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SS_Hays_09.21.15

School Psychology

Elizabeth is currently seeking her PhD in school psychology. Originally from Hendersonville, TN she received her BA in psychology, MS in educational psychology, and a graduate certificate in grief, loss, and trauma all at the University Tennessee. She joined the School Psychology program in 2011. We asked her to reflect on some of her past and current experiences. Read her responses below.

Awards
  • Richard W. Yoakley Fellowship – 2014 | Fellowship given by the Yoakley family to support a local school psychology student.
Accomplishments

Roles/Positions

  • Editorial Assistant for the Journal of Evidence-Based Practices for Schools – 2013-2015
  • GTA Academic Advisor in the College of Arts and Sciences – 2012-2015

Publications

  • Bell, S. M., Taylor, E. P, McCallum, R. S., Coles, J. T., Hays, E. (2015). Comparing prospective twice-exceptional students to high-performing peers on high-stakes tests of achievement. Journal for the Education of the Gifted, 1-24. doi:10.1177/0162353215592500
  • Dissertation: “Academic Outcomes in Higher Education for Students Screened as Twice-Exceptional: Gifted with a Learning Disability in Math or Reading” Steve McCallum chair

Presentations

  • Hays, E., Browarnik, B., McCallum, R.S., Bell, S. M. (2015). Higher education outcomes for students screened as twice-exceptional. Presented at the annual convention for the National Association of School Psychologists, Orlando, FL.
  • Coles, J., Hays, E., McCallum, R. S. (2015). The relationship of educators’ perceptions and knowledge of cognitive testing. Presented at the annual convention for the National Association of School Psychologists, Orlando, FL.
  • Hays, E., & Skinner, C. H. (2014). Randomized criteria and dependent group contingencies to reduce class-wide disruptions. Presented at the Mid-South Regional Conference on Psychology in the Schools, Chattanooga, TN.
  • Browarnik, B., Durall, E., Hays, E., Coles, J. (2014). Comparing prospective twice-exceptional students to high-performing peers on high stakes tests. Presented at the annual conference for the American Psychological Association, Washington, D.C.
  • Hays, E., Coles, J., McCallum, R.S., Walpitage, L. (2013). Pre-service teachers’ knowledge and perceptions of intelligence tests. Presented at the annual conference for the Tennessee Association of School Psychologists, Nashville, TN.
  • Miller, K. C., Hays, E., Bell, S. M., McCallum, R.S. (2012). Predictive validation of CBM data slopes using varying time intervals. Presented at the annual conference for the National Association of School Psychologists, Seattle, WA.

Refer to Curriculum Vita for more details

Elizabeth Hays at a poster presentation.

Current Occupation

Intern
Cypress-Fairbanks Independent School District, Cypress, Texas

I work with students in both general and special education. My primary roles are behavioral consultation, assessment, and pre-referral intervention for behavioral, social, and academic concerns. I also provide individual and group counseling to students. I also have opportunities to practice evidence-based interventions in the Family Counseling Clinic.

Personal Interests

In my spare time I love to build wooden furniture. I always like to have a project going on on the side, and over the past few years I’ve built enough furniture to completely furnish my apartment. My favorite thing that I have built is my secretary desk. I also enjoy taking my dog Lyla to the dog park and spending time with my family, friends, and boyfriend.

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Future/Vocational Goals

After finishing my internship, I plan to become nationally certified as a school psychologist. While I am excited to start working in the schools, I like that this degree has also prepared to me to pursue licensure as a psychologist, which would give me the option of working in a clinic focused on assessment, behavioral intervention, and consultation.

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

I would encourage new school psychology students to be proactive about seeking out supplemental experiences beyond the core practicum requirements. While I think it is important to avoid over-committing, I would encourage students to gain as much breadth as they can in their exposure to different populations, settings, and experiences. I also would encourage students to work as a team with the other students in their cohort; it’s a lot easier that way.

What sold you on this program?

One thing that really stood out to me about this program was the efficiency. When I met with the current students on my interview day, almost all of them were on track to finish their degrees within 5 years. Anxious to work as a practitioner, I loved that the program was set up to push me to work hard so I could get out into the field. I could see how student-focused the faculty were, and I felt like I could trust them to help me make the most out of my time in graduate school. Entering our fifth year, all four students in my cohort have defended our dissertations and feel prepared for our internships.

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SS_Skutnik_05.18.15

Learning Environments & Educational Studies

Anne is currently seeking her PhD in Education with a concentration in Learning Environments and Educational Studies. Originally from Annadale, Virginia she received her MA in History at Virginia Polytechnic Institute and State University and came to the University of Tennessee, Knoxville in 2012. We asked her to reflect on some of her past and current experiences. Read her responses below.

Accomplishments
  • Lead GTA, Educational Psychology 401 Instructional Team

Presentations

  • Yamagata-Lynch, L.C., Skutnik, A. and Do, J. (2015). Addressing Epistemological and Methodological Tensions in Qualitative Inquiry with Mediated Action. Paper presented at the International Congress for Qualitative Inquiry, Urbana-Champagne, IL.
  • Yamagata-Lynch, L.C., Do, J., and Skutnik, A. (2015). Qualitative Data Interpretation and Storytelling with Activity Systems Analysis. Paper presented at the International Congress for Qualitative Inquiry, Urbana-Champagne, IL.
  • Franklin, K., Dellard, T., Murphy, B., Plaas, K., Skutnik, A., Sohn, B., Williams, M., Greenberg, K., Greenberg, N., Pollio, H., and Thomas, S. (2014). A Transformational Twist on Learner-Centered Teaching: Experience and Existential Phenomenology. Paper presented at the Sixth Annual Conference on Higher Education Pedagogy Center for Instructional Development and Educational Research, Blacksburg, VA.

Poster Sessions

  • Redesigning Engineering Distance Education
    Association for Educational Communication and Technology
    Jacksonville, Florida November 5-8, 2014.
  • Listening to Students 1-2-3
    Conference on Higher Education Pedagogy
    Virginia Polytechnic Institute and State University
    Blacksburg, Virginia February 5-7, 2014.

Refer to Curriculum Vita for more details

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Current Occupation

Lead Graduate Teaching Associate
University of Tennessee, Knoxville

I am the lead Graduate Teaching Associate of the Educational Psychology 401 instructional team. Educational Psychology 401 is a course required of preservice teachers prior to their practicum year and focuses on the application of learning theories to the K-12 classroom.

Personal Interests

Outside of school, I try to garden, hike, and work on home improvement projects with my husband. I just became a mom to an adorable son named Joseph, which is very exciting and just a bit scary.

Future/Vocational Goals

I enjoy teaching at the university level and have found the experience to be very rewarding, and so I’d like to consider continuing on that path. I’m also pursuing my MS in Instructional Technology. The LEEDS program’s interdisciplinary nature has given me the freedom to pursue many different paths.

What sold you on this program?

Because most of my previous educational pursuits were in fields outside of education, I wanted a program that embraced those roots. The LEEDS program and its blend of educational psychology, instructional design, and cultural studies in education appealed to me because of it’s interdisciplinary nature. All of the faculty in the program bring a wealth of knowledge about their disciplines, and the overlap between the three core areas means that students are able to look deeper at current educational issues. I know I will be a very well-rounded scholar once I graduate from this program.

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

You’re in a good place 🙂 All of my interactions with faculty members within the department have been positive, even if I’m not within their program. Everyone is very encouraging of graduate students. The LEEDS faculty is great, and very invested in our success as future scholars. And I would be lost without the support of my peers within the program – their encouragement and enthusiasm (even at the end of the semester when things go pear-shaped) keeps me going.

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Educational Psychology & Counseling Department
College of Education, Health & Human Sciences

535 Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, TN 37996-3452
Phone: 865-974-8145 Fax: 865-974-0135