Clinical Professor and Director
PhD (2000), School Psychology, University of Tennessee
Brian Wilhoit, PhD is a clinical professor in the Department of Educational Psychology and Counseling and the director of the Korn Learning, Assessment, and Social Skills Center. He received his PhD from the University of Tennessee in school psychology in 2000. He is also a licensed psychologist in the state of Tennessee.
Prior to joining the university, he was the director of School Psychology Services at Cherokee Health Systems where he provided direct services in both clinical and school settings.
PhD (2013), University of Tennessee
Carolyn Blondin is a licensed psychologist at the center. She obtained a BA in psychology at Elon University in North Carolina. After graduating, she worked two years as a psychological assistant in Gainesville, Florida. Starting in 2008, she attended the University of Tennessee’s School Psychology PhD program. She received her doctorate in 2013, following a yearlong internship with the Tennessee Internship Consortium. At the KLASS center, Blondin provides assessment, intervention, and consultative services to children and adults. She also provides services as a school psychologist for a rural school district. Her research interests include early academic interventions at the college level and class-wide behavior management.
PhD (2012), North Carolina State University
Julia Mayer is a school psychologist, licensed psychologist, and mother of two young boys. She obtained a BS at the University of North Carolina–Chapel Hill and her MS and PhD at North Carolina State University. Mayer has worked in a variety of settings from schools, community centers, and assisted-living facilities, collaborating with other professionals and parents. She has extensive evaluation and consultation experience regarding educational and clinical disabilities, particularly those related to attention and learning disorders. Mayer has several publications and work experience targeting the facilitation and monitoring of intervention plans.
MEd (2018), University of Florida
Kacey Gilbert received a BS in Elementary Education (2001) and a M.Ed. in Counseling and Educational Psychology (2003) from the University of Nevada, Reno. She has achieved a M.Ed. in school psychology and is in her final year of a Ph.D. program in school psychology at the University of Florida. Her research interests include assessment of cognitive abilities and identification methods of specific learning disabilities. She enjoys hiking, camping and travelling in her free time.
MS (2018), University of Tennessee
Shelby Wright earned a Bachelor of Science degree in psychology and human services from the University of the Cumberlands in 2015. She received a Master of Science degree in Applied Educational Psychology from the University of Tennessee in 2018. She is currently pursuing her PhD in School Psychology at the University of Tennessee. She is also a graduate research assistant with the Tennessee Behavior Supports Project at the University of Tennessee. Her research interests include academic and behavioral interventions, such as group contingences, and positive peer reporting. She enjoys long-distance running, trying new restaurants, and traveling.
Clinic Coordinator (Graduate Assistant)
BS (2018), University of Evansville
Kristen Fowler graduated in 2018 from the University of Evansville in Indiana with a B.S. in Psychology with minors in Ethics and Neuroscience. She is currently pursuing her PhD in School Psychology at the University of Tennessee at Knoxville. Her research interests include academic and behavioral interventions. She is especially interested in prosocial behaviors and early childhood.
Graduate Clinicians (4th Yrs)
MS (2018), University of Tennessee
Lezli Anderson received a B.A. in Psychology from the University of Texas at Austin in 2016 and a M.S. in Applied Educational Psychology from the University of Tennessee at Knoxville in 2018. She is currently pursuing her Ph.D. in School Psychology at the University of Tennessee. Her research interests include emotional intelligence of educators and students. She is also a graduate research assistant with the Department of Educational Leadership and Policy Studies and the Center for Educational Leadership. She enjoys hiking, running, and listening to podcasts in her free time.
MS (2019), University of Tennessee
Madeline Auge earned her Bachelor of Science degree in Psychology from the University of Dayton in 2015 and her Master of Science in Applied Educational Psychology degree from the University of Tennessee at Knoxville in 2019. She is currently a fourth year student pursuing her Ph.D. in School Psychology at the University of Tennessee. Madeline’s research interests include combining behavioral and academic interventions, such as writing group contingencies. In her free time, Madeline enjoys spending time outdoors, traveling, and watching live music.
MS (2018), University of Tennessee
Janet Schwartz-Micheaux graduated from Rice University in 2015 with a Bachelors of Arts degree in psychology and kinesiology. She received a Master of Science degree in Applied Educational Psychology from the University of Tennessee in 2018. Janet is currently in her fourth year in a Ph.D. program in School Psychology at the University of Tennessee. She is also a graduate teaching associate for several sections of a general education psychology course here at UT. Her research interests include improving student persistence and classroom factors that influence student success. In her free time, Janet likes gardening, recycling/composting, jogging, and brunching.
BA (2013), University of Albany
Kyle Ryan graduated from the University at Albany in 2013 with a B.A. in Psychology. He is currently pursuing his Ph.D. in School Psychology at The University of Tennessee at Knoxville. His research interests include the implementation and evaluation of academic and behavioral interventions, with a focus on creating practical solutions to issues that are commonly reported in educational settings. In his free time Kyle likes to listen to music, play video games, and go for walks around Knoxville.
Graduate Assistant (4th Yr)
EdS (2013), University of Tennessee at Chattanooga
Michelle Fast is a Nationally Certified School Psychologist who has worked in public schools in Tennessee and South Carolina for the past five years. She earned her Bachelor of Science degree in Psychology with a minor in Chemistry from Geneva College and her Education Specialist Degree in School Psychology from the University of Tennessee at Chattanooga. Her professional training has included instruction and evaluation in the areas of special education law, educational disabilities, and school consultation. Her research interests include emotional intelligence with teachers and students, and development of user-friendly measures to assess student abilities.
Associate Professor and School Psychology Program Coordinator
PhD (2002), Mississippi State University
Christopher H. Skinner
PhD (1989), Lehigh University
R. Steve McCallum
PhD (1979), University of Georgia
Robert L. Williams
PhD (1965), Vanderbilt University