web.psych.washington.edu
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Departmental Newsletter • Autumn 2004
Fast Facts
UW Psychology graduates more
majors than any other UW department (502 students in 2003-2004).
UW Psychology teaches more
undergraduates than any other
UW natural or social science department (11,000+ undergraduate
enrollments in 2002-2003).
UW Psychology has the largest
undergraduate research participation program at the UW (more
than 450 students participating in
research for credit annually).
UW Psychology is second in
the country among psychology
departments receiving federal
research and development dollars
($8.7 million in 2003).
UW Psychology is among the top
three departments in the College
of Arts & Sciences, with Physics
and Chemistry, in receipt of grant
and contract dollars.
Our Clinical Psychology program
was named the 2003 Outstanding
Program by the American Association of Behavior Therapy and was
rated second in the country in the
most recent ratings by U.S. News
and World Report.
Our Experimental Psychology program was ranked third nationally
in the most recent ratings of the
National Research Council.
Learn more online at
web.psych.washington.edu
Doing better and better
It’s a pleasure to bring you this first-in-a-longtime newsletter from the UW Department of
Psychology. There’s sure a lot to tell! These are
only some of the highlights.
We’ve just completed our 10-year review which
included an extensive self-study and an evaluation visit by a panel of nationally prominent
faculty. The panel’s report underscores how
much we contribute on all fronts: to education,
to science, and to service to the University and
our local community. We’re proud to have our
accomplishments recognized so whole-heartedly Both the self-study and the report are
available on our website.
A point made by the features in this issue is
that our educational, research, and community-service projects are truly interconnected.
Our classes and academic programs equip
students to go on to contribute to science and
to community service here in the Puget Sound
area and beyond. Our research activities contribute to the training of undegraduate and
graduate students, provide direct community
service, and bring in $7-8 million a year to the
local economy.
We aren’t sitting back and resting on our laurels, though. Despite challenging times, with
reduced state funding and increased enrollment pressure, we are improving our educational programs and seeking new accomplishments in research and service. In our next
issue, we’ll tell you more about improvements
in our graduate program and new scientific
thrusts, such as our push into the fast-expanding area of cognitive neuroscience.
Our department is truly the bridge that connects the social and biological approaches to
the study of behavior here at the UW. Our faculty and students contribute to our knowledge
of human and animal behavior and apply this
knowledge to human development, health,
and mental health issues. I hope that you
enjoy reading about some of our activities and
accomplishments in this newsletter and will
visit our website to learn even more about us.
Ana Mari Cauce
Department Chair
October 2004
What’s happening to Guthrie Hall?
“Eh, what’s that you say? It’s a little noisy around here!”
Guthrie Hall is now surrounded by scaffolding, as a project
continues to replace all the bricks on the outside of the
building. The bricks were actually just a decorative shell
held to the building’s concrete core by metal brackets,
which had weakening from corrosion. In an earthquake,
the brackets could fail and the bricks could come tumbling
down. New, more decorative bricks and better brackets
are now being installed. The $4 million project began in
June 2004 and is scheduled for completion in February
2005. See our website for more construction photos. n
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Psychology major chosen as
2004 UW President’s Medalist
Psychology major Tan Hung “Marie” Ng was selected from among all non-transfer graduating
seniors as the 2004 recipient of UW’s highest
academic honor, the President’s Medal. The
award was presented to Marie by UW President
Lee Huntsman at the university graduation ceremony in Husky Stadium in June.
Marie, who grew up in Hong Kong, came to the
U.S. specifically to attend UW. “I knew from the
beginning that I was going to major in psychology because I have always been so fascinated
with human behavior,” says Marie. She minored
in both philosophy and mathematics and
participated in the Psychology and University
Honors Programs. She also received two Mary
Gates Fellowships and served as Secretary of Psi
Chi, the national psychology honor society.
“Research has been one of the most crucial
parts of my undergraduate experience at
UW. During my freshman year, I assisted UW
Psychology Professor Jacob Leonesio with
literature research on metamemory. The following year, I had my first opportunity to conduct
independent research with UW Psychology
Professor Miriam Bassok on semantic alignment
Heather Knapp, Hansang Cho, Marie Ng and David
Corina with Marie’s poster at the 2004 Undergraduate
Honors Festival.
of divisional and multiplicative equations and
presented the results at the annual McNair/EIP
Spring Research conference and the Undergraduate Research Symposium here at UW.
Undergrad program
strengthened by
curriculum changes
says Associate Chair Beth Kerr. She worked for
more than a year with a core group—composed also of Steve Buck, Mike Beecher, and
Jody Burns—to design and evaluate the new
program, prior to a three-year transition period.
Faculty members worked together to redesign
the courses in their areas.
Psychology has long been an extremely popular major. In fact, we continue to graduate
more majors annually than any other UW department. However, we took up the challenge
to make good programs even better. Guided
by student and instructor feedback and a commitment to academic rigor, we overhauled key
aspects of the degree programs.
“Students told us they wanted to eliminate
redundancy, get more experience with writing
and computer and web literacy, and in general
have more challenging and satisfying classes,”
“My research training here has enabled me to
attain many opportunities at other institutions
as well.” These include summer programs at
Columbia University, University of Pennsylvania,
and Chinese University of Hong Kong. This fall,
Marie begins the Ph.D. program in psychology
at University of Southern California.
Marie also gained teaching experience working as a peer tutor and teaching assistant for
UW Psychology Professor Geoff Loftus’ Psych
317/318 statistics classes.
“As the first person in my family to enter college,
I cherish every opportunity given to me, and
I always try my best to achieve my potential,
both academically and beyond,” says Marie.
If you majored in psychology at the University
of Washington more than three years ago, you
probably haven’t heard of the recent improvements in our BA and BS programs.
“During my third year, I began working with UW
Psychology Professor David Corina on a collaborative project with Dr. George Ojemann in the
Department of Neurosurgery. In this project, I
had the unique opportunity to learn [during patients’ brain surgery] how the behavior of single
human brain cells is related to the behavior of
the entire organism.
“The keys to the changes are that we separated
our majors from general education students in
the core classes (e.g., developmental psychology), and ensured that majors had all taken
research methods (Psych 209) and a new
biopsychology (Psych 202) class before taking the cores,” notes Beth. “We also halved the
student-to-TA ratio in the core courses and
redesigned them to add writing, computer, and
web assignments. The biopsychology class has
been popular with students and has allowed us
to increase the biological emphasis throughout
our degree programs. Both the BA and BS degree programs are stronger. ”
“We’re seeing students better prepared at both
2
“The UW has enabled me to learn to seek
opportunities, to be bold, and to create my
own unique path. That’s the advice I have for
students starting out: Seize opportunities and
make things happen. Don’t just wait for something to come along.” n
300 and 400 level now,” adds Beth. “They’re
Beth Kerr, Steve Buck, and Mike Beecher.
better prepared for both the core courses and
for the subsequent advanced courses. Because
the preparation in core classes is better, we’ve
also been able raise the bar and expectations of
students in the 400-level classes.”
Fine-tuning of the new program continues, as
do attempts to smooth the transition into the
major for community college students. n
web.psych.washington.edu
Psych senior’s new start, bright future
Brandon Stogsdill’s earliest memory is of himself at four years old, sitting in front of his house
and waiting excitedly for the school bus—but
he was too young for school. Even at a very
early age, Brandon envisioned a future that
included education. Flash forward 13 years to
a 17 year old Brandon, waking up on his first
morning in prison.
A childhood and adolescence marked by his
mother’s substance abuse and mental illness,
and by his own failure at school and subsequent descent into
a life of violence had
brought Brandon to
a place that four year
old certainly could
not have imagined.
Now entering his
second year at the
UW, with plans to
major in psychology and business,
Brandon is realizing
his dreams, working to help kids avoid the path
that he took—and telling his story.
learned, the easier it became to learn.”
This full-time UW student, who is the recipient
of a Mary Gates Leadership Award, spends his
“off” time working with kids whose lives he
hopes to impact. In fact, Impact is the name of
one of the two programs for low income, at-risk
youth where he volunteers as a mentor. The
program allows Brandon to combine his love
of sports with his passion for working with kids
who are desperately in need of positive role
models and a safe, healthy outlet for their energy. While he admits that it was initially tough
breaking through to these kids, the rewards
have been tremendous. “I’ve not been let
down once by any of these kids,” says Brandon,
“they’ve all opened up.”
Long term plans for Brandon include pursuing
an MBA and eventually a Ph.D. in psychology.
His dream project is to develop a diversion
program through the juvenile justice system
designed to help at-risk youth assess the repercussions of their destructive actions before they
end up “in the system.” He would also like to
open an extreme sports camp, using sports as a
constructive alternative to risky behavior.
Brandon earned his associate’s degree,
with honors, from Pierce Community College—completing most of his studies while
in prison—and came to the UW with a Martin
Honors Scholarship. Ironically, it was in prison
that Brandon had his first experience of walking
away from a fight.
Brandon has a variety of projects in the wings,
including authoring a book about his experiences, as well as working with another student
on a program to take young people to visit
prisons. The aim of that program is not to scare
them, but rather to show the potential outcomes of their behavior.
“Using my intelligence got me through the
experience and helped me to gain respect,” he
recalls. Academic success didn’t come easily
for him, but Brandon found that “the more I
“Every mistake, every poor choice I made, was
a cry for help,” says Brandon, “but nobody heard
me.” Brandon Stogsdill is listening. And he’s
telling his story. n
Psychology BS grad wins Nobel Prize
Dr. Linda B. Buck, who was recently awarded
the 2004 Nobel Prize in medicine or physiology,
is a 1975 B.S. graduate of the UW Psychology
Department. Dr. Buck shared the Nobel Prize
with Dr. Richard Axel for discoveries of some of
the underlying molecular mechanisms of the
sense of smell.
She is presently a member of the Fred Hutchinson Cancer Research Centers Basic Sciences
Division, investigator of the Howard Hughes
Medical Institute, and affiliate professor of
physiology and biophysics at UW. See our
website for more information. n
3
Honors graduates
headed to Stanford
with NSF fellowships
Jamie Gum and Fred Leach sure have a lot
in common.
Both were recipients of two Mary Gates Research Trainingship grants. Both participated
in the UW Psychology Honors Program and
graduated Summa Cum Laude this past
spring. Both were winners of the Guthrie
Prize for best undergraduate papers in 2004.
Now, with bachelors degrees and Na-
Prof. Jason Plaks, Fred Leach, Prof. Stephanie
Carlson and Jamie Gum. Profs. Plaks and Carlson
were Honors Program mentors for Fred and Jamie,
respectively.
tional Science Foundation Fellowships in
hand, both have begun their Ph.D. work at
Stanford University this fall. And on a more
personal level, both Jamie and Fred were
married over the summer--to each other.
It’s a fairy-tale ending (and beginning), to
a story filled with the thrilling pursuit of
research, the rush of academic conquest—
and, of course, true love! n
More undergrad kudos
n Jennifer Bragg was awarded the Dan
Warner/Bob Wiley Memorial Scholarship,
Dept. of Communications.
n Asefeh Faraz and Masha Fry were
awarded Mary Gates Leadership Scholarships this past year.
n Wing Chan, Avril Linane, Tan Hung
(Marie) Ng, Jessica Palmer, and Laurel
Stevens were awarded Mary Gates Research Scholarships this past year.
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Statistics and methods classes
get innovative support
Think back to when you were a psychology
major here at the UW. What was the most
challenging part of our program? It’s a good
bet that what comes to mind are the methods
and statistics courses. Taking your feedback to
heart, the Department took up the challenge
to make these cornerstone subjects more
accessible to our undergraduate students. Enter
Professor Laura Little. Prof. Little worked to
establish a statistics and methods study center,
called the SAM Lab, and a website, called
SMARTPsych. These resources have become
integral to the teaching of our methods and
statistics courses and have added valuable
support to other courses in our undergraduate
programs.
“We wanted students to have a place to come
to interact with peers and teaching assistants,
help each other learn about methods and
statistics, and have the equipment needed
to explore their course material and beyond,”
explains Prof. Little. The SAM Lab houses four
ultra-fast PCs (all equipped with Microsoft Excel,
SPSS, and internet access), for student use in
working with data, creating graphical displays
of results, and running statistical tests.
The SMARTPsych website was developed by
Profs. Laura Little and Beth Kerr, with graduate
Learn more about SMARTPsych:
http://courses.washington.edu/smartpsy/
Students praise
UW Psychology
The following quotes were taken from the 2004
graduating class’ exit interviews. Read more on our
website [http://web.psych.washington.edu/]
“Interesting classes, dedicated teachers (professors), high academic standards, helpful advisors,
and 499 experience.” – a BA student
“The research and internship opportunities are
excellent and provide students with unparal-
students Bryan Cochran, and Christopher “C.J.”
Jones. Designed as both a tool for students in
UW psychology statistics/methods courses,
and a broader resource, the site has several
components. Lessons assist students in
learning about interactions, brushing up on
math skills, and selecting statistical tests and
Tutorials. These Tutorials teach students about
different software packages that are often
used in psychology research, including MS
Excel and SPSS. The Windows to Research
section includes examples of psychology
experiments, followed by questions that allow
students to test their knowledge of statistics
and methodology. “I think that Windows to
Research is probably the section on which
we’ve spent the most effort,” says Prof. Little. “It
contains some wonderful vignettes of research
actually conducted by UW Psychology faculty
across the full range of the department. We’ve
made them interactive to give a real sense of
what it’s like to be involved in those psychology
experiments.
Jessi Palmer, Autumn 2004 SAM Lab TA, and
Laura Little.
Prof. Little also notes that she has not seen
other websites with the scope of SMARTPsych.
“Soon after launching the site, we received
congratulations from viewers outside of the
UW, so we know it has a large audience,” she
says. She explains that the feedback received
from psychology majors is that they want to
understand methods and statistics at a deeper
level, not just do exercises. “As a result,” she
says, “we’ve added more complex analyses
and, in general, a lot of vertical depth to
the site material. In addition, students who
have moved on to taking more advanced
psychology courses still come back to the site
for review.” Instructors of these courses can
now use the site to help them understand
the background they can expect of students,
allowing them to teach at a more advanced
level. n
leled hands-on experience.” – a BS student
very well rounded.” – a BA student
“The smaller classes in lab and 400-level courses
were helpful. My professors seemed to really
care about how much I was learning.” – a BA
student
“Because of Psych I have a vast array of skills a
knowledge that can be applied to many things,
including law, business, research and rock & roll
(seriously!).” – a BS student
“I enjoyed the major and think it will help
immensely in my future career as a nurse and
generally as a person, to have a better understanding of fellow human beings and myself.”
– a BA student
“They make you get out of your comfort zone.
I believe the students graduating are well
rounded and prepared for a job in the workforce.” – a BA student
“As far as I know, the SAM Lab is unique. We
hadn’t seen anything like it and didn’t have a
model to base it on. It’s more than just a study
center. Psychology teaching assistants and
peer tutors staff the lab throughout the day.
Students needing assistance don’t have to wait
for their TA’s office hours.”
“This department has been good in that it really
ties in writing, science, math, and theory. It is
4
“Excellent professors who cared about our
futures as individuals.” – a BS student
web.psych.washington.edu
Internships
steer career path
for psychology
alumnus
“I’m very proud to tell people that my undergraduate background is in psychology,” says
Seattle attorney Daniel Jung, who graduated
from the UW in December of 1998 with a B.A. in
psychology and a minor in society and justice.
Daniel started his freshman year at the UW as
a biology major, with a pre-med focus. “I was
lost in school the first year,” says Daniel, “I did
poorly and was eventually placed on academic
probation.” Psychology 101, in the fall of his
sophomore year, turned the tide. “I fell in love
with psychology,” Daniel remembers, “the class
intrigued me and I found that I was interested in
a subject for the first time.”
Daniel is the kind of person who dives into an
experience head-first, taking full advantage of
all opportunities that present themselves. With
seemingly boundless energy, Daniel combined
his academic studies with a series of community-based internships and volunteer positions,
which helped him to discover his path through
the University, and beyond. Daniel’s former academic counselor, Carrie Perrin, still refers to him
as the “poster child for the internship program.”
“The internship experience opened my eyes to
a lot of possibilities and helped me to narrow
down the choices,” says Daniel, “when you do
an internship it makes your studies much more
relevant.” And, this is what translated into success for Daniel.
Step one was a discussion with his psychology adviser that focused on Daniel’s strengths
and interests. His first instinct was to pursue a
career as a therapist because he wanted to help
people. A series of volunteer and internship
positions followed, beginning with the Seattle
Counseling Service Center and the King County
Crisis Clinic and progressing into work with the
county Juvenile Detention Facility and finally
the Seattle Police Department. His experiences, coupled with his studies in psychology
and society and justice, helped Daniel to refine
and clarify his interests and goals—and, upon
graduating with a B.A., he already had two
years of rich and diverse work experience. “The
internship program allows you to get into your
chosen field from the get-go,” says Daniel.
Following graduation, Daniel worked briefly as
a case manage for an adult day care program
before being offered a position with TRAC Associates where he worked as a job developer,
helping clients to move from welfare to employment. Daniel says that his work allowed
him to deal with immediate situations and work
toward solutions, while helping clients with
self-esteem and confidence building. He found
his background in psychology to be a valuable
asset. “People who don’t study psychology often lack an understanding of a lot of
behaviors that they are nonetheless
quick to label,” says Daniel.
Following his work with TRAC, Daniel entered law school at Seattle
University and is now employed by
the Pioneer Square firm of Eims &
Flynn, practicing workers compensation law. Always one to seek out
new learning opportunities, in August of next year Daniel will begin a
clerkship with the Washington State
Court of Appeals. Daniel feels that
psychology has been beneficial to
him going into the legal profession,
but he may yet return to the original goal that he discussed with his
adviser several years ago. “At some
point in my life, I still plan to go into
5
Undergraduate
internships
We are proud of the bright and talented
students who represent the UW Psychology Department through their communitybased volunteer and internship positions.
Our students typically find positions in
counseling, social services, education, human resources, criminal justice, and health
related fields. Some agencies with which
our students have been involved include:
•
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Asian Counseling & Referral Service
Atlantic Street Center
Crisis Clinic of King County
Domestic Abuse Women’s Network
Family Help Line
King County Prosecuting Attorney’s Office
King County Youth Services
Planned Parenthood
Powerful Schools
Refugee Women’s Alliance
SafeFutures Youth Center
Seattle Counseling Service
UW Experimental Education Unit
Valley Cities Mental Health
YouthCare
If you know of volunteer or internship opportunities for our students in your organization, we would love to hear from you.
Contact Carrie Perrin, Academic Services
Director, at cyoung@u.washington.edu or
(206) 685-8971.
mental health,” says Daniel, who hopes to one
day earn a Master’s degree in counseling.
One thing is certain—with regard to Daniel,
once a volunteer, always a volunteer. He serves
on a number of Bar Association committees,
volunteers in King County neighborhood legal
clinics, and plans to begin working with the
Korean Community Center legal assistance
programs. Says Daniel, “It’s in these volunteer
positions that psychology really comes into
play—the work becomes almost more about
counseling than legal issues.” It looks like one
other thing is certain with Daniel—once a
psych student, always a psych student. n
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Support UW Psychology
We need your help to maintain and improve our programs and service
to students and society. Your gift can help fund these top priorities.
Support top graduate students
Improve undergraduate education
Attract and retain the best faculty
Every year, we compete with the other top
Psychology departments in the country for
the nation’s best graduate students. The
biggest problem we face in this competition
is a lack of summer support and research
fellowships to allow our graduate students
to pursue innovative research and service
projects—and survive the high cost of
living in the Seattle area. You can help
by contributing to any of the graduate
support funds listed below.
Our Psychology major is one of the best in the country,
offering students opportunities to work at internships,
participate in community fieldwork, and work with
faculty on cutting-edge research projects. We also
offer support to our undergraduates through Honors
Program research funding, the Psychology Writing
Center, the Statistics and Methodology (SAM) lab,
SmartPsych, and the brand new Psychology Study
Center. We also provide various social and learning
opportunities to our students, such as workshops
throughout the year on careers in Psychology, how to
apply for graduate schools, and the Psychology majors
graduate ceremony. These activities all require scarce
departmental funds from budgets that have been
repeatedly cut over the past few years. You can join us
in supporting these programs by contributing to the
Friends of Psychology Fund.
Our continued success depends on
attracting the best new faculty. The cost
of recruiting the best prospects is high
and only partly covered by our regular
budgets. You can help by contributing to
Friends of Psychology. Because of the
accomplishments of our existing faculty, they
are heavily recruited by other institutions.
Both graduate support funds and endowed
professorships help to retain our best faculty
and make them most productive.
You can help us accomplish these goals by contributing to one of the funds listed below. Visit our website
to use your credit card on the UW secure online donation system or mail a check in the envelope provided. If you are
interested in supporting specific faculty research projects, endowing a professorship, or making a donation to a cause not
mentioned here, please contact Psychology Chair Ana Mari Cauce at (206) 685-9660 or cauce@u.washington.edu.
Give online at http://web.psych.washington.edu/
Friends of Psychology Fund
Unrestricted support that can be used to help
undergraduate and graduate students, faculty,
and the full range of departmental programs,
wherever the need is greatest. This is our
preferred allocation for your support.
Graduate Support Funds
For details on these and other funds, see our website.
Earl Hunt Graduate Support Fund
Psychology Diversity Fund
Eleanor Carlson Endowed Graduate Fellowship
Robert C. Bolles Graduate Fellowship Fund
Halbert Robinson Psychology Support Fund
Nathaniel Wagner Memorial Endowment Fund
6
web.psych.washington.edu
Earl Carlson: making a gift and having an impact
Professor Earl R. Carlson graduated from the
University of Washington in 1948 as a member
of Phi Beta Kappa with a degree in psychology.
He went on to receive his Ph.D. in psychology
from the University of Michigan in 1954. He
taught social psychology at several universities,
including Michigan State University and California State University Long Beach, where he
retired in 1990. Dr. Carlson’s career in social
psychology grew out of his life-long interest
in social issues, human rights, and political
action.
In 1999, Dr. Carlson established the Earl R.
Carlson Professorship in the Department
of Psychology. (Professor Ana Mari Cauce
became the inaugural recipient of the Earl
R. Carlson Professorship in Psychology in the
spring of 2000.) Then, in 2002, Dr. Carlson
established the Eleanor Carlson Endowed
Graduate Fellowship in Psychology. The
goals of both endowments are to support
research on the effects of socioeconomic
and cultural inequalities on the psychological and physical resources that children
evolve that contribute to successful and
happy lives. Important parts of this include
study of impediments to success and well-being and study of the beliefs and misconceptions
people have about why people are successful
or not successful.
How did your education at the University
prepare you for a lifelong career in psychology?
After two years of credit in engineering I knew
that was not for me, and after taking courses
in several areas of psychology I discovered
“social psychology,” which was a perfect blend
of my values and interests. I had some excellent courses from Allen Edwards, Paul Horst and
others that gave me a great foundation for my
doctoral studies at the University of Michigan.
Your gifts are going to develop a specific
area of study—one that focuses on privilege—i.e., the importance of differences
in the advantages/disadvantages children
experience in growing up. What do you find
so compelling about this area?
It took me over 50 years as a social psychologist
to appreciate as well as I do now the profound
pragmatic as well as moral consequences of
large differences in social class. Scholars in
other disciplines have documented beyond any
doubt that the family one is born into today is a
far greater source of advantages/disadvantages
than race, gender, age, sexual orientation, or
other sources of discrimination, but this is not
Why did you come to UW Psychology with
your proposal?
I’ve always had an enormously fond feeling
about the university, having been born in
Seattle, and growing up and doing my undergraduate studies here. But also critical was my
appreciation for the strength of the department
as a whole, and of the faculty in areas relevant to the program I had in mind. After
my first visit back here I knew this was the
right place.
What advice might you give to other
alumni or friends of psychology that
might be considering a gift?
First, I really know—without a doubt—that
this program will make some important
contributions over time, and that it will grow
as others see its importance. Beyond the
conceptual goals I’ve mentioned, we will
be in the forefront in introducing privilege
as an interdisciplinary area of study, and we
will use the graduate fellowships to engage
new scholars in research on issues of relative
privilege. In 2005 we plan to have the first
of a series of conferences on the campus on
these issues.
widely understood. The cultural myth that
“anyone can make it if they try” ignores the fact
that the skills, motivations and other resources
required for a successful, satisfying life are all
affected enormously by differences in relative
privilege coming from parental values, knowledge, affluence, social status, and social connections—as well as from institutional biases
that advantage the affluent, and are far greater
in this society than in other developed nations.
When I think internationally I worry greatly
about the fate of civilized life as we know it.
As we now know, terrorism works—for example—and there will never be a way to defend
against it. Technological developments make it
easier each year for smaller groups to do enormous damage. The only hope I can see is to
reduce the level of anger in the world—anger
that comes from deprivation, frustration and
humiliation. And these derive substantially from
inequities in opportunities within and across
societies. We need to understand the role of
inequalities, and we need to work as soon as
possible to reduce them.
7
I can tell you that it warms my heart whenever
I think about giving to an endeavor that might
help those who are largely disadvantaged in
the world today. We surely cannot know what
the long-term effects will really be, but we can
try!
And it feels great that this will be a lasting legacy! Whatever I—or you—give to the University
Foundation is invested, earning an average of
about ten percent interest. Half of this is available each year for the project one chooses, and
most of the rest accumulates to provide even
more funds for the following years. In this way
your gift will grow, and will fund your project
forever—theoretically. And if you donate appreciated assets, such as property, mutual funds,
etc., the tax advantages are astounding, I found.
I will add that we need only $40,000 more in
donations for this program in order to receive
an additional $50,000 from the University’s
matching fund. This will help enormously to
support graduate students in study of these
issues. n
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Understanding and treating PTSD
When UW Psychology Associate Professor Lori
Zoellner was an undergraduate at Rice University, two things that captured her interest had a
lasting effect: volunteering in a psychophysiology lab doing research on anxiety disorders
and learning about cognitive psychology. Her
present work on understanding and treating
posttraumatic stress disorder (PTSD) directly
combines these two influences in seeking to
understand the role of memory functioning in
PTSD and improving treatment for this disorder.
“By better understanding
changes in memory
processing, we hope to better
understand mechanisms
associated with resilience
and risk following trauma
exposure.”
While reactions following traumatic events such
as natural disasters, car accidents, or sexual assaults vary across individuals, some individuals
develop some form of chronic psychopathology. PTSD describes the cluster of re-experiencing, avoidance, and hyper-arousal symptoms
that is often observed following trauma exposure, with prevalence rates estimated between
8%-14% of the US population. “Key questions
remain about PTSD,” notes Prof. Zoellner. “Who
is most likely to develop chronic psychopathology? How do we most effectively intervene for
those immediately following trauma exposure,
and, for those who are still suffering, months
and years later?”
“Based on the events of recent years, I found
myself in the position of being one of a small
Learn more about PTSD:
Anxiety Disorders Association of America
http://www.adaa.org/
International Society for Traumatic Stress
Studies
http://www.istss.org/
Prof. Zoellner’s PTSD study:
http://faculty.washington.edu/zoellner/
number researchers/clinicians to have an intimate knowledge of recovery mechanisms
and brief interventions following acute trauma,
having helped conduct one of the largest
studies to date on this topic. Material from
this study was used for training of the mental
health service providers in New York City and
the Pentagon. I have been giving both research
presentations and clinical training workshops
on PTSD and its treatment around the country
and in the state of Washington. In the Spring of
2002, I was asked to be one of approximately 50
international experts to serve on
the Expert Consensus Conference
on Acute Posttraumatic Reactions
in Washington, DC., whose findings were published in Biological
Psychiatry.
(Zoloft, a FDA approved medication for the
treatment of PTSD). We are now conducting a
large 5-year, multi-site treatment study funded
by a $1.67 million grant from the National Institute of Mental Health to better address these
questions.
Besides helping to understand memory mechanisms and therapies that are important to help
prevent and treat PTSD, Prof. Zoellner’s studies
have provided a key research training ground
for undergraduate and graduate students at
UW. Several outstanding undergraduate students – including Katie Klein, Larry Pruitt, Chandra Wajdik, and Allison Clarke - have conducted
“From a basic-science perspective, we have focused on memory
mechanisms underlying the development of PTSD. One of the
cardinal features of PTSD is uncontrollable and intrusive memories
of the traumatic event. We want
to understand how threat-relevant
information and how traumatic
Top row: Joyce Bittinger, Helen Miller, Lori Zoellner. Bottom row: Afsoon
Eftekhari, Sally Moore. Not pictured: Michele Bedard
memories themselves are organized in individuals with chronic
PTSD. A second related interest of ours is how
Psychology Honor’s theses in this area. Furthermore, psychology graduate student Sally Moore
emotion regulation strategies that characterize
PTSD such as dissociation or emotional numbrecently received a Kirschstein−NRSA Individual
ing impact how threat-relevant information
Fellowship through the National Institute of
Mental Health to conduct a series of studies
and how traumatic memories themselves are
encoded and retrieved. By better understandexploring the role of emotion regulation of pering changes in memory processing, we hope to sonal memories in PTSD.
better understand mechanisms associated with
“This large [NIMH-funded] study impacts not
resilience and risk following trauma exposure.
only our students but also the community in
general. Our adult clinical graduate students
“From an applied-science perspective, we have
and postdoctoral fellows receive training in
focused on how better to successfully treat
individuals with chronic PTSD. Based on years
how to conduct diagnostic interviews and
provide empirically supported treatment for
of clinical trials, there are now a number of
PTSD. For our community, this study provides
effective treatment options for chronic PTSD.
However, one of the important remaining ques- free state-of-the-art treatment for chronic PTSD
tions in our field is for whom and under what
and long-term follow-up care for almost two
hundred men and women who suffer from this
circumstances these treatments work. Our
current research directly explores these quesdisorder,” says Prof. Zoellner. For more informations comparing two empirically-supported
tion about this study or to participate, please
therapies for PTSD: prolonged exposure (a
call Helen Miller, study coordinator, at (206)
cognitive behavioral therapy) and sertraline
685-3617. n
8
web.psych.washington.edu
The science and
practice of
sexual-offender
treatment
Over the past few years, Professor George has
supervised two psychology graduate students,
Doctors Barbara Dahl and Jennifer Wheeler,
whose dissertation research investigated the
effectiveness of new treatment techniques
at SOTP. Dr. Wheeler now works full time
as SOTP’s Research and Assessment Team
Coordinator.
The most widely used treatment of sexual
offenders has multiple links to UW Psychology.
In the early 1980’s, a group of researchers
developed the treatment methods that have
become the worldwide standard, based on
the relapse prevention therapy developed
by UW Psychology Professor Alan Marlatt for
treatment of drinking problems. Dr. Janice
Marques, a former student of Marlatt’s, applied
relapse prevention to sexual offenders at
Atascadero State Hospital in California. UW
Professor Bill George, then at SUNY Buffalo and
also a former student of Marlatt’s, wrote the
treatment manual that put research and theory
into practice. Today, Professor George serves
on the Advisory Board for the Sexual Offenders
Treatment Program (SOTP) at the Twin Rivers
Unit of the Monroe Correctional Complex in
Monroe, WA.
“SOTP is a voluntary treatment program for
incarcerated sexual offenders, that begins
when offenders are within a few years of
their return to the community and continues
after they are released,” explains Dr. Wheeler.
“The theory of relapse prevention is to help
individuals recognize the first signs of a
lapse [behavior or thought that could lead
to re-offending] and to take action on those
signs, before a full-scale relapse has occurred,”
explains Prof. George. “Before 1983, there was
no consistent theory or practice of treatment
of sexual offenders. But within 10 years, relapse
prevention became the primary model around
the world.”
“The impact that UW
Psychology has had on
treatment of sexual offenders
is a clear endorsement of
its commitment to training
clinical graduate students as
scientist-practitioners.”
Part of my job is to evaluate offenders as
they are starting the program, to help SOTP
therapists develop treatment plans to target
offenders’ risk-based needs. Treatment
includes group and individual therapy, using
a Relapse Prevention-based approach.” . An
important part of my job here is to evaluate
what and how we are doing and to continue
to integrate current research into assessment
and treatment protocols. Currently we are
focusing on the use of [additional] factors to
guide treatment, and also the applicability of
other cognitive-behavioral therapies to further
enhance the Relapse Prevention model.”
“The impact that UW Psychology
has had on treatment of sexual
offenders is a clear endorsement
of its commitment to training
clinical graduate students as
scientist-practitioners, who
continue to integrate research
into treatment delivery. Working
in a prison-based treatment
program, that values empiricallybased approaches to complex
behavioral problems, is a very
rewarding career for a scientistpractitioner.” n
Prof. Bill George and Dr. Jennifer Wheeler
9
Psych 499 research
receives high marks
“499 was a great experience! I was allowed
a great deal of independence and was able
to develop an independent research project.
I’ve stuck with the same 499 lab for almost
2 years now will be sad to leave.” – a BS
student
“EXCELLENT EXPERIENCE! I enjoyed being
part of a larger “professional” psych community.” – a BA student
“I’ve had the opportunity to present at
national conferences, design my own study,
etc. I built a solid relationship with my
faculty sponsor and s/he encouraged me to
do the honor program. Because of this I’m
now applying to Psych Ph.D. programs.” – a
BS student
“My Psych 499 experience was with a breast
cancer research study at Fred Hutch. It is
possibly one the most eye-opening experience of my time here at UW. Getting a
glimpse of the ‘behind-the-scenes’ stuff in
study was very interesting.” – a BA student
“499 was the best part of the psych
program. Meeting a great professor and
working side by side is crucial to the psych
experience.” – a BS student
Psychology at the
University of Washington
Departmental Newsletter • Autumn 2004
Newsletter Team
Steve Buck
Aaron Sumner
Betty Johanna
Carrie Perrin
For more information
Ana Mari Cauce, Chair
Department of Psychology
University of Washington
Box 351525
Seattle WA 98195
Online
http://web.psych.washington.edu/
psych@u.washington.edu
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News and Notes
Staff
Carrie Perrin was selected
to head the Psychology Undergraduate Advising Office,
replacing Jody Burns, who
retired in June 2004, after 10
years with Psychology. Michele Jacobs was promoted
to Departmental Administrator, replacing Paul Bernard,
who retired in June 2003, after
10 years with UW Psychology.
Phillip Burger replaced Michele as Associate Administrator. Beth Rutherford, Assistant
to the Chair, was nominated
again in 2004 for UW Distinguished Staff Award (which
she has won many times over
in our hearts).
Graduate Students
Teaching accomplishments:
Sona Dimidjian (adult clinical) was awarded a Huckabay
Teaching Fellowship for
2004-2005. Jurate Lasiene
(behavioral neuroscience),
Reo Wexler Newring (adult
clinical), Mark Oakes (cognition/perception), and Deborah Ignatoff Paulsen (animal
behavior) were honored with
the department’s 2004 Distinguished Teaching Award
which recognizes excellence
in teaching throughout their
graduate careers.
Roko Hiroi and Jurate Lasiene
(both in behavioral neuroscience) were nominated for the
prestigious UW Excellence
in Teaching Award in 2004,
which is awarded to only two
UW graduate students per
year.
Research accomplishments:
Karen Chan (adult clinical)
was awarded a research support grant from UW Alcohol
and Drug Abuse Institute. This
complements her NIH/NRSA
graduate fellowship awarded
last year to work with Prof.
Alan Marlatt.
Min Jung Kim (behavioral
neuroscience) was selected for
the competitive Riken Brain
Science Institute 2004 Summer Program held in Japan.
Heather Knapp (cognition/
perception) was awarded a
NIH/NSRA fellowship to study
the role of attention in the
American Sign Language
perception with Prof. David
Corina.
Julie Kotler (child clinical)
was awarded best student
poster at the meeting of the
Association for Applied Behavioral Therapy by the Parenting
and Families Special Interest
Group. She works with Prof.
Bob McMahon.
James Mc Partland (child
clinical) was awarded a UW
Graduate School Dissertation
Fellowship for 2004-2005 to
continue his work with Prof.
Geri Dawson.
David Pantalone (adult clinical) was awarded a NIH/NSRA
fellowship to study intimate
partner violence among HIVinfected outpatients with Prof.
Jane Simoni. He also received
a student travel award to
participate in the Workshop
on Responsible Conduct of
Research in Psychological
Science sponsored by APA and
the U.S. Dept. of HHS in April.
Ann Voorhies (behavioral
neuroscience) was awarded a
NIH/NSRA fellowship to study
neural substrates of natural
reward with Prof. Ilene Bernstein.
Ursula Whiteside (adult
clinical) took first place for her
poster at the Washington State
Psychological Convention.
The poster, “Factors Affecting
Reliability: Considerations in
Using Undergraduate Raters,”
was developed with Salene
Wu and Allisen Landry, both
undergraduate students in
Psych 499 and recent UW
Psychology graduates.
Iris Zemach (cognition/perception) was accepted to the
selective Cold Spring Harbor
2004 summer course in
Computational Neuroscience:
Vision, held in New York. She
works with Profs. Mike Rudd
and Davida Teller.
the UW Royalty Research Fund
to study learning of bird songs.
zation Symposium in Prague,
Czech Republic.
Faculty
Ilene Bernstein serves as the
Executive Editor of the journal
Appetite. She was recently
awarded new grants from the
National Institute on Drug
Abuse and the UW Alcohol
and Drug Abuse Institute.
Geri Dawson continues as
Director of the UW Autism
Center, now the largest autism
treatment center in the Northwest. She is also Co-Director
of the UW Integrated Brain
Image Center project, funded
this year by the Murdock
Foundation.
Transitions:
Three new faculty members
started this past year: Jessica
Sommerville in developmental psychology, Jeansok Kim in
behavioral neuroscience, and
Joe Sisneros in animal behavior. Scott Murray, cognitive
neuroscience, will join us in
Fall 2005.
Lori Zoellner was tenured and
promoted to Associate Professor. Bill George and Bob
Kohlenberg were promoted
to full Professor.
Eliot Brenowitz was named a
Fellow of the Animal Behavior
Society and has been invited
to participate in a symposium
on plasticity of brain and behavior in naturalistic context at
the upcoming annual meeting
of the Society for Neuroscience in San Diego. He is
supported by a NIH Research
Scientist Development Award.
Davida Teller retired in June
after 32 years on the faculty.
She’ll continue to work parttime on teaching, research,
and graduate program revision.
Jonathon Brown recently
served as Guest Editor for a
special issue of the Journal
of Cross-Cultural Psychology
and as a member on the NSF
Graduate Fellowship Panel.
Other accomplishments:
Steve Buck was elected to
a four-year term on the College Council, which advises
the Dean of Arts & Sciences.
Steve also serves as co-chair of
the Undergraduate Advisory
Council with Dean George
Bridges. He recently received
a UW Royalty Research Fund
grant to study chromatic
discrimination in low-light
environments.
John Baer serves as Coordinator of Education at the Veterans Affairs National Center of
Excellence in Substance Abuse
Treatment and Education.
He is also the Director of the
Interdisciplinary Fellowship
Program in the Treatment of
Substance Abuse.
David Barash’s book on game
theory, The Survival Game,
was published at the end of
2003. His 25th book, Madame
Bovary’s Ovaries, is intended to
help establish the new field
of Darwinian literary criticism
and will be published early
in 2005.
Kim Barrett, with assistance
from Bill George, established
an international site for the
study of cultural psychology
in Baja California Sur, Mexico,
in conjunction with the UW
Comparative History of Ideas
(CHID) program. Seventeen
UW undergraduates studied
at the site in Spring 2004. Bill
and Kim have also just published a book titled Race, Cultural Psychology, and the Law.
Mike Beecher was recently
awarded grants from the National Science Foundation and
10
John Casseday gave an
invited talk on temporal processing at the International
Brain Research Organization in
Prague, Czech Republic.
Ana Mari Cauce was recipient
of a Visiting Professor Lectureship at the University of
Pittsburgh in June 2004. She
also gave the keynote address
at the inauguration of the
Cesar Chavez Institute at San
Francisco State University in
April 2004 and was elected
President of the Society for
Community Research and Action, starting in Sept. 2005.
Ellen Covey held a Visiting
Professorship at the Institute
of Neuroscience, University
of Salamanca, Spain, during
2003-2004. She was also an
invited speaker at the International Brain Research Organi-
Jaime Diaz serves as Senior
Faculty Teaching Fellow for
three campus programs devoted to the improvement of
teaching and learning at UW.
Corey Fagan serves as Director
of the Psychological Services
Center in the Department
of Psychology. She was also
recently nominated for a UW
Distinguished Teaching Award.
Doug Fitts published an
article titled “Regulation of
Blood Lust in Vampires” in the
newsletter for the Society for
the Study of Ingestive Behavior. (Seriously! It was a humor
article.)
Bill George serves as the
Director of the Institute for
Ethnic Studies in the United
States. He was recently honored for Outstanding Service
and Excellence in Graduate
Mentorship by UW Psychology
graduate students and was
elected as a member of the
International Academy on Sex
Research.
Tony Greenwald gave invited
addresses on his work on the
Implicit Attitudes Testin Japan,
Spain, England, and various
locations around the U.S. this
year. He is a board member
and Senior Vice President (and
former President) of the Seattle Repertory Jazz Orchestra.
Tony is supported by a NIH
Research Scientist Award.
Jim Ha was cited in the Seattle Post-Intelligencer for his
work with doctoral candidate
Dorothy Mandell on novel
high-tech ways of studying
learning in infant primates that
could someday help guide
preschool programs and parenting techniques.
Susan Joslyn was recently se-
web.psych.washington.edu
lected for the Advisory Board
for Cognitive Task Analysis for
Boater Information Systems,
a three-year, grant-supported
project.
Peter Kahn’s work on human-robotic interactions won
him an invitation to a human
factors workshop in Vienna,
Austria, and has been featured
in a robotics exhibit in the Science Museum of Minnesota.
Nancy Kenney serves as Associate Chair and Graduate
Program Coordinator for UW
Psychology and as Graduate Committee Chair for UW
Women Studies. This past
year, she chaired the Subcommittee on Admissions
and Programs (SCAP) for the
Faculty Council on Academic
Standards.
Beth Kerr serves as Associate
Chair of UW Psychology and
leads the department’s efforts
to design and implement the
highest quality undergraduate
programs for both general
education and psychology
majors. Beth was recently
named to the new Arts and
Sciences Writing Council and
to the Advisory Council to
the Dean of Undergraduate
Education.
Randy Kyes was awarded the
Lawrence Jacobsen Education
Development Award for
“significant contribution to
primate conservation education in Indonesia” during the
International Primatology
Society (IPS) meeting in Italy
this August. He continues to
conduct summer field training courses in conservation
biology and primatology in
Indonesia and Tibet.
Jeansok Kim was a Visiting
Professor at Ajou University,
Korea, this past spring. His first
publication as a UW faculty
member was in the prestigious Journal of Neuroscience.
He uses an animal model to
understand how stress affects
brain and cognition and to
develop therapeutic strategies to reduce stress-related
memory decline.
Bob Kohlenberg gave invited
addresses and workshops
on his Functional Analytic
Psychotherapy in Sweden
and Spain. On behalf of UW
Psychology, he accepted the
Outstanding Clinical Training
Program award at the annual
meeting of the Association for
Advancement of Behavioral
Therapy in 2004.
Lili Lengua was recently
awarded funding from the
Doris Duke Foundation to
study infant crying and the
prevention of shaken infant
syndrome.
Marsha Linehan’s research
and innovative therapy techniques were recently profiled
in The New York Times. Her
dialectical behavioral therapy,
developed and tested with
research funding from NIMH,
has been effective in some
difficult cases of suicidal and
severely troubled persons
who have not been helped by
other types of therapy.
Laura Little was nominated
for UW Distinguished Teaching Award in 2004. She serves
as Assistant Chair for Curriculum for UW Psychology and
faculty advisor for Psi Chi, the
undergraduate Psychology
honor society.
Geoff Loftus was selected for
a four-year term on the NIMH
grant review Study Section
on Perception and Cognition
and gave invited addresses at
the University of Alberta and
the WA State Trial Lawyers
conference.
Alan Marlatt’s NIH Senior
Scientist Award was renewed
for a 5-year term and he gave
over a dozen workshops and
invited addresses in New Zealand, Canada, and the U.S. this
past year.
Lois McDermott’s textbook
Human Sexuality has been
published in its fourth edition.
Bob McMahon’s Fast Track
project was renewed by
NIMH for another 5 years. He
returned to the position of
Director of our Child Clinical
Program, presented invited
talks and workshops in Sweden, Canada, and the U.S., and
serves on expert panels on
positive parenting and child
conduct disorders in Australia
and the U.S.
Andy Meltzoff serves as CoDirector of the Institute for
Learning and Brain Sciences at
UW, which he founded along
with UW professor Pat Kuhl.
He was selected recently to
chair a special NIH grant-review study section.
John Miyamoto was invited
to participate in a statistical
workshop in Alicante, Spain.
He is developing new courses,
including one to teach graduate-level mathematics with
applications in psychological
research.
Sheri Mizumori was awarded
a new NIH grant to study
neural plasticity in the brain
and was selected to chair the
search committee for selection of a new chair of UW
Speech and Hearing Sciences.
Sean O’Donnell spent part of
his recent sabbatical studying
social behavior, diversity, and
ecological impact of army ants
in the Ecuadorian rain forest,
with support from the National Geographic Society. In the
process, he and accompanying students found two new
species of army ants. Sean
serves as Secretary-Treasurer
of the North American Section
of the International Union for
the Study of Social Insects.
Jaime Olavarria was selected
to teach for the Gaining Early
Awareness & Readiness for Undergraduate Programs (GEAR
UP) Summer Institutes in 2003
and 2004. This program aims
to motivate middle- and highschool students to undertake
college study successfully.
Lee Osterhout gave invited
talks on his research on brain
activity accompanying language processing in France,
Scotland, and the Netherlands
during the past year. He
serves as editor of the journal
Memory & Cognition and as
Chair of Graduate Admissions
for UW Psychology.
Mike Passer has been
awarded funding from the
College of Arts & Sciences to
11
incorporate more active-learning components and other
improvements in a new version of Psych 101—our largest
course, taken by about 3,000
UW students per year.
Jason Plaks was awarded
grants from UW Royalty Research Fund to study lay theories of stability and control
and from UW Simpson Center
for the Humanities to study
stereotypes, prejudice, and
discrimination.
Betty Repacholi is a member
of the Society for Research in
Child Development review
panel on social and emotional
processed in childhood. She
presented a paper on individual differences in preschool
children’s social understanding at the XI European Conference on Developmental
Psychology in Milan, Italy.
Mike Rudd gave an invited
talk on neurocomputational
models of lightness perception at the University of British
Columbia and participated in
a workshop on color vision
phenomenology at the annual meeting of the Association for the Scientific Study of
Consciousness.
Gene Sackett received the
Edgar A. Doll award at the
July 2004 meeting of the
American Psychological Association from Division 33 for
“Outstanding Research and
Sustained contributions to
the Understanding of Mental
Retardation and Developmental Disabilities.”
Joe Sisneros was recently
featured in the Science Times
section of The New York Times
for his discovery of hormonal
tuning of hearing, which
may eventually lead to new
treatments for persons with
high-frequency hearing loss.
The January 2005 edition of
Discover magazine will list his
accomplishment as one of top
100 discoveries in science in
2004. His first publication as a
UW Psychology faculty member was a recent article in the
prestigious journal Science.
Yuichi Shoda was recognized
for Outstanding Contributions
to Graduate Training by UW
Psychology graduate students
in May. He serves on grantreview panels for NIMH (Risk
Prevention and Health Behavior) and NSF (Social Psychology Program).
Jane Simoni recently received
funding for projects to study
risk and protective factors
associated with substance use
among lesbian, gay, bisexual,
and trans-gendered adults;
to study trauma, coping and
health among HIV+ Native
Americans; and to study stress
and coping among stigmatized populations. She was
also selected as a standing
member of the NIH grantreview board on behavioral
and social consequences of
HIV/AIDS.
Ron Smith is beginning a
term as the Director of Clinical
Training for UW Psychology.
He and Mike Passer have
completed a new edition
of their popular introductory psychology text. He and
Yuichi Shoda have also completed a revision of the classic
personality textbook by Walter
Mischel.
Frank Smoll has conducted
over 30 sport-psychology
workshops over the past year
on coach effectiveness training and parenting in sports.
Jessica Sommerville was
awarded a UW Royalty Research Fund grant to study
infants’ developing understanding of goal-directed
action and gave an invited talk
on infants as causal agents in
detecting structure in action
at Stanford University.
Lori Zoellner was awarded a
grant from NIMH and Pfizer
to study the effectiveness of
cognitive/behavioral and drug
treatments for post-traumatic
stress syndrome. She serves
as chair of the Committee
on Adult Disorders and Psychopharmacology for a NIH
grant-review panel and was
nominated for the Chaim
Danieli Young Professional
Award given by the International Society for the Study of
Traumatic Stress.
Special thanks to the following 2003-2004 supporters:
Nadine R. Anderson, Ph.D.
Mr. Richard A. Andrews
Dr. and Mrs. Raymond Baird, Jr.
Mr. and Mrs. Joe Baleto
Patricia K. Barr, Ph.D.
Mr. Brian J. Barton
Ms. Kamantha M. Berglund
Mr. and Mrs. Paul F. Bernard
Ms. Shirley A. Blea
Denise M. Boelens, Ph.D.
Mr. Joseph A. Boldan
Ms. Marilee A. Bostic
Dr. and Mrs. Mark E. Bouton
Drs. Edward Bowden & Sylvia Beyer
Mr. and Mrs. Kevin P. Boyle
Mr. Britton Brewer and Ms. Van Raalte
Mr. and Mrs. Jeffrey Bromberg
Mr. and Mrs. David R. Brown
Prof. Steven Buck & Dr. Jeanette Norris
Dr. and Mrs. James M. Campbell Jr.
Drs. Susan Glogovac and Earl Carlson
Ms. Lynn M. Carter
Mr. Tyon V. B. Castro
Ms. Rebecca M. Coleman
Ms. Alicia K. Collett
Rebecca C. Cortes, Ph.D.
Ms. Jennifer Satran Craven
Claudette Cummings, Ph.D.
Ms. Elizabeth T. Curran
Dr. Kelly Davis and Mr. Eric Schuh
Linda Ann Dimeff, Ph.D.
Mr. Eric S. Dodd
Ms. Kelly L. Erickson
Estate of Allen L. Edwards
Estate of Robert C. Bolles
Dr. Corey Fagan
Ms. Susan J. Farley
Mr. and Mrs. Richard D. Figgins
Mr. and Mrs. Terence G. Finegan
Ms. Brandi C. Fink
Mr. and Mrs. David B. Fitch
Mr. and Mrs. Michael D. Fitzgerald
Mr. and Mrs. William A. Fitzhugh
Dr. and Mrs. Daniel P. Fosmire
Mr. and Mrs. Timothy J. Foster
Sandra P. Frankmann, Ph.D.
Mr. Melvin H. Fujino
Mr. and Mrs. Mark S. Gardner
Mr. Richard H. Gates, Jr.
Mr. Daniel Gerler
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Dr. Lisa Goehler and Mr. Ronald
Gaykema
Mr. Tom Jones & Dr. Beth GoodlinJones
Drs. Kenneth G. Jens and Betty N.
Gordon
Mr. and Mrs. Stephen G. Green
Prof. and Mrs. Anthony G. Greenwald
Debra U. Greenwood, Ph.D.
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Regan A. Gurung, Ph.D.
Mr. and Mrs. James Ha
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Dr. and Mrs. Paul J. Kulkosky
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Dr. J.R. Larson
Jr and Dr. I.R. Gochman
Ms. Kristine Larson & Mr. Richard
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