The Office of Academic Affairs has appointed Cathie M. Currie, Ph.D., as associate director of the Office of Curriculum and Educational Development (OCED). She has also been appointed to the faculty as an assistant professor of psychology in the Department of Psychiatry. Dr. Currie will report to Dr. Carol Storey-Johnson, associate dean for curricular affairs and director of OCED. Dr. Currie received her Ph.D. from Columbia University in cognitive-social psychology. She was a research scientist/statistical analyst for an AIDS epidemiology grant at the New York State Psychiatry Institute, and later became a NIMH Research Fellow in Child Psychiatry at Columbia P&S. Most recently, she served as the director of educational research and evaluation for the biomedical school at City University of New York. In that capacity, she also taught psychology and behavioral medicine. Her research interests include exploring cognitive strategies to improve medical education and problem-solving, identifying differences in approaches to learning, and understanding conditions that induce active learning.
April 6, 2000
The Office of Academic Affairs has appointed Cathie M. Currie, Ph.D., as associate director of the Office of Curriculum and Educational Development (OCED). She has also been appointed to the faculty as an assistant professor of psychology in the Department of Psychiatry. Dr. Currie will report to Dr. Carol Storey-Johnson, associate dean for curricular affairs and director of OCED. Dr. Currie received her Ph.D. from Columbia University in cognitive-social psychology. She was a research scientist/statistical analyst for an AIDS epidemiology grant at the New York State Psychiatry Institute, and later became a NIMH Research Fellow in Child Psychiatry at Columbia P&S. Most recently, she served as the director of educational research and evaluation for the biomedical school at City University of New York. In that capacity, she also taught psychology and behavioral medicine. Her research interests include exploring cognitive strategies to improve medical education and problem-solving, identifying differences in approaches to learning, and understanding conditions that induce active learning.