Associate Professor of Social Work
B.A., Southampton College, Long Island UniversityM.A., Teachers College, Columbia UniversityM.S., Psy.D., Hofstra University
Orly Calderon, Psy.D., is a full time faculty member at Long Island University, teaching courses in research design, program assessment and evaluation, psychopathology, and psychological evaluation of children. Dr. Calderon earned her B.S. in psychology and education from Long Island University, her M.A. in developmental psychology from Teachers College, Columbia University, and her Psy.D. in school and community psychology from Hofstra University.
Dr. Calderon’s work focuses on two major scholarly areas: She researches innovative educational outcome assessment strategies (examples include ethical awareness development among social work students, and faculty and students’ responses to blended learning), and she investigates psychosocial needs of populations at risk (examples include immigrant youth, and youth with ADHD).
Dr. Calderon’s teaching philosophy encourages students to engage in critical thinking and in experiential learning, while integrating the latest teaching technology in order to prepare her students for practice in the 21st century.
In addition to her teaching responsibilities at the university Dr. Calderon provides training for other professionals in the USA and elsewhere on topics such as: Best practices in psychological and psychosocial evaluations; program outcome assessment and more. She has served several times as an expert witness in court cases that involve youth at risk.
Attention Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities, Forensic Psychology, Human Behavior
Youth at risk; psychological and forensic assessment; program evaluation; educational outcome assessment.
Author, (2013) Post-secondary and corporate on-Line learning: Preferred features of CMSs. In M. Bocarnea, R.A. Reynolds, & J.Baker (eds.) Handbook of Research onOnline Instruments, Data Collection and Electronic Measurements. USA; IGA Global
Author, (in press): Direct and indirect assessment of learning outcomes: what do we actually measure? Journal of Social Work Education.
Co-author, (2012). Understanding the concerns and needs of immigrant youth in Nassau County, NY. Families in Society, 93 (3), 226-232. doi: 10.1606/1044-3894.4222
Co-author, (2012). Multidimensional assessment of blended learning: Maximizing program effectiveness based on student and faculty feedback. JALN- Journal of Asynchronous Learning Networks, 16 (4),
Co-author, (2011) Expanding awareness: Issues in the development of an ethics scale for the social work profession. Journal of Social Work Education 47(1), 133-149.
Co-author, (2008). A contextual, multidimensional, interdisciplinary approach to assessment of ADHD: A clinical model. Best Practices in Mental Health An International Journal, 4, 59-79.
Co-author, (2012). Letter to the Editor. Journal of Social Work Education, 48, (3), 623-636.
Co-auhtor, (Autumn, 2007). The development of an ethics scale for the profession of social work., NASW, Nassau Division News.
Co-author, Ask the Clinician (ADHD Q & A column). Educational Update, 2006-2007.