With the new school year in full gear for most of us, we are getting closer and closer to meeting at the Annual Conference on Teaching in October! We highlighted the things that the Early Career Psychology (ECP) Committee will be participating in or hosting last month, so we wanted to share our favorite things about the ACT this month. [We also asked some STP members what their favorite thing about ACT is, and you can see what they said below.]

Dina: I particularly appreciate the Welcome Reception on the first day of ACT and the organized dinners offered on Friday night at ACT since everyone who attends is so collegial and friendly.  I highly recommend attending both to meet and socialize with other passionate teachers of psychology, from early career psychologists like us to well-established/lauded experts in the scholarship of teaching and learning.

Vishal: I have only attended ACT in-person twice so far, and I cannot wait to be in Louisville in October! Across both times I have attended, one of my favorite parts is consistently the Friday night dinners. This gives everyone a chance to meet people and make new friends while enjoying some great food! I was nervous attending one my first time at ACT (2022 in Pittsburgh), but I ended up staying there for quite some time and had a blast learning and talking. Another favorite part (which requires an application ahead of time) was the Scholarship of Teaching and Learning (SoTL) Workshop. Understanding and being exposed to SoTL work was really insightful and meaningful for me, since no one had ever introduced me to this work before.

Amanda: I think the Welcome Reception before ACT programming gets started is really helpful. It’s nice to be able to reconnect with people I know and to meet new people. The first year I went to ACT, it was really helpful because then I knew some people around the conference and found a group to sit with at lunch. I also really like the Speed Mentoring event on the last day. It’s so helpful to connect with mentors and get advice on whatever issues are most important at that stage of my career. Finally, like Vishal, I really enjoyed taking part in the SoTL workshop. It was nice to get feedback on ideas and figure out what resources are available for doing a SoTL project.

As always, please do reach out with any questions, and we hope to see some of you in Louisville!

For most of us, the school year is up and running by now, and that can make for a busy and stressful, yet exciting time. Importantly, it also means that we are getting closer and closer to meeting at the Annual Conference on Teaching in October! While the schedule is still being formulated, we wanted to share the lineup of events that the Early Career Psychology (ECP) Committee will be participating in or hosting.

There will be a Welcome Reception on the first day of the conference, the evening of Thursday, October 10 from 5:00-6:30 pm. The entire ECP Committee will be there, so feel free to stop by and say hi! Also, starting at this time and for the duration of the conference, the ECP Committee will have a table in one of the lobby spaces. Come stop by to meet us and try to win some prizes through a new scavenger hunt that we have put together, too!

The first full day of the conference is Friday, October 11. That day, there will be a dinner, and we welcome other ECPs and Graduate students to join us! Registration will be collected in advance, so keep an eye out for more information on this! This is a great chance to hear about classroom tips, enjoy some good food, have fun and relax with others, and chat!

The final day of the conference is Saturday, October 12. We will be presenting a two-hour workshop from 8:30-10:30 am, titled, “Helping the Next Generation of Teachers of Psychology.” The goal will be to discuss teaching communities within our institutions, including ideas to develop a new one or update an existing one on our campuses.

After the conference closing remarks, we will host our annual Speed Mentoring Event  starting at  5:30 pm. This is a nice way to connect with multiple mentors and get insight into professional development. In advance, we are collecting names for interested mentors and mentees. Participation is capped, so registration in advance is required. Please use the appropriate link below to sign up, and we will reach out for those who are confirmed for the event.

MENTORS: Fill out this link by September 9th!

MENTEES: Fill out this link by September 30th!

Once the Speed Mentoring Event is done, we will also host a Saturday night ECP Social Hour to celebrate a successful conference and offer one last, relaxing, fun, networking event. The exact location will be announced once decided, but we will all plan to walk together from the hotel at 7:45 pm. 

As always, please do reach out with any questions, and we hope to see and meet some of you in Louisville!

It’s hard to believe August is already upon us, but hopefully you’ve had a rejuvenating summer so far! As we prepare for another year of teaching psychology this month or next, the ECP Committee provides some tips below for a successful transition back to the classroom, whether in-person or online. As you embark on this new academic year, remember that your journey as an early career psychologist is a dynamic and evolving process. Embrace the challenges, celebrate the milestones, and continue to contribute meaningfully to the field of psychology. Here's to a successful and fulfilling year ahead!

Dina: Before the new school year begins, it can be helpful to take the time to reflect on your journey to psychology. What inspired you to enter this field? Was it a personal experience, a mentor, or a pivotal moment? As an early career psychologist, the demands of our profession can sometimes cause us to lose sight of WHY we chose this path in the first place. Reconnecting with your core motivations can reignite your passion and provide a sense of purpose as you dive back into your work as an ECP, thereby enhancing your effectiveness and resilience as well as your overall job satisfaction and well-being. As you step into this new academic year, let your purpose be your guide and your passion be your fuel.

Maria: Every semester, I take notes on each of my courses about what I would like to change or modify the next time I teach the course. When I start to prepare for the new school year, I find it helpful to go over my notes on how the course went the previous year. This reminds me of what went well and what goals I intended to set for myself that would continue to improve the accessibility of my courses. Sometimes, there are few notes and it’s relatively “easy” to make the updates. Other times, the notes can be overwhelming. In these cases, I find it really helpful to use the “Plus-One Approach”, where I identify one change I can make to increase engagement in my students, to teach the content, and to improve assessments (Tobin & Behling, 2018). This approach helps keep focus on what the greatest need is and to start from there. If you are feeling overwhelmed, remember that you don’t have to do everything all at once, try one new thing in each of these areas (engagement, representation of material, and assessments). Reference: Tobin, T. & Behling, K. (2018). Reach everyone, teach everyone: Universal Design for Learning in higher education. West Virginia University Press.

Ciara: Going into a new school year always feels like a clean slate for me, a way to reset and try something new. I teach the same courses over and over, so keeping track of things that go well and wrong during each iteration allows me to make small tweaks term to term. However, when going into a new school year, I give myself time to tackle big changes, like looking for different texts and materials or re-designing large projects. I really love this part of teaching, so an overhaul always gets me excited about a class I have taught a lot, and it helps me stay up to date on relevant content and trends in the field. This can seem overwhelming, so this approach is not for everyone! One way to avoid that is to only do it once a year and only one class at a time.

Vishal: Of all the activities I do at the start of the year, I find internal reflection and goal setting the most meaningful. Leading up to the first week of classes, I always find myself starting off with some critical reflection on how I feel, what I want to do to feel even better, and understanding more of all aspects of my life (emotional, spiritual, physical, etc.). Then, to prepare for a new school year, I set some goals or just make notes on what I should keep on my radar. Since this list can become very long, very fast, I break it down by time point. In other words, I usually break down goals for the first week of class, those that I want to accomplish through each month (August-November), and those that I am working through for the entire semester. Once I am happy with this list, I often print a copy and pin it on the wall somewhere near my desk in my office. This can be a thought-provoking exercise, and it takes more patience than I sometimes have. So, one of my favorite spots to do this is at a coffee shop while sipping on a cold brew or iced latte!

Amanda: I like to revisit my career goals and think about my goals for the upcoming semester. This lets me plan ahead and figure out what I want to prioritize in the coming academic year, and how it fits into my future plans. As for teaching, I like to reflect on the notes I took in the prior year. I typically focus on what went well, what didn’t go well, and any ideas I hear about from our teaching center or conferences. After reviewing these notes, I like to think about the changes I’d like to make in my classes, and whether they are small or big changes. That way, I don’t accidentally try to overhaul all of my classes in the same semester! I typically teach the same ones, so changing it up helps me stay motivated and helps prevent me from slipping into autopilot when I go through course materials.

As we move into July, a well deserved break is in order! Taking a break can be beneficial so we can approach course prep for the next semester (or quarter) more effectively and avoid burnout. Depending on your schedule and commitments, this break may look different for each of us. Below, the ECP committee highlights some of the ways that they are using their summer to relax and recharge:

Amanda: One way that I’m taking a break is going to our neighborhood pool in the afternoons. Swimming laps is relaxing to me, and helps me get in some low impact exercise. I also use this time to read for fun, and am currently reading the Finlay Donovan series, which follows a single mom who accidentally becomes a hired killer/crime solver. When we get closer to the semester, I plan to add Study Like a Champ to my pool bag.

Vishal: Summers in Texas can be boiling hot, making it hard to enjoy some time outdoors. Regardless, I have spent some more time trying to enjoy the outdoors by going for runs and playing a lot of volleyball with some friends. Aside from that, I have also been binge watching some TV shows like This is Us with my wife, while we learn some new recipes since we enjoy cooking together, too! Just to keep the classroom on my mind, too, I have been trying to read and write a little bit more out teaching, as I prepare for my fall class.This summer has been flying by so far, but it has felt pretty rewarding!

Dina: I made it a priority to travel to Europe this summer since I find it so relaxing. I was lucky enough to celebrate a milestone birthday with a trip to Paris, Gran Canaria, and Lisbon, where I finally got to see Taylor Swift live in her truly life-changing Eras Tour concert at a fraction of ticket prices here. I look forward to returning to Paris soon for the BISTOPS conference, and hopefully collaborating on SoTL research with like-minded colleagues. When I get back from BISTOPS, I will start teaching an intensive positive psychology course for 6 hours every weekday, making it extra important to recharge beforehand. I have thus enjoyed spending a few weeks with my family in NYC as a native New Yorker, and seeing Broadway shows when I could get discounted tickets during the week. Live theatre offers both escapism and catharsis in a unique collective experience that I find truly therapeutic. It's not just about forgetting your troubles for a few hours, but engaging with them in a different context, which can facilitate healing and a refreshed outlook. I particularly enjoyed seeing Hell’s Kitchen with a fellow Alicia Keys fan, and inspiring SUFFS with my Mom, who was born only 30 years after American women finally won the right to vote. I highly recommend both (you can get half-priced tickets at TKTS), or at least listening to the incredible cast albums on your favorite streaming service!

Maria: One way I like to take a break is by traveling. This summer, I’m planning on visiting various countries in Europe. I’m excited to catch some conferences while in Europe as well as see friends that live over there and immerse myself into different cultures! I also really look forward to visiting family in Toronto.

Sincerely,

Your STP Early Career Psychologists Committee:

Dina Gohar, Ph.D.

Maria Iankilevitch, Ph.D.

Ciara Kidder, Ph.D.

Vishal Thakkar, Ph.D.

Amanda Woodward, Ph.D.

Now that many of us are starting, have started, or are close to starting the summer, you might be wondering how you can get the most out of these summer months. In this month’s newsletter, we are outlining our suggested Top 10 things to do this summer to balance preparing for the following school year and taking a much-deserved break.

1.            Have you seen your family lately? Do you still remember what your friends look like? If you answered “no” to one or both of these questions, it sounds like you might be in need of some time with your loved ones. Spending time with family and friends can be a great way to recharge, relax, and remember that you are loved and supported.

2.            When was the last time you took care of yourself? Self-care is very important for increasing overall well-being and avoiding burnout. We suggest taking time for yourself to do the things you enjoy and take care of yourself. Check out some apps like Headspace for tips on mindfulness and reflection!

3.            Attend the Hackathon hosted by the Early Career Committee. The Hackathon is a great way for teachers to share ideas and suggestions with each other about common courses we teach. This year, the Hackathon will be hosted online on July 19^th. If you haven’t had a chance to do so already, fill out this survey and keep an eye out for more information about this workshop event!

4.            Register for the STP’s Annual Conference on Teaching (ACT), which will be on October 10^th-12^th in Louisville, Kentucky. Also, keep an eye out for programming by the Early Career Committee at the ACT!

5.            Rather than starting to prepare for next year’s courses from the first day of summer and working endlessly, we suggest taking some time away from your courses to process how classes went this past year. Taking a step back from your courses and coming back to them closer to the second half of summer will allow you to make adjustments from a fresh perspective. You might also get new ideas this summer that you want to try out in your courses, such as from the Hackathon, so waiting to start working on next year’s courses might be the best thing to do!

6.            If you are looking for new ideas for your class or will be teaching a new class in the Fall or have just fallen out of touch with the latest teaching conversations, summer can be a good time to peruse the STP Facebook page. It’s filled with lots of information about things that people are struggling with in their teaching, helpful suggestions and ideas for various courses, information about upcoming events, and more!

7.            Summer can be a great time to catch up on some reading that you’ve been wanting to do but just haven’t had a chance to get to. Our August 2023 newsletter has several recommendations for some of the newer teaching related books published that are backed by research. If finding, purchasing, or reading an entire book is too much of a barrier for you right now, that’s okay, there are others in the same boat as you! Taking a look at an STP e-book (or a few) or reading the E-xcellence in Teaching blog can be a great way to do some light summer reading.

8.            Is there a research project that you’ve been wanting to make progress on that you haven’t had a chance to get to? Is your research folder of ideas growing larger and larger? Summertime might be a good time to read the literature that you’ve been wanting to read for a project, to submit your project for ethical approval, to set up your next research study, to analyze the data that you collected during the academic year, or to write up the final paper. Wherever you are in the research process, summer provides us with time to make real progress on the research projects we are a part of.

9.            While there might not always be a lot of service work to do during the summer months, summer can be a good time to plan for what kinds and how many service commitments you want to take on in the upcoming academic year. This can help minimize overcommitting yourself to too many committees next year and can help ensure that you prioritize contributing in ways that you most enjoy contributing!

10.         Challenge yourself to do something new! This could be a great time to pick a piano class, do a game night with some friends, learn to cook a new dish or dessert, or join a sports league, just to name a few ideas! It’s easy for ECPs, and others, to get bogged down in work, and it’s important for us to attend to other hobbies as well.

There are many time pressures early on in one’s teaching career. This can include time pressures from preparing new courses, learning about policies in different departments at various institutions, administrative or service duties, professional development activities, projects involving scholarship of teaching and learning, and more. Much of what you do may also not formally be recognized for hiring or for promotion and tenure but is still a valuable part of the job, such as writing reference letters for students or training Teaching Assistants. In addition, many folks early on in their careers may be in the midst of applying for various employment opportunities, which can take a considerable amount of time. All of this can feel like a mountain of work and can weigh heavily on early career professionals’ well-being. Therefore, developing a set of strategies for making our workload more efficient can make us more effective at responding to the various demands of our jobs and achieving our career goals. Below, the members of the ECP committee share some strategies they use to automate their work that has helped cut down the time it takes to complete various tasks.

Maria: I teach large classes and receive a lot of emails from students, particularly around certain times of the semester, such as exams or assignment due dates. I can anticipate some common emails I get from students, such as extension requests. To help decrease the amount of time I’m spending retyping emails from scratch to students, I keep a document for each course I teach where I have a template with responses to common emails. This allows me to cut and paste the template emails when responding to students. Then, all I need to do is slightly modify the email to each student as needed (e.g., adding in their name).

Vishal: As an ECP, it can be very hard to keep up with all the various responsibilities and learning new things along the way. I have learned that we have to make time and force ourselves to stick to something we are trying to achieve. To that end, I have begun blocking one hour per weekday on my work calendar for reading and writing tasks (e.g., writing part of a manuscript, reading a new journal article) and another hour for skills development (e.g., learning R so I can teach it in my class). While I have not been perfect at using that time all the time, it has helped me protect my schedule a little bit more and be efficient with getting certain tasks done.

Ciara: I teach fully online and it often seems like students forget that they can meet with you virtually, or that it's a major hassle to set up a time to meet. I leverage the tools available to me to allow students to book an appointment with me without having to email back and forth. Instead, students follow a link that says “Meet w/Dr. Kidder” right on the course home page that takes them to a scheduling page that interfaces with my email calendar, sends reminder emails to the student and myself, and generates a meeting link. There are lots of apps available depending on your institutions’ software. For instance, I use Microsoft’s “Booking” app that is part of my institution's Microsoft 360 plan which integrates with Outlook and Teams. A quick google search shows paid and free options through apps like Zoom Scheduler, You Can Book Me, Book Me, and Calendy. This is so easy to implement and help both you and your students!

Amanda: I teach both a large enrollment (350 students) and small enrollment courses each semester. I have embraced google forms as a way to make administrative tasks easier. For instance, students can submit a google form to receive an extension on assignments. This auto populates a spreadsheet that makes it easier to see the requested due dates, the TA for the students’ section, and any other required information. It also sends students a reply with their responses, and automated text about how to schedule office hours, should they have additional questions. In addition, I use google forms to help me check in with research assistants, grade participation assignments, and keep records for my courses.

Winner Announcement

In other news, Shaina F. Rowell is this year’s winner of the Best Poster Award by an ECP at the Annual Conference on Teaching Online that was held in February! Feel free to visit the poster, entitled “Evaluating Measures of Study Strategies”. Congratulations from the ECP committee on your award-winning poster, Shaina!

For those on the semester schedule, March can signify the half-way point in the semester. At this stage, you may have a better feel for your students and how your class is unfolding. Hopefully, things are going well, and your carefully planned classes are proceeding smoothly. However, we recognize this may not be the case. Perhaps you’ve received feedback from students indicating that your learning goals aren’t being reached, or maybe you’re recognizing that your current students aren’t engaging in activities the same ways as prior classes. These may be signs to make a pivot.

Mid-semester pivots can range in size and can occur for both positive and negative reasons. Regardless of the reason or amount of change, pivoting can feel daunting. Yet it is normal for instructors (especially early career!) to make changes mid-course. Below, members of the ECP committee share the times they have needed to make a mid-semester pivot.   

Amanda: I teach an introduction to open science course, which is typically a small class for upper class students. In one unit, students were learning about reproducibility, and had an assignment to reproduce the analyses from a paper of their choosing. I had told students they could use any analysis software they wanted, provided they were comfortable enough to use it on their own. Most of the students opted to use R, as it was similar to the example I had shown in class. However, as I found out in their weekly reflections, they did not have the R background to accomplish this task and were becoming anxious. Rather than continuing with our syllabus-scheduled content, I decided to use the next class to discuss the concerns students had, explain some of the key pieces they would need (e.g. changing the data’s file path to match their computer), and we ended up having a nice discussion about what to look for when trying to reproduce analyses. Though we did not cover the next topic in as much detail, I think our detour helped students learn more about research workflows.

Vishal: This semester, I am teaching a graduate level course called Cognitive and Affective Aspects of Behavior. In our program, faculty administer a brief survey during Week 6 (out of 16) for an early feedback check-in on how the class is going. This semester is my second time teaching the class, so I worked on making a lot of changes from last year to this year. While I felt good about these changes, the early feedback check-in gave me a sense about how students felt. One common theme that they expressed was that the integration of research articles into the class felt a little more daunting than they thought, but this is a very important part of graduate training. To respond to this, I started developing reading guides and asking more review questions in class, so that I can get a real-time sense of how students are taking in the (somewhat denser) readings. I think that this has helped the students engage with the readings more and understand them better.

Dina: Early in my teaching of a course on Positive Psychology, I got feedback from students that the amount of material they needed to know well enough to apply for the midterm exam was overwhelming, and their performance suffered as a result. I thus gave students the chance to explain all the right answers to the questions they got wrong to improve both their learning and their grade by earning partial credit back.  This pivot was so successful that I now use this recursive assessment approach for most big assignments because it noticeably reduces students’ test anxiety and improves their performance. I have also learned to have 2 midterms to reduce the amount of material assessed in each, and typically drop the lowest score to reduce test anxiety.

Maria: I teach a third-year course called Stereotypes, Prejudice, and Discrimination. Recently, we had a class topic on Racism and one of the students was really interested in the colorblindness vs. the multiculturalism ideology. Although this is a great topic, we were not directly covering these ideologies in the class. I rave what I called the "Cliffs Notes'' in class about the history of the colorblindness approach. It was at some point believed to be a good approach. I then summarized that the literature has generally been in favor of the multiculturalism approach and added that there are caveats to the multiculturalism approach as well which have been overlooked until recently. I also told students that this is a larger discussion and that I would be happy to have a more in-depth chat one on one after class. After that class, I posted a couple of references for the entire class in the supplementary section for folks interested in reading more about what I briefly mentioned in class yesterday. I think this was an effective method at moving the class along while validating the students' curiosity and letting them know that they have been heard. I even had several other students in the course reach out to me about the resources I posted expressing their excitement about the materials (even though none of them were personally the student that originally posed the question in class)!

The new (calendar) year is underway and moving quick! At this time, many ECPs often think about ways to make the year better than the last, set some goals, and try to learn more along the way. One thing that can help us as we seek to accomplish our goals is to leverage our networks. However, as an ECP, it can sometimes be difficult to find opportunities to connect and funds to offset travel. The good news is that there are tons of opportunities for networking and funding, so hopefully this month’s column can help the ECP community meet each other more!

First, the ACT: Online conference is rapidly approaching, and there is a great schedule of events, speakers, and posters, some of which are by fellow ECPs! If you’re considering making any changes to improve your assignments or syllabi, the 2023 ECP Committee will have a presentation recapping our workshop from ACT: Portland in an asynchronous format.

Second, outside of ACT, there are great regional conferences, where you can network with colleagues and meet other ECPs. Some of our ECP Committee will be at the SWPA in San Antonio and MPA Conference in Chicago this year. There are other psychological conferences, regional, national, and international, that feature STP programming, too! If you are interested in virtual options, we will also have a summer Hackathon and other events throughout the year. Each of these events will include networking opportunities for us to connect with others.

We know that attending in person events can be challenging without funds. February can be a good time to think about external funding options. Thankfully, there are several opportunities that cater to ECPs. For example, both STP (up to $500) and Psi Chi (up to $1500) have travel grants that help offset costs of attending conferences. Both of these grants have multiple deadlines throughout the year.

Be sure to check out the ECP updates on Twitter/X and our website! We will be posting more updates regarding conferences, meet-ups, travel awards, and much more. We would also love to hear from you! Have you published a teaching paper lately? Are you presenting at any teaching conference coming up this year? Are you looking to develop any collaborations? Would you like to be part of an ECP member spotlight? If yes, we want to hear from you! E-mail us at stp-ecp@teachpsych.org, and we can highlight your teaching and conference wins on our social media!

By Amanda Woodward, Chair of the Early Career Psychology Committee

Happy New Year! As the new year unfolds, setting intentions can be helpful to guide the work we do and how we go about it. As your ECP Committee, our intentions are to work together to address the needs of ECPs affiliated with STP, and we are ready to hit the ground running! In 2024, we are looking forward to continuing some of our traditional programming and diving into some new projects. We’re hoping to support you as you navigate your teaching career and to highlight some of the great things that ECPs are doing. To that end, one of our goals is to feature the teaching articles written by ECPs and to promote ECP friendly events. If you would like us to highlight the work you are doing, please email us at stp-ecp@teachpsych.org.

What else can you expect from us in 2024? Beyond sharing teaching tips and resources in this monthly column, we’ll be hosting virtual and in person events. You can look forward to a virtual hackathon in the summer and in person networking events at ACT 2024. We hope to create other events and resources to address the needs of ECPs. If you have a question or topic you’d like us to address, please use this short google form andwe may address it in a future article.

Is one of your intentions to learn more about teaching? Don’t forget that online ACT content will be available in February! This can be a great way to learn effective teaching strategies, resources to reflect on your career, and to network with others. More information can be found on the ACT webpage. Wishing you all a great new year!

Sincerely,

Your STP Early Career Psychologists Committee:

Dina Gohar, Ph.D.

Maria Iankilevitch, Ph.D.

Ciara Kidder, Ph.D.

Vishal Thakkar, Ph.D.

Amanda Woodward, Ph.D.

By Courtney Gosnell, Chair of the Early Career Psychology Committee

As we wrap up 2023, I want to thank our ECPs for making 2023 a great year! Our committee hosted our first-ever Hackathon this past summer allowing teachers to exchange tips and suggestions for Introduction to Psychology, Research Methods, and Statistics! At ACT, we coordinated dinners and socials and offered the workshop, “Rethinking Course Syllabi & Assignments: How To Generate Engaging, Equitable, and Transparent Student Materials.” And, behind the scenes, we are working to compile resources from past teaching conferences in a paper that will help future ECPs navigate their career paths. Throughout it all, we got the opportunity to network and engage with amazing ECPs, learn from them, and help them where we could.

My time on the committee is coming to an end, and I’m so grateful for my fellow committee members and all of the STP ECPs who have made serving on this committee such an amazing experience! But, as I head out, we are excited to announce our new ECP committee chair will be Amanda Woodward. Amanda has served on the committee for the past two years and is excited to take the lead for next year. In addition, we have a new ECP Committee Member who will be joining us: Maria Iankilevitch from the University of Victoria! We are excited to welcome her to our committee and know she will make an impact on our ECP team!

As the year comes to a close, we wish you all speedy grading, (mainly) positive teaching evaluations, and the enjoyment of a well-deserved break with friends and family! Have a great holiday season and happy new year!

We are looking forward to interacting with more teaching enthusiasts at ACT: Online in February and at the next ACT in Louisville next October!

Your STP Early Career Psychology Committee:

Dina Gohar, Ph.D.

Courtney Gosnell, Ph.D.

Ciara Kidder, Ph.D.

Vishal Thakkar, Ph.D.

Amanda Woodward, Ph.D.