Education
Ph.D. - Cornell University (Developmental Psychology)
M.A. - Loyola College (Clinical Psychology)
M.B.A. - Cornell University
B.S. - Cornell University (Operations Research)

Courses
ED 202  Child and Adolescent Development. This course focuses on cognitive, physical, and social-emotional development from conception through adolescence. Students work toward understanding important theories of child and adolescent development and to reinforce their understanding through service-learning with children in an urban parochial school.

ED 205 (UG) and TE 602 (Grad) Educational Psychology. Explores major theories and principles of learning, motivation, development, and assessment and their application to the classroom.  The course also examines critical issues in education including diversity, problems of urban schools, and injustice. 

PY667/PY886 Psychology and Spirituality. Examines the role of spirituality and faith in mental health and psychotherapy from a variety of spiritual perspectives. 


Selected Publications and Presentations

Fenzel, L. M., & Dean, R. J. (2011, in press). Changes in students' social justice and racial attitudes in an undergraduate child psychology service-learning course. Journal of Research on Service-Learning and Teacher Education, 1(2), 20-30.

Fenzel, L. M., (2009). Effective alternative urban middle schools: Findings from research on NativityMiguel schools. Middle Grades Research Journal, 4(3), 1-18.

Litchka, P., Fenzel, M., & Polka, W. (2009). The stress process amoung superintendents. International Journal of Educational Leadership Preparation, 4(4), 1-7.

Fenzel, L. M., & Domingues, J. (2009). Educating urban African American children placed at risk: A comparison of two types of Catholic middle schools. Catholic Education: A Journal of Inquiry and Practice, 13, 30-52.

Fenzel, L. M., (2009) Improving urban middle schools: Lessons from the nativity schools. Albany, NY: SUNY Press.

Fenzel, L. M. (2009, April). Comparison of the school experiences of Latino and African American students in urban Nativity middle schools. Paper to be presented at the Annual Meeting of the American Educational Research Association, San Diego.

Fenzel, L. M., Litchka, P., & Procaccini, J. (2009, April). The stress process among school superintendents: Analysis and implications. Paper to be presented at the Annual Meeting of the American Educational Research Association, San Diego.

Preis, J., Fenzel, L. M., & Lyons, H. (2009, April). Changes in students' attitudes about racism and white privilege across three disciplines. Paper to be presented at the Annual Meeting of the American Educational Research Association, San Diego.

Fenzel, L. M., Litchka, P., & Procaccini, J. (2009, February). Stress and the superintendency: Leaving no superintendent behind. Paper to be presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Chicago.

Fenzel, L. M., (2008, April). Changes in social justice and diversity attitudes in an undergraduate child psychology service-learning course. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Fenzel, L. M., & Monteith, R. H. (2008). Successful alternative middle schools for urban minority children: A study of Nativity schools. Journal of Education for Students Placed at Risk, 13, 381-401.

Fenzel, L. M., & Castellan, C. (2007, July). The development of preservice teachers' attitudes toward social justice and perspectives on diversity through two sequenced service-learning courses. Paper presented at the First International Conference on Service-Learning in Teacher Education, Brussels, Belgium.

Fenzel, L. M. (2007, July). Social justice learning through service-learning in an undergraduate pre-service education course in child development. Paper presented at the First International Conference on Service-Learning in Teacher Education, Brussels, Belgium.

Fenzel, L. M., & O’Brennan, L. M. (2007, April). Educating at-risk urban African American children: The effects of school climate on motivation and academic achievement. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Fenzel, L. M., & Cramer, R. (2006, August). Evaluation of a summer developmental program for urban at-risk youth. Paper presented at the annual meeting of the American Psychological Association, New Orleans.

Fenzel, L. M. (2006, August). Enhancing learning through service-learning in introductory psychology seminars. Poster presented at the annual meeting of the American Psychological Association, New Orleans.

Fenzel, L. M. (2006, April). Educating at-risk urban African American children: A comparison of the effectiveness of two types of middle schools. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Fenzel, L. M. (2006, April). Student engagement and the use of volunteer teachers in alternative urban middle schools. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Fenzel, L. M., & Peyrot, M. (2005). Comparing college community participation and future service behaviors and attitudes. Michigan Journal of Community Service Learning, 12, 23-31.

Fenzel. L. M. (2005). Multivariate analyses of predictors of heavy episodic drinking and drinking-related problems among college students. Journal of College Student Development, 46, 126-140.

Fenzel, L. M., & Monteith, R. (2005, April). Successful middle schools for urban minority children: A national study of Nativity Schools. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Fenzel, M. (2004). Project Mexico is about hope. In K. M. Denk, S. J. (Ed.), Many hands, one dream: The story of Project Mexico. Baltimore, MD: Resonant Publishing.

Fenzel, L. M., & Preis, J. (2003, November). Service-learning in first-year college seminars: An assessment of student connectedness and gains in social and personal responsibility. Paper presented at the Third Annual International Conference on Advances in Service-Learning Research, Salt Lake City.

Fenzel, L. M., & Deal, D. (2003, April). A national evaluation of the success of an alternative middle school model for urban children of color.  Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Fenzel, L. M., Peyrot, M., Speck, S. & Gugerty, C. (2003, April). Distinguishing attitudinal and behavioral differences among college alumni who participated in service-learning and volunteer service. Paper presented as part of the symposium, Higher Education and Service Learning: Partnerships in Practice, at the annual meeting of the American Educational Research Association, Chicago, IL. ERIC document No. ED478840.

Fenzel, L. M. (2002, April). The development of the Spiritual Involvement Scale: Examining the spiritual lives of late adolescents. Poster presented at the Biennial Conference of the Society for Research on Adolescence, New Orleans.

Fenzel, L. M., & Hessler, S. P. (2002, April). An investigation of a model of the process influencing drinking-related problems among college students. Poster presented at the Biennial Conference of the Society for Research on Adolescence, New Orleans.

Fenzel, L. M. (2002, April). Nativity schools: Follow-up evaluation of the success of an alternative middle school for urban minority boys. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans.

Fenzel, L. M., & Hessler, S. P. (2002, April). Path model of the processes influencing drinking-related problems among college students. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans. ERIC document No. ED478839.

Fenzel, L. M., & Hessler, S. P. (2001, April). Predictors of the adjustment of first-year students to college: The role of early involvement and type of residence. Roundtable presented at the annual meeting of the American Educational Research Association, Seattle. ERIC document No. ED451798

Fenzel, L. M. (2000). Prospective study of changes in global self-worth and strain during the transition to middle school. Journal of Early Adolescence, 20, 93-116.

Fabricatore, A. N., Handal, P. J., & Fenzel, L. M. (2000). Personal spirituality as a moderator of the relationship between stressors and subjective well-being. Journal of Psychology and Theology, 28, 221-228.

Fenzel, L. M., Magaletta, P. R., & Peyrot, M. F. (1997). The relationship of school strain to school functioning and self-worth among urban African American early adolescents. Psychology in the Schools, 34, 1-10.

Fenzel, L. M., Peyrot, M., & Premoshis, K. (1997, March). Alternative model for urban middle level schooling: An evaluation study. Poster presented at the annual meeting of the American Educational Research Association, Chicago. ERIC Document No. ED 409387

Fenzel, L. M., & Leary, T. (1997, March). Evaluating outcomes of service-learning courses at a parochial college. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Fenzel, L. M., Peyrot, M., & Magaletta, P. (1996, March).  School strain among urban African American middle schoolers and its relationship to school functioning. Paper presented at the biennial meeting of the Society for Research on Adolescence, Boston.

Fenzel, L. M. (1994). A prospective analysis of the influence of parents' behaviors and values on the adjustment of African-American middle school students. Research in Middle Level Education, 17(2), 1-11.

Fenzel, L. M. (1992). The effect of relative age on self-esteem, role strain, GPA, and anxiety. Journal of Early Adolescence, 12, 253-266.

Fenzel, L.M.  (1989). Role strains and the transition to middle school: Longitudinal trends and sex differences. Journal of Early Adolescence, 9, 211-226.

Fenzel, L. M. (1989). Role strain in early adolescence: A model for investigating school transition stress. Journal of Early Adolescence, 9, 13-33.

Hamilton, S.F., & Fenzel, L.M. (1988). The impact of volunteer experience on adolescent social development: Evidence of program effects. Journal of Adolescent Research, 3, 65-80.

Fenzel, L.M., & Blyth, D.A. (1986).  Individual adjustment to school transitions: An exploration of the role of supportive peer relations. Journal of Early Adolescence, 6, 315-329.

Areas of Interest
Urban Education and Alternative Middle Schools
Adolescent Social and Moral Development
Chronic Stress and Buffers of the Stress Process
Spiritual Development
Social Responsibility, Service Learning and Community Service
Adolescent Substance Abuse, Especially among College Students
Middle School Transition