School Psychology Core Faculty

School Psychology Core Faculty

Dr. Janay Sander is the director of training and administers the program. Administration of the program is conducted with the counsel of the school psychology core faculty as well as the department chair. The school psychology core faculty includes Andrew Davis (FTE = 100%), Gregory Callan (FTE = 50%), Maria Hernandez Finch (FTE = 100%), Kathrin Maki (FTE = 100%), Renee Nevins (100% FTE), Eric Pierson (100% FTE), and Janay Sander (100% FTE). The program is committed to preparing school psychologists who integrate theory, research, and practice in their implementation and evaluation of psychological services and in their production of applied research. The program faculty, through their unique perspectives and experiences, create a learning environment that encourages students to experiment with different theoretical perspectives and approaches to research. Faculty pursuits reflect a range of interests, including neuropsychology, measurement, statistics, preschool assessment, developmental disabilities, learning disabilities, and school retention. Following the scientist-practitioner model, each of the faculty members takes an eclectic perspective. Furthermore, all of the faculty have extensive and varied applied experiences. All school psychology faculty have been, and continue to be, involved in providing direct psychological services, consultation, and research with an applied focus.

School Core Psychology Faculty Educational Backgrounds and Research Interests

Gregory L. Callan, PhD
University of Wisconsin- Milwaukee (2014)
Assistant Professor of Educational Psychology
Licensure: Licensed Psychologist and Licensed School Psychologist
Research Interests: Self-Regulated Learning (SRL), Motivation, School-Based Academic and Mental Health Interventions

Andrew S. Davis, PhD, HSPP
University of Northern Colorado (2003)
Professor of Educational Psychology (School Psychology)
Director, Neuropsychology Lab
Licensure: Licensed Psychologist and Licensed School Psychologist
Research Interests: Neuropsychological Assessment for Intervention

Maria Hernandez Finch, PhD
University of South Carolina (2002)
Assistant Professor of Educational Psychology (School Psychology)
Director, MA/EdS Programs in School Psychology School Psychology Practicum Coordinator
Licensure: Licensed School Psychologist
Research Interests: Cultural Competency, Assessment, Gifted, and Culturally Responsive Assessment and Intervention

Kathrin E. Maki, PhD
University of Minnesota (2016)
Assistant Professor of Educational Psychology
Licensure: Licensed School Psychologist
Research Interests: Specific Learning Disabilities Identification; Academic Intervention

Renee Nevins, PhD, HSPP
Ball State University (2009)
Assistant Professor of Educational Psychology (School Psychology)
Director, Psychoeducational Diagnostic and Intervention Clinic
Licensure: Licensed Psychologist and Licensed School Psychologist

Eric Eugene Pierson, PhD, HSPP
Illinois State University (2007)
Associate Professor of Educational Psychology (School Psychology)
Licensure: Licensed Psychologist and Licensed School Psychologist
Research Interests: Assessment, Personality Development and Assessment, and Contextual
Factors Influencing the Training and Practice of School Psychology

Janay B. Sander, PhD, HSPP
University of Texas-Austin (2001)
Associate Professor of Educational Psychology (School Psychology)
Director, School Psychology Doctoral Internships
Director, Doctoral Program in School Psychology
Licensure: Licensed Psychologist
Research Interests: Acting out disorders in children and adolescents. Juvenile delinquency and systematic interventions to address the needs of youth offenders and their families using positive and theory-driven approaches.  Current research is funded by a grant from the National Institute of Justice to look at effects of a reading program for court placed youth, and is in collaboration with the Youth Opportunity Center - Muncie. 


Director Responsibilities

Dr. Janay Sander is primarily responsible for the day-to-day operation of the program including direct contact with students about issues of admission, advising, file maintenance, committee development, and yearly review. Therefore, students should contact Dr. Sander for all requests or issues not related to program assessment. Dr. Sander is also primarily responsible for program data and assessment including development of student surveys, management of TK-20, data collection and entry, and data analysis for programmatic review.