Laura Mccormick

Dr. Laura J. McCormick holds a Ph.D. in General Psychology. She has been teaching social sciences courses in the College of Interdisciplinary Undergraduate Studies (CIUS) since 2010. She also mentors newly hired undergraduate faculty via the Undergraduate New Faculty Orientation (UG-NFO) course and as the new faculty teach their first course.

Dr. McCormick is passionate about student success and providing undergraduate students with positive learning experiences that enrich their educational journeys. Her research interests include empathy and active listening in the instructor-student relationship, and the use of "Catch-Up" plans as a restorative justice practice to foster undergraduate student persistence and retention. In 2023, Dr. McCormick was a recipient of the Riedel Research Grant for the Advancement of the Walden Learning Model for her work on "Café Thrive: A Synchronous Undergraduate Community in an Asynchronous World."

In addition to teaching and mentoring, Dr. McCormick serves as the Petitions Committee Chair and has acted as Assessment Coordinator, Tutoring Coordinator, and Lead Faculty – all within CIUS.

Courses Taught

PSYC 1001 - Introduction to Psychology

SOCI 1001 - Introduction to Sociology

SOCI 4080 - Social Responsibility

HMNT 1001 - Living and Learning in a Technological World

Education

PhD, Walden University

MEd, Youngstown State University

BA, Westminster College

Public Service

Cattaraugus County Pride Coalition, Board Member -

Awards / Honors

Riedel Research Grant for the Advancement of the Walden Learning Model, Walden University, 2023

Faculty Excellence Award, , 2019

Publications

Brevard, L., Mccormick, L. J. (2023). Catch-Up Plans: "Extra Time and a Ladder to Climb": A Restorative Justice Practice to Foster Undergraduate Student Persistence and Retention.

Mccormick, L. (2015). Women and Thyroid Disease: Treatment Experiences and the Doctor Patient Relationship. Scholarworks

Mccormick, L., Fagen, J., Kontos, A., Venable, R., Anderson, P. (2012). School Context, High-Risk Drinking, and Sexual Assault at Two Southern Urban Universities. Electronic Journal of Human Sexuality

Fagen, J., Mccormick, L., Kontos, A., Venable, R., Anderson, P. (2011). The Influence of Gender and Race on Sexual Assault Among High Risk Drinkers. Race, Gender, & Class

Kress, V., Kelly, B., McCormick, L. J. (2004). Trichotillomania: Assessment, Diagnosis, and Treatment. Journal of Counseling and Development

Kress, V., McCormick, L. J., Kelly, B. (2003). Counseling Clients Who Self-Injure: Ethical Considerations. Counseling and Values

Presentations

McCormick, L. J. (2021). Exploring Empathy and Student Retention: A Review of the Literature. Consortium for Student Retention Data Exchange

McCormick, L. J., Pertillar-Brevard, L. A. (2021). “Catch-Up Plans” as a Demonstration of Empathy in the Student-Instructor Relationship .

Anderson, P., Venable, R., Kontos, A., Mccormick, L., Fagan, J. (2009). The Influence of Gender and Race on Sexual Assault Among High Risk Drinkers.

Venable, R., Kontos, A., Mccormick, L., Fagan, J., Anderson, P. (2009). School Context, High Risk Drinking, and Sexual Assault at Two Southern Urban Universities.

Anderson, P., Venable, R., Kontos, A., Mccormick, L., Fagan, J. (2008). High Risk Drinking and Sexual Assault/Assaulting on Two Southern College Campuses.

Kelly, B., McCormick, L. J., Kress, V. (2003). Diagnosis and Treatment of Trichotillomania.

Kress, V., McCormick, L. J., Kelly, B., Potts, J., Cebula, J. (2002). Self-Injurious Behaviors: Diagnosis and Intervention.

Kress, V., Reynolds, C., McCormick, L. J., Kelly, B. (2002). Adolescents Who Self-Injure: Implications and Strategies for School Counselors.

Trepal-Wollenzier, H., Rosa, L., Kress, V., McCormick, L. J., Kelly, B., Cebula, J., Potts, J. (2002). Disordered Eating and Body Image: A Collaborative Approach to Awareness and Treatment on Campus.