Loyola University Chicago

School of Education

Faculty and Staff Directory

Coffee, Gina

Title/s: Associate Professor;
Co-Program Chair

Specialty Area: School Psychology

Office #: Lewis Towers 1140, WTC

Phone: 312.915.6854

E-mail: gcoffee@luc.edu

CV Link: Coffee-CV

About

Dr. Gina Coffee is an Associate Professor in the School Psychology program at Loyola University Chicago. Dr. Coffee earned a PhD in Educational Psychology, with a specialization in School Psychology, from the University of Wisconsin-Madison. Prior to joining the faculty at Loyola University Chicago, she provided psychological services to children in grades K-12 and was a faculty member in the School Psychology program at Sam Houston State University. Dr. Coffee’s teaching, scholarship, and practice are focused on the prevention of academic, behavioral, social, emotional, and health difficulties of children through collaboration with educators, families, and community members. She teaches courses in behavioral and social-emotional assessment and intervention, research methods, and single-case research design. Dr. Coffee has delivered professional presentations, authored/co-authored refereed publications, and independently secured funding to fund graduate student training and fund her research program. She has co-authored Early Childhood Education: A Practical Guide to Evidence-Based, Multi-Tiered Service Delivery (Routledge, 2013) and is currently co-authoring two books addressing the promotion of sexual health among youth and the provision of school supports for children of military families, respectively. In 2010, she was awarded an Early Career Research Award by the Society for the Study of School Psychology. Dr. Coffee is an Associate Editor for the Journal of Educational and Psychological Consultation, an editorial board member for the Journal of School Psychology and Psychology in the Schools, and an ad-hoc reviewer for the Journal of Applied School Psychology.

Degrees

  • Ph.D., University of Wisconsin, Madison, WI
  • M.S., University of Wisconsin, Madison, WI
  • Ed.S., Baylor University, Waco, TX
  • B.S., Baylor University, Waco, TX

Program Areas

  • School Psychology

Research Interests

  • Evidence-Based Prevention & Intervention
  • Health-Risk Behaviors in School-Aged Children
  • Program Evaluation
  • Single-Case Research Designs

Professional & Community Affiliations

  • American Psychological Association (APA) Division 16 (Division of School Psychology) 
  • National Association of School Psychologists (NASP)
  • Illinois School Psychology Association (ISPA)
  • Trainers of School Psychologists (TSP)
  • Achieving College Excellence (ACE) Program, Faculty Undergraduate Research Mentor
  • LUCES Mentorship Program, Faculty Mentor of Undergraduate Women of Color
  • Schweitzer Fellows Program, Faculty Mentor

Courses Taught

  • CIEP 482 Prevention, Assessment, & Intervention: Behavior
  • CIEP 485 Prevention, Assessment, & Intervention:
                      Social-Emotional
  • RMTD 422 Single-Case Research Designs

Awards

  • Robert Crown Center for Health Education, Program Evaluation Awards (2012-2014)
  • Society for the Study of School Psychology (SSSP) Early Career Research Award (2010-2011)
  • Center for Urban Research and Learning (CURL) Faculty Fellow (2010)
  • School Psychology Research Collaboration Conference (SPRCC) Early Career Scholar (2009)
  • University Summer Research Stipend (2009)

Selected Publications

 

  • Fenning, P., & Coffee, G. (under contract). School supports for children of military members: The role of the school psychologist. Guilford Press.
  • Coffee, G. & Fenning, P. (under contract). Promoting sexual health of youth: Home, school, and community collaboration. New York, NY: Routledge.
  • Harkema, R., & Coffee, G. (in press). Anxiety in youth with Autism Spectrum Disorders: Current research and implications for practice. NASP Communique.
  • Sears, K., Turner, C., & Coffee, G. (2014). Supporting successful transitions for students and school staff during school closings. NASP Communique, 42(8).
  • Kowalewicz, E., & Coffee, G. (2014). Mystery Motivator: A Tier 1 classroom behavioral intervention. School Psychology Quarterly, 29(2), 138-156.
  • Coffee, G., Ray-Subramanian, C., Schanding, T., & Feeney-Kettler, K. (2013). Early childhood education: A practical guide to evidence-based, multi-tiered service delivery. New York, NY: Routledge.
  • Coffee, G., & Kratochwill, T. R. (2013). Generalization programming: An examination of the role of prevention in school-based problem-solving consultation. Journal of Educational and Psychological Consultation, 23(1), 1-35.
  • Harris, B., Coffee, G., Newell, M., Newton, J.H., Ogg, J., & Shriberg, D. (2011). Careers in academia: Perspectives and insights from junior school psychology faculty. The Trainers’ Forum, 30(1), 58-72.
  • Ray-Subramanian, C., & Coffee, G. (2010). Practical considerations for selecting and implementing literacy interventions with English language learners. School Psychology Forum: Research in Practice, 4(1), 34-43.
  • Coffee, G., & Ray-Subramanian, C. (2009). Goal attainment scaling: A progress monitoring tool for behavioral interventions. School Psychology Forum: Research in Practice, 3(1), 1-12.