Psychology Building Room 421
See Web site for how these programs could be used for educational and career purposes.
Faculty and Staff
Terry L. DeVietti, Ph.D., physiological psychology, experimental
Roger S. Fouts, Ph.D., general experimental, language acquisition, primate behavior, comparative psychology
Eugene R. Johnson, Ed.D., school psychology, psychological and educational evaluation, exceptional children
Susan D. Lonborg, Ph.D., counseling psychology, psychotherapy research, psychology of women, substance abuse, sports psychology
Wayne S. Quirk, Ph.D., sensation and perception, neuroscience
Stephen B. Schepman, Ph.D., work motivation, personality theories
Anthony J. Stahelski, Ph.D., social psychology, small group interaction
Stephanie Stein, Ph.D., school psychology, behavior disorders in children, lifespan development, psychopathology
Elizabeth M. Street, Ed.D., educational psychology, learning theory, exceptional children, behavior analysis
Warren R. Street, Ph.D., social psychology, history of psychology, general experimental, computer methods
Philip Tolin, Ph.D., sensation and perception, human factors, experimental
Lisa L. Weyandt, Ph.D., school psychology, developmental neuropsychology, attention deficit hyperactivity disorder
Robert Brammer, Ph.D., multicultural counseling, counseling supervision, adolescence
W. Owen Dugmore, Ph.D., counseling, psychology of adjustment
Marte Fallshore, Ph.D., human learning and memory; development of expertise, statistics, cognition, humor
Megan D. Matheson, Ph.D., general experimental, primate behavior, and comparative psychology
Jeffrey M. Penick, Ph.D., counseling psychology, health psychology, adult development
Terrence J. Schwartz, Ph.D., educational psychology, counseling psychology
Wendy A. Williams, Ph.D., general experimental, operant conditioning, animal behavior
Jennifer Cates, Ph.D., multicultural counseling, family systems, drug and alcohol counseling
Andrew M. Downs, Ph.D., counseling psychology, disorders of childhood
Michelle S. Montgomery, Ph.D., school psychology, educational psychology, psychoeducational evaluation
Scott Schaefle, Ph.D., school counseling, child and adolescent counseling
Estelle Mathews, secretary lead
Loretta Ney, secretary lead
Donna Miglino, secretary
Chris Buchanan, engineering technician III
John Street, engineering technician II
The psychology department offers courses of study leading to the Master of Science degree in experimental psychology, mental health counseling and organization development and to the Master of Education degree in school counseling and school psychology. For students already holding the master’s degree, certification-only programs are offered in school counseling and school psychology.
Admission to these programs is based on evaluation of the student’s prior scholastic record: verbal and quantitative scores on the Graduate Record Examination (GRE); recommendations by instructors and/or employers; a statement of professional objectives; and, where appropriate, the applicant’s potential to succeed in required practica and internships. If prerequisite background courses or their equivalents have not already been completed, they must be taken as soon as possible. Courses will not be accepted as meeting program prerequisites if taken on a credit/no-credit basis.
Each student is required to file a course of study form with the Office of Graduate Studies, Research and Continuing Education by the end of their first quarter. The course of study is structured in consultation with the student’s academic advisor and is approved by the department chair. The student is expected to complete at least 30 credits after full admission to the program. Students who wish to use faculty time or departmental resources for completion of thesis work must register for at least one (1) credit of PSY 595 or PSY 700 during each quarter in which they require assistance and resources. Students must be registered for two (2) credits of PSY 595 or PSY 700 during the quarter in which the final thesis defense is held.
Background Check and Liability Insurance. Students admitted to the mental health counseling, school counseling, or school psychology programs will be required to have on file a completed, current background and fingerprint check. Also, in order to enroll in clinical training courses (practicum or internship), a student must arrange to purchase individual professional liability insurance. More information regarding procedures, costs, and types of insurance coverage available may be obtained from the department chair or program director.
Practica and Internships. Satisfactory completion of all required practica and internships is mandatory for retention in all degree and certification programs. Grades assigned in these courses are S/U.
Final Examination. Candidates for the master’s degree must pass an oral final examination on work offered for the degree. This examination will include a presentation and defense of the thesis and may include a review of courses completed in the student’s area of specialization.
Master of Education and/or Certification in School Counseling and School Psychology
The mission purpose and governance structure of the school counseling and psychology programs is the scientist-practitioner model. This approach asserts that:
- The practice and theory of counseling must be interconnected
- Applied skill must be melded with existing scientific knowledge
- While school counselors and school psychologists are primarily trained as practitioners, scientific principles, methods, and approaches should be utilized when working with clients
- Knowledge evolves through the interaction of experimentation, practice, and study.
This framework for the professional preparation of school counseling and school psychology is divided into three facets:
Facet 1: Coursework
Facet 2: Practica
Facet 3: Internship and thesis
The three facets are interrelated. Students begin without significant academic knowledge. As they begin academic work, their initial assumptions are challenged, guiding them to new understandings of practice and knowledge of counseling and psychology. Their maturity through academics and practica culminate with the final facet where they begin their independent work both in practice (internship) and science (thesis). Students are highly encouraged to meld their academic work with their applied work at each level, and their theses are encouraged to connect to the work they pursue in their internship.
The director of the school counseling program is Dr. Robert Brammer. School psychology is directed by Dr. Gene Johnson. Contact the psychology department for more information about either program.