Core Program Faculty

  • Erin Dowdy

    Ph.D., The University of Georgia
    Professor
    Licensed Psychologist, State of California; Credentialed School Psychologist, State of California; Nationally Certified School Psychologist

    Office: 2139 Education Building 805-893-2703
    Email: edowdy@education.ucsb.edu

    Interest areas: Prevention and early intervention, social-emotional and behavioral assessment, universal screening for mental health risk and strengths, culturally responsive practices, school-based mental health.

  • Jon W. Goodwin

    Ph.D., University of Iowa
    Associate Professor of Teaching
    Director of the Ray E. Hosford Counseling and Psychological Services Clinic
    Licensed Psychologist, State of California; Credentialed School Psychologist, State of California; Licensed Psychologist, State of Iowa; Nationally Certified School Psychologist

    Office: 2119 Education Building 805-893-8136
    Email: jongoodwin@ucsb.edu

    Interest areas: Assessment of learning differences, psychoeducational services for students with advanced intellectual ability, scholastic functioning of children and adolescents with craniofacial disorders (e.g., clefts of the lip and/or palate).

  • Shane R. Jimerson

    Ph.D., University of Minnesota-Twin Cities
    Professor
    Director, Academic Program Development
    Credentialed School Psychologist, State of California; Nationally Certified School Psychologist

    Office: 2121 Education Building 805-893-3366
    Email: jimerson@ucsb.edu

    Interest areas: Early intervention and prevention, school violence and safety, dropouts, reading education, safety education, educational psychology and measurement, elementary education, behavioral and social development.

  • Janine M. Jones

    Ph.D., University of Texas at Austin
    Professor
    Associate Vice Chancellor for Graduate Affairs
    Anne and Michael Towbes Dean of the Graduate Division
    Licensed Psychologist, State of Washington; Nationally Certified School Psychologist

    Office: 3117 Cheadle Hall 805-893-2277
    Email: janinejones@ucsb.edu

    Interest areas: Culturally responsive adaptations to mental health interventions, translational research in school psychology, school engagement and sense of belonging for students of color.

  • Arlene Ortiz

    Ph.D., Pennsylvania State University
    Assistant Professor of Teaching
    Licensed Psychologist, State of California; Credentialed School Psychologist, State of California; Nationally Certified School Psychologist

    Office: 2129 Education Building 805-893-3483
    Email: arleneortiz@ucsb.edu

    Interest areas: Bilingual assessment of culturally and linguistically diverse students, training and supervision of pre-service bilingual school psychologists.

  • Matthew Quirk

    Ph.D., University of Georgia
    Professor
    Director, International Center for School-Based Youth Development
    Graduate Advisor, Department of Counseling, Clinical, and School Psychology

    Office: 2145 Education Building 805-893-5914
    Email: mquirk@education.ucsb.edu

    Interest areas: School readiness, academic assessment and intervention, academic motivation and engagement, early literacy and language development, emergent multilingual learners.

  • Jill Sharkey

    Ph.D., University of California, Santa Barbara
    Professor, Gevirtz Graduate School of Education
    Credentialed School Psychologist, State of California; Nationally Certified School Psychologist

    Office: 2133 Education Building 805-893-3441
    Email: jsharkey@education.ucsb.edu

    Interest areas: Antisocial behavior, juvenile delinquency, emotional and behavioral disorders, developmental psychopathology, risk and resilience, school violence, student engagement, assessment and measurement.

  • Miriam Eady Thompson

    Ph.D., University of Arizona
    Associate Professor of Teaching
    Director of Clinical Training and School Psychology Credential Coordinator
    Director, UCSB Mind and Behavior Assessment Clinic
    Department of Counseling, Clinical, and School Psychology
    Licensed Psychologist, State of California; Licensed Psychologist, State of Massachusetts; Nationally Certified School Psychologist

    Office: 2123 Education Building
    Email: miriameadyt@ucsb.edu

    Interest areas: Training and professional issues in psychology, psychological assessment, open inquiry, viewpoint diversity, psychology graduate student training, pedagogy in psychology.

Program Overview

Program Description and Philosophy

The Master of Education (M.Ed.) in School Psychology program provides specialist-level training in school psychology. The M.Ed. in School Psychology program requires all M.Ed. and Pupil Personnel Services (PPS) coursework and is a full-time program. The program aims to meet the standards of the National Association of School Psychologists (NASP) and implements a "science-to-practice" model. The program faculty are committed to highlighting the implications of research findings in psychology and education for psychological services in school settings. In turn, the program emphasizes the analysis of problems encountered in school settings from a scientific/evaluative/research point of view. The faculty recognize the need for school psychologists to utilize research-based skills and evidence-supported strategies to assist all students to learn and maximize their human potential. In addition to core content courses, this scientific/evaluative/research perspective is complemented by ongoing fieldwork experiences in local schools and agencies. Practicum experiences are closely supervised by both university and field supervisors.

The UCSB M.Ed. in School Psychology training model emphasizes the integration of theory, research methodology, professional role development, and practice/skills, with a focus on developing strong research and data analysis skills, assessment, consultation, evaluation of programs and services, and legal/ethical issues. Research methodology includes coursework in research, evaluation, and quantitative analysis. Professional role development involves the engagement of students in reading and active discussion about the changing role of the school psychologist in the schools. Field-based practice and skill development is accompanied by university-based supervision designed to integrate the areas of theory, research, and role development with what the students are experiencing in the field. Effective scholarship and provision of support services also require awareness, knowledge, and skill development in working with diverse populations. Therefore, there is an emphasis on how existing knowledge and skills can be applied and adapted to serve every child, and identifying further opportunities for future scholarship to inform practice. Particular attention is given to scholarship that facilitates the learning of children from historically marginalized and underserved communities.

The Gevirtz School Vision and Mission

  • Vision: The Gevirtz School of Education (GGSE) will be a leader in addressing pressing social justice issues through interdisciplinary collaborations grounded in educational and applied psychological research, teaching, and service.
  • Mission: (1) To conduct scholarly inquiry into education and applied psychology, especially into community responses to the opportunities and challenges posed by individual, economic, linguistic, and cultural diversity in our multicultural society; (2) To educate scholar researchers and scholar practitioners to address educational opportunities and challenges arising from diversity; and (3) To develop and maintain exemplary programs that serve as models for teaching, research, and service.

Accreditation and Credentialing

The California Commission on Teacher Credentialing (CCTC) accredits units that offer state-level credentials for practice in the schools. The M.Ed. program at UCSB has been accredited by the CCTC since 1991. Graduates of the program earn the Pupil Personnel Services (PPS) credential for school psychology practice in the State of California. Graduates may also apply for distinction as a Nationally Certified School Psychologist (NCSP) through the National Association of School Psychologists (NASP). In 2023, the M.Ed. program was formally conferred "candidacy status" for accreditation by NASP.

Faculty and Students

Given that the field of school psychology is constantly evolving to meet the needs of students and their families, students and faculty in the M.Ed. program represent a variety of diverse backgrounds and interests. The program is designed to encourage innovation in the delivery of psychological services in schools and other settings that serve children and their families. Collaboration occurs with other faculty within the Counseling, Clinical, and School Psychology (CCSP) department and the Gevirtz School. Please see Appendix P for a list of key faculty students should be familiar with during their graduate studies.

Members of the UCSB School Psychology faculty are expert practitioners and/or researchers. In addition to their duties as faculty members, they collectively maintain responsibility for aspects of the program's administrative functioning. All members of the faculty are actively involved in various regional, state, national, and international professional organizations that include NASP, the California Association of School Psychologists (CASP), the International School Psychology Association (ISPA), and the American Psychological Association (APA).

The School Psychology M.Ed. program admits a limited number of students each year to ensure high-quality training and a close working relationship between faculty. Only students who aspire to, and are qualified for, a specialist program are admitted. Students are selected for admission in keeping with their potential for advanced graduate study as well as the training resources available. All applications are screened by program faculty and a subset of applicants are selected for interviews. A rubric is used as part of the selection process. Both students with a bachelor's and master's degree may be admitted to the program.

Upon completion of the program, graduates will be prepared to obtain positions as school-based providers of school psychology services. Graduates may also use their knowledge and skills to pursue employment in other relevant settings. Please see Appendix R for a list of program alumni.

Student Organizations and Facilities

Student organizations within the Gevirtz School foster a sense of community and allow opportunities for student voice development. In addition to the student organizations listed below, the university provides various student services (Appendix Q).

  1. The School Psychology Student Association (SPSA) provides a means for students within the school psychology M.Ed. and Ph.D. programs to communicate with faculty, express any concerns that may emerge, and address program issues. One to two student representatives are chosen by the student body to attend faculty meetings. Meeting notes are prepared and shared with the school psychology listserv.
  2. The Graduate Student Association (GSA) is the elected student government for the UCSB graduate students. The GSA articulates graduate student concern to the campus administration and campus-wide committees that address a wide range of issues. Additionally, the GSA provides graduate students with information pertinent to student life and hosts various social events throughout the year. The GSA is located in MC 6052 of the University Center. More information can be found on the Graduate Student Association Website.
  3. Break Room Facilities: There is a break room in ED 2151 that has an oven and refrigerator that CCSP graduate students can use. Additionally, shared student mailboxes are also located in ED 2151.

Communication

Communications and announcements are primarily sent through the School Psychology student listserv. Therefore, the program requires that each student obtain and utilize their university email account. Information regarding email accounts can be obtained from the GGSE Information Technology Group Email help@education.ucsb.edu (805-893-8031), which is located in ED 4203. Students are assigned and expected to use a "ucsb.edu" email account to communicate with faculty and fieldwork personnel, and to receive university correspondence.