Online Faculty
The Chicago School's Engaged Professional teaching model hinges on our innovative faculty. Chicago School professors are highly experienced practitioners and leaders in their respective fields. Through their work on the front lines of the psychology profession, students gain insight and wisdom that extends far beyond the bounds of theory. Faculty members pride themselves on their accessibility to students, which helps create a close-knit academic learning community.
Industrial/Organizational Psychology Faculty
- Michael Barr, Director of Executive and Professional Education, Assistant Professor
- Noelle K. Newhouse, Associate Professor, Industrial/Organizational Psychology
- Latrice A. Alagbala, Senior Applied Research Project Instructor, Industrial/Organizational Psychology
- Ellen Grant, Applied Research Project Instructor, Industrial/Organizational Psychology
- Nichole Thomas, Applied Research Project Instructor, Industrial/Organizational Psychology
Forensic Psychology Faculty
- Erika L. Liljedahl, Associate Chair, Forensic Psychology
- Andrew Cassens, Faculty Lead, Forensic Psychology
- Michael Davison, Assistant Professor, Online Forensic Psychology Program
- Paul Morgan, Senior Applied Research Project Instructor, Forensic Psychology
- Crystal Isbell, Applied Research Project Instructor, Forensic Psychology
- Angela Kiel, Applied Research Project Instructor, Forensic Pyschology
Industrial/Organizational Psychology Faculty
Michael Barr, Director of Executive and Professional Education, Assistant Professor
Dr. Barr has been teaching at The Chicago School since the inception of the master's program in I/O Psychology in 2001. A member of the Society for Industrial and Organizational Psychology and the Society of Consulting Psychology-Division 13 of the American Psychology Association, he also serves on the Presidential Task Force for the Standards for Education for Consulting Psychologists. His areas of professional interest focus on workplace issues, such as job satisfaction, employee motivation and loyalty, leadership development, stress, trends, team building, 360 feedback, and work/life balance. He earned a B.A. in Psychology at Chicago State University and an M.S. and a Ph.D. in Industrial/Organizational Psychology at the Illinois Institute of Technology.
- How do you maintain a close connection and relationship with your students?
I love using a combination of phone calls and Skype or GotoMeeting. I have one or two meetings a term with webcam capability so I can get to know people better. I also use email quickly and often. - What makes The Chicago School special? Why is it the best choice for students to pursue a degree in your particular program?
There are several answers to that question:- Our practitioner faculty! The people who teach in this program are active practitioners in the field who also have the educational background to explain, with examples, the application of theory to practice.
- Our practitioner orientation! We have one of the few programs in the country that approaches this degree with the focus on developing competent practitioners who also know theory. When you leave here, you not only know about, you know how! You’re ready to work.
- Our curriculum design! We develop each course using a partnership model between a subject matter expert, an instructional designer, and a curriculum committee. This way, the classes are built upon both current theory and practice and current learning theory for adults and distance learning.
- With so much change happening in the industry, what’s the most important thing for students to know as they pursue an advanced degree in your program?
There are two very important things that you learn in graduate school: networking and how to learn. Get to know your classmates, and develop proficiency with evidence-based action learning. This way, when you have an opportunity, you can share it with your network (and vice-versa), and your practice will always be informed by the most current scientific evidence. - Is there anything else you’d like to say?
For me, the combination of business management and human behavior theory presents a wide variety of opportunities to work with a diversity of people and businesses. This really keeps my career interesting!
Noelle K. Newhouse, Associate Professor, Industrial/Organizational Psychology
Dr. Newhouse is a Program Faculty member in the I/O Psychology ExCEL program at The Chicago School of Professional Psychology Online/Blended Programs. She has been teaching at The Chicago School for 8 years, first as an adjunct professor, then as an affiliate faculty member responsible for the Job Analysis and Employee Selection course in the Business Psychology program. In this program, she taught graduate level seminars in Personnel Psychology, Employee Selection, Internship, and Global HR Management. In the I/O ExCEL program, she teaches courses in Performance Management, Employee Selection, Survey Development, Organizational Consulting, and the Applied Research Project series.
Dr. Newhouse has also served as adjunct faculty at the Illinois Institute of Technology (IIT) and Elmhurst College where she taught undergraduate courses in Industrial/Organizational Psychology. She has published and presented research studies on a variety of topics at conferences such as APA, SIOP, APS, and ASTD. Dr. Newhouse received a B.S. in Psychology from Bradley University, an M.S. in Psychology from IIT and a Ph.D. in Psychology from IIT.
- What makes teaching in your chosen field so unique and rewarding?
My psychology roots are based in the scientist-practitioner model. I believe that in order to effectively implement psychological interventions at any level (individual, group/team, and/or organization), you need a solid base in psychological theory. Secondly, practice and feedback in a safe environment, when integrated into course assignments, will allow students to apply psychological theory in practice. - How do you maintain a close connection and relationship with your students?
I believe that students will retain more of what they learn in a course when they take ownership over their own learning. Therefore, I focus on active learning and the use of examples to give students the tools to apply the knowledge that they learn in my course. I believe that critical thinking skills are important to academic success and that teaching critical thinking through course content can improve student learning. I believe that the learning process is best when it is collaborative between students and the instructor. I believe that students not only learn from me and from each other, but that I learn from them as well. I believe my students should walk away from my courses with the content knowledge and having practice in applying that knowledge to real-world problems. - What makes The Chicago School special? Why is it the best choice for students to pursue a degree in your particular program?
The Chicago School values diversity. This is what makes the school unique. Diversity issues are integrated throughout the curriculum, therefore students are constantly challenged to think from perspectives that are different from their own. This allows students to develop this valuable skill set that will serve them well in the workplace. The Chicago School faculty members are practitioners in the field. These instructors bring real world experiences into the online classroom to demonstrate how I/O theory is put into practice. I/O theory is the basis for what we do in the workplace, but the examples of how this is done brings theory to life for the students. - With so much change happening in the industry, what’s the most important thing for students to know as they pursue an advanced degree in your program?
Students should understand that evidence-based practice, i.e., basing consulting recommendations on research in the field, is the foundation of I/O consulting. This is what sets consultants with an I/O education apart from others who do not have a background in I/O psychology. While there may be change occurring in the industry, this foundation will never change. This is what we instill in our students.
Latrice A. Alagbala, Senior Applied Research Project Instructor, Industrial/Organizational Psychology
Latrice earned her B.A. in Psychology and Sociology from Roosevelt University, a M.A. in Clinical Counseling from The Chicago School of Professional Psychology, and is currently pursuing a Ph.D. in International Psychology.
Latrice’s professional experience includes individual therapy, leading psychotherapy groups, project development and management, course design, assessing program-learning objectives, teaching, and redesigning job descriptions. Her interest in academia is to facilitate students’ learning and preparation in their desired fields.
As the Senior Applied Research Project Instructor, Latrice mentors and trains ARP Instructors, guides students on their thesis-equivalent projects, collaborates with faculty and the Program Chair on department-specific tasks, and oversees administrative and program responsibilities. Additionally, she adjuncts in the MAP Program and has previously taught in the Forensic Psychology Program.
Ellen Grant, Applied Research Project Instructor, Industrial/Organizational Psychology
Ellen Grant is a dedicated Applied Research Project Instructor with extensive knowledge and experience in the field of Psychology. Ellen earned her undergraduate degree from the University of Vermont and her graduate degree in Clinical Psychology from The Chicago School of Professional Psychology.
Ellen’s professional experience includes clinical care work in mental health services, work with employee assistance programs, and issues such as employee relations, work productivity, and employee wellness. Ellen has also worked with The Chicago School’s Center for Academic Excellence assisting students and faculty with writing techniques, APA format, and test-taking skills. Ellen’s background also includes psychological research and work at the University of Vermont and the State University of New York at Buffalo.
Nichole Thomas, Applied Research Project Instructor, Industrial/Organizational Psychology >
Nichole serves as an Applied Research Project Instructor in The Chicago School’s Master’s in I/O Psychology program. She has an earned Bachelor of Science degree in Psychology, as well as an earned Master of Arts degree in Clinical Psychology.
Nichole has held numerous professional positions within the I/O Psychology program including assistant director of online exams, assessment test development manager, certification manager, and survey research phone center supervisor. Nichole’s experience as a professor includes course instruction in research methods, statistics, cross-cultural psychology, and group processes.
Forensic Psychology Faculty
Erika L. Liljedahl, Associate Chair, Online Forensic Psychology Program
Dr. Erika L. Liljedahl has worked in the field of disability and neuropsychology since her graduate training. Dr. Liljedahl trained in various settings including outpatient and inpatient hospitals and clinics, rehabilitation centers, and in substance and day treatment facilities. She began teaching at Virginia Commonwealth University in 2000 and has been teaching graduate classes since 2001 at the Chicago School of Professional Psychology. She has presented numerous times in local and national conventions, and has maintained a variety of volunteer positions since 1990. Dr. Liljedahl maintains an active interest in traveling which inspires continued clinical interest in integration of cultural issues into assessment and therapy. Currently, she is Associate Chair in the Forensic Program Non-Licensure Track at The Chicago School and maintains a private practice performing forensic neuropsychological evaluations.
Andrew Cassens, Faculty Lead, Forensic Psychology
Dr. Cassens joined the The Chicago School’s online Forensic Program in 2008 and has been a full-time faculty member since June 2010. He earned a B.S. in Psychology from Oregon State University as well as masters’ degrees in Forensic Psychology and Clinical Psychology and a Psy.D. in Clinical Psychology, all from The Chicago School. Dr. Cassens has completed forensic training rotations within a broad spectrum of clinical settings, including correctional facilities, state mental health treatment centers, and county court/probation departments. He currently provides assessment and treatment services for veterans at a VA Medical Center in Michigan, and in January 2011 he was selected to participate in a national leadership development program facilitated by the Veterans Health Administration. His areas of expertise include forensic psychology, trauma assessment, psychopathology, leadership development, online teaching, and correctional psychology.
- What makes teaching in the field of Forensic Psychology so unique and rewarding?
The field of Forensic Psychology continues to witness significant growth and in fact has one of the most positive employment outlooks for any sub-specialty of psychology. As an instructor within the master’s of Forensic Psychology online program, I have had the distinct opportunity to mentor a diverse group of students and directly assist them in pursuing their individual career goals.
Perhaps most rewarding, though, is observing my students obtain their degree, enter into new and exciting segments of the professional sector, and make their own unique contributions to the field. It is my belief that success is not solely defined by performance in the classroom but by the professional impact our students maintain throughout their career. Preparing competent clinicians to help further advance the field of Forensic Psychology is a charge I, as well as the rest of our faculty, take very seriously. - How do you maintain a close connection with your students?
The Chicago School’s continued infusion of innovative technologies within the virtual classroom has significantly enhanced our abilities to maintain a close relationship with our students. More specifically, I will utilize Eyejot (a web-based program), to distribute video messages to my students. Rather than simply obtain information within the traditional text format, this video messaging program allows students to feel more connected to me and, at the same time, receive valuable course information. I will also use GoToMeeting to host live course meetings, which are invaluable for building a strong sense of community within the classroom, as well as reviewing critical course material. Lastly, students are always encouraged to contact me directly via my school email account or mobile number. - What makes The Chicago School special? Why is it the best choice for students to pursue a degree in your particular program?
As an alumni of the Master of Arts in Forensic Psychology and Clinical Psy.D. programs at The Chicago School, I was afforded an outstanding education, which enabled me to effectively transition into the professional sector. The training I received from leading experts in the field prepared me to work within a broad spectrum of forensic settings. I’m now at a Veteran Affairs Medical Center where I provide psychological services for our nation’s heroes. I am truly grateful for my education at The Chicago School and for the opportunity to share my knowledge with future generations of skilled clinicians.
The Chicago School has always been and continues to be a true pioneer specific to the graduate study of psychology and behavioral sciences. The combination of our dedicated and uniquely talented faculty and staff, along with our committed student body, allows The Chicago School to continue to set the standard for excellence and maintain a legacy of academic prowess. - With so much change happening in the field, what’s the most important thing for students to know as they pursue an advanced degree in your program?
While there are many inherent challenges and considerations associated with the pursuit of a graduate degree, it is my recommendation students develop networking skills to help establish strong working relationships with potential training (practicum) sites and future employers. While a degree can certainly open doors, it is the art of self-promotion that often helps land the practicum placement or job. Essentially, it is never too early to start advertising your interests and abilities, as well as practicing the communication skills necessary to be an effective professional. - Any final thoughts?
I started my journey at The Chicago School of Professional Psychology in 2003 as a student in the Master of Arts in Forensic Psychology Program. Since then, I have witnessed The Chicago School continue to expand its mission, the scope of its academic programs, and its community-based services. It is a truly exciting time to be part of The Chicago School, and I remain quite confident that our students will continue to serve as pioneers, blazing new trails within the field of psychology.
Michael Davison, Assistant Professor, Online Forensic Psychology Program
Dr. Davison has been teaching at the graduate level since 1996 and at The Chicago School since 2008. During his career, he has conducted forensic evaluations on adults, adolescents, and children in a wide range of contexts, including civil, family and criminal courts, has served as a consultant to area police departments, and has owned and operated a community-based sex offender treatment program since 1996.
- His areas of interest and expertise include violence and risk assessment, sex offenders, domestic violence, substance abuse, cognitive behavior therapy, and police psychology. He has a BA in Criminology from Northern Illinois University, an MA in Counseling and Human Services from Roosevelt University, and a Psy.D. in Clinical Psychology from The Adler School of Professional Psychology.
Paul Morgan, Senior Applied Research Project Instructor, Forensic Psychology
Paul Morgan supports students as they complete their research projects for the online-blended M.A. in Forensic Psychology program. He earned a B.S. in Health Education and Rehabilitation and Disability Studies and an M.S. in Rehabilitation Counseling from the University of Illinois at Urbana-Champaign. Paul gained vocational counseling experience at the Department of Human Services; therapy, coaching, and assessment application experience at the Department of Disability Resources and Educational Services; and mental health experience at El Valor Developmental Health Service of Chicago.
- What makes teaching in your chosen field so unique and rewarding?
I find it so unique and rewarding because the students are true practitioners in their fields. They come to the classroom with so much passion and field knowledge. Watching them progress their thoughts and ideas into a capstone research project from conception to completion is an amazing transformation. Very inspiring. - How do you maintain a close connection and relationship with your students?
I maintain the connection and relationships by continuing to engage, motivate and acknowledge the students. They enjoy our phone conversations and video presentations. But the occasional encouraging email definitely goes a long way. - What makes The Chicago School special? Why is it the best choice for students to pursue a degree in your particular program?
What makes The Chicago School so special is by far our core values/mission and our dedication to helping and servicing the world. Our volunteer and internship opportunities and humanitarian outlook makes us a true leader in psychology and the world. Our students share our values and become leaders in their own fields, further spreading our ideals. - With so much change happening in the industry, what’s the most important thing for students to know as they pursue an advanced degree in your program?
They must plan and critically think about all of the variables. They should think about what the program can do for them and their careers, how does it fit within their short and long term goals, how passionate are they about returning to school and they should think about the long term benefits of our school/program.
Crystal Isbell, Applied Research Project Instructor, Forensic Psychology
Crystal earned her undergraduate degree in Child/Human Development and Family Studies from Purdue University. She has worked in not-for-profit and educational arenas before going on to earn her M.S. in Education/School Counseling at Purdue University-Calumet. During her graduate studies, Crystal gained tremendous experience in instructional technologies as a support assistant for faculty, staff and students, and worked as a high school guidance counselor prior to joining The Chicago School, where supports students in the Forensic Psychology programs.
- What makes teaching in your chosen field so unique and rewarding?
The unique aspect of teaching in this field is the online platform and various tools utilized to facilitate communication within the online classroom. The most rewarding experience is the opportunity to witness the progress of research and problem solving skills in students! -
How do you maintain a close connection and relationship with your students?
I maintain close connections with my students by keeping the lines of communication open not just via email and phone, but other various online tools such as EyeJot, Skype and GoTo Meeting Webinar! Also, being available, I think it is very important to build a rapport with all students in the academic learning environment to ensure student success! - What makes The Chicago School special? Why is it the best choice for students to pursue a degree in your particular program?
The Chicago School is special because of the values and standards that are easily seen across all campuses. More specifically, there are two that stand out in my mind: valuing diversity and the school’s commitment to the community!
Studying at the Chicago School provides great insight to individuals who have a love for Psychology, as this same passion is displayed by faculty and staff as well. In addition, the research project within the online Forensic Psychology program provides step-by-step guidance over the course of the entire program, which is very unique and not found within most Graduate School programs. - With so much change happening in the industry, what’s the most important thing for students to know as they pursue an advanced degree in your program?
It is important to have a GREAT passion for Forensic Psychology, understanding your career goals initially and being realistic these goals. In addition, maintaining a steady relationship with the Career Services Department from the start of admission is definitely a great investment to understand trends, job search skills, CV/Resume/Cover letter construction and enhancement of interviewing skills. - Is there anything else you’d like to say?
I love sharing positive words of encouragement with my students each term. This is one of my favorites: "Always do your best. What you plant now, you will harvest later." - Og Mandino
Angela Kiel, Applied Research Project Instructor, Forensic Psychology
Angela joined The Chicago School in March 2010 as an Applied Research Instructor for online-blended programs. She works in the ExCEL Forensics program supporting students during the completion of the Applied Research Project (ARP). Angela earned a B.S. in Psychology from Clark Atlanta University. She has worked in a variety of different capacities, including reunification support services, child advocacy, grant writing, and as a therapist for adults with severe mental illness.
- What makes teaching in your chosen field so unique and rewarding?
One the most rewarding part of teaching in this field is that I have the opportunity to assist students working in law enforcement and social service fields develop innovative research projects that have the potential to improve problem areas that they encounter on a daily basis in their profession. - How do you maintain a close connection and relationship with your students?
I maintain close connections and relationships with my students by establishing an open door policy that affords all students the opportunity to reach out to me if they have questions or concerns about their projects. Students seem to enjoy this opportunity and often share that this enhances their online learning experience. - What makes The Chicago School special? Why is it the best choice for students to pursue a degree in your particular program?
The Chicago School is special because it offers an excellent course of study for students interested in pursuing an advanced degree in psychology. In particular the degree in forensics is attractive because we offer students the opportunity to develop an action research project that is based on their professional experiences that they would like to effect change in. - With so much change happening in the industry, what’s the most important thing for students to know as they pursue an advanced degree in your program?
With so much change in the industry it is most important that students select accredited institutions when deciding upon where to pursue their advanced degrees. Accreditation assures that the program is rigorous and employs qualified staff to provide them with the best possible educational experience.
Learn how the accomplished faculty members at The Chicago School can help you Transform Yourself, Transform Your World. Call 866-907-4209 or request more information today.
