- Educational Psychology and Technology
The Chicago School of Professional Psychology
- Office Phone
Aubrey Statti, Ed.D. earned a Bachelor of Arts in Political Science and Spanish from the University of Florida and a Master's of Professional Counseling and a Doctorate of Education from Liberty University. She has worked in higher education for 13 years and has taught at the undergraduate, graduate, and post-graduate levels in areas of psychology, counseling, education, and research at Liberty University, Arcadia University, Bryan College, University of the Rockies, and Walden University. She is the former Director of Clinical Training with Liberty University's MA Counseling program. Additionally, she has worked in the Florida public schools as both a high school teacher and a school counselor. Dr. Statti is currently a professor for The Chicago School of Professional Psychology's (TCSPP) Educational Psychology and Technology program, primarily teaching research and ethics courses. She also serves as a Dissertation Chair and reader on doctoral student's dissertations. Her research interests in the areas of educational technology include K-12 education, online education, early childhood education, digital storytelling, rural education, and the impact of mentorship in educational settings. Dr. Statti has served as a reviewer for the Contemporary Issues in Technology and Teacher Education journal and is currently on the development committee of TCSPP's International Journal of Educational Psychology and Technology.
- Education History
Degree Institution Year BA in Political Science University of Florida, Gainesville, FL 2005 MA in Professional Counseling Liberty University, Lynchburg, VA 2008 EdD in Educational Leadership Liberty University, Lynchburg, VA 2011 Certificate in Instructional Design St. Petersburg College, St. Petersburg, FL 2017
- Professional Memberships
Role Organization Member AERA (American Educational Research Association) Member OLC (Online Learning Consortium Member SITE (Society for Information Technology and Teacher Education)
- Areas of Expertise
Area Expertise Child & Adolescent Development Learning/Learning Disabilities Research Design/Methodology Qualitative Inquiry School Psychology Academic Interventions Cultural Diversity Positive Behavior Supports Response to Intervention
Title Location Date Technology explorations in the curriculum design of qualitative research coursework Society for Information Technology & Teacher Education Conference, Washington, D.C. March 2018 The positive impact of faculty mentorship throughout a doctoral program Online Learning Consortium Accelerate Conference, Orlando, Florida. November 2017 Digital storytelling application express workshop Online Learning Consortium Accelerate Conference, Orlando, Florida November 2017 Creating student engagement through e- learning faculty mentorship the 2nd Canadian International Conferences on Advances in Education, Teaching, & Technology Conference, Toronto, Canada July 2017 Digital literacy: Making access equal success Canada International Conference on Education, Ontario, Canada June 2017 Creating online community through e- learning faculty mentorship programs International Conference on Education and New Developments, Libson, Portugal June 2017 Teaching Beyond the Three R’s: The Case for Teaching Digital Literacy Society for Information Technology and Teacher Education Conference, Austin, TX March 2017 Practical approaches to learning assignments in the online classroom The Beauty of E-Learning Conference, St. Petersburg, FL February 2017
Statti, A. & Torres, K. M. (2018). Second or foreign language learning with augmented reality. In G. Reyes (Ed.) Augmented reality for enhanced learning environmentsHershey, PA: IGI Global Publication.
Torres, K. M. & Statti, A. (2018). Enhanced learning and professional development outcomes through augmented reality. In G. Reyes (Ed.) Augmented reality for enhanced learning environmentsHershey, PA: IGI Global Publication.
- Question and Answer
What advice would you give to a student entering The Chicago School?
My advice for new students is to develop both a personal support system as well as an academic organizational system. I encourage students to find family and friends who will be supportive of the time, energy, and financial commitment of earning an advanced degree. This network of support should help to encourage the student to persevere in times of stress or self-doubt. In addition, I recommend that students reach out to professors for mentorship and guidance through their degree of studies. Further, I suggest finding an effective organizational system that works for the student and includes reminders for upcoming assignments and important deadlines. Having a strong network of support as well as a personal organizational system are both invaluable tools when pursuing a graduate degree!