I have been fascinated by psychological science since my first semester as an undergraduate at Southern Nazarene University in 1997. Although most of my classmates were interested in therapy, my interests quickly led me to pursue research and teaching in academia and I have never looked back. I graduated summa cum laude as a class marshal (4.0 GPA) in 2000. That fall, I entered a doctoral program (in which I would be expected to receive a Master of Science degree along the way) in the experimental psychology program at the University of Oklahoma, concentrating on social-personality psychology. I began work that would transform my life and I found a mentor in Dr. Carolin Showers that would become invaluable to me. After completing a tedious project on childhood maltreatment that required over two years collecting the data, I received my M.S. in Psychology in 2002. Six months later, my husband and I learned that we were expecting our first child (an exciting development for our family, but a potential kink for my educational timeline). Nevertheless, with the support of my family and the patience of my professors, I completed my Ph.D. in Psychology in 2005 at the ripe age of 26.
Never one to take things easy, I began working as a Research Assistant for the Oklahoma Criminal Justice Resource Center (OCJRC) in 1998, while I was an undergraduate at SNU. My love of research (and program evaluation) became very evident at that time. As part of the Statistical Research Center (at OCJRC; now part of the Oklahoma State Bureau of Investigation), I worked with a small team that was responsible for collecting, coding, entering, analyzing, and reporting every felony judgment and sentence (at that time, representing about 19,000 to 20,000 individuals) in the state of Oklahoma each fiscal year. This was a daunting task, and we were faced with efforts to improve the process. After three years, I applied for and received a promotion to Statistical Research Specialist. This full-time position required me to travel throughout Oklahoma to conduct evaluations of the Oklahoma Drug Court system (in collaboration with the Oklahoma Department of Mental Health and Substance Abuse Services). Simultaneously, I was part of a federal project funded by the National Institute of Justice. From 2000-2002, I worked as an interviewer (and later, upon promotion, as an Assistant Site Coordinator) for the original Arrestee Drug and Alcohol Monitoring (ADAM) Project. As an interviewer, I asked arrestees about the frequency of events in their lives, including drug and alcohol use, treatment information, criminal justice history, and residence history. I also asked arrestees drug market information for cash and noncash transactions (such as unit type and location of the transaction) and requested urinalysis samples. As an Assistant Site Coordinator, I was responsible for sampling arrestees (with replacement) admitted to the Oklahoma County Jail and the Tulsa County Jail during the previous 24 hours (in proportion to those booked during both the data collection shift and those arrestees booked prior to the start of the shift). I extracted basic arrest data and census booking data for each interviewee and coordinated all interviews conducted during the shift. Following my graduation from OU in 2005, I accepted a job as the Associate Director over data, finance, and assessment in Special Education Services at the Oklahoma State Department of Education. There, I was responsible for the collection, synthesis, analysis, and dissemination of program evaluation data for each of the 540 (at that time) districts in the state of Oklahoma. I instituted the Parent Survey to assess parents’ opinions of schools’ efforts to partner with parents (which was required to be distributed to the parents of over 95,000 children), authored and submitted the newly required State Performance Plan and the Annual Performance Report each year to the United States Department of Education, and created the District Data Profiles used to evaluate each district’s progress each year towards 20 state indicators of success. Throughout all of this time, however, I never lost my love of teaching. In 2007, I received a call from the experimental search committee at the University of Central Oklahoma inviting me to interview. Within a month, I accepted an offer as a tenure-track Assistant Professor, joining the fabulous faculty at UCO. Five years later, I returned “home” to join the faculty at Southern Nazarene University full-time, allowing me to also invest time and energy in the newly created (but highly experienced) Hancock Consulting Group.
Limke, A., & Mayfield, P. B. (2011). Attachment to God: Differentiating the contributions of fathers and mothers using the Experiences in Parental Relationships scale. Journal of Psychology and Theology, 39, 122-129.
Limke, A., Holloway, H., & Knight, M. (2011). To write is right: Implementation and evaluation of a Writing for Psychology course. Journal of Scientific Psychology, 6-10.
Limke, A., & Showers, C. J. (2010). Organization of parent knowledge: Compartmentalization and integration in adult child-parent relationships. Personality and Social Psychology Bulletin, 36, 1225-1240.
Hart, J. T., Limke, A., & Budd, P. R. (2010). Attachment and faith development. Journal of Psychology and Theology, 38, 122-128.
Limke, A., Showers, C. J., & Zeigler-Hill, V. (2010). Emotional and sexual maltreatment: Attachment mediates psychological adjustment. Journal of Social and Clinical Psychology, 29, 347-367.
Lowell, S., & Limke, A. (2009). Adult romantic attachment and types of perfectionism. Journal of Scientific Psychology, 18-23.
McDole, M. & Limke, A. (2008). Extended family social support: Making a difference in the attachment styles of adult children of divorce. Journal of Scientific Psychology, 17-24.
Showers, C. J., & Limke, A. (2006). Organization of partner knowledge: Implications for liking, loving, longevity, and change. In K. D. Vohs & E. J. Finkel (Eds)., Self and relationships: Connecting intrapersonal and interpersonal processes (pp. 177-192). New York City, NY: Guilford Press.
Showers, C. J., Zeigler-Hill, V., & Limke, A. (2006). Self-structure and childhood maltreatment: Successful compartmentalization and the struggle of integration. Journal of Social and Clinical Psychology, 25, 473-507.
Showers, C. J., Limke, A., & Zeigler-Hill, V. (2004). Self-structure and self-change: Applications to psychological treatment. Behavior Therapy, 35, 167-184.
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