SUMMARY QUALIFICATION

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1 Cheon-woo Han HAN, p South Morgan Street, 2726 UH, Chicago, IL Office : (312) FAX : (312) cwhan@uic.edu SUMMARY QUALIFICATION Twelve years experience in collaborative team environments, contributing to research design, analysis, implementation, writing, presentation, and publication Quantitative and qualitative research training, including specialized course work in Quantitative Analysis, Program Evaluation, and Multi-level Modeling Experience working at Federal Government Research Institution Experience teaching and training undergraduate and graduate students in educational psychology, statistics, and research methods Proficient with MS and most statistical programs such as SPSS, SAS, HLM, Mplus, R, Lisrel CURRENT POSITION 2017-present Assistant Professor, School of Education College of Education and Psychology The University of Texas at Tyler EDUCATION 2014 Ph.D., The University of Texas at Austin, Educational Psychology Topic: Changes and Stability in Individual Achievement Goals Based on Instructional Components of a College Classroom and Relations between Individual Goals and Class Goals Advisor: Marilla Svinicki, Ph.D M.A., The University of Texas at Austin, Program Evaluation Topic: Effects of Informative Feedback on the Regulation of Achievement Goals Advisor: Gary Borich, Ph.D M.A., Korea University, Educational Methodology Topic: The Effects of Choice and Achievement Goals on Brain Activation: An fmri Study Advisor: Sungil Kim, Ph.D B.E., Korea University, Applied Statistics PROFESSIONAL EXPERIENCES Postdoctoral Research Associate, Office for Research on Student Success Office of the Vice Provost for Undergraduate Affairs

2 University of Illinois at Chicago Principal Investigator, The University of Texas at Austin Topic: Relations between classroom goals and individual achievement goals pursuing Advisor: Marilla Svinicki, Ph.D Assistant Instructor, The University of Texas at Austin Course: Individual Learning Skills (Educational Psychology Department) Statistics and Research Design (Psychology Department) Advisor: Claire Ellen Weinstein, Ph.D. Andrea P. Haley, Ph.D. James Spivey, Ph.D Research Assistant, The University of Texas at Austin Advisor: Erika A. Patall, Ph.D Research Internship, Texas Higher Education Coordinating Board Advisor: Linda L. Hargrove, Ph.D. Director of Research and Evaluation Research Assistant, The Community College Longitudinal Retention Study The University of Texas at Austin Advisor: Claire Ellen Weinstein, Ph.D Senior Research Assistant, Center for Brain-based Learning Science Korea University Advisor: Sung-il Kim, Ph.D AWARDS AND HONORS 2016 Michael B. Salwen Scholarship. KAERA Professional Development Award. UT at Austin Division C of AERA Graduate Student Seminar Award. AERA in San Francisco Travel Award for AERA in New Orleans. UT at Austin Award for the very best researcher. Brain Korea 21, Korea University Outstanding Poster Presentation Award, The Korean Society for Cognitive Science Scholarship from graduate school of Korea University Scholarship for Excellent Academic Achievement from Korea University. RESEARCH GRANT Belonging Intervention for At-risk Students, Co-PI with Sue Farruggia, Mary Murphy, and Tom Moss, Funding: Spencer Foundation ($49, 223) Belonging Intervention for Entering College Students, Co-PI with Sue Farruggia Funding: The Mayer and Morris Kaplan Family Foundation ($50,000) Non-Cognitive Factors Predicting College Student Success, Co-PI with Bette Bottoms, and Sue Farruggia Funding: The Mayer and Morris Kaplan Family Foundation ($44,000) PROFESSIONAL AFFILIATIONS 2010-present American Educational Research Association (AERA) HAN, p.2

3 Division C (Learning and Instruction) Division J (Postsecondary Education) SIG: Motivation in Education HAN, p present American Psychology Association (APA) Division 15 (Educational Psychology) International Mind, Brain and Education Society CERTIFICATE 2005 Certificate of Secondary School Teacher (Level II) in Mathematics Education RESEARCH INTERESTS My current major interest is about learners motivation in school settings, especially how learning motivation level can be changed depending on school factors and individual differences. I am interested in investigating the relationship between school context, instructional design, assessment types and intrinsic motivation in formal learning situations. In addition, I have a great interest in diverse students variables (e.g., goal orientation, self- efficacy, learning strategies, SES factors) because I consider learners individual differences as very important factors to influence to motivation. Moreover, I am also interested in identifying competence-related instructional components that affect students adoption of achievement goal orientations. I have participated in research that develops programs and materials that can enhance students motivation for learning. Also, I ve been involved in Chicago Collaborative for Undergraduate Success project, which focuses on students success in college. Thus, my research also involves not only theoretical but also practical issues in the area of motivation, cognition, and emotion RESEARCH SKILLS Statistical Software: SPSS, SAS, R, MatLab, Lisrel, Mplus, HLM, and JMP HLM computer programs: MS, Java, E-prime, SPM, and Superlab Statistical Analysis: Descriptive statistics, analysis of variance, correlation, simple/multiple regression, repeated measure, multivariate analysis of variance (MANOVA), exploratory factor analysis, confirmatory factor analysis, hierarchical linear modeling (HLM), structure equation modeling (SEM), multilevel modeling, multi-group modeling, data mining, second-level analysis (fmri), cluster analysis, person-centered approaches, and region of interest (ROI) analysis Research Methods: experimental research method, mixed-methods research design, questionnaire items development, item response theory (IRT) development, block/event related design, mixed design, and fmri/pet experiment design. PUBLICATIONS Han, C., Farrugia, S. P., & Moss, T., P. (in press). Effects of Academic Mindsets on College Students Performance and Success. Journal of College Student Development.

4 Han, C. (2016). Changes and Stability in Individual Achievement Goals Based on Instructional Components of a College Classroom. American Journal of Educational Research, 4(14), HAN, p.4 Kodama, C. M., Han, C., Moss, T., Myers, B., & Farrugia, S. (in press). Getting College Students Back on Track: A Summer Bridge Writing Program. Journal of College Student Retention: Research, Theory & Practice. Farrugia, S., Han, C., Moss, T., & Bottom, B. (in press). Noncognitive Factors and College Student Success. Journal of College Student Retention: Research, Theory & Practice. Patall, E. A., Dacy, B. S., & Han, C. (2014). The Role of Competence in the Effects of Choice on Motivation. Journal of Experimental Social Psychology, 50, Acee, T. W., Weinstein, C. E., Dacy, B. S., Han, C., & Clark, D. A. (2012). Motivational Perspectives on Student Learning. In K. Agee & R. Hodges (Eds.), Handbook for Training Peer Tutors and Mentors. (pp ). Mason, OH: Cengage Learning. Kim, S., Lee, M., Lee, W., So, Y., Han, C., Lim, K., Hwang, S., Yun, S. H., Choi, D., Yoon, M. (2006). Student modeling for adaptive teachable agent to enhance interest and comprehension, Lecture Notes in Computer Science, 4224, Kim, S., Yun, S. H., Choi, D., Yoon, M., So, Y., Lee, M., Kim, W., Lee, S., Hwang, S., Han, C., Lee, W., & Lim, K. (2005). Design and implementation of the individualized intelligent teachable agent. ICNC'05-FSKD'05, Lecture Notes in Computer Science, 3610, MANUSCRIPTS UNDER REVIEW Han, C. (under review). Macro VS Micro Goals: New Perspective to Understand Individual Achievement Goals. Han, C., Farrugia, S. P., & Solomon, B. (under review). Latent Profiling College Students Learning Strategies Use and Effects on Academic Performance and Retention. Higher Education Research and Development. Farrugia, S. P., Han, C., & Solomon, B. (under review). Noncognitive Factors and College Student Success: Testing a Hypothesized Model. Journal of Educational Psychology. MANUSCRIPTS IN PROGRESS REPORTS AND BRIEFS Han, C., Farruggia, S., P., & Moss, T. (2016, September). Effects of Academic Mindsets on College

5 Students Achievement and Retention. Research Brief. Office of Research on Student Success at UIC. Chicago, IL. HAN, p.5 Kodama, C., M., Han, C., Myers, B., Moss, T., Farruggia, S., P., & Brow, M. (2015, September). Getting College Students Back on Track: A Summer Bridge Writing Program. Research Brief. Office of Research on Student Success at UIC. Chicago, IL. SELECTED PRESENTATIONS Han, C., Farruggia, S.P., & Solomon, B. J. (2017). Effects of high school students noncognitive factors on their performance and success in college. 2017, Korean American Educational Research Association. San Antonio, Texas. Blondeau, L.A. & Han, C. (2017). The effect of subject-specific impostor phenomenon and self-efficacy on expected grade in statistics. 2017, American Educational Research Association. San Antonio, Texas. Farruggia, S.P., Han, C., & Solomon, B. J. (2017). Noncognitive factors in college student success: testing a hypothesized model. 2017, American Educational Research Association. San Antonio, Texas. Han, C. (2017). Micro VS macro goal framework. 2017, Midwestern Psychological Association. Chicago, Illinois. Han, C., Farruggia, S.P., & Solomon, B. J. (2017). Latent profiling college students learning strategies use and effects on academic performance and retention. 2017, Midwestern Psychological Association. Chicago, Illinois. Dobria, P., Farruggia, S.P., & Han, C. (2017). Financial determinants of college student dropout. 2017, Midwestern Psychological Association. Chicago, Illinois. Han, C., Farruggia, S.P., & Moss, T. P. (2016). The effects of academic mindsets on college students performance and success. 2016, American Educational Research Association. Washington, D.C. Han, C. & Kim, S. (2011). The effects of choice and achievement goals on task performance and reward awareness: A fmri study. 2011, American Educational Research Association. New Orleans, Louisiana. Patall, E. A., Dacy, B. S., Han, C. & Cestone, C. (2011). The effects of choice and competence feedback on motivation and performance. 12 th Annual Meeting of the Society for Personality and Social Psychology. San Antonio, Texas.

6 Acee, T. W., Weinstein, C. E., Dacy, B. S., & Han, C. (2010). Motivational influences on achievement/retention in the CCLR study. 2010, Annual Meeting of the National Association of Developmental Education. Cleveland, Ohio. HAN, p.6 Weinstein, C. E., Acee, T. W., Krause, J.M., Dacy, B. S., & Han, C. (2009). Relationships among first-generation status, SES, strategic learning, achievement and retention. 2009, College Reading & Learning Association. Richmond, Virginia. Han, C. & Kim, S. (2007). The Effects of Choice and Achievement Goals on Brain Activation: A fmri Study. 07 Conference of International Mind, Brain, and Education Society. Fort Worth, Texas. Jung, Y., Cho, E., Woo, Y., Back, S., Lee, S., Han, C., & Kim, S. (2007). The interactive effect of achievement goals and anticipation of monetary gain and loss on brain activation. 07 Conference of International Mind, Brain, and Education Society. Fort Worth, Texas. So, Y., Lee, S., Back, S., Woo, Y., Cho, E., Chung, Y., Han, C., Lim, K., Lee, W., & Kim, S. (2006). The effects of self-efficacy and performance goal orientation on task interests and comprehension in the presence or absence of rewards. International Conference of Korean Association of Psychological and Social Issues. So, Y., Hwang, S., Lee, W., Han, C., Lim, K., Woo, Y., Lee, S., Back, S., Lee, J., Kang, E., & Kim, S. (2006). Neuroanatomical correlates of individual difference in arithmetic ability. 12th Annual Meeting of the Organization for Human Brain Mapping. Florence, Italy. Han, C., Lee, S., Lee, M., Hwang, S., Lee, W., Lim, K., Woo, Y., Back, S., So, Y., & Kim, S. (2006). The neural mechanism of Test Effect : A fmri study of feeling of being evaluated. 12th Annual Meeting of the Organization for Human Brain Mapping. Florence, Italy. Lee, M., Han, C., Hwang, S., Lim, K., Lee, W., So, Y., Woo, Y., Lee, S., Back, S., Khang, H., Ryu, K., Lim, S., & Kim, S. (2006). Comparison of brain activation during absolute versus normative assessment. 12th Annual Meeting of the Organization for Human Brain Mapping. Florence, Italy. Lim, K., Woo, Y., Hwang, S., Lee, W., So, Y., Lee, M., Han, C., Lee, S., Back, S., & Kim, S. (2006). Distinct neural substrates during competition for achievement goal orientation. 12th Annual Meeting of the Organization for Human Brain Mapping. Florence, Italy. Lee, W., Back, S., Hwang, S., Lim, K., Han, C., Woo, Y., Lee, S., Lee, M., So, Y., Yoon, M., & Kim, S. (2006). Neural basis of choice behavior. 12th Annual Meeting of the Organization for Human Brain Mapping. Florence, Italy.

7 HAN, p.7 Hwang, S., Lee, W., So, Y., Lee, M., Han, C., Lim, K., Woo, Y., Lee, S., Back, S., Yoon, M., Kang, E., Lee, J., & Kim, S. (2006). Effect of self-efficacy on distinct neural activation during competition. 12th Annual Meeting of the Organization for Human Brain Mapping. Florence, Italy. Han, C., Hwang, S., Kim, W., So, Y., Lee, M., Lee, S., Lim, K., & Lee, W., Yoon, M., & Kim, S. (2005). New direction for motivational interface of e-learning system. Korean Society for Educational Technology 20th Anniversary International Conference, Seoul, Korea. Lee, S., Lim, K., Han, C., So, Y., Kim, W., Hwang, S., Shin, M., Rhu, K., & Yoon, M., & Kim, S. (2005). A comparison of teachable agent with peer tutoring in interest and comprehension. Korean Society for Educational Technology 20th Anniversary International Conference, Seoul, Korea. So, Y., Lee, M., Kim, W., Lee, S., Hwang, S., Han, C., Lim, K., Lee, W., & Kim, S. (2005). Design for the individualized teachable agent. Korean Society for Educational Technology 20th Anniversary International Conference, Seoul, Korea. Lee, M., Lee, W., Lim, K., Han, C., So, Y., Lee, S., Hwang, S., Yun, S., & Choi, D., & Kim, S. (2005). Student modeling for adaptive agent to enhance interest and comprehension. Korean Society for Educational Technology 20th Anniversary International Conference, Seoul, Korea. Kim, S,, Lee, M., Lee, W., Lim, K., Han, C., So, Y., Lee, S., Hwang, S., Yun, S., & Choi, D. (2005). Student modeling for adaptive agent to enhance interest and comprehension. The Twenty-seventh Annual Conference of the Cognitive Science Society, Stresa, Italy. Kim, S., Lee, S., Lim, K., Han, C., So, Y., Kim, W., Hwang, S., Shin, M., Rhu, K., & Yoon, M. (2005). Is learning by teaching interesting?: A comparison of teachable agent with peer tutoring. The Twenty-seventh Annual Conference of the Cognitive Science Society, Stresa, Italy. Kim, S., Kim, W., Hwang, S., Han, C.,, So, Y., Lee, M., Lee, S., Lim, K., & Lee, W. (2005). Design guidelines for motivational interface of intelligent tutoring system. The Twentyseventh Annual Conference of the Cognitive Science Society, Stresa, Italy. INVITED PRESENTATIONS Farruggia, S.P. & Han, C. (March, 216). The Role of Non-academic Factors in College Success at UIC. Invited presentation at the African American Academic Network, Chicago, IL Farruggia, S.P., Han, C., Garcia, P., Ballweber, A., Brow, M., & Solomon, B. (2015). UIC First Generation Students. Invited presentation at the Advising Summit, UIC, Chicago, IL.

8 TEACHING I enjoy teaching. Of course, one reason is that it allows me to help other people; to open the eyes of students to novel ways of understanding concepts and their life. I help people to see beyond what they are towards what they could be in the future, and what the benefits of that are for themselves, their friends, and their families. This, I believe, helps to improve society, albeit in a small way, through the cultivation of responsible, active citizens. But there is a selfish reason as well. Sometimes, I feel that I m learning a lot through communicating with, and teaching my students. By teaching, one must learn the core material in great depth and be able to make it relevant to students lives in today s society. I believe that teaching is the most effective way to learn something. I embrace learning as socially shared and negotiated knowledge that is constructed by a community of learners and which occurs through interactions with others. Thus, learning is viewed as practices of communities and the abilities of individuals to participate in those practices. Learning could exist in not only the individual mind but in interactions with any person, any group, or something that is created by a person, such as a book. Also, I personally believe that learning is students active construction of new knowledge based on their pre- existing schema. Therefore, the core element of learning is learners' active re-construction and interaction with new knowledge based on their prior experiences and the learning context. As a teacher, it is my goal to serve as a mediator and messenger of active learning by guiding students to discover tools for use in analyzing their life experiences. I believe all students, no matter how inexperienced they are, bring to the classroom the knowledge and beliefs that serve as the basis for their understanding of the world. All human beings do not passively take in new information, but rather actively construct knowledge and build up bridges between prior knowledge and current experience. Thus, my task is to make new learning opportunities relevant and meaningful and, in that way, increase their motivation and ability to continue learning outside the classroom, even after graduation. TEACHING EXPERIENCES Assistant Professor Educational Psychology: Child Development and Learning Knowing and Learning in Mathematics and Science Assistant Instructor (Instructor of record) Individual Learning Skills Department of Educational Psychology, University of Texas at Austin. Coordinator: Claire Ellen Weinstein, Ph.D Assistant Instructor (Instructor of record) Statistics and Research Design Department of Psychology, University of Texas at Austin. Supervisor: Andreana Haley, Ph.D., James E. Spivey, Ph.D Invited lecturer Workshop I, II How to handle SPM5 and experimental brain design? Department of psychology (graduate level), Korea University 2007 Lecturer (Instructor of record) Introduction to Educational Psychology Department of Early Childhood Education, Woosong Information College. HAN, p.8

9 Teaching Assistant Educational Psychology (undergraduate course) Department of Education, Korea University Professor: Sung-il Kim, Ph.D. HAN, p.9 PROFESSIONAL SERVICE 2014-present Guest reviewer Journal of Educational Psychology 2012-present Review panel Division C Learning and Instruction, AERA annual conference 2009 Invited guest speacker Educational Communication (graduate course) Department of Instructional Technology, UT at Austin Student reviewer Journal of Korean Educational Psychology REFERENCES Dr. Marilla D. Svinicki Professor of Human Development, Culture, & Learning Sciences Program, Department of Educational Psychology, The University of Texas at Austin Educational Psychology Dept,1 University Station D5800, Austin, TX Tel: (512) msvinicki@mail.utexas.edu Dr. Sue Farruggia Assistant Vice Provost for Undergraduate Affairs Director of Chicago Collaborative for Undergraduate Success, University of Illinois at Chicago 601 South Morgan Street, 2704 UH, Chicago, IL (312) spf@uic.edu Dr. Diane L. Schallert Professor of Human Development, Culture, & Learning Sciences Program, Department of Educational Psychology, The University of Texas at Austin Educational Psychology Dept,1 University Station D5800, Austin, TX Tel: (512) dschallert@mail.utexas.edu Tom Moss Associate Vice Provost for Undergraduate Affairs 601 South Morgan Street, 2718 UH, Chicago, IL (312) tommoss@uic.edu