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Lee A. Bedford

Title: Teaching Fellow

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of North Texas, 2020
    Major: Educational Psychology
    Specialization: Research, Measurement, and Statistics
    Dissertation: Measurement Invariance of a Posttraumatic Stress Disorder Symptoms Measure (PCL-5) in College Student and Amazons Mechanical Turk Samples
  • PhD, University of North Texas, 2019
    Major: Behavioral Science
  • MS, University of North Texas, 2018
    Major: Psychology
  • BS, University of North Texas, 2014
    Major: Psychology

Current Scheduled Teaching

EPSY 5210.480ED STATISTICSFall 8W1 2024
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EPSY 5210.020ED STATISTICSSummer 5W1 2023 SPOT
EPSY 6010.020Statistics for Educational ResearchSummer 5W2 2023 SPOT
EPSY 5210.020ED STATISTICSSummer 5W1 2022 SPOT
EPSY 6010.020Statistics for Educational ResearchSummer 5W2 2022 SPOT
EPSY 6010.090Statistics for Educational ResearchSpring 8W2 2022 SPOT
EPSY 6010.090Statistics for Educational ResearchFall 8W2 2021 SPOT
EPSY 6010.096Statistics for Educational ResearchFall 8W2 2021
EPSY 6020.021Research Methods in EducationSummer 5W2 2021 SPOT
EPSY 6010.020Statistics for Educational ResearchSummer 5W1 2021 SPOT
EPSY 6010.001Statistics for Educational ResearchSpring 2021 SPOT
EPSY 6020.021Research Methods in EducationSummer 5W2 2020 SPOT
EPSY 6010.001Statistics for Educational ResearchSpring 2020
EPSY 6010.002Statistics for Educational ResearchFall 2019 SPOT
PSYC 2950.313Experimental MethodsSpring 2019 SPOT
PSYC 2317.002Quantitative MethodsSpring 2019 Syllabus SPOT
PSYC 2950.313Experimental MethodsFall 2018 Syllabus SPOT
PSYC 2317.001Quantitative MethodsFall 2018 Syllabus SPOT
PSYC 2950.002Experimental MethodsSummer 5W2 2018 Syllabus SPOT
PSYC 2950.002Experimental MethodsSpring 2018 Syllabus SPOT
PSYC 2317.002Quantitative MethodsSpring 2018 Syllabus SPOT
PSYC 1630.001General Psychology IFall 2017 Syllabus SPOT
PSYC 2317.002Quantitative MethodsFall 2017 Syllabus SPOT
PSYC 2950.002Experimental MethodsSummer 5W2 2017
PSYC 2317.303Quantitative MethodsSpring 2017 SPOT
PSYC 1630.001General Psychology IFall 2016 Syllabus SPOT
PSYC 2950.002Experimental MethodsSummer 5W2 2016 Syllabus SPOT
PSYC 4600.002History and SystemsSpring 2016 Syllabus
PSYC 2317.310Quantitative MethodsSpring 2016 SPOT
PSYC 2317.303Quantitative MethodsFall 2015 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Bedford, L.A., Fagan, M.A., Lemons, F.B., Hull, D.M., Reible-Aubourg, S. (2020). Personality traits and positive youth development in Barbadian youth. Other. 12 (2) 68-81. Kingston, University of the West Indies.
  • Boals, A., Bedford, L.A., Callahan, J.L. (2019). Perceptions of change after a trauma and perceived posttraumatic growth: A prospective examination. 9 1-12.
  • Bedford, L.A., Dietch, J., Taylor, D.J., Boals, A., Zayfert, C. (2018). Computer-guided problem-solving treatment for depression, PTSD, and insomnia symptoms in student veterans: A pilot randomized controlled trial. Behavior Therapy. 49 (5) 756-767.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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