Current roles and responsibilities at the center include:

• Serve as assessment liaison for all divisions of student affairs at JMU. This involves developing assessment strategies, overseeing the creation of assessment instruments, data analysis, and report writing.

Courses frequently taught include:

• Structural Equation Modeling
• Multivariate Statistics
• Doctoral Seminar in Consultation

• Ph.D.,  University of Nebraska-Lincoln (2001) 
  Concentration: Quantitative and Qualitative Methods (Statistics & Measurement)
• M.A.,  University of Nebraska-Lincoln (1997) 
  Concentration: Educational Psychology/ Statistics, Measurement, Research Design
• B.A.,  University of Wisconsin-Eau Claire (1994) 
  Concentration: Psychology

Horst, S. J., Finney, S. J., & Barron, K. E. (in press). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology.

Baranik, L. E., Barron, K.E., & Finney, S. J. (2007). Measuring goal orientation in a work domain: Construct
validity evidence for the 2 x 2 framework. Educational and Psychological Measurement, 67, 697-718.

Finney, S. J. (2007). [Review of the book Exploratory and confirmatory factor analysis: Understanding concepts and applications.] Applied Psychological Measurement, 31,  245-248.

Nietfeld, J. L., Finney, S. J., Schraw, G. & McCrudden, M. T. (2007). A test of theoretical models that account for information processing demands. Contemporary Educational Psychology, 32, 499 – 515.

Davis, S. L., & Finney, S. J. (2006). Examining the psychometric properties of the Cross Cultural Adaptability Inventory.Educational and Psychological Measurement, 66, 318-330.

Finney, S. J., & DiStefano, C. (2006). Nonnormal and categorical data in structural equation models. In G.R. Hancock & R.O. Mueller (Eds.). A second course in structural equation modeling (pp. 269 - 314). Greenwich, CT: Information Age.

Fairchild, A., & Finney, S. J. (2006). Investigating validity evidence for the Experience in Close Relationships-Revised Questionnaire. Educational and Psychological Measurement, 66, 116 – 135.

Fairchild, A., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 331 -358.

Finney, S. J., Pieper, S., L.. & Barron, K. E. (2004). Examining the psychometric properties of the Achievement Goal Questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365-382.

Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics achievement based on achievement goal theory. Journal of Educational Psychology, 95, 604-616.

Finney, S. J., & Schraw, G. J. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161 – 186.

Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G. A. Marcoulides & R. E. Shumaker (Eds.) Advanced structural equation modeling: New developments and techniques. Mahwah, NJ:
Lawrence Erlbaum Associates.