Program Faculty
Faculty Quicklinks
Core Faculty
Sara (Bolt) Witmer
Ph.D., University of Minnesota
sbolt@msu.edu
Sara (Bolt) Witmer is an associate professor of school psychology. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at-risk for poor academic outcomes. She also conducts research on accommodations for diverse learners (e.g., students with disabilities, English language learners), and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.
Ph.D., University of Minnesota
sbolt@msu.edu
Sara (Bolt) Witmer is an associate professor of school psychology. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at-risk for poor academic outcomes. She also conducts research on accommodations for diverse learners (e.g., students with disabilities, English language learners), and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.
Jana Aupperlee
Assistant Professor - Fixed Term
aupperl3@msu.edu
Jana Aupperlee is the clinical assistant professor in school psychology. As part of this non- tenure track position, she advises students in the Educational Specialist program in School Psychology at MSU. She also teaches a variety of school and practice-based courses. Further, she coordinates and collaborates with local school psychologists in the supervision of second year students. Her research interests include family-school collaboration and what types of school-provided social support parents find most helpful. Recent interests also include local perceptions of the Response to Intervention model of meeting students’ educational needs in schools.
Assistant Professor - Fixed Term
aupperl3@msu.edu
Jana Aupperlee is the clinical assistant professor in school psychology. As part of this non- tenure track position, she advises students in the Educational Specialist program in School Psychology at MSU. She also teaches a variety of school and practice-based courses. Further, she coordinates and collaborates with local school psychologists in the supervision of second year students. Her research interests include family-school collaboration and what types of school-provided social support parents find most helpful. Recent interests also include local perceptions of the Response to Intervention model of meeting students’ educational needs in schools.
John Carlson
Ph.D. University of Wisconsin-Madison
carlsoj@msu.edu
John Carlson is an associate professor of school psychology and director of the School Psychology doctoral program. His research interests include examining the utility of medical and psychological interventions on school-aged children's behavior in educational and other learning contexts. The impact of children's anxiety on their functioning in schools and at home is a primary focus of his research. Other interests include assessment, prevention and intervention for externalizing behaviors that impact preschool and classroom functioning. The primary focus of his work pertains to ensuring equitable and effective educational and mental health services for those children who are experiencing challenges at school, home or in the community.
Ph.D. University of Wisconsin-Madison
carlsoj@msu.edu
John Carlson is an associate professor of school psychology and director of the School Psychology doctoral program. His research interests include examining the utility of medical and psychological interventions on school-aged children's behavior in educational and other learning contexts. The impact of children's anxiety on their functioning in schools and at home is a primary focus of his research. Other interests include assessment, prevention and intervention for externalizing behaviors that impact preschool and classroom functioning. The primary focus of his work pertains to ensuring equitable and effective educational and mental health services for those children who are experiencing challenges at school, home or in the community.
Jodene Fine
Ph.D., University of Texas at Austin
finej@msu.edu
About: Jodene Fine is an assistant professor of school psychology. She studies developmental disorders and typical child development from the perspective of neural functioning. Using neuroimaging techniques such as MRI, fMRI, and DTI, she has been exploring the neural bases of dyslexia, autism, non- verbal problem-solving and Attention Deficit Hyperactivity Disorder (ADHD).
Ph.D., University of Texas at Austin
finej@msu.edu
About: Jodene Fine is an assistant professor of school psychology. She studies developmental disorders and typical child development from the perspective of neural functioning. Using neuroimaging techniques such as MRI, fMRI, and DTI, she has been exploring the neural bases of dyslexia, autism, non- verbal problem-solving and Attention Deficit Hyperactivity Disorder (ADHD).
Evelyn Oka
Ph.D., University of Michigan
evoka@msu.edu
Evelyn Oka is an associate professor of school psychology and educational psychology. A developmental and school psychologist, she is interested in the development of self-regulation, social competence and motivation in school and home contexts, particularly among students with learning problems. Her research examines the use of a universal social-emotional intervention to enhance preschool children's self-regulation and social skills in an inclusion classroom. She is also interested in the cultural validity and transportability of evidence-based interventions with diverse populations.
Ph.D., University of Michigan
evoka@msu.edu
Evelyn Oka is an associate professor of school psychology and educational psychology. A developmental and school psychologist, she is interested in the development of self-regulation, social competence and motivation in school and home contexts, particularly among students with learning problems. Her research examines the use of a universal social-emotional intervention to enhance preschool children's self-regulation and social skills in an inclusion classroom. She is also interested in the cultural validity and transportability of evidence-based interventions with diverse populations.
