Professional Development Opportunities
AERA16 New Faculty Mentoring Program and Graduate Student Seminar Participants

AERA16 New Faculty Mentoring Program: Participants and their Mentors

Karlyn R. Adams-Wiggins, Assistant Professor of Educational Psychology, School of Education, The University of Texas at Tyler, kadamswiggins@uttyler.edu, Twitter: @karlyn_adams
Homepage: https://www.researchgate.net/profile/Karlyn_Adams-Wiggins. Karlyn Adams-Wiggins graduated from Rutgers University’s Education Ph.D. program (concentration: Learning, Cognition, Instruction, & Development; sub-specialty: Educational Psychology) in May 2015 and she currently is in her first year as an assistant professor in the University of Texas at Tyler’s School of Education. Karlyn’s research blends academic achievement motivation and adolescent development research traditions to provide a sociocultural psychology lens on the construction of marginal identities in early adolescence: she conceptualizes marginality in early adolescence as a negotiated identity process in which learners’ sense of competence and sense of belonging are forefronted. Mentor: Dr. Tanner LeBaron Wallace, University of Pittsburgh.

Bradley Bergey, Assistant Professor of Educational Psychology in the Secondary Education and Youth Services Department at Queens College, City University of New York, bradley.bergey@qc.cuny.edu. Bradley’s research focuses on student motivation and self-regulation, especially as these processes support identifying and over-coming learning difficulties. Mentor: Dr. Daniel Moos, Gustavus Adolphus College.

Ting Dai, Assistant Professor (Instruction-Track), Department of Epidemiology and Biostatistics at Temple University, affiliated with the Biostatistics Research Support Center in the College of Public Health, ting.dai@temple.edu, https://www.researchgate.net/profile/Ting_Dai2.  Ting’s research focuses on student epistemic cognition and motivation in STEM education.  Her research also contributes to refining measurement of psychological constructs and addressing methodological issues in education research (e.g., missing data in longitudinal studies).  Ting is currently a co-PI on an IES-funded research project on college student achievement in gateway biology courses.  Mentor: Dr. Clark Chinn, Rutgers University.

Logan Fiorella, Assistant Professor, Department of Educational Psychology at the University of Georgia (August 2016), lfiorella@uga.edu. Logan is interested in learning strategies and instructional methods for promoting understanding in STEM, particularly within multimedia learning environments.  His current work focuses on students’ use of spatial learning strategies (e.g., mapping and drawing) and on the use of social cues to support learning from video-based lessons. Mentor: Dr. Danielle McNamara, Arizona State University.

Remi Holden, Assistant Professor of Information and Learning Technologies, the University of Colorado Denver, viaremi.holden@ucdenver.edu, Twitter: @remiholden, www.remiholden.com. Remi's research interests include educator learning across settings, the design and play of games, and mobile learning. He is a Creative Research Collaborative Fellow at CU Denver, and a member of the University of Colorado President's Teaching and Learning Collaborative. Mentor: Dr. Christine Greenhow, Michigan State University.      

Jennifer Wallace Jacoby, Assistant Professor, Department of Psychology and Education, Mount Holyoke College, jacoby@mtholyoke.edu, Twitter: @ProfessorJacoby. Jennifer is an education researcher who is interested in how language and literacy skills are developed in early childhood education programs like Head Start.  She also studies how policies and practices in early childhood and elementary school systems support teachers to work with culturally and linguistically diverse groups of children. Mentor: Dr. Cristina Gillanders, University of Colorado Denver.

Chin-Hsi Lin, Assistant Professor in Department of Counseling, Educational Psychology, and Special Education at Michigan State University, chinhsi@msu.edu. Twitter: @chinhsil  Dr. Lin earned his Ph.D. in Language, Literacy, and Technology from the University of California, Irvine in 2012. His research interests revolve around learning processes in online learning. Specifically, his work has predominately focused on self-regulation and teacher effect and how they predict achievement. Mentor: Dr. Michael Barbour, Sacred Heart University.

J. Elizabeth Richey, Assistant Professor, Department of Educational Psychology, Miami University, richeyje@miamioh.edu, www.jelizabethrichey.com. Dr. Richey investigates how motivation and instruction influence learning outcomes for adolescents and adults, and is particularly interested in differentiating the cognitive and motivational processes and knowledge features supported by different instructional techniques. She also explores how motivation changes in different achievement contexts and how instructional interventions can improve students' motivation to learn, metacognitive skills, and self-regulated learning. Mentor: Dr. Kevin Pugh, University of Northern Colorado.

Mamta Shah, Postdoctoral Scholar and Adjunct Faculty, Learning Technologies, School of Education, Drexel University, mama.p.shah@drexel.edu, Twitter: @MamtaShah, https://drexel.academia.edu/MShah. Mamta works at the intersection of how people learn through digital technologies, how do digital technologies afford learning, and how to support educators in teaching with digital technologies. Through teaching, research, and service activities, Mamta applies her work in formal and informal learning contexts, and across the K-adult education spectrum. Mentor: Dr. Melissa Gresalfi, Vanderbilt University.

Jingjing Sun, Assistant Professor of Educational Psychology, Department of Teaching & Learning
Phyllis J. Washington College of Education, University of Montana, Jingjing.Sun@umontana.edu, Twitter: @JingjingTSun, http://www.umt.edu/people/js. Jingjing's research interests lie in the interactions of children’s social, emotional, and cognitive development in the context of collaborative learning. She examines how peer relationships, teachers’ instructional approaches, and technology with interactive surfaces can impact children's collaboration and development. Mentor: Dr. Cary Roseth, Michigan State University.

Stephen I. Tucker, Assistant Professor, Teaching & Learning, Virginia Commonwealth University, situcker@vcu.edu, https://www.researchgate.net/profile/Stephen_Tucker6. Stephen’s primary research interests focus on children's mathematical interactions with technology. To date, this has primarily involved fine-grained qualitative analysis of PreK-5 children interacting with virtual manipulative touchscreen tablet apps to learn a variety of mathematics content. Mentor: Dr. Ricardo Nemirovsky, San Diego State University.

Oksana Vorobel, Assistant Professor of ESL, Department of Academic Literacy and Linguistics at Borough of Manhattan Community College, City University of New York. Oksana’s research interests include second language literacy and use of technology in language learning and teaching. Mentor: Dr. Steve Graham, Arizona State University.

Binbin Zheng, Assistant Professor, Department of Counseling, Educational Psychology, and Special Education and the Confucius Institute at Michigan State University, binbinz@msu.edu, Twitter: @binbinzheng6, www.binbinzheng.com. Dr. Zheng’s research focuses on educational equity, technology and literacy education, as well as educational program evaluations. She is particularly interested in investigating the effect of social media on at-risk learners’ language learning.  Mentor: Dr. Curtis Bonk, Indiana University.

AERA16 Graduate Student Seminar: Participants

Alyssa Emery, The Ohio State University

Alyssa Emery is a former special education teacher, and is currently a Ph.D. candidate in Educational Psychology at The Ohio State University, where she studies with Dr. Lynley Anderman. Broadly speaking, Alyssa's research interests focus on classroom motivation. Her dissertation explores the motivational and affective experiences of students with disabilities in inclusion science classrooms, using both quantitative (experience sampling) and qualitative (interviews) methodological approaches. At OSU, Alyssa is the editorial assistant for the journal Theory Into Practice, a consultant at the Research Methodology Center, and has taught or supported several undergraduate- and graduate-level courses in education. 

Amanda Baker, The Ohio State University

Amanda Baker is a Ph.D. candidate in Educational Psychology at The Ohio State University. Her research interests include assessing the influence of psycho-social factors, such as pre-existing beliefs and values, on student learning outcomes in both classroom and co-curricular learning environments. In addition, she is interested examining the conditions that foster high-quality engagement during college. Her dissertation uses a multi-method approach to investigate the influence of epistemological beliefs and epistemic motivation on students’ negotiation of cognitive dissonance and subsequent perspective transformation in postsecondary service-learning contexts.

Ananya Mukhopadhyay, University of Southern California

Ananya Mukhopadhyay graduated from St. Olaf College with a degree in psychology.  She has taught in Minnesota as a Special Education teacher with certification in both Learning Disabilities and Emotional/Behavioral Disorders, with experience in both elementary and high school settings. At present she is a senior graduate researcher and team member in Dr. Gale Sinatra's Motivated Change Research Lab.  Ananya's present areas of research focus on preparing teachers for learning around STEM instruction, social justice, and social emotional instructional competencies.

Angela Lui, University of Albany

Angela M. Lui is a fourth year doctoral student at the University at Albany, The State University of New York, mentored by classroom assessment and self-regulated learning expert Dr. Heidi Andrade. Angela’s specialized interests include topics in formative assessment, cognitive, affective, and motivational processes, and validity issues in measurement. She has published in journals such as Journal of Dance Education, School Psychology Quarterly, and Teaching and Teacher Education. Her dissertation research looks into students’ cognitive and affective responses to formative feedback they receive from their teachers, and if and how aligned students’ responses are to the teachers’ intended message(s). Non-academically, she cherishes her time with friends and family through food, drinks, laughs, and chats.

Benjamin Torsney, Temple University

Benjamin Torsney is a fourth year doctoral student in the Educational Psychology program at Temple University. His dissertation research focuses on the motivations of pre-service teachers and how those motivations affect pre-service teachers’ level of commitment to the education field during and following their teacher preparation program. His research interests include expectancy-value theory, epistemic cognition, and teacher preparation.

Christina Sias, Utah State University

Christina Sias is a PhD student in Utah State University’s Department of Teacher Education and Leadership. She holds a BA in English literature and an MA in teaching. She has taught high school English for 6 years. She developed an interest in Native American education after volunteering at a charter school for Native American students. Her other research interests include culturally responsive teaching and engineering literacy. 

Christopher (Yoi) Tibbetts, University of Wisconsin - Madison

Christopher (Yoi) Tibbetts is a fifth year graduate student in the social-psychology department at the University of Wisconsin - Madison. He received his undergraduate degree in psychology from Swarthmore College where he worked closely with Dr. Ann Renninger studying student interest and motivation. Under the supervision of Dr. Judith Harackiewicz, his graduate research has led him to studying the effects of social-psychological interventions in educational contexts. His is particularly interested in promoting the performance and motivation of underrepresented students in higher education. 

Courtney Hattan, University of Maryland

Courtney Hattan is a doctoral student studying Educational Psychology at the University of Maryland, under the guidance of Dr. Patricia Alexander. Her research interests include prior knowledge activation, text processing, and relational reasoning. Ms. Hattan has six years of K-12 teaching experience, and also holds a Master of Science in Education with a focus in reading from Johns Hopkins University.

Daniel Reynolds, Vanderbilt University

Dan Reynolds is a third-year PhD student at Vanderbilt University. His research focuses on how teachers scaffold adolescents' access to complex texts--especially  when the gap between student and text is large. He is also interested in mixed-methods research approaches and preservice English teacher preparation.  Before beginning doctoral studies,  Dan taught high school English for seven years in Baton Rouge, LA and Austin, TX

Daniel Spencer, North Carolina State Universtiy

Daniel Spencer is currently studying Educational Psychology at NC State University. His research emphasis falls within self-regulated learning and metacognition. His main focus has been investigating how college students monitor in classroom contexts, in particular what factors students consider when making metacognitive judgments and the extent to which training can facilitate more accurate monitoring of performance/strategy use. Recently, his research interests have transitioned towards understanding how to facilitate socially shared metacognitive processes of collaborative groups within college classrooms.

D. Mark Weiss, Utah State Universtiy

D. Mark Weis is a Research Assistant for Dr. Brian Belland at Utah State University. His research focusses on the impact of problem selection and presentation in K-12 problem-based learning environments, human performance improvement for K-12 teachers (specifically when employing computer-based scaffolds and changes in practice), and strategies in support of independent learners at a distance. Specialties: Problem-based learning, Teacher professional development, In-situ educational research, Instructional technology, Online instructional strategies, Training, Human Performance Improvement, Data-driven online resource design and implementation. 

Elizabeth Pier, University of Wisconsin-Madison

Elizabeth Pier is a student in the Learning Sciences Area in the Department of Educational Psychology at the University of Wisconsin-Madison working with Dr. Mitchell Nathan. Her research has focused on how body-based resources, such as actions and hand gestures, shed light on and in turn facilitate students’ mathematical and scientific reasoning and problem solving. Her work has leveraged automated computerized text analysis programs (e.g., LIWC, Coh-Metrix) to investigate students' speech patterns during problem solving and how the information conveyed by speech both differs from and overlaps with the information depicted in their gestures. Her dissertation focus is on how expert scientists (i.e., reviewers) engage in multimodal scientific argumentation in the context of collaborative peer review meetings; specifically, (a) evaluating whether reviewers are systematic in how they assign scores to proposals, (b) exploring the speech and gestures patterns of expert scientists as they engage in scientific argumentation, and (c) comparing how these factors differ during in-person collaborative peer review meetings versus videoconference peer review meetings. Overall, her research aims to improve our understanding of the embodied nature of mathematical and scientific argumentation, particularly in terms of what information we can differentially glean from language-based and body-based communication.

Emily Rosenzweig, University of Maryland

Emily Rosenzweig is a doctoral candidate in the Department of Human Development and Quantitative Methodology at the University of Maryland, College Park. Emily studies the educational applications of students’ motivation. Her current work focuses on how to develop brief motivation-focused interventions for students in science and math courses. She also studies individual differences in students’ motivation and whether student characteristics moderate how they respond to motivation interventions. She graduated in 2011 from Washington University in St. Louis, with a B.A. in Philosophy-Neuroscience-Psychology and Educational Studies, and she recently earned a certificate in Measurement, Statistics, and Evaluation from the University of Maryland. 

Jasmine Williams, University of Pittsburgh

Jasmine Williams is a 4th year doctoral student in Applied Developmental Psychology at the University of Pittsburgh School of Education. Her research investigates how adolescents’ experiences in school impact their educational and developmental outcomes. She is particularly interested in four areas: (1) the developmental and motivational consequences of instructional interactions, (2) psychologically safe spaces for learning, (3) adolescent identity development and (4) educational equity and achievement. Jasmine received a B.S. in Psychology and a B.S. in Human Development from Virginia Tech in 2011. Prior to attending graduate school, Jasmine served as an AmeriCorps volunteer with City Year Washington D.C. She enjoys trying new restaurants, hosting social gatherings for her family and friends, and adult coloring books.

Joshua Rosenberg, Michigan State University

Joshua M. Rosenberg is a doctoral candidate in the Educational Psychology and Educational Technology program at Michigan State University. Joshua's is interested in how teachers' efforts to align their instructional practice with aspects of their context—social, motivational, and in terms of curricular standards—to create better opportunities for all students. As a former high school teacher, Joshua is especially interested in how teachers integrate technology to enhance the relevance of what students are learning in the context of science education reform efforts (e.g., the Next Generation Science Standards). Joshua’s research focuses on understanding the ways in which teachers develop such ambitious instructional practice and how changes in their practice impact students’ motivation, engagement, and achievement in classroom, hybrid, and online settings. Joshua serves on the Membership Committee of Division 15 of the American Psychological Association and on the Communications Subcommittee of Division C of the American Educational Research Association. Joshua can be reached athttp://jmichaelrosenberg.com.

Kyle Williams, University of Texas at Austin

Kyle Williams is a fifth-year doctoral candidate in Educational Psychology at The University of Texas at Austin. She received a M.Ed. in Quantitative Methods in spring 2015, and expects to graduate from the Human Development, Culture, and Learning Sciences area with her PhD in Spring 2017. Kyle does work on learning processes, emotional appraisals, and cognitive strategies that students use in various learning environments. More specifically, she has examined teaching and learning in online and blended learning environments and specifically MOOCs, discourse analysis of students’ computer-mediated discussions, and antecedents and consequences of various types of feedback in student learning. Further, she is currently involved in research that examines the function of Pinterest in students’ understanding of psycholinguistics and has previously done research on the scholarship of teaching at learning in higher education.

Morgan McAfee, University of Central Florida

Morgan A. McAfee is a second year Education, Ed.D. student at the University of Central Florida in Orlando. Prior to pursuing her doctorate and graduate certificate in Advanced Quantitative Methodologies, she attended UCF and completed her B.S. in Legal Studies and her M.A. in Applied Learning and Instruction, where she discovered her interest in educational psychology. Since 2013, she has taught educational psychology to undergraduate pre-service teachers, inspiring her current research about deeply held misconceptions of educational psychology among this population. She is currently developing an instrument to identify and eventually mitigate these misconceptions among both pre-service and in-service teachers. Morgan hopes to influence and improve the state of teacher education by producing a practical instrument and conceptual change protocol to guide pre-service teachers toward empirically-supported understandings of teaching, learning, and human motivation. When she’s not teaching, studying, or reading, Morgan enjoys volunteering with the Down Syndrome Foundation of Florida, spending time with her rescue dogs, sewing, and cooking.

Ondrej Pesout, North Carolina State University

Ondrej Pesout is currently studying Educational Psychology at NC State University. His particular research interest is in instructions based on Metacognition, Reading Comprehension and Social Interdependence applied in elementary grade classrooms. He also collaborates on the projects examining association between Metacognition and Creative Thinking, and the impact of Motivational Beliefs on Academic Achievement. In the Czech Republic, he has co-authored two publications about the classroom use of metacognitive strategies. At the AERA 2016, he will present a poster on students’ explanations of their metacognitive judgments in the post-secondary classroom environment.

Ozden Sengul, Georgia State University

Ozden Sengul is a doctoral student at Georgia State University. After receiving an integrated B.S. and M.S. High School Teaching Physics diploma, she started master program at the University of Tokyo (UT) in the Department of Physics. By taking the required courses and writing a thesis on galaxy clusters, she completed the Master of Science program in 2012. The graduate study at UT bolstered her scholarly achievement, curiosity and motivation to pursue a PhD degree in teaching and learning with science education.  She has been studying in the Teaching and Learning Ph.D. Program with the concentration of science education since 2013. Her research focuses on teaching and learning argumentation in science classrooms, specifically in the introductory physics classes.

Rachel Part, University of Nevada, Las Vegas

Rachel Part received her B.S. with Honors in Family Studies and Human Development from the University of Arizona in 2012 and her M.S. in Educational Psychology from University of Nevada, Las Vegas in 2014. Currently, Rachel is pursing her doctorate degree in Educational Psychology under the direction Dr. Gwen Marchand. Her primary research interests include motivation, coping, resilience, and educational systems.

Youkyung Lee, Michigan State University

Youkyung Lee is a doctoral candidate in the Educational Psychology and Educational Technology program at Michigan State University working with Dr. Cary Roseth. She received a master’s degree in educational psychology from Seoul National University in Korea, and a B.A. in education and Korean literature and language from Yonsei University in Korea. Her research interests focus on the impacts of different factors on how students’ motivation, engagement, and academic achievement. She is especially interested in how the actual or implied presence of others (e.g., peers in classroom) influences students’ motivation to learn. 

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