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The faculty members in the NLU School Psychology program are teachers, practitioners, and scholars. Students in the program are instructed by professors who are well-respected in the field and have strong experiences to support their educational backgrounds.
Brief Bio:
Mark R. Shinn, is a Professor of School Psychology and Co-Program Coordinator. Prior to joining NLU in 2003, he was Professor of School Psychology and Special Education and directed the Oregon NASP- and APA-approved programs. In 2003, he was awarded the American Psychology Association (APA) Division 16 Jack Bardon Award for Distinguished Career Service. In 2014, he was awarded only the 9th Distinguished Alumni Award in more than 40 years from the University of Minnesota School Psychology Program. He has authored more than 100 journal articles and book chapters on scientifically based basic skills progress monitoring and screening as well as decision making in a Multi-Tier System of Supports (MTSS/RTI) and edited 5 books, including 3 editions of research-based PK-12 interventions for the National Association of School Psychologists (NASP). He teaches courses and supervises students on research-based practices and data-based decision making in a Multi-Tier System of Supports.
Brief Bio:
Madi Phillips is an associate professor of School Psychology. She teaches courses in educational assessment and measurement, curriculum and instruction, evidence-based academic interventions, classroom management, practicum, and internship. Prior to joining NLU in 2009, Dr. Phillips was a school psychologist and professional developer. Currently, she provides technical support to local school districts on implementing data-based decision making in a Multi-Tier System of Supports (MTSS) using evidence-based academic and behavioral programming. Dr. Phillips also works on grants and conducts action research with the goal to improve general and special education teacher preparation using a practice-based learning approach, Adaptive Cycles of Teaching (ACT).
Jennifer M. Cooper, Ph.D., NCSP
Brief Bio:
Jennifer Cooper is a tenure-track Assistant Professor and Co-Program Director of the School Psychology program. She is a Nationally Certified and Licensed School Psychologist. Prior to joining NLU’s faculty in the fall of 2015, Dr. Cooper served as a school psychologist and postdoctoral researcher for a federally funded school-based treatment study. Jennifer currently serves on the Editorial boards for the Journal of Educational and Psychological Consultation and School Psychology Forum. She has presented nationally and published on topics related to social justice and mental health, and her primary research and teaching interests focus on meeting the social-emotional needs of youth in schools, evidence-based mental health and behavior practices in schools, and training issues related to advocacy/social justice in school psychology. She teaches courses in social and emotional learning, mental health, positive behavior support, cognitive-behaviorial therapy, assessment, and serves as Internship Coordinator.
Monika Neale, Ed.D., LCP, NCSP
Brief Bio:
Dr. Neale is a practitioner who divides her time between clinical practice and training of psychologists. In her clinical practice, she specializes in the delivery of Cognitive Behavioral Therapy (CBT) and provides other evidence-based treatments to children, adolescents, young adults, and their families. Dr. Neale is a Visiting Assistant Professor in the National College of Education where she teaches courses in mental health, applied behavioral analysis, instructional consultation, home-school-community partnership, and provides supervision to first and second year practicum students. She is a Nationally Certified School Psychologist (NCSP) and a Licensed Clinical Psychologist (LCP) trained in clinical psychopharmacology (RxP). Dr. Neale developed and implemented numerous evidence-based academic programs for at-risk students, developed protocols for social-emotional screening targeting secondary students, and coordinated academic, behavioral and social-emotional Tier 2 and Tier 3 interventions in educational settings. She has also worked with English Language Learners and studied the effects of explicit vocabulary teaching in mathematics. Dr. Neale has presented nationally and internationally on topics of diversity, mental health, special education, and response to intervention (RtI) at the secondary level.
