Sarah Rowe

Sarah Rowe

Assistant Professor of Psychology

Sarah Rowe
Contact Info:
Campus: McNichols Campus
Building: Reno Hall
Room: 226
Phone: 313-578-0518
Sarah Rowe


  • Ph.D., School Psychology, Michigan State University
  • M.A., School Psychology, Michigan State University
  • B.A., Psychology, Taylor University


Sarah Stebbe Rowe is an assistant professor of psychology and a Nationally Certified School Psychologist (NCSP). Rowe earned her doctoral degree in school psychology from Michigan State University. Previous research and teaching awards include the competitive Society for the Study of School Psychology Dissertation Grant and Honorable Mention in the MSU AT&T Fully Online Course: Award of Excellence. Prior to joining University of Detroit Mercy in 2021, Rowe worked as a school psychologist and Multi-tiered System of Support (MTSS) coordinator in the metro-Detroit area for nearly a decade. Her work as a practitioner centered around improving learning and behavioral outcomes for children through assessment, consultation and systems change. Currently, she teaches undergraduate and graduate psychology courses and supervises the field experience for first-year school psychology graduate students. Her research agenda focuses on promoting effective universal screening and progress monitoring practices, improving implementation of evidence-based instructional practices, and advancing educational systems change to eliminate inequities in student outcomes.



    • Rowe, S.S., Witmer, S.E., & Shkreli, O. (2024). Exploring teacher acceptability of brief reading measures: The role of values and perceived time. Contemporary School Psychology.

    • Taylor, A. & Rowe, S.S. (2023). Incremental rehearsal for math fact fluency improvement: An implementation guide. Intervention in School and Clinic.

    • Rowe, S.S. & Rappuhn, E. (2022). Considering a mid-career move from school-based practitioner to faculty? Communiqué, 51(3).
    • Schmitt, H.A., Witmer S.E., & Rowe S.S. (2022). Relationships between text difficulty, comprehension instruction, and student engagement in social studies. Literacy Research and Instruction, 61(1).  
    • Rowe, S.S. (2019). Book review: Supervision in school psychology: The developmental, ecological, and problem-solving model by D. J. Simon and M. E. Swerdlik (2017, Guilford Press). Communiqué, 48 (2), 38.
    • Rowe, S.S. (2018). Book review: Transforming schools: A problem-solving approach to school change by R.C. Losoff and K. Broxterman (2017, The Guilford Press). Communiqué, 46 (7), 38.
    • Rowe, S.S., Witmer, S.E, Cook, E., daCruz, K. (2014). Teachers’ attitudes about using curriculum-based measurement in reading (CBM-R) for universal screening and progress monitoring. Journal of Applied School Psychology, 30 (4).
    • Rowe, S.S. (2012). Reading intervention and assessment acceptability: A literature review. School Psychology Forum, 6 (3).
    • Rowe, S.S. (2012). A new kind of currency: Informational text literacy in elementary school. Communiqué, Bethesda, MD: National Association of School Psychologists.
    • Rowe, S.S. & Girard, K.S. (2012). Aimsweb. Test review for J. Salvia, J. Ysseldyke, & S. Bolt’s Assessment in Special and Inclusive Education (12th ed.). Belmont, CA: Wadsworth, Cengage.
    • Stebbe, S.M. & Girard, K.S. (2011, Summer). Exploring informational text literacy skills in second grade. School Psychology: From Science to Practice.