Transfer Guides

No Child Left Behind - Highly Qualified Fact Sheet

Information on new Texas teachers who are assigned to teach in grades EC-6. Please download the fact sheet for information.

Beverly Bower

Professor, Counseling and Higher Education, Don A. Buchholz Chair for Community Education, Director, Bill J. Priest Center
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Matthews Hall 207-G

Answering the call: African American women in higher education leadership
Bower, B.L., & Wolverton, M.
Stylus Publishing
Women at the top: What women university and college presidents say about effective leadership
Wolverton, M., Bower, B. L., & Hyle, A.
Stylus Publishing
Underlying consumer valuing structures of baby boomers as older adults in community colleges: A grounded analysis
Palazesi, L.M., Bower, B.L., & Schwartz, R.A.
Journal of Marketing for Higher Education, 17(2), 256-291
    Refereed(Peer reviewed) Journals

A descriptive study of online teaching styles
Barrett, K., Bower, B.L., & Donovan, N.
American Journal of Distance Education, 21(1), 37-49
    Refereed(Peer reviewed) Journals

Self-identity modification and intent to return: Baby boomers reinvent themselves using the community college
Palazesi, L.M., & Bower, B.L.
Community College Review, 34(1), 44-67"

Scott B. Martin

Professor, Kinesiology, Health Promotion and Recreation
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Physical Education Building 210-F

Dr. Scott Martin received his doctorate of philosophy degree in Physical Education with an emphasis in Sport and Exercise Psychology from the University of Tennessee, Knoxville. He is a fellow and certified consultant of the Association for Applied Sport Psychology, fellow of the American College of Sports Medicine, a member of the United States Olympic Committee's Sport Psychology Registry, and an invited member of the Texas Cardiovascular Disease and Stroke Partnership. Dr. Martin has extensive knowledge in sport, physical fitness, and health psychology which has provided him the opportunity to interact with numerous coaches, athletes, musicians, military personnel, and business leaders about their performance. He has authored or co-authored over 70 refereed professional articles, 10 non-refereed articles, five book chapters, and 175 presentations at state, national, and international conferences. Dr. Martin has received over $2 million in funding from organizations and agencies such as the National Institutes of Health (Science Education Partnership Award), Robert Wood Johnson Foundation, National Association for Sport and Physical Education, Texas Higher Education Coordinating Board, The Cooper Institute, United Way of Metropolitan Dallas, and Girls in the Game. His research interests include examining attitudes toward psychology skills and services; psychosocial factors associated with physical activity, physical fitness, and body composition; effective coaching behavior and leadership styles; and mental skills and strategies associated with performance success. He is a member of several professional organizations, including the American College of Sports Medicine; Association for Applied Sport Psychology; American Psychological Association - Division 47; and Society of Health and Physical Educators (SHAPE America). Dr. Martin  serves on several advisory and editorial boards (e.g., Journal of Applied Sport Psychology; Sport, Exercise and Performance Psychology). He also served as an associate editor for the Journal of Applied Sport Psychology and co-edited a Research Quarterly for Exercise and Sport Supplement on Texas youth physical fitness.

Peer-reviewed Articles (since 2010)

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (In press). Weight-related teasing and depression among overweight and obese adolescents. European Review of Applied Psychology.

Barton, M., Jackson, A. W., Martin, S. B., Morrow, J. R., Jr., Petrie, T. A., & Greenleaf, C. A. (2017). Better health-related fitness in youth: Implications for public health guidelines. International Journal of Exercise Science, 10, 379-389.

Farren, G. L., Zhang, T., Martin, S. B., & Thomas, K. (2017). Examining college students’ psychosocial factors, sedentary behavior, and health-related quality. Journal of American College Health, 65, 10-21.

Lauer, E. E., Jackson, A. W., Martin, S. B., Morrow, J. R., Jr. (2017). Meeting USDHHS physical activity guidelines and health outcomes. International Journal of Exercise Science, 10, 121-127.

Mitchell, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2017). A biopsychosocial model of dietary restraint in early adolescent boys. Journal of Early Adolescence, 37, 593-617.

Yeatts, P. E., Barton, M.,Henson, R. K., & Martin, S. B. (2017). The use of structure coefficients to address multicollinearity in exercise science. Measurement in Physical Education and Exercise Science, 21, 83-19.

Yeatts, P. E., Martin, S. B., & Petrie, T. A. (2017). Physical fitness as a moderator of neuroticism and depression in adolescent boys and girls. Personality and Individual Differences, 114, 30-35.

Zakrajsek, R., Fisher, L. A., & Martin, S. B. (2017). Certified athletic trainers’ understanding and use of sport psychology in their practice. Journal of Applied Sport Psychology, 29, 215-233.

Arvinen-Barrow, M., Clement, D., Hamson-Utley, J. J., Kamphoff, C., Zakrajsek, R., Lee, S. M., Hemmings, B, Lintunen, T., & Martin, S. B. (2016). Athletes’ expectations about sport injury rehabilitation: A cross-cultural study. Journal of Sport Rehabilitation, 25, 338-347.

Barton, M., Yeatts, P. E., Henson, R. K., & Martin, S. B. (2016). Moving beyond univariate post hoc testing in exercise science: A primer on descriptive discriminate analysis. Research Quarterly of Exercise and Sport, 87, 365-375.

Cooper, K., Greenberg, J., Castelli, D., Barton, M., Martin, S. B., & Morrow, J. R., Jr. (2016). Implementing policies to enhance physical education and physical activity in schools. Research Quarterly of Exercise and Sport, 87, 133-140.

Sheinbein, S., Petrie, T. A., Martin, S. B., & Greenleaf, C. A. (2016). Psychological mediators of the fitness-depression relationship within adolescents. Journal of Physical Activity and Health, 13, 719-725.

Yeatts, P. E., Martin, S. B., Petrie, T. A., & Greenleaf, C. A. (2016). Weight control behavior as an indicator of adolescent psychological well-being. Journal of School Health, 86, 561-567.

Zakrajsek, R., Martin, S. B., & Wrisberg, C. A. (2016). NCAA Division-I athletic trainers’ perceptions of the benefits of sport psychology services. Journal of Athletic Training, 51, 398-405.

Arvinen-Barrow, M., Clement, D., Hamson-Utley, J. J., Zakrajsek, R., Lee, S-M., Kamphoff, C., Lintunen, T., Hemmings, B., & Martin, S. B. (2015). Athletes' use of mental skills during sport injury rehabilitation. Journal of Sport Rehabilitation, 24, 189-197.

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (2015). Biopsychosocial correlates of dietary intent in middle school girls eating behaviors. Eating Behaviors, 18, 143-146.

Marczyk Organek, K. D., Taylor, D. J., Petrie, T. A., Martin, S. B., Greenleaf, C., Dietch, J. R., & Ruiz, J. M. (2015). Adolescent sleep disparities: Sex and racial/ethnic differences. Sleep Health, 1, 36-39.

Ruggero, C. J., Petrie, T., Sheinbein, S., Greenleaf, C. & Martin, S. B. (2015). Cardiorespiratory fitness may help in protecting against depression among middle school adolescents. Journal of Adolescent Health, 57, 60-65.

Srikanth, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2015). The relationship of physical fitness, self-beliefs, and social support to the academic performance of middle school boys and girls. Journal of Early Adolescence, 35(3), 353-377. DOI: 10.1177/0272431614530807

Zakrajsek, R., Martin, S. B., & Wrisberg, C. A. (2015). Sport psychology services in performance settings: NCAA D-I certified athletic trainers' perceptions. Sport, Exercise, and Performance Psychology, 4, 280-292.

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (2014). Relationship of weight-based teasing and adolescents’ psychological well-being and physical health. Journal of School Health, 84, 49-55.

Tucker, J. S., Martin, S. B., Morrow, J. R., Jr., Jackson, A. W., Greenleaf, C. A., & Petrie, T. A. (2014). Relations between sedentary behavior and FITNESSGRAM® Healthy Fitness Zone achievement and physical activity. Journal of Physical Activity & Health, 11, 1006-1011.

Morrow, J. R., Jr., Tucker, J. S., Jackson, A. W., Martin, S. B., Greenleaf, C. A., & Petrie, T. A. (2013). Meeting physical activity guidelines and health-related fitness in youth. American Journal of Preventive Medicine, 44(5), 439-444.

Moy, J., Petrie, T. A., Dockendorff, S., Greenleaf, C. A., & Martin, S. B. (2013). Dieting, exercise, and intuitive eating among early adolescents. Eating Behaviors, 14, 529-532. 

Rieck, T., Jackson, A. W., Martin, S. B., Petrie, T. A., & Greenleaf, C. A. (2013). Relation between depression and physical fitness of middle school students. Medicine & Science in Sport & Exercise, 45(6), 1083-88. DOI: 10.1249/MSS.0b013e3182831db1

Steinfeldt, J., Zakrajsek, R., Bodey, K., Middendorf, K., & Martin, S. B. (2013). Role of uniforms in the body image of college volleyball players. The Counseling Psychologist, 41(5), 791-819. DOI: 10.1177/0011000012457218

Zakrajsek, R., Steinfeldt, J., Bodey, K., Martin, S. B., & Zizzi, S. (2013). NCAA Division I coaches’ perceptions and use of sport psychology services: A qualitative perspective. The Sport Psychologist, 27, 258-268.

Clement, D., Hamson-Utley, J. J., Arvinen-Barrow, M., Kamphoff, C., Zakrajsek, R., & Martin, S. B. (2012). College athletes' expectations about injury rehabilitation with an athletic trainer. International Journal of Athletic Therapy & Training, 17(4), 18-27.

Dockendorff, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2012). Intuitive Eating Scale for Adolescents: Factorial and construct validity. Journal of Counseling Psychology, 59(4), 604-611.

Mitchell, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2012). Moderators of the internalization-body dissatisfaction relationships in middle school girls. Body Image, 9, 431-440.

Dolan, S. H., Houston, M., & Martin, S. B. (2011). Survey results of the training, nutrition, and mental preparation of triathletes: Practical implications of findings. Journal of Sports Sciences, 29(10), 1019-28.

Houston, M., Dolan, S. H., & Martin, S. B. (2011). The impact of nutrition, mental, and physical preparation on triathlon performance. Journal of Sports Medicine and Physical Fitness, 51(4), 583-94.

Martin, S. B., Rhea, D. J., Greenleaf, C. A., Judd, D. E., & Chambliss, H. O. (2011). Weight control beliefs, body shape attitudes, and physical activity among adolescents. Journal of School Health, 81(5), 244-250. 

Zakrajsek, R. A., Martin, S. B., & Zizzi, S. J. (2011). American football coaches' attitudes toward sport psychology consultation and intentions to use sport psychology services. International Journal of Sport Science and Coaching, 6(3), 461-478.

Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2010). Biopsychosocial and physical correlates of middle school boys’ and girls’ body satisfaction. Sex Roles, 63(9), 631-644.

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (2010). Psychological variables as predictors of cardiorespiratory fitness and body composition of middle school students. Research Quarterly for Exercise and Sport, 81(Suppl. 3), S65-S74.

Martin, S. B., Ede, A., Morrow, J. R., Jr., & Jackson, A. W. (2010). Statewide physical fitness testing: Perspectives from the gym. Research Quarterly for Exercise and Sport, 81(Suppl. 3), S31-S41.  

Morrow, J. R., Jr., Martin, S. B., & Jackson, A. W. (2010). Reliability and validity of the FITNESSGRAM®: Quality of teacher collected health-related fitness surveillance data. Research Quarterly for Exercise and Sport, 81(Suppl. 3), S24-S30.

Rhea, D., & Martin, S. B. (2010). Personality trait differences of traditional sport athletes, bullriders, and other alternative sport athletes. International Journal of Sports Science and Coaching, 5, 75-85.

Published Book Chapters (since 2010)

Bader, C. M., & Martin, S. B. (In press). Sport(s) psychology in intercollegiate athletics in the United States. In E. Acevedo (Ed.) The Oxford Research Encyclopedia of Sport, Exercise, and Performance Psychology, New York: Oxford University Press, Inc.

Martin, S. B., Chambliss, H. O., & Greenleaf, C. A. [Contributors.] (2014). Chapter 45: Principles of behavior change: Skill building to promote physical activity (pp. 745-760). In D. P. Swain (7th ed.) American College of Sports Medicine resource manual for guidelines for exercise testing and prescription, Philadelphia, PA: Lippincott Williams and Williams.

Martin, S. B., & Andersen, M. B. (2013). Helping intercollegiate athletes in and out of sport. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (3rd ed.), Washington, DC: American Psychological Association.

Martin, S. B., Zakrajsek, R. A., & Wrisberg, C. A. (2012). Attitudes toward sport psychology and seeking assistance: Key factors and a proposed model. In C. D. Logan & M. I. Hodges (Eds.) Psychology of attitudes (pp. 1-33). Hauppauge, NY: Nova Science Publishers, Inc.

Janice Miner Holden

Department Chair, Professor, Counseling and Higher Education
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Welch Street Complex 2 102

I grew up in, taught high school psychology for 11 years in, and served as a high school counselor for one year in the Chicago suburbs. My bachelor's degree is in psychology with honors from the University of Illinois, Champaign/Urbana. Both my master's and doctoral degrees are in counselor education from Northern Illinois University.

Since completing my master's in 1979 until 2007, I maintained a part-time private practice in counseling. Upon completing my doctorate in the spring of 1988, I came to Texas to join the UNT Counseling Program faculty that fall, and have worked here ever since; it would take an exceptional job to persuade me to move back north of the Mason-Dixon line! I discontinued private practice when I became Department Chair because of workload; I look forward to resuming when I either return to faculty or retire.

My primary professional interest is the transpersonal perspective in counseling – "transpersonal" referring most basically to experiences and stages of development that involve transcendence of the usual personal limits of space and/or time. My single most meaningful professional experience so far has been serving for three years as president of the International Association for Near-Death Studies. My greatest professional fantasy is to find a donor to fund a Center for the Study of Transpersonal Experiences Surrounding Death (C-STED) at the University of North Texas.

I'm married with no children and enjoy watching movies on our home-theater-like setup, maintaining the landscaping around my house, attending arts-related events in the DFW area, and taking vacations focused on hiking and photography.

I am extremely proud of the UNT Counseling Program: I believe we nurture the development of outstanding counseling associates and professionals.

Credentials: Texas Licensed Professional Counselor – Supervisor, National Certified Counselor, and ACISTE (American Center for the Integration of Spiritually Transformative Experiences) Certified Mental Health Professional.

Teaching Areas: Counseling Theory, Transpersonal Counseling, Dreamwork in Counseling, and Supervised Practice of Counseling.

Research Areas: Transpersonal / Spiritual Issues in Counseling, Couple Counseling, Sexuality and Sexual Dysfunction Therapy, Integral Therapy, and Screening Counseling Program Applicants.

Honors/Awards: 2013 Association for Spiritual, Ethical, and Religious Values in Counseling’s Research Award; 2014-19 Fulbright Specialist Roster Candidate; 2015 American Counseling Association's Gilbert and Kathleen Wrenn Award for a Humanitarian and Caring Person.


Pace, L., Holden, J. M., & Blalock, S. (2016). Development of the Knowledge and Attitudes About Near-Death Experiences Scale (KANDES). Journal of Near-Death Studies, 34(3), 173-188. doi:10.17514/JNDS-2016-34-3-p173-188.

Holden, J. M., Kinsey, L., & Moore, T. R. (2014). Disclosing near-death experiences to professional healthcare providers and non-professionals. Spirituality in Clinical Practice, 1(4), 278-287. doi:10.1037/scp0000039 Selected by the Research Network of the Association for Clinical Pastoral Education as the January 2015 Article of the Month:

Goza, T., Holden, J. M., & Kinsey, L. (2014). Combat near-death experiences: An exploratory study. Military Medicine, 179(10), 1113-1118.

Loseu, S., Holden, J. M., Kinsey, L., & Christian, R. (2013). The field of near-death studies through 2011: An updated analysis of the scholarly periodical literature. Journal of Near-Death Studies, 31(4), 189-202. doi:10.17514/JNDS-2014-31-4-p189-202.

Foster, R. D., & Holden, J. M. (2013). Eternal connection: An exploratory study of the effects of learning about near-death experiences on adult grief. Journal of Loss and Trauma, 19, 1-16. doi: 10.1080/15325024.2012.735189

Holden, J. M. (2012). After-math: Counting the aftereffects of potentially spiritually transformative experiences. Journal of Near-Death Studies, 31(2), 65-78. doi:10.17514/JNDS-2012-31-2-p65-78. Selected by Audio-Digest for Continuing Medical, Continuing Nursing, and other Continuing Education credit online at the Audio-Digest Foundation:


Fall, K. A., Holden, J. M., & Marquis, A. (2017). Theoretical models of counseling and psychotherapy (3rd ed.). New York, NY: Routledge.

Foster, R. D., & Holden, J. M. (Eds.). (2017). Connecting soul, spirit, mind, and body: A collection of spiritual and religious perspectives and practices in counseling. Denton, TX: Aquiline Books and Alexandria, VA: Association for Spiritual, Ethical, and Religious Values in Counseling.

Rivas, T., Dirven, A., & Smit, R. H. (2016). The self does not die: Verified paranormal phenomena from near-death experiences (W. Boenke, Trans., J. M. Holden, Ed.). Durham, NC: International Association for Near-Death Studies.

Holden, J. M., Avramidis, S., & Kouremenos, N. (2015). Near-death experiences while drowning: Dying is not the end of consciousness. Denton, TX: University of North Texas Libraries.;

Holden, J. M., Greyson, B., & James, D. (Eds.). (2009). The handbook of near-death experiences: Thirty years of investigation. Santa Barbara, CA: Praeger/ABC-CLIO.

Book chapters

Holden, J. M. (2017). Apparently non-physical veridical perception in near-death experiences. In J. C. Hagan III (Ed.), The science of near-death experiences (pp. 79-101). Columbia, MO: University of Missouri Press.

Foster, R., & Holden, J. M. (2011). Human and spiritual development and transformation. In C. S. Cashwell & J. S. Young (Eds.). Integrating spirituality and religion into counseling: A guide to competent practice (pp. 97-118). Alexandria, VA: American Counseling Association.


Holden, J. M., Christian, R., & Kinsey, L. (2013). Near-death experiences: Index to the periodical literature through 2011. Available at Durham, NC: International Association for Near-Death Studies.

Streit-Horn, J. (2011). After-death communication fact sheet. Available at Denton, TX: University of North Texas.

Holden, J. M. (2008). Near-death experiences, part 1: Recognizing a pleasurable near-death experience. (75-minute online continuing education program for healthcare providers.) Available at Durham, NC: International Association for Near-Death Studies.


2008-Present - Editor, Journal of Near-Death Studies

Elizabeth A. Prosek

Assistant Professor, Counseling and Higher Education
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Welch Street Complex 2 112

The importance of higher education served as a foundation to my upbringing in State College, PA; better known as the home of The Pennsylvania State University. I completed my B.S. in Human Development and Family Studies with a specialization in Child, Youth, and Family Services. While at Penn State, I assisted with a Federally-funded research project and was inspired by how research could improve the well-being of individuals in the community. I decided to move south to the beach to complete my master’s degree in Community Counseling at Old Dominion University (ODU) in Norfolk, VA. I continued my education at ODU earning my PhD in Counselor Education and Supervision. As a counselor, I served individuals with intellectual disabilities, serious mental health disorders, as well as middle schoolers at in-school mental health program. At the University of North Texas (UNT), I enjoy teaching courses in the clinical mental health counseling curriculum, including Diagnosis & Treatment Planning and Ethical, Legal, & Professional Issues in Counseling. Along with Dr. Amanda Giordano, I co-facilitate the Addictions in Counseling Research Team (ACRT), which provides empirical research experience to both master’s and counseling students. Providing students with research mentorship is arguably my favorite part of being a counselor educator. In the Denton community, I serve as the program evaluator for the Denton County Veterans Treatment Court Program. Sharing my skills in grant writing, program evaluation, and research that directly impact the ability for Veterans to receive mental health and substance use counseling services is professionally and personally fulfilling. At the national and state counseling community, I serve on the executive boards for Association for Assessment & Research in Counseling and Texas Association for Counselor Education & Supervision. In my leisure time, I enjoy adventures with my partner Mitchell and our charming, funny, and sweet little girl, Finley.

Visiting Scholars from China and Turkey Hosted by the TE&A Department

During the 2011-2012 academic year, Dr. WenQin Ma from China and Mr. Ramazan Sak from Turkey are visiting the US in their scholarly pursuits. Dr. Ma, who is on the faculty of Guizhou Normal University in Guiyang, China, is studying middle school education; and Mr. Sak, who is a doctoral student at Middle East Technical University in Ankara, Turkey, is studying early childhood education

From left to right: WenQin Ma; Nancy Nelson, TE&A Department Chair;
Ramazan Sak; Jerry Thomas, COE Dean

Chi Omega Scholarship

Purpose: The Chi Omega Endowed Scholarship, a fund to provide scholarships for female graduate students in the Counseling Program at the University.


  1. Meet the minimum entrance and continuing academic performance standards of the Graduate Program in Counseling in effect at the time of any award;
  2. Maintain full-time enrollment at the University;
  3. Complete at least twelve hours of graduate credits in Counseling at UNT prior to making application;
  4. Have at least a 3.5 grade point average on all graduate work;
  5. Present evidence of relevant work experience and participation in professional associations or scholarly societies.

Center for Play Therapy Scholarships

Purpose: To provide scholarships for students in the Center for Play Therapy.


  1. Meet the minimum entrance and continuing academic performance standards of the College of Education in effect at the time of any award;
  2. Maintain full time enrollment at the University, unless they have fewer than twice the number of semester hours required to be full time remaining in their degree program;
  3. Enroll as a full-time student in the Center for Play Therapy at the University; in the event no applicant possesses this characteristic, then students enrolling full-time in any degree granting program of the College of Education at the university will be eligible for consideration;
  4. Recipients are eligible to receive an award from this scholarship more than once, but they must re-apply annually.