College of the Sciences
Psychology Bldg., room 421
See website for how these programs may be used for educational and career purposes.
Faculty and Staff
Stephanie Stein, PhD
Stephen B. Schepman, PhD
Terry L. DeVietti, PhD, physiological psychology, experimental
Eugene R. Johnson, EdD, school psychology, psychological and educational evaluation, exceptional children
Susan D. Lonborg, PhD, psychotherapy research, psychology of women, clinical and research ethics, career development, health psychology
Megan D. Matheson, PhD, general experimental, primate behavior, comparative psychology
Stephen B. Schepman, PhD, personality theories, social psychology, statistics
Anthony J. Stahelski, PhD, organization development, social psychology, small group interaction
Stephanie Stein, PhD, school psychology, behavior disorders in children, lifespan development, school-based assessment
Elizabeth M. Street, EdD, educational psychology, learning theory, exceptional children, applied behavior analysis
Robyn Brammer, PhD, multicultural counseling, counseling supervision, adolescent interventions, psychology of religion
W. Owen Dugmore, PhD, counseling, psychology of adjustment
Marte Fallshore, PhD, human learning and memory, development of expertise, statistics, cognition, environmental decision-making, crime severity
Kara I. Gabriel, PhD, general experimental, biopsychology, psychopharmacology, behavioral genetics, spatial learning, memory
Jeffrey M. Penick, PhD, counseling psychology, health psychology, adult development
Terrence J. Schwartz, PhD, educational psychology, counseling psychology, statistical analysis
Wendy A. Williams, PhD, general experimental, single-subject design, experimental analysis of human and nonhuman behavior, animal welfare
Ralf Greenwald, PhD, cognitive neuroscience, cognitive psychology, brain dynamics, electro-physiology
Suzanne Little, PhD, school psychology, psychological/educational assessment, diverse learners, gifted, autism
Heath Marrs, EdD, educational and school psychology, developmental psychology, assessment
Danielle Polage, PhD, cognitive psychology, psychology and law, memory, lying, eyewitness testimony, jury decision making, and repression
Elizabeth Haviland, PhD, counseling psychology, counseling supervision, multicutural counseling
Augustus Little, PhD, school counseling, educational psychology
Estelle Mathews, secretary lead
Loretta Ney, secretary lead
Chris Buchanan, engineering technician III
The Department of Psychology offers courses of study leading to the master of science degree in experimental psychology and mental health counseling 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 and Research 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 or 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 School Psychology programs is based in the scientist-practitioner model. This approach asserts that:
- The practice and theory of counseling and the provision of school psychological services 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.
ProgramsMaster of EducationMaster of Science