Roxanne Atterholt
Roxanne Atterholt is an associate teaching professor focusing on the interdisciplinary nature of human services. She is committed to creating an engaging and inclusive learning environment that extends beyond the classroom.
Roxanne Atterholt is an associate teaching professor in Human Development and Family Studies at Penn State. Since joining the university in 2013, she has been committed to creating an engaging and inclusive learning environment that extends beyond the classroom. Her teaching philosophy emphasizes that learning is a lifelong process shaped by both content and delivery. She prioritizes active learning, critical thinking, and real-world application, fostering in her students not only knowledge but also the confidence to make meaningful contributions in their communities and professions.
With a career spanning academia, human services, and psychological services, Roxanne has held professional roles within the Pennsylvania Department of Human Services, focusing on juvenile justice and intellectual support services, as well as positions in hospital-based behavioral health settings. She is a certified trainer in both Adult and Youth Mental Health First Aid, equipping community members, educators, and students with practical skills to recognize and respond to mental health concerns. In addition, she is a Certified Peer Educator (CPE) Train-the-Trainer, preparing future peer educators to foster student development and leadership.
Roxanne also holds the designation of Certified Family Life Educator (CFLE) through the National Council on Family Relations (NCFR) and is a Board-Certified Human Services Practitioner (BC-HSP), a credential created by the Center for Credentialing & Education (CCE) with support from the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (CSHSE).
Roxanne’s research interests center on interdisciplinary approaches to human services. She explores topics related to child and adolescent development, restorative practices, mental health education, and the professional training of human service practitioners. She is also engaged in higher education research, particularly in the areas of student engagement, faculty resilience, and innovative pedagogical practices.
- Cruz, L., Atterholt, R., Divens, T., Humphrey, J., Jewell, J., Petricini, T., & Shaffer, K. (2024). Fourth Space: An auto-ethnography of a scholarship of teaching and learning micro-community. Transformative Dialogues: Teaching and Learning Journal, 17(2).
- Cruz, L., & Atterholt, R. (2024). Shock waves: Academic witnessing as resiliency practice in higher education. The Journal of Faculty Development, 38(1), 35–43.
- McGuigan, W., Luchette, J., & Atterholt, R. (2018). Physical neglect in childhood as a predictor of violent behavior in adolescent males. Child Abuse & Neglect, 79, 395–400.
- Atterholt, R., Yaure, R., Seidel, A., Jacobsen-McConnell, L., & Ittig, M. (2022). Leveraging resources and expertise: Seeking CFLE Approved Program status collaboratively. CFLE Network, 35(1), 9–10.
- Atterholt, R., & Long, A. (2020). Thinking outreach: How CFLEs can provide substance abuse education. CFLE Network, 33(2), 8–10.