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Chapter 2
Conclusion

2.1  References

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2.2  Biographical Note

     Paul F. Cunningham received his B.A. degree in philosophy from Our Lady of Providence Seminary (Warwick, RI) in 1971, M.S. degree in educational psychology from Purdue University (W. Lafayette, IN) in 1975, and Ph.D. in general/experimental psychology from the University of Tennessee (Knoxville, TN) in 1986. Currently a tenured faculty member, professor of psychology, and chair of the Social and Behavioral Sciences Department at Rivier College (Nashua, NH), he has taught undergraduate courses in behavior modification, cognitive psychology, educational psychology, experimental psychology, health psychology, history and systems, introductory psychology, personality theory, psychological assessment, sensation and perception, statistics, transpersonal psychology, and graduate courses in design and analysis of research.

     As director of the Rivier College Assessment Program from 1997-2004, he delivered numerous paper/poster presentations on assessing student outcomes and institutional effectiveness in higher education at regional and national conferences. Member of the American Association for Higher Education (AAHE) since 1997, he has served as consultant and workshop facilitator on assessment-related issues throughout the New England area.

     He has published mainly on animal use, student choice policies, and non-animal alternatives in psychology education, serving as treasurer of Psychologists for the Ethical Treatment of Animals (PSYETA) from 1994-1996.

     Member of the American Psychological Association (APA) since 1986, he has served on the Steering Committee of the New England Psychological Association (NEPA) for the past eight years, and was instrumental in bringing NEPA's annual meeting to the Rivier College campus in 2002. As 44th President of NEPA, he has been committed to continue NEPA's fine tradition of providing a forum for open discussion of scholarly and timely topics, facilitating student and professional development, and planning quality programming at its annual conferences.

     He is currently writing an introductory textbook in transpersonal psychology for 2-year and 4-year colleges that covers topics ordinarily addressed in a typical introductory psychology course, but from a transpersonal point of view, in order to address the growing need for a generalized model of curricula for undergraduate courses in transpersonal psychology and as an encouragement to teachers of psychology to introduce this exciting area of investigation to their students.