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Erin E. Hardin

Erin E. HardinErin E. Hardin
Director of Undergraduate Studies & Associate Department Head

Ph.D., The Ohio State University (2002)

Phone: 865-974-3296

Key words:  Counseling Psychology, Scholarship of Teaching and Learning (SoTL), vocational psychology, self construal, self-discrepancies

Research Interests

Scholarship of Teaching and Learning (SoTL), vocational psychology, self construal, self-discrepancies.

Research statement

I have two areas of research interest: one focused on the Scholarship of Teaching and Learning (SoTL) and the other focused on the role of the self in well-being, broadly defined. I emphasize multicultural and social justice issues across both of these domains.
In the domain of SoTL, I am particularly interested in questions relating to the training of graduate student instructors and the teaching of Introductory Psychology.  In the domain of the self and well-being, I am interested in questions about the effects of how individuals see themselves in relation to others (e.g., as separate individuals or connected group members), the level of congruence between individuals' various selves (e.g., who they are and who they want to be), and individuals' susceptibility to messages from significant others or society about their abilities (e.g., related to the persistence of women and underrepresented minorities in STEMM (science, technology, engineering, math, and medical science) fields.

Most recently, I have focused on career education with rural Appalachian students.  Grounded in Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett, 1994), our interdisciplinary team is providing in-school career education interventions to ~600 high school students each year. This work is funded by a Science Education Partnership Award (SEPA; R25 GM129177) from the National Institutes of Health ( With our partners at the University of Tennessee Chattanooga and support from the National Science Foundation (S-STEM Award 1643393), we also have recruited 3 cohorts of ASPIRE scholars, undergraduates from across Appalachian East Tennessee who are pursuing an Arts & Sciences STEMM degree.  The ASPIRE program provides wrap-around student success supports and financial scholarships (see for more information).
  • Editorial Board, Journal of Counseling Psychology, Journal of Career Assessment
  • Senior Excellence in Research/Creative Achievement Award, College of Arts & Sciences, UT (2018)
  • James R. and Nell W. Cunningham Outstanding Teaching Award, College of Arts & Sciences, UT (2018)
  • Outstanding Service Award, College of Arts & Sciences, UT (2016)
  • Robert S. Daniel Teaching Excellence Award, Society for the Teaching of Psychology (Division 2 of the American Psychological Association; 2016)
  • Senior Faculty Outstanding Teaching Award, College of Arts & Sciences, UT (2015)
  • Excellence in Undergraduate Teaching, Department of Psychology, UT (2015)
  • Graduate Education Award, Department of Psychology, UT (2013)
  • President's Excellence in Teaching Award, Texas Tech University (2012)


Current Funding

  • National Science Foundation (NSF) ADVANCE Adaptation (Award 1760382)
    ASCEND: Adaptations for a Sustainable Climate of Excellence and Diversity
    9/1/2018– 8/31/2021; $700k, Co-PI
  • National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM; Award 1643393)
    Collaborative Research: ASPIRE: Appalachian Students Promoting the Integration of Research in Education
    9/15/2016 – 8/31/2021 $2.8m (UTK; $4.9m combined award); Lead PI
  • National Institute of Health, Science Education Partnership Award (SEPA)
    1R25OD020231 (years 1-3) / R25 GM129177 (Years 4 & 5)
    PIPES: Possibilities in Postsecondary Education and Science among rural Appalachian youth
    5/31/2015 – 6/30/2020, $9.6k, Co-PI

Select PiPES/ASPIRE related publications

  • Gibbons, M. M., Taylor, A. L., Brown, E., Daniels, S. K., Hardin, E. E., & Manring, S. (2019). Assessing postsecondary barriers for rural Appalachian high school students. Journal of Career Assessment. Advance online publication. DOI: 10.1177/1069072719845329
  • Gibbons, M. M., Brown, E. B., Daniels, S., Rosecrance, P., Hardin, E. E., & Farrell, I. (2019). Building on strengths while addressing barriers: Career interventions in rural Appalachian communities. Journal of Career Development, 46, 637 – 650. DOI:10.1177/0894845319827652
  • Gibbons, M. M., Hardin, E. E., Taylor, A. L., Brown, E. B., & Graham, D. L. (2019).  Evaluation of an SCCT-based intervention to increase postsecondary awareness in rural Appalachian youth. Journal of Career Development. Advance online publication. DOI: 10.1177/0894845319832972

Select vocational/multicultural psychology research

  • Robitschek, C., & Hardin, E. E. (2017). The future of counseling psychology research viewed through the Cultural Lens Approach. Journal of Counseling Psychology, Special Issue: The Scientific Future of Counseling Psychology, 64, 359 - 368. Doi: 10.1037/cou0000207
  • Hardin, E. E., & Longhurst, M. (2016). Understanding the gender gap: Social cognitive changes during an introductory STEM course. Journal of Counseling Psychology, 63, 233-239. Doi: 10.1037/cou0000119.
  • Hardin, E. E., & Donaldson, J. R., III (2014). Predicting job satisfaction: A new perspective on person-environment fit. Journal of Counseling Psychology, 61, 634 – 640. doi: 10.1037/cou0000039
  • Hardin, E. E., Robitschek, C., Flores, L. Y., Navarro, R. L., & Ashton, M. W.  (2014). The cultural lens approach to evaluating cultural validity of psychological theory. American Psychologist, 69, 656-668. Doi: 10.1037/a0036532
  • Hardin, E. E., Leong, F. T. L., & Osipow, S. H. (2001). Cultural relativity in the conceptualization of career maturity.  Journal of Vocational Behavior, 58, 36 – 52. Doi: 10.1006/jvbe.2000.1762

Select self-construal/self-discrepancies related research

  • Hardin, E. E. & Larsen, J. T. (2014). Distinct sources of self-discrepancies: Effects of being who you want to be and wanting to be who you are on well-being. Emotion, 14, 214 – 226. Doi: 10.1037/a0033893
  • Cross, S. E., Hardin, E. E., & Gercek-Swing, B. (2011). The what, how, why, and where of self-construal. Personality and Social Psychology Review, 15, 142 – 179. Doi: 10.1177/1088868310373752
  • Hardin, E. E. & Lakin, J. (2009).  The Integrated Self-discrepancy Index: A reliable and valid measure of self-discrepancies.  Journal of Personality Assessment, 91, 245 – 253. Doi: 10.1080/00223890902794291
  • Hardin, E. E. & Leong, F. T. L.  (2005). Optimism and pessimism as mediators of the relations between self-discrepancies and distress among Asian and European Americans.  Journal of Counseling Psychology, 52, 25 – 35. Doi: 10.1037/0022-0167.52.1.25
  • Hardin, E. E., Leong, F. T. L., & Bhagwat, A. (2004).  Factor structure of the Self-Construal Scale revisited:  Implications for the multi-dimensionality of self-construal. Journal of Cross-Cultural Psychology, 35, 327 – 345. Doi: 10.1177/0022022104264125

Select SoTL publications

  • Hardin, E. E., Eschman, B., Spengler, E. S., Grizzell, J. A., Moody, A. T., Ross-Sheehy, S., & Fry, K. M. (2019). What happens when trained graduate student instructors switch to an open textbook? A controlled study of the impact on student learning outcomes. Psychology Learning and Teaching, 18, 48 – 64. Doi: 10.1177/1475725718810909
  • Seraphin, S. B., Grizzell, J. A., Kerr-German, A. N., Perkins, M. A., Grzanka, P. R., & Hardin, E. E. (2019). A conceptual framework for non-disposable assignments: Inspiring implementation, innovation, and research. Psychology Learning and Teaching, 18, 84 – 97. Doi: 10.1177/1475725718811711
  • Jhangiani, R., & Hardin, E. E. (2015). Skill development in Introductory Psychology. Scholarship of Teaching and Learning in Psychology, 1, 362 – 376. Doi: 10.1037/stl0000049
  • Hermann, A. D., Foster, D. A., & Hardin, E. E. (2010). Does the first week of class matter? A quasi-experimental investigation of student satisfaction. Teaching of Psychology, 37, 79 – 84. Doi: 10.1080/00986281003609314
  • Hardin, E. E. (2007). Presentation software in the college classroom: Don’t forget the instructor.  Teaching of Psychology, 34, 53 – 57. Doi: 10.1080/00986280709336652

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