Alexis Redding is a developmental psychologist whose work focuses on how to best support young adults during the college years and in the transition to the workforce. This work combines the intellectual traditions of psychology, education, and ethnography, allowing her to capture the nuances of young adult development in a range of contexts.

Redding and her colleague, Nancy Hill, recently released a book on development during the college years and the search for purpose and profession. In The End of Adolescence: The Lost Art of Delaying Adulthood (Harvard University Press), they use a lost archive of college student interviews from the 1970s to examine patterns of development across generations and to show the continuity of challenges faced by young people during the transitional period of time between adolescence and adulthood.

She has also done research on student identity development, with a focus on moral identity development and ethical reasoning skills. This work included studies of achievement culture in high school, fraud in the college admissions process, and student cheating in high-stakes educational environments. Her research was used to support the design of the Harvard College Honor Code, to revise ethical guidelines in the field of college admissions, and to create policies that combat academic dishonesty in schools around the country. 

Redding was a Presidential Scholar at Harvard University and earned her doctorate in Human Development & Education from the Harvard Graduate School of Education (HGSE). She also holds an Ed.M. in Human Development & Psychology from HGSE, an A.B. from Harvard College, and a Graduate Certificate in College Counseling from UCLA.

Today, she is the Faculty Co-Chair of the Higher Education Concentration at HGSE where she also teaches courses in youth development, higher education organizations, and research methods.

In addition to her research and teaching, Redding counseled students in both the United States and Europe for more than two decades, focusing on supporting young adults during the transitions to college and to professional life. She currently serves as a graduate student advisor at HGSE and is a member of the Board of First-Year Advisers at Harvard College. She also serves on the Editorial Boards of The Harvard Education Press and The Journal of the First-Year Experience & Students in Transition.