Dr. Michael P. Ryan Associate Professor
Quick Facts Biographical Sketch

Contact:	Office: HSS 4.04.42 Phone: 458-5715 E-Mail: Michael.Ryan1@utsa.edu
Degrees:	Ph.D., Cognitive Psychology Stanford University, Stanford, CA B. A. Psychology Pomona College, Claremont, CA
Specialization:	Individual Differences in Cognitive Processes
Research Interests:	Self-regulation of exercise and diet; mental-health benefits of physical activity; naïve beliefs about exercise and diet. Memory and attention biases in the comprehension of group discourse; psychosocial determinants of gender differences in discourse contributions. Role of metacognitive beliefs and learning strategies in academic performance and academic socialization.
Courses:	PSY 2573 Psychology of Thought PSY 3103 Cognition PSY 5343 Research Seminar in Human Cognition
Honors and Awards:	National Institute of Mental Health, M-RISP Proposal submitted June 2005 entitled, Impact of Hispanic mind-body models on the mental health benefits of physical exercise. Faculty Research Grant from the University of Texas at San Antonio, awarded December 2003 entitled, Identifying the cognitive mechanisms underlying the antidepressant effects of regular cardiovascular exercise. Sabbatical Grant from the United States Military Academy at West Point, 2000-2001. Appointment with the Center for Teaching Excellence in the Office of the Dean.
Academic and  Professional Activities:	Division of Health Psychology, British Psychological Society  Faculty Senator for Psychology, University of Texas at San Antonio Founding Director of the Teaching and Learning Center, University of Texas at San Antonio
Current Research:
Selected Publications:	Ryan, M. P. (2005). Antidepressant Effects of Physical Activity: Mediating Self-Esteem and Self-Efficacy Mechanisms. Manuscript submitted for publication. Ryan, M. P. (September, 2005). The role of scheduling efficacy in promoting exercise adherence and the alleviation of depressive symptoms. Poster presented at the annual meeting of the Division of Health Psychology, British Psychological Society, Coventry, England. Ryan, M. P. (in press). Psychosocial determinants of physical activity levels in young adult Hispanics and Whites. Psychology and Health. Ryan, M. P. (October, 2004). Physical activity levels in young Hispanics and Anglos: Social cognitive theory determinants. Poster presented at the Annual Conference of the Cooper Institute on Increasing Physical Activity in Populations, Dallas, TX. Ryan, M. P. (October, 2003). Common sense explanations of the anxiolytic and antidepressant effects of exercise: Perceived outcome expectancies and naïve mediating mechanisms. Poster presented at the Annual Conference of the Cooper Institute on Physical Exercise and Mental Health, Dallas, TX. Ryan, M. P., & Glenn, P. A. (2002). Increasing one-year retention rates by focusing on academic competence: An empirical odyssey. Journal of College Student Retention, 4, 297-324. Ryan, M. P. (2001). Conceptual models of lecture learning:  Guiding metaphors and model-appropriate notetaking practices. Reading Psychology, 22, 289-248. Ryan, M. P., & Thomas, S. F. (January, 2001). Principles for the structured design of collaborative problem-solving tasks among ad hoc groups in asynchronous discourse. Paper presented at the annual meeting of: Annual Meeting of the American Association for Higher Education, Washington, DC.