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Program Review
Doctoral Program - Psychology
College of Liberal Arts
November 2011
MARSHALL UNIVERSITY
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Program Review
Marshall University
Date: 10/30/11
Program: Doctoral Program- Psychology
Date of Last Review: 2005
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to
provide a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action
will apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a
viable program as opposed to addressing issues of a weak program. Progress report due by
November 1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
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______Steven P. Mewaldt_______________________________
Recommendation: Signature of person preparing the report:
__10/30/11_____
Date:
____3____
______Steven P. Mewaldt_______________________________
Recommendation: Signature of Program Chair:
__10/30/11_____
Date:
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______David J. Pittenger_______________________________
Recommendation: Signature of Academic Dean:
___10/31/11____
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of President, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
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College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program at the current level of activity.
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The chair and I have made different recommendation. Our difference is one of strategy not
substance. As I affirm below, the department does need additional resources and I have
endorsed the potential expansion of graduate assistants, but for the undergraduate
program where the addition of graduate assistants will remedy a clearly identified
problem. The maters of staffing and space, however, need to be made within the College’s
and the University’s attempt to prepare a robust long-term plan that addresses the need of
the institution and its students.
Within this report are three general requests for resources including more graduate
assistantships, better research facilities, and better faculty resources. There is no doubt
that this, or other departments on campus, could benefit from additional resources. The
primary matters to be faced are priority, availability, and fiscal resources.
In the case of additional research space, it is true that the department has been successful
in securing external grants to support programs of research. The University, however, is at
a point where it has met or exceeded capacity to meet all space demands. Indeed, several
departments in this college do not have ample office space for its full-time faculty. The
same is true with classroom space. This is to say that I acknowledge the need for space, but
must put this demand within a broader context. To the extent possible, the College will
continue to work within facilities planning to identify available space for specific projects.
We are also hopeful that new building projects will eventually afford additional space.
The number of faculty and their allocation is also a matter of priority. With increases in
first year student enrollment and potential increases in student retention, this College must
meet its obligation of offer sufficient numbers of composition, speech, and other general
education courses that serve student needs. Other departments too have large
student/faculty ratios that need to be addressed. Finally, there are several areas of the
College’s curriculum that are underrepresented. Thus the allocation of faculty lines among
the college must be examined within this broader context. That the department has been
able to maintain its PsyD program with the current staffing owes to the good planning of
the program. With pending retirements the department will have additional opportunities
to ensure the program is sufficiently staffed with the faculty who can contribute to the
curriculum of the program.
The number of Graduate Assistants assigned to the department is a more complex matter.
For many years, the University had maintained a policy regarding distribution of waivers
that was financially unsound. During the past several years, the College has attempted to
place better control over this resource. One matter that has hampered this process is the
number of students in the PsyD program who were promised a full tuition waiver when
they first enrolled. These legacy students (the PsyD program requires five years) continue
to place a burden upon the College’s waiver budget. The College must also address the
needs of other departments that experience considerable demand for graduate teaching
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assistants. It is within this context that I can address the three specific GTA requests made
in this review.
As for the additional number of graduate students who can teach laboratories for two
undergraduate programs, I have asked the department to prepare a report that better
defines the problem and need for the laboratories, review how the laboratories will be
taught and contribute to the overall goals of the program, and a detailed account of how the
graduate students would be involved in teaching the laboratories. Because the current
request is to address a problem identified in the undergraduate program I do not see a lack
of graduate assistants as a problem in the PsyD program.
The reader should also note that the American Psychological Association’s comments about
research facilities and funding for graduate assistants were not findings that require
correction for the continuation of accreditation. Indeed, the association has extended the
department’s accreditation for seven years. The members of the review team were
empathetic of the State’s and University’s funding problems that have also plagued their
respective campuses.
The report also mentions the need to staff the Dunbar Clinic at other hours and to provide
waivers to supplement grants provided by the Prestera Center. As both the Dunbar Clinic
and the Prestera Center serve communities other than Marshall University and its students,
it may not be appropriate to use dear financial resources for such purposes. Furthermore,
staffing of the Dunbar Clinic should be considered within the financial resources available
to the Department, namely income from the Clinic and student fees, to support a function
related to client services and the training of future psychotherapists.
10/31/11
_______________________________________
Signature of the Dean
________________________
Date
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Marshall University
Program Review
Program: Doctoral Program in Clinical Psychology (PsyD)
College: Liberal Arts
Date of Last Review: 2005
I. CONSISTENCY WITH UNIVERSITY MISSION
The mission of the PsyD Program at Marshall University is to prepare doctoral level
professional psychologists who have a broad range of general clinical skills. The primary
program emphasis is on meeting the behavioral health needs of communities, especially
those in rural areas. Through extensive coursework, field training, and research experience,
our primary goal is to prepare highly skilled generalist practitioners who are sensitive to
the psychological and health-related issues confronting people living in rural regions.
There is specific emphasis placed on developing an understanding of the Appalachian
region that contains West Virginia.
The PsyD program is clearly consistent with Marshall University’s mission. Marshall
University's primary commitment is to provide quality undergraduate and graduate
education. Marshall strives to produce an educated citizenry capable of living and working
effectively in a global environment. The psychology program at Marshall plays an integral
part in achieving that goal. Our graduate programs supports the goals of the undergraduate
program because graduate students frequently teach our most popular course, General
Psychology (PSY 201), an elective that fulfills the University’s social science requirement. In
addition, the graduate program supports other aspects of the undergraduate program
when our graduate students serve as teaching assistants in other popular undergraduate
courses. We believe we provide a high quality undergraduate and graduate education that
prepares students for the world of work and thought.
The university’s mission statement includes many elements to which our program,
students and faculty contribute. The Mission notes that Marshall will be a “…. multi-campus
public university providing innovative undergraduate and graduate education that
contributes to the development of society and the individual. The University actively
facilitates learning through the preservation, discovery, synthesis, and dissemination of
knowledge…” Our PsyD program is consistent with these ideas, in that the teaching,
research and clinical work of our students and faculty contribute to development of society
and individuals
In addition, our program is consistent with many additional elements of the mission
statement, including:
 affordable, high quality …. graduate education appropriate for the state and the
region; fostering faculty, staff, and student outreach through service activities;
 making instruction available throughout Marshall’s service area using all
appropriate modes of delivery;
 enhancing the quality of health care in the region; promoting economic
development through research, collaboration, and technological innovations;
 educating a citizenry capable of living and working effectively in a global
environment.
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Further, our faculty work hard to contribute in all aspects of the faculty expectations noted
in the mission statement, and through their coursework, research and field experiences,
students have opportunities to grow and learn in all areas covered in the student section of
the mission statement.
As can be seen below, several of the University’s primary goals with respect to mission
are addressed by the presence of the PsyD Program.
1.
2.
3.
4.
5.
To provide affordable, high quality undergraduate and graduate education
appropriate for the state and the region: The PsyD program was developed to train
doctoral-level practitioners to work in rural and underserved areas, especially those areas
in West Virginia. As such, 50% of the slots in the program are reserved for residents of
West Virginia and the immediate surrounding regions. Currently, approximately 85% of
the students enrolled in the PsyD program at Marshall University are residents of WV and
the surrounding Appalachian region.
To foster faculty, staff, and student outreach through service activities: A substantial
portion of the student’s education and training in the PsyD Program involves providing
services in rural areas in West Virginia. For example, all students provide some portion of
service to the local Head Start program through mental health consultation and many rural
placements are in areas where behavioral health services are in short supply. Several
faculty provide pro-bono behavioral health services in the region as well as professional
trainings for a variety of agencies.
To make instruction available throughout Marshall’s service area using all
appropriate modes of delivery: By making available the option of applying for Advanced
Standing, master’s level practitioners in West Virginia have the option to enhance their
skills through doctoral-level education and training. Students at this level are allowed to
attend part-time and classes are scheduled in blocks to allow them to maintain an
acceptable level of employment. The program has begun some limited use of video
supervision in some of the rural placements as an enhancement of regular supervision.
To enhance the quality of health care in the region: Education and training is provided in
behavioral health and community-oriented prevention to encourage students to think in
terms of multi-disciplinary interventions within the medical realm. The program has added
training placements in the Department of Pediatrics and the Neurology Department at the
Joan C. Edwards School of Medicine. In addition, the program has begun placing students in
the Edwards Comprehensive Cancer Center at Cabell-Huntington Hospital. Finally, the
program has continued to develop rural practicum placements in primary care settings. To
date, a total of three settings have been or will be utilized in the training of our clinical
students. All these placements provide enhancements to medical services delivered by
enabling patients to be treated holistically rather than only medically. Students also gain
experience working in interdisciplinary settings which allows them to better understand
the roles of professionals from other disciplines and how the services provided by a
psychologist can enhance the services of others. In addition, students are able to educate
other professionals by example so that they can better understand the role that
psychologists can play in enhancing overall health care.
To further the intellectual, artistic, and cultural life of the community and region:
Research shows that students from rural areas are those most likely to remain/return to
those areas to practice. The program specifies that at least half the slots in each year be
given to individuals living in West Virginia and the surrounding region and currently 85%
of the students enrolled in the program are from this area. This will enhance the likelihood
that these doctoral-level professionals will maintain a residence in the area and contribute
to the intellectual climate of the region.
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II. ACCREDITATION INFORMATION
1. Name of Accrediting Body: The program receives accreditation through the
American Psychological Association.
2. Most recent accreditation year: 2011 – The letter has not yet been received.
3. Accreditation status: As a new program the PsyD program at Marshall University
received its initial accreditation from APA in the fall of 2006. That was the first year
the program was eligible for accreditation because there is a requirement that
students be at all levels of the program before being reviewed. Accreditation was
granted for five years which is the maximum number of years granted to a new
program. On October 27, 2011 the department received information from the
American Psychological Association by telephone that the PsyD program at Marshall
University had its full accreditation renewed for an additional seven year. This is the
maximum number of years for which APA grants accreditation to currently
accredited programs. Accreditation can be granted for shorter periods if APA has
concerns about a program.
4. Copy of organizations report: DNA
5. Deficiencies noted in report: not applicable
6. Self-study report (for accredited programs): A copy of the most recent self-study
report has been sent to the Office of Assessment and Program Review.
III. PROGRAM STATEMENT on Adequacy, Viability, Necessity, and Consistency with
University/College Mission
1. CURRICULUM:
Appendix I lists the required courses in the PsyD curriculum. The program is structured as
a five-year, full-time program, with special curriculum accommodation for students of
Advanced Standing (i.e., those who enter with a master’s degree in psychology).The first
year of the program consists of basic coursework in assessment; psychopathology; and
psychotherapeutic orientations and interventions (i.e., Cognitive-behavioral,
psychodynamic, behavioral, and integrative). In addition, students begin to develop a more
in-depth understanding of the scientific and theoretical underpinnings of the field of
psychology. During the second year, formal practicum work begins in the university
training clinic. Also, the research sequence begins with an intermediate level course in
statistics. Students are also introduced to issues pertinent to rural psychology and
community prevention work. The third year continues with more advanced practicum
work in the immediate community as well as a continuation of the research sequence with
a clinical research methods class and an additional methodology or quantitative course.
Students are also expected to formally propose their doctoral dissertation project. In the
fourth year, students complete their practicum training with a rural clinical placement;
complete their comprehensive portfolio examination and defense of their professional
dissertation; and prepare internship applications. Note that while completion of the
Professional Dissertation is not required prior to internship, it is strongly encouraged. The
fifth year consists of the completion of a full-time, full-year internship at an approved site.
At present, the approved sites consist of those sites that are APA-accredited or APPIC
members and our affiliated internship, the Appalachian Regional Internship Consortium,
which is administered jointly through our department and Prestera Center, our local
community mental health agency.
The culminating assessment a student must complete prior to being certified for internship
application the Doctoral Portfolio Examination. The portfolio is created by the student to
demonstrate to the faculty the development of the specific competencies that form the
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foundation of the program. Students must complete a formal oral examination regarding
the material in their portfolio prior to being certified for internship application.
FACULTY:
The department has 19 full-time faculty (15 in Huntington, 4 in South Charleston), all of
whom have earned doctorates in their field of teaching expertise. All Huntington faculty
teach in the undergraduate program, whereas the South Charleston faculty teach primarily
in the MA program. Most upper division courses are taught by our full-time faculty. Nine of
the faculty in Huntington are tenured, as are two in South Charleston. Eleven faculty
members are full professors, three are associate professors and three are assistant
professors. For this year we have two temporary instructors filling in for an assistant
professor and an associate professor who resigned last spring to take better paying
positions at other institutions.
Each of the faculty has expertise in a sub-specialty of the discipline. Specialized areas of
expertise include statistics, human development, social psychology, adult- and childpsychotherapies, personality, learning, cognitive, psycholinguistics, physiological
psychology, health psychology, psychological measurement and assessment, animal
behavior and industrial-organizational psychology.
Our program objectives regarding rural psychology are well represented in our faculty’s
work. Several faculty members provide direct or consultative services in rural areas, and
several have research programs that are intimately connected to the rural context,
including work in the areas of women’s health, resiliency in rural areas, children’s health,
and internet addiction. In addition, several faculty present regularly at the Appalachian
Studies Conference and other conferences focused on rural research and service
The administrative structure supporting the program is as follows: The Program Director
(Dr. Marianna Footo Linz) is responsible for overseeing all components of the program,
including curriculum development, practicum development and student placement, as well
as student progress. In addition, the Training Clinic Director (Dr. Keith Beard) is
responsible for developing and maintaining the clinical practice in the Marshall University
Psychology Training Clinic. Dr. Beard also assists in various aspects of running the program,
including course scheduling and internship preparation. The Practicum Coordinator (Dr.
Marty Amerikaner) is responsible for the oversight and development of practicum training
placements. Dr. Footo Linz assists with the process by helping to develop rural practicum
training sites. Dr. Amerikaner visits each site at least once a year and maintains contact
with all off-campus supervisors and preceptors. The Administrative Secretary (Okey
Napier) assists in keeping records of practicum hours and performance evaluations. He
also assists in record keeping for all phases of the PsyD Program. The Program Director, the
Clinic Director and the Practicum Coordinator work cooperatively and report directly to
the Chair of the Psychology Department (Dr. Steven Mewaldt). The Chair of the
Department of Psychology reports to the Dean of the College of Liberal Arts (Dr. David J.
Pittenger) who reports to the Senior Vice President for Academic Affairs/Provost (Dr.
Gayle Ormiston) who in turn reports to the President of Marshall University (Dr. Stephen
Kopp). The Dean of the Graduate College (Dr. Donna Spindel) oversees students and
graduate policy issues associated with all graduate programs. Dr. Spindel also reports to
the senior Vice President for Academic Affairs/Provost.
Department faculty are accomplished, award winning teachers; three have won the College
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of Liberal Arts Teacher of the Year Award, three have won the University’s Pickens-Queen
Early Career Teaching Award, and one won the University’s Marshall and Shirley Reynolds
Teacher of the Year Award and was the Carnegie West Virginia Professor of the Year.
Our faculty are also active in the community; volunteering time in local schools, creating
programs to bring school children to Marshall, serving on boards of local organizations
such as Contact, Branches, day care centers, the Boy Scouts, and the state psychological
association and licensing board.
The faculty are also active scholar/researchers who present their work via a wide variety
of publishing and presentation opportunities. A more detailed summary of the faculty
credentials and accomplishments are presented in Appendix II. A brief summary of current
faculty members’ accomplishments in the scholarship area is contained in the following
table:
Psychology Department Faculty Scholarship
2006-2011
Articles/Monographs Published
41
Books or Book Chapters Published 11
Paper Presentations
96
Invited professional presentations 25
Grants (Federal or State)
7 Total Value = almost $2,000,000
Editor, Editorial Board, Reviewer 4
The department makes use of part-time instructors and graduate assistants to teach high
demand courses related to clinical psychology. We have been fortunate to hire
psychologists working at the MU School of Medicine and in the Huntington and
surrounding communities as part-time instructors for these courses. Many of these
instructors have active clinical practices, and thus bring a unique applied perspective to the
course to supplement the more academic or theoretical perspective present in most
textbooks. All our part-time instructors have prior college teaching experience, and their
classroom teaching is evaluated by both the chair and their students (via end of semester
student evaluation forms). Results of these evaluations indicate that our part-time
instructors offer high quality educational experiences to our students.
We employ about 30 graduate teaching assistants (GTAs) each semester, primarily to help
with instruction of PSY 201, our introductory course. In addition, a few advanced PsyD
students are occasionally allowed to teach upper level courses such as abnormal
psychology. (A summary of GTA offerings and enrollments is found in Appendix IIa). Prior
to being allowed to teach, the GTAs must complete a full semester seminar in the teaching
of psychology; during the period of their assistantships, GTAs' teaching is carefully
supervised by a senior faculty member who regularly teaches the introductory course and
who maintains overall responsibility for the organization and quality of the introductory
course sections taught by GTAs. All GTA’s use a common syllabus, course outline, text and
tests developed in the teaching seminar under direction of the faculty supervisor who also
teaches the course.
The faculty have made significant revisions to the course through the addition of a number
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of critical thinking exercises and activities. These changes will allow the department to list
PSY 201 as a critical thinking (CT) course, which is an essential component of the
University’s General Education Curriculum.
As these data indicate, we have a talented and dedicated faculty who have demonstrated
excellence in many ways. However, no discussion of the faculty would be complete without
also mentioning the challenges we face in attracting and keeping quality faculty.
Our salaries are not competitive!
During the review period, three highly qualified faculty resigned to take higher paying
positions at other institutions. The first was an experienced clinician who was hired
specifically to support the creation of the PsyD program and who also taught
undergraduate courses. He had a national reputation for his research on suicide
prevention. He received more than a 50% raise in salary when he left. The following year
we attempted to hire a replacement, but our offers were rejected because of the low salary.
During the next year two more applicants refused our offer owing to the low salary and it
was only when the university was able to increase the starting salary that we finally were
able to fill the position. That starting salary, however, caused morale problems in the
department. One of the faculty who recently resigned mentioned this as a partial reason for
seeking alternative employment.
Two people resigned during the previous fiscal year. The first was a popular faculty
member who had earned the Pickins-Queen Teaching Award and who had just been granted
tenure. She resigned to take a better paying position at Beria College. The second
resignation was a faculty who had completed his second year at Marshall. He was in a
position that we had finally filled after three years of failed searches. This person held a
degree in human factors engineering from Georgia Tech and was helping the department
revive its graduate program in I/O psychology, a program that prepares students for
lucrative jobs. He received a 50% raise when he left for a school in Florida to help develop
their I/O program.
The department is currently attempting to fill two vacancies and has recently learned that
one of the senior members of the department will retire at the end of this year. If Marshall
is not able to offer competitive salaries it may not be able to fill vacant positions with
appropriately qualified faculty.
3. STUDENTS:
a) Entrance Standards:
Enrollment in the PsyD program over the past 5 years averaged 41 students per year. (See
Appendix VII). For admission to the PsyD program, students must possess a minimum of a
bachelor’s degree from a regionally-accredited institution and must have completed
undergraduate coursework in the following areas: introductory psychology, behavioral
statistics, experimental psychology, abnormal psychology, personality, and psychometrics.
In addition, students must have taken the Graduate Record Examination and their scores,
along with their GPA, must be competitive in order to be successful in the admissions
process.
In addition to traditional entry with a bachelor’s degree, students who possess a masters
degree in psychology from a regionally accredited institution may apply for Advanced
Standing. Students who are admitted with Advanced Standing must enroll in either a full-
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time track or a part-time track by the end of their first semester of enrollment. Students
who enter in the part-time track must lay out a plan of study with their academic advisor
including a timeline for all benchmark events (e.g., research proposal, comprehensive
evaluation, and internship) by the end of the first semester. Students who are admitted to
a part-time track must agree to enroll full-time during the two semesters that they are
completing their rural practicum. This is designated the residency year for part-time
students. Students who are admitted with Advanced Standing may apply to have up to the
equivalent of one year of graduate coursework waived, provided they can demonstrate that
they have completed the equivalent coursework in their master’s program.
b) Entrance Abilities: Successful applicants into the PsyD Program over the past five years
had an average GRE Verbal Score of 536 and an average GRE Quantitative Score of 619. The
average GPA of successful candidates was 3.4.
c) Exit Abilities:
One indicator of program graduates’ academic abilities is their mean GPA at graduation,
which can be found in Appendix IV. Note: 2006 is the first year students graduated from the
program. Number of graduate per year has been increasing as part time students who were
more common in the first years complete the program. For the 5 year period covered by
this report, PsyD students had a mean GPA of 3.90 (n = 26).
Another indicator of student’s abilities is the capacity of graduates to be hired in cognate
professional positions. We are aware of the location of all of our PsyD graduates and 100%
of them are currently employed in clinical psychology positions.
4. RESOURCES:
a) Financial (The Department’s Current Budget)
Full Time Faculty (n=18) Base Salaries:
Part time faculty:
Liberal Arts/ for Huntington
Liberal Arts/ South Charleston
Graduate Assistants:
Liberal Arts:
Operating:
Huntington Campus
South Charleston
Equipment
Total:
1,070,956
25,000
14,600
115,000
30,293
11,500
0
1,267,349
Other:
Psychology Clinic 2010-11 Revenue:
Client fees
Contracts
Total:
Psy. D. student Fees (2010-11)
4,864
15,000
19,864
116,723*
*The PsyD program is one of only a few programs on campus that is approved to charge a
separate student program fee. Depending on residency status, each student pays a fee each
semester ranging from approximately $1,000 to $1,400. These funds go, in their entirety, to
the department to support the program. They are used for a variety of purposes, including
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support of student and faculty research and associated travel, fees associated with the
program (e.g. organizational memberships, program related travel expense), additional
needed equipment or supplies, extra help for particular projects, summer graduate
assistantships, etc.
The department’s budget supports its three degree programs: BA, MA and PsyD As this is
an aggregated budget it is not possible to determine direct costs for each program. For
example, the operating budget is used for fixed costs like renting a photocopier, phones,
postage, etc. The GTA stipend allocation is clearly a support for our graduate programs, but
most of that money is used to pay GTA-instructors for our PSY 201 course. The money
allocated for South Charleston is devoted to our MA program on that campus, and the PsyD
allocations are used to support the doctoral program, except that as noted most of our
GTAs for the undergraduate program are supported with some of this money.
Psychology is also routinely one of the top departments in the university in terms of
student credit hours (SCH) generated per full time equivalent (FTE) faculty. In our college
only the English Department produces more credit hours (average about 10-20% more),
but they have accomplished this by having up to twice as many tenured and term faculty
members. Thus, our department has an ongoing record of producing a large number of
SCH in a very cost effective manner. This also means that our faculty has one of the highest
advising loads in the University.
Termination of this program seems paradoxical, given the money and effort the University
just expended to have APA reevaluate and accredit the program. The immediate impact
would be the elimination of the only PsyD program in the state and region, and thus the
elimination of the only student access to doctoral level education in clinical psychology in
the southern half of the state. Such an action would be counter to an important component
of the University’s mission – to provide access to graduate education to students who wish
to help people with significant emotional and behavioral problems.
b. Facilities:
Space assigned to the department in Harris Hall on the Huntington Campus includes 15
faculty offices, a workroom, a storage room, a room used as a seminar and meeting room, 2
offices for secretarial use, 3 shared, multi-person rooms and 10 shared, small cubicles for
graduate teaching assistant offices, 1 medium size and 2 very small rooms that are shared
for student and faculty lab space. We also maintain a Psychology Clinic in Harris Hall, which
is a suite consisting of one entrance/waiting area, one group room, three consulting rooms
and a small video/observation room; the clinic is outfitted with a modern video
recording/observation/communication system for training purposes. In addition, we have
four former dorm rooms in Laidley Hall which are used as research space.
Equipment belonging to the department in Huntington includes 3 VCR/ monitors, 2 slide
projectors, a videotape system in the clinic, an overhead projector, two DVD players, 2
computer/projector stands on wheels to use for PowerPoint presentations, a “smart
classroom” configuration, and 1 fax machine. The department leases a high volume copy
machine that doubles as a printer. In addition, the department has a lower volume printer
that is also available to all faculty, and approximately 12 small printers in faculty offices. All
faculty and staff have a Dell computer and monitor with internet access in their office. The
department also has 7 Dell computers available for student use. In addition, the PsyD
program purchases and maintains a variety of clinical assessment equipment, and we have
2 laptops and projectors available for students to use when they are placed at a rural
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practicum site, which lacks computer facilities.
In South Charleston, we have three faculty offices. One faculty member must maintain his
office in the training clinic located in Dunbar. That rent for the Clinic offices is financed by
the Graduate College. During the reporting period it was jointly used by the Psychology
Department and the graduate program in Counseling. This past year Counseling decided to
withdraw from the clinic and it is now operated by the Psychology Department alone. The
Dunbar Clinic has an array of modern testing equipment, and a sophisticated video
recording and communication system for training purposes.
All full time faculty members and our secretaries (Two full-time in Huntington and one fulltime in South Charleston who is shared with School Psychology, plus a recent addition of a
staff member in the Dunbar Clinic) have telephones, personal computers with connections
to the university system’s software and the internet. In addition the department has
networked computers in each of the larger, shared graduate student rooms.
5. ASSESSMENT INFORMATION:
a. The principal goal of our assessment program is to understand how well students
achieve the goals we have set for them in the program. We also use assessment to find ways
to improve our methods of instruction, resources, course expectations, and other
components of our academic program. In other words, we use the assessment process to
ensure the quality of our program.
The principles of the assessment program for the PsyD rest on the competencies specified
by the National Association of Schools and Programs in Professional Psychology (NCSPP).
Based on these competencies, the program has developed a set of goals and objectives that
are as follows:
 to provide high quality graduate education and training in clinical psychology with
an emphasis on the role of empirical knowledge as it pertains to clinical practice.
 As such, students will develop the specific competencies that are the foundation of
the education and training model developed by NCSPP. These include relationship
competence, assessment competence, intervention competence, research and
evaluation competence, consultation and education competence, management and
supervision competence, legal and ethical competence, and cultural diversity
competence.
 clinical training of students should be thoroughly grounded in the broad scientific
areas of psychology.
b. Appendix V contains a summary of our assessment activities during the reporting period.
Far more detailed information on assessment criteria and procedures are contained in the
most recent self-study report prepared for the APA accreditation visit. This report is on file
in the Office of Assessment and Program Review.
c. Assessment data are used in a variety of ways. The PsyD Program Committee meets
regularly during the course of the semester. At a minimum, the group meets twice a month
but more frequently, if issues warrant. The Committee utilizes both formal and informal
feedback from students and off-campus supervisors to aid in the refinement of the
program. The program feedback collected via a Program Evaluation form is discussed in
conjunction with informal feedback provided through many channels such as advisors,
program coordinator, and student representatives to the Committee. The summarized
information is discussed during the PsyD Committee meetings and students
representatives are encouraged to communicate the resolution of various issues with the
14
rest of the student body. In some situations, the Program Coordinator meets directly with
the students regarding particular concerns to develop a resolution. Formal feedback from
off-campus supervisors provided through the Practicum Evaluation Forms is also utilized
by the committee to aid in the evaluation of individual student progress but also to
highlight consistent weaknesses in students progressing through the program that may
reflect a curricular weakness. In addition, the Program Committee is sensitive to the
changing landscape of behavioral health services in West Virginia and the surrounding
Appalachian region. Issues related to the structuring of community behavioral health,
Medicaid/Medicare payment programs, and economic changes are pertinent to the
discussion of curriculum and training.
d. Graduate and Employer Satisfaction: We survey the PsyD graduates every year for APA.
We keep in contact with them and know where all are working. For the review period we
had 26 graduates from the PsyD program. All 26 are currently employed as clinical
psychologists. Eighteen of the 26 are employed in West Virginia and four more are
employed in the local area (e.g., Gallipolis, OH, Ashland, KY.) Thus the program has been
very successful in meeting its goal of providing doctoral level clinicians for the Appalachian
region. As indicated in the APA site visit report current students and graduates are very
pleased with our program and the quality of their education.
e. Letters from the Assessment Report Review Committee are contained in Appendix X.
These contain a review or our assessment activities. Due to an error as we changed
assessment procedures, assessment committee members and a department chair we did
not submit a report in 2009. The 2010 report therefore, reflects some combined work for
both years.
6. PREVIOUS REVIEWS:
In April 2006 the Marshall University Board of Governors recommended that the PsyD in
Psychology continue at its current level of activity.
7. STRENGHTS AND WEEKNESSES:
Strengths:

All full time faculty have terminal degrees in their discipline, and all are well
prepared to teach and to conduct scholarly activities in their specialties. (See
Appendix II).

Faculty are very dedicated to their students and to teaching. Many have won
teaching awards at the college and/or university level.

Faculty continue to conduct research and present their work via publications,
conferences and consultations.

Faculty are active participants in conferences, workshops and other continuing
education and professional development activities that enhance their teaching and
research.

Faculty are active in university, professional, and community service.

All faculty and staff have internet connected computers at their desks and several
additional terminals are available in the department. Computer labs on campus
and ubiquitous WIFI connection provides access for students doing research or
working on reports.
15

Curriculum and program development is ongoing. Faculty members take seriously
their responsibility to update courses and develop new courses in their areas of
expertise which meet needs of students and which are congruent with the
program’s objectives.

The popularity of our undergraduate and graduate psychology programs remains
very strong and demand for psychology courses remains high. Other departments
continue to require our courses, indicating continued university-wide respect for
the discipline and for our faculty.

All students who have graduated from the PsyD program have been successful in
gaining employment as a practicing clinical psychologist.
Weaknesses:
One weakness identified in the APA self-study is the lack of cultural diversity among our
PsyD students. Our students tend to reflect the make-up of the Appalachian region. While it
is a strength to be giving educational opportunity to these students it is important that our
students be exposed to diversity in thinking, race, and culture.
Other weaknesses in our program are resource based. The APA site visit report identified
two resource concerns: financial support for graduate students and lack of sufficient
research and student space. Graduate student support is important in attracting the best
student to our program. It is also greatly influences are ability to attract minorities and
other students who will increase our cultural diversity. Financial aid is also important in
keeping our students in school.
The second weakness mentioned by the site visit team was the lack of student, clinic, and
laboratory space. Office space for students and lab space for faculty and student research is
limited. We have several small graduate student offices that are allocated to our teaching
GTA’s and 3 larger offices which house 3-5 doctoral students apiece. There is also a small
graduate student computer lab/study area which is available to all students before and
between classes. The success of the PsyD program has also led to a very popular clinic.
Unfortunately, we have outgrown our space in Harris Hall and need space for expansion
Recently the American Psychological Association granted reaccreditation of our doctoral
program, but mentioned the lack of space for the program as an area of concern, and
requested a report next year on how we were attempting to address it. As a social and
natural science, psychology should be able to provide students with more opportunity for
laboratory classes. While the addition of the lab space we acquired in Laidley Hall since the
last review has helped, we could still use additional space. The Campus Master Plan calls
for the demolition of Laidley Hall to allow for the building of a new classroom building.
Representative this problem is the plight of Dr. Bardi, our physiological psychologist who is
a premier researcher and scholar with numerous publications and presentations, and
several grants. He is also one of three or four researchers in the department who is most
likely to attract the research oriented MA students who are interested in entering a
doctoral program. Because his area of research requires physiological measures and
biological samples he really needs a lab with facilities that include access to water, a freezer
for storage of samples, and other equipment for analyzing samples. He has been able to
borrow time in some labs in the biomedical science building, but he has no place where he
can work consistently with his students. As a result a very large federal grant which he
works on with colleagues at the University of Richmond is administered at Richmond. He
currently spends his summers in Richmond and has arranged for Marshall students to
16
work in the lab in Richmond with him while he is there. If he had an appropriate lab he
could establish a neuroscience lab here that would be of great benefit to students. This is an
emerging field where research and grant opportunities are plentiful.
PLAN OF CORRECTION:
Concerning the lack of cultural diversity in the program, specific efforts have been initiated
to address the problem. Most recently, program recruitment materials were sent to
colleges and universities serving significant proportions of African-American, Hispanic, and
Native American students. The faculty has visited local institutions that have a significant
numbers of minority students in their populations. At present, efforts are being made to
develop financial assistance incentives to encourage students from diverse backgrounds to
consider applying to the PsyD Program at Marshall University.
Regarding financial support for students, we have little control over that. However, in the
resource development section of this review we will present a set of proposals which while
requiring some financial commitment from the University will provide a great deal of
educational benefit to students and Marshall and will represent the most cost effective
method of addressing some issues in our BA and MA programs.
Regarding our space needs, all we can do is a) use our available space as wisely as possible;
b) negotiate on a case by case basis with other units for collaborative use of space and
resources for research purposes, and c) request that the university administration
reallocate space when it becomes available. We try continually to stay in the
administration’s radar as an area of need. This approach helped lead to the acquisition of
space in Laidley and an extra storage area in Harris Hall.
B. VIABILITY
1. Articulation Agreements: The program currently has no articulation agreements to
deliver this program at other institutions.
2. Off-Campus/Distance Delivery Classes: Students have the opportunity to take PSY 674
Biological Bases of Behavior and PSY 672 Cognitive Psychology via WebCT.
3. Service Courses: There are no courses in the program taken by students in areas other
than Psychology.
4. Program Course Enrollment: Appendix VI presents enrollment data for all PsyD
courses offered by the department for the last 5 years. As can be seen, enrollment in the
doctoral classes is typically small which facilitates the seminar-format nature of most of the
courses. This provides an excellent opportunity for students to think and discuss issues
critically and interact more closely with faculty and one another, thus enhancing a sense of
collegiality.
5. Program Enrollment: Due to limitations on space and faculty resources, the program
maintains a modest enrollment. Data concerning enrollment in the PsyD program is
presented in Appendix VII. Each year there are currently between 40-45 students enrolled
in the program.
6. Enrollment Projections: It is expected that interest in the program will increase as the
17
program becomes more widely known. However, given current resource limitations,
admissions each year are projected to be no greater than 10 students per year.
C. NECESSITY
1. Advisory Committee: The PsyD program has organized an Advisory Board consisting of
off-campus supervisors of clinical practica. The charge of this board is to provide guidance
in the development of the practicum component and also to help faculty stay abreast of
professional practice trends in the local area.
2. Graduates: At the end of the reporting period there were 26 graduates of the program.
It is expected in the future that each year the program will graduate 8-10 students.
3. Job Placement: All graduates of the program are employed in an appropriate placement
for a clinical psychologist.
IV. RESOURCE DEVELOPMENT
We understand that our needs for space and equipment need to be considered in the
overall budget and resource demands within the University. However, addressing our
needs for additional financial aid for graduate students in the form of graduate
assistantships is relatively inexpensive and provides a great deal of “bang for the buck”.
We request an increase of seven half time graduate assistantships.
The first of these would be used to place an advanced PsyD student in the Dunbar clinic in
the evenings. Currently the Dunbar clinic which is used for training our MA students in
clinical psychology is closed most evenings due to the lack of faculty availability to due
supervision in the evenings. An advanced PsyD student would be qualified to do this
supervision and would allow the clinic to expand its offering of inexpensive or free
psychological services to the underserved in the Charleston area. It would also allow the
MA students to see more patients and perhaps to see a wider variety of patients in the
clinic, thus improving their training. Masters students should also benefit from the addition
of a new supervisor who may provide new perspectives for them. The cost of the stipend
for this graduate assistant would be $1,500 per semester plus the tuition benefit I will
address later.
The other six assistantships are needed to address an issue in our undergraduate program.
Before discussing the request it should be helpful to explain the importance of this request
to our undergraduate program:
Through faculty discussion and our assessment process we have determined that our
undergraduate students need more experience in collecting, analyzing, and reporting data
in our two main scientific methods courses. The department offers two important
undergraduate methods courses that are required of all majors, PSY 223 Behavioral
Statistics and PSY 323 Experimental Psychology. Both are three credit courses, but should
be four credit courses to include a lab. It is typical at other schools (e.g., WVU and Ohio U)
for both of these courses to include a lab. In the case of the statistics course, students
should learn to analyze and summarize data with basic statistical software like SPSS©,
SAS©, or other common programs. These powerful statistical tools allow students to
18
conduct complex statistical tests and make inferences based on the results. Exercises like
these contribute to the University’s General Education requirements and enhances
students’ use of technology. Use of this software also allows students to make presentation
materials (graphs and tables), a communication skill.
Contemporary students of psychology require these tools because of the computational
burden of most statistical techniques and complexity of experimental designs. Without
these tools, students are often restricted to doing trivial research studies. In addition,
ability to use this type of software is a skill expected of graduate students and is also a skill
often sought in the job market. With the three hour format none of our instructors has been
able to integrate the use of statistical software into the course. Class time is full just
covering the concepts and procedures.
Similarly, Experimental Psychology should have a lab component wherein students learn to
conduct an empirical study that includes the collection of data and writing a professional
style research paper. While these experiences are currently a small part of the course again
the course time is not sufficient. Adding a lab to the course would add the time for students
to do a variety of smaller experiments and learn to summarize and report the data in the
appropriate APA format. Our students in this class need more writing experience and
feedback to develop their critical thinking and writing skills.
Unfortunately, turning a three credit class to a four credit class increases the instructor’s
teaching load and reduces his or her ability to teach other courses in any of our programs.
Experimental Psychology is particularly problematic because sections currently need to be
kept relatively small because we try to teach them as a writing intensive course to help
students with their University writing requirements, which then limits the class to 24
students.
Our proposed solution is to hire graduate teaching assistants to manage the labs. This could
be done for far less cost than hiring a faculty member since a half time GTA position
currently requires only a $1,500 stipend each semester and an approximate half tuition
benefit. (Actual cost of this changes from year to year and depends upon whether a student
is an in state, metro or out of state student. Currently the benefit ranges from $1,150 for an
in state student to $3,225 for an out of state student. It should be noted that tuition waivers
are really an in-kind contribution from the University and do not require the University to
come up with extra money. Since the majority of our students are in state students costs
should average closer to the lower figure than the higher. It might be considered that some
of this cost would be offset by the increase in credit hours (FTEs) generated by making the
classes a four hour class.
Additionally, it should be noted that in some cases it may even increase tuition intake from
graduate students because we currently lose some graduate students to other programs
because we cannot offer them aid. Therefore, for students who would not have come to
Marshall without aid the University will now get at least half tuition and full fees from the
student instead of nothing. It is envisioned that each graduate assistant for the statistics
class could handle three one hour labs a week for this appointment. Since we typically
handle 100 to 120 students in statistics each semester, labs would require three GTAs to
make the lab sizes reasonable. For the experimental class GTAs could also run three labs,
but the lab sizes must be smaller to allow more individual attention in data collection and
in grading the writing assignments. Unlike statistics which attracts many non-majors,
experimental psychology is typically a majors- only class with lower enrollments.
19
Therefore, three GTAs should be sufficient even with the smaller labs. Thus we currently
estimate that six half time GTA positions would make this possible. Coincidentally this
happens to be the number of half- time positions which were transferred from the
Psychology Department to the English Department this year to meet needs in the writing
program. We do not dispute the fact that English needed these positions and are not
suggesting that these be returned. Instead we are asking that our previous allocation be
restored by creating six new half-time GTA positions. In order to make it possible for new
GTAs to handle the labs it will be necessary for the faculty to develop lab manuals and
instructions that lay out clearly what is to be done for each lab. Luckily, two of our faculty
members have experience in writing such a manual and all experimental psychology
teachers have some experience in developing some exercises. We envision a joint effort by
all of the appropriate faculty to develop the labs for each course. We also expect that the
faculty member will have to have some involvement in grading some of the exercises,
especially the writing assignments in experimental. However, by creating clear grading
rubrics for the assignments the GTAs should be able to do most of the work and write most
of the comments allowing the faculty member to quickly read and evaluate the work.
This proposal has the possibility of solving another problem. Currently class size in
statistics is typically limited somewhat to allow for more individual attention. Class size in
experimental psychology is very restricted because of the writing demands of the course.
As a result we typically need several instructors to teach each of these classes each
semester. However, if the instructor had a GTA working with the students in labs the
students would have another chance for individual attention and help. Thus class size for
both classes could be increased and we would not need as many sections. This could free
some faculty course load time to expand some of our offerings of other upper level
psychology classes. There are also two benefits for the graduate students who receive these
assistantships: 1) The financial aid will help them afford to pay for their education and
perhaps stay in school, 2) The best way to learn something well is to teach it to others.
These graduate students will become much better in statistics and research design by
teaching these labs.
20
21
Appendix II
Faculty Data Sheet
Name: __Martin Amerikaner__________ Rank:____Professor______________________
Status (Check one): Full-time_X____ Part-time_____ Adjunct _____
Yes _X__ No ___
Current MU Faculty:
Highest Degree Earned: _____Ph. D.____ Date Degree Received: _____1978____________
Conferred by: ___Univ_of Florida_______________________________________
Area of Specialization: _____Counseling Psychology, Personality____________________
Professional Registration/Licensure_Psychologist , WV #449 Agency: ________WV Board
of Examiners of Psycholgists___
Years non-teaching experience
________
Years of employment other than Marshall
____11____
Years of employment at Marshall
____23__
Years of employment in higher education
____34____
Years in service at Marshall during this period of review _____23___
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2009 Spring
2010 spring
2009 Spring
2010 Fall
2009 Spring
2010 Fall
Summer 2010
2011Summer
Fall 2009
Sp 2010
1)
2)
3)
Alpha Des. &
No.
PSY 733
Cognitive Psychotherapy
Psy 633
Indiv Interviewing and Psychotherapy
Psy 671, 771
Practicum
PSY 605
Ethical and Legal Issues in Psychology
PSY 753
Supervision in Clinical Psych
Title
Enrollment
8
10
9
8
5
5
9
14
7
8
NA
Activities that have enhanced your teaching and or research.
Attendance at state regional and national conferences, providing clinical services,
Discipline-related books/papers published (provide a full citation).
 Fish, M., Amerikaner, M. and Lucas, C. (2006) Dispelling the Stereotypes: Rural Appalachian
Mothers Talk About Physical Punishment, Journal of Appalachian Studies, 12,1; 26-39.
 Fish, M., Amerikaner, M. and Lucas, C. (2007) Parenting Preschoolers in Rural Appalachia:
Measuring attitudes and behavior and their relations to child outcomes. Parenting:
Science and Practice, 7, 3, 205-233.
 Amerikaner, Martin J. (2007) Addressing the challenges facing new counseling professionals,
PsycCRITIQUES, 52,44 (Book review of Contemporary Issues in Counseling (2006),
Pamela K. S. Patrick (ed).
22

2011)
4)
5)
6)
7)
8)
Amerikaner, M. and Rose, T. Direct Observation of Psychology Supervisees’ Clinical Work: A
Snapshot of Current Practice. Clinical Supervisor (accepted for publication, April,
Papers presented at state, regional, national, or international conferences.
 Fish, M and Amerikaner, M. Parenting strategies and child outcomes for low SES rural
Appalachian mothers. Appalachian Studies Association, Dayton, March, 2006.
 Amerikaner, M. “From Common Factors to Common Functions in “Psychotherapy”; paper
presented to Society for Exploration of Psychotherapy Integration, Los Angeles, May, 2006.
 Rose, T. and Amerikaner, M. “Supervision in Professional Psychology in Appalachia: A
Snapshot”
Appalachian Studies Association, Maryville, TN, March, 2007.
 Amerikaner, M. and Rose, T. “Supervision in Professional Psychology: A Snapshot of Real
World
Practices. American Psychological Association, San Francisco CA; Aug 2007
 Amerikaner, M. and Hatcher, I. “Protecting the Public: Data based issues in the licensing of
psychologists in West Virginia.” Appalachian Studies Association, Huntington WV March,
2008
 Amerikaner, M. and Hatcher, I, “Empirical Basis for Doctoral Requirements for Licensure:
West Virginia’s Story” Poster Session: American Psychological Association, Boston Aug 2008
 Amerikaner, M. “Challenges to Clinical Supervision in Rural Areas.” Paper presentation,
National
Association of Rural Mental Health; Denver: June, 2010
 Rose, T and Amerikaner, M. “Supervisors’ Perspectives; Challenges to Quality of Clinical
Supervision.” Poster presentation, American Psychological Association, San Diego, August, 2010
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Member and president of WV Board of Examiners of Psychologists (06/07 in this reporting period)
Member of Board of Directors (at large representative), WV Psychological Association
Attended: American Psychological Association, WV Psychological Association, Appalachian Studies
Association conferences; attended annual meetings of National Council of Schools and Programs of
Professional Psychology (annually) and Association of State and Provincial Psychology Boards
(2006)
Externally funded research grants and contracts you received.
Contract from WV DHHR to be PI of program evaluation project for an in-home visitation program in
southern WV
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Community service as defined in the Greenbook.
Member: Huntington Human Relations Commission ( 2005-09), Board member: Ohio Valley
Environmental Coalition (2010-11), Create Huntington (2010-11)
23
Name: _______Massimo Bardi_______________ Rank: __Professor_________
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Yes _X__ No ___
Current MU Faculty:
Highest Degree Earned: ______Ph.D._____________ Date Degree Received: ___1998_____
Conferred by: ______University of Cagliari, Italy_____________________________________
Area of Specialization: _______Behavioral Neuroscience____________
Professional Registration/Licensure_____NA_______
Agency: ________NA__________
Years non-teaching experience
___5____
Years of employment other than Marshall
___8____
Years of employment at Marshall
___5_____
Years of employment in higher education
___8____
Years in service at Marshall during this period of review ___5____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
2011/Spring
2011/Spring
Alpha Des. &
No.
PSY 350
PSY 391
Animal Behavior
Psychology of Aggression
55
56
2011/Spring
2011/Spring
2010/Fall
2010/Fall
2010/Fall
2010/Spring
2010/Spring
2010/Spring
2010/Spring
2009/Fall
2009/Fall
2009/Fall
2009/Fall
PSY 440/540
PSY 499
PSY 440/540
PSY 499
PSY 674
PSY 223
PSY 350
PSY 391
PSY 440/540
PSY 391
PSY 440/540
PSY 480/580
PSY 674
Physiological Psychology
Capstone
Physiological Psychology
Capstone
Biological Bases of Behavior
Elementary Behavioral Statistics
Animal Behavior
Psychology of Aggression
Physiological Psychology
Psychology of Aggression
Physiological Psychology
SpTp: Nonverbal Communication
Biological Bases of Behavior
32
10
24
19
20
29
55
46
36
16
33
19
11
Year/Semester
Title
Enrollment
3) Most Recently Published Papers:
Franssen C.L., Bardi M., Shea E.A., Hampton, J.E., Franssen R.A., Kinsley, C.H., Lambert K.G.
(2011). Fatherhood Alters Behavioral and Neural Responsiveness in a Spatial Task.
Journal of Neuroendocrinology, in press.
24
Franssen C.L., Bardi M., Lambert K.G. (2011). Using a Comparative Species Approach to
Investigate the Neurobiology of Paternal Responses. Journal of Visualized
Experiments, in press.
Lambert K.G., Franssen C.L., Bardi M., Hampton, J.E., Hainley L., Karsner S., Tu E.B., Hyer
M.H., Crockett A., Baranova A., Ferguson T., Ferguson T., and Kinsley C.H. (2011).
Characteristic neurobiological patterns differentiate paternal responsiveness in two
Peromyscus species. Brain, Behavior, and Evolution, 77:159-175.
Bardi M., Koone T., Mewaldt S., O’Connor K. (2011). Behavioral and physiological
responses to academic stress in chemistry college students. Stress, 5:557-566.
Bardi M., Franssen C.L., Hampton, J.E., Shea E.A, Fanean A, Lambert, K.G. (2011). Paternal
experience and stress responses in the California mouse (Peromyscus californicus).
Comparative Medicine, 61:20-30.
Bardi M., Hampton J.H., Lambert K.G. (2010). Fecal dehydroepiandrosterone (DHEA)
immunoreactiviy as a noninvasive index of circulating DHEA activity in young male
laboratory rats. Comparative Medicine, 60:455-460.
Wemm S., Koone T., Blough E. R., Mewaldt S., Bardi M. (2010). The role of DHEA in
physiological and psychological coping mechanisms: relation to problem solving and
academic performance. Biological Psychology, 85:53-61.
Hawley D.F., Bardi M., Everette A.M., Higgins T.J., Tu K.M., Kinsley C.H., Lambert, K.G.
(2010). Neurobiological constituents of active, passive and variable coping
strategies in male Long-Evans rats. Stress, 13:172-183.
Bardi M. (2009). Multidimensional assessment of life satisfaction in Southern Appalachia.
I-manager's Journal on Educational Psychology, 3:43-53.
Rima B., Bardi M., Friedenberg, J., Christon, L., Karelina, K., Lambert K.G., Kinsley C.H.
(2009). Reproductive experience and the response of female Sprague-Dawley rats to
fear and stress. Comparative Medicine, 59:437-443.
Huffman M.A., Pebsworth P., Bakuneeta C., Gotoh S., Bardi M. (2009). Self-medication in
primates. In (Huffman M.A. and Chapman C. Eds.) Primate Parasite Ecology, pp. 331350. Cambridge University Press, Cambridge.
25
Name: Keith W. Beard, PsyD
Rank: Associate Professor
Status: Full-tim
Current MU Faculty: Yes
Highest Degree Earned: PsyD
Date Degree Received: Sept. 2000
Conferred by: Wright State University
Area of Specialization: Clinical Psychology
Professional Registration/Licensure: Lic Psychologist
Agency: WV Board of Psych
Years non-teaching experience
0
Years of employment other than Marshall
0
Years of employment at Marshall
11
Years of employment in higher education
11
Years in service at Marshall during this period of review 11
List courses you taught during the final two years of this review.
Alpha Des. &
Year/Semester
Title
No.
Fall 2009
PSY 408/508
Abnormal Psychology
PSY 485
Independent Study
Spring 2010
Fall 2010
Spring 2011
PSY 670
PSY 769
PSY 770
PSY 772
PSY 791
PSY 634
PSY 671
PSY 771
PSY 773
PSY 408/508
PSY 499
PSY 300
PSY 764
PSY 360
PSY 634
Clinical Practicum
Practicum in Clinical Psychology
Advanced Practicum in Clinical Psych
Rural Practicum
Seminar: Advanced Clinical Psychology
Group therapy
Clinical Practicum
Advanced Practicum in Clinical Psych
Rural Practicum
Abnormal Psychology
Capstone
Paranormal Phenomena
Advanced Human Sexuality
Personality
Group Therapy
Enrollment
52
1
3
1
1
5
18
7
4
1
3
44
4
82
17
41
10
1) N.A.
2) Activities that have enhanced your teaching and or research.
Demonstration/documentation of professional development in teaching: Using the lockdown browser MUOnline User Group workshop, and
Streaming audio and video material - MUOnline User Group workshop
Continuing Education Hours
Completed required number of continuing education hours needed to maintain licenses as a Psychologist and
Professional Counselor
3) Discipline-related books/papers published (provide a full citation).
26

Beard, K.W. (2011). Working with adolescents. In K. Young & C. Nabuco de Abreu (Eds.) Internet
addiction: A handbook for evaluation and treatment
(pp. 173-189). Hoboken, NJ:Wiley.
 Stroebel, S.S., O’Keefe, S.L., Beard, K.W., Robinett S.R., Kommor, M.J., & Swindell, S. (2010).
Correlates of inserted object-assisted sexual behaviors in men: A model for development of
paraphilic and non-paraphilic urges. Sexual Addiction & Compulsivity, 17, 127-153.
 Beard, K.W. (2009). Internet addiction: An overview. In J. B. Allen, E.M. Wolf, & L VandeCreek
(eds.) Innovations in clinical practice: A 21st century sourcebook, vol. 1. (pp. 117-134). Sarasota,
FL: Professional Resource Press.
 O’Keefe, S.L., Beard, K.W., Stroebel, S.S., Berhie, G., Bickham, P.I., & Robinett, S. (2009). Correlates
of inserted object assisted sexual behaviors in women: A model for development of paraphillic
and non-paraphilic urges. Sexual Addiction and Compulsivity, 16(2), 101-130.
 Haning, R.V., O’Keefe, S.L., Beard, K.W., Randall, E.J., Kommor, M.J., & Stroebel, S.S. (2008).
Empathic sexual responses in heterosexual women and men. Sexual & Relationship Therapy,
23(4), 325-344.
 Beard, K. W. (2008). Internet addiction in children and adolescents. In C.B. Yarnall (Ed.)
computer science research trends (pp. 59-70). Hauppauge,
NY: Nova Science Publishers, Inc.
 Legrow, C.W., Trumpower, D.L., & Beard, K.W. (2007). Research & statistics: An integrated
workbook. Dubuque, Iowa: Kendall/Hunt Publishing.
4) Papers presented at state, regional, national, or international conferences.
 Beard, K.W. (May 2010). Death & Life: Dealing with Suicide and Depression. Invited Speaker.
Fifth Annual Mu Crew Retreat. Yellow Spring, OH.
 Beard, K.W., Mann, J., & Parmer, R.L. (March 2010). Panel: Lesbian, Gay, Bisexual, &
Transgendered Identity in Appalachia. 33rd Annual Appalachian
Studies Association Conference, North Georgia College and University, Dalongeha, GA.
 O’Keefe, S.L., Beard, K.W., Stroebel, S.S., Berhie, G., Bickham, PJ, & Robinett, SR. (2009). Correlates
of Inserted Object-Assisted Sexual Behaviors in Women: A Model for Development of Paraphilic
and Non-Paraphilic Urges. Poster Presentation at the Fall Conference of the West Virginia
Psychological Association, Charleston, WV.
 Beard, K.W. (Oct. 2009). Issues and Support for Gay, Lesbian, Bisexual, & Transgendered
Students. Invited Speaker. Ashland Teaching & Learning
Conference. Ashland Community and Technical College, Ashland, KY.
 Beard, K.W. (April 2009). Gay Rights in Campus Settings. Invited Panel Speaker. MU Pride Week,
Marshall University, Huntington, WV.
 Beard, K.W. (April 2009). GLBT Issues for School Age Students. Invited Speaker. Education
Seminar, California University of Pennsylvania, California, PA.
 Beard, K.W. (April 2008). Mental health issues for gay men. Invited speaker. The Blue
Conference, Dayton, OH.
5) Professional development activities, including professional organizations to which you belong and state,
regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
American Psychological Association (APA) - full member 2000 – present
West Virginia Psychological Association (WVPA) - full member 2009-present
WVPA College & University Committee - Chair 2006-2008
WVPA Treasurer - 2009-2014
Association of Directors of Psychology Training Clinics - Member - 2008-present
Federal Education Advocacy Coordinators - Campus Representative (APA Org.) 2003 - present
6) Externally funded research grants and contracts you received.
HIV Testing and Counseling - Community Based Organization (2010)
Granting Agency: WV Department of Health and Human Services
Amount: $20,000
7) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Reynolds Outstanding Teacher Award – finalist 2008, 2009
8) Community service as defined in the Greenbook.
Faculty Senate: Senator
College of Liberal Arts Curriculum Committee:Member
Clinical Faculty Committee for graduate programs: Member - Oversees the functioning of the Masters and
PsyD program in Clinical Psychology. This curriculum, research/dissertation, student issues, internship, etc.
Admissions Committee for PsyD Program: Chair and Co-Chair
27
Internship coordinator for 10 doctoral students
Associate Program Director – PsyD Program
Ministerial Assessment Specialist, United Methodist Church, WV Conference: Consultant - Conducted clinical
interviews, and completed psychological assessment reports required for ministerial candidates before they
are ordained.
Pro Bono Psychotherapy Work
28
Name: _April Fugett Fuller______________ Rank:___Assistant Professor____
Status (Check one): Full-time__X__ Part-time_____ Adjunct _____
Yes _X_ No ___
Current MU Faculty:
Highest Degree Earned: ______Ph.D.________________ Date Degree Received: __December
2008__
Conferred by: __University of Kansas________________________________________________
Area of Specialization: ___Cognitive Psychology____________________________________________
Professional Registration/Licensure____None (N/A)__
___(N/A)_______________________
Agency:
Years non-teaching experience
___0____
Years of employment other than Marshall
___4____
Years of employment at Marshall
Beginning of 4th year
Years of employment in higher education
Beginning of 4th year
Years in service at Marshall during this period of review Beginning of 4th year
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Fall 2011
Fall 2011
Summer I 2011
Summer II 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Summer III
2010
Spring 2010
Spring 2010
Spring 2010
Fall 2009
Alpha Des. &
No.
Psy 406 /506
Psy 416/516
Psychometrics
Psychology of Learning
27
39
Psy 480
PSY 485
PSY 480/580
PSY 223
PSY 223
PSY 486
PSY 717
PSY 324
Psy 406/506
Psy 416/516
Psy 483
SpTp: Psy & Popular Fiction
Independent Study
SpTp:Pop Culture
Elem Behavioral Stat
Elem Behavioral Stat
Independent Study
Adv Quantitative Analysis
Sensation & Perception
Psychometrics
Psychology of Learning
SpTp:Pop Culture
24
1
12
24
25
2
10
24
25
28
20
PSY 223
Psy 483
PSY 694
PSY 223
Elem Behavioral Stat
SpTp:Pop Culture
Seminar:Adv Quantative Psy
Elem Behavioral Stat
32
31
11
26
Title
Enrollment
29
Fall 2009
Fall 2009
Fall 2009
1)
2)


3)

4)










5)
6)
7)
Psy 416/516
Psy 417/517
Psy 485
Psychology of Learning
Inter Behavioral Stat
Independent Study
38
15
1
If your degree is not in your area of current assignment, please explain. N/A
Activities that have enhanced your teaching and or research.
I participated in the Fall Teaching Conferences at Marshall. I attended and gave the following
teaching presentations:
o Patterson, B, Fugett, A. & Barnes, M. (2011, Auguest). Pickens-Queen Award Winning
Faculty: The Art of Engaging Students. Panel discussion to be held at the Fall Teaching
Conference (iPed), Marshall University, Huntington, WV.
o Lumpkin, S., Boswell, L., Brwon, C., Cooper, S., Gilpin, S., Bardi, M., Mitchell, K., Hill, J., Barnes,
M., Miller, B., Sullivan, D., Fugett, A., & Schray, K. (2010, August). Thinking and Learning on
Paper, on the Screen, and in Multi-Modal Media: All the Ways Writing Can Enhance Thinking,
Inquiry, Learning, and Student Engagement. Roundtable discussion held at the Fall Teaching
Conference (iPed), Marshall University, Huntington, WV.
o Fugett, A & Douglas, W. (2009, August). Designing and Implementing Student Conferences
as a Teaching Tool. Roundtable discussion held at the Fall Teaching Conference, Marshall
University, Huntington, WV
In addition to this I have also attended Research Boot Camp through CTL (Spring 2009, Spring
2010, and Spring 2011).
Discipline-related books/papers published (provide a full citation).
Lindberg, M.A., Fugett, A., & Thomas, S.W. (In Press). Comparing Measures of Attachment: "To whom
one Turns in Times of Stress," Parental Warmth, and Partner Satisfaction. The Journal of Genetic
Psychology, Accepted August 2011.
Papers presented at state, regional, national, or international conferences.
Wright, S. & Fugett, A. (2012, January). Using E-tools to Enhance Vocabulary Acquisition and
Reading Comprehension. Paper to be presented at ATIA (Assistive Technology Industry Association).
Orlando, FL.
Fugett, A. & Wright, S. (2011, May). Supporting reading comprehension through the use of
technology. Paper presented at the annual meeting of the Midwestern Psychological Association.
Chicago, IL.
Wise, E. & Fugett, A. (2011, May). Ambiguity and priming: A modern comparison. Paper presented at
the annual meeting of the Midwestern Psychological Association. Chicago, IL.
Wise, E. & Fugett, A. (2011, April). The impact of ambiguity on lexicality. Paper presented at the TriState Psychology Conference. Huntington, WV.
Fugett, A. & Tucker, C. (2011, April). Using technology to support reading comprehension. Paper
presented at the Tri-State Psychology Conference. Huntington, WV.
Wright, S. & Fugett, A. (2011, January). Using e-reads and internet resources to support
comprehension. Paper presented at ATIA (Assistive Technology Industry Association). Orlando, FL.
Fugett, A. & Wise, E. (2010, April). A comparison of frequencies as defined by Google search “hits”.
Paper presented at the annual meeting of the Midwestern Psychological Association. Chicago, IL.
Fugett, A. & Wise, E. (2010, April). A comparison of frequencies as defined by search “hits”. Paper
presented at the Tri-State Psychology Conference. Marietta, OH.
Simpson, G.B., Park-Diener, U.S., Fugett, A., & Treiman, R. (2009, November). Extracting phonological
information from systematic alphabetic form. Paper presented at the annual meeting of the
Psychonomic Society. Boston, MA.
Fugett, A, Park-Diener, U .S., Simpson, G.B., Duermeier, T., & Kellas, G. (2008, November).
Neighborhood effects within a priming context. Paper presented at the annual meeting of the
Psychonomic Society. Chicago, IL.
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations. I am a member of
the Midwestern Psychological Association (MPA) . I attended the following conferences: MPA
2011 and 2010, Assistive Technology Industry Association 2011, Tri-State Psychology
Conference 2011, Stand for Women Conference 2011 (Participated in Session 6, Panel D
(Getting into Graduate School), and Psychonomics 2008 and 2009
Externally funded research grants and contracts you received. None
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
30
8)


Winner of the 2010-2011 Pickens-Queen Excellence in Teaching Award at Marshall University
Community service as defined in the Greenbook.
Consulting for the West Virginia Office of Emergency Medical Services (WVOEMS) (2010)
i. Dr. Chris LeGrow and I were asked to consult with the WVOEMS group about what
would be necessary in order to conduct an analysis of the WVOEMS Basic licensing
test. We prepared a proposal and outline of what it would take in order to
calculate reliability and validity of this test. We also met with them on several
occasions to discuss their issues and needs.
Drug Free Communities (DFC) Grant Evaluation (2010 to current)
ii. Dr. Chris LeGrow and I were asked to partner with DFC to help establish protocols
to measure and evaluate areas the DFC needs to address within the community to
prevent teen drug and alcohol abuse. Also we were tasked with finding a way to
measure how current interventions within the community are working. To date,
we have developed the idea of a youth focus and developed a questionnaire to
present to teen parents that will help us identify and measure problem areas
within the Cabell County community.
31
Name: Tony Goudy___________ Rank: _Assistant Professor_______________
Status (Check one): Full-time__X___ Part-time___ Adjunct __
_X_ No ___
Current MU Faculty: Yes
Highest Degree Earned: _Ph.D.__________ Date Degree Received: August 1994____
Conferred by: _Penn State University
Area of Specialization: _SP Psychology___
Professional Registration/Licensure_WV #671, Licensed Psychologist, PA-008625
Agency: WV and PA Psychology Boards
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
05_____
_05_____
_11_____
_11 ____
_05_____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Alpha Des. &
Year/Semester
Title
Enrollment
No.
2009/Spring
Psy 605
Ethical, Legal and Professional Issue in 24
Psychology
2009/Spring
Psy 608
Differential Diagnosis & Treatment
05
Planning
2009/Spring
Psy 670
Clinical Practicum
05
2009/Summer
Psy 670
Clinical Practicum
06
2009/Fall
Psy 608
Differential Diagnosis & Treatment
11
Planning
2009/Fall
Psy 608
Differential Diagnosis & Treatment
10
Planning
2009/Fall
Psy 610
Assessment of Adults
10
2009/Fall
Psy 670
Clinical Practicum
04
2010/Spring
Psy 605
Ethical, Legal and Professional Issue in 20
Psychology
2010/Spring
Psy 608
Differential Diagnosis & Treatment
05
Planning
2010/Spring
Psy 670
Clinical Practicum
05
2010/Summer
Psy 670
Clinical Practicum
08
2010/Fall
Psy 608
Differential Diagnosis & Treatment
11
Planning
2010/Fall
Psy 610
Assessment of Adults
10
2010/Fall
Psy 670
Clinical Practicum
03
32
2011/Spring
Psy 605
2011/Spring
Psy 608
2011/Spring
2011/Summer
Psy 670
Psy 670
1)
2)
3)
4)
5)
6)
7)
8)
Ethical, Legal and Professional Issue in
Psychology
Differential Diagnosis & Treatment
Planning
Clinical Practicum
Clinical Practicum
15
07
05
08
N/A
Activities that have enhanced your teaching and or research.
Over 100 Psychological Evaluation consults
Monthly treatment planning consults for foster care agencies
Discipline-related books/papers published (provide a full citation).
N/A
Papers presented at state, regional, national, or international conferences.
N/A
Professional development activities, including professional organizations to which
you belong and state, regional, national, and international conferences attended. List
any panels on which you chaired or participated. List any offices you hold in
professional organizations.
American Psychological Association
Externally funded research grants and contracts you received.
N/A
Awards/honors (including invitations to speak in your area of expertise) or special
recognition.
Invited speaker WV Child Care Association, Topic: Treatment Planning in Children
Service Agencies
Community service as defined in the Greenbook
Developed and presented Four CEU presentations for Children Service Agencies
33
Name: Keelon L. Hinton
Professor
Rank: Associate
Status (Check one): Full-time X Part-time_____ Adjunct _____ Current MU Faculty: Yes X
No ___
Highest Degree Earned: Ph. D.
Date Degree Received:
5/2010
Conferred by: Howard University ( Washington D.C.)
Area of Specialization: Psychology ( Developmental)
Professional Registration/Licensure_____N/A__________ Agency N/A
Years non-teaching experience
________
Years of employment other than Marshall
________
Years of employment at Marshall
__9yrs__
Years of employment in higher education
__9yrs__
Years in service at Marshall during this period of review __9yrs__
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Se
mester
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Spring
2010
Spring
Alp
ha
De
s. &
No.
Psy
311
PSY
312
PSY
456
PSY
481
PSY
482
PSY
485
PSY
581
PSY
582
PSY
585
PSY
311
PSY
Title
Child Development
Adult Development
Research in
Psychology
SpTp:
Love/Intimacy/Attac
hmnt
SpTp:
Race/Culture/Devel
Proc
Independent Study
SpTp:
Love/Intimacy/Attac
hmnt
SpTp:
Race/Culture/Devel
Proc
Independent Study
Child Development
Adv Topics
Enroll
ment
92
89
6
27
30
10
6
1
0
95
34
2010
411
Developmental Psy
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Intersessi
on 2010
Intersessi
on 2010
Intersessi
on 2010
Intersessi
on 2010
PSY
457
PSY
481
PSY
482
PSY
486
PSY
557
PSY
581
PSY
582
PSY
586
PSY
656
PSY
686
PSY
312
PSY
456
PSY
480
PSY
485
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
Independent Study
Adult Development
Research in
Psychology
SpTp: Love, Intimacy
& Attach
Independent Study
10
32
31
10
2
2
7
0
1
1
48
1
27
1
34
Intersessi
on 2010
Intersessi
on 2010
Intersessi
on 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
PSY
580
PSY
585
PSY
656
PSY
311
PSY
312
PSY
456
PSY
480
PSY
481
PSY
485
PSY
580
PSY
581
PSY
585
PSY
SpTp:Love,Intimacy
& Attach
Independent Study
Research in
Psychology
Child Development
Adult Development
Research in
Psychology
SpTp: Race, Culture
& Dev
SpTp:
Love/Intimacy/Attac
hment
Independent Study
SpTp: Race, Culture
& Dev
SpTp:Love/Intimacy
/Attachment
Independent Study
Research in
4
0
1
94
83
14
40
43
11
0
1
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
656
Psychology
PSY
311
PSY
411
PSY
457
PSY
475
PSY
465
PSY
486
PSY
557
PSY
581
PSY
582
PSY
586
PSY
656
Child Development
Adv Topics
Developmental Psy
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
121
42
9
45
46
12
0
4
7
0
1
0
2
1. N/A
2. State of West Virginia Department of Education
Apr. 2011- present
Division of Rehabilitation Services
*Independently developed and conducted state-wide multicultural competency training and development
seminars for rehabilitation directors, supervisors, case managers, and counselors
Marshall University (Department of Multicultural Affairs)
Jan. 2011
*Conducted multicultural competency training and development for Marshal Multicultural Community
Ambassadors
Marshall University (Counseling Department)
Jan. 2006 – present
*Semiannual multicultural competency training and development seminars for
graduate/Masters level school and mental health counseling students.
Marshall University (Department of Resident Services) Jan. 2006 - present
*Semiannual multicultural competency training and lectures for university resident
hall assistants, directors, and residents
Marshall University (Department of Resident Services) Jan. 2006 - present
*Semiannual seminars/lectures on love, relationships, domestic violence and
attachment issues for university resident hall assistants, directors, and residents.
3. Hinton, K. & Lowe, M. (2011). The Ethos of Appalachia: Exploring the Relations of Appalachian Identity,
Multicultural Competence and Color Blind Racial Attitudes among Undergraduate and Graduate Counseling
Majors. Journal of Rural Community Psychology, 14(2).
Hinton, K (Accepted for Publication, 12/2010). The Relations of Family Functioning Characteristics, Racial
Socialization and Coping Style to Race Related Stress Among African American College Students. Journal of
Rural Community Psychology. Journal of Rural Community Psychology
4. Conferences:
35
Hinton, Keelon L., & Roberts, D. (August, 2010). The Relations of Family Functioning Characteristics, Racial
Socialization and Coping Style to Race Related Stress Among African-American college Students. Poster
presented at the 42nd Annual American Black Psychology Association International Convention, Chicago, IL.
Hinton, Keelon L., & Jones, R. (August, 2010). Father Knows Best: An Examination of the Relations of Paternal
Parenting Characteristics, Attachment Style, and Attitudes on Marriage, Infidelity, and Sexual Behavior in
African-American College Students. Poster presented at the 42 nd Annual American Black Psychology
Association International Convention, Chicago, IL.
5. National Black Child Development Institute
Association of Black Psychologist
NAACP
6. N/A
7. My Brother Keeper Community Achievement
Award (May 2010)
Marshall University’s College of Liberal Arts
Outstanding Teacher Award(2008)
Marshall University’s College of Liberal Arts
Outstanding Teacher Award(2006)
Carter G. Woodson Faculty Initiative Doctoral
Fellowship (2001 – 2005)
8. Community:
* Facilitate tutoring program in community ( Building Black Talent Tutoring Program)
* Vice President of National Association for Advancement of Colored People (N.A.A.C.P.)
Huntington Chapter
* Executive Committee Member of National Association for Advancement of Colored People
(N.A.A.C.P.) Huntington Chapter
* Co-founder and President of The Brotherhood of Black Scholars
* Bi-monthly community forums dealing with parenting, identity, educational issues facing the African
American community
* Weekly volunteer reader at Spring Hill Elementary School
* African American Literature Book Club Organizer
36
Name: Christopher W. LeGrow
Rank: Professor
Status (Check one): Full-time X Part-time____ Adjunct ____
No ___
Highest Degree Earned: Ph.D.
Current MU Faculty: Yes X
Date Degree Received: 1992
Conferred by: Ohio University (Athens, Ohio)
Area of Specialization: Industrial-Organizational Psychology
Professional Registration/Licensure NA
Agency: NA
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
0 years
2 years
18 years
20 years
5 years
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Alpha Des. &
No.
Title
Enrollment
FYS 100
Psy 223
Psy 418/518
Psy 585
First Year Seminar
Elementary Behavioral Statistics
Psychology of Personnel
Independent Study (Graduate)
22
62
39
1
Summer 2011
Psy 223
Psy 300
Elementary Behavioral Statistics
Paranormal Phenomena
22
31
Spring 2011
Psy 223
Psy 420/520
Elementary Behavioral Statistics
Industrial/Organizational Psychology
Course Release: FYS Training
61
41
Fall 2010
Psy 223
Psy 418/518
Psy 499
Elementary Behavioral Statistics
Psychology of Personnel
Psychology Capstone Seminar
64
38
21
Summer 2010
Psy 223
Psy 300
Elementary Behavioral Statistics
Paranormal Phenomena
14
31
Spring 2010
Psy 223
Psy 300
Psy 420/520
Psy 470
Elementary Behavioral Statistics
Paranormal Phenomena
Industrial/Organizational Psychology
Industrial/Organizational Psychology
60
48
37
1
Year/Semester
Fall 2011
37
Practicum
1)
2)
If your degree is not in your area of current assignment, please explain. NA
Activities that have enhanced your teaching and or research.
MU Summer Research Grant (Summer 2011)
FYS Training (Faculty Training Course for new First Year Seminar Instructors; Spring 2011)
MU Center for Teaching and Learning 2009 Fall Teaching Conference Attendee/Presenter
LeGrow, C. (August, 2009). The development of critical thinking skills through an analysis of
paranormal phenomena. A panel session presented at the 2009 MU Fall Teaching
Conference, Huntington, West Virginia.
3)
Discipline-related books/papers published (provide a full citation).
4)
LeGrow, C., & LeGrow, T. (2008). A participant-driven effort to assess and address an emerging
climate of harassment in a rural high school. Journal of Rural Community Psychology,
E11 (1).
LeGrow, C., Trumpower, D., & Beard, K. (2007). Research methods & statistics: An integrated
workbook. Kendall-Hunt Publishing Company.
Papers presented at state, regional, national, or international conferences.
5)
LeGrow, C. (April, 2009). Lessons learned from service-learning projects with students enrolled
in personnel psychology and industrial-organizational psychology courses. Poster
Presented at the 24th annual meeting of SIOP, New Orleans, Louisiana.
LeGrow, C., & Anderson, A. (May, 2006). Making fun of coworkers: Analyzing the content of
Workplace humor. Poster presented at the 21st annual meeting of SIOP, Dallas, Texas.
Zakrajsek, T., Bowling, N., LeGrow, C., & Everton, W. (May, 2006). Getting your students’ hands
dirty: Active learning in I-O courses. Education, Teaching, and Learning Forum
presented at the 21st annual meeting of SIOP, Dallas, Texas.
Professional development activities
7)
Attended 2007 Human Research Protection Programs annual meeting (Boston, Massachusetts)
Attended 2006/2009 SIOP annual conferences (Dallas, Texas; New Orleans, Louisiana)
Reviewer of Conference Submissions for SIOP annual conference (2006, 2008-2011)
Member of SIOP (Society of Industrial-Organizational Psychology)
Member of APA Division 2 (Society for the Teaching of Psychology)
Awards/honors or special recognition.
8)
Recipient of 2008-2009 MU College of Liberal Arts Outstanding Teacher Award
Community service as defined in the Greenbook.
Focus Group Coordinator (Cabell County Substance Abuse Prevention Programs; 2011)
Organizational Consultation (TEAM for West Virginia; 2008)
Organizational Consultation (River Valley Child Development Services; 2007)
Staff Development Presentation
LeGrow, C. (2007). Repairing a damaged organizational climate: Emerging themes from staff
interviews (Healthy Families America/TEAM for West Virginia)
Name: __Marc A. Lindberg_________________ Rank: _Full Professor__________________
Status (Check one): Full-time__x___ Part-time_____ Adjunct _____
Yes _x__ No ___
Current MU Faculty:
Highest Degree Earned: _____Ph. D._________ Date Degree Received: _1976________________
Conferred by: ____The Ohio State University______________
Area of Specialization: _____Psychology__________________________
38
Professional Registration/Licensure_______________
Agency: _____________
Years non-teaching experience
________
Years of employment other than Marshall
____3____
Years of employment at Marshall
________
Years of employment in higher education
________
Years in service at Marshall during this period of review
________
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Fall 2010
Fall 2010
Alpha Des. &
No.
Psychology 311
Psychology 456
Child Development
Research in Psychology
45
12
Fall 2010
Fall 2010
Psychology 450
Psychology
History and Systems of psychology
Dissertation Research
10
3
Year/Semester
Title
Enrollment
1) N/A
2. Consultations: Did consultations and served as an expert witness in Texas, Colorado,
Delaware, Wisconsin, West Virginia, New Jersey, North Carolina, and Washington.
3. Published papers
Lindberg, M. A. Fugett, A. & Thomas, S. W. (in press). Comparing Measures of Attachment:
“To whom one Turns in Times of Stress,” Parental Warmth, and Partner
Satisfaction,
Journal of Genetic Psychology.
Lindberg, M. A., & Thomas, S. (in press). The Attachment and Clinical Issues Questionnaire
(ACIQ): Scale Development. Journal of Genetic Psychology.
Lindberg, M. A., Dementieva, Y., & Cavender, J. (in press.) Why has the BMI Gone Up so
Drastically in the Last 35 Years? Journal of Addictive medicine.
4 & 5. Presentations and professional development
Lindberg, M. A., Dementieva, Y., & Cavender, J. (2011, May). Different Diets and Food
Groups Compared in Terms of Their Roles in the Increasing Rates of Obesity in the
United States. Paper presented at the American Psychiatric Association. Honolulu
Hawaii.
Lindberg, M. A., & Thomas, S. (2011, April). The Attachment and Clinical Issues
Questionnaire (ACIQ): Scale Development. Paper presented at the Society for
Research
in Child Development. Montreal, Canada.
Lindberg, M. A. (2010, May) The Diagnoses of Different Eating Disorders: Do they Share
Similar Developmental Pathways and Clinical Presentations? Paper presented at the
American Psychiatric Association. New Orleans La.
Lindberg, M. A. & Lounder, L. (2010, May) Direct Tests of the Attachment Hypothesis of
the
Development of Criminal Behavior. Paper presented at the American Psychiatric
Association, New Orleans, La.
39
Lindberg, M. A. (2009, April) Validations of the ACIQ. Paper presented at the Society for
Research in Child Development. Denver, Co.
Oxley, T. & Lindberg, M. A. (2008, April) Tests of Attachment Models of Suicidality. Paper
presented at the Conference on Human Development. Indianapolis, In.
Amick, T. & Lindberg, M. A. (2008). Hopelessness and Helplessness in Relation to
Attachment. Paper presented at the Conference on Human Development.
Indianapolis,
In.
Kellar, M. & Lindberg, M. A. (2008). Social Support in Times of Stress: An Analysis of
Attachment Patterns. Paper presented at the Conference on Human Development.
Indianapolis, In.
Cavender, J. & Lindberg, M. A. (2008, April). A Correlational Study of the Production of
Sugars and Fats and Their Relation to Body Mass. Paper presented at the
Conference on
Human Development. Indianapolis, In.
Community service
Served in several roles in 12 step programs. Work approximately 10 hours a week
in this domain. (It is confidential so I really can’t explicitly list all the accomplishments,
written work, or speaking engagements)
40
Name: _____Thomas D. Linz______________ Rank: ____Associate Professor
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
No ___
Current MU Faculty: Yes _X__
Highest Degree Earned: ___PhD_____ Date Degree Received: ____1988, June_
Conferred by: _______University of Georgia____________________
Area of Specialization: _______Psychology______________
Professional Registration/Licensure ____WV___________
Agency: BOEP______
Years non-teaching experience
________
Years of employment other than Marshall
___2____
Years of employment at Marshall
___21___
Years of employment in higher education
___21___
Years in service at Marshall during this period of review ________
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester Alpha Des. & No.
2011/Fall
PSY 611
Title
Child Assessment
Enrollment
4
2011/ Fall
PSY 533
Current Models of Psychotherapy
8
2011/Fall
PSY 680
Clinical Internship
4
2011/ Fall
2011/Summer
2011/ Summer
2011/Summer
PSY 670/ 769
PSY 611
PSY 670/769
PSY 680
Clinical Practicum
Child Assessment
Clinical Practicum
Clinical Internship
8
2011/Spring
PSY 670/769
Clinical Practicum
7
2011/Spring
2011/Spring
2011/Spring
2011/ Spring
2010/Fall
2010/ Fall
PSY 611
PSY 680
PSY 692
PSY 657
PSY 611
PSY 533
Child Assessment
Clinical Internship
Research Seminar
Research in Psychology
Child Assessment
Current Models of Psychotherapy
8
6
14
1
5
7
2010/Fall
PSY 680
Clinical Internship
8
7
2
41
2011/Summer
2010/ Spring
2010/Spring
2010/Spring
2010/ Spring
2010/Spring
2009 /Spring
2009/ Spring
2009/Spring
2009/Spring
2009/Summer
2009/Summer
2009/Fall
2009/Fall
PSY 670
PSY 611
PSY 634
PSY 680
PSY 670
PSY 611
PSY 533
PSY 680
PSY 670
PSY 611
PSY 506
PSY 670
PSY 670
PSY 611
Clinical Practicum
Child Assessment
Group Therapy
Clinical Internship
Clinical Practicum
Child Assessment
Current Models of Psychotherapy
Clinical Internship
Clinical Practicum
Child Assessment
Psychometrics
Clinical Practicum
Clinical Practicum
Child Assessment
7
9
14
9
3
9
16
1
4
6
4
6
2
8
2009/Fall
2009/Fall
2008/Fall
2008/Fall
2008/Fall
2008/Fall
PSY 533
PSY 680
PSY611
PSY 670
PSY 533
PSY 680
Current Models of Psychotherapy
Clinical Internship
Child Assessment
Clinical Practicum
Current Models of Psychotherapy
Clinical Internship
10
6
7
1
8
3
1)
2)
3)
4)
6)
7)
N/A
Activities that have enhanced your teaching and or research.
Discipline-related books/papers published (provide a full citation). None
Papers presented at state, regional, national, or international conferences.
Linz, M., Saunders, T. and Linz,T. The Role of Empirically Supported Treatments in Rural Services for
Children and Families. A paper presented at the Conference of the National Association for Rural Mental
Health, Denver, CO, June 2010
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any
offices you hold in professional organizations. None
Externally funded research grants and contracts you received. None
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
8)
A talk on the topic of Mental Illness. Presented at theMarie Redd Community Center, Huntington, Nov. 6,
2008.
Community service as defined in the Greenbook.
5)
42
Name: ____Marianna Footo Linz____________________ Rank: __Professor__________
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
No ___
Current MU Faculty: Yes ___
Highest Degree Earned: __Ph.D.__________________ Date Degree Received: __5/92____
Conferred by: ___University of North Carolina – Chapel Hill___________________________________
Area of Specialization: ______Developmental Psychology____________________
Professional Registration/Licensure_WV #582_____
Agency: ____West Virginia Board of Examiners in Psychology______
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
___0_____
___0_____
___20_____
___20_____
___20_____
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Fall 2009
COURSE COURSE TITLE
ENROLLMENT CAMPUS
PSY 311 Child Development
38
Hunt.
PSY 485 Independent Study
0
Hunt.
PSY 585 Independent Study
0
Hunt.
PSY 615 Adv Developmental Psychology 15
Hunt.
PSY 690 Seminar: New Student
10
Hunt.
PSY 713 Adv Assess Practicum
8
Hunt.
PSY 780 Pre-Doctoral Internship
5
Hunt.
PSY 799 Doctoral Research
10
Hunt.
Spring 2010
COURSE
PSY 311
PSY 486
PSY 586
PSY 708
PSY 713
COURSE TITLE
Child Development
Independent Study
Independent Study
Integrated Assessment II
Adv Assess Practicum
ENROLLMENT
49
0
0
10
1
CAMPUS
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
43
PSY 714 Adv Assess Practicum
8
PSY 780 Pre-Doctoral Internship 5
PSY 799 Doctoral Research
11
Hunt.
Hunt.
Hunt.
COURSE
PSY 770
PSY 780
PSY 799
COURSE TITLE
Adv Practicum in Clin Psy
Pre-Doctoral Internship
Doctoral Research
ENROLLMENT
1
3
9
CAMPUS
Hunt.
Hunt.
Hun
COURSE
PSY 201
PSY 485
PSY 585
PSY 690
PSY 691
PSY 713
PSY 752
PSY 772
PSY 780
PSY 799
COURSE TITLE
General Psychology
Independent Study
Independent Study
Seminar
Seminar
Adv Assess Practicum
Rural Community Psych I
Rural Pract I
Pre-Doctoral Internship
Doctoral Research
ENROLLMENT
13
0
0
9
17
12
10
9
6
10
CAMPUS
Off Camp.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Summer 2010
Fall 2010
Spring 2011
COURSE
PSY 204
PSY 311
PSY 486
PSY 586
PSY 615
PSY 708
PSY 714
PSY 773
PSY 780
PSY 799
COURSE TITLE
Psychology of Adjustment
Child Development
Independent Study
Independent Study
Adv Developmental Psychology
Integrated Assessment II
Adv Assess Practicum
Rural Practicum II
Pre-Doctoral Internship
Doctoral Research
ENROLLMENT
11
41
0
0
11
6
9
8
5
6
CAMPUS
Off Camp.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Summer 2011
COURSE COURSE TITLE
ENROLLMENT CAMPUS
44
PSY 713
PSY 770
PSY 780
PSY 799
Adv Assess Practicum
Adv Practicum in Clin Psy
Pre-Doctoral Internship
Doctoral Research
0
0
2
7
Hunt.
Hunt.
Hunt.
Hunt
Each semester I have one course re-assigned time to serve as the director of the PsyD program. Most recently, I
put together our self-study for re-accreditation and organized our site visit and the report response.
2)
Activities that have enhanced your teaching and or research.
3)
Discipline-related books/papers published (provide a full citation).
4)
Papers presented at state, regional, national, or international conferences.
Footo-Linz, M, Saunders, T., & Linz, T. (2010). The role of empirically supported treatments for rural children and families.
Paper presented at the National Association for Rural Mental Health, June, Denver, CO.
Footo-Linz, M. & Pino, I. (2009). Pediatric behavioral health issues in Appalachia. Paper
presentation
at
the
Appalachian Studies Conference, March, Portsmouth, OH.
Footo-Linz, M. F. (2009). Assessment Issues with Infants and Toddlers. Invited presentation at the West Virginia
Psychological Association Fall Meeting, September 29, 2009.
5)
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any
offices you hold in professional organizations.
I am the lead delegate for the PsyD program for the National Council of Schools and Programs in Professional Psychology
(NCSPP) and a member of APA.
6)
Externally funded research grants and contracts you received.
08/07-08/10
HRSA Graduate Psychology Education
Total $300,000
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
8)
Community service as defined in the Greenbook.
River Valley Child Development Services Board of Directors
Child Development Academy at MU Board of Directors
HYCAT Swim Team Board of Directors
Pro Bono consultation and training for Southwestern Community Action Council Head Start Program
Pro Bono training for Hospice Camp Good Grief
Pro Bono training for ABLE Families
45
Name: _Steven Mewaldt______________________________ Rank: __Professor
Status (Check one): Full-time__X__ Part-time_____ Adjunct _____
Current MU Faculty: Yes _X_
No ___
Highest Degree Earned: ____Ph.D._________________ Date Degree Received: ___1975______
Conferred by: ___University of Iowa______________________________
Area of Specialization: ___Cognitive and Experimental Psychology______________
Professional Registration/Licensure______NA______
Agency: __________
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
Year/Semester
2009/Fall
2009/Fall
2010/Spring
2010/Spring
2010/Summer
2010/Fall
2010/Fall
2011/Spring
2011/Spring
2011/Summer
Alpha Des. &
No.
YGS 271 101
PSY 675 101 &
102
PSY 600 201
PSY 676 101 &
102
PSY 672 301 &
401
PSY 675 101 &
102
YGS 271 101
PSY 600 201
PSY 676 201 &
202
PSY 672 301 &
401
___0____
___1____
__36____
__37____
___5____
Title
Enrollment
Yeager Seminar: Theory Science &
Statistics
Practium Teaching Psychology
12
Teaching Psychology
Practium Teaching Psychology
14
15
Cognitive Psychology
14
Practicum Teaching Psychology
22
Yeager Seminar: Theory Science &
Statistics
Teaching Psychology
Practicum Teaching Psychology
6
Cognition and Emotion
25
17
11
16
1)
N.A.
2)
Attended various training workshops on campus. Attended professional conventions listed below.
3)
Bardi, M., Koone, T., Mewaldt, S., & O’Connor, K. (2011). Behavioral and physiological correlates of stress related to
examination performance in college chemistry students. Stress, 5, 557566.
Wemm, S., Koone, T., Blough, E.R., Mewaldt, S., & Bardi, M. (2010). The role of DHEA in physiological and
psychological coping mechanisms: Relation to problem solving and academic
performance.
Biological Psychology, 85, 53-61.
46
4)
Bardi M., Koone T., Fanean A., Mewaldt S., O'Connor (2010). Behavioral and
physiological responses to academic stress in chemistry college students.
Abstracts of the Society for Neuroscience, Session 602:16.
Mewaldt, S.P. & Lucas, J.N. (2010, May) Memory of Odor Names: Evidence for Multimodal Encoding. Paper
presented
at the 82nd Annual Convention of the Midwestern Psychological Association, Chicago
Bardi, M., Blough, E.R., Knopp C.M., Koone T.L., Mewaldt, S.P., & Wemm, S. (2009, November). The role of DHEA in
coping mechanisms: Relation to problem solving and academic performance. Abstracts of the Society for
Neuroscience, October, 2009, Session 91.20:62.
Mewaldt, S.P. (2009, September). Understanding Maintaining and Enhancing Memory. CEU credit course taught
for the West Virginia Psychological Association, Charleston, WV.
Mewaldt, S.P., Stover, K.L., Moore, J.L., & Koone, T.L. (2008, November). Memory
for location and identifying information following introductions. Paper presented at the 49th Annual
Meeting of the Psychonomic Society, Chicago.
Mewaldt, S.P., Koone, T.L., Moore, J.L., & Stover, K.L. (2007, July). Memory for
location: Automatic or effortful? Paper to be presented at the joint meeting of the Experimental
Psychology Society and the Psychonomic Society, Edinburgh, Scotland.
5)
Professional Organizations – The Psychonomic Society, Association for Psychological Science, Midwestern
Psychological Association (Local Representative), Sigma Xi
6)
Physiological markers of problematic drinking. Research grant with Dr.
Massimo Bardi. NASA-REA. 2010.
Behavioral and neuroendocrine correlates of flexible coping. Research grant with Dr.
Massimo Bardi. NASA-REA. 2009.
7)
Invited address for the West Virginia Psychological Association listed above.
8)
Coordinator for Merit Badge College at Marshall (An activity that brings approximately 400 boys each spring to
Marshall to work with Marshall faculty on merit badges.)
Council Commissioner – BSA
Cubmaster Pack 21 – BSA
Assistant Scout Master – Troop 21 – BSA
Gave five talks to various civic groups concerning improving memory.
47
Name: _Paige A Muellerleile
Rank: __Associate Professor___
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
No ___
Current MU Faculty: Yes _X_
Highest Degree Earned: __PhD_____________________ Date Degree Received: _2004___
Conferred by: _Syracuse University___________________
Area of Specialization: _Social Psychology______________
Professional Registration/Licensure___N/A_________
Agency: _______
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
___0___
___5_ _
___5___
___14__
___5___
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Summer
Intersess
Spring 2010
Alpha Des. &
No.
PSY 302
PSY 330
PSY 417
PSY 430
PSY 517
PSY 530
PSY 330
PSY 330
PSY 486
PSY 499
PSY 723
PSY 223
PSY 417
PSY 486
PSY 517
PSY 606
Social Psychology
Human Sexual Behavior
Intermediate Statistics
Psychology of Women
Intermediate Statistics
Psychology of Women
Human Sexual Behavior
Human Sexual Behavior
Independent Study
Social Psychology in Film
Clinical Research Methods
Elementary Behavioral Statistics
Intermediate Behavioral Statistics
Independent Study
Intermediate Behavioral Statistics
Advanced Social Psychology
43
66
5
24
19
2
10
40
2
12
12
29
3
1
18
16
PSY 330
Human Sexual Behavior
11
PSY 330
Human Sexual Behavior
35
Title
Enrollment
48
Spring 2010
Spring 2010
Spring 2010
Fall 2009
Fall 2009
Fall 2009
1)
2)
3)



4)





5)





6)

PSY 330
PSY 723
PSY 750
PSY 302
PSY 302
PSY 33-
Human Sexual Behavior
Clinical Research Methods
Clinical Health Psychology
Social Psychology
Social Psychology
Human Sexual Behavior
30
8
11
31
28
40
If your degree is not in your area of current assignment, please explain. N/A
Activities that have enhanced your teaching and or research.
My community volunteer/activism record has enhanced my teaching and research. In addition, I have taken online
courses in statistics to keep my knowledge current.
Discipline-related books/papers published (provide a full citation).
Zhou, H., Muellerleile, P., Ingram, D. K., & Wong, S. P. Confidence intervals and F tests for intraclass correlation
coefficients based on three-way mixed effects models. In press: Journal of Educational and Behavioral Statistics.
Muellerleile, P. (2011). Judgment is difficult: Thoughts on choosing between ‘The Art of Choosing’ and ‘The Paradox
of Choice.’ Analyses of Social Issues and Public Policy, advance online publication doi: 10.1111/j.15302415.2011.01241.x/
Borsari, B. & Muellerleile, P. (2009). Collateral reports in the college setting: A meta-analytic integration.
Alcoholism: Clinical and Experimental Research, 33, 826-838.
Papers presented at state, regional, national, or international conferences.
Williams, W. R., & Muellerleile, P. (January, 2011). The cognitive and affective consequences of stereotypes in Jamie
Oliver’s Food Revolution. Poster presented at the Society for Personality and Social Psychology annual meeting in
San Antonio, TX.
Melchiori, K. J., Muellerleile, P. A., & Williams, W. R. (June, 2010). Stereotypical reports of gender difference
influence assumptions of biological essentialism. Poster presented at the Society for the Psychological Study of
Social Issues biennial meeting: New Orleans, LA.
Overup, C. S., Marion, B., Muellerleile, P., & Warner, J. (Feb, 2010). Winning the voting 'race': SDO predicts party
membership. Poster presented at the Society for Personality and Social Psychology annual meeting in Las Vegas,
NV.
Overup, C. S., Marion, B., Muellerleile, P., & Warner, J. (Nov, 2009). Winning the voting 'race': SDO predicts party
membership. Poster presented at the Society for Southeastern Social Psychologists’ annual meeting in Ft. Myers,
FL.
Borsari, B., Muellerleile, P., Hustad, J. T. P., & Eaton, E. M. (June, 2009). Agreement and bias in collateral reports in
the college setting: A meta-analytic integration. Poster presented at the 32nd meeting of the Research Society on
Alcoholism, San Diego, CA.
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any
offices you hold in professional organizations.
American Psychological Society
APA Div.8: Society for Personality and Social Psychology*
APA Div. 9: Society for the Psychological Study of Social Issues*
APA Div. 38: Health Psychology
*Attend annual/biennial meeting
Muellerleile, P. (June, 2010). Community revitalization projects: Connecting service learning, volunteerism, and
program evaluation. In R. A. Downing & W. R. Williams (Chairs), Policy, research, and practice in community
partnerships. Symposium presented at the Society for the Psychological Study of Social Issues biennial meeting:
New Orleans, LA.
Externally funded research grants and contracts you received.
March, 2011: USDA: Children, Youth and Families at Risk: Sustainable Community Revitalization in Appalachia
Through Children’s Hands (SCRATCH). (2011-2015) $659,992 (PI: M. Stewart; Co-PIs: P. A. Muellerleile, J. Williams,
E. Marcum-Atkinson). Funded.
49
7)
8)


Awards/honors (including invitations to speak in your area of expertise) or special recognition.
I was invited by the Huntington League of Women Voters and the Southside Neighborhood Association to
moderate a gubernatorial candidate debate that was to take place in September 2011; however, not all candidates
agreed to participate, and so the planned debate was recently canceled.
Community service as defined in the Greenbook.
President of the Board of Directors, CONTACT Rape Crisis Center, Huntington, WV (Board Service since 2008;
President since 2011); Service has included writing 3 grants to fund personnel positions, and all grant requests
that I have written have been funded.
WV Community Planning Group for HIV/AIDS (a CDC initiative) 2010 – present.
50
Name: ___Pamela L. Mulder, Ph.D.______________________
Rank: Professor________
Status (Check one): Full-time_X_ Part-time___ Adjunct ___ Current MU Faculty: Yes _X__ No ___
Highest Degree Earned: __Ph.D.___________________ Date Degree Received: _9/3/91_____
Conferred by: _California School of Professional Psychology – Fresno
Area of Specialization: __Clinical Psychology
Professional Registration/Licensure__708 WV_____
Agency: __WV BOEP__
Years non-teaching experience
___2_____
Years of employment other than Marshall
___3_____
Years of employment at Marshall
___18____
Years of employment in higher education
___21____
Years in service at Marshall during this period of review ___5_____
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
2009 / Spring
Summer / 2009
2009 / Fall
2010 / Spring
Alpha Des. &
No.
PSY 610
PSY 671
Assessment of Adults
Rural Community Psych II
8
7
PSY 671 / 769 /
771 & 773
PSY 526
Clinical Practicums / Supervision of
Doctoral Student Practice
Cross Cultural Psychology
7
PSY 726
8
PSY 731
Advanced Studies in Cross Cultural
Psychology
Psychodynamic Psychotherapy
PSY 706
Integrated Assessment I
7
PSY 752
Rural Community Psych I
9
UNI 101
New Student Seminar
17
Title
Enrollment
4
9
PSY 670 / 769 & Clinical Practicums / Supervision of
770
Doctoral Student Practice
PSY 426 / 526
Cross Cultural Psychology
8
PSY 610
Assessment of Adults
4
PSY 755
Rural Community Psych II
6
PSY 671 / 771 & Clinical Practicums / Supervision of
773
Doctoral Student Practice
21
6
51
2010 / Summer
2010 / Fall
2011 / Spring
2011 / Summer
2011 / Fall
1)
2)
3)
4)
PSY 526
Cross Cultural Psychology
4
PSY 726
Advanced Studies in Cross Cultural
Psychology
Psychodynamic Psychotherapy
Theories of Personality
Abnormal Psychology
Integrated Assessment !
Independent Study
Assessment of Adults
Rural Community Psych II
(Training to teach FYS 100 / university
release time)
Theories of Personality
General Psychology
First Year Seminar
Cross Cultural Psychology
Integrated Assessment I
5
PSY 731
PSY 360
PSY 408 / 508
PSY 706
PSY 585
PSY 610
PSY 755
(FYS 101)
PSY 360
PSY 201
FSY 100
PSY 426 / 526
PSY 706
14
38
43
3
2
4
12
NA
11
10
23
33
9
If your degree is not in your area of current assignment, please explain. NA
Activities that have enhanced your teaching and or research.
Training to teach FYS courses / opportunity to teach these
Training in preparing online courses
WAC training
Discipline-related books/papers published (provide a full citation).
Mulder, P. L., Jackson, R., & Jarvis, S. (2010) Services in rural areas. In B. Levin and M.
Becker (Eds.) A Public Health Perspective of Women’s Mental Health, Springer, NY:NY
Mulder, P. L (2010) Women’s Committee Activities The Community Psychologist, 42(2) pp. 3133.
Footo-Linz, M., Mulder, P. L, & Battlo, J. (2009) Appalachian women and the aftermath of
trauma: A qualitative analysis. The Community Psychologist, 42(1) pp. 31-33.
Mulder, P. & Lambert, W. (2007) Behavioral health of rural women: Challenges and
stressors. In R. Coward, (Ed.) Conference Proceedings - Women’s Behavioral
Health: Providing Linkages Between Physical and Mental Health. Springer Publishing, Inc.
Papers presented at state, regional, national, or international conferences.
* Mulder, P. L., Wolfe, S., Ronayne, M., et. al. (2011) Planning for Women’s Committee Activities.
P. L. Mulder, Chair. Scoiety for Community Research and Action Biennial. Chicago, IL.
Greeson, M., Mulder, P. L., Robinson, R., et. al. (2011) Living While we Work and Working While
we Live: Balancing Family and Work Life. M. Ronayne, Chair. Society for Community Research
and Action Biennial. Chicago, IL.
Wolfe, S., Ronayne, M., Trude-Suter, D., Greeson, M., Robinson, R., Schlehofer, & Mulder, P. L
(2011) Results from the SCRA Committee for Women Workplace Survey. S. Wolfe, Chair. Society
for Community Research and Action Biennial. Chicago, IL.
52
5)
6)
7)
8)
* Greeson, M., Mulder, P. L., Robinson, R., Ronayne, M.,Mulder, P. L (2011) From Millennials to
Boomers: A Discussion of Women’s Mentoring Needs. Planning for Women’s Committee
Activities. P. L. Mulder, Chair. Scoiety for Community Research and Action Biennial. Chicago, IL.
Professional development activities, including professional organizations to which you belong
and state, regional, national, and international conferences attended. List any panels on which
you chaired or participated. List any offices you hold in professional organizations.
(* Already cited above)
Senior Editor, Journal of Rural Community Psychology (thru present)
Section Editor, The Community Psychologist (2010 – present)
American Psychological Association Division 27, Society for Community Research and Action,
Women’s Committee Chair 2010-2011
American Psychological Association Division 27, Society for Community Research and Action,
Member, thru present
National Association of Rural Mental Health, Member, thru present
Externally funded research grants and contracts you received.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Federal Grants Reviewer, HRSA (thru present)
Community service as defined in the Greenbook.
Bright Futures for Women’s Health and Wellness, Steering Committee and participant policy
and publication Department of Health Resources and Services Administration (thru present)
53
Name: ___Stephen.L. O’Keefe_____________________________ Rank: Professor ________
Status (Check one): Full-time_X___ Part-time_____ Adjunct _____
No ___
Current MU Faculty: Yes X__
Highest Degree Earned: _PH.D.___________________ Date Degree Received: 1973_____
Conferred by: __Peabody College of Vanderbilt University_______________________
Area of Specialization: _School Psychology (Combined Professional Psychology)____
Professional Registration/Licensure_Permanent School Psychologist Agency: WVDOE___
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
___38__
____4____
____34____
____38____
____5____
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Alpha Des. &
Year/Semester
Title
Enrollment
No.
2009/Fall
Psy 615
Advanced Developmental Psychology
16
2009/Fall
Psy 619
Psychotherapy with Children
06
2009/Fall
2009/Fall
Psy 692
SPSY 619
2010/Spring
2010/Spring
2010/Spring
2010/Spring
2010/Spring
Psy 615
Psy 656
Psy 692
SPSY 616
SPSY 618
2010/Spring
2010/Summer
2010/Summer
2010/Summer
2010/Summer
2010/Summer
SPSY 750
Psy 433/533
Psy 656
Psy 680
SPSY 738
SPSY 740
Research Seminar
Direct Services II: Individual & Group
Counseling
Advanced Developmental Psychology
Research in Psychology
Research Seminar
Typical & Atypical Child Development
Direct Services I: Instruction Methods &
B-Mod
Ed.S. Thesis Research
Current Models of Psychotherapy
Research in Psychology
Clinical Internship
Practicum I
Practicum III
13
13
07
01
18
09
16
03
06
01
01
01
06
54
2010/Fall
2010/Fall
2010/Fall
2010/Fall
2010/Fall
2010/Fall
Psy 580
Psy 615
Psy 619
Psy 680
Psy 692
SPSY 619
2011/Spring
2011/Spring
2011/Spring
2011/Spring
Psy 615
Psy 634
SPSY 616
SPSY 618
2011/Summer
2011/Summer
2011/Summer
2011/Summer
Psy 692
SPSY 739
SPSY 740
SPSY 750
SpTp: Theory/Practice Play Therapy
Advanced Developmental Psychology
Psychotherapy with Children
Clinical Internship
Research Seminar
Direct Services II: Ind. & Group
Counseling
Advanced Developmental Psychology
Group Therapy
Typical & Atypical Child Development
Direct Services I: Instruction Methods &
B-Mod
Research Seminar
Practicum II
Practicum III
Ed.S. Thesis Research
01
19
04
01
09
11
10
07
07
14
13
01
07
01
55
Name: ___Jennifer D. Tiano__________________________ Rank: __Assistant Professor_
Status (Check one): Full-time_X___ Part-time_____ Adjunct _____
No ___
Current MU Faculty: Yes _X_
Highest Degree Earned: __Ph.D.___________________ Date Degree Received: _08/07
Conferred by: __West Virginia University_____________
Area of Specialization: _Clinical Child Psychology_________
Professional Registration/Licensure__WV#978_____ Agency: WV Board of Examiners of Psychologists
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
__0_____
__2_____
__2_____
__4_____
__2_____
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Alpha Des. & No.
2009/Fall
Psy 408/508
Psy 360
2010/Spring
Psy 635
Psy 408/508
Psy671,690,769,771,773
Psy 486/586
2010/Fall
Psy 608
Psy 408/508
Psy670, 769
Enrollment
45
45
12
45
10
1
12
45
10
2011/Spring
12
12
10
2
12
1)
2)
3)
Title
Abnormal Psychology (2 sections)
Personality Psychology
Child & Family Diagnosis & Therapy
Abnormal Psychology
Clinical Supervision
Independent Study
Differential Diagnosis & Treatment
Planning
Abnormal Psychology
Clinical Supervision
Psy 732
Behavior Therapy
Psy 635
Child & Family Diagnosis & Therapy
Psy671,690,769,771,773 Clinical Supervision
Psy 499
Capstone
Psy 690
Seminar
If your degree is not in your area of current assignment, please explain.
Activities that have enhanced your teaching and or research.
Attended new faculty orientation workshops on teaching practices.
Discipline-related books/papers published (provide a full citation).
56
Tiano, J. D. (2010). Teacher-child interaction therapy for preschool children. In C. B. McNeil & T. L.
Hembree-Kigin (Eds.), Parent-child interaction therapy (2nd ed., pp. 385-392). New York, NY: Springer.
4)
Papers presented at state, regional, national, or international conferences.
Newsome, J. P., Vahlsing, J. B., & Tiano, J. D. (2011, April). The importance of consistent implementation of
effective interventions across contexts for children with autism. Poster presented at the 2011 Tri-State Psychology
Conference, Huntington, WV.
Winston, N., Taubenheim, A., & Tiano, J. D. (2011, April). The utilization of effective strategies in special
needs Head Start classrooms. Poster presented at the 2011 Tri-State Psychology Conference, Huntington, WV.
5)
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any
offices you hold in professional organizations.
Belong to: American Psychological Association (APA); APA Division54,Society of Pediatric Psychology ; Association for
Behavioral and Cognitive Therapies (ABCT)
Attended ABCT international conference; Tri-State Psychology Conference
6)
Externally funded research grants and contracts you received.
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Oxley, D., & Tiano, J. D. (2011, May). Marshall university mental health consultation in head start. Invited
lecture presented at the Southwestern Community Action Council Head Start conference.
Tiano, J. D. (2011, April). Child clinical psychology: What is it and what do they do? Invited lecture presented at the
2011 Marshall University Psyc Awareness Program, Huntington, WV.
Miller, C., & Tiano, J. D. (2010, November). Parenting Wisely. Parenting workshop for Head Start Parents,
Huntington, WV.
Tiano, J. D. (2010, November). Disruptive behaviour disorders in young children. Invited presentation to
the Department of Pediatrics/Marshall University School of Medicine, Cabell-Huntington Hospital, Huntington, WV.
Tiano, J. D. (2011, May). Preparing future faculty: Promotion and tenure. Invited presentation at the
Preparing Future Faculty Workshop at West Virginia University.
Tiano, J. D. (2010, December). Important lesions to learn as a psychologist. Invited presentation at the
2010 Marshall University Psi Chi Induction Ceremony, Huntington, WV.
8)
Community service as defined in the Greenbook.
Serving as Coordinator of Grant Writing Committee for Southridge Church. Grant work will consist of residential
substance abuse treatment programs.
57
Name: W. Joseph Wyatt_____________ Rank: Professor___________________________
Status (Check one): Full-time___x__ Part-time_____ Adjunct _____
No ___
Current MU Faculty: Yes __x_
Highest Degree Earned: ___Ph.D_______________ Date Degree Received: 1980
Conferred by: West Virginia University_________________
Area of Specialization: Clinical Psychology__________________________________________
Professional Registration/Licensure: Psychologist
Agency: WV board of Examiners of Psychology
Years non-teaching experience
11________
Years of employment other than Marshall
11________
Years of employment at Marshall
30________
Years of employment in higher education
30________
Years in service at Marshall during this period of review 5________
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
2009/fall
2009/fall
Alpha Des. &
No.
Psych 732
Psych 408/508
Behavior Therapy
Abnormal Psychology
12
59/4
2010/spring
2010/spring
2010/fall
2011/spring
Psych 471
Psych 408/508
Psych 408/508
Psych 471
Undergraduate clinical practicum
Abnormal psychology
Abnormal Psychology
Undergraduate clinical practicum
9
65/1
51/2
7
2011/spring
Psych 671
Clinical practicum
4
Year/Semester
1)
2)
Title
Enrollment
N.A.
Activities that have enhanced your teaching and or research.
1. In the past five years I have obtained renewal of my licenses to practice psychology in, twice each in West
Virginia and Kentucky. To do so has required that I obtain about 60 continuing education contact hours in
therapy techniques and etc., all of which is useful in teaching.
2. I have attended the annual meeting of the Association for Behavior Analysis five times, each time attending
educational programming offered there. I have also attended the meeting of the West Virginia psychological
Association four times.
3)
Discipline-related books/papers published (provide a full citation).
Wyatt, w. J. & Midkiff, D. M. (2006). Biological psychiatry: A practice in search of a science. Behavior and Social
Issue, 15, 132-151.
58
Wyatt, W. J. & Midkiff, D. M. (2006). Six-to-one gets the job done: Comments on the reviews. Behavior and Social
Issue, 15, 222-231.
Wyatt, W. J. (2006). When we were Boy Scouts. Goldenseal, 32, 38-45.
*Wyatt, W. J. (2007). A behavior analytic look at contemporary issues in the assessment of child sexual abuse. The
Behavior Analyst Today, 8, 145-162.
Wyatt, W. J. & Midkiff, D. M. (2007). Psychiatry’s thirty-five-year, non-empirical reach for biological explanations.
Behavior and Social Issues, 16, 196-212.
Midkiff, D. M. & Wyatt, W. J. (2008). Ethical issues in the provision of online mental health services (Etherapy).
Journal of Technology in Human Services, 26, 310-332.
*Wyatt, W. J. (2009). Behavior analysis in the era of medicalization: The state of the science and recommendations
for practioners. Behavior Analysis in Practice, 2, 49-57.
Midkiff, D. M. & Wyatt, W. J. (2010). Has behavioral science tumbled through the biological looking glass? Will brief,
evidence-based training return it from the rabbit hole? Behavior and Social Issues, 19, 46-76.
*Invited paper
4)
Papers presented at state, regional, national, or international conferences.
Wyatt, W. J. Psychiatry’s flight from science: A profession’s headlong, non-empirical rush to biological explanations. Paper
presented at the Association for Behavior Analysis, Atlanta, May, 2006.
Wyatt, W. J., Wemm, S. & Anderson, A. When does life begin? Poster presented at the West Virginia Psychological
Association, Canaan Valley, September, 2006.
.Wyatt, W. J. Psychiatry’s flight from science: A 2007 update. Paper presented at the Association for Behavior Analysis
International, San Diego, May, 2007.
*Wyatt, W. J. The dangerous world of ineffective and toxic therapies: why science matters. Paper presented at the Virginia
Association for Behavior Analysis, Harrison, Virginia, March, 2008.
*Wyatt, W. J. Behavior analysis in the courts. Paper presented at the Polish Association for Behavior Analysis, Warsaw,
Poland, April, 2008.
Wyatt, W. J. Biological causation, big pharma, and the duping of the American people: Update 2008. Paper presented at the
Association for Behavior Analysis International, May, 2008.
Wyatt, W. J. Medication mania: A look at our national love affair with psychotropic medications: Implications for behavioral
practice. Paper presented at the meeting of the Association for Behavior Analysis International, Phoenix, May,
2009.
Wyatt, W. J., Suchowierska, M., Klyszejko, Z. & Strzemzalska, J. Transatlantic dual degree in psychology. Paper presented at
the Atlantis Projectors’ Annual conference, Berlin, October, 2010.
Wyatt, W. J. What to do, now that big pharma and psychiatry have thrown empiricism under the bus. Paper presented at
the meeting of the Association for Behavior Analysis International, San Antonio, May, 2010
*Invited Presentation
5)
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any
offices you hold in professional organizations.
(a) Workshops conducted:
“Recent Developments in the Assessment of Child Sexual Abuse.” Presented at the WV Psychological Association
2009.
“Enhancing Your Behavioral Practice in the Era of Bio-psychiatry and Big Pharma.” An invited, 4-hr CE workshop
that is part of the Distinguished Behavior Analysts Series, Florida Institute of Technology, Melbourne, Florida,
2010. Available on-line at http://aba.fit.edu. Also presented at the meeting of the Association for Behavior
Analysis International, Denver, May 2011
“Behavioral Practice in the Forensic Arena.” An invited, 2-CE workshop that is part of the Distinguished Behavior
Analysts Series, Florida Institute of Technology, Melbourne, Florida, 2010. Available on-line at http://aba.fit.edu.
(b) Conferences attended:
International: Association for Behavior Analysis International (5 times)
Atlantis (study abroad program) Project Directors’ Conference (4 times)
National:
American Council on Education (1 time)
State:
West Virginia Psychological Association conference (4 times)
Virginia Association for Behavior analysis (1 time)
(c) Conference organized:
T.A. B. S (Trans Atlantic Behavioral Science) Conference. Marshall University, April, 2011. Wendy Williams, co-coordinator.
59
Presentations were made by eight visiting scholars from Atlantis partner schools the Warsaw (Poland) School of Social
Sciences and Humanities and the University of Debrecen, Hungary.
(d) Other:
Member, Board of Trustees, Cambridge Center for Behavioral Studies, Boston.
Member, Board of Editors, Behavior and Social issues.
Editor of a quarterly newsletter, Behavior Analysis Digest International
(e) Membership in organizations: American Psychological Association, Association for Behavior analysis
International; West Virginia Psychological Association, American College of Forensic Examiners.
6)
Externally funded research grants and contracts you received.
Atlantis dual-Degree in psychology project grant. Source: U.S. Department of Education. Amt: $1,2 million.
Excellence in Mobility grant. Source: U.S. Department of Education. Amt: $388,000.
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Invited papers/presentations:
Wyatt, W. J. (2007). A behavior analytic look at contemporary issues in the assessment of child sexual abuse. The Behavior
Analyst Today, 8, 145-162.
Wyatt, W. J. (2009). Behavior analysis in the era of medicalization: The state of the science and recommendations for
practioners. Behavior Analysis in Practice, 2, 49-57.
Wyatt, W. J. The dangerous world of ineffective and toxic therapies: why science matters. Paper presented at the Virginia
Association for Behavior Analysis, Harrison, Virginia, March, 2008.
Wyatt, W. J. Behavior analysis in the courts. Paper presented at the Polish Association for Behavior Analysis, Warsaw,
Poland, April, 2008.
Awards nomination:
Cyrus R. Vance Award for International Programs.
8)
Community service as defined in the Greenbook.
1. Forensic consulting on several dozen cases involving competence/ responsibility, assessment of child sexual
abuse and others.
2. Appx. 250 appearances on local AM radio show “Viewpoint”, hosted by Jean Dean, WRVC-AM radio.
3. Member, Executive Board, Southwestern District Labor Council.
60
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Courses
Course
Number
Course Name
Year 1
20062007
Fa
George Adkins
201
General Psychology
302
Angela Anderson 201
Social Psychology
General Psychology
Brandon Bailey
201
General Psychology
Michael Bias
201
General Psychology
408
Abnormal Psychology
201
General Psychology
Phillip Bryant
Jocelyn Burum
201
General Psychology
43
Sp
Year 2
2007- 2008
Su
Fa
Sp
26
Year 3
2008- 2009
Su
Fa
Sp
40
25
42
33
Year 5
20102011
Year 4
2009-2010
Su
Fa
Sp
Su
Fa
Sp
38
39
36
33
23
33
40
43
42
35
38
45
31
38
37
32
61
709
Integrated
Assessment Practicum
II (Spring ’10, Spring
‘11)
707
Integrated
Assessment I
Kathryn Cadle
201
General Psychology
Alexander Cava
201
General Psychology
Mary Cava
360
201
Personality
General Psychology
Ashley Cavender
201
General Psychology
Lawrence
201
Chevalier
Mathew Clemons 201
General Psychology
Christopher
Clemons
Christopher
Crytzer
Holly Deiser
General Psychology
11
8
32
44
38
38
19
26
21
44
44
22
36
37
26
28
36
25
40
28
23
39
41
33
39
201
201
General Psychology
201
General Psychology
Rebecca Denning 201
General Psychology
Rachel Dozier
General Psychology
201
6
39
36
31
36
37
34
23
16
40
36
25
29
29
62
Robert Drake
Kristy Ellison
Douglas Evans
201
General Psychology
201
General Psychology
311
Child Development
201
General Psychology
41
34
37
30
36
6
21
39
38
Adrienne
Fitzsimmons
Steven French
201
General Psychology
201
General Psychology
Jessica Fry
Personality
408
Abnormal Psychology
204
Psychology of
Adjustment
General Psychology
201
37
37
19
360
30
24
45
44
38
43
39
42
18
Rachel Frye
201
General Psychology
11
20
Pamela George
201
General Psychology
21
29
Megan Green
201
General Psychology
28
27
43
40
16
38
27
37
29
39
40
31
38
29
63
Sandra KiserGriffith
709
Austin Haley
201
Integrated
Assessment Practicum
II
General Psychology
Ida Hatcher
201
General Psychology
Rachel HarperHatfield
201
General Psychology
Danielle
Hemmings
201
Pleasant
Hinchman
311
William Holland
7
28
General Psychology
28
44
33
39
23
6
15
33
22
44
17
Child Development
39
37
408
Abnormal Psychology
201
General Psychology
201
General Psychology
Krystina Issacs
201
General Psychology
Sarah Jarvis
201
General Psychology
621
Assessment Children
Practicum
Abnormal Psychology
408
37
23
36
10
14
36
38
37
30
14
28
26
7
42
29
28
64
Jillian Keener
201
General Psychology
620
Matthew Kellar
201
Assessment Adults
Practicum
General Psychology
Paula King
201
General Psychology
Christina Knopp
408
201
Abnormal Psychology
General Psychology
Penny Koontz
311
408
Child Development
(Spring ’07)
Abnormal Psychology
Sarah Kunkel
201
General Psychology
Lindsey Lounder
201
General Psychology
Jennifer Lucas
201
General Psychology
38
29
34
4
36
34
35
34
28
39
37
38
34
27
40
34
31
15
37
201
General Psychology
Jeanna McGill
201
General Psychology
Daniel McGrath
201
General Psychology
Benjamin Meek
360
201
Personality
General Psychology
25
40
37
37
35
39
34
41
36
31
37
Jennie Mancuso
12
35
33
41
26
38
29
38
41
40
36
36
29
40
36
34
30
65
Cynthia Miller
201
General Psychology
(Fall ’07)
311
Child Development
408
Abnormal Psychology
204
Psychology of
Adjustment
Jennifer Mills
201
General Psychology
Emily SelbyNelson
Cynthia KentNolen
620
Assessment Adult
Practicum
General Psychology
201
43
8
201
General Psychology
Ryan Price
201
General Psychology
Mary Qualls
201
General Psychology
41
17
37
201
General Psychology
46
19
8
8
41
33
43
15
22
44
15
29
37
Sallie Richards
30
36
Integrated
Assessment Practicum
II
Claire Phillips
45
22
10
9
709
39
42
13
33
42
19
26
27
66
Shelia Robinett
201
General Psychology
Gregory Rodgers
201
General Psychology
Ashley Rose
201
General Psychology
Terra Rose
201
General Psychology
Rachel Roush
201
General Psychology
Billy Rutherford
201
General Psychology
14
20
Lisa Ryan
201
General Psychology
44
38
Sarah Setran
201
General Psychology
43
620
Robert Shura
201
311
Assessment Adult
Practicum
General Psychology
Child Development
Michael Stinnett
201
General Psychology
Kristen Stover
311
201
Child Development
General Psychology
42
38
16
29
42
36
43
34
42
39
39
31
34
40
36
25
36
29
36
29
32
27
40
32
32
37
36
8
37
35
29
34
37
43
52
29
Jessica Taylor
Royce Kendall
Vance
201
General Psychology
311
Child Development
201
General Psychology
31
12
38
39
29
35
25
67
April Watkins
Jason Weaver
201
360
Abnormal Psychology
(Spring ’08)
Personality
408
Abnormal Psychology
201
General Psychology
360
Personality
707
Integrated
Assessment Practicum
I
Abnormal Psychology
408
Bethany
Wellman
Jacob Wolfe
General
Psychology(Fall ’06,
Spring ’07)
204
Psychology of
Adjustment
620
Assessment Adults
Practicum
201
General Psychology
201
General Psychology
40
27
43
1
38
36
23
34
14
37
8
4
38
36
8
15
36
30
4
41
19
37
32
68
69
Appendix III
Students’ Entrance Abilities (Graduate Programs)
2006/2007 6
Mean
Undergraduate
GPA
3.81
521.7
565.0
2007/2008 5
3.42
576.0
670.0
2008/2009 7
3.72
468.6
625.7
2009/2010 6
3.21
528.3
630.0
2010/2011 7
2.73
587.1
602.9
Year
N
Mean GRE
Verbal
Mean GRE
Quantitative
70
Appendix IV
Students’ Exit Abilities (Graduate Programs)
Year
2006/200
7
2007/200
8
2008/200
9
2009/201
0
2010/201
1
N
Mean GPA
3
3.94
3
3.97
7
3.88
5
3.84
8
3.93
71
Appendix V
Assessment Summary
Marshall University
Assessment of the Program’s Student Learning Outcomes
5 year summary
Component Area/Program/Discipline: Psychology Doctoral Program
Program Level
Program’s Student Learning
Outcomes
General Knowledge Base of
Psychology
Assessment
Measures (Tools)
Standards/Benchmark
-Evaluation of student
performance on research
projects and practicum.
-Research Projects
-Consider and analyze
- Practicum Experience
competence with respect
-Comprehensive Exam
to major concepts and
& Portfolio
historical trends in
-Evaluation of
Psychology.
Teaching
-Be able to perform to
faculty satisfaction in
practicum and clinical.
Results/Analysis
- Comprehensive
Exam Results
Teaching Level in
201 is generally high.
-95% of students
pass the
comprehensive exam
on first attempt.
Action Taken to
improve the
program
-Modification of
major
requirements.
-Form coherent
groups of classes
to better expose
students to core
areas of the
discipline.
72
Understanding Research
Methodology
Critical Thinking Skills
-Research project or
research seminar.
-Poster presentations
-Dissertation
-Research project or
research seminar.
-Poster Project
-Literature Review for
Dissertation
- Evaluation of research
project and practicum by
faculty.
-Evaluation of research
project and practicum by
faculty.
-Successful
Completion of PSY
772, PSY 723, or PSY
799.
- Advanced students
demonstrate a better
understanding of
statistics than lower
level students.
-Successful
completion of PSY
772, PSY 723, or PSY
799.
- Departmental
course objectives
refined for
advanced research
service.
- Departmental
faculty instituted a
revised set of
requirements for
final research
project.
-Department
faculty instituted a
revised set of
requirements for
the research and
statistics sequence
clarifying the
nature of
requirements
focusing on
thinking and
writing skills.
73
Technological Competence
Communication Skills
-Research project or
practicum.
-Poster Project
-Literature Review
-Research project or
practicum demonstrates
an ability to use
computers and other
technology.
-Use of PowerPoint,
search engines, the
Internet, SPSS, and Excel
in both class and other
projects.
-Research project or
practicum.
-Practicum experience
-Poster projects
-Evaluation of teaching
in PSY 600 & PSY 201
-Evaluation of
performance on research
project and poster
session.
-Evaluation of student
performance by on-site
practicum supervisors.
-Students demonstrate
competence in written
and oral communication
and projects while
targeting their audience.
-Successful
Completion of PSY
772, PSY 723, or PSY
799.
- Use of power point
in Teaching Seminar
and SPSS in Statistic
Courses
-Successful
Completion of PSY
772, PSY 723, or PSY
799.
- Oral
Communication in
teaching is generally
high.
-Students required
to present
research projects
in PSY 772, PSY
723, or PSY 799.
-The majority of
the projects
require the use of
technology to
create the
presentation.
-The students are
proficient with
technology.
-Faculty
encourages
students to
present their
research work.
-Department
encouraged
making student
writing at the
regional & national
conventions key
learning objectives
throughout the
graduate
curriculum
74
Writing Skills
-Research project.
-Practicum experience
-Poster projects
-Term papers
- Case reports
- Dissertation
-Evaluation of
performance on research
project and poster
session.
-Evaluation on literature
review.
-Evaluation on assigned
papers in graduate course
work.
- Portfolio Review
- Completion of PSY
772.
-Completion of PSY
723
- Completion of PSY
799
- Evaluation of
Dissertations &
Doctorial Portfolio
-Faculty assess the
students quality of
writing including
syntax,
punctuation,
spelling,
appropriate
wording, logical
flow, proper voice,
and proper
citation.
-Several faculty
began offering
classes using
writing intensive
methodology.
75
Application of Psychology
Career Planning
-Research project.
-Practicum experience
-Poster projects
- Teaching in PSY 201
-Student evaluation of
academic advising
instrument.
-Student evaluation of
practicum
- Evaluation of research
project and practicum by
faculty.
-Evaluation of student
performance by on-site
practicum.
-Demonstration by
students to apply
psychology to
employment-related
assignment.
-Advising sessions with
psychology faculty to
provide students with
information of future
education and
employment
opportunities.
-Advising sessions with
faculty to help students
develop realistic
educational and
employment goals.
- Completion of PSY
772.
-Completion of PSY
723
- Completion of PSY
799
-Faculty provides
academic and career
advisement.
-Graduate practicum
and Doctoral
Research.
-Internships are on
the job training.
-Faculty have
encouraged
student
involvement in
applied research
as well as
consulting projects
-Encouragement n
local community
projects relating to
the field.
-Expansion of
Clinical and I-O
practicum sites.
-Departmental
discussion on how
to improve the
career advising
process. Surveying
local area
employers
concerning the
skills and
knowledge they
look for in hiring
PsyD employees.
-New courses
based on these
surveys.
76
Course
Numbe
r
Course Name
Required
/
Elective/
Service
PSY 502 Adv. Social
Psychology
PSY 517 Inter
Behavioral
Statistics
PSY 560 History and
Systems
PSY
Special Topics
580583
PSY
Independent
585Study
588
PSY 600 Teaching of
Psychology
Required
PSY 605 Ethical and
Legal Issues in
Psychology
Required
Required
Elective
Appendix VI
Program Course Enrollment
Location
Year 1
2006-2007
Year 2
2007-2008
Year 3
2008-2009
S
u
Su
Fa
Sp
Su
8
13
11
12
11
9
10
Fa
Main
Campus
Main
Campus
20
Main
Campus
Main
Campus
2
11
12
Sp
5
11
16
10
9
5
Main
Campus
7
Elective
Main
Campus
20
Required
Main
Campus
1
5
1
Su
S
p
S
u
1
5
8
8
1
2
1
4
8
Fa
Sp
9
8
1
1
2
2
4
1
1
4
13
Fa
1
6
1
8
6
8
19
12
S
p
8
4
Elective
Fa
Year 4
Year 5
2009-2010 2010-2011
11
4
11
9
77
PSY 608 Diagnosis and
Treatment
Planning
3355PS Adv.
Y 615
Developmental
Psychology
PSY 618 Psychopharma
cology
PSY 633 Individual
Psychotherapy
PSY 634 Group Therapy
Required Main
/ Serviced Campus
16
Required
Main
Campus
13
Elective
PSY 635 Child and
Family
Diagnosis
Therapy
PSY 670 Clinical
Practicum
Required
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Elective
Required
Required
Required
PSY 674 Biological
Bases of
Behaviors
Required
Required
15
8
11
9
8
13
9
Sp
16
11
18
7
2
8
7
5
Su
Fa
6
Sp
Su
Fa
7
13
16
3
16
9
21
7
11
1
1
9
7
1
4
5
10
14
9
Fa
1
1
1
5
15
Main
Campus
Main
Campus
Main
Campus/
Web
Main
Campus/
Web
12
7
6
S
u
PSY 671 Clinical
Practicum II
PSY 672 Cognitive
Psychology
12
9
13
15
S
p
6
1
4
6
4
1
7
Su
Fa
1
2
7
6
1
1
12
10
1
5
S
p
8
S
u
9
8
1
0
1
1
6
7
Fa
Sp
9
1
1
0
2
0
1
0
12
9
78
PSY
Practicum in
675Teaching
678
PSY 679 Testing in I-O
Psychology
PSY706 Integrated
Assessment I
PSY707 Integrated
Assessment
Pract. I
PSY708 Integrated
Assessment II
PSY709 Integrated
Assessment
Pract II
PSY710 Adv Psych
Assessment
PSY712 Geropsycholog
y
PSY713 Adv. Assess
Practicum
PSY714 Adv. Assess
Practicum
PSY717 Adv
Quantitative
Analysis
PSY723 Clinical
Research
Methods in
Psych
Elective
Main
Campus
Elective
Main
Campus
Main
Campus
Main
Campus
Required
Required
Required
Required
Required
Required
Required
Required
Required
Required
10
13
7
7
8
7
8
7
7
8
8
8
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
5
13
1
4
7
7
6
7
7
6
1
7
12
10
6
9
5
5
8
9
9
2
2
1
0
1
1
11
7
1
5
6
6
16
1
8
1
2
9
10
6
11
8
8
12
79
PSY726
PSY731
PSY732
Adv St Cross
Required
Cult Psych
Psychodynamic Required
Therapy
Behavior
Required
Therapy
Main
Campus
Main
Campus
Main
Campus
2
1
2
PSY750
PSY750
PSY752
PSY753
PSY755
PSY756
PSY764
PSY769
PSY770
Cognitive
Psyhco-therapy
Behavioral
Health
Clinical Health
Psych
Community
Psych
Supervision in
Clinical Psych
Rural
Community
Psych II
Independent
Study
Adv Human
Sexuality
Pract in Clincal
Psych
Adv Practicum
in Clin Psy
Required
Required
Required
Required
Required
Required
Required
Required
Required
Required
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
8
5
10
9
1
4
10
S
u
PSY733
9
14
Fa
8
Sp
Su
Fa
11
Su
Fa
11
17
S
p
8
Su
Fa
S
p
1
2
1
1
S
u
9
Fa
Sp
13
7
13
9
9
5
11
7
4
14
2
7
1
0
9
6
12
3
23
4
Sp
1
0
1
6
1
1
7
1
2
7
1
1
6
1
4
2
4
4
6
1
4
1
1
7
7
7
5
80
PSY771
PSY772
PSY773
PSY780
PSY781
PSY782
PSY790
PSY791
PSY792
Adv Practicum
in Clin Psy
Rural Pract I
Required
Rural
Practicum II
Pre-Doctoral
Internship
Pre-Doctoral
Internship
Pre-Doctoral
Internship
Sem: Clinical
Psych
Seminar:
Advanced
Clinical Psy
Seminar: Adv
Psych. Therapy
Required
Required
Required
Required
Required
Required
Required
Required
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
Main
Campus
7
6
2
PSY795
PSY799
Seminar:
Clinical
Psychology
Seminar:
Clinical
Psychology
Doctoral
Research
2
8
5
8
2
6
7
1
4
13
6
10
1
5
1
0
7
6
1
2
3
9
6
9
5
8
5
3
6
5
16
19
27
1
8
Main
Campus
S
u
PSY792
10
Required
Main
Campus
Required
Main
Campus
Required
Main
Campus
Fa
Sp
Su
Fa
Sp
Su
Fa
S
p
Su
Fa
S
p
S
u
Fa
Sp
11
1
0
1
1
1
0
1
0
6
12
8
5
4
8
5
6
4
4
9
1
2
81
82
Appendix VII
Program Enrollment
Students
Grand Total of Students Enrolled in
the PsyD Program
Graduates of the program
Year 1
Year 2
Year 3
2006-2007 2007-2008 2008-2009
Year 4
20092010
Year 5
2010-2011
37
38
45
41
43
3
3
7
5
8
83
Figure 1. Trend Line for Total Enrollment and Program Graduates
50
45
40
35
30
25
Graduates
20
Total Enrollment
15
10
5
0
2006-07
2007-08
2008-09
2009-10
2010-11
84
Appendix VIII
Job and Graduate School Placement Rates
2006-2007
# of graduates
employed in major
field
3
2007-2008
3
2008-2009
7
2009-2010
5
2010-2011
8
Year
Five –Year Total

26*
*All graduates of the program, since the beginning of the program, are employed in their major field.
85
STUDENT’S PLAN OF STUDY
PSYD DEGREE IN CLINICAL PSYCHOLOGY
Revised 9-09
Student’s Name: __________________________________________ Student’s Number: ___________________________
Address: _______________________________________________________________________________________________
Phone Number _________________________________
E-Mail __________________________________________
Advisor: __________________________________
Anticipated date of Masters completion: ______________________
Catalog of Record: __________________________
Anticipated date of PsyD completion: ________________________
Those entering the PsyD program with a bachelor’s degree must complete all MA and PsyD requirements below. Those entering the PsyD
program with a master’s degree or work experience may petition for course equivalency based on previous coursework/degree/experience.
Student Entering the Program has (Check One):
_____ Bachelor’s degree and both MA and PsyD requirements MUST be completed
_____ Some graduate work from an accredited institution, so hours can be waived as equivalent because of previous
coursework/degree/experience
At least 50% of classes must be at the 600 level. Students who were undergraduates at Marshall and took a 400 level version of a 500 level
class and received an A or B should not take the 500 level section. They should find an alternative.
NOTE for Equivalency: Documentation must be submitted by student to PsyD Director for waiver & approved by Psychology Dept.
Faculty. TRANSFER CREDIT MUST BE DONE AT THE TIME OF THE INITIAL PLAN OF STUDY and indicated “Equivalent” in
the grade/substitution/waived/equivalent column.
General MA Requirements for PsyD Students
NOTE for Substitution or Waived: When required courses are not offered, a course may be substituted. If no substitution is available,
Course
Content
Area
Credit
Grade/
thenCourse
a course requirement
may Title
be waived. Course substitutions
will be
indicated as “Substitution”
in the
Number
Hours
Substitution/Waived
grade/substitution/waived/equivalent
column and waived requirements will be indicated
as “Waived” in the
Equivalent
grade/substitution/waived/equivalent column.
PSY 502
Advanced Social Psychology
Social Aspects of
3
G/S/W/E
86
PSY 517
Intermediate Behavioral
Statistics
PSY 560
(Alt for PSY
690-692)
PSY 605
History and Systems
(Approved Alternative for
Research Seminar)
Ethics and Legal Issues
Behavior
Research
Methodology &Data
Analysis
History & Systems of
Behavior
3
G/S/W/E
3
G/S/W/E
PSY 580-583
Professional
3
G/S/W/E
Standards and Ethics
Advanced Developmental
Human Development
3
G/S/W/E
Psychology
&Individual
Differences
Cognitive Psychology
Cognitive and
3
G/S/W/E
Affective Aspects of
Psychology
Biological Bases of Behavior
Biological Bases of
3
G/S/W/E
Behavior
New Student Seminar
Orientation to
1
G/S/W/E
University & PsyD
Program
Integrated Assessment I
Foundational
3
G/S/W/E
Assessment
Integrated Assessment II
Foundational
3
G/S/W/E
Assessment
For successful continuation in the PsyD program, students should take the following
electives: PSY 608; 618; 633; 707; 709
Special Topics
Varies
(1-4)
G/S/W/E
PSY 585-588
Independent Study
Varies
PSY 600
Teaching Seminar
PSY 608
Differential Diagnosis &
Treatment Planning
Psychopharmacology
PSY 615
PSY 672
PSY 674
PSY 690
PSY 706
PSY 708
electives
PSY 618
(1-4)
G/S/W/E
Teaching Experience
3
G/S/W/E
Psychopathology
3
G/S/W/E
Biological Bases of
3
G/S/W/E
87
Individual Interviewing &
Psychotherapy
Practicum in Teaching
Behavior
Foundational
Psychotherapy
Teaching Experience
PSY 769
Integrated Assessment I
Practicum
Integrated Assessment II
Practicum
Clinic Practicum
Foundational
Assessment
Foundational
Assessment
Clinical Practica
other
requirements
Written Comprehensive
Examination
PSY 633
PSY 675-679
PSY 707
PSY 709
3
G/S/W/E
3
G/S/W/E
1
G/S/W/E
1
G/S/W/E
3
G/S/W/E
Pass / Fail
Total Hours
Required
36
+ pass
comps
Total MA Hours
Waived/Equivalent
Total MA Hours
Earned
TOTAL HOURS
/36
PsyD STUDENTS MUST APPLY FOR GENERAL MASTERS DEGREE ONCE ALL THE ABOVE REQUIREMENTS HAVE BEEN MET OR
WAIVED.
ESTIMATED DATE FOR APPLYING FOR MASTERS DEGREE IN GENERAL PSYCHOLOGY: __________________
Endorsement for Graduation with Master’s Degree: __________________________________________
Advisor Signature/Date
88
__________________________________________
Program Director Signature/Date
PsyD Degree Program Requirement
all of the above Master’s Requirements must be fulfilled along with the following requirements
in order to obtain PsyD Degree.
Course
Course Title
Content Area
Credit
Grade/
Number
Hours
Substitution/Waived
Equivalent
PSY 634
Group Psychotherapy
Advanced
3
G/S/W/E
Psychotherapy
PSY 635
Child and family
Advanced
3
G/S/W/E
Psychotherapy
Psychotherapy
PSY 670
Practicum I
Clinical Practica
3
G/S/W/E
PSY 671
Practicum II
Clinical Practica
3
G/S/W/E
PSY 712
Geropsychology
3
G/S/W/E
PSY 713
3
G/S/W/E
Clinical Practica
3
G/S/W/E
Research
Methodology & Data
Analysis
3
G/S/W/E
PSY 723
Advanced Assessment
Practicum
Advanced Assessment
Practicum
Advanced Quantitative
Methods
Qualitative Research in
Education
Clinical Research Methods
Human Development
& Individual
Differences
Clinical Practica
3
G/S/W/E
PSY 726
Cross-Cultural Psychology
3
G/S/W/E
PSY 731
Psychodynamic
Research
Methodology & Data
Analysis
Cultural & Individual
Diversity
Advanced
3
G/S/W/E
PSY 714
PSY 717
OR EDF 625
89
PSY 732
PSY 733
PSY 750
PSY 752
PSY 753
PSY 755
PSY 764
PSY 770
Psychotherapy
Behavior Therapy
Cognitive Behavioral
Psychotherapy
Behavioral Health Psychology
Rural/Community Psychology
I
Rural /Community
Psychology II
Supervision in Clinical
Psychology
Human Sexuality and
Dysfunction
Psychotherapy
Advanced
Psychotherapy
Advanced
Psychotherapy
Biological Bases of
Behavior
Cultural & Individual
Diversity
Advanced
Psychotherapy
Consultation &
Supervision
Human Development
& Individual
Differences
3
G/S/W/E
3
G/S/W/E
3
G/S/W/E
3
G/S/W/E
3
G/S/W/E
3
G/S/W/E
3
G/S/W/E
Clinical Practica
3
G/S/W/E
Clinical Practica
3
G/S/W/E
PSY 772
Advanced Community
Practicum
Advanced Community
Practicum
Rural Practicum
Clinical Practica
3
G/S/W/E
PSY 773
Rural Practicum
Clinical Practica
3
G/S/W/E
PSY 780-783
Pre-Doctoral Internship
Internship
3-9
G/S/W/E
PSY 790-796
Clinical Seminar
Clinical Seminar
G/S/W/E
PSY 799
Doctoral Research Project
Research
Methodology & Data
Analysis
3
(6 hours
required)
3-9
optional
PSY 710
Advanced Assessment
Foundational
3
G/S/W/E
PSY 771
G/S/W/E
90
Assessment
other
requirements
Oral/Portfolio
Comprehensive Examination
Pass / Fail
Total PsyD Hours
Required (in
addition to the MA
requirements)
Total MA Hours
(earned, waived, or
equivalent – min. 36
hours)
Total PsyD Hours
Waived/Equivalent
78 – 90
+ pass
comps
Total PsyD Hours
Earned
TOTAL HOURS
/ 114-126
Signature by student indicates awareness of both MA and PsyD requirements.
_______________________________________________
Student Signature/Date
___________________________________________
Advisor Signature/Date
_______________________________________________
Program Director Signature/Date
__________________________________________
Dean Signature/Date
91
Endorsement for Graduation: __________________________________________
Advisor Signature/Date
__________________________________________
Program Director Signature/Date
If this Plan of Study is later revised, the Program Director must approve the change by signing and dating here and attaching the
revised plan:
____________________________________________
Program Director Signature/Date
92
Appendix X
Assessment Letters *See next page.
93
94
95
96
97
98
99