Graduate Program
Page 1
Graduate Program Review 2000-2006
MA Psychology
University of North Carolina
Wilmington
Graduate Program
Page 2
Section 1: Description of the Psychology Department
I. Department History.
The Psychology Department was separated from the Department of Education and
Psychology in August 1972. At that time there were three full time faculty members on
staff, two psychologists in the Counseling Center who taught part-time, and one part time
lecturer from the community. The Department offered 14 undergraduate courses in
cramped quarters in King Hall. There were few ongoing research projects, no practicum
courses, and little professionally related service to the community or discipline. In May
1982, the Psychology Department was moved to its current facilities in the Social and
Behavioral Sciences Building. This added greatly to the research space and laboratory
teaching space available. It should be noted, however, that since this time, the
departmental faculty has increased to 32 full time faculty members and the graduate
program, with over 60 current active graduate students, has been implemented.
Although we have added some research and teaching space through renovations and
utilization of space outside the Social and Behavioral Sciences Building, what was once
commodious is now extremely limited. Departmental teaching, research, and faculty
offices now take place in six different building, on and off campus. Currently, a new
building that could house the entire Psychology Department is in the planning stages, and
the department has been actively collaborating with the Dean of the College of Arts &
Sciences to prepare for such a move. It is hoped that the building would provide research,
teaching, and office space that will facilitate even greater productivity and quality
teaching and learning experiences than is possible in our current space.
Graduate Program
Page 3
During the 1980s the Psychology faculty began to discuss planning for a master’s
program. In the spring of 1993, permission to implement the proposed graduate
program was granted, and the first master’s students began their studies in the fall of
1994. The program consisted of two concentrations, General and Substance Abuse
Treatment Psychology, which as indicated in our last report, graduated 30 students from
1996 to 1999.
In 2003, the Department applied for and was granted a Council of Graduate
Studies/Sloan Foundation grant to develop a Professional Master’s Program in
Psychology with a concentration in Applied Behavior Analysis. The concentration and
associated curriculum was approved by the graduate Council and in Fall 2005, the
Department admitted students to its third concentration in Applied Behavior Analysis.
This clinical concentration prepares students for licensure as a Psychological Associate in
North Carolina, and also international certification as a Board Certified Behavior
Analyst. Earlier this year, the curriculum was approved by the Behavior Analyst
Certification Board, Inc., which will facilitate certification for graduates as Applied
Behavior Analysts. Four new courses were developed and approved to meet the
educational requirements for certification.
II.
Department/School Mission Statement
A. Teaching, research, service in concurrence with the university mission
statement
Psychology is unique because it is simultaneously a basic and applied science, a
major health profession, and one of the traditional undergraduate liberal arts majors.
Thus, the department mission emphasizes a synergistic relationship between the
Graduate Program
Page 4
traditional goals of teaching, research and service. The discipline is both a natural and a
social science, which imposes a strong mission in science education on the department.
The department’s mission centers on providing an undergraduate liberal arts education
and a program of graduate study which prepares students for further study at the doctoral
level or to practice as licensed psychological associates and licensed clinical addictions
specialists or certified behavior analysts following a scientist-practitioner model. The
department’s research mission is designed to further scientific knowledge and provide
important learning opportunities for undergraduate and graduate students. Service to the
region and profession addresses important needs and is designed to strengthen our
teaching and research objectives. The more specific goals of the department’s mission
are outlined below.
1. The highest priority in the departmental mission is to provide a
high quality undergraduate education. The undergraduate mission involves a
major program that emphasizes education of its students in the diverse discipline
of psychology and the skills in communication and critical thinking expected of
an individual with scientific training. The mission of the department is to prepare
liberal arts majors to take their place as working citizens and to pursue further
education in psychology and other professions and academic disciplines. The
department also has a service mission to acquaint students in other majors with
the content and methods of psychology as they impinge on relevant fields.
Finally, the department has as a role in basic studies to provide students with an
understanding of human behavior from the perspective of psychology.
Graduate Program
Page 5
2. The department supports graduate education through its three
master’s degree concentrations. The General concentration prepares students to
pursue further study at the doctoral level, to work as applied researchers, and to
teach in the community colleges. The mission of the Substance Abuse Treatment
Psychology concentration (SATP) is the preparation of ethical, competent
professionals to meet the mental health care needs of the citizens of North
Carolina and the nation. The SATP concentration is charged with educating
students as practitioners eligible for North Carolina licensure as Licensed
Psychological Associates with a Health Care Providers Certificate and Licensed
Clinical Addictions Specialists. The Applied Behavior Analysis (ABA)
concentration also educates students to be practitioners eligible for North Carolina
licensure as Licensed Psychological Associates with a Health Care Providers
Certificate, and also international certification as Behavior Analysts. All students
are educated in the broad science of psychology and the SATP and ABA students
are educated under the scientist-practitioner model. For both graduate and
undergraduate education excellence in teaching inside and outside of the
classroom is critical to the mission.
3. The department has a strong mission to support research and
scholarship among its faculty, undergraduate, and graduate students. Its
faculty members are charged with maintaining their own scholarly activities and
involving students in these pursuits. Research activities are designed to obtain
and publicize new knowledge, where appropriate apply that knowledge to
problems facing society, keep faculty members involved in their field of study,
Graduate Program
Page 6
and involve students in the scientific process. The educational and research
missions of the department are inextricably intertwined. In addition to involving
students in the creative process of producing new knowledge, research training is
designed to develop critical thinking and communication skills. Where
appropriate, the department has as its mission to obtain external funding to help
support that research.
4. The department has a service mission to the community.
Departmental faculty and students provide consultation, professional services, and
information on application of research findings to the community in order to
address major societal, community, and individual problems. This service is
provided on a regional, statewide, national, and international basis, but service to
the region is a primary focus. The service, teaching, and research missions have a
synergistic relationship. Service is a critical part of graduate clinical training and
the undergraduate practicum experience. Faculty involvement in service allows
for increased knowledge of psychological applications and sites for
internship/practicum placements and obtaining community research samples.
5. The department has a mission to provide service to the scientific
and professional community in psychology and related disciplines. Such
activities as editing, manuscript and grant reviewing, serving as leaders of
professional societies, planning professional meetings, and being members of
accrediting teams allow faculty and students to become involved in the broader
scholarly community and for UNCW to reciprocate for services provided to its
faculty and students. This network of contacts is important for the department to
Graduate Program
Page 7
maintain its teaching and research mission by making our faculty and students
integral parts of the broader academic enterprise and allowing them to have access
to information through informal communications channels. It also allows our
faculty to influence the direction of the profession outside UNCW.
6. The department supports the international programs portion of the
UNCW mission by offering international studies educational experiences to our
students, bringing visiting scholars from throughout the world to our campus,
providing courses and workshops for students, faculty, and professionals at
universities in other countries, and being part of research collaborations with
faculty from other countries. For example, the department is currently hosting a
visiting scientist from the University of Guadalajara (Mexico) and a post-doctoral
fellow from the University of Granada (Spain). Since 1999, the Department has
enrolled seven international graduate students, from countries such as South
Africa, China, Belarus, and Chile.
8. The department has a mission to promote diversity and an
understanding of different people. It accomplishes this mission through
specialized courses in areas of cross-cultural psychology and emphasis on crosscultural issues in other courses such as social psychology and psychological
testing. Many faculty and students conduct research on cross-cultural issues (e.g.,
psychological assessment of Latino populations, racial stereotyping, smoking
reduction programs for Latino populations). Emphasis on cross-cultural issues is
a critical aspect of the graduate clinical training mission. Promoting an
understanding of diversity in the community through service activities of faculty
Graduate Program
Page 8
is an important part of the departmental mission. As an illustration, one of our
faculty members was the founding director of Centro Hispano, a center for
Hispanic culture on the UNCW campus. Recruitment efforts to attract and enroll
a diverse student class have been successful, and retention rates have been high.
For example, 11 of our 64 currently enrolled graduate students are students of
color.
9. The administrative mission of the department is to provide the
infrastructure to support faculty, students, and staff in carrying out their
functions in a productive and efficient manner. The administrative mission
involves budgetary, planning, and information systems which ensure that the
departmental mission is accomplished with optimal use of its financial and
staffing resources and in accordance with University policy and governmental
regulations and statutes.
B. Primary purpose/function
The following list provides a summary of some of the department’s major
activities:
Teaching Functions.
*Provide classroom instructional services for undergraduate and graduate
majors, "service" courses for other undergraduate majors, and basic studies and
other general education courses for liberal arts students.
* Provide applied learning opportunities through directed individual
studies courses, honors thesis supervision, and graduate thesis supervision.
Graduate Program
Page 9
*Provide academic advising and career information about psychology and
other allied disciplines.
* Provide opportunities for informal student-faculty interchanges for the
intellectual and personal development of students.
* Provide undergraduate practicum training and high-level clinical
professional training for graduate students providing psychological health care.
* Provide workshops on test preparation and career development for
psychology students who are interested in jobs upon graduation or pursing
advanced education.
* Provide an honor society, student awards, and other recognition to
encourage scholarship and provide students with contacts with scholars.
* Invite scientists and practitioners from universities and other institutions
from the state, nation, and world to give students broader contact with the
scholarly community.
*Provide opportunities for students to meet practicing psychologists from
the community through events such as the annual departmental student awards
ceremony.
* Provide research seminars and "lab meetings" where students working
on a given research team meet together to discuss their projects, examine research
literature, and practice for presentations.
*Provide support and guidance for students seeking admission to graduate
school or employment after college including contacting colleagues or employers,
Graduate Program
Page 10
writing letters of recommendation, and advising students on choices of particular
institutions or job openings.
* Provide research training to involve students in the production of new
knowledge and the learning of scientific technique.
*Provide students the opportunity to be involved in writing scholarly
articles and making presentations at scholarly meetings.
* Provide computer laboratories for support of research, training in
computer applications, and the use of computer assisted instruction.
* Provide hands on technical experience for students seeking jobs as
research technicians or skills to be applied in graduate school laboratory work.
Research
*Conduct research for the development of new knowledge.
* Publicize this research to the scientific and professional practice
communities through publications, presentations, and continuing education
programs.
*Write grant proposals and respond to requests for contract proposals to
obtain external funding for research.
*Provide training materials for professionals as part of technology transfer
of research results.
*Provide collaboration and research consultation for faculty and students
in universities throughout the nation and world.
*Provide animal care support for faculty and student research.
Graduate Program
Page 11
*Provide support for research with human subjects, including
computerization of the human subjects pool to preserve anonymity and make the
process more efficient.
* Provide support to the Institutional Review Board with many faculty
serving as members.
*Provide support for campus wide committee for animal research
(IACUC), with many faculty serving as long time members and as chairpersons.
*Provide office support for the departmental drug license for research on
behavioral pharmacology.
Service
*Provide university service as part of the faculty governance structure.
*Provide volunteer service to various groups have under-served
populations.
*Supervise students who provide paraprofessional level services which
meet their needs for practical experience and help under-served populations.
*Provide disaster relief counseling.
*Consult with staff of community agencies on appropriate applications of
psychology to agency service needs.
* Conduct research (e. g., program evaluation, employee surveys, and
feasibility studies) which is aimed directly at meeting the information needs of
community agencies.
Graduate Program
Page 12
* Hold volunteer leadership positions on boards of community service
agencies where their professional expertise is directly relevant to the function of
the agency.
*Make community presentations and give media interviews concerning
applications of psychology to important community issues.
*Present workshops for lay and professional groups concerning
applications of psychology including such topics as psychological health,
wellness promotion, environmental psychology, breast cancer, and suicide
prevention.
*Give public presentations and media interviews concerning the nature of
psychological research.
*Consult with high school students about science projects and judge
various high school science competitions.
* Provide services to high school students from under represented groups
(e. g., science summer camps, minority outreach groups).
*Provide high school teachers with updates on psychology and
neuroscience.
*Provide direct professional services to the university such as clinical
supervision of counseling psychologists and professional consultation to
university agencies.
*Serve as mentors in training teaching assistants and faculty at UNCW
and through outside workshops.
Graduate Program
Page 13
* Provide consultation to prospective students and members of the general
public on careers in psychology and related fields.
*Provide evaluation of Psychology Department programs and personnel
for continuous improvement of department offerings.
* Provide administrative support for student academic concerns such as
reviewing graduation applications, seeking appropriate waivers to insure timely
graduation, advising students seeking to transfer into the major, helping students
with transient study requests, etc.
* Provide administrative support for the scheduling and staffing of classes.
*Serve in leadership roles in professional organizations, plan programs for
professional meetings, and serve as consultants on professional education and
practice issues to private and governmental organizations.
*Provide editorial services for book series, manuscript reviews,
and textbook reviews.
*Serve as grant reviewers or members of site review teams.
*Serve as senior editor of major professional journals.
*Serve as accreditation review team members.
*Provide statistical and methodological consulting in the
community.
Section 2. Past Reviews
This is the second University-wide review of the program. In that review (March
27-28, 2000), site visitors (Cecilia Solano & Edelgard Wulfert) noted that the program
had “considerable strengths”. These included a “distinguished faculty and highly
Graduate Program
Page 14
motivated, hard working graduate students. The basic research training and the applied
training of graduate students is excellent.” The site visitors also noted a strong
institutional and administrative commitment to the program. The reviewers broke down
their report into three major sections: admissions, curriculum and outcomes which will be
discussed separately.
Admissions. The site visitors noted that the program attracted a reasonable
number of applicants but that UNCW undergraduates represent a large percentage of
those who enroll in the program. They suggested increasing efforts to attract high quality
students from a wider range of schools. The department has worked very hard on this and
has been very successful in increasing the number of international and out-of-state
students as well as those from other institutions in NC. Efforts have included the
development of an improved departmental web page that features the graduate program,
the development of a departmental newsletter distributed by mail and posted on the web,
and outreach activities by individual faculty using professional relationships with faculty
at other universities nationally and internationally. Special emphasis has been placed on
visits to and contacts with historically black universities to increase applicant diversity.
The results have generally been positive. Total applications have gone up since the first
review. At that time the average number of applications was 53, while current rates are
consistently higher (see Table 7-1). The percentage of students who completed their
undergraduate work at UNCW has declined, while the percentage of out-of-state and
international students has increased. This success has been made possible by an increase
in the number of out-of-state tuition waivers provided by the graduate school and further
increases will be, to a great extent, limited by the availability of more waivers.
Graduate Program
Page 15
Curriculum. Generally, the site visitors found the curriculum to be appropriate in
terms of the number and content of courses. Students’ evaluation of the curriculum was
generally positive. Some concerns were noted regarding the “combined topics” approach
of some of our core courses, specifically Cognitive/Developmental Psychology and
Personality and Social Psychology. The Graduate Steering Committee has conducted
several curricular reviews since the last program review and recently recommended the
separation of Cognitive and Developmental Psychology into two distinct core courses.
This change was approved by the department and the graduate school and is now in
effect. However, it was felt that the Personality/Social combination remained justified.
Another curricular concern was that students in the SATP concentration seemed
concerned that statistics was overemphasized in the curriculum, while students in the
General concentration often felt that they would benefit from additional statistics
curriculum. The department has reviewed this issue as well and although no changes to
the methodology requirements have been made, General students are now permitted to
use graduate level courses in the Statistics Department to satisfy their elective and/or
seminar requirements. Many now take advantage of this option, and several current
students are seeking certification in Applied Statistics. Another concern noted by the site
visitors regarding the limited range of seminar topics was addressed by allowing students
to take other courses (including statistics as noted above) in place of one of the required
seminars.
An additional concern was that graduate courses should not be offered in 1-hr
sessions three times per week and we now avoid scheduling graduate courses in this way
except when the instructor requests such a schedule for pedagogical purposes.
Graduate Program
Page 16
The site visitors suggested the implementation of a professional development
course offered formally or as a “brown-bag” lunch. Such a course is now offered for
students in the ABA program, although many General students also take the course.
Discussion of expanding this program for other concentrations is taking place.
Finally, it was noted that some graduate level courses were open to
undergraduates. Now only one class (PSY 545/445) is cross-listed and the differences
between requirements for graduate and undergraduate students are clearly delineated in
the syllabus. For example, graduate students are required to lead the class for one week,
selecting readings, presenting on a predetermined topic, and leading the discussion.
Outcomes. Outcomes were considered to be highly successful in both
concentrations.
Future Objectives. The site visitors noted that the department was moving in the
direction of developing doctoral training and, while supportive of the development of a
focused doctoral program, stated: …viewed from the outsider’s perspective, the
development of one or more doctoral programs would only seem feasible if the
Department were allocated considerable additional resources.” Specifically, they noted
that increased space, equipment, graduate assistantships were needed along with an inhouse clinic, and reduced teaching loads for faculty involved in doctoral training. The
Department considered the site visitors concerns very carefully in its development of a
Request to Plan a Doctoral Program that is currently under review.
Section 3. Program Description
The program offers training toward a master's degree in General Psychology and
provides training in both academic and applied areas. The SATP and ABA options are
Graduate Program
Page 17
designed specifically to meet requirements for Psychology licensing and licensing
requirements in the area of substance abuse treatment and certification requirements for
applied behavior analysis service provision. The overall program is intended to prepare
students for doctoral-level education and to train students for professional or research
positions at the master's level. The department’s philosophy with respect to applied
training emphasizes the scientist-practitioner model. The relative emphasis on scientific
training in the SATP and ABA concentrations is greater than seen in many applied
master’s programs. A common core of courses, required of all students, provides
knowledge of general content and methods in psychology, and an empirical thesis
ensures substantial research experience. All students receive experience in both applied
and academically oriented areas to ensure that they have a broad, basic knowledge of the
field.
I.
Educational Objectives
The general objective of the program is to provide advanced educational
opportunities in psychology to the citizens of southeastern North Carolina and other areas
of the state and the nation. The departmental objective is to ensure that the program is of
such quality that it serves the needs of the region while also meriting national
recognition.
The specific objectives of the program are to provide:
a)
a common core of advanced knowledge about the content and
methods of psychology to all students in the program.
preparation for study at the doctoral level in professional or
b)
academic research areas in psychology and related fields to
Graduate Program
Page 18
interested and qualified students.
c)
appropriate education and training for individuals who want to
gain certification in substance abuse treatment from a
psychological perspective.
d)
appropriate educational preparation for individuals who want to
take the Psychological Associate licensing examination.
e)
academic preparation for individuals who want a career teaching in
technical and community colleges.
f)
graduate-level education to individuals who wish to strengthen
their scholarship in psychology as part of their overall lifetime
educational objectives.
g)
graduate training for individuals who wish to work or advance in
industry, business, or human-service agencies.
h)
graduate training for individuals who wish to work or advance in
research positions in academic, industrial, or governmental
laboratories.
i)
advanced courses that will enhance the professional competence of
qualified local professionals.
II. Degree Requirements
A. Total hours
The general program requires a minimum of 33 semester hours; the
Substance Abuse Treatment Psychology (SATP) concentration requires a
minimum of 53 hours, and the Applied Behavior Analysis (ABA)
Graduate Program
Page 19
concentration requires 51 hours. The greater number of hours required for
the SATP and ABA concentrations is necessary because it also includes
essential training in clinical skills and meets the requirements of the
appropriate licensing and certification boards.
Specific requirements are presented below:
B. Courses open only to graduate students
All students take at least 26 hours of coursework open only to
graduate students (plus 6 hours of master’s thesis credit). Only two
courses that meet master’s program requirements are cross-listed.
C. Grades required
The following system is used to indicate performance of graduate
students in their courses:
A excellent
AB+
B completely satisfactory
BC+
C - minimally acceptable
CF - failure
I - work incomplete
S - satisfactory progress on thesis and internship
Graduate Program
Page 20
WP - withdraw passing
A student who receives any grade of "F" is ineligible to continue
graduate study. A student who receives grades of "C" on three courses
(including a grade of C+) becomes ineligible for additional graduate study,
according to Graduate School policy. Graduate School policy allows
students to file a grad appeal with the Graduate School within one
semester of receiving the disputed grade. A student ineligible to continue
because of poor grades, based upon special circumstances, can petition the
Graduate School for reinstatement. A petition for reinstatement must be
accompanied by statements of endorsement or non-endorsement from both
the department chairperson and the dean of the College of Arts and
Sciences. A student so reinstated will be dismissed if any additional grade
below that of "B" is earned.
A grade of "I" shall be assigned if the instructor determines that
exceptional circumstances justify providing additional time to complete
course work. The instructor may extend the deadline for any reasonable
period not to exceed one year and shall inform the student of the deadline
in writing. A copy of this notification will be sent to the dean of the
Graduate School. The incomplete will automatically become an "F"
unless a grade change is submitted by the instructor within 12 months.
Grades of A, A-, B+, B, B- C+, C-, S, F, and WP are permanent grades
which can be changed only by the dean of the Graduate School in cases of
arithmetical or clerical errors or as a result of a grade protest.
Graduate Program
Page 21
A graduate student who is required to take undergraduate courses
for any reasons, or who takes such courses in psychology to fulfill any
requirements of the graduate major, must make grades of "B" or better on
all such courses to maintain eligibility for graduate study. A graduate
student who takes any undergraduate courses as electives may make any
grade above "F" without jeopardy.
D. Transfer credits
Graduate courses taken at UNCW before formal admission into the
graduate program will meet course requirements for a graduate degree
only if approved as transfer credits. No more than six hours of credit are
eligible for transfer. Grades of "B" or better are necessary to qualify for
transfer credit. Correspondence courses will not be accepted for transfer
credit. When special circumstances exist, students may petition the
Graduate School for transfer of more than six hours. A graduate student
who wishes to obtain credit for courses taken elsewhere must obtain prior
approval from both the department and the dean of the Graduate School.
E. Other requirements
1.
Residence - A minimum of 24 semester hours of graduate
study must be completed in residence.
2.
Faculty Committee - A Faculty Committee, composed of a
chairman and at least two other members of the Graduate
Faculty, is established for each student within the first two
semesters in residence.
Graduate Program
Page 22
3.
Comprehensive examination - Each student must pass a
written comprehensive exam given after completion of the
core courses.
4.
Thesis – An empirical thesis and thesis defense, acceptable
to the Faculty Committee, is required prior to graduation.
F. Language and/or research tool requirements
Satisfactory completion of nine hours of Research Methods
courses are required, as described in Section E below.
G. Time limits
The program shall be completed within five years of the initial
registration for graduate study. Students may appeal to the
Graduate School for an extension.
III.
Concentrations, Courses and Curriculum
A. The SATP concentration has a specific focus on the diagnosis and
treatment of substance abuse problems. Students completing their degree
in the SATP concentration are prepared to apply for the Psychological
Associate License in North Carolina with the Health Services Provider
Certification, and have completed all academic requirements necessary to be
licensed in North Carolina (and most other states as well) as a Clinical
Addictions Specialist. No other graduate psychology program in North
Carolina offers a substance abuse treatment concentration.
Students electing the SATP concentration take special coursework providing clinical
skills and knowledge of substance abuse and other types of psychopathology. This
Graduate Program
Page 23
additional applied experience prepares these students for immediate entry into clinical
work and eligibility for licensure and certification. A minimum of 53 hours is required
for this concentration, and generally takes 2 1/2 years to complete.
B. The ABA concentration has a specific focus on the conceptual and
methodological foundations of behavior analysis and takes a data-based approach to
behavioral assessment and clinical psychology. Clinical training components of this
concentration emphasize providing intervention services for individuals with
developmental disabilities. Like the SATP concentration, the program meets all education
and experience requirements to prepare graduates for licensure in North Carolina as a
Licensed Psychological Associate with the Health Services Provider Certification, and
additionally for certification as a Board Certified Behavior Analyst. The Behavior
Analyst Certification Board, Inc. has approved the course sequence as meeting the
coursework requirements for eligibility to take the Board Certified Behavior Analyst
Examination. While master’s programs in applied behavior analysis are increasing
nationally, UNCW’s psychology master’s program in applied behavior analysis is unique
to North Carolina and the near southeast (i.e., VA, SC, and GA). A minimum of 51 hours
is required for this concentration, and generally takes 2 1/2 years to complete. Four new
courses were developed to meet the requirements for certification.
C. The General concentration has as a major goal the preparation of
students for entry into doctoral programs in clinical or experimental psychology.
The program uses a combination of coursework in basic and applied areas, extensive
research experience, and supervised practical experience to reach these goals. A common
Graduate Program
Page 24
core emphasizing advanced training in fundamental areas of psychology is required of
students in both concentrations. Research practicum experience and a formal thesis are
required of all students. These common requirements assure that all graduates of the
program have strong training in the theoretical and research bases of psychology, with
exposure to scientific as well as applied topics.
In addition to the core courses, general concentration students are exposed to
several topical seminars on various fields of psychology, with a continuing emphasis on
research activities. Students seek a master's degree for two major reasons before entering
a Ph. D. program: 1) to gain further exposure to the field to help them decide which subdiscipline to pursue, and 2) to strengthen their research and scholarly credentials in order
to be accepted into a high quality doctoral program. Although many students electing the
general concentration eventually enter doctoral programs in clinical psychology, clinical
skills are not emphasized in our general concentration. Rather, the goal is to prepare
students to enter doctoral programs as rapidly as possible. Thus, a minimum of 33 hrs is
required to obtain the degree with a general concentration.
C. The following core courses are required of all students seeking a M.A. in
Psychology:
1. Research Methods (9 hours required of all students).
•
PSY 555 Psychological Research Methods I (4)
•
PSY 579 & 580 Advanced Research Practicum I & II (1 & 1)
•
PSY 589 Psychological Research Methods II (3); or
Graduate Program
Page 25
•
PSY 515 Small-n Research Design (required of ABA students) (3)
Research Methods I is a formal course in statistics and research design in
psychology that is taken during the student's first semester for SATP and
General concentration students, and the first semester of the second year for
ABA concentration students. All students enroll in Research Practicum I and
II during the first year of study, in which each student is assigned to a
graduate faculty mentor. A system has been developed (see Section 7 below)
to match student/faculty interests, to accommodate students wishing to switch
advisors (and vice versa), to distribute mentoring duties appropriately
throughout the department, and to assure that the interests of students admitted
to the program correspond as closely as possible to faculty available to
supervise them. In Research Methods II, SATP and General Concentration
students apply their knowledge of methodology to specific research problems
developed earlier in their research practicum. Research Methods II represents
an extension of Research Methods I, but the emphasis is more on research
design, controlling variables, and critical analysis. ABA concentration
students enroll instead in Small n-Design, which focuses on methods most
associated with studies in behavior analysis.
2. In addition to the eight hours of Research Methods, the core curriculum
consists of four 3-hr required courses, to be selected from the following five
offerings:
PSY 510 Cognitive Psychology
Graduate Program
Page 26
PSY 517 Learning and Behavior Analysis
PSY 520 Developmental Psychology
PSY 556 Physiological Psychology
PSY 565 Personality and Social Psychology
Both the methodology requirement and the specific content courses of
the core are designed to prepare students for doctoral training, to meet
guidelines for licensure in North Carolina as a Psychological Associate, and to
meet recommendations of the Committee on Applied Master's Programs in
Psychology (CAMPP). A fifth core course, PSY 520 Developmental
Psychology, was created in response to concerns voiced in the previous
review. Specifically, it was thought by both faculty and students that a course
in development, separate from cognitive psychology, should be taught. The
addition of the ABA concentration, with its emphasis on abnormal
development, stimulated the addition of this course.
3) PSY 599 Thesis research (6 hours; to be taken over at least two semesters)
4) Successful completion of a written comprehensive exam to be taken after
completing the core courses.
Additional Requirements for the Specific Concentrations
General Concentration (33 credit hours)
Students choose 4 of the 5 Core Courses listed above, with the advice of
their mentor/advisor. In addition, general concentration students take 6 additional
hours: one 595 Seminar and one graduate-level elective, approved by the
Graduate Program
Page 27
Department Chair & Graduate Coordinator. The department generally offers at
least two different seminars each semester to meet needs of students in both the
general and applied concentrations. Examples of seminars that have been offered
include: Psychopharmacology, Clinical Methods in Substance Abuse Treatment,
Psychological Aspects of HIV Infection, Statistical Techniques, Cognitive
Neuroscience, Neuropharmacology, Attitude Change and Social Influence,
Applied Behavior Analysis (now a regularly offered course), Adult Transitions,
Behavioral Endocrinology, and Psychology and Art. Approved electives have
included courses from the Department of Statistics and psychology courses not
required for General concentration students such as PSY 547 Psychopathology.
SATP Concentration (53 credit hours)
Students must take Physiological Psychology (PSY 556) and select 3 from the remaining
four Core Courses (above) under the advice of their thesis advisor. In addition, students
in the SATP Concentration must complete the following course work:
•
PSY 525
Psychological Assessment I (3)
•
PSY 526
Psychological Assessment II (3)
•
PSY 545
Chemical Dependency (3)
•
PSY 547
Advanced Psychopathology (3)
•
PSY 549
Basic Interviewing Skills (2)
•
PSY 550
Advanced Psychotherapy (3)
•
PSY 551 Intervention Strategies in Drug & Alcohol Problems (3)
•
PSY 552
Ethical and Legal Issues in Mental Health (1)
•
PSY 594
Clinical Psychology Practicum (2)
Graduate Program
Page 28
•
PSY 598
Internship (3)
The SATP curriculum has not been altered since the last review in 1999. However,
students and faculty have reported satisfaction with the current program.
ABA Concentration (51 credit hours)
In this relatively new concentration, students take PSY 517 Learning & Behavior
Analysis, PSY 520 Developmental Psychology, and PSY 556 Physiological Psychology.
They may choose either PSY 510 Cognitive Psychology or PSY 565 Social & Personality
Psychology as the fourth Core course, under the advice of their thesis advisor. As noted
above, ABA concentration students are required to take PSY 515 Small-n Research
Design instead of PSY 589 Research Methods II.
In addition, ABA concentration students take the following courses:
•
PSY 518
Applied Behavior Analysis (3)
•
PSY 519
Conceptual Issues in Behavior Analysis (3)
•
PSY 522
3 times)
Advanced Topics in Behavior Analysis (1; to be taken
•
PSY 525
Psychological Assessment I (3)
•
PSY 547
Advanced Psychopathology (3)
•
PSY 550
Advanced Psychotherapy (3)
•
PSY 552
Ethical and Legal Issues in Mental Health (1)
•
PSY 594
Clinical Psychology Practicum (2)
•
PSY 598
Internship (3)
Many of the courses are shared with SATP students (e.g., PSY 550 Advanced
Psychotherapy) and others are shared with students in the General Concentration with
Graduate Program
Page 29
research interests in Behavior Analysis (e.g., PSY 519 Conceptual Issues in Behavior
Analysis).
A typical course sequence, by concentration, is noted in Appendix A.
Section 4: Licensure and Certification, Interdisciplinary programs
Graduates of the SATP and ABA concentrations are eligible to apply for both
licensure as a Licensed Psychological Associate (LPA) with an associated Health
Services Provider (HSP) certification. Graduates of the SATP concentration are also
eligible, with an additional year of supervised experience, for licensure as a Clinical
Addiction Specialist (LCAS) in North Carolina. Graduates of the ABA concentration
are eligible for Board Certification as Behavior Analysts (BCBA). The Psychology
Department participates in the certification program for Gerontology, offering a course in
the psychology of aging (PSY 524).
A. Licensed Psychological Associate with Health Services Provider Certification
(LPA-HSP)
Licensure for the level of Psychological Associate requires a master’s degree in
psychology. To provide health services, including assessment, diagnosis and treatment of
mental, behavioral, or substance abuse disorders, the licensee must also obtain
certification as a Health Services Provider.
1. The NC Psychology Practice Act requires that education and supervised
experience include the following: a) Minimum 45 semester hours of graduate study in
academic psychology, including up to 6 semester hours for internship/practica. Our
SATP concentration requires 53 hours and the ABA concentration requires 51 hours.
Graduate Program
Page 30
2. Minimum of 12 weeks consisting of at least 500 hours of supervised training
through internship/practica. Our program requires a 150-hour practicum for SATP
concentration students, and ABA students receive 500 intensive practicum hours. Both
concentrations require a 1000-hour internship. Interns are supervised by licensed
psychologists, while the practicum may be supervised by another mental health
professional. For SATP concentration internships, at least 50% of clients at an internship
agency must be experiencing drug and/or alcohol problems.
Internship and practicum sites for SATP students include:
Delta Behavioral Health Care
Pender Correctional Institution
Wilmington Health Access for Teens
Family Works of Wilmington
Coastal Family Medicine
Coastal Horizons Outpatient Substance Abuse Treatment Services
For ABA concentration students, internships include
Murdoch Center
J.I. Riddle Center
Monroe-Meyer Institute (U. of NE Medical Center, Omaha)
All students in the ABA and SATP concentrations submit to a criminal
background check before being allowed to earn internship hours. Additionally, students
registering for PSY 598 Internship pay a $17 fee for liability insurance, which is
supplemented by the University. These represent changes from the earlier reporting
period, and are in response to agency and university requirements.
Graduate Program
Page 31
Some sites provide financial support for interns during their 6 month, 1000 hour
internship. Students have received up to $9.00 per hour during their training. After
fulfilling their degree requirements, students may apply for licensure and subsequently
take the national Examination for Professional Practice in Psychology. In North
Carolina, applicants must also take a state examination which assesses knowledge of the
North Carolina Psychology Practice Act. Our students have a 100% passing rate on both
exams, and many have passed at the doctoral level. For this reporting period, 28 of the
SATP and ABA graduates have the LPA-HSP designation (or equivalent in other states),
three elected not to seek licensure, and three are currently applicants for licensure.
B. Clinical Addictions Specialist Licensure
In addition to being eligible for licensure as a Psychological Associate and Health
Services Provider, the curriculum and experiential training component of the SATP
concentration has been approved by the NC Substance Abuse Professional Practice Board
as fulfilling most requirements for certification. Clinical Addictions Specialist licensure
normally requires a master’s degree in a mental health field, plus two years of postgraduate, full-time, supervised substance abuse counseling experience. Because the
UNCW graduate program includes specialized training in substance abuse work (i.e.,
courses and internship) graduates are only required by the NC Board to have one year of
supervised post-graduate, full-time experience to become a Licensed Clinical Addictions
Specialist (LCAS).
Applicable course offerings in the UNCW Psychology Department include
Chemical Dependency, Interviewing Skills in the Treatment of Substance Abuse, and
Intervention Strategies in Drug and Alcohol Problems. Internships are supervised by not
Graduate Program
Page 32
only a psychologist but by a Substance Abuse Certified Clinical—Supervisor (CCS). All
hours devoted to the assessment and treatment of substance abuse disorders count toward
the licensure requirements. For the current reporting period, 3 of the 27 licensed SATP
graduates have received the LCAS. The additional license is useful in seeking insurance
reimbursement and in educating the public about the nature of one’s practice.
c) Certification as a Behavior Analyst (BCBA).
This new concentration provides coursework and supervised training that is
geared to specifically meet the requirements for Board certification. The course sequence
was approved by the Behavior Analyst Certification Board on March 14, 2007. This
means that graduates from our program will not need to submit documentation of
coursework when they apply for certification as Behavior Analysts. See Appendix B for a
breakdown of the 225 required instructional hours as they relate to each of our courses.
Section 5. Facilities
I. Classroom and Office Facilities
The Psychology Department is one of three academic departments located in the
Social and Behavioral Sciences Building. Presently there are seven classrooms and one
teaching laboratory devoted to undergraduate and graduate psychology instruction. Five
of these classrooms accommodate approximately 60 students, one classroom
accommodates approximately 30 students, and a seminar/meeting room accommodates
approximately 12 students. The teaching laboratory contains 12 computer stations and 4
Graduate Program
Page 33
animal operant conditioning stations. With the exception of the seminar/meeting room,
all of these rooms, including the teaching lab, are equipped with Internet access ports.
The program typically offers 10-15 sections of graduate courses per semester,
excluding course hours devoted to thesis research. Enrollment in the graduate courses
typically range from 4-20 students.
While many graduate students maintain offices in their laboratory areas, the only
dedicated office/lounge space for graduate students is a bullpen with an area 375 sq ft
located in SB that doubles as storage space for AV and other equipment. This space
contains several computers and printers.
II. Facilities for Research with Human Participants
There are currently 24 faculty actively involved in research involving human
participants. These studies cover a range of subjects and include investigations of
memory and aging, attitudes affecting jury verdicts, neuropsychological sequelae of open
heart surgery, concept formation in children, psychological factors associated with
substance abuse and the effects of perceived control on the etiology of depression. Each
semester approximately 15-25 studies are conducted on campus using the undergraduate
research pool. Research is also conducted at offsite facilities. These facilities currently
include several community preschools, senior centers, local substance abuse treatment
facilities and mental health centers. There is a need for additional on-campus space to
support these activities (e.g. for data storage and staff meetings).
Eighteen of the faculty involved in research with humans have laboratory
facilities comprising a total of 5800 square feet. These laboratories are housed in the
Graduate Program
Page 34
Social and Behavioral Sciences Building, the Academic Support Building, King Hall,
Leutze Hall and an off-campus facility: the Worsley Building. Equipment used in these
labs is varied and includes audio-visual apparatus, breathalyzers, neuropsychological
testing materials, touch screens and dedicated computers. Equipment is obtained through
university sponsored funding sources, departmental monies and extramural grants. Many
researchers who work with human subjects do not have laboratory space and must
schedule classrooms at off hours in order to conduct research. Classrooms are becoming
less available (particularly computer classrooms) and there is a critical need for more
human testing space.
III. Facilities for Research with Animal Subjects
Seven graduate faculty conduct research using non-human animal subjects.
Research interests of these faculty include cognitive/behavioral neuroscience, behavior
analysis, behavioral pharmacology, and comparative psychology/animal behavior.
Studies by faculty working with animals include investigations of neurobiological factors
influencing drug taking and drug addiction, behavioral and pharmacological mechanisms
involved in the effects of drugs on learning, memory, and decision making; animal
cognition, and mate selection/reproductive behavior.
Approximately 4800 total square feet of research space is devoted to conducting
research with animal subjects in two facilities: the Social and Behavioral Sciences
Building (SB) animal laboratory and the Psychopharmacology Laboratory Building
(PPH). Animals are housed and tested in secure areas with access controlled by an
electronic card reader in both facilities. Rodents are housed in self-ventilating caging
systems equipped with HEPA filters which meet optimal standards for air flow and
Graduate Program
Page 35
cleanliness. Currently, the SB facility houses approximately 60 rats and 150 fish. Animal
testing facilities include two Morris Water Mazes equipped with a computer-controlled
monitoring systems designed to measure spatial learning in rodents, four olfactory testing
stations for rodents, and several aquaria for testing fish. A workshop, surgery, and drug
preparation and storage room are also located in the SB laboratory. The PPH building
houses mice, rats and pigeons and provides a state-of-the-art computer controlled operant
laboratory for research in behavioral pharmacology and behavioral genetics. PPH also
contains a surgery, workshop and secure drug preparation room. The Psychology
Department pays a full-time technician for the care of the animals and the maintenance of
the housing facilities.
IV. Clinical Training Facilities
As noted in the previous report, the department has no dedicated clinical training
facilities. Clinical training is accomplished through shared use of laboratory and
classroom areas. Students in the SATP concentration are required to take six clinical
training courses that involve role-playing with videotaped feedback: Psychological
Assessment I and II, Basic Interviewing Skills in the Treatment of Substance Abuse,
Advanced Psychotherapy, Intervention Strategies in Alcohol and Drug Problems, and
Psychotherapy Practicum. The training is conducted in a small classroom that is used
extensively to hold undergraduate and graduate courses. Because it is not designed or
equipped for clinical training purposes, a portable video camera, tripod, VCR and
monitor, and two office chairs are carried to the classroom daily by the instructor. The
room is then set up to approximate the “feel” of a clinical setting, then disassembled for
the next class held in the room. The set up and break down time impinges on training
Graduate Program
Page 36
time. Role-plays are often interrupted by noise from the adjacent classrooms, labs, and
hallway.
Although the students clearly gain essential clinical skills and the courses receive very
high SPOT ratings, the training experience could have even greater impact if the
department had exclusively for clinical training. Such a space could be permanently
equipped with recording equipment, editing deck for split screen capabilities, comfortable
furniture, and soundproofing.
V. Support Facilities
William Madison Randall Library is a 132,823 square foot facility on the campus of the
University of North Carolina Wilmington. As of the 2006/07 fiscal year, the collection
consisted of the following: 453,458 monographs, 27,480 E-books, 108,446 bound
journals, 974 maps, 802,772 microfiche (sheets), 29,332 microfilm (reels), 22,451
DVD/VHS, 12,203 CDs, 41,199 non-CD sound recordings, 3,404 projected media, 348
kits, 1,015 electronic resources, 40,318 CMC materials, 704 graphic materials, and 90
realia for a total of 1,544,194 items. Randall Library is a partial repository for U.S.
government publications and is a full repository for North Carolina documents. Staff
consists of 21 library faculty and 25 paraprofessional personnel.
The library subscribes to 24,798 periodicals in print and online formats, as well as
over 200 electronic databases. Database titles include PsycInfo, PsycArticles, Social
Services Abstracts, ScienceDirect, EbscoHost, and Lexis-Nexis Academic Universe.
Randall Library subscribes to well over 800 journal titles devoted to research, theory, and
practice in psychology. Additional titles are available in related fields. The library offers
a monthly Table of Contents service for Psychology faculty and will duplicate selected
Graduate Program
Page 37
articles from that monthly list at no cost to faculty. Interlibrary loan services are also
available at no charge.
The annual library allotment for the Psychology department is $6,073 for
monographs, $129,871.27 for journals, and $1,127.02 for non-journal standing orders.
Randall Library has a designated primary contact librarian for the Psychology
department. This primary contact librarian is available to assist Psychology faculty and
students with research and to teach information literacy classes to undergraduate and
graduate Psychology students. In addition, the library offers a series of instructional
workshops throughout the year on a variety of subjects.
Randall Library maintains 50 public computer work stations and 4 print stations
in the Reference area. These computers are available for catalog and Internet searching
and are loaded with Microsoft Office Suite software. The library also houses several
computer lab facilities. The undergraduate computer lab is equipped with 47 computing
stations, 2 scanners, and 2 print stations. There are also 4 study rooms equipped with
computers configured with dual monitors, dual keyboards, dual mice, and large work
areas. In addition, there are 2 graduate student computer labs. The first is equipped with
10 computers, 1 scanner, and 1 print station. The other has 2 computing stations with
dual monitors, dual keyboards, dual mice, and a large work space. The library also offers
a laptop checkout service with 30 laptop computers with wireless network access. Also
available for checkout are portable DVD players, MP3 players, Mini-DV video cameras,
and an A/V projection cart.
In addition, Information Technology Systems Division (ITSD) operates two
staffed general access computer labs, 2 graduate computer labs and seven residence hall
Graduate Program
Page 38
computer labs, totaling approximately 125 computer stations. ITSD also has two
locations for laptop check-outs with 40 laptops available. All ITSD computer labs run
Windows XP, are connected to the Internet and currently have Office 2003 installed with
a planned deployment of Office 2007 occurring in Fall 2008. The hours of operation of
these labs range from 50 hours per week to 24x7. Available times for computer access
generally increase during exam periods. The computer help desk is open over 40 hours
per week and is staffed with two to three technical assistants.
The Office of Research Administration (ORA) at UNCW is available to support
faculty and graduate students in obtaining grants and contracts. Seed money is for
obtaining grants and for pilot projects is available through ORA and through the College
of Arts and Sciences to tenure track faculty. In addition, the ORA provides assistance
with internal and sponsor forms and with duplicating and binding services for grant and
contract submissions.
Section 6: Personnel
I. Brief C.V.’s for Current Faculty
Faculty vita are provided in Appendix C
II.
Additional Staff.
Three full-time secretarial staff are currently employed. (Sonya Kelly,
Administrative Secretary III, Patricia Schimberg, Office Assistant III, and
Rosemary Schmitt, Office Assistant). In addition, a full-time staff member is
responsible for animal care (Rhiannon Thomas, Laboratory Animal
Technician I).
Graduate Program
Page 39
Section 7: Graduate Students
I. Admissions & Current Students
A. Recruiting
The department actively seeks applicants to the graduate program through formal
and informal mechanisms. A brochure that describes the program is revised every year,
and mailed to Psychology departments and undergraduate students who request it. The
brochures are distributed at conferences and meetings by individual faculty, and by the
Graduate School staff on their recruiting visits. A graduate program web site is
maintained on the departmental home page with program and application information
http://www.uncw.edu/psy/grad-purpose.html. This site has been the primary source of
information noted by applicants.
A poster is available to be transported to conferences by faculty (Substance
Abuse Educators Conference, American Psychological Association, Association for
Behavior Analysis, North Carolina Drug and Alcohol School). Annually the program is
represented at the North Carolina Psychological Association undergraduate conference.
A description of the program is listed in the American Psychological Association’s
guide, “Graduate Study in Psychology and Related Fields.” The Psychology Graduate
Coordinator routinely travels to Graduate School fairs at historically Black Colleges in
North Carolina and has invited psychology students and faculty from other schools for
lunch and informational visits to the UNCW campus. An e-mail invitation to all
undergraduate NcNair Scholars who are studying psychology, and the Graduate School
has generously offered to waive the $45 application fee for these applicants. Additional
Graduate Program
Page 40
funds for recruiting devices (posters, flyers, mailing expenses) are needed to permit a
broader target area.
The program currently has 20 students enrolled in their first year of study, 25 in
their second year, and 24 in their third year as they complete internships or take a bit
longer to complete the thesis or comprehensive exams. These 69 students, 33 are
enrolled in the General Concentration, 24 in the SATP concentration, and 12 in the ABA
concentration.
B. Admissions
All students seeking admission to the graduate program in the Department of
Psychology must submit an application, statement of interest, official transcripts of
college work, Graduate Record Exam scores (verbal, quantitative, and analytic writing
are required; psychology subject tests were required of all students through 1998, but
are no longer required of applicants who were undergraduate psychology majors), and at
least three letters of recommendation by individuals in professionally relevant fields. All
successful applicants must meet the following requirements:
1. a bachelor's degree from an accredited college or university or its equivalent
from a foreign institution of higher education;
2. a strong academic record with an average of "B" or better in the basic courses
prerequisite to this graduate program;
3. satisfactory scores on the aptitude and, for applicants with majors in areas
other than psychology, a satisfactory score of the subject (psychology) portions of the
Graduate Record Examination.
Graduate Program
Page 41
Most successful applicants have been psychology majors, but applications from
non-majors are considered if the applicant has taken at least 21 hours of psychology
coursework including courses in Psychological Statistics and Experimental Psychology.
Because admissions decisions are based on consideration of all relevant factors,
individuals who have indicators of success may be admitted even though they fall below
some specified criteria. Individuals with identified deficiencies may be accepted
provisionally with specified plans and goals for the remediation of those deficiencies.
Such remediation may include a requirement of additional hours beyond those normally
required for the degree.
Applications are reviewed by the Graduate Admissions Committee. The
Committee is composed of seven faculty and includes the Graduate Coordinator who
serves as Chair. All aspects of the student’s application are considered during the initial
screening. The admissions committee examines applicant’s transcripts carefully with
particular emphasis on the most recent 60 credit hours attempted and psychology
coursework. Graduate Record Exam scores are important for applicants to both
concentrations, but are emphasized more for applicants to the General Concentration,
where admission to doctoral work may depend on scores of certain level. Other factors,
such as the student’s past research record and clinical experiences, are also taken into
consideration. The current practice is to select the most outstanding 40-50 applicants for
invitation to an “interview weekend,” held in mid March each year.
The interview weekend begins on a Friday afternoon with welcomes from the
Graduate School, the Psychology Chair and Graduate Coordinator. Applicants are
introduced to the program through presentations by the Coordinator and other faculty. A
Graduate Program
Page 42
question and answer period with a panel of current graduate students is arranged. That
evening a dinner party is held that includes faculty, graduate students and the applicants.
These events have been held off campus, at the Wise House during the past seven years,
and have provided a valuable opportunity for informal interactions. On Saturday formal
interviews are scheduled between individual applicants and faculty members. These are
arranged for two purposes: 1) to assist in matching applicants with faculty on the basis
of research interests and competence and 2) to allow a more in-depth assessment of
clinical skills for applicants to the SATP and ABA concentrations. The interview
weekend developed as a part of the department’s ongoing program review, as concerns
about clinical skill issues were brought to the Graduate Steering and Admissions
Committees. Prior to 1997 telephone interviews were conducted, and this remains the
policy for applicants who cannot make a campus visit. Interview weekends have proven
to be very valuable in attracting qualified students. Each of the three events has resulted
in approximately 40 applicants coming to campus for a visit (many from out-of-state).
We have found that the campus visit tends to elevate their interest in the program, and
some applicants have turned down admission to doctoral programs to enroll at UNCW.
Funding for interview weekend activities has come in part from the department and the
Graduate School, but much of the cost has been borne by individual faculty members. It
would be desirable to establish sufficient university funding to maintain this event.
Following the interviews, the admissions committee convenes to make final
determinations about admissions and recommendations for assistantships. Faculty groups
and individuals are invited to submit comments or concerns about any applicant to the
Graduate Coordinator, who will transmit the information to the admissions committee.
Graduate Program
Page 43
For example, clinical faculty reviews each applicant to the ABA or SATP concentration
for emotional readiness to purse the clinical aspects of the program and give this
information to the Graduate Coordinator immediately following the interviews. The
admissions committee considers all recommendations from faculty and generates a final
list of applicants who are eligible for research/faculty matches. Graduate faculty indicate
in writing their interests in mentoring applicants. Finally the Chair and Graduate
Coordinator match faculty with applicants based on faculty ranked interest ratings,
applicants stated interests, and fair distribution of students among faculty. The following
criteria are also used:
Faculty with 2-year Research Assistantships (RA’s) to offer will receive priority in
the case of interest ties.
All faculty will be given a chance to mentor one student before any faculty
member takes on more than one. Exceptions to this principle are considered in cases
where a faculty member has two or more 2-year RA’s to offer.
Other factors to be considered in cases of faculty interest ties where the quality of
the match is roughly equivalent (in the opinion of the GC and Chair) include the
following:
1. In general, 2nd year (new) faculty have priority over others
2. Applicants are often consulted directly regarding their preferences
3. Faculty who matched with a top applicant who did not enroll at UNCW in the
preceding year.
4. Faculty records with past students and the progress of their current students
5. The number of students currently supervised by faculty
Graduate Program
Page 44
6. The best fit to maximize the number of students admitted
The Admissions policy is reprinted in Appendix D
Statistical information on the number of applications received during the reporting
period, and the characteristics of applicants is presented in Table 7-1.
Table 7-1. Number of applications received 2000-2006
GEN
Concentration
SATP
Concentration
ABA
Concentration
Total # of
Applicants
In State
Applicants
Out of State
International
% UNCW grad
apps
2000
2001
2002
2003
2004
2005
2006
47
43
39
43
60
47
58
17
15
18
13
22
17
27
0
0
0
0
0
5
13
64
58
57
61
83
69
98
na
na
1
34
23
3
42
15
0
30
29
2
41
41
1
44
23
2
52
40
4
20%
23%
31%
20%
27%
28%
25%
N/A
3.45 3.42
3.43
3.43
3.47
3.47
Average GPA - 60
Average GRE - Q 510.15 547.86 548.4 536.27 583.38 572.12 552.84
490 469.69
471
Average GRE - V 460.46 502.38 475.4 469.15
534 546.67
550 589.1 593.1 585.38
617
Average GRE - P
As Table 7-1 shows, the number of applications has increased over the seven year
period. Much of the increase is due to the addition of the Applied Behavior Analysis
Concentration in 2005. This growth trend continued to 2007 (not in this reporting period)
when 98 applications were received, with 23 of which were for the ABA concentration.
Mean GPAs for the last 60 hours of undergraduate study and GRE scores fluctuated
slightly. There does not appear to be a clear pattern in the proportion of applicants from
Graduate Program
Page 45
UNCW since 2000. Roughly 20-25% of applicants tend to have received their
undergraduate degrees from UNCW.
C. Orientation and advising
New students are introduced to the program through a half-day departmental
orientation scheduled before classes begin. This orientation provides the student with an
overview of the program, course requirements and specific information about
progressing through the program in a timely fashion. In addition, students are introduced
to general departmental and university procedures such as their access to telephone,
mail, electronic mail service, information about the graduate student office suite,
departmental policies concerning supplies, clerical support, computer facilities, etc. A
Psychology Graduate Student Handbook is revised each year to provide a written
description of the department’s educational philosophy, as well as the details of the
program, and hard copies are distributed to each student. The handbook is also available
on the web http://www.uncw.edu/psy/documents/Handbook.pdf
Students also receive a suggested course sequence (see above, and at
http://www.uncw.edu/psy/grad-typical.html
Clinical faculty also review licensing and practice issues with students during the
orientation. All new students attend the Graduate School orientation as well, which
covers use of the library, thesis submission, and other campus-wide procedures.
Advising continues on an ongoing basis after the orientation. The Graduate
Coordinator schedules at least one formal advising session with each student every
semester to assess and discuss the student’s progress. In addition, the student has
frequent meetings with their research mentor every semester. At the end of each year, a
Graduate Program
Page 46
formal review of all students is conducted. All graduate faculty participate in this
review, and if problems are identified with a specific student, a formal meeting is
arranged to develop a plan to remedy the problem. Written feedback is provided to
students when deemed appropriate. Students may request a change in concentrations
through the Graduate Coordinator. Concentration change requests are referred to the
Admissions Committee for approval. In the last three years, only four students have
requested concentration switches (two from GEN to SATP; two from GEN to ABA).
Perhaps because of the extent of advising and review in this program, retention
rates have been very high. From 2000 to 2006, of the approximately 135 students who
matriculated, only 6 students have dropped out, three were dismissed for not meeting
grade retention requirements, and one was dismissed for disciplinary reasons.
D. Student Characteristics
From 2000 through 2006, 130 students enrolled in the program, and 86
graduated during that period. Most students (65%) have been female, and the department
has been somewhat successful in attracting minority applicants. For example, 11 of our
69 currently enrolled students are students of color. Although a majority of students
enrolling have been North Carolina residents, less than one third received their
bachelor’s degree from UNCW. There has been a recent trend however toward admitting
more UNCW students. Among the 69 currently enrolled students, 28, or 40% received
their undergraduate degrees from UNCW. A higher proportion of applicants from
UNCW are accepted, than apply (about 25% of the applicant pool received their degrees
from UNCW).
Graduate Program
Page 47
Table 7-2 summarizes the last 60 undergraduate hours of GPA and GRE scores
for students entering our program in Fall 2001, 2002, 2003, 2004, 2005, and 2006.
…
Table 7-2. Mean grade point averages and GREs for matriculating students,
2001-2007.
Year
GPA
GRE-V
GRE-Q
2001
3.46
552
584
2002
3.59
500
530
2003
3.48
453
551
2004
3.5
485
588
2005
3.58
501
610
2006
3.74
485
588
There has been some variation over the years in academic qualifications, but no
clear trends. In summary, students are entering our program with strong undergraduate
backgrounds, and good test scores.
E. Student Support
At present the department receives funds for 16 full teaching assistantships (20 hr/wk).
These are generally divided evenly between first- and second-year students, and two
assistantships are generally split so that 16 students are supported through teaching
assistantships (12 at 20 hr/wk and 4 at 10 hr/wk). Stipends are $9500.00 for the
academic year for a 20 hr/wk appointment. In addition, students are often funded by
research assistantships obtained by faculty through research and training grants. Four
Graduate Program
Page 48
students are currently supported by research assistantships. Graduate assistantships are
also available on a competitive basis from the Office of Student Affairs. In particular,
the Crossroads Campus Drug Education Program provides support for four of our
second year Gen and SATP students. Our students have also been successful in
obtaining Graduate Assistantships in the Office of the Vice Provost, Research &
Sponsored Programs, and the Center for Support of Undergraduate Research and
Fellowships. Faculty members have obtained grants from the North Carolina Division of
Mental Health, Substance Abuse and Developmental Disabilities to fund scholarships
for SATP students. Seven out-of-state students currently receive a waiver of their nonresident tuition. Some students are employed as program evaluators under the
supervision of departmental faculty. Some students may receive partial support through
work-study programs and loans. Fourteen of the 24 second year students and 13 of the
20 first year students, have received some financial aid through TAs, RAs or Graduate
Assistantships on campus. Students have also been supported through University and
Graduate School Scholarships and travel awards. Several students have won competitive
scholarships (Champion-McDowell Davis; Brauer; Schwartz) and Summer Research
Stipends (Mary Beth McCullough, Kendria Funches, Puja Seth).
F. Student performance measures
Our students have accumulated a remarkable record of publication and
presentation of scientific papers. Over the past five years, graduate students have been
associated with 95 presentations at regional, national and international conferences, and
students have been coauthors on 40 journal articles and book chapters.
Graduate Program
Page 49
Four concentration changes have occurred, two from General to SATP and two
from General to ABA. Clearly the interviewing/matching system has been successful in
terms of producing enduring mentor/student relationships in that every student who has
graduated has remained with the mentor assigned at admission. One student currently in
the program has requested and was granted switch in mentors, as approved by the Chair.
The number of semesters required to graduation has varied somewhat. SATP and
ABA students require a minimum of 5 semesters to complete both coursework and
internship, while General students can graduate in a minimum of 4 semesters.
Approximately half of students have graduated in the minimum number of semesters,
and the remaining students have taken an additional 3 months to two years to finish.
Occasionally students have taken even longer, but only one has requested an extension
beyond five years.
During the Fall of 2007, an effort was made to locate the 86 former students who
graduated from the program during the reporting period to obtain information about their
current professional status. Sixty-six of the graduates were e-mailed to ask if they would
be willing to complete a 15 minute survey administered by a current graduate student.
Of the 66 graduates who were contacted, 48 agreed and 32 completed the survey.
Roughly half of the respondents were in the SATP concentration (17, or 53%) and the
remainder were in the General concentration
In addition to gathering information about employment and continued education
(see Appendix E for a copy of the survey), respondents were also asked to rate their
level of satisfaction with the program on a scale of 1 (poor) to 5 (excellent). Generally,
the comments of our graduates indicate a high degree of satisfaction with the program.
Graduate Program
Page 50
The mean rating on this item was 4.11, with 87% giving ratings of 4 or 5. (Mean GEN =
3.98; Mean SATP = 4.24).
Of the 32 graduates interviewed, 19 (59%) described their primary placement as
being employed, 11 (35%) are currently (primary placement) in doctoral programs, and
2 are unemployed by choice for family reasons. Nine of the 11 respondents who were
currently enrolled in doctoral programs had completed the General Concentration, and
two had been SATP students. Twelve of the 17 SATP graduates who responded (71%)
took the LPA exam and have received their license. One graduate reported that he has
applied to take the exam at the next opportunity. While all 12 passed the LPA exam,
half received a score that met or exceeded criteria for doctoral level practice,
evidence of a solid preparation in academic psychology. This means that should the
psychologist later complete a doctorate in psychology, he or she need not re-take the
exam. Two licensed SATP graduates stated that they were not currently working in order
to care for young children. The other ten are employed at least part time as
psychologists, mostly in private practice. Three have received the LCAS (Licensed
Clinical Addictions Specialist). Two SATP respondents were currently in doctoral
programs, and two elected not to seek licensure and are clinical research project
directors.
When asked about concerns about obtaining supervision for clinical practice at
the master’s level, three of nine clinicians who responded indicated that this posed some
problems, and one expressed difficulties with finding quality supervision. Four of the
nine stated that they had had some difficulties obtaining insurance reimbursement.
However, this is a common complaint among doctoral level practitioners as well, so the
Graduate Program
Page 51
fact that more than half did not report problems may actually be a positive sign. Most
SATP graduates indicated at least moderate interest in doing doctoral work, mostly in
the area of clinical psychology.
Graduates of the SATP concentration reported the highest mean annual salary
($70,385), but only five of the general concentration graduates reported working full
time (mean annual salary $49,400) as most were currently in doctoral programs. General
concentration graduates reported taking positions as university academic advisors or part
time lecturers, engaged in research or teaching at the community college level. Overall,
the average salary earned by graduates who participated in the survey was $64,555.
Of the 11 respondents who entered doctoral programs, 10 entered PhD programs
and one was admitted to a PsyD program. Schools include the University of Kentucky
(2), UNC Chapel Hill (3), UNC Greensboro, Yale University, Ohio State University,
Rutgers/University of New Jersey, Marquette University of Milwaukee and Spaulding
University. Three graduates entered clinical programs, two are in behavioral
neuroscience programs, two are in a program in behavioral science and
psychopharmacology, and the others are in social psychology, quantitative psychology,
special education, and public health. All but one of the students who sought admission to
a doctoral program was accepted immediately following graduation from UNCW. One
student waited one and a half years because she graduated in December, worked for one
year and then applied and was accepted.
Most students in doctoral programs reported that their master’s degrees had saved
them between one and two years of coursework, and that they had received credit for the
master’s thesis. Exceptions were a student in behavioral neuroscience at Yale
Graduate Program
Page 52
University, and another student in public health at Rutgers. All survey respondents who
were employed reported that their master’s degree was either required or relevant to
their jobs.
Graduates were also asked to list courses that were most helpful to them at UNCW.
SATP graduates tended to list clinical training courses such as psychopathology and
Advanced Psychotherapy. General concentration graduates most often listed statistics
and core courses. When asked about courses they wished had been covered, students
tended to respond according to concentration as well. SATP graduates tended to mention
“more testing” and “more clinical courses”. General concentration students tended to list
statistics courses, but some in clinical PhD programs also mentioned interest in taking
clinical courses. Students in both concentrations reported wanting more courses in
pharmacotherapies.
G. Teaching Assistants
The psychology department policy is that teaching assistants (TAs) shall not
take full responsibility for a course or laboratory section. TAs assist in all laboratory
courses, and their role of preparing and grading laboratory exercises is a significant one.
TAs also assist faculty who teach large lecture sections by leading small discussion
sections and assisting with grading. TAs also help with administrative aspects of the
teaching mission by assisting with the human subject pool and assisting the graduate
coordinator with admissions. TAs perform a great deal of tutorial work as well, and this
is seen as critical to undergraduate retention and graduation rates. This has been
particularly true in the required undergraduate statistics course. Training and supervision
of TAs is the responsibility of individual faculty. Faculty complete a TA contract with
Graduate Program
Page 53
the student at the start of each semester. This contract defines the duties and schedule for
the work. All TAs are also evaluated at the end of each semester by their supervisors.
Section 8. Affirmative Action
The department works extensively to ensure diversity among faculty, students,
and staff. In addition, once they join the department, support for members of minority
groups, disabled students and faculty, and members of other underrepresented groups is
extensive.
Recruiting for all faculty positions occurs at the national level. Positions are
initially advertised in the Association of Black Psychologists Newsletter and the
American Psychological Association Monitor, two national publications that each reach
tremendously diverse audiences. The Minority and Women’s Dissertation Directory is
screened for potential applicants and personal letters of invitation to apply are sent to
qualified individuals. Additional recruiting is conducted by current faculty at a variety of
professional meetings at the international, national, and regional levels. At each level,
the pool of potential applicants is diverse.
Currently, the department includes four members of minority groups, two
members with moderate sensory-impairment disabilities, and several with respiratory
problems that influence their abilities to perform job-related tasks. All new faculty
members receive funding to initiate research projects. In addition, Cahill Awards and
Summer Research Initiatives, two additional sources of funding designed to aid
professional development, are awarded with special consideration to underrepresented
groups. All new faculty members are also offered the opportunity to work closely with a
Graduate Program
Page 54
faculty teaching mentor. One tangible result of the current system is the extensive
collaboration that is apparent in the department both in teaching and research.
Students are recruited primarily through the use of the departmental website,
departmental brochures (for undergraduate and graduate students), a listing in Graduate
Study in Psychology (2006-2007), and efforts at the professional meetings attended by
faculty. Special recruiting efforts have been made at the North Carolina Psychological
Association annual undergraduate conference, the North Carolina Drug and Alcohol
School, and the annual international meeting of the Association for Behavior Analysis.
Each of these events attracts extremely diverse student populations.
The Graduate School at UNCW encourages all graduate students and prospective
graduate students to apply for a variety of scholarships.
Section 9. Summary of Research and Scholarship of the Academic Unit
a. Introduction
The past five years have seen the department continue to develop as one of the
UNCW leaders in research and scholarship. As one indicator, the department has been
exceptionally successful in producing extramural research grants. Over the past five
years the department has received over $5 million in extramural funding and a total of
14 different faculty have been principal or co-investigators on at least one grant during
this time period. Impressively, most of this funding comes from faculty-initiated federal
research grants awarded by one of the National Institutes of Health or the National
Science Foundation. Publication of scholarly research continues at a high level in the
department with many significant contributions to leading journals in the field.
Importantly, the department continues to engage students in the research process and
Graduate Program
Page 55
many of our publications and presentations have student co-authors. The scholarship of
departmental faculty has been recognized through elections to leadership positions,
appointments to editorial and review boards, and invited addresses and papers. Four
faculty members are elected fellows in the American Psychological Association. In
short, the department’s faculty are increasingly recognized as leading scholars in a
number of psychological fields.
b. Publications
The psychology faculty has had an impressive record of publication in the last five
years. The department has produced seven books and a total of 112 refereed publications,
many of which have appeared in the most prestigious journals in the field. These include
many articles published in leading journals sponsored by the American Psychological
Association: American Psychologist, Behavioral Neuroscience, Developmental
Psychology, Experimental and Clinical Psychopharmacology, Journal of Experimental
Psychology: General, Psychology, Public Policy and Law, and Journal of Personality
and Social Psychology. Journals sponsored by the American Psychological Association
have high impact factors and rejection rates, and have a world-wide circulation. The
department has published in many other major journals with high prestige and impact
factors in several disciplines, including many sponsored by national or international
psychological organizations. These journals include, but are not limited to, the following:
Monographs of the Society for Research on Child Development, Journal of Experimental
Analysis of Behavior, Perception and Psychophysics, Journal of Neurophysiology,
Personality and Individual Differences, Psychopharmacology, Experimental Aging
Graduate Program
Page 56
Research, Personality and Social Psychology Bulletin, Annals of Thoracic Surgery,
Journal of Interpersonal Violence, Neurotoxicology, Journal of Traumatic Stress,
American Journal of Forensic Psychology, American Statistician, Behavioural Research
and Therapy, Journal of Child Neurology
Hippocampus, Journal of Applied Social Psychology, Child Development, Addictive
Behaviors, Animal Behavior, and Psychonomic Bulletin and Review. Department
publication is not limited to books and journal articles as the faculty also has contributed
81 non-refereed publications including numerous book chapters, encyclopedia entries,
and articles in newsletters and bulletins. Below are a number of specific examples of
recent contributions that illustrate both the diversity and scientific rigor of the faculty.
In two recent papers (Clements & Ogle, 2007; Ogle & Clements, 20007), Dr. Carrie
Clements and Dr. Rich Ogle apply findings in the area of attributions of hope and control
to the behavior of women who have experienced domestic violence. They also examine
the impact of domestic violence on the children of these women.
Dr. Dale Cohen developed a new method of data analysis, the sectioned density plot, in a
recent publication in the prestigious journal, The American Statistician (2006). A major
piece on numerical cognition published in the high impact Journal of Experimental
Psychology: General laid the groundwork for his NIH grant. Dr. Cohen also served on
the board of editors for Perception and Psychophysics.
Dr. Karen Daniels and Dr. Jeff Toth coauthored a major chapter on cognitive aging in the
edited book: Lifespan Cognition: Mechanisms of Change.
Dr. Wendy Donlin was first author of a chapter in the American Psychological
Association Press book, Motivating Behavior Change Among Illicit-Drug Abusers:
Research on Contingency Management Interventions which describes new approaches to
treating substance abuse problems.
Graduate Program
Page 57
Dr. Mark Galizio, Dr. Ray Pitts and Dr. Julian Keith co-authored several recent articles
that report successful new methods of assessing drug effects on learning in an animal
model. These studies were supported by two National Institute on Drug Abuse grants
awarded to the group. Dr. Galizio was also appointed to a four-year term on the
Biobehavioral Regulation, Learning and Ethology study section of the National Institutes
of Health.
Dr. Cameron Gordon coauthored an article in the Journal of Personality and Social
Psychology, which has one of the highest impact factors in the field.
Dr. Ann Hungerford published a paper reviewing developmental issues involving the use
of anatomically detailed dolls in forensic investigations.
Dr. Christine Hughes published a paper showing that environmental/behavioral variables
can affect the development of tolerance to morphine. This article was based on research
supported by a National Institute on Drug Abuse grant. Dr. Hughes also served on the
editorial board for the Journal of the Experimental Analysis of Behavior, the leading
journal in her field
Dr. Ruth Hurst was lead author on two papers exploring new ways of diagnosis and
assessment of autism spectrum disorders. She also authored a chapter on research design
in the American Psychological Association Press book, Evidence based practices in
mental health: Debate and dialogue on the fundamental questions.
Dr. James Johnson co-authored two papers with Dr. Len Lecci on the perception of
racism and racist attitudes using a questionnaire methodology (the Johnson-Lecci Scale)
developed at UNCW. Dr. Johnson also served on the editorial board for the Journal of
Personality and Social Psychology.
Dr. Julian Keith published several papers in key journals reporting the findings from his
National Institute of Mental Health funded research on variables that influence adult
neurogenesis, the birth of new neurons, and the role of these new structures in recovery
of cognitive function. He also published research on the neurological and cognitive
effects of coronary bypass surgery with Dr. Dale Cohen, Dr. Len Lecci and Dr. Antonio
Graduate Program
Page 58
Puente. This work was featured by the American Psychological Association on it’s
website.
Dr. Hayden Kepley published research investigating the relationship between psychiatric
disorders and Tourette syndrome in children and adolescents.
Dr. Len Lecci and Dr. Dale Cohen published a paper on the reactions to health threat
words as a function of personality and control beliefs. This work has implications for
terrorism management and Dr. Lecci and Dr. Cohen were among three psychologists
invited to brief Congress on their research related to people’s reactions to Anthrax
threats. Dr. Lecci serves on the editorial board of Counseling and Clinical Psychology
Journal.
Dr. Shanhong Luo’s research on love and attraction was featured in a book length
monograph as well as in several publications in top journals including two articles in the
Journal of Personality and Social Psychology.
Translations of Dr. Sally MacKain’s Community Re-Entry Program training manual were
published in Cantonese, Danish, Japanese, Mandarin, Polish and Spanish. The program
helps institutionalized individuals with severe mental illness readjust to life outside the
institution. She also served on an expert panel for the National Gains Center for Mental
Health in the Justice System and published the discussion paper on illness management
skills for mentally ill offenders.
Dr. Myers published an article in the APA journal, Psychology, Public Policy and Law
on the prejudicial nature of victim impact statements that has implications for capital
sentencing policies. He also published papers on perceptions of polygraph testing and,
with Dr. Lecci, on measurement of jury bias. Dr. Myers serves as Associate Editor of
Journal of Forensic Psychology Practice.
Dr. Nguyen was co-author of a book length monograph in the influential Monographs of
the Society for Research in Child Development that presents a large-scale study of how
children develop their concepts and beliefs about gender. She also published work on the
development of concepts of healthy and unhealthy eating that formed the basis of a
National Institute of Child Health and Human Development grant that received a high
priority score with possible funding pending.
Graduate Program
Page 59
Dr. Noel published four recent papers based on research conducted with the support of
presented her National Institute on Alcoholism and Alcohol Abuse grant. One of these
was in collaboration with UNCW co-investigators Dr. Jackson and Dr. Johnson. She was
invited to present this work at an International Congress in Holland. Dr. Noel also served
as a member of a National Institute on Alcoholism and Alcohol Abuse grant review study
section.
Dr. William Overman published several reports of his research on the sex differences and
the development of brain regions that affect decision making and judgment in the
important journals such as Neuropsychologia and Behavioral Neuroscience. These
articles were supported by grants from the National Institute on Drug Abuse.
Dr. Pilgrim published two articles in the Journal of the Experimental Analysis of
Behavior and gave invited addresses in Italy, Wales and Brazil along with several
national invited addresses. She served as a member of a National Institute of Child Health
and Human Development grant study section, as Editor of the Behavior Analyst, and on
the editorial board of the Journal of the Experimental Analysis of Behavior—the two
leading journals in the field of behavior analysis.
Dr. Ray Pitts published several articles in major journals with Dr. Christine Hughes
reporting on their research program on drug effects on impulsive behavior and selfcontrol. Some of this work is based on their collaboration with international colleagues at
the University of Canterbury in New Zealand. Dr. Pitts served on the editorial board of
the Journal of the Experimental Analysis of Behavior.
Dr. Tony Puente received a Presidential Citation from the American Psychological
Association to recognize his “dedication to advancing the recognition of psychological
services and for his sustained advocacy of psychology”. He published several articles on
cross-cultural aspects of neuropsychological assessment and serves as Editor for the
Neuropsychology Review.
Dr. Jeff Toth published several articles on cognitive aging including papers in the
prestigious Journal of Experimental Psychology: General and Memory and Cognition.
Graduate Program
Page 60
c. Funded Projects
During the past 5 years, 14 different UNCW Psychology faculty have received
extramural monetary support for their research and/or scholarly and artistic activities.
During this period, UNCW Psychology faculty were awarded a total of over $5 million in
support from private, federal, and state. Of that total, approximately $4 million was
received from federal funding agencies and another $1,140,000 from state and private
funding agencies. Some of the major funding projects supporting departmental research
in the past five years were as follows:
Dr. Keith was funded in the amount of $1.3 million by the National Institute of
Mental Health to study the functional aspects of hippocampal neurogenesis in rats.
Neurogenesis is the creation of new neurons in the adult brain and Dr. Keith’s work
focuses on the functional significance of such brain regeneration by investigating the
effects of neurogenesis on learning and memory in the rat. Support for this work was
augmented by the acquisition of a confocal microscope through an interdisciplinary NSF
instrumentation grant with faculty from Biology ($310,000) which provides high
resolution photomicroscopy permitting three-dimensional imaging of neurons.
Dr. Dale Cohen was recently awarded a five-year, $700,000 grant by the National
Institute of Child Health and Human Development to study numerical cognition and
biases. Related work was also supported by grants of $235,000 from the National Center
for Education Statistics. He also was a co-investigator on an interdisciplinary grant with
faculty from Chemistry, Computer Science and Mathematics on virtual learning
communities funded by the National Science Foundation in the amount of $124, 485.
Graduate Program
Page 61
Dr. Carrie Clements headed up the evaluation component of the Safe
Schools/Healthy Students program grant which attempts to reduce violence and abuse in
regional schools. Anne Hungerford and Rich Ogle served as consultants with the program
which was funded by the U.S. Department of Education for just over $1 million over 3
years. Dr. Clements also received $45,000 from the North Carolina Children’s Trust
Fund for her project: Nurturing children.
Dr. Noel published four recent papers based on research conducted with the
support of her $605,000 National Institute on Alcoholism and Alcohol Abuse (NIH)
grant. One of these was in collaboration with UNCW co-investigators Dr. Jackson and
Dr. Johnson. She was invited to present this work at an International Congress in
Holland. Dr. Noel also served as a member of a National Institute on Alcoholism and
Alcohol Abuse grant review study section.
Dr. Johnson and Dr. Noel were also co-investigators on a grant from the National
Cancer Institute to New Hanover Regional Hospital “Improving cancer outcomes for
African-Americans”. Drs. Johnson and Noel along with Dr. Bomar, Nursing, receive the
UNCW portion of this grant which involves a series of studies to determine why racial
minorities enroll in experimental cancer treatment trials at relatively low rates with an
aim to increase such participation.
Dr. Mark Galizio served as principal investigator with Dr. Ray Pitts and Dr. Julian
Keith as co-investigators on grants in the amount of $254,000 over a six-year period from
the National Institute on Drug Abuse to study the effects of drugs of abuse such as
MDMA and methamphetamine on learning and memory.
Graduate Program
Page 62
Dr. William Overman received grants from the National Institute on Drug Abuse
in the amount of $158,000 over four years to study neural and psychological correlates of
impulsive behavior and self control in adolescents. Dr. Sally MacKain was a coinvestigator on one of these grants.
Additional agencies granting funding to UNCW Psychology faculty during the
past 5 years include: The MacArthur Foundation, The Sloan Foundation, The National
Endowment of the Arts, The LEF Foundation, Plenum Press, The National Academy of
Neuropsychology, North Carolina Department of Mental Health, Cape Fear Memorial
Foundation, Governor’s Crime Commission and the North Carolina Health and Wellness
Trust.
d. Presentations
Departmental faculty represent UNCW at numerous international, national and regional
conferences every year and, importantly, involve students in conference activities. As an
illustration, departmental faculty have given 210 conference presentations in the past
three years with 228 student co-authors! Many were at national and international
conferences including countries such as Australia, Brazil, Canada, China, Italy, New
Zealand and The United Kingdom.
Psychology encompasses diverse areas of study, so describing the most important
conferences can become fairly involved. At the most general level, the annual meetings
of the American Psychological Association and the American Psychological Society are
major conferences in the field of psychology, and many faculty members in the
Psychology Department have presented at one or both during the last five years.
Graduate Program
Page 63
Most psychologists also aspire to present research at society meetings that are
specialized to their area of interest. For example, in the area of Clinical Psychology, the
Association Behavioral and Cognitive Therapy is considered by many to be the premier
annual clinical/research conference, and several UNCW faculty members have presented
there in the past five years. In the Neuroscience area, the most important conference is
the international Society for Neuroscience annual meeting and UNCW has been well
represented in these meetings. For our alcohol researchers, the Research Society on
Alcohol is critical and UNCW has been well represented at these meetings. For Behavior
Analysts, the annual most important conference is the Association for Behavior AnalysisInternational and numerous faculty members have presented there over the years. For
developmental psychologists, the Society for Research in Child Development is perhaps
the premier conference and faculty have given several presentations at recent meetings of
this group.
e. Leadership roles
The Psychology faculty were/are elected officers or board members of numerous
professional organizations. These have included major leadership positions in both
international, national and regional organizations. Recent and current leadership positions
include President of the Association for Behavior Analysis, International, President of
Division 25 of the American Psychological Association, members of the American
Psychological Association’s Executive Committee, President of the National Collegiate
Honors Association, President of the Southeastern Association for Behavior Analysis,
President of the North Carolina Psychological Association, and President of the North
Carolina Association for Behavior Analysis.
Graduate Program
Page 64
f. Honors and Awards
Dr. Cohen won a UNCW Faculty Scholarship Award. Dr. Cohen, Dr. Keith
and Dr. Lecci shared a UNCW Public Service Award.
Dr. Galizio was elected to Fellow status in Division 3 (Experimental
Psychology) and Division 6 (Neuroscience and Comparative Psychology) of
the American Psychological Association. He is also a Fellow in two other
APA divisions.
Dr. Hughes won a Center for Teaching Excellence Lecturer of the Year
Award.
Dr. Jackson was awarded the McCain-Edgerton Award from the Mental
Health of Association of North Carolina. This is the highest recognition for
volunteers who work for the cause of mental health.
Dr. Lecci received a Chancellor’s Teaching Excellence Award and a Board of
Trustees Teaching Excellence Award and a Distinguished Teaching
Professorship Award
Dr. Nora Noel received a Graduate Mentor Award.
Dr. Puente received the North Carolina Psychological Association Mary G.
Clarke Award. He was also awarded the Psychologist of the Year Award by
the Division of State and Provincial Psychologist Association of the American
Psychological Association. He also received a National Academy of
Neuropsychology Presidential Award and the North Carolina Psychological
Association Sally Cameron Award. He is the APA representative to the Center
for Medicaid and Medicare Studies and the American Medical Association on
CPT codes and compensation for services provided by psychologists.
Dr. Pilgrim received the Fred Keller Award for Excellence in Behavior
Analysis and a Board of Governor’s Teaching excellence Award.
g. Community Service Related to Program Goals
Graduate Program
Page 65
Consistent with the department’s service mission to the community, departmental faculty
and students provide consultation, professional services, and play leadership roles in
community settings that address societal, regional, and individual problems. For
example, a number of faculty have conducted program evaluations for local public and
non-profit agencies such as Coastal Horizons Center (Substance Abuse Treatment Center
and Prevention Services), Kelly House (residential treatment for pregnant substance
abusers), Wilmington Health Access for Teens, Lower Cape Fear Hospice education
grant, New Visions (outpatient treatment for chemically dependent women) and the New
Hanover County Health Department. Faculty also serve as officers and board members
for agencies such as the Clients Rights Committee, (Southeastern Mental Health Center),
Eastern North Carolina Alzheimer’s Disease Board, Governor’s Institute on Alcohol and
Substance Abuse, North Carolina Mental Health Association, North Carolina Substance
Abuse Professional Practice Board, North Carolina Psychological Foundation, Coastal
Horizons, YWCA, Rape Crisis Center, and the Domestic Violence Center. Faculty
provide a number of workshops and lectures, including inservice training for substance
abuse treatment staff, applied behavior analysis staff, program planning/implementation,
and lectures on memory and aging, to name a few. Finally, faculty supervise hundreds of
students in practicum and internship placements in mental health agencies throughout
our region.
Section 10. Goals and Objectives
I.
Immediate and long-range problems
Space
Graduate Program
Page 66
The most significant immediate problem facing the graduate program is space.
The essential needs of the department include dedicated clinical training
facilities and increased faculty and graduate student research space. Clinical
training space with observational and recording capabilities and storage area for
testing materials is desperately needed. Currently there is no such facility in our
department and the need for this space is our top priority.
The department currently maintains about 5800 sq feet of specialized human
laboratory space along with an additional 4800 sq feet of animal research space
with facilities for neuroscience, behavior analysis and psychopharmacology
research with mice, rats, pigeons and fish. Much of our research takes place in the
SB facility built in 1982 or in rooms not originally designed for research. These
facilities are often inadequate to support faculty research goals. Most faculty
suffer from insufficient laboratory space and many schedule classrooms at off
hours in order to conduct research. Classrooms are becoming less available
(particularly computer classrooms) and there is a critical need for more human
testing space. Another issue is that faculty research space is located in seven
different campus and off-campus buildings (PPH, Academic Support, King,
Leutze, Worsley, and a trailer, in addition to the labs in SB). This dispersed
research space is problematic for many reasons, but one particular concern is the
logistic difficulty it causes with recruiting volunteer human subjects.
Although these space needs are critical short-term problems, the funding is in
place and planning has begun for a new 45,000 sq ft academic building that will
Graduate Program
Page 67
largely be dedicated to psychology and is expected to be completed in 2011. This
new building will address the department’s research space needs and will free up
the Academic Support Building, which is planned to become the department’s
clinic and clinical training space.
Student stipends
Another immediate problem is the limited number and size of graduate student
stipends and the need for more out-of-state tuition waivers. In the last two years, we have
lost two outstanding graduate applicants (one a minority) in part because other master's
level institutions were able to offer them better financial packages. We have also noted
that many schools offer additional summer funding and/or special scholarships for
promising students. In light of these findings, it is clear that we need more financial
support to continue to attract high-quality students and to be competitive with other
programs at the master’s level.
•
Recruiting
Additional funds for recruiting and publicity are also needed, particularly to increase our
efforts to recruit a more diverse student body, especially minority and out-of-state
students.
Long-range problems are harder to project. In general, both the SATP and
General concentrations have been successful in placing students appropriately and
prospects for the ABA concentration graduates appear to be bright. Surveys of employers
conducted by UNC master’s programs have indicated that graduates of professional
psychology master’s programs are in demand, and our own SATP graduates have readily
Graduate Program
Page 68
found employment. However, the economics of health care and issues regarding licensing
of master’s level psychologists bear continued monitoring. Similarly, most graduates of
the General concentration have been successful in moving on to doctoral work or finding
employment where their degree is relevant. , but it may be worth considering alternative
programs of study for those who do not.
II. Opportunities for development and new degree programs.
As noted above, the department faculty has a strong record of research activity,
as indexed by extensive publications and successful grant applications. The faculty
include many leaders in national professional organizations, and members of editorial
boards. In addition, southeastern North Carolina is an under-served area in terms of
mental health professionals, particularly in the area of severe mental disorders, including
developmental disabilities, and substance abuse problems. A growing population of
seniors also has unmet service needs. Thus, the department has the potential to have an
impact on the scientific community at a national and international level, and also to meet
important health-care needs in southeastern North Carolina. The overall growth of
UNCW in student body and reputation means that increasingly there is an infrastructure
that supports a greater number of advanced programs.
Based on the ongoing study of community and state needs and the documented
strengths of the department, the department has been exploring the development of
doctoral training for many years. In 2006 a Doctoral Planning Committee was formed
and after considerable study and departmental review a formal Request to Plan a
Doctoral Program was approved by the department and the UNCW Graduate Council in
the Spring of 2007. Approval at the level of the Office of the Chancellor came in Fall,
Graduate Program
Page 69
2007 and the Request has now left campus for review by the UNC General
Administration in Spring, 2008. If approved, the department will develop a Request to
Establish a Doctoral Program in Fall, 2008 and the program could begin once that
document is approved.
The following is the executive summary and a brief description of the planned
program:
Executive Summary
The Department of Psychology at the University of North Carolina Wilmington requests
permission to plan a new doctoral program in Applied and Experimental Psychological
Science. The major emphasis of the program will be to provide doctoral training in areas
related to persistent cognitive and behavioral disorders (including addictions,
dementias, autism and other developmental disabilities, and mental illness in corrections).
The establishment of such a program is consistent with and would support the UNCW
mission and would particularly address core values and goals related to academic
excellence, regional engagement, and diversity. UNCW is well-positioned to develop this
program because it builds on the strengths of the department’s successful undergraduate
and master’s programs and the high profile research productivity of its outstanding
faculty in the program areas. There is a strong demand for doctoral training in
psychology in these areas and a great need for professionals to work with these
underserved populations in our region. No universities in North Carolina offer training
with a focus on the psychology of persistent cognitive and behavioral disorders.
Description of the Proposed Program
Graduate Program
Page 70
We request authorization to plan a doctoral program in Applied and
Experimental Psychological Science. Concentrations in both clinical and experimental
psychology will be offered. The clinical concentration requires specific coursework and
practica necessary for students to be eligible to obtain licensure. The purpose of this
program will be to provide doctoral-level training in research and treatment of
contemporary mental health/behavioral problems that are most pressing at both state and
national levels. The major goal of the program is to generate professionals who will
develop and deliver evidence-based practices for severe and persistent cognitive and
behavioral disorders in underserved and diverse populations in North Carolina and
nationally. Training will follow a “translational” model. In this model,
application/treatment issues guide basic research questions, and basic research in turn
informs application and treatment. Training in basic science and evidence-based
treatments is the ultimate goal of the program. Graduates will be qualified to serve in a
variety of scientific and professional settings including universities, hospitals, state &
local government agencies, community mental health & counseling centers, legal
settings, and research laboratories. A key feature of the program is to train professionals
to work with the increasingly diverse population of North Carolina through Spanish
language training and coursework related to cross-cultural/diversity psychology.
d. Future Personnel Needs
We anticipate requesting at lease two expansion positions during the next five years.
These will primarily be focused on staffing coursework required for the new doctoral
program and providing research supervision for doctoral and master’s students. Projected
UNCW enrollment should be sufficient to provide a modest degree of expansion to allow
Graduate Program
Page 71
the doctoral program to grow after it is implemented and replacement of retiring faculty
will permit additional recruitment to meet program needs.
e. Long range goals, strategic plan and specific activities leading to attainment of
these goals
At present, an overarching goal of the department is to plan, implement and develop the
proposed doctoral program in ways that integrate and enhance our ongoing master’s and
undergraduate programs. Two aspects of planning are ongoing in this respect. The
Doctoral Planning Committee, which has been somewhat dormant since the submission
of the Request to Plan document, is preparing for activity once again when the
department receives permission to develop a Request to Establish document. The
committee will work with departmental interest groups to develop a doctoral curriculum
that builds atop the current master’s concentrations and will develop program policies.
After departmental review, the document will be submitted for approval at the UNCW
and UNC General Administration level. The establishment of the new program will bring
many challenges and, to respond to these, the activities of Doctoral Planning Committee
will be taken over by the Graduate Steering Committee with the implementation of the
program. This group will monitor and review the new program and its impact on the
ongoing master’s concentrations.
Space limitations have been a long term problem in the department and we are currently
involved with planning the new Psychology building expected to be completed in 2011.
The department is thus developing new space strategies that will permit the increased
faculty and student research activities required by the planned doctoral program as well
Graduate Program
Page 72
as the establishment of a department clinic with clinical training space in a renovated
Academic Support building.
Finally, the department is conducting a review of its undergraduate curriculum. This
curriculum has been in place without substantial revision for over twenty years and the
review is need to consider ways of enhancing and updating the degree program. The
review is also timely in that it will permit careful consideration of the impact of doctoral
training on the undergraduate program and will allow adjustments that assure the impact
is positive.
Additional long-term goals will include increasing research and grant productivity, and a
closely related issue, faculty workload patterns. Departmental committees ad hoc
committees will likely be developed to explore these issues.
Appendix A 2007-2008 MA in Psychology Typical Course Sequences
Concentration
Fall Year 1
Spring Year 1
Fall Year 2
Spring Year 2
General
(Total 33 hours)
PSY 555 Res Meth 1/Stat (4)
PSY 579 Res Pract 1 (1)
Core Course (3)
Total (8)
PSY 589 Meth 2/Exp (3)
PSY 580 Res Pract 2 (1)
Core Course (3)
Total (7)
PSY 595 Semin. or elective (3)
PSY 599 Thesis (3)
Core Course (3)
Total (9)
PSY 595 Seminar or elective (3)
PSY 599 Thesis
Core Course (3)
Total ( 9)
SATP/Clinical
(Total 53 hours,
including 3 hrs.
PSY 598 Internship
after Year 2)
PSY 555 Res Met 1/Stat (4)
PSY 579 Res Pract 1 (1)
Core Course (556 Physio)(3)
PSY 547 Psychopath (3)
PSY 549 Interviewing (2)
PSY 589 Res Met 2/Exp) (3)
PSY 580 Res Practi 2 (1)
Core Course
(3)
PSY 525 Psych Assess 1 (3)
PSY 552 Ethics (1)
(PSY 245 Drugs & Beh (0))
Total (11)
PSY 545 Chem Depend (3)
PSY 599 Thesis (3)
Core Course
(3)
PSY 526 Psych Assess 2 (3)
PSY 550 Adv Psychother (3)
PSY 551 Interven. Drug (3)
PSY 599 Thesis(3)
Core Course (3)
PSY 594 Therapy Practicum (2)
Total (15)
Total (11)
PSY 519 BA Concept Iss (3)
PSY 580 Res Pract 2 (1)
PSY 518 Applied Beh An (3)
PSY 520 Developmental (3)
552 Ethics (1)
PSY 522 Lunch seminar (1)
Total (12)
PSY 555
PSY 599
PSY 550
PSY 556
Total (13)
Applied Behavior
Analysis/Clinical
(Total 51 hours,
including 3 hrs
PSY 598 Internship
after Year 2
PSY 579
PSY 517
PSY 515
PSY 547
Res Pract 1 (1)
Learning (3)
Small N Design (3)
Psychopath (3)
PSY 522 Lunch seminar (1)
Total (11)
Res Meth 1/Stat (4)
Thesis (3)
Adv. Psychother (3)
Physio Psych (3)
PSY 522 Lunch seminar
Total (14)
(1)
PSY 594 Practicum in BA (2)
PSY 599 Thesis(3)
PSY 525 Psych Assmnt 1 (3)
PSY 510 or PSY 565 Core (3)
Lunch seminar (0)
Total (11)
NOTES: Credit hours are listed in ( ).
Thesis credits (PSY 599) must total 6, with a maximum of 5 in any semester. 3 hours for each of two semesters is represented in this sample.
PSY 245 Drugs & Behavior is offered at the undergraduate level and is a prerequisite for PSY 545 Chemical Dependency
Core Courses are: PSY 510 Cognitive; PSY 517 Learning; PSY 520 Developmental Psych; PSY 556 Adv. Physiological Psych; and PSY 565 Social & Personality
General concentration students, (with thesis mentor approval), may choose 4 of the 5 core courses and must take one PSY 595 seminar and one elective approved by the Grad
Coordinator.
SATP students must take PSY 556 Physio and may select 3 of the remaining 4 core courses
th
ABA students must take PSY 517 Learning; PSY 520 Developmental; and PSY 556 Physio; The 4 core course may be either PSY 510 or PSY 565
517 & 556 are typically offered in Fall; 510, 520 & 565 are typically offered in Spring semester
It is expected that students will work on theses/internship during summer sessions
SATP and ABA clinical concentrations also require a 3 credit hour/1000 work hour Internship PSY 598 beginning after Spring Year 2 & Thesis is defended
ABA students are expected to participate in a weekly lunchtime seminar. Content is designed to meet certification requirements
Appendix B
UNC Wilmington ABA Course Content Verification Form
Course 1
CONTENT AREA
AND REQUIRED
NUMBER OF
CLASSROOM HOURS
(Practicum hours do not
count unless hours are inclass instruction with
instructor)
We are on the following
system (check one):
X Semester
__
Quarter
In the following course
columns, for each course
list the course number,
title, and number of
semester or quarter
hours.
a. 15 hours in ethical
considerations in
behavior analysis.
b. 45 hours in definitions
and characteristics &
principles, processes and
concepts.
c. 35 hours in behavioral
assessment & selecting
intervention outcomes
strategies.
d. 20 hours in
experimental evaluation
of interventions.
e. 20 hours in
measurement of behavior
& displaying and
interpreting data.
f. 45 hours in behavior
change procedures &
systems support.
g. 45 hours –
Discretionary. (may be
used within any one or
more of the 10 content
areas above OR for any
applications of behavior
analysis*)
Total Hours of
Instruction
Course 2
Course
3
Course 4
Course 5
Course 6
Psy 515
Psy 517
Psy 518
Psy 519
Psy 552
Psy 522
title:
Small-N
Research
Design
title:
Learning
and
Behavior
Analysis
title:
Applied
Behavior
Analysis
title:
Conceptu
al
Foundati
ons of
Behavior
Analysis
title:
Ethics
title:
Advanced
Topics in
Behavior
Analysis
# semester or
quarter hrs:
#
semester
or quarter
hrs:
#
semester
or quarter
hrs:
#
semester
or quarter
hrs:
#
semester
or quarter
hrs:
# semester
or quarter
hrs:
3
3
3
3
1
2
0
0
0
0
15
0
15
0
20
0
25
0
0
45
10
0
25
0
0
0
35
15
5
0
0
0
0
20
10
5
5
0
0
0
20
10
0
15
0
0
20
45
0
15
0
20
0
10
45
45
45
45
45
15
30
225
Total
Hours
for
conten
t area
Appendix C
Brief C.V.’s for Current Faculty
Mark Galizio
Chair and Professor of Psychology
Education
Kent State University, B.A., 1971, Psychology
University of Wisconsin-Milwaukee, M.A., 1974, Psychology
University of Wisconsin-Milwaukee, Ph.D, 1976, Psychology
Current Research Interests
Psychopharmacology and Substance Abuse, Behavior Analysis
Professional Experience
1985-present University of North Carolina, Wilmington, Professor
1981-1985, University of North Carolina, Wilmington, Associate Professor
1976-1980, University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 71 peer-reviewed publications)
Galizio, M., Miller, L., Ferguson, A. McKinney, P., & Pitts, R. C. (2006). Olfactory
repeated discrimination reversal in rats: Effects of chlordiazepoxide, dizocilpine
and morphine. Behavioral Neuroscience, 120, 1175-1179.
Baron, A. & Galizio, M. (2006). The distinction between positive and negative
reinforcement: use with care. The Behavior Analyst, 29, 141-151.
Pitts, R. C., Buda, D. R., Keith, J. R., Cerutti, D. T. & Galizio, M., (2006).
Chlordiazepoxide and dizocilpine, but not morphine, selectively impair
acquisition under a novel repeated acquisition and performance task in rats.
Psychopharmacology, 189, 135-143.
Pena, T., Pitts, R. C. & Galizio, M., (2006). Identity matching with olfactory stimuli in
rats. Journal of the Experimental Analysis of Behavior, 85, 203-222.
Baron, A. & Galizio, M. (2005). Positive and negative reinforcement: Should the
distinction be preserved? The Behavior Analyst, 28, 85-98.
Padlubnaya, D., Galizio, M., Pitts, R. C. & Keith, J. (2005). Chlordiazepoxide
interactions with scopolamine and dizocilpine: Novel cooperative and
antagonistic effects on spatial learning. Behavioral Neuroscience, 119, 13311338.
Galizio, M. (2004). Relational Frames: Where do they come from? A comment on
Barnes-Holmes and Hayes (2003). The Behavior Analyst, 27, 107-112.
Galizio, M., Stewart, K. & Pilgrim, C. (2004). Typicality effects in contingency-based
generalized equivalence classes. Journal of the Experimental Analysis of
Behavior, 82, 253-273.
Galizio, M., Keith, J. R., Mansfield, W. and Pitts, R. C. (2003). Repeated spatial
acquisition: Effects of NMDA antagonists and morphine. Experimental and
Clinical Psychopharmacology, 11, 79-90.
Keith, J. R., Pitts, R. C., Pezzuti, T. and Galizio, M. (2003). GABA-A modulator effects
on a multiple-component, repeated-acquisition test of spatial learning. Behavioral
Pharmacology, 14, 67-76.
Zentall, T. R., Galizio, M. & Critchfield, T. S. (2002). Categorization, concept learning
and behavior analysis: An introduction. Journal of the Experimental Analysis of
Behavior, 78, 237-248.
Ziegler, D., Keith, J. R., Pitts, R. C. and Galizio, M. (2002). Navigation in the Morris
swim tasks a baseline for drug discrimination: A demonstration with morphine.
Journal of the Experimental Analysis of Behavior, 78, 215-223.
Extramural Funding
Principal Investigator, Drugs of abuse and complex behavior. $149,615, National
Institute of Drug Abuse, 2003-2007.
Principal Investigator, Drugs of abuse and complex behavior. $115,905, National
Institute of Drug Abuse, 2000-2003.
Co-investigator, Stability of equivalence classes: A developmental analysis. $106,964
National Institute of Child Health and Human Development, 1996-2000.
Principal Investigator, Drugs of abuse and negative reinforcement. $98,610 National
Institute of Drug Abuse, 1991-1995.
Principal Investigator, Psychoactive drugs and aversively-motivated behavior. $47,263,
National Institute of Neurological Disease, Communicative Disorders and Stroke,
1987-1990.
Thesis Direction (last 5 years)
6 Master’s and 5 Honor’s Theses completed
Memberships in Societies
American Psychological Assoc., Assoc for Behavior Analysis, Society for Neuroscience,
Comparative Cognition Society, College of Problems on Drug Dependence
Honors, Leadership, Editorial Positions
Appointed to National Institute of Health Biobehavioral Regulation, Learning and
Ethology Study Section, 2006-2010.
President, Div.25 (Behavior Analysis) of the American Psychological Association, 2001
Fellow of the American Psychological Association, Divisions 3 (Experimental
Psychology), 6 (Behavioral Neuroscience and Comparative Psychology), 28
(Psychopharmacology and Substance Abuse) and 25 (Behavior Analysis)
Associate Editor, The Journal of the Experimental Analysis of Behavior, 1999-2002
President, Southeastern Association for Behavior Analysis, 1992.
UNCW Faculty Scholarship Award, 1991.
UNCW Phi Kappa Phi
Ad hoc Reviewer (of approximately 50 journals)
American Psychologist
Psychological Review
Psychological Bulletin
Nicole Alea
Assistant Professor of Psychology
Education
University of Florida, Gainesville, FL, B.S., 1995, Psychology with Honors
University of Florida, Gainesville, FL, M.S., 2000, Psychology with Gerontology
Certificate
University of Florida, Gainesville, FL, Ph.D, 2004, Lifespan Developmental Psychology
with Graduate Certificate in Social Science Methodology
Current Research Interests
Lifespan developmental psychology. Special interests: Understanding the changes in
autobiographical memory with age, and how personal memories are used to serve
socioemotional goals in adulthood and late life.
Professional Experience
2006-2007
on leave
2004-present University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 11)
Alea, N. & Bluck, S. (in press). I’ll keep you in mind: The intimacy function of
autobiographical memory. Applied Cognitive Psychology.
Bluck, S., & Alea, N. (in press). Remembering being me: The self-continuity function of
autobiographical memory in younger and older adults. In F. Sani (Ed.) Individual
and collective self-continuity: Psychological Perspectives. Cambridge University
Press.
Bluck, S., Alea, N., Habermas, T., & Rubin, D.C. (2005). A TALE of three functions:
The self-reported uses of autobiographical memory. Social Cognition, 23, 91117.
Alea, N., Bluck, S., & Semegon, A.B. (2004). Youn and older adults’ expression of
emotional experience: Do autobiographical narratives tell and different story?
Journal of Adult Development, 11, 235-250.
Alea, N., Diehl, M., & Bluck, S. (2004). Personality and emotion in later life. In C.
Spielberger (Ed.), Encyclopedia of Applied Psychology, Elsevier.
Mills, T., Alea, N., & Cheong, J. (2004). Differences in the indicators of depressive
symptoms among a community sample of African American and Caucasian older
adults. Community Mental Health Journal, 40, 309-331.
Alea, N., & Cunningham, W.R. (2003). Compensatory help-seeking in young and older
adults: Does seeking help help? Experimental Aging Research, 29, 437-436.
Funding
Cahill Award, 2005-2006
Cahill Award, 2004-2005
Minority Pre-doctoral Fellowship, Individual National Research Service Award (NRSA),
$49,410, National Institute on Aging, 2002-2004.
Provost’s Award in Aging graduate Research Fellowship, $15,908, University of Florida,
2001-2002.
Thesis Direction
1 Masters in progress
Memberships in Societies
Association for Psychological Science
American Psychological Society Div 20- Adult Development and Aging
Katherine E. Bruce
Professor of Psychology
Education
Rhodes College, Memphis, B.A., 1978, Psychobiology
University of Georgia, Athens, M.S., 1980, Psychology
University of Georgia, Athens, M.A., 1984, Health Education
University of Georgia, Athens, Ph.D., 1984, Psychology
Current Research Interests
Behavioral aspects of nonhuman memory and learning; mate choice in live bearing fish;
attitudes related to human sexuality
Professional Experience
1994-present, University of North Carolina Wilmington, Professor
1999-present, University of North Carolina Wilmington, Director, Honors Scholars Program
1997-1999, University of North Carolina Wilmington, Associate Dean, Graduate School
1993-1997, University of North Carolina Wilmington, Psychology Graduate Coordinator
1989-1994, University of North Carolina Wilmington, Associate Professor
1984-1989, University of North Carolina, Wilmington, Assistant Professor
Publications (23 peer-reviewed journal articles)
Albert, A. M., & Bruce, K. (2002). Introducing the Video Web-board as a Technologic
Enhancement to Your Honors Course. Journal of the National Collegiate Honors
Council, 3, 33-44.
Bruce, K. & Walker, L*. &. (2001). College students’ attitudes about AIDS: 1986-2000.
AIDS Education and Prevention, 13, 428-437.
McLaughlin, M. & Bruce, K. (2001). The effect of male familiarity on proximity time in
female eastern mosquitofish (Gambusia holbrooki). Psychological Record, 51, 237250.
Boshamer, C. B. & Bruce, K. (1999). A scale to measure attitudes about HIV-antibody
testing: Development and psychometric validation. AIDS Education & Prevention,
11, 400-413.
Bruce, K., & Reid, B. (1998). Assessing the construct validity of the AIDS Attitude Scale.
AIDS Education & Prevention, 10, 75-89.
Cohen, D., & Bruce, K. (1997). Sex and mortality: Real risk and perceived susceptibility.
The Journal of Sex Research, 34.
Bruce, K., & Tarant, S. (1997). Characteristics of female college students attending the
NAMES Project AIDS Memorial Quilt. Journal of Sex Education & Therapy, 22(2),
31-36.
Bruce, K, & White, W. (1995). Agonistic relationships and sexual behaviour patterns in
male guppies (Poecilia reticulata). Animal Behaviour, 50, 1009-1021.
Bruce, K., Pilgrim, C., & Spivey, R. (1994). Assessing the impact of Magic Johnson's HIV
positive announcement on a university campus? Journal of Sex Education & Therapy,
20, 264-276.
Bruce, K., & Estep, D. (1992). Interruption of and harassment during copulation of
stumptail macaques (Macaca arctoides). Animal Behaviour, 44, 1029-1044.
Bernstein, I., Estep, D., Bruce, K., & Phillips, K. (1992). Effects of periodic removal and
reintroduction on the social and sexual behavior of stumptail macaques (Macaca
arctoides). Folia Primatologica, 59, 213-216.
Bruce, K., & Moineau, S. (1991). A comparison of sexually transmitted disease clinic
patients and undergraduates: Implications for AIDS prevention and education. Health
Values, 15, 5-12.
Bruce, K., Shrum, J. Trefethen, C., & Slovik, L. (1990). Students' attitudes about AIDS,
homosexuality, and condoms. AIDS Education and Prevention, 2, 220-234.
Shrum, J., Turner, N., & Bruce, K. (1989). Development of an instrument to measure
attitudes towards AIDS. AIDS Education and Prevention, 1, 222-230.
Bruce, K. E., & Bullins, C. (1989). Attitudes and knowledge about genital herpes in two
university populations. Journal of Sex Education and Therapy, 15, 257-270.
Bruce, K. E., Estep, D. Q., & Baker, S. C. (1988). Social interactions following parturition
in stumptail macaques. American Journal of Primatology, 15, 1-15.
Estep, D. Q., Nieuwenhuijsen, K., Bruce, K. et al. (1988). Inhibition of sexual behaviour
among subordinate stumptail macaques (Macaca arctoides). Animal Behaviour, 36,
854-864.
Extramural Funding
Principal Investigator, Competition and communication: Research opportunities for women
award, $11,526, National Science Foundation, 1989-1991.
Co-investigator, Role of the GABA-benzodiazepine receptor complex in the mediation of
ethanol actions: Behavioral pharmacological analysis, $14,018, North Carolina
Alcoholism Research Authority, 1986-1987.
Thesis Direction
13 (9 graduated, 2 graduating this semester, 2 in progress)
Honors, Leadership, Editorial Positions
Editorial Boards: Honors in Practice (2005-present); AIDS Education and Prevention
(1989-present); Explorations: North Carolina Undergraduate Research (2007present); Sex Education and Therapy (1999-2003),
President, National Collegiate Honors Council, 2006-2007
President, Southern Regional Honors Council, 2005-2006
President, North Carolina Honors Association, 1999-2000
Phi Kappa Phi
Phi Eta Sigma (recognition by students)
Ad hoc Reviewer
AIDS Education and Prevention; Journal of Sex Education & Therapy; Honors in Practice;
Journal of Sex Research; Animal Behavior; Journal of the Elisha Mitchell Scientific Society;
Health Care for Women International; The Behavior Analyst; Explorations; Social Science
and Medicine
Caroline Clements
Associate Professor of Psychology
Education
Northwestern University, B.S., 1982, Psychology
Northwestern University, M.S., 1986, Psychology
Northwestern University, Ph. D., 1990, Psychology
Current Research Interests
Cognitive models of depression, interpersonal violence
Professional Experience
2004-present University of North Carolina, Wilmington, Director, Center for Teaching
Excellence
2003-present University of North Carolina, Wilmington, Associate Professor
1997-2003, University of North Carolina, Wilmington, Assistant Professor
1990-1997, Finch University Health Sciences, The Chicago Medical School, Assistant
Professor
1989-1990, Northwestern University, Lecturer
1988-1989, Ohio State University, Clinical Psychology Intern
Recent Publications
Clements, C.M. & Ogle, R.L. (2007). A comparison study of coping and family
problem-solving in women who have experienced domestic violence. Journal of
Psychological Trauma, 6, 1, 29-37.
Ogle, R.L. & Clements, C (2007). A comparison of batterers to nonbatterers on
behavioral and self-report measures of control. Journal of Applied Social
Psychology, 37, 1.
Johnson, D.C. & Clements, C. (2007). Adolescent Violence Prevention: A Review of
After-School and Arts-Based Programs. International Journal of
Interdisciplinary Social Sciences. 1, 5, 159-166.
Kim-Godwin, S., Clements, C.M., Maume, M., Bullers, S & Demski, E. (2007). Sexual
behavior and drinking patterns among middle and high school students in
Southeastern North Carolina. The Journal of School Nursing, 23, 4, 214-220.
Clements, C. & Johnson, D. C. (2006). Encouraging collaborative learning in the
classroom: What universities can do? International Association for the Study of
Cooperation in Education, 25, 1.
Clements, C.M. Ogle, C.M. & Sabourin, C. (2005). Perceived control and emotional
status in abusive college student relationships: An exploration of gender
differences. Journal of Interpersonal Violence 20, 9, 1058-1077.
Clements, C. M., Sabourin, C., Spiby, L. (2004). Dysphoria and hopelessness following
battering: The role of perceived control, coping and self-esteem. Journal of
Family Violence, 19, 1, 25-36.
Clements, C. M. & Sawhney, D. (2000). Coping with domestic violence: Attributional
style, control beliefs and emotional adjustment. Journal of Traumatic Stress, 13,
2, 219-251.
Abramson, L. Y., Alloy, L. B., Hankin, B., Clements, C.M., & Zhu, L., Hogan, M &
Whitehouse, W. (2000). Optimistic cognitive styles and invulnerability to
depression. In J. Gillham (Ed.). The Science of Optimism and Hope: Research
Essays in Honor of M. E. P. Seligman. Radnor, Pennsylvania, Templeton
University Press, 75-98.
Alloy, L. B. & Clements, C. M. (1998). Hopelessness theory of depression: Tests of the
symptom component. Cognitive Therapy and Research. 22, 4, 303-335.
Ravdin, L. D., Hilton, E., Primeau, M., Clements, C. M., & Barr, W. (1996). Memory
functioning in lyme borreliosis. Journal of Clinical Psychiatry, 57, 7, 282-286.
Amir, N., McNally, R. J., Reimann, B. C., & Clements, C. M. (1996). Implicit memory
bias for threat in panic disorder: Application of the “white noise” paradigm.
Behaviour Research and Therapy, 32, 2, 157-162.
Koenig, L. J., Clements, C. M., & Alloy, L. B. (1992). Depression and the illusion of
control: The role of esteem maintenance and impression management. Canadian
Journal of Behaviour Science, 24, 233-252.
Alloy, L. B., & Clements, C. M. (1992). The illusion of control: Invulnerability to
negative affect and depressive symptoms following laboratory and natural
stressors. The Journal of Abnormal Psychology, 101, 2, 234-245.
Extramural Funding
Clements, C. M., $1,043,029, The U.S. Departments of Education and Justice; Health
and Human Services, 2003-2007.
Clements C. and Lama, M., $40,000, Cape Fear Memorial Foundation, 2007.
Clements, C.M. and Yerkes, K., $25,000, The Family Nurturing Program, North
Carolina Children’s Trust Fund, 2006.
Clements C. and Lama, M., $25,000, Governor’s Crime Commission, 2006.
Clements, C., $5,000, Dreams of Wilmington, Inc., 2005, 2006.
Pilgrim, C., MacKain, S. Clements, C and Pitts, R., $20,000, Implementation Grant for a
Master’s program in Applied Behavior Analysis, 2005-2007.
Pilgrim, C., MacKain, S. Clements, C. & Pitts, R., $4,500, The Sloan Foundation, 2003.
Memberships in Societies
American Psychological Society, Eastern Psychological Society, Southeastern
Psychological Society
Ad hoc Reviewer
Cognitive Therapy and Research
Journal of Interpersonal Violence
Theses and Dissertations Directed (UNCW and Chicago Medical School)
Dissertations chaired, 15, Theses directed, 22
Dale J. Cohen
Professor of Psychology
Education
Alfred University; Alfred, NY, B.F.A, 1987, Fine Arts
Alfred University, Alfred, NY, B.A., 1987, Psychology University of Virginia.
University of Virginia, Charlottesville, MA, 1990, Psychology
University of Virginia, Charlottesville, PhD, 1993, Psychology
Current Research Interests
Visual Perception, Cognition, Art
Professional Experience
2005-present, Memory Assessment and Research Services, Director of Research
2003-present University of North Carolina, Wilmington, Professor
1998-2003, University of North Carolina, Wilmington, Associate Professor
1993-1998, University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 23 peer-reviewed journal articles)
Cohen, D. J., & Jones, H. E. (In Press). How shape constancy relates to drawing
accuracy. Psychology of Aesthetics, Creativity, and the Arts.
Cohen, D. J., & Snowden, J. L. (In Press). The relation between document prevalence,
document familiarity, and document literacy among adult readers. Reading
Research Quarterly.
Keith, J., Cohen, D. J., & Lecci, L. (2007). Why serial assessments of cardiac surgery
patients neurobehavioral performances are misleading. The Annals of Thoracic
Surgery, 83, 370-373.
Lecci, L., & Cohen, D. J. (2007). Altered processing of health threat words as a function
of hypochondriacal tendencies and experimentally manipulated control beliefs.
Cognition and Emotion, 21, 211-224.
Cohen, D. J., & Cohen, J. D. (2006). The sectioned density plot. The American
Statistician, 60, 167-174.
Cohen, D. J. (2005). Look little, look often: The influence of eye gaze frequency on
drawing accuracy. Perception and Psychophysics, 67, 997-1009.
Cohen, D. J. (2003). Direct estimation of multidimensional perceptual distributions:
Assessing hue and form. Perception & Psychophysics, 65, 1145-1160.
Cohen, D. J., Farrell, J., & Johnson, N. (2002). What very small numbers mean. Journal
of Experimental Psychology: General, 131, 424-442.
Lecci, L., & Cohen, D.J. (2002). Perceptual consequences of illness concern induction
and its relation to hypochondriacal tendencies. Health Psychology, 21, 147-156.
Cohen, D. J., & Lecci, L. B. (2001). Using magnitude estimation to investigate the
perceptual components of Signal Detection Theory. Psychonomic Bulletin &
Review, 8, 284-293.
Cohen, D. J. (1999). Elements or Objects: Testing the movement filter hypothesis.
Journal of Experimental Psychology: Human Perception and Performance, 25,
348-360.
Kubovy, M., Cohen, D. J., & Hollier, J. (1999). Feature integration that routinely occurs
without focal attention. Psychonomic Bulletin & Review, 6, 183-203.
Cohen, D. J., & Blair, C. (1998). Mental rotation and temporal contingencies. Journal of
Experimental Analysis of Behavior, 70, 203-214.
Cohen, D. J., Eckhardt, C. I., & Schagat, K.D. (1998). Attention allocation and
habituation to anger-related stimuli during a visual search task. Aggressive
Behavior, 24, 399-410.
Extramural Funding
Principal Investigator, Quantifying stimulus, response, and numerical biases, $691,709,
NIH, 2007-2012.
Principal Investigator, Document Census, $27,000, NCES, 2005.
Co-investigator, Increasing and Retaining STEM Majors through Virtual Learning
Communities, $124,485, NSF, 2005.
Principal Investigator, Developing a document familiarity index, $180,000, NCES, 20042005.
Principal Investigator, Document difficulty follow-up study: Developing a document
literacy coding system, $55,000, NCES, 2004.
Co-investigator, Decision Making in Adolescent Substance Abusers, $80,000, NIDA,
2003-2004.
Co-investigator, Processing of anger-related information in maritally violent and
nonviolent men, $59,500, Harry Frank Guggenheim Foundation, 1996-1997.
Co-investigator, Faculty Course Development Program, $49,600, North Carolina General
Administration, 1997.
Memberships in Societies
Psychonomic Society; Society for Psychological Science
Thesis Direction
4 completed, 3 in progress.
Honors, Leadership, Editorial Positions
Consulting Editor for Perception and Psychophysics (2004-present),
Chancellor’s Public Service and Continuing Studies Award – 2005
Outstanding UNCW Faculty Member Award - 1997
Ad hoc Reviewer
Acta Psychologica, Aggressive Behavior, Cognitive Psychology, Israel Science
Foundation, Journal of Experimental Analysis of Behavior, Journal of Experimental
Psychology: Human Perception and Performance, Neuropsychologia, Perception,
Perception and Psychophysics, Philosophical Psychology, Psychology of Aesthetics,
Creativity, and the Arts, Psychological Research, Vision Research
Karen A. Daniels
Assistant Professor of Psychology
Education
University of Toronto, Scarborough Campus, B.Sc., 1997, Psychology
Georgia Institute of Technology, Atlanta, M.S., 1999, Cognitive Psychology/Aging
Georgia Institute of Technology, Atlanta, Ph.D., 2002, Cognitive Psychology/Aging
Current Research Interests
Memory and Attention, Individual Differences, Cognitive Aging, Cognitive
Rehabilitation (Fitness & Nutrition), and Cognitive Neuroscience.
Professional Experience
2004-present University of North Carolina Wilmington, Assistant Professor
2002-2004, Washington University in St. Louis, Postdoctoral Research Associate
Publications
Toth, J. P, Daniels, K. A., & Jacoby, L. L. Art Dealer: A computer game for enhancing
cognition in older adults. Submitted to Applied Cognitive Psychology.
Daniels, K. A. Cognitive control, automaticity, and working memory: A dual-process
analysis. Submitted to Journal of Experimental Psychology: General.
Daniels, K. A., Toth, J. P., & Jacoby, L. L. (2006). The aging of executive functions.
In E. Bialystok & F.I.M Craik (Eds.), Lifespan Cognition: Mechanisms of Change.
Jacoby, L.L., Shimizu, Y., Daniels, K.A., & Rhodes, M. (2006). Modes of cognitive
control in recognition and source memory: Depth of retrieval. Psychonomic
Bulletin & Review, 12(5), 852-857.
Toth, J. P. & Daniels, K. A. (2002). Effects of prior experience on judgments of
normative word frequency: Automatic bias and correction. Journal of Memory &
Language, 46(4), 845-874.
MacLeod, C. M., & Daniels, K. A. (2000). Implicit versus explicit remembering:
Directed forgetting meets the generation effect. Psychonomic Bulletin & Review,
7(2), 354-359.
Bischoff-Grethe, A., Proper, S. M., Mao, H., Daniels, K. A., & Berns, G. S. (2000).
Conscious and unconscious processing of nonverbal predictability in Wernicke's
area. The Journal of Neuroscience, 20, 1975-1981.
Salthouse, T.A., Toth, J. P., Daniels, K. A., Parks, C., Pak, R., Wolbrette, M., &
Hocking, K. J. (2000). Effects of aging on efficiency of task switching in a variant
of the trail making test. Neuropsychology, 14, 102-111.
Funding & Awards
Co-investigator, The Effects of Anti-White Stereotypes on the Cognitive Performance of
Blacks, $2000, UNCW Charles L. Cahill Award, 2005-2007.
Principal Investigator, Exploring the Use of Computer Programs to Rehabilitate Memory
in Old Age, $2380, UNCW Charles L. Cahill Award, 2004-2005.
Is Memory Decline in Old Age Inevitable? $3500, UNCW Summer Research Initiative,
2004-2005.
UNCW Curriculum Development Award, $3000, 2004-2005.
Co-investigator, Computer Games for Training Cognition in Older Adults, NIH (R21)
Grant, (PI: Jeffrey P. Toth), Not Funded, 2004.
Principal Investigator, Aging and Judgments of Learning: A Dual-Process Approach,
$1500, The Georgia Consortium Seed Grant Program, 2001-2002.
Principal Investigator, Control, Automaticity, and Working Memory: A Dual-Process
Approach, $1500, Georgia Tech Early Career Development Research Award,
2001-2002.
Memberships in Societies
American Psychological Association
American Psychological Society
Cognitive Neuroscience Society
Thesis Direction
3 in progress
Ad hoc Reviewer
Memory
Psychonomic Bulletin & Review
Developmental Psychology
Psychology & Aging
Wendy D. Donlin
Assistant Professor of Psychology
Education
West Virginia University, Morgantown, B.A., 1997 Psychology
Auburn University, Auburn, M.S., 2002, Psychology
Auburn University, Auburn, Ph.D., 2005, Psychology
Johns Hopkins University, Baltimore, Postdoctoral Fellowship, School of Medicine
Current Research Interests
Applied behavior analysis and drug abuse
Professional Experience
2007-present University of North Carolina, Assistant Professor
2005-2007, Johns Hopkins University, Baltimore MD, NIDA research fellow in the
School of Medicine
2002-2005, Auburn University, Auburn, AL, Research Associate II in the department of
psychology
Recent Publications
Donlin, W. D., Knealing, T., & Silverman, K. (in press). Employment based
reinforcement in the treatment of drug addiction. In S. T. Higgins & K. Silverman
(Eds.), Motivating Behavior Change Among Illicit-Drug Abusers: Research on
Contingency Management Interventions (Vol. 2), Washington D.C.: American
Psychological Association.
Newland, M. C., Donlin, W. D., Paletz, E. M., & Banna, K. M. (2006). Developmental
behavioral toxicity of methylmercury: consequences, conditioning and cortex. In
E. D. Levin & J. J. Buccafusco (Eds.), Animal Models of Cognitive Impairment
(pp. 101-146). Boca Raton, FL: CRC Press.
Newland, M. C., Reed, M. N., Leblanc, A., & Donlin, W. D. (2006). Brain and blood
mercury and selenium after chronic and developmental exposure to
methylmercury. Neurotoxicology, 27(5), 710-720.
Memberships in Societies
Association for Behavior Analysis
College for Problems of Drug Dependence
Behavioral Toxicology Society
Society for the Quantitative Analysis of Behavior
Southeastern Association for Behavior Analysis
Virginia Association for Behavior Analysis
Maryland Association for Behavior Analysis
Honors, Leadership, Editorial Positions
2006 NIDA Director’s Travel Award College on Problems of Drug Dependence
2006-2007 Organizer of the Behavioral Pharmacology Research Unit’s Seminar Series at
Johns Hopkins University
2003, 2005, 2006 SABA presenter award Association for Behavior Analysis Convention
2003, 2004, Travel Award Behavioral Toxicology Society Convention
Ad Hoc Reviewer
Guest reviewer for Addiction
Guest reviewer for Journal of Applied Behavior Analysis
Guest reviewer for Neurotoxicology and Teratology
Cameron L. Gordon
Assistant Professor of Psychology
Education
University of Illinois, Champaign-Urbana B.S., 2001, Psychology
University of North Carolina, Chapel Hill, M.A., 2005, Clinical Psychology
Duke University VA Medical Center Predoctoral Internship, 2007, Clinical Psychology
University of North Carolina, Chapel Hill, Ph.D., 2007, Clinical Psychology
Current Research Interests
Marriage and intimate relationships; positive individual strengths
Professional Experience
2007-present University of North Carolina, Wilmington, Assistant Professor
Publications
Gordon, C. L., & Baucom, D. H. (2007). [Review of the book Couples coping with
stress: Emerging perspectives on dyadic coping]. The Family Psychologist, 23,
29-30.
Kruger, J., Gordon, C. L., & Kuban, J. (2006). Intentions in teasing: When “just
kidding” just isn’t good enough. Journal of Personality and Social Psychology,
90, 412-425.
Memberships in Societies
Association for Behavioral and Cognitive Therapies (ABCT)
Couples Research & Therapy Special Interest Group – (ABCT)
American Psychological Association Division 43 – Family Psychology
American Psychological Association Division 2 – Society for the Teaching of
Psychology
Honors, Leadership, Editorial Positions
Co-chair, Ethics and IRB subcommittee for the Research Practice Network, Couples
Research & Therapy Special Interest Group, (ABCT).
Robert Hakan
Associate Professor of Psychology
Education
University of North Carolina at Wilmington, B.A., 1980, Psychology
University of Wyoming, M.A., 1985, Experimental Psychology-Neuroscience Program
University of Wyoming, Ph.D., 1986, Experimental Psychology-Neuroscience Program,
Postdoctoral Fellow, 1986-89, Research Inst. of Scripps Clinic, La Jolla, Calif.
Professional Experience
1990-1993
University of North Carolina, Wilmington, Associate Professor
1994-present University of North Carolina, Wilmington, Assistant Professor
Publications (of a total of 14 peer-reviewed journal articles)
Ksir, C. J., Hakan, R.L., Hall, J., and Kellar, K.J. (1985). Nicotine exposure enhances
behavioral stimulant effects of nicotine and increases [3H] acetylcholine binding
to nicotinic receptors. Neuropharmacology, 24, 527-532.
Ksir, C.J., Hakan, R.L., and Kellar, K.J. (1987). Chronic nicotine and locomotor activity:
influences of exposure dose and test dose. Psychopharmacology, 92, 25-29.
Hakan, R. L. and Ksir, C.J. (1987) Nicotine-induced locomotor activity in rats: The
role of Pavlovian conditioning. Pharmacology, Biochemistry and Behavior, 29
(4), 661-667.
Hakan, R.L. and Henriksen, S.J. (1987). Systemic opiate administration has
heterogeneous effects on activity recorded from nucleus accumbens neurons in
vivo. Neuroscience Letters, 83, 307-312.
Hakan, R.L. and Henriksen, S.J. (1989) Dopamine-dependent and dopamineindependent electrophysiological effects of opiates on single cell activity of the
nucleus accumbens septi in rats. Journal of Neuroscience, 9(10): 3538-3546.
Hakan, R.L., Callaway, C. and Henriksen, S.J. (1989). Electrophysiological Analysis of
the neural circuitry underlying opiate effects in the nucleus accumbens septi.
Neuroscience Letters, 101, 163-168.
Callaway, C., Hakan, R.L. and Henriksen, S.J. (1991). Distribution of amygdala input
to the nucleus accumbens septi: An electrophysiological investigation. Journal of
Neural Transmission, 83, 215-225, 1991.
Hakan, R.L., and Ksir, C.J. (1991). Acute tolerance to the Locomotor stimulant effects
of nicotine. Psychopharmacology, 104 (3), 386-390.
Hakan, R.L., Berg, G., and Henriksen, S.J. (1992). Electrophysiological evidence for
reciprocal connectivity between the nucleus accumbens septi and ventral pallidal
region. Brain Research, 581, 344-350.
Hakan, R.L., Hart, C. and Eyl, C. (1993). Specific effects of systemic nicotine on
neuronal activity in the nucleus accumbens septi. Synapse, 15, 191-197.
Hakan, R.L., Henriksen, S.J. and Eyl, C (1994). Neuropharmacology of the nucleus
accumbens: Systemic morphine effects on single-unit responses evoked by
ventral pallidum stimulation. Neuroscience, 63 (1), 85-93.
Hakan, R.L., and Eyl, C. (1995). Neuropharmacology of the nucleus accumbens:
Iontophoretic application of morphine and nicotine have contrasting effects on
single-unit responses evoked by ventral pallidum and fimbria stimulation.
Synapse, 20(2) 175-184.
Hakan, R.L. (2001). Endogenous opioid inhibition of single-unit responses to fimbria
stimulation in the nucleus accumbens. SYNAPSE, 41, 71-85.
Extramural Funding
Portenier Support Fund: summer Graduate stipends awarded for summers of 1984 and
1985.
NIAAA: Alcohol Training Fellowship, awarded for 1986, 1987, 1988.
NIDA:"First Award" "Neurophysiological Analysis of Opiates: Role of the Nucleus
Accumbens in Drug Abuse", $457,000, 1990-1995.
NIDA: "Research supplement for underrepresented minorities in biomedicine" for Carl
Hart, $20,508.00, 1991-92.
Thesis Direction
1 Masters completed, 2 honors completed.
Anne Hungerford
Assistant Professor of Psychology
Education
Kenyon College, B.A., 1991, Psychology
University of Pittsburgh, M.S., 1997, Psychology
University of Pittsburgh, Ph.D., 2001, Psychology
Current Research Interests
Socioemotional development
Individual differences in early self-regulation
Parenting behavior
Professional Experience
2003-present, University of North Carolina, Wilmington, Assistant Professor
2001-2003, Center for Developmental Science, University of North Carolina, Chapel
Hill, Postdoctoral Fellow
Publications
Hungerford, A., & Cox, M.J. (2006). Family factors in child care research. Evaluation
Review, 30, 631-655.
Hungerford, A. (2005). The use of anatomically detailed dolls in forensic
investigations: Developmental considerations. Journal of Forensic Psychology
Practice, 5, 75-88.
Calkins, S.D., Hungerford, A., & Dedmon, S. E. (2004). Mothers' interactions with
temperamentally frustrated infants. Infant Mental Health Journal, 25, 219-239.
Campbell, S.B., Brownell, C.A., Hungerford, A., Mohan, R., Spieker, S. J., & Blessing,
J. (2004). The course of maternal depressive symptoms and maternal sensitivity
as predictors of attachment security at 36 months. Development and
Psychopathology, 16, 231-252.
Hungerford, A., Brownell, C. A., & Campbell, S. B. (2000). Child care in infancy: A
transactional perspective. In C. H. Zeanah, Jr. (Ed.), Handbook of infant mental
health (2nd ed.). New York: Guilford.
Memberships in Societies
Society for Research in Child Development
Thesis Direction
Completed (2); in progress (2)
Ad hoc Reviewer
Developmental Psychology, Infancy
Christine E. Hughes
Assistant Professor of Psychology
Education
McMaster University, Hamilton, Canada, B.ArtsSc. (Honours), 1986, Arts & Science
University of Florida, Gainesville, FL, M.S., 1989, Psychology
University of Florida, Gainesville, FL, Ph.D., 1991, Psychology
Current Research Interests
Behavioral Analysis/ Behavioral Pharmacology
Behavioral determinants of drug tolerance; drug effects on punished responding; drug
effects on choice; Evaluation of teaching practices in college
Professional Experience
2007-present, University of North Carolina Wilmington, Assistant Professor
2005, University of Canterbury, Christchurch, New Zealand, Visiting Faculty
2004-2007, University of North Carolina Wilmington, Lecturer
2003-2004, University of Canterbury, Christchurch, New Zealand, Visiting Faculty
1996-2003, University of North Carolina Wilmington, Part-time Instructor
1996-1997, University of North Carolina Chapel Hill, Research Assistant Professor
1994-1996, University of North Carolina Chapel Hill, Visiting Research Assistant
Professor
1992-1993, North Carolina Central University, Adjunct Assistant Professor
1991-1994, University of North Carolina Chapel Hill, Postdoctoral Research Associate
Publications (of a total of 15 peer-reviewed journal articles)
Ta W-M, Pitts, R. C., Hughes, C. E., McLean, A. P., & Grace, R. C. (in press). Rapid
acquisition of preference in concurrent chains: Effects of d-amphetamine on
sensitivity to reinforcement delay. Journal of the Experimental Analysis of
Behavior.
Bennett, J. A., Hughes, C. E., & Pitts, R. C. (2007). Effects of methamphetamine on
response rate: A microstructural analysis. Behavioural Processes, 75, 199-205.
Maguire, D. R., Hughes, C. E., & Pitts, R. C. (2007). Rapid acquisition of preference in
concurrent schedules: Effects of reinforcement amount. Behavioural Processes,
75, 213-219.
Hughes, C. E., Sigmon, S., Pitts, R. C., & Dykstra, L. A. (2005). Tolerance to the
response rate-decreasing effects of morphine: Unit price or response
requirement? Journal of the Experimental Analysis of Behavior, 83, 281-296.
Hughes, C. E. & Dykstra, L. A. (1997). Antagonism of the response rate-decreasing
effects of meperidine beta-funaltrexamine and naltrexone in squirrel monkeys.
Alcohol and Drug Dependence, 45, 197-206.
Zarcone, T. J., Branch, M. N., Hughes, C. E., & Pennypacker, H. S. (1997).
Keypecking during extinction after intermittent or continuous reinforcement as a
function of the number of reinforcers delivered during training. Journal of the
Experimental Analysis of Behavior, 67, 91-108.
Hughes, C. E., Dykstra, L. A., & Picker, M. J. (1996). Behavioral tolerance and crosstolerance to the response rate-decreasing effects of mu opioids in rats.
Behavioural Pharmacology, 7, 228-236.
Hughes, C. E., Habash, T., Dykstra, L. A., & Picker, M. J. (1996). Discriminativestimulus effects of morphine in combination with alpha- and beta-noradrenergic
agonists and antagonists in rats. Pharmacology Biochemistry and Behavior, 53,
979-986.
Hughes, C. E., Pitts, R. C., & Branch, M. N. (1996). Cocaine and food deprivation:
Effects on food-reinforced fixed-ratio performance in pigeons. Journal of the
Experimental Analysis of Behavior, 65, 145-158.
Hughes, C. E., Picker, M. J., & Dykstra, L. A. (1995). Tolerance and cross-tolerance to
the response rate-decreasing effects of opioids in morphine-maintained squirrel
monkeys. Behavioural Pharmacology, 6, 776-784.
Stafford, D., Branch, M. N., & Hughes, C. E. (1994). Persistence of tolerance to effects
of cocaine on schedule-controlled behavior in pigeons. Behavioural
Pharmacology, 5, 581-590.
Extramural Funding
Principal Investigator, Behavioral tolerance and cross-tolerance to mu opioids, R03,
$56,000, National Institute on Drug Abuse, 1996-1999
Principal Investigator, Behavioral and pharmacological determinants of the rate of
acquisition of tolerance to cocaine and morphine, $5000, North Carolina
Governor’s Institute on Alcohol and Substance Abuse, 1994.
Principal Investigator, Behavioral determinants of cocaine tolerance, $15,000, Natural
Sciences and Engineering Research Council of Canada, 1987-1988.
Thesis Direction at UNCW
1 in progress
Memberships in Societies
American Psychological Association
Association for Behavior Analysis-International
North Carolina Association for Behavior Analysis
Southeastern Association for Behavior Analysis
Honors, Leadership, Editorial Positions
Center for Teaching Excellence, University of North Carolina Wilmington, Lecturer of
the Year Award - 2006
Secretary-Treasurer, Division 25, American Psychological Association, 2006-Present
President, Southeastern Association for Behavior Analysis, 2001
Secretary, Southeastern Association for Behavior Analysis, 1995-1998
Editorial Board, Journal of the Experimental Analysis of Behavior, 1999-2002; 20032006; 2007-2010.
Editorial Board, The Behavior Analyst, 1999-2006; 2007-2010.
Ad hoc Reviewer
Behavioural Pharmacology; Life Sciences; Pharmacology, Biochemistry and Behavior;
Psychopharmacology
Ruth M. Hurst
Assistant Professor of Psychology
Education
Catawba College, Salisbury, NC, B.A., 1976, Psychology
Drake University, Des Moines, IA, M.A., 1979, Psychology
Durham VA Medical Center, Durham, 2005, Clinical Psychology Internship
University of North Carolina, Greensboro, Ph.D., 2005, Psychology
Credentials:
Board Certified Behavior Analyst
Licensed Psychologist (Provisional) – Health Service Provider Psychologist (Provisional)
Current Research Interests:
Nature, boundaries, and consequences of autism spectrum disorders
Validation of animal behavioral models of human psychopathology
Professional Experience:
2007-present, Cape Fear Group Homes, Wilmington, Psychologist
2006-present, Lifetime Resources, Inc., Wilmington, Psychologist
2005-present, University of North Carolina, Wilmington, Assistant Professor
2003-2004, Assistant Clinic Director, UNC Greensboro Psychology Clinic, Greensboro,
NC
1998-2004, Psychology Instructor, UNC Greensboro, Greensboro, NC
1996-2002, Program Consultant, Greensboro TEACCH Center, Greensboro, NC
1984-1996, Director of Psychology, Woodward State Hospital-School, Woodward, IA
1979-1984, Psychologist, Woodward State Hospital-School
Publications
Hurst, R., Mitchell, J., Kimbrel, N., Kwapil, T., & Nelson-Gray, R. (In Press).
Examination of the reliability and factor structure of the Autism Spectrum
Quotient (AQ) in a non-clinical sample. Personality and Individual Differences,
(2007), doi:10.1016/j.paid.2007.06.012
Hurst, R., Nelson-Gray, R., Mitchell, J., & Kwapil, T. (In Press). The relationship of
Asperger’s characteristics and schizotypal personality traits in a non-clinical adult
sample. Journal of Autism and Developmental Disorders, (2006) DOI
10.1007/s10803-006-0302-z
Nelson-Gray, R., Keane, S., Hurst, R., Warburton, J., Chok, J. & Mitchell, J. (2006). A
modified DBT skills training program for oppositional defiant adolescents:
Promising preliminary findings. Behaviour Research and Therapy, 44, 1811-20.
Hurst, R., & Nelson-Gray, R. (2006). Single-participant design research. In J. Norcross,
L. Beutler. & R. Levant (Eds.), Evidence based practices in mental health:
Debate and dialogue on the fundamental questions. Washington, D.C. American
Psychological Association.
Hurst, R., Steele, R., McCloud, D., Davis, V., & Borts, M. (1995). Developing autism
programs and services in a state supported ICF/MR: “TEACCHing” in Iowa.
1995 National Conference on Autism: Proceedings. Arlington, Texas: Future
Education, Inc.
Hurst, R. (1994). Autism services from WSHS. The Link: A Publication about Autism
for Parents and Professionals, Winter, Autism Society of Iowa.
Anchuthengil, J., Nielsen, D., Schulenburg, J., Hurst, R., & Davis, M. (1992). Effects of
an individualized treadmill exercise training program on cardiovascular fitness of
adults with mental retardation. Journal of Orthopaedic & Sports Physical
Therapy, 16, 220-228.
Funding
Cahill Award, 2005-06
FESR Fellowship, 2006-07
Memberships in Societies
American Association for Behavior and Cognitive Therapies
American Psychological Association
Association for Behavior Analysis
Autism Society of North Carolina
North Carolina Association for Behavior Analysis
North Carolina Psychological Association
Society for Neuroscience
Society for the Quantitative Analysis of Behavior
Southeastern Association for Behavior Analysis
Thesis Direction
Mentor for 5 graduate students
Honors, Leadership, Editorial Positions
President Elect, North Carolina Association for Behavior Analysis, 2007-present
Reviewer, Journal of Behavior Analysis of Health, Sports, Fitness, and Medicine (2006present)
Nominated for Outstanding Dissertation Award, UNC Greensboro, 2005
UNC Greensboro Graduate Student Association Dissertation Award, April, 2002
Vice President and member of the board, Autism Society of Iowa, 1991 to 1996
Governor’s Task Force on Autism, State of Iowa, Member, 1989
Certificate of Excellence, Department of Human Services, State of Iowa, 1986
Certificate of Appreciation, Autism Society of Iowa, 1992
Senior Psychology Award, Catawba College, 1976
Ad hoc Reviewer
Journal of Autism and Developmental Disorders (2005-present)
Lee A. Jackson, Jr.
Professor of Psychology
Education
Hampden-Sydney College, Virginia, B.A., 1969, Psychology
University of Florida, M.A., 1970, Psychology
University of Florida, Ph.D., 1972, Social and Community Psychology
Research Interests:
Social cognition, interpersonal relations, group dynamics, and mental health service
delivery
Professional Experience
Jan. 2005-present Prof. and Undergraduate Coordinator UNC-Wilmington
Jul. 1991-Dec. 2004 Prof. and Chair of Psychology UNC-Wilmington
Aug. 1985-Jun. 1991 Professor of Psychology UNC-Wilmington
Aug. 1979-Jul. 1985 Assoc. Prof. of Psychology UNC-Wilmington
Aug. 1973-Jul. 1979 Asst. Prof. of Psychology UNC-Wilmington
Jan. 1973-Jul. 1973 Instructor in Psychology UNC-Wilmington
Other Professional Experience and Memberships
Member Board of Trustees Cape Fear Substance Abuse Center (now Coastal Horizons
Center) 1976-1986
Member Board of Directors Mental Health Association in North Carolina 1978-present
with required periods of rotation off the board.
Member Board of Directors North Carolina Psychological Association 1989-1997 and
2005-present. Editor/Associate Editor North Carolina Psychologist 1989-2005,
Co-Editor Legal Manual for North Carolina Psychologists
Member Board of Directors North Carolina Psychological Foundation 1994-1997
Member Board of Directors Southeastern Center for Mental Health, Substance Abuse and
Developmental Disabilities 2006-present
Recent Publications
Noel, N., Maisto, S., Johnson, J., Jackson, L., Goings C., & Hagman, B. (in press)
Development and validation of videotaped scenarios: A method for targeting
specific participant groups. Journal of Interpersonal Violence.
Extramural Funding
Investigator, An Alcohol Myopia Explanation of Sexual Aggression, $605,000,
NIAA, 2002-present.
Memberships in Professional Societies
American Psychological Association
North Carolina Psychological Association
Thesis Direction
3 completed, 3 in progress.
Honors, Leadership, Editorial Positions
President, North Carolina Psychological Association (elected position)
President, North Carolina Psychological Foundation
President, Mental Health Association in New Hanover County
Asst. Treasurer and Asst. Secretary, Mental Health Association in North Carolina
President and other officer roles, Cape Fear Substance Abuse Center Board of Trustees
Editor/Associate Editor, North Carolina Psychologist
Co-Editor, Legal Manual for North Carolina Psychologists
Ad hoc reviewer Computers in Human Behavior, American Psychologist, National
Science Foundation.
Member Phi Kappa Phi Honorary Society (elected as UNCW faculty member)
Irene McCain McFarland Award given by the Mental Health Association in North
Carolina for contributions to the promotion of mental health and prevention of
mental illness.
Mary G. Clarke Award given by the North Carolina Psychological Association to a
psychologist for long term contributions to the field of psychology
Cape Fear Substance Abuse Center Award for long term service in the promotion of
access to treatment and prevention of substance abuse.
UNCW Advising Award
Awards in recognition of service as president of the North Carolina Psychological
Association and North Carolina Psychological Foundation
Hampden-Sydney Fellow in the Social Sciences. This is an award given to alumni who
have distinguished themselves as members of the professorate
Williams-Jackson Scholarship named in honor of the first two chairs of the Psychology
department
Jackson Conference Room named in recognition of service as department chair
James D. Johnson
Professor
Education
A & T State University, B.A., 1980, Psychology
Indiana University, Bloomington, IN, Ph.D., 1984, Social Psychology.
Current Research Interests
My major research interests involve: a) assessing the effects of majority and minority
group racial stereotypes on subsequent interpersonal judgments and perceptions; b)
investigating the impact of Black anti-White stereotypes on healthcare related
responses; and c) investigating the role of media in the formation and maintenance of
stereotypical beliefs.
Professional Experience
1994-present University of North Carolina, Wilmington, Professor
1989-1994, University of North Carolina, Wilmington, Associate Professor
1984-1989, University of North Carolina, Wilmington, Assistant Professor
Recent Publications
Lecci, L. & Johnson, J. D (in press) Anti-White attitudes and Personality
Characteristics: The Influence of Racial Identity and the Big Five.
Personality and Individual Differences
Johnson, J.D., Lecci, L. & Swim, J. (2006). Predicting Perceived Racism and
Negative Behavioral Intergroup Responses: Examining a College and
Community Sample of Blacks. Personality and Individual Differences, 40,
421-431
Ferguson, T., Berlin, J., Johnson, J., Reed, W. & Spicer, V (2005). Variation in the
Application of the Promiscuous Female Stereotype and the Nature of the
Application Domain: Influences on Sexual Harassment Judgments after
Exposure to the “Jerry Springer” Show, Sex Roles: A Journal of Research,
52, 477-487.
Dovidio, J., ten Vergert, M., Stewart, T., Gaertner, S., Johnson, J., Esses, V. (2004).
Perspective and Prejudice: Mediating Mechanisms. Personality and Social
Psychology Bulletin, 30, 1537-1549.
Anderson, C., Berkowitz, L., Donnerstein, E., Huesmann, L., Johnson, J., Linz, D.,
Malamuth, N., & Wartella, E. (2003). The Influence of Media Violence on
Youth. Psychological Science in the Public Interest, 4, 81-110.
Johnson, J., Simmons, C., Trawalter, S., & Ferguson, T. (2003). Variation in Black
antiWhite bias and Target Distancing Cues: Factors that Influence Perceptions
of “Ambiguously Racist Behavior”. Personality and Social Psychology
Bulletin, 29, 609-622.
Johnson, J, & Lecci, L. (2003). Assessing antiWhite attitudes among Blacks and
predicting perceived racism: The Johnson-Lecci Scale. Personality and Social
Psychology Bulletin, 29, 299-312.
Funding
Improving Cancer Outcomes for Minorities in Southeastern North Carolina,
$3,500,000, National Cancer Institute, (Consortium with New Hanover
Hospital & Wake Forest Medical School), 2003.
Alcohol and Sexual Aggression: A test of the Alcohol Myopia versus Disinhibition
Theories, $605,000, National Institute of Alcohol Abuse and Addiction, 2002.
Assessing antiWhite bias among a Black community sample, $2500, University of
North Carolina Cahill Award, 2002.
The mediating role of alcohol on the impact of salient aggressive cues, $2300,
University of North Carolina Faculty Research Award, 2000.
Assessing the effects of intoxication on perceptions of female sexual intention,
$40,000, Alcohol Beverage Medical Research Foundation, 1994.
Thesis Direction
Five in last five years
Honors, Leadership, Editorial
Consulting editor (term from mid 2003-2007) Journal of Personality and Social
Psychology
Wilmington Rape Task Force Advisory Board (Chairperson)
Wilmington Police Department (crisis negotiator)
Testified before the Pennsylvania House of Representatives on effects of rap music
on youth
Selected as a member of working group to compose chapter on media violence for the
United States Surgeon General’s Report on Violence in America (Working
group included Len Berkowitz, Martin Fishbein, Neil Malamuth.
Ad Hoc Reviewer
Personality and Social Psychology Bulletin
Journal of Experimental Social Psychology
Personality and Social Psychology Bulletin
Basic and Applied Social Psychology
Julian R. Keith
Professor of Psychology
Education
University of North Carolina, Wilmington, B.A., 1983, Psychology
University of Colorado, Boulder, M.A., 1985, Psychology
University of Colorado, Boulder, Ph.D., 1990, Psychology
Current Research Interests
Brain mechanisms of memory and amnesia
Professional Experience
2005-present, Memory Assessment and Research Services, Director of Neuroscience
2003-present University of North Carolina, Wilmington, Professor
1995-2003, University of North Carolina, Wilmington, Associate Professor
2003-2004, Woods Hole Marine Biology Laboratory, Neural Systems and Behavior
Course, Summer Faculty
2001-2002, Canadian Centre for Behavioural Neuroscience, University of Lethbridge,
Alberta, Canada, Visiting Scientist
2001-present, Canadian Centre for Behavioural Neuroscience, University of Lethbridge,
Alberta, Canada, Adjunct Professor
1990- 1995, University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 25 peer-reviewed journal articles)
Keith, J.R., Wu, Y., Epp, J.R., Williams, P.T., and Sutherland, R.J. (2007). Fluoxetine
and the dentate gyrus: memory, recovery of function, and electrophysiologuy.
Behavioural Pharmacology, 18, 521-531.
Keith, J.R. (2007). Adult hippocampal neurogenesis: A phenomenon in search of a
function. Debates in Neuroscience, 1, 25.
Spanswik, S Epp, J.., Keith, J.R., and Sutherland, R.J. (2007). Adrenalectomy-induced
granule cell degeneration in the hippocampus causes spatial memory deficits that
are not reversed by chronic treatment with corticosterone or fluoxetine.
Hippocampus, 17, 137-146.
Keith, J.R., Cohen, D.J., and Lecci, L. (2007). Why serial assessments of cardiac
patients’ neurobehavioral performances are misleading. The Annals of Thoracic
Surgery. 83,370-373.
Morrill, E.F., Richardson, E., Keith, J.R., and Puente, A.E. (2006). The value of
neuropsychological assessment with regards to life expectancy among cardiac
bypass surgery patients. The Journal of Clinical Psychology in Medical Settings,
13, 332-336.
Pitts, R., Buda, D., Keith, J.R., Cerruti, D., and Galizio, M. (2006). Chlordiazepoxide
and dizocilpine, but not morphine, selectively impair acquisition under a novel
repeated-acquisition and performance task in rats. Psychopharmacology, 189,
135-143.
Padlubnaya, D., Galizio, M., Pitts, R., and Keith, J.R. (2005). Chlordiazepoxide
interactions with scopolamine and dizocilpine: Novel cooperative and
antagonistic effects on spatial learning. Behavioral Neuroscience, 119, 13311338.
Galizio, M., Keith, J. R., Mansfield, W. and Pitts, R. C. (2003). Repeated spatial
acquisition: Effects of NMDA antagonists and morphine. Experimental and
Clinical Psychopharmacology, 11, 79-90.
Ziegler, D., Keith, J. R., Pitts, R. C. and Galizio, M. (2003). Navigation in the Morris
swim task as a baseline for drug discrimination: A demonstration with morphine.
Journal of the Experimental Analysis of Behavior, 78, 215-223.
Keith, J. R., Pitts, R. C., Pezzuti, T. and Galizio, M. (2003). GABAA modulator effects
on a multiple-component, repeated-acquisition test of spatial learning. Behavioral
Pharmacology, 14, 67-75.
Keith, J. R., Puente, A. E., Malcolmson, K. L., Tartt, S., Coleman, A. E., & Marks, H. F.
(2002). Assessing postoperative cognitive change after cardiopulmonary bypass
surgery. Neuropsychology, 16, 411-421.
Keith, J.R. & Puente, A.E. (2002). Deficiencies in the detection of cognitive deficits.
Neuropsychology, 16, 434-439.
Extramural Funding
Co-investigator, Proposal to obtain laser scanning confocal microscope, $310,000, NSF,
2005-2008.
Principal Investigator, Functional Aspects of Adult Hippocampal Neurogenesis,
$1,309,000, NIMH, 2003-2008.
Co-investigator, Stimulating Plastic Processes to Facilitate Functional Restitution after
Cortical Stroke, $90,000, Canadian Stroke Network, 2003-2005.
Co-investigator, Drugs of Abuse and Complex Behavior, $105,000, National Institute on
Drug Abuse, 2000-2003.
Principal Investigator, CPB Effects on Neuropsychological Performance, $115,000,
National Heart, Lung, and Blood Institute, 1996-1999.
Thesis Direction
3 M.A. theses completed, 3 in progress
Memberships in Societies
Society for Neuroscience, Behavior and Brain Sciences Associate
Honors, Leadership, Editorial Positions
Editorial Board, Debates in Neuroscience (2006-present),
Chancellor’s Teaching Excellence Award – 1999
Center for Teaching Excellence Award - 1998
Outstanding UNCW Faculty Member Award - 1997
Ad hoc Reviewer
Neuropsychology, Neurobiology of Learning and Memory, Psychobiology,
Neuropsychological Review, Behavioural and Brain Research,
Neuropsychopharmacology, National Institutes of Health NDPR study section
Hayden O. Kepley
Assistant Professor of Psychology
Education
Davidson College, A.B., 1995, Psychology
University of North Carolina at Greensboro, M.A., 1999, Psychology
University of North Carolina at Greensboro, Ph.D., 2003, Psychology
The Johns Hopkins University School of Medicine, Fellowship, 2006, Child Psychiatry
Current Research Interests
Attention-Deficit/Hyperactivity Disorder (ADHD) across the lifespan
Phenomenology and treatment of tic disorders
Impact of anger on functioning
Professional Experience
2007-present, University of North Carolina Wilmington, Assistant Professor
2006-present, The Johns Hopkins University School of Medicine, Assistant Professor
2006-2007, University of North Carolina Wilmington, Lecturer
2005-2006, The Johns Hopkins University School of Medicine, Clinical Supervisor
2000-2002, Department of Mathematical Sciences, University of North Carolina at
Greensboro, Statistics Consultant
2000-2002, Department of Psychology, University of North Carolina at Greensboro,
Assistant Clinic Director
2000-2002, University of North Carolina at Greensboro, Instructor
Professional Licensure
Licensed Psychologist, State of North Carolina, License #3242
Licensed Psychologist, State of Maryland, License #4103
Principal Publications (4 peer-reviewed articles, 1 book chapter)
Gaze, C., Kepley, H., & Walkup, J. (2006). Co-occurring psychiatric disorders in
children and adolescents with Tourette syndrome. Journal of Child Neurology,
21, 657-664.
Kepley, H. & Conners, S. (2007). Management of Learning and School Difficulties in
Persons with Tourette’s Disorder. In D.W. Woods, J. Piacentini, & J.T. Walkup
(Eds.), Managing Tourette Syndrome: A Multidisciplinary Approach. New York:
Guilford.
Kepley, H., & Ostrander, R. (2007). Family characteristics of anxious ADHD children:
Preliminary results. Journal of Attention Disorders, 10, 317-323.
Kingery, J., Kepley, H., Ginsburg, G., & Walkup, J., Silva, S., Reinecke, M., & March, J.
(in press). Factor structure and psychometric properties of the children’s negative
cognitive error questionnaire with a clinically depressed adolescent sample.
Journal of Clinical Child and Adolescent Psychology.
Lewandowski, K., Barrantes-Vidal, N., Nelson-Gray, R., Clancy, C., Kepley, H., &
Kwapil, T. (2006). Anxiety and depression symptoms in psychometrically
identified schizotypy. Schizophrenia Research, 83, 225-235.
Extramural Funding
Site Co-investigator, Behavior Therapy for Children with Chronic Tic Disorders,
$450,447, NIMH R01, 2004-2008
Memberships in Societies
American Psychological Association
Association for Behavioral and Cognitive Therapies
Honors, Leadership, Editorial Positions
Nominated for Outstanding Dissertation Award, University of North Carolina at
Greensboro, 2003.
Psychology Department monetary award for dissertation research,
University of North Carolina at Greensboro, 2001-2002.
UNCG Graduate School Summer Research Award, 2001.
Recipient of two research travel awards from University of North Carolina
at Greensboro Graduate Student Association, 2000-2001.
UNCG Graduate School Summer Research Award, 2000.
Greensboro Graduate Fellowship, University of North Carolina at
Greensboro, 1997-1999.
Phi Beta Kappa Society, 1995.
Graduated Cum Laude, Davidson College, 1995.
Departmental Honors in Psychology, Davidson College, 1995.
Samuel H. Bell Honor Scholar, Davidson College, 1993-1995.
Joseph M. Kishton
Professor of Psychology
Education
Ohio State University, B.A., 1973, Psychology
Ohio State University, M.A., 1974, Psychology
Ohio State University, Ph.D., 1977, Psychology
Current Research Interests
Adult Development, psychobiography
Professional Experience
1994-present, University of North Carolina at Wilmington, Professor
2007-present, Northern Caribbean University, Adjunct Professor
1995-2001, Director, Cape Fear Summer Science Program
1985-1994, University of North Carolina at Wilmington, Associate Professor
1979-1985, University of North Carolina at Wilmington, Assistant Professor
1978-1979, University of North Carolina at Wilmington, Lecturer
Recent Publications
Kishton, J.M. & Alea, N. (accepted for publication) Volodya becomes “The Last
Romantic”: Generativity in the adult life of Vladimir Horowitz. In S. Martin & D.
Richards. (Eds.) Vladimir Horowitz; The Man and His Music. Yale University
Press.
Kishton, J. M. & Dixon, A. C. (1995). Self-perception changes among sports camp
participants. Journal of Social Psychology.
Kishton, J. M. & Widaman, K. F. (1994). Unidimensional vs. domain representative
parceling of questionnaire items: An empirical example. Educational and
Psychological Measurement, Vol. 54 No. 3, Fall, 757-765.
Kishton, J. M. (1994). Contemporary Eriksonian theory: A psychobiographical
illustration. Gerontology and Geriatrics Education, Vol. 14 (4), 81-91.
Kishton, J.M. (1994) Henry Miller: Alive from Devachan. Essay included in Henry
Miller: A Book of Tributes, 1931-1994.
Extramural Funding
Principal Investigator, Henry Miller Audio Archives Project, $2000, LEF Foundation,
2004-2006.
Principal Investigator, Henry Miller Audio Archives Project, $8000, 1999-2002.
Principal Investigator, Cape Fear Summer Science Camp, $180,000, Burroughs
Wellcome, 1998-2001.
Principal Investigator, Cape Fear Summer Science Camp, $120,000, NSF, 1995-1998.
Principal Investigator, Henry Miller Film Project, $50,000, NEA, 1991-1994.
Memberships in Societies
Southeastern Psychological Association
Association for Gerontology in Higher Education
Documentary Films Produced: Theater, Broadcast and Award History
St. Emil Joins Henry Miller Theater presentation at the Henry Miller Film Festival, Roxie
Theater, San Francisco, 1991
Henry Miller Is Not Dead - Broadcast twice as part of Visions series on North Carolina
Public Television, 1995-96.
Henry Miller Is Not Dead was independently broadcast by over thirty public television
stations throughout the United States (1996-1997) including: San Francisco,
Sacramento, Los Angeles, San Diego, Seattle, Boulder, Albuquerque, Dallas,
Houston, Nebraska Public TV, Mississippi Public TV, Miami, North Carolina
Public TV, Philadelphia, New York, Boston Henry Miller Is Not Dead was
broadcast on the Bravo Channel in Canada, 1998
Awards
Henry Miller Is Not Dead received documentary film awards at the North Carolina Film
Festival and the Houston International Film Festival
Len B. Lecci
Professor of Psychology
Education
Carleton University, Ottawa, Canada, B.A., Honors, Psychology, 1988
Carleton University, Ottawa, Canada, M.A., Personality Psychology, 1990
Harvard Medical School, Boston, MA, Doctoral Internship, 1994
Arizona State University, Tempe, AZ., Ph.D. in Clinical Psychology, 1995
Current Research Interests
Assessment of memory functioning, and the role of biases in decision making.
Professional Experience
2005-present Memory Assessment and Research Services (MARS), Director of Clinical Services
2005-present University of North Carolina Wilmington, Professor
2001-2005, University of North Carolina Wilmington, Associate Professor
1996-2001, University of North Carolina Wilmington, Assistant Professor
1995-1996, Amherst College, Visiting Assistant Professor
Recent Publications (of a total of 30 peer reviewed publications)
Lecci, L., & Johnson, J. (in press). Black Anti-White attitudes: The influence of racial
identity and the Big Five. Personality and Individual Differences.
Lecci, L. & Myers, B. (in press). Individual differences in attitudes relevant to juror
decision making: Development and validation of the Pretrial Juror Attitudes
Questionnaire (PJAQ). Journal of Applied Social Psychology.
Keith, J., Cohen, D., & Lecci, L. (2007). Why serial assessments of cardiac surgery
patients’ neurobehavioral performances are misleading. The Annals of Thoracic
Surgery, 83, 370-373.
Lecci, L., & Cohen, D. J. (2007). Altered processing of health threat words as a function of
hypochondriacal tendencies and experimentally manipulated control beliefs.
Cognition and Emotion, 21, 211-224.
Peterman, A., & Lecci, L., (2007). Personal projects in health and illness. In B. R. Little,
K. Salmela-Aro, & S. D. Phillips (Eds.), Personal project pursuit: Goals, action,
and human Flourishing (pp. 329-353). Mahwah, NJ: Erlbaum.
Lecci, L. & Wirth, R. J. (2006). Methodological and practical issues in the experience,
induction and assessment of mood states. In A. V. Clark (Ed.) The psychology of
moods: New Research (pp. 37-55) New York: Nova Science Publishers, Inc.
Johnson, J., Lecci, L. & Swim, J. (2006). Predicting perceived racism and acceptance of
negative behavioral intergroup responses: Validating the JLS in a college and
community sample of Blacks.
Personality and Individual Differences, 40, 421-431.
Morris, D., & Lecci, L. (2005). The effects of administering a standardized pretrial juror
bias assessment on evidence selection, evidence evaluation, and verdict
tendencies: A test of priming effects. American Journal of Forensic Psychology,
23, 65-80.
Lecci, L. (2004). An essential tool for the treatment and study of adult hypochondriasis.
[Review of the book Hypochondriasis: Modern perspectives on an ancient
malady]. Contemporary Psychology, 49, 88-91.
Lecci, L., Snowden, J., & Morris, D., (2004). Using social science research to inform jury
selection procedures. Journal of Forensic Psychology Practice, 4, 67-78.
Johnson, J.D., & Lecci, L. (2003). Assessing anti-White attitudes held among Blacks and
predicting perceived racism. Personality and Social Psychology Bulletin, 29, 299312.
Lecci, L., & Cohen, D. J. (2002) Perceptual consequences of an illness concern induction
and its relation to hypochondriacal tendencies. Health Psychology, 21, 147-156.
Lecci, L., MacLean, M. G., & Croteau, N. (2002). Personal goals as predictors of college
student drinking motives, alcohol use and related problems. Journal of Studies on
Alcohol, 62, 620-630.
Extramural Funding
Co-investigator, Hypochondriacal tendencies and perceived control and their impact on
anthrax fears, $15,150, NSF, 2001-2003.
Current Memberships in Societies
American Psychological Society (member since 1995)
American Psychological Association (member since 1996)
Thesis Direction:
7 honors theses completed, 1 in progress; 7 masters theses completed, 2 in progress.
Supervised the completion of one doctoral dissertation.
Honors, Leadership, Editorial Positions:
Editorial Consultant: Counseling and Clinical Psychology Journal. 2003 - present
Board of Trustees’ Teaching Excellence Award, UNCW. 2005
Distinguished Teaching Professorship Award, UNCW. 2005
Public Service Award, UNCW. 2006
Chancellor’s Teaching Excellence Award, UNCW. 2003.
Vice Chancellor’s Honor, UNCW 1997-present
Ad Hoc Reviewer:
Journal of Abnormal Psychology, Journal of Personality and Social Psychology, Law and
Human Behavior, Personality and Social Psychology Bulletin, Motivation and Emotion,
Journal of Studies on Alcohol, Journal of Gerontology: Psychological Sciences, The
Journal of Behavior Therapy and Experimental Psychiatry, and the Journal of
Psychosomatic Research.
Shanhong Luo
Assistant Professor of Psychology
Education
Beijing University, Beijing, China, B.S., 1996, Psychology
Beijing University, Beijing, China, M.A., 1999, Psychology
University of Iowa, Iowa City, Ph.D., 2006, Psychology
Current Research Interests:
The entire course of relationship establishment and development including initial
romantic attraction, partner selection, relationship consolidation, and relationship
dissolution
Recent Publications
Luo, S. (2007). Does love make us blind? Effects of attraction on self and partner
perceptions. VDM Verlag Publisher, Germany.
Fang, X., Qian, M., Luo, S., & Zi, F. (2006). The revision of Perfectionism Scale for
Chinese college students. Journal of Mental Health, 20, 613-616.
Luo, S., & Klohnen, E. C. (2005). Assortative mating and martial quality in
newlyweds: A couple-centered approach. Journal of Personality and Social
Psychology, 88, 304-326.
Klohnen, E. C., Weller, J. A., Luo, S., & Choe, M. (2005). Organization and predictive
power of general and relationship-specific attachment models: One for all, and all
for one? Personality and Social Psychology Bulletin, 31, 1665-1682.
Klohnen, E. C., & Luo, S. (2003). Interpersonal attraction and personality: What is
attractive—Self similarity, ideal similarity, complementarity, or attachment
security? Journal of Personality and Social Psychology, 85, 709-722.
Qian, M., Zhang, G., Luo, S., & Zhang, S. (2001). Chinese Sex Role Inventory (CSRI)
for college students. Acta Psychologica Sinica, 32, 99-104.
Qian, M., Luo, S., Zhang, G., Chen, P., & Yao, P. (2000). An elementary survey of sex
stereotype. Journal of Applied Psychology, 5, 14-19.
Luo, S. (1998). The future of personality psychology. Journal of Development in
Psychology, 4, 21-24.
Zhang, Z. & Luo, S. (1998). A comparative study of assessing undergraduates with SCL90. Journal of Mental Health, 2, 77-78.
Memberships in Societies
American Psychological Association
Society for Personality and Social Psychology
Honors, Leadership, Editorial Positions
APA Dissertation Research Award, 2005.
Social Sciences Dissertation Year Fellowship, University of Iowa, 2004-2005.
Third Place Award in the 5th Social Sciences Division at James F. Jakobsen Graduate
Forum, The University of Iowa, 2004.
Third Place Award in the 4th Social Sciences Division at James F. Jakobsen Graduate
Forum, University of Iowa, 2003.
Award for Scholarly Presentations, University of Iowa, 2003, 2006.
Guanghua Scholarship, Peking University, 1998.
Excellent Cadre of Student Association, Peking University, 1998.
Excellent Graduate, Peking University, 1996.
Award for Excellence in Study, Peking University, 1994, 1997.
Ad hoc Reviewer
Journal review: Personal Relationships, Journal of Social and Personal Relationships
Grant review: Social sciences and humanities, Research Council of Canada, 2006.
Book review: Talking Relationships: Analyzing speed dating conversations.
Cambridge University Press, 2007.
Sally Joy MacKain, PhD
Associate Professor
Education:
University of California, Santa Cruz, B.A., 1982 Psychology
University of Sussex, Visiting Student, 1981-1982 Cognitive Studies
University of North Carolina Chapel Hill, Ph.D., 1987 Psychology (Clinical)
UCLA Neuropsychiatric Institute, Post Doctoral Scholar
Current Research Interests;
Development and evaluation of psychiatric rehabilitation programs for severely
persistently mentally ill adults in inpatient, outpatient, residential, and correctional
settings. Perceived coercion in substance abuse and psychiatric treatment.
Professional experience
1990-present University of North Carolina, Wilmington, Associate Professor
1990-present Licensed Psychologist, North Carolina & California
1987-present UCLA/Psychiatric Rehabilitation Consultant
1987-1990, UCLA Neuropsychiatric Institute, Postdoctoral Scholar
1989, Antioch University, Santa Barbara, CA Adjunct Faculty
1986-1987, Camarillo State Hospital/UCLA Center for Research in Schizophrenia,
Psychology Intern
1985-1986, University of North Carolina Chapel Hill, Instructor
Publications (total 15)
Mueser, K.T. & MacKain, S.J. (2006). Evidence-Based Practice for Justice Involved
Individuals: Illness Management & Recovery for People in Contact with the
Criminal Justice System. The National GAINS Center for Systemic Change for
Justice-Involved Persons through the Center for Mental Health Services,
SAMHSA.
MacKain, SJ, & Messer, C. (2004). Ending the inmate shuffle: An intermediate care
program for inmates with a chronic mental illness. Journal of Forensic
Psychology Practice, 4, 87-92.
MacKain, SJ, Tedeschi, R, Durham, T, & Goldman, V. (2002). So what are masterslevel psychology practitioners doing? Surveys of prospective employers and
recent graduates. Professional Psychology: Research & Practice, 33, 408-412.
MacKain, S.J., Smith, T., Koppelowicz, A. & Wallace, C. (1998). Evaluation of a
Community Re-Entry Program. International Review of Psychiatry, 10, 76-83.
Smith, T., Hull, J., Anthony, D., Goodman, M., Hedayat-Harris, A., Felger, T., Kentros,
M.K., MacKain, S.J. (1997). Post-hospitalization treatment adherence of
schizophrenic patients: gender differences in skill acquisition. Psychiatry
Research, 69, 123-129.
Smith, T., Hull, J., MacKain, S. et. al. (1996). Training hospitalized patients with
schizophrenia in community re-integration skills. Psychiatric Services, 47, 10991103.
MacKain, S. (1995). The Community Re-Entry Program: A Rehabilitation Module.
Trainer’s Manual, Participant Workbook, Videocassette. Psychiatric
Rehabilitation Consultants/UCLA Clinical Research Center for Schizophrenia and
Psychiatric Rehabilitation. (Translations in Spanish, Polish, French, Chinese,
Japanese, Bulgarian, German, Swedish).
MacKain, S.J., Liberman, R.P., and Corrigan, P. (1994). Can coping and competence
balance stress and vulnerability in schizophrenia? In R.P. Liberman (Ed.), Stress
in Psychiatry. American Psychiatric Press.
Extramural Funding
Principal Investigator, Teen Tobacco Prevention & Cessation Initiative: Local
Evaluation. $20,000, North Carolina Health & Wellness Trust, 2006-2008.
Principal Investigator, Latino Teen Tobacco Prevention & Cessation Initiative: Local
Evaluation. $18,000, North Carolina Health & Wellness Trust. $18,000 (PI) 20042005
Co-investigator, Seeking predictors of substance abuse in adolescents. $80,000, National
Institute on Drug Abuse, 2003-2005.
Thesis direction (total # last 5 years)
7 students; 4 have defended; 3 in progress
Honors
University Academic Advising Excellence, 2005
Center for Teaching Excellence Innovation Award, 1996
Chancellor’s Teaching Excellence Award, 1995
Ad Hoc Reviewer
Psychiatric Services
Psychiatric Rehabilitation Journal
Journal of Mental Health
Bryan Myers
Associate Professor of Psychology
Education
Carleton University, Ottawa Ontario Canada, 1989, B.A., Psychology.
Carleton University, Ottawa Ontario Canada, 1991, M.A., Psychology.
Ohio University, Athens, OH, 1998, Ph.D., Experimental Psychology.
Current Research Interests
My research interests are in the area of forensic psychology. More specifically, I study
lie detection, jury decision making, and eyewitness identification errors, including false
memories.
Professional Experience
2006-present, University of North Carolina, Wilmington, Associate Professor
2002-2005, University of North Carolina, Wilmington, Assistant Professor
2001-2002, Forensic Psychology, Alliant International U, Interim Director
1998-2002, Forensic Psychology, Alliant International U, Assistant Professor
Recent Publications (of a total of 21 articles and book chapters)
Lecci, L., & Myers, B. (In press) Individual Differences in Attitudes Relevant to Juror
Decision Making: Development and Validation of the Pretrial Juror Attitude
Questionnaire (PJAQ). Journal of Applied Social Psychology.
Paclebar, A., Myers, B., & Brineman, J. (2007). Criminal profiling: Impact on mock
juror decision making and implications for admissibility. In R. N. Kocsis (Ed.),
Criminal Profiling: International Perspectives in Theory, Practice, and Research
(pp.241-262). Totowa , NJ: Humana Press.
Myers, B., Weidemann, E, & Pearce, G. (2006). Psychology weighs in on the debate
surrounding victim impact statements and capital sentencing: Are emotional
jurors really irrational? Federal Sentencing Reporter, 19, 13-21.
Myers, B., Latter, R., & Abdollahi-Arena, M.K. (2006). The court of public opinion: Lay
perceptions of polygraph testing. Law and Human Behavior, 30, 509-523.
Capps, E., Myers, B., & Helms, J. (2004). Therapeutic community counselors: The
effects of training and personal substance abuse history on job stress and
professional efficacy. Journal of Forensic Psychology Practice, 4 (3), 31-49.
Green-McGowan, M., & Myers, B. (2004). Who is the victim anyway? The effects of
bystander victim impact evidence on juror sentencing judgments. Violence and
Victims, 19 (3), 357-374.
Myers, B., & Greene, E. (2004). The prejudicial nature of victim impact statements:
Implications for capital sentencing policy. Psychology, Public Policy, and Law,
10 (4), 492-515.
Myers, B., Godwin, D., Latter, R., & Winstanley, S. (2004). Victim Impact Statements
and Mock Juror Sentencing: The Impact of Dehumanizing Language on a Death
Qualified Sample. American Journal of Forensic Psychology, 22, 39-55.
Myers, B., Rosol, A., & Boelter, E. (2003). Polygraph evidence: The impact of
corroborating evidence on guilt judgments. Journal of Applied Social Psychology,
33, 948-962.
Arbuthnot, J., Myers, B., & Leach, J. (2002). Linking pretrial knowledge and juror
prejudgment: Some methodological considerations. American Journal of
Forensic Psychology, 20, 53-71.
Lecci, L., & Myers, B. (2002). Examining the construct and predictive validity of the
original and revised JBS: A cross-validation of method and sample. Law and
Human Behavior, 26, 455-463.
Myers, B., Lynn, S.J., & Arbuthnot, J. (2002) Victim impact testimony and juror
judgments: The effects of harm information and witness demeanor. Journal of
Applied Social Psychology, 32, 2393-2412.
Funding
Cahill Award, 2002-2003.
UNCW Summer initiative, 2003.
Thesis Direction (last 5 years)
Chaired a total of 6 Masters theses defended, 3 in progress. Chaired a total of 4 PhD
dissertations defended. Chaired 3 Honors theses defended.
Memberships in Societies
Association for Psychological Science
Honors, Leadership, Editorial Positions
Associate Editor, Journal of Forensic Psychology Practice, 1998-2007.
Editorial Contributor APA dictionary of psychology. Washington DC, American
Psychological Association, 2006.
Program Evaluator, Elkhorn Correctional Facility. Fresno CA, 1999-2002.
Ad-Hoc Reviewer
National Science Foundation
Law and Human Behavior
Journal of Experimental Psychology: Applied
Journal of Applied Social Psychology
Law and Social Inquiry
Professional Psychology: Research and Practice
Simone P. Nguyen
Assistant Professor of Psychology
Education
University of Michigan, Ann Arbor, B.A., 1997, Psychology
University of Illinois, Urbana-Champaign, M.A., 1999, Psychology
University of Illinois, Urbana-Champaign, Ph.D., 2003, Psychology
Current Research Interests
Conceptual development in children
Professional Experience
2003-present University of North Carolina, Wilmington, Assistant Professor
1998-2002, University of Illinois, Urbana-Champaign, Research Assistant
1999-2001, University of Illinois, Urbana-Champaign, Research Assistant
1994-1998, University of Michigan, Ann Arbor, Research Assistant
Publications
Nguyen, S. P. (2007). Cross-classification and category representation in children’s
concepts. Developmental Psychology, 43, 719-731.
Nguyen, S. P. (2007). An apple a day keeps the doctor away: Children’s evaluative
category representation of food. Appetite, 48, 114-118.
Gelman, S. A., Taylor, M., & Nguyen, S. P. (2006). Implicit versus explicit messages
about gender in mother-child conversations. Enfance, 3, 223-250.
Gelman, S. A., Taylor, M., & Nguyen, S. P. (2004c). Mother-child conversations about
gender. Monographs of the Society for Research in Child Development, 69, 1145.
Nguyen, S. P., & Rosengren, K. S. (2004b). Parental reports of children’s biological
knowledge and misconceptions. International Journal of Behavioral
Development, 28, 411-420.
Nguyen, S. P., & Rosengren, K. S. (2004a). Causal reasoning about illness: A
comparison between European- and Vietnamese-American children. Journal of
Cognition and Culture, 4, 51-78.
Nguyen, S. P., & Murphy, G. L. (2003). An apple is more than a fruit: Crossclassification in children’s concepts. Child Development, 74, 1-24.
Nguyen, S. P., & Gelman, S. A. (2002). Four- and 6-year-olds’ biological concept of
death. British Journal of Developmental Psychology, 20, 495-513.
Funding
Pending, Principal Investigator, Children's acquisition of evaluative categories of food
through different sources of information, $100,000, NICHD.
UNCW Cahill Award for Faculty Research & Development, 2003, 2004.
UNCW Summer Research Initiative Award, 2003.
Memberships in Societies
American Psychological Association (Div. 2, Society for the Teaching of Psychology)
American Psychological Association (Div. 7, Developmental Psychology)
Cognitive Development Society
Society for Research in Child Development
Thesis Direction
2 M.A. theses in progress
2 Honors theses completed
Honors, Leadership, Editorial Positions
UNCW Center for Teaching Excellence Pedagogy Development Initiative Award, 2004
Grant Panelist, National Science Foundation
Outside Grant Reviewer, United States-Israel Binational Science Foundation
Outside Grant Reviewer, UK Economic and Social Research Council
Ad hoc Reviewer
American Psychologist, Behaviour, Brain, & Cognition, Child Development, Cognitive
Development, Developmental Psychology, Developmental Science, Journal of Genetic
Psychology, Journal of Speech, Language, and Hearing Science, Quarterly Journal of
Experimental Psychology
Nora E. Noel
Professor of Psychology
Education
University of Cincinnati, Cincinnati, OH, B.A., 1974, Psychology
State University of New York at Binghamton, M.A., 1978, Psychology
State University of New York at Binghamton, Ph.D., 1983, Clinical Psychology
Current Research Interests
Alcohol and other psychoactive substances use and abuse
Professional Experience
2004-present University of North Carolina, Wilmington, Professor
2000-2005, University of North Carolina, Wilmington, Graduate Coordinator,
Department of Psychology
1996 -2004, University of North Carolina, Wilmington, Associate Professor
1992-1996, University of North Carolina Wilmington, Assistant Professor
1987-1992, Harvard Medical School, Brockton, MA, Instructor
1987-1992, Brockton/West Roxbury VAMC, Brockton, MA, Staff Psychologist
1984-1987, Brown University Medical School, BETA Project (NIAAA supported),
Project Co-Manager
1983-1992, Brown University Medical School, Clinical Instructor, then Clinical Assistant
Professor,
1980-1984, Butler Hospital, Providence, RI, Research/Staff Psychologist
1979-1980, Dede Wallace Center, Nashville, TN, Clinical Psychology Intern (APA
Approved program)
Other Professional Experience and Memberships
2004-present Member, North Carolina Substance Abuse Professional Practice Board,
State Licensing Board for Substance Abuse Treatment professionals (Psychology
Representative)
1995-present North Carolina Certified Clinical Supervisor (Substance Abuse Treatment)
1994-present Member, Board of Trustees, Coastal Horizons Center, Inc., Nonprofit
Substance Abuse Treatment Corporation, Wilmington, NC
1993-present North Carolina Practicing Psychologist License # 1830
1985-present Rhode Island Psychologist License PS 280
Recent Publications (of a total of 31 peer-reviewed journal articles)
Noel, N., Maisto, S., Johnson, J., Jackson, L., Goings, C. & Hagman, B. (in press)
Development and validation of videotaped scenarios: A method for targeting
specific participant groups. Journal of Interpersonal Violence
Hagman, B., Noel, N. & Clifford, P. (in press) Social norms theory based interventions:
Testing the feasibility of a purported mechanism of action and a related
hypothesis. Journal of American College Health
Hagman, B., Clifford, P., Noel, N., Davis, C. & Cramond, A. (in press) The utility of
collateral informants in substance use research involving college students.
Addictive Behaviors
Sims, C.M., Noel, N.E. & Maisto, S.A. (In press) Rape blame as a function of alcohol
presence and resistance type. Addictive Behaviors,
Voglewede, P. & Noel, N. (2004) Predictors of current need to smoke in inmates of a
smoke-free jail. Addictive Behaviors, 29, 343 – 348.
Johnson, J., Noel, N. & Sutter-Hernandez, J. (2000) Alcohol and male sexual aggression:
Acognitive disruption analysis. Journal of Applied Social Psychology, 30, 1186 –
1200.
Extramural Funding (most recent)
Principal Investigator, An Alcohol Myopia Explanation of Sexual Aggression, $605,000,
NIH/NIAAA, 2002-present.
Co-investigator, Improving Cancer Outcomes for African-Americans, $250,000,
NIH/NCI, 2003 – 2006.
Thesis Direction
13 completed; 7 in progress.
Memberships in Societies
American Psychological Association, Divisions: 12 (Clinical Psychology); 29
(Psychotherapy); and 50 (Addictive Behaviors)
Research Society on Alcoholism
North Carolina Psychological Association
Cape Fear Psychological Association
American Association for the Advancement of Science
Association for Behavioral and Cognitive Therapy, Special Interest Group: Addictions
and Addictive Behaviors
Sigma Xi (Scientific Research Society)
Honors, Leadership, Editorial Positions
NIAAA/NIH reviewer: more than 40 Scientific Review Committees
(Member NIAAA-AA3 study section-1997 – 2000), 1983 - present.
UNCW Chancellor’s Outstanding Faculty award, 2000
UNCW Graduate Mentor of the year, 2007
Ad hoc Reviewer
Journal of Consulting and Clinical Psychology
Addictive Behaviors
Journal of Studies on Alcohol
Journal of Substance Abuse
Journal of Addictive Behaviors
Richard L. Ogle
Associate Professor of Psychology
Education
Point Loma Nazarene University, B.A., 1992, Psychology
San Diego State University, M.A., 1995, Psychology
University of New Mexico, Ph.D., 2001, Clinical Psychology
Professional Experience
2007-present, University of North Carolina, Wilmington, Associate Professor
2004-present, Carolina Counseling Services, Clinical Psychologist
2002-2007, University of North Carolina, Wilmington, Assistant Professor
2001-2002, Veterans Administration Puget Sound Health Care System, Post-doctoral
Fellow
Recent Publications
Ogle, R.L., & Walker, D.D. (in press). Alcohol and interpersonal violence. The
Encyclopedia of Interpersonal Violence.
Ogle, R.L. & Clements, C.M. (2007). A comparison of batterers to nonbatterers on
behavioral and self-report measures of control. Journal of Applied Social
Psychology, 37(11).
Clements, C.M., & Ogle, R.L., (2007). A comparison study of coping, family problemsolving and emotional status in victims of domestic violence. Journal of
Psychological Trauma, 6(1), 29-37.
Clements, C.M., Ogle, R.L., & Sabourin, C. (2005). Perceived control and emotional
status in abusive college student relationships: An exploration of gender
differences. Journal of Interpersonal Violence, 20, 1058-1077.
Ogle, R.L. & Miller, W.R. (2004). The effects of alcohol intoxication and gender on the
social information processing of hostile provocations involving male and female
provocateurs. Journal of Studies on Alcohol, 65, 54-62.
Baer, J.S., Rosengren, D.R., Dunn, C., Wells, E., Ogle, R.L., & Hartzler, B. (2004). An
Evaluation of workshop training in motivational interviewing for addiction and
mental health clinicians. Drug and Alcohol Dependence, 73, 99-106
Thesis Direction
Four mentored to completion
Four in progress
Ad Hoc Reviewer
Addiction
Journal of Studies on Alcohol
Alcohol: Clinical and Experimental Research
Drug and Alcohol Dependence
Aggressive Behavior
Journal of Consulting and Clinical Psychology
William H. Overman
Professor of Psychology
Education
Wake Forest University, B. A. with Honors, 1968, Psychology
Pennsylvania State University, M.A., 1972, Physiological Psychology
Pennsylvania State University, Ph.D., 1974, Physiological Psychology
University of Rochester, Center for Brain Research, Neuroscience, 1974-1978
Current Research Interests
Behavioral neuroscience, decision-making in adults and adolescents
Professional Experience
1998-present University North Carolina Wilmington, Distinguished Research Professor
1993-present University North Carolina Wilmington Distinguished Teaching Professor
1994-present University North Carolina Wilmington, Professor of Psychology
1980-1994, University North Carolina Associate Professor of Psychology
1978-1980, University North Carolina Wilmington, Assistant Professor of Psychology
1974-1978, University of Rochester Medical School, Center for Brain Research, Rochester, New
York, Postdoctoral Research Fellow in Neuroscience
Recent Publications (of a total of 30)
Overman, W. H., Graham, L., Redmond, A., Eubank, R., Boettcher, L., Samplawski, O.,
and Walsh, K. (2006). Contemplation of moral dilemmas eliminates sex
differences on the Iowa Gambling Task. Behavioral Neuroscience, 120, 817-825
Overman, W. H., Frassrand. K., Ansel, S., Trawalter, S., Bies, B., Redmond, R. (2004).
Performance on the Iowa Card Task by Adolescents and Adults.
Neuropsychologia, 42, 1838-1851.
Overman, W.H. (2004) Sex differences in early childhood, adolescence and adulthood
on cognitive tasks that rely on orbital prefrontal cortex. Brain and Cognition, 55,
133-146.
Shirtcliff, E.A., Reavis, R., Overman, W.H., & Granger, D. (2001). Measurement of
gonadal hormones in dried blood spots versus serum: verification of menstrual
cycle phase. Hormones and Behavior, 39, 258-266.
Reavis, R & Overman, W. H. (2001). Adult sex differences on a decision-making task
previously shown to depend on orbital prefrontal cortex. Behavioral
Neuroscience, 115, 196-206.
Overman, W. H. & Bachevalier, J. (2001). Neurobehavioral Testing in Infancy: The use
of “Animal” Tests of Cognition. In C. Nelson & M Lucerne (Eds). Handbook of
developmental cognitive neuroscience. MIT Press, 109-123.
Epting, K., and Overman, W. H. (1998) Sex-sensitive tasks in men and women: A
search for performance fluctuations across the menstrual cycle. Behavioral
Neuroscience, 112, 1304-1317.
Overman, W. H., Bachevalier, J., Schuhmann, E.; Ryan, P. (1997). Sexually dimorphic
brain/behavior development: A comparative perspective. In N. Kransnegor, R.
Lyon; & P. Goldman-Rakic (Eds.) Development of the Prefrontal Cortex:
Evolution, Neurobiology and Behavior, Paul H. Brookes, Pub.
Extramural Funding:
Principal Investigator, $78,000, National Institutes of Drug Abuse, 2007-2007.
Co-investigator, $80,000, National Institute of Drug Abuse, 2003-2005.
Principal Investigator, $38,565, MacArthur Foundation, 1999-2003.
Principal Investigator, $20,500, Environmental Protection Agency, 1998-2000.
Principal Investigator, $449,000, National Institutes of Child Health and Human
Development, RO1 Grant, 1998-2001.
Principal Investigator, $16,000, Environmental Protection Agency, 1998-1999.
Principal Investigator, $4,500, Florence Rogers Charitable Trust, 1997.
Principal Investigator, $3,500, Babies Hospital Foundation, 1996.
Principal Investigator, $20,000, Environmental Protection Agency, 1995.
Principal Investigator, $191,000, National Institutes of Mental Health, RO1 Grant, 19931996.
Principal Investigator, $4,943, Foundation for the Carolinas, 1992.
Principal Investigator, $4,500, Florence Rogers Charitable Trust, 1988-1990.
Principal Investigator, $11,900, Hoffman-LaRoche, Inc., 1984-1985.
Principal Investigator, $60,000, Office of Naval Research, 1983-1985.
Principal Investigator, $12,000, National Institutes of Mental Health, RO1 Grant, 19811982.
Principal Investigator, $13,200, National Institutes of Mental Health, RO1 Grant, 1980.
Thesis Direction
10 completed, 3 in progress
Memberships in Societies
Society for Neuroscience
International Brain Organization
American Association for the Advancement of Science
Honors, Leadership, Editorial Positions (since 1991)
UNCW Award for Faculty Scholarship, 1998
UNCW Faculty Research Reassignment Award, 1996
UNCW Distinguished Teaching Professorship, 1993
UNCW Chancellor's Teaching Excellence Award, 1991
UNC Professor of the Year, 1991 (voted by student body)
Ad hoc Reviewer:
Behavioral Neuroscience; Neuropsychologia; Hormones and Behavior; Journal of
Experimental Child Psychology; Developmental Psychobiology Experimental Brain
Research; Child Psychology; Bipolar Behavior; Neuroscience; Child Neuropsychology
Journal of Child Development; Journal of Cognitive Neuroscience; NIH Study Section, NIDA 2002
Carol Pilgrim
Professor of Psychology
Education
Virginia Polytechnic Institute and State University, B.S., 1978, Psychology
University of Florida, M.S., 1983, Psychology-Experimental Analysis of Behavior
University of Florida, Ph.D., 1987, Psychology-Experimental Analysis of Behavior
Current Research Interests
Experimental and applied behavior analysis
Professional Experience
2005-present University of North Carolina, Wilmington, Associate Dean, College of Arts
& Sciences
1996-present University of North Carolina, Wilmington, Professor
1991-1996, University of North Carolina, Wilmington, Associate Professor
1988-1991, University of North Carolina, Wilmington, Assistant Professor
1986-1988, University of North Carolina, Wilmington, Lecturer
1983-1986, Mammatech Corporation, Gainesville, FL, National Director of Training
Representative Publications (of a total of 32 peer-reviewed publications)
Pilgrim, C. (2006). On shaping student behavior…and being shaped by student
behavior. In C. Clements (Ed.), Best Practices in University Teaching (pp. 4253). The Publishing Laboratory, UNC Wilmington: Wilmington, NC.
Galizio, M., Stewart, K., & Pilgrim, C. (2004). Typicality effects in contingencyshaped equivalence classes. Journal of the Experimental Analysis of Behavior,
82, 253-273.
Pilgrim, C. (2003). Science and Human Behavior at fifty. Journal of the Experimental
Analysis of Behavior, 80, 329-340.
Galizio, M., Stewart, K., & Pilgrim, C. (2001). Category clustering: An equivalence
analysis. Psychonomic Bulletin and Review, 8(3), 609-614.
Jordan, C.R., Pilgrim, C., & Galizio, M. (2001). Conditional discrimination and
stimulus equivalence in young children following three different baseline training
procedures. Experimental Analysis of Human Behavior Bulletin, 19, 3-7.
Pilgrim, C., & Galizio, M. (2000). Stimulus equivalence and units of analysis. In Leslie,
J.C., & Blackman, D. (Eds.), Issues in Experimental and Applied Analyses of
Human Behavior (pp. 111-126). Context Press; Reno, NV.
Pilgrim, C., Jackson, J., & Galizio, M. (2000). Acquisition of conditional
discriminations in young, normally developing children. Journal of Experimental
Analysis of Behavior, 73, 177-193.
Pilgrim, C. (1998). The human subject. In K.A. Lattal & M. Perone (Eds.), Handbook of
Human Operant Research Methods (pp. 15-44). New York: Plenum Publishing
Corporation.
Pilgrim, C. (1996). Is the naming hypothesis falsifiable? Journal of the Experimental
Analysis of Behavior, 65, 284-286.
Pilgrim, C. & Galizio, M. (1996). Stimulus equivalence: A class of correlations or a
correlation of classes. T. Zentall & P. Smeets (Eds.), Stimulus Class Formation in
Humans and Animals, Advances in Psychology Series. Amsterdam: Elsevier.
Pilgrim, C., & Galizio, M. (1995). Reversal of baseline relations and stimulus
equivalence I: Adults. Journal of the Experimental Analysis of Behavior, 63,
225-238.
Pilgrim, C., Chambers, L., & Galizio, M. (1995). Reversal of baseline relations and
stimulus equivalence II: Children. Journal of the Experimental Analysis of
Behavior, 63, 239-254.
Extramural Funding
Co-investigator, Implementation of a Master’s Program in Applied Behavior Analysis,
$20,000 and matching UNCW funds, Council of Graduate Schools & the Ford
Foundation, 2005-2007.
Co-investigator, Creation of the Master of Science Program in Applied Behavior
Analysis, $4,500, Council of Graduate Schools & the Ford Foundation, 20042005.
Principal Investigator, Stability of Equivalence Classes, $106,964.00, NICHD
(HD34265), 1996-2000.
Principal Investigator, Disruption of Equivalence Classes, $17,493.00, NSF (Award No.
9309997). 1993-1996.
Co-investigator, Improving Detection of Breast Lesions Through Clinical Breast
Examination Training in the Philippines, $7,117.00, Rockefeller Foundation,
Award to UNCW, 1991-1992.
Co-investigator, New Hanover Breast Cancer Screening Program, $1,117,991.00, NCI,
1987-1991.
Co-investigator, Enhancing Cancer Prevention and Control in a Primary Care Setting,
$7,947.00, CDC, Award to UNCW, 1986-1988.
Honors and Awards
2006 – Outstanding Mentor Award, Association for Behavior Analysis, International
2004 – Certificate of Recognition, CASE U.S. Professors of the Year Program
2003 - North Carolina Board of Governors Award for Excellence in Teaching
2003 - Fred S. Keller Award for Excellence in Behavior Analysis - North Carolina
Association for Behavior Analysis
2001 - Fellow, Division 25 (Behavior Analysis), American Psychological Association
2000-2001 UNCW Faculty Scholarship Award
2000 - UNCW Faculty Research Reassignment
1994-1997 UNCW Distinguished Teaching Professorship
1992 College of Arts & Sciences Excellence in Teaching Award
1992 Chancellor's Teaching Excellence Award
Representative Editorial and Reviewing Experience
Editor, The Behavior Analyst, 2001-2004.
Associate Editor, The Behavior Analyst, 1999-2001.
Associate Editor, The Journal of the Experimental Analysis of Behavior, 1994-1997;
Guest Associate Editor 2004, 2005, 2006, 2007.
Board of Editors, The Journal of the Experimental Analysis of Behavior, 1992-1994,
1999-2002, 2004-2007.
Board of Editors, Mexican Journal of Behavior Analysis, 1997-2000.
Board of Editors, The Behavior Analyst, 1992-1995, 1998-1999.
Board of Editors, Experimental Analysis of Human Behavior Bulletin, 1991-1996.
Co-editor of the Experimental Analysis of Human Behavior Bulletin, 1988-1991.
Ad Hoc Reviewer and Site Visitor-National Institute of Health -Mental Retardation
panel, 1993, 1998, 1999, 2001; Perception and Cognition panel, 1997; SBIR
panel, 2003-2006, Chair, 2004-2006; NICHD PO1 Review Panel, 2003, 2005,
2006, 2007; NICHD LRP Review Panel, 2004.
Other Major Professional Experiences
President-Division 25 (Behavior Analysis), American Psychological Association, 20032004. President-elect, 2002-2003. Past-president term, 2004-2005.
President-Association for Behavior Analysis International, 2000-2001. President-elect,
1999-2000. Past-president term, 2001-2002.
Member-at-large-Executive Committee, Division 25 (Behavior Analysis), American
Psychological Association, 1998-2001.
At-large Representative-Association for Behavior Analysis International Executive
Council, 1995-1999.
President-Society for the Advancement of Behavior Analysis, 2001-2002; Board of
Directors-1995-2002.
Board of Directors-Society for the Experimental Analysis of Behavior, 1994-2002.
Secretary of the Board, 1999-2001.
Board of Directors-Cambridge Center for Behavioral Studies, elected 2001-present,
Advisory Board & Trustee-1995-present
President-Southeastern Association for Behavior Analysis, 1993-1994. President-Elect,
1992-1993.
Raymond C. Pitts
Professor of Psychology
Education
University of Florida, Gainesville, FL, B.A., 1979, Psychology
University of Florida, Gainesville, FL, M.S., 1986, Psychology
University of Florida, Gainesville, FL, Ph.D., 1989, Psychology
Current Research Interests
Behavior Analysis/Behavioral Pharmacology; Effects of drugs on choice, decision
making, and impulsive/risky behavior; Effects of drugs on learning and memory
Professional Experience
2005-present University of North Carolina, Wilmington, Professor
2003-2004, University of Canterbury, Christchurch, New Zealand, Visiting Scholar
2000-2005, University of North Carolina, Wilmington, Associate Professor
1996-2000, University of North Carolina, Wilmington, Assistant Professor
1991-1996, University of North Carolina, Chapel Hill, Research Assistant Professor
1989-1991, Wake Forest University School of Medicine, Postdoctoral Research
Associate
Recent Publications (selected from 25 total)
Ta, W.-M., Pitts, R. C., Hughes, C. E., McLean, A. P., & Grace, R. C. (in press).
Rapid acquisition of preference in concurrent chains: Effects of d-amphetamine
on sensitivity to reinforcement delay. Journal of the Experimental Analysis of
Behavior.
Bennett, J. A., Hughes, C. E., & Pitts, R. C. (2007). Effects of methamphetamine on
response rate: A microstructural analysis. Behavioural Processes, 75, 199-205.
Maguire, D. R., Hughes, C. E., & Pitts, R. C. (2007). Rapid acquisition of preference in
concurrent schedules: Effects of reinforcement amount. Behavioural Processes,
75, 213-219.
Pitts, R. C., Buda, D. R., Keith, J. R., Cerutti, D. T, & Galizio, M. (2006).
Chlordiazepoxide and dizocilpine, but not morphine, selectively impair
acquisition under a novel repeated-acquisition and performance task in rats.
Psychopharmacology, 189, 135-143.
Galizio, M., Miller, L., Fergusion, A., McKinney, A. P., & Pitts, R. C. (2006). Olfactory
repeated discrimination reversal in rats: Effects of chlordiazepoxide, dizocilpine
and morphine. Behavioral Neuroscience, 120, 1175-1179.
Peña, T., Pitts, R. C., & Galizio, M. (2006). Identity matching-to-sample with olfactory
stimuli in rats. Journal of the Experimental Analysis of Behavior, 85, 203-221.
Pitts, R. C., & McKinney, A. P. (2005). Effects of methylphenidate and morphine on
delay-discount functions obtained within sessions. Journal of the Experimental
Analysis of Behavior, 83, 297-314.
Pitts, R. C. (2005). Exorcising demons. Behavioural Processes, 69, 139-141.
Hughes, C. E., Sigmon, S., Pitts, R. C., & Dykstra, L. A. (2005). Morphine tolerance as a
function of ratio size: Response requirement or unit price? Journal of the
Experimental Analysis of Behavior, 83, 281-296.
Padlubnaya, D., Galizio, M., Pitts, R. C., & Keith, J. R. (2005). Chlordiazepoxide
interactions with scopolamine and dizocilpine: Novel cooperative and
antagonistic effects on spatial learning. Behavioral Neuroscience, 119, 13311338.
Pitts, R. C., & Febbo, S. M. (2004). Quantitative analyses of methamphetamine’s effects
on self-control choices: Implications for elucidating behavioral mechanisms of
drug action. Behavioural Processes, 66, 213-133.
Galizio, M., Keith, J., Mansfield, W., & Pitts, R. C. (2003). Repeated spatial acquisition:
Effects of NMDA antagonists and morphine. Experimental and Clinical
Psychopharmacology, 11, 79-90.
Keith, J., Pitts, R. C., Pezutti, T., & Galizio, M. (2003). GABAA modulator effects on a
multiple-component, repeated-acquisition test of spatial learning. Behavioural
Pharmacology, 14, 67-75.
Extramural Funding
Co-investigator, Drugs of Abuse and Complex Behavior, $120,000, National Institute on
Drug Abuse, 2003-2006.
Co-investigator, Drugs of Abuse and Complex Behavior, $105,000, National Institute on
Drug Abuse, 2000-2003.
Thesis Direction (Last 5 Years)
6 students
Honors, Leadership, Editorial Positions
Visiting Erskine Fellow, University of Canterbury, Christchurch, New Zealand.
2005 Editorial Board, Journal of the Experimental Analysis of Behavior, 1997-2000;
2002-2005, The Behavior Analyst, 1998-2001.
Fellow, American Psychological Association (Division 25)-Elected 2006
Member-at-Large, Div 25 Exec Council, American Psychological Association,
President, Southeastern Association for Behavior Analysis, 2003
Memberships in Societies
American Psychological Association, Association for Behavior Analysis International,
Behavioral Pharmacology Society, Society for the Quantitative Analysis of Behavior,
Southeastern Association for Behavior Analysis
Ad hoc Reviewer (selected journals)
Behavioural Pharmacology, Behavioural Processes, Behavioral and Brain Functions,
Drug and Alcohol Dependence, Experimental and Clinical Psychopharmacology
Antonio E. Puente
Professor of Psychology
Education
University of Florida, Gainesville, B.A., 1973, Psychology
University of Georgia, Athens, M.S., 1978, Psychology
University of Georgia, Athens, Ph.D., 1978, Psychology
Current Research Interests
Clinical Neuropsychology; Cross-Cultural Neuropsychology; Public Policy
Professional Experience
1990-present University of North Carolina, Wilmington, Professor
1988-present Universidad Complutense de Madrid, Visiting Professor of Psychology
1988-present Universidad de Granada, Spain, Visiting Professor of Psychology
1986-1989, University of North Carolina at Wilmington, Associate Professor
1982-1985, University of North Carolina, Wilmington, Assistant Professor
1982-present Private Practice, Neuropsychology
1981, University of North Carolina, Wilmington, Visiting Assistant
Publications (of a total of 50 journal articles, 45 book chapters and 6 books)
Agranovich, A. & Puente, A. (2007). Do Russian and American normal adults perform
similarly on neuropsychological tests? Preliminary findings on the relationships
between culture and test performance. Archives of Clinical Neuropsychology, 22
(3), 273-282
Ardila, A., Rosselli, M., & Puente, A. E. (1994). Neuropsychological evaluation of the
Spanish speaker. New York: Plenum.
Knauss, K., Schatz, P. & Puente, A.E. (2005). Current trends in the reimbursement for
professional neuropsychological services. Archives of Clinical Neuropsychology,
20(3), 341-353.
Puente, A.E., Munoz-Cespedes, J.M., Iruarrizaga, I., Miguel-Tobal, J., Cano-Vindel, A.
(2000). The Luria-Nebraska Neuropsychological Battery and culturally dissimilar
individuals. In C. Golden, W. Warren, P. Espe-Pfeiffer (Eds.) Luria - Nebraska
Neuropsychological Battery Handbook 20th Anniversary. Western Publishing
Co: Los Angeles. Vol. 1, pp. 227-238
Puente, A.E. & Garcia, M.P. (2000). Neuropsychological assessment of ethnicminorities. In G. Goldstein & M. Hersen (Eds.) Handbook of Psychological
Assessment, 3rd ed. Pergamon, NY. pp.527-552
Puente, A. E. & Marcotte, A.C. (2000) A history of Division 40 (Clinical
Neuropsychology).In D.A. Dewsbury (Ed.) Unification trough division: Histories
of the divisions of the American Psychological Association. Vol.5. American
Psychological Association, Washington, DC. pp.137-160
Puente, A.E., Agranovich, A. (2000) Comparisons between WAIS-R and WAIS-III.
NOSSCR Bulletin, Vol.22 (7), pp. 5-8.
Puente, A.E. (2000) Reimbursement for neuropsychological services. National Academy
of Neuropsychology 2000-2001 membership directory. pp.297-300.
Puente, A.E., Lazarus, T. (2000) World Health Organization international classification
of diseases: neuropsychological disorders. National Academy of Neuropsychology
2000-2001 membership directory, pp. 301-317.
Extramural Funding
Establishment of Professional Affairs office, $54,999.99, National Academy of
Neuropsychology, 2002-2007.
Neuropsychology Review, $7,500 every year, Kluwer Academic / Plenum Publishing Co.,
1995-2005.
Spanish version of the Weschler Intelligence Scale for Children, $7,500,
The Psychological Corporation, 1997.
Neuropsychology Review, Establishing the Editorial Office for the journal, $6,000,
Plenum Publishing Corporation, 1997.
Memberships in Societies
American Psychological Association, Divisions 2, 6, 26, 38, 40 & 45; Fellow; 2, 6, 40,
Psi Chi; Member at Large of Division 40,1988-1990; Council Representative of
Division 40, 1994-2001
International Neuropsychological Society, 1995-Present
Latin American Neuropsychological Society, 1991-Present
National Academy of Neuropsychology, Executive Board, 1988-2000,
President, 1991, Fellow, 1989
North Carolina Psychological Association, Board of Directors, 1985-1991,
President, 1989-1990
Honors, Leadership, Editorial Positions
Fulbright Scholar Award (to Argentina, 1982), Member, Fullbright Alumni
Association, 1988-present, Board of Directors, NC Chapter, 1996-98,
President, 2000-2001.
American Psychological Association’s Karl Heiser Award, 1996.
National Academy of Neuropsychology’s Distinguished Service Award, 2000.
Editor, Neuropsychology Review, 1996-present.
Associate Editor, Neuropsychology Review, 1990-1996.
Editor, Critical Issues in Neuropsychology, Book Series, 1984 – present.
Editor, Handbook of Human Brain Function, Plenum 4 Volumes, 1995-1998.
Associate Editor, Encyclopedia of Psychological Assessment.
Editorial Board: Archives of Clinical Neuropsychology, Journal of Clinical Psychology in
Medical Settings, Teaching of Psychology, The American Journal of
Pharmacopsychology.
Jeffrey P. Toth
Assistant Professor of Psychology
Education
University of North Carolina Charlotte, B.A., 1984, Experimental Psychology
University of North Carolina Greensboro, M.A., 1987, Cognitive Psychology
University of North Carolina Greensboro, Ph.D., 1990, Cognitive Psychology
Current Research Interests
Memory, attention, & judgment; Cognitive aging; Cognitive training.
Professional Experience
2006-present University of North Carolina, Wilmington, Assistant Professor
2004-2006, University of North Carolina, Wilmington, Adjunct Faculty.
2001-2004, Washington University, Research Assistant Professor
1996-2001, Georgia Institute of Technology, Assistant Professor.
1996-2001, Georgia Institute of Technology, Cognitive Science Program,
Program Faculty
1995-1996, Rotman Research Institute of Baycrest Centre, Research Associate
1992-1995, Rotman Research Institute of Baycrest Centre and the Clarke Institute of
Psychiatry (joint appointment), Research Fellow
1991-1992, McMaster University, Postdoctoral Fellow (NSF/NATO).
Recent Publications (of a total of 22 peer-reviewed journal articles)
Toth, J.P. & Parks, C.M. (2006). Effects of age on familiarity in the process-dissociation
procedure: The role of noncriterial recollection. Memory & Cognition, 34, 527537.
Parks, C.M. & Toth, J.P. (2006). Fluency, familiarity, aging, and the illusion of truth.
Aging, Neuropsychology, and Cognition, 13, 225-253.
Jacoby, L.L., Bishara, A.J., Hessels, S., & Toth, J.P. (2005). Aging, subjective experience,
and cognitive control: Dramatic false remembering by older adults. Journal of
Experimental Psychology: General, 134, 131-148.
Toth, J.P. & Daniels, K.A. (2002). Effects of prior experience on judgments of normative
word frequency: Automatic bias and correction. Journal of Memory and Language,
46, 845-874.
Stuss, D.T., Toth, J.P., Franchi, D., Alexander, M.P., Tipper, S., & Craik, F.I.M. (1999).
Dissociation of attentional processes in patients with focal frontal and posterior lesions.
Neuropsychologia, 37, 1005-1027.
Levine, B., Black, S.E., Cabeza, R., Sinden, M., Mcintosh, A.R., Toth, J.P., Tulving, E., &
Stuss, D.T. (1998). Episodic memory and the self in a case of isolated retrograde
amnesia. Brain, 121, 1951-1973.
Levine, B., Cabeza, R., Black, S., Sinden, M., Toth, J.P., Tulving, E., Stuss, D.T. (1997).
Functional and structural neuroimaging correlates of selective retrograde amnesia:
A case study with MRI and PET. Brain and Cognition, 35, 372-376.
Salthouse, T.A., Toth, J.P., Hancock, H.J., & Woodard, J.L. (1997). Controlled and
automatic forms of memory and attention: Process-purity and the uniqueness of
age-related influences. Journal of Gerontology: Psychological Sciences, 52B,
216-228.
Toth, J.P. (1996). Conceptual automaticity in recognition memory: Levels of processing
effects on familiarity. Canadian Journal of Experimental Psychology, 50, 123138.
Toth, J.P., Levine, B., Stuss, D.T., Oh, A., Winocur, G., & Meiran, N. (1995).
Dissociation of processes underlying spatial S-R compatibility: Evidence for the
independent influence of what and where. Consciousness & Cognition, 4, 483501.
Toth, J.P., Reingold, E.M., & Jacoby, L.L. (1994). Toward a redefinition of implicit
memory: Process dissociations following elaborative processing and
self-generation. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 20, 290-303.
Jacoby, L.L., Toth, J.P., & Yonelinas, A.P. (1993). Separating conscious and
unconscious influences of memory: Measuring recollection. Journal of
Experimental Psychology: General, 122, 139-154.
Jacoby, L.L., Lindsay, D.S., & Toth, J.P. (1992). Unconscious influences revealed: A
question of control. American Psychologist, 47, 802-809.
Funding
Co-investigator, Neural Dynamics Underlying Attention and Learning in Spatial
Stimulus-Response Compatibility. $30,000, Emory/Georgia Tech. Biomedical
Technology Research Center, 1999-2000.
Co-investigator, Age Effects in Attention and Memory: Process Dissociations, NIH/NIA
(RO1-AG13845), 2001-2004.
Memberships in Societies
Association for Psychological Science; Psychonomic Society.
Honors, Leadership, Editorial Positions
Ed. Board, Journal of Experimental Psychology: Learning, Memory, & Cognition, 19982000.
Ad hoc Reviewer (of a total of 28 journals)
Aging, Neuropsychology, and Cognition; Cognition and Emotion; Consciousness &
Cognition; Cortex; Developmental Psychology; Journal of Abnormal Psychology;
Journal of Experimental Psychology: General; Journal of Gerontology; Journal of
Memory and Language; Memory & Cognition; Neuropsychologia; Perception &
Psychophysics; Psychology & Aging; Psychological Review; Psychonomic Bulletin &
Review.
Appendix C
Brief C.V.’s for Current Faculty
Mark Galizio
Chair and Professor of Psychology
Education
Kent State University, B.A., 1971, Psychology
University of Wisconsin-Milwaukee, M.A., 1974, Psychology
University of Wisconsin-Milwaukee, Ph.D, 1976, Psychology
Current Research Interests
Psychopharmacology and Substance Abuse, Behavior Analysis
Professional Experience
1985-present University of North Carolina, Wilmington, Professor
1981-1985, University of North Carolina, Wilmington, Associate Professor
1976-1980, University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 71 peer-reviewed publications)
Galizio, M., Miller, L., Ferguson, A. McKinney, P., & Pitts, R. C. (2006). Olfactory
repeated discrimination reversal in rats: Effects of chlordiazepoxide, dizocilpine
and morphine. Behavioral Neuroscience, 120, 1175-1179.
Baron, A. & Galizio, M. (2006). The distinction between positive and negative
reinforcement: use with care. The Behavior Analyst, 29, 141-151.
Pitts, R. C., Buda, D. R., Keith, J. R., Cerutti, D. T. & Galizio, M.. (2006).
Chlordiazepoxide and dizocilpine, but not morphine, selectively impair
acquisition under a novel repeated acquisition and performance task in rats.
Psychopharmacology, 189, 135-143.
Pena, T., Pitts, R. C. & Galizio, M.. (2006). Identity matching with olfactory stimuli in
rats. Journal of the Experimental Analysis of Behavior, 85, 203-222.
Baron, A. & Galizio, M. (2005). Positive and negative reinforcement: Should the
distinction be preserved? The Behavior Analyst, 28, 85-98.
Padlubnaya, D., Galizio, M., Pitts, R. C. & Keith, J. (2005). Chlordiazepoxide
interactions with scopolamine and dizocilpine: Novel cooperative and
antagonistic effects on spatial learning. Behavioral Neuroscience, 119, 13311338.
Galizio, M. (2004). Relational Frames: Where do they come from? A comment on
Barnes-Holmes and Hayes (2003). The Behavior Analyst, 27, 107-112.
Galizio, M., Stewart, K. & Pilgrim, C. (2004). Typicality effects in contingency-based
generalized equivalence classes. Journal of the Experimental Analysis of
Behavior, 82, 253-273.
Galizio, M., Keith, J. R., Mansfield, W. and Pitts, R. C. (2003). Repeated spatial
acquisition: Effects of NMDA antagonists and morphine. Experimental and
Clinical Psychopharmacology, 11, 79-90.
Keith, J. R., Pitts, R. C., Pezzuti, T. and Galizio, M. (2003). GABA-A modulator effects
on a multiple-component, repeated-acquisition test of spatial learning.
Behavioral Pharmacology, 14, 67-76.
Zentall, T. R., Galizio, M. & Critchfield, T. S. (2002). Categorization, concept learning
and behavior analysis: An introduction. Journal of the Experimental Analysis of
Behavior, 78, 237-248.
Ziegler, D., Keith, J. R., Pitts, R. C. and Galizio, M. (2002). Navigation in the Morris
swim tasks a baseline for drug discrimination: A demonstration with morphine.
Journal of the Experimental Analysis of Behavior, 78, 215-223.
Extramural Funding
Principal Investigator, Drugs of abuse and complex behavior. $149,615, National
Institute of Drug Abuse, 2003-2007.
Principal Investigator, Drugs of abuse and complex behavior. $115,905, National
Institute of Drug Abuse, 2000-2003.
Co-investigator, Stability of equivalence classes: A developmental analysis. $106,964
National Institute of Child Health and Human Development, 1996-2000.
Principal Investigator, Drugs of abuse and negative reinforcement. $98,610 National
Institute of Drug Abuse, 1991-1995.
Principal Investigator, Psychoactive drugs and aversively-motivated behavior. $47,263,
National Institute of Neurological Disease, Communicative Disorders and Stroke,
1987-1990.
Thesis Direction (last 5 years)
6 Master’s and 5 Honor’s Theses completed
Memberships in Societies
American Psychological Assoc., Assoc for Behavior Analysis, Society for Neuroscience,
Comparative Cognition Society, College of Problems on Drug Dependence
Honors, Leadership, Editorial Positions
Appointed to National Institute of Health Biobehavioral Regulation, Learning and
Ethology Study Section, 2006-2010.
President, Div.25 (Behavior Analysis) of the American Psychological Association, 2001
Fellow of the American Psychological Association, Divisions 3 (Experimental
Psychology), 6 (Behavioral Neuroscience and Comparative Psychology), 28
(Psychopharmacology and Substance Abuse) and 25 (Behavior Analysis)
Associate Editor, The Journal of the Experimental Analysis of Behavior, 1999-2002
President, Southeastern Association for Behavior Analysis, 1992.
UNCW Faculty Scholarship Award, 1991.
UNCW Phi Kappa Phi
Ad hoc Reviewer (of approximately 50 journals)
American Psychologist
Psychological Review
Psychological Bulletin
Nicole Alea
Assistant Professor of Psychology
Education
University of Florida, Gainesville, FL, B.S., 1995, Psychology with Honors
University of Florida, Gainesville, FL, M.S., 2000, Psychology with Gerontology
Certificate
University of Florida, Gainesville, FL, Ph.D, 2004, Lifespan Developmental Psychology
with Graduate Certificate in Social Science Methodology
Current Research Interests
Lifespan developmental psychology. Special interests: Understanding the changes in
autobiographical memory with age, and how personal memories are used to serve
socioemotional goals in adulthood and late life.
Professional Experience
2006-2007
on leave
2004-present University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 11)
Alea, N. & Bluck, S. (in press). I’ll keep you in mind: The intimacy function of
autobiographical memory. Applied Cognitive Psychology.
Bluck, S., & Alea, N. (in press). Remembering being me: The self-continuity function of
autobiographical memory in younger and older adults. In F. Sani (Ed.) Individual
and collective self-continuity: Psychological Perspectives. Cambridge University
Press.
Bluck, S., Alea, N., Habermas, T., & Rubin, D.C. (2005). A TALE of three functions:
The self-reported uses of autobiographical memory. Social Cognition, 23, 91117.
Alea, N., Bluck, S., & Semegon, A.B. (2004). Youn and older adults’ expression of
emotional experience: Do autobiographical narratives tell and different story?
Journal of Adult Development, 11, 235-250.
Alea, N., Diehl, M., & Bluck, S. (2004). Personality and emotion in later life. In C.
Spielberger (Ed.), Encyclopedia of Applied Psychology, Elsevier.
Mills, T., Alea, N., & Cheong, J. (2004). Differences in the indicators of depressive
symptoms among a community sample of African American and Caucasian older
adults. Community Mental Health Journal, 40, 309-331.
Alea, N., & Cunningham, W.R. (2003). Compensatory help-seeking in young and older
adults: Does seeking help help? Experimental Aging Research, 29, 437-436.
Funding
Cahill Award, 2005-2006
Cahill Award, 2004-2005
Minority Pre-doctoral Fellowship, Individual National Research Service Award (NRSA),
$49,410, National Institute on Aging, 2002-2004.
Provost’s Award in Aging graduate Research Fellowship, $15,908, University of Florida,
2001-2002.
Thesis Direction
1 Masters in progress
Memberships in Societies
Association for Psychological Science
American Psychological Society Div 20- Adult Development and Aging
Katherine E. Bruce
Professor of Psychology
Education
Rhodes College, Memphis, B.A., 1978, Psychobiology
University of Georgia, Athens, M.S., 1980, Psychology
University of Georgia, Athens, M.A., 1984, Health Education
University of Georgia, Athens, Ph.D., 1984, Psychology
Current Research Interests
Behavioral aspects of nonhuman memory and learning; mate choice in live bearing fish;
attitudes related to human sexuality
Professional Experience
1994-present, University of North Carolina Wilmington, Professor
1999-present, University of North Carolina Wilmington, Director, Honors Scholars Program
1997-1999, University of North Carolina Wilmington, Associate Dean, Graduate School
1993-1997, University of North Carolina Wilmington, Psychology Graduate Coordinator
1989-1994, University of North Carolina Wilmington, Associate Professor
1984-1989, University of North Carolina, Wilmington, Assistant Professor
Publications (23 peer-reviewed journal articles)
Albert, A. M., & Bruce, K. (2002). Introducing the Video Web-board as a Technologic
Enhancement to Your Honors Course. Journal of the National Collegiate Honors
Council, 3, 33-44.
Bruce, K. & Walker, L*. &. (2001). College students’ attitudes about AIDS: 1986-2000.
AIDS Education and Prevention, 13, 428-437.
McLaughlin, M. & Bruce, K. (2001). The effect of male familiarity on proximity time in
female eastern mosquitofish (Gambusia holbrooki). Psychological Record, 51, 237250.
Boshamer, C. B. & Bruce, K. (1999). A scale to measure attitudes about HIV-antibody
testing: Development and psychometric validation. AIDS Education & Prevention,
11, 400-413.
Bruce, K., & Reid, B. (1998). Assessing the construct validity of the AIDS Attitude Scale.
AIDS Education & Prevention, 10, 75-89.
Cohen, D., & Bruce, K. (1997). Sex and mortality: Real risk and perceived susceptibility.
The Journal of Sex Research, 34.
Bruce, K., & Tarant, S. (1997). Characteristics of female college students attending the
NAMES Project AIDS Memorial Quilt. Journal of Sex Education & Therapy, 22(2),
31-36.
Bruce, K, & White, W. (1995). Agonistic relationships and sexual behaviour patterns in
male guppies (Poecilia reticulata). Animal Behaviour, 50, 1009-1021.
Bruce, K., Pilgrim, C., & Spivey, R. (1994). Assessing the impact of Magic Johnson's HIV
positive announcement on a university campus? Journal of Sex Education & Therapy,
20, 264-276.
Bruce, K., & Estep, D. (1992). Interruption of and harassment during copulation of
stumptail macaques (Macaca arctoides). Animal Behaviour, 44, 1029-1044.
Bernstein, I., Estep, D., Bruce, K., & Phillips, K. (1992). Effects of periodic removal and
reintroduction on the social and sexual behavior of stumptail macaques (Macaca
arctoides). Folia Primatologica, 59, 213-216.
Bruce, K., & Moineau, S. (1991). A comparison of sexually transmitted disease clinic
patients and undergraduates: Implications for AIDS prevention and education. Health
Values, 15, 5-12.
Bruce, K., Shrum, J. Trefethen, C., & Slovik, L. (1990). Students' attitudes about AIDS,
homosexuality, and condoms. AIDS Education and Prevention, 2, 220-234.
Shrum, J., Turner, N., & Bruce, K. (1989). Development of an instrument to measure
attitudes towards AIDS. AIDS Education and Prevention, 1, 222-230.
Bruce, K. E., & Bullins, C. (1989). Attitudes and knowledge about genital herpes in two
university populations. Journal of Sex Education and Therapy, 15, 257-270.
Bruce, K. E., Estep, D. Q., & Baker, S. C. (1988). Social interactions following parturition
in stumptail macaques. American Journal of Primatology, 15, 1-15.
Estep, D. Q., Nieuwenhuijsen, K., Bruce, K. et al. (1988). Inhibition of sexual behaviour
among subordinate stumptail macaques (Macaca arctoides). Animal Behaviour, 36,
854-864.
Extramural Funding
Principal Investigator, Competition and communication: Research opportunities for women
award, $11,526, National Science Foundation, 1989-1991.
Co-investigator, Role of the GABA-benzodiazepine receptor complex in the mediation of
ethanol actions: Behavioral pharmacological analysis, $14,018, North Carolina
Alcoholism Research Authority, 1986-1987.
Thesis Direction
13 (9 graduated, 2 graduating this semester, 2 in progress)
Honors, Leadership, Editorial Positions
Editorial Boards: Honors in Practice (2005-present); AIDS Education and Prevention
(1989-present); Explorations: North Carolina Undergraduate Research (2007present); Sex Education and Therapy (1999-2003),
President, National Collegiate Honors Council, 2006-2007
President, Southern Regional Honors Council, 2005-2006
President, North Carolina Honors Association, 1999-2000
Phi Kappa Phi
Phi Eta Sigma (recognition by students)
Ad hoc Reviewer
AIDS Education and Prevention; Journal of Sex Education & Therapy; Honors in Practice;
Journal of Sex Research; Animal Behavior; Journal of the Elisha Mitchell Scientific Society;
Health Care for Women International; The Behavior Analyst; Explorations; Social Science
and Medicine
Caroline Clements
Associate Professor of Psychology
Education
Northwestern University, B.S., 1982, Psychology
Northwestern University, M.S., 1986, Psychology
Northwestern University, Ph..D., 1990, Psychology
Current Research Interests
Cognitive models of depression, interpersonal violence
Professional Experience
2004-present Director, Center for Teaching Excellence. UNC Wilmington
2003-present Associate Professor, Department of Psychology, UNC Wilmington
1997-2003, Assistant Professor, Department of Psychology, UNC Wilmington
1990-1997, Assistant Professor, Department of Psychology Finch University of
Health Sciences/ The Chicago Medical School
1989-1990, Lecturer, Department of Psychology Northwestern University
1988-1989, Clinical Psychology Intern Ohio State University
Recent Publications
Clements, C.M. & Ogle, R.L. (2007). A comparison study of coping and family
problem-solving in women who have experienced domestic violence. Journal of
Psychological Trauma, 6, 1, 29-37.
Ogle, R.L. & Clements, C (2007). A comparison of batterers to nonbatterers on
behavioral and self-report measures of control. Journal of Applied Social
Psychology, 37, 1.
Johnson, D.C. & Clements, C. (2007). Adolescent Violence Prevention: A Review of
After-School and Arts-Based Programs. International Journal of
Interdisciplinary Social Sciences. 1,5, 159-166.
Kim-Godwin, S., Clements, C.M., Maume, M., Bullers, S & Demski, E. (2007). Sexual
behavior and drinking patterns among middle and high school students in
Southeastern North Carolina. The Journal of School Nursing, 23, 4, 214-220.
Clements, C. & Johnson, D. C. (2006). Encouraging collaborative learning in the
classroom: What universities can do. International Association for the Study of
Cooperation in Education, 25, 1.
Clements, C.M. Ogle, C.M. & Sabourin, C. (2005). Perceived control and emotional
status in abusive college student relationships: An exploration of gender
differences. Journal of Interpersonal Violence 20, 9, 1058-1077.
Clements, C. M., Sabourin, C., Spiby, L. (2004). Dysphoria and hopelessness following
battering: The role of perceived control, coping and self-esteem. Journal of
Family Violence, 19, 1, 25-36.
Clements, C. M. & Sawhney, D. (2000). Coping with domestic violence: Attributional
style. control beliefs and emotional adjustment. Journal of Traumatic Stress, 13,
2, 219-251.
Abramson, L. Y., Alloy, L. B., Hankin, B., Clements, C.M., & Zhu, L., Hogan, M &
Whitehouse, W. (2000). Optimistic cognitive styles and invulnerability to
depression. In J. Gillham (Ed.). The Science of Optimism and Hope: Research
Essays in Honor of M. E. P. Seligman. Radnor, Pennsylvania, Templeton
University Press, 75-98.
Alloy, L. B. & Clements, C. M. (1998). Hopelessness theory of depression: Tests of the
symptom component. Cognitive Therapy and Research. 22, 4, 303-335.
Ravdin, L. D., Hilton, E., Primeau, M., Clements, C. M., & Barr, W. (1996). Memory
functioning in lyme borreliosis. Journal of Clinical Psychiatry, 57, 7, 282-286.
Amir, N., McNally, R. J., Reimann, B. C., & Clements, C. M. (1996). Implicit memory
bias for threat in panic disorder: Application of the “white noise” paradigm.
Behaviour Research and Therapy, 32, 2, 157-162.
Koenig, L. J., Clements, C. M., & Alloy, L. B. (1992). Depression and the illusion of
control: The role of esteem maintenance and impression management. Canadian
Journal of Behaviour Science, 24, 233-252.
Alloy, L. B., & Clements, C. M. (1992). The illusion of control: Invulnerability to
negative affect and depressive symptoms following laboratory and natural
stressors. The Journal of Abnormal Psychology, 101, 2, 234-245.
Extramural Funding
Clements, C. M. The U.S. Departments of Education and Justice; Health and Human
Services. 08/03-07 UNC-W portion $1,043,029.
Clements C. and Lama, M (2007). Cape Fear Memorial Foundation, $40,000.
Clements, C.M. and Yerkes, K. (2006). The Family Nurturing Program, North Carolina
Children’s Trust Fund, $25,000
Clements C. and Lama, M. (2006). Governor’s Crime Commission, $25,000.
Clements, C. (2005; 2006) Dreams of Wilmington, Inc., $5,000.Pilgrim, C., Mackain, S.
Clements, C and Pitts. (2005). Implementation Grant for a Master’s program in
Applied Behavior Analysis. $20,000, funded for two years.
Pilgrim, C., Mackain, S. Clements, C. & Pitts, R. (2003). The Sloan Foundation, $4,500.
Memberships in Societies
American Psychological Society, Eastern Psychological Society, Southeastern
Psychological Society
Ad hoc Reviewer
Cognitive Therapy and Research
Journal of Interpersonal Violence
Theses and Dissertations Directed (UNCW and Chicago Medical School)
Dissertations chaired, 15, Theses directed, 22
Dale J. Cohen
Professor of Psychology
Education
Alfred University; Alfred, NY, B.F.A, 1987, Fine Arts
Alfred University, Alfred, NY, B.A., 1987, Psychology University of Virginia.
University of Virginia, Charlottesville, MA, 1990, Psychology
University of Virginia, Charlottesville, PhD, 1993, Psychology
Current Research Interests
Visual Perception, Cognition, Art
Professional Experience
2005-present, Memory Assessment and Research Services, Director of Research
2003-present University of North Carolina, Wilmington, Professor
1998-2003, University of North Carolina, Wilmington, Associate Professor
1993-1998, University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 23 peer-reviewed journal articles)
Cohen, D. J., & Jones, H. E. (In Press). How shape constancy relates to drawing
accuracy. Psychology of Aesthetics, Creativity, and the Arts.
Cohen, D. J., & Snowden, J. L. (In Press). The relation between document prevalence,
document familiarity, and document literacy among adult readers. Reading
Research Quarterly.
Keith, J., Cohen, D. J., & Lecci, L. (2007). Why serial assessments of cardiac surgery
patients neurobehavioral performances are misleading. The Annals of Thoracic
Surgery, 83, 370-373.
Lecci, L., & Cohen, D. J. (2007). Altered processing of health threat words as a function
of hypochondriacal tendencies and experimentally manipulated control beliefs.
Cognition and Emotion, 21, 211-224.
Cohen, D. J., & Cohen, J. D. (2006). The sectioned density plot. The American
Statistician, 60, 167-174.
Cohen, D. J. (2005). Look little, look often: The influence of eye gaze frequency on
drawing accuracy. Perception and Psychophysics, 67, 997-1009.
Cohen, D. J. (2003). Direct estimation of multidimensional perceptual distributions:
Assessing hue and form. Perception & Psychophysics, 65, 1145-1160.
Cohen, D. J., Farrell, J., & Johnson, N. (2002). What very small numbers mean. Journal
of Experimental Psychology: General, 131, 424-442.
Lecci, L., & Cohen, D.J. (2002). Perceptual consequences of illness concern induction
and its relation to hypochondriacal tendencies. Health Psychology, 21, 147-156.
Cohen, D. J., & Lecci, L. B. (2001). Using magnitude estimation to investigate the
perceptual components of Signal Detection Theory. Psychonomic Bulletin &
Review, 8, 284-293.
Cohen, D. J. (1999). Elements or Objects: Testing the movement filter hypothesis.
Journal of Experimental Psychology: Human Perception and Performance, 25,
348-360.
Kubovy, M., Cohen, D. J., & Hollier, J. (1999). Feature integration that routinely occurs
without focal attention. Psychonomic Bulletin & Review, 6, 183-203.
Cohen, D. J., & Blair, C. (1998). Mental rotation and temporal contingencies. Journal of
Experimental Analysis of Behavior, 70, 203-214.
Cohen, D. J., Eckhardt, C. I., & Schagat, K.D. (1998). Attention allocation and
habituation to anger-related stimuli during a visual search task. Aggressive
Behavior, 24, 399-410.
Extramural Funding
Principal Investigator, Quantifying stimulus, response, and numerical biases, $691,709,
NIH, 2007-2012.
Principal Investigator, Document Census, $27,000, NCES, 2005.
Co-investigator, Increasing and Retaining STEM Majors through Virtual Learning
Communities, $124,485, NSF, 2005.
Principal Investigator, Developing a document familiarity index, $180,000, NCES, 20042005.
Principal Investigator, Document difficulty follow-up study: Developing a document
literacy coding system, $55,000, NCES, 2004.
Co-investigator, Decision Making in Adolescent Substance Abusers, $80,000, NIDA,
2003-2004.
Co-investigator, Processing of anger-related information in maritally violent and
nonviolent men, $59,500, Harry Frank Guggenheim Foundation, 1996-1997.
Co-investigator, Faculty Course Development Program, $49,600, North Carolina General
Administration, 1997.
Memberships in Societies
Psychonomic Society; Society for Psychological Science
Thesis Direction
4 completed, 3 in progress.
Honors, Leadership, Editorial Positions
Consulting Editor for Perception and Psychophysics (2004-present),
Chancellor’s Public Service and Continuing Studies Award – 2005
Outstanding UNCW Faculty Member Award - 1997
Ad hoc Reviewer
Acta Psychologica, Aggressive Behavior, Cognitive Psychology, Israel Science
Foundation, Journal of Experimental Analysis of Behavior, Journal of Experimental
Psychology: Human Perception and Performance, Neuropsychologia, Perception,
Perception and Psychophysics, Philosophical Psychology, Psychology of Aesthetics,
Creativity, and the Arts, Psychological Research, Vision Research
Karen A. Daniels
Assistant Professor of Psychology
Education
University of Toronto, Scarborough Campus, B.Sc., 1997, Psychology
Georgia Institute of Technology, Atlanta, M.S., 1999, Cognitive Psychology/Aging
Georgia Institute of Technology, Atlanta, Ph.D., 2002, Cognitive Psychology/Aging
Current Research Interests
Memory and Attention, Individual Differences, Cognitive Aging, Cognitive
Rehabilitation (Fitness & Nutrition), and Cognitive Neuroscience.
Professional Experience
2004-present University of North Carolina Wilmington, Assistant Professor
2002-2004, Washington University in St. Louis, Postdoctoral Research Associate
Publications
Toth, J. P, Daniels, K. A., & Jacoby, L. L. Art Dealer: A computer game for enhancing
cognition in older adults. Submitted to Applied Cognitive Psychology.
Daniels, K. A. Cognitive control, automaticity, and working memory: A dual-process
analysis. Submitted to Journal of Experimental Psychology: General.
Daniels, K. A., Toth, J. P., & Jacoby, L. L. (2006). The aging of executive functions.
In E. Bialystok & F.I.M Craik (Eds.), Lifespan Cognition: Mechanisms of Change.
Jacoby, L.L., Shimizu, Y., Daniels, K.A., & Rhodes, M. (2006). Modes of cognitive
control in recognition and source memory: Depth of retrieval. Psychonomic
Bulletin & Review, 12(5), 852-857.
Toth, J. P. & Daniels, K. A. (2002). Effects of prior experience on judgments of
normative word frequency: Automatic bias and correction. Journal of Memory &
Language, 46(4), 845-874.
MacLeod, C. M., & Daniels, K. A. (2000). Implicit versus explicit remembering:
Directed forgetting meets the generation effect. Psychonomic Bulletin & Review,
7(2), 354-359.
Bischoff-Grethe, A., Proper, S. M., Mao, H., Daniels, K. A., & Berns, G. S. (2000).
Conscious and unconscious processing of nonverbal predictability in Wernicke's
area. The Journal of Neuroscience, 20, 1975-1981.
Salthouse, T.A., Toth, J. P., Daniels, K. A., Parks, C., Pak, R., Wolbrette, M., &
Hocking, K. J. (2000). Effects of aging on efficiency of task switching in a variant
of the trail making test. Neuropsychology, 14, 102-111.
Funding & Awards
Co-investigator, The Effects of Anti-White Stereotypes on the Cognitive Performance of
Blacks, $2000, UNCW Charles L. Cahill Award, 2005-2007.
Principal Investigator, Exploring the Use of Computer Programs to Rehabilitate Memory
in Old Age, $2380, UNCW Charles L. Cahill Award, 2004-2005.
Is Memory Decline in Old Age Inevitable, $3500, UNCW Summer Research Initiative,
2004-2005.
UNCW Curriculum Development Award, $3000, 2004-2005.
Co-investigator, Computer Games for Training Cognition in Older Adults, NIH (R21)
Grant, (PI: Jeffrey P. Toth), Not Funded, 2004.
Principal Investigator, Aging and Judgments of Learning: A Dual-Process Approach,
$1500, The Georgia Consortium Seed Grant Program, 2001-2002.
Principal Investigator, Control, Automaticity, and Working Memory: A Dual-Process
Approach, $1500, Georgia Tech Early Career Development Research Award,
2001-2002.
Memberships in Societies
American Psychological Association
American Psychological Society
Cognitive Neuroscience Society
Thesis Direction
3 in progress.
Ad hoc Reviewer
Memory
Psychonomic Bulletin & Review
Developmental Psychology
Psychology & Aging
Wendy D. Donlin
Assistant Professor of Psychology
Education
West Virginia University, Morgantown, B.A., 1997 Psychology
Auburn University, Auburn, M.S., 2002, Psychology
Auburn University, Auburn, Ph.D., 2005, Psychology
Johns Hopkins University, Baltimore, Postdoctoral Fellowship, School of Medicine
Current Research Interests
Applied behavior analysis and drug abuse
Professional Experience
2007-present University of North Carolina, Assistant Professor
2005-2007, Johns Hopkins University, Baltimore MD, NIDA research fellow in the
School of Medicine.
2002-2005, Auburn University, Auburn, AL, Research Associate II in the department of
psychology
Recent Publications
Donlin, W. D., Knealing, T., & Silverman, K. (in press). Employment based
reinforcement in the treatment of drug addiction. In S. T. Higgins & K. Silverman
(Eds.), Motivating Behavior Change Among Illicit-Drug Abusers: Research on
Contingency Management Interventions (Vol. 2). Washington D.C.: American
Psychological Association.
Newland, M. C., Donlin, W. D., Paletz, E. M., & Banna, K. M. (2006). Developmental
behavioral toxicity of methylmercury: consequences, conditioning and cortex. In
E. D. Levin & J. J. Buccafusco (Eds.), Animal Models of Cognitive Impairment
(pp. 101-146). Boca Raton, FL: CRC Press.
Newland, M. C., Reed, M. N., Leblanc, A., & Donlin, W. D. (2006). Brain and blood
mercury and selenium after chronic and developmental exposure to
methylmercury. Neurotoxicology, 27(5), 710-720.
Memberships in Societies
Association for Behavior Analysis
College for Problems of Drug Dependence
Behavioral Toxicology Society
Society for the Quantitative Analysis of Behavior
Southeastern Association for Behavior Analysis
Virginia Association for Behavior Analysis
Maryland Association for Behavior Analysis
Honors, Leadership, Editorial Positions
2006 NIDA Director’s Travel Award College on Problems of Drug Dependence
2006-2007 Organizer of the Behavioral Pharmacology Research Unit’s Seminar Series at
Johns Hopkins University
2003, 2005, 2006 SABA presenter award Association for Behavior Analysis Convention
2003, 2004, Travel Award Behavioral Toxicology Society Convention
Ad Hoc Reviewer
Guest reviewer for Addiction
Guest reviewer for Journal of Applied Behavior Analysis
Guest reviewer for Neurotoxicology and Teratology
Cameron L. Gordon
Assistant Professor of Psychology
Education
University of Illinois, Champaign-Urbana B.S., 2001, Psychology
University of North Carolina, Chapel Hill, M.A., 2005, Clinical Psychology
Duke University VA Medical Center Predoctoral Internship, 2007, Clinical Psychology
University of North Carolina, Chapel Hill, Ph.D., 2007, Clinical Psychology
Current Research Interests
Marriage and intimate relationships; positive individual strengths
Professional Experience
2007-present University of North Carolina, Wilmington, Assistant Professor
Publications
Gordon, C. L., & Baucom, D. H. (2007). [Review of the book Couples coping with
stress: Emerging perspectives on dyadic coping]. The Family Psychologist, 23,
29-30.
Kruger, J., Gordon, C. L., & Kuban, J. (2006). Intentions in teasing: When “just
kidding” just isn’t good enough. Journal of Personality and Social Psychology,
90, 412-425.
Memberships in Societies
Association for Behavioral and Cognitive Therapies (ABCT)
Couples Research & Therapy Special Interest Group – (ABCT)
American Psychological Association Division 43 – Family Psychology
American Psychological Association Division 2 – Society for the Teaching of
Psychology
Honors, Leadership, Editorial Positions
Co-chair, Ethics and IRB subcommittee for the Research Practice Network, Couples
Research & Therapy Special Interest Group, (ABCT).
Robert Hakan
Associate Professor of Psychology
Education
University of North Carolina at Wilmington, B.A., 1980, Psychology
University of Wyoming, M.A., 1985, Experimental Psychology-Neuroscience Program
University of Wyoming, Ph.D., 1986, Experimental Psychology-Neuroscience Program,
Postdoctoral Fellow, 1986-89, Research Inst. of Scripps Clinic, La Jolla, Calif.
Professional Experience
1990-1993
University of North Carolina, Wilmington, Associate Professor
1994-present University of North Carolina, Wilmington, Assistant Professor
Publications (of a total of 14 peer-reviewed journal articles)
Ksir, C. J., Hakan, R.L., Hall, J., and Kellar, K.J. (1985). Nicotine exposure enhances
behavioral stimulant effects of nicotine and increases [3H]acetylcholine binding
to nicotinic receptors. Neuropharmacology, 24, 527-532.
Ksir, C.J., Hakan, R.L., and Kellar, K.J. (1987). Chronic nicotine and locomotor
activity: influences of exposure dose and test dose. Psychopharmacology, 92,
25-29.
Hakan, R. L. and Ksir, C.J. (1987) Nicotine-induced locomotor activity in rats: The
role of Pavlovian conditioning. Pharmacology,Biochemistry and Behavior, 29
(4), 661-667.
Hakan, R.L. and Henriksen, S.J. (1987). Systemic opiate administration has
heterogeneous effects on activity recorded from nucleus accumbens neurons in
vivo. Neuroscience Letters, 83, 307-312.
Hakan, R.L. and Henriksen, S.J. (1989) Dopamine-dependent and dopamineindependent electrophysiological effects of opiates on single cell activity of the
nucleus accumbens septi in rats. Journal of Neuroscience , 9(10): 3538-3546.
Hakan, R.L., Callaway, C. and Henriksen, S.J. (1989). Electrophysiological Analysis of
the neural circuitry underlying opiate effects in the nucleus accumbens septi.
Neuroscience Letters, 101, 163-168.
Callaway, C., Hakan, R.L. and Henriksen, S.J. (1991). Distribution of amygdala input
to the nucleus accumbens septi: An electrophysiological investigation. Journal of
Neural Transmission, 83, 215-225, 1991.
Hakan, R.L., and Ksir, C.J. (1991). Acute tolerance to the Locomotor stimulant effects
of nicotine. Psychopharmacology, 104 (3), 386-390.
Hakan, R.L., Berg, G., and Henriksen, S.J. (1992). Electrophysiological evidence for
reciprocal connectivity between the nucleus accumbens septi and ventral pallidal
region. Brain Research, 581, 344-350.
Hakan, R.L., Hart, C. and Eyl, C. (1993). Specific effects of systemic nicotine on
neuronal activity in the nucleus accumbens septi. Synapse, 15, 191-197.
Hakan, R.L., Henriksen, S.J. and Eyl., C (1994). Neuropharmacology of the nucleus
accumbens: Systemic morphine effects on single-unit responses evoked by
ventral pallidum stimulation. Neuroscience, 63 (1), 85-93.
Hakan, R.L., and Eyl, C. (1995). Neuropharmacology of the nucleus accumbens:
Iontophoretic application of morphine and nicotine have contrasting effects on
single-unit responses evoked by ventral pallidum and fimbria stimulation.
Synapse, 20(2) 175-184.
Hakan, R.L. (2001). Endogenous opioid inhibition of single-unit responses to fimbria
stimulation in the nucleus accumbens. SYNAPSE, 41, 71-85.
Extramural Funding
Portenier Support Fund: summer Graduate stipends awarded for summers of 1984 and
1985.
NIAAA: Alcohol Training Fellowship, awarded for 1986, 1987, 1988.
NIDA:"First Award" "Neurophysiological Analysis of Opiates: Role of the Nucleus
Accumbens in Drug Abuse", $457,000, 1990-1995.
NIDA: "Research supplement for underrepresented minorities in biomedicine" for Carl
Hart, $20,508.00, 1991-92.
Thesis Direction
1 Masters completed, 2 honors completed.
Anne Hungerford
Assistant Professor of Psychology
Education
Kenyon College, B.A., 1991, Psychology
University of Pittsburgh, M.S., 1997, Psychology
University of Pittsburgh, Ph.D., 2001, Psychology
Current Research Interests
Socioemotional development
Individual differences in early self-regulation
Parenting behavior
Professional Experience
2003-present, University of North Carolina, Wilmington, Assistant Professor
2001-2003, Center for Developmental Science, University of North Carolina, Chapel
Hill, Postdoctoral Fellow
Publications
Hungerford, A., & Cox, M.J. (2006). Family factors in child care research. Evaluation
Review, 30, 631-655.
Hungerford, A. (2005). The use of anatomically detailed dolls in forensic
investigations: Developmental considerations. Journal of Forensic Psychology
Practice, 5, 75-88.
Calkins, S.D., Hungerford, A., & Dedmon, S. E. (2004). Mothers' interactions with
temperamentally frustrated infants. Infant Mental Health Journal, 25, 219-239.
Campbell, S.B., Brownell, C.A., Hungerford, A., Mohan, R., Spieker, S. J., & Blessing,
J. (2004). The course of maternal depressive symptoms and maternal sensitivity
as predictors of attachment security at 36 months. Development and
Psychopathology, 16, 231-252.
Hungerford, A., Brownell, C. A., & Campbell, S. B. (2000). Child care in infancy: A
transactional perspective. In C. H. Zeanah, Jr. (Ed.), Handbook of infant mental
health (2nd ed.). New York: Guilford.
Memberships in Societies
Society for Research in Child Development
Thesis Direction
Completed (2); in progress (2)
Ad hoc Reviewer
Developmental Psychology, Infancy
Christine E. Hughes
Assistant Professor of Psychology
Education
McMaster University, Hamilton, Canada, B.ArtsSc. (Honours), 1986, Arts & Science
University of Florida, Gainesville, FL, M.S., 1989, Psychology
University of Florida, Gainesville, FL, Ph.D., 1991, Psychology
Current Research Interests
Behavioral Analysis/ Behavioral Pharmacology
Behavioral determinants of drug tolerance; drug effects on punished responding; drug
effects on choice; Evaluation of teaching practices in college
Professional Experience
2007-present, University of North Carolina Wilmington, Assistant Professor
2005, University of Canterbury, Christchurch, New Zealand, Visiting Faculty
2004-2007, University of North Carolina Wilmington, Lecturer
2003-2004, University of Canterbury, Christchurch, New Zealand, Visiting Faculty
1996-2003, University of North Carolina Wilmington, Part-time Instructor
1996-1997, University of North Carolina Chapel Hill, Research Assistant Professor
1994-1996, University of North Carolina Chapel Hill, Visiting Research Assistant
Professor
1992-1993, North Carolina Central University, Adjunct Assistant Professor
1991-1994, University of North Carolina Chapel Hill, Postdoctoral Research Associate
Publications (of a total of 15 peer-reviewed journal articles)
Ta W-M, Pitts, R. C., Hughes, C. E., McLean, A. P., & Grace, R. C. (in press). Rapid
acquisition of preference in concurrent chains: Effects of d-amphetamine on
sensitivity to reinforcement delay. Journal of the Experimental Analysis of
Behavior.
Bennett, J. A., Hughes, C. E., & Pitts, R. C. (2007). Effects of methamphetamine on
response rate: A microstructural analysis. Behavioural Processes, 75, 199-205.
Maguire, D. R., Hughes, C. E., & Pitts, R. C. (2007). Rapid acquisition of preference in
concurrent schedules: Effects of reinforcement amount. Behavioural Processes,
75, 213-219.
Hughes, C. E., Sigmon, S., Pitts, R. C., & Dykstra, L. A. (2005). Tolerance to the
response rate-decreasing effects of morphine: Unit price or response
requirement? Journal of the Experimental Analysis of Behavior, 83, 281-296.
Hughes, C. E. & Dykstra, L. A. (1997). Antagonism of the response rate-decreasing
effects of meperidine beta-funaltrexamine and naltrexone in squirrel monkeys.
Alcohol and Drug Dependence, 45, 197-206.
Zarcone, T. J., Branch, M. N., Hughes, C. E., & Pennypacker, H. S. (1997).
Keypecking during extinction after intermittent or continuous reinforcement as a
function of the number of reinforcers delivered during training. Journal of the
Experimental Analysis of Behavior, 67, 91-108.
Hughes, C. E., Dykstra, L. A., & Picker, M. J. (1996). Behavioral tolerance and crosstolerance to the response rate-decreasing effects of mu opioids in rats.
Behavioural Pharmacology, 7, 228-236.
Hughes, C. E., Habash, T., Dykstra, L. A., & Picker, M. J. (1996). Discriminativestimulus effects of morphine in combination with alpha- and beta-noradrenergic
agonists and antagonists in rats. Pharmacology Biochemistry and Behavior, 53,
979-986.
Hughes, C. E., Pitts, R. C., & Branch, M. N. (1996). Cocaine and food deprivation:
Effects on food-reinforced fixed-ratio performance in pigeons. Journal of the
Experimental Analysis of Behavior, 65, 145-158.
Hughes, C. E., Picker, M. J., & Dykstra, L. A. (1995). Tolerance and cross-tolerance to
the response rate-decreasing effects of opioids in morphine-maintained squirrel
monkeys. Behavioural Pharmacology, 6, 776-784.
Stafford, D., Branch, M. N., & Hughes, C. E. (1994). Persistence of tolerance to effects
of cocaine on schedule-controlled behavior in pigeons. Behavioural
Pharmacology, 5, 581-590.
Extramural Funding
Principal Investigator, Behavioral tolerance and cross-tolerance to mu opioids, R03,
$56,000, National Institute on Drug Abuse, 1996-1999
Principal Investigator, Behavioral and pharmacological determinants of the rate of
acquisition of tolerance to cocaine and morphine, $5000, North Carolina
Governor’s Institute on Alcohol and Substance Abuse, 1994.
Principal Investigator, Behavioral determinants of cocaine tolerance, $15,000, Natural
Sciences and Engineering Research Council of Canada, 1987-1988.
Thesis Direction at UNCW
1 in progress
Memberships in Societies
American Psychological Association
Association for Behavior Analysis-International
North Carolina Association for Behavior Analysis
Southeastern Association for Behavior Analysis
Honors, Leadership, Editorial Positions
Center for Teaching Excellence, University of North Carolina Wilmington, Lecturer of
the Year Award - 2006
Secretary-Treasurer, Division 25, American Psychological Association, 2006-Present
President, Southeastern Association for Behavior Analysis, 2001
Secretary, Southeastern Association for Behavior Analysis, 1995-1998
Editorial Board, Journal of the Experimental Analysis of Behavior,1999-2002; 20032006; 2007-2010.
Editorial Board, The Behavior Analyst, 1999-2006; 2007-2010.
Ad hoc Reviewer
Behavioural Pharmacology; Life Sciences; Pharmacology, Biochemistry and
Behavior; Psychopharmacology
Ruth M. Hurst
Assistant Professor of Psychology
Education:
Catawba College, Salisbury, NC, B.A. 1976, Psychology
Drake University, Des Moines, IA, M.A., 1979, Psychology
Durham VA Medical Center, Durham, 2005, Clinical Psychology Internship
University of North Carolina, Greensboro, Ph.D., 2005, Psychology
Credentials:
Board Certified Behavior Analyst
Licensed Psychologist (Provisional) – Health Service Provider Psychologist (Provisional)
Current Research Interests:
Nature, boundaries, and consequences of autism spectrum disorders
Validation of animal behavioral models of human psychopathology
Professional Experience:
2007-present, Cape Fear Group Homes, Wilmington, Psychologist
2006-present, Lifetime Resources, Inc., Wilmington, Psychologist
2005-present, University of North Carolina, Wilmington, Assistant Professor
2003-2004, Assistant Clinic Director, UNC Greensboro Psychology Clinic, Greensboro,
NC
1998-2004, Psychology Instructor, UNC Greensboro, Greensboro, NC
1996-2002, Program Consultant, Greensboro TEACCH Center, Greensboro, NC
1984-1996, Director of Psychology, Woodward State Hospital-School, Woodward, IA
1979-1984, Psychologist, Woodward State Hospital-School
Publications
Hurst, R., Mitchell, J., Kimbrel, N., Kwapil, T., & Nelson-Gray, R. (In Press).
Examination of the reliability and factor structure of the Autism Spectrum
Quotient (AQ) in a non-clinical sample. Personality and Individual Differences,
(2007), doi:10.1016/j.paid.2007.06.012
Hurst, R., Nelson-Gray, R., Mitchell, J., & Kwapil, T. (In Press). The relationship of
Asperger’s characteristics and schizotypal personality traits in a non-clinical adult
sample. Journal of Autism and Developmental Disorders, (2006) DOI
10.1007/s10803-006-0302-z
Nelson-Gray, R., Keane, S., Hurst, R., Warburton, J., Chok, J. & Mitchell, J. (2006). A
modified DBT skills training program for oppositional defiant adolescents:
Promising preliminary findings. Behaviour Research and Therapy, 44, 1811-20.
Hurst, R., & Nelson-Gray, R. (2006). Single-participant design research. In J. Norcross,
L. Beutler. & R. Levant (Eds.), Evidence based practices in mental health:
Debate and dialogue on the fundamental questions. Washington, D.C. American
Psychological Association.
Hurst, R., Steele, R., McCloud, D., Davis, V., & Borts, M. (1995). Developing autism
programs and services in a state supported ICF/MR: “TEACCHing” in Iowa.
1995 National Conference on Autism: Proceedings. Arlington, Texas: Future
Education, Inc.
Hurst, R. (1994). Autism services from WSHS. The Link: A Publication about Autism
for Parents and Professionals, Winter, Autism Society of Iowa.
Anchuthengil, J., Nielsen, D., Schulenburg, J., Hurst, R., & Davis, M. (1992). Effects of
an individualized treadmill exercise training program on cardiovascular fitness of
adults with mental retardation. Journal of Orthopaedic & Sports Physical
Therapy, 16, 220-228.
Funding
Cahill Award, 2005-06
FESR Fellowship, 2006-07
Memberships in Societies
American Association for Behavior and Cognitive Therapies
American Psychological Association
Association for Behavior Analysis
Autism Society of North Carolina
North Carolina Association for Behavior Analysis
North Carolina Psychological Association
Society for Neuroscience
Society for the Quantitative Analysis of Behavior
Southeastern Association for Behavior Analysis
Thesis Direction
Mentor for 5 graduate students
Honors, Leadership, Editorial Positions
President Elect, North Carolina Association for Behavior Analysis, 2007-present
Reviewer, Journal of Behavior Analysis of Health, Sports, Fitness, and Medicine (2006present)
Nominated for Outstanding Dissertation Award, UNC Greensboro, 2005
UNC Greensboro Graduate Student Association Dissertation Award, April, 2002
Vice President and member of the board, Autism Society of Iowa, 1991 to 1996
Governor’s Task Force on Autism, State of Iowa, Member, 1989
Certificate of Excellence, Department of Human Services, State of Iowa, 1986
Certificate of Appreciation, Autism Society of Iowa, 1992
Senior Psychology Award, Catawba College, 1976
Ad hoc Reviewer
Journal of Autism and Developmental Disorders (2005-present)
Lee A. Jackson, Jr.
Professor of Psychology
Education
Hampden-Sydney College, Virginia, B.A., 1969, Psychology
University of Florida, M.A., 1970, Psychology
University of Florida, Ph.D., 1972, Social and Community Psychology
Research Interests:
Social cognition, interpersonal relations, group dynamics, and mental health service
delivery
Professional Experience
Jan. 2005-present Prof. and Undergraduate Coordinator UNC-Wilmington
Jul. 1991-Dec. 2004 Prof. and Chair of Psychology UNC-Wilmington
Aug. 1985-Jun. 1991 Professor of Psychology UNC-Wilmington
Aug. 1979-Jul. 1985 Assoc. Prof. of Psychology UNC-Wilmington
Aug. 1973-Jul. 1979 Asst. Prof. of Psychology UNC-Wilmington
Jan. 1973-Jul. 1973 Instructor in Psychology UNC-Wilmington
Other Professional Experience and Memberships
Member Board of Trustees Cape Fear Substance Abuse Center (now Coastal Horizons
Center) 1976-1986
Member Board of Directors Mental Health Association in North Carolina 1978-present
with required periods of rotation off the board.
Member Board of Directors North Carolina Psychological Association 1989-1997 and
2005-present. Editor/Associate Editor North Carolina Psychologist 1989-2005,
Co-Editor Legal Manual for North Carolina Psychologists
Member Board of Directors North Carolina Psychological Foundation 1994-1997
Member Board of Directors Southeastern Center for Mental Health, Substance Abuse and
Developmental Disabilities 2006-present
Recent Publications
Noel, N., Maisto, S., Johnson, J., Jackson, L., Goings C., & Hagman, B. (in press)
Development and validation of videotaped scenarios: A method for targeting
pecific participant groups. Journal of Interpersonal Violence.
Extramural Funding
Investigator, An Alcohol Myopia Explanation of Sexual Aggression, $605,000,
NIAA, 2002-present.
Memberships in Professional Societies
American Psychological Association
North Carolina Psychological Association
Thesis Direction
3 completed, 3 in progress.
Honors, Leadership, Editorial Positions
President, North Carolina Psychological Association (elected position)
President, North Carolina Psychological Foundation
President, Mental Health Association in New Hanover County
Asst. Treasurer and Asst. Secretary, Mental Health Association in North Carolina
President and other officer roles, Cape Fear Substance Abuse Center Board of Trustees
Editor/Associate Editor, North Carolina Psychologist
Co-Editor, Legal Manual for North Carolina Psychologists
Ad hoc reviewer Computers in Human Behavior, American Psychologist, National
Science Foundation.
Member Phi Kappa Phi Honorary Society (elected as UNCW faculty member)
Irene McCain McFarland Award given by the Mental Health Association in North
Carolina for contributions to the promotion of mental health and prevention of
mental illness.
Mary G. Clarke Award given by the North Carolina Psychological Association to a
psychologist for long term contributions to the field of psychology
Cape Fear Substance Abuse Center Award for long term service in the promotion of
access to treatment and prevention of substance abuse.
UNCW Advising Award
Awards in recognition of service as president of the North Carolina Psychological
Association and North Carolina Psychological Foundation
Hampden-Sydney Fellow in the Social Sciences. This is an award given to alumni who
have distinguished themselves as members of the professorate
Williams-Jackson Scholarship named in honor of the first two chairs of the Psychology
department
Jackson Conference Room named in recognition of service as department chair
James D. Johnson
Professor
Education
A & T State University, B.A., 1980, Psychology
Indiana University, Bloomington, IN, Ph.D., 1984, Social Psychology.
Current Research Interests
My major research interests involve: a) assessing the effects of majority and minority
group racial stereotypes on subsequent interpersonal judgments and perceptions; b)
investigating the impact of Black anti-White stereotypes on healthcare related
responses; and c) investigating the role of media in the formation and maintenance of
stereotypical beliefs.
Professional Experience
1994-present University of North Carolina, Wilmington, Professor
1989-1994, University of North Carolina, Wilmington, Associate Professor
1984-1989, University of North Carolina, Wilmington, Assistant Professor
Recent Publications
Lecci, L. & Johnson, J. D (in press) Anti-White attitudes and Personality
Characteristics: The Influence of Racial Identity and the Big Five.
Personality and Individual Differences
Johnson, J.D., Lecci, L. & Swim, J. (2006). Predicting Perceived Racism and
Negative Behavioral Intergroup Responses: Examining a College and
Community Sample of Blacks. Personality and Individual Differences, 40,
421-431
Ferguson, T., Berlin, J., Johnson, J., Reed, W. & Spicer, V (2005). Variation in the
Application of the Promiscuous Female Stereotype and the Nature of the
Application Domain: Influences on Sexual Harassment Judgments after
Exposure to the “Jerry Springer” Show, Sex Roles: A Journal of Research,
52, 477-487.
Dovidio, J., ten Vergert, M., Stewart, T., Gaertner, S., Johnson, J., Esses, V. (2004).
Perspective and Prejudice: Mediating Mechanisms. Personality and Social
Psychology Bulletin, 30, 1537-1549.
Anderson, C., Berkowitz, L., Donnerstein, E. , Huesmann, L., Johnson, J., Linz, D.,
Malamuth, N., & Wartella, E. (2003). The Influence of Media Violence on
Youth. Psychological Science in the Public Interest, 4, 81-110.
Johnson, J., Simmons, C., Trawalter, S., & Ferguson, T. (2003). Variation in Black
antiWhite bias and Target Distancing Cues: Factors that Influence Perceptions
of “Ambiguously Racist Behavior”. Personality and Social Psychology
Bulletin, 29, 609-622.
Johnson, J, & Lecci, L. (2003). Assessing antiWhite attitudes among Blacks and
predicting perceived racism: The Johnson-Lecci Scale. Personality and Social
Psychology Bulletin , 29, 299-312.
Funding
Improving Cancer Outcomes for Minorities in Southeastern North Carolina,
$3,500,000, National Cancer Institute, (Consortium with New Hanover
Hospital & Wake Forest Medical School), 2003.
Alcohol and Sexual Aggression: A test of the Alcohol Myopia versus Disinhibition
Theories, $605,000, National Institute of Alcohol Abuse and Addiction, 2002.
Assessing antiWhite bias among a Black community sample, $2500, University of
North Carolina Cahill Award, 2002.
The mediating role of alcohol on the impact of salient aggressive cues, $2300,
University of North Carolina Faculty Research Award, 2000.
Assessing the effects of intoxication on perceptions of female sexual intention,
$40,000, Alcohol Beverage Medical Research Foundation, 1994.
Thesis Direction
Five in last five years
Honors, Leadership,Editorial
Consulting editor (term from mid 2003-2007) Journal of Personality and Social
Psychology
Wilmington Rape Task Force Advisory Board (Chairperson)
Wilmington Police Department (crisis negotiator)
Testified before the Pennsylvania House of Representatives on effects of rap music
on youth
Selected as a member of working group to compose chapter on media violence for the
United States Surgeon General’s Report on Violence in America (Working
group included Len Berkowitz, Martin Fishbein, Neil Malamuth.
Ad Hoc Reviewer
Personality and Social Psychology Bulletin
Journal of Experimental Social Psychology
Personality and Social Psychology Bulletin
Basic and Applied Social Psychology
Julian R. Keith
Professor of Psychology
Education
University of North Carolina, Wilmington, B.A., 1983, Psychology
University of Colorado, Boulder, M.A., 1985, Psychology
University of Colorado, Boulder, Ph.D., 1990, Psychology
Current Research Interests
Brain mechanisms of memory and amnesia
Professional Experience
2005-present, Memory Assessment and Research Services, Director of Neuroscience
2003-present University of North Carolina, Wilmington, Professor
1995-2003, University of North Carolina, Wilmington, Associate Professor
2003-2004, Woods Hole Marine Biology Laboratory, Neural Systems and Behavior
Course, Summer Faculty
2001-2002, Canadian Centre for Behavioural Neuroscience, University of Lethbridge,
Alberta, Canada, Visiting Scientist
2001-present, Canadian Centre for Behavioural Neuroscience, University of Lethbridge,
Alberta, Canada, Adjunct Professor
1990- 1995, University of North Carolina, Wilmington, Assistant Professor
Recent Publications (of a total of 25 peer-reviewed journal articles)
Keith, J.R., Wu, Y., Epp, J.R., Williams, P.T., and Sutherland, R.J. (2007). Fluoxetine
and the dentate gyrus: memory, recovery of function, and electrophysiologuy.
Behavioural Pharmacology, 18, 521-531.
Keith, J.R. (2007). Adult hippocampal neurogenesis: A phenomenon in search of a
function. Debates in Neuroscience, 1, 25.
Spanswik, S Epp, J.., Keith, J.R., and Sutherland, R.J. (2007). Adrenalectomy-induced
granule cell degeneration in the hippocampus causes spatial memory deficits that
are not reversed by chronic treatment with corticosterone or fluoxetine.
Hippocampus, 17, 137-146.
Keith, J.R., Cohen, D.J., and Lecci, L. (2007). Why serial assessments of cardiac
patients’ neurobehavioral performances are misleading. The Annals of Thoracic
Surgery. 83,370-373.
Morrill, E.F., Richardson, E., Keith, J.R., and Puente, A.E. (2006). The value of
neuropsychological assessment with regards to life expectancy among cardiac
bypass surgery patients. The Journal of Clinical Psychology in Medical Settings,
13, 332-336.
Pitts, R., Buda, D., Keith, J.R., Cerruti, D., and Galizio, M. (2006). Chlordiazepoxide
and dizocilpine, but not morphine, selectively impair acquisition under a novel
repeated-acquisition and performance task in rats. Psychopharmacology, 189,
135-143.
Padlubnaya, D., Galizio, M., Pitts, R., and Keith, J.R. (2005). Chlordiazepoxide
interactions with scopolamine and dizocilpine: Novel cooperative and
antagonistic effects on spatial learning. Behavioral Neuroscience, 119, 13311338.
Galizio, M., Keith, J. R., Mansfield, W. and Pitts, R. C. (2003). Repeated spatial
acquisition: Effects of NMDA antagonists and morphine. Experimental and
Clinical Psychopharmacology, 11, 79-90.
Ziegler, D., Keith, J. R., Pitts, R. C. and Galizio, M. (2003). Navigation in the Morris
swim task as a baseline for drug discrimination: A demonstration with morphine.
Journal of the Experimental Analysis of Behavior, 78, 215-223.
Keith, J. R., Pitts, R. C., Pezzuti, T. and Galizio, M. (2003). GABAA modulator effects
on a multiple-component, repeated-acquisition test of spatial learning. Behavioral
Pharmacology, 14, 67-75.
Keith, J. R., Puente, A. E., Malcolmson, K. L., Tartt, S., Coleman, A. E., & Marks, H. F.
(2002). Assessing postoperative cognitive change after cardiopulmonary bypass
surgery. Neuropsychology, 16, 411-421.
Keith, J.R. & Puente, A.E. (2002). Deficiencies in the detection of cognitive deficits.
Neuropsychology, 16, 434-439.
Extramural Funding
Co-investigator, Proposal to obtain laser scanning confocal microscope, $310,000, NSF,
2005-2008.
Principal Investigator, Functional Aspects of Adult Hippocampal Neurogenesis,
$1,309,000, NIMH, 2003-2008.
Co-investigator, Stimulating Plastic Processes to Facilitate Functional Restitution after
Cortical Stroke, $90,000, Canadian Stroke Network, 2003-2005.
Co-investigator, Drugs of Abuse and Complex Behavior, $105,000, National Institute on
Drug Abuse, 2000-2003.
Principal Investigator, CPB Effects on Neuropsychological Performance, $115,000,
National Heart, Lung, and Blood Institute, 1996-1999.
Thesis Direction
3 M..A. theses completed, 3 in progress.
Memberships in Societies
Society for Neuroscience, Behavior and Brain Sciences Associate
Honors, Leadership, Editorial Positions
Editorial Board, Debates in Neuroscience (2006-present),
Chancellor’s Teaching Excellence Award – 1999
Center for Teaching Excellence Award - 1998
Outstanding UNCW Faculty Member Award - 1997
Ad hoc Reviewer
Neuropsychology, Neurobiology of Learning and Memory, Psychobiology,
Neuropsychological Review, Behavioural and Brain Research,
Neuropsychopharmacology, National Institutes of Health NDPR study section
Hayden O. Kepley
Assistant Professor of Psychology
Education
Davidson College, A.B., 1995, Psychology
University of North Carolina at Greensboro, M.A., 1999, Psychology
University of North Carolina at Greensboro, Ph.D., 2003, Psychology
The Johns Hopkins University School of Medicine, Fellowship, 2006, Child Psychiatry
Current Research Interests
Attention-Deficit/Hyperactivity Disorder (ADHD) across the lifespan
Phenomenology and treatment of tic disorders
Impact of anger on functioning
Professional Experience
2007-present, University of North Carolina Wilmington, Assistant Professor
2006-present, The Johns Hopkins University School of Medicine, Assistant Professor
2006-2007, University of North Carolina Wilmington, Lecturer
2005-2006, The Johns Hopkins University School of Medicine, Clinical Supervisor
2000-2002, Department of Mathematical Sciences, University of North Carolina at
Greensboro, Statistics Consultant
2000-2002, Department of Psychology, University of North Carolina at Greensboro,
Assistant Clinic Director
2000-2002, University of North Carolina at Greensboro, Instructor
Professional Licensure
Licensed Psychologist, State of North Carolina, License #3242
Licensed Psychologist, State of Maryland, License #4103
Principal Publications (4 peer-reviewed articles, 1 book chapter)
Gaze, C., Kepley, H., & Walkup, J. (2006). Co-occurring psychiatric disorders in
children and adolescents with Tourette syndrome. Journal of Child Neurology,
21, 657-664.
Kepley, H. & Conners, S. (2007). Management of Learning and School Difficulties in
Persons with Tourette’s Disorder. In D.W. Woods, J. Piacentini, & J.T. Walkup
(Eds.), Managing Tourette Syndrome: A Multidisciplinary Approach. New York:
Guilford.
Kepley, H., & Ostrander, R. (2007). Family characteristics of anxious ADHD children:
Preliminary results. Journal of Attention Disorders, 10, 317-323.
Kingery, J., Kepley, H., Ginsburg, G., & Walkup, J., Silva, S., Reinecke, M., & March, J.
(in press). Factor structure and psychometric properties of the children’s negative
cognitive error questionnaire with a clinically depressed adolescent sample.
Journal of Clinical Child and Adolescent Psychology.
Lewandowski, K., Barrantes-Vidal, N., Nelson-Gray, R., Clancy, C., Kepley, H., &
Kwapil, T. (2006). Anxiety and depression symptoms in psychometrically
identified schizotypy. Schizophrenia Research, 83, 225-235.
Extramural Funding
Site Co-investigator, Behavior Therapy for Children with Chronic Tic Disorders,
$450,447, NIMH R01, 2004-2008
Memberships in Societies
American Psychological Association
Association for Behavioral and Cognitive Therapies
Honors, Leadership, Editorial Positions
Nominated for Outstanding Dissertation Award, University of North Carolina at
Greensboro, 2003.
Psychology Department monetary award for dissertation research,
University of North Carolina at Greensboro, 2001-2002.
UNCG Graduate School Summer Research Award, 2001.
Recipient of two research travel awards from University of North Carolina
at Greensboro Graduate Student Association, 2000-2001.
UNCG Graduate School Summer Research Award, 2000.
Greensboro Graduate Fellowship, University of North Carolina at
Greensboro, 1997-1999.
Phi Beta Kappa Society, 1995.
Graduated Cum Laude, Davidson College, 1995.
Departmental Honors in Psychology, Davidson College, 1995.
Samuel H. Bell Honor Scholar, Davidson College, 1993-1995.
Joseph M. Kishton
Professor of Psychology
Education
Ohio State University, B.A., 1973, Psychology
Ohio State University, M.A., 1974, Psychology
Ohio State University, Ph.D., 1977, Psychology
Current Research Interests
Adult Development, psychobiography
Professional Experience
1994-present, University of North Carolina at Wilmington, Professor
2007-present, Northern Caribbean University, Adjunct Professor
1995-2001, Director, Cape Fear Summer Science Program
1985-1994, University of North Carolina at Wilmington, Associate Professor
1979-1985, University of North Carolina at Wilmington, Assistant Professor
1978-1979, University of North Carolina at Wilmington, Lecturer
Recent Publications
Kishton, J.M. & Alea, N. (accepted for publication) Volodya becomes “The Last
Romantic”: Generativity in the adult life of Vladimir Horowitz. In S. Martin & D.
Richards. (Eds.) Vladimir Horowitz; The Man and His Music. Yale University
Press.
Kishton, J. M. & Dixon, A. C. (1995). Self-perception changes among sports camp
participants. Journal of Social Psychology.
Kishton, J. M. & Widaman, K. F. (1994). Unidimensional vs. domain representative
parceling of questionnaire items: An empirical example. Educational and
Psychological Measurement, Vol. 54 No. 3, Fall, 757-765.
Kishton, J. M. (1994). Contemporary Eriksonian theory: A psychobiographical
illustration. Gerontology and Geriatrics Education, Vol. 14 (4), 81-91.
Kishton, J.M. (1994) Henry Miller: Alive from Devachan. Essay included in Henry
Miller: A Book of Tributes, 1931-1994.
Extramural Funding
Principal Investigator, Henry Miller Audio Archives Project, $2000, LEF Foundation,
2004-2006.
Principal Investigator, Henry Miller Audio Archives Project, $8000, 1999-2002.
Principal Investigator, Cape Fear Summer Science Camp, $180,000, Burroughs
Wellcome, 1998-2001.
Principal Investigator, Cape Fear Summer Science Camp, $120,000, NSF, 1995-1998.
Principal Investigator, Henry Miller Film Project, $50,000, NEA, 1991-1994.
Memberships in Societies
Southeastern Psychological Association
Association for Gerontology in Higher Education
Documentary Films Produced: Theater, Broadcast and Award History
St. Emil Joins Henry Miller Theater presentation at the Henry Miller Film Festival, Roxie
Theater, San Francisco, 1991
Henry Miller Is Not Dead - Broadcast twice as part of Visions series on North Carolina
Public Television, 1995-96.
Henry Miller Is Not Dead was independently broadcast by over thirty public television
stations throughout the United States (1996-1997) including: San Francisco,
Sacramento, Los Angeles, San Diego, Seattle, Boulder, Albuquerque, Dallas,
Houston, Nebraska Public TV, Mississippi Public TV, Miami, North Carolina
Public TV, Philadelphia, New York, Boston Henry Miller Is Not Dead was
broadcast on the Bravo Channel in Canada, 1998
Awards
Henry Miller Is Not Dead received documentary film awards at the North Carolina Film
Festival and the Houston International Film Festival
Len B. Lecci
Professor of Psychology
Education
Carleton University, Ottawa, Canada, B.A., Honors, Psychology, 1988
Carleton University, Ottawa, Canada, M.A., Personality Psychology, 1990
Harvard Medical School, Boston, MA, Doctoral Internship, 1994
Arizona State University, Tempe, AZ., Ph.D. in Clinical Psychology, 1995
Current Research Interests
Assessment of memory functioning, and the role of biases in decision making.
Professional Experience
2005-present Memory Assessment and Research Services (MARS), Director of Clinical Services
2005-present University of North Carolina Wilmington, Professor
2001-2005, University of North Carolina Wilmington, Associate Professor
1996-2001, University of North Carolina Wilmington, Assistant Professor
1995-1996, Amherst College, Visiting Assistant Professor
Recent Publications (of a total of 30 peer reviewed publications)
Lecci, L., & Johnson, J. (in press). Black Anti-White attitudes: The influence of racial
identity and the Big Five. Personality and Individual Differences.
Lecci, L. & Myers, B. (in press). Individual differences in attitudes relevant to juror
decision making: Development and validation of the Pretrial Juror Attitudes
Questionnaire (PJAQ). Journal of Applied Social Psychology.
Keith, J., Cohen, D., & Lecci, L. (2007). Why serial assessments of cardiac surgery
patients’ neurobehavioral performances are misleading. The Annals of Thoracic
Surgery, 83, 370-373.
Lecci, L., & Cohen, D. J. (2007). Altered processing of health threat words as a function of
hypochondriacal tendencies and experimentally manipulated control beliefs.
Cognition and Emotion, 21, 211-224.
Peterman, A., & Lecci, L., (2007). Personal projects in health and illness. In B. R. Little,
K. Salmela-Aro, & S. D. Phillips (Eds.), Personal project pursuit: Goals, action,
and human Flourishing (pp. 329-353). Mahwah, NJ: Erlbaum.
Lecci, L. & Wirth, R. J. (2006). Methodological and practical issues in the experience,
induction and assessment of mood states. In A. V. Clark (Ed.) The psychology of
moods: New Research (pp. 37-55) New York: Nova Science Publishers, Inc.
Johnson, J., Lecci, L. & Swim, J. (2006). Predicting perceived racism and acceptance of
negative behavioral intergroup responses: Validating the JLS in a college and
community sample of Blacks.
Personality and Individual Differences, 40, 421-431.
Morris, D., & Lecci, L. (2005). The effects of administering a standardized pretrial juror
bias assessment on evidence selection, evidence evaluation, and verdict
tendencies: A test of priming effects. American Journal of Forensic Psychology,
23, 65-80.
Lecci, L. (2004). An essential tool for the treatment and study of adult hypochondriasis.
[Review of the book Hypochondriasis: Modern perspectives on an ancient
malady]. Contemporary Psychology, 49, 88-91.
Lecci, L., Snowden, J., & Morris, D., (2004). Using social science research to inform jury
selection procedures. Journal of Forensic Psychology Practice, 4, 67-78.
Johnson, J.D., & Lecci, L. (2003). Assessing anti-White attitudes held among Blacks and
predicting perceived racism . Personality and Social Psychology Bulletin, 29,
299-312.
Lecci, L., & Cohen, D. J. (2002) Perceptual consequences of an illness concern induction
and its relation to hypochondriacal tendencies. Health Psychology, 21, 147-156.
Lecci, L., MacLean, M. G., & Croteau, N. (2002). Personal goals as predictors of college
student drinking motives, alcohol use and related problems. Journal of Studies on
Alcohol, 62, 620-630.
Extramural Funding
Co-investigator, Hypochondriacal tendencies and perceived control and their impact on
anthrax fears, $15,150, NSF, 2001-2003.
Current Memberships in Societies
American Psychological Society (member since 1995)
American Psychological Association (member since 1996)
Thesis Direction:
7 honors theses completed, 1 in progress; 7 masters theses completed, 2 in progress.
Supervised the completion of one doctoral dissertation.
Honors, Leadership, Editorial Positions:
Editorial Consultant: Counseling and Clinical Psychology Journal. 2003 - present
Board of Trustees’ Teaching Excellence Award, UNCW. 2005
Distinguished Teaching Professorship Award, UNCW. 2005
Public Service Award, UNCW. 2006
Chancellor’s Teaching Excellence Award, UNCW. 2003.
Vice Chancellor’s Honor, UNCW 1997-present
Ad Hoc Reviewer:
Journal of Abnormal Psychology, Journal of Personality and Social Psychology, Law and
Human Behavior, Personality and Social Psychology Bulletin, Motivation and Emotion,
Journal of Studies on Alcohol, Journal of Gerontology: Psychological Sciences, The
Journal of Behavior Therapy and Experimental Psychiatry, and the Journal of
Psychosomatic Research.
Shanhong Luo
Assistant Professor of Psychology
Education
Beijing University, Beijing, China, B.S., 1996, Psychology
Beijing University, Beijing, China, M.A., 1999, Psychology
University of Iowa, Iowa City, Ph.D., 2006, Psychology
Current Research Interests:
The entire course of relationship establishment and development including initial
romantic attraction, partner selection, relationship consolidation, and relationship
dissolution
Recent Publications
Luo, S. (2007). Does love make us blind? Effects of attraction on self and partner
perceptions. VDM Verlag Publisher, Germany.
Fang, X., Qian, M., Luo, S., & Zi, F. (2006). The revision of Perfectionism Scale for
Chinese college students. Journal of Mental Health, 20, 613-616.
Luo, S., & Klohnen, E. C. (2005). Assortative mating and martial quality in
newlyweds: A couple-centered approach. Journal of Personality and Social
Psychology, 88, 304-326.
Klohnen, E. C., Weller, J. A., Luo, S., & Choe, M. (2005). Organization and predictive
power of general and relationship-specific attachment models: One for all, and all
for one? Personality and Social Psychology Bulletin, 31, 1665-1682.
Klohnen, E. C., & Luo, S. (2003). Interpersonal attraction and personality: What is
attractive—Self similarity, ideal similarity, complementarity, or attachment
security? Journal of Personality and Social Psychology, 85, 709-722.
Qian, M., Zhang, G., Luo, S., & Zhang, S. (2001). Chinese Sex Role Inventory (CSRI)
for college students. Acta Psychologica Sinica, 32, 99-104.
Qian, M., Luo, S., Zhang, G., Chen, P., & Yao, P. (2000). An elementary survey of sex
stereotype. Journal of Applied Psychology, 5, 14-19.
Luo, S. (1998). The future of personality psychology. Journal of Development in
Psychology, 4, 21-24.
Zhang, Z. & Luo, S. (1998). A comparative study of assessing undergraduates with SCL90. Journal of Mental Health, 2, 77-78.
Memberships in Societies
American Psychological Association
Society for Personality and Social Psychology
Honors, Leadership, Editorial Positions
APA Dissertation Research Award, 2005.
Social Sciences Dissertation Year Fellowship, University of Iowa, 2004-2005.
Third Place Award in the 5th Social Sciences Division at James F. Jakobsen Graduate
Forum, The University of Iowa, 2004.
Third Place Award in the 4th Social Sciences Division at James F. Jakobsen Graduate
Forum, University of Iowa, 2003.
Award for Scholarly Presentations, University of Iowa, 2003, 2006.
Guanghua Scholarship, Peking University, 1998.
Excellent Cadre of Student Association, Peking University, 1998.
Excellent Graduate, Peking University, 1996.
Award for Excellence in Study, Peking University, 1994, 1997.
Ad hoc Reviewer
Journal review: Personal Relationships, Journal of Social and Personal Relationships
Grant review: Social sciences and humanities, Research Council of Canada, 2006.
Book review: Talking Relationships: Analyzing speed dating conversations.
Cambridge University Press, 2007.
Sally Joy MacKain, PhD
Associate Professor
Education:
University of California, Santa Cruz, B.A., 1982 Psychology
University of Sussex, Visiting Student, 1981-1982 Cognitive Studies
University of North Carolina Chapel Hill, Ph.D., 1987 Psychology (Clinical)
UCLA Neuropsychiatric Institute, Post Doctoral Scholar
Current Research Interests;
Development and evaluation of psychiatric rehabilitation programs for severely
persistently mentally ill adults in inpatient, outpatient, residential, and correctional
settings. Perceived coercion in substance abuse and psychiatric treatment.
Professional experience
1990-present University of North Carolina, Wilmington, Associate Professor
1990-present Licensed Psychologist, North Carolina & California
1987-present UCLA/Psychiatric Rehabilitation Consultant
1987-1990, UCLA Neuropsychiatric Institute, Postdoctoral Scholar
1989, Antioch University, Santa Barbara, CA Adjunct Faculty
1986-1987, Camarillo State Hospital/UCLA Center for Research in Schizophrenia,
Psychology Intern
1985-1986, University of North Carolina Chapel Hill, Instructor
Publications (total 17)
MacKain, S.J. & Baucom, T. (In press) Medication management skills training for
mentally ill inmates: What happens later? Journal of Behavior Analysis-Offender &
Victim Treatment & Prevention
MacKain, S.J. & Mueser, K.T.. (In press). Training in illness self-management for
people with mental illness in the criminal justice system. American Journal of
Psychiatric Rehabilitation.
Mueser, K.T. & MacKain, S.J. (2006). Evidence-Based Practice for Justice Involved
Individuals: Illness Management & Recovery for People in Contact with the
Criminal Justice System. The National GAINS Center for Systemic Change for
Justice-Involved Persons through the Center for Mental Health Services,
SAMHSA.
MacKain, SJ, & Messer, C. (2004). Ending the inmate shuffle: An intermediate care
program for inmates with a chronic mental illness. Journal of Forensic
Psychology Practice, 4, 87-92.
MacKain, SJ, Tedeschi, R, Durham, T, & Goldman, V. (2002). So what are masterslevel psychology practitioners doing? Surveys of prospective employers and
recent graduates. Professional Psychology: Research & Practice, 33, 408-412.
MacKain, S.J., Smith, T., Koppelowicz, A. & Wallace, C. (1998). Evaluation of a
Community Re-Entry Program. International Review of Psychiatry, 10, 76-83.
Smith, T., Hull, J., Anthony, D., Goodman, M., Hedayat-Harris, A., Felger, T., Kentros,
M.K., MacKain, S.J. (1997). Post-hospitalization treatment adherence of
schizophrenic patients: gender differences in skill acquisition. Psychiatry
Research, 69, 123-129.
Smith, T., Hull, J., MacKain, S. et. al. (1996). Training hospitalized patients with
schizophrenia in community re-integration skills. Psychiatric Services, 47, 10991103.
MacKain, S. (1995). The Community Re-Entry Program: A Rehabilitation Module.
Trainer’s Manual, Participant Workbook, Videocassette. Psychiatric
Rehabilitation Consultants/UCLA Clinical Research Center for Schizophrenia and
Psychiatric Rehabilitation. (Translations in Spanish, Polish, French, Chinese,
Japanese, Bulgarian, German, Swedish).
MacKain, S.J., Liberman, R.P., and Corrigan, P. (1994). Can coping and competence
balance stress and vulnerability in schizophrenia? In R.P. Liberman (Ed.), Stress
in Psychiatry. American Psychiatric Press.
Extramural Funding
Principal Investigator, Teen Tobacco Prevention & Cessation Initiative: Local
Evaluation. $20,000, North Carolina Health & Wellness Trust, 2006-2008.
Principal Investigator, Latino Teen Tobacco Prevention & Cessation Initiative: Local
Evaluation. $18,000, North Carolina Health & Wellness Trust. $18,000 (PI) 20042005
Co-investigator, Seeking predictors of substance abuse in adolescents. $80,000, National
Institute on Drug Abuse, 2003-2005.
Thesis direction (total # last 5 years)
7 students; 4 have defended; 3 in progress
Honors
University Academic Advising Excellence, 2005
Center for Teaching Excellence Innovation Award, 1996
Chancellor’s Teaching Excellence Award, 1995
Ad Hoc Reviewer
Psychiatric Services
Psychiatric Rehabilitation Journal
Journal of Mental Health
Bryan Myers
Associate Professor of Psychology
Education
Carleton University, Ottawa Ontario Canada, 1989, B.A., Psychology.
Carleton University, Ottawa Ontario Canada, 1991, M.A., Psychology.
Ohio University, Athens, OH, 1998, Ph.D., Experimental Psychology.
Current Research Interests
My research interests are in the area of forensic psychology. More specifically, I study
lie detection, jury decision making, and eyewitness identification errors, including false
memories.
Professional Experience
2006-present, University of North Carolina, Wilmington, Associate Professor
2002-2005, University of North Carolina, Wilmington, Assistant Professor
2001-2002, Forensic Psychology, Alliant International U, Interim Director
1998-2002, Forensic Psychology, Alliant International U, Assistant Professor
Recent Publications (of a total of 21 articles and book chapters)
Lecci, L., & Myers, B. (In press) Individual Differences in Attitudes Relevant to Juror
Decision Making: Development and Validation of the Pretrial Juror Attitude
Questionnaire (PJAQ). Journal of Applied Social Psychology.
Paclebar, A., Myers, B., & Brineman, J. (2007). Criminal profiling: Impact on mock
juror decision making and implications for admissibility. In R. N. Kocsis (Ed.),
Criminal Profiling: International Perspectives in Theory, Practice, and Research
(pp.241-262). Totowa , NJ: Humana Press.
Myers, B., Weidemann, E, & Pearce, G. (2006). Psychology weighs in on the debate
surrounding victim impact statements and capital sentencing: Are emotional
jurors really irrational? Federal Sentencing Reporter, 19, 13-21.
Myers, B., Latter, R., & Abdollahi-Arena, M.K. (2006). The court of public opinion: Lay
perceptions of polygraph testing. Law and Human Behavior, 30, 509-523.
Capps, E., Myers, B., & Helms, J. (2004). Therapeutic community counselors: The
effects of training and personal substance abuse history on job stress and
professional efficacy. Journal of Forensic Psychology Practice, 4 (3), 31-49.
Green-McGowan, M., & Myers, B. (2004). Who is the victim anyway? The effects of
bystander victim impact evidence on juror sentencing judgments. Violence and
Victims, 19 (3), 357-374.
Myers, B., & Greene, E. (2004). The prejudicial nature of victim impact statements:
Implications for capital sentencing policy. Psychology, Public Policy, and Law,
10 (4), 492-515.
Myers, B., Godwin, D., Latter, R., & Winstanley, S. (2004). Victim Impact Statements
and Mock Juror Sentencing: The Impact of Dehumanizing Language on a Death
Qualified Sample. American Journal of Forensic Psychology, 22, 39-55.
Myers, B., Rosol, A., & Boelter, E. (2003). Polygraph evidence: The impact of
corroborating evidence on guilt judgments. Journal of Applied Social Psychology,
33, 948-962.
Arbuthnot, J., Myers, B., & Leach, J. (2002). Linking pretrial knowledge and juror
prejudgment: Some methodological considerations. American Journal of
Forensic Psychology, 20, 53-71.
Lecci, L., & Myers, B. (2002). Examining the construct and predictive validity of the
original and revised JBS: A cross-validation of method and sample. Law and
Human Behavior, 26, 455-463.
Myers, B., Lynn, S.J., & Arbuthnot, J. (2002) Victim impact testimony and juror
judgments: The effects of harm information and witness demeanor. Journal of
Applied Social Psychology, 32, 2393-2412.
Funding
Cahill Award, 2002-2003.
UNCW Summer initiative, 2003.
Thesis Direction (last 5 years)
Chaired a total of 6 Masters theses defended, 3 in progress. Chaired a total of 4 PhD
dissertations defended. Chaired 3 Honors theses defended.
Memberships in Societies
Association for Psychological Science
Honors, Leadership, Editorial Positions
Associate Editor, Journal of Forensic Psychology Practice, 1998-2007.
Editorial Contributor APA dictionary of psychology. Washington DC, American
Psychological Association, 2006.
Program Evaluator, Elkhorn Correctional Facility. Fresno CA, 1999-2002.
Ad-Hoc Reviewer
National Science Foundation
Law and Human Behavior
Journal of Experimental Psychology: Applied
Journal of Applied Social Psychology
Law and Social Inquiry
Professional Psychology: Research and Practice
Simone P. Nguyen
Assistant Professor of Psychology
Education
University of Michigan, Ann Arbor, B.A., 1997, Psychology
University of Illinois, Urbana-Champaign, M.A., 1999, Psychology
University of Illinois, Urbana-Champaign, Ph.D., 2003, Psychology
Current Research Interests
Conceptual development in children
Professional Experience
2003-present University of North Carolina, Wilmington, Assistant Professor
1998-2002, University of Illinois, Urbana-Champaign, Research Assistant
1999-2001, University of Illinois, Urbana-Champaign, Research Assistant
1994-1998, University of Michigan, Ann Arbor, Research Assistant
Publications
Nguyen, S. P. (2007). Cross-classification and category representation in children’s
concepts. Developmental Psychology, 43, 719-731.
Nguyen, S. P. (2007). An apple a day keeps the doctor away: Children’s evaluative
category representation of food. Appetite, 48, 114-118.
Gelman, S. A., Taylor, M., & Nguyen, S. P. (2006). Implicit versus explicit messages
about gender in mother-child conversations. Enfance, 3, 223-250.
Gelman, S. A., Taylor, M., & Nguyen, S. P. (2004c). Mother-child conversations about
gender. Monographs of the Society for Research in Child Development, 69, 1145.
Nguyen, S. P., & Rosengren, K. S. (2004b). Parental reports of children’s biological
knowledge and misconceptions. International Journal of Behavioral
Development, 28, 411-420.
Nguyen, S. P., & Rosengren, K. S. (2004a). Causal reasoning about illness: A
comparison between European- and Vietnamese-American children. Journal of
Cognition and Culture, 4, 51-78.
Nguyen, S. P., & Murphy, G. L. (2003). An apple is more than a fruit: Crossclassification in children’s concepts. Child Development, 74, 1-24.
Nguyen, S. P., & Gelman, S. A. (2002). Four- and 6-year-olds’ biological concept of
death. British Journal of Developmental Psychology, 20, 495-513.
Funding
Pending, Principal Investigator, Children's acquisition of evaluative categories of food
through different sources of information, $100,000, NICHD.
UNCW Cahill Award for Faculty Research & Development, 2003, 2004.
UNCW Summer Research Initiative Award, 2003.
Memberships in Societies
American Psychological Association (Div. 2, Society for the Teaching of Psychology)
American Psychological Association (Div. 7, Developmental Psychology)
Cognitive Development Society
Society for Research in Child Development
Thesis Direction
2 M.A. theses in progress
2 Honors theses completed
Honors, Leadership, Editorial Positions
UNCW Center for Teaching Excellence Pedagogy Development Initiative Award, 2004
Grant Panelist, National Science Foundation
Outside Grant Reviewer, United States-Israel Binational Science Foundation
Outside Grant Reviewer, UK Economic and Social Research Council
Ad hoc Reviewer
American Psychologist, Behaviour, Brain, & Cognition, Child Development, Cognitive
Development, Developmental Psychology, Developmental Science, Journal of Genetic
Psychology, Journal of Speech, Language, and Hearing Science, Quarterly Journal of
Experimental Psychology
Nora E. Noel
Professor of Psychology
Education
University of Cincinnati, Cincinnati, OH, B.A., 1974, Psychology
State University of New York at Binghamton, M.A., 1978, Psychology
State University of New York at Binghamton, Ph.D., 1983, Clinical Psychology
Current Research Interests
Alcohol and other psychoactive substances use and abuse
Professional Experience
2004-present University of North Carolina, Wilmington, Professor
2000-2005, University of North Carolina, Wilmington, Graduate Coordinator,
Department of Psychology
1996 -2004, University of North Carolina, Wilmington, Associate Professor
1992-1996, University of North Carolina Wilmington, Assistant Professor
1987-1992, Harvard Medical School, Brockton, MA, Instructor
1987-1992, Brockton/West Roxbury VAMC, Brockton, MA, Staff Psychologist
1984-1987, Brown University Medical School, BETA Project (NIAAA supported),
Project Co-Manager
1983-1992, Brown University Medical School, Clinical Instructor, then Clinical Assistant
Professor,
1980-1984, Butler Hospital, Providence, RI, Research/Staff Psychologist
1979-1980, Dede Wallace Center, Nashville, TN, Clinical Psychology Intern (APA
Approved program)
Other Professional Experience and Memberships
2004-present Member, North Carolina Substance Abuse Professional Practice Board,
State Licensing Board for Substance Abuse Treatment professionals (Psychology
Representative)
1995-present North Carolina Certified Clinical Supervisor (Substance Abuse Treatment)
1994-present Member, Board of Trustees, Coastal Horizons Center, Inc., Nonprofit
Substance Abuse Treatment Corporation, Wilmington, NC
1993-present North Carolina Practicing Psychologist License # 1830
1985-present Rhode Island Psychologist License PS 280
Recent Publications (of a total of 31 peer-reviewed journal articles)
Noel, N., Maisto, S., Johnson, J., Jackson, L., Goings, C. & Hagman, B. (in press)
Development and validation of videotaped scenarios: A method for targeting
specific participant groups. Journal of Interpersonal Violence
Hagman, B., Noel, N. & Clifford, P. (in press) Social norms theory based interventions:
Testing the feasibility of a purported mechanism of action and a related
hypothesis. Journal of American College Health
Hagman, B., Clifford, P., Noel, N., Davis, C. & Cramond, A. (in press) The utility of
collateral informants in substance use research involving college students.
Addictive Behaviors
Sims, C.M., Noel, N.E. & Maisto, S.A. (In press) Rape blame as a function of alcohol
presence and resistance type. Addictive Behaviors,
Voglewede, P. & Noel, N. (2004) Predictors of current need to smoke in inmates of a
smoke-free jail. Addictive Behaviors, 29, 343 – 348.
Johnson, J., Noel, N. & Sutter-Hernandez, J. (2000) Alcohol and male sexual aggression:
Acognitive disruption analysis. Journal of Applied Social Psychology, 30, 1186 –
1200.
Extramural Funding (most recent)
Principal Investigator, An Alcohol Myopia Explanation of Sexual Aggression, $605,000,
NIH/NIAAA, 2002-present.
Co-investigator, Improving Cancer Outcomes for African-Americans, $250,000,
NIH/NCI, 2003 – 2006.
Thesis Direction
13 completed; 7 in progress.
Memberships in Societies
American Psychological Association, Divisions: 12 (Clinical Psychology); 29
(Psychotherapy); and 50 (Addictive Behaviors)
Research Society on Alcoholism
North Carolina Psychological Association
Cape Fear Psychological Association
American Association for the Advancement of Science
Association for Behavioral and Cognitive Therapy, Special Interest Group: Addictions
and Addictive Behaviors
Sigma Xi (Scientific Research Society)
Honors, Leadership, Editorial Positions
NIAAA/NIH reviewer: more than 40 Scientific Review Committees
(Member NIAAA-AA3 study section-1997 – 2000), 1983 - present.
UNCW Chancellor’s Outstanding Faculty award, 2000
UNCW Graduate Mentor of the year, 2007
Ad hoc Reviewer
Journal of Consulting and Clinical Psychology
Addictive Behaviors
Journal of Studies on Alcohol
Journal of Substance Abuse
Journal of Addictive Behaviors
Richard L. Ogle
Associate Professor of Psychology
Education
Point Loma Nazarene University, B.A., 1992, Psychology
San Diego State University, M..A., 1995, Psychology
University of New Mexico, Ph.D., 2001, Clinical Psychology
Professional Experience
2007-present, University of North Carolina, Wilmington, Associate Professor
2004-present, Carolina Counseling Services, Clinical Psychologist
2002-2007, University of North Carolina, Wilmington, Assistant Professor
2001-2002, Veterans Administration Puget Sound Health Care System, Post-doctoral
Fellow
Recent Publications
Ogle, R.L., & Walker, D.D. (in press). Alcohol and interpersonal violence. The
Encyclopedia of Interpersonal Violence.
Ogle, R.L. & Clements, C.M. (2007). A comparison of batterers to nonbatterers on
behavioral and self-report measures of control. Journal of Applied Social
Psychology, 37(11).
Clements, C.M., & Ogle, R.L., (2007). A comparison study of coping, family problemsolving and emotional status in victims of domestic violence. Journal of
Psychological Trauma, 6(1), 29-37.
Clements, C.M., Ogle, R.L., & Sabourin, C. (2005). Perceived control and emotional
status in abusive college student relationships: An exploration of gender
differences. Journal of Interpersonal Violence, 20, 1058-1077.
Ogle, R.L. & Miller, W.R. (2004). The effects of alcohol intoxication and gender on the
social information processing of hostile provocations involving male and female
provocateurs. Journal of Studies on Alcohol, 65, 54-62.
Baer, J.S., Rosengren, D.R., Dunn, C., Wells, E., Ogle, R.L., & Hartzler, B. (2004). An
Evaluation of workshop training in motivational interviewing for addiction and
mental health clinicians. Drug and Alcohol Dependence, 73, 99-106
Thesis Direction
Four mentored to completion
Four in progress
Ad Hoc Reviewer
Addiction
Journal of Studies on Alcohol
Alcohol: Clinical and Experimental Research
Drug and Alcohol Dependence
Aggressive Behavior
Journal of Consulting and Clinical Psychology
William H. Overman
Professor of Psychology
Education
Wake Forest University, B. A. with Honors, 1968, Psychology
Pennsylvania State University, M.A., 1972, Physiological Psychology
Pennsylvania State University, Ph.D., 1974, Physiological Psychology
University of Rochester, Center for Brain Research, Neuroscience, 1974-1978
Current Research Interests
Behavioral neuroscience, decision-making in adults and adolescents
Professional Experience
1998-present University North Carolina Wilmington, Distinguished Research Professor
1993-present University North Carolina Wilmington Distinguished Teaching Professor
1994-present University North Carolina Wilmington, Professor of Psychology
1980-1994, University North Carolina Associate Professor of Psychology
1978-1980, University North Carolina Wilmington, Assistant Professor of Psychology
1974-1978, University of Rochester Medical School, Center for Brain Research, Rochester, New
York, Postdoctoral Research Fellow in Neuroscience
Recent Publications (of a total of 30)
Overman, W. H., Graham, L., Redmond, A., Eubank, R., Boettcher, L., Samplawski, O.,
and Walsh, K. (2006). Contemplation of moral dilemmas eliminates sex
differences on the Iowa Gambling Task. Behavioral Neuroscience, 120, 817-825
Overman, W. H., Frassrand. K., Ansel, S., Trawalter, S., Bies, B., Redmond, R. (2004).
Performance on the Iowa Card Task by Adolescents and Adults.
Neuropsychologia, 42, 1838-1851.
Overman, W.H. (2004) Sex differences in early childhood, adolescence and adulthood
on cognitive tasks that rely on orbital prefrontal cortex. Brain and Cognition, 55,
133-146.
Shirtcliff, E.A., Reavis, R., Overman, W.H., & Granger, D. (2001). Measurement of
gonadal hormones in dried blood spots versus serum: verification of menstrual
cycle phase. Hormones and Behavior, 39, 258-266.
Reavis, R & Overman, W. H. (2001). Adult sex differences on a decision-making task
previously shown to depend on orbital prefrontal cortex. Behavioral
Neuroscience, 115, 196-206.
Overman, W. H. & Bachevalier, J. (2001). Neurobehavioral Testing in Infancy: The use
of “Animal” Tests of Cognition. In C. Nelson & M Lucerne (Eds). Handbook of
developmental cognitive neuroscience. MIT Press, 109-123.
Epting, K., and Overman, W. H. (1998) Sex-sensitive tasks in men and women: A
search for performance fluctuations across the menstrual cycle. Behavioral
Neuroscience, 112, 1304-1317.
Overman, W. H., Bachevalier, J., Schuhmann, E.; Ryan, P. (1997). Sexually dimorphic
brain/behavior development: A comparative perspective. In N. Kransnegor, R.
Lyon; & P. Goldman-Rakic (Eds.) Development of the Prefrontal Cortex:
Evolution, Neurobiology and Behavior, Paul H. Brookes, Pub.
Extramural Funding:
Principal Investigator, $78,000, National Institutes of Drug Abuse, 2007-2007.
Co-investigator, $80,000, National Institute of Drug Abuse, 2003-2005.
Principal Investigator, $38,565, MacArthur Foundation, 1999-2003.
Principal Investigator, $20,500, Environmental Protection Agency, 1998-2000.
Principal Investigator, $449,000, National Institutes of Child Health and Human
Development, RO1 Grant, 1998-2001.
Principal Investigator, $16,000, Environmental Protection Agency, 1998-1999.
Principal Investigator, $4,500, Florence Rogers Charitable Trust, 1997.
Principal Investigator, $3,500, Babies Hospital Foundation, 1996.
Principal Investigator, $20,000, Environmental Protection Agency, 1995.
Principal Investigator, $191,000, National Institutes of Mental Health, RO1 Grant, 19931996.
Principal Investigator, $4,943, Foundation for the Carolinas, 1992.
Principal Investigator, $4,500, Florence Rogers Charitable Trust, 1988-1990.
Principal Investigator, $11,900, Hoffman-LaRoche, Inc., 1984-1985.
Principal Investigator, $60,000, Office of Naval Research, 1983-1985.
Principal Investigator, $12,000, National Institutes of Mental Health, RO1 Grant, 19811982.
Principal Investigator, $13,200, National Institutes of Mental Health, RO1 Grant, 1980.
Thesis Direction
10 completed, 3 in progress
Memberships in Societies
Society for Neuroscience
International Brain Organization
American Association for the Advancement of Science
Honors, Leadership, Editorial Positions (since 1991)
UNCW Award for Faculty Scholarship, 1998
UNCW Faculty Research Reassignment Award, 1996
UNCW Distinguished Teaching Professorship, 1993
UNCW Chancellor's Teaching Excellence Award, 1991
UNC Professor of the Year, 1991 (voted by student body)
Ad hoc Reviewer:
Behavioral Neuroscience; Neuropsychologia;Hormones and Behavior; Journal of
Experimental Child Psychology; Developmental Psychobiology Experimental Brain
Research;Child Psychology; Bipolar Behavior; Neuroscience; Child Neuropsychology
Journal of Child Development; Journal of Cognitive Neuroscience; NIH Study Section, NIDA 2002
Carol Pilgrim
Professor of Psychology
Education
Virginia Polytechnic Institute and State University, B.S., 1978, Psychology
University of Florida, M.S., 1983, Psychology-Experimental Analysis of Behavior
University of Florida, Ph.D., 1987, Psychology-Experimental Analysis of Behavior
Current Research Interests
Experimental and applied behavior analysis
Professional Experience
2005-present University of North Carolina, Wilmington, Associate Dean, College of Arts
& Sciences
1996-present University of North Carolina, Wilmington, Professor
1991-1996, University of North Carolina, Wilmington, Associate Professor
1988-1991, University of North Carolina, Wilmington, Assistant Professor
1986-1988, University of North Carolina, Wilmington, Lecturer
1983-1986, Mammatech Corporation, Gainesville, FL, National Director of Training
Representative Publications (of a total of 32 peer-reviewed publications)
Pilgrim, C. (2006). On shaping student behavior…and being shaped by student
behavior. In C. Clements (Ed.), Best Practices in University Teaching (pp. 4253). The Publishing Laboratory, UNC Wilmington: Wilmington, NC.
Galizio, M., Stewart, K., & Pilgrim, C. (2004). Typicality effects in contingencyshaped equivalence classes. Journal of the Experimental Analysis of Behavior,
82, 253-273.
Pilgrim, C. (2003). Science and Human Behavior at fifty. Journal of the Experimental
Analysis of Behavior, 80, 329-340.
Galizio, M., Stewart, K., & Pilgrim, C. (2001). Category clustering: An equivalence
analysis. Psychonomic Bulletin and Review, 8(3), 609-614.
Jordan, C.R., Pilgrim, C., & Galizio, M. (2001). Conditional discrimination and
stimulus equivalence in young children following three different baseline training
procedures. Experimental Analysis of Human Behavior Bulletin, 19, 3-7.
Pilgrim, C., & Galizio, M. (2000). Stimulus equivalence and units of analysis. In Leslie,
J.C., & Blackman, D. (Eds.), Issues in Experimental and Applied Analyses of
Human Behavior (pp. 111-126). Context Press; Reno, NV.
Pilgrim, C., Jackson, J., & Galizio, M. (2000). Acquisition of conditional
discriminations in young, normally developing children. Journal of Experimental
Analysis of Behavior, 73, 177-193.
Pilgrim, C. (1998). The human subject. In K.A. Lattal & M. Perone (Eds.), Handbook of
Human Operant Research Methods (pp. 15-44). New York: Plenum Publishing
Corporation.
Pilgrim, C. (1996). Is the naming hypothesis falsifiable? Journal of the Experimental
Analysis of Behavior, 65, 284-286.
Pilgrim, C. & Galizio, M. (1996). Stimulus equivalence: A class of correlations or a
correlation of classes. T. Zentall & P. Smeets (Eds.), Stimulus Class Formation in
Humans and Animals, Advances in Psychology Series. Amsterdam: Elsevier.
Pilgrim, C., & Galizio, M. (1995). Reversal of baseline relations and stimulus
equivalence I: Adults. Journal of the Experimental Analysis of Behavior, 63,
225-238.
Pilgrim, C., Chambers, L., & Galizio, M. (1995). Reversal of baseline relations and
stimulus equivalence II: Children. Journal of the Experimental Analysis of
Behavior, 63, 239-254.
Extramural Funding
Co-investigator, Implementation of a Master’s Program in Applied Behavior Analysis,
$20,000 and matching UNCW funds, Council of Graduate Schools & the Ford
Foundation, 2005-2007.
Co-investigator, Creation of the Master of Science Program in Applied Behavior
Analysis, $4,500, Council of Graduate Schools & the Ford Foundation, 20042005.
Principal Investigator, Stability of Equivalence Classes, $106,964.00, NICHD
(HD34265), 1996-2000.
Principal Investigator, Disruption of Equivalence Classes, $17,493.00, NSF (Award No.
9309997). 1993-1996.
Co-investigator, Improving Detection of Breast Lesions Through Clinical Breast
Examination Training in the Philippines, $7,117.00, Rockefeller Foundation,
Award to UNCW, 1991-1992.
Co-investigator, New Hanover Breast Cancer Screening Program, $1,117,991.00, NCI,
1987-1991.
Co-investigator, Enhancing Cancer Prevention and Control in a Primary Care Setting,
$7,947.00, CDC, Award to UNCW, 1986-1988.
Honors and Awards
2006 – Outstanding Mentor Award, Association for Behavior Analysis, International
2004 – Certificate of Recognition, CASE U.S. Professors of the Year Program
2003 - North Carolina Board of Governors Award for Excellence in Teaching
2003 - Fred S. Keller Award for Excellence in Behavior Analysis - North Carolina
Association for Behavior Analysis
2001 - Fellow, Division 25 (Behavior Analysis), American Psychological Association
2000-2001 UNCW Faculty Scholarship Award
2000 - UNCW Faculty Research Reassignment
1994-1997 UNCW Distinguished Teaching Professorship
1992 College of Arts & Sciences Excellence in Teaching Award
1992 Chancellor's Teaching Excellence Award
Representative Editorial and Reviewing Experience
Editor, The Behavior Analyst, 2001-2004.
Associate Editor, The Behavior Analyst, 1999-2001.
Associate Editor, The Journal of the Experimental Analysis of Behavior, 1994-1997;
Guest Associate Editor 2004, 2005, 2006, 2007.
Board of Editors, The Journal of the Experimental Analysis of Behavior, 1992-1994,
1999-2002, 2004-2007.
Board of Editors, Mexican Journal of Behavior Analysis, 1997-2000.
Board of Editors, The Behavior Analyst, 1992-1995, 1998-1999.
Board of Editors, Experimental Analysis of Human Behavior Bulletin, 1991-1996.
Co-editor of the Experimental Analysis of Human Behavior Bulletin, 1988-1991.
Ad Hoc Reviewer and Site Visitor-National Institute of Health -Mental Retardation
panel, 1993, 1998, 1999, 2001; Perception and Cognition panel, 1997; SBIR
panel, 2003-2006, Chair, 2004-2006; NICHD PO1 Review Panel, 2003, 2005,
2006, 2007; NICHD LRP Review Panel, 2004.
Other Major Professional Experiences
President-Division 25 (Behavior Analysis), American Psychological Association, 20032004. President-elect, 2002-2003. Past-president term, 2004-2005.
President-Association for Behavior Analysis International, 2000-2001. President-elect,
1999-2000. Past-president term, 2001-2002.
Member-at-large-Executive Committee, Division 25 (Behavior Analysis), American
Psychological Association, 1998-2001.
At-large Representative-Association for Behavior Analysis International Executive
Council, 1995-1999.
President-Society for the Advancement of Behavior Analysis, 2001-2002; Board of
Directors-1995-2002.
Board of Directors-Society for the Experimental Analysis of Behavior, 1994-2002.
Secretary of the Board, 1999-2001.
Board of Directors-Cambridge Center for Behavioral Studies, elected 2001-present,
Advisory Board & Trustee-1995-present
President-Southeastern Association for Behavior Analysis, 1993-1994. President-Elect,
1992-1993.
Raymond C. Pitts
Professor of Psychology
Education
University of Florida, Gainesville, FL, B.A., 1979, Psychology
University of Florida, Gainesville, FL, M.S., 1986, Psychology
University of Florida, Gainesville, FL, Ph.D., 1989, Psychology
Current Research Interests
Behavior Analysis/Behavioral Pharmacology; Effects of drugs on choice, decision
making, and impulsive/risky behavior; Effects of drugs on learning and memory
Professional Experience
2005-present University of North Carolina, Wilmington, Professor
2003-2004, University of Canterbury, Christchurch, New Zealand, Visiting Scholar
2000-2005, University of North Carolina, Wilmington, Associate Professor
1996-2000, University of North Carolina, Wilmington, Assistant Professor
1991-1996, University of North Carolina, Chapel Hill, Research Assistant Professor
1989-1991, Wake Forest University School of Medicine, Postdoctoral Research
Associate
Recent Publications (selected from 25 total)
Ta, W.-M., Pitts, R. C., Hughes, C. E., McLean, A. P., & Grace, R. C. (in press).
Rapid acquisition of preference in concurrent chains: Effects of d-amphetamine
on sensitivity to reinforcement delay. Journal of the Experimental Analysis of
Behavior.
Bennett, J. A., Hughes, C. E., & Pitts, R. C. (2007). Effects of methamphetamine on
response rate: A microstructural analysis. Behavioural Processes, 75, 199-205.
Maguire, D. R., Hughes, C. E., & Pitts, R. C. (2007). Rapid acquisition of preference in
concurrent schedules: Effects of reinforcement amount. Behavioural Processes,
75, 213-219.
Pitts, R. C., Buda, D. R., Keith, J. R., Cerutti, D. T, & Galizio, M. (2006).
Chlordiazepoxide and dizocilpine, but not morphine, selectively impair
acquisition under a novel repeated-acquisition and performance task in rats.
Psychopharmacology, 189, 135-143.
Galizio, M., Miller, L., Fergusion, A., McKinney, A. P., & Pitts, R. C. (2006). Olfactory
repeated discrimination reversal in rats: Effects of chlordiazepoxide, dizocilpine
and morphine. Behavioral Neuroscience, 120, 1175-1179.
Peña, T., Pitts, R. C., & Galizio, M. (2006). Identity matching-to-sample with olfactory
stimuli in rats. Journal of the Experimental Analysis of Behavior, 85, 203-221.
Pitts, R. C., & McKinney, A. P. (2005). Effects of methylphenidate and morphine on
delay-discount functions obtained within sessions. Journal of the Experimental
Analysis of Behavior, 83, 297-314.
Pitts, R. C. (2005). Exorcising demons. Behavioural Processes, 69, 139-141.
Hughes, C. E., Sigmon, S., Pitts, R. C., & Dykstra, L. A. (2005). Morphine tolerance as a
function of ratio size: Response requirement or unit price? Journal of the
Experimental Analysis of Behavior, 83, 281-296.
Padlubnaya, D., Galizio, M., Pitts, R. C., & Keith, J. R. (2005). Chlordiazepoxide
interactions with scopolamine and dizocilpine: Novel cooperative and
antagonistic effects on spatial learning. Behavioral Neuroscience, 119, 13311338.
Pitts, R. C., & Febbo, S. M. (2004). Quantitative analyses of methamphetamine’s effects
on self-control choices: Implications for elucidating behavioral mechanisms of
drug action. Behavioural Processes, 66, 213-133.
Galizio, M., Keith, J., Mansfield, W., & Pitts, R. C. (2003). Repeated spatial acquisition:
Effects of NMDA antagonists and morphine. Experimental and Clinical
Psychopharmacology, 11, 79-90.
Keith, J., Pitts, R. C., Pezutti, T., & Galizio, M. (2003). GABAA modulator effects on a
multiple-component, repeated-acquisition test of spatial learning. Behavioural
Pharmacology, 14, 67-75.
Extramural Funding
Co-investigator, Drugs of Abuse and Complex Behavior, $120,000, National Institute on
Drug Abuse, 2003-2006.
Co-investigator, Drugs of Abuse and Complex Behavior, $105,000, National Institute on
Drug Abuse, 2000-2003.
Thesis Direction (Last 5 Years)
6 students
Honors, Leadership, Editorial Positions
Visiting Erskine Fellow, University of Canterbury, Christchurch, New Zealand.
2005 Editorial Board, Journal of the Experimental Analysis of Behavior, 1997-2000;
2002-2005, The Behavior Analyst, 1998-2001.
Fellow, American Psychological Association (Division 25)-Elected 2006
Member-at-Large, Div 25 Exec Council, American Psychological Association,
President, Southeastern Association for Behavior Analysis, 2003
Memberships in Societies
American Psychological Association, Association for Behavior Analysis International,
Behavioral Pharmacology Society, Society for the Quantitative Analysis of Behavior,
Southeastern Association for Behavior Analysis
Ad hoc Reviewer (selected journals)
Behavioural Pharmacology, Behavioural Processes, Behavioral and Brain Functions,
Drug and Alcohol Dependence, Experimental and Clinical Psychopharmacology
Antonio E. Puente
Professor of Psychology
Education
University of Florida, Gainesville, B.A., 1973, Psychology
University of Georgia, Athens, M.S., 1978, Psychology
University of Georgia, Athens, Ph.D., 1978, Psychology
Current Research Interests
Clinical Neuropsychology; Cross-Cultural Neuropsychology; Public Policy
Professional Experience
1990-present University of North Carolina, Wilmington, Professor
1988-present Universidad Complutense de Madrid, Visiting Professor of Psychology
1988-present Universidad de Granada,Spain, Visiting Professor of Psychology
1986-1989, University of North Carolina at Wilmington, Associate Professor
1982-1985, University of North Carolina, Wilmington, Assistant Professor
1982-present Private Practice, Neuropsychology
1981, University of North Carolina, Wilmington, Visiting Assistant
Publications (of a total of 50 journal articles, 45 book chapters and 6 books)
Agranovich, A. & Puente, A. (2007). Do Russian and American normal adults perform
similarly on neuropsychological tests? Preliminary findings on the relationships
between culture and test performance. Archives of Clinical Neuropsychology, 22
(3), 273-282
Ardila, A., Rosselli, M., & Puente, A. E. (1994). Neuropsychological evaluation of the
Spanish speaker. New York : Plenum.
Knauss, K., Schatz, P. & Puente, A.E. (2005). Current trends in the reimbursement for
professional neuropsychological services. Archives of Clinical Neuropsychology,
20(3), 341-353.
Puente, A.E., Munoz-Cespedes, J.M., Iruarrizaga, I., Miguel-Tobal, J., Cano-Vindel, A.
(2000). The Luria-Nebraska Neuropsychological Battery and culturally dissimilar
individuals. In C. Golden, W. Warren, P. Espe-Pfeiffer (Eds.) Luria - Nebraska
Neuropsychological Battery Handbook 20th Anniversary. Western Publishing
Co: Los Angeles. Vol. 1, pp. 227-238
Puente, A.E. & Garcia, M.P. (2000). Neuropsychological assessment of ethnicminorities. In G. Goldstein & M. Hersen (Eds.) Handbook of Psychological
Assessment, 3rd ed. Pergamon, NY. pp.527-552
Puente, A. E. & Marcotte, A.C. (2000) A history of Division 40 (Clinical
Neuropsychology).In D.A. Dewsbury (Ed.) Unification trough division: Histories
of the divisions of the American Psychological Association. Vol.5. American
Psychological Association, Washington, DC. pp.137-160
Puente, A.E., Agranovich, A. (2000) Comparisons between WAIS-R and WAIS-III.
NOSSCR Bulletin, Vol.22 (7), pp. 5-8.
Puente, A.E. (2000) Reimbursement for neuropsychological services. National Academy
of Neuropsychology 2000-2001 membership directory. pp.297-300.
Puente, A.E., Lazarus, T. (2000) World Health Organization international classification
of diseases: neuropsychological disorders. National Academy of Neuropsychology
2000-2001 membership directory, pp. 301-317.
Extramural Funding
Establishment of Professional Affairs office, $54,999.99, National Academy of
Neuropsychology, 2002-2007.
Neuropsychology Review, $7,500 every year, Kluwer Academic / Plenum Publishing Co.,
1995-2005.
Spanish version of the Weschler Intelligence Scale for Children, $7,500,
The Psychological Corporation, 1997.
Neuropsychology Review, Establishing the Editorial Office for the journal, $6,000,
Plenum Publishing Corporation, 1997.
Memberships in Societies
American Psychological Association, Divisions 2, 6, 26, 38, 40 & 45; Fellow; 2, 6, 40,
Psi Chi; Member at Large of Division 40,1988-1990; Council Representative of
Division 40, 1994-2001
International Neuropsychological Society, 1995-Present
Latin American Neuropsychological Society, 1991-Present
National Academy of Neuropsychology, Executive Board, 1988-2000,
President, 1991, Fellow, 1989
North Carolina Psychological Association, Board of Directors, 1985-1991,
President, 1989-1990
Honors, Leadership, Editorial Positions
Fulbright Scholar Award (to Argentina, 1982), Member, Fullbright Alumni
Association, 1988-present, Board of Directors, NC Chapter, 1996-98,
President, 2000-2001.
American Psychological Association’s Karl Heiser Award, 1996.
National Academy of Neuropsychology’s Distinguished Service Award, 2000.
Editor, Neuropsychology Review, 1996-present.
Associate Editor, Neuropsychology Review, 1990-1996.
Editor, Critical Issues in Neuropsychology, Book Series, 1984 – present.
Editor, Handbook of Human Brain Function, Plenum 4 Volumes, 1995-1998.
Associate Editor, Encyclopedia of Psychological Assessment.
Editorial Board: Archives of Clinical Neuropsychology, Journal of Clinical Psychology in
Medical Settings, Teaching of Psychology, The American Journal of
Pharmacopsychology.
Jeffrey P. Toth
Assistant Professor of Psychology
Education
University of North Carolina Charlotte, B.A., 1984, Experimental Psychology
University of North Carolina Greensboro, M.A., 1987, Cognitive Psychology
University of North Carolina Greensboro, Ph.D., 1990, Cognitive Psychology
Current Research Interests
Memory, attention, & judgment; Cognitive aging; Cognitive training.
Professional Experience
2006-present University of North Carolina, Wilmington, Assistant Professor
2004-2006, University of North Carolina, Wilmington, Adjunct Faculty.
2001-2004, Washington University, Research Assistant Professor
1996-2001, Georgia Institute of Technology, Assistant Professor.
1996-2001, Georgia Institute of Technology, Cognitive Science Program,
Program Faculty
1995-1996, Rotman Research Institute of Baycrest Centre, Research Associate
1992-1995, Rotman Research Institute of Baycrest Centre and the Clarke Institute of
Psychiatry (joint appointment), Research Fellow
1991-1992, McMaster University, Postdoctoral Fellow (NSF/NATO).
Recent Publications (of a total of 22 peer-reviewed journal articles)
Toth, J.P. & Parks, C.M. (2006). Effects of age on familiarity in the process-dissociation
procedure: The role of noncriterial recollection. Memory & Cognition, 34, 527537.
Parks, C.M. & Toth, J.P. (2006). Fluency, familiarity, aging, and the illusion of truth.
Aging, Neuropsychology, and Cognition, 13, 225-253.
Jacoby, L.L., Bishara, A.J., Hessels, S., & Toth, J.P. (2005). Aging, subjective experience,
and cognitive control: Dramatic false remembering by older adults. Journal of
Experimental Psychology: General, 134, 131-148.
Toth, J.P. & Daniels, K.A. (2002). Effects of prior experience on judgments of normative
word frequency: Automatic bias and correction. Journal of Memory and Language,
46, 845-874.
Stuss, D.T., Toth, J.P., Franchi, D., Alexander, M.P., Tipper, S., & Craik, F.I.M. (1999).
Dissociation of attentional processes in patients with focal frontal and posterior lesions.
Neuropsychologia, 37, 1005-1027.
Levine, B., Black, S.E., Cabeza, R., Sinden, M., Mcintosh, A.R., Toth, J.P., Tulving, E., &
Stuss, D.T. (1998). Episodic memory and the self in a case of isolated retrograde
amnesia. Brain, 121, 1951-1973.
Levine, B., Cabeza, R., Black, S., Sinden, M., Toth, J.P., Tulving, E., Stuss, D.T. (1997).
Functional and structural neuroimaging correlates of selective retrograde amnesia:
A case study with MRI and PET. Brain and Cognition, 35, 372-376.
Salthouse, T.A., Toth, J.P., Hancock, H.J., & Woodard, J.L. (1997). Controlled and
automatic forms of memory and attention: Process-purity and the uniqueness of
age-related influences. Journal of Gerontology: Psychological Sciences, 52B,
216-228.
Toth, J.P. (1996). Conceptual automaticity in recognition memory: Levels of processing
effects on familiarity. Canadian Journal of Experimental Psychology, 50, 123138.
Toth, J.P., Levine, B., Stuss, D.T., Oh, A., Winocur, G., & Meiran, N. (1995).
Dissociation of processes underlying spatial S-R compatibility: Evidence for the
independent influence of what and where. Consciousness & Cognition, 4, 483501.
Toth, J.P., Reingold, E.M., & Jacoby, L.L. (1994). Toward a redefinition of implicit
memory: Process dissociations following elaborative processing and
self-generation. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 20, 290-303.
Jacoby, L.L., Toth, J.P., & Yonelinas, A.P. (1993). Separating conscious and
unconscious influences of memory: Measuring recollection. Journal of
Experimental Psychology: General, 122, 139-154.
Jacoby, L.L., Lindsay, D.S., & Toth, J.P. (1992). Unconscious influences revealed: A
question of control. American Psychologist, 47, 802-809.
Funding
Co-investigator, Neural Dynamics Underlying Attention and Learning in Spatial
Stimulus-Response Compatibility. $30,000, Emory/Georgia Tech. Biomedical
Technology Research Center, 1999-2000.
Co-investigator, Age Effects in Attention and Memory: Process Dissociations, NIH/NIA
(RO1-AG13845), 2001-2004.
Memberships in Societies
Association for Psychological Science; Psychonomic Society.
Honors, Leadership, Editorial Positions
Ed. Board, Journal of Experimental Psychology: Learning, Memory, & Cognition, 19982000.
Ad hoc Reviewer (of a total of 28 journals)
Aging, Neuropsychology, and Cognition; Cognition and Emotion; Consciousness &
Cognition; Cortex; Developmental Psychology; Journal of Abnormal Psychology;
Journal of Experimental Psychology: General; Journal of Gerontology; Journal of
Memory and Language; Memory & Cognition; Neuropsychologia; Perception &
Psychophysics; Psychology & Aging; Psychological Review; Psychonomic Bulletin &
Review.
Appendix D
Psychology Graduate Admissions Procedures
1. Potential students apply online through the Apply Yourself/ Graduate Office by Jan 15.
Note for Graduate Coordinator (GC): You cannot accept any application material.
If you inadvertently open a letter or transcript sent to you, you should re-seal it, write
“opened by mistake” on the envelope, sign the outside of the envelope, and send it
directly to the Graduate School.
2. The Graduate School (Alnita Hannible) periodically sends link to AY with data
for each week. By January 16, the GC views and prints out one copy of the completed
applications to be filed in the main office.
3. The Graduate Coordinator reads each application and with the help of the Graduate
Student Assistant creates a file for each applicant.
4. The Graduate Coordinator checks each application to make sure the person meets
minimum requirements (e.g. the applicant has had at least 21 undergrad credits in
Psychology and that includes a Research Methods in Psychology course and a
psychology Statistics course.
5. The Graduate Coordinator enters applicant information in an Excel file, including
name, contact info, requested concentration, GPA last 60 hours, GPA overall, GRE
scores, grades in stat and research methods courses, graduation date, undergrad
institution, diversity info, and notes. (ITSD may create a program that will populate the
Excel sheet from Banner info. The Excel file is e-mailed to members of the Grad
Admissions Committee. Committee members may access the applications through AY,
or hard copies of completed applications are made available to the Grad Admissions
Committee in the workroom.
6. At the first Admissions Committee meeting in late January, the Graduate Coordinator
goes over the procedures with the Committee and also sends committee members updates
as new information and applications arrive from the Graduate School.
7. The individual Committee members rate each applicant, using his or her own
rubric/weighting system. The ratings turned in to the Graduate Coordinator at least 24
hours before the second Admissions Committee meeting. Ratings are:
1—definitely Invite for an Interview
2—maybe Invite for an Interview
3—definitely do not invite for an interview
Applicants may be urged to change their Concentration choices. For example, an
applicant for the General Concentration might be considered inappropriate for General,
but a good fit for the SATP or ABA concentration, instead. Please be sure to note this so
it can be discussed at the second meeting. Committee members are permitted to use
whatever weighting system they choose in considering the application materials (e.g.,
GRE scores, last 60 hours GPA, student research publications and presentations)
8. At the second meeting, which should be held at least 3 weeks before the Interview
Weekend, each applicant will be discussed and a group selected for Invitation. It is
usually best to select about 45 or so. It is better to err on the high side, rather than low,
because some will drop out at this stage.
9. The Graduate Coordinator immediately invites the applicants via e-mail, phone, and/or
hard copy letter, giving them enough time to make preparations to arrive. In addition,
some applicants are scheduled for telephone interviews.
10. Grad Admissions Committee members are asked to rank the applicants who are
invited to interview, according to academic credentials. These rankings will serve as the
basis for the Chair recommendations for TAs, scholarships, and other funding decisions.
These ranks are kept confidential and are shared only by the Grad Coordinator and the
Chair.
11. The Graduate Coordinator gives the Graduate faculty access to the files of the 40 or
so invitees and gets feedback as to who wants to interview each candidate. All
candidates should be scheduled for at least three interviews, so if only one or two faculty
members sign up for a particular person, the Admissions Committee members will be
called upon to interview them. In addition, the Graduate Coordinator sets up the
appointments so that each Interviewee has at least one appointment with some member of
the Admissions Committee and so that each clinical interviewee (SATP or ABA) has at
least one interview with a Clinician. Grad Coordinator organizes/schedules a “dance
card” for each faculty member and student.
12. Grad Assistant helps reserve reception and room space, order food, help visiting
applicants find housing with current students, transportation from the airport, if needed.
13. Interview weekend—includes Friday afternoon program overview of program,
student panel, campus tour. Reception at Wise House or other venue follows. Saturday
morning consists of 30 minute interviews with faculty mentors; breakfast & lunch are
served (grad Coordinator & Grad assistant put this together). TAs are required to attend
to help facilitate. Clinical and ABA faculty meet immediately following the interviews to
evaluate the clinical aptitude of the applicants and to make recommendations to the
admissions committee regarding removal of applicants from the pool.
14. Department Admissions Committee Procedures
The Admissions Committee will meet as soon as possible after the interviews in
order to decide if there are concerns about admitting any of the interviewed applicants.
At that time, the Committee will consider suggestions from the faculty members who
teach clinical courses regarding specific applicants’ suitability for the applied
concentrations. In addition, feedback from all faculty members about all applicants will
be considered, and the Admissions Committee will form a final list of applicants accepted
in the pool. For purposes of assigning available TA’s, tuition waivers, scholarships and
so on, the admissions committee rankings will be forwarded by the Grad Coordinator to
the Chair. Generally, these rankings are to be based on applicants GPA and GRE scores.
The Chair and the Graduate Coordinator will take these rankings into consideration in
making assignments.
Students from the pool will be admitted only if they match with a faculty mentor;
i.e. there will be no “wild card” admissions. Therefore, immediately after the interviews
are over, Graduate faculty members should forward to the Graduate Coordinator a ranked
list of potential students with whom they want to match, along with a statement regarding
how many students they wish to take this year (no more than two per year) and any
statement regarding their needs (e.g., “I have two two-year full-time Research Assistant
positions that need to be filled this year.”) and any material pertinent to the guidelines
below.
The Graduate Coordinator and the Chair will match faculty with applicants based
on faculty ranked interest ratings, applicants’ stated interests and fair distribution of
students among the faculty. In general, the Graduate Coordinator and Chair will be
mindful of keeping a balance of distribution in the different concentrations as well.
Matching Guidelines:
The Graduate Coordinator and the Chair generally will attempt to match one new
student with each faculty member who wants one before moving on to a second round.
Exemptions may be considered if a faculty member has more than one two-year RA to
offer and needs two students to fill those positions.
In cases of faculty interest ties (i.e. one applicant is ranked first by two or more
faculty members), the Graduate Coordinator and Chair will consider the following
principles in deciding which faculty member has priority in matching with that student:
1. Generally, tenure track faculty members just beginning their second year will
be given higher priority (especially if the student will be offered a TA position
in the coming year), in keeping with the principle that we want to assist these
faculty members to get their labs running.
2. A faculty member with a funded two-year Research Assistantship will be
given higher priority, except as noted above. This does not apply generally to
one-year only assistantships unless the student understands that there will be
no probable funding in the second year and agrees to this.
3. A faculty member whose first round matched applicant did not enroll at
UNCW in preceding year will have higher priority in a faculty interest match
(This means that the faculty member actually matched with an applicant and
the applicant declined to come. Refusing to match one year does not give a
faculty member higher priority over others the following year)
4. The number of students currently being supervised by the faculty member will
be taken into consideration
5. Applicants may be consulted directly by the GC (not the faculty members)
regarding their preferences only after other avenues have failed (we do not
want to set up situations in which applicants are put on the spot by faculty
members).
6. All other things being equal, the best fit to maximize the number of students
(to the ideal) in each concentration will be considered.
Once the students have been selected and TA’s assigned, the Mentor can contact the
student by phone or e-mail. The GC will send a formal letter with a deadline for
acceptance. NOTE: The letter and phone or e-mail messages never say that the person is
accepted since only the Dean of the Grad School can officially accept.
14. The GC uses Workflow to indicate admit/reject.
Appendix E
Survey of UNCW MA Psychology Graduates – 2000-2006
Hello, my name is (___________________) and I’m a graduate student in the
UNCW Psychology Department.
I am trying to contact____________________;
I’m helping Sally MacKain, the Psychology Graduate Coordinator, prepare a
review of the past 7 years of the Psych Grad Program. As part of that review, we
are contacting everyone who has graduated since Spring of 2000. We hope to
get insight into the effectiveness of our curriculum requirements and to see how
we can improve in preparing students for their academic and professional
careers after graduating.
I was hoping you might be able to confirm some information you gave us for our
files and to ask you some questions about your experiences in our program. It
will take about 7 or 8 minutes. Is this a good time to talk with you?
First, I want to assure you that your answers will be kept in strict confidence with
Sally MacKain, the graduate coordinator. She will use only the amalgamated
results of this survey in her report, which will be submitted to the Graduate
School before the end of the year. Administrators, faculty or students will NOT
have access to individual, identifiable responses.
Do you have any questions before we begin?
(Fill in beforehand and verify)
1. General or SATP concentration?
2. Mentor:
3. Thesis title:
4. Internship(If SATP)
5. Graduation date:
6. Current status:
Employed
Y
N
Ph.D. or other graduate program
N
Y
Other________________________________________________________
7. Employment:
a. Title:
b. Is a master’s degree required for your current position? Y
N
c. Is a graduate degree in psychology required for your current position? Y N
now?
(if not, How relevant is your psychology degree to the work you are doing
1 = not at all
5 = extremely relevant
_______________
d. Have you taken a licensing exam? (LP, LPA, etc.—list State and name of
license)
May we ask if you passed?
Are you willing to tell us your score?
(if LPA) Has your employment experience as an LPA included any issues
related to
1. obtaining supervision
2. insurance reimbursement
3. Other?
e. (if SATP grad) Are you seeking licensure as a clinical addiction specialist?
Y
N
If not, why not __________________________
f. Are you interested in pursuing further education?
1 = not at all
2 = a bit
3 = interested
4 = very interested
5 = extremely interested
(If so) Please describe your interest
PhD in ____________________
Law School
Other ______________________
8. Ph.D. or other graduate program:
a. Year accepted:
b. Did you receive credit for coursework or thesis work completed at UNCW
in your subsequent graduate study?
c. Did you receive an assistantship or scholarship: Y
N
(If yes) Amount?
d. How much time do you think you are saving/did you save in your program
due to having your MA degree?
e. Which courses at UNCW were most helpful in preparing you for your
Ph.D. (or other) work?
9. The faculty have submitted a request to plan a doctoral program in
psychology at UNCW. The program would have clinical as well as
experimental tracks. If we are allowed to develop the program, would you be
interested in applying for it?
Would you like us to let you know when the program will be launched? Y N
10. Which courses at UNCW were most helpful in preparing you for your current
position?
11. Given your post-UNCW experiences, are there any particular topics,
methods, courses or experiences you wish would have been covered while
you were at UNCW?
12. Would you be willing to tell us your current salary?
13. On a scale of 1-5, 1 being unsatisfactory and 5 being an excellent, how
would you rate the MA psychology program at UNCW? 1 2 3
4
5
14. What advice would you give to someone interested in the MA program in
psychology at UNCW?
15. Would you like to share any other comments about the program, or particular
faculty, included in the MA psychology program at UNCW?
16. Would you be interested in helping to organize or would you attend a reunion
of former grad students in the Psychology Department?
Organize
Attend
Contact me about a reunion: e-mail _____________________________
17. Would you be interested in being on an e-mail distribution list about job
opportunities that come through faculty at UNCW?
Yes
No e-mail ____________________________
Thank you very much for your time and for being so patient. If you have any
questions or concerns about this interview, please contact my supervisor, Sally
MacKain, at the UNCW Psychology Department (962-3732).
UNCW Psychology Site Visit Report, April 2008 – 1
SITE VISIT REPORT
M.A. Program in Psychology
University of North Carolina Wilmington
Dates of Visit
April 6-8, 2008
Site Visitors
Arthur W. Blume, Ph.D., University of North Carolina at Charlotte
Michael Perone, Ph.D., West Virginia University
Date of Report
April 21, 2008
General Observations
Department
Since its separation from the Department of Education and Psychology in 1972,
the Department of Psychology has grown enormously, as indexed by a ten-fold increase
in full-time faculty (from 3 to 32). The Department’s B.A. program is one of the largest
on the UNCW campus, with over 600 majors. The M.A. program was established in
1994. Initially the program included two concentrations; a third was added in 2005. The
program currently enrolls almost 70 students.
Considering the breadth of its mission – involving the management of a large
undergraduate major, popular service courses, a large M.A. program with 3
concentrations, and nearly 3 dozen diverse and productive research programs with an
enviable record of external funding – the Department appears to have a remarkably
straightforward administrative structure. The Chair is Mark Galizio. His leadership was
praised by the members of the central administration, the other Department
administrators, and several of the faculty members and students we met. One measure of
his success is his reappointment to a second term beginning next year. Dr. Galizio is
joined by two other Department administrators: Undergraduate Coordinator Lee A.
Jackson, Jr., and Graduate Coordinator Sally MacKain. Dr. Galizio described Dr.
Jackson and Dr. MacKain as dedicated and able administrators (Dr. Jackson served as
Department Chair for 13 years) who make major contributions to the successful operation
of the Department.
As Graduate Coordinator, Dr. MacKain has a wide range of duties involving
oversight of the entire graduate program. She chairs two key groups, the Graduate
Steering Committee and the Graduate Admissions Committee. She is joined in each
group by 6 members of the Graduate Faculty who are appointed by Dr. Galizio in
consultation with 4 established faculty research interest groups. The Steering Committee
is concerned with high-level matters involving general policy and curricular issues. Most
UNCW Psychology Site Visit Report, April 2008 – 2
of the Steering Committee’s recent activity has been concerned with the new
concentration in Applied Behavior Analysis (see below). The Admissions Committee
establishes admissions criteria, reviews applications, selects a pool of applicants to
interview on campus during “Interview Weekend,” and follows established procedures to
make recommendations for scholarships, out-of-state tuition waivers, and assistantships.
The Admission Committee also follows established procedures for matching students to
faculty mentors, considering the interests of the student and mentor as well as the
mentor’s existing workload. These procedures have worked well to enable the M. A.
program to meet the departmental goals as specified in the mission statement.
During our visit, students and faculty alike expressed general satisfaction with Dr.
MacKain’s stewardship of the M.A. program and with the work of the Steering and
Admissions Committees. A few faculty members said they occasionally disagreed with
the some of the Admissions Committee’s decisions regarding assistantships and tuition
waivers which, in their estimation, placed in-state students at a disadvantage. These
faculty members also acknowledged that the Admissions Committee had to make
difficult decisions yet did so based on solid principles.
Graduate Program
Each concentration of the M.A. program has well-defined educational goals:
1. The primary goal of the General concentration is to prepare students for
advancement to doctoral programs in clinical or experimental psychology. Students also
are prepared for careers as M.A.-level applied researchers or as teachers in community
colleges.
2. The Substance Abuse Treatment Psychology (SATP) concentration focuses on
the diagnosis and treatment of substance abuse disorders. It prepares students for careers
in mental health with North Carolina credentials as licensed Psychological Associates,
certified Health Care Providers, and licensed Clinical Addictions Specialists. This
concentration is unique in the state of North Carolina.
3. The concentration in Applied Behavior Analysis (ABA), which accepted its first
students in Fall 2005, is concerned with the conceptual and methodological foundations
of behavior analysis and data-based approaches to behavioral assessment and clinical
treatment, with particular emphasis on the assessment and treatment of persons with
developmental disabilities. This concentration prepares students to earn North Carolina
credentials as licensed Psychological Associates and certified Health Care Providers. In
addition, the concentration prepares students to earn international certification as Board
Certified Behavior Analysts.
Despite their different goals, the three concentrations share a core curriculum.
This includes 9 credit hours in research methods, 12 hours in the study of key areas
within psychology (i.e., cognitive psychology, learning and behavior analysis,
developmental psychology, physiological psychology, and personality and social
UNCW Psychology Site Visit Report, April 2008 – 3
psychology), a written comprehensive examination, and the preparation and oral defense
of both a thesis prospectus and a thesis.
These core requirements, especially the thesis, provide all students with an
excellent foundation for doctoral study. During our site visit, several students in the
SATP and ABA concentrations expressed plans to enter Ph.D. programs after graduation,
even though that was not their goal upon admission to these two clinical concentrations.
That these concentrations allow students the flexibility to choose clinical or academic
pursuits upon graduation is a particular strength of the program.
The concentrations differ in their other requirements. The General concentration
requires 33 credit hours, with the additional hours beyond the core spent in advanced
seminars. The SATP and ABA programs require 53 and 51 credit hours, respectively.
The additional hours are spent in courses related to mental health psychology (e.g.,
psychopathology, ethical and legal issues) and in the completion of substantial practicum
and internship requirements. The SATP concentration requires 150 clock hours of
supervised practicum experience and the ABA concentration requires 500. Both
concentrations require an internship involving 1,000 clock hours of supervised clinical
experience.
Faculty
The Department has a distinguished faculty. Of the 32 full-time members, 30
hold Graduate Faculty status. Consistent with the Department’s mission statement, the
faculty represents well the breadth of psychology in its various aspects as a basic science,
an applied science, and a health profession. The faculty has been highly productive in
terms of both publications (7 books and 112 peer-reviewed publications over the last 5
years) and external funding (over $5 million over the last 5 years, about 80% from federal
agencies). This record of external funding is exceptional, especially in light of the
Department’s relatively heavy teaching loads (typically 6 courses per year) and less-thanideal facilities (see below), and certainly exceeds the levels of external funding in many
doctoral programs with lighter teaching loads and more extensive facilities.
Many of the relatively senior members of the faculty enjoy national or
international reputations, as indicated by their appointments as editor or associate editor
of major scientific journals; election to the presidency or other major leadership positions
in regional, national, or international societies; appointments to journal editorial boards
and grant agency review boards; recognition as a Fellow of the American Psychological
Association, or invitations to address scholarly groups. The junior members of the
faculty have had excellent training and show great promise to continue the Department’s
tradition of excellence in teaching, research, and professional and community service.
We met with a majority of the faculty, usually in small groups. Our impressions
of them in person matched the impressions we formed by reviewing their vitae and
course syllabi. They are scholarly, creative, and enthusiastic. Their general work ethic is
UNCW Psychology Site Visit Report, April 2008 – 4
strong. The faculty’s deep commitment to the program and genuine concern for students
was evident throughout our visit.
Facilities
In 1982 the Department was moved from King Hall to the newly constructed
Social and Behavioral Science Building. Since then, the building has undergone various
renovations in response to Psychology’s growing needs. For example, several
classrooms have been converted to laboratories. In addition, the Department has taken
over space in the building that had been assigned to other programs (e.g., Psychology
now occupies an office suite originally assigned to the Department of Philosophy and
Religion). These accommodations have not kept pace with the Department’s burgeoning
success, and today Psychology’s offices, laboratories, and meeting rooms are scattered
across 8 different buildings (one, Worsley, is off campus).
We visited laboratories in the Social and Behavioral Sciences Building, Academic
Support Building, and the Psychopharmacology Laboratory Building. They appeared to
have adequate equipment for the functions they served. The space varied in size and
quality. Some were relatively large but some were cramped (notably Nora Noel’s
BEACH lab). It appeared that much of the space had been renovated for its specific
research purpose. The renovations were, for the most part, appropriate. Our impression,
however, is that inadequate acoustical insulation was likely a problem in the human
research areas.
One medium-sized room (about 375 sq ft) in the Social and Behavioral Sciences
Building is assigned as a general-purpose room for the graduate students. The room,
formerly the Philosophy and Religion office, appears to serve as a workroom (with a
couple computers and a printer available), lounge, lunch room, and an office for teaching
assistants to meet with undergraduate students. In addition, because of space constraints,
the Department uses a substantial portion of the space for storage of furniture and
equipment. Given the size of the graduate student body and the substantial research and
teaching demands upon them, this room is insufficient to support the students’ work.
Graduate Students
Students are selected by the Graduate Admissions Committee described above.
The admissions criteria are clearly defined and appropriate. The program has received a
relatively large number of applications over the last 7 years, ranging from 57 to 98, with a
mean of 70 – roughly 3 applicants for every available position in the program. The
applicants have had very good academic credentials, with GRE scores averaging 1,027
(Verbal + Quantitative) and junior-senior GPAs averaging 3.45 (i.e., GPAs over the last
60 undergraduate credit hours). About 40% of the applicants have come from outside
North Carolina.
The Department furnished statistics on the matriculating students from 2001
though 2006. Their academic credentials were very good, with a mean GRE (V+Q) of
UNCW Psychology Site Visit Report, April 2008 – 5
1,071 and a mean junior-senior GPA of 3.56. The Department’s recruitment procedures
include efforts to diversify the student body in terms of gender, ethnic origin, and
undergraduate institution. These efforts have yielded positive results. About one-third of
the students since 2001 have been male. About 15% of the currently enrolled students
are persons of color, and 40% received their baccalaureate degrees from UNCW.
The current enrollment stands at 69. About one-third of the current students are
either on internship or finishing up their theses or comprehensive exams; the other twothirds are about evenly divided across the first 2 years of the program when demands on
faculty time and departmental resources are highest. The currently enrolled students are
distributed across the concentrations as follows: 33 in General, 24 in SATP, and 12 in
the new ABA concentration.
Financial support is provided to many – but not all – students in the form of
Departmental teaching assistantships (n = 16 @ $9,500), other university assistantships
and externally funded research assistantships (number varies; typically 4-6), and tuition
waivers that allow out-of-state students to pay tuition at the in-state rate (n = 7).
Importantly, students from outside the state are able to establish North Carolina residency
during their first year and pay in-state tuition in their second year.
The student retention rate has been very high, over 95%, during the 7-year period
since the last program review. The majority of the students have completed the program
in timely fashion. About half completed the program in the minimum time (4 semesters
for General students, 5 for the others). A total of 110 students have been graduated from
the program, 86 during the last 7 years.
The students are productive scholars despite their brief association with the
program. Over the last 5 years students have been authors or co-authors of nearly 100
conference presentations and 40 professional publications. Many of the students told us
that they have excellent opportunities to publish as first authors and participate in grant
writing, activities that increase the likelihood of admission into doctoral programs.
We met about 30 currently enrolled students over the course of our visit, some
individually and some in groups. Most gave sophisticated descriptions of their thesis
research projects. The students expressed a high degree of satisfaction with the program,
the faculty, and the Department administration. They gave high marks to their classroom
courses as well as their research and clinical training. They described their faculty
mentors as dedicated, supportive, and resourceful. They characterized the general
intellectual environment as “a collaborative community” and praised the faculty as
“fantastic.” The students did express some concerns about resources, including the
availability of tuition waivers and assistantships, access to computer hardware and
software for analyzing data and other work done outside their faculty mentors’
laboratories including work on their required theses, space for teaching assistants to hold
office hours and confidential meetings with undergraduate students, and funding for
travel to conferences. They also described the logistical difficulties associated with a
Department housed in 8 different buildings on and off campus.
UNCW Psychology Site Visit Report, April 2008 – 6
Strengths and Commendations
The M.A. program in Psychology should be a source of pride for UNCW. We
wish to call specific attention to several strengths.
1. All three of the M.A. concentrations are well-conceived and unusually
rigorous. The common core requirements represent a significant strength, and students in
all three concentrations are well-prepared for professional careers or advancement to
Ph.D. programs.
2. The program benefits from a Department Chair and a Graduate Coordinator
who provide visionary leadership and creative solutions to difficult problems with limited
resources.
3. The program is served by a distinguished faculty with an excellent track record
of publication, disciplinary leadership, and external research support. The faculty culture
encourages and maintains an uncommonly strong student orientation.
4. The program’s students are well qualified and highly motivated. Their goals
appear to coincide nicely with the strengths of the program. They speak highly of their
training – in courses, research, and clinical work – and it is clear that they have the
utmost respect for the faculty as teachers, mentors, and scholars.
Challenges and Suggestions
In light of the exceptionally high quality of the M.A. program in Psychology, we
are reluctant to identify any problems as that term is generally understood or, worse, to
convey the attitude that we are in the exalted position of recommending solutions. Still,
we can see that the Department faces a number of challenges. Some of these arise
inevitably from the rapid growth of the Department and its programs; the Department is,
in a sense, a victim of its own success. Other challenges occur to us as we envision the
addition of the planned (and welcome) Ph.D. program. Below we outline these
challenges and offer our thoughts in the hope that they may assist our colleagues’
discussions as they plan the next chapter in the Department’s graduate training.
As past is prologue, we are confident that the Department is quite capable of
overcoming challenges that fit within its domain of control. We are, however, concerned
about the formidable challenges that lie outside the Department’s control and whose
resolution will depend on support at the college and university level.
1. Our overriding concern is the limited amount of space allotted to the
Department of Psychology, now and in the near future. We have already noted various
deficiencies in the space currently assigned to the Department: its location across 8
buildings, the variability of the quality and size of the research laboratories, and the
UNCW Psychology Site Visit Report, April 2008 – 7
dearth of office space to support the technical work of the graduate students and the
educational work of the teaching assistants. We understand that a new building is being
planned, but it appears that it will not meet the current needs of the Department’s large
and diverse B.A. and M.A. programs, let alone the additional needs associated with the
new Ph.D. program.
David Webster, Associate Dean of the College of Arts and Sciences, gave us
some summary information about the planned space allocations in the new building. As
we understand it, there will be 32 faculty offices, each measuring 120 square feet, 4
graduate students offices, also 120 square feet, and 35 laboratories averaging 360 square
feet (range: 240-540). The number of laboratories anticipates expansion of the faculty –
a virtual certainty given the growing graduate and undergraduate demand – but the
number of offices fails to anticipate expansion. The size of the laboratories is small by
conventional standards. And the amount of office space to support the graduate program
is wholly inadequate.
Discussions among department chairs on the topic of research and office space
can be found in the archives of the Council of Graduate Departments of Psychology
(http://lsv.uky.edu/archives/cogdop.html). In 2002 the members of the Council achieved
consensus on a figure of 1,300 net assignable square feet (NASF) per faculty member.
Of course we understand that good work can be accomplished with less space: The Life
Sciences Building at West Virginia University, for example, provides Psychology faculty
members with an average of about 700 NASF (office + lab). In addition each graduate
student at WVU is assigned space in a three-student office; if the space allocated to each
faculty member’s graduate students is considered, then the NASF in support of each
faculty member rises to about 835. UNCW’s current plan falls well short of this: an
average of less than 500 NASF per faculty member (360 lab + 120 faculty office +
negligible student space on a per-faculty member basis = 480).
Teaching assistants told us they were meeting with their undergraduate students
and discussing potentially private and sensitive topics about coursework in common
space where no privacy was available because private offices have not been provided to
them for office hours. Our concern is that such discussions likely would constitute
violations of Family Educational Rights and Privacy Act and would leave the university
at some legal risk. Typically, graduate students in other universities have access to offices
with doors during office hours because of these concerns.
Although our focus is on the M. A. program, we also have grave concerns about
how space limitations will impact the viability of the new doctoral program. One
important criterion for national accreditation of the clinical concentration of the doctoral
program by the American Psychological Association (APA) is demonstration of adequate
resources to support student training. The planned 3,000 square-foot clinic in the
Academic Support Building, if properly designed, should be adequate to support the
training of practitioner skills in the M.A. and Ph.D. students. But APA accreditation also
depends on support for scientific training including space for the students to conduct their
UNCW Psychology Site Visit Report, April 2008 – 8
research. We fear that the relatively small laboratories combined with the lack of
dedicated office space for students will adversely impact the process of accreditation.
As we see it, the plans for the new building fall far short of the Department’s
legitimate needs. At a minimum, the number of faculty offices should match the number
of laboratories, and there should be a reasonable allotment of office/technical support
space for every graduate student. It would be reasonable to provide different levels of
office support, in terms of size and privacy, to M.A. students vs. Ph.D. students and to
teaching assistants vs. other students. Increasing the size of the laboratories, or providing
some other provision for growth in research space, is highly desirable. Otherwise, it is
not hard to predict what will happen: By the time of the next 7-year review, the site
visitors will find the Department scattered, once again, across several buildings. We
worry that the lack of allocated space in the new building will adversely affect the ability
to recruit and retain talented students. We strongly suggest that the allocation of space in
the new building be revisited and reconsidered in order to provide the support needed to
maintain the quality of the M. A. program and to support the development of a
competitive Ph.D. program.
2. Another challenge facing the Department is how to staff both a highly
successful M.A. program and a promising Ph.D. program. We were told by Robert Roer,
Dean of the Graduate School and Research, that the plan is to enroll 20 to 25 Ph.D.
students when the program reaches maturity. If one assumes that the admission of M.A.
students remains unchanged, then the Department would be mentoring approximately 90
to 95 graduate students (70 M.A. and 20-25 Ph.D. students). Besides a great deal of
classroom teaching, the workload would include oversight of nearly 100 theses and
dissertations and clinical supervision of students in the SATP and ABA concentrations in
the M.A. program and the clinical students in the proposed Ph.D. program. Even with the
addition of two faculty members as proposed to support the Ph.D. program, we worry
that workload issues may adversely impact the M.A. program as the Ph.D. program
matures. Although the admissions process of the M.A. program incorporates methods to
share students equally across faculty, it has been our experience that student matches with
faculty in Ph.D. programs are rarely equalized across the faculty.
Departments that have faced similar challenges have responded in ways. For
example, many Departments begin to define workload issues by identifying core faculty
members and affiliated faculty members, with core faculty members being eligible for
chairing dissertation committees and required to seek extramural funding for student
support, whereas affiliate faculty members do not have the expectations of directly
mentoring students, chairing dissertations, or grant seeking. The typical teaching load for
core faculty in Ph.D. Programs in Psychology is 2-2 and 3-3 for affiliated faculty. The
Department may wish to consider teaching load issues as well as faculty affiliation and
consequential expectations for the two programs. Other departments have opted to
assimilate existing master’s programs into the requirements for Ph.D. students. Yet
another solution that some programs have utilized is to make the thesis requirement
optional for freestanding master’s programs. We offer these ideas only to stimulate
UNCW Psychology Site Visit Report, April 2008 – 9
discussion about potential options if workload issues become burdensome as the Ph.D.
program approaches maturity.
In our meetings with both students and faculty members, we found strong support
for the thesis requirement in the SATP and ABA concentrations of the M.A. program.
Faculty members said they could see no need to revise this aspect – or any other aspect –
of the M.A. program when the Ph.D. program becomes operational. We admire the
faculty’s commitment to the high standards they have established in the M.A. program.
Our hunch, however, is that something will have to “give” as the Ph.D. program grows.
If the thesis requirement is to be retained in the SATP and the ABA concentrations,
perhaps the faculty could consider reducing the number of students in these
concentrations as the Ph.D. program grows. This is a quality-quantity tradeoff: To
maintain the quality of the SATP and ABA concentrations in terms of scientific rigor, it
might be prudent to reduce the quantity of students in these concentrations.
3. The students appear to have very limited personal access to computing
equipment and to statistical software. We noted that the computers available in the
common student space were quite old. The students also discussed needing statistical
applications unavailable on the basic SPSS package. We would suggest that providing
greater accessibility of desk top computers and advanced statistical software would be
helpful to the students especially as they work on the thesis requirement. Access to this
equipment would no doubt be linked to the need for greater space dedicated for student
use.
Interestingly, when we met with several faculty members in an open forum, they
suggested the need for a hire in quantitative psychology. In general, it sounds like the
program might benefit from an expansion of its quantitative capacity, perhaps including
enhancement of available computing stations and statistical software, and perhaps
including a faculty hire in quantitative psychology.
4. There is only one board certified Behavior Analyst, Ruth Hurst, to conduct
clinical supervision of the students in the ABA concentration. Faculty members and
students both agreed that this placed a heavy workload burden on this individual. We
would suggest that there is need for at least one more board certified Behavior Analyst
for the ABA concentration.
5. We believe that the compensation afforded the Graduate Coordinator is
insufficient in light of the numerous demands that must be met during the summer. We
understand that Dr. MacKain receives a 2-course reduction in her teaching assignment
during the academic year and a $2,000 administrative supplement to her 10-month salary.
That may be appropriate compensation for her work during the academic year, but her
position requires a great deal of work during the summer, including conducting degree
audits for graduating students; writing internal and external reports; revising the Graduate
Handbook; advising students; corresponding with 20 to 25 incoming students regarding
housing, financial aid, and residency requirements; hiring teaching assistants; performing
various administrative duties related to registration, grading, scholarships, tuition
UNCW Psychology Site Visit Report, April 2008 – 10
remissions, visas for international students, and licensure applications. Such duties
occupy a great deal of energy during a time that most faculty members devote to their
research and scholarship. Dr. MacKain has told us that, as the end of her term
approaches, she is worried that potential successors may be unwilling to sacrifice their
professional advancement for the sake of the graduate program without additional
compensation. Especially in the context of a new Ph.D. program coming online in a few
years, we would suggest reviewing the stipend for the Graduate Coordinator, and
increasing it in such a way that accounts for the continued workload of the position
during the summer months.
6. The program, as mentioned on p. 5, has made efforts to increase the diversity of
the student body and is commended for its successes. After reviewing recruitment
materials of the program with the goal of diversity in mind, we suggest highlighting the
program’s diversity efforts on the web site and in the program brochure to enhance
efforts to recruit students of color. The web site and program brochure are ambassadors
for the program and likely the first point of contact for most prospective students.
Potential students of color may view the program as more welcoming to them if they see
visible evidence of diversity efforts at the point of first contact with the program.
Summary
In general, we found the M.A. program in Psychology to be outstanding, with
talented and dedicated faculty members, bright and motivated students, and visionary and
supportive leadership in the program and Department. We were impressed with the
accomplishments of the program, and how all key stakeholders have worked together to
meet and exceed the stated goals of the program.
One of the major challenges that face the program today is actually one described
in the previous site review conducted in 2000. In that report, issues concerning space
were featured prominently. The addition of a new building would be a normally be
considered a reasonable response to the recommendations of the previous site visit to
increase space available to the program. However, we heard from administrators that
there the current plan for allocation of space in the newly constructed building leaves the
M.A. students without adequate space and results in a net reduction of average laboratory
space available to Psychology Faculty. We would encourage reconsideration of this plan
that would likely harm both the M. A. program and the future doctoral program. Other
new challenges have arisen, some that will be more germane when the new doctoral
program is established. It may be useful for the program and Department to begin to
engage in broad discussions -- now before the doctoral program is established – about the
distribution of workload assignments and resources that will be stretched by the coexistence of two graduate programs
With the excellence of its M.A. program established, with its highly productive
faculty, and with its strong qualifications to offer doctoral training, the Department of
Psychology is poised to bring UNCW into national prominence. The question to be
UNCW Psychology Site Visit Report, April 2008 – 11
answered is whether UNCW, in allocating resources, is prepared to give the Department
the high priority it will need to realize its potential.