2000 Report to the Board of Educational Affairs

October 27, 2000

• Development of a web page for TOPSS continues, including a "TOPSS Members Only" site containing unit lesson plans for teachers and the Psychology Teacher Network newsletter.
• Three workshops for high school psychology teachers were held; planning began for new formats and models of teacher workshops, which are to include a high school psychology teacher workshop with a focus on cross-cultural psychology and a workshop for community college faculty.
• The Community College Working Group began a survey project to help develop outreach programs for community college faculty and enhancement of the psychology curriculum at 2-year schools.
• Initiatives developed through the Psychology Partnerships Project (P3) continued, including activities funded jointly by APA and Campus Compact and a project funded by the Carnegie Academy for the Scholarship of Teaching and Learning.
• A National Conversation on Psychology Partnerships took place during the APA Convention.
• Expanded outreach included initiatives co-sponsored with the Council of Teachers of Undergraduate Psychology, the Council of Undergraduate Psychology Programs, and the Society for the Teaching of Psychology (Division 2) at the APA convention, the National Institute for Teaching of Psychology (NITOP), and regional psychological association conventions.
• Cross-disciplinary activities began with the initiation of alliances with Project Kaleidoscope and the Council on Undergraduate Research.

• Preparation of Tomorrow’s Psychologists for Teaching, Research, and Practice

• An Office of Graduate Education and Training in Psychology was created to develop initiatives with APA Graduate Students (APAGS) and to support other projects related to graduate education and training.
• A 3-year grant support was awarded the APA by the Council of Graduate Schools (CGS) and the Association of American Colleges and Universities (AAC&U) to participate with other science and humanities disciplines in the national initiative "Preparing Future Faculty."
• Education and Practice Directorates collaborated to provide staff support for the APA Commission on Education and Training Leading to Licensure in Psychology, chaired by President-elect Norine Johnson, Ph.D., with co-chairs Ronald Levant, Ed.D., and Ruth Paige, Ph.D.
• The U.S. Secretary of Education granted continued recognition to the Committee on Accreditation (CoA) as a reliable authority on the quality of education and training offered by doctoral, internship, and postdoctoral residency programs in professional psychology.
• The CoA held a retreat in January to discuss current and future initiatives as well as issues in accreditation training, communications, and evaluation of CoA activities.

• Post-Degree Lifelong Learning Challenges and Opportunities

• The Older Americans Act Reauthorization gained major education and training provisions in the Senate and House bills.
• The APA Office of Continuing Professional Education (CPE) developed a proposal for a 5-year plan for continuing education efforts at APA that will include a distance learning initiative.
• The Office of CPE hosted the 2nd Annual CPE Winter Weekend in San Diego on February 10–13, 2000. The program was entitled "The Violence Around Us: Changes and Challenges for Your Practice."
• 667 organizations are currently listed as APA-approved sponsors of continuing professional education for psychologists.
• 59 CPE workshops were available at the 2000 APA Convention in Washington, DC, covering 28 content areas.

• Application of Psychology to Schools, Schooling, and Education

• Funded by a 5-year cooperative agreement with the Centers for Disease Control, the Healthy Lesbian, Gay, and Bisexual Students Project (HLGBSP) is developing a searchable database of information for school, counseling, health, and mental health professionals to strengthen their capacity to prevent risky behaviors in lesbian, gay, and bisexual youth.
• The Task Force on Psychology in Early Education and Care conducted a roundtable session during the 2000 APA Convention that will be the focus of an article in 2001 in the American Psychologist.
• A new Center will house the Gifted/Talented Students Project, funded through the American Psychological Foundation (APF). The Center will create a set of resource materials for parents, educators, and the general public. A full-time staff person was recently hired to direct the new office.
• "Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel," a document created by APA in collaboration with a number of education associations, has been widely distributed to schools and youth groups across the country.

Teachers of Psychology in Secondary Schools (TOPSS): "Excellence in Psychology" Certificates. To encourage recognition of outstanding high school psychology students, TOPSS members receive a student award certificate to present to an outstanding student for the academic year. In addition, congratulatory letters and press releases are sent to the principal or superintendent and to local newspapers to acknowledge the achievement of these outstanding psychology students.

TOPSScholars Competition. Supported by annual contributions from the APF, the TOPSScholars Competition provides three $1,000 scholarships annually to high school psychology students who are selected as the winners of an essay competition.

TOPSS "Excellence in Teaching" Awards. TOPSS selected five outstanding teachers in 2000 as recipients of the Excellence in Teaching Awards. Award-winning teachers received an award certificate and a Jefferson cup to acknowledge their selection as an outstanding high school psychology teacher.

APF/TOPSS "Excellence in Research" Awards. This is an annual award in which the APF, TOPSS, and the Science Directorate identify and judge psychology-based research projects submitted to the Intel Science Talent Search Competition. Cash awards and honorable mentions are provided to winning students as judged by the TOPSS Awards Committee. This year we are working to accommodate projects submitted independently of Intel.

National Standards for the Teaching of High School Psychology. The National Standards for the Teaching of High School Psychology, approved by Council in August 1999, is available as a resource to psychology teachers at www.apa.org/ed/natlstandards.html. In 2000, a National Standards Working Group will hold a series of conference calls to discuss the implementation, dissemination, and revision of the National Standards.

Psychology Teacher Network (PTN). This bimonthly newsletter is published for teachers of introductory psychology and is available online for TOPSS members. The newsletter focuses on enhancing teaching skills and visibility of the critical needs of psychology educators at all levels as they relate to new and emerging technologies.

TOPSS: Unit Lesson Plans. Three units for teachers of introductory psychology are now available: "Learning," "Psychological Disorders," and "Motivation & Emotion." Several others are in varying stages of completion, including "Stats Pack: Statistics Without Fear," "Memory," "Development," "Introduction to Psychology," "Personality," "Sensation and Perception," and "Biological Bases of Behavior."

High School Teacher Workshops. In 2000, workshops for high school psychology teachers were held in conjunction with the Southeastern Psychological Association Annual Meeting (New Orleans, LA), the Midwestern Psychological Association Annual Meeting (Chicago, IL), and the APA Convention (Washington, DC). The workshops serve as an important means of outreach to high school teachers to provide resources and activities supporting the teaching and learning of psychology.

Nationwide Psychology Program. The Nationwide Psychology Program, funded annually by APF, supports local initiatives directed on behalf of high school psychology teachers such as statewide and regional teaching conferences and workshops.

Block Grants for Teaching Initiatives. Block grants from the Board of Educational Affairs (BEA) provide financial support for undergraduate teaching conferences. Funds are provided to help offset travel expenses, registration fees, or speaker expenses. Awards are made twice a year on a competitive basis, with four grants distributed during the spring of 2000.

G. Stanley Hall Lectures. In 2000, four distinguished psychologists were invited to make presentations at the APA Convention and regional psychological association meetings. The G. Stanley Hall Lecture Series features scholars who have achieved prominence both within their field and as educators. Conducted in cooperation with Division 2, lecture topics selected represent areas commonly covered in introductory psychology courses.

Community College Working Group (CCWG). The CCWG continues its work on behalf of psychology teachers at 2-year colleges. The CCWG, in partnership with Psi Beta, hosts up to five regional events annually for community college faculty and students. With the Education Directorate, the group is developing a web site to feature information and resources for psychology faculty and students at 2-year colleges.

Psychology Partnerships Project (P3). Initiatives developed through the P3 continued during the latter half of 2000, including activities funded jointly by APA and Campus Compact to provide a unique opportunity to establish service learning as a credible pedagogy within the discipline of psychology, and a project funded by the Carnegie Academy for the Scholarship of Teaching and Learning to develop a rubric for assessing scientific reasoning. A follow-up meeting on the National Conversation on Psychology Partnerships was held in Washington, DC, in August 2000. The nine P3 groups reconvened to continue work on their projects and discuss the future direction of the partnerships movement in psychology. (The National Forum on Psychology Partnerships was held June 17–22, 1999, at James Madison University to bring together teachers of psychology across academic levels to discuss ways to identify, establish, and nurture partnerships. Information on the P3 is available at www.apa.org/ed/.)

Resources for Teachers. Resources for teachers of psychology were provided in mass mailings to TOPSS members and psychology teachers at community colleges. Regular mass mailings to psychology teachers serve as additional means of outreach from the Education Directorate and facilitate the sharing of information and resources to support teaching and learning in psychology.

Intel Science and Engineering Fair. The Education Directorate supported several judges who participated in the 2000 Intel Science and Engineering Fair. Prizes to three winners and honorable mentions were provided to recognize student achievement in conducting research during the high school years.

II. Office of Graduate Education and Training in Psychology

Preparing Future Faculty (PFF). Following review of proposals, grants to participate with APA were awarded to graduate departments of psychology at the University of Colorado at Boulder, University of Georgia, Miami University of Ohio, and University of New Hampshire. The initial meeting of the awardees with representatives of APA and other participating disciplines was sponsored by the CGS and the AAC&U in late June in Colorado Springs.

APAGS–BEA Working Group on Teaching and Educational Issues. The first annual teaching workshop for graduate students, new faculty, and postdoctoral students interested in a career in academia was held August 3–4, 2000, sponsored by APAGS, BEA, PFF, and Division 2 (the Society for the Teaching of Psychology). The APAGS–BEA working group serves interested graduate students by providing resources such as EDTEACH—a listserv that is a forum for discussions on teaching-related issues. A resource guide for graduate students is being developed.

Collaboration With APA Offices. The Education Directorate and the Office of Research provided continued support for the Council of Chairs of Training Councils study of supervised practice experience (practicum and internship training) in doctoral programs of professional psychology. Education, Research, and the Communications Office also edited the 2000 Graduate Study in Psychology publication.

Council of Specialties (CoS) and Commission for Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP). Education staff supported meetings of CoS and CRSPPP, forums in which distinctions are discussed between doctoral and postdoctoral education and training structures as well as the landscape of professional education and training and practice.

National Conference of Applied Masters Training in Psychology. In June, the Education Directorate participated as an "observer" in the Second National Conference of Applied Masters Training in Psychology, cosponsored by the Council of Applied Masters Programs in Psychology and the North American Association for Masters in Psychology.

Trilateral Forum. Education staff participated in international meetings of psychologists concerned with equivalence of education and training requirements and credentials in psychology across national and cultural boundaries, including the Trilateral Forum representing Canada, Mexico, and the United States.

III. Office of Program Consultation and Accreditation

Meetings of the Committee on Accreditation. Thus far in 2000, the CoA has held three meetings. The first, a retreat to discuss accreditation policy issues and initiatives, was attended by 26 current and former CoA members as well as four liaisons from the Board of Directors and the BEA. The retreat began with a half-day session on the historical and future perspectives on accreditation. Following this session, retreat participants divided into three task groups, focusing on accreditation training issues, the CoA’s self-evaluation process, and communication mechanisms. Current CoA members continued their task group work at the CoA’s March 2000 meeting, during which the CoA also reviewed 70 programs for initial or continued accreditation. The CoA reaffirmed its commitment to effective communication with constituent groups and to the ongoing assessment and improvement of its accrediting activities. The most recent meeting was held in July 2000.

Accreditation Site Visitor Workshops. In order to prepare accreditation site visitors to conduct evaluation visits to programs undergoing review for initial or continued recognition, the CoA conducted several site visitor and site visit team chair workshops at the 2000 APA Convention.

Accreditation Outreach. The Program Consultation and Accreditation Office interacts on a regular basis with various education and training groups so that the psychology communities with an interest in the accreditation process can be informed of CoA activities and to encourage participation and feedback from those communities. These groups include the Council of Chairs of Training Councils, the Academy of Psychological Clinical Science, the Association of Counseling Center Training Agents, the Association of Directors of Psychology Training Clinics, the Association of Psychology Postdoctoral and Internship Centers, the Association of State and Provincial Psychology Boards, the Canadian Psychological Association Accreditation Panel, the Council of University Directors of Clinical Psychology, the Council of Community Psychology Program Directors, the Council of Counseling Psychology Training Programs, the Council of Directors of School Psychology Programs, the Council of Graduate Departments of Psychology, the National Council of Schools and Programs of Professional Psychology, the Association of University Counseling Center Directors, the Association of Veterans Affairs Psychology Leaders, and the Association of Medical School Professors of Psychology.

Accreditation Surveys. The CoA, through its retreat task force group on evaluation, developed a consumer satisfaction survey of its accrediting process, which was distributed in May 2000 to accredited internship and postdoctoral programs and in September 2000 to accredited doctoral programs. In addition, the CoA is conducting a survey on the relevance of accreditation for employers and credentialers of graduates of accredited psychology programs. This survey is being undertaken at the direction of the U.S. Department of Education, in partial fulfillment of the Secretary of Education’s criteria for recognition of accrediting bodies.

Council for Higher Education Accreditation (CHEA) Update. Established in 1996 for the advancement of self-regulation through accreditation, CHEA has assumed the responsibility for nongovernmental recognition of accrediting agencies following the dissolution of the Commission on Recognition of Postsecondary Accreditation (CORPA). In accordance with its policy on recognition of accreditors previously recognized by CORPA, CHEA has extended that recognition until it reviews the CoA under new recognition provisions, which became effective in January 1999. CHEA appointed its Committee on Accreditation effective February 1999 and will begin the recognition process in 2000. The CoA has provided CHEA with its petition for eligibility, to be reviewed in November 2000.

U.S. Secretary of Education Update. Following submission of the CoA’s most recent petition for continued recognition of its accrediting activities by the U.S. Secretary of Education, the CoA was reviewed by the Secretary’s National Advisory Committee on Institutional Quality and Integrity at that group’s December 6–8, 1999, meeting. On the basis of that review, the Secretary granted the CoA continued recognition for a period of 5 years. The Secretary also directed the CoA to submit an interim report by December 8, 2000, demonstrating full compliance with the recognition criteria cited as being in need of further attention. The results of the CoA’s survey on the relevance of accreditation for employers and credentialers will be included in this report.

4. Office of Continuing Professional Education

Continuing Professional Education Programs. The CPE staff continues to work closely with the Continuing Professional Education Committee (CPEC) in the development and direct delivery of programs and products to meet the continuing professional education needs of psychologists. CPEC reviewed more than 120 proposals from which they selected 59 CPE workshops to be offered at the 2000 APA Convention in Washington, DC. In addition, CPEC reviewed and approved the CPE workshops that were offered as a part of the International Congress of Psychology in Stockholm in July 2000.

CPE Projects. To date, projects in 2000 include the second annual CPE Weekend in San Diego in February and a Caribbean Cruise in April. Sales from independent studies have remained vigorous this year, supported by the addition of 10 new independent study programs released in the first half of the year. Another 15 new programs are in development, with a planned release date of summer 2001.

Sponsor Approval System. At the March 2000 meeting, the CPEC approved 34 new organizations as sponsors of continuing professional education for psychologists. At the September 2000 meeting, the CPEC approved 36 new organizations as sponsors. CPEC, with the support of the Sponsor Approval System staff in the CPE Office, currently maintains records on the approval status of the 667 APA-approved sponsoring organizations.

Continuing Education Outreach. The CPE Office continues its efforts to promote the exchange of information and resources relevant to continuing professional education with a variety of groups.

V. Center for Psychology in Schools and Education (CPSE)

Healthy Lesbian, Gay, and Bisexual Students Project (HLGBSP). CPSE staff continue work in collaboration with APA’s Office of Lesbian & Gay Concerns on a project to develop materials on the topic of HIV prevention for gay/lesbian/bisexual youth in schools. This project is funded by a 5-year cooperative agreement with the Centers for Disease Control’s Division of Adolescent and School Health. A series of meetings with school stakeholder groups have been conducted, and an extensive literature review of the existing professional literature pertaining to lesbian, gay, and bisexual students in the journals of health, mental health, and counseling professionals has been written. Additionally, a major needs assessment of 3,800 school professionals is being conducted; results will be available in spring 2001. Project staff, in collaboration with APA’s Internet Services staff, are creating a searchable database of research articles that are relevant to lesbian, gay, and bisexual adolescents. The database will be searchable from the HLGBSP web site.

School-to-Work Initiative. The APA Board of Directors and Council of Representatives approved the final report of the Multi-Division School-to-Work Task Force in August 1999. Copies of the final report are available from CPSE and have been widely distributed. The report is also available on the CPSE web site.

Nearly 13,000 copies of the LCPs poster have been distributed, and the LCPs are available for downloading from the CPSE web site in both text and graphic format (www.apa.org/ed). CPSE staff worked with Barbara McCombs, Ph.D., and Nadine Lambert, Ph.D., to develop a proposal for a Wingspread Conference that would build on the LCPs. The purpose of the Conference is to bring together researchers, policymakers, and school staff to discuss strategies for creating a focus in schools on academic competence and motivational factors. The proposal has been submitted to the Wingspread Foundation.

Task Force on Psychology in Early Education and Care. Members were appointed for a 1-year term to a BEA Task Force on Psychology in Early Education and Care. The Task Force has met twice, and a request for funding for two meetings in 2001 will be submitted to the Board of Directors.

Anti-Reparative Therapy Coalition. Together with the Gay, Lesbian, Straight Education Network and a number of national education organizations, CPSE staff created a document entitled, "Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel." The document targets school principals and other school staff and explains normative sexual orientation development in adolescents and describes the lack of scientific basis to the "reparative therapy" movement. The release of the document received widespread media coverage, and to date, more than 1,900 copies have been distributed nationwide.

Outreach Activities. CPSE works with a number of national education groups on a regular basis, including teachers, school administrators, and school mental health professionals. Presentations on CPSE initiatives have taken place with the following groups: DC Public Schools, National School Boards Association, Parents and Friends of Lesbians & Gays, American Educational Research Association, American Federation of Teachers, National Education Association, and the School Social Workers Association of America.

Advocacy Activities. CPSE is working on behalf of BEA with the Committee on Urban Initiatives to ensure that the reauthorization of the Improving America’s Schools Act includes a focus on urban schools. This is likely to be an ongoing project through 2001, as it appears unlikely that Congress will pass the reauthorization bill in 2000.

VI. Education Governance and Public Affairs

Board of Educational Affairs. BEA task forces and working groups continue to reflect the broad scope of issues across all levels of education and training. The BEA is organized into an Executive Committee and three working groups: Technology, Curriculum, and Advocacy/Marketplace. The groups work throughout the year on specific areas of interest that further the overall goals of the Board and the Education Directorate. At its March meeting, BEA established strategic goals constituting four broad domains: employment, advocacy for psychology education, educational programs and curriculum, and applications of psychology to education. Within each of these domains, BEA established its vision and strategic goals for the years 2000–2003, available online at www.apa.org/ed. Annual reports from and rosters of all Education committees and BEA are available at www.apa.org/ed/about.

APA Convention 2000. The annual Education convention brochure, including programs sponsored by BEA, TOPSS, CPE, Education and Training (E&T) Awards Committee and education groups, for the 2000 Convention in Washington, DC, was available online and distributed to constituent groups. With BEA, the Directorate continued its annual support of division programming by co-listing all education and training-related sessions. Highlights of the 2000 convention were BEA’s 2-hour interactive technology session and the Education Leadership Roundtable. Education and Science hosted the annual meeting of regional psychological association officers to provide information on recent initiatives in the APA and to obtain feedback from each region’s officers regarding how the Directorates might better serve their needs.

Education and Training Awards. The BEA E&T Awards Committee presented two awards at the APA convention Awards Ceremony. The two awards are "Distinguished Career Contributions to Education and Training in Psychology" and "Distinguished Contributions of Psychology to Education and Training." Information about recent winners is available on the Education Directorate web site at www.apa.org/ed/awards.html.

Exhibits and Presentations. The Education Directorate continues to expand its outreach efforts and to collaborate with regional associations, education organizations, and divisions. In 2000, the Directorate sponsored initiatives at the Eastern Psychological Association Convention, Midwestern Psychological Association Convention, Western Psychological Association Convention, and NITOP.

Publications and Articles. The Directorate coordinates regular submissions to the APAGS newsletter, Division Dialogue, International Psychologist newsletter, Welcome—New Member Newsletter, and the APA Monitor. Subjects cover all levels of education in psychology, including the application of psychology to education, and reach constituent groups from students to doctoral-level psychologists.

Education and Technology. The Education Directorate web site is a valuable resource for students and faculty in psychology. Staff in the Public Affairs Office work to conceptualize and update all information available from the Directorate program areas and to present it appropriately to constituent groups. Staff continue professional development in technology by attending seminars and conferences, and by applying new information as appropriate to the APA Education site. Online webcasts and audiocasts to present lectures and presentations are being researched for possible use in the Directorate.

Older Americans Act (OAA) Reauthorization. APA education advocacy has made significant gains for psychology in the reauthorization of OAA. In a closed-door meeting on July 21, 2000, the Senate Health, Education, Labor, and Pensions Committee marked up S. 1536, the Older American Act Amendments of 2000. The bill allows for education and training of a workforce to serve older persons and, as requested by APA, specifically includes a provision for graduate (including postdoctoral) training of psychologists and other mental health professionals specializing in aging. APA also gained the inclusion of Multidisciplinary Centers of gerontology with a special emphasis on mental health. The multidisciplinary approach is designed to improve the delivery of mental health services to older persons. Furthermore, there is a provision for developing training programs in the field of aging at schools of psychology, social work, and public health in order to enhance the capacity of the mental health system to serve older persons.

The Senate bill is expected to pass the Senate and be accepted by the House before the end of the Session in early October.

National Health Service Corps (NHSC) Reauthorization. Education advocacy staff have been actively involved in the first reauthorization of the NHSC in 10 years. APA Education staff chaired the coalition representing rural health and provider groups including medical, nursing, dental, and mental health organizations. APA has garnered support from the NHSC, the NHSC Advisory Council, the rural health communities, other health professional associations, and members of the Senate Public Health Subcommittee for its recommendations including clarifying the eligibility of psychology in NHSC Loan Repayment and Scholarship Programs; emphasizing mental health site development and promoting an interdisciplinary approach to health care in underserved areas; and collapsing the three separate Health Professional Shortage Areas into one to streamline the process and facilitate the participation of psychologists.

APA is also recommending a 10% set-aside in the Scholarship Program for psychology (and the other eligible behavioral and mental health professions) and changing the term "clinical psychologist" to "health service psychologist." Education advocacy staff will soon begin meetings with House staffers. However, given the influence of presidential politics, and the very short time remaining, the NHSC reauthorization may not occur in this Congressional Session.

Indians Into Psychology Program (INPSYCH) Appropriations. APA is seeking $2 million for the INPSYCH program for its existing school programs and expansion to other sites. The Senate Committee Report includes language under Health and Human Services’ (HHS) Health Professions Programs expressing support for the INPSYCH Program. The Senate and House Labor HHS Appropriations Subcommittee completed their negotiations on the Fiscal 2001 Labor HHS Appropriations Conference Report before Congress left for the August recess. The Conferees' negotiations, at this point, resulted in a Conference Agreement totaling $106 billion, roughly equal to the President's original request for the Labor HHS bill. The House bill totaled $99 billion and the Senate bill $104 billion. All Republican members of the Conference approved the agreement; no Democrat agreed to it. A Conference Report reflecting the Conference Agreement has not been completed, has not been filed, and it is our expectation that it will not be sent to the Congress for its approval and will not be sent to the President in its current form. Instead, the Conference Agreement will serve as a document for negotiating with the White House, to begin in late September and be completed by mid October. Even though we understand that the Conference Agreement, at present, does not include projects, the Subcommittee is aware of the importance of the INPSYCH project to Senator Stevens, Chair of the Appropriations Committee. Consequently, we are still hopeful, with the continued support of Senator Stevens, that we will be successful in securing Fiscal 2001 funding for INPSYCH through the Department of HHS.

Advocacy/Marketplace Working Group. An initiative to focus on the objective of advocacy for advancing psychology education was addressed by BEA’s Advocacy/Marketplace Working Group. Public Policy Office staff are currently creating a plan that outlines the implementation of a Federal Advocacy Education Network.

• Advocacy Training and Grassroots Activities

In keeping with ongoing efforts to gain increased grassroots support for Education Advocacy initiatives, an advocacy training workshop was conducted in August during the APA Convention for students participating in the National Psychology Graduate Student Rally, which was held on the west steps of the Capitol Building.

An annual Education Advocacy Breakfast was also held during the APA Convention and included special advocacy awards and updates on several education advocacy successes, including gains made in the reauthorization of the OAA and the NHSC. APA member Herb Goldstein, Ph.D., received a special APA Presidential Citation for his help in securing $1 million for the NHSC. Keynote speaker, Hollis Turnham, JD, John Heinz Fellow, Senate Health, Education, Labor, and Pensions Committee, also received a special advocacy award from the BEA for her contributions to the reauthorization of the OAA. In addition, APA member Paula Hartman-Stein, Ph.D., spoke enthusiastically about getting involved in grassroots activities. Hartman-Stein noted that she is now able to speak personally with her Congressman Tom Sawyer on important legislation (e.g., the reauthorization of the OAA) and that the Congressman now calls her directly when he needs information or assistance.