School Counselor Education
The School Counseling faculty are committed to the highest standards in school counselor education. Jay Carey focuses on leadership in school counseling, outcome evaluation, and career development. Carey Dimmitt contributes expertise in school counseling curriculum, counseling skill development, and promoting students' academic development, and is the program coordinator. Cat Griffith's passions include improving outcomes for LGBTQ youth, the development of validated, strengths-based interventions in schools, and exploring the ethical and legal aspects of social media use in counseling. Rich Lapan focuses on implementing and evaluating effective counseling programs in schools, college and career readiness, and promoting the academic achievement and social and emotional development for all students.
Associated Faculty include:
Mary Lynn Boscardin, Special education administration, special education finance, special education organization and management, inclusion of students with disabilities, and service delivery models for students with disabilities.
Sarah Fefer, Disruptive behavior in children and adolescents, assessment and intervention related to academic and behavioral competence, working with families and communities to support student success, implemetnation of Multi-Tiered systems of Support, and behavioral consultation.
Ron Hambleton, Psychological and educational measurement, research methods, and assessment.
John M. Hintze, Curriculum-based measurement, response to intervention, data-based decision making, research design and data analysis, and program evaluation.
Michael Krezmien, Emotional and behavioral disorders, juvenile justice, transitions, mental health, school discipline, social and educational inequities associated with race and disability status, literacy and mathematics education.
Amanda Marcotte, Academic and behavioral interventions, school-based prevention programs, formative assessment and curriculum-based measurement, specific learning disabilities, and preventative reading instruction.
Steve Sireci, Scaling methods, educational assessment, and test design and viability.
Craig Wells, Quantitative methods, item response theory, model fit, differential item functioning, hypothesis testing, philosophy of science.
Sara Whitcomb, Mental health promotion and positive behavioral support systems in schools, behavioral and instructional consultation.
Rebecca Woodland, Leadership for curriculum and instruction, teacher education, professional learning communities and organizational collaboration.
Maurianne Adams, Social justice education, social identity/cognitive development, multicultural learning styles and teaching strategies, and multicultural adult development.
Grace Craig, Child development, interventions with families of children with special needs.
Ronald Fredrickson, Career Development.
Patricia Griffin, Women in sports, GLBT issues in schools.
Alan Ivey, Multicultural counseling, developmental counseling and therapy, and microskills.
Bailey W. Jackson, Multicultural organization development, social justice education, psychological education, racial identity development, social oppression and liberation, managing diversity in the workplace, human service program development, large systems change.
Barbara Love, Social justice education, multicultural organizational development, and women and oppression.
William J. Matthews, School psychology and research methodology with specific interest in the assessment, intervention, and prevention of problems in early literacy and behavioral problems in at-risk elementary school children; teacher expectancy and self-efficacy as it relates to effective classroom performance; and developing effective data-based instructional support teams in school settings.
Janine Roberts, Family therapy.
Stanley Scarpati, Assessment of special needs youth, social perceptions of learning disabled and emotionally disturbed children.