Dr. Carlota Ocampo

Provost and Vice President of Academic Affairs; Associate Professor of Psychology;

Interests

• Neuropsychology
• Health Psychology
• Historical/Intergenerational Trauma
• Psychology of Oppression

Awards

• Inductee, Class of 2011-1012, Leadership Institute for Women in Psychology, American Psychological Association Committee on Women in Psychology and Womens Programs Office, August 1-3 and March 29, 2012., 12
• Interactivity Foundation Teaching Grant, Spring 2009, in collaboration with co-instructor Minerva San Juan. For the project entitled: "Incorporating Interactivity Methods in the Classroom." Total award, $1,000, 09
• Trinity Alumnae Association Faculty Research Award, Spring 2008, in collaboration with Diane Forbes-Berthoud. For the project entitled "Re-framing the Urban Learner Construct." Total award, $1,000., 08

Select Works Published

• Mobile health technology knowledge and practices among patients of safety-net health systems in Washington State and Washington, DC
  Alsayid, M, Baugh, S., Laing, S., Ocampo, C., Journal of Patient-Centered Research and Reviews, 2018
• Panel Discussion: I am Psyched
  Ocampo, C., American Psychological Association’s “I am Psyched! Inspiring Histories, Inspiring Lives: Women of Color in Psychology,”, 2017
• Evaluating the relationships among psychological distress, executive cognitive function and economic factors on mammography use in unaffected African American women at risk for breast cancer
  Laing, S., Ocampo, C., & Harris, J., Ethnicity & Disease, 20, 467-473, 2010
• Dealing with diversity issues in the classroom: A survey of the STP membership
  Prieto, L. R., Whittlesey, V., Herbert, D., Ocampo, C., Schomburg, A., & So, D., Teaching of Psychology, 36, 77-83, 2009
• A therapeutic approach to the treatment of racist-incident based trauma
  Bryant, T., & Ocampo, C., The Journal of Emotional Abuse, 6, 1-22, 2006
• Racist-incident based trauma
  Bryant, T., & Ocampo, C., Counseling Psychologist, 33, 479-500, 2005
• The trauma of racism: Implications for counseling, research, and education
  Bryant, T., & Ocampo, C., Counseling Psychologist, 33, 574-578, 2005

Philosophy

Teaching is an enterprise that should inspire, develop and instill critical analysis in students -- in short, it should model how to think. The foundations of literacy -- the “three Rs” -- must be embedded into all facets of teaching. My core philosophy of teaching includes an emphasis on reading (absorption and analysis), writing (synthesis and communication) and arithmetic (recognizing and utilizing the mathematical patterns that underlie our knowledge). To these, I would add a fourth and perhaps fifth “R” – Relationship with the world, or cultural literacy, and Responsibility, or ethical citizenship. Teaching content -- transmitting our known body of knowledge -- is the first step in this process. However, two things must also occur: students must learn to think critically about this body of knowledge, and they must learn how to use the tools of scholarship to discover knowledge for themselves. My goal as a professor is to continue to grow as an effective teacher and mentor and to engage in scholarship that contributes to the body of knowledge in the social sciences, informs curricular growth and pedagogy, and engages students in the excitement of ethical research.