Chicago School Of Professional Psychology Inc

TCS ACADEMIC LEADERSHIP GRADUATE CERTIFICATE PROGRAM

SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY MCNAIR SCHOLARS PROGRAM

HIGHER EDUCATION

THE SOLDIERS CENTER FOR ACADEMIC RESOURCES AND SUPPORT (SCARS)

HSI IMPLEMENTATION & EVALUATION PROJECT: THE NORTH STAR PROGRAM: A STUDY OF MENTORING ONLINE, NON-TRADITONAL, UNDERREPRESENTED STEM STUDENTS -WITH THE SUPPORT FROM THE IMPROVING UNDERGRADUATE STEM EDUCATION: HISPANIC-SERVING INSTITUTIONS (HSI PROGRAM), THIS TRACK 2 PROJECT AIMS TO DEVELOP AN ONLINE NEAR-PEER MENTORING PROGRAM TO PROVIDE ACADEMIC AND SOCIAL SUPPORT TO INCREASE STUDENT PERSISTENCE AND COMPLETION. BASED ON PREVIOUS LITERATURE AND THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY (TCSPP) INSTITUTIONAL RESEARCH DATA, IT IS POSITED THAT UNDERGRADUATES WHO ARE ONLINE, NON-TRADITIONAL, UNDERREPRESENTED MINORITIES, AND FIRST-GENERATION COLLEGE STUDENTS ENTER THEIR PROGRAM WITH LOW LEVELS OF SELF-EFFICACY, LACKING A SENSE OF BELONGING IN AN ACADEMIC SETTING. HISTORICALLY, THESE STUDENTS HAVE LOWER COLLEGE PERSISTENCE AND COMPLETION LEVELS THAN THEIR ON-CAMPUS, TRADITIONAL-AGED PEERS. WE SEEK TO STUDY WHETHER A CONNECTION TO NEAR-PEER GRADUATE STUDENTS WITH SIMILAR DEMOGRAPHIC TRAITS AND LIVED EXPERIENCES WILL BREAK THEIR ISOLATION AND INCREASE THEIR SENSE OF BELONGING AND SELF-EFFICACY. WHILE THE DEMAND FOR AND PURSUIT OF ONLINE EDUCATION, ALONG WITH SUBSEQUENT CHALLENGES TO STUDENT PERSISTENCE AND COMPLETION, HAS GROWN SIGNIFICANTLY SINCE THE COVID-19 PANDEMIC, THERE IS A DEARTH OF RESEARCH SPECIFICALLY FOCUSED ON ONLINE STUDENTS AND VIRTUAL MENTORING. THE NORTH STAR PROJECT WILL PROVIDE STUDENTS WITH DIRECTED ONE-ON-ONE SUPPORT FROM THEIR NEAR PEERS WHO SHARE INTERSECTIONAL IDENTITIES WITH THEM AND HAVE COMPLETED SIMILAR ACADEMIC PROGRAMS. SPECIFICALLY, THE PROJECT WILL ENGAGE STUDENTS ENROLLED IN THE MASTER OF PSYCHOLOGY DEGREE AS MENTORS TO PROVIDE SOCIAL SUPPORT TO INCREASE BACHELOR OF PSYCHOLOGY STUDENT PERSISTENCE AND COMPLETION. EXPECTED OUTCOMES INCLUDE INCREASED STUDENT SENSE OF BELONGING AND SELF-EFFICACY IN THEIR DEGREE PROGRAM, RESULTING IN INCREASED RATES OF PERSISTENCE, COMPLETION, AND ENTRY TO GRADUATE STUDY. THROUGH ANALYSIS OF PRE/POST-SELF-EFFICACY AND SENSE OF BELONGING MEASUREMENTS, MENTOR AND MENTEE FEEDBACK, ACADEMIC PERFORMANCE, AND PERSISTENCE DATA, THE PROJECT WILL ADVANCE KNOWLEDGE OF HOW MENTORING OF NON-TRADITIONAL-AGED, UNDERREPRESENTED ONLINE STUDENTS AFFECTS THEIR PERSISTENCE, COMPLETION, AND PURSUIT OF GRADUATE STUDY IN PSYCHOLOGY. THIS RESEARCH WILL PROVIDE NEW INSIGHTS INTO METHODS OF BUILDING A SENSE OF BELONGING AND SELF-EFFICACY IN THIS GROWING POPULATION OF UNDERREPRESENTED, NON-TRADITIONAL-AGED STUDENTS AND THE DIFFERENCES IN THE EFFECTIVENESS OF THIS INTERVENTION ON CAMPUS-BASED VERSUS FULLY ONLINE STUDENTS. THE RESEARCH QUESTIONS TO BE EXPLORED ARE: DOES NEAR-PEER MENTORING ENHANCE AN ONLINE STUDENT?S SENSE OF BELONGING AND SELF-EFFICACY IN A DEGREE PROGRAM? DOES NEAR-PEER MENTORING INCREASE ONLINE STUDENT FALL-TO-FALL PERSISTENCE? AND DOES A NEAR-PEER MENTORING PROGRAM INCREASE DEGREE COMPLETION AND PURSUIT OF GRADUATE STUDY? PREVIOUS WORK IN THIS AREA HAS FOCUSED ON TRADITIONAL-AGED STUDENTS IN PHYSICAL SCIENCES ON RESIDENTIAL CAMPUSES. THIS PROJECT HAS THE POTENTIAL TO DIVERSIFY PSYCHOLOGICAL RESEARCH, PROVIDING A SHARED, LIVED EXPERIENCE PERSPECTIVE FROM UNDERREPRESENTED AND NON-TRADITIONAL GROUPS TO ADVANCE THE FIELD. THEIR INCREASED PERSISTENCE, COMPLETION, AND ENTRY INTO GRADUATE STUDY WILL INCREASE DIVERSE PERSPECTIVES IN PSYCHOLOGICAL SCIENTIFIC RESEARCH AND OTHER STEM FIELDS. THE HSI PROGRAM AIMS TO ENHANCE UNDERGRADUATE STEM EDUCATION AND BUILD CAPACITY AT HSIS. PROJECTS SUPPORTED BY THE HIS PROGRAM WILL ALSO GENERATE NEW KNOWLEDGE ON ACHIEVING THESE AIMS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

MENTAL HEALTH JUVENILE JUSTICE PROGRAM

THE CHICAGO SCHOOL ADVANCE CATALYST PROGRAM -THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY WILL UNDERTAKE AN INSTITUTIONAL SELF-ASSESSMENT TO IDENTIFY POTENTIAL ORGANIZATIONAL INEQUITIES IN CULTURE AND POLICY THAT RESULT IN DIFFERENTIAL PROFESSIONAL OUTCOMES FOR SOME STEM FACULTY. THE ADVANCE CATALYST PROJECT WILL RESULT IN A FIVE-YEAR STEM FACULTY EQUITY PLAN TAILORED TO THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY CONTEXT AND INSTITUTIONAL DATA THAT WILL GUIDE INSTITUTIONAL ACTIONS TO ADDRESS ANY ISSUES IDENTIFIED DURING THE GRANT. THIS PROJECT WILL EXAMINE HOW CULTURE, POLICY, AND OTHER FACTORS INTERACT ACROSS LEVELS OF AN INSTITUTION AND AFFECT DIFFERENT FACULTY IN STEM. THE INSTITUTIONAL SELF-ASSESSMENT AND FIVE-YEAR STRATEGIC PLAN WILL SET A FOUNDATION TO IMPROVE EQUITY FOR STEM FACULTY AT THE INSTITUTION. THIS WORK WILL BENEFIT STEM DISCIPLINES AS WELL AS NON-STEM DISCIPLINES DUE TO THE INTERCONNECTED NATURE OF INSTITUTIONAL POLICY. RESULTS OF THE CATALYST PROJECT WILL BE REGULARLY COMMUNICATED WITH THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY COMMUNITY. THE PROJECT IS EXPECTED TO ADD TO OUR UNDERSTANDING OF STEM FACULTY EQUITY ISSUES AT URBAN SPECIALIZED INSTITUTIONS. THE NSF ADVANCE PROGRAM IS DESIGNED TO FOSTER GENDER EQUITY THROUGH A FOCUS ON THE IDENTIFICATION AND ELIMINATION OF ORGANIZATIONAL BARRIERS THAT IMPEDE THE FULL PARTICIPATION AND ADVANCEMENT OF DIVERSE FACULTY IN ACADEMIC INSTITUTIONS. ORGANIZATIONAL BARRIERS THAT INHIBIT EQUITY MAY EXIST IN POLICIES, PROCESSES, PRACTICES, AND THE ORGANIZATIONAL CULTURE AND CLIMATE. ADVANCE CATALYST AWARDS PROVIDE SUPPORT FOR INSTITUTIONAL EQUITY ASSESSMENTS AND THE DEVELOPMENT OF FIVE-YEAR FACULTY EQUITY STRATEGIC PLANS AT ACADEMIC, NON-PROFIT INSTITUTIONS OF HIGHER EDUCATION. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

MENTAL HEALTH ON CAMPUS: AN ESSENTIAL COMPONENT FOR SUCCESS IN HIGHER EDUCATION AND BEYOND

INTERNATIONAL GENDER SUMMIT

EMERGENCY FINANCIAL RELIEF FOR STUDENTS IMPACTED BY ONSET OF COVID-19 PANDEMIC

EMERGENCY FINANCIAL RELIEF FOR STUDENTS IMPACTED BY ONSET OF COVID-19 PANDEMIC

THE NAOMI RUTH COHEN INSTITUTE FOR MENTAL HEALTH EDUCATION, PART OF THE CLINICAL COUNSELING DEPARTMENT AT THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY'S CHICAGO CAMPUS, IS DEDICATED TO ERADICATING THE STIGMA ASSOCIATED WITH MENTAL ILLNESS. THEIR MISSION IS TO REDUCE THE STIGMA ASSOCIATED WITH MENTAL ILLNESS THAT HAS BECOME A BARRIER FOR INDIVIDUALS, FAMILIES, AND COMMUNITIES RECEIVING MUCH-NEEDED SUPPORT. THE PROPOSED VISTA PROJECT ALIGNS WITH THE HEALTH FUTURES FOCUS AREA. THE VISTA PROJECT WILL SEEK TO REDUCE OPIOID-RELATED DEATHS IN CHICAGO BY PROMOTING SUBSTANCE ABUSE PREVENTION, EDUCATION, REDUCTION, AND RECOVERY, IN THREE LOW-INCOME NEIGHBORHOODS (AUSTIN, NORTH LAWNDALE, AND HUMBOLDT PARK); AND EXPECTS TO BENEFIT A COLLECTIVE POPULATION OF APPROXIMATELY 183,755 EACH YEAR. TWO VISTA MEMBERS WILL CONTRIBUTE TO THE GOALS OF THE PROJECT BY PERFORMING ACTIVITIES TOWARDS THIS GOAL WHICH INCLUDE PREVENTING OPIOID USE DISORDERS FROM DEVELOPING BY DECREASING ACCESS TO NONPRESCRIPTION OPIOIDS, PROMOTING SAFE STORAGE OF MEDICATIONS BY DEVELOPING A PLAN FOR SAFE DISPOSAL OF EXCESS MEDICATIONS; HELPING TO IMPLEMENT EVIDENCE-BASED SUBSTANCE ABUSE PREVENTION FOR SCHOOL-AGE YOUTH, PROMOTING POSITIVE SOCIAL SKILLS FOR YOUTH AS AN ALTERNATIVE TO USING SUBSTANCES TO COPE WITH LIFE'S STRESSES AND CHALLENGES; AND SUPPORTING A CULTURE OF RECOVERY BY INCREASING COMMUNITY AWARENESS.

GRADUATE PSYCHOLOGY EDUCATION PROGRAMS