Dr. Andrew Katayama
Professor of Behavioral Sciences and Leadership
Andy Katayama is a professor of Behavioral Sciences at the United States Air Force Academy in Colorado Springs. He teaches classes in Learning and Cognition, Educational Psychology, Research Methods, Statistics, and also teaches the Introduction to Behavioral Science course in the Academy Scholars Program. Andy has taught at the Air Force Academy since 2002. He has served as the Director of Academics, Director of Research, and Senior Scientist since coming to the Air Force Academy. Prior to the Academy, Andy taught at West Virginia University and Southern Illinois University Edwardsville. Andy currently lives in Colorado Springs with his wife Kelly and three children, Katelyn, Addie, Kobe, and their cat Kiyota.
Ph.D., Educational Psychology, Mississippi State University
M.ED., Educational Psychology, Freed-Hardeman University
Honors & Awards
Recipient of the “Outstanding Academy Educator Award” in the department of Behavioral Sciences and Leadership (2016-2017) United States Air Force Academy.
Nominated for the “Outstanding Educator Award” in the department of Behavioral Sciences and Leadership (2005-2006) United States Air Force Academy.
Nominated for the “Outstanding Educator Award” in the department of Behavioral Sciences and Leadership (2004-2005) United States Air Force Academy.
Nominated for the “Outstanding Teaching Award” in the College of Human Resources and Education (2001-2002). West Virginia University.
Recipient: Undergraduate Teaching Award” Department of Educational Foundations, Southern Illinois University-Edwardsville (1999).
Nominated for the McDermott Research Award, Department of Behavioral Sciences and Leadership, USAFA (2005-2006)
Nominated for the DFBL Research Award, Department of Behavioral Sciences and Leadership, USAFA (2007)
Nominated for the McDermott Research Award in Humanities & Social Science, Department of Behavioral Sciences and Leadership (2017).
Research and Scholarly Interests
Specialty/Research Interests: Educational Psychology
Learning & Behavior; Cognitive Psychology; Sports Psychology
Katayama, A. D., Nash, M. I., & Dickman, R. N. (2022). Rats! The squeakquel: The benefits and challenges of reactivating a live rat program in the midst of a pandemic. Operants: B.F. Skinner Foundation, 1 (2), 32-36.
Katayama, A. D. & Venters, J. W. (2021). How Locus of Control and Attribution theories complement the achievements of culturally diverse students: Keeping the conversation going. Times Magazine of the American Educational Research Association: Studying and Self-Regulated Learning, 4 (6), 1-6.
Katayama, A. D., Mastroianni, G. & Blitch, J. (2019). Rats! The Benefits and Challenges of Using Rats in a Learning Course. Operants: B.F. Skinner Foundation, 3, 10-14.
Kelley, C. P., Soboroff, S. D., Katayama, A. D., Pfeiffer, M., & Lovaglia, M. J. (2018). Institutional Reforms and the Recoupling of Academic and Athletic Performance in High-Profile College Sports. The Sports Journal, 1-25.
Butler, M. A., Katayama, A. D., Schindling, C. L., & Dials, K. L. (2016). Assessing Resilience in Students Who Are Deaf or Blind: Supplementing Standardized Achievement Testing. The Journal of Educational Research. http://www.tandfonline.com/doi/full/10.1080/00220671.2016.1264052
Yamazaki, T. G., Packard, G. A, Gibb, R., Edmondson, E., Lindsay, D., Sanders, J., Schwenn, H., Walchli, S., Gibson, L., & O’Donnell, K., & Katayama, A. D. (2014). Debunking the myths commonly believed to affect test performance among college students. The Learning Assistance Review Journal.
DeRohan, R. N., Nagy, C. K., Meisenhelder, H., & Katayama, A. D. (2011). Using team efficacy surveys to help promote self-and-team-efficacy among college athletes. The Sports Journal, 14 (1), on-line publication ISSN: 1543-9518.
Katayama, A. D., Yip, L. A., & Stewart, D. K. (2010). Using the PointScribe Writing Program to Help Develop and Promote Handwriting among Learning Disabled Children. Journal of Research in Education, 19, 41-56.
Katayama, A. D., Jordan, M. H., Guerrero, C. (2008). Mentoring Cadets in Educational Psychology is a Two-way Street: A Descriptive Study of Mentoring Relationships at a Military Academy. Teaching Educational Psychology, 3 (2), 1-8.
Machalek, R., Katayama, A. D., Patrey, J., & Born, D. H. (2006). Suspending routine duty: Celebration and commemoration in military holidays. Armed Forces and Society, 32 (1), 1-16.
Katayama, A. D., Samuels, S. M., & Pryor, R. (2006). Regulating learning with student-constructed study guides. The Learning Assistance Review Journal, 11 (1), 5-16.
Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P. (2006). Increasing text comprehension and graphic notetaking using a partial graphic organizer task. Journal of Educational Research, 100 (2), 103-112.
Katayama, A. D., Shambaugh, R. N., & Doctor, T. (2005). Promoting knowledge transfer in on-line notetaking. Teaching of Psychology, 32, (2), 128-131.
Katayama, A. D., Rodriguez, A. G., Warash, B., & Bodnovich, K. (2005). The effects of color on children’s perceptions of quantity while performing shape recognition tasks? Research in the Schools, 11 (2), 32-40.
Rye, J., & Katayama, A. D., (2005). Using electronic forums and concept mapping to further pre-service teachers’ competence with instructional technology. The Electronic Journal of Science Education, 7 (4), 1-37 (accepted June, 2003).
Katayama, A. D., & Crooks, S. M. (2003). Differential effects of studying completed or partial graphically organized notes on-line. Journal of Experimental Education, 71, 293-312.
Crooks, S. M. & Katayama, A. D. (2002). Effects of on-line note-taking format on comprehension of electronic text. Research in the Schools, 9, 21-33.
Katayama, A. D., Robinson, D. H., Kiewra, K. A., Dubois, N., & Jonassen, D. (2002). Biases with adjunct display construction and testing. Journal of Research in Education, 11, 54-61.
Katayama, A. D., & Crooks, S. M. (2001). Examining the effects of notetaking format on achievement when students construct and study computerized notes. The Learning Assistance Review Journal, 6, 5-23.
Katayama, A. D. (2001). Bi-modal instructional practices in Educational Psychology: Mentoring and traditional instruction. Journal of Instructional Psychology, 28, (3), 171-177.
Katayama, A. D., & Robinson, D. H. (2000). Getting students “partially” involved in note-taking using graphic organizers. Journal of Experimental Education, 68, 119-133.
Robinson, D. H., Robinson, S. L., & Katayama, A. D. (1999). When words are represented in memory like pictures: Evidence for spatially encoded materials. Contemporary Educational Psychology, 24, 38-54.
Robinson, D. H., Katayama, A. D., Dubois, N. F., & DeVaney, T. (1998). Interactive effects of graphic organizers and delayed review on concept acquisition. Journal of Experimental Education, 66(4), 17-31.
Robinson, D. H., McKay, D., Katayama, A. D., & Fan, A. (1998). Are women underrepresented as authors and editors of Educational Psychology journals? Contemporary Educational Psychology, 23, 331-343.
Robinson, D. H., & Katayama, A. D. (1997). At-lexical, articulatory interference in silent reading: The “upstream” tongue-twister effect. Memory and Cognition, 25, 661-665.
Robinson, D. H., Katayama, A. D., & Fan, A. C. (1996). Evidence for conjoint retention of information encoded from spatial adjunct displays. Contemporary Educational Psychology, 21, 221-239.