RESEARCH AND SCHOLARSHIP
In addition to fostering the professional development of teachers and counselors, our faculty contribute significantly to research and scholarship on a range of topics related to teaching, curriculum, clinical mental health counseling, school counseling and education policy. Faculty routinely mentor undergraduate and graduate students in the methods of conducting research and frequently invite students to engage with them in scholarly conferences and publications.
Edward Wahesh, Ph.D., is the coauthor of Motivational Interviewing in Clinical Mental Health Counseling (2022) published by Routledge. The book includes several unique contributions and innovative ideas related to the use of MI in mental health settings, including MI in group interventions, clinical assessment, counseling supervision, and counselor training and professional development. Drawing from the latest research, the authors describe how clinical mental health counselors can integrate MI into their practice. This book will make an excellent resource for beginning learners of MI as well as experienced clinicians who are also MI trainers and coaches. Dr. Wahesh has authored or co-authored over 30 journal articles on topics ranging from counselor training and supervision to addiction and mental health. He is a member of the Motivational Interviewing Network of Trainers and is a National Certified Counselor and Approved Clinical Supervisor.
Congratulations to Dr. Helen Lafferty on being selected as an inaugural Aspen Index Impact Fellow with the Aspen Institute! 93 community stakeholders, youth, educators, and scholars have come together to advance the future of youth leadership development.
Impact Fellows representing a diverse mosaic of sectors, geographies, and areas of expertise will advance an urgent agenda focused on the research, interventions, and strategies necessary to accelerate the access to and quality of youth leadership programs nationally. The goal: Lift youth exposure to high-impact leadership programs above 50% over the next 5 years.
Learn more: aspenindex.org #AspenIndex
Victor Brooks, PhD, is the author of the newly published book, 1943: Days of Peril, Year of Victory (2021) by Rowman & Littlefield Press. Dr. Brooks is the author of ten books, including 1967: The Year of Fire and Ice, which contends that 1967 was a pivotal year in the history of post-war America.
Stephen Baker, PhD, OSA - Scholar-Practitioner philosophy of teaching, justice issues in teaching and learning, Catholic secondary education
Christa Bialka, EdD – Teacher dispositions; teacher preparation for inclusive classrooms; disability awareness
Victor Brooks, PhD – US History; youth, culture, and education in the 20th century
Jerusha Conner, PhD - Youth activism and organizing; student voice; and student engagement
Seth M. Fishman, PhD – Higher education and student affairs administration, scholarship of teaching and learning, student success
Amber Haley, PhD – Multicultural and social justice issues; counseling competencies; counselor education
Stacey Havlik, PhD – School counselor preparation; counseling services for students experiencing homelessness; first-generation college students
Helen Lafferty, PhD – Higher education; promoting diversity in the liberal arts and sciences
Krista Malott, PhD - Effective counselor education practices and diversity awareness
Lisa Marco-Bujosa, PhD – STEM teachers in urban schools; teacher identity, learning, and practice
Rayna Markin, PhD – Attachment, mentalization, and pregnancy; psychotherapy process research; the therapeutic relationship
Christopher Schmidt, PhD - Counselor competency and cognitive complexity; family counseling agencies; mindfulness and emotion regulation
Rachel Skrlac Lo, PhD – Critical content analysis of picture books and young adult dystopia novels; children’s literacy engagement
Madora Soutter, EdD – Social-emotional learning (SEL); teacher preparation; and critical pedagogies.
Edward Wahesh, PhD – Counselor training and supervision; addictions and mental health
Teresa G. Wojcik, PhD – Curriculum and instruction; Social Studies education; global competence development in teacher education
Terence Yee, PhD – Counseling diverse populations; play therapy; international students’ help-seeking intentions
Edward Wahesh, PhD., is the coauthor of Motivational Interviewing in Clinical Mental Health Counseling (2022) published by Routledge.
Victor Brooks, PhD, is the author of the newly published book, 1943: Days of Peril, Year of Victory (2021) by Rowman & Littlefield Press.
Christa Bialka, EdD, co-authored a chapter, “Developing critically inclusive, anti-ableist organizations” in the book, Critical Leadership Praxis for Educational and Social Change (2021) published by Teachers College Press.
Jerusha Conner, PhD, is the author of the recently published book, The New Student Activists (2020) published by Johns Hopkins University Press.
Krista Malott, PhD, is the co-author of Group Activities for Latino/a Youth: Strengthening Identities and Resiliencies through Counseling (2016) published by Routledge.
Hansen, N., Bialka, C.S., & Wong, S.J. (2022). Reading literature about disabled children and adolescents: a window into pre-service teachers’ emerging understanding of disability, Journal of Education for Teaching, DOI: 10.1080/02607476.2022.2126750
Aloi, A., & Bialka, C.S. (2022). Unearthing and addressing bias: understanding the connection between teacher dispositions and disproportionality. Disability & Society, doi: 10.1080/09687599.2022.2041401
Conner, J. O., Crawford, E., & Galioto, M. (2021). The Mental Health Effects of Student Activism: Persisting Despite Psychological Costs. Journal of Adolescent Research, 07435584211006789.
Fishman, S. M., & Wahesh, E. (2020). The F3: Faculty Feedback Forms for Students. College Teaching, 69(2), 61-62.
Malott, K. M., Schaefle, S., Paone, T. R., Cates, J., & Haizlip, B. (2019). Challenges and coping mechanisms of whites committed to antiracism. Journal of Counseling & Development, 97(1), 86-97.
Marco‐Bujosa, L. M., McNeill, K. L., & Friedman, A. A. (2020). Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts. Journal of research in science teaching, 57(1), 3-32.
Markin, R. D., & McCarthy, K. S. (2020). The process and outcome of psychodynamic psychotherapy for pregnancy after loss: A case study analysis. Psychotherapy, 57(2), 273–288.
Soutter, M. & Clark, S. (2021). Building a culture of intellectual risk-taking: Isolating the pedagogical elements of the Harkness Method. Journal of Education, 1-12.
Wojcik, T. G., Pieski, M. K., & Espinetti, G. (2021). Reimagining teaching with a global mindset and intercultural competence. Delta Kappa Gamma Bulletin, 87(5).
Christa Bialka, EdD, was recognized as the 2021 Reviewer of the Year for the Journal of Postsecondary Education and Disability by the Association on Higher Education and Disability (AHEAD) for her exceptional service to the Board and insightful peer review of the manuscripts submitted for publication each year.
Jerusha Conner, PhD, received a grant from the Gates Foundation to study student voice and student outcomes with co-researchers from the Search Institute and Penn State University.
Lisa Marco-Bujosa, PhD, was one of the recipients of a four-year, $2.8 million research and development grant funded through the National Science Foundation’s Discovery Research PreK-12 program to create a professional development program for secondary STEM teachers.
Terence Yee, PhD, was selected as the winner of the 2020 North Atlantic Region Association for Counselor Education and Supervision New Professional of the Year Award for his contributions to the field of counselor education, service, and research.
Professor Emerita Launches Grant Program
Connie Titone, EdD, is Professor Emerita in the Department of Education and Counseling. She served as a full-time Professor from 2001 to 2017 and as Chair of the Department from 2001 to 2009, preparing teachers and counselors to work in classroom and community settings.
Dr. Titone is best known for her career-long focus and publication record on the history of the philosophy of education and gender, diversity and inclusion in school settings, as well as dynamic classroom instruction designed to lift every voice independent of the young person’s gender, race, or socio-economic background.
Dr. Titone is also the founder and director of Classroom Catalyst, a grant program dedicated to supporting and amplifying the voice and agency of girls in the classroom and beyond.