: Carnegie Foundation for the Advancement of Teachin
July 01, 2016 – June 30, 2017
CU-CASTL An Investigation of Summer Camp Reflection Practices
Source: American Camp Association, New York and New Jersey
May 01, 2016 – May 31, 2017
CU-Validating a Rapid Measure of Student Motivation: Using trhe Expectancy-Value Theory of Motivation
Source: Biological Sciences Curriculum Study
November 01, 2012 – October 31, 2016
CU- Using Technology to Research After Class (UTRAC)
Source: Montana State University
September 01, 2014 – August 31, 2016
CU- Student Agency Improvement Network
Source: Carnegie Foundation for the Advancement of Teachin
July 01, 2015 – August 09, 2016
CU-Student Agency Improvement Network
Source: Carnegie Foundation for the Advancement of Teachin
January 01, 2014 – June 30, 2015
CU-UCLA-NSF-Kosovich
Source: University Of California at Los Angeles
May 01, 2014 – April 30, 2015
CU-A Pilot Study of a Continuous Improvement Partnership with Harrisonburg City Public Schools
Source: Harrisonburg City Public Schools
August 17, 2013 – January 17, 2014
CU-A Descriptive Study of Student Engagement in West Virginia's Focus Schools
Source: CNA Corporation
January 03, 2013 – January 02, 2014
EDLF 4993: Independent Study
Credits: 1–6
Independent Study
EDLF 4995: Directed Research
Credits: 1–6
Directed Research under supervision of faculty member.
EDLF 5980: Practicum
Credits: 1–6
Practicum
EDLF 8998: Masters Research Internship
Credits: 1–12
Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor
EDLF 9993: Independent Study
Credits: 1–12
Under close faculty guidance, students work on an area of interest not covered by the curriculum. A plan of study must be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDLF 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.
EDLF 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.