Administrative Support Associate and Assistant to the Director of Graduate Studies
237 Dickey Hall
(859) 257-5662 (f)
Penny Cruse provides administrative support to all Educational, School, & Counseling Psychology students. She can help with Graduate School policy/deadlines, student registration assistance/overrides, scheduling of exams/defenses, awarding of degrees, student course adds/drops, credit overloads, grade changes, GSAS Contracts (assistantship tuition), student and applicant data, program admission correspondence, TA credentialing, and student liability insurance.
Administrative Support Associate
247 Dickey Hall
(859) 257-5662 (f)
Staff Support Associate to EDP Faculty
251A Dickey Hall
(859) 257-5662 (f)
Counseling Psychology Faculty
Dr. Hargons (formerly Crowell) earned her PhD from the University of Georgia in 2015. She directs the RISE^2 Research Team (Relationships, Intimacy, and Sexual Enrichment | Race, Intersectionality, and Social justice Engagement), where they study sex, social justice, and leadership – all with a love ethic. Recent projects have included sexual narratives of Black students and healing racial trauma. Her work has been featured in various media, including the Huffington Post.
Dr. Hargons teaches Diagnosis/Psychopathology, Ethics, Social Justice Consultation, and Practicum. She is a licensed psychologist specializing in sex therapy and healing racial trauma. She has served as a leader in the American Psychological Association, the American Psychological Association of Graduate Students, and the Society of Counseling Psychology. Dr. Hargons is an APA Minority Fellow. Email: email@example.com.
Dr. Hammer received his PhD from Iowa State University in 2015. Dr. Hammer’s program of research seeks to improve health by increasing access to healthcare. To accomplish this goal, members of the HAMMER (“Help-seeking And Multicultural Measurement Evaluation Research”) Lab study help seeking (e.g., “What factors stop people from seeking professional healthcare when they need it?”) and culturally-sensitive measurement (e.g., “How accurately do measures of help-seeking attitudes actually measure attitudes among individuals from rural Appalachia?”). Dr. Hammer teaches Counseling Theories, Counseling Techniques, Career Counseling, and Practicum. He is a Licensed Psychologist in Kentucky and uses an integrative treatment approach (ACT, CBT, EFT) that prioritizes mindful awareness of cognitive, emotional, interpersonal, and cultural processes. Email: firstname.lastname@example.org.
Dr. Reese received his PhD from Texas A&M University in 2000. Dr. Reese’s research interests are psychotherapy process/outcome, psychotherapy supervision and training, and telehealth. His current research is focused on investigating the process of client feedback and the use of technology to provide counseling services to underserved populations. He currently serves on the editorial boards for the Journal of Counseling Psychology, The Counseling Psychologist, and Psychotherapy. Dr. Reese teaches Counseling Techniques I, Supervision and Consultation, and Practicum. His theoretical orientation is grounded in a psychodynamic-interpersonal process approach that draws upon cognitive-behavioral, solution-focused, and family systems strategies. He is a Licensed Psychologist in Kentucky. Email: email@example.com.
Dr. Rostosky received her PhD in Counseling Psychology from the University of Tennessee, Knoxville, in 1998. Dr. Rostosky is the co-founder of the Psychosocial Research Initiative on Sexual Minorities (PRISM), a research team of faculty and students addressing social justice issues related to the psychosocial health and well-being of sexual minority individuals and their families. Publications and current projects can be found at www.prismresearch.org. Dr. Rostosky teaches Professional Issues in Counseling Psychology. The Internship Preparation Seminar, and Advanced Practicum Seminar. She is a Full Member of the Graduate Faculty and a Licensed Psychologist in the Commonwealth of Kentucky. Email: firstname.lastname@example.org.
Dr. Stevens-Watkins received her PhD in Counseling Psychology from the University of Kentucky in 2008 and her Master’s in Clinical Psychology in 2004 from Spalding University. Broadly, her research focuses on health disparities and barriers to service utilization among African American populations. She is currently involved in secondary data analyses of a National Institute of Health (NIH) funded research focusing on criminality, substance abuse, and HIV risk among African American women. She is also the recipient of a NIH Mentored Career Development Award (funded through 2017) with a research emphasis on the dynamic interaction between anxiety, depression, drug abuse, and HIV risk behaviors among African American male prisoners. Dr. Stevens-Watkins teaches Practicum, Counseling Techniques, Multicultural Psychology, Psychopathology, and Substance Abuse Counseling. She is a Licensed Psychologist in the Commonwealth of Kentucky and her theoretical orientation is an integration of rational emotive behavioral therapy and interpersonal process therapy. She is a member of the Graduate Faculty. Email: email@example.com.
Educational Psychology Faculty
Dr. Danner received his PhD in Developmental Psychology from the University of Minnesota. His areas of research interest include cognitive development, adolescence, motivation, health psychology, the relationship between fitness and intellectual performance, positive emotions and health, and the effects of sleep deprivation on learning and behavior. His research orientation is primarily cognitive-developmental. Full Graduate Faculty. Email: firstname.lastname@example.org.
Thomas R. Guskey, Ph.D., Professor of Educational Psychology, graduated from the University of Chicago. A former middle school teacher and school administrator in Chicago Public Schools, he was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. Dr. Guskey served on the National Commission on Teaching & America’s Future, the Task Force to develop National Standards for Staff Development, and was named a Fellow in the American Educational Research Association – the Association’s highest honors. He is author/editor of 22 award-winning books and more than 250 book chapters and articles. His most recent books include, On Your Mark: Challenging the Conventions of Grading and Reporting (2015), Reaching the Highest Standard in Professional Learning: Data (with Roy & Von Frank, 2014), Answers to Essential Questions about Standards, Assessments, Grading, and Reporting (with Jung, 2013), and Benjamin S. Bloom: Portraits of an Educator (2012). Email: email@example.com.
Dr. Ma holds a Masters in Mathematics Education and a doctorate in Curriculum and Instruction from the University of British Columbia in Canada. He taught education statistics and mathematics education at St. Francis Xavier University and the University of Alberta in Canada. Dr. Ma teaches courses in advanced statistics (e.g., meta analysis, multilevel data analysis, and data mining techniques) and mathematics education at the University of Kentucky. He is a Spencer Fellow of the (U.S.) National Academy of Education, a recipient of the Early Career Contribution Award from the American Educational Research Association, (former) Canada Research Chair, and founder and (former) Director of the Canadian Center for Advanced Studies of National Databases. His research interests include advanced statistical (quantitative) methods, advanced data analysis of large-scale (state, national, and international) surveys, psychology of mathematics education, program evaluation and policy analysis, and organizational (school) effectiveness and improvement. He works to advance quantitative research, using latest statistical theories and models to improve and enhance quantitative analysis on critical issues in educational policy and practice. Among his numerous publications, he is author of the book A national assessment of mathematics participation in the United States: A survival analysis model for describing students’ academic careers. Email: firstname.lastname@example.org.
Dr. Paul earned her PhD in Educational Studies from the Ohio State University in 2018. Her research focuses on understanding the link between motivation and cognition in technology-infused learning environments. Dr. Paul has been actively involved in several collaborative research projects that developed her interest in the following areas: motivation, argumentation, collaborative learning and learning environments. She has a strong foundation in developing and implementing educational interventions with an emphasis on teacher-researcher partnership. At OSU, Dr. Paul taught educational psychology at the undergraduate level. In India, she taught several undergraduate courses in psychology. At the University of Kentucky, Dr. Paul teaches graduate level courses on cognitive development, life-span human development, and research methods.
Dr. Toland received his PhD in Quantitative, Qualitative, and Psychometric Methods (QQPM) from the University of Nebraska at Lincoln in 2008. His research is focused on three areas: 1) the development, evaluation, and refinement of multi-item instruments using classical test theory, factor analytic models, and item response theory; 2) application of multilevel models to complex data structures; 3) evaluation of quantitative techniques. Ultimately, Dr. Toland is interested in research that allows him to collaborate, apply various measurement and statistical techniques, and share his quantitative knowledge with others. Dr. Toland teaches courses in measurement (e.g., introductory measurement and IRT), statistics (e.g., introductory statistics, intermediate statistics, and multivariate statistics), and research design. Suggested Quantitative Courses Flowchart and Descriptions. He is an associate member of the Graduate Faculty. Email: email@example.com.
Dr. Tyler received his Ph.D. in Developmental Psychology from Howard University in 2002. Dr. Tyler has broad research interests with African American and ethnic minority student populations. His work spans topics such as culture and cognitive development, race and racism, identity development, school-based and community-based learning and socialization processes, motivation, school attachment, and African American student achievement. Dr. Tyler has also developed a conceptual framework based on literature regarding invisibility syndrome and intersectionality to aid in the investigation of African American male student social and academic experiences. His current research seeks to examine predictive associations with and overall model fit to data collected from African American male high school students. Full member of the Graduate Faculty. Email: Kenneth.Tyler@nulluky.edu.
Dr. Usher received her PhD in Educational Studies from Emory University in 2007. Her research focuses on the sources and effects of beliefs of personal efficacy from the perspective of social cognitive theory. She is the research director of the P20 Motivation and Learning Lab, which aims to examine academic motivation in a variety of contexts and to identify practices that best promote and sustain the motivation students need to acquire skills essential for success and well-being in the 21st century. Dr. Usher teaches courses in educational psychology, learning theories, and motivation. She is a full member of the Graduate Faculty. Email: Ellen.Usher@nulluky.edu.
School Psychology Faculty
Dr. Campbell has research interests that focus on early assessment and treatment of children with autism spectrum disorders, attitudes of peers and school professionals toward children with autism into inclusive educational settings, and evidence-based practices for individuals with autism spectrum disorders. He has served as the associate editor for School Psychology Quarterly and is currently an editorial board member for the Journal of Psychoeducational Assessment. Dr. Campbell is a member of Division 16 (School Psychology), Division 33 (Intellectual and Developmental Disabilities). Division 53 (Clinical Child and Adolescent Psychology), and Divison 54 (Society of Pediatric Psychology) of APA. He has taught seminars on autism spectrum disorders, pediatric psychology applied to school settings, intellectual assessment of children, and social emotional assessment of children. Email: firstname.lastname@example.org.
Dr. Fedewa received her PhD from Michigan State University and completed her pre-doctoral training in School Psychology at Cypress-Fairbanks Independent School District outside of Houston, Texas. Her research interests include the relationship between curricular physical activity and children’s academic, behavioral, and mental health outcomes as well as the integration of mindfulness in schools. She is Director of the Active Kids, Better Learners Research Lab. Dr. Fedewa currently teaches the following courses: Introduction to Psychological Services in Schools, Psychoeducational Consultation in the Schools, Social Aspects of Behavior, and Legal/Ethical Issues in School Psychology. Dr. Fedewa currently serves on the editorial board for the Journal of School Psychology, School Psychology Review, the Journal of GLBT Family Studies and has served as guest editor for School Psychology International. Please contact Dr. Fedewa if you have questions related to the School Psychology EdS or PhD programs. Email: email@example.com.
Dr. Fisher received her doctoral training in School Psychology at Michigan State University with an emphasis on working with culturally diverse populations. She completed her pre-doctoral internship in New Orleans, Louisiana focusing on Response to Intervention within urban school systems. After the completion of her degree she served as a School Psychologist at an urban charter school in Washington, DC. Dr. Fisher’s research focuses on improving life outcomes for diverse populations. This manifests itself in two distinct lines of research. The first involves investigating outcomes for minority youth. Specifically, this involves looking at ethnic identity as a protective factor against negative youth outcomes. The second line of research focuses on improving outcomes for youth with disabilities. Currently, Dr. Fisher is looking at mindfulness as an intervention for impulsive youth with substance use behaviors. Dr. Fisher teaches the following courses: Parent and Child Counseling, Individual Assessment of Personality Functioning, and Supervision for School Psychologists. Email: firstname.lastname@example.org.
Dr. Hammond teaches courses in Cognitive Assessment, Practicum, Internship, and Psychoeducational Assessment. As a practitioner, she worked for ten years in the school system serving children and their families from ages 3 to 21 as both a school psychologist and low incidence consultant. Dr. Hammond is interested in assessment, consultation, transition planning and community-based instruction, low incidence disabilities, comorbidity, and internalizing disorders. Dr. Hammond advises the EdS students. Email: Rachel.email@example.com.
Dr. Ruble is a Licensed Psychologist and clinician-researcher, who has provided social skills and behavioral interventions, school consultation and training, and parent training in autism spectrum disorders (ASD) for more than 25 years. She has received in excess of three million dollars in research funding. She served on the editorial board of Focus on Autism and Other Developmental Disabilities. Dr. Ruble is a past recipient of the “New Investigator Award” by the National Institutes of Health (NIH). She served on governor-appointed councils for advising the state on services for individuals with ASD. Dr. Ruble’s work in implementation research involves understanding how evidence- based practices can best be provided in community-based settings. In two randomized controlled trials funded by the NIH, Dr. Ruble tested and replicated the effectiveness of a school-based parent-teacher consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS). COMPASS is an effective practice for creating personalized and collaborative IEPs and treatment plans that are guided by outcomes based monitoring and coaching. She has also created tools for measuring educational quality and educational outcomes. New studies are underway that focus on adult outcomes and quality of life, teacher burnout, parent stress, and parent empowerment. Dr. Ruble recently received a new NIH grant to adapt COMPASS for transition age youth with ASD. For more information on Dr. Ruble’s research, student projects and presentations, and COMPASS, visit the Autism Services Research Group. Dr. Ruble currently teachers consultation in autism and advanced practicum.Full member of the Graduate Faculty. Email: firstname.lastname@example.org.