Office of the Provost and Senior Vice President

Faculty Spotlight

Dr. Michael J. Curtis

Name

Michael J. Curtis, Professor of School Psychology

College

Education

Department

Psychological and Social Foundations

Undergraduate Degree

B.S. in Psychology

From

St. Lawrence University

Graduate Degree

M.A. in School Psychology

From

St. Lawrence University

Doctoral Degree

Ph.D. in School Psychology

From

University of Texas at Austin

Previous Post(s)

University of Cincinnati, 1974 – 1993
Visiting Scholar, University of Exeter, England
President, National Assoc. of School Psychologists
President, Ohio School Psychologists Association
President, Journal of School Psychology
President, Society for the Study of School Psychology

Recognition

2004 Recipient, Lifetime Achievement Award, National Association of School Psychologists (NASP); eight Presidential awards for contributions and distinguished service to the field of school psychology (NASP); awards for distinguished service from Ohio School Psychologists Association and Journal of School Psychology

Published Works

5 books, 23 chapters, 52 articles.  There have been two organizing themes for most of my research and scholarly work across my career. The first is problem solving and organizational/systems change, with a particular focus on transforming services for at risk students and those with disabilities away from a categorical system that emphasizes labeling the student based on type(s) of need or disability to one in which the primary emphasis is on identifying and implementing scientifically-based interventions that result in measurable positive outcomes for those students and their families.  A book published with two colleagues, Alternative Educational Delivery Systems: Enhancing Instructional Options for All Students (1988) symbolized a movement within the National Association of School Psychologists that was emerging at that time promoting rights and services for students without labels. Today, that same movement is reflected in national interest in the implementation of what is referred to as a problem solving/response to intervention model for serving at risk students and students with disabilities. I currently serve as Co-Director (with Dr. George Batsche, also at USF) of the Florida Statewide Problem Solving/Response to Intervention Implementation Project.

The second theme for my research relates to professional issues for the psychological specialty of school psychology.  Among my work in this area have been four national studies (one every five years, beginning in 1989) addressing the demographic characteristics, employment conditions, and professional practices of school psychologists across the United States.  The results of this research have been widely and frequently cited in the school psychology professional literature.  My analyses of these data as well as other relevant research served as the basis for my keynote address at the Invitational Conference on the Future of School Psychology in 2002.

Area of Specialization / Research

Professional issues in school psychology and the delivery of psychological services to children and youth, consultation, collaborative planning and problem solving, and organizational and systems change. 

Current Course Offerings

Consultation; Advanced Consultation

How and when did you first become interested in your field of study?

I became interested in the study of human behavior very early and, as a result, decided to major in psychology as an undergraduate student. In preparing to leave active military service in 1970, I began to explore the clinical practice specialties in psychology with the intent of applying to graduate school.  I was influenced by a friend, Steve Landau, now a Professor of School Psychology at Illinois State University, who was pursuing a career in school psychology (he still tells people about our initial communications, first by postal mail and eventually through a telephone call that I placed from an aircraft carrier in the Pacific – it helped that I was a communications officer). I found the opportunity to work with children and their families very appealing, particularly the prospect of being able to intervene and help address problems and concerns before they reached a level of such severity that more intense clinical intervention was necessary.

What made you decide to pursue a career in higher education?

Initially, my interest was primarily in clinical practice as a school psychologist. However, while studying for my Ph.D. at the University of Texas at Austin, I worked with and served as a Graduate Teaching Assistant to Dr. June Gallessich.  She was a wonderful teacher and mentor, who presented me with many learning opportunities and greatly influenced my choice to pursue a career in teaching and research. I found the prospect of  being able to indirectly impact many more children and families by preparing school psychologists through a faculty position in higher education very appealing.

Why did you choose to be a part of the academic community at USF?

I served on the faculty and as a department chair at the University of Cincinnati for 19 years prior to coming to USF.  Because my son would be entering his senior year at UC, it seemed like a time to consider other professional options. At about that same time, I was contacted about potential interest in a department chair position at USF, which also had a school psychology program.  Both USF, as an institution, and their school psychology program seemed to be heading in a very positive direction. I applied, was offered the position and joined USF in 1993.

What do you enjoy about teaching the students of USF?

The School Psychology Program at USF has evolved to the point where it is widely recognized as one of the best in our field.  Because of that, we receive applications from a phenomenal group of potential graduate students. I not only teach, but have the opportunity to mentor and work with a diverse group of some incredibly bright and talented graduate students from across the United States.  The teaching-learning process is reciprocal between graduate students and faculty and I continue to learn from our students.

What do you like about the university community?

Working within the climate of increased emphasis on USF’s development as a Research I university is both inspirational and gratifying.  But, I also love the energy and spirit of the USF student body!