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GCE - Dean's Office
Wheatley Hall, Floor 01, Room 00077
Tel. 617-287-7600
Contact Webmaster
Felicia Wilczenski
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Ed.D., University of Massachusetts Amherst Telephone: 617-287-7592 Email: Felicia.Wilczenski@umb.edu |
Felicia L. Wilczenski, Ed.D. is Professor and Associate Dean of the Graduate College of Education. She teaches in both the school counseling and school psychology programs. Professor Wilczenski’s work focuses on service-learning applications in graduate education and K-12 settings. Her research explores the process and outcomes of service-learning interventions.
Awards
John Glenn Scholar in Service Learning
John Glenn School of Public Policy
The Ohio State University
2008
Mary Tucker Thorp Award for Distinguished Scholarship
School of Social Work and Feinstein School of Education and Human Development
Rhode Island College
Providence, RI
1999 – 2000
Published Scholarship
Selected Publications
Books
Wilczenski, F.L., & Coomey, S.M. (2007). A practical guide to service learning: Strategies for positive development in schools. New York: Springer Publishers.
Houser, R., Wilczenski, F.L., & Ham, M. (2006). Culturally relevant ethical
decision-making in counseling. Thousand Oaks, CA: SAGE Publications.
Chapters
Wilczenski, F.L., & Coomey, S.M. (2008). Best practices in service-learning:
Enhancing both the social/emotional and academic competence of all students. In
A. Thomas & J. Grimes (Eds.). Best Practices in School Psychology V. Bethesda,
MD: National Association of School Psychologists.
Wilczenski, F.L. (2000). Attitudes toward inclusive education scale. In P.E. Lester &
L.K. Bishop (Eds.). Handbook of tests and measurement in education and the
social sciences (2nd ed.). Lanham, MD: Technomic Books.
Articles
Wilczenski, F.L., & Schumacher, R.A., (2008). Service learning integrated into urban
school counselor preparation. Journal of School Counseling, 6(12).
Available: http://www.jsc.montana.edu/articles/v6n12.pdf.
Poynton, T., Schumacher, R.A., & Wilczenski, F.L. (2008). School counselors’
attitudes toward statewide comprehensive guidance model implementation.
Professional School Counseling, 11, 417-422.
Wilczenski, F.L., & Coomey, S.M. (2006). Distance learning: Finding its place
in school counseling practice, education and professional development.
Professional School Counseling, 9, 327-331.
Wilczenski, F.L.,& Schumacher, R.A. (2006). Giving and growing: Service learning
applications in school counseling. School Counselor, 43(4), 58-63.
Coomey, S.M., & Wilczenski, F.L. (2005). Implications of technology for social
and emotional communication. Journal of Applied School Psychology, 21,
127-139.
Wilczenski, F.L., & Coomey, S.M. (2005). Distance education in school
psychology training: Toward a critical dialogue. School Psychology Trainers’
Forum, 24(4), pp. 6-8.
Wilczenski, F.L., Coomey, S.M., & Ball, B.A. (2004). Service learning as a
vehicle for educating school psychologists. School Psychology Trainers’
Forum, 23(4), pp. 1-6, 8.
Wilczenski, F.L., & Coomey, S.M. (2003). Intersection of supervision and technology:
Using Prometheus to enhance learning. School Psychology Trainers’ Forum,
23(1), pp. 6, 14-15.
Wilczenski, F.L., Bontrager, T., & Ferraro, B. (2002). Measuring functional
independence of students with severe disabilities: Issues and methods.
Assessment for Effective Intervention, 28, 31-38.
Wilczenski, F.L., & Coomey, S.M. (2002). School psychology training in cyberspace:
Issues, ethics, and questions. National Association of School Psychologists
Communique, 31(4), 30-33.
Wilczenski, F.L., Konstam, V., Ferraro, B., Kaplan, L., Bontrager, T. (2002).
Classroom contexts for social and emotional learning. Massachusetts
School Psychologists Association Newsletter, 20(2), pp. 1-2, 4-10.
Wilczenski, F.L., Bontrager, T., Ventrone, P., & Correia, M. (2001). Observing
collaborative problem-solving processes and outcomes. Psychology in the
Schools, 38, 269-281.
Dooley, P., Wilczenski, F.L., & Torem, C. (2001). Using an activity schedule to smooth
school transitions. Journal of Positive Behavior Interventions, 3(1), 57-61.
Schiappa, D., Beaulieu, S., Wilczenski, F.L., & Bontrager, T. (2000). Teachers’
perspectives on school psychology consultation. Rhode Island School Psychology
Quarterly, 10, 3-5.
Azaula, M., Msall, M., Buck, G., Tremont, M., Wilczenski, F.L., & Rogers, B. (2000).
Measuring functional status and family support in older school-aged children
with cerebral palsy: Comparison of three instruments. Archives of Physical
Medicine and Rehabilitation, 81, 307-311.
Msall, M., Rogers, B., Ripstein, H., Lyons, N., & Wilczenski, F.L. (1997). Measurements
of functional outcomes in children with cerebral palsy. Mental Retardation and
Disability Research Reviews, 3, 194-203.
Wilczenski, F.L. (1997). Marking the school psychology lifespan: Entry into and exit
from the profession. School Psychology Review, 26, 502-514.
Wilczenski, F.L., Bontrager, T., & Carreira, K. (1997). Behavior theory and
practice in school psychology. The School Psychologist, 51, pp. 65, 68-69.
Bontrager, T., & Wilczenski, F.L. (1997). School psychology practice in an era of
educational reform. National Association of School Psychologists Communique,
25 (8), 28-29.
Wilczenski, F.L., Steegmann, R., Braun, M., Feeley, F., Griffin, J., Horowitz, T., &
Olson, S. (1997). Children as victims and victimizers: Interventions to promote
“fair play.” School Psychology International Journal, 18, 81-89.
Olson, S., & Wilczenski, F.L. (1995). Multicultural issues and education relevant to
school psychology practice. School Psychology International Journal, 16, 323-
334.
Wilczenski, F.L. (1995). Development of a scale to measure attitudes toward inclusive
education. Educational and Psychological Measurement, 55, 291-299.
Wilczenski, F.L. (1994). Impact of school participation and disengagement on first grade
achievement. Journal of Research in Education, 4, 53-57.
Msall, M., DiGaudio, K., Rogers, B., LaForest, S., Catanzaro, N., Campbell, J.,
Wilczenski, F.L., & Duffy, L. (1994). The Functional Independence Measure of
Children (WeeFIM): Conceptual basis and pilot use in children with
developmental disabilities. Clinical Pediatrics, 33, 421-430.
Costello, M., Phelps, L., & Wilczenski, F.L. (1994). Children and military conflict:
Current issues and treatment implications. School Counselor, 41, 220-225.
Wilczenski, F.L. (1993). Comparison of academic performances, graduation rates, and
timing of drop out for LD and nonLD college students. College Student Journal,
27, 184-194.
Wilczenski, F.L. (1993). Changes in attitudes toward mainstreaming among
undergraduate education students. Educational Research Quarterly, 17, 5-17.
Wilczenski, F.L. (1992). Re-evaluating the factor structure of the Attitudes Toward
Mainstreaming Scale. Educational and Psychological Measurement, 52, 499-504.
Wilczenski, F.L. (1992). Measuring attitudes toward inclusive education. Psychology in
the Schools, 29, 306-312.
Phelps, L., Dowdell, N., Rizzo, F., Ehrlich, P., & Wilczenski, F.L. (1992). Five to ten
years after placement: The long-term efficacy of retention and pre-grade
transition. Journal of Psychoeducational Assessment, 10, 116-123.
Wilczenski, F.L. (1992). Coming to terms with an identity of learning disabled in college.
Journal of College Student Psychotherapy, 7, 49-61.
Wilczenski, F.L., & Gillespie-Silver, P. (1992). Challenging the norm: Academic
performance of university students with learning disabilities. Journal of College
Student Development, 33, 197-202.
Wilczenski, F.L. (1991). Facial emotional expressions of adults with mental retardation.
Education and Training in Mental Retardation, 26, 319-324.
Wilczenski, F.L., Sulzer-Azaroff, B., Feldman, R.S., & Fajardo, D.E. (1987). Feedback to
teachers on student engagement as a consultation tool. Professional School Psychology (now School Psychology Quarterly), 2, 261-272.