School psychology luncheon honored ACU alumni and community members
A special luncheon was recently held by the Abilene Christian University Department of Psychology to honor those in the community and from the university who have been influential in aiding the program in its development.
The luncheon was held to specifically honor all of the field supervisors and special education directors who work with the school psychology program and the alumni and students involved in providing outstanding services to children in the Abilene area, said Dr. Jennifer Shewmaker, associate professor of psychology and director of school psychology training at ACU.
"The ACU school psychology program is committed to providing high quality training to our graduate students, opportunities for service and research to undergraduates, and service to our community," said Shewmaker. "The program is nationally recognized for its high standards of training and showcases ACU's determination to provide students with excellent and distinctive programs."
Honorees included the Taylor Callahan Education Cooperative, which received the award for Outstanding Provision of School Psychological Services from the Texas Association of School Psychologists in October 2008.
All the TCEC school psychology professionals are alumni or current students of the school psychology program at ACU including: Alyssa Ford ('06), Ryan Hughes ('00), Mindi Jeter ('00), Patricia Garcia ('98), Casey Westmoreland ('02), and Jill Walters, graduate student.
Diane Rose and Keri Thornburg from Bonham Elementary and Dee Dee Wright and Krystal Woolard from Merkle Elementary, also were honored for their instrumental work in allowing the program to develop reading interventions for at risk children in their schools.
Three first year graduate students from ACU were honored for their work in developing and running the program on a day-to-day basis in the elementary schools.
Several undergraduate students were recognized for their work involving services they provided to local children who are at risk for reading failure.
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