Department of Educational Psychology

Thank you for your interest in our Combined Counseling/School Psychology PhD Program. 

The PhD Combined Counseling/School Psychology was accredited on contingency by the Commission on Accreditation of the American Psychological Association (APA) with an initial accreditation date of April 6, 2017. “Accredited, on contingency” is granted if the program meets all standards except for the inclusion of all required outcome data on students in the program and after program completion. To move from “accredited, on contingency” status to fully accredited, the program must provide the required data within three (3) years of receiving “accredited, on contingency” status. The program’s next APA accreditation site visit date will be in 2020. To view the program’s accreditation status, please visit the APA Office of Program Consultation and Accreditation’s program search site. Questions related to the program’s accreditation status should be directed to the Commission on Accreditation:

The American Psychological Association 

Office of Program Consultation and Accreditation

750 First Street, NE 

Washington, D.C. 20002-4242 

202.336.5979

This Combined Counseling/School Psychology PhD Program is only offered at our Flagstaff campus.

Admission Deadlines

Completed application files are reviewed and admission decisions are made during one cycle each year.  All application materials must be submitted to the Graduate College online application by January 1st to be reviewed for entrance in the subsequent academic year.  ***Admission decisions are made by the first week of March and students receive notification of this decision electronically.  It is the student’s responsibility to ensure that their application file is complete.  Incomplete files are not reviewed.

***The Office of the President at NAU has a special initiative to attract outstanding doctoral students with specific research interests.  This initiative offers a generous fellowship during the individual’s graduate studies at NAU.  Individuals who would like to be considered for this Research Fellowship will be required to apply for the program by November 15th. Applications received by the November 15 date will be reviewed for consideration for this fellowship.   

Admission Application Requirements

• NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
• GRE®️ revised General Test – Applicants with a cumulative GPA of less then 3.0 are required to submit official Graduate Record Examination (GRE) General Test scores on the aptitude portion (verbal and quantitative) of the GRE taken within the past six years. Applicants with a cumulative GPA higher than 3.0 have the option to submit GRE scores, if desired.  GRE scores must be received by the application deadline for admission.
• Completion of bachelor’s degree from a regionally accredited institution in psychology, education, or closely-related field; or a Master’s or Ed.S. degree in Counseling or Psychology
• Transcripts
• Grade Point Average (GPA) of 3.00 (scale is 4.00 = “A”), or the equivalent.
• 3 letters of recommendation with at least two from faculty
• Responses to specific essay questions
• Curriculum Vitae or Resume
• Interview
• For details on graduate admission policies, please visit the Graduate Admissions Policy
• International applicants have additional admission requirements.  Please see the International Graduate Admissions Policy

Note: Students who do not have the prerequisites below will be expected to take these early in their programs of study by taking classes in one of the counseling or school psychology master-level programs:

Graduate Level Courses:

• Group Counseling/Group Dynamics
• Human or Lifespan development

Graduate or upper level Undergraduate Courses:

• Psychological or Educational Statistics
• Applied Behavior Management
• Research Methods
• Special Education

Application Review Process

The materials in the applicant file are evaluated by faculty using an objective, multi-criteria system.  Points are assigned for each applicant using the following weighted percentages associated with each criteria:

1. 50% Academic Aptitude for Graduate Study GRE scores and GPA,
2. 20% Essay Responses (autobiographical and professional interest questions),
3. 5% Work Related Experiences (relevant paid and volunteer work),
4. 10% Potential to Contribute to Profession and Program (professional activities and letters of recommendation),
5. 15% Goodness of Fit to the Program (areas of focus congruence, fit to College of Education mission, and professional characteristics)

Each applicant is ranked within the applicant pool after points have been assigned.  Highly-ranked candidates will be invited to participate in interviews.  Interviews will generally be held approximately one month after the application deadline.

The interview will be worth 35 points (approximately 25% of the total points) and the average score from faculty interviewers will be added to the overall score (file review [100 points] + interview [35 points]).  Students scoring highest on a combination of the application and interview scores will be offered admission.  Approximately five to seven students will be admitted in a given year for the combined doctoral program.

All applicants will be informed approximately two weeks in advance of the interview date.  At least two faculty members from the combined doctoral program area will be present during the telephone/video conference interview.

Each interview will last for approximately twenty to thirty minutes.  All faculty members present will rate the applicant on a matrix related to the questions which focuses on specific characteristics relevant to doctoral training.

Requirements for Admitted Students

Individuals who are offered admission and accept the program offer must begin the program during the subsequent summer or fall semester.  In general, individuals unable to begin at this time must re-apply to the program.  Deferred enrollment is offered in rare circumstances.  The EPS Doctoral Steering committee will consider each request for deferred enrollment individually.

Arizona state law requires that personnel who engage with minors or vulnerable adult populations have an IVP Fingerprint Clearance Card from the Arizona Department of Public Safety.  That requirement applies to graduate students in practical psychology experiences as well.  Admitted students will need the Identity Verified Fingerprint Clearance Card (IVP card) by the start of the fall semester.  You may request a packet directly from DPS by either calling (602) 223-2279 or faxing your request to (602) 223-2947.  Office hours are Monday through Friday from 8:00 a.m. to 5:00 p.m.  If you are in-state you may complete the online application and get digital fingerprints at a contracted Field Print site within Arizona.  The link to the agency that provides the fingerprint clearance is: http://www.azdps.gov/Services/Fingerprint/ 

The program of study (POS) is the agreed-upon plan for completing program requirements.  Current and previous programs of study may be downloaded from the NAU Graduate College Programs of Study webpage.  Students complete the POS with their advisers during the first semester of graduate work.  The POS is used as a verification document when students apply for graduation.  The original, signed POS, is submitted to the Educational Psychology department office and  placed in the student’s file.  In most cases, amendments to your POS can be made with your adviser’s approval.

Please be aware that the necessary coursework for this plan is only available at the Northern Arizona University-Flagstaff Campus.

Prerequisites

Please be aware that some courses may have prerequisites that you must also take.  Course prerequisites are listed on the Program of Study form.  Students may also review the online catalog for selected courses where prerequisites are required.  Please check with the department or a faculty adviser if you have questions regarding prerequisites.

In addition to course prerequisites, students who do not have the prerequisites below will be expected to take these early in their programs of study by taking classes in one of the counseling or school psychology master-level programs:

Graduate Level Courses:

• Group Counseling/Group Dynamics
• Human or Lifespan development

Graduate or upper level Undergraduate Courses:

• Psychological or Educational Statistics
• Applied Behavior Management
• Research Methods
• Special Education

Notice regarding School Psychology Certification/Licensure

Students who wish to meet the requirements for school-based certification/licensure must either meet the requirements of the Ed.S. degree in school psychology OR complete a doctoral internship in a school-based setting.

Related Forms and Websites

When completing or revising the POS, the following documents may be useful:

• Combined PhD Recommended Sequence of Courses – provides the year/semester recommended sequence of courses for the Combined Counseling/School Psychology PhD Program
• Recommended Sequence of Courses with MA or EdS – provides the year/semester recommended sequence of courses for students with a MA in Clinical Mental Health Counseling or EdS in School Psychology degree
• EPS Course Offerings by Semester – provides an overview of which courses are typically offered each term
• Program of Study Work Sheet – useful for translating the program of studies into a semester by semester plan

The following websites may also be useful when crafting the program of studies:

• Combined Counseling/School Psychology, PHD Academic Catalog Listing – provides a list of required courses with links to course descriptions
• Academic Catalog Policies – transfer credit, timelines, doctoral requirements, residency, and other policies

2020-2021 Student Admission Outcomes and Other Data

Students in this doctoral program should follow the professional codes of ethics and licensure guidelines established by the following organizations:

Ethical Codes

• American Psychological Association 
• National Association of School Psychologists 

Licensure Guidelines

• Arizona: State of Arizona Board of Psychologists Examiners 
• Other States  and General Licensing Information:  Association of State and Provincial Psychology Boards 

Sara Abercrombie, Ph.D., Associate Professor and Department Chair
Phone: 928-523-7148
Sara.Abercrombie@nau.edu 
Dr. S. Abercrombie Bio

Carlos Calderon, Ph.D., Assistant Professor
Phone: 928-523-4183
Carlos.Calderon@nau.edu
Dr. C. Calderon Bio

Lena Gaddis, Ph.D., Associate Professor
Phone: 928-523-1895
Lena.Gaddis@nau.edu
Dr. L. Gaddis Bio

Y. Evie Garcia, Ph.D., Associate Professor, Doctoral Training Director
Phone: 928-523-7106
Y.Evie.Garcia@nau.edu
Dr. Y. E. Garcia Bio

Shane Haberstroh, Ed.D., Professor 
Phone: 928-523-0051
Shane.Haberstroh@nau.edu
Dr. S. Haberstroh Bio

Robert Horn, Ph.D., Associate Professor
Phone: 928-523-0545
Robert.Horn@nau.edu 
Dr. R. Horn Bio

Kim Kalas, Ed.D., Assistant Clinical Professor
Phone: 928-523-8206
Kim.Kalas@nau.edu 
Dr. K. Kalas Bio

Chesleigh Keene, Ph.D., Assistant Professor
Phone: 928-523-5321
Chesleigh.Keene@nau.edu
Dr. C. Keene Bio

Pit Kolodinsky, Ph.D., Professor
Phone: 928-523-8495
Pit.Kolodinsky@nau.edu
Dr. P. Kolodinsky Bio

Jieun Lee, Ph.D., Assiociate Professor
Phone: 928-523-8569
Ji-Eun.Lee@nau.edu
Dr. J. Lee Bio

Michael McCarthy, Ph.D., Assistant Clinical Professor
Phone: 928-523-5296
Michael.McCarthy@nau.edu 
Dr. M. McCarthy Bio

Ramona Mellott, Ph.D., Professor and COE Dean
Phone: 928-523-6534
Ramona.Mellott@nau.edu 
Dr. R. Mellott Bio

Tim Thomason, Ed.D., Professor
Phone: 928-523-1341
Timothy.Thomason@nau.edu
Dr. T. Thomason Bio

Joseph Aruguete, M.A.

Joseph Aruguete Bio

Jacquelyn Bassford, B.S.

Jacquelyn Bassford Bio

Michaela Bedwell, B.I.S.

Michaela Bedwell Bio

Stacey Bouffard, B.S.

Stacey Bouffard Bio

Madison Bowden, M.A., NCC, LAC

Madison Bowden Bio

Diamond Bracey, M.A., LGPC-MD, NCC

Diamond Bracey Bio

Kaitlin Cooke, M.A.

Kati Cooke Bio

Deborah Corey, M.Ed.

Deborah Corey Bio

Alex Dornbier, B.S.

Alex Dornbier Bio

Brooke Edwards, M.A.

Brooke Edwards Bio

Cody Goforth, Ed.S., NCSP

Cody Goforth Bio

Jose Gonzalez, M.A.

Jose Gonzalez Bio

Sheena Greenstone, B.A.

Sheena Greenstone Bio

Morgan Hustead, M.A.

Morgan Hustead Bio

Christopher Kalas, B.A.

Christopher Kalas Bio

Gurjot Kaur, M.S.

Gurjot Kaur Bio

Marca McCallie, M.A.

Marca McCallie Bio

Kim Mora, M.A.

Kim Mora Bio

Neshay Mall, M.Ed.

Neshay Mall Bio

Jordan Nelson, SSP, NCSP

Jordan Nelson Bio

Vesna Pepic, B.S.

Vesna Pepic Bio

Laura Rodriguez, M.A.

Laura Rodriguez Bio

Julio Ruiz, B.A.

J Ruiz Bio

Leticia Siqueiros, M.A.

Leticia Siqueiros Bio

Emily Thomas, M.A.

Emily Thomas Bio

Ethan, Trujillo, M.A. 

Ethan Trujillo Bio

Melissa Wheeler, M.A.

Melissa Wheeler Bio

Shannon Winans, M.A. 

Shannon Winans Bio

Erin Hanks-Moehr, Ph.D.

Erin Hanks-Moehr Bio

Jade Heffern, Ph.D.

Jade Heffern Bio

Wei Luo, Ph.D.

Wei Luo Bio

Maddison Savage, Ph.D.

Maddison Savage Bio

Chelsea Tarazi-Wilhite, Ph.D.

Chelsea Tarazi-Wilhite Bio

Michael Woodward, Ph.D.

Michael Woodward Bio

The purpose of the doctoral student organization is to provide a forum for doctoral students to support each other, share ideas, and be a voice to promote frequent and clear communication between students and faculty to facilitate improvement in the doctoral program” and follow the same format as the “Current Doctoral Students.

Gurjot Kaur, M.S. – President

Gurjot Kaur Bio

Morgan Regalado Hustead, M.A. – Past President

Diamond Bracey, M.A. – President-Elect

Diamond Bracey Bio

Kaitlin Cooke – Faculty Liaison

Leticia Siqueiros – Faculty Liaison

Joseph Aruguete, M.A. – Budget Manager/Events Coordinator

Joseph Aruguete Bio

• Melissa Wheeler, Combined Counseling/School Ph.D. students selected for the second cohort of Rising Graduate Scholars from Diverse: Issues in Higher Education.
• Neshay Mall and Melissa Wheeler, doctoral students in combined counseling/school psychology are named C-CART Scholars.
• Yolanda Garcia, associate professor in EPS at NAU serves as 2020-22 President of the Division 45 Executive Committee.
• Yolanda Garcia, associate professor in EPS co-authored a study on Development and Validation of a Community Assessment Survey for Diverse Rural Family Caregivers of People with Alzheimer Disease and Related Dementias.
• Julie Baldwin (MPI) and EPS faculty Ramona Mellott (MPI), Co-Investigators Shane Haberstroh, Chesleigh Keene, and other NAU faculty receive grant to develop graduate certificate titled Culturally-Centered Addictions Research Training (C-CART) for health professionals focused on substance use disorders in underserved communities.
• Melissa Wheeler, doctoral student in the combined counseling/school psychology, received the 2020 American Psychological Association Division (APA) 45 Joseph E. Trimble and Jewell Horvat Award.
• Yolanda Garcia, associate professor in EPS and others conduct study on health equity among ethnic and rural caregivers of people with ADRD.
• Marca McCallie, doctoral student in psychology, co-founded Sage Home residential treatment center in 2017 to assist people in recovery keep their families intact.
• Yolanda Garcia, associate professor in EPS and co-investigator on the NAU researchers study effects of COVID-19, health disparities on caregivers of people with ADRD.
• Chesleigh Keene, assistant professor in EPS presents on Native American Healers and Helpers at NACP Native American Role Model Speaker Series.
• Melissa Wheeler, NAU Dine Doctoral Student selected for the Interdisciplinary Minority Fellowship Program (IMFP).
• Chelsey Tarazi, a doctoral student in combined counseling/school psychology wins NAU’s annual 3MRP competition.
• Laura Rodriguez, doctoral student in combined counseling/school psychology nominated Graduate Student of the Month!
• Yolanda Garcia, associate professor in EPS and co-investigator of SHERC grant receives funding for Alzheimer’s family caregivers study.
• Yolanda Garcia, associate professor in EPS elected President of NLPA.