Michelle Welch Brasfield, Ed.D., Assistant Professor, University of Memphis (2015). Burnout and vicarious traumatization, wellness intervention, college and career readiness, and creative counseling for youth.
Melanie Burgess, Ph.D., Old Dominion University (2019). School counselor preparation and clinical supervision, evidence-based practices in PK-12 settings, and assessment.
Pamela A. Cogdal, Ph.D., Clinical Associate Professor, Southern Illinois University, Carbondale (1989). Career and work-life balance, practice outcomes, assessment, suicide prevention and couples/relationship issues.
Leigh Falls Holman, Ph.D., Assistant Professor, Sam Houston State University (2009). Job stress and burnout among human service professionals; the intersection of trauma, substance and process addictions and interpersonal violence across the lifespan; neurosequential experiential and relational interventions; clinical training and supervision of front-line staff (correction officers, psych techs, foster parents, police, medical staff, teachers) and counselors (mental health & school).
Chi Li, Ph.D., Old Dominion University (2019). Dr. Li graduated with her Doctorate in Counseling from Old Dominion University in 2019. She is currently an Assistant Professor of the Clinical Mental Health Counseling Program in the Department of Counseling, Educational Psychology and Research. Dr. Li is a National Certified Counselor (NCC), and her clinical experience is primarily within the Integrated Behavioral Healthcare (IBH) settings. She had taught undergraduate Human Services classes and provided supervision for practicum level counseling students in the past years. Dr. Li's primary research focus is supervision, especially around supervisee disclosure in supervision. Her additional research interests include deliberate practice in research, supervision, counseling, and teaching training; measurement development in counseling and supervision; and integrated behavioral healthcare. Dr. Li received several research grants from both regional and state associations [i.e., Southern Association of Counselor Education and Supervision (SACES), Virginia Counselor Association (VCA), and Virginia Association of Counselor Education and Supervision (VACES)]. She is currently an Ad Hoc Reviewer for the Counselor Education and Supervision (CES), the flagship journal of ACES. She is also the co-chair of the Supervision Interest Network (SIN) of the ACES. Also, she has been a good standing member of different professional counseling associations such as the American Counseling Association (ACA), Association for Counselor Education and Supervision (ACES), and Association for Assessment and Research in Counseling (AARC).
Daniel Lustig, Ph.D., Professor, University of Wisconsin, Madison (1995). Family adjustment and adjustment to disability.
Patrick D. Murphy, Ph.D., Assistant Professor, Auburn University (2018). Counselor training and supervision, especially around multicultural competencies with a focus on intersections of identities. Additional research interests include engaging with veterans/military personnel with counseling and crisis intervention. Previous publications and presentations have also included research on suicide prevention and models of supervision.
Eraina Schauss, Ph.D., Assistant Professor, George Washington University (2011). Child cognitive, behavioral, emotional and neurodevelopment, family systems therapy, career development and coaching.
Steven L. West, Ph.D., Professor and Chair, Texas Tech University (2000). Access to care, substance misuse and addiction, military and veteran health, moral injuries, and disability science.
Stephen Zanskas, Ph.D., Associate Professor, Michigan State University (2007). Development of consultation skills in graduate rehabilitation counseling education programs, the psychosocial aspects of disability, professional issues and ethics.
Suzanne H. Lease, Ph.D., Associate Professor, Southern Illinois University, Carbondale (1989). Current interests are: career counseling with underserved populations, masculine ideologies and relationships, and health promotion/integrated care. Click for more information on the Masculinity Research Team.
Richard Lightsey, Ph.D., Professor, University of Maryland (1992). Interests: resilience, the relationship between stress and depression, stress and coping strategies.
Elin Ovrebo, Ph.D., Visiting Clinical Instructor, University of Memphis (2009). Current interests are international issues in Counseling Psychology, LGBT counseling, social justice, and gender.
Rosie Phillips Davis, Ph.D., Professor, Ohio State University (1977). Interests include multicultural career counseling, ethics, health and health disparities, and university and college administration
Chrisann Schiro-Geist, Ph.D., Professor, Northwestern University (1974). Interests include: international, vocational, and disability-related issues in counseling.
Current research projects are in the areas of vocational psychology, as it relates
to return-to-work for incarcerated persons, and transitions to work for high school
seniors with disabilities. The research team is examining the role of animal-assisted
therapy in the prison and academic settings. In addition, theTigerLIFE program has
a focus on working with young adults attending the University of Memphis in a post-secondary
transition program. Graduate students are working with these post-secondary transition
students as they accomplish career decision -making for persons with special needs.
A "systems approach "to the team’s work addresses the individuals’ characteristics,
as well as environmental barriers.
**Please note that Dr. Schiro-Geist is not accepting new students at this time
Educational Psychology & Research
Alison A. Happel-Parkins, Ph.D., Associate Professor, Georgia State University (2011). Qualitative methodology; Post-structural, post-colonial, and feminist theories; Ecojustice and ecofeminist education.
Leigh M. Harrell-Williams, Ph.D., Assistant Professor, Virginia Polytechnic Institute and State University (2009). Statistics and quantitative research methods; instrument development; Rasch, IRT and SEM applications with educational and psychological data; K-12 math teacher efficacy to teach statistics (Self Efficacy to Teach Statistics [SETS]); assessment of behavioral and emotional risk in K-12 students.
Yeh Hsueh, Ed.D., Professor, Harvard University (1997). Development of young children; Cross-cultural early childhood education; Development of developmental psychology in the United States; Children and media.
Karen Westerman Kitchens, Ph.D., Visiting Assistant Professor, University of Memphis (2016). Mixed methods research; program evaluation and analysis; research interest includes successful retention and completion of first generation college students.
Christian E. Mueller, Ph.D., Associate Professor, University of Kentucky (2006). Developmental trajectories of intrapersonal, interpersonal and environmental factors influencing achievement motivation in at-risk students (e.g., adolescents, gifted, minority); Measurement issues (e.g., Rasch modeling) in education and psychology. **Please note that Dr. Mueller is not accepting new students at this time
Susan Naomi Nordstrom, Ph.D., Associate Professor, University of Georgia (2011). Poststructural and post humanist theories, onto-epistemology, Deleuze, feminist new materialism, qualitative research methodology.
Karen Weddle-West, Ph.D., Professor, University of Tennessee, Konxville (1982). Cultural diversity; Minority teachers; Child psychology; Infant development; Adolescent pregnancy; At-risk children. Provost of the University of Memphis. **Please note that Dr. Weddle- West is not accepting new students at this time
Denise L. Winsor, Ph.D., Associate Professor, University of Nevada, Las Vegas (2008). Child development; Development in context; Early epistemological thinking; Technology in preschool-age children. Teacher beliefs and the use of strategies for high-order thinking.
Yonghong Jade Xu, Ph.D., Professor, University of Arizona (2003). Multivariate statistics and quantitative research methods; Gender disparities in STEM disciplines; Structural equation modeling; Big data analysis with statistical and data mining approaches.
Doug Strohmer, Ph.D., CRC