Carey Dimmitt is a professor in the department of Student Development and the Director of the Fredrickson Center for School Counseling Outcome Research and Evaluation.
Sarah Fefer’s research and clinical interests include disruptive behavior in children and adolescents, assessment and intervention related to academic and behavioral competence, and working with families and communities to support student success. Her current research investigates a phenomenon called the Positive Illusory Bias and symptoms of ADHD.
Catherine Griffith’s research interests include the development of affirming interventions with LGBTQ+ youth, and identifying best practices in responding to power-based personal violence (PBPV). In addition, she has an interest in technology, specifically the ethical and legal aspects of the professional use of social media.
Karen Harrington is a senior research fellow in the department of Student Development and the Assistant Director of the Center for Youth Engagement.
Rich Lapan is a professor in the department of Student Development.
Amanda Marcotte received her doctoral degree from the University of Massachusetts’ Amherst’s APA accredited program in school psychology in 2006. She completed a CDSPP internship in the New Bedford, MA public schools. Her research and clinical interests are in academic and behavioral interventions, school-based prevention programs, multi-tiered systems of intervention support, formative assessment and curriculum-based measurement, specific learning disabilities, and preventative reading instruction.
Dr. Sharon F. Rallis serves as the Dwight W. Allen Distinguished Professor in Educational Policy and Reform in the Department of Educational Policy, Research & Administration in the College of Education, as well as the director of the Center for Education Policy, at the University of Massachusetts Amherst. She teaches courses in inquiry, program evaluation, qualitative methodology, and organizational theory.
Craig Wells is an associate professor in the department of Educational Policy, Research & Administration and the Associate Director for the Center for Educational Assessment.
Sara Whitcomb received her doctoral degree from the University of Oregon’s APA accredited program in school psychology in 2009. She completed her predoctoral APA/APPIC accredited internship at the May Institute and her postdoctoral fellowship at UMass’ PSC.
Rebecca Woodland is an associate professor of Educational Leadership. Woodland's research interests include leadership for curriculum and instruction, teacher education, professional learning communities, and organizational collaboration.
Ximena Zúñiga is a professor in the department of Student Development.