Ginger Wickline

Ginger Wickline

Associate Professor

Social & Behavioral Sciences (Regional) and Psychology (Oxford)
204C Johnston Hall


  • Ph.D. (Clinical Psychology) – Emory University
  • M.A. (Clinical Psychology) – Emory University
  • Pew Younger Scholars Pre-Graduate Seminar – University of Notre Dame
  • B.A. (Psychology) – Anderson University

Professional Recognition

  • 2016 – Southwestern Ohio Council for Higher Education (SOCHE) Faculty Excellence Award
  • 2016 – Miami Middletown Student Government’s Excellence in Student Life Award
  • 2016 – Miami Middletown’s Faculty Excellence in Service Award
  • 2016 – Butler County Board of Developmental Disabilities Volunteer of the Year Finalist
  • 2016 – Certificate of Appreciation, Syrian American Foundation (for Share the Love awareness & fundraising campaign)
  • 2015 – The Arc of Butler County Seraphim Award (for working to make the lives of people with developmental disabilities richer in experiences)
  • 2015, 2014, 2013, 2011, 2010 – Community Recognition Recipient, Butler County Board of Developmental Disabilities (For providing social opportunities on MUM campus for individuals with and without disabilities)
  • 2014, 2011: Miami Middletown Student Government’s Advisor of the Year Award
  • 2014: Finalist for Miami’s Distinguished Teaching Award
  • 2013: The 2013 AURCO Journal Editor’s Choice Award (see Kern-Manwaring & Wickline, 2013)
  • 2012: Miami’s E. Phillips Knox Teaching Award finalist (1 of 5) for excellence and innovation in undergraduate teaching
  • 2012: Society for Teaching of Psychology (American Psychological Association, Division 2) Wayne Weiten Teaching Award for 2-year colleges
  • 2012: Miami University Middletown Maamawi Award for Faculty Service-Learning
  • 2011: Miami University Middletown Excellence in Teaching Award
  • 2011: Ohio Association of Two-Year Colleges’ state teacher of the year nominee
  • 2011: Greater Cincinnati Consortium of Colleges and Universities Celebration of Teaching luncheon, campus award winner
  • 2010: NAFSA Region VI highlight (presentation) for the national NAFSA convention
  • 2008-2009: International Student Association (ISA) Mentorship Award, The College of Wooster
  • 2007: Finalist (1 of 3), New York Academy of Sciences’ James McKeen Cattell Dissertation Award
  • 2005: Emory University Humanitarian Award (1 of 5)
  • 2002-2003: Omicron Delta Kappa, Diversity Initiatives Merit Award, Mu Circle

Recent Courses Taught

  • EDL 260  Research Methods for the First Year Research Experience (FYRE)
  • PSS 211 Career Development in Psychology and Related Social Sciences
  • PSS 350 Introduction to Counseling PSY 111 – Introduction to Psychology
  • PSY 210 Psychology Across Cultures (both in U.S. and study abroad in Japan)
  • PSY 241 Personality
  • PSY 242 Abnormal Psychology
  • PSY 293 Psychological Statistics & Research Methods
  • PSY 320 Psychology in Japan
  • PSY 345 Childhood Psychopathology & Developmental Disabilities
  • PSY 410 Capstone: Cross-Cultural Psychology

While I am eclectic in my teaching and therapy approaches, I am driven by interpersonal theory as my primary orientation, no matter how I teach my classes or the intervention style I apply in therapy. Simply put, relationships matter, and most things we call “psychological disorders” have a source, side effect, and/or complications resulting in and from our relationships with others. It is important not only what we learn but how we treat each other. My classes tend to use myriad approaches, interchanging lecture with service-learning exercises, classroom demonstrations, small group discussions, “clickers” for daily practice quizzing, online work/discussion, group projects, and applied writing exercises. These experiences encourage students to “go deep and real,” to weave academic literature with their personal experiences and understanding of the world.

Professional Service

Dr. Wickline is heavily involved in community engagement and service. With three officially designated service-learning classes and a service-oriented student organization, so are her students! Students Engaged in Real Volunteer Efforts (SERVE) coordinated and hosted 6 years of MUM Family Fun Fest (bringing 4,000 children and parents to campus), 6 years of Parties with a Purpose (bringing 1,000 people with community members with disabilities and college students together for shared social events), 2 HawkFest benefit concerts, and 2 years of Share the Love months (raising awareness & donations for local and international needs). Together these events have raised over $10,000 for local and international organizations. Her service-learning classes and the SERVE organization support students in partnerships with myriad non-profits such as Abilities First, Butler County Board of Developmental Disabilities, Children’s Hospital, Butler County Educational Service Center/Pause for Parents Program, Butler County Partnership to Reduce Infant Mortality (PRIM), Atrium Hospital’s Help Endure a Loss (HEAL) program, Hope House Shelter, Sojourner Recovery Services, Summit Academies, and the Syrian American Foundation. Dr. Wickline’s Crossing Borders partnership with the English Language Center (ELC), a program that has expanded to numerous Oxford faculty and students, has partnered over 800 domestic and international students for intercultural dialogues, activities, and the beginnings of friendships. 

Research Interests

My research interests are primarily in the following areas: 1) cultural adjustment (psychological, social, acculturative stress, academic) of international students, especially Asian students, studying in the United States; 2) cultural adjustment and intercultural competence of American students studying abroad; 3) nonverbal communication, especially as it relates to “cultural accents” or differences across cultures; 4) pedagogical methods that increase student achievement, involvement, and growth, such as service-learning. Currently, I am working with several partners at the Middletown, Hamilton, and Oxford campuses to 1) design assessment instruments that determine what impacts our cultural exchanges are having upon student mental health and intercultural competence and 2) apply this research to design more comprehensive and supportive programming for international and study abroad students. I also recently formed a team of students that created PRISM (Reflecting Possibilities) to encourage service work in our community, especially in partnership with individuals who have developmental disabilities.

Representative Publications

Martin, J.S., Summerville, A., & Wickline, V.B. (2016). Persuasion and pragmatics: An empirical test of the Guru Effect model. The Review of Philosophy and Psychology. Online-first pre-print available at

Wickline, V. B., Neu, T., Dodge, C. P., & Shriver, E. (2016). Testing the Contact Hypothesis: Friendships and ‘Parties With a Purpose’ improve college students’ affective attitudes toward people with disabilities. The Journal of Excellence in College Teaching, 27(2), 3-28.

Wickline, V.B., Matthews, S., Davis, H. L., & Ferguson, Ch. (2016). Exploring intercultural competence with non-traditional students: A case study at Miami University (Ohio). Conference Proceedings of the Hawaiian International Conference on Education. Available from

Wiese, D., & Wickline,,V.B. (2014). Considering the full package: Attention and detail in a short-term study abroad program. International Psychology Bulletin, 18(4), 29-31.

Wickline, V. B., (2014, June). Why chasing rainbows and getting wet makes for good teaching. Teaching of Psychology in Autobiography: Perspectives from Exemplary Psychology Teachers (Vol. 5). E-book available at

Kern-Manwaring, N. & Wickline, V.B. (2013). Health Matters: Service-Learning (S-L) interdisciplinary health fair in nursing and psychology provides student satisfaction and growth. Association of University Regional Campuses of Ohio (AURCO) Journal, 19,113-125.

Wickline, V.B., & Spektor, V. (2011). Practice (rather than graded) quizzes, with answers, may increase Introduction to Psychology exam performance. Teaching of Psychology, 38(2), 98-101.

Wickline, V.B. (2012). The “Crossing Borders” program: Increasing intercultural competency via structured social interactions. Psychology Learning and Teaching, 11(3), 374-381.

Wickline, V.B., Nowicki, S., Bollini, A., & Walker, E. (2012). Adolescent social difficulties, thought disturbances, and emotion recognition deficits: Highlighting Schizotypal Personality Disorder. Journal of Nonverbal Behavior, 36(1), 59-77.

Wickline, V.B., Ransom, A., Nowicki, S., & Osborn, A. (2011). A longitudinal investigation into the antecedents of locus of control orientation in children. I-manager’s Journal on Educational Psychology, 4(4), 39-53.

Wickline, V.B., Bailey, W., & Nowicki, S, Jr. (2009). Cultural in-group advantage: Emotion recognition in African American and European American faces and voices. Journal of Genetic Psychology, 170(1), 5-30.

Wickline, V.B., & Nowicki, S. (2008). Nonverbal communication: The language of international students’ and sojourners’ social success. In A. Kostic (Ed.), Govor bez reci (Translation: Talking without words). Serbia.

Wickline, V.B.(2007). Predicting cultural adjustment outcomes from nonverbal communication skills, cultural variables, and acculturative stress. Dissertation Abstracts International, 67(11-B), 6748.

Wickline, V.B. (2004). Ethnic differences in the self-esteem/academic achievement relationship: A meta-analysis. Atlanta, GA: Emory University. (ERIC Document Reproduction Service No. ED481665)