COE Faculty Profile

Cody Ding, Ph.D.
Associate Professor
Division of Educational Psychology, Research and Evaluation

Email: dingc@umsl.edu
Office: 404 Marillac Hall
Phone: 314-516-6562

Dr. Cody Ding completed his Ph.D. in University of Minnesota, Minneapolis. He was trained as a psychologist with emphasis on developmental psychology, methodology, and measurement. Over years, he has been working as a professor at universities, teaching educational and psychological assessment, research designs, behavioral analysis, and other methodological related courses. In addition, he has been working with many school districts and the state educational agencies on various evaluation projects to improve student learning and school practices.

Specialization Area & Research Focus:

With expertise in quantitative research design, in particular experimental design and survey research, Dr. Ding focuses on multidimensional scaling, structural equation modeling, and multilevel modeling. Psychometric expertise includes item response theory and multidimensional scaling applied to measurement and evaluation research.
Dr. Ding has been actively involving in research on multidimensional scaling as latent growth model and cognitive measurement model in education and psychological assessment. His research interests include exploratory latent variable analysis via multidimensional scaling (MDS), applications of Item Response Theory (IRT) and Structural Equation Modeling (SEM) in studying psychosocial adaptation of adolescents and young adults.

Dr. Cody Ding has been conducting cutting-edge methodological research and providing high-level consulting services to quantitative researchers in the social and behavioral sciences, including several evaluation grants that investigate the program effectiveness on student learning.

Teaching:

Dr. Ding has developed and taught graduate courses in experimental research, survey research, evaluation research, statistics and measurement, advanced research methodology, and behavioral analysis. His teaching is based on the philosophy of active learning and cooperative learning models, with emphasis on student accountability in their own learning.

Selected Recent Publications:

• Ding, C. S. (2008). Variations in academic performance trajectories during high school transition: Exploring change profile via multidimensional scaling growth profile analysis. Educational Research and Evaluation: An International Journal on Theory and Practice, 14(4), 305-320.
• Ding, C. S. & Zhang, J. (2008). Maximizing organizational effectiveness: Using mixture modeling in improvement of person-organization fit. In S. Zhao, J. Glassman, & H. Liu, (ed), Enterprise management and change in a transitional economy (pp. 109-119). Nanjing: JiangShu: Nanjing University Press
• Ding, C. S. (2008). Enhancing accuracy in research using regression mixture analysis. In J. Osborne (ed), Best Practices in Quantitative Methods. Thousand Oaks, CA: Sage Publications
• Ding, C. S. (2007). Studying growth heterogeneity with multidimensional scaling profile analysis. International Journal of Behavioral Development,31(4), 347-356
• Ding, C. S., & Young, M. (2007). Using prototype theory to examine prototypical patterns of risk behaviors among US adolescents. American Journal of Health Education, 38(3), 129-138.
• Ding, C. S. (2007). Modeling growth data using multidimensional scaling profile analysis. Quality & Quantity: International Journal of Methodology, 41(6), 891-903
• Ding, C. S., & Song, K. (2007). Perception of competence: Multidimensional scaling profile analysis of certification standards perceived by teacher candidates. New Horizons in Education: The Journal of Education, 55(1), 1-12.
• Ding, C. S, & Hall, A. (2007). Gender, ethnicity, and grade differences in perceptions of
  school experiences among adolescents. Studies in Educational Evaluation, 33(2), 159-174.
• Ding, C. S (2006). Multidimensional scaling modeling approach to latent profile analysis in psychological research. International Journal of Psychology, 41, 226-238.
• Ding, C. (2006). Using regression mixture analysis in educational research. Practical Assessment, Research & Evaluation, 11(11), Available online: http://pareonline.net/getvn.asp?v=11&n=11.
• Ding, C. S., & Sherman, H. (2006). Teaching effectiveness and student achievement: Examining the relationship. Education Research Quarterly, 29, 39-49.
• Ding, C. S. (2005). Determining the significance of scale values from multidimensional scaling profile analysis using a re-sampling method. Behavior Research Methods, Instruments, & Computers, 37(1), 37-47.
• Ding, C. S., & Hershberger, S. (2001). Assessing content validity and content equivalence using structural equation modeling. Structural Equation Modeling, 2, 283-297.
• Ding, C. S. (2001). Profile analysis: Multidimensional scaling approach. Practical Assessment, Research, and Evaluation [On-line serial], 7(16). Available: http://ericae.net/pare/Articles.htm
• Ding, C. S., Nelsen, E. A., & Lassonde, C. T. (2002). Correlates of gun involvement and aggressiveness among adolescents. Youth and Society, 34, 195-213.
• Davison, M. L., Gasser, M., & Ding, S. (1996). Identifying major profile patterns in a population: An exploration study of WAIS, GATB, CPI and MMPI-2 patterns. Psychological Assessment, 8, 26-31.

Reviewer for Tier 1 journals:

• Multivariate Behavioral Research
• International Journal of Behavioral Development
• Psychological Methods
• Educational and Psychological Measurement
• The Career Development Quarterly
• Health Education & Behavior
• Bulletin of the World Health Organization

Editorial Board Member:

Practical assessment, research, & evaluation
PsychCritique: APA book review

• Adolescence
• Assessment
• Measurement
• Psychometrics
• Research Methodology