Virginia Wickline

Virginia Wickline

Associate Professor

204C Johnston Hall
Middletown Campus
Middletown, OH, 45042
DANVA2 Research Lab
Curriculum Vitae


  • Ph.D., Clinical Psychology, Emory University, Atlanta, GA. Dissertation title: Predicting Cultural Adjustment Outcomes from Nonverbal Communication Skills, Cultural Variables, and Acculturative Stress 2006
  • M.A., Clinical Psychology, Emory University, Atlanta, GA. Thesis title: Predicting Cultural Adjustment Outcomes from Nonverbal and Verbal Communication Skills 2002
  • Pew Younger Scholars Program, “Two Hemispheres, One Brain” Pre-Graduate Seminar, University of Notre Dame, South Bend, IN 1998
  • B.A., Summa Cum Laude, Psychology, Anderson University, Anderson, IN 1998

Teaching Interests

Classes I enjoy teaching include: Career Development (PSS), Introduction to Counseling (PSS), Psychology Across Cultures, Statistics & Research Methods, Abnormal Psychology, Introduction to Psychology, Community Psychology, Psychological Testing, Dialogues on Race, & Personality Theory. While I am eclectic in my therapy approaches, I am driven by interpersonal theory as my primary orientation, no matter the intervention style I apply in therapy or how I teach my classes. 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 that encourage students to weave academic literature with their personal experiences and understanding of the world.

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.

Professional Recognition

  • 2017, 2014, 2011: Student Organization Advisor of the Year Award (Miami Middletown)
  • 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, 2012: Miami University Middletown Maamawi Award for Faculty Service-Learning
  • 2015: The Arc of Butler County Seraphim Award (for working to make the lives of people with developmental disabilities richer in experiences)
  • 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
  • 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
  • 2011: Miami University Middletown Adviser of the Year Award
  • 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

Representative Publications

  • 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., (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
  • 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. (2012). The “Crossing Borders” program: Increasing intercultural competency via structured social interactions. Psychology Learning and Teaching, 11(3), 374-381. Abstract available at
  • 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., & 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., 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.(2007). Predicting cultural adjustment outcomes from nonverbal communication skills, cultural variables, and acculturative stress. Dissertation Abstracts International, 67(11-B), 6748.

Courses Taught

PSS 211 | Career Development in Psychology & Related Social Sciences
PSS 350 | Introduction to Counseling
PSY 111 | Introduction to Psychology
PSY 112 | Foundational Experiences
PSY 210 | Psychology Across Cultures
PSY 241 | Personality
PSY 242 | Abnormal Psychology
PSY 293 | Design & Analyses, Part 1
PSY 345 | Childhood Psychopathology & Developmental Disabilities


  • Varies—Over $75,000 in internal Miami grants to support campus/community programs (e.g., Bookfest, Chinese Moon Festival, Crossing Borders, Parties with a Purpose, Share the Love, and student career development presentations) and student research presentations at regional and national conferences
  • 2015—Society for Teaching of Psychology Early Career Travel Grant. Project Title: Exploring Intercultural Competence with Largely Non-Traditional Students: A Case Study at Miami University (Ohio)
  • 2015Middletown Community Foundation grant for MUM Family Fun Fest and Fantastic Free Fridays program. Project Title: Impact of Pedagogical and Personal Experiences on Psychology Students’ Intercultural Competence
  • 2014Psi Chi Mentor Unrestricted Reimbursement Travel Grant
  • 2011NAFSA Region VI Highlight National Conference Travel Grant ($1,000 split between 4 presenters). Project Title: Affording Assessment: Making it Work for You and (and NOT Vice Versa)
  • 2009NAFSA (Association of International Educators) Region VI Newcomer Travel Grant. Project Title: Helping hands: A Multidisciplinary/Multi-Office Approach to International Education

Research Lab Information

The Social, Cultural, and Interpersonal Process (SCIP) Laboratory does have office space in the Psychology Building at Oxford but primarily meets with Dr. Wickline at the Miami Middletown campus. Current projects include:

- Whether study abroad/away or on-campus global classes have more benefit for college students' intercultural competence
- The impact of service-learning with people with mental illness on college students' stigma and attitudes
- How shared cultural interactions in the Crossing Borders program benefit both international and domestic students
- The impact of interactions with miniature horses on students' stress and moods

Sarah Matthews presents with Dr. Wickline at Hawaii International Conference

Undergraduate Summer Scholar, Ms. Sarah Matthews, and Dr. Wickline, present their research at the Hawaii International Conference on Education