Professor Theodore J. Christ and Associate Professor Robin Codding, in the Department of Educational Psychology’s school psychology program, were recently inducted into the Society for the Study of School Psychology (SSSP). According to the SSSP website, nominees are evaluated on several criteria, including: sustained contributions to the field of school psychology, awards and honors, originality of contributions, impact on training, impact on practice, impact on science, and depth and breadth of contributions. This is a significant honor as SSSP restricts membership to no more than 150 persons, and typically, admits only three to five new members each year.
Dr. Sandra Christensen, professor in the Department of Educational Psychology’s school psychology program, has been a member of the SSSP for 20 years, serving as SSSP president and secretary during that time.
“Ted and Robin’s election to membership in the SSSP continues a long tradition of University of Minnesota School Psychology Program faculty being members. Membership in SSSP represents commitment to advancing basic and applied scientific research in all aspects of school psychological services and dissemination of important research results to the general public, scientists, academicians, and practitioners to improve academic, social, behavioral, and emotional learning outcomes for students. Congratulations to my colleagues, Robin and Ted. Their induction in SSSP is illustrative of their outstanding research programs,” Dr. Christensen said.
Dr. Christ came to the Department of Educational Psychology in 2005 from the University of Southern Mississippi. His primary areas of research include: assessment and evaluation systems, tools and techniques that inform practice in schools – especially related to problem solving and multi-tiered systems of support (ie; response to intervention) – and innovation as it applies to cloud-based assessments and corresponding interventions. Dr. Christ is co-director of the Research Institute for Problem Solving and director of the Center for Applied Research and Educational Improvement (CAREI) and the Formative Assessment System for Teachers Lab (FAST Lab).
Dr. Codding joined the Department of Educational Psychology this July from the University of Massachusetts-Boston. Her research interests include: the prevention and intervention of academic problems, data-based instructional decision making, the evaluation of the circumstances surrounding responsiveness to various levels of academic support, and the implementation of evidence-based practices in schools. Dr. Codding is currently an Associate Editor of the School Psychology Review and has previously served in the role of Associate Editor for the Journal of Behavioral Education and the Journal of School Psychology.
