1
Program Review
Bachelor of Arts - Psychology
College of Liberal Arts
November 2011
MARSHALL UNIVERSITY
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Program Review
Marshall University
Date: 9/28/2011
Program: Psychology, BA
Date of Last Review: 2005
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to
provide a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action
will apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a
viable program as opposed to addressing issues of a weak program. Progress report due by
November 1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
____3____
__Steven P. Mewaldt_______________________________________
Recommendation: Signature of person preparing the report:
__9/28/11______
Date:
____3____
__ Steven P. Mewaldt ______________________________________
Recommendation: Signature of Program Chair:
__9/28/11______
Date:
____3___
__David J. Pittenger______________________________________
Recommendation: Signature of Academic Dean:
___10/18/11____
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of President, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
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College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program with identification of the program for resource development.
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The Department of Psychology is an important member of the College of Liberal
Arts. It consistently has the greatest number of majors, contributes to the University’s
general education curriculum, and employs faculty who are recognized for their teaching
and scholarship. A distinctive feature of the program is the fact that faculty are equally
involved in teaching graduate as well as undergraduate courses. The program also offers its
students a conventional undergraduate experience that prepares them for entry into the
workforce as well as post baccalaureate graduate training.
I agree that the department requires better resources for faculty pay and for
enhanced teaching and research space. In the case of faculty pay, the department’s ability
to maintain its intellectual capital in faculty will be determined by its ability to offer
competitive salaries to attract and retain high quality faculty. Similarly, psychology needs
the research space to allow students to practice the skills associated with the empirical
foundations of the discipline. While I endorse the Department’s need for enhanced faculty
resources and facilities, the apportionment of such resources will need to be made within
the long-term planning of the College and the University.
I also agree in principle with the department’s plan to enhance Psychology 223
(statistics) and Psychology 323 (research methods) with one-hour laboratory components.
Students require the laboratory experience to learn to design and conduct valid behavioral
research and then use contemporary statistical software to perform various inferential
statistical procedures. Therefore, I am willing to conditionally support a request for
resource development. Before funding such an initiative can be considered, however, the
department will need to prepare a more formal proposal that will, among other things,
provide a more detailed review of the current assessment data demonstrating specific
problems to be addressed, revise or develop additional assessment methods to evaluate
the proposed laboratory courses, review of the department’s course prerequisites and
enforcement of these ensure the course sequence is appropriately placed in the students’
program of study, revise the two courses to integrate the laboratory components, and
describe how the graduate teaching assistants will be trained and supervised. Finally, the
department will need to work with the dean to review budget models that will address the
need for stipends and graduate tuition waivers.
Signature of the Dean
10/18/2011
Date
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Marshall University
Program Review
Program: Psychology (BA)
College: Liberal Arts
Date of Last Review: 2005
I
CONSISTENCY WITH UNIVERSITY MISSION
The mission of the Psychology Department at Marshall University is to provide students
with a comprehensive and contemporary review of psychological research, methods, and
theoretical perspectives. We teach students how psychologists use the scientific method to
understand, predict, and influence behavior. More specifically, we strive to help our
students understand how human development, physiology, cognition, and affect influence
human relationships and behavior.
Marshall University's primary commitment is to provide quality undergraduate and
graduate education. Marshall strives to produce an educated citizenry capable of living and
working effectively in a global environment. The psychology program at Marshall plays an
integral part in achieving that goal. Our General Psychology course (PSY 201) is a popular
elective that fulfills the University’s social science requirement and the specific
requirements of several colleges such as the colleges of Business and Health Professions. A
number of other psychology courses are required of majors in other colleges and
departments. Completion of these courses provides students with an appreciation of the
range of inquiry within the discipline of psychology and an introduction to the scientific
method and its application to the understanding of human behavior. In addition, we
endeavor to help students develop their critical thinking and communication skills, to solve
problems, to appreciate the wide range of forces that influence human behavior, and to
apply ethical principals in research and the treatment of others. The department affects the
education of many students as we offer many popular courses and count nearly 400 majors
pursuing the degree.
We believe psychology is a fascinating topic. This perspective appears to be shared by the
many students who enroll in our courses and complete the major. We also believe we
provide a high quality education that prepares students for the world of work and thought.
Students majoring in psychology have many career opportunities as well as preparation for
a range of graduate education options.
II
ACCREDITATION INFORMATION
There is no national special accreditation program for undergraduate psychology
programs.
III
PROGRAM STATEMENT on Adequacy, Viability, Necessity and Consistency with
University/College Mission
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1. CURRICULUM:
All psychology majors fulfill the general education requirements established by the
University and College of Liberal Arts. These requirements include courses in critical
thinking, writing, speech, literature, humanities, foreign language, fine arts, the social and
natural sciences, and mathematics. Majors also complete requirements including
international, multicultural and writing intensive coursework as well as one of our
department’s capstone options.
All majors must complete:
PSY 201 (General Psychology),
PSY 223 (Behavioral Statistics),
PSY 323 (Experimental Psychology),
and one of our capstone options.
In addition, all majors must complete at least one course from three domains of
contemporary psychology. The domains are:
Social/Personality,
Experimental/Biopsychology, and
Developmental/Individual Differences.
In total, students complete a minimum of 33 credit hours of psychology courses for the BA
degree. (See Appendix I). Appendix IX presents an undergraduate advising guide we
created to help students and their advisors plan the course of study.
The department offers a full range of courses that are standard offerings at other colleges
and universities for undergraduate psychology majors, such as Child Development, Social
Psychology, Personality, Abnormal Psychology, Learning, and Physiological Psychology. In
addition, we offer courses that represent newer perspectives within the discipline (e.g.
Health Psychology, Adult Development, Cross Cultural Psychology, Non-Verbal
Communication), special interests of faculty (e.g. Applied Developmental, Applied Social,
Human Sexuality, Race Culture and Development, Psycholinguistics, Animal Behavior, and
Current Models of Psychotherapy).
We also offer coursework that meets specific student interests. For example, we offer two
field placement practicum courses (Practicum in Industrial-Organizational Psychology and
Practicum in Clinical Psychology), a research experience/mentoring class (Research in
Psychology), a course particularly focused on critical thinking (Paranormal Psychology) and
advanced courses for seniors interested in pursuing research oriented graduate programs
(History and Systems of Psychology, Intermediate Statistics, and Psychometrics). In addition,
we occasionally offer courses in popular topics aimed at more general audiences such as
Psychology in Pop Culture, Psychology in the Movies.
All majors complete a capstone experience. We believe our students are best served by
being allowed to select from an array of options that best meets their career goals. While
the capstone course options differ in specific focus, all courses require the student to
integrate material from several courses, apply the scientific method, think critically about
data and theory and present conclusions in both written and oral form. The capstone
courses include PSY 456/457 Research in Psychology, PSY 460 History and Systems of
Psychology, PSY 470 Practicum in Industrial-Organizational Psychology, PSY 471 Practicum
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in Clinical Psychology and PSY 499 Capstone Seminar.
2. FACULTY:
The department has 19 full-time faculty (15 in Huntington, 4 in South Charleston), all of
whom have earned doctorates in their field of teaching expertise. All Huntington faculty
teach in the undergraduate program, whereas the South Charleston faculty teach primarily
in the MA program. Most upper division courses are taught by our full-time faculty. Nine of
the faculty in Huntington are tenured, as are two in South Charleston. Eleven faculty
members are full professors, three are associate professors and three are assistant
professors. For this year we have two temporary instructors filling in for an assistant
professor and an associate professor who resigned last spring to take better paying
positions at other institutions.
Each of the faculty has expertise in a sub-specialty of the discipline. Specialized areas of
expertise include statistics, human development, social psychology, adult- and childpsychotherapies, personality, learning, cognitive, psycholinguistics, physiological
psychology, health psychology, psychological measurement and assessment, animal
behavior and industrial-organizational psychology.
Department faculty are accomplished, award winning teachers; three have won the College
of Liberal Arts Teacher of the Year Award, three have won the University’s Pickens-Queen
Early Career Teaching Award, and one won the University’s Marshall and Shirley Reynolds
Teacher of the Year Award and was the Carnegie West Virginia Professor of the Year.
Our faculty are also active in the community; volunteering time in local schools, creating
programs to bring school children to Marshall, serving on boards of local organizations
such as Contact, Branches, day care centers, the Boy Scouts, and the state psychological
association and licensing board.
The faculty are also active scholar/researchers who present their work via a wide variety
of publishing and presentation opportunities. A more detailed summary of the faculty
credentials and accomplishments are presented in Appendix II. A brief summary of current
faculty members’ accomplishments in the scholarship area is contained in the following
table:
Psychology Department Faculty Scholarship
2006-2011
Articles/Monographs Published
41
Books or Book Chapters Published 11
Paper Presentations
96
Invited professional presentations 25
Grants (Federal or State)
7 Total Value = almost $2,000,000
Editor, Editorial Board, Reviewer 4
The department makes use of part-time instructors and graduate assistants to teach high
demand courses related to clinical psychology. We have been fortunate to hire
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psychologists working at the MU School of Medicine and in the Huntington and
surrounding communities as part-time instructors for these courses. Many of these
instructors have active clinical practices, and thus bring a unique applied perspective to the
course to supplement the more academic or theoretical perspective present in most
textbooks. All our part-time instructors have prior college teaching experience, and their
classroom teaching is evaluated by both the chair and their students (via end of semester
student evaluation forms). Results of these evaluations indicate that our part-time
instructors offer high quality educational experiences to our students.
We employ about 30 graduate teaching assistants (GTAs) each semester, primarily to help
with instruction of PSY 201, our introductory course. In addition, a few advanced Psy.D.
students are occasionally allowed to teach upper level courses such as abnormal
psychology. (A summary of GTA offerings and enrollments is found in Appendix IIa). Prior
to being allowed to teach, the GTAs must complete a full semester seminar in the teaching
of psychology; during the period of their assistantships, GTAs' teaching is carefully
supervised by a senior faculty member who regularly teaches the introductory course and
who maintains overall responsibility for the organization and quality of the introductory
course sections taught by GTAs. All GTA’s use a common syllabus, course outline, text and
tests developed in the teaching seminar under direction of the faculty supervisor who also
teaches the course.
The faculty have made significant revisions to the course through the addition of a number
of critical thinking exercises and activities. These changes will allow the department to list
PSY 201 as a critical thinking (CT) course, which is an essential component of the
University’s General Education Curriculum.
As these data indicate, we have a talented and dedicated faculty who have demonstrated
excellence in many ways. However, no discussion of the faculty would be complete without
also mentioning the challenges we face in attracting and keeping quality faculty.
Our salaries are not competitive!
During the review period, three highly qualified faculty resigned to take higher paying
positions at other institutions. The first was an experienced clinician who was hired
specifically to support the creation of the Psy.D. program and who also taught
undergraduate courses. He had a national reputation for his research on suicide
prevention. He received more than a 50% raise in salary when he left. The following year
we attempted to hire a replacement, but our offers were rejected because of the low salary.
During the next year two more applicants refused our offer owing to the low salary and it
was only when the university was able to increase the starting salary that we finally were
able to fill the position. That starting salary, however, caused morale problems in the
department. One of the faculty who recently resigned mentioned this as a partial reason for
seeking alternative employment.
Two people resigned during the previous fiscal year. The first was a popular faculty
member who had earned the Pickins-Queen Teaching Award and who had just been granted
tenure. She resigned to take a better paying position at Beria College. The second
resignation was a faculty who had completed his second year at Marshall. He was in a
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position that we had finally filled after three years of failed searches. This person held a
degree in human factors engineering from Georgia Tech and was helping the department
revive its graduate program in I/O psychology, a program that prepares students for
lucrative jobs. He received a 50% raise when he left for a school in Florida to help develop
their I/O program.
The department is currently attempting to fill two vacancies and has recently learned that
one of the senior members of the department will retire at the end of this year. If Marshall
is not able to offer competitive salaries it may not be able to fill vacant positions with
appropriately qualified faculty.
3. STUDENTS:
a) Entrance Standards:
Psychology is consistently among the most popular majors, both at Marshall and
nationwide. In 2006-07, at the start of this reporting period, psychology had 423 primary
and secondary majors. By 2010-11, the end of the reporting period, that number had grown
to 477. (See Appendix VII). These data place psychology as the most popular major in the
College of Liberal Arts and the third most popular undergraduate major in the University,
with more undergraduate majors than are enrolled in three colleges (CITE, COFA, and
JOURNALISM).
This popularity, combined with the large number of students taking our service courses
and the demands placed on faculty related to offering master’s and doctoral degrees places
a great encumbrance on faculty workload and our operating budget. In 1998 the
department established criteria for declaring a psychology major, a common practice in
preprofessional programs such as Nursing, Communication Disorders, and Engineering.
Our intent was to decrease the overall number of majors, and to increase the academic
preparation of those who entered our upper level courses. The criteria included
requirements that prospective majors a) have completed PSY 201, ENG 101, and MTH 121
or higher with grades of C or better in each; b) have completed at least 6 additional credit
hours at the 100 level or higher (a total of at least 15 credits) and c) have at least a 2.0 GPA
at the time of application. This tactic had only a temporary effect on enrollments and did
not produce a long-term decrease in number of majors. At that time undeclared majors
were assigned to University College and were not counted as a part of COLA’s enrollments.
Moreover, students were often not receiving appropriate advising about their major or
their college requirements. As a result the policy was changed in 2004 so that students
were allowed to declare psychology as a major at any time, but they would receive advising
in the COLA office until they had met the criteria above. In 2008, David Pittenger became
the new Dean of COLA. Dean Pittenger felt these students would be better served if they
received advising in the department when they declared their major. Therefore, in the fall
of 2009 the criteria were dropped and, with the Dean’s assistance, we established an
advising center in the department that is staffed by three graduate assistants trained to do
academic advising. Freshmen and sophomore majors are seen in the advising center. A
faculty member oversees the center and handles all student issues that require a faculty
member. At the end of their sophomore year students are assigned individual faculty
advisors.
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b) Entrance Abilities:
As reported by the Office of Institutional Research (Appendix III), for the Fall semesters of
2006-2011, incoming Freshman PSY majors had mean ACT scores of 22.2, and high school
GPAs of 3.33. For the same time period, the fall semester of 2006-2011 transfer students
had mean ACT scores of 20.54, and high school GPA’s of 3.12.
c) Exit Abilities:
There is no standardized test or professional certification exam that all psychology
students must complete for graduation or to enter BA level employment.
One indicator of program graduates’ academic abilities is their mean GPA at graduation
which can be found in Appendix IV. For the 5 year period covered by this report, graduates
whose first major was psychology had a mean GPA of 3.13 (n = 424). Students whose
second major was psychology had a mean GPA of 3.19 (n = 16).
4. RESOURCES:
a) Financial (The Department’s Current Budget)
Full Time Faculty (n=19) Base Salaries:1,070,956
Part time faculty:
Liberal Arts/ for Huntington 25,000
Liberal Arts/ South Charleston 14,600
Graduate Assistants:
Liberal Arts:
115,000
Operating:
Huntington Campus
30,293
South Charleston
11,500
Equipment
0
Total:
1,267,349
Other:
Psychology Clinic 2010-11 Revenue:
Client fees
4,864
Contracts
15,000
Total:
19,864
Psy. D. student Fees (2010-11)
116,723
The department’s budget supports its three degree programs: BA, MA and Psy.D. As this is
an aggregated budget it is not possible to determine direct costs for each program. For
example, the operating budget is used for fixed costs like renting a photocopier, phones,
postage, etc. The GA stipend allocation is clearly a support for our graduate programs, but
most of that money is used to pay GTA-instructors for our PSY 201 course. The money
allocated for South Charleston is devoted to our MA program on that campus, and the
Psy.D. allocations are used to support the doctoral program, except that as noted most of
our TAs for the undergraduate program are supported with some of this money.
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Termination of the Psychology Department's undergraduate program would, of course,
result in a reduction of costs associated with decreased needs for faculty lines, department
administration and equipment. However, the impact on the institution would be enormous.
First, the Psychology Department has averaged well over 400 majors for each year of the
reporting period. Many of these students would not be at Marshall if there were no
psychology program. Secondly, psychology provides service classes for many university
departments; approximately 1,700 students are enrolled in PSY 201, General Psychology
each year. This course fulfills the University’s Social Science requirement. It is also a
required course for all students pursuing a degree in the College of Business. Several
upper-level classes are also required by other programs. For example, all nursing students
take our PSY 311 Child Development class and students in a number of programs take PSY
223 Behavioral Statistics.
Psychology is also routinely one of the top departments in the university in terms of
student credit hours (SCH) generated per full time equivalent (FTE) faculty. In our college
only the English Department produces more credit hours (average about 10-20% more),
but they have accomplished this by having up to twice as many tenured and term faculty
members. Thus, our department has an ongoing record of producing a large number of
SCH in a very cost effective manner. This also means that our faculty has one of the highest
advising loads in the University.
b. Facilities:
Space assigned to the department in Harris Hall on the Huntington Campus includes 15
faculty offices, a workroom, a storage room, a room used as a seminar and meeting room, 2
offices for secretarial use, 3 shared, multi-person rooms and 10 shared, small cubicles for
graduate teaching assistant offices, 1 medium size and 2 very small rooms that are shared
for student and faculty lab space. We also maintain a Psychology Clinic in Harris Hall,
which is a suite consisting of one entrance/waiting area, one group room, three consulting
rooms and a small video/observation room; the clinic is outfitted with a modern video
recording/observation/communication system for training purposes. In addition, we have
four former dorm rooms in Laidley Hall which are used as research space.
Equipment belonging to the department in Huntington includes 3 VCR/ monitors, 2 slide
projectors, a videotape system in the clinic, an overhead projector, two DVD players, 2
computer/projector stands on wheels to use for PowerPoint presentations, a installed
“smart classroom” configuration, and 1 fax machine. The department leases a high volume
copy machine that doubles as a printer. In addition, the department has a lower volume
printer that is also available to all faculty, and approximately 12 small printers in faculty
offices. All faculty and staff have a Dell computer and monitor with internet access in their
office. The department also has 7 Dell computers available for student use. In addition, the
PsyD program purchases and maintains a variety of clinical assessment equipment, and we
have 2 laptops and projectors available for students to use when they are placed at a rural
practicum site, which lacks computer facilities.
In South Charleston, we have 3 faculty offices. One faculty member must maintain his office
in the training clinic located in Dunbar. That Clinic is financed by the Graduate College.
During the reporting period it was jointly used by the Psychology Department and the
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graduate program in Counseling. This past year Counseling decided to withdraw from the
clinic and it is now operated by the Psychology Department alone. The Dunbar Clinic has
an array of modern testing equipment, and a sophisticated video recording and
communication system for training purposes.
All full time faculty members and our secretaries (Two full time in Huntington and one full
time in South Charleston who is shared with School Psychology, which is a separate
program in a different college, plus a recent addition of a staff member in the Dunbar
Clinic) have telephones, personal computers with connections to the university system’s
software and the internet. In addition the department has networked computers in each of
the larger, shared graduate student rooms.
5. ASSESSMENT INFORMATION:
a. The principal goal of our assessment program is to understand how well students
achieve the goals we have set for them in the program. We also use assessment to find ways
to improve our methods of instruction, resources, course expectations, and other
components of our academic program. In other words, we use the program assessment
process to ensure the quality of our major.
b. Appendix V contains a summary of our assessment activities during the reporting period.
We developed a comprehensive exam which evaluated knowledge of content across the
discipline. This was administered to volunteers on assessment days from all class levels.
We also developed a test based on a research method used in cognitive psychology. An
abstract test was developed which asked students to rate on a five point scale how closely
various psychological terms are associated. For example, a student who understands
statistics should rate the concepts “variance” and “standard deviation” as very highly
related. By contrast, “psychoanalysis” and “schemata” are not related. The ratings were
then used to develop what could be thought of as a multidimensional map representing the
strength of the associations as distances between the terms. The maps represent how a
person thinks about the concepts. Differences between the student and faculty generated
maps can indicate areas that need attention. For example, a student’s response to the
variance-standard deviation item along with their responses to other statistical terms
could indicate that the student needs help in understanding the concept of variability.
More recently faculty met to evaluate student papers and research posters from capstone
projects to evaluate how students are meeting objectives concerning data analysis,
interpretation and presentation. These are the areas that students report having the most
difficulty mastering and they are also the areas where we see the objective evidence of
their struggles in their written research reports. This evaluation was one of the factors
which led to the hiring priorities discussed below and the change in our statistics and
experimental psychology classes proposed below.
c. Assessment data are used in a variety of ways to develop the program’s curriculum.
Thinking of the assessment process and what we needed to measure led us to a set of
undergraduate goals published by the American Psychological Association, which we
reviewed, modified slightly, and adopted as our goals for the program. These goals are
briefly listed in the first column of the table in Appendix V. A second way in which
assessment data is used is to reflect on what additional courses or activities which might be
helpful for program development. To that end, Dr. Chris Legrow developed a Senior
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Psychology Major Questionnaire. This tool, constructed to assess students’ perceptions of
their learning in a wide range of areas and what they would like more exposure to in the
program. In addition data from the assessment process has been used to guide our hiring
of new faculty. The department’s assessment process makes clear how important our
classes in statistics, research methodology and capstone work are to meeting our
program’s goals. Thus, our recent faculty searches and the two which are currently being
conducted this year have included as a priority the ability of candidates to contribute to
these areas of our program offerings.
d. Graduate and Employer Satisfaction: In 2011, the department emailed a survey to
approximately 200 (2006-2011) graduates of our programs using addresses we were able
to recover. The number who received the survey is uncertain as some messages bounced,
some were certainly caught in spam filters, and some were sent to Marshall e-mail
addresses which are still valid but the students probably no longer check. Forty-four
responses were received. From this marginally representative sample of our graduates, the
following information was obtained regarding employment and graduate study:
1. Of these respondents 14 reported being enrolled in graduate school in
psychology. Eight were in MA programs and six were in doctoral level programs.
2. Thirteen respondents were in graduate school, but were in an area other than
psychology. Their programs included related programs like counseling, physical therapy,
special education and school psychology, and less related programs like law school,
medical school and business.
3. Eleven respondents were currently working in a psychology related occupations,
typically in a mental health setting. Seven were working in other fields such as sales
representatives for medical supplies, insurance, and law.
e. Letters from the Assessment Report Review Committee are contained in Appendix X.
These contain a review or our assessment activities. Due to an error as we changed
assessment procedures, assessment committee members and a department chair we did
not submit a report in 2009. The 2010 report therefore, reflects some combined work for
both years.
6. Previous Reviews
The result of our last program review was that the University and HEPC committees
recommended that the BA program in psychology be designated for continuation of the
program with identification of the program for resource development. Despite the fact that
the previous chair wrote letters requesting clarification from President Kopp, no additional
resources were allocated to the department as a result of this recommendation. Being lost
in the shuffle may have been a contributing factor, as all the key administrators have
changed since the 2005 review.
7. Strengths and Weaknesses
Strengths:

All full time faculty have terminal degrees in their discipline, and all are well
prepared to teach and to conduct scholarly activities in their specialties. (See
Appendix II).

Faculty are very dedicated to their students and to teaching. Many have won
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teaching awards at the college and/or university level.

Faculty continue to conduct research and present their work via publications,
conferences and consultations.

Faculty are active participants in conferences, workshops and other continuing
education and professional development activities that enhance their teaching and
research.

Faculty are active in university, professional, and community service.

All faculty and staff have internet connected computers at their desks and several
additional terminals are available in the department. Computer labs on campus and
ubiquitous WIFI connection provides access for students doing research or working
on reports.

Curriculum and program development is ongoing. Faculty members take seriously
their responsibility to update courses and develop new courses in their areas of
expertise which meet needs of students and which are congruent with the
program’s objectives.

The popularity of the undergraduate psychology major remains very strong and
demand for psychology courses remains high. Other departments continue to
require our courses, indicating continued university-wide respect for the discipline
and for our faculty.
Weaknesses:
The weaknesses in our program continue to be resource based, specifically the need for
more faculty, office and laboratory space and equipment, and graduate student support.
Demand for psychology courses from majors and non-majors continues to be higher than
we can meet. The psychology department is routinely one of the top departments in the
university in terms of both student credit hours produced per full time equivalent faculty
and number of majors per full time equivalent faculty. This means that there is very strong
demand for both our service courses and our upper division courses for majors. In most
cases our undergraduate courses reach the classroom capacity early in the registration
period. Furthermore, the growth and development of our doctoral program over the time
of this review has stretched our resources further. Although our graduate programs are
certainly a strength of our program, the multiple programs we offer and the growing
undergraduate enrollment at Marshall puts a great deal of demand on faculty members to
meet the needs of students at all levels. One solution, but unlikely in this time of budget
cutbacks, would be to acquire one or two extra faculty lines for tenure track faculty. A
more realistic alternative will be discussed below.
A particularly acute problem resulting from this shortage of faculty relates to a curriculum
need we have identified in the department. The department offers two important courses
that are required of all majors, PSY 223 Behavioral Statistics and PSY 323 Experimental
Psychology. Both are three credit courses, but should be four credit courses to include a
lab. It is typical at other schools (e.g., WVU and Ohio U) for both of these courses to include
a lab. In the case of the statistics course, students should learn to analyze and summarize
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data with basic statistical software like SPSS©, SAS©, or other common programs. These
powerful statistical tools allow students to conduct complex statistical tests and make
inferences based on the results. Exercises like these contribute to the University’s General
Education requirements and enhances students’ use of technology. Use of this software also
allows students to make presentation materials (graphs and tables), a communication skill.
Contemporary students of psychology require these tools because of the computational
burden of most statistical techniques and complexity of experimental designs. Without
these tools, students are often restricted to doing trivial research studies. In addition,
ability to use this type of software is a skill expected of graduate students and is also a skill
often sought in the job market. With the three hour format none of our instructors has
been able to integrate the use of statistical software into the course. Class time is full just
covering the concepts and procedures.
Similarly, Experimental Psychology should have a lab component wherein students learn to
conduct an empirical study that includes the collection of data and writing a professional
style research paper. While these experiences are currently a small part of the course again
the course time is not sufficient. Adding a lab to the course would add the time for students
to do a variety of smaller experiments and learn to summarize and report the data in the
appropriate APA format. Our students in this class need more writing experience and
feedback to develop their critical thinking and writing skills.
Unfortunately, turning a three credit class to a four credit class increases the instructor’s
teaching load and reduces his or her ability to teach other courses for the major.
Experimental Psychology is particularly problematic because sections currently need to be
kept relatively small because we try to teach them as a writing intensive course to help
students with their University writing requirements, which then limits the class to 24
students.
The second weakness relates to space and equipment needs. Recently the American
Psychological Association granted reaccreditation of our doctoral program, but mentioned
the lack of space for the program as an area of concern, and requested a report next year on
how we were attempting to address it. As a social and natural science, psychology should
be able to provide students with more opportunity for laboratory classes. While the
addition of the lab space we acquired in Laidley Hall since the last review has helped, we
could still use additional space. The Campus Master Plan calls for the demolition of Laidley
Hall to allow for the building of a new classroom building.
Most regrettable is the plight of Dr. Bardi, our physiological psychologist who is a premier
researcher and scholar with numerous publications and presentations, and several grants.
Because his area of research requires physiological measures and biological samples he
really needs a lab with facilities that include access to water, a freezer for storage of
samples, and other equipment for analyzing samples. He has been able to borrow time in
some labs in the biomedical science building, but he has no place where he can work
consistently with his students. As a result a very large federal grant which he works on
with colleagues at the University of Richmond is administered at Richmond. He currently
spends his summers in Richmond and has arranged for Marshall students to work in the
lab in Richmond with him while he is there. If he had an appropriate lab he could establish
15
a neuroscience lab here that would be of great benefit to students. This is an emerging field
where research and grant opportunities are plentiful. With appropriate facilities some of
the research Dr. Bardi conducts in the summers at Richmond could be conducted at
Marshall with more of our students.
The third major problem is the declining finances for travel, current expenses, and support
for graduate students. Tight budgets are a problem shared by most departments at
Marshall. Decline in support for graduate students is a more recent problem however.
While support for graduate students may seem like an unusual problem to mention as a
weakness for an undergraduate program, graduate student support allows us to provide
additional sections of PSY 201 and a few upper level undergraduate classes, maintain our
advising center and could provide a solution to the need for a laboratory component in our
statistics and experimental psychology courses.
Plans for correction:
The department of psychology has many strengths. Our faculty are excellent and
committed teachers who are active in their fields and who willingly participate in
university and community service. Our programs remain popular, with high enrollments
and many majors. Thus, the problems we face are not those of program viability, but of
insufficient resources to meet student demand, and to support the faculty who contribute
to the program's ongoing development and success.
The resource problem is one we have little control of within the department. Every effort is
made to use scarce funds judiciously and find ways to conserve. One example, is that many
faculty members now appropriately use technology to distribute electronically materials
they previously would have handed out in class. In addition, recently the department has
started to receive a portion of the money generated by our summer enrollments which can
be used for faculty and student development.
We are fortunate to have excellent graduate students, many of whom are interested in
teaching, and for many years they have provided excellent supervised teaching for many of
our PSY 201 sections. As our doctoral program has grown, we’ve begun to look more
carefully at using advanced doctoral students to teach classes above the PSY 201 level. This
would certainly not be a total substitute for additional faculty lines, but could help with
some of the need for more undergraduate courses and is much more affordable. We have
already exhausted our use of local psychologists with the appropriate training to teach our
experimental and research oriented courses.
Regarding our space needs, all we can do is a) use our available space as wisely as possible;
b) negotiate on a case by case basis with other units for collaborative use of space and
resources for research purposes, and c) request that the university administration
reallocate space when it becomes available. We try continually to stay in the
administration’s radar as an area of need. This approach helped lead to the acquisition of
space in Laidley and an extra storage area in Harris Hall.
In the area of research support, we have allocated a significant portion of our student fees
towards support for faculty and student research activities. Though not really sufficient,
these funds help a great deal in supporting research activities.
16
B. VIABILITY
1. Articulation agreements: The undergraduate program has no articulation agreements
2. Off Campus/Distance Delivery Classes: Appendix VI lists courses which are taught at
Marshall’s off campus locations in Teays Valley or in the Mid Ohio Valley (Point Pleasant)
Center. Demand for PSY 201 at off campus locations is high and demand for upper level
courses has been growing. Course offerings are limited primarily by the need for qualified
faculty to teach upper division classes.
3. Online Courses: One of the biggest changes in our offerings during the reporting period
has been our increase online courses. At the beginning of the reporting period the only
undergraduate class we offered online was General Psychology. Although this has
continued to be a popular alternative for some students, the need for upper level online
courses became apparent. We have a significant number of students who work or live at
home in other parts of the state and find it difficult to come to campus at regular class
times. In addition, psychology has recently become a popular area of emphasis for the
Board of Regents Program and we have received numerous requests to expand our online
offerings for them. As a result over the past five years we have added online versions of
popular courses like Abnormal and Paranormal Psychology, Animal Behavior, Psychology of
Aggression, Psychometrics, Psychology of Learning, I/O Psychology, and Physiological
Psychology. Several other courses are currently under development. While there are
certainly some aspects of a course that are lost by the lack of a classroom experience, we
have tried to make the quality of our new online classes as comparable as possible to the
classroom. Enrollments for these courses are also listed in Appendix VI.
4. Service Classes: PSY 201 General Psychology is the primary service class offered by the
psychology department. It is required by the College of Business and fills one of the social
science requirements for all colleges and will soon also fill a need for a critical thinking
class. In addition, several upper level classes are required by other programs in the
university. Most notably, all nursing students are required to take Child Development, and
criminal justice majors take our statistics class. Other courses required in smaller
programs include Abnormal Psychology and Industrial Organizational Psychology.
5. Program Course Enrollment: Appendix VI presents enrollment data for all
undergraduate courses offered by the department for the last 5 years. Psychology majors
all take a common group of 9 credit hours (PSY 201 General Psychology, PSY 223 Behavioral
Statistics, PSY 323 Experimental Psychology), a set of 9 credit hours chosen from clusters of
related courses (one course from each cluster) and a capstone chosen from one of several
capstone options. In addition to this core of 21 credit hours, majors choose, with help from
their advisors, an additional 12 hours of psychology electives that are consistent with their
interests and their educational/career objectives.
All required courses are offered regularly. All are available each full semester-with multiple
sections of the required group of 3 classes offered each term- and many are also offered at
least once in the summer. Multiple courses from each of the clusters of required courses
are offered every term, and at least 3 of our capstone options are offered each full term.
Enrollments in these classes are consistently strong, with most upper division, regular
17
classroom courses closing quite early in enrollment. Department policy allows graduating
seniors to obtain overloads for any needed classes in their last year, so as not to interfere
with the students’ plans for graduation.
6. Program Enrollment: As has been noted elsewhere, the psychology undergraduate
program is extremely popular. Total enrollment of students who declare psychology as a
major or minor has grown over the reporting period from 464 students to 603 students.
(Further details are in Appendix VII and Figure 1). These figures do not include the large
number of students who take psychology classes as required for other majors or those who
take them as electives. It is almost the case that “if we offer it, they will come”. Our course
enrollments are mostly limited by the number of classes we can offer and the size of our
classrooms.
7. Enrollment Projections: It is likely that enrollment in the Psychology BA program will
continue to be very popular and large. As Marshall’s freshman classes have grown over the
past two years the number of students selecting psychology as a major has also grown.
While a number of these new students are now arriving with advanced credit in psychology
this has only worked to hold demand for introductory psychology relatively steady. The
real increase in enrollment demand is expected in our upper level courses.
C. NECESSITY
1. Advisory Committee: the BA program has no advisory committee. The program is
overseen by department faculty, and specifically by the Undergraduate Program
Committee and its Program Coordinator.
2. Graduates: Psychology BA program graduates work in a very wide range of fields
and enter a variety of graduate degree programs. While students in graduate school
might have been more likely to receive our survey since they may be more likely to
use the Marshall accounts to which most emails were sent, it is apparent that a
significant number of graduates do pursue graduate work in psychology or in other
fields. While there are some bachelor level graduates working in mental health
positions such as case management at Prestera Center or in Autism Services, other
graduates who do not go to graduate school have found employment in sales,
insurance, and other areas that liberal arts graduates typically pursue.
3. We have no indication that psychology graduates have poor employment prospects
or that job placement rates are low. The department has no specific job placement
programs. Faculty advisors attempt to discuss career goals with students early in
their academic career to assist the student in appropriate course choices. The
department also typically presents a program through Psi Chi, the psychology
honorary, discussing the procedures for applying to graduate school. Assistance
with graduate school applications is handled typically through work with the
students’ advisors. In other Psi Chi sponsored programs local psychologically
related employers such as the Prestera Center have been invited to discuss career
options in the field. In addition, the department often receives email
announcements which are forwarded to students or flyers concerning open
positions and graduate programs are posted on one of bulletin boards. Finally, all
18
students and graduates have access to the services of the University’s career
services center.
IV.
RESOURCE DEVELOPMENT
The vision for the undergraduate psychology program is to prepare graduates with
the critical thinking, analytic, and communication skills to be effective contributors
to society. We want our graduates to have an appreciation of the scientific method
and the importance of data to inform decisions; to look beyond belief or feelings to
the facts. They should be able to recognize the difference between good science and
bad. In their personal relationships they should understand how human physiology,
development, cognition, and affect, combine to influence human relationships and
behavior. Our mission then is to provide the skills and background to make this
possible. We aim to educate our students about how scientists in general and
psychologists in particular use scientific principles and the scientific method to
understand, explain, predict and influence behavior while searching for the
underlying mechanisms that determine behavior.
Our assessment of student outcomes in the key courses of statistics and
experimental psychology and of the posters and papers presented by students we
have reviewed in assessment reports indicates that many of our students need more
experience with data collection, analysis and interpretation, and in learning to
present results in an appropriate written format. Our undergraduate curriculum
committee believes that the best way we can help achieve this goal is to expand our
Behavioral Statistics and Experimental Psychology courses to a four hour class which
will include a one hour lab. In statistics the lab will be used to give experience with
computer analysis techniques not covered in class. The students would then get
substantial experience in taking data and learning how to organize, summarize and
draw conclusions from it. The lab would not focus on the calculations and theory
covered in class, but would give numerous practical data sets to analyze and
interpret. Students would also learn how to use the computer to generate graphical
representations of data to aid in its interpretation and presentation. We believe that
our current statistics course, while appropriately building an understanding of the
processes of statistics, does not give enough hands on practice that the lab would
provide. In the Experimental Psychology the lack of a lab component to the class, has
limited the experience the students get in designing experiments and collecting
their own data to interpret. Currently, each class usually requires students to work
on one main class experiment that serves as the basis of one major paper written in
a very particular style specified by the American Psychology Association (APA) for
psychology journals. A weekly lab would allow students to work on a number of
smaller projects in preparation for the larger class experiment and focus on
mastering different portions of the written product as they work through the
semester. This should provide much more practice and chance for feedback to
guide the writing process.
The question we next faced is how to accomplish this expansion. One option would
be to request new faculty positions to help staff the course. This alternative does
not seem likely given the current budget situation at the University. We believe,
19
however, that we have an alternative which would be much less expensive and have
other advantages. For both courses we propose to hire graduate teaching assistants
to manage the labs. This could be done for far less cost than hiring a faculty member
since a half time TA position currently requires only a $1,500 stipend each semester
and an approximate half tuition benefit. (Actual cost of this changes from year to
year and depends upon whether a student is an in state, metro or out of state
student. Currently the benefit ranges from $1,150 for an in state student to $3,225
for an out of state student.) It should be noted that tuition waivers are really an inkind contribution from the University and do not require the University to come up
with extra money. It might be considered that some of this cost would be offset by
the increase in credit hours (SCHs) generated by making the classes a four hour
class. Additionally, it should be noted that in some cases it may even increase
tuition intake from graduate students because we currently lose some graduate
students to other programs because we cannot offer them aid. Therefore, for
students who would not have come to Marshall without aid the University will now
get at least half tuition and full fees from the student instead of nothing. It is
envisioned that each graduate assistant for the statistics class could handle three
one hour labs a week for this appointment. Since we typically handle 100 to 120
students in statistics each semester, labs would require three TAs to make the lab
sizes reasonable.
For the Experimental Psychology course, GTAs could also teach three labs, but the lab
sizes must be smaller to allow more individual attention in data collection and in
grading the writing assignments. Unlike statistics which attracts many non-majors,
Experimental Psychology is typically a majors only course with lower enrollments.
Therefore, three GTAs should be sufficient even with the smaller labs. Thus we
currently estimate that six half time TA positions would make labs possible for both
courses. Coincidentally this happens to be the number of half- time positions which
were transferred from the Psychology Department to the English Department this
year to meet needs in the writing program. We do not dispute the fact that English
needed these positions and are not suggesting that these be returned. Instead we
are asking that our previous allocation be restored by creating six new half-time TA
positions. In order to make it possible for new TAs to handle the labs it will be
necessary for the faculty to develop lab manuals and instructions that lay out clearly
what is to be done for each lab. Luckily, two of our faculty have experience in
writing such a manual and all experimental psychology teachers have some
experience in developing some exercises. We envision a joint effort by all of the
appropriate faculty to develop the labs for each course. We also expect that the
faculty member will have to have some involvement in grading some of the
exercises, especially the writing assignments in experimental. However, by creating
clear grading rubrics for the assignments the TAs should be able to do most of the
work and write most of the comments allowing the faculty member to more quickly
read and evaluate the work.
This proposal has the possibility of solving another problem. Currently class size in
statistics is typically limited somewhat to allow for more individual attention. Class
size in experimental is very restricted because of the writing demands of the course.
As a result we typically need several instructors to teach each of these classes each
20
semester. However, if the instructor had a TA working with the students in labs the
students would have another chance for individual attention and help. Thus class
size for both classes could be increased and we would not need as many sections.
This could free some faculty course load time to expand some of our offerings of
other upper level psychology classes.
21
Appendix I
Required/Elective Course Work in the Program
Degree Program: Psychology, B.A.
Courses Required in Major (By
Course Number and Title)
PSY 201 General Psychology
PSY 223 Elementary Behavioral
Statistics or Approved Statistics
Alternative
PSY323 Experimental Psychology
Senior Capstone
Person responsible for the
report: Steven Mewaldt_
Total
Required
Hours
Elective Credit Required by the
Major (By Course Number and
Title)
3
One class from the following list is
required:
PSY 302 Social Psychology
PSY 360 Personality
PSY 408 Abnormal Psychology
PSY 418 Psychology of Personnel
PSY 420 Intro to I/O Psychology
PSY 426 Cross Cultural Psychology
PSY 433 Current Models of
Psychotherapy
3
One class from the following list is
required:
PSY 324 Sensation and Perception
PSY 350 Animal Behavior
PSY 416 Psychology of Learning
PSY 417 Intermediate Behavioral
Statistics
PSY 440 Physiological Psychology
PSY 443 Health Psychology
3
3
One class from the following list is
required:
PSY 311 Child Development
PSY 312 Adult Development
PSY 330 Human Sexual Behavior
PSY 406 Psychometrics
One class from the following list is
required:
PSY 456/457 Research in
Psychology
PSY 460 History & Systems of
Psychology
PSY 470 Practicum in I/O
Psychology
PSY 471 Practicum in Clinical
Psychology
PSY 499 Psychology Capstone
Seminar
Elective
Hours
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
22
Courses Required in Major (By
Course Number and Title)
Total
Required
Hours
Elective Credit Required by the
Major (By Course Number and
Title)
One class from the following list is
required:
PSY 204 Psychology of Adjustment
PSY 380 Intro to Professional
Psychology
PSY 391 Psychology of Aggression
PSY 402 Advanced Social
PSY 403 Applied Social
PSY 411 Advanced Topics in
Developmental Psychology
PSY 426 Cross Cultural Psychology
PSY 427 Computer Applications in
Psychology
PSY 431 Health Psychology
PSY 480-483 Special Topics
PSY 485-488 Independent Study
PSY 495H-496H Readings in
Honors
Elective
Hours
3
3
3
3
3
3
3
3
3
3
3
3
* The total psychology credits required for graduation is 33.
Requirements in part are based on goals established by the American Psychological
Association.
23
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: __Martin Amerikaner_______________ Rank: _____Professor______________________
Status (Check one): Full-time_X____ Part-time_____ Adjunct _____
Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: _____Ph. D.____ Date Degree Received: _____1978____________
Conferred by: ___Univ_of Florida_______________________________________
Area of Specialization: _____Counseling Psychology, Personality____________________
Professional Registration/Licensure_Psychologist , WV #449 Agency: ________WV Board of Examiners of
Psycholgists___
Years non-teaching experience
________
Years of employment other than Marshall
____11____
Years of employment at Marshall
____23__
Years of employment in higher education
____34____
Years in service at Marshall during this period of review
_____23___
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and semester
taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2009 Spring
2010 spring
2009 Spring
2010 Fall
2009 Spring
2010 Fall
Summer 2010
2011Summer
Fall 2009
Sp 2010
Alpha Des. & No.
PSY 733
Title
Cognitive Psychotherapy
PSY 633
Indiv Interviewing and Psychotherapy
PSY 671, 771
Practicum
PSY 605
Ethical and Legal Issues in Psychology
PSY 753
Supervision in Clinical Psych
Enrollment
8
10
9
8
5
5
9
14
7
8
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
If your degree is not in your area of current assignment, please explain.
(For each of the following sections, list only events during the period of this review and begin with the most
recent activities.)
2)
Activities that have enhanced your teaching and or research.
Attendance at state regional and national conferences, providing clinical services,
3)
4)
1/13/09
Discipline-related books/papers published (provide a full citation).
Fish, M., Amerikaner, M. and Lucas, C. (2006) Dispelling the Stereotypes: Rural Appalachian
Mothers Talk About Physical Punishment, Journal of Appalachian Studies, 12,1; 26-39.
Fish, M., Amerikaner, M. and Lucas, C. (2007) Parenting Preschoolers in Rural Appalachia:
Measuring attitudes and behavior and their relations to child outcomes. Parenting:
Science and Practice, 7, 3, 205-233.
Amerikaner, Martin J. (2007) Addressing the challenges facing new counseling professionals,
PsycCRITIQUES, 52,44 (Book review of Contemporary Issues in Counseling (2006),
Pamela K. S. Patrick (ed).
Amerikaner, M. and Rose, T. Direct Observation of Psychology Supervisees’ Clinical Work: A
Snapshot of Current Practice. Clinical Supervisor (accepted for publication, April, 2011)
Papers presented at state, regional, national, or international conferences.
Fish, M and Amerikaner, M. Parenting strategies and child outcomes for low SES rural Appalachian
mothers. Appalachian Studies Association, Dayton, March, 2006.
Amerikaner, M. “From Common Factors to Common Functions in “Psychotherapy”; paper
presented to Society for Exploration of Psychotherapy Integration, Los Angeles, May, 2006.
Rose, T. and Amerikaner, M. “Supervision in Professional Psychology in Appalachia: A Snapshot”
Appalachian Studies Association, Maryville, TN, March, 2007.
Amerikaner, M. and Rose, T. “Supervision in Professional Psychology: A Snapshot of Real World
24
Practices. American Psychological Association, San Francisco CA; Aug 2007
Amerikaner, M. and Hatcher, I. “Protecting the Public: Data based issues in the licensing of
psychologists in West Virginia.” Appalachian Studies Association, Huntington WV March, 2008
Amerikaner, M. and Hatcher, I, “Empirical Basis for Doctoral Requirements for Licensure:
West Virginia’s Story” Poster Session: American Psychological Association, Boston Aug 2008
Amerikaner, M. “Challenges to Clinical Supervision in Rural Areas.” Paper presentation, National
Association of Rural Mental Health; Denver: June, 2010
5)
Rose, T and Amerikaner, M. “Supervisors’ Perspectives; Challenges to Quality of Clinical
Supervision.” Poster presentation, American Psychological Association, San Diego, August, 2010
Professional development activities, including professional organizations to which you belong and state,
regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
Member and president of WV Board of Examiners of Psychologists (06/07 in this reporting period)
Member of Board of Directors (at large representative), WV Psychological Association
Attended: American Psychological Association, WV Psychological Association, Appalachian Studies
Association conferences; attended annual meetings of National Council of Schools and Programs of
Professional Psychology (annually) and Association of State and Provincial Psychology Boards (2006)
6)
Externally funded research grants and contracts you received.
Contract from WV DHHR to be PI of program evaluation project for an in-home visitation program in
southern WV
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
8)
Community service as defined in the Greenbook.
Member: Huntington Human Relations Commission ( 2005-09), Board member: Ohio Valley
Environmental Coalition (2010-11), Create Huntington (2010-11)
1/13/09
25
Name: _______Massimo Bardi___________________________ Rank: __Professor_________
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: ______Ph.D._____________ Date Degree Received: _______1998_____
Conferred by: ______University of Cagliari, Italy_____________________________________
Area of Specialization: _______Behavioral Neuroscience_________________________________
Professional Registration/Licensure_____NA_______ Agency: ________NA___________________
Years non-teaching experience
___5____
Years of employment other than Marshall
___8____
Years of employment at Marshall
___5_____
Years of employment in higher education
___8____
Years in service at Marshall during this period of review
___5____
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and semester
taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2011/Spring
Alpha Des. & No.
PSY 350
Animal Behavior
Title
Enrollment
55
2011/Spring
PSY 391
Psychology of Aggression
56
2011/Spring
PSY 440/540
Physiological Psychology
32
2011/Spring
PSY 499
Capstone
10
2010/Fall
PSY 440/540
Physiological Psychology
24
2010/Fall
PSY 499
Capstone
19
2010/Fall
PSY 674
Biological Bases of Behavior
20
2010/Spring
PSY 223
Elementary Behavioral Statistics
29
2010/Spring
PSY 350
Animal Behavior
55
2010/Spring
PSY 391
Psychology of Aggression
46
2010/Spring
PSY 440/540
Physiological Psychology
36
2009/Fall
PSY 391
Psychology of Aggression
16
2009/Fall
PSY 440/540
Physiological Psychology
33
2009/Fall
PSY 480/580
SpTp: Nonverbal Communication
19
2009/Fall
PSY 674
Biological Bases of Behavior
11
3) Most Recently Published Papers:
Franssen C.L., Bardi M., Shea E.A., Hampton, J.E., Franssen R.A., Kinsley, C.H., Lambert K.G. (2011).
Fatherhood Alters Behavioral and Neural Responsiveness in a Spatial Task. Journal of
Neuroendocrinology, in press.
Franssen C.L., Bardi M., Lambert K.G. (2011). Using a Comparative Species Approach to Investigate the
Neurobiology of Paternal Responses. Journal of Visualized Experiments, in press.
Lambert K.G., Franssen C.L., Bardi M., Hampton, J.E., Hainley L., Karsner S., Tu E.B., Hyer M.H., Crockett A.,
Baranova A., Ferguson T., Ferguson T., and Kinsley C.H. (2011). Characteristic neurobiological patterns
differentiate paternal responsiveness in two Peromyscus species. Brain, Behavior, and Evolution, 77:159175.
Bardi M., Koone T., Mewaldt S., O’Connor K. (2011). Behavioral and physiological responses to academic stress
in chemistry college students. Stress, 5:557-566.
Bardi M., Franssen C.L., Hampton, J.E., Shea E.A, Fanean A, Lambert, K.G. (2011). Paternal experience and stress
responses in the California mouse (Peromyscus californicus). Comparative Medicine, 61:20-30.
Bardi M., Hampton J.H., Lambert K.G. (2010). Fecal dehydroepiandrosterone (DHEA) immunoreactiviy as a
noninvasive index of circulating DHEA activity in young male laboratory rats. Comparative Medicine,
60:455-460.
Wemm S., Koone T., Blough E. R., Mewaldt S., Bardi M. (2010). The role of DHEA in physiological and
1/13/09
26
psychological coping mechanisms: relation to problem solving and academic performance. Biological
Psychology, 85:53-61.
Hawley D.F., Bardi M., Everette A.M., Higgins T.J., Tu K.M., Kinsley C.H., Lambert, K.G. (2010).
Neurobiological constituents of active, passive and variable coping strategies in male Long-Evans rats.
Stress, 13:172-183.
Bardi M. (2009). Multidimensional assessment of life satisfaction in Southern Appalachia. I-manager's Journal on
Educational Psychology, 3:43-53.
Rima B., Bardi M., Friedenberg, J., Christon, L., Karelina, K., Lambert K.G., Kinsley C.H. (2009). Reproductive
experience and the response of female Sprague-Dawley rats to fear and stress. Comparative Medicine,
59:437-443.
Huffman M.A., Pebsworth P., Bakuneeta C., Gotoh S., Bardi M. (2009). Self-medication in primates. In (Huffman
M.A. and Chapman C. Eds.) Primate Parasite Ecology, pp. 331-350. Cambridge University Press,
Cambridge.
1/13/09
27
Name: Keith W. Beard, Psy.D.
Rank: Associate Professor
Status: Full-tim
Current MU Faculty: Yes
Highest Degree Earned: Psy.D.
Date Degree Received: Sept. 2000
Conferred by: Wright State University
Area of Specialization: Clinical Psychology
Professional Registration/Licensure: Lic Psychologist
Agency: WV Board of Psych
Years non-teaching experience
0
Years of employment other than Marshall
0
Years of employment at Marshall
11
Years of employment in higher education
11
Years in service at Marshall during this period of review
11
List courses you taught during the final two years of this review.
Year/Semester
Alpha Des. & No.
Title
PSY
408/508
Abnormal
Psychology
Fall 2009
Spring 2010
Fall 2010
Spring 2011
Enrollment
52
PSY 485
Independent Study
1
PSY 670
Clinical Practicum
3
PSY 769
Practicum in Clinical Psychology
1
PSY 770
Advanced Practicum in Clinical Psych
1
PSY 772
Rural Practicum
5
PSY 791
Seminar: Advanced Clinical Psychology
18
PSY 634
Group therapy
7
PSY 671
Clinical Practicum
4
PSY 771
Advanced Practicum in Clinical Psych
1
PSY 773
Rural Practicum
3
PSY 408/508
Abnormal Psychology
44
PSY 499
Capstone
4
PSY 300
Paranormal Phenomena
82
PSY 764
Advanced Human Sexuality
17
PSY 360
Personality
41
PSY 634
Group Therapy
10
1) If your degree is not in your area of current assignment, please explain. N.A.
2) Activities that have enhanced your teaching and or research.
Demonstration/documentation of professional development in teaching: Using the lockdown browser - MUOnline
User Group workshop, and
Streaming audio and video material - MUOnline User Group workshop
Continuing Education Hours
Completed required number of continuing education hours needed to maintain licenses as a Psychologist and
Professional Counselor
3) Discipline-related books/papers published (provide a full citation).
Beard, K.W. (2011). Working with adolescents. In K. Young & C. Nabuco de Abreu (Eds.) Internet addiction: A
handbook for evaluation and treatment. (pp. 173-189). Hoboken, NJ:Wiley.
Stroebel, S.S., O’Keefe, S.L., Beard, K.W., Robinett S.R., Kommor, M.J., & Swindell, S. (2010). Correlates of
inserted object-assisted sexual behaviors in men: A model for development of paraphilic and non-paraphilic
urges. Sexual Addiction & Compulsivity, 17, 127-153.
Beard, K.W. (2009). Internet addiction: An overview. In J. B. Allen, E.M. Wolf, & L VandeCreek (eds.) Innovations
in clinical practice: A 21st century sourcebook, vol. 1. (pp. 117-134). Sarasota, FL: Professional Resource
Press.
O’Keefe, S.L., Beard, K.W., Stroebel, S.S., Berhie, G., Bickham, P.I., & Robinett, S. (2009). Correlates of inserted
object assisted sexual behaviors in women: A model for development of paraphillic and non-paraphilic
1/13/09
28
urges. Sexual Addiction and Compulsivity, 16(2), 101-130.
Haning, R.V., O’Keefe, S.L., Beard, K.W., Randall, E.J., Kommor, M.J., & Stroebel, S.S. (2008). Empathic sexual
responses in heterosexual women and men. Sexual & Relationship Therapy, 23(4), 325-344.
Beard, K. W. (2008). Internet addiction in children and adolescents. In C.B. Yarnall (Ed.) computer science
research trends (pp. 59-70). Hauppauge,
NY: Nova Science Publishers, Inc.
Legrow, C.W., Trumpower, D.L., & Beard, K.W. (2007). Research & statistics: An integrated workbook. Dubuque,
Iowa: Kendall/Hunt Publishing.
4) Papers presented at state, regional, national, or international conferences.
Beard, K.W. (May 2010). Death & Life: Dealing with Suicide and Depression. Invited Speaker. Fifth Annual Mu
Crew Retreat. Yellow Spring, OH.
Beard, K.W., Mann, J., & Parmer, R.L. (March 2010). Panel: Lesbian, Gay, Bisexual, & Transgendered Identity in
Appalachia. 33rd Annual Appalachian
Studies Association Conference, North Georgia College and University, Dalongeha, GA.
O’Keefe, S.L., Beard, K.W., Stroebel, S.S., Berhie, G., Bickham, PJ, & Robinett, SR. (2009). Correlates of Inserted
Object-Assisted Sexual Behaviors in Women: A Model for Development of Paraphilic and Non-Paraphilic
Urges. Poster Presentation at the Fall Conference of the West Virginia Psychological Association,
Charleston, WV.
Beard, K.W. (Oct. 2009). Issues and Support for Gay, Lesbian, Bisexual, & Transgendered Students. Invited
Speaker. Ashland Teaching & Learning
Conference. Ashland Community and Technical College, Ashland, KY.
Beard, K.W. (April 2009). Gay Rights in Campus Settings. Invited Panel Speaker. MU Pride Week, Marshall
University, Huntington, WV.
Beard, K.W. (April 2009). GLBT Issues for School Age Students. Invited Speaker. Education Seminar, California
University of Pennsylvania, California, PA.
Beard, K.W. (April 2008). Mental health issues for gay men. Invited speaker. The Blue Conference, Dayton, OH.
5) Professional development activities, including professional organizations to which you belong and state,
regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
American Psychological Association (APA) - full member 2000 – present
West Virginia Psychological Association (WVPA) - full member 2009-present
WVPA College & University Committee - Chair 2006-2008
WVPA Treasurer - 2009-2014
Association of Directors of Psychology Training Clinics - Member - 2008-present
Federal Education Advocacy Coordinators - Campus Representative (APA Org.) 2003 - present
6) Externally funded research grants and contracts you received.
HIV Testing and Counseling - Community Based Organization (2010)
Granting Agency: WV Department of Health and Human Services
Amount: $20,000
7) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Reynolds Outstanding Teacher Award – finalist 2008, 2009
8) Community service as defined in the Greenbook.
Faculty Senate: Senator
College of Liberal Arts Curriculum Committee:Member
Clinical Faculty Committee for graduate programs: Member - Oversees the functioning of the Masters and Psy.D.
program in Clinical Psychology. This curriculum, research/dissertation, student issues, internship, etc.
Admissions Committee for PsyD Program: Chair and Co-Chair
Internship coordinator for 10 doctoral students
Associate Program Director – Psy.D. Program
Ministerial Assessment Specialist, United Methodist Church, WV Conference: Consultant - Conducted clinical
interviews, and completed psychological assessment reports required for ministerial candidates before they are
ordained.
Pro Bono Psychotherapy Work
1/13/09
29
Name: _April Fugett Fuller________________________ Rank:___Assistant Professor_____________
Status (Check one): Full-time__X__ Part-time_____ Adjunct _____ Current MU Faculty: Yes _X_ No ___
Highest Degree Earned: ______Ph.D.________________ Date Degree Received: __December 2008__
Conferred by: __University of Kansas________________________________________________
Area of Specialization: ___Cognitive Psychology____________________________________________
Professional Registration/Licensure____None (N/A)__ Agency: ___(N/A)_______________________
Years non-teaching experience
___0____
Years of employment other than Marshall
___4____
Years of employment at Marshall
Beginning of 4th year________
Years of employment in higher education
Beginning of 4th year ________
Years in service at Marshall during this period of review
Beginning of 4th year ________
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and semester
taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Alpha Des. & No.
PSY 406 /506
Psychometrics
Title
Enrollment
27
Fall 2011
PSY 416/516
Psychology of Learning
39
Fall 2011
PSY 480
SpTp: Psychology & Popular Fiction
24
Summer I 2011
PSY 485
Independent Study
1
Summer II 2011
PSY 480/580
SpTp:Pop Culture
12
Spring 2011
PSY 223
Elem Behavioral Stat
24
Spring 2011
PSY 223
Elem Behavioral Stat
25
Spring 2011
PSY 486
Independent Study
2
Spring 2011
PSY 717
Adv Quantitative Analysis
10
Fall 2010
PSY 324
Sensation & Perception
24
Fall 2010
PSY 406/506
Psychometrics
25
Fall 2010
PSY 416/516
Psychology of Learning
28
Summer III 2010
PSY 483
SpTp:Pop Culture
20
Spring 2010
PSY 223
Elem Behavioral Stat
32
Spring 2010
PSY 483
SpTp:Pop Culture
31
Spring 2010
PSY 694
Seminar:Adv Quantative Psychology
11
Fall 2009
PSY 223
Elem Behavioral Stat
26
Fall 2009
PSY 416/516
Psychology of Learning
38
Fall 2009
PSY 417/517
Inter Behavioral Stat
15
Fall 2009
PSY 485
Independent Study
1
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
If your degree is not in your area of current assignment, please explain. N/A
(For each of the following sections, list only events during the period of this review and begin with the most recent activities.)
2)

1/13/09
Activities that have enhanced your teaching and or research.
I participated in the Fall Teaching Conferences at Marshall. I attended and gave the following teaching presentations:
o Patterson, B, Fugett, A. & Barnes, M. (2011, Auguest). Pickens-Queen Award Winning Faculty: The Art of
Engaging Students. Panel discussion to be held at the Fall Teaching Conference (iPed), Marshall University,
Huntington, WV.
o Lumpkin, S., Boswell, L., Brwon, C., Cooper, S., Gilpin, S., Bardi, M., Mitchell, K., Hill, J., Barnes, M.,
Miller, B., Sullivan, D., Fugett, A., & Schray, K. (2010, August). Thinking and Learning on Paper, on the
Screen, and in Multi-Modal Media: All the Ways Writing Can Enhance Thinking, Inquiry, Learning, and
30

3)

4)










5)
6)
7)
8)


1/13/09
Student Engagement. Roundtable discussion held at the Fall Teaching Conference (iPed), Marshall
University, Huntington, WV.
o Fugett, A & Douglas, W. (2009, August). Designing and Implementing Student Conferences as a Teaching
Tool. Roundtable discussion held at the Fall Teaching Conference, Marshall University, Huntington, WV
In addition to this I have also attended Research Boot Camp through CTL (Spring 2009, Spring 2010, and Spring
2011).
Discipline-related books/papers published (provide a full citation).
Lindberg, M.A., Fugett, A., & Thomas, S.W. (In Press). Comparing Measures of Attachment: "To whom one Turns in
Times of Stress," Parental Warmth, and Partner Satisfaction. The Journal of Genetic Psychology, Accepted August
2011.
Papers presented at state, regional, national, or international conferences.
Wright, S. & Fugett, A. (2012, January). Using E-tools to Enhance Vocabulary Acquisition and Reading
Comprehension. Paper to be presented at ATIA (Assistive Technology Industry Association). Orlando, FL.
Fugett, A. & Wright, S. (2011, May). Supporting reading comprehension through the use of technology. Paper
presented at the annual meeting of the Midwestern Psychological Association. Chicago, IL.
Wise, E. & Fugett, A. (2011, May). Ambiguity and priming: A modern comparison. Paper presented at the annual
meeting of the Midwestern Psychological Association. Chicago, IL.
Wise, E. & Fugett, A. (2011, April). The impact of ambiguity on lexicality. Paper presented at the Tri-State
Psychology Conference. Huntington, WV.
Fugett, A. & Tucker, C. (2011, April). Using technology to support reading comprehension. Paper presented at the
Tri-State Psychology Conference. Huntington, WV.
Wright, S. & Fugett, A. (2011, January). Using e-reads and internet resources to support comprehension. Paper
presented at ATIA (Assistive Technology Industry Association). Orlando, FL.
Fugett, A. & Wise, E. (2010, April). A comparison of frequencies as defined by Google search “hits”. Paper
presented at the annual meeting of the Midwestern Psychological Association. Chicago, IL.
Fugett, A. & Wise, E. (2010, April). A comparison of frequencies as defined by search “hits”. Paper presented at the
Tri-State Psychology Conference. Marietta, OH.
Simpson, G.B., Park-Diener, U.S., Fugett, A., & Treiman, R. (2009, November). Extracting phonological information
from systematic alphabetic form. Paper presented at the annual meeting of the Psychonomic Society. Boston, MA.
Fugett, A, Park-Diener, U .S., Simpson, G.B., Duermeier, T., & Kellas, G. (2008, November). Neighborhood effects
within a priming context. Paper presented at the annual meeting of the Psychonomic Society. Chicago, IL.
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any offices
you hold in professional organizations. I am a member of the Midwestern Psychological Association (MPA) . I
attended the following conferences: MPA 2011 and 2010, Assistive Technology Industry Association 2011, Tri-State
Psychology Conference 2011, Stand for Women Conference 2011 (Participated in Session 6, Panel D (Getting into
Graduate School), and Psychonomics 2008 and 2009
Externally funded research grants and contracts you received. None
Awards/honors (including invitations to speak in your area of expertise) or special recognition. Winner of the 20102011 Pickens-Queen Excellence in Teaching Award at Marshall University
Community service as defined in the Greenbook.
Consulting for the West Virginia Office of Emergency Medical Services (WVOEMS) (2010)
i. Dr. Chris LeGrow and I were asked to consult with the WVOEMS group about what would be necessary
in order to conduct an analysis of the WVOEMS Basic licensing test. We prepared a proposal and
outline of what it would take in order to calculate reliability and validity of this test. We also met with
them on several occasions to discuss their issues and needs.
Drug Free Communities (DFC) Grant Evaluation (2010 to current)
ii. Dr. Chris LeGrow and I were asked to partner with DFC to help establish protocols to measure and
evaluate areas the DFC needs to address within the community to prevent teen drug and alcohol abuse.
Also we were tasked with finding a way to measure how current interventions within the community are
working. To date, we have developed the idea of a youth focus and developed a questionnaire to
present to teen parents that will help us identify and measure problem areas within the Cabell County
community.
31
Name: Tony Goudy_____________________________ Rank: _Assistant Professor_______________
Status (Check one): Full-time__X___ Part-time___ Adjunct __
Current MU Faculty: Yes _X_ No ___
Highest Degree Earned: _Ph.D.___________________ Date Degree Received: August 1994____
Conferred by: _Penn State University _________________________________________________
Area of Specialization: _SP Psychology__________________________________________________
Professional Registration/Licensure_WV #671, Licensed Psychologist, PA-008625 Agency: WV and PA
Psychology Boards
Years non-teaching experience
05_____
Years of employment other than Marshall
_05_____
Years of employment at Marshall
_11_____
Years of employment in higher education
_11 ____
Years in service at Marshall during this period of review
_05_____
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and semester
taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
2009/Spring
PSY 605
Ethical, Legal and Professional Issue in Psychology
24
2009/Spring
PSY 608
Differential Diagnosis & Treatment Planning
05
2009/Spring
PSY 670
Clinical Practicum
05
2009/Summer
PSY 670
Clinical Practicum
06
2009/Fall
PSY 608
Differential Diagnosis & Treatment Planning
11
2009/Fall
PSY 608
Differential Diagnosis & Treatment Planning
10
2009/Fall
PSY 610
Assessment of Adults
10
2009/Fall
PSY 670
Clinical Practicum
04
2010/Spring
PSY 605
Ethical, Legal and Professional Issue in Psychology
20
2010/Spring
PSY 608
Differential Diagnosis & Treatment Planning
05
2010/Spring
PSY 670
Clinical Practicum
05
2010/Summer
PSY 670
Clinical Practicum
08
2010/Fall
PSY 608
Differential Diagnosis & Treatment Planning
11
2010/Fall
PSY 610
Assessment of Adults
10
2010/Fall
PSY 670
Clinical Practicum
03
2011/Spring
PSY 605
Ethical, Legal and Professional Issue in Psychology
15
2011/Spring
PSY 608
Differential Diagnosis & Treatment Planning
07
2011/Spring
PSY 670
Clinical Practicum
05
2011/Summer
PSY 670
Clinical Practicum
08
1)
2)
3)
4)
5)
1/13/09
N/A
Activities that have enhanced your teaching and or research.
Over 100 Psychological Evaluation consults
Monthly treatment planning consults for foster care agencies
Discipline-related books/papers published (provide a full citation).
N/A
Papers presented at state, regional, national, or international conferences.
N/A
Professional development activities, including professional organizations to which you belong and state,
regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
American Psychological Association
32
6)
7)
8)
1/13/09
Externally funded research grants and contracts you received.
N/A
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Invited speaker WV Child Care Association, Topic: Treatment Planning in Children Service Agencies
Community service as defined in the Greenbook.
Developed and presented Four CEU presentations for Children Service Agencies
33
Name: Keelon L. Hinton
Rank: Associate Professor
Status (Check one): Full-time X Part-time_____ Adjunct _____
Current MU Faculty: Yes X No ___
Highest Degree Earned: Ph. D.
Date Degree Received:
5/2010
Conferred by: Howard University ( Washington D.C.)
Area of Specialization: Psychology ( Developmental)
Professional Registration/Licensure_____N/A__________ Agency N/A
Years non-teaching experience
________
Years of employment other than Marshall
________
Years of employment at Marshall
__9yrs__
Years of employment in higher education
__9yrs__
Years in service at Marshall during this period of review
__9yrs__
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and semester
taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Seme
ster
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Intersession
2010
Intersession
2010
Intersession
2010
Intersession
2010
1/13/09
Alpha
Des. &
No.
PSY
311
PSY
312
PSY
456
PSY
481
PSY
482
PSY
485
PSY
581
PSY
582
PSY
585
PSY
311
PSY
411
PSY
457
PSY
481
PSY
482
PSY
486
PSY
557
PSY
581
PSY
582
PSY
586
PSY
656
PSY
686
PSY
312
PSY
456
PSY
480
PSY
485
Title
Child Development
Adult Development
Research in Psychology
SpTp:
Love/Intimacy/Attachmnt
SpTp: Race/Culture/Devel
Proc
Independent Study
SpTp:
Love/Intimacy/Attachmnt
SpTp: Race/Culture/Devel
Proc
Independent Study
Child Development
Adv Topics
Developmental PSY
Research in Psychology
SpTp:Race/Culture &
Develop
SpTp:Love/Intimacy&Att
achment
Independent Study
Research in Psychology
SpTp:Race/Culture &
Develop
SpTp:Love/Intimacy&Att
achment
Independent Study
Research in Psychology
Independent Study
Adult Development
Research in Psychology
SpTp: Love, Intimacy &
Attach
Independent Study
Enrollm
ent
Year/Seme
ster
92
Intersession
2010
Intersession
2010
Intersession
2010
Fall 2010
89
6
27
30
10
6
1
0
95
34
10
32
31
10
2
2
7
0
1
1
48
1
27
1
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Alpha
Des. &
No.
PSY
580
PSY
585
PSY
656
PSY
311
PSY
312
PSY
456
PSY
480
PSY
481
PSY
485
PSY
580
PSY
581
PSY
585
PSY
656
PSY
311
PSY
411
PSY
457
PSY
475
PSY
465
PSY
486
PSY
557
PSY
581
PSY
582
PSY
586
PSY
656
Title
SpTp:Love,Intimacy &
Attach
Independent Study
Research in Psychology
Child Development
Adult Development
Research in Psychology
SpTp: Race, Culture &
Dev
SpTp:
Love/Intimacy/Attachmen
t
Independent Study
SpTp: Race, Culture &
Dev
SpTp:Love/Intimacy/Atta
chment
Independent Study
Research in Psychology
Child Development
Adv Topics
Developmental PSY
Research in Psychology
SpTp:Race/Culture &
Develop
SpTp:Love/Intimacy&Att
achment
Independent Study
Research in Psychology
SpTp:Race/Culture &
Develop
SpTp:Love/Intimacy&Att
achment
Independent Study
Research in Psychology
Enrollm
ent
4
0
1
94
83
14
40
43
11
0
1
0
2
121
42
9
45
46
12
0
4
7
0
1
34
1. N/A
2. State of West Virginia Department of Education
Apr. 2011- present
Division of Rehabilitation Services
*Independently developed and conducted state-wide multicultural competency training and development seminars
for rehabilitation directors, supervisors, case managers, and counselors
Marshall University (Department of Multicultural Affairs)
Jan. 2011
*Conducted multicultural competency training and development for Marshal Multicultural Community
Ambassadors
Marshall University (Counseling Department)
Jan. 2006 – present
*Semiannual multicultural competency training and development seminars for
graduate/Masters level school and mental health counseling students.
Marshall University (Department of Resident Services) Jan. 2006 - present
*Semiannual multicultural competency training and lectures for university resident
hall assistants, directors, and residents
Marshall University (Department of Resident Services) Jan. 2006 - present
*Semiannual seminars/lectures on love, relationships, domestic violence and
attachment issues for university resident hall assistants, directors, and residents.
3. Hinton, K. & Lowe, M. (2011). The Ethos of Appalachia: Exploring the Relations of Appalachian Identity,
Multicultural Competence and Color Blind Racial Attitudes among Undergraduate and Graduate Counseling
Majors. Journal of Rural Community Psychology, 14(2).
Hinton, K (Accepted for Publication, 12/2010). The Relations of Family Functioning Characteristics, Racial
Socialization and Coping Style to Race Related Stress Among African American College Students. Journal of Rural
Community Psychology. Journal of Rural Community Psychology
4. Conferences:
Hinton, Keelon L., & Roberts, D. (August, 2010). The Relations of Family Functioning Characteristics, Racial
Socialization and Coping Style to Race Related Stress Among African-American college Students. Poster presented
at the 42nd Annual American Black Psychology Association International Convention, Chicago, IL.
Hinton, Keelon L., & Jones, R. (August, 2010). Father Knows Best: An Examination of the Relations of Paternal
Parenting Characteristics, Attachment Style, and Attitudes on Marriage, Infidelity, and Sexual Behavior in AfricanAmerican College Students. Poster presented at the 42 nd Annual American Black Psychology Association
International Convention, Chicago, IL.
5. National Black Child Development Institute
Association of Black Psychologist
NAACP
6. N/A
7. My Brother Keeper Community Achievement
Award (May 2010)
Marshall University’s College of Liberal Arts
Outstanding Teacher Award(2008)
Marshall University’s College of Liberal Arts
Outstanding Teacher Award(2006)
Carter G. Woodson Faculty Initiative Doctoral
Fellowship (2001 – 2005)
8. Community:
* Facilitate tutoring program in community ( Building Black Talent Tutoring Program)
* Vice President of National Association for Advancement of Colored People (N.A.A.C.P.)
Huntington Chapter
* Executive Committee Member of National Association for Advancement of Colored People
(N.A.A.C.P.) Huntington Chapter
* Co-founder and President of The Brotherhood of Black Scholars
* Bi-monthly community forums dealing with parenting, identity, educational issues facing the African
American community
* Weekly volunteer reader at Spring Hill Elementary School
* African American Literature Book Club Organizer
1/13/09
35
Name: Christopher W. LeGrow Rank: Professor
Status (Check one): Full-time X Part-time____ Adjunct ____
Current MU Faculty: Yes X
Highest Degree Earned: Ph.D.
Date Degree Received: 1992
Conferred by: Ohio University (Athens, Ohio)
Area of Specialization: Industrial-Organizational Psychology
Professional Registration/Licensure NA Agency: NA
Years non-teaching experience
0 years
Years of employment other than Marshall
2 years
Years of employment at Marshall
18 years
Years of employment in higher education
20 years
Years in service at Marshall during this period of review
5 years
No ___
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and semester
taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
FYS 100
PSY 223
PSY 418/518
PSY 585
First Year Seminar
Elementary Behavioral Statistics
Psychology of Personnel
Independent Study (Graduate)
22
62
39
1
Summer 2011
PSY 223
PSY 300
Elementary Behavioral Statistics
Paranormal Phenomena
22
31
Spring 2011
PSY 223
PSY 420/520
Elementary Behavioral Statistics
Industrial/Organizational Psychology
Course Release: FYS Training
61
41
Fall 2010
PSY 223
PSY 418/518
PSY 499
Elementary Behavioral Statistics
Psychology of Personnel
Psychology Capstone Seminar
64
38
21
Summer 2010
PSY 223
PSY 300
Elementary Behavioral Statistics
Paranormal Phenomena
14
31
Spring 2010
PSY 223
PSY 300
PSY 420/520
PSY 470
Elementary Behavioral Statistics
Paranormal Phenomena
Industrial/Organizational Psychology
Industrial/Organizational Psychology Practicum
60
48
37
1
Fall 2011
1)
2)
If your degree is not in your area of current assignment, please explain. NA
Activities that have enhanced your teaching and or research.
MU Summer Research Grant (Summer 2011)
FYS Training (Faculty Training Course for new First Year Seminar Instructors; Spring 2011)
MU Center for Teaching and Learning 2009 Fall Teaching Conference Attendee/Presenter
LeGrow, C. (August, 2009). The development of critical thinking skills through an analysis of
paranormal phenomena. A panel session presented at the 2009 MU Fall Teaching
Conference, Huntington, West Virginia.
3)
4)
1/13/09
Discipline-related books/papers published (provide a full citation).
LeGrow, C., & LeGrow, T. (2008). A participant-driven effort to assess and address an emerging
climate of harassment in a rural high school. Journal of Rural Community Psychology,
E11 (1).
LeGrow, C., Trumpower, D., & Beard, K. (2007). Research methods & statistics: An integrated
workbook. Kendall-Hunt Publishing Company.
Papers presented at state, regional, national, or international conferences.
36
5)
LeGrow, C. (April, 2009). Lessons learned from service-learning projects with students enrolled
in personnel psychology and industrial-organizational psychology courses. Poster
Presented at the 24th annual meeting of SIOP, New Orleans, Louisiana.
LeGrow, C., & Anderson, A. (May, 2006). Making fun of coworkers: Analyzing the content of
Workplace humor. Poster presented at the 21st annual meeting of SIOP, Dallas, Texas.
Zakrajsek, T., Bowling, N., LeGrow, C., & Everton, W. (May, 2006). Getting your students’ hands
dirty: Active learning in I-O courses. Education, Teaching, and Learning Forum
presented at the 21st annual meeting of SIOP, Dallas, Texas.
Professional development activities
7)
Attended 2007 Human Research Protection Programs annual meeting (Boston, Massachusetts)
Attended 2006/2009 SIOP annual conferences (Dallas, Texas; New Orleans, Louisiana)
Reviewer of Conference Submissions for SIOP annual conference (2006, 2008-2011)
Member of SIOP (Society of Industrial-Organizational Psychology)
Member of APA Division 2 (Society for the Teaching of Psychology)
Awards/honors or special recognition.
8)
Recipient of 2008-2009 MU College of Liberal Arts Outstanding Teacher Award
Community service as defined in the Greenbook.
Focus Group Coordinator (Cabell County Substance Abuse Prevention Programs; 2011)
Organizational Consultation (TEAM for West Virginia; 2008)
Organizational Consultation (River Valley Child Development Services; 2007)
Staff Development Presentation
LeGrow, C. (2007). Repairing a damaged organizational climate: Emerging themes from staff
interviews (Healthy Families America/TEAM for West Virginia)
1/13/09
37
Name: __Marc A. Lindberg_________________ Rank: _Full Professor__________________
Status (Check one): Full-time__x___ Part-time_____ Adjunct _____
Current MU Faculty: Yes _x__
No ___
Highest Degree Earned: _____Ph. D._________ Date Degree Received: _1976________________
Conferred by: ____The Ohio State University________________________________________
Area of Specialization: _____Psychology____________________________________________________________
Professional Registration/Licensure_______________ Agency: _______________________________
Years non-teaching experience
________
Years of employment other than Marshall
____3____
Years of employment at Marshall
________
Years of employment in higher education
________
Years in service at Marshall during this period of review
________
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and semester
taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2010
Alpha Des. & No.
Psychology 311
Child Development
Title
Enrollment
45
Fall 2010
Psychology 456
Research in Psychology
12
Fall 2010
Psychology 450
History and Systems of psychology
10
Fall 2010
Psychology
Dissertation Research
3
1) N/A
2. Consultations: Did consultations and served as an expert witness in Texas, Colorado, Delaware, Wisconsin,
West Virginia, New Jersey, North Carolina, and Washington.
3. Published papers
Lindberg, M. A. Fugett, A. & Thomas, S. W. (in press). Comparing Measures of Attachment:
“To whom one Turns in Times of Stress,” Parental Warmth, and Partner Satisfaction,
Journal of Genetic Psychology.
Lindberg, M. A., & Thomas, S. (in press). The Attachment and Clinical Issues Questionnaire
(ACIQ): Scale Development. Journal of Genetic Psychology.
Lindberg, M. A., Dementieva, Y., & Cavender, J. (in press.) Why has the BMI Gone Up so
Drastically in the Last 35 Years? Journal of Addictive Medicine.
4 & 5. Presentations and professional development
Lindberg, M. A., Dementieva, Y., & Cavender, J. (2011, May). Different Diets and Food
Groups Compared in Terms of Their Roles in the Increasing Rates of Obesity in the
United States. Paper presented at the American Psychiatric Association. Honolulu
Hawaii.
Lindberg, M. A., & Thomas, S. (2011, April). The Attachment and Clinical Issues
Questionnaire (ACIQ): Scale Development. Paper presented at the Society for Research
in Child Development. Montreal, Canada.
Lindberg, M. A. (2010, May) The Diagnoses of Different Eating Disorders: Do they Share
Similar Developmental Pathways and Clinical Presentations? Paper presented at the
American Psychiatric Association. New Orleans La.
Lindberg, M. A. & Lounder, L. (2010, May) Direct Tests of the Attachment Hypothesis of the
Development of Criminal Behavior. Paper presented at the American Psychiatric
Association, New Orleans, La.
Lindberg, M. A. (2009, April) Validations of the ACIQ. Paper presented at the Society for
Research in Child Development. Denver, Co.
Oxley, T. & Lindberg, M. A. (2008, April) Tests of Attachment Models of Suicidality. Paper
presented at the Conference on Human Development. Indianapolis, In.
Amick, T. & Lindberg, M. A. (2008). Hopelessness and Helplessness in Relation to
Attachment. Paper presented at the Conference on Human Development. Indianapolis,
In.
Kellar, M. & Lindberg, M. A. (2008). Social Support in Times of Stress: An Analysis of
Attachment Patterns. Paper presented at the Conference on Human Development.
Indianapolis, In.
1/13/09
38
Cavender, J. & Lindberg, M. A. (2008, April). A Correlational Study of the Production of
Sugars and Fats and Their Relation to Body Mass. Paper presented at the Conference on
Human Development. Indianapolis, In.
Community service
Served in several roles in 12 step programs. Work approximately 10 hours a week in this domain. (It is
confidential so I really can’t explicitly list all the accomplishments, written work, or speaking engagem
1/13/09
39
Name: _____Thomas D. Linz__________________________ Rank: ____Associate Professo________
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Current MU Faculty: Yes _X__ No ___
Highest Degree Earned: ___PhD__________________ Date Degree Received: ____1988, June____
Conferred by: _______University of Georgia______________________________________________
Area of Specialization: _______Psychology__________________________________________________________
Professional Registration/Licensure ____WV___________ Agency: BOEP______________________
Years non-teaching experience
________
Years of employment other than Marshall
___2____
Years of employment at Marshall
___21___
Years of employment in higher education
___21___
Years in service at Marshall during this period of review
________
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
2011/Fall
PSY 611
Child Assessment
4
2011/ Fall
PSY 533
Current Models of Psychotherapy
8
2011/Fall
PSY 680
Clinical Internship
4
2011/ Fall
PSY 670/ 769
Clinical Practicum
8
2011/Summer
PSY 611
Child Assessment
2011/ Summer
PSY 670/769
Clinical Practicum
7
2011/Summer
PSY 680
Clinical Internship
2
2011/Spring
PSY 670/769
Clinical Practicum
7
2011/Spring
PSY 611
Child Assessment
8
2011/Spring
PSY 680
Clinical Internship
6
2011/Spring
PSY 692
Research Seminar
14
2011/ Spring
PSY 657
Research in Psychology
1
2010/Fall
PSY 611
Child Assessment
5
2010/ Fall
PSY 533
Current Models of Psychotherapy
7
2010/Fall
PSY 680
Clinical Internship
8
2011/Summer
PSY 670
Clinical Practicum
7
2010/ Spring
PSY 611
Child Assessment
9
2010/Spring
PSY 634
Group Therapy
14
2010/Spring
PSY 680
Clinical Internship
9
2010/ Spring
PSY 670
Clinical Practicum
3
2010/Spring
PSY 611
Child Assessment
9
2009 /Spring
PSY 533
Current Models of Psychotherapy
16
2009/ Spring
PSY 680
Clinical Internship
1
2009/Spring
PSY 670
Clinical Practicum
4
40
2009/Spring
PSY 611
Child Assessment
6
2009/Summer
PSY 506
Psychometrics
4
2009/Summer
PSY 670
Clinical Practicum
6
2009/Fall
PSY 670
Clinical Practicum
2
2009/Fall
PSY 611
Child Assessment
8
2009/Fall
PSY 533
Current Models of Psychotherapy
10
2009/Fall
PSY 680
Clinical Internship
6
2008/Fall
PSY611
Child Assessment
7
2008/Fall
PSY 670
Clinical Practicum
1
2008/Fall
PSY 533
Current Models of Psychotherapy
8
2008/Fall
PSY 680
Clinical Internship
3
1)
2)
3)
4)
5)
6)
7)
8)
N/A
Activities that have enhanced your teaching and or research.
Discipline-related books/papers published (provide a full citation). None
Papers presented at state, regional, national, or international conferences.
Linz, M., Saunders, T. and Linz,T. The Role of Empirically Supported Treatments in Rural Services for Children and
Families. A paper presented at the Conference of the National Association for Rural Mental Health, Denver, CO, June
2010
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any offices
you hold in professional organizations. None
Externally funded research grants and contracts you received. None
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
A talk on the topic of Mental Illness. Presented at the Marie Redd Community Center, Huntington, Nov. 6, 2008.
Community service as defined in the Greenbook.
41
Name: ____Marianna Footo Linz____________________ Rank: __Professor__________
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Current MU Faculty: Yes ___ No ___
Highest Degree Earned: __Ph.D.__________________ Date Degree Received: __5/92____________
Conferred by: ___University of North Carolina – Chapel Hill___________________________________
Area of Specialization: ______Developmental Psychology_____________________________________
Professional Registration/Licensure_WV #582_____
Agency: ____West Virginia Board of Examiners in Psychology______
Years non-teaching experience
___0_____
Years of employment other than Marshall
___0_____
Years of employment at Marshall
___20_____
Years of employment in higher education
___20_____
Years in service at Marshall during this period of review
___20_____
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Fall 2009
COURSE COURSE TITLE
ENROLLMENT CAMPUS
PSY 311 Child Development
38
Hunt.
PSY 485 Independent Study
0
Hunt.
PSY 585 Independent Study
0
Hunt.
PSY 615 Adv Developmental Psychology 15
Hunt.
PSY 690 Seminar: New Student
10
Hunt.
PSY 713 Adv Assess Practicum
8
Hunt.
PSY 780 Pre-Doctoral Internship
5
Hunt.
PSY 799 Doctoral Research
10
Hunt.
Spring 2010
COURSE COURSE TITLE
ENROLLMENT CAMPUS
PSY 311 Child Development
49
Hunt.
PSY 486 Independent Study
0
Hunt.
PSY 586 Independent Study
0
Hunt.
PSY 708 Integrated Assessment II 10
Hunt.
PSY 713 Adv Assess Practicum
1
Hunt.
PSY 714 Adv Assess Practicum
8
Hunt.
PSY 780 Pre-Doctoral Internship 5
Hunt.
PSY 799 Doctoral Research
11
Hunt.
Summer 2010
COURSE COURSE TITLE
ENROLLMENT CAMPUS
PSY 770 Adv Practicum in Clin PSY 1
Hunt.
PSY 780 Pre-Doctoral Internship
3
Hunt.
PSY 799 Doctoral Research
9
Hun
Fall 2010
COURSE COURSE TITLE
ENROLLMENT CAMPUS
PSY 201 General Psychology
13
Off Camp.
PSY 485 Independent Study
0
Hunt.
PSY 585 Independent Study
0
Hunt.
PSY 690 Seminar
9
Hunt.
PSY 691 Seminar
17
Hunt.
PSY 713 Adv Assess Practicum
12
Hunt.
PSY 752 Rural Community Psych I 10
Hunt.
PSY 772 Rural Pract I
9
Hunt.
PSY 780 Pre-Doctoral Internship 6
Hunt.
42
PSY 799
Doctoral Research
10
Hunt.
Spring 2011
COURSE
PSY 204
PSY 311
PSY 486
PSY 586
PSY 615
PSY 708
PSY 714
PSY 773
PSY 780
PSY 799
COURSE TITLE
Psychology of Adjustment
Child Development
Independent Study
Independent Study
Adv Developmental Psychology
Integrated Assessment II
Adv Assess Practicum
Rural Practicum II
Pre-Doctoral Internship
Doctoral Research
ENROLLMENT
11
41
0
0
11
6
9
8
5
6
CAMPUS
Off Camp.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Summer 2011
COURSE
PSY 713
PSY 770
PSY 780
PSY 799
COURSE TITLE
Adv Assess Practicum
Adv Practicum in Clin PSY
Pre-Doctoral Internship
Doctoral Research
0
0
2
7
ENROLLMENT CAMPUS
Hunt.
Hunt.
Hunt.
Hunt
Each semester I have one course re-assigned time to serve as the director of the Psy.D. program. Most recently, I put together our
self-study for re-accreditation and organized our site visit and the report response.
2)
Activities that have enhanced your teaching and or research.
3)
Discipline-related books/papers published (provide a full citation).
4)
Papers presented at state, regional, national, or international conferences.
Footo-Linz, M, Saunders, T., & Linz, T. (2010). The role of empirically supported treatments for rural children and families.
Paper presented at the National Association for Rural Mental Health, June, Denver, CO.
Footo-Linz, M. & Pino, I. (2009). Pediatric behavioral health issues in Appalachia. Paper presentation at the Appalachian
Studies Conference, March, Portsmouth, OH.
Footo-Linz, M. F. (2009). Assessment Issues with Infants and Toddlers. Invited presentation at the West Virginia Psychological
Association Fall Meeting, September 29, 2009.
5)
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any offices
you hold in professional organizations.
I am the lead delegate for the Psy.D. program for the National Council of Schools and Programs in Professional Psychology
(NCSPP) and a member of APA.
6)
Externally funded research grants and contracts you received.
08/07-08/10 HRSA Graduate Psychology Education Total $300,000
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
8)
Community service as defined in the Greenbook.
River Valley Child Development Services Board of Directors
Child Development Academy at MU Board of Directors
HYCAT Swim Team Board of Directors
Pro Bono consultation and training for Southwestern Community Action Council Head Start Program
Pro Bono training for Hospice Camp Good Grief
Pro Bono training for ABLE Families
43
Name: _Steven Mewaldt______________________________ Rank: __Professor_________________
Status (Check one): Full-time__X__ Part-time_____ Adjunct _____ Current MU Faculty: Yes _X_ No ___
Highest Degree Earned: ____Ph.D._________________ Date Degree Received: ___1975__________
Conferred by: ___University of Iowa_______________________________________________________
Area of Specialization: ___Cognitive and Experimental Psychology_______________________________
Professional Registration/Licensure______NA______ Agency: _______________________________
Years non-teaching experience
___0____
Years of employment other than Marshall
___1____
Years of employment at Marshall
__36____
Years of employment in higher education
__37____
Years in service at Marshall during this period of review
___5____
Year/Semester
2009/Fall
Alpha Des. & No.
YGS 271 101
Title
Yeager Seminar: Theory Science & Statistics
Enrollment
12
2009/Fall
PSY 675 101 & 102
Practium Teaching Psychology
17
2010/Spring
PSY 600 201
Teaching Psychology
14
2010/Spring
PSY 676 101 & 102
Practium Teaching Psychology
15
2010/Summer
PSY 672 301 & 401
Cognitive Psychology
14
2010/Fall
PSY 675 101 & 102
Practicum Teaching Psychology
22
2010/Fall
YGS 271 101
Yeager Seminar: Theory Science & Statistics
6
2011/Spring
PSY 600 201
Teaching Psychology
11
2011/Spring
PSY 676 201 & 202
Practicum Teaching Psychology
16
2011/Summer
PSY 672 301 & 401
Cognition and Emotion
25
1)
2)
If your degree is not in your area of current assignment, please explain.
N.A.
Attended various training workshops on campus. Attended professional conventions listed below.
3)
Bardi, M., Koone, T., Mewaldt, S., & O’Connor, K. (2011). Behavioral and physiological correlates of stress related to
examination performance in college chemistry students. Stress, 5, 557566.
Wemm, S., Koone, T., Blough, E.R., Mewaldt, S., & Bardi, M. (2010). The role of DHEA in physiological and psychological
coping mechanisms: Relation to problem solving and academic performance. Biological Psychology, 85, 53-61.
4)
Bardi M., Koone T., Fanean A., Mewaldt S., O'Connor (2010). Behavioral and physiological responses to academic stress in
chemistry college students. Abstracts of the Society for Neuroscience, Session 602:16.
Mewaldt, S.P. & Lucas, J.N. (2010, May) Memory of Odor Names: Evidence for Multimodal Encoding. Paper presented at the
82nd Annual Convention of the Midwestern Psychological Association, Chicago
Bardi, M., Blough, E.R., Knopp C.M., Koone T.L., Mewaldt, S.P., & Wemm, S. (2009, November). The role of DHEA in coping
mechanisms: Relation to problem solving and academic performance. Abstracts of the Society for Neuroscience, October,
2009, Session 91.20:62.
Mewaldt, S.P. (2009, September). Understanding Maintaining and Enhancing Memory. CEU credit course taught for the West
Virginia Psychological Association, Charleston, WV.
Mewaldt, S.P., Stover, K.L., Moore, J.L., & Koone, T.L. (2008, November). Memory for location and identifying information
following introductions. Paper presented at the 49th Annual Meeting of the Psychonomic Society, Chicago.
Mewaldt, S.P., Koone, T.L., Moore, J.L., & Stover, K.L. (2007, July). Memory for location: Automatic or effortful? Paper to be
presented at the joint meeting of the Experimental Psychology Society and the Psychonomic Society, Edinburgh,
Scotland.
5)
Professional Organizations – The Psychonomic Society, Association for Psychological Science, Midwestern
Psychological Association (Local Representative), Sigma Xi
44
6)
7)
8)
Physiological markers of problematic drinking. Research grant with Dr.
Massimo Bardi. NASA-REA. 2010.
Behavioral and neuroendocrine correlates of flexible coping. Research grant with Dr.
Massimo Bardi. NASA-REA. 2009.
Invited address for the West Virginia Psychological Association listed above.
Coordinator for Merit Badge College at Marshall (An activity that brings approximately 400 boys each spring
Marshall to work with Marshall faculty on merit badges.)
Council Commissioner – BSA
Cubmaster Pack 21 – BSA
Assistant Scout Master – Troop 21 – BSA
Gave five talks to various civic groups concerning improving memory.
to
45
Name: _Paige A Muellerleile
Rank: __Associate Professor___
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Current MU Faculty: Yes _X_ No ___
Highest Degree Earned: __PhD_____________________ Date Degree Received: _2004____________
Conferred by: _Syracuse University____________________________________________________
Area of Specialization: _Social Psychology_______________________________________________
Professional Registration/Licensure___N/A_________ Agency: _______________________________
Years non-teaching experience
___0___
Years of employment other than Marshall
___5_ _
Years of employment at Marshall
___5___
Years of employment in higher education
___14__
Years in service at Marshall during this period of review
___5___
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Summer
Intersess
Spring 2010
Spring 2010
Spring 2010
Spring 2010
Fall 2009
Fall 2009
Fall 2009
Alpha Des. & No.
PSY 302
PSY 330
PSY 417
PSY 430
PSY 517
PSY 530
PSY 330
PSY 330
PSY 486
PSY 499
PSY 723
PSY 223
PSY 417
PSY 486
PSY 517
PSY 606
Title
Social Psychology
Human Sexual Behavior
Intermediate Statistics
Psychology of Women
Intermediate Statistics
Psychology of Women
Human Sexual Behavior
Human Sexual Behavior
Independent Study
Social Psychology in Film
Clinical Research Methods
Elementary Behavioral Statistics
Intermediate Behavioral Statistics
Independent Study
Intermediate Behavioral Statistics
Advanced Social Psychology
Enrollment
43
66
5
24
19
2
10
40
2
12
12
29
3
1
18
16
PSY 330
Human Sexual Behavior
11
PSY 330
PSY 330
PSY 723
PSY 750
PSY 302
PSY 302
PSY 33-
Human Sexual Behavior
Human Sexual Behavior
Clinical Research Methods
Clinical Health Psychology
Social Psychology
Social Psychology
Human Sexual Behavior
35
30
8
11
31
28
40
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
If your degree is not in your area of current assignment, please explain. N/A
2)
Activities that have enhanced your teaching and or research.
My community volunteer/activism record has enhanced my teaching and research. In addition, I have taken online courses
in statistics to keep my knowledge current.
3)
Discipline-related books/papers published (provide a full citation).
 Zhou, H., Muellerleile, P., Ingram, D. K., & Wong, S. P. Confidence intervals and F tests for intraclass correlation
coefficients based on three-way mixed effects models. In press: Journal of Educational and Behavioral Statistics.
 Muellerleile, P. (2011). Judgment is difficult: Thoughts on choosing between ‘The Art of Choosing’ and ‘The Paradox of
Choice.’ Analyses of Social Issues and Public Policy, advance online publication doi: 10.1111/j.1530-2415.2011.01241.x/
 Borsari, B. & Muellerleile, P. (2009). Collateral reports in the college setting: A meta-analytic integration. Alcoholism:
Clinical and Experimental Research, 33, 826-838.
46
4)





5)





6)

7)
8)


Papers presented at state, regional, national, or international conferences.
Williams, W. R., & Muellerleile, P. (January, 2011). The cognitive and affective consequences of stereotypes in Jamie
Oliver’s Food Revolution. Poster presented at the Society for Personality and Social Psychology annual meeting in San
Antonio, TX.
Melchiori, K. J., Muellerleile, P. A., & Williams, W. R. (June, 2010). Stereotypical reports of gender difference influence
assumptions of biological essentialism. Poster presented at the Society for the Psychological Study of Social Issues
biennial meeting: New Orleans, LA.
Overup, C. S., Marion, B., Muellerleile, P., & Warner, J. (Feb, 2010). Winning the voting 'race': SDO predicts party
membership. Poster presented at the Society for Personality and Social Psychology annual meeting in Las Vegas, NV.
Overup, C. S., Marion, B., Muellerleile, P., & Warner, J. (Nov, 2009). Winning the voting 'race': SDO predicts party
membership. Poster presented at the Society for Southeastern Social Psychologists’ annual meeting in Ft. Myers, FL.
Borsari, B., Muellerleile, P., Hustad, J. T. P., & Eaton, E. M. (June, 2009). Agreement and bias in collateral reports in the
college setting: A meta-analytic integration. Poster presented at the 32nd meeting of the Research Society on Alcoholism,
San Diego, CA.
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any offices
you hold in professional organizations.
American Psychological Society
APA Div.8: Society for Personality and Social Psychology*
APA Div. 9: Society for the Psychological Study of Social Issues*
APA Div. 38: Health Psychology
*Attend annual/biennial meeting
Muellerleile, P. (June, 2010). Community revitalization projects: Connecting service learning, volunteerism, and program
evaluation. In R. A. Downing & W. R. Williams (Chairs), Policy, research, and practice in community partnerships.
Symposium presented at the Society for the Psychological Study of Social Issues biennial meeting: New Orleans, LA.
Externally funded research grants and contracts you received.
March, 2011: USDA: Children, Youth and Families at Risk: Sustainable Community Revitalization in Appalachia
Through Children’s Hands (SCRATCH). (2011-2015) $659,992 (PI: M. Stewart; Co-PIs: P. A. Muellerleile, J. Williams,
E. Marcum-Atkinson). Funded.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
I was invited by the Huntington League of Women Voters and the Southside Neighborhood Association to moderate a
gubernatorial candidate debate that was to take place in September 2011; however, not all candidates agreed to
participate, and so the planned debate was recently canceled.
Community service as defined in the Greenbook.
President of the Board of Directors, CONTACT Rape Crisis Center, Huntington, WV (Board Service since 2008;
President since 2011); Service has included writing 3 grants to fund personnel positions, and all grant requests that I have
written have been funded.
WV Community Planning Group for HIV/AIDS (a CDC initiative) 2010 – present.
47
Name: ___Pamela L. Mulder, Ph.D.______________________
Rank: Professor__________ __
Status (Check one): Full-time_X_ Part-time___ Adjunct ___ Current MU Faculty: Yes _X__ No ___
Highest Degree Earned: __Ph.D.___________________ Date Degree Received: _9/3/91___________
Conferred by: _California School of Professional Psychology – Fresno ________________________
Area of Specialization: __Clinical Psychology ____________________________________________
Professional Registration/Licensure__708 WV_____ Agency: __WV BOEP_____________________
Years non-teaching experience
___2_____
Years of employment other than Marshall
___3_____
Years of employment at Marshall
___18____
Years of employment in higher education
___21____
Years in service at Marshall during this period of review
___5_____
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2009 / Spring
Summer / 2009
2009 / Fall
2010 / Spring
2010 / Summer
2010 / Fall
2011 / Spring
Alpha Des. & No.
PSY 610
Assessment of Adults
Title
8
Enrollment
PSY 671
Rural Community Psych II
7
PSY 671 / 769 / 771
& 773
PSY 526
Clinical Practicums / Supervision of Doctoral
Student Practice
Cross Cultural Psychology
7
PSY 726
Advanced Studies in Cross Cultural Psychology
8
PSY 731
Psychodynamic Psychotherapy
9
PSY 706
Integrated Assessment I
7
PSY 752
Rural Community Psych I
9
UNI 101
New Student Seminar
17
PSY 670 / 769 &
770
PSY 426 / 526
Clinical Practicums / Supervision of Doctoral
Student Practice
Cross Cultural Psychology
8
PSY 610
Assessment of Adults
4
PSY 755
Rural Community Psych II
6
PSY 671 / 771 &
773
PSY 526
Clinical Practicums / Supervision of Doctoral
Student Practice
Cross Cultural Psychology
6
PSY 726
Advanced Studies in Cross Cultural Psychology
5
PSY 731
Psychodynamic Psychotherapy
14
PSY 360
Theories of Personality
38
PSY 408 / 508
Abnormal Psychology
43
PSY 706
Integrated Assessment !
3
PSY 585
Independent Study
2
PSY 610
Assessment of Adults
4
PSY 755
Rural Community Psych II
12
(FYS 101)
(Training to teach FYS 100 / university release time)
NA
4
21
4
48
2011 / Summer
2011 / Fall
PSY 360
Theories of Personality
11
PSY 201
General Psychology
10
FSY 100
First Year Seminar
23
PSY 426 / 526
Cross Cultural Psychology
33
PSY 706
Integrated Assessment I
9
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
If your degree is not in your area of current assignment, please explain. NA
(For each of the following sections, list only events during the period of this review and begin with the most recent
activities.)
2)
3)
4)
5)
6)
7)
8)
Activities that have enhanced your teaching and or research.
Training to teach FYS courses / opportunity to teach these
Training in preparing online courses
WAC training
Discipline-related books/papers published (provide a full citation).
Mulder, P. L., Jackson, R., & Jarvis, S. (2010) Services in rural areas. In B. Levin and M. Becker (Eds.) A Public Health
Perspective of Women’s Mental Health, Springer, NY:NY
Mulder, P. L (2010) Women’s Committee Activities The Community Psychologist, 42(2) pp. 31-33.
Footo-Linz, M., Mulder, P. L, & Battlo, J. (2009) Appalachian women and the aftermath of trauma: A qualitative
analysis. The Community Psychologist, 42(1) pp. 31-33.
Mulder, P. & Lambert, W. (2007) Behavioral health of rural women: Challenges and stressors. In R. Coward, (Ed.)
Conference Proceedings - Women’s Behavioral Health: Providing Linkages Between Physical and Mental Health.
Springer Publishing, Inc.
Papers presented at state, regional, national, or international conferences.
* Mulder, P. L., Wolfe, S., Ronayne, M., et. al. (2011) Planning for Women’s Committee Activities. P. L. Mulder, Chair.
Society for Community Research and Action Biennial. Chicago, IL.
Greeson, M., Mulder, P. L., Robinson, R., et. al. (2011) Living While we Work and Working While we Live: Balancing
Family and Work Life. M. Ronayne, Chair. Society for Community Research and Action Biennial. Chicago, IL.
Wolfe, S., Ronayne, M., Trude-Suter, D., Greeson, M., Robinson, R., Schlehofer, & Mulder, P. L (2011) Results from the
SCRA Committee for Women Workplace Survey. S. Wolfe, Chair. Society for Community Research and Action Biennial.
Chicago, IL.
* Greeson, M., Mulder, P. L., Robinson, R., Ronayne, M.,Mulder, P. L (2011) From Millennials to Boomers: A
Discussion of Women’s Mentoring Needs. Planning for Women’s Committee Activities. P. L. Mulder, Chair. Scoiety for
Community Research and Action Biennial. Chicago, IL.
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any offices
you hold in professional organizations.
(* Already cited above)
Senior Editor, Journal of Rural Community Psychology (thru present)
Section Editor, The Community Psychologist (2010 – present)
American Psychological Association Division 27, Society for Community Research and Action, Women’s Committee
Chair 2010-2011
American Psychological Association Division 27, Society for Community Research and Action, Member, thru present
National Association of Rural Mental Health, Member, thru present
Externally funded research grants and contracts you received.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Federal Grants Reviewer, HRSA (thru present)
Community service as defined in the Greenbook.
Bright Futures for Women’s Health and Wellness, Steering Committee and participant policy and publication Department
of Health Resources and Services Administration (thru present)
49
Name: ___Stephen.L. O’Keefe_____________________________ Rank:Professor ___________________________
Status (Check one): Full-time_X___ Part-time_____ Adjunct _____ Current MU Faculty: Yes X__ No ___
Highest Degree Earned: _PH.D.___________________ Date Degree Received: 1973_____
Conferred by: __Peabody College of Vanderbilt University_______________________
Area of Specialization: _School Psychology (Combined Professional Psychology)___________________
Professional Registration/Licensure_Permanent School Psychologist Agency: WVDOE_____________
Years non-teaching experience
___38__
Years of employment other than Marshall
____4____
Years of employment at Marshall
____34____
Years of employment in higher education
____38____
Years in service at Marshall during this period of review
____5____
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
2009/Fall
PSY 615
Advanced Developmental Psychology
16
2009/Fall
PSY 619
Psychotherapy with Children
06
2009/Fall
PSY 692
Research Seminar
13
2009/Fall
SPSY 619
Direct Services II: Individual & Group Counseling
13
2010/Spring
PSY 615
Advanced Developmental Psychology
07
2010/Spring
PSY 656
Research in Psychology
01
2010/Spring
PSY 692
Research Seminar
18
2010/Spring
SPSY 616
Typical & Atypical Child Development
09
2010/Spring
SPSY 618
Direct Services I: Instruction Methods & B-Mod
16
2010/Spring
SPSY 750
Ed.S. Thesis Research
03
2010/Summer
PSY 433/533
Current Models of Psychotherapy
06
2010/Summer
PSY 656
Research in Psychology
01
2010/Summer
PSY 680
Clinical Internship
01
2010/Summer
SPSY 738
Practicum I
01
2010/Summer
SPSY 740
Practicum III
06
2010/Fall
PSY 580
SpTp: Theory/Practice Play Therapy
01
2010/Fall
PSY 615
Advanced Developmental Psychology
19
2010/Fall
PSY 619
Psychotherapy with Children
04
2010/Fall
PSY 680
Clinical Internship
01
2010/Fall
PSY 692
Research Seminar
09
2010/Fall
SPSY 619
Direct Services II: Ind. & Group Counseling
11
2011/Spring
PSY 615
Advanced Developmental Psychology
10
2011/Spring
PSY 634
Group Therapy
07
2011/Spring
SPSY 616
Typical & Atypical Child Development
07
2011/Spring
SPSY 618
Direct Services I: Instruction Methods & B-Mod
14
2011/Summer
PSY 692
Research Seminar
13
50
2011/Summer
SPSY 739
Practicum II
01
2011/Summer
SPSY 740
Practicum III
07
2011/Summer
SPSY 750
Ed.S. Thesis Research
01
51
Name: ___Jennifer D. Tiano__________________________ Rank: __Assistant Professor_________
Status (Check one): Full-time_X___ Part-time_____ Adjunct _____ Current MU Faculty: Yes _X_ No ___
Highest Degree Earned: __Ph.D.___________________ Date Degree Received: _08/07 __________
Conferred by: __West Virginia University__________________________________________________
Area of Specialization: _Clinical Child Psychology___________________________________________
Professional Registration/Licensure__WV#978_____ Agency: WV Board of Examiners of Psychologists
Years non-teaching experience
__0_____
Years of employment other than Marshall
__2_____
Years of employment at Marshall
__2_____
Years of employment in higher education
__4_____
Years in service at Marshall during this period of review
__2_____
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2009/Fall
2010/Spring
2010/Fall
2011/Spring
Alpha Des. & No.
PSY 408/508
PSY 360
PSY 635
PSY 408/508
Psy671,690,769,771,773
PSY 486/586
PSY 608
PSY 408/508
Psy670, 769
PSY 732
PSY 635
Psy671,690,769,771,773
PSY 499
PSY 690
Title
Abnormal Psychology (2 sections)
Personality Psychology
Child & Family Diagnosis & Therapy
Abnormal Psychology
Clinical Supervision
Independent Study
Differential Diagnosis & Treatment Planning
Abnormal Psychology
Clinical Supervision
Behavior Therapy
Child & Family Diagnosis & Therapy
Clinical Supervision
Capstone
Seminar
Enrollment
45
45
12
45
10
1
12
45
10
12
12
10
2
12
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
If your degree is not in your area of current assignment, please explain.
(For each of the following sections, list only events during the period of this review and begin with the most recent
activities.)
2)
3)
4)
5)
6)
7)
Activities that have enhanced your teaching and or research.
Attended new faculty orientation workshops on teaching practices.
Discipline-related books/papers published (provide a full citation).
Tiano, J. D. (2010). Teacher-child interaction therapy for preschool children. In C. B. McNeil & T. L. HembreeKigin (Eds.), Parent-child interaction therapy (2nd ed., pp. 385-392). New York, NY: Springer.
Papers presented at state, regional, national, or international conferences.
Newsome, J. P., Vahlsing, J. B., & Tiano, J. D. (2011, April). The importance of consistent implementation of
effective interventions across contexts for children with autism. Poster presented at the 2011 Tri-State Psychology
Conference, Huntington, WV.
Winston, N., Taubenheim, A., & Tiano, J. D. (2011, April). The utilization of effective strategies in special
needs Head Start classrooms. Poster presented at the 2011 Tri-State Psychology Conference, Huntington, WV.
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any offices
you hold in professional organizations.
Belong to: American Psychological Association (APA); APA Division54,Society of Pediatric Psychology ; Association for
Behavioral and Cognitive Therapies (ABCT)
Attended ABCT international conference; Tri-State Psychology Conference
Externally funded research grants and contracts you received.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
52
Oxley, D., & Tiano, J. D. (2011, May). Marshall university mental health consultation in head start. Invited
lecture presented at the Southwestern Community Action Council Head Start conference.
Tiano, J. D. (2011, April). Child clinical psychology: What is it and what do they do? Invited lecture presented at the
2011 Marshall University Psyc Awareness Program, Huntington, WV.
Miller, C., & Tiano, J. D. (2010, November). Parenting Wisely. Parenting workshop for Head Start Parents,
Huntington, WV.
Tiano, J. D. (2010, November). Disruptive behaviour disorders in young children. Invited presentation to the
Department of Pediatrics/Marshall University School of Medicine, Cabell-Huntington Hospital, Huntington, WV.
Tiano, J. D. (2011, May). Preparing future faculty: Promotion and tenure. Invited presentation at the Preparing
Future Faculty Workshop at West Virginia University.
Tiano, J. D. (2010, December). Important lesions to learn as a psychologist. Invited presentation at the 2010
Marshall University Psi Chi Induction Ceremony, Huntington, WV.
8)
Community service as defined in the Greenbook.
Serving as Coordinator of Grant Writing Committee for Southridge Church. Grant work will consist of residential
substance abuse treatment programs.
53
Name: W. Joseph Wyatt_____________ Rank: Professor___________________________
Status (Check one): Full-time___x__ Part-time_____ Adjunct _____
Current MU Faculty: Yes __x_ No ___
Highest Degree Earned: ___Ph.D_______________ Date Degree Received: 1980
Conferred by: West Virginia University___________________________________________________
Area of Specialization: clinical Psychology__________________________________________
Professional Registration/Licensure: Psychologist
Agency: WV board of Examiners of Psychology
Years non-teaching experience
11________
Years of employment other than Marshall
11________
Years of employment at Marshall
30________
Years of employment in higher education
30________
Years in service at Marshall during this period of review
5________
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2009/fall
Alpha Des. & No.
Psych 732
Behavior Therapy
Title
Enrollment
12
2009/fall
Psych 408/508
Abnormal Psychology
59/4
2010/spring
Psych 471
Undergraduate clinical practicum
9
2010/spring
Psych 408/508
Abnormal psychology
65/1
2010/fall
Psych 408/508
Abnormal Psychology
51/2
2011/spring
Psych 471
Undergraduate clinical practicum
7
2011/spring
Psych 671
Clinical practicum
4
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
If your degree is not in your area of current assignment, please explain.
(For each of the following sections, list only events during the period of this review and begin with the most recent
activities.)
2)
Activities that have enhanced your teaching and or research.
1. In the past five years I have obtained renewal of my licenses to practice psychology in, twice each in West Virginia
and Kentucky. To do so has required that I obtain about 60 continuing education contact hours in therapy techniques
and etc., all of which is useful in teaching.
2. I have attended the annual meeting of the Association for Behavior Analysis five times, each time attending
educational programming offered there. I have also attended the meeting of
the West Virginia psychological Association four times.
3)
Discipline-related books/papers published (provide a full citation).
Wyatt, w. J. & Midkiff, D. M. (2006). Biological psychiatry: A practice in search of a science. Behavior and Social Issue, 15, 132151.
Wyatt, W. J. & Midkiff, D. M. (2006). Six-to-one gets the job done: Comments on the reviews. Behavior and Social
Issue, 15, 222-231.
Wyatt, W. J. (2006). When we were Boy Scouts. Goldenseal, 32, 38-45.
*Wyatt, W. J. (2007). A behavior analytic look at contemporary issues in the assessment of child sexual abuse. The
Behavior Analyst Today, 8, 145-162.
Wyatt, W. J. & Midkiff, D. M. (2007). Psychiatry’s thirty-five-year, non-empirical reach for biological explanations.
Behavior and Social Issues, 16, 196-212.
Midkiff, D. M. & Wyatt, W. J. (2008). Ethical issues in the provision of online mental health services (Etherapy). Journal
of Technology in Human Services, 26, 310-332.
*Wyatt, W. J. (2009). Behavior analysis in the era of medicalization: The state of the science and recommendations for
practioners. Behavior Analysis in Practice, 2, 49-57.
54
Midkiff, D. M. & Wyatt, W. J. (2010). Has behavioral science tumbled through the biological looking glass? Will brief,
evidence-based training return it from the rabbit hole? Behavior and Social Issues, 19, 46-76.
*Invited paper
4)
Papers presented at state, regional, national, or international conferences.
Wyatt, W. J. Psychiatry’s flight from science: A profession’s headlong, non-empirical rush to biological explanations. Paper
presented at the Association for Behavior Analysis, Atlanta, May, 2006.
Wyatt, W. J., Wemm, S. & Anderson, A. When does life begin? Poster presented at the West Virginia Psychological Association,
Canaan Valley, September, 2006.
.Wyatt, W. J. Psychiatry’s flight from science: A 2007 update. Paper presented at the Association for Behavior Analysis
International, San Diego, May, 2007.
*Wyatt, W. J. The dangerous world of ineffective and toxic therapies: why science matters. Paper presented at the Virginia
Association for Behavior Analysis, Harrison, Virginia, March, 2008.
*Wyatt, W. J. Behavior analysis in the courts. Paper presented at the Polish Association for Behavior Analysis, Warsaw, Poland,
April, 2008.
Wyatt, W. J. Biological causation, big pharma, and the duping of the American people: Update 2008. Paper presented at the
Association for Behavior Analysis International, May, 2008.
Wyatt, W. J. Medication mania: A look at our national love affair with psychotropic medications: Implications for behavioral
practice. Paper presented at the meeting of the Association for Behavior Analysis International, Phoenix, May, 2009.
Wyatt, W. J., Suchowierska, M., Klyszejko, Z. & Strzemzalska, J. Transatlantic dual degree in psychology. Paper presented at the
Atlantis Projectors’ Annual conference, Berlin, October, 2010.
Wyatt, W. J. What to do, now that big pharma and psychiatry have thrown empiricism under the bus. Paper presented at the
meeting of the Association for Behavior Analysis International, San Antonio, May, 2010.
*Invited Presentation
5)
Professional development activities, including professional organizations to which you belong and state, regional,
national, and international conferences attended. List any panels on which you chaired or participated. List any offices
you hold in professional organizations.
(a) Workshops conducted:
“Recent Developments in the Assessment of Child Sexual Abuse.” Presented at the WV Psychological Association
2009.
“Enhancing Your Behavioral Practice in the Era of Bio-psychiatry and Big Pharma.” An invited, 4-hr CE workshop that is
part of the Distinguished Behavior Analysts Series, Florida Institute of Technology, Melbourne, Florida, 2010. Available
on-line at http://aba.fit.edu. Also presented at the meeting of the Association for Behavior Analysis International, Denver,
May 2011.
“Behavioral Practice in the Forensic Arena.” An invited, 2-CE workshop that is part of the Distinguished Behavior
Analysts Series, Florida Institute of Technology, Melbourne, Florida, 2010. Available on-line at http://aba.fit.edu.
(b) Conferences attended:
International: Association for Behavior Analysis International (5 times)
Atlantis (study abroad program) Project Directors’ Conference (4 times)
National:
American Council on Education (1 time)
State:
West Virginia Psychological Association conference (4 times)
Virginia Association for Behavior analysis (1 time)
(c) Conference organized:
T.A. B. S (Trans Atlantic Behavioral Science) Conference. Marshall University, April, 2011. Wendy Williams, co-coordinator.
Presentations were made by eight visiting scholars from Atlantis partner schools the Warsaw (Poland) School of Social Sciences
and Humanities and the University of Debrecen, Hungary.
(d) Other:
Member, Board of Trustees, Cambridge Center for Behavioral Studies, Boston.
Member, Board of Editors, Behavior and Social issues.
Editor of a quarterly newsletter, Behavior Analysis Digest International
(e) Membership in organizations: American Psychological Association, Association for Behavior analysis International;
West Virginia Psychological Association, American College of Forensic Examiners.
55
6)
Externally funded research grants and contracts you received.
Atlantis dual-Degree in psychology project grant. Source: U.S. Department of Education. Amt: $1,2 million.
Excellence in Mobility grant. Source: U.S. Department of Education. Amt: $388,000.
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Invited papers/presentations:
Wyatt, W. J. (2007). A behavior analytic look at contemporary issues in the assessment of child sexual abuse. The Behavior
Analyst Today, 8, 145-162.
Wyatt, W. J. (2009). Behavior analysis in the era of medicalization: The state of the science and recommendations for practioners.
Behavior Analysis in Practice, 2, 49-57.
Wyatt, W. J. The dangerous world of ineffective and toxic therapies: why science matters. Paper presented at the Virginia
Association for Behavior Analysis, Harrison, Virginia, March, 2008.
Wyatt, W. J. Behavior analysis in the courts. Paper presented at the Polish Association for Behavior Analysis, Warsaw, Poland,
April, 2008.
Awards nomination:
Cyrus R. Vance Award for International Programs.
8)
Community service as defined in the Greenbook.
1.
2.
3.
Forensic consulting on several dozen cases involving competence/ responsibility, assessment of child sexual abuse
and others.
Appx. 250 appearances on local AM radio show “Viewpoint”, hosted by Jean Dean, WRVC-AM radio.
Member, Executive Board, Southwestern District Labor Council.
56
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Year 1
2006- 2007
Courses
Course
Number
Course Name
George Adkins
201
302
General Psychology
Social Psychology
Angela
Anderson
201
General Psychology
Brandon Bailey
201
Fa
43
Sp
Year 2
2007- 2008
Su
Fa
26
25
Sp
42
Year 3
2008- 2009
Su
Fa
40
33
Sp
Year 4
2009-2010
Su
Fa
Sp
Year 5
2010-2011
Su
Fa
Sp
33
40
43
38
39
General Psychology
36
33
201
General Psychology
35
23
408
Abnormal Psychology
201
General Psychology
42
Michael Bias
Phillip Bryant
201
Jocelyn Burum
709
707
Kathryn Cadle
Ashley
Cavender
Lawrence
Chevalier
45
31
38/37
General Psychology
32
Integrated Assessment
Practicum II (Spring ’10,
Spring ‘11)
11
Integrated Assessment I
201
General Psychology
201
General Psychology
360
Personality
201
General Psychology
201
201
Alexander Cava
Mary Cava
38
6
8
32
44
38
38
19
26
21
44
44
22
36
26
General Psychology
37/36
28/25
General Psychology
40
28
23 39/41
33
29
29
57
GTA Name
Course
Number
Mathew
Clemons
Christopher
Clemons
Christopher
Crytzer
Year 1
2006- 2007
Courses
201
Course Name
General Psychology
Fa
Sp
Year 2
2007- 2008
Su
Fa
Sp
39
36
Year 3
2008- 2009
Su
Fa
Sp
Year 4
2009-2010
Su
Fa
Sp
Year 5
2010-2011
Su
Fa
Sp
39
201
201
General Psychology
Holly Deiser
201
General Psychology
Rebecca
Denning
201
General Psychology
37
Rachel Dozier
201
General Psychology
34
Robert Drake
201
General Psychology
41/37
General Psychology
36
201
31
36
23
16
40
25
36
34/30
Kristy Ellison
311
Child Development
Douglas Evans
201
General Psychology
Adrienne
Fitzsimmons
201
General Psychology
6
21
39/38
30
37
37
201
General Psychology
19
24
360
Personality
408
Abnormal Psychology
43
204
Psychology of Adjustment
39
Jessica Fry
201
General Psychology
42
18
43
Rachel Frye
201
General Psychology
11
20
40
Steven French
45
44
16
38
38/37
27/29
39/40
31
38
29
58
GTA Name
Courses
Course
Number
Course Name
Year 1
2006- 2007
Fa
Sp
Year 2
2007- 2008
Su
Fa
Sp
Year 3
2008- 2009
Su
Fa
Sp
Pamela George
201
General Psychology
21
29
Megan Green
201
General Psychology
28
27
Sandra KiserGriffith
709
Integrated Assessment
Practicum II
Austin Haley
201
General Psychology
Ida Hatcher
201
General Psychology
201
General Psychology
201
General Psychology
311
Child Development
408
Abnormal Psychology
201
General Psychology
William Holland
201
General Psychology
36
30/14
Krystina Issacs
201
General Psychology
38
28
Rachel HarperHatfield
Danielle
Hemmings
Pleasant
Hinchman
201
Sarah Jarvis
Su
Fa
Sp
Year 5
2010-2011
Su
Fa
Sp
7
28
44
28
44
37
33
39/6
23/15
33
22/17
37
23
36 39/28
10
14
29
General Psychology
37
621
Assessment Children
Practicum
408
Abnormal Psychology
201
Year 4
2009-2010
26
7
42
General Psychology
38
29
34
Jillian Keener
Matthew Kellar
620
Assessment Adults Practicum
201
General Psychology
4
36
34
35
34
28
12
59
GTA Name
Course
Number
Paula King
Year 1
2006- 2007
Courses
201
Course Name
Fa
Sp
Year 2
2007- 2008
Su
Fa
Sp
Year 3
2008- 2009
Su
Fa
Sp
Year 4
2009-2010
Su
Fa
Sp
Year 5
2010-2011
Su
General Psychology
Fa
Sp
39
408
Abnormal Psychology
201
General Psychology
311
Child Development (Spring
’07)
408
Abnormal Psychology
Sarah Kunkel
201
General Psychology
Lindsey
Lounder
201
General Psychology
Jennifer Lucas
201
General Psychology
37 31/34
Jennie
Mancuso
201
General Psychology
35
Jeanna McGill
201
General Psychology
201
General Psychology
360
Personality
201
General Psychology
40
General Psychology
43
Christina Knopp
Penny Koontz
Daniel McGrath
Benjamin Meek
37
38/34
34/31
Child Development
408
Abnormal Psychology
204
Psychology of Adjustment
37
37
35
201
General Psychology
25
39
34
41
36
33
41
26
38
29
38
41
36
36
29
40
36
8
39
45
22
30
46
Cynthia Miller
Jennifer Mills
40/37
40
201
311
27/15
10
36
41
17
37
19
30
60
GTA Name
Courses
Course
Number
Emily SelbyNelson
Course Name
Year 1
2006- 2007
Fa
Sp
620
Assessment Adult Practicum
201
General Psychology
709
Integrated Assessment
Practicum II
Claire Phillips
201
General Psychology
Ryan Price
201
General Psychology
Mary Qualls
201
General Psychology
Sallie Richards
201
General Psychology
Shelia Robinett
201
General Psychology
Gregory
Rodgers
201
General Psychology
Ashley Rose
201
General Psychology
Terra Rose
201
General Psychology
Rachel Roush
201
General Psychology
Billy Rutherford
201
General Psychology
14
20
Lisa Ryan
201
General Psychology
44
38
201
General Psychology
43
620
Assessment Adult Practicum
201
General Psychology
311
Child Development
201
General Psychology
311
Child Development
Cynthia KentNolen
Year 2
2007- 2008
Su
Fa
Sp
Year 3
2008- 2009
Su
Fa
Year 4
2009-2010
Sp
Su
8
41/9
33
Fa
Sp
Year 5
2010-2011
Su
Fa
Sp
8
43
15
44
42
38
13/33
16
27
15
42
19
42
29
42
36
43
34
42
22
37
29/26
39
31
39
34
40
36
25
36
29
36
29
32
27
40
32
32
37
36
Sarah Setran
Robert Shura
Michael
Stinnett
8
37/29
35/34
37
43
61
GTA Name
Course
Number
Kristen Stover
Year 1
2006- 2007
Courses
Course Name
Fa
201
General Psychology
52/29
201
General Psychology
31
311
Child Development
201
General Psychology
Sp
Year 2
2007- 2008
Su
Fa
Sp
Year 3
2008- 2009
Su
Fa
Sp
Year 4
2009-2010
Su
Fa
Sp
Year 5
2010-2011
Su
Fa
Sp
12
Jessica Taylor
Royce Kendall
Vance
201
38
39
29
35
25
General Psychology(Fall ’06,
Spring ’07)
40
27
Abnormal Psychology (Spring
’08)
April Watkins
360
Personality
508
Abnormal Psychology
201
43
1
38
36
General Psychology
23
34
14
360
Personality
37
707
Integrated Assessment
Practicum I
8
408
Abnormal Psychology
204
Psychology of Adjustment
620
Assessment Adults Practicum
201
General Psychology
4
8
Jason Weaver
Bethany
Wellman
38
36
15
36
30
4
41
19
62
GTA Name
Courses
Course
Number
Jacob Wolfe
201
Course Name
General Psychology
Year 1
2006- 2007
Fa
Sp
Year 2
2007- 2008
Su
Fa
Sp
Year 3
2008- 2009
Su
Fa
Sp
Year 4
2009-2010
Su
Fa
Sp
Year 5
2010-2011
Su
Fa
37
Sp
32
63
Appendix III
Students’ Entrance Abilities (Undergraduate Programs)
Year
N
2006/2007 59 Freshman
2007/2008
2008/2009
2009/2010
2010/2011
41 Transfers
71 Freshman
33 Transfers
63 Freshman
29 Transfers
71 Freshman
36 Transfers
88 Freshman
49 Transfers
Mean High School GPA Mean ACT Mean SAT Verbal Mean SAT Quantitative Mean SAT Writing
3.43
3.07
3.29
3.24
3.21
3.09
3.39
3.14
3.30
2.99
22.4 (n=56)
19.5 (n=17)
22.5 (n=67)
20.4 (n=20)
22.0 (n=56)
21.4 (n=14)
22.2 (n=62)
21.3 (n=19)
21.9 (n=83)
20.1 (n=33)
508.9 (n=18)
498.0 (n=10)
543.1 (n=13)
550.0 (n=3)
506.7 (n=12)
494.0 (n=5)
505.7 (n=21)
501.4 (n=7)
522.5 (n=16)
467.8 (n=9)
475.6 (n=18)
482.0 (n=10)
483.8 (n=13)
540.0 (n=3)
481.7 (n=12)
458.0 (n=5)
477.1 (n=21)
482.9 (n=7)
491.3 (n=16)
436.7 (n=9)
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
64
Appendix IV
Students’ Exit Abilities (Undergraduate Programs)
Year
N
First Major
N
Second Major
Mean GPA
First Major
Mean GPA
Second Major
2006-2007
71
3
3.21
3.28
2007-2008
94
4
3.16
3.48
2008-2009
77
2
3.17
3.44
2009-2010
96
5
3.09
3.76
2010-2011
86
2
3.02
2.03
65
Appendix V
Assessment Summary
Marshall University
Assessment of the Program’s Student Learning Outcomes
5 year summary
Component Area/Program/Discipline: Psychology
Program Level
Program’s Student Learning
Outcomes
General Knowledge Base of
Psychology
Understanding Research
Methodology
Assessment Measures
(Tools)
-Research Project
-Senior Psychology
Questionnaire
- Practicum Experience
-Historic Review Paper
-Research project
-Poster presentation
Standards/Benchmark
Results/Analysis
-Evaluation of student
performance on research
projects and practicum.
-Consider and analyze
competence with respect to
major concepts and
historical trends in
Psychology.
- Assessment day
content exams higher
for seniors than lower
level students.
-Successful
Completion of PSY
499
-Evaluation of research
project or poster by faculty.
-Completion of PSY
323.
-Psychology students
presented their
research at the
Undergraduate
Research Day at the
Capitol event.
-Seniors demonstrate
a better understanding
of statistics than lower
level students.
Action Taken to
improve the
program
-Modification of
major requirements.
-Form coherent
groups of classes to
better expose
students to core
areas of the
discipline.
-Assessment grant
used to develop a
major questionnaire
to give to students
- Departmental
course objectives
refined for PSY 323
-Departmental
faculty instituted a
revised set of
requirements for
capstone courses.
66
Critical Thinking Skills
Technological Competence
Communication Skills
-Research project
-Poster Project
-Senior Psychology
Major Questionnaire
-Literature Review
-Research project
-Poster Project
-Senior Psychology
Major Questionnaire
-Literature Review
-Research project.
-Practicum experience
-Poster project
- Completion of PSY
323
Completion of PSY
456 or 457
-Senior psychology
-Evaluation of research
questionnaire
project or poster by faculty.
-Upper level students
demonstrate better
critical thinking skills
than lower division
students.
- Completion of PSY
323
Completion of PSY
-Research project
456 or 457
demonstrates an ability to
Completion of PSY
use computers and other
499
technology.
-Senior psychology
-Use of PowerPoint, search
questionnaire
engines, the Internet,
-Upper level students
SPSS, and Excel in both
demonstrate better
class and other projects.
critical thinking skills
than lower division
students.
-Evaluation of performance
on research project and
poster session.
- Completion of PSY
Evaluation of student
323
performance by on-site
-Completion of PSY
practicum supervisors.
456 or 457
-Students demonstrate
- Completion of PSY
competence in written and
499
oral communication and
projects while targeting
their audience.
-Department faculty
instituted a revised
set of core
requirements for all
capstone options
clarifying the nature
of requirements
focusing on thinking
and writing skills.
-Students required
to present research
projects in PSY
323, 456,457, and
499. The majority of
the projects require
the use of
technology to
create the
presentation.
-Faculty
encourages
students to present
their research work.
-Department
encouraged making
student writing key
learning objective
throughout the
under- graduate
curriculum
67
Writing Skills
-Senior Psychology
Major Questionnaire
-Research project.
-Practicum experience
-Poster project
-Term papers
Application of Psychology
-Research project.
-Practicum experience
-Poster project
-Capstone projects
Personal Development
-Senior Psychology
Major Questionnaire
-Evaluation of performance
on research project and
poster session.
-Evaluation on literature
review.
-Evaluation on assigned
papers in undergraduate
course work.
-Evaluation of performance
on research project and
poster session.
Evaluation of student
performance by on-site
practicum.
-Demonstration by
students to apply
psychology to employmentrelated assignment.
- Completion of PSY
323
-Completion of PSY
456 or 457
- Completion of PSY
499
-Completion of PSY
323
-Completion of PSY
456 or 457
-Completion of
capstone
-Senior Psychology
Major Questionnaire
-Faculty assess the
students quality of
writing including
syntax, punctuation,
spelling,
appropriate
wording, logical
flow, proper voice,
and proper citation.
Several faculty
began offering
writing intensive
certified classes.
-Faculty have
encouraged student
involvement in
applied research as
well as consulting
projects
-Encouragement n
local community
projects relating to
the field/ Service
Learning
-Expansion of
Clinical and I-O
practicum sites.
-The questionnaire
is based on APA
requirements.
68
Career Planning
-Student evaluation of
academic advising
instrument.
Student evaluation of
practicum
-Senior Psychology
Major Questionnaire
-Advising sessions with
psychology faculty to
provide students with
information of future
education and employment
opportunities.
-Advising sessions with
faculty to help students
develop realistic
educational and
employment goals.
-Faculty provides
academic and career
advisement.
-Undergraduate
practicum.
-Senior Psychology
Major Questionnaire
-Seniors found
advising as
addressing
academic issues
appropriately.
-Departmental
discussion on how
to improve the
career advising
process. Surveying
local area
employers
concerning the
skills and
knowledge they
look for in hiring BA
employees.
-New courses
based on these
surveys.
-Psi Chi &
Psychology Club
sponsor a Psych
Awareness week
which contains
presentations by
informed faculty
and community
employers on
various fields of
study within the
field of psychology
and employment
possibilities.
69
Appendix VI
Program Course Enrollment
Course
Number
Course
Name
Required/
Elective/
Service
PSY201
General
Psychology
Required/
Service
PSY204
Psychology
of Adjustment
Elementary
Behavioral
Statistics
Paranormal
Phenomena
Elective
PSY 223
Location
Year 1
2006-2007
Huntington
Off Camp
Web
Huntington
Year 2
2007-2008
Year 3
2008-2009
Fa
913
60
46
45
Sp
533
80
37
45
Su
27
Fa
922
100
55
45
Sp
551
65
57
44
Su
1
Fa
855
73
46
50
Sp
520
48
2
43
Su
57
Fa
883
74
47
45
Sp
551
47
4
41
Su
42
Fa
796
64
57
33
Sp
519
30
57
11
71
118
15
107
123
11
110
102
17
106
121
14
93
122
53
65
76
48
31
84
21
82
67
6
82
86
83
190
37
100
195
46
97
13
197
50
89
265
43
196
19
83
321
25
47
51
3
62
56
59
69
Huntington
35
Elective
Huntington
58
Social
Psychology
Child
Development
Adult
Development
Experimental
Psychology
Sensation &
Perception
Human
Sexual
Behavior
Animal
Behavior
Elective
Huntington
3
76
64
14
63
64
10
Elective/
Service
Elective
Huntington
Off Camp
Huntington
24
237
24
61
342
19
149
44
259
11
83
284
27
88
37
Required
Huntington
41
55
54
103
Elective
Huntington
30
40
40
Elective
Huntington
43
46
39
52
Elective
PSY360
Personality
Elective
45
39
44
PSY391
Psychology
of Aggression
Elective
PSY402
Advanced
Social
Psychology
Elective
Huntington
Off Camp
Web
Huntington
Off Camp
Huntington
Off Camp
Web
Huntington
PSY302
PSY311
PSY312
PSY323
PSY324
PSY330
PSY 350
Year 5
2010-2011
Su
50
-
Required/
Service
PSY 300
Year 4
2009-2010
34
30
46
88
33
89
26
27
24
38
9
47
59
34
4
6
1
65
39
74
55
41
16
46
13
48
86
33
40
4
50
38
61
48
14
61
70
PSY403
Applied
Social
Psychology
Psychometric
s
Elective
Huntington
Elective
7
PSY408
Abnormal
Psychology
Elective
PSY411
Advanced
Topics in
Development
al
Psychology
Psychology
of Learning
Elective
Huntington
Off Camp
Web
Huntington
Off Camp
Web
Huntington
Elective
Huntington
9
Intermediate
Behavioral
Statistics
Psychology
of Personnel
Intro to I-O
Psychology
Elective
Huntington
4
Elective
Huntington
19
Elective/
Service
19
Psychology
of Machines
Enviromental
Psychology
Cross
Cultural
Psychology
Psychology
of Women
Current
Models of
Psychotherap
y
Physiological
Psychology
Health
Psychology
Research in
Psychology
Research in
Psychology
Elective
Huntington
Off Camp
Web
Web
Elective
Huntington
Elective
Huntington
Elective/
Service
Elective
Huntington
Elective
Huntington
13
42
Elective
Huntington
1
10
Elective
Huntington
Elective
Huntington
PSY406
PSY416
PSY417
PSY418
PSY420
PSY422
PSY424
PSY426
PSY430
PSY433
PSY440
PSY443
PSY456
PSY457
2
20
170
126
19
0
14
28
154
7
29
13
33
25
35
12
14
20
177
24
41
40
5
170
9
34
46
16
27
28
141
12
30
1
22
12
13
7
129
23
47
32
2
14
169
21
41
34
15
126
32
-
11
4
27
7
8
7
3
34
32
36
18
24
34
25
9
133
31
42
36
16
39
26
29
19
22
Huntington
10
20
44
40
12
30
17
12
18
16
34
24
41
27
9
25
2
12
33
24
1
24
26
2
33
5
71
PSY460
PSY465
PSY470
PSY471
PSY475
PSY480
PSY481
PSY482
PSY483
PSY485
PSY486
PSY499
History &
Systems
Love
Intimacy &
Attachment
Psych
Practicum
Practicum in
Clinical
Psych
Race Culture
&
Development
Special
Topics
Special
Topics
Special
Topics
Special
Topics
Independent
Study
Independent
Study
PSY
Capstone
Seminar
Elective
Huntington
6
8
16
Elective
Huntington
Elective
Huntington
1
3
Elective
Huntington
10
10
Elective
Huntington
Elective
Huntington
21
Elective
Huntington
19
Elective
Huntington
Elective
Huntington
Elective
Huntington
1
Elective
Huntington
3
Required
Huntington
10
6
48
2
1
9
9
7
46
10
28
31
24
25
17
38
59
23
34
20
26
27
32
55
30
31
17
31
14
1
5
14
16
36
1
7
11
29
39
3
13
19
26
25
20
16
12
22
*PSY 456 and 457 as well as some special Topics Courses such as 480-483 can be used as capstone classes.
40
25
20
21
30
72
Appendix VII
Program Enrollment
Students
Year 1
2006-2007
Year 2
2007-2008
Year 3
2008-2009
Year 4
2009-2010
Year 5
2010-2011
New Students Admitted
57
67
62
64
88
409
431
415
439
450
0
0
0
1
3
0
0
0
1
1
0
0
0
0
3
Second Majors Enrolled*
14
20
19
20
20
Third Majors Enrolled:**
0
0
0
0
0
Other Areas of Emphasis (i.e., education
specialization majors)
0
0
0
0
0
Minors**
41
61
84
134
126
Grand Total of Students Enrolled in the
Program
464
512
518
595
603
Graduates of the program
74
98
79
101
88
Principal Majors Enrolled
Area of Emphasis 1:
Principal Majors Enrolled
Area of Emphasis 2:
Principal Majors Enrolled
Area of Emphasis 3:
Principal Majors Enrolled
Additional Areas of Emphasis
* This information may not be completely accurate, as students often do not declare a second major until the junior evaluation or the
student has her/his primary major in another college.
** This information may not be completely accurate, as students often do not declare minors until the junior evaluation or senior
application for graduation.
73
Figure 1. Trend Line for Total Enrollment and Program Graduates
700
600
500
400
Graduates
300
Total Enrollment
200
100
0
2006-07
2007-08
2008-09
2009-20
2010-11
74
Appendix VIII
Job and Graduate School Placement Rates
Year
# of graduates
employed in major
field
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
Five-Year Total
11
# of graduates
employed in
related fields
7
# of graduates
employed outside
field
13
# of graduates
accepted to
graduate programs
# of graduates not
accounted for
14
156
*A survey was emailed to approximately 200 graduates from the period 2006-2011. Forty-five responses were received,
however, the year of graduation was not collected so the data are not broken into years.
75
APPENDIX IX
PSYCHOLOGY DEPARTMENT UNDERGRADUATE ADVISING GUIDE
Name:__________________________________________ MU ID
Number:__________________________
Address:_________________________________________ Phone Number:_____________________________
_________________________________________ Advisor:___________________________________
Anticipated date of completion:_______________________ E-mail:____________________________________
Month & Year you first enrolled in the program: ______________________________________________
Are you planning to apply to Marshall’s Graduate Program in Psychology? _________
In order to complete your major in psychology you must take the three classes listed in #1 below. These classes should be
taken in the order listed and ideally you would complete PSY 323 by the end of your sophomore year. You must also
complete at least one class in each section 2-5 below. You may take more than one class in each category. The extra classes
taken in a category can be used as psychology electives. You will need 12 hours of psychology electives, which can come from
sections 2-5 below or from section 6 which contains additional alternatives.
To help with advising please fill in the grade for each class you have completed from below. Put a check mark by courses that
you are currently taking.
For students who are considering applying to one of the Marshall Psychology Department graduate programs prerequisite classes are marked as follows.
m
COURSES WITH AN “m” ARE REQUIRED FOR ADMISSION TO THE DEPARTMENT’S MA PROGRAM
d
COURSES WITH A “d” ARE REQUIRED FOR ADMISSION TO THE DEPARTMENT’S Psy.D. PROGRAM
1.
Fr.
So.
REQUIRED CLASSES FOR ALL MAJORS (3 cr. each)
GRADE
PSY 201 m/d
PSY 223 m/d
_______
_______
_______
_______
So./Jr. PSY 323 m/d
2.
SOCIAL/PERSONALITY PERSPECTIVE (3 cr. each)
(Choose at least one class from the following)
PSY 302 m
PSY 360 d
PSY 408 m/d
PSY 418
PSY 420
PSY 426
PSY 430
PSY 433
3.
General Psychology
Elementary Behavioral Statistics or
Approved Statistics Alternative
Experimental Psychology
Social Psychology
Personality
Abnormal Psychology
Psychology of Personnel
Introduction to I/O Psychology
Cross Cultural Psychology
Psychology of Women
Current Models of Psychotherapy
_______
_______
_______
_______
_______
_______
_______
EXPERIMENTAL/BIOPSYCHOLOGY PERSPECTIVE (3 cr. each)
PSY 324
Sensation and Perception
_______
76
PSY 350
PSY 391
PSY 416 m
PSY 417
PSY 440
PSY 443
4.
Animal Behavior
Psychology of Aggression
Psychology of Learning
Intermediate Behavioral Statistics
Physiological Psychology
Health Psychology
_______
_______
_______
_______
_______
_______
DEVELOMENTAL/INDIVIDUAL PERSPECTIVE (3 cr. each)
PSY 311 m or 312 Child Development
_______
PSY 312 m or 311 Adult Development
_______
(Either 311 or 312 can be taken for admission to the MU graduate programs)
PSY 330
Human Sexual Behavior
_______
PSY 406 d
Psychometrics
_______
PSY 465
Love, Intimacy and Attachment
PSY 475
Race, Culture, and Development
5.
CAPSTONE COURSE (3 cr. each)
_______
_______
_______
_______
5.
PSY 456/457
Research in Psychology
PSY 460
History and Systems of Psychology
PSY 470
Practicum in I/O Psychology
PSY 471
Practicum in Clinical Psychology
PSY 480
Nonverbal Behavior
PSY 499
Psychology Capstone Seminar
ALTERNATIVE ELECTIVES
PSY 204
Psychology of Adjustment
PSY 300
Paranormal Psychology
PSY 380
Introduction to Professional Psychology
PSY 402
Advanced Social
PSY 403
Applied Social
PSY 411
Advanced Topics in Developmental Psychology
PSY 422
Psychology of Machines
PSY 424
Environmental Psychology
PSY 426
Cross Cultural Psychology
PSY 427
Computer Applications in Psychology
PSY 431
Health Psychology
PSY 480-483
Special Topics
PSY 485-488
Independent Study
PSY 495H-496H Readings in Honors
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Students are strongly urged to consult with their advisors about their course choices. The groupings of courses listed below
are intended to guide the selections of students with specific educational and career objectives.
1. Majors intending to apply for graduate/professional schools (e.g., Psychology, Medical
School, Law School): PSY 302, PSY 311/312, PSY 406, PSY 408, PSY 416, PSY
417, PSY 440, PSY 456, PSY 460. Suggestions for minor: consult with your advisor.
2. Majors intending to work in business and industry after completing their B.A. degree:
PSY 302, PSY 406, PSY 416, PSY 418, PSY 427, PSY 470, Economics 100, Accounting
215. We suggest a minimum of 2 computer courses beyond IT 101, including PSY
427. Suggestions for minor: Marketing, Management, Safety Technology
77
3. Majors intending to work in mental health settings after completing their B.A. degree:
PSY 204, PSY 311/312, PSY 330, PSY 360, PSY 380, PSY 408, PSY 433, and PSY
471. Suggestions for minor: Counseling, Social Work or Special Education.
4. Majors who wish to use psychology as a general Liberal Arts degree: Follow requirements
and any minor (whatever interests you, in consultations with advisor).
Minor in
APPROVED ALTERNATIVE COURSES FROM OTHER DEPARTMENTS OR PROGRAMS
Course Prefix
& Number
______________
______________
______________
Title
_____________________________________________________
_____________________________________________________
_____________________________________________________
TOTAL PSYCHOLOGY CREDITS REQUIRED: 33
_______
_______
_______
78
Appendix X
Assessment Letters
*See next page.
79
80
81
82
83
84
85