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Detailed Information

Programs of Study

The School of Psychology offers Master of Science (M.S.) and Ph.D. degrees in the field of industrial/organizational psychology; three different M.S. degrees in behavior analysis: applied behavior analysis (ABA), organizational behavior management (OBM), and ABA+OBM; a Ph.D. in behavior analysis, and a Psy.D. degree in the field of clinical psychology.

The Clinical Doctor of Psychology, APA-accredited program is a practitioner-scientist model, emphasizing assessment, diagnosis, intervention, and evaluation skills, along with training in consultation, supervision, education, administration, and diversity. A strong generalist predoctoral focus is emphasized, with particular training opportunities in neuropsychology, child and family, forensic psychology, primary-care psychology, sexual abuse, and multiculturalism. Practicum placements occur across inpatient and outpatient sites, with a variety of populations and presenting issues. Students enter their internships possessing a wide variety of clinical skills and knowledge of the major treatment modalities. Program requirements include 121 semester hours for postbaccalaureate students, with a possible 18 semester hours of transfer credit for students with master’s degrees in psychology or related disciplines; four years of residence; completion of a doctoral research project; completion of comprehensive and clinical qualification examinations; and completion of a one-year, 2,000-hour internship at an approved site.

The M.S. program in industrial/organizational psychology prepares graduate students to either continue their education in a doctoral program or to work in any of the broad human resource functions of business and industry. The program is based on the scientist-practitioner models in which students are encouraged to collect data while participating in organizational interventions. Scholarly works such as journal and conference submissions are encouraged and supported by the I/O faculty. Practical training is required as part of this 45-semester-hour program. Either the completion of a master’s thesis or a nonthesis written summary of the student practicum is required. The Ph.D. program requires students to actively participate in academic research and provides students with opportunities to polish their consulting skills. Advanced statistical courses, electives, and research credits round out this 90-semester-hour program. Students can explore specific areas of concentration, including multicultural I/O psychology. Comprehensive examinations take place at the end of the third year. Dissertation research is begun immediately after successful completion of the comprehensive exam. Ph.D. students are encouraged to finish the program in four years. Both programs prepare I/O psychology graduates for a wide variety of careers in academics, management, human resources, and consulting.

The behavior analysis M.S. degree programs at the School of Psychology are accredited by the Association for Behavior Analysis International (ABAI) and approved to meet all certification requirements for those seeking certification as a Board Certified Behavior Analyst (BCBA) by the Behavior Analyst Certification Board.

The M.S. degree in applied behavior analysis emphasizes clinical and educational applications. It requires a minimum of 48 credits, including core classes, ABA classes, foundations of bio-psychology, intensive practical training, and electives. The degree program is offered at both the Institute’s main campus and the Orlando Graduate Center. The Orlando site program is offered on Friday afternoons and weekends. Most main campus students do their ABA practical training at the Institute’s Scott Center, a state-of the art service/training/research facility. The M.S. degree program in organizational behavior management emphasizes applications of behavior analysis to business and industry. It requires a minimum of 42 credits, including core classes, ABA classes, foundations of I/O psychology, foundations of business administration and financial accounting, electives, and optional intensive practical training. The M.S. degree program in ABA+OBM combines the essentials of the other two M.S. degrees but eliminates electives. It requires a minimum of 57 credits. The OBM and ABA+OBM degree programs are offered only at the main campus, but a student may complete the first year at the Orlando site and transfer for their second year. All of the Institute’s behavior analysis M.S. degree programs give students the option to complete either a thesis or a capstone project to fulfill graduation requirements. Passing a final program examination also is required prior to graduation. Only full-time students are accepted as the program integrates classroom-based training with hands-on practical training and research. The M.S. programs in behavior analysis prepare graduate students to either continue their education in a doctoral program or to work as a behavior analysis practitioner or consultant. These programs embrace the scientist-practitioner model; thus, students are required to systematically evaluate their interventions. Full-time students typically finish the degree in one summer short of two full academic years.

The School of Psychology also offers a Ph.D. degree in behavior analysis. Only persons who either already have completed an M.S. or M.A. degree in behavior analysis (or a related field with an emphasis in behavior analysis) are considered for admissions. The Institute’s own M.S. degree students are encouraged to petition up. However, only 3 to 5 students are accepted per academic year. The Ph.D. degree program prepares students for academic jobs and senior clinical and administrative positions. Degree requirements consist of a minimum of 83 postbaccalaureate graduate credits, of which a minimum of 36 credits must be post M.S./M.A. and 42 of which must be completed at the Institute. The four general competencies emphasized in the program are behavior analytic research, teaching, supervision, and consultation. The Ph.D. program requires a minimum residency of two years at the Institute’s main campus.

Research Facilities

The School of Psychology includes the Psychology Building, the Community Psychological Services Clinic, the Applied Research Lab, and the Country Club Lane Research Labs. The East Central Florida Memory Disorder Clinic, Family Learning Program, the Center for Organizational Effectiveness, and the Applied Behavioral Service Center provide service and research opportunities.

Financial Aid

A limited number of research and teaching assistantships are available to graduate students, providing yearly stipends and tuition remission packages ranging from $1800 to $7200. University Graduate Scholarships provide tuition remission for incoming students. A number of work-study positions, as well as various loan programs, are available to students who qualify. Advanced field placement sites usually provide student stipends.

Cost of Study

Graduate tuition for the 2009–10 academic year is $9340 per semester for the Psy.D. program and $1015 per credit hour for the M.S. and Ph.D. programs. Books and testing materials cost about $1800 for the first year of the clinical program.

Living and Housing Costs

Room and board on campus are approximately $4500 per semester in 2009–10. On-campus housing is available for full-time students. Many apartment complexes and rental houses are available near the campus.

Student Group

The School’s graduate population averages 170 to 190 students. Approximately two thirds of the students are women, and about 12 percent are members of minority groups.

Twenty students are admitted into the clinical program each year, 8 to 12 into the industrial/organizational psychology master’s program, 2 to 4 into the industrial/organizational Ph.D. program, and 30 into the applied behavior analysis program.

Student Outcomes

Graduates from the Psy.D. program secure positions across a number of settings, including psychiatric hospitals, VA medical centers, community mental health centers, rehabilitation hospitals, and private practice. Graduates of the industrial/organizational program find positions in the following areas: employee selection and placement, performance appraisal, training and evaluation, career counseling, management development, organizational development, and employee relations. Graduates work in a variety of professional settings including consulting firms, for-profit organizations, the government, and academic institutions. Graduates of the applied behavioral analysis program find positions in schools, residential programs, group homes, foster- care programs, and consulting firms.

Location

Melbourne is located on the central east coast of Florida, a short drive from the John F. Kennedy Space Center and the city of Orlando.

The Institute

In response to a need for specialized and advanced educational opportunities, Florida Institute of Technology was founded in 1958 by a group of scientists and engineers pioneering America’s space program at Cape Canaveral. Florida Tech has rapidly developed into a residential institution that is the second-largest private university in the state of Florida. The faculty and administration are committed to the pursuit of academic excellence in teaching and research in the sciences, engineering, aeronautics, management, and psychology.

Applying

All applicants must possess a bachelor’s degree from an accredited institution. Although the degree need not be in psychology, no less than 18 hours of psychology course work must have been completed (including courses in statistics, personality, learning, social, abnormal, and physiological psychology for the clinical applicants). These prerequisite courses may be completed before admission outside of a degree program.

Applicants are expected to have a grade point average of 3.0 or higher on a scale where A = 4.0. All applicants must submit three letters of recommendation, provide a statement of career objectives, and arrange for GRE General Test scores to be sent. The GRE Subject Test in psychology is recommended for application to the Psy.D. clinical program. Official transcripts of all undergraduate and graduate courses attempted must be submitted. Fall term application deadlines are January 15 for clinical, February 1 for industrial/organizational psychology, and March 1 for applied behavior analysis applicants.

The Faculty and Their Research

• G. Susanne Bahr, Assistant Professor of Psychology; Ph.D., Texas Christian. Mental model, information visualization in distributed team environments, usability methodology.
• Elbert Q. Blakely, Jr., Assistant Professor of Psychology; Ph.D., Western Michigan; BCBA. Developmental disabilities, behavioral pharmacology, experimental analysis of behavior, teaching, database development.
• Guy S. Bruce, Assistant Professor of Psychology; Ph.D., West Virginia; BCBA. Organizational behavior management, instructional design, performance management, human performance engineering, descriptive and functional analysis, philosophical and theoretical foundations of behavior analysis, behavioral medicine, measurement, evaluation, experimental design.
• Felipa T. Chavez, Assistant Professor of Psychology; Ph.D., SUNY at Buffalo. Multiculturalism, parenting, child development, family dysfunction, impact of substance abuse on child maltreatment in different sociocultural contexts, social support networks as a buffer to stress and family dysfunction, parent-child interaction therapy treatment effectiveness with minority populations and recovering families.
• Patrick D. Converse, Assistant Professor; Ph.D., Michigan. Motivation, self-regulatory processes, personality measurement and cognitive ability, ability requirements of occupations.
• Vanessa A. Edkins, Assistant Professor of Psychology, Forensic Psychology Program; Ph.D., Kansas. Juror decision-making, attitudes toward the legal system, legal entrapment.
• Richard T. Elmore Jr., Associate Professor of Psychology and Director of Clinical Training; Ph.D., Georgia State. Clinical hypnosis, marital and sex therapy, traumatology, occupational health psychology.
• Philip D. Farber, Associate Professor of Psychology; Ph.D., Wisconsin–Milwaukee. Psychological assessment, clinical training issues, competencies in professional psychology training, health psychology.
• J. Chris Frongello, Assistant Professor/Humanities and Coordinator of Liberal Arts for Florida Tech Online; Ph.D., Vanderbilt. English literature and English Renaissance drama, composition, humanities, Shakespeare.
• William K. Gabrenya, Associate Professor of Psychology and Chair, Undergraduate Program; Ph.D., Missouri. Cross-cultural psychology, Chinese culture, social class and modernization, indigenous psychology, sex, work psychology.
• Rich Griffith, Assistant Professor of Psychology and Director, Industrial/Organizational Psychology Program; Ph.D., Akron. Response distortion on noncognitive selection procedures, advanced measurement issues, organizational innovation, cognitive process of work teams.
• Julie Gross, Assistant Professor and QEP Director (undergraduate internship director); Ph.D., NYU. Criminal aggression and treatment, psychopathology, sanity, deceit, psychoanalytic theory.
• Arthur Gutman, Professor of Psychology; Ph.D., Syracuse. Personnel law, applied statistics, program evaluation, personnel psychology, research design.
• Thomas H. Harrell, Professor of Psychology; Ph.D., Georgia. Psychometrics and computerized psychological assessment, use of the MMPI-2 in clinical evaluation, cognitive-behavioral approaches to assessment and therapy, adaptation to aging.
• Mark T. Harvey, Assistant Professor of Psychology; Ph.D., Oregon; BCBA. Applied behavior analysis, developmental disabilities, behavioral strategies in educational settings, sleep architecture, integration of biomedical and behavioral indices.
• Marshall Jones, Instructor and Coordinator, Undergraduate Forensic Psychology; M.S., Alabama. Law enforcement leadership, law enforcement recruiting and retention, training technology, promotional assessment, racial profiling.
• Mary Beth Kenkel, Professor of Psychology and Dean; Ph.D., Miami (Ohio). Clinical/community psychology, integrated care models, women and leadership, rural mental health, psychology and technology, prevention activities in psychology, feminization of psychology, future of professional psychology.
• Radhika Krishnamurthy, Associate Professor of Psychology and Director, Clinical Training; Psy.D., Virginia Consortium for Professional Psychology. Personality assessment with the MMPI-2/MMPI-A and Rorschach, child and adolescent development, interface between personality and neuropsychological functioning.
• Jose Martinez-Diaz, Assistant Professor and Chair, Applied Behavioral Analysis Program; Ph.D., West Virginia. Professional and conceptual issues, verbal behavior, antecedent events in the treatment of problem behavior, treatment of persons with developmental disabilities and with schizophrenia.
• Patrick McGreevy, Assistant Professor; Ph.D., Kansas; BCBA. Verbal behavior, developmental disabilities, teaching language to persons with developmental disabilities, treatment of severe problem behavior, educational applications of ABA, standard measurement and charting.
• Kevin Mulligan, Professor and Chair, Clinical Psychology Program; Psy.D., Denver. Neuropsychological assessment and intervention, cognitive changes associated with normal aging and dementia, traumatic brain injury, prolonged exposure for combat-related posttraumatic stress disorder.
• Todd Poch, Assistant Professor of Psychology; Psy.D., Denver. Forensic psychology, diagnosis and treatment of stress disorders, men’s issues, executive coaching.
• James Reynolds, Instructor in Criminal Justice; M.P.A., Central Florida. Law enforcement selection and training; leadership, management, and supervision; human resource issues in criminal justice.
• Erin M. Richard, Assistant Professor; Ph.D., LSU. Emotional regulation in the workplace, individual differences related to work motivation.
• Lisa Steelman, Associate Professor of Psychology; Ph.D., Akron. Feedback processes, multirater feedback, performance appraisal, work-related attitudes, employee commitment and engagement.
• Kristi Sands Van Sickle, Assistant Professor of Psychology; Psy.D., Florida Tech. Community health; integrated health care; clinical health psychology; health policy and legislative advocacy; self-care and professional competence.
• Frank M. Webbe, Professor of Psychology; Ph.D., Florida. Aging and technology, sport neuropsychology.
• David A. Wilder, Associate Professor of Psychology; Ph.D., Nevada, Reno. Functional analysis and function-based intervention in children with disruptive behavior, organizational behavior management (assessment in OBM, feedback), stimulus preference assessment methods.
• Paula Wolfteich, Assistant Professor of Psychology; Ph.D., Purdue. Child maltreatment investigation and treatment models, infant and preschool assessment and early intervention for behavior and developmental disorders, clinical training and supervision.
• Adjunct Faculty
• W. Abernathy, Ph.D., Ohio State; Abernathy & Associates, Memphis, Tennessee.
• J. Beltran, Psy.D., Florida Tech; Beltran Behavioral Health, Kissimmee, Florida.
• D. Bersoff, Ph.D., NYU; J.D., Yale; Professor and Director, Law and Psychology Program, Hahnemann.
• C. Binder, Ph.D., Columbia Pacific; Binder Reha Associates, Santa Rosa, California.
• E. Blakley, Ph.D., Western Michigan; Director of Behavioral Analysis, Quest Kids, Orlando, Florida.
• V. J. Carbone, Ph.D., Nova Southeastern; private practice, New York.
• E. Cipani, Ph.D., Florida State; Professor, Alliant International University, Fresno, California.
• W. E. Eyring III, Psy.D., Florida Tech; clinical psychologist, Circles of Care, Melbourne, Florida.
• P. W. Gorman, Psy.D., Florida Tech; private practice, Orlando, Florida.
• B. Hensel, Ph.D., Toledo; Circles of Care, Melbourne, Florida.
• S. Howze, Psy.D., Florida Tech; private practice, Melbourne, Florida.
• F. Kaslow, Visiting Professor of Psychology; Ph.D., Bryn Mawr; marital family, divorce and marriage-dynamics and treatment.
• E. Levine, Ph.D., NYU; Associate Chairman and Director, Industrial/Organizational Psychology Program, University of South Florida.
• P. McGreevy, Ph.D., Kansas; Private practice, Winter Park, Florida.
• K. Murdock, Ph.D., South Florida; Hillsborough County Public Schools, Florida.
• T. Rogers, Ph.D., Florida; Florida Department of Children and Families, Florida.
• H. Schlinger, Ph.D., Western Michigan; California State University, Northridge, California.
• C. Stevens, Psy.D., Florida Tech; private practice, Melbourne, Florida.
• M. Stoutimore, Ph.D., Florida; Florida Department of Children and Families.
• RECENT FACULTY PUBLICATIONS AND PRESENTATIONS
• Baker, J. N., F. T. Chavez, and R. Krishnamurthy. Advanced training workshop for sexual abuse treatment program providers on assessment, diagnosis, and treatment of children traumatized by sexual abuse. Sponsored by the State of Florida, Department of Health, Children’s Medical Services, and Florida Tech and supported by the Florida Office for Victims of Crime, Office of Justice Programs, April 3–5, 2006, Jacksonville.
• Eiden, R. D., K. E. Leonard, R. H. Hoyle, and F. T. Chavez. A transactional model of parent-infant interactions in alcoholic families. Psychol. Addict. Behav. 18(4):350–61, 2004.
• Cavasos, P., F. T. Chavez, M. A. Zevon, and D. M. Green. Impact of surviving canter on locus of control and reproductive concerns. A poster at American Psychological Association Annual Convention, Toronto, Canada, 2003.
• Converse, P. D., and R. P. DeShon. A tale of two tasks: Reversing the self-regulatory resource depletion effect. J. Appl. Psychol., in press.
• Converse, P. D., M. H. Peterson, and R. L. Griffith. Faking on personality measures: Implications for selection involving multiple predictors. Int. J. Sel. Assess., in press.
• Converse, P. D., E. W. Wolfe, X. Huang, and F. L. Oswald. Response rates for mixed-mode surveys using mail and email/Web. Am. J. Eval. 29:99–107, 2004.
• Janner, R., and R. Elmore. Coping resources of ROTC cadets: PTSD risk factors for combat deployment. Presented at the Southeastern Psychological Association, Atlanta, Georgia, 2006.
• Cimino, A., and R. Elmore. Hurricanes Francis and Jeanne: Perceptions of stress among college students. Presented at the Southeastern Psychological Association, Atlanta, Georgia, 2006.
• Fernandez, M., and R. Elmore. Differential trust and religiosity levels among premarital cohabiters and non-cohabiters. Presented at the Southeastern Psychological Association, Atlanta, Georgia, 2006.
• Van Sickle, K. S., and P. D. Farber. Measured versus self-reported personality traits: Testing for prediction bias. Poster presented at the meeting of the Florida Psychological Association, Naples, Florida, 2004.
• Gabrenya, W. K., Jr., M.-C. Kung, and L.-Y. Chen. Understanding the Taiwan indigenous psychology movement: A sociology of science approach. J. Cross-Cultural Psych., in press.
• Gabrenya, W. K., Jr. A sociology of science approach to understanding indigenous psychologies. In Ongoing Themes on Cross-Cultural Psychology, eds. B. Setiadia, A. Supratiknya, W. Lonner, and Y. Poortinga. Jakarta, Indonesia: International Association for Cross-Cultural Psychology, 2004.
• Griffith, R. L., and P. D. Converse. The rules of evidence and the prevalence of applicant faking. In New Perspectives on Faking in Personality Assessments, eds. M. Ziegler, C. McCann, and R. Roberts. New York: Oxford University Press, in press.
• Peterson, M. H., R. L. Griffith, and P. D. Converse. Examining the role of applicant faking in hiring decisions: Percentage of fakers hired and hiring discrepancies in single and multiple predictor selection. J. Bus. Psychol., in press.
• Griffith, R. L., and M. H. Peterson. The failure of social desirability measures to capture applicant faking behavior. Industrial and Organizational Psychology: Perspectives on Science and Practice 1:4, 2008.
• Gutman, A. The administration’s position on Gratz and Grutter: Too many inconsistencies. Ind.-Organ. Psychol., in press.
• Gutman, A. Adverse Impact: Why is it so difficult to understand? Ind.-Organ. Psychol. 40(2).
• Gutman, A.EEO Law and Personnel Pract., 2nd ed. Thousand Oaks, Calif., Sage Publishers, 2000.
• Malow, B. A., et al. (M. T. Harvey). Impact of treating sleep apnea in a child with autism spectrum disorder. Pediatric Neurology, in press.
• Doran, S. M., M. T. Harvey, and R. H. Horner. Sleep and developmental disorders: Assessment, treatment, and outcome measures. Mental Retardation 44, 13–27, 2006.
• Kenkel, M. B. Adopting a competency model for professional psychology. Training and Education in Professional Psychology, in press.
• DeLeon, P. H., M. B. Kenkel., J. Oliveira-Berry, and M. T. Sammons. Involvement in the public policy process: A key to the future of the profession. In Oxford Handbook of Clinical Psychology, ed. D. Barlow. New York: Oxford University Press, in press.
• Kenkel, M. B. and R. L. Peterson, eds. Competency-Based Education for Professional Psychology, Washington, D.C.: American Psychological Association, 2009.
• Kenkel, M. B. Transforming the U.S. health care system–Reducing the profit, increasing the care, a review of “Rx for Health Care Reform.” PsycCRITIQUES 53(18):5, April 30, 2008.
• Krishnamurthy, R. Review of the Minnesota multiphasic personality inventory-adolescent. In Test Critiques, ed. D. J. Keyser, vol. 11, pp. 281–90. Austin, Tex.: Pro-Ed, 2005.
• Krishnamurthy, R., K. Bolinskey, and R. P. Archer. MMPI-A structural summary: Integrating new scales and subscales. In MMPI/MMPI-A, chairs R. Krishnamurthy and R. P. Archer. Paper presented at the annual meeting of the Society for Personality Assessment, Chicago, Illinois, 2005.
• Krishnamurthy, R., et al. Achieving competency in psychological assessment: Directions for education and training. J. Clin. Psychol. 60(7):725–39, 2004.
• Martinez-Diaz, J. A., T. R. Freeman, M. P. Normand, and T. E. Heron. The ethical practice of applied behavior analysis. Invited chapter in J. O. Cooper, T. E. Heron, and W. L. Heward, Applied Behavioral Analysis, 2nd ed. Upper Saddle River, N.J.: Merrill/Prentice Hall, in press.
• Martinez-Diaz, J. A., and D. A. Wilder. Behavior, not symptoms: A behavior analytic interpretation of schizophrenia and other severe and persistent mental disorders. Invited presentation for Continuing Education Units, Gainesville, Fla., 2004.
• Martinez-Diaz, J. A., P. Osnes, and C. Peeler. Master’s level graduate training programs in applied behavior analysis in Florida. Panel presented at the Florida Association for Behavior Analysis, Daytona Beach, Florida, 2002.
• Martinez-Diaz, J. A. Providing home- and community-based behavior analysis services to persons diagnosed with mental retardation and other developmental disabilities. Invited workshop presented at the Alabama Association for Behavior Analysis, Birmingham, Alabama, 2003.
• Kelly, M., K. Mulligan, and M. Monahan. Fitness for duty evaluations. In Military Neuropsychology, ed. C. Kennedy. New York: Guildford, in press.
• Richard, E. M., J. M. Diefendorff, and J. H. Martin. Revisiting the within-person self-efficacy and performance relationship. Human Performance 19(1):67–87, 2006.
• Diefendorff, J. M., and E. M. Richard. Antecedents and consequences of emotional display rule perceptions. J. Appl. Psychol. 88:284–95, 2003.
• Parks, K. M., and L. A. Steelman. Organizational wellness programs: A meta-analysis. J. Occup. Health Psychol. 13(1):58–68, 2008.
• Domagalski, T., and L. A. Steelman. The impact of gender and organizational status on workplace anger expression. Manag. Comm. Q. 20(3):297–315, 2007.
• Steelman, L. A. and P. E. Levy. Using advanced statistics. In The psychology research handbook, 2nd ed., eds.F. T. L. Leong and J. T. Austin. Sage Publishers, Thousand Oaks, Calif., 2006.
• Salinas, C., F. M. Webbe, and T. DeVore. The epidemiology of soccer heading in competitive youth players. Journal of Clinical Sports Psychology 3:15–33, 2009.
• Wild, K., et al. (F. M. Webbe). The status of computerized cognitive testing in aging: A systematic review. Alzheimer's & Dementia: The Journal of the Alzheimer's Association 4:428–37, 2008.
• Webbe, F. M., Sport neuropsychology. In The Neuropsychology Handbook, 3rd ed., eds. A. M. Horton and D. Wedding. New York: Springer Publishing Company, 2007.
• Wilder, D. A., et al. Functional analysis and treatment of rumination using fixed-time delivery of a flavor spray. J. Appl. Behav. Anal., in press.
• Marcus, A. and D. A. Wilder. A comparison of peer video modeling versus self video modeling to teach textual responses in children with autism. J. Appl. Behav. Anal., in press.
• Squires, J. and D. A. Wilder. A preliminary investigation of the effects of rules on employee performance. J. Organ. Behav. Manag., in press.
• Wilder, D. A., R. Saulner, G. Beavers, K. A. Zonneveld. Contingent access to preferred items versus a guided compliance procedure to increase compliance among preschoolers. Educ. Treat. Child. 31:297–306, 2008.
• Wilder, D. A., et al. Identification of olfactory stimuli as reinforcers in individuals with autism: A preliminary investigation. Behav. Interventions 23:97–103, 2008.

Correspondence and Information

Florida Institute of Technology
School of Psychology
150 West University Boulevard
Melbourne, Florida 32901-6988
Telephone: 321-674-8105
Fax: 321-674-7105
Email: lsorum@fit.edu