Rate My Professor Aimee Holt

Dr. Aimee Holt is an Associate Professor in the Department of Psychology at Middle Tennessee State University, part of the College of Behavioral and Health Sciences. She holds a Ph.D. and serves as the program coordinator and director for the School Psychology graduate programs, which include the combined Master of Arts in Psychology/Pre-Specialist in Education with a School Psychology concentration and the Ed.S. in School Psychology. These programs prepare students for certification as school psychologists through rigorous training in assessment, intervention, and consultation within educational settings. Dr. Holt provides graduate academic advising for School Psychology students from her office in Academic Classroom Building 377 and oversees applications for scholarships such as the James O. Rust School Psychology Endowed Scholarship, requiring a minimum GPA of 3.5 and demonstrated interest in school psychology. She has been featured alongside Dr. Madeline Berkowitz on MTSU's "Out of the Blue" program discussing the School Psychology program's contributions to addressing the high demand for school psychologists.

Dr. Holt's research interests focus on learning disabilities and child abuse, aligning closely with school psychology practices. She has co-authored key publications, including "Perceptions of Sexual Relationships Between High School Teachers and Female Students" in the Journal of Child Sexual Abuse (2002, with Mary Ellen Fromuth and April L. Parker) and "Influence of Gender Roles on Perceptions of Teacher Attractiveness" in Studies in Educational Evaluation (2004, with Katherine M. Dollar and Andrea R. Perry). As a thesis committee chair and member, she has guided graduate research on topics including the effects of motivation and engagement on academic achievement (Brallier, 2020), the impact of adverse childhood experiences on educational outcomes (Evans-Wilent, 2021), vocabulary instruction's effects on reading comprehension (Stocki, 2019), emotions' influence on forecasting accuracy (Terry, 2022), diverse experiences and analogy generation (Swetz, 2021), and the effectiveness of check-in check-out interventions (King, 2016). Her supervisory work enhances the department's contributions to psychological research and practice in educational contexts.