School Psychology

Samantha is currently seeking her PhD in School Psychology. Originally from Centerville, OH she received her BA in psychology from Cedarville University (Ohio) and her MS in Applied Educational Psychology from UT Knoxville. In 2012, she joined EPC. We asked her to reflect on some past and current experiences. Read her responses below.

Awards

• Chancellor’s Fellowship (2012-2016): Fellowship given to support the continued education of students.
• The Ron Carlini Persistence Award (2014): Award given through the school psychology program for assisting with the APA accreditation process.

Accomplishments

Roles/Positions
GRA in the School Psychology program: 2012-2015
KLASS Center Clinic Coordinator: 2015-2016
GTA for Assessment Practicum in the School Psychology program: 2015-2016

Peer Reviewed Publications
Cazzell, S. S., Browarnik, B. L., Skinner, A. L., Cihak, D. F., Skinner, C. H., & Forbes, B. (2016). Extending research on a computer-based flashcard reading intervention to post-secondary students with intellectual disabilities. School Psychology Forum: Research in Practice, 10, 191-206.

Forbes, B. E., Skinner, C. H., Maurer, K. M., Taylor, E. P., Schall, M., Cazzell, S., Ciancio, D., Conley, M., & Conley, E. (2014). Prompting faster reading during fluency assessments: The impact of skill level and comprehension measures on changes in performance. Research in the Schools.

Watson, T. L., Skinner, C. H., Skinner, A. L., Cazzell, S., Aspiranti, K., Moore, T., and Coleman, M. (2016). Preventing disruptive behavior via classroom management: Validating the color wheel system in kindergarten classrooms. Behavior Modification, 1, 1-23.

Schall, M., Skinner, C. H., Cazzell, S., Ciancio, D., Ruddy, J., & Thompson, K. (e print January 2016). Extending research on oral reading fluency measures, reading speed, and comprehension. Contemporary School Psychology. DOI 10.1007/s40688-015-0083-

Cazzell, S., Skinner, C., Ciancio, D., Aspiranti, K., Watson, T., Taylor, K., McCurdy, M., & Skinner, A. (in submission). Evaluating a Computer Flashcard Sight-Word Recognition Intervention with Self-Determined Response Intervals in Elementary Students with Intellectual Disability. School Psychology Quarterly.

Peer Reviewed Presentations
Cazzell, S., Taylor, K., Skinner, C., McCurdy, M., Skinner, A., Ciancio, D., Beeson, T., & Cihak, D. (February 2016). Evaluating a computer flashcard reading intervention with self-determined response intervals in a post-secondary student with Intellectual Disability. Poster presented at the University of Tennessee Gallery of Excellence, Knoxville TN.

Gibbons, S., Ryan, K., Skinner, C., Taylor, K., Beeson, T., Ciancio, D., & Cazzell, S. (February 2016). Expanding Research on a Computer-Based Flashcard Reading Intervention with a Post-Secondary Student in the FUTURE Program.Poster presented at the University of Tennessee Gallery of Excellence, Knoxville TN.

Taylor, K., Skinner, C., Cazzell, S., Ruddy, J., Ciancio, D., Cihak, D., & Beeson, T. (February 2016). Perceptual disfluency and learning in a FUTURE student with Intellectual Disability. Poster submitted for presentation at the University of Tennessee Gallery of Excellence, Knoxville, TN.

Taylor, K., Crabtree, K., Turnbull, S., Ciancio, D., & Skinner, C. (August 2015). The effectiveness of readability formulas as predictors of oral reading fluency. American Psychological Association (APA) Conference, Toronto, Ontario.

Schall, M., Skinner, C. H., Cazzell, S., Ciancio, D., Ruddy, J., & Thompson, K. (February 2015). Extending research on oral reading fluency measures, reading speed, and comprehension: The ransom note study. Presented at the National Association for School Psychologists (NASP) Conference, Orlando, FL.

Schall, M., Skinner, C. H., Cazzell, S., Ciancio, D., Ruddy, J., & Thompson, K. (October 2014). Extending research on oral reading fluency measures, reading speed, and comprehension: The ransom note study. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Chattanooga, TN.

Tiffany, W., Katie, C., & Cazzell, S. (October 2014). The Effectiveness of Readability Formulas as Predictors of Oral Reading Fluency. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Chattanooga, TN.

Cazzell, S. (April 2014). Student perceptions of the utility and effectiveness of a computer-reading intervention. Presented at the University of Tennessee (Survey Research class), Knoxville, TN.

Forbes, B. E., Schall, M., Cazzell, S., Taylor E. P., & Skinner, C. H. (February 2014). Prompting faster reading: The impact of comprehension measure. Presented at the National Association of School Psychologists (NASP) Conference, Washington, D.C.

Cazzell, S. S., Browarnik, B. L., Skinner, A. L., Cihak, D. F., Skinner, C. H., & Forbes, B. (November 2013). Extending research on a computer-based flashcard reading intervention to post-secondary students with intellectual disabilities. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Montgomery Bell State Park, Burns, TN.

Cazzell, S. S., Browarnik, B. (November 2013). Assessment of Two Reading Interventions. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Montgomery Bell State Park, Burns, TN.

Cazzell, S. S., Browarnik, B. (March 2013). Assessment of Two Reading Interventions. Presented at the Graduate Student Research Colloquium, University of Tennessee, Knoxville, TN.

See Curriculum Vita for additional details.

Current Occupation

Pre-Doctoral School Psychology Intern
Lenoir City Schools
Lenoir City, TN

As a school psychology intern at Lenoir City Schools, I will be working with students in elementary, middle, and high school who have academic, behavioral, and/or social-emotional concerns. In these schools, I assess students with educational concerns, develop academic and behavioral interventions, and consult with parents and teachers to promote student growth. I also have opportunities to counsel students with social-emotional concerns.

Personal Interests

I have really enjoyed exploring Knoxville after moving here from Ohio for graduate school. I especially like visiting the mountains with my husband, going downtown to shop at the Farmer’s Market, paddle-boarding at the Quarry, and trying out new restaurants. I also enjoy baking treats, going on walks after work, and spending time with my family and friends.

Future/Vocational Goals

After I complete my internship, I hope to work in the schools and put the skills that I have learned into practice. I especially like working in school environments because it allows for continued collaboration with teachers and parents to make educational decisions that benefit students. Eventually, I may pursue licensure in the hopes of becoming a licensed psychologist so that I can also have the opportunity to work in a clinic setting with children, adults, and families.

What sold you on this program?

I decided to attend the University of Tennessee to study school psychology for several reasons. To begin, I appreciated this program’s timeline that allows for students to progress through classes, complete their dissertation and internship, and ultimately, finish the program within five years. I also liked how supportive the students appeared during the interview process and how willing they were to answer all of my questions. Finally, I chose this program because of the funding opportunities presented through assistantships. I am so thankful that this funding was available throughout the duration of my time at UT Knoxville.

What would you tell an incoming student who joins the program?

I would encourage students to develop a good working relationship with their cohort and seek outside experiences to broaden their knowledge-base, especially during the first few years of the program. In seeking outside opportunities in their respective area(s) of interest, students can build their vitaes and gain experiences working with varied populations that will be beneficial when applying for internships and jobs. Also, don’t be afraid to ask questions! Getting through a graduate program is a long process, and the cohorts above you are excellent sources of information if you have any questions.

Instructional Technology

Hathaway earned an MS with the Instructional Technology program in 2014. Originally from Wilmington, DE, he now lives in Maryville, TN. We asked him to reflect on past experiences with EPC and discuss where he’s at now. Read his responses below.

Current Occupation

Health Physicist
Professional Training Programs
Oak Ridge Associated Universities (ORAU)
Oak Ridge, TN

I am involved in developing, coordinating, and conducting training courses in health physics*. These courses for corporate and government clients may be face to face (F2F) and/or online.

*Health physics – the science of protecting people and their environment from potential radiation hazards, while making it possible to enjoy the benefits of the peaceful use of the atom.

Awards and Accomplishments Earned as a Student

Not so much of an award as it is an accomplishment, but selfishly getting my classmates to collaborate on project topics of personal interest to me.

Accomplishments since Graduating

After completing my MS in Instructional Technology, I was successful in implementing a ‘prototype’ IT class project. I and my team took 14 months and converted a F2F course (consisting of 80 hours of instruction and hands on laboratory exercises + 2 weeks of travel and expenses) and converted it into a course which blended asynchronous, level 2 online content, synchronous online meetings, and only 4 days of travel and expenses. This successful foray into online learning was instrumental in our group winning a multi-million dollar government contract to continue similar course conversions.

Personal Interests

Personal interests include travel and outdoor activities; i.e, snow skiing in the winter, fishing in the spring, kayaking in the summer, and football (watching) and hunting in the fall.

What do you think was the most rewarding/challenging about this program?

The IT program was ‘on-campus’ when I started and was employed at the University of Tennessee Medical Center. Shortly after I started, the IT program transitioned to its current ‘online’ format. Yes, the ‘online’ experience took a bit getting used to but the side benefit – you can go on vacation and still attend class.

Did you end up where you thought you would?

Not exactly. When I started the IT program, I was employed at the University of Tennessee Medical Center as the Program Director for the School of Nuclear Medicine. It was there I had an interest in distance learning and started in the IT masters program at UT. Literally two courses into the program, the School of Nuclear Medicine closed and I landed at ORAU. They had ideas of offering online training but had none at the time. Well I stayed in the IT program and the rest is history.

How did your experiences as a student help you in your professional/personal life after graduation?

In retrospect, the transition of the IT program to a blended synchronous/asynchronous, online format greatly benefited me in my new position at ORAU where my team and I produce content and develop blended online courses. Nothing like having a personal experience in an online learning environment.

Applied Educational Psychology

Alyssa is currently seeking her MS in educational psychology with a concentration in the Applied Educational Psychology program. Originally from Knoxville, TN she received her BS in psychology from UT Knoxville and joined EPC in 2014. We asked her to reflect on some past and current experiences. Read her responses below.

Awards

• Selected to join Gamma Beta Phi National Honor Society

Accomplishments

I am one class away from completing my Master’s course work in Educational Psychology and achieving my own personal goal of attaining straight A’s throughout the program.

Current Occupation

Accounting Specialist
Treasurer’s Department
University of Tennessee, Knoxville

I currently work as an Accounting Specialist working with biweekly payroll for the Treasurer’s department at the University of Tennessee, Knoxville.

Personal Interests

I love spending time with my husband and our very large family. Reading is my favorite pastime. I love to travel and explore new places, and I hope to be able to do more traveling once I am done with school. After graduation, I plan on devoting my time learning Spanish, my husband’s native language and dabbling in creative writing.

Future/Vocational Goals

I would love to continue working for the university as an academic advisor, specifically working with first year freshmen. I am also passionate about working with low-income adolescents. I would love to be an advocate for kids who have never had anyone tell them that they can succeed in college. If I have learned anything from this program, it is that self-efficacy and motivation are two pivotal factors that drive success, and I want to help kids and young adults learn how to learn and achieve their goals.

What sold you on this program?

I was sold on this online master’s program the second I reached out to Cathy Hammon (program coordinator) and we had our first conversation about the specifics of the program. I did not think it was possible to develop such personal relationships with others in an online setting, but I have made so many friends and connections by becoming part of this learning community.

What would you tell an incoming student who joins the program?

I would tell any incoming student joining the program or department that EPC’s faculty and staff members genuinely want you to succeed and are always available to answer any questions or concerns. I would also tell incoming students to not be afraid to put yourself out there and get involved. Not everyone may have the opportunity to be local in an online program, but for those who are local, I have found that attending orientations, dissertation defenses, or other events hosted by the department are a great way to meet people.