Faculty Profile

Linda Marshall

Title
Professor
Department
Psychology
College
College of Liberal Arts and Social Sciences

    

Education

PhD, Boston University, 1983.
Major: Social Psychology
MA, Boston University, 1980.
Major: Psychology
BS, University of Illinois, Urbana-Champaign, 1977.
Major: Psychology
AA, Parkland College, Champaign, IL, 1975.
Major: General

Current Scheduled Teaching*

No current or future courses scheduled.

* 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*

PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2018 Syllabus SPOT
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2018 Syllabus SPOT
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2017 Syllabus SPOT
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2017 Syllabus SPOT
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2017 Syllabus SPOT
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2017 Syllabus SPOT
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2016 Syllabus SPOT
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2016 Syllabus SPOT
PSYC 6950.715, Doctoral Dissertation, Spring 2016
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2016 Syllabus SPOT
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2016 Syllabus SPOT
PSYC 6950.715, Doctoral Dissertation, Fall 2015
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2015 SPOT
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2015 SPOT
PSYC 6950.715, Doctoral Dissertation, Spring 2015
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2015 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2015 Syllabus
PSYC 6950.715, Doctoral Dissertation, Fall 2014
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2014 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2014 Syllabus
PSYC 6950.715, Doctoral Dissertation, Summer 10W 2014
PSYC 6950.715, Doctoral Dissertation, Spring 2014
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2014 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2014 Syllabus
PSYC 6950.715, Doctoral Dissertation, Fall 2013
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2013 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2013 Syllabus
PSYC 6950.715, Doctoral Dissertation, Spring 2013
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2013 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2013 Syllabus
PSYC 6950.715, Doctoral Dissertation, Fall 2012
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2012 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2012 Syllabus
PSYC 6950.715, Doctoral Dissertation, Spring 2012
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2012 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Spring 2012 Syllabus
PSYC 6950.715, Doctoral Dissertation, Fall 2011
PSYC 1500.001, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2011 Syllabus
PSYC 1500.002, Mythbusting : Distinguishing Fact from Fallacy in Psychology and Everyday Life, Fall 2011 Syllabus
PSYC 6950.715, Doctoral Dissertation, Spring 2011
PSYC 1980.001, Experimental Course, Spring 2011 Syllabus
PSYC 1980.002, Experimental Course, Spring 2011 Syllabus
PSYC 6950.715, Doctoral Dissertation, Fall 2010
PSYC 1980.001, Experimental Course, Fall 2010 Syllabus
PSYC 6950.715, Doctoral Dissertation, Summer 10W 2010
PSYC 6950.715, Doctoral Dissertation, Spring 2010
PSYC 5900.715, Special Problems, Spring 2010
PSYC 6950.715, Doctoral Dissertation, Fall 2009
PSYC 6900.715, Special Problems, Fall 2009
PSYC 6950.715, Doctoral Dissertation, Summer 10W 2009
PSYC 4510.715, Psychology Practicum, Summer 10W 2009
PSYC 6950.715, Doctoral Dissertation, Spring 2009
PSYC 6950.715, Doctoral Dissertation, Fall 2008
PSYC 6950.715, Doctoral Dissertation, Summer 10W 2008
PSYC 5950.715, Master's Thesis, Summer 10W 2008
PSYC 6950.715, Doctoral Dissertation, Spring 2008
PSYC 6860.001, Industrial Organizational Psychology Internship, Spring 2008
PSYC 5950.715, Master's Thesis, Spring 2008
PSYC 5900.715, Special Problems, Spring 2008
PSYC 6950.701, Doctoral Dissertation, Fall 2007
PSYC 6950.715, Doctoral Dissertation, Fall 2007
PSYC 6860.002, Industrial Organizational Psychology Internship, Fall 2007
PSYC 5950.715, Master's Thesis, Fall 2007
PSYC 6950.715, Doctoral Dissertation, Summer 10W 2007
PSYC 6950.715, Doctoral Dissertation, Spring 2007
PSYC 5950.715, Master's Thesis, Spring 2007
PSYC 4510.702, Psychology Practicum, Spring 2007
PSYC 5900.715, Special Problems, Spring 2007
PSYC 6950.714, Doctoral Dissertation, Fall 2006
PSYC 5950.713, Master's Thesis, Fall 2006
PSYC 6900.702, Special Problems, Fall 2006
PSYC 6950.704, Doctoral Dissertation, Summer 10W 2006
PSYC 6950.707, Doctoral Dissertation, Summer 5W1 2006
PSYC 5950.706, Master's Thesis, Summer 10W 2006
PSYC 6900.705, Special Problems, Summer 5W1 2006
PSYC 6950.705, Doctoral Dissertation, Spring 2006
PSYC 5950.711, Master's Thesis, Spring 2006
PSYC 6610.701, Psychology Research Seminar and Practicum, Spring 2006
PSYC 6400.002, Research Methodology Applications, Spring 2006
PSYC 6950.714, Doctoral Dissertation, Fall 2005
PSYC 6610.706, Psychology Research Seminar and Practicum, Fall 2005
PSYC 6900.702, Special Problems, Fall 2005
PSYC 5950.701, Master's Thesis, Summer 5W1 2005
PSYC 5950.701, Master's Thesis, Summer 3W1 2005
PSYC 6610.703, Psychology Research Seminar and Practicum, Summer 5W2 2005
PSYC 6900.703, Special Problems, Summer 10W 2005
PSYC 6950.706, Doctoral Dissertation, Spring 2005
PSYC 6950.719, Doctoral Dissertation, Fall 2004
PSYC 4900.710, Special Problems, Fall 2004

* 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 Publications

Published Intellectual Contributions

Book Chapter
Marshall, L. L. (2007). "Intimate partner violence in the context of women's and partners' race/ethnicity" in Intimate Partner Violence (pp.. 7-1 to 7-19).
Marshall, L. L. (2000). "Women, domestic abuse and public assistance" in Trapped by Poverty/Trapped by Abuse.
Marshall, L. L. (1994). "Physical abuse in close relationships" in Perspectives in Close Relationships (pp.263-284).
Marshall, L. L. (1994). "Physical and psychological abuse" in The dark side of interpersonal communication (pp. 281-311).
Book Review
Marshall, L. L. (2001). Review of M. Harway & J. M. O'Neill (Eds.) What causes men's violence against women: Book review.
Journal Article
Marshall, L. L. (2010). Long-term effects of partner violence: Patterns and relationship termination on low income and ethnically diverse community women..
Marshall, L. L. (2008). The longitudinal association between alcohol use and intimate partner violence among ethnically diverse community women..
Marshall, L. L. (2007). Differing effects of partner and nonpartner sexual assault on women's mental health.
Marshall, L. L. (2007). Women's motives for violent and nonviolent behaviors in conflicts.
Marshall, L. L. (2005). Gender symmetry and asymmetry in violent relationships: Patterns of mutuality among racially diverse women.
Marshall, L. L. (2005). Physical and mental health outcomes of women in nonviolent, mutually violent and unilaterally violent relationships.
Marshall, L. L. (2004). A new measure of misfit for covariance structure models.
Marshall, L. L. (2004). Childhood and adolescent sexual abuse of community women: Mediated effects on psychological distress and social relationships.
Marshall, L. L. (2004). The effect of coping on the physical and mental health of abused women.
Marshall, L. L. (2004). Violence against women: Strategies for rural areas.
Marshall, L. L. (2003). Assessing the effect of model misspecifications on parameter estimates in structural equation models.
Marshall, L. L. (2002). A unified approach to exploratory factor analysis with missing data, nonnormal data and in the presence of outliers.
Marshall, L. L. (2002). Cross-validation through downweighting influential cases in structural equation modeling.
Marshall, L. L. (2002). Extension of the behavioral model of health care utilization with ethnically diverse low income women.
Marshall, L. L. (2001). Obsessive relational intrusion, coping and sexual coercion victimization.
Marshall, L. L. (2001). PTSD symptoms and partner violence: Low income women at risk.
Marshall, L. L. (2001). Toward ethnically specific models of employment, public assistance and victimization.
Marshall, L. L. (2000). Does men's positivity moderate or mediate the effects of their abuse on women's relationship quality?.
Marshall, L. L. (1999). Effects of men's subtle and overt psychological abuse on low income women.
Marshall, L. L. (1997). Gender role perceptions of women in abusive relationships.
Marshall, L. L. (1996). Psychological abuse of women: Six distinct clusters.
Marshall, L. L. (1995). PTSD in abused women.
Marshall, L. L. (1992). Development of the Severity of Violence Against Women Scales Included in J. Touliatos, B. F. Perlmutter, & G. W. Holden (Eds.), Handbook of family measurement techniques, Second Edition, Volume 2. Sage Publications. Included in Burt, M. R., Harrell, A. V. et al. (1997). Evaluation guidebook for projects funded by S.T.O.P. formula grants under the violence against women act. The Urban Institute, Washington, DC This scale (SVAWS) has been translated specifically for and used with Dominicans, Puerto Ricans, Mexicans, Haitians (French Creole), Koreans, Brazilians (Portuguese), Malasians (Bahasa), in Thailand (Thai) and French Canadians. English and French versions are used across Canada in their Computer Based Training package for Spousal Assault Risk Assessment and used at intake of offenders and throughout their sentences by the Canadian Correctional Services. Included in J. Touliatos, B. F. Perlmutter, & G. W. Holden (Eds.), Handbook of family measurement techniques, Second Edition, Volume 2. Sage Publications. Included in Burt, M. R., Harrell, A. V. et al. (1997). Evaluation guidebook for projects funded by S.T.O.P. formula grants under the violence against women act. The Urban Institute, Washington, DC This scale (SVAWS) has been translated specifically for and used with Dominicans, Puerto Ricans, Mexicans, Haitians (French Creole), Koreans, Brazilians (Portuguese), Malasians (Bahasa), in Thailand (Thai) and French Canadians. English and French versions are used across Canada in their Computer Based Training package for Spousal Assault Risk Assessment and used at intake of offenders and throughout their sentences by the Canadian Correctional Services..
Marshall, L. L. (1992). The Severity of Violence Against Men Scales Included in J. Touliatos, B. F. Perlmutter & G. W. Holden (Eds.), Handbook of family measurement techniques , Second Edition, Volume 2. Sage Publications ..
Marshall, L. L. (1990). Impressions of therapists: The effects of gaze, smiling and gender.
Marshall, L. L. (1990). Premarital violence: The impact of family of origin violence, stress and reciprocity.
Marshall, L. L. (1988). Family of origin violence and courtship abuse.
Marshall, L. L. (1988). First Impressions: Analog experiments on counselor behavior and gender.
Marshall, L. L. (1988). Pre‑existing differences in evaluations of counselors.
Marshall, L. L. (1988). Self‑monitoring and intake interviewers' therapeutic orientations.
Marshall, L. L. (1987). Gender, stress and violence in the adult relationships of a sample of college students.
Marshall, L. L. (1986). The effects of demand characteristics, expectancy effects and evaluation anxiety on juror honesty during voir dire.
Marshall, L. L. (1982). Self‑reflection, mood and helpful behavior.
Marshall, L. L. (1982). The voir dire debate: An annotated bibliography.
Marshall, L. L. (1981). Good news or bad news first.
Popular Press Article
Marshall, L. L. (1988). Integrating the two social psychologies? (Invited article).
Marshall, L. L. (1988). The relationship of social science and the justice system: Views from social psychology (Invited article).
Marshall, L. L. (1986). Gender differences: Effects of stress on expressed and received abuse (Invited article).
,
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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