Len Lecci is this year’s recipient of the Board of Governor’s Teaching Excellence Award! As anyone familiar with UNCW can testify, we do have a space problem! Buildings just can’t go up fast enough to accommodate our growing student body. The space crunch is especially acute in our department. We are still housed in the Social and Behav-ior Sciences Building built in 1982 back when we had 11 faculty and perhaps 150 majors. Today we have 33 full-time faculty, more than 500 majors, 300 mi-nors and 65 graduate students. We have completely outgrown our classroom space in the build-ing and psychology classes are now held all over campus. Of necessity, faculty research labo-ratories have had to be created in other campus buildings and our faculty now conduct re-search in seven different build-

Any time a faculty member receives a national award, it is big news at UNCW and in our de-partment.

So, having several faculty win major national awards in a single year in one department is just amazing!! Kate Bruce was named Carnegie Foundation Pro-fessor of the Year in North Caro-lina (p. 6); Antonio Puente was the American Psychological Asso-ciation State Leadership Award winner (p. 4), and Kim Sawrey was named Outstanding First Year Student Advocate by the National Resource Center for the First Year Experience (p. 5). Andy Jackson received a major state honor: the McFarland-

Edgerton Award by the Mental Health Association in North Carolina. This award is given to an individual who has made a long term contribution to the cause of the promotion of mental health and prevention of mental illness and advocacy for those with men-tal illness. Psychology also brought in three prestigious UNCW awards: Dale Cohen received the Scholarship Award, Nora Noel won the Graduate Mentor Award and Richard Ogle won a Chancel-lor’s Teaching Excellence Award. Our program seeks excellence in teaching, research, community engagement and leadership. To have faculty recognized in each of these categories is a clear affirma-tion of our success. I couldn’t be prouder of the distinguished fac-ulty members that make up the UNCW Psychology Department. Finally, just as the newsletter is going to press we learned that

The Psychology Department wants to hear from YOU! Please visit our Web site:

http://uncw.edu/psy/ and take a minute to fill out the alumni survey. We are interested in what you have been doing since leaving

UNCW, both in psychology and non-psychology fields. Plus, while you are there, you can tell us if you would like to receive a printed or electronic copy of future issues of the

department newsletter.

Welcome from the Chair!

I N S I D E

T H I S I S S U E :

Alumni in Focus 2

Faculty

Highlights 3

Faculty

Accomplishments 4

Grad Program 7

UNC Tomorrow 8

Student

Accomplishments 9

2008 Welcome

Party Pictures 10

Calling All Alumni!

F A C U L T Y E D I T O R :

R O B E R T H A K A N

S T U D E N T E D I T O R :

W I L L H O G A N UNCW Psychology D E P A R T M E N T N E W S L E T T E R V O L U M E 4 , 2 0 0 9

Continued on Page 2...

* * *

* * *

P A G E 2

“...Words like

‘reinforcement’

and ‘stimulus

equivalence’ began

to pepper her

speech”

Alumni in Focus: Elaine Hogan

ings on and off campus! So you can imagine how pleased I am to report that the Psy-chology department has been targeted to occupy the new laboratory classroom building currently in the design stages and slated for 2011 completion! The opportu-nity to have the whole department under a single roof will surely be a welcome change for all of us, and planning state-of-the-science laboratory and clinical facilities has us all incredibly excited. We are very grateful to the UNCW leaders (Chancellor DePaolo, former Provost Hosier, Provost Chapman, and College of Arts & Sciences Dean Cordle) who have supported us and made this possible. UNCW psychology faculty members con-tinued to excel in research and scholarship and remain especially effective mentors of students in research and practicum settings.

Our departmental commitment is to involve our students in applied learning that goes beyond the classroom and hopefully extends throughout their lives. Last year alone, 15 of our students were co-authors on publications, 89 were co-presenters at scientific meetings or conventions, and more than 100 partici-pated in counseling and community practicum or internship experiences. More than 260 psychology students took part in individual student research or clinical practicum pro-jects. The amount of time faculty spend working individually with students is what makes this possible. Because there is really no financial compensation for these efforts, our success is really due to the incredible dedica-tion of the faculty. We remain highly engaged with our commu-nity and provide service in many different ways. Our faculty sit on national, state and local boards of agencies dealing with nearly every kind of mental health issue.

Our clinical faculty provide direct services and supervise student volunteers in more than 40 community agencies and schools. Students delivered more than 8,000 hours of volunteer service last year alone! It takes money to support student experi-ences, and in these tight budget times our faculty have worked hard to obtain extramu-ral grant funds for the equipment and sup-plies needed to conduct research. Over the past five years, Psychology faculty received more than $4 million in active grants and the majority of our faculty have been investiga-tors or co-investigators on externally funded grants at some point during their career at UNCW. I also want to acknowledge the support provided by our alumni, as the re-cord amount of alumni giving last year made a huge difference in what we could do! You can learn more about our activities in this newsletter and at www.uncw.edu/psy.

cent egocentrism. Had I been able to look outside of my self-involved bubble and know, by the age of 13, I would be seeing my mother every day at my middle school when she was collecting data on her thesis, I would probably have had a much different opinion on the matter. The rest of my adolescent years took a rather dra-matic turn from the point of my mother’s entry into the Master’s of Arts in Psy-chology program at UNCW. New words began to creep into her vocabu-lary at a remarkable rate; words like “reinforcement” and “stimulus equivalence” began to pepper her speech at a frequency that was incomprehensible to by my feeble 13-year old mind. The names “Pilgrim” and “Galizio” were suddenly thrown about regularly at

the kitchen table, as if we should all have an intimate knowledge of who these alleged people really were. Strangest of all, to me at least, was that my mother now had an almost daily story about the behavior of rats and pigeons. Her in-volvement even led me to try my hand at a behavior shaping procedure with geese at a local pond for my eighth-grade science fair project. Though the geese were only present for the first of what would be 30 trials, my second-place rib-bon marked the procedure a complete success. Times were truly never the same. While I did not understand in earnest what my mother was accomplishing during her graduate education, I witnessed firsthand the impact that it was having with the way that she was

When I was 12 years old, way back in 1998, my mother, Elaine Hogan, ap-proached me with the idea of her entering graduate school at UNCW. After a 16-year hiatus since the completion of her under-graduate degree at the Uni-versity of North Florida, my mother was returning to academia to further her education in psychology. At the time, I had few qualms about my mom undertaking a new activity during the

day as I, the young-est of three chil-dren, was already deeply in-volved

in the rigors of seventh grade and full-on adoles-

Elaine Hogan,

in her role as

academic advi-

sor.

U N C W P S Y C H O L O G Y

Continued on Page 7...

Continued from Page 1...

By Will Hogan

Faculty Highlights P A G E 3 V O L U M E 4 , 2 0 0 9

Dale Cohen won the UNCW Faculty Scholarship Award. He published an article based on his re-search with the US Department of Education.

Carrie Clements and Richard Ogle published two featured papers on psychological aspects of do-mestic violence. The first was a lead article in the Journal of Psychological Trauma and was an analysis of ways of helping women who have experienced domestic violence cope with interpersonal and familial impacts. The second article was invited by the journal Trauma, Violence and Abuse and focused on as-sessing trauma and adjustment in children who were witnesses to family violence. Wendy Donlin published three papers and was lead author on a major book chapter that reviewed the effectiveness of behavioral treatments of drug addiction in the workplace environment. The chap-ter was published in the book Motivating Behavior Change Among Illicit-Drug Abusers. Christine Hughes and Ray Pitts were co-authors on a paper in the Journal of the Experimental Analy-sis of Behavior that developed an animal model of the effects of amphetamine on impulsive behavior. Their research may have implications for the use of stimulant drugs in the treatment of ADHD and related disorders of impulse control. Ruth Hurst was first author on two papers and co-authored another that evaluated psychological tests used to diagnose children on the high-functioning autism disorder spectrum and also Asperger’s disorder. She also served as the President of the North Carolina Association for Behavior Analysis. Julian Keith published two papers in major journals that reported key results from his $1.3 million National Institute of Mental Health grant on adult neurogenesis. Keith has discovered that when rats are exposed to complex learning tasks, more neurons are created in a brain region long associated with learning and memory, the hippocampus. These studies, published in Behavioral Brain Research and Behavioural Pharmacology, may lead to new strategies of helping patients recovery from neural injury and dementia. Len Lecci and James Johnson published an article on personality and racial attitudes in the journal Personality and Individual Differences. Johnson also developed a Physician Training module for Coastal AHEC designed to increase aware-ness of health disparities and racial bias and to increase physician empathy for Black patient healthcare concerns and experiences. Shanhong Luo published a book-length monograph, Love is Blind: Effect of Romantic Attraction on Self and Partner Perception, that reports her research on the ways in which being in love changes an individ-ual’s perception and interpretation of the actions of their loved one. Nora Noel published four articles this year that reported some of the results of her 5-year National Institute on Alcoholism and Alcohol Abuse grant on the effects of alcohol on sexual assault. One of her papers was co-authored by faculty members Andy Jackson and James Johnson. Antonio Puente published a book on neuropsychological assessment and two journal articles. He was appointed to the American Medical Association’s Current Procedural Terminology Editorial Panel. This panel determines the American Medical Association’s stance on best practices throughout the country and Dr. Puente is the first psychologist, and only the third non-physician, to be appointed to this critical body.

Wendy Donlin

Christine Hughes

Julian Keith

Shanhong Luo

Antonio Puente

P A G E 4

“Working closely

with students at

both

undergraduate and

graduate levels to

foster

professionalism

and promote

understanding!”

Faculty in Focus: Jennifer Myers

Faculty in Focus: Simone Nguyen Simone Nguyen was recently awarded a grant from the National Institute of Child Health and Human Develop-ment (NICHD) for her study on the development of food categorization in young chil-dren. In particular, her re-search explores how chil-dren acquire their concepts of “healthy” and “unhealthy” foods. This grant-funded study fits well with her gen-eral interest in cognitive and conceptual development. Working closely with both graduate (Tess Young) and undergraduate students (Ashley Noble), three- to four-year old children are shown video clips of an uni-

dentified food (with which they have no personal ex-perience) and then are shown a subsequent clip of a person or character describ-ing that food. Thus far, chil-dren are likely to agree with any assertion about a par-ticular food that is given to them by authority figures. Nguyen is now determining if the concepts regarding the source of the food informa-tion has an effect on the likelihood of agreement. In other words, will a presenter with poor credibility be con-sidered just as believable or reliable as a presenter with a great credibility? Nguyen has revealed that preliminary

studies indicate that children do take credibility into ac-count, but the degree to which this is so is still being studied. Simone Nguyen approaches her research and academic interests with a vitality and enthusiasm that is both ex-citing and infectious, and is a true pleasure to speak with regarding her research. She would like to use this article, as well, as an opportunity to thank the faculty and stu-dents of this department for their support in her endeav-ors, and for the intellectual freedom that UNCW has provided her.

the greater Wilmington area. She oversees our students who are often placed at facilities such as The Oaks, New Hanover Regional Medical Center, and New Hanover/Pender county schools. Myers hopes not only to improve the quality of the in-class clinical application of theory, but also to help inte-grate (within the practicum students, themselves) the information they have acquired throughout their studies as psychology majors. A major goal of the practicum courses is to build relationships within the community that will result in a greater reputa-tion for both the school and the students involved. The success of the practicum experience will ulti-mately result in a greater degree of responsibility heralded by the students involved, and also in acqui-sition of new sites for placement of students and a strengthening of current ties within the community. On top of teaching classes and supervising the prac-ticum, Myers will also be supervising the advising process for psychology majors beginning this year, in hopes making it more efficient for both students and faculty alike.

Jennifer Myers has been a member of our depart-ment’s part-time faculty since 2002. Her interest in psychology was sparked early in her under-graduate career, when her general psychology course discussed attachment theory and Maras-mus (or failure to thrive) in large institutional wards. Later, her focus shifted towards child/adolescent development, as well as various types of assessment, particularly on the forensic end. Receiving her undergraduate degree at Ohio Uni-versity and master’s at Western Carolina Univer-sity (1997), Myers worked as a full-time clinician at Fresno County Children and Family Services, often working on-site at schools to assist the learning disabled/delayed. Since her arrival at UNCW, she has taught classes including General Psychology, Life-Span Developmental Psychology, Human Sexual Behavior, and Marriage and Family.

A primary interest of Jennifer’s is in student prac-ticum experiences. This practicum work involves supervising students at various clinical facilities in

U N C W P S Y C H O L O G Y

Simone Nguyen

Jennifer Myers

Antonio Puente Receives APA State Leadership Award!

P A G E 5 V O L U M E 4 , 2 0 0 9

Antonio Puente, professor of psychology at the University of North Carolina Wilmington, has been selected to receive the American Psy-chological Asso-ciation's (APA) prestigious 2009 State Leadership Award. The award is given to

an individual who represents outstanding ser-vice to their state and significant participation in local or national advocacy and legislative efforts advancing the profession of psychology. UNCW chair and professor of psychology Mark Galizio stated, "Puente's expertise and international success has brought recognition to UNCW and has been of critical value to the development of our department and our stu-dents."

Puente is among the national and interna-tional leaders working to develop and improve the practice of psychology. He served as the APA's representative to the American Medical Association's (AMA) Current Procedural Terminology Panel from 1994, when the first non-physicians were allowed to participate in the proc-ess, until 2009. Last year, Puente was cho-sen as the only non-physician to serve on the 17-member editorial voting panel. This group receives recommendations from the 120-member Advisory Panel and votes on what health care procedures can be done in the United States, how proce-dures are performed and how such proce-dures are valued and reimbursed. He is also a member of the APA's Com-mittee for Psychological Tests and Assess-ments. This 13-member committee of researchers and experts in educational and psychological testing will revise the Standards for Educational and Psychologi-cal Testing, which is widely used as a source of information concerning test

development and use. This committee met for the first time in 1950 and meets approxi-mately every 20 years to discuss revisions. "I am humbled and honored and just plain old lucky," said Puente about receiving the state leadership award. "UNCW is often consid-ered to have an important regional mission; we also work and have an impact at the na-tional and international level." Puente has been a member of the UNCW faculty since 1981 and is the author of seven books and more than 160 scientific and pro-fessional articles. In 2005 he founded Centro Hispano on the campus of UNCW and served as its director until 2007. He also maintains a private practice in clinical neuro-psychology and is involved with Tileston Health Clinic where he helps provide mental health services for those who could not oth-erwise afford care. Puente will receive the award in March during the APA State Leadership Conference in Washington, D.C.

In her nomination of Sawrey, UNCW Chancellor Rosemary

DePaolo stated "Kim Sawrey is the finest example of how a faculty member can be a strong advocate for first-year students. He knows he can make a difference if he con-nects with students during their first year of college.

"UNCW will never really know how many students he has kept from failing or dropping out. How-ever, we know it is faculty mem-bers like Dr. Sawrey that make this institution a stellar place for first-year students to begin their aca-demic careers."

Sawrey has been a faculty member at UNC Wilmington since 1986. In his 22 years, he has taught count-less Psychology 105 introductory courses, served as an advisor for the University College for 13 years and currently serves as chair of the

Kim Sawrey, professor of psychol-ogy at the University of North Carolina Wilmington, has been named an Outstanding First Year Student Advocate by the National Resource Center for the First Year Experience & Students in Transi-tion.

Each year, the center, based at the University of South Carolina, rec-ognizes faculty members in higher education who share the common goal of improving the educational experience of first-year students. Presidents and chancellors of American post-secondary institu-tions are invited to nominate one educator on their campus for this award. A national panel of distin-guished educators reviews the nomination portfolios and selects 10 individuals as the nation's Out-standing First-Year Student Advo-cates.

Faculty Senate's Basic Studies Com-mittee. Sawrey also was named an Outstanding Faculty Advisor by the University College in 1997 and 2007.

"This recognition is a team award," Sawrey said of being named an Out-standing First Year Advo-cate. "The experts at UNCW's University Col-lege are doing a great job helping freshmen transition into college life, through their support and their willingness to offer chal-lenges."

"We, as a university, must capture our students in their first year," he added. "We must inspire and encourage a taste for learning. We have but one chance."

Kim Sawrey Named Outstanding First Year Student Advocate!

Kim Sawrey

Antonio Puente

By Jamie Smith

By Dana Fischetti

P A G E 6

“...Her creative

talents, her

willingness to

share her gifts and

her passion for

experiential

learning as

extraordinary."

Dr. Kate Bruce

Kate Bruce Awarded NC Professor of the Year!

U N C W P S Y C H O L O G Y

Kate Bruce, professor of psychology and director of the Honors Scholars Program at the University of North Carolina Wilmington, was chosen as the 2008 North Carolina Professor of the Year. Adminis-tered by the Council for Advancement and Support of Education and sponsored by The Carnegie Foun-dation for the Advancement of Teaching, these national awards recognize professors for their influence on teaching and their commitment to undergraduate students.

Bruce was recognized during a luncheon in Washington, D.C. in November honoring the state and na-tional winners of the award. In addition to the four national winners, state-level Professors of the Year were recognized in 44 states, the District of Columbia and Guam.

Since joining the faculty at UNCW in 1984, Bruce has served as the founding director of the Center for Support of Undergraduate Research and Fellowships and has been the director of the Honors Scholars Program since 1999. Since that time, the number of students entering the program each year has grown

from 75 to 125, and the number of students participating in departmental honors in their academic majors has doubled. In 2007, Bruce served as president of the National Collegiate Honors Council, bringing international attention to UNCW.

In his letter supporting Bruce's nomination, former Provost Paul Hosier wrote, "Dr. Bruce has achieved high leadership status in almost every academic arena she touches. Her peers regard her creative talents, her will-ingness to share her gifts and her passion for experiential learning as extraordinary." Hosier pointed out several highlights of Bruce's career, including her ability to create lifetime learners through the wide array of course material offered and her advocacy for undergraduate research.

"She seems to have a natural ability to weave an educational experience to achieve maximum impact," Hosier noted.

The award committee particularly looks to recognize individuals whose activities have resulted in sustained campus transformation. The establishment of the Undergraduate Research Symposia is one example of Bruce's transformative leadership at UNCW. The symposia give approximately 100 students the opportunity to partici-pate in conversations and presentations normally reserved for graduate level students. Her administration of the Albert Schweitzer Award is another example of her campus and community involvement. Given annually by the UNCW Honors Scholars Program and Randall Library, this award honors a person from the Cape Fear area who exemplifies the attributes or interests of Albert Schweitzer.

Kate Bruce is the third UNCW faculty member to receive this prestigious award. Richard Huber, professor of elementary, middle level and literacy education in the Watson School of Education, and Carole Tallant, profes-sor of communication studies, received the award in 2002 and 2004 respectively. Tracy Hargrove, professor of elementary, middle level and literacy education, was also a UNCW nominee for the 2008 award.

**ATTENTION CURRENT STUDENTS!**

We want YOUR feedback!

Something that didn’t make it in this volume that you’d like to see next year? Something going on in the department that the greater community should know about? Have an article that you would like printed?

Please email your suggestions to wgh8418@uncw.edu, and we’ll make this newsletter what YOU really want it to be!

By Dana Fischetti

Alumni in Focus: Elaine Hogan P A G E 7 V O L U M E 4 , 2 0 0 9

approaching life and her relationships. As I mentioned previously, the notion of “reinforcement” suddenly became very prevalent within my young life, as my mother would enter a state that I would later refer to as “psych-speak” when she was pushed suffi-ciently by my perpetually charming teenage behavior. From my present perspective as a graduate student, I can look back and recount occasions in which the cadence of her voice would change, and suddenly I would be entered into a shaping procedure without any personal consent (or even approval from the IRB). Though my mother went on to successfully defend her thesis on the subject of “stimulus equivalence” working under Carol Pilgrim, I continue to think that I was her greatest accomplishment in her experimental study of human behavior. Upon graduating with her Masters degree in psychology, my mother had found that academia suited her quite well, and she began to teach several classes at both UNCW and Cape Fear Community College. She also began work as an academic advisor in the General College at UNCW. Since

she began teaching at the undergraduate level, I have operated under the correct assumption that every student passing through her Lifespan Development or Freshmen Seminar classes has intimate knowledge of at least one aspect of my early life, as she is well-known for using examples from her own experiences as a mother in her lectures. I await the day that my mother publishes a textbook on developmental psychology, rife with exam-ples of blissful memories of the sparkling personalities of my sisters and myself. Re-cently, as a military child and wife, my mother has become very involved in the Student Veteran’s Organization, providing services to any student with connections to the military. Eleven years later, at the age of 23, I am reaching the end of my first year as a graduate student in the Psychology Department at UNCW. “Old words” have be-gun to creep into my vocabulary with regularity. “Reinforcement” and “stimulus equivalence” have started to pepper my speech at a frequency that cannot be read-ily explained by my feeble 23-year old vocabulary. For those around me, it must seem like the names “Pilgrim” and “Galizio” are suddenly thrown about regu-

larly, as if all should have an intimate knowledge of who these people really are. My mom still uses “psych-speak” when we have our weekly lunches together, and I’m suddenly able to respond in kind. Since her time as a graduate stu-dent, she has carved a niche for herself at UNCW as a student, as a professor, as an advisor and as an individual. I know her in all of these capacities and am one of the lucky few who is able to say that I know her as my mother. There’s nothing more reinforcing than that.

Within the field of psychology, there are many opportunities at the master’s level that can provide students with the skills (and, in some cases, even licensing) needed in order to fur-ther their education or ready these students for practice upon completion of their degree. Here in the Psychology Department at UNCW, there are three different degree tracks available in the Graduate School, the General Psychology, Applied Behavior Analysis (ABA), and Substance Abuse Treatment Psy-chology (SATP) concentrations. The General Psychology track is designed

Over the past several years, as the world has changed dramatically in both the aca-demic and “real” worlds, more and more students are pursuing advanced degrees in order to increase their level of profes-sional training and improve their pros-pects once they enter the job market. According to the Council of Graduate Schools, in 2007, close to two million students were enrolled in master’s and doctoral degree programs in the United States, and over 120,000 of these stu-dents were enrolled in degree programs within the social sciences.

“to prepare students for subsequent entry into doctoral programs in experimental and applied settings.” This two-year program has a strong focus on research within a field of interest of the individual student, prepar-ing them for future doctoral study. While completion of this program does not grant eligibility to practice psychology, the aca-demic and professional skills acquired pro-vide opportunities as researchers, adminis-trators, or even careers within the univer-sity system.

Master’s of Arts in Psychology at UNCW: An Exploration

Continued from Page 2...

Elaine Hogan and husband, Pat.

Continued on Page 9...

P A G E 8

“The mission of

UNC Tomorrow

will focus almost

entirely on the

fundamentals of

education,

research and

scholarship, and

public service.”

The University of North Carolina system is renowned for its dedication to excel-lence not only in acade-mia, but in meeting the needs of the people of

North Carolina. In order to continue to effectively serve a climate that is in a constant state of flux (as is the case with the fluctuating nature of the needs of people), a service must be willing to constantly improve upon itself if it is to remain effective. The UNC system is attempting to do just this, with its UNC Tomorrow initiative. According to UNC Tomorrow (www.nctomorrow.org), the goal of this new initiative, formed in early 2007, is to “produce a more proac-tively responsive University focused on meeting the challenges of the state over the next 20 years.” In order to accomplish this goal, the UNC Tomor-row program will have to identify the challenges facing North Carolina resi-dents and how the UNC system can best meet these issues. The mission of UNC Tomorrow will focus almost entirely on the funda-mentals of education, research and scholarship, and public service. This process, in order to remain effective, is going to take some time, and there are several key steps that have already been undertaken that have gotten the proverbial ball rolling.

1) Preparation - February – July 2007 This initial phase involved working with campuses to understand current

U N C W P S Y C H O L O G Y

practices in meeting challenges facing the state and their respective regions. The system began to conceptualize new methods of addressing problems or up-dating older methods in order to maxi-mize their effectiveness.

2) Assessment - August 2007 – January 2008 Following the preparation phase, the ini-tiative focused on outreach to local busi-nesses, communities and political organi-zations in order to assess their needs for the coming decades.

3) Response - February – May 2008 The beginning of the true intervention, this phase was marked by development of concrete responses to the needs iden-tified in the previous two stages, target-ing where, how, and what should occur in each NC region. The UNC Board of Governors met to approve response plans and then moved on to the final stage.

4) Implementation - June 2008 – January 2012 Essentially, at this point the interventions identified in the previous stages are being put into effect at both the campus- and greater UNC-levels in a continuing at-tempt to better the state of North Caro-lina and its inhabitants.

As the world continues to evolve as this new millennium wears on, the attempts of initiatives such as UNC Tomorrow will be vital in the continued effort to ensure the well being of the communities of North Carolina and their progress to-wards these goals.

UNC Tomorrow...Today!

2008-2009 Student Research/Service Awards! P A G E 9 V O L U M E 4 , 2 0 0 9

The UNCW Psychology Depart-ment is pleased to announce the winners of the 2008-2009 stu-dent research and service awards! These three individuals displayed a high degree of merit in several academic and personal arenas, and the Undergraduate Steering Committee is pleased to award them with these dis-tinctions to honor their achieve-ments. The Michael Bradley Award was awarded to Ashley Noble. Noble worked closely with Simone Nguyen to complete her Honors thesis examining the long-term effectiveness of a the-ory-based intervention in in-creasing children’s understand-ing and preference for healthy foods and exercise. A theory-based intervention presents in-formation to children in a co-herent and causally related way. The methods involved a pre-test/intervention/post-test de-sign, and included a five month follow up. The follow-up, the

focus of her Honors work, examined children’s perform-ance on the post-test over time. Noble is hoping to enter graduate school in Fall 2009 in order to pursue school psy-chology. The Cape Fear Psychological Association Award was awarded to Julie Robinson. Also working closely with Nguyen, Robinson’s Honors thesis regarded studying the inverse relationship between food taste and nutritional value, which may provide some in-sight into food preference as-sessment and the choices peo-ple make regarding their per-sonal health-related behaviors. Robinson hopes to attend graduate school at UNCW in the fall, in order to prepare herself for future doctoral work. The Williams-Kowal Award was awarded to Mallory Glea-son. Gleason has worked in

conjunction with current gradu-ate student Lucia Lazarowski, regarding the effect of exemplar set size on identity concept learning in rats, utilizing an olfac-tory match-to-sample proce-dure. Working closely with Kate Bruce, Gleason has been awarded not only the Williams-Kowal Award for basic science research, but also the CSURF Fellowship competition for this research. After graduation, Gleason plans to work with Amity Corporation in order to teach English in Japan. The Psychology Department would like to extend its thanks and well-wishes to these three exceptional students as they undertake their respective ven-tures upon completion of their undergraduate educations. All three individuals have brought honor and prestige to the de-partment, and we thank them all for their continued hard work and commitment to excellence. Best of luck in the coming years!

trations include a clinical licensure element that will provide students conferred with these degrees the ability to practice Psychology, within their respective fields, as either a Board Certified Behavior Analyst (BCBA) or Clinical Addictions Specialist (CAS) and certifica-tion as a Licensed Psychological Associate with Health Services Pro-vider (LPA-HSP-PA). Both of these programs take roughly 2 ½ years to complete. The final six months of the program focus on a 1,000 hour clinical internship that meet the hour requirement for licensure and provide hands-on job training for students. While the opportunities for doctoral degree programs are still plen-tiful across the country, options like those offered by UNCW at the master’s level are incredibly beneficial for people wanting a high quality education, training for future doctoral study or to be licensed for psychology practice. The graduate degree programs provided by UNCW are a fantastic opportunity for anyone interested in pursuing psychology as a career. For more information, visit our web site at www.uncw.edu/psy/grad-purpose.html.

The Applied Behavior Analysis (ABA) concentration places an emphasis on training students in methods of providing intervention techniques to individuals with developmental disabilities. Apart from thesis work common to all degree concentrations, coursework within the ABA track prepares students for the Board Certified Be-havior Analyst Examination, which will allow them to secure their licensure and future eligibility to practice Applied Behavior Analysis. The Substance Abuse Treatment Psychology (SATP) degree program, like the ABA program, provides students with an opportu-nity to be licensed to practice psychology once their degree has been conferred. This concentration focuses primarily on “assessment and the use of psychotherapy in the treatment of substance abuse in adults.” Like the ABA program, the academic training that students receive within the SATP program prepares them for dual licensure so that, after graduation, they can practice within their field immediately. Unlike the General Psychology program, the ABA and SATP concen-

Continued from Page 7...

Ashley Noble

Mallory Gleason

P A G E 1 0

All three

Psychology

concentrations

combine for this

enjoyable annual

affair.

What better way

to start off the

year than with new

and old friends?

Faculty and

students

alike par-

take in the

occasion to

be around

friends and

family.

U N C W P S Y C H O L O G Y

2008-2009 Welcome Party!

We wish to sincerely thank the department’s alumni and friends who have been so generous in their support over the years. We continue to need support. Donations and gifts to the Depart-ment of Psychology may be allocated to support merit scholar-ships for undergraduate students, faculty and student research or our departmental speaker series.

Since the inception of the Psychology Department, we have con-tinued to strive for excellence, and you can help us attain that goal. In appreciation of your support, the department would like to place you on our newsletter mailing list so that you may con-tinue to stay abreast of what is happening in the department.

Also, we would like to recognize your donation on our Web site and in future issues of the newsletter. Of course, if you would like your donation to remain anonymous, simply indicate that to us and we will accommodate the request.

Please consider contributing to the Psychology Department’s continued excellence and growth. Your gift will qualify as a chari-table donation. You may designate how your donation will be allocated by indicating your choice on the form below and send-ing this form in with your donation. Also, you may visit the Web site, where under the tab “Alumni and Friends” you may print out the same donation form.

601 South College Road

Wilmington, NC 28403-5612

Phone: 910-962-3370

Fax: 910-962-7010

E-mail: hakanr@uncw.edu

UNCW Department of Psychology

Help Us Grow!

uncw.edu/psy

Psychology Department

Amount: $ _____________ Allocation

Psychology Dept. Trust Fund

Williams / Jackson Merit Scholarship Fund

You may also donate via credit card:

Visa MasterCard

Card No: __________________________ Exp. Date: _____/_____ Name: __________________________

Signature: X__________________________

Please make checks payable to UNCW and send to:

UNCW Advancement Services 601 S. College Road Wilmington, NC 28403-3297

UNC Wilmington is committed to and will provide equality of educational and employment opportunity. Questions regarding program access may be directed to the Compliance Officer: UNCW Chancellor’s Office, 910.962.3000, Fax 910.962.3483.

500 copies of this public document were printed at a cost of $1,001.04 or $2.00 per copy (G.S.43-170.1).

University of North Carolina Wilmington Department of Psychology 601 S. College Road Wilmington, NC 28403-5612

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University of North Carolina Wilmington

Social and Behavioral Sciences Building