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About the School Psychology Faculty

Students benefit from classes taught by faculty who are active researchers — a rarity in most graduate programs, because most active researchers do not teach. They also read articles and books on course topics written by program faculty.

Our faculty members are shaping theory and practice within the field, publishing books and authoring articles in top-tier medical, psychological and educational journals, including School Psychology Quarterly, the Journal of School Psychology, and The Journal of Applied School Psychology.

Their work has been recognized by leading authorities in medicine, public health, psychology and law, including the U.S. Assistant Surgeon General, the head of the National Institutes of Health, the Federal Bureau of Investigation and several American Psychological Association presidents.

Faculty members are also active practitioners, conducting evaluations, consulting with teachers and school districts, and offering parent trainings.

Headshot of Stefan Dombrowski
Professor and Director, School Psychology Program
Bierenbaum Fisher Hall 202J

Academic Background

  • Post Doctoral Fellow, Clinical Child Psychology, University of California, Davis Medical Center
  • Ph.D., School Psychology, University of Georgia
  • M.B.A., Finance, University of Connecticut
  • B.B.A., Personnel Management & Organizational Behavior, College of William & Mary

Professional Certifications

  • Licensed Psychologist (New Jersey & Pennsylvania)
  • Certified School Psychologist (New Jersey & Pennsylvania)
Headshot of Karen Gischlar
Associate Professor
Bierenbaum Fisher Hall 202N

Academic Background

  • Ph.D., School Psychology, Lehigh University
  • Ed.S., School Psychology, Rider University
  • M.A., School Counseling, The College of New Jersey
  • B.S., Early Childhood/Elementary Education, The College of New Jersey


Current research focuses on emergent literacy skill assessment and intervention and the implementation of Response to Intervention models.

Scholarly Projects

Peer Reviewed Journals