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Program Review
Master of Arts - Psychology
College of Liberal Arts
November 2011
MARSHALL UNIVERSITY
Program Review
Marshall University
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Date: 10/28/2011
Program: Psychology, MA
Date of Last Review: 2005
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to
provide a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action
will apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a
viable program as opposed to addressing issues of a weak program. Progress report due by
November 1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
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__Steven P. Mewaldt_______________________________________
Recommendation: Signature of person preparing the report:
__10/28/11______
Date:
____3____
__ Steven P. Mewaldt ______________________________________
Recommendation: Signature of Program Chair:
__10/28/11______
Date:
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__David J. Pittenger____________________________________
Recommendation: Signature of Academic Dean:
___01/31/11_____
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of President, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
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College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program at the current level of activity.
Rationale:
The chair and I have made different recommendation. Our difference is one of strategy not
substance. As I affirm below, the department does need additional resources and I have
endorsed the potential expansion of graduate assistants, but for the undergraduate
program where the addition of graduate assistants will remedy a clearly identified
problem. The maters of staffing and space, however, need to be made within the College’s
and the University’s attempt to prepare a robust long-term plan that addresses the need of
the institution and its students.
Within this report are three general requests for resources including more graduate
assistantships, better research facilities, and better faculty resources. There is no doubt
that this, or other departments on campus, could benefit from additional resources. The
primary matters to be faced are priority, availability, and fiscal resources.
In the case of additional research space, it is true that the department has been successful
in securing external grants to support programs of research. The University, however, is at
a point where it has met or exceeded capacity to meet all space demands. Indeed, several
departments in this college do not have ample office space for its full time faculty. The same
is true with classroom space. This is to say that I acknowledge the need for space, but must
put this demand within a broader context. To the extent possible, the College will continue
to work within facilities planning to identify available space for specific projects. We are
also hopeful that new building projects will eventually afford additional space.
The number of faculty and their allocation is also a matter of priority. With increases in
first year student enrollment and potential increases in student retention, this College must
meet its obligation of offer sufficient numbers of composition, speech, and other general
education courses that serve student needs. Other departments too have large
student/faculty ratios that need to be addressed. Finally, there are several areas of the
College’s curriculum that are underrepresented. Thus the allocation of faculty lines among
the college must be examined within this broader context. That the department has been
able to maintain its MA program with the current staffing owes to the good planning of the
program. With pending retirements the department will have additional opportunities to
ensure the program is sufficiently staffed with the faculty who can contribute to the
curriculum of the program.
The number of Graduate Assistants assigned to the department is a more complex matter.
For many years, the University had maintained a policy regarding distribution of waivers
that was financially unsound. During the past several years, the College has attempted to
place better control over this resource. One matter that has hampered this process is the
number of students in the PsyD program who were promised a full tuition waiver when
they first enrolled. These legacy students (the PsyD program requires five years) continue
to place a burden upon the College’s waiver budget. The College must also address the
needs of other departments that experience considerable demand for graduate teaching
assistants. It is within this context that I can address the three specific GTA requests made
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in this review.
As for the additional number of graduate students who can teach laboratories for two
undergraduate programs, I have asked the department to prepare a report that better
defines the problem and need for the laboratories, review how the laboratories will be
taught and contribute to the overall goals of the program, and a detailed account of how the
graduate students would be involved in teaching the laboratories. Because the current
request is to address problem identified in the undergraduate program I do not see a lack
of graduate assistants as a problem in the MA program.
The report also mentions the need to staff the Dunbar Clinic at other hours and to provide
waivers to supplement grants provided by the Prestera Center. As both the Dunbar Clinic
and the Prestera Center serve communities other than Marshall University and its students,
it may not be appropriate to use dear financial resources for such purposes. Furthermore,
staffing of the Dunbar Clinic should be considered within the financial resources available
to the Department, namely income from the Clinic and student fees, to support a function
related to client services and the training of future psychotherapists.
10/31/11
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Marshall University
Program Review
Program: Psychology (MA)
College: Liberal Arts
Date of Last Review: 2005
I.
CONSISTENCY WITH UNIVERSITY MISSION
The general 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. In addition, at the MA graduate
level we provide students with advanced training in research and analytic tools to prepare
them for data based careers or entrance into a doctoral program, and in our clinical
program we prepare them for careers as practicing clinical psychologists.
Marshall University's primary commitment is to provide quality undergraduate and
graduate education. Marshall strives to produce an educated citizenry capable of living and
working effectively in a global environment. The psychology program at Marshall plays an
integral part in achieving that goal. Our graduate program supports the goals of the
undergraduate program because graduate students teach our most popular course, General
Psychology (PSY 201), an elective that fulfills the University’s social science requirement.
In addition, the graduate program supports other aspects of the undergraduate program
when our graduate students serve as teaching assistants in other popular undergraduate
courses. We believe we provide a high quality undergraduate and graduate education that
prepares students for the world of work and thought.
The MA program in Psychology is clearly consistent with Marshall University’s mission.
The university’s mission statement includes many elements to which our program,
students and faculty contribute. The Mission notes that Marshall will be a “…. multi-campus
public university providing innovative undergraduate and graduate education that
contributes to the development of society and the individual. The University actively
facilitates learning through the preservation, discovery, synthesis, and dissemination of
knowledge…” Our MA program in Psychology is consistent with these ideas, in that the
program is offered via 2 campuses and the teaching, research and clinical work of our
students and faculty contribute to development of society and individuals
In addition, our program is consistent with many additional elements of the mission
statement, including:
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affordable, high quality …. graduate education appropriate for the state and the
region; fostering faculty, staff, and student outreach through service activities;
making instruction available throughout Marshall’s service area using all
appropriate modes of delivery;
enhancing the quality of health care in the region; promoting economic
development through research, collaboration, and technological innovations;
educating a citizenry capable of living and working effectively in a global
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environment.
Further, our faculty work hard to contribute in all aspects of the faculty expectations noted
in the mission statement, and through their coursework, research and field experiences,
students have opportunities to grow and learn in all areas covered in the student section of
the mission statement.
II. ACCREDITATION INFORMATION
The MA program is not accredited by any external professional agency. The American
Psychological Association limits their accreditation process to doctoral programs in
professional (clinical, counseling, and school) psychology.
III. PROGRAM STATEMENT on Adequacy, Viability, Necessity, and Consistency with
University Mission
1. CURRICULUM:
In the MA Program, all students complete a required core of 24 credits in psychology
consisting of coursework in social psychology, biological bases of behavior, cognition,
development, ethics, statistics, psychological measurement and either a thesis or a research
seminar. In consultation with their advisors, students develop individual plans of study
designed to meet their educational and career goals. Courses may be selected from
psychology and/or related disciplines, but must include a minimum of 36 graduate credits
overall. All students must pass a written comprehensive examination as part of the degree
requirements. Students interested in clinical training apply for admission to our clinical
psychology area of emphasis. These students must complete the 24 core credits and
comprehensive exam requirements for the MA degree noted earlier, plus complete a
sequenced series of 26 credit hours preparing students in the basic clinical areas of
psychological assessment, psychological therapies and other interventions with a variety of
populations. A list of required courses and electives are presented in Appendix I. A
department plan of study document located in Appendix IX presents this information in a
student friendlier version.
2. FACULTY
The department has 19 full time faculty members (15 in Huntington and 4 in South
Charleston), all of whom have earned doctorates in their field of teaching expertise. Nine
faculty members 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. 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. Huntington faculty generally teach in all three of our
programs; undergraduate, MA and PsyD, whereas the South Charleston faculty teach
primarily in the MA program. Almost all MA courses are taught by full time faculty;
exceptions include a) two assessment practicum courses which are usually taught by
recent graduates or PsyD graduate assistants supervised by a faculty member; b) a
statistics course occasionally taught by a retired MD.
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
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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
Books or Book Chapters Published
Paper Presentations
Invited professional presentations
Grants (Federal or State)
Editor, Editorial Board, Reviewer
41
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96
25
7 Total Value = almost $2,000,000
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The department makes use of part-time instructors and graduate assistants to teach high
demand courses related to clinical psychology. We have been fortunate to hire
psychologists working at the MU School of Medicine and in the Huntington and
surrounding communities as part-time instructors for these courses. Many of these
instructors have active clinical practices, and thus bring a unique applied perspective to the
course to supplement the more academic or theoretical perspective present in most
textbooks. All our part-time instructors have prior college teaching experience, and their
classroom teaching is evaluated by both the chair and their students (via end of semester
student evaluation forms). Results of these evaluations indicate that our part-time
instructors offer high quality educational experiences to our students.
We employ about 30 graduate teaching assistants (GTAs) from our MA and PsyD program
each semester, primarily to help with instruction of PSY 201, our introductory course. In
addition, a few advanced graduate 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
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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 a result all GTAs for this course will now also need to complete University
training for instructors of CT courses.
As these data indicate, we have a talented and dedicated faculty who have demonstrated
excellence in many ways. However, no discussion of the faculty would be complete without
also mentioning the challenges we face in attracting and keeping quality faculty.
Our salaries are not competitive!
During the review period, three highly qualified faculty resigned to take higher paying
positions at other institutions. The first was an experienced clinician who was hired
specifically to support the creation of the PsyD program and who also taught
undergraduate courses. He had a national reputation for his research on suicide
prevention. He received more than a 50% raise in salary when he left. The following year
we attempted to hire a replacement, but our offers were rejected because of the low salary.
During the next year two more applicants refused our offer owing to the low salary and it
was only when the university was able to increase the starting salary that we finally were
able to fill the position. That starting salary, however, caused morale problems in the
department. One of the faculty who recently resigned mentioned this as a partial reason for
seeking alternative employment.
Two people resigned during the previous fiscal year. The first was a popular faculty
member who had earned the Pickins-Queen Teaching Award and who had just been granted
tenure. She resigned to take a better paying position at Berea College. The second
resignation was a faculty who had completed his second year at Marshall. He was in a
position that we had finally filled after three years of failed searches. This person held a
degree in human factors engineering from Georgia Tech and was helping the department
revive its graduate program in I/O psychology, a program that prepares students for
lucrative jobs. He received a 50% raise when he left for a school in Florida to help develop
their I/O program.
The department is currently attempting to fill two vacancies and has recently learned that
one of the senior members of the department will retire at the end of this year. If Marshall
is not able to offer competitive salaries it may not be able to fill vacant positions with
appropriately qualified faculty.
Discussion of the faculty would not be complete without mentioning special issues facing
our program in South Charleston. South Charleston is critical to our MA program as many
of the core courses are taught there, and all of the courses in the clinical area of emphasis
are taught there. Currently we have two tenure track faculty positions and one term faculty
position in SC. One has indicated his intention to retire at the end of the calendar year. The
second is in his fourth year of the probation period. The department used to have a third
tenure track faculty. This line was transferred to the GSPD to allow that program to be in
compliance with NCATE accreditation standards. This person’s appointment allows him to
teach courses for both colleges. Currently, this person teaches three courses a semester for
the program.
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We typically have 85 students in the program. Four faculty members is not really sufficient
to handle all the teaching, clinical supervision, and advising responsibilities. Developing
skills necessary to be a competent psychotherapist requires considerable individualized
supervision and interaction. Therefore, we request either that we be allocated an additional
tenure track line or that the current term position be upgraded to a tenure track line to
ensure stable staffing of the program.
3. STUDENTS:
a) Entrance Standards:
Psychology is consistently among the most popular graduate programs at Marshall.
Enrollment in the MA program over the past 5 years averaged 82 students per year. (See
Appendix VII). These data place psychology as the most popular masters program in the
College of Liberal Arts. This popularity, combined with the large number of students in our
undergraduate program and the demands of also running a doctoral program places a great
encumbrance on faculty workload and our operating budget.
All applicants for the MA program must have a BA degree. For full acceptance into the
program, students must meet the following criteria:
1. Prerequisite coursework: Introductory Statistics, Experimental Psychology or
Research Methods; Abnormal Psychology; Learning, Social Psychology and
Developmental Psychology.
2. A minimum undergraduate GPA of 3.0
3. Completion of the Graduate Record Exam (General Test), with scores no lower than
400 on either the Verbal or Quantitative sections, and a minimum total of 900 on
those two sections.
Students may be admitted to the psychology master’s program with “Provisional” status if
either the GRE admission criteria OR the GPA criteria are met. (Students who do not meet
either criterion are not eligible for provisional admission.) Provisionally admitted students
will be fully admitted to the program when they have completed 12 hours of classes (which
must include PSY 517 and 506) from the core courses listed below with no grade being
below a ‘B.’ A student who earns a C or lower in any of the listed core classes during the
period of provisional admission will not be permitted to take further graduate hours within
the psychology department.
Students receiving provisional admittance must take:
1. Statistics (PSY 517)
2. Psychometrics (PSY 506)
3. And two of the following: Biological Bases of Behavior (PSY 674) Cognitive
Psychology (PSY 672) Advanced or Applied Social Psychology (PSY 502 or 503)
Advanced or Applied Developmental (PSY 615 or 617).
Students are not permitted to take any course in the clinical area of emphasis unless they
have been fully admitted. No student may take more than 18 graduate credits in
psychology without being fully admitted to the program.
In addition, the department maintains a “2-C” rule, whereby students are dismissed from
the program if they earn more than one C in a graduate course in their program of study.
Thus, the standards and expectations for students are more demanding than the minimums
established by the Graduate College.
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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 PSY masters students had mean verbal GRE scores of 445.9 and
quantitative GRE scores of 505.68 and undergraduate GPAs of 3.20.
c) Exit Abilities:
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, masters
level students had a mean GPA of 3.75 (n = 129).
There is no uniform test or certification taken by all MA program graduates. One indication
of the abilities of graduates is their acceptance into additional advanced graduate
programs. In the survey mentioned elsewhere, of the 50 MA graduates who responded, 26
indicated that they had gone on to PhD, PsyD or EdS degree programs. Another indicator is
the capacity of graduates to be hired in cognate professional positions. Of the 50 survey
responders, 21 reported being hired in full time professional jobs in their field or a related
field, and three were in jobs outside their field. All respondents were in school or
employed.
4. RESOURCES:
a) Financial (The Department’s Current Budget)
Full Time Faculty (n=18) Base Salaries:
Part time faculty:
Liberal Arts/ for Huntington
Liberal Arts/ South Charleston
Graduate Assistants:
Liberal Arts:
Operating:
Huntington Campus
South Charleston
Equipment
Total:
1,070,956
25,000
14,600
115,000
30,293
11,500
0
1,267,349
Other:
Total:
Psychology Clinic 2010-11 Revenue:
Client fees
Contracts
Psy. D. student Fees (2010-11)
4,864
15,000
19,864
116,723
The department’s budget supports its three degree programs: BA, MA and PsyD As this is
an aggregated budget it is not possible to determine direct costs for each program. For
example, the operating budget is used for fixed costs like renting a photocopier, phones,
postage, etc. The GTA stipend allocation is clearly a support for our graduate programs, but
most of that money is used to pay GTA-instructors for our PSY 201 course. The money
allocated for South Charleston is devoted to our MA program on that campus, and the PsyD
allocations are used to support the doctoral program, except that as noted most of our
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GTAs for the undergraduate program are supported with some of this money.
If the MA program were to be terminated there would no longer be a Psychology presence
on the South Charleston campus. However, there would then be no regional program
training students who can become licensed psychotherapists in West Virginia. Such an
action would be counter to an important component of the University’s mission – to
provide access to graduate education to students who wish to help people with significant
emotional and behavioral problems. Terminating the program would eliminate the clinical
MA program that prepares the majority of masters-level psychology clinicians in the state.
In addition, terminating the program would adversely affect the separate program in
School Psychology housed in the Graduate College of the School of Education. That
programs requires its students to complete many of the courses offered through the MA
psychology program.
In Huntington, eliminating the program would save very little, since all faculty who teach in
the MA program also teach in our other degree programs, and our support staff are actively
involved in all degree programs in the department. The deletion of the MA program would
also adversely affect our undergraduate program because we depend upon graduate GTAs
to teach approximately 1,800 students a year in General Psychology. Furthermore,
terminating the MA program would significantly reduce revenue generated by the student
enrollments.
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 “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 Pys.D.
program purchases and maintains a variety of clinical assessment equipment, and we have
2 laptops and projectors available for students to use when they are placed at a rural
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practicum site, which lacks computer facilities.
In South Charleston, we have 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
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, a separate program, plus a
recent addition of a staff member in the Dunbar Clinic) have telephones, personal
computers with connections to the university system’s software and the internet. In
addition the department has networked computers in each of the larger, shared graduate
student rooms.
5. ASSESSMENT INFORMATION:
a. The principal goal of our assessment program is to understand how well students
achieve the goals we have set for them in the program. We also use assessment to find ways
to improve our methods of instruction, resources, course expectations, and other
components of our academic program. In other words, we use the assessment process to
ensure the quality of our program.
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 student
research projects to evaluate how students are meeting objectives concerning data
analysis, interpretation and presentation. This evaluation was one of the factors which lead
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 for the general
academic goals for all three of our programs to a set of goals published by the American
Psychological Association, which we reviewed, modified slightly, and adopted as
intellectual goals for core courses of the graduate program. These goals are briefly listed in
the first column of the table in Appendix V. A second way in which assessment data are
used is to guide our hiring of new faculty. The department’s assessment process made clear
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how important our classes in statistics, research methodology and practicum 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 159
(2006-2011) graduates of our MA program using addresses we were able to recover
through MUbert. 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 email addresses which are still valid but the students probably no longer check. Fifty
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 26 reported being enrolled in further graduate work. Of these
twenty-six the large majority were accepted into either PhD or PsyD programs.
Many of those accepted into PsyD programs enrolled at Marshall University.
2. Of the same group of respondents 21 are employed in their masters field or a
related field of employment. Positions that they have include employment at
hospitals, private clinics, school psychology, and social work.
3. Of the respondents three are working outside their masters field. Two are currently
managers in retail and one has a position as a travel agent.
e. Letters from the Assessment Report Review Committee are contained in Appendix X.
These contain a review or our assessment activities. Due to an error as we changed
assessment procedures, assessment committee members and a department chair we did
not submit a report in 2009. The 2010 report therefore, reflects some combined work for
both years.
6. PREVIOUS REVIEWS:
In April 2006 the Marshall University Board of Governors recommended that the MA in
Psychology continue at its current level of activity.
7. STRENGHTS AND WEEKNESSES:
Strengths:
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All full time faculty have terminal degrees in their discipline, and all are well
prepared to teach and to conduct scholarly activities in their specialties. (See
Appendix II).

Faculty are very dedicated to their students and to teaching. Many have won
teaching awards at the college and/or university level.

Faculty continue to conduct research and present their work via publications,
conferences and consultations.

Faculty are active participants in conferences, workshops and other continuing
education and professional development activities that enhance their teaching and
research.
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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
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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 our undergraduate and graduate psychology programs remains
very strong and demand for psychology courses remains high. Other departments
continue to require our courses, indicating continued university-wide respect for
the discipline and for our faculty.
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Students who responded to our survey reported success upon graduation from the
MA program, both in terms of finding appropriate employment and acceptance
into higher level graduate education.

The MA program is available via both campuses, and students can take general
“core” classes on either one. This increases access to graduate education and helps
students schedule classes in ways that meet their individualized scheduling needs
Weaknesses:
The weaknesses in our program continue to be resource based. While more support for
current expenses and student travel is needed, our most pressing needs are for more
graduate student support, research space and more equipment for teaching and
research. Graduate student support is important in keeping our students in school. In
addition, it is only with the help of graduate assistants that we are able to teach over 50
sections of introduction to psychology a year and keep our advising office open. Graduate
students are also helpful in allowing us to offer extra sections of popular courses such as
Abnormal Psychology and Child Psychology. It should be recognized that all three of our
programs, BA, MA and PsyD, share faculty and resources. Addressing an issue in one is
likely to have an impact on the other programs. For example, if faculty are needed to fill in
a gap in the undergraduate program that reduces their ability to assist in the MA or PsyD
program. Because of the popularity of psychology and the growth of undergraduate
enrollments, demand for psychology courses at the undergraduate level is higher than we
can meet. One solution, but unlikely in this time of budget cutbacks, would be to acquire
one or two extra tenure track faculty lines. A more realistic and far cheaper solution is to
employ graduate students to help fill the needs.
The specific graduate assistantship needs we would like to address are as follows: We
could use a graduate assistantship to provide additional supervision time in the Dunbar
Clinic. We are currently unable to keep the clinic open most evenings because we do not
have enough faculty to supervise in the evenings. An inexpensive solution would be to give
an assistantship to an advanced PsyD student to serve as a clinic supervisor for the MA
students in the evenings. The addition of two graduate tuition waivers in the MA program
could address a service/learning contract which was made with the Prestera Center. With
administrative encouragement the department approached the Prestera Center to sponsor
two graduate students a semester in a service/learning placement. Prestera has allocated
money to the program which pays each student $1,500 per semester. This contract
through MURC provides a great opportunity for students to get on the job training with the
15
biggest local mental health employer and to serve a research apprenticeship with our
clinical faculty who are conducting program evaluations. These stipends do not provide a
tuition waiver. Prestera which is already donating $5,000 a semester for the program
cannot afford to cover the tuition waiver also. As a result it has been difficult to place
students in the program. If they don’t receive help with their tuition most of the students
have to work other places, e.g., in restaurants or retail and have no time for the service
learning work at Prestera.
We also require graduate teaching assistants to assist with the teaching of the
Department’s introductory course. The faculty of the department have also identified the
need to a laboratory component to the undergraduate statistics and experimental
psychology courses. Graduate students from our MA and PsyD programs could be
employed as teaching assistants to teach these sections applying the concepts that are
taught in the core class.
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. He is also one of three or four researchers in the department who is most likely to
attract the research oriented MA students who are interested in entering a doctoral
program. Because his area of research requires physiological measures and biological
samples he really needs a lab with facilities that include access to water, a freezer for
storage of samples, and other equipment for analyzing samples. He has been able to
borrow time in some labs in the biomedical science building, but he has no place where he
can work consistently with his students. As a result a very large federal grant which he
works on with colleagues at the University of Richmond is administered at Richmond. He
currently spends his summers in Richmond and has arranged for Marshall MA students to
work in the lab in Richmond with him while he is there. If he had an appropriate lab he
could establish a neuroscience lab here that would be of great benefit to students. This is
an emerging field where research and grant opportunities are plentiful. 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.
We have also identified a few equipment needs. We recently began to merge the
psychology clinics at Dunbar and Huntington. We will continue to operate both clinics, but
will combine appointment, billing, and purchasing functions. Now we need to upgrade the
telephones and video recording equipment so that the supervisors can remotely access the
rooms and recordings of treatment sessions for either clinic. This would decrease the loss
of time for travel between the sites. Sessions are currently recorded on DVR tape or CD’s
which require considerable storage space. Upgrading to digital storage would improve
access and decrease storage requirements.
Plans for correction:
16
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. 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 and other popular classes. Our
programs remain popular, with high enrollments and many majors and graduate students.
Our MA program enrollment is more than adequate and we have talented students who do
well upon graduation. 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.
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 teaching and research support, we have allocated a significant portion of our
student fees towards support for faculty and student teaching and research activities and
development. Though not really sufficient, these funds help a great deal in supporting our
activities.
B. VIABILITY
1. Articulation agreements: The MA program has no articulation agreements with any
other institution.
2. Off Campus/Distance Delivery Courses: All courses in the MA program are taught on
the Huntington or South Charleston Campus. Students may take classes in the general MA
program on either campus. However, the classes required to complete the clinical area of
emphasis in the MA program are only offered in South Charleston because of lack of
resources to offer them at both campuses.
3. Online Courses: One of the biggest changes in our offerings has been the increase in
online courses. During most of the prior reporting period very few master’s level classes
were offered online. The need for upper level online courses became apparent at this time
due to the number of students who attend class at both Huntington’s main campus and our
graduate campus in South Charleston. 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. As a result we have added online versions of popular courses such as
Psychometrics, Abnormal Psychology, Current Models of Psychotherapy, Cognitive Psychology,
and Biological Bases of Behaviors and recently we have added Cross Cultural Psychology and
17
Physiological Psychology. Several other courses are 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 Courses: The MA program in psychology offers two classes that are technically
considered service classes, in that they are required by other departments. These are PSY
518 (PSY of Personnel) and 520 (Industrial-Organizational Psychology). Required data for
these two classes is reported in Appendix IV. Students from other departments frequently
enroll in a range of PSY graduate courses, such as Abnormal Psychology (508), Cognitive
Psychology (672), Learning (516), Intermediate Behavioral Statistics (517), Biological Bases
of Behavior (674), Health Psychology (543), Physiological Psychology (540) and others. We
have no agreements to formally support any other graduate programs through our
program offerings. However, at the request of the Criminal Justice Program we have
recently added an option to obtain a graduate minor in psychology.
5. Program Course Enrollment: Appendix VI presents enrollment data for all masters
level courses offered by the department for the last 5 years. All MA students take a common
core of 8 courses (24 credits) consisting of Intermediate Behavioral Statistics (PSY 517);
Biological Bases of Behavior (PSY 674) Cognitive Psychology (PSY 672) Advanced or Applied
Social Psychology (PSY 606 or PSY 503); Advanced or Applied Developmental Psychology (PSY
615 or PSY 617) Psychometrics (PSY 506) Ethical and Legal Issues in Psychology (PSY605) MA
Research Seminar (PSY 692). Students in the general program work with advisors to
develop a set of at least 4 additional courses (12 credits) to complete course requirements
for the degree. Electives can be in or out of psychology, as long as they are consistent with
the educational and career goals of the student and approved by the advisor.
Students choosing to enroll in the Clinical area of emphasis must complete a 26 credit
sequence of classes to complete their MA degree; this sequence substitutes for the electives
that other students choose, and of course is a longer program than the straightforward MA
degree. Students who begin the sequence must complete it if they are to receive any
support or endorsements from the department regarding preparedness to do clinical work.
Courses in this sequence focus on psychological assessment and psychological therapeutic
interventions with a range of populations, and includes both classroom instruction and
supervised clinical experiences in the form of practicum placements at our department’s
clinics and internship placements at appropriate field sites.
All required core classes are offered each year on both the Huntington and SC campuses,
and thus students have adequate access and should have no problems making consistent
progress towards their degrees. MA clinical students are required to take their clinical
sequence at the SC campus, and all courses are offered each year on that campus. PsyD
students are required to do their clinical work out of the Huntington campus. This policy
grows from the importance we place on developing cohorts and group support within our
student body, as well as the practical requirements of keeping close track of students in
both programs, and meeting the differential training needs and expectations of students at
two academic levels (MA and Doctoral).
This year we have added a Post Master’s Certificate program in clinical psychology
program in response to community need and student requests. There is a critical shortage
of psychologists in WV, particularly in the rural counties. One way to address this shortage
is to retrain MA level general psychology graduates with the necessary clinical sequence
18
which is required for licensure. With consultation from the WV Board of Examiners for
Psychology, the post MA program was developed in 2010. The Certificate program was
approved for financial aid this fall. We expect to have from 8 -10 students per year
graduate from this new program.
6. Program Enrollment: Data concerning enrollment in the MA program is presented in
Appendix VII. During the reporting period we averaged 82 students enrolled in the MA
program. These were approximately evenly split between the two MA tracks. Some of
these students are attending part-time and some have dual enrollments, e.g., they are also
enrolled in the school psychology program, which is in a separate department.
7. Enrollment Projections We have no reason to expect enrollments to change
dramatically in upcoming years. Psychology remains a popular undergraduate major and
employment in psychology related fields remains strong according to the Occupational
Outlook Handbook. It is possible that licensing requirements for psychologists in WV may
change in upcoming years in ways that may impact the career paths of MA trained
psychology students. However, even if that were to occur, the experience of other states
confirms that there will always be an important role for MA level psychology practitioners
and thus a steady need for psychology students who are trained at the MA level.
C. NECESSITY
1. Advisory Committee: The MA program has no external advisory committee.
2. Graduates: As was noted earlier, graduates who responded to our survey report good
success in both job placement and acceptance into additional graduate education
programs. Overall, the 50 respondents reported a total of 24 jobs in the 5 year reporting
period. Occupations reported by MA grads included placements in the following fields:
Psychologist/supervised psychologist/therapist (13), school psychologist (3), other social
services (2), human resource/business (3), medical fields (1), research (1), and education
(1).
In terms of additional education, survey responders indicate that a total of 26 MA grads
have begun study in advanced graduate education. These include 21 in PsyD programs, 4 in
a clinical psychology Ph D program, 1 in a Forensic Psychology Ph D program.
3. Job Placement: We have no evidence that job placement rates are low for our MA
graduates. Survey respondents indicate that they are successful at finding jobs and/or
going on to more advanced study in fields of their interest.
IV. RESOURCE DEVELOPMENT
We understand that our needs for space and equipment need to be considered in the
overall budget and resource demands within the University. However, addressing our
needs for additional graduate student assistantships is relatively inexpensive and provides
a great deal of “bang for the buck”. Providing an assistantship to place a PsyD student in
the Dunbar clinic in the evenings, would allow us to expand our ability to provide
inexpensive or free psychological services to the underserved in the Charleston area. It
would also allow the MA students in South Charleston to see more and perhaps a wider
variety of patients in the clinic, thus improving their training. They would also benefit from
the addition of a new supervisor who may provide new perspectives for them. The cost of
19
the stipend for this graduate assistant would be $1,500 per semester plus the tuition
benefit I will address later. The cost of supplying aid to the two students who would
participate in the Prestera program would only involve the cost of the half tuition waiver
which I will explain below entails relatively little expense.
Before discussing the final GTA request it should be helpful to explain the importance of
this request to our undergraduate program:
Through faculty discussion and our assessment process we have determined that our
undergraduate students need more experience in collecting, analyzing, and reporting data
in our two main scientific methods courses. The department offers two important
undergraduate methods courses that are required of all majors, PSY 223 Behavioral
Statistics and PSY 323 Experimental Psychology. Both are three credit courses, but should
be four credit courses to include a lab. It is typical at other schools (e.g., WVU and Ohio U)
for both of these courses to include a lab. In the case of the statistics course, students
should learn to analyze and summarize data with basic statistical software like SPSS©,
SAS©, or other common programs. These powerful statistical tools allow students to
conduct complex statistical tests and make inferences based on the results. Exercises like
these contribute to the University’s General Education requirements and enhances
students’ use of technology. Use of this software also allows students to make presentation
materials (graphs and tables), a communication skill.
Contemporary students of psychology require these tools because of the computational
burden of most statistical techniques and complexity of experimental designs. Without
these tools, students are often restricted to doing trivial research studies. In addition,
ability to use this type of software is a skill expected of graduate students and is also a skill
often sought in the job market. With the three hour format none of our instructors has
been able to integrate the use of statistical software into the course. Class time is full just
covering the concepts and procedures.
Similarly, Experimental Psychology should have a lab component wherein students learn to
conduct an empirical study that includes the collection of data and writing a professional
style research paper. While these experiences are currently a small part of the course again
the course time is not sufficient. Adding a lab to the course would add the time for students
to do a variety of smaller experiments and learn to summarize and report the data in the
appropriate APA format. Our students in this class need more writing experience and
feedback to develop their critical thinking and writing skills.
Unfortunately, turning a three credit class to a four credit class increases the instructor’s
teaching load and reduces his or her ability to teach other courses in any of our
programs. Experimental Psychology is particularly problematic because sections currently
need to be kept relatively small because we try to teach them as a writing intensive course
to help students with their University writing requirements, which then limits the class to
24 students.
Our proposed solution is to hire graduate teaching assistants to manage the labs. This
could be done for far less cost than hiring a faculty member since a half time GTA position
currently requires only a $1,500 stipend each semester and an approximate half tuition
benefit. (Actual cost of this changes from year to year and depends upon whether a student
is an in state, metro or out of state student. Currently the benefit ranges from $1,150 for an
in state student to $3,225 for an out of state student. It should be noted that tuition
20
waivers are really an in-kind contribution from the University and do not require the
University to come up with extra money. Since the majority of our students are in state
students costs should average closer to the lower figure than the higher. It might be
considered that some of this cost would be offset by the increase in credit hours (FTEs)
generated by making the classes a four hour class.
Additionally, it should be noted that in some cases it may even increase tuition intake from
graduate students because we currently lose some graduate students to other programs
because we cannot offer them aid. Therefore, for students who would not have come to
Marshall without aid the University will now get at least half tuition and full fees from the
student instead of nothing. It is envisioned that each graduate assistant for the statistics
class could handle three one hour labs a week for this appointment. Since we typically
handle 100 to 120 students in statistics each semester, labs would require three GTAs to
make the lab sizes reasonable. For the experimental class GTAs could also run three labs,
but the lab sizes must be smaller to allow more individual attention in data collection and
in grading the writing assignments. Unlike statistics which attracts many non-majors,
experimental psychology is typically a majors- only class with lower
enrollments. Therefore, three GTAs should be sufficient even with the smaller labs. Thus
we currently estimate that six half time GTA positions would make this
possible. Coincidentally this happens to be the number of half- time positions which were
transferred from the Psychology Department to the English Department this year to meet
needs in the writing program. We do not dispute the fact that English needed these
positions and are not suggesting that these be returned. Instead we are asking that our
previous allocation be restored by creating six new half-time GTA positions. In order to
make it possible for new GTAs to handle the labs it will be necessary for the faculty to
develop lab manuals and instructions that lay out clearly what is to be done for each
lab. Luckily, two of our faculty members have experience in writing such a manual and all
experimental psychology teachers have some experience in developing some exercises. We
envision a joint effort by all of the appropriate faculty to develop the labs for each
course. We also expect that the faculty member will have to have some involvement in
grading some of the exercises, especially the writing assignments in
experimental. However, by creating clear grading rubrics for the assignments the GTAs
should be able to do most of the work and write most of the comments allowing the faculty
member to quickly read and evaluate the work.
This proposal has the possibility of solving another problem. Currently class size in
statistics is typically limited somewhat to allow for more individual attention. Class size in
experimental psychology is very restricted because of the writing demands of the
course. As a result we typically need several instructors to teach each of these classes each
semester. However, if the instructor had a GTA working with the students in labs the
students would have another chance for individual attention and help. Thus class size for
both classes could be increased and we would not need as many sections. This could free
some faculty course load time to expand some of our offerings of other upper level
psychology classes. There are also two benefits for the graduate students who receive
these assistantships: 1) The financial aid will help them afford to pay for their education
and perhaps stay in school, 2) The best way to learn something well is to teach it to others.
These graduate students will become much better in statistics and research design by
teaching these labs.
21
22
Appendix I
Required/Elective Course Work in the Program
Degree Program: Psychology, M.A.
Courses Required in Major (By
Course Number and Title)
*Students must have a total of 36
hours, including required
courses and elective courses.*
PSY 674 Biological Bases of
Behavior
PSY 517 Intermediate Behavioral
Statistics - If this was taken as an
undergraduate course, one of the
following alternatives should be
taken:
PSY 623 Experimental Design
PSY624 Multivariate Analysis
PSY651 Advances Non-Parametric
Techniques
PSY652 Advanced Regression
Techniques
PSY 672 Cognitive Psychology
PSY 502 Advanced Social
Psychology
PSY 617 Applied Developmental
Psychology
PSY 605 Ethical and Legal Issues in
Psychology
PSY 506 Psychometrics
Person responsible for the report: Steven
Mewaldt_
Elective Credit Required by the
Major (By Course Number and
Total
Title)
Required
*Students can choose from
Hours
these courses to complete the
36 hour requirement.
3
PSY 508 Abnormal Psychology
PSY 515 Child Psychology
PSY 516 Learning & Memory
3
PSY 518 Psychology of Personnel
PSY 519 Theories of Personality
PSY 520 Intro to I/O Psychology
PSY 526 Cross Cultural
Psychology
PSY 527 Computer Applications
in Psychology
PSY 533 Current Models of
Psychotherapy
PSY 540 Physiological Psychology
PSY 543 Health Psychology
3
PSY 560 History & Systems
PSY 580-583 Special Topics
3
PSY 585-588 Independent Study
PSY 600 Teaching of Psychology
3
PSY 616 Human Memory &
Information Processing
3
PSY618 Psychopharmocology
PSY 627 Social Psychological
3
Bases of Groups
Elective
Hours
3
3
3
3
3
3
3
3
3
3
3
3
1-4
1-4
3
3
1
3
23
PSY 690 or 692 MA Research
Seminar
3
PSY 650 Seminar in Performance
Appraisal
PSY654 Single Subject Analysis
PSY 656-657 Research in
Psychology
PSY 675-679 Practicum in
Teaching
PSY 679 Testing in I/O
Psychology
PSY 683 Internship in I/O
PSY 690-695 Seminar
PSY 681 Thesis
3
3
1-3
3
3
3
1-3
3 or 6
24
Required Courses (in addition to
those listed above) for a M.A. in
Psychology with a Clinical
Emphasis
PSY 533 Current Models of
Psychotherapy
PSY 608 Diagnosis & Treatment
Planning
PSY 633 Individual Psychotherapy &
Interviewing
Total
Require
d
Hours
3
3
3
PSY 610 Assessment of Adults
3
PSY 611 Assessment of Children
3
PSY 620 Adult Assessment Practicum
1
PSY 621 Child Assessment Practicum
1
PSY 634 Group Therapy
3
PSY 670 Clinical Practicum
3
PSY 680 Clinical Internship
3
Additional Electives Available
to Students in the Clinical
Track
PSY 619 Psychotherapy with
Children
PSY 630 Adult Diagnosis &
Therapy
PSY 635 Child & Family
Diagnosis & Therapy
PSY 671 Clinical Practicum II
Elective
Hours
3
3
3
3
25
Appendix II
Faculty Data Sheet
Name: __Martin Amerikaner__________ Rank:____Professor______________________
Status (Check one): Full-time_X____ Part-time_____ Adjunct _____
Yes _X__ No ___
Current MU Faculty:
Highest Degree Earned: _____Ph. D.____ Date Degree Received: _____1978____________
Conferred by: ___Univ_of Florida_______________________________________
Area of Specialization: _____Counseling Psychology, Personality____________________
Professional Registration/Licensure_Psychologist , WV #449 Agency: ________WV Board
of Examiners of Psycholgists___
Years non-teaching experience
________
Years of employment other than Marshall
____11____
Years of employment at Marshall
____23__
Years of employment in higher education
____34____
Years in service at Marshall during this period of review _____23___
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2009 Spring
2010 spring
2009 Spring
2010 Fall
2009 Spring
2010 Fall
Summer 2010
2011Summer
Fall 2009
Sp 2010
1)
2)
3)
Alpha Des. &
No.
PSY 733
Cognitive Psychotherapy
Psy 633
Indiv Interviewing and Psychotherapy
Psy 671, 771
Practicum
PSY 605
Ethical and Legal Issues in Psychology
PSY 753
Supervision in Clinical Psych
Title
Enrollment
8
10
9
8
5
5
9
14
7
8
NA
Activities that have enhanced your teaching and or research.
Attendance at state regional and national conferences, providing clinical services,
Discipline-related books/papers published (provide a full citation).
 Fish, M., Amerikaner, M. and Lucas, C. (2006) Dispelling the Stereotypes: Rural Appalachian
Mothers Talk About Physical Punishment, Journal of Appalachian Studies, 12,1; 26-39.
 Fish, M., Amerikaner, M. and Lucas, C. (2007) Parenting Preschoolers in Rural Appalachia:
Measuring attitudes and behavior and their relations to child outcomes. Parenting:
Science and Practice, 7, 3, 205-233.
 Amerikaner, Martin J. (2007) Addressing the challenges facing new counseling professionals,
PsycCRITIQUES, 52,44 (Book review of Contemporary Issues in Counseling (2006),
Pamela K. S. Patrick (ed).
26

2011)
4)
5)
6)
7)
8)
Amerikaner, M. and Rose, T. Direct Observation of Psychology Supervisees’ Clinical Work: A
Snapshot of Current Practice. Clinical Supervisor (accepted for publication, April,
Papers presented at state, regional, national, or international conferences.
 Fish, M and Amerikaner, M. Parenting strategies and child outcomes for low SES rural
Appalachian mothers. Appalachian Studies Association, Dayton, March, 2006.
 Amerikaner, M. “From Common Factors to Common Functions in “Psychotherapy”; paper
presented to Society for Exploration of Psychotherapy Integration, Los Angeles, May, 2006.
 Rose, T. and Amerikaner, M. “Supervision in Professional Psychology in Appalachia: A
Snapshot”
Appalachian Studies Association, Maryville, TN, March, 2007.
 Amerikaner, M. and Rose, T. “Supervision in Professional Psychology: A Snapshot of Real
World
Practices. American Psychological Association, San Francisco CA; Aug 2007
 Amerikaner, M. and Hatcher, I. “Protecting the Public: Data based issues in the licensing of
psychologists in West Virginia.” Appalachian Studies Association, Huntington WV March,
2008
 Amerikaner, M. and Hatcher, I, “Empirical Basis for Doctoral Requirements for Licensure:
West Virginia’s Story” Poster Session: American Psychological Association, Boston Aug 2008
 Amerikaner, M. “Challenges to Clinical Supervision in Rural Areas.” Paper presentation,
National
Association of Rural Mental Health; Denver: June, 2010
 Rose, T and Amerikaner, M. “Supervisors’ Perspectives; Challenges to Quality of Clinical
Supervision.” Poster presentation, American Psychological Association, San Diego, August, 2010
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Member and president of WV Board of Examiners of Psychologists (06/07 in this reporting period)
Member of Board of Directors (at large representative), WV Psychological Association
Attended: American Psychological Association, WV Psychological Association, Appalachian Studies
Association conferences; attended annual meetings of National Council of Schools and Programs of
Professional Psychology (annually) and Association of State and Provincial Psychology Boards
(2006)
Externally funded research grants and contracts you received.
Contract from WV DHHR to be PI of program evaluation project for an in-home visitation program in
southern WV
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Community service as defined in the Greenbook.
Member: Huntington Human Relations Commission ( 2005-09), Board member: Ohio Valley
Environmental Coalition (2010-11), Create Huntington (2010-11)
27
Name: _______Massimo Bardi_______________ Rank: __Professor_________
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Yes _X__ No ___
Current MU Faculty:
Highest Degree Earned: ______Ph.D._____________ Date Degree Received: ___1998_____
Conferred by: ______University of Cagliari, Italy_____________________________________
Area of Specialization: _______Behavioral Neuroscience____________
Professional Registration/Licensure_____NA_______
Agency: ________NA__________
Years non-teaching experience
___5____
Years of employment other than Marshall
___8____
Years of employment at Marshall
___5_____
Years of employment in higher education
___8____
Years in service at Marshall during this period of review ___5____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
2011/Spring
2011/Spring
Alpha Des. &
No.
PSY 350
PSY 391
Animal Behavior
Psychology of Aggression
55
56
2011/Spring
2011/Spring
2010/Fall
2010/Fall
2010/Fall
2010/Spring
2010/Spring
2010/Spring
2010/Spring
2009/Fall
2009/Fall
2009/Fall
2009/Fall
PSY 440/540
PSY 499
PSY 440/540
PSY 499
PSY 674
PSY 223
PSY 350
PSY 391
PSY 440/540
PSY 391
PSY 440/540
PSY 480/580
PSY 674
Physiological Psychology
Capstone
Physiological Psychology
Capstone
Biological Bases of Behavior
Elementary Behavioral Statistics
Animal Behavior
Psychology of Aggression
Physiological Psychology
Psychology of Aggression
Physiological Psychology
SpTp: Nonverbal Communication
Biological Bases of Behavior
32
10
24
19
20
29
55
46
36
16
33
19
11
Year/Semester
Title
Enrollment
3) Most Recently Published Papers:
Franssen C.L., Bardi M., Shea E.A., Hampton, J.E., Franssen R.A., Kinsley, C.H., Lambert K.G.
(2011). Fatherhood Alters Behavioral and Neural Responsiveness in a Spatial Task.
Journal of Neuroendocrinology, in press.
28
Franssen C.L., Bardi M., Lambert K.G. (2011). Using a Comparative Species Approach to
Investigate the Neurobiology of Paternal Responses. Journal of Visualized
Experiments, in press.
Lambert K.G., Franssen C.L., Bardi M., Hampton, J.E., Hainley L., Karsner S., Tu E.B., Hyer
M.H., Crockett A., Baranova A., Ferguson T., Ferguson T., and Kinsley C.H. (2011).
Characteristic neurobiological patterns differentiate paternal responsiveness in two
Peromyscus species. Brain, Behavior, and Evolution, 77:159-175.
Bardi M., Koone T., Mewaldt S., O’Connor K. (2011). Behavioral and physiological
responses to academic stress in chemistry college students. Stress, 5:557-566.
Bardi M., Franssen C.L., Hampton, J.E., Shea E.A, Fanean A, Lambert, K.G. (2011). Paternal
experience and stress responses in the California mouse (Peromyscus californicus).
Comparative Medicine, 61:20-30.
Bardi M., Hampton J.H., Lambert K.G. (2010). Fecal dehydroepiandrosterone (DHEA)
immunoreactiviy as a noninvasive index of circulating DHEA activity in young male
laboratory rats. Comparative Medicine, 60:455-460.
Wemm S., Koone T., Blough E. R., Mewaldt S., Bardi M. (2010). The role of DHEA in
physiological and psychological coping mechanisms: relation to problem solving and
academic performance. Biological Psychology, 85:53-61.
Hawley D.F., Bardi M., Everette A.M., Higgins T.J., Tu K.M., Kinsley C.H., Lambert, K.G.
(2010). Neurobiological constituents of active, passive and variable coping
strategies in male Long-Evans rats. Stress, 13:172-183.
Bardi M. (2009). Multidimensional assessment of life satisfaction in Southern Appalachia.
I-manager's Journal on Educational Psychology, 3:43-53.
Rima B., Bardi M., Friedenberg, J., Christon, L., Karelina, K., Lambert K.G., Kinsley C.H.
(2009). Reproductive experience and the response of female Sprague-Dawley rats to
fear and stress. Comparative Medicine, 59:437-443.
Huffman M.A., Pebsworth P., Bakuneeta C., Gotoh S., Bardi M. (2009). Self-medication in
primates. In (Huffman M.A. and Chapman C. Eds.) Primate Parasite Ecology, pp. 331350. Cambridge University Press, Cambridge.
29
Name: Keith W. Beard, PsyD
Rank: Associate Professor
Status: Full-tim
Current MU Faculty: Yes
Highest Degree Earned: PsyD
Date Degree Received: Sept. 2000
Conferred by: Wright State University
Area of Specialization: Clinical Psychology
Professional Registration/Licensure: Lic Psychologist
Agency: WV Board of Psych
Years non-teaching experience
0
Years of employment other than Marshall
0
Years of employment at Marshall
11
Years of employment in higher education
11
Years in service at Marshall during this period of review 11
List courses you taught during the final two years of this review.
Alpha Des. &
Year/Semester
Title
No.
Fall 2009
PSY 408/508
Abnormal Psychology
PSY 485
Independent Study
Spring 2010
Fall 2010
Spring 2011
PSY 670
PSY 769
PSY 770
PSY 772
PSY 791
PSY 634
PSY 671
PSY 771
PSY 773
PSY 408/508
PSY 499
PSY 300
PSY 764
PSY 360
PSY 634
Clinical Practicum
Practicum in Clinical Psychology
Advanced Practicum in Clinical Psych
Rural Practicum
Seminar: Advanced Clinical Psychology
Group therapy
Clinical Practicum
Advanced Practicum in Clinical Psych
Rural Practicum
Abnormal Psychology
Capstone
Paranormal Phenomena
Advanced Human Sexuality
Personality
Group Therapy
Enrollment
52
1
3
1
1
5
18
7
4
1
3
44
4
82
17
41
10
1) N.A.
2) Activities that have enhanced your teaching and or research.
Demonstration/documentation of professional development in teaching: Using the lockdown browser MUOnline User Group workshop, and
Streaming audio and video material - MUOnline User Group workshop
Continuing Education Hours
Completed required number of continuing education hours needed to maintain licenses as a Psychologist and
Professional Counselor
3) Discipline-related books/papers published (provide a full citation).
30

Beard, K.W. (2011). Working with adolescents. In K. Young & C. Nabuco de Abreu (Eds.) Internet
addiction: A handbook for evaluation and treatment
(pp. 173-189). Hoboken, NJ:Wiley.
 Stroebel, S.S., O’Keefe, S.L., Beard, K.W., Robinett S.R., Kommor, M.J., & Swindell, S. (2010).
Correlates of inserted object-assisted sexual behaviors in men: A model for development of
paraphilic and non-paraphilic urges. Sexual Addiction & Compulsivity, 17, 127-153.
 Beard, K.W. (2009). Internet addiction: An overview. In J. B. Allen, E.M. Wolf, & L VandeCreek
(eds.) Innovations in clinical practice: A 21st century sourcebook, vol. 1. (pp. 117-134). Sarasota,
FL: Professional Resource Press.
 O’Keefe, S.L., Beard, K.W., Stroebel, S.S., Berhie, G., Bickham, P.I., & Robinett, S. (2009). Correlates
of inserted object assisted sexual behaviors in women: A model for development of paraphillic
and non-paraphilic urges. Sexual Addiction and Compulsivity, 16(2), 101-130.
 Haning, R.V., O’Keefe, S.L., Beard, K.W., Randall, E.J., Kommor, M.J., & Stroebel, S.S. (2008).
Empathic sexual responses in heterosexual women and men. Sexual & Relationship Therapy,
23(4), 325-344.
 Beard, K. W. (2008). Internet addiction in children and adolescents. In C.B. Yarnall (Ed.)
computer science research trends (pp. 59-70). Hauppauge,
NY: Nova Science Publishers, Inc.
 Legrow, C.W., Trumpower, D.L., & Beard, K.W. (2007). Research & statistics: An integrated
workbook. Dubuque, Iowa: Kendall/Hunt Publishing.
4) Papers presented at state, regional, national, or international conferences.
 Beard, K.W. (May 2010). Death & Life: Dealing with Suicide and Depression. Invited Speaker.
Fifth Annual Mu Crew Retreat. Yellow Spring, OH.
 Beard, K.W., Mann, J., & Parmer, R.L. (March 2010). Panel: Lesbian, Gay, Bisexual, &
Transgendered Identity in Appalachia. 33rd Annual Appalachian
Studies Association Conference, North Georgia College and University, Dalongeha, GA.
 O’Keefe, S.L., Beard, K.W., Stroebel, S.S., Berhie, G., Bickham, PJ, & Robinett, SR. (2009). Correlates
of Inserted Object-Assisted Sexual Behaviors in Women: A Model for Development of Paraphilic
and Non-Paraphilic Urges. Poster Presentation at the Fall Conference of the West Virginia
Psychological Association, Charleston, WV.
 Beard, K.W. (Oct. 2009). Issues and Support for Gay, Lesbian, Bisexual, & Transgendered
Students. Invited Speaker. Ashland Teaching & Learning
Conference. Ashland Community and Technical College, Ashland, KY.
 Beard, K.W. (April 2009). Gay Rights in Campus Settings. Invited Panel Speaker. MU Pride Week,
Marshall University, Huntington, WV.
 Beard, K.W. (April 2009). GLBT Issues for School Age Students. Invited Speaker. Education
Seminar, California University of Pennsylvania, California, PA.
 Beard, K.W. (April 2008). Mental health issues for gay men. Invited speaker. The Blue
Conference, Dayton, OH.
5) Professional development activities, including professional organizations to which you belong and state,
regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
American Psychological Association (APA) - full member 2000 – present
West Virginia Psychological Association (WVPA) - full member 2009-present
WVPA College & University Committee - Chair 2006-2008
WVPA Treasurer - 2009-2014
Association of Directors of Psychology Training Clinics - Member - 2008-present
Federal Education Advocacy Coordinators - Campus Representative (APA Org.) 2003 - present
6) Externally funded research grants and contracts you received.
HIV Testing and Counseling - Community Based Organization (2010)
Granting Agency: WV Department of Health and Human Services
Amount: $20,000
7) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Reynolds Outstanding Teacher Award – finalist 2008, 2009
8) Community service as defined in the Greenbook.
Faculty Senate: Senator
College of Liberal Arts Curriculum Committee:Member
Clinical Faculty Committee for graduate programs: Member - Oversees the functioning of the Masters and
PsyD program in Clinical Psychology. This curriculum, research/dissertation, student issues, internship, etc.
Admissions Committee for PsyD Program: Chair and Co-Chair
31
Internship coordinator for 10 doctoral students
Associate Program Director – PsyD Program
Ministerial Assessment Specialist, United Methodist Church, WV Conference: Consultant - Conducted clinical
interviews, and completed psychological assessment reports required for ministerial candidates before they
are ordained.
Pro Bono Psychotherapy Work
32
Name: _April Fugett Fuller______________ Rank:___Assistant Professor____
Status (Check one): Full-time__X__ Part-time_____ Adjunct _____
Yes _X_ No ___
Current MU Faculty:
Highest Degree Earned: ______Ph.D.________________ Date Degree Received: __December
2008__
Conferred by: __University of Kansas________________________________________________
Area of Specialization: ___Cognitive Psychology____________________________________________
Professional Registration/Licensure____None (N/A)__
___(N/A)_______________________
Agency:
Years non-teaching experience
___0____
Years of employment other than Marshall
___4____
Years of employment at Marshall
Beginning of 4th year
Years of employment in higher education
Beginning of 4th year
Years in service at Marshall during this period of review Beginning of 4th year
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Fall 2011
Fall 2011
Summer I 2011
Summer II 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Summer III
2010
Spring 2010
Spring 2010
Spring 2010
Fall 2009
Alpha Des. &
No.
Psy 406 /506
Psy 416/516
Psychometrics
Psychology of Learning
27
39
Psy 480
PSY 485
PSY 480/580
PSY 223
PSY 223
PSY 486
PSY 717
PSY 324
Psy 406/506
Psy 416/516
Psy 483
SpTp: Psy & Popular Fiction
Independent Study
SpTp:Pop Culture
Elem Behavioral Stat
Elem Behavioral Stat
Independent Study
Adv Quantitative Analysis
Sensation & Perception
Psychometrics
Psychology of Learning
SpTp:Pop Culture
24
1
12
24
25
2
10
24
25
28
20
PSY 223
Psy 483
PSY 694
PSY 223
Elem Behavioral Stat
SpTp:Pop Culture
Seminar:Adv Quantative Psy
Elem Behavioral Stat
32
31
11
26
Title
Enrollment
33
Fall 2009
Fall 2009
Fall 2009
1)
2)


3)

4)










5)
6)
7)
Psy 416/516
Psy 417/517
Psy 485
Psychology of Learning
Inter Behavioral Stat
Independent Study
38
15
1
If your degree is not in your area of current assignment, please explain. N/A
Activities that have enhanced your teaching and or research.
I participated in the Fall Teaching Conferences at Marshall. I attended and gave the following
teaching presentations:
o Patterson, B, Fugett, A. & Barnes, M. (2011, Auguest). Pickens-Queen Award Winning
Faculty: The Art of Engaging Students. Panel discussion to be held at the Fall Teaching
Conference (iPed), Marshall University, Huntington, WV.
o Lumpkin, S., Boswell, L., Brwon, C., Cooper, S., Gilpin, S., Bardi, M., Mitchell, K., Hill, J., Barnes,
M., Miller, B., Sullivan, D., Fugett, A., & Schray, K. (2010, August). Thinking and Learning on
Paper, on the Screen, and in Multi-Modal Media: All the Ways Writing Can Enhance Thinking,
Inquiry, Learning, and Student Engagement. Roundtable discussion held at the Fall Teaching
Conference (iPed), Marshall University, Huntington, WV.
o Fugett, A & Douglas, W. (2009, August). Designing and Implementing Student Conferences
as a Teaching Tool. Roundtable discussion held at the Fall Teaching Conference, Marshall
University, Huntington, WV
In addition to this I have also attended Research Boot Camp through CTL (Spring 2009, Spring
2010, and Spring 2011).
Discipline-related books/papers published (provide a full citation).
Lindberg, M.A., Fugett, A., & Thomas, S.W. (In Press). Comparing Measures of Attachment: "To whom
one Turns in Times of Stress," Parental Warmth, and Partner Satisfaction. The Journal of Genetic
Psychology, Accepted August 2011.
Papers presented at state, regional, national, or international conferences.
Wright, S. & Fugett, A. (2012, January). Using E-tools to Enhance Vocabulary Acquisition and
Reading Comprehension. Paper to be presented at ATIA (Assistive Technology Industry Association).
Orlando, FL.
Fugett, A. & Wright, S. (2011, May). Supporting reading comprehension through the use of
technology. Paper presented at the annual meeting of the Midwestern Psychological Association.
Chicago, IL.
Wise, E. & Fugett, A. (2011, May). Ambiguity and priming: A modern comparison. Paper presented at
the annual meeting of the Midwestern Psychological Association. Chicago, IL.
Wise, E. & Fugett, A. (2011, April). The impact of ambiguity on lexicality. Paper presented at the TriState Psychology Conference. Huntington, WV.
Fugett, A. & Tucker, C. (2011, April). Using technology to support reading comprehension. Paper
presented at the Tri-State Psychology Conference. Huntington, WV.
Wright, S. & Fugett, A. (2011, January). Using e-reads and internet resources to support
comprehension. Paper presented at ATIA (Assistive Technology Industry Association). Orlando, FL.
Fugett, A. & Wise, E. (2010, April). A comparison of frequencies as defined by Google search “hits”.
Paper presented at the annual meeting of the Midwestern Psychological Association. Chicago, IL.
Fugett, A. & Wise, E. (2010, April). A comparison of frequencies as defined by search “hits”. Paper
presented at the Tri-State Psychology Conference. Marietta, OH.
Simpson, G.B., Park-Diener, U.S., Fugett, A., & Treiman, R. (2009, November). Extracting phonological
information from systematic alphabetic form. Paper presented at the annual meeting of the
Psychonomic Society. Boston, MA.
Fugett, A, Park-Diener, U .S., Simpson, G.B., Duermeier, T., & Kellas, G. (2008, November).
Neighborhood effects within a priming context. Paper presented at the annual meeting of the
Psychonomic Society. Chicago, IL.
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations. I am a member of
the Midwestern Psychological Association (MPA) . I attended the following conferences: MPA
2011 and 2010, Assistive Technology Industry Association 2011, Tri-State Psychology
Conference 2011, Stand for Women Conference 2011 (Participated in Session 6, Panel D
(Getting into Graduate School), and Psychonomics 2008 and 2009
Externally funded research grants and contracts you received. None
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
34
8)


Winner of the 2010-2011 Pickens-Queen Excellence in Teaching Award at Marshall University
Community service as defined in the Greenbook.
Consulting for the West Virginia Office of Emergency Medical Services (WVOEMS) (2010)
i. Dr. Chris LeGrow and I were asked to consult with the WVOEMS group about what
would be necessary in order to conduct an analysis of the WVOEMS Basic licensing
test. We prepared a proposal and outline of what it would take in order to
calculate reliability and validity of this test. We also met with them on several
occasions to discuss their issues and needs.
Drug Free Communities (DFC) Grant Evaluation (2010 to current)
ii. Dr. Chris LeGrow and I were asked to partner with DFC to help establish protocols
to measure and evaluate areas the DFC needs to address within the community to
prevent teen drug and alcohol abuse. Also we were tasked with finding a way to
measure how current interventions within the community are working. To date,
we have developed the idea of a youth focus and developed a questionnaire to
present to teen parents that will help us identify and measure problem areas
within the Cabell County community.
35
Name: Tony Goudy___________ Rank: _Assistant Professor_______________
Status (Check one): Full-time__X___ Part-time___ Adjunct __
_X_ No ___
Current MU Faculty: Yes
Highest Degree Earned: _Ph.D.__________ Date Degree Received: August 1994____
Conferred by: _Penn State University
Area of Specialization: _SP Psychology___
Professional Registration/Licensure_WV #671, Licensed Psychologist, PA-008625
Agency: WV and PA Psychology Boards
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
05_____
_05_____
_11_____
_11 ____
_05_____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Alpha Des. &
Year/Semester
Title
Enrollment
No.
2009/Spring
Psy 605
Ethical, Legal and Professional Issue in 24
Psychology
2009/Spring
Psy 608
Differential Diagnosis & Treatment
05
Planning
2009/Spring
Psy 670
Clinical Practicum
05
2009/Summer
Psy 670
Clinical Practicum
06
2009/Fall
Psy 608
Differential Diagnosis & Treatment
11
Planning
2009/Fall
Psy 608
Differential Diagnosis & Treatment
10
Planning
2009/Fall
Psy 610
Assessment of Adults
10
2009/Fall
Psy 670
Clinical Practicum
04
2010/Spring
Psy 605
Ethical, Legal and Professional Issue in 20
Psychology
2010/Spring
Psy 608
Differential Diagnosis & Treatment
05
Planning
2010/Spring
Psy 670
Clinical Practicum
05
2010/Summer
Psy 670
Clinical Practicum
08
2010/Fall
Psy 608
Differential Diagnosis & Treatment
11
Planning
2010/Fall
Psy 610
Assessment of Adults
10
2010/Fall
Psy 670
Clinical Practicum
03
36
2011/Spring
Psy 605
2011/Spring
Psy 608
2011/Spring
2011/Summer
Psy 670
Psy 670
1)
2)
3)
4)
5)
6)
7)
8)
Ethical, Legal and Professional Issue in
Psychology
Differential Diagnosis & Treatment
Planning
Clinical Practicum
Clinical Practicum
15
07
05
08
N/A
Activities that have enhanced your teaching and or research.
Over 100 Psychological Evaluation consults
Monthly treatment planning consults for foster care agencies
Discipline-related books/papers published (provide a full citation).
N/A
Papers presented at state, regional, national, or international conferences.
N/A
Professional development activities, including professional organizations to which
you belong and state, regional, national, and international conferences attended. List
any panels on which you chaired or participated. List any offices you hold in
professional organizations.
American Psychological Association
Externally funded research grants and contracts you received.
N/A
Awards/honors (including invitations to speak in your area of expertise) or special
recognition.
Invited speaker WV Child Care Association, Topic: Treatment Planning in Children
Service Agencies
Community service as defined in the Greenbook
Developed and presented Four CEU presentations for Children Service Agencies
37
Name: Keelon L. Hinton
Professor
Rank: Associate
Status (Check one): Full-time X Part-time_____ Adjunct _____ Current MU Faculty: Yes X
No ___
Highest Degree Earned: Ph. D.
Date Degree Received:
5/2010
Conferred by: Howard University ( Washington D.C.)
Area of Specialization: Psychology ( Developmental)
Professional Registration/Licensure_____N/A__________ Agency N/A
Years non-teaching experience
________
Years of employment other than Marshall
________
Years of employment at Marshall
__9yrs__
Years of employment in higher education
__9yrs__
Years in service at Marshall during this period of review __9yrs__
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Se
mester
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Fall 2009
Spring
2010
Spring
Alp
ha
De
s. &
No.
Psy
311
PSY
312
PSY
456
PSY
481
PSY
482
PSY
485
PSY
581
PSY
582
PSY
585
PSY
311
PSY
Title
Child Development
Adult Development
Research in
Psychology
SpTp:
Love/Intimacy/Attac
hmnt
SpTp:
Race/Culture/Devel
Proc
Independent Study
SpTp:
Love/Intimacy/Attac
hmnt
SpTp:
Race/Culture/Devel
Proc
Independent Study
Child Development
Adv Topics
Enroll
ment
92
89
6
27
30
10
6
1
0
95
34
2010
411
Developmental Psy
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Spring
2010
Intersessi
on 2010
Intersessi
on 2010
Intersessi
on 2010
Intersessi
on 2010
PSY
457
PSY
481
PSY
482
PSY
486
PSY
557
PSY
581
PSY
582
PSY
586
PSY
656
PSY
686
PSY
312
PSY
456
PSY
480
PSY
485
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
Independent Study
Adult Development
Research in
Psychology
SpTp: Love, Intimacy
& Attach
Independent Study
10
32
31
10
2
2
7
0
1
1
48
1
27
1
38
Intersessi
on 2010
Intersessi
on 2010
Intersessi
on 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
PSY
580
PSY
585
PSY
656
PSY
311
PSY
312
PSY
456
PSY
480
PSY
481
PSY
485
PSY
580
PSY
581
PSY
585
PSY
SpTp:Love,Intimacy
& Attach
Independent Study
Research in
Psychology
Child Development
Adult Development
Research in
Psychology
SpTp: Race, Culture
& Dev
SpTp:
Love/Intimacy/Attac
hment
Independent Study
SpTp: Race, Culture
& Dev
SpTp:Love/Intimacy
/Attachment
Independent Study
Research in
4
0
1
94
83
14
40
43
11
0
1
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
656
Psychology
PSY
311
PSY
411
PSY
457
PSY
475
PSY
465
PSY
486
PSY
557
PSY
581
PSY
582
PSY
586
PSY
656
Child Development
Adv Topics
Developmental Psy
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
SpTp:Race/Culture
& Develop
SpTp:Love/Intimacy
&Attachment
Independent Study
Research in
Psychology
121
42
9
45
46
12
0
4
7
0
1
0
2
1. N/A
2. State of West Virginia Department of Education
Apr. 2011- present
Division of Rehabilitation Services
*Independently developed and conducted state-wide multicultural competency training and development
seminars for rehabilitation directors, supervisors, case managers, and counselors
Marshall University (Department of Multicultural Affairs)
Jan. 2011
*Conducted multicultural competency training and development for Marshal Multicultural Community
Ambassadors
Marshall University (Counseling Department)
Jan. 2006 – present
*Semiannual multicultural competency training and development seminars for
graduate/Masters level school and mental health counseling students.
Marshall University (Department of Resident Services) Jan. 2006 - present
*Semiannual multicultural competency training and lectures for university resident
hall assistants, directors, and residents
Marshall University (Department of Resident Services) Jan. 2006 - present
*Semiannual seminars/lectures on love, relationships, domestic violence and
attachment issues for university resident hall assistants, directors, and residents.
3. Hinton, K. & Lowe, M. (2011). The Ethos of Appalachia: Exploring the Relations of Appalachian Identity,
Multicultural Competence and Color Blind Racial Attitudes among Undergraduate and Graduate Counseling
Majors. Journal of Rural Community Psychology, 14(2).
Hinton, K (Accepted for Publication, 12/2010). The Relations of Family Functioning Characteristics, Racial
Socialization and Coping Style to Race Related Stress Among African American College Students. Journal of
Rural Community Psychology. Journal of Rural Community Psychology
4. Conferences:
39
Hinton, Keelon L., & Roberts, D. (August, 2010). The Relations of Family Functioning Characteristics, Racial
Socialization and Coping Style to Race Related Stress Among African-American college Students. Poster
presented at the 42nd Annual American Black Psychology Association International Convention, Chicago, IL.
Hinton, Keelon L., & Jones, R. (August, 2010). Father Knows Best: An Examination of the Relations of Paternal
Parenting Characteristics, Attachment Style, and Attitudes on Marriage, Infidelity, and Sexual Behavior in
African-American College Students. Poster presented at the 42 nd Annual American Black Psychology
Association International Convention, Chicago, IL.
5. National Black Child Development Institute
Association of Black Psychologist
NAACP
6. N/A
7. My Brother Keeper Community Achievement
Award (May 2010)
Marshall University’s College of Liberal Arts
Outstanding Teacher Award(2008)
Marshall University’s College of Liberal Arts
Outstanding Teacher Award(2006)
Carter G. Woodson Faculty Initiative Doctoral
Fellowship (2001 – 2005)
8. Community:
* Facilitate tutoring program in community ( Building Black Talent Tutoring Program)
* Vice President of National Association for Advancement of Colored People (N.A.A.C.P.)
Huntington Chapter
* Executive Committee Member of National Association for Advancement of Colored People
(N.A.A.C.P.) Huntington Chapter
* Co-founder and President of The Brotherhood of Black Scholars
* Bi-monthly community forums dealing with parenting, identity, educational issues facing the African
American community
* Weekly volunteer reader at Spring Hill Elementary School
* African American Literature Book Club Organizer
40
Name: Christopher W. LeGrow
Rank: Professor
Status (Check one): Full-time X Part-time____ Adjunct ____
No ___
Highest Degree Earned: Ph.D.
Current MU Faculty: Yes X
Date Degree Received: 1992
Conferred by: Ohio University (Athens, Ohio)
Area of Specialization: Industrial-Organizational Psychology
Professional Registration/Licensure NA
Agency: NA
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
0 years
2 years
18 years
20 years
5 years
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Alpha Des. &
No.
Title
Enrollment
FYS 100
Psy 223
Psy 418/518
Psy 585
First Year Seminar
Elementary Behavioral Statistics
Psychology of Personnel
Independent Study (Graduate)
22
62
39
1
Summer 2011
Psy 223
Psy 300
Elementary Behavioral Statistics
Paranormal Phenomena
22
31
Spring 2011
Psy 223
Psy 420/520
Elementary Behavioral Statistics
Industrial/Organizational Psychology
Course Release: FYS Training
61
41
Fall 2010
Psy 223
Psy 418/518
Psy 499
Elementary Behavioral Statistics
Psychology of Personnel
Psychology Capstone Seminar
64
38
21
Summer 2010
Psy 223
Psy 300
Elementary Behavioral Statistics
Paranormal Phenomena
14
31
Spring 2010
Psy 223
Psy 300
Psy 420/520
Psy 470
Elementary Behavioral Statistics
Paranormal Phenomena
Industrial/Organizational Psychology
Industrial/Organizational Psychology
60
48
37
1
Year/Semester
Fall 2011
41
Practicum
1)
2)
If your degree is not in your area of current assignment, please explain. NA
Activities that have enhanced your teaching and or research.
MU Summer Research Grant (Summer 2011)
FYS Training (Faculty Training Course for new First Year Seminar Instructors; Spring 2011)
MU Center for Teaching and Learning 2009 Fall Teaching Conference Attendee/Presenter
LeGrow, C. (August, 2009). The development of critical thinking skills through an analysis of
paranormal phenomena. A panel session presented at the 2009 MU Fall Teaching
Conference, Huntington, West Virginia.
3)
Discipline-related books/papers published (provide a full citation).
4)
LeGrow, C., & LeGrow, T. (2008). A participant-driven effort to assess and address an emerging
climate of harassment in a rural high school. Journal of Rural Community Psychology,
E11 (1).
LeGrow, C., Trumpower, D., & Beard, K. (2007). Research methods & statistics: An integrated
workbook. Kendall-Hunt Publishing Company.
Papers presented at state, regional, national, or international conferences.
5)
LeGrow, C. (April, 2009). Lessons learned from service-learning projects with students enrolled
in personnel psychology and industrial-organizational psychology courses. Poster
Presented at the 24th annual meeting of SIOP, New Orleans, Louisiana.
LeGrow, C., & Anderson, A. (May, 2006). Making fun of coworkers: Analyzing the content of
Workplace humor. Poster presented at the 21st annual meeting of SIOP, Dallas, Texas.
Zakrajsek, T., Bowling, N., LeGrow, C., & Everton, W. (May, 2006). Getting your students’ hands
dirty: Active learning in I-O courses. Education, Teaching, and Learning Forum
presented at the 21st annual meeting of SIOP, Dallas, Texas.
Professional development activities
7)
Attended 2007 Human Research Protection Programs annual meeting (Boston, Massachusetts)
Attended 2006/2009 SIOP annual conferences (Dallas, Texas; New Orleans, Louisiana)
Reviewer of Conference Submissions for SIOP annual conference (2006, 2008-2011)
Member of SIOP (Society of Industrial-Organizational Psychology)
Member of APA Division 2 (Society for the Teaching of Psychology)
Awards/honors or special recognition.
8)
Recipient of 2008-2009 MU College of Liberal Arts Outstanding Teacher Award
Community service as defined in the Greenbook.
Focus Group Coordinator (Cabell County Substance Abuse Prevention Programs; 2011)
Organizational Consultation (TEAM for West Virginia; 2008)
Organizational Consultation (River Valley Child Development Services; 2007)
Staff Development Presentation
LeGrow, C. (2007). Repairing a damaged organizational climate: Emerging themes from staff
interviews (Healthy Families America/TEAM for West Virginia)
Name: __Marc A. Lindberg_________________ Rank: _Full Professor__________________
Status (Check one): Full-time__x___ Part-time_____ Adjunct _____
Yes _x__ No ___
Current MU Faculty:
Highest Degree Earned: _____Ph. D._________ Date Degree Received: _1976________________
Conferred by: ____The Ohio State University______________
Area of Specialization: _____Psychology__________________________
42
Professional Registration/Licensure_______________
Agency: _____________
Years non-teaching experience
________
Years of employment other than Marshall
____3____
Years of employment at Marshall
________
Years of employment in higher education
________
Years in service at Marshall during this period of review
________
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Fall 2010
Fall 2010
Alpha Des. &
No.
Psychology 311
Psychology 456
Child Development
Research in Psychology
45
12
Fall 2010
Fall 2010
Psychology 450
Psychology
History and Systems of psychology
Dissertation Research
10
3
Year/Semester
Title
Enrollment
1) N/A
2. Consultations: Did consultations and served as an expert witness in Texas, Colorado,
Delaware, Wisconsin, West Virginia, New Jersey, North Carolina, and Washington.
3. Published papers
Lindberg, M. A. Fugett, A. & Thomas, S. W. (in press). Comparing Measures of Attachment:
“To whom one Turns in Times of Stress,” Parental Warmth, and Partner
Satisfaction,
Journal of Genetic Psychology.
Lindberg, M. A., & Thomas, S. (in press). The Attachment and Clinical Issues Questionnaire
(ACIQ): Scale Development. Journal of Genetic Psychology.
Lindberg, M. A., Dementieva, Y., & Cavender, J. (in press.) Why has the BMI Gone Up so
Drastically in the Last 35 Years? Journal of Addictive medicine.
4 & 5. Presentations and professional development
Lindberg, M. A., Dementieva, Y., & Cavender, J. (2011, May). Different Diets and Food
Groups Compared in Terms of Their Roles in the Increasing Rates of Obesity in the
United States. Paper presented at the American Psychiatric Association. Honolulu
Hawaii.
Lindberg, M. A., & Thomas, S. (2011, April). The Attachment and Clinical Issues
Questionnaire (ACIQ): Scale Development. Paper presented at the Society for
Research
in Child Development. Montreal, Canada.
Lindberg, M. A. (2010, May) The Diagnoses of Different Eating Disorders: Do they Share
Similar Developmental Pathways and Clinical Presentations? Paper presented at the
American Psychiatric Association. New Orleans La.
Lindberg, M. A. & Lounder, L. (2010, May) Direct Tests of the Attachment Hypothesis of
the
Development of Criminal Behavior. Paper presented at the American Psychiatric
Association, New Orleans, La.
43
Lindberg, M. A. (2009, April) Validations of the ACIQ. Paper presented at the Society for
Research in Child Development. Denver, Co.
Oxley, T. & Lindberg, M. A. (2008, April) Tests of Attachment Models of Suicidality. Paper
presented at the Conference on Human Development. Indianapolis, In.
Amick, T. & Lindberg, M. A. (2008). Hopelessness and Helplessness in Relation to
Attachment. Paper presented at the Conference on Human Development.
Indianapolis,
In.
Kellar, M. & Lindberg, M. A. (2008). Social Support in Times of Stress: An Analysis of
Attachment Patterns. Paper presented at the Conference on Human Development.
Indianapolis, In.
Cavender, J. & Lindberg, M. A. (2008, April). A Correlational Study of the Production of
Sugars and Fats and Their Relation to Body Mass. Paper presented at the
Conference on
Human Development. Indianapolis, In.
Community service
Served in several roles in 12 step programs. Work approximately 10 hours a week
in this domain. (It is confidential so I really can’t explicitly list all the accomplishments,
written work, or speaking engagements)
44
Name: _____Thomas D. Linz______________ Rank: ____Associate Professor
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Yes _X__ No ___
Current MU Faculty:
Highest Degree Earned: ___PhD_____ Date Degree Received: ____1988, June_
Conferred by: _______University of Georgia____________________
Area of Specialization: _______Psychology______________
Professional Registration/Licensure ____WV___________
Agency: BOEP______
Years non-teaching experience
________
Years of employment other than Marshall
___2____
Years of employment at Marshall
___21___
Years of employment in higher education
___21___
Years in service at Marshall during this period of review ________
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester Alpha Des. & No.
2011/Fall
PSY 611
Title
Child Assessment
Enrollment
4
2011/ Fall
PSY 533
Current Models of Psychotherapy
8
2011/Fall
PSY 680
Clinical Internship
4
2011/ Fall
2011/Summer
2011/ Summer
2011/Summer
PSY 670/ 769
PSY 611
PSY 670/769
PSY 680
Clinical Practicum
Child Assessment
Clinical Practicum
Clinical Internship
8
2011/Spring
PSY 670/769
Clinical Practicum
7
2011/Spring
2011/Spring
2011/Spring
2011/ Spring
2010/Fall
2010/ Fall
PSY 611
PSY 680
PSY 692
PSY 657
PSY 611
PSY 533
Child Assessment
Clinical Internship
Research Seminar
Research in Psychology
Child Assessment
Current Models of Psychotherapy
8
6
14
1
5
7
2010/Fall
PSY 680
Clinical Internship
8
7
2
45
2011/Summer
2010/ Spring
2010/Spring
2010/Spring
2010/ Spring
2010/Spring
2009 /Spring
2009/ Spring
2009/Spring
2009/Spring
2009/Summer
2009/Summer
2009/Fall
2009/Fall
PSY 670
PSY 611
PSY 634
PSY 680
PSY 670
PSY 611
PSY 533
PSY 680
PSY 670
PSY 611
PSY 506
PSY 670
PSY 670
PSY 611
Clinical Practicum
Child Assessment
Group Therapy
Clinical Internship
Clinical Practicum
Child Assessment
Current Models of Psychotherapy
Clinical Internship
Clinical Practicum
Child Assessment
Psychometrics
Clinical Practicum
Clinical Practicum
Child Assessment
7
9
14
9
3
9
16
1
4
6
4
6
2
8
2009/Fall
2009/Fall
2008/Fall
2008/Fall
2008/Fall
2008/Fall
PSY 533
PSY 680
PSY611
PSY 670
PSY 533
PSY 680
Current Models of Psychotherapy
Clinical Internship
Child Assessment
Clinical Practicum
Current Models of Psychotherapy
Clinical Internship
10
6
7
1
8
3
1)
2)
3)
4)
6)
7)
N/A
Activities that have enhanced your teaching and or research.
Discipline-related books/papers published (provide a full citation). None
Papers presented at state, regional, national, or international conferences.
Linz, M., Saunders, T. and Linz,T. The Role of Empirically Supported Treatments in Rural
Services for Children and Families. A paper presented at the Conference of the National
Association for Rural Mental Health, Denver, CO, June 2010
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations. None
Externally funded research grants and contracts you received. None
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
8)
A talk on the topic of Mental Illness. Presented at theMarie Redd Community Center,
Huntington, Nov. 6, 2008.
Community service as defined in the Greenbook.
5)
46
Name: ____Marianna Footo Linz____________________ Rank: __Professor__________
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Yes ___ No ___
Current MU Faculty:
Highest Degree Earned: __Ph.D.__________________ Date Degree Received: __5/92____
Conferred by: ___University of North Carolina – Chapel Hill___________________________________
Area of Specialization: ______Developmental Psychology____________________
Professional Registration/Licensure_WV #582_____
Agency: ____West Virginia Board of Examiners in Psychology______
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
___0_____
___0_____
___20_____
___20_____
___20_____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Fall 2009
COURSE COURSE TITLE
ENROLLMENT CAMPUS
PSY 311 Child Development
38
Hunt.
PSY 485 Independent Study
0
Hunt.
PSY 585 Independent Study
0
Hunt.
PSY 615 Adv Developmental Psychology 15
Hunt.
PSY 690 Seminar: New Student
10
Hunt.
PSY 713 Adv Assess Practicum
8
Hunt.
PSY 780 Pre-Doctoral Internship
5
Hunt.
PSY 799 Doctoral Research
10
Hunt.
Spring 2010
COURSE
PSY 311
PSY 486
PSY 586
PSY 708
PSY 713
PSY 714
COURSE TITLE
Child Development
Independent Study
Independent Study
Integrated Assessment II
Adv Assess Practicum
Adv Assess Practicum
ENROLLMENT
49
0
0
10
1
8
CAMPUS
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
47
PSY 780 Pre-Doctoral Internship 5
PSY 799 Doctoral Research
11
Hunt.
Hunt.
COURSE
PSY 770
PSY 780
PSY 799
COURSE TITLE
Adv Practicum in Clin Psy
Pre-Doctoral Internship
Doctoral Research
ENROLLMENT
1
3
9
CAMPUS
Hunt.
Hunt.
Hun
COURSE
PSY 201
PSY 485
PSY 585
PSY 690
PSY 691
PSY 713
PSY 752
PSY 772
PSY 780
PSY 799
COURSE TITLE
General Psychology
Independent Study
Independent Study
Seminar
Seminar
Adv Assess Practicum
Rural Community Psych I
Rural Pract I
Pre-Doctoral Internship
Doctoral Research
ENROLLMENT
13
0
0
9
17
12
10
9
6
10
CAMPUS
Off Camp.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Summer 2010
Fall 2010
Spring 2011
COURSE
PSY 204
PSY 311
PSY 486
PSY 586
PSY 615
PSY 708
PSY 714
PSY 773
PSY 780
PSY 799
COURSE TITLE
Psychology of Adjustment
Child Development
Independent Study
Independent Study
Adv Developmental Psychology
Integrated Assessment II
Adv Assess Practicum
Rural Practicum II
Pre-Doctoral Internship
Doctoral Research
ENROLLMENT
11
41
0
0
11
6
9
8
5
6
CAMPUS
Off Camp.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Hunt.
Summer 2011
COURSE COURSE TITLE
PSY 713 Adv Assess Practicum
ENROLLMENT CAMPUS
0
Hunt.
48
PSY 770 Adv Practicum in Clin Psy 0
PSY 780 Pre-Doctoral Internship 2
PSY 799 Doctoral Research
7
Hunt.
Hunt.
Hunt
Each semester I have one course re-assigned time to serve as the director of the PsyD program. Most
recently, I put together our self-study for re-accreditation and organized our site visit and the report
response.
2)
Activities that have enhanced your teaching and or research.
3)
Discipline-related books/papers published (provide a full citation).
4)
Papers presented at state, regional, national, or international conferences.
Footo-Linz, M, Saunders, T., & Linz, T. (2010). The role of empirically supported treatments for rural children
and families. Paper presented at the National Association for Rural Mental Health, June, Denver, CO.
Footo-Linz, M. & Pino, I. (2009). Pediatric behavioral health issues in Appalachia. Paper
presentation at
the Appalachian Studies Conference, March, Portsmouth, OH.
Footo-Linz, M. F. (2009). Assessment Issues with Infants and Toddlers. Invited presentation at the West
Virginia Psychological Association Fall Meeting, September 29, 2009.
5)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
I am the lead delegate for the PsyD program for the National Council of Schools and Programs in Professional
Psychology (NCSPP) and a member of APA.
6)
Externally funded research grants and contracts you received.
08/07-08/10
HRSA Graduate Psychology Education
Total $300,000
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
8)
Community service as defined in the Greenbook.
River Valley Child Development Services Board of Directors
Child Development Academy at MU Board of Directors
HYCAT Swim Team Board of Directors
Pro Bono consultation and training for Southwestern Community Action Council Head Start Program
Pro Bono training for Hospice Camp Good Grief
Pro Bono training for ABLE Families
49
Name: _Steven Mewaldt______________________________ Rank: __Professor
Status (Check one): Full-time__X__ Part-time_____ Adjunct _____
Current MU Faculty:
Yes _X_ No ___
Highest Degree Earned: ____Ph.D._________________ Date Degree Received: ___1975______
Conferred by: ___University of Iowa______________________________
Area of Specialization: ___Cognitive and Experimental Psychology______________
Professional Registration/Licensure______NA______
Agency: __________
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
Year/Semester
2009/Fall
2009/Fall
2010/Spring
2010/Spring
2010/Summer
2010/Fall
2010/Fall
2011/Spring
2011/Spring
2011/Summer
Alpha Des. &
No.
YGS 271 101
PSY 675 101 &
102
PSY 600 201
PSY 676 101 &
102
PSY 672 301 &
401
PSY 675 101 &
102
YGS 271 101
PSY 600 201
PSY 676 201 &
202
PSY 672 301 &
401
___0____
___1____
__36____
__37____
___5____
Title
Enrollment
Yeager Seminar: Theory Science &
Statistics
Practium Teaching Psychology
12
Teaching Psychology
Practium Teaching Psychology
14
15
Cognitive Psychology
14
Practicum Teaching Psychology
22
Yeager Seminar: Theory Science &
Statistics
Teaching Psychology
Practicum Teaching Psychology
6
Cognition and Emotion
25
17
11
16
1)
N.A.
2)
Attended various training workshops on campus. Attended professional conventions listed below.
3)
Bardi, M., Koone, T., Mewaldt, S., & O’Connor, K. (2011). Behavioral and physiological correlates of
stress related to examination performance in college chemistry students. Stress, 5, 557566.
Wemm, S., Koone, T., Blough, E.R., Mewaldt, S., & Bardi, M. (2010). The role of DHEA in physiological
and psychological coping mechanisms: Relation to problem solving and academic
50
performance. Biological Psychology, 85, 53-61.
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.
4)
Mewaldt, S.P., Stover, K.L., Moore, J.L., & Koone, T.L. (2008, November). Memory
for location and identifying information following introductions. Paper presented at the 49th
Annual Meeting of the Psychonomic Society, Chicago.
Mewaldt, S.P., Koone, T.L., Moore, J.L., & Stover, K.L. (2007, July). Memory for
location: Automatic or effortful? Paper to be presented at the joint meeting of the
Experimental Psychology Society and the Psychonomic Society, Edinburgh, Scotland.
5)
Professional Organizations – The Psychonomic Society, Association for Psychological Science,
Midwestern
Psychological Association (Local Representative), Sigma Xi
6)
Physiological markers of problematic drinking. Research grant with Dr.
Massimo Bardi. NASA-REA. 2010.
Behavioral and neuroendocrine correlates of flexible coping. Research grant with Dr.
Massimo Bardi. NASA-REA. 2009.
7)
Invited address for the West Virginia Psychological Association listed above.
8)
Coordinator for Merit Badge College at Marshall (An activity that brings approximately 400 boys
each spring
to Marshall to work with Marshall faculty on merit badges.)
Council Commissioner – BSA
Cubmaster Pack 21 – BSA
Assistant Scout Master – Troop 21 – BSA
Gave five talks to various civic groups concerning improving memory.
51
Name: _Paige A Muellerleile
Rank: __Associate Professor___
Status (Check one): Full-time__X___ Part-time_____ Adjunct _____
Yes _X_ No ___
Current MU Faculty:
Highest Degree Earned: __PhD_____________________ Date Degree Received: _2004___
Conferred by: _Syracuse University___________________
Area of Specialization: _Social Psychology______________
Professional Registration/Licensure___N/A_________
Agency: _______
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
___0___
___5_ _
___5___
___14__
___5___
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Summer
Intersess
Spring 2010
Alpha Des. &
No.
PSY 302
PSY 330
PSY 417
PSY 430
PSY 517
PSY 530
PSY 330
PSY 330
PSY 486
PSY 499
PSY 723
PSY 223
PSY 417
PSY 486
PSY 517
PSY 606
Social Psychology
Human Sexual Behavior
Intermediate Statistics
Psychology of Women
Intermediate Statistics
Psychology of Women
Human Sexual Behavior
Human Sexual Behavior
Independent Study
Social Psychology in Film
Clinical Research Methods
Elementary Behavioral Statistics
Intermediate Behavioral Statistics
Independent Study
Intermediate Behavioral Statistics
Advanced Social Psychology
43
66
5
24
19
2
10
40
2
12
12
29
3
1
18
16
PSY 330
Human Sexual Behavior
11
PSY 330
Human Sexual Behavior
35
Title
Enrollment
52
Spring 2010
Spring 2010
Spring 2010
Fall 2009
Fall 2009
Fall 2009
1)
2)
3)



4)





5)





6)

PSY 330
PSY 723
PSY 750
PSY 302
PSY 302
PSY 33-
Human Sexual Behavior
Clinical Research Methods
Clinical Health Psychology
Social Psychology
Social Psychology
Human Sexual Behavior
30
8
11
31
28
40
If your degree is not in your area of current assignment, please explain. N/A
Activities that have enhanced your teaching and or research.
My community volunteer/activism record has enhanced my teaching and research. In addition, I
have taken online courses in statistics to keep my knowledge current.
Discipline-related books/papers published (provide a full citation).
Zhou, H., Muellerleile, P., Ingram, D. K., & Wong, S. P. Confidence intervals and F tests for intraclass
correlation coefficients based on three-way mixed effects models. In press: Journal of Educational
and Behavioral Statistics.
Muellerleile, P. (2011). Judgment is difficult: Thoughts on choosing between ‘The Art of Choosing’
and ‘The Paradox of Choice.’ Analyses of Social Issues and Public Policy, advance online publication
doi: 10.1111/j.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.
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.
53
7)
8)


Awards/honors (including invitations to speak in your area of expertise) or special recognition.
I was invited by the Huntington League of Women Voters and the Southside Neighborhood
Association to moderate a gubernatorial candidate debate that was to take place in September 2011;
however, not all candidates agreed to participate, and so the planned debate was recently canceled.
Community service as defined in the Greenbook.
President of the Board of Directors, CONTACT Rape Crisis Center, Huntington, WV (Board Service
since 2008; President since 2011); Service has included writing 3 grants to fund personnel positions,
and all grant requests that I have written have been funded.
WV Community Planning Group for HIV/AIDS (a CDC initiative) 2010 – present.
54
Name: ___Pamela L. Mulder, Ph.D.______________________
Rank: Professor________
Status (Check one): Full-time_X_ Part-time___ Adjunct ___ Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: __Ph.D.___________________ Date Degree Received: _9/3/91_____
Conferred by: _California School of Professional Psychology – Fresno
Area of Specialization: __Clinical Psychology
Professional Registration/Licensure__708 WV_____
Agency: __WV BOEP__
Years non-teaching experience
___2_____
Years of employment other than Marshall
___3_____
Years of employment at Marshall
___18____
Years of employment in higher education
___21____
Years in service at Marshall during this period of review ___5_____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester
2009 / Spring
Summer / 2009
2009 / Fall
2010 / Spring
Alpha Des. &
No.
PSY 610
PSY 671
Assessment of Adults
Rural Community Psych II
8
7
PSY 671 / 769
/ 771 & 773
PSY 526
Clinical Practicums / Supervision of
Doctoral Student Practice
Cross Cultural Psychology
7
PSY 726
8
PSY 731
Advanced Studies in Cross Cultural
Psychology
Psychodynamic Psychotherapy
PSY 706
Integrated Assessment I
7
PSY 752
Rural Community Psych I
9
UNI 101
New Student Seminar
17
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
Clinical Practicums / Supervision of
6
Title
Enrollment
4
9
21
55
2010 / Summer
2010 / Fall
2011 / Spring
2011 / Summer
2011 / Fall
1)
2)
3)
4)
& 773
Doctoral Student Practice
PSY 526
Cross Cultural Psychology
4
PSY 726
Advanced Studies in Cross Cultural
Psychology
Psychodynamic Psychotherapy
Theories of Personality
Abnormal Psychology
Integrated Assessment !
Independent Study
Assessment of Adults
Rural Community Psych II
(Training to teach FYS 100 / university
release time)
Theories of Personality
General Psychology
First Year Seminar
Cross Cultural Psychology
Integrated Assessment I
5
PSY 731
PSY 360
PSY 408 / 508
PSY 706
PSY 585
PSY 610
PSY 755
(FYS 101)
PSY 360
PSY 201
FSY 100
PSY 426 / 526
PSY 706
14
38
43
3
2
4
12
NA
11
10
23
33
9
If your degree is not in your area of current assignment, please explain. NA
Activities that have enhanced your teaching and or research.
Training to teach FYS courses / opportunity to teach these
Training in preparing online courses
WAC training
Discipline-related books/papers published (provide a full citation).
Mulder, P. L., Jackson, R., & Jarvis, S. (2010) Services in rural areas. In B. Levin and M.
Becker (Eds.) A Public Health Perspective of Women’s Mental Health, Springer,
NY:NY
Mulder, P. L (2010) Women’s Committee Activities The Community Psychologist,
42(2) pp. 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. Scoiety for Community Research and
Action Biennial. Chicago, IL.
Greeson, M., Mulder, P. L., Robinson, R., et. al. (2011) Living While we Work and
56
5)
6)
7)
8)
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)
57
Name: ___Stephen.L. O’Keefe_____________________________ Rank: Professor ________
Status (Check one): Full-time_X___ Part-time_____ Adjunct _____
Yes X__ No ___
Current MU Faculty:
Highest Degree Earned: _PH.D.___________________ Date Degree Received: 1973_____
Conferred by: __Peabody College of Vanderbilt University_______________________
Area of Specialization: _School Psychology (Combined Professional Psychology)____
Professional Registration/Licensure_Permanent School Psychologist Agency: WVDOE___
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
___38__
____4____
____34____
____38____
____5____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Alpha Des. &
Year/Semester
Title
Enrollment
No.
2009/Fall
Psy 615
Advanced Developmental Psychology
16
2009/Fall
Psy 619
Psychotherapy with Children
06
2009/Fall
2009/Fall
Psy 692
SPSY 619
2010/Spring
2010/Spring
2010/Spring
2010/Spring
2010/Spring
Psy 615
Psy 656
Psy 692
SPSY 616
SPSY 618
2010/Spring
2010/Summer
2010/Summer
2010/Summer
2010/Summer
2010/Summer
SPSY 750
Psy 433/533
Psy 656
Psy 680
SPSY 738
SPSY 740
Research Seminar
Direct Services II: Individual & Group
Counseling
Advanced Developmental Psychology
Research in Psychology
Research Seminar
Typical & Atypical Child Development
Direct Services I: Instruction Methods &
B-Mod
Ed.S. Thesis Research
Current Models of Psychotherapy
Research in Psychology
Clinical Internship
Practicum I
Practicum III
13
13
07
01
18
09
16
03
06
01
01
01
06
58
2010/Fall
2010/Fall
2010/Fall
2010/Fall
2010/Fall
2010/Fall
Psy 580
Psy 615
Psy 619
Psy 680
Psy 692
SPSY 619
2011/Spring
2011/Spring
2011/Spring
2011/Spring
Psy 615
Psy 634
SPSY 616
SPSY 618
2011/Summer
2011/Summer
2011/Summer
2011/Summer
Psy 692
SPSY 739
SPSY 740
SPSY 750
SpTp: Theory/Practice Play Therapy
Advanced Developmental Psychology
Psychotherapy with Children
Clinical Internship
Research Seminar
Direct Services II: Ind. & Group
Counseling
Advanced Developmental Psychology
Group Therapy
Typical & Atypical Child Development
Direct Services I: Instruction Methods &
B-Mod
Research Seminar
Practicum II
Practicum III
Ed.S. Thesis Research
01
19
04
01
09
11
10
07
07
14
13
01
07
01
59
Name: ___Jennifer D. Tiano__________________________ Rank: __Assistant Professor_
Status (Check one): Full-time_X___ Part-time_____ Adjunct _____
Yes _X_ No ___
Current MU Faculty:
Highest Degree Earned: __Ph.D.___________________ Date Degree Received: _08/07
Conferred by: __West Virginia University_____________
Area of Specialization: _Clinical Child Psychology_________
Professional Registration/Licensure__WV#978_____ Agency: WV Board of Examiners of
Psychologists
Years non-teaching experience
Years of employment other than Marshall
Years of employment at Marshall
Years of employment in higher education
Years in service at Marshall during this period of review
__0_____
__2_____
__2_____
__4_____
__2_____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
2009/Fall
Psy 408/508
Psy 360
Enrollment
45
45
2010/Spring
12
45
10
1
2010/Fall
2011/Spring
Title
Abnormal Psychology (2
sections)
Personality Psychology
Psy 635
Child & Family Diagnosis &
Psy 408/508
Therapy
Psy671,690,769,771,773 Abnormal Psychology
Psy 486/586
Clinical Supervision
Independent Study
Psy 608
Differential Diagnosis &
Psy 408/508
Treatment Planning
Psy670, 769
Abnormal Psychology
Clinical Supervision
Psy 732
Behavior Therapy
Psy 635
Child & Family Diagnosis &
Psy671,690,769,771,773 Therapy
Psy 499
Clinical Supervision
Psy 690
Capstone
Seminar
12
45
10
12
12
10
2
12
60
1)
2)
If your degree is not in your area of current assignment, please explain.
Activities that have enhanced your teaching and or research.
Attended new faculty orientation workshops on teaching practices.
3)
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. Hembree-Kigin (Eds.), Parent-child interaction therapy (2nd ed., pp. 385-392). New York, NY:
Springer.
4)
Papers presented at state, regional, national, or international conferences.
Newsome, J. P., Vahlsing, J. B., & Tiano, J. D. (2011, April). The importance of consistent
implementation of effective interventions across contexts for children with autism. Poster presented at
the 2011 Tri-State Psychology Conference, Huntington, WV.
Winston, N., Taubenheim, A., & Tiano, J. D. (2011, April). The utilization of effective strategies
in special needs Head Start classrooms. Poster presented at the 2011 Tri-State Psychology Conference,
Huntington, WV.
5)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Belong to: American Psychological Association (APA); APA Division54,Society of Pediatric Psychology ;
Association for Behavioral and Cognitive Therapies (ABCT)
Attended ABCT international conference; Tri-State Psychology Conference
6)
Externally funded research grants and contracts you received.
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Oxley, D., & Tiano, J. D. (2011, May). Marshall university mental health consultation in head
start. Invited lecture presented at the Southwestern Community Action Council Head Start
conference.
Tiano, J. D. (2011, April). Child clinical psychology: What is it and what do they do? Invited lecture
presented at the 2011 Marshall University Psyc Awareness Program, Huntington, WV.
Miller, C., & Tiano, J. D. (2010, November). Parenting Wisely. Parenting workshop for Head
Start Parents, Huntington, WV.
Tiano, J. D. (2010, November). Disruptive behaviour disorders in young children. Invited
presentation to the Department of Pediatrics/Marshall University School of Medicine, CabellHuntington 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.
61
Name: W. Joseph Wyatt_____________ Rank: Professor___________________________
Status (Check one): Full-time___x__ Part-time_____ Adjunct _____
Yes __x_ No ___
Current MU Faculty:
Highest Degree Earned: ___Ph.D_______________ Date Degree Received: 1980
Conferred by: West Virginia University_________________
Area of Specialization: Clinical Psychology__________________________________________
Professional Registration/Licensure: Psychologist
Psychology
Agency: WV board of Examiners of
Years non-teaching experience
11________
Years of employment other than Marshall
11________
Years of employment at Marshall
30________
Years of employment in higher education
30________
Years in service at Marshall during this period of review 5________
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you taught.
For each course include the year and semester taught (summer through spring), course
number, course title and enrollment. (Expand the table as necessary)
2009/fall
2009/fall
Alpha Des. &
No.
Psych 732
Psych 408/508
Behavior Therapy
Abnormal Psychology
12
59/4
2010/spring
2010/spring
2010/fall
2011/spring
Psych 471
Psych 408/508
Psych 408/508
Psych 471
Undergraduate clinical practicum
Abnormal psychology
Abnormal Psychology
Undergraduate clinical practicum
9
65/1
51/2
7
2011/spring
Psych 671
Clinical practicum
4
Year/Semester
1)
2)
3)
Title
Enrollment
N.A.
Activities that have enhanced your teaching and or research.
1. In the past five years I have obtained renewal of my licenses to practice psychology in, twice each
in West Virginia and Kentucky. To do so has required that I obtain about 60 continuing
education contact hours in therapy techniques and etc., all of which is useful in teaching.
2. I have attended the annual meeting of the Association for Behavior Analysis five times, each time
attending educational programming offered there. I have also attended the meeting of the West
Virginia psychological Association four times.
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
62
and Social Issue, 15, 132-151.
Wyatt, W. J. & Midkiff, D. M. (2006). Six-to-one gets the job done: Comments on the reviews. Behavior
and Social Issue, 15, 222-231.
Wyatt, W. J. (2006). When we were Boy Scouts. Goldenseal, 32, 38-45.
*Wyatt, W. J. (2007). A behavior analytic look at contemporary issues in the assessment of child
sexual abuse. The Behavior Analyst Today, 8, 145-162.
Wyatt, W. J. & Midkiff, D. M. (2007). Psychiatry’s thirty-five-year, non-empirical reach for biological
explanations. Behavior and Social Issues, 16, 196-212.
Midkiff, D. M. & Wyatt, W. J. (2008). Ethical issues in the provision of online mental health services
(Etherapy). Journal of Technology in Human Services, 26, 310-332.
*Wyatt, W. J. (2009). Behavior analysis in the era of medicalization: The state of the science and
recommendations for practioners. Behavior Analysis in Practice, 2, 49-57.
Midkiff, D. M. & Wyatt, W. J. (2010). Has behavioral science tumbled through the biological looking
glass? Will brief, evidence-based training return it from the rabbit hole? Behavior and Social Issues, 19, 46-76.
*Invited paper
4)
Papers presented at state, regional, national, or international conferences.
Wyatt, W. J. Psychiatry’s flight from science: A profession’s headlong, non-empirical rush to biological
explanations. Paper presented at the Association for Behavior Analysis, Atlanta, May, 2006.
Wyatt, W. J., Wemm, S. & Anderson, A. When does life begin? Poster presented at the West Virginia
Psychological Association, Canaan Valley, September, 2006.
.Wyatt, W. J. Psychiatry’s flight from science: A 2007 update. Paper presented at the Association for Behavior
Analysis International, San Diego, May, 2007.
*Wyatt, W. J. The dangerous world of ineffective and toxic therapies: why science matters. Paper presented at
the Virginia Association for Behavior Analysis, Harrison, Virginia, March, 2008.
*Wyatt, W. J. Behavior analysis in the courts. Paper presented at the Polish Association for Behavior Analysis,
Warsaw, Poland, April, 2008.
Wyatt, W. J. Biological causation, big pharma, and the duping of the American people: Update 2008. Paper
presented at the Association for Behavior Analysis International, May, 2008.
Wyatt, W. J. Medication mania: A look at our national love affair with psychotropic medications: Implications
for behavioral practice. Paper presented at the meeting of the Association for Behavior Analysis
International, Phoenix, May, 2009.
Wyatt, W. J., Suchowierska, M., Klyszejko, Z. & Strzemzalska, J. Transatlantic dual degree in psychology. Paper
presented at the Atlantis Projectors’ Annual conference, Berlin, October, 2010.
Wyatt, W. J. What to do, now that big pharma and psychiatry have thrown empiricism under the bus. Paper
presented at the meeting of the Association for Behavior Analysis International, San Antonio, May,
2010
*Invited Presentation
5)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
(a) Workshops conducted:
“Recent Developments in the Assessment of Child Sexual Abuse.” Presented at the WV Psychological
Association 2009.
“Enhancing Your Behavioral Practice in the Era of Bio-psychiatry and Big Pharma.” An invited, 4-hr
CE workshop that is part of the Distinguished Behavior Analysts Series, Florida Institute of
Technology, Melbourne, Florida, 2010. Available on-line at http://aba.fit.edu. Also presented at the
meeting of the Association for Behavior Analysis International, Denver, May 2011
“Behavioral Practice in the Forensic Arena.” An invited, 2-CE workshop that is part of the
Distinguished Behavior Analysts Series, Florida Institute of Technology, Melbourne, Florida, 2010.
Available on-line at http://aba.fit.edu.
(b) Conferences attended:
International: Association for Behavior Analysis International (5 times)
Atlantis (study abroad program) Project Directors’ Conference (4 times)
National:
American Council on Education (1 time)
State:
West Virginia Psychological Association conference (4 times)
63
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.
6)
Externally funded research grants and contracts you received.
Atlantis dual-Degree in psychology project grant. Source: U.S. Department of Education. Amt: $1,2
million.
Excellence in Mobility grant. Source: U.S. Department of Education. Amt: $388,000.
7)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Invited papers/presentations:
Wyatt, W. J. (2007). A behavior analytic look at contemporary issues in the assessment of child sexual abuse.
The Behavior Analyst Today, 8, 145-162.
Wyatt, W. J. (2009). Behavior analysis in the era of medicalization: The state of the science and
recommendations for practioners. Behavior Analysis in Practice, 2, 49-57.
Wyatt, W. J. The dangerous world of ineffective and toxic therapies: why science matters. Paper presented at
the Virginia Association for Behavior Analysis, Harrison, Virginia, March, 2008.
Wyatt, W. J. Behavior analysis in the courts. Paper presented at the Polish Association for Behavior Analysis,
Warsaw, Poland, April, 2008.
Awards nomination:
Cyrus R. Vance Award for International Programs.
8)
Community service as defined in the Greenbook.
1. Forensic consulting on several dozen cases involving competence/ responsibility, assessment of
child sexual abuse and others.
2. Appx. 250 appearances on local AM radio show “Viewpoint”, hosted by Jean Dean, WRVC-AM
radio.
3. Member, Executive Board, Southwestern District Labor Council.
64
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Courses
Course
Number
Course Name
Year 1
20062007
Fa
George Adkins
201
General Psychology
302
Angela Anderson 201
Social Psychology
General Psychology
Brandon Bailey
201
General Psychology
Michael Bias
201
General Psychology
408
Abnormal Psychology
201
General Psychology
Phillip Bryant
Jocelyn Burum
201
General Psychology
43
Sp
Year 2
2007- 2008
Su
Fa
Sp
26
Year 3
2008- 2009
Su
Fa
Sp
40
25
42
33
Year 5
20102011
Year 4
2009-2010
Su
Fa
Sp
Su
Fa
Sp
38
39
36
33
23
33
40
43
42
35
38
45
31
38
37
32
65
709
Integrated
Assessment Practicum
II (Spring ’10, Spring
‘11)
707
Integrated
Assessment I
Kathryn Cadle
201
General Psychology
Alexander Cava
201
General Psychology
Mary Cava
360
201
Personality
General Psychology
Ashley Cavender
201
General Psychology
Lawrence
201
Chevalier
Mathew Clemons 201
General Psychology
Christopher
Clemons
Christopher
Crytzer
Holly Deiser
General Psychology
11
8
32
44
38
38
19
26
21
44
44
22
36
37
26
28
36
25
40
28
23
39
41
33
39
201
201
General Psychology
201
General Psychology
Rebecca Denning 201
General Psychology
Rachel Dozier
General Psychology
201
6
39
36
31
36
37
34
23
16
40
36
25
29
29
66
Robert Drake
Kristy Ellison
Douglas Evans
201
General Psychology
201
General Psychology
311
Child Development
201
General Psychology
41
34
37
30
36
6
21
39
38
Adrienne
Fitzsimmons
Steven French
201
General Psychology
201
General Psychology
Jessica Fry
Personality
408
Abnormal Psychology
204
Psychology of
Adjustment
General Psychology
201
37
37
19
360
30
24
45
44
38
43
39
42
18
Rachel Frye
201
General Psychology
11
20
Pamela George
201
General Psychology
21
29
Megan Green
201
General Psychology
28
27
43
40
16
38
27
37
29
39
40
31
38
29
67
Sandra KiserGriffith
709
Austin Haley
201
Integrated
Assessment Practicum
II
General Psychology
Ida Hatcher
201
General Psychology
Rachel HarperHatfield
201
General Psychology
Danielle
Hemmings
201
Pleasant
Hinchman
311
William Holland
7
28
General Psychology
28
44
33
39
23
6
15
33
22
44
17
Child Development
39
37
408
Abnormal Psychology
201
General Psychology
201
General Psychology
Krystina Issacs
201
General Psychology
Sarah Jarvis
201
General Psychology
621
Assessment Children
Practicum
Abnormal Psychology
408
37
23
36
10
14
36
38
37
30
14
28
26
7
42
29
28
68
Jillian Keener
201
General Psychology
620
Matthew Kellar
201
Assessment Adults
Practicum
General Psychology
Paula King
201
General Psychology
Christina Knopp
408
201
Abnormal Psychology
General Psychology
Penny Koontz
311
408
Child Development
(Spring ’07)
Abnormal Psychology
Sarah Kunkel
201
General Psychology
Lindsey Lounder
201
General Psychology
Jennifer Lucas
201
General Psychology
38
29
34
4
36
34
35
34
28
39
37
38
34
27
40
34
31
15
37
201
General Psychology
Jeanna McGill
201
General Psychology
Daniel McGrath
201
General Psychology
Benjamin Meek
360
201
Personality
General Psychology
25
40
37
37
35
39
34
41
36
31
37
Jennie Mancuso
12
35
33
41
26
38
29
38
41
40
36
36
29
40
36
34
30
69
Cynthia Miller
201
General Psychology
(Fall ’07)
311
Child Development
408
Abnormal Psychology
204
Psychology of
Adjustment
Jennifer Mills
201
General Psychology
Emily SelbyNelson
Cynthia KentNolen
620
Assessment Adult
Practicum
General Psychology
201
43
8
201
General Psychology
Ryan Price
201
General Psychology
Mary Qualls
201
General Psychology
41
17
37
201
General Psychology
46
19
8
8
41
33
43
15
22
44
15
29
37
Sallie Richards
30
36
Integrated
Assessment Practicum
II
Claire Phillips
45
22
10
9
709
39
42
13
33
42
19
26
27
70
Shelia Robinett
201
General Psychology
Gregory Rodgers
201
General Psychology
Ashley Rose
201
General Psychology
Terra Rose
201
General Psychology
Rachel Roush
201
General Psychology
Billy Rutherford
201
General Psychology
14
20
Lisa Ryan
201
General Psychology
44
38
Sarah Setran
201
General Psychology
43
620
Robert Shura
201
311
Assessment Adult
Practicum
General Psychology
Child Development
Michael Stinnett
201
General Psychology
Kristen Stover
311
201
Child Development
General Psychology
42
38
16
29
42
36
43
34
42
39
39
31
34
40
36
25
36
29
36
29
32
27
40
32
32
37
36
8
37
35
29
34
37
43
52
29
Jessica Taylor
Royce Kendall
Vance
201
General Psychology
311
Child Development
201
General Psychology
31
12
38
39
29
35
25
71
April Watkins
Jason Weaver
201
360
Abnormal Psychology
(Spring ’08)
Personality
408
Abnormal Psychology
201
General Psychology
360
Personality
707
Integrated
Assessment Practicum
I
Abnormal Psychology
408
Bethany
Wellman
Jacob Wolfe
General
Psychology(Fall ’06)
204
Psychology of
Adjustment
620
Assessment Adults
Practicum
201
General Psychology
201
General Psychology
40
27
43
1
38
36
23
34
14
37
8
4
38
36
8
15
36
30
4
41
19
37
32
72
73
Appendix III
Students’ Entrance Abilities (Master of Arts-Psychology)
2006/2007 22
Mean
Undergraduate
GPA
3.14
425.0
479.5
2007/2008 26
3.04
481.9
543.5
2008/2009 33
3.29
448.2
488.2
2009/2010 29
3.19
434.1
498.6
2010/2011 31
3.33
440.3
518.6
Year
N
Mean GRE
Verbal
Mean GRE
Quantitative
74
Appendix IV
Students’ Exit Abilities (Master of Arts-Psychology)
Year
2006/200
7
2007/200
8
2008/200
9
2009/201
0
2010/201
1
N
28
Mean GPA
3.67
33
3.90
44
3.79
33
3.72
24
3.76
75
Appendix V
Assessment Summary
Marshall University
Assessment of the Program’s Student Learning Outcomes
5 year summary
Component Area/Program/Discipline: Master of Arts-Psychology
Program Level
Program’s Student Learning
Outcomes
General Knowledge Base of
Psychology
Assessment
Measures (Tools)
Standards/Benchmark
-Evaluation of student
performance on research
projects and practicum.
-Consider and analyze
-Research Projects
competence with respect
- Practicum Experience to major concepts and
-Exit thesis or
historical trends in
Research Seminar.
Psychology.
-Comprehensive exam -Be able to perform to
faculty satisfaction in
practicum and clinical.
-Pass the Comprehensive
exam.
Action Taken to
improve the
program
-Modification of
major
requirements.
-Form coherent
-Successful
groups of classes
Completion of PSY
to better expose
690, PSY 692, or
students to core
PSY681.
areas of the
- 70% of students
discipline.
pass the
-Created study
Comprehensive exam
guide for the
on first attempt.
Comprehensive
exam to help
students focus on
important issues.
Results/Analysis
76
Understanding Research
Methodology
Critical Thinking Skills
-Research project or
research seminar.
-Poster presentations
-Research projects or
research seminar.
-Poster Projects
-Literature Review for
research seminar and
thesis.
-Successful
Completion of PSY
517, PSY 690, PSY
692, or PSY681.
-Advanced students
-Evaluation of research
demonstrated a
project, research seminar, better understanding
or posters by faculty.
of statistics than
lower level students.
Passed Statistics
portion of
Comprehensive
exam.
-Evaluation of research
project or poster by
faculty.
-Successful
Completion of PSY
690, PSY 692, or
PSY681.
- Departmental
course objectives
refined for
statistics courses
and
comprehensive
exam.
-Departmental
faculty instituted a
revised set of
requirements for
research courses.
-Department
faculty instituted a
revised set of core
requirements for
statistics and
research seminar
options clarifying
the nature of
requirements
focusing on
thinking and
writing skills.
77
Technological Competence
Communication Skills
-Research project or
practicum.
-Poster Projects
-Literature Review
-Research project or
practicum demonstrates
an ability to use
computers and other
technology.
-Use of PowerPoint,
search engines, the
Internet, SPSS, and Excel
in both class and other
projects.
-Research project or
practicum.
-Practicum experience
-Poster project
- Evaluation of
Teaching in PSY 600 &
675
-Evaluation of
performance on research
project and poster
session.
-Evaluation of student
performance by on-site
practicum supervisors.
-Students demonstrate
competence in written
and oral communication
and projects while
targeting their audience.
-Students required
to present
research projects
in PSY 690, PSY
-Successful
692, or PSY681.
Completion of PSY
-The majority of
517, PSY 690, PSY
the projects
692, or PSY681.
require the use of
- Use of Power Point
technology to
in PSY 600 & SPSS in
create the
PSY 517.
presentation.
Students required
to use SPSS in PSY
517.
-Faculty
encourages
students to
present their
-Successful
research work at
Completion of PSY
regional
517, PSY 690, PSY
conventions.
692, or PSY 681.
-Department
- Oral communication
encouraged
skills high in teaching
making student
evaluations.
writing key
learning objective
throughout the
graduate
curriculum
78
Writing Skills
-Research project.
-Practicum experience
-Poster project
-Term papers
- Case Reports
-Evaluation of
performance on research
project and poster
session.
-Evaluation on literature
review.
-Evaluation on assigned
papers in graduate course
work.
-Evaluation of case
reports and assessment
reports.
- Completion of PSY
690 or 692
-Completion of PSY
681
- Completion of PSY
674
- Successful
completion of
assessment &
practicum sequence.
-Faculty assess the
students quality of
writing including
syntax,
punctuation,
spelling,
appropriate
wording, logical
flow, proper voice,
and proper
citation.
Several faculty
began using
writing intensive
certified class
techniques.
79
Application of Psychology
-Research project.
-Practicum experience
-Poster projects
-Clinical & I/O
practicum &
internship.
-Evaluation of
performance on research
project and poster
session.
-Evaluation of student
performance of on-site
practicum or internship
site.
-Demonstration by
students to apply
psychology to
employment-related
assignment.
- Completion of PSY
690 or 692
-Completion of PSY
681
- Completion of PSY
674
- Successful
completion of
practicum &
internship.
-Faculty have
encouraged
student
involvement in
applied research
as well as
consulting projects
-Encouragement n
local community
projects relating to
the field.
-Expansion of
Clinical and I-O
practicum sites.
80
Career Planning
-Student evaluation of
academic advising
instrument.
-Student evaluation of
practicum
-Advising sessions with
psychology faculty to
provide students with
information of future
education and
employment
opportunities and
appropriate course
selection.
-Advising sessions with
faculty to help students
develop realistic
educational and
employment goals.
-Departmental
discussion on how
to improve the
career advising
process. Surveying
local area
employers
concerning the
skills and
knowledge they
look for in hiring
MA employees.
-Faculty provides
-New courses
academic and career
based on these
advisement.
surveys.
-Graduate practicum
-Psi Chi &
and Internship serve
Psychology Club
as on the job practice.
sponsor a Psych
Awareness week
which contains
presentations by
informed faculty
and community
employers on
various career
options in
psychology and
employment
possibilities.
81
Appendix VI
Program Course Enrollment
Course
Numbe
r
Course Name
Required
/
Elective/
Service
PSY 502 Adv. Social
Psychology
Required
PSY 503 Applied Social
Psychology
Elective
PSY 506 Psychometrics
Required
PSY 508 Abnormal
Psychology
Elective
PSY 515 Child
Psychology
Elective
PSY 516 Learning and
Memory
Elective
Location
Year 1
2006-2007
Year 2
2007-2008
Year 3
2008-2009
S
u
Sp
Su
Fa
Sp
Su
18
8
13
-
11
14
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt 1
on So.
Char
Huntingt
on So.
Char Web
Huntingt
on So.
Char
Huntingt
on So.
Char
Web
2
Fa
20
-
12
-
8
-
9
13
-
9
4
4
8
4
-
3
-
11
-
15
14
14
12
-
S
p
1
9
1
-
12
8
-
6
8
-
Fa
7
13
Year 4
Year 5
2009-2010 2010-2011
Su
Fa
S
p
S
u
1
5
3
1
4
8
5
4
4
6
Fa
Sp
1
6
4
7
3
6
1
1
4
1
0
1
3
5
82
PSY 517 Inter
Behavioral
Statistics
PSY 518 Psychology of
Personnel
Required
PSY 519 Theories of
Personality
Elective
PSY 520 Intro I-O
Psychology
Elective
PSY 526 Cross Cultural
Psychology
Elective
Elective
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char Web
11
3
Elective
Elective
PSY 533 Current Models Elective
of
Psychotherapy
PSY 540 Physiological
Elective
Psychology
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char Web
Huntingt
on So.
Char
11
15
4
-
S
u
PSY 527 Computer
Applications in
Psychology
PSY 530 Psychology of
Women
5
13
10
13
9
-
2
-
6
4
-
19
Fa
9
10
Sp
2
3
-
Fa
8
1
4
1
8
-
2
-
3
-
Su
7
Sp
Su
Fa
1
0
S
p
1
1
1
8
2
3
4
Su
Fa
8
2
1
S
p
S
u
Fa
Sp
1
7
1
1
4
5
7
9
11
4
-
5
-
1
12
4
-
1
6
1
2
7
2
6
7
6
83
PSY 543 Health
Psychology
Elective
PSY 560 History and
Systems
Elective
PSY 557 Research in
Psychology
Elective
PSY
580583
PSY
585588
PSY 600
Special Topics
Elective
Independent
Study
Elective
Teaching of
Psychology
Elective
PSY 605 Ethical and
Legal Issues in
Psychology
PSY 608 Diagnosis and
Treatment
Planning
Required
PSY 610 Assessment of
Adults
Required
Required
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
2
10
-
7
-
2
-
11
8
1
12
-
16
4
-
16
-
10
-
7
-
9
-
5
13
12
25
12
17
12
8
1
7
8
1
2
8
1
1
2
2
1
4
8
12
20
9
9
1
19
-
16
8
15
6
9
20
1
5
1
6
2
4
5
8
4
1
4
1
4
13
1
1
1
0
1
0
2
0
5
4
11
11
9
15
2
8
1
1
1
0
16
4
84
PSY 611 Assessement of
Children
Required
PSY 615 Adv.
Developmental
Psychology
Required
PSY 617 Applied
Developmental
Psychology
PSY 618 Psychopharma
cology
Elective
Elective
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
9
13
5
Elective
PSY 620 Adult
Assessment
Practicum
PSY 621 Child
Assessment
Practicum
PSY 623 Experimental
Design
Required
PSY 624 Multivariate
Analysis
Elective
Required
Elective
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
7
7
6
S
u
PSY 619 Psychotheraph
y with Children
10
13
15
Fa
Sp
Su
5
6
8
9
5
8
21
1
2
1
5
1
6
7
1
9
11
10
Fa
Sp
8
Fa
Sp
Su
10
Fa
S
p
16
15
9
16
7
12
10
4
9
6
6
8
7
6
1
1
Su
Fa
1
6
1
0
8
S
p
S
u
4
4
9
1
0
5
4
9
11
8
1
85
PSY 627 Social
Elective
Psychology
Bases of
Groups
PSY 630 Adult Diagnosis Elective
and Therapy
PSY 633 Individual
Psychotherapy
Elective
PSY 634 Group Therapy
Required
PSY 635 Child and
Family
Diagnosis
Therapy
PSY 650 Seminar and
Performance
Appraisal
PSY 651 Adv,
Nonparametric
Techniques
PSY 652 Adv.
Regression
Techniques
PSY
Research in
656Psychology
657
Elective
Elective
Elective
Elective
Elective
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char Web
Huntingt
on So.
Char Web
4
11
-
14
-
7
11
-
8
6
13
9
15
-
6
2
5
11
9
1
0
9
1
1
9
1
2
8
7
1
4
1
1
6
10
7
12
1
1
1
-
4
2
1
4
1
4
2
2
1
5
6
86
PSY 670 Clinical
Practicum
Required
PSY 671 Clinical
Practicum II
Elective
PSY 672 Cognitive
Psychology
Required
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char Web
4
9
7
6
1
4
S
u
7
5
5
7
16
Fa
8
4
6
3
7
16
Sp
Su
Fa
Sp
3
16
9
7
13
15
13
5
13
8
5
Required
Huntingt
on So.
Char Web
11
18
7
PSY
Practicum in
675Teaching
676
PSY 679 Testing in I-O
Psychology
Elective
10
-
9
PSY 680 Clinical
Internship
Required
5
8
6
PSY 681 Thesis
Elective
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
1
1
1
7
9
1
12
7
4
6
13
PSY 674 Biological
Bases of
Behaviors
Elective
7
21
9
Su
Fa
1
4
S
p
6
4
8
1
4
1
5
8
12
9
Su
Fa
1
1
6
1
4
1
0
S
p
7
S
u
1
5
9
9
4
2
6
1
2
1
2
9
8
1
7
8
1
1
1
0
12
Fa
Sp
2
0
1
0
2
2
9
1
6
3
1
16
87
PSY 683 Internship in
Industrial
Organization
PSY
Independent
685Study
686
PSY
MA Research
690Seminar
695
Elective
Elective
Elective
Huntingt
on So.
Char
Huntingt
on So.
Char
Huntingt
on So.
Char
3
1
1
14
14
1
28
13
24
2
7
2
3
3
2
1
3
6
26
88
Appendix VII
Program Enrollment
Students
New Students Admitted
Principal Majors Enrolled
Area of Emphasis 1: General
Principal Majors Enrolled
Area of Emphasis 2: Clinical
Principal Majors Enrolled
Area of Emphasis 3:
Grand Total of Students Enrolled in
the Program
Graduates of the program
Year 1
Year 2
Year 3
2006-2007 2007-2008 2008-2009
Year 4
20092010
Year 5
2010-2011
22
26
33
29
31
57
59
40
43
46
18
26
48
35
40
0
0
0
1
0
75
85
88
79
86
28
33
44
33
24
89
Figure 1. Trend Line for Total Enrollment and Program Graduates
100
90
80
70
60
50
Graduates
40
Total Enrollment
30
20
10
0
2006-07
2007-08
2008-09
2009-10
2010-11
90
Appendix VIII
Job and Graduate School Placement Rates
# of graduates
employed in major
field
# of graduates
employed in
related fields
N/A
2007-2008
N/A
N/A
# of
graduates
employed
outside
field
N/A
N/A
# of
graduates
not
accounted
for
N/A
N/A
N/A
N/A
N/A
2008-2009
N/A
N/A
N/A
N/A
N/A
2009-2010
N/A
N/A
N/A
N/A
N/A
2010-2011
N/A
N/A
N/A
N/A
N/A
Five –Year Total
16
5
3
26
109
Year
2006-2007
# of graduates
accepted to
further graduate
study
*A survey was emailed to 159 graduates from the period 2006-2011. Fifty responses were received, however, the year of
graduation was not collected so the data are not broken into years.
91
STUDENT’S PLAN OF STUDY
MASTERS DEGREE IN PSYCHOLOGY
Student’s Name:_________________________ Student’s Number:___________________________
Address: _______________________________ Phone Number: ____________________________
_______________________________ Advisor: __________________________________
Anticipated
date
of
completion:
___________
E-mail:
____________________________________
Month
&
Year
you
first
enrolled
in
the
program:_________________________________________
Are you planning to enroll in Marshall’s Graduate Program in School Psychology?
_________
Your plan of study must contain at least 36 hours of credit, though students
may complete significantly more, depending on their objectives. In addition,
you must have at least 3 credits in each of the core areas 1-8 below. At least
50% of your classes must be at the 600 level. Students who were
undergraduates at Marshall and took a 400 level version of a 500 level class
and received an A or B should not take the 500 level version. They should find
an alternative. You may take more than one class in each category. The extra
classes taken in a category can be used as electives. Mark each class taken or
to be taken with an “X”. If the course has been completed, fill in the grade.
(Note: In addition to meeting the course requirements listed below, students
must pass a comprehensive exam. Information on the exam can be found on
the department’s website.)
1.
BIOLOGICAL BASES OF BEHAVIOR (3 cr. each)
GRADE
______PSY 674
Biological Bases of Behavior
_______
______Approved Alternative
__________________________________
_________
2.
STATISTICS (3 cr. each)
(PSY 517 is the required course here; if PSY 417 or its equivalent was taken
as an undergraduate with a grade of A or B, an additional statistics course
must be substituted, in consultation with the student’s advisor.)
______PSY 517 Intermediate Behavioral Statistics
_______
Alternative courses:
______PSY 623 Experimental Design
_______
92
3.
4.
______PSY 624 Multivariate Analysis
______PSY 651 Advanced Nonparametric Techniques
______PSY 652 Advanced Regression Techniques
_______
_______
_______
Approved Alternative
________________________________
_______
ACQUIRED OR LEARNED BASES OF BEHAVIOR (3 cr.)
______PSY 672 Cognitive Psychology
_______
Approved Alternative
_______
SOCIAL/CULTURAL BASES OF BEHAVIOR (3 cr. each)
(If either PSY 606 or PSY 503 or their equivalents were taken in an
undergraduate program, the student must take the other course at the
graduate level.)
______PSY 606 (formerly 502) Advanced Social Psychology
_______
______PSY 503 Applied Social Psychology
_______
Approved Alternative
5.
__________________________________
___________________________________
_______
DEVELOPMENTAL BASES OF BEHAVIOR (3 cr. each)
(Either PSY 615 or PSY 617 can be taken to fulfill this requirement.)
______PSY 615 Advanced Developmental Psychology
______PSY 617 Applied Developmental Psychology
_______
_______
Approved Alternative
_______
__________________________________
6.
Ethical and Legal Issues in Psychology (3 cr.)
______PSY 605
Ethical and Legal Issues in Psychology
_______
7.
PSYCHOMETRICS (3 cr. each)
(If PSY 406 or its equivalent was taken as an undergraduate with a grade of A
or B, an acceptable alternative must be substituted, in consultation with the
student’s advisor.)
______PSY 506
Psychometrics
_______
Approved Alternative
8.
__________________________________
_______
RESEARCH (3 cr. each)
All students must take the MA research seminar. Students who plan to do a
thesis should develop their proposal in the seminar. They can then take 3-6
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_______
_______
_______
_______
hours of thesis.
______PSY 690 or 692 MA Research Seminar
______PSY 681 (3 or 6 hours)
Thesis (PR: PSY 517 or equivalent)
Approved Alternative
__________________________________
GENERAL ELECTIVES: (If more than one course was taken in any of the above
categories it or they may also be used as electives.)
______PSY 508 Abnormal Psychology (3 cr.)
______PSY 515 Child Psychology (3 cr.)
______PSY 516
Learning and Memory (3 cr.)
_______
______PSY 518 Psychology of Personnel (3 cr.)
______PSY 519 Theories of Personality (3 cr.)
______PSY 520 Introduction to I-O Psychology (3 cr.)
______PSY 526 Cross Cultural Psychology (3 cr.)
______PSY 527 Computer Applications in Psychology (3 cr.)
______PSY 533 Current Models of Psychotherapy (3 cr.)
_______
______PSY 540 Physiological Psychology (3cr.)
______PSY 543 Health Psychology (3 cr.)
______PSY 560 History and Systems (3 cr.)
______PSY 580-583 Special Topics (1-4 cr.)
______PSY 585-588 Independent Study (1-4 cr.)
______PSY 600 Teaching of Psychology (3 cr.)
______PSY 618
Psychopharmacology (1 cr.)
_______
______PSY 627 Social Psychological Bases of Groups (3 cr.)
______PSY 650 Seminar in Performance Appraisal (3 cr.)
_______
______PSY 656-657 Research in Psychology (1-3 cr.)
______PSY 675-679 Practicum in Teaching (3 cr.)
_______
______PSY 679 Testing in I-O Psychology (3 cr.)
______PSY 683 Internship in Industrial Organization (3 cr.)
______PSY 685-686 Independent Study (3cr.)
______PSY 690-695 Seminar (1-3 cr.)
REQUIRED COURSES FOR CLINICAL PSYCHOLOGY AREA OF EMPHASIS:
(Courses marked with * are restricted to students in the clinical track.)
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
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______PSY 533 Current Models of Psychotherapy (3 cr.)
_______
______PSY 608*
Diagnosis and Treatment Planning (3 cr.)
_______
______PSY 633* Individual Psychotherapy and Interviewing (3 cr.) _______
______PSY 610*
Assessment of Adults (3 cr.)
_______
______PSY 611* Assessment of Children (3 cr.)
_______
______PSY 620*
Adult Assessment Practicum (1 cr.)
_______
______PSY 621*
Child Assessment Practicum (1 cr.)
_______
______PSY 634*
Group Therapy (3 cr.)
_______ ______PSY 670*
Clinical Practicum (3 cr.)
_______
______PSY 680* Clinical Internship (3 cr.)
______
CLINICAL PSYCHOLOGY ELECTIVES: (The following courses are available as
electives to clinical track students who want additional training.)
______PSY 619*
Psychotherapy with Children (3cr.)
_______
______PSY 630*
Adult Diagnosis and Therapy (3 cr.)
_______
______PSY 635* Child and Family Diagnosis and Therapy (3 cr.)
_______
______PSY 671*
Clinical Practicum II (3 cr.)
_______
APPROVED COURSES FROM OTHER DEPARTMENTS OR PROGRAMS
Course Prefix
& Number
______________
______________
______________
______________
______________
______________
Title
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
GENERAL PSYCHOLOGY COMPREHENSIVE
EXAMINIATION__________________________________
TOTAL CREDITS REQUIRED:
36
95
_______________________________________________
Student’s signature
date
__________________________
date Advisor’s signature
_______________________________________________
Program Coordinator’s signature
date
____________________________
date Dean’s signature
Endorsement for Graduation: ____________________________________________
Advisor’s signature
date
NOTE: This plan should be agreed to and signed by all parties prior to the end
of the student’s first semester in the program.
*Transfer of credit for a required area must be done at the time of the initial
Plan of Study and listed in the approved alternative area. If this Plan of Study
is later revised, the Program Coordinator must approve the change by signing
and dating here: __________________________________________________________________________\
Appendix X
Assessment Letters
*See next page.
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