Ph.D. Student Directory

The Ph.D. in Education at Rutgers Graduate School of Education prepares students to become a researcher in academia, government, and the private sector. Learn about some of our Ph.D. students' research interests below.
 
 
Last Names: A-D  E-M  N-Z
 
Kendell Ali
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Early elementary informal mathematical knowledge, mathematical discourse, rational numbers, culturally relevant pedagogy. 
 
Na'ama Y. Av-Shalom
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Reasoning, modeling, argumentation, science education, math education, instructional design, professional development, cognitive sciences and systems, learning analytics/data science, epistemology
Educational Background: B.Sc. Cognitive Systems, University of British Columbia, 2015
Research Statement: My research interests centre on the processes through which learners practice and improve their reasoning abilities, with a focus on modelling and argumentation in the sciences. In particular, I am interested in supporting and understanding these processes through research in instructional design targeting these areas, professional development for educators, who are critical in facilitating this process, and effective data collection and usage, allowing researchers and professionals to systematically track and understand changes and outcomes.
 
Srividhya Balaji
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Affects and Beliefs in Mathematics Education, Effective imparting of Mathematics through Music, Connections between Music and Mathematics Education.
Email Address: s.balaji@rutgers.edu
Educational Background: B.Sc Mathematics - University of Madras, India; M.S Mathematics - Pittsburg State University, KS; Diploma in Carnatic Music - Kalakshetra Foundation, India
Research Statement: My research interests centre on the processes through which learners practice and improve their reasoning abilities, with a focus on modelling and argumentation in the sciences. In particular, I am interested in supporting and understanding these processes through research in instructional design targeting these areas, professional development for educators, who are critical in facilitating this process, and effective data collection and usage, allowing researchers and professionals to systematically track and understand changes and outcomes.
 
Martha Bernales
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Intercultural Mathematics Education
 
Yanhong Bian
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement
Research Interests: Psychometrics, Item Response Theory, Cognitive Diagnosis Modeling, Test Equating, Computerized Adaptive Testing, Large Scale Assessment, Machine Learning
Educational Background: BA Applied psychology Jilin University China  2010-2014
Research Statement: Yanhong is a Ph.D. candidate in Educational Statistics and Measurement with an M.S. in Mathematical Statistics at Rutgers University. She is interested in the theoretical development and improvement of psychometric methods and models (e.g., item response theory, latent class models), as well as their application of these models in psychological and educational testing and evaluation. She is also interested in using statistical methods to solve educational problems with large datasets.
 
Veronica Cavera
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Argumentation, design of high school science curriculum, inquiry-based learning, authentic science practice
Educational Background: Microbial Biology MS, Rutgers University, 2014; Biology and Integrated Science Studies, BS, Ramapo College of New Jersey, 2011
Research Statement: I am currently studying the development of context-specific arguments during an inquiry-based genetics curriculum in high school students. I'm also interested in studying student behaviors in regards to modeling and various forms of assessment.
 
Katelyn Clark
Concentration: Learning, Cognition, Instruction & Development
Specialization: Early Childhood
Research Interests: Play, teachers' roles in play, play histories, play pedagogy
Email Address: katy5878@yahoo.com
Educational Background: BA Lesley University 1996-2000; MA New York University 2009-2011
Research Statement: Teacher facilitation is a considerable factor in the quality of children’s dramatic play experiences, and, as the literature presents, a varied one. Based on their understandings of the play’s purpose, and their own teaching goals, teachers are expected to make careful choices about the ways they engage with children, including whether to enter the play, participate as an outside facilitator, or stay uninvolved. While valuable, what is missing is a deeper understanding about why teachers make the pedagogical choices they do as it pertains to play facilitation, and how teacher’s personal understandings of play shape how they implement play in the classroom. My current research involves the ways in which teachers interpret the play of young children both on a personal and professional level. By examining teachers' relationships to play--as children, as adults and as practitioners--I seek to understand why teachers make the pedagogical choices they do in the early childhood classroom.
 
Jennifer Clarke
Concentration: Learning, Cognition, Instruction & Development
Specialization: Educational Psychology
Research Interests: Language acquisition, speech motor development in phonological acquisition
Email Address: jennclarkeslp@aol.com
Educational Background: B.A. Kean 1998; M.A. Kean 2000; M.Ed. Rutgers 
 
Stephen Coffin
Concentration: Theory, Organization & Policy
Research Interests: Charter Schools, School Finance and Economics, Community Economic Development, School Choice, School Business Administration, K-12 and University Budgeting, Property taxes
Educational Background: MBA New York University 1979; MPA Maxwell School Syracuse University 1977; BA Drew University 1976
Research Statement: I am a Ph.D. candidate; teach school finance as an adjunct professor at the Graduate Schools of Education for Montclair State University and Rutgers University; teach school and higher education finance and economics as an adjunct instructor for the Fordham University Graduate School of Education Ed.D. cohorts; serve on three editorial review boards; have published articles, reports, chapters, and books; and have served as a school business administrator. I have developed a unique budgeting method for schools, districts, universities, and other public sector organizations. My budgeting method is included in some of my recent publications that include the following.

Articles (published): 

Coffin, S. V., Cooper, B. S., Cattaro, G., & Howe, W. J. (2016).  Cristo Rey Schools build social capital for students — and financial stability for schools. Education Next. http://educationnext.org/.

Books (published) 

Coffin, S. V., & Cooper, B. S. (Eds.) (2017). Sound school finance for Educational Excellence. Lanham, MD:  Rowman & Littlefield.    

Cooper, B. S., McCray, C. R. & Coffin, S. V. (Eds.) (2017). Why school leaders need vision:  Managing scarcity, mandates, and conflicting goals for educational quality. Lanham, MD:  Rowman & Littlefield.
    
Books (in press) 

Coffin, S. V., & Cooper, B. S. (Eds) (2017). School district financial leadership:  Making district funds work systemically and systematically. Lanham, MD:  Rowman & Littlefield.    

I focus my research on education finance, economics and policy, charter schools, school choice, budgeting, community economic development, school business administration, and equal educational opportunity and equity.

Kevin Crouse
Concentration: Theory, Organization & Policy
Research Interests: teaching quality, data use, teacher effectiveness, teacher policy
Educational Background: M.A., Education, Rutgers Graduate School of Education, 2011-2014; B.S., Computer Science, Washington University in Saint Louis, 1998-2003; A.B., Majors in English Literature and Secondary Education (ELA), Washington University in Saint Louis, 1998-2003.
Research Statement: Kevin Crouse is a doctoral student in Educational Theory, Organization, and Policy at Rutgers  Graduate School of Education focusing on organizational change relating to teaching assessment. Formerly a computer developer for The Genome Institute in Saint Louis, MO, Kevin decided to shift his focus to education as he began to understand the complexity of schooling and education and the degree that social structures impede and facilitate organizational change and improvement.  As he learned more about educational theory and research in schooling, he came to understand that both formal and informal structures in policy and school organization affect teaching quality, which has led to his current specialization.
Kevin has developed a research background in multiple and mixed methodologies. Some research projects include a policy analysis of Race to the Top funded teacher evaluation systems, a statistical analysis of how aggreation methods in teacher evaluation measures affect overall assessments, an ethnography in a low-fee private school in rural south India, a technological intervention in vocabulary instruction, and a youth participatory action in an urban school system. He has also worked analyzing data for the central office of an urban charter school system.  He has given presentations at national research conferences that include AERA, the Comparative and International Education Society meeting, and the International Congress of School Effectiveness and Improvement. He serves as editor for the peer-reviewed Mid-Atlantic Education Review, has co-designed a methodological survey course for early career doctoral students, and teaches educational psychology to undergraduates. His dissertation research will be a mixed-methods project to better understand the impacts of new teacher evaluations and the ways in which data is understood and used by school, district, and state leaders.
 
Rachel Dickler
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Educational technology, artificial intelligence in education, intelligent tutoring systems, educational data mining, science education
Educational Background: B.S. Special Education & Psychology, The College of New Jersey, 2016
Research Statement: My research interests involve the development and integration of educational technology into classrooms. Currently I am conducting research on Inq-ITS, an intelligent tutoring system for middle school science that provides automated, real-time assessment of students' inquiry practices.
 
Deirdre Mayer Dougherty
Concentration: Theory, Organization & Policy
Research Interests: Race, inequality, history of education
Educational Background: Smith College, BA in Latin American Studies 2005; Georgetown University, MA in Latin American Studies 2008 
Research Statement: My research explores the historical origins of contemporary educational inequalities. My dissertation, a historical case study, uses geography and theories of racial formation to think about how space and race were produced through desegregation policies in suburban Maryland between 1954 and 1980. 
 
 
Marina Feldman
Concentration: Theory, Organization & Policy (Ph.D.)
Research Interests: Early Childhood Education; Education Policy; Equity; Educational Opportunity; Early Intervention & Care.
Educational Background: Masters of Arts in Education, Educational Policies, Federal University of Paraná (UFPR), Brazil, 2017; Graduate Specialization Program in Early Childhood Education Teaching, Federal University of Paraná (UFPR), Brazil, 2013; Bachelor Degree in Journalism, Federal University of Paraná (UFPR), Brazil, 2012
 
 
Luke Greeley
Concentration: Theory, Organization, & Policy (Ph.D.)
Research Interests: Higher Education, Philosophy of Education, History of Education, Economic/education intersections 
Email Address: lukegreeley@gmail.com
Educational Background: Bucknell University, BA in Sociology and Religion; University of Maryland, College Park, MA in Higher Education
Research Statement: I seek to employ philosophical analysis, comparative studies, and historical research to improve educational systems and address pressing social and environmental issues. Currently, I focusing my research on consumer education and consumer movements in relation to larger democratic and economic trends.
 
Ashley Green
Concentration: Learning, Cognition, Instruction & Development
Specialization: Language Education
Research Interests: adult English language learners, assessment, intensive English programs in the US, international student recruitment and student life
Educational Background: M.A. Linguistics, University of South Carolina, 2009
 
Siqing "Erica" He
Concentration: Theory, Organization & Policy
Research Interests: After school programs, service-learning, immigrant youth, belonging, affect, cultural citizenship 
Educational Background: BS Biology, Brown University, 2008; MA Sociology and Education, Teachers College-Columbia University, 2012
 
 
Roberta H. Hunter
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: environmental literacy, problem-based learning, decision making, collaborative learning, professional development, informal science education
Educational Background: B.S. Psychology, Rensselaer Polytechnic Institute, 1996;
M.S. Environmental Education, Southern Oregon University, 2002
Research Statement: As a long-time science and environmental educator, I came to the GSE to research how increasing the environmental literacy of educators inside and outside the classroom affects the environmental literacy of the youth with whom they work. I am focusing on three aspects of this problem. First, how does problem-based learning affect formal and informal educators’ environmental literacy? Problem-based learning requires participants to collaboratively solve realistic problems, and supports the metacognitive skills needed to make decisions about environmental issues. Through analysis of the process of collaboratively constructing a problem solution, can we gain insight into key points of environmental literacy development. Secondly, what is an effective way to assess the decision-making competencies of problem-based learning participants? There are many methodologies and instruments used to assess environmental literacy, but few focus on decision-making competencies such as issue identification, identifying multiple viewpoints, and identifying and choosing among multiple remedies. Can a think-aloud task be effectively used in conjunction with quantitative methods to assess changes in literacy? Lastly, because it is important that efforts to improve environmental literacy occur within and outside of school settings, there should be a greater understanding of how informal educators view learning. Beliefs about how people learn affect not only interactions with learners in educational contexts, but also affect how the educators themselves experience professional development. Using a phenomenological approach, I am studying what informal educators believe about how people learn and how that is reflected in their practice.
Ultimately, I wish to examine how educators’ environmental literacy is enacted in their work with youth and how this affects the youth’s own environmental literacy. My current research is laying the groundwork for not only understanding educators, but also the methodology that will create insight into the decision making competencies of them and the learners with whom they work.
 
Jerald Isseks
Concentration: Theory, Organization & Policy
Research Interests: critical pedagogy, counterhegemonic practice, philosophy of education, structural inequality, spatial-educational politics
Educational Background: B.A., Vassar College, 2007; M.A.T., Boston University, 2009
Research Statement: Jerald is a graduate fellow in Education Theory, Organization and Policy at Rutgers. In his work he seeks to interrogate cultural narratives about opportunity, achievement, progress and the purpose of schooling. He is especially interested in exploring the ways in which educational spaces and structures can be used to challenge oppression. Before pursuing his Ph.D., Jerald taught English and critical citizenship at a public high school, a community college and a program for court-involved youth, in Denver and New York City.
 
Sneha Jain
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Reasoning, Argumentation, Science Education, Cognitive Science, History and Philosophy of Science, Epistemology, Data Science, Math Education 
Email Address: sneha.jain@rutgers.edu
Educational Background: B. Tech. in Engineering Physics, IIT Bombay, 2009-2013; MA Education, Azim Premji University, 2015-2017
 
Nattawan Junboonta
Concentration: Theory, Organization & Policy
Research Interests: Civic education, political socialization, political identity and global and multicultural citizenship education
Educational Background: BA in Government and Legal Studies, Bowdoin College, 2010 MA in Library and Information Studies, University of Wisconsin-Madison, 2014
Research Statement: Nat is actively involved in several Model United Nations programs and her current pilot research examines the influences of Model UN programs on young adults and how Model UN programs influence young adults’ perception of citizenship, global citizenship and multicultural citizenship. Nat is also interested in legal political socialization and civic education by the United States Court System and is currently working as a research intern for the United States Court of Appeals for the Second Circuit on their civic learning programs. Nat is currently in her fourth year of her doctoral program.
 
Richard Kasmin
Concentration: Theory, Organization & Policy
Research Interests: Economics, public finance, early childhood education
Educational Background: BS, SUNY Albany, 1992 MA in Economics, New York University, 2001 MBA, Cornell University, 2007
Research Statement: My interest is in understanding the economic benefits of early childhood education programs. These benefits are understood to occur for the individual and for society. Assessment of the range of costs and benefits of programs is essential for understanding the net economic benefits of programs in order to make informed policy decisions.
 
Andrew Leland
Concentration: Theory, Organization & Policy
Research Interests: LGBTQ Parents, Queer Theory, Family Engagement, Parent Involvement, Early Childhood Education, Ethnographic Research, Community-University Partnerships
Educational Background: Bachelor of Music, Temple University, 2007
Research Statement: Prior to the Ph.D. program, I taught music at a K-8 public school in Philadelphia.  During that time, I relied on the support of parents and the surrounding community to breathe life into my programs.  Having had first-hand experiences with family and community engagement, I realized the importance of such support, and wanted to further my understanding of the accessibility of family and community engagement in schools. 
 
My research focuses on the accessibility of family engagement in schools for parents of underserved and marginalized populations.  I am particularly interested in learning about the ways that family engagement programs in schools create barriers for parents to become fully involved in their children’s schools, and how parents address and navigate those barriers.  My research aims to draw attention to the ways that these experiences differ by intersections of race, ethnicity, socioeconomic status, gender, and sexual orientation.  In addition to parents' experiences, I am also interested in looking at the ways that pre-service teachers come to understand issues of diversity throughout their teacher preparation programs.  I am currently engaged in two research projects.  The first focuses on the experiences of LGBTQ parents in the contexts of their children's schooling and education.  The second looks at the ways that teacher evaluations address issues of diversity in their frameworks. 
 
Erica Holan Lucci
 Concentration: Learning, Cognition, Instruction & Development
 Research Interests: Research interests include: digital literacies, innovative pedagogies (e.g., through the use of video games, geocaching/ geolocation), project- and game-based learning, gamification,   multimodal approaches to instruction, teaching with technology, and online education.
 Email Address: erica.lucci@rutgers.edu 
 Educational Background: B.A. Elementary Education (English Concentration), Kean University, 2005; M.A. Reading Specialization, Kean University, 2008; M.A. Educational Leadership, Kean University, 2009 
Research Statement: My current research focuses on the intersection of videogames and pedagogy, and more specifically the methods through which teachers incorporate videogames into their classrooms.  My dissertation research, a case study of an expert middle school teacher, explores the ways in which he plans for and scaffolds student learning in his Videogame Design and Development elective course.  I believe that teaching students videogame design and development promotes the growth of 21st century skills and STEM skills in an engaging and motivating way.  Further, by drawing on students’ interest in gaming (an activity traditionally done outside of the classroom setting), teachers can connect their pupils to potential career interests in an authentic and purposefully driven way – by relating their out-of-school activity with their in-school learning. I received a Digital Learning Fellowship in 2012 from the Rutgers Graduate School of Education to help support my dissertation research project. My most recent publication titled “Teacher-Gamers and Mining a Literacy Craft” was featured in the Layered Perspectives of Adolescent Literacies column of The ALAN Review.
 
Christine Lyon
Concentration: Learning, Cognition, Instruction & Development
Specialization: Educational Psychology
Research Interests: Formative assessment, teacher preparation, professional development, classroom observation, evaluating teaching quality
Email Address: cjl197@rutgers.edu
Educational Background: BA - James Madison University - 2000 MA - James Madison University - 2001
Research Statement: My research interests lie at the intersection of teacher preparation, teaching practice, and professional development and how these systems work together to impact teaching quality in K-12 classrooms. Specifically, I am interested in the role of formative assessment as a teaching practice that can improve student learning outcomes and how to support implementation and enactment of these practices at all levels of educational systems.
 
Robin Tamarelli McKeon
Concentration: Theory, Organization & Policy
Research Interests: Education Policy, Social Movements and Political Moblization, Organizational Theory, Social Media and Networks
Educational Background: B.A. Sociology Fairleigh Dickinson University 1990; M.A. Sociology New York University 1994
Research Statement: I am interested in two primary areas of research. My first area of research is education policy formation, with a focus on the dynamics of conflicts over federal, state and local control of education policies. I would like to do a comparative study which examines how local school boards and administrators respond to federal and state policies and how these responses translate into district level outcomes. My second area of research focuses on how social media has changed political mobilization. I plan on examining the role of social media networks in the mobilization against the Common Core and High Stakes Testing. I am interested in understanding how these networks influence the framing of the issues regarding increased federal control over education and how social media networks lead to unexpected political alliances.
 
Jason P. Murphy
Concentration:  Theory, Organization & Policy (Ph.D.) 
Research Interests: Bullying, Educational Policymaking, Politics of Education, Policy Implementation, School Policy, Education Law, Queer Theory 
Educational Background: Ed.M. in Social and Philosophical Foundations of Education, Rutgers University, 2011; B.A. in Educational Studies and Sociology/Anthropology, Denison University, 2007
Research Statement: My research develops more nuanced understandings of how laws and politics shape educational policy, educational policymaking, and implementation in K-12 public schools, and vice versa. In particular, I focus on attempts to curb the presence of homophobia, transphobia and gendered harassment in schools. My work has been published with Oxford University Press and in journals such as the Peabody Journal of Education, the International Journal of Qualitative Studies in Education and the MId-Atlantic Education Review. I am also a UCEA Clark Scholar alumnus. 
 
Kaitlin Northey
Concentration: Learning, Cognition, Instruction & Development
Specialization: Early Childhood
Research Interests: Early Education Policy, Early Education Workforce, Public Preschool, Family Friendly Workplace Policies
Educational Background: M.A.T., Smith College, 2010; B.A., Smith College, 2006
Research Statement: My research focuses on how stakeholders (including children, families, teachers, and administrators) experience early education policies and how these policies work to shape the early education workforce, particularly regarding issues of compensation and preparation. In this work, I draw attention to the voices of those responsible for implementing and enacting these policies, while troubling the absence of these voices in the discourse of early childhood public policy.  As access to public preschool education expands across the United States, new state-level policies and leadership opportunities are being created. My most recent completed qualitative project examined public and private center directors’ experiences piloting New Jersey’s quality rating and improvement system, Grow NJ Kids.  Currently, I am exploring the career pathways and roles of state early childhood specialists and how their individual identities, particularly their gender and race, have shaped their experiences and opportunities.
 
Molly E. O'Connor
Concentration: Theory, Organization & Policy
Research Interests: Philosophy of Education, History of Education, Citizenship, Civics Education, U.S. Foreign Policy and Education, Politics and Education, Political Theory, National Building and Education, Democracy and Education, Education in Times/Places of Conflict, Education as a Human Right
Educational Background: M.A. International Affairs, American University School of International Service, 2014 B.A. Political Philosophy with concentrations in International Politics and French, University of Dallas, 2011
Research Interests: I am primarily interested in the intersection of political philosophy and education. How is education used by the state? In what ways does education help to maintain the regime or status quo? In what ways does education challenge it? How does/how should the current U.S. education system prepare students for democratic self-governance? How can education help build a strong civil society? How does formal and informal education contribute to a sense of shared (national/cultural) identity? What ideas are central to American citizenship and the American concept of what is good? How do we influence ideas of education, rights, and the good abroad? How does our concept of citizenship and personhood affect the extension of rights and access to education? How is domestic education influenced by the U.S.’s role/position in the world and in global affairs? How does our national notion of citizenship affect educational opportunities afforded to various groups across time? How do we—as perpetrators and victims--pass on knowledge of trauma and conflict to future generations through education? Strands of research: 1) Nation building and citizenship formation in education 2) Building civil society through education 3) U.S. foreign policy and education 4) Rights theory and education 5) How schools as institutions reflect our notions of citizenship 6) Transmission of knowledge and civic identity 7) Education in times of conflict or oppression
 
Amy Pickard
Concentration: Theory, Organization & Policy
Research Interests: Adult literacy, community literacy, educational policy
Email Address: pickardamyr@gmail.com
Educational Background: BA in History, University of Pennsylvania, 1994 M.Ed. in Social and Philosophical Foundations of Education, Rutgers, 2015
 
He previously worked in Geographic Information Systems research as part of a team that mapped seafloor habitats in the South Pacific. Ron was also a NASA Oregon Space Grant Consortium Graduate Research Fellow working on K-8 authentic science inquiry. During his time at NASA Space Grant he became enamored with the power of authentic science education in the lives of students and embraced a career in education.  He is a certified secondary science teacher, having taught in Florida where he received a number of awards for outstanding teaching.
 
Recently his research has been featured at the European Association of Research on Learning and Instruction, the National Association of Research in Science Teaching, the American Educational Research Association, and the Ludwig Maximilian University (Munich, Germany) REASON program for the study of argumentation in science and math. He has published his Model-Evidence Link Diagram, co-developed with Dr. Clark Chinn and Dr. Ravit Golan Duncan, in Science Scope. His theoretical work has been published in the International Handbook of Research on Conceptual Change, Processing Inaccurate Information, and a forthcoming chapter on the AIR Model of Epistemic Cognition, which he co-developed, will be featured in the Handbook of Epistemic Cognition.
 
Balvir Singh
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Student Learning & Dynamic Geometry Environments
 
Ajay Srikanth
Concentration: Theory, Organization & Policy
Research Interests: School Finance, English Language Learners, Special Education 
 
Lars Sorensen
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: game-based learning, computer science education, epistemic cognition
Email Address: biglars@cs.rutgers.edu
Educational Background: BS Computer Science, St. Johns University, 1996;  Ed.M. Educational Psychology, Rutgers Graduate School of Education, 2011
Research Statement: Lars’s research interests include game-based education and computer science education.  His interest in game-based education is approached through the lens of epistemic cognition (EC).  Sources of knowledge often include knowledge from experience, from authority, knowledge derived from reasoning, etc.  By exploring a broader range of knowledge sources EC scholars can examine non-traditional sources of knowledge like cinema, literature, art, and gaming.  Are there ways in which these sources act in a qualitatively different way than the more traditional sources of knowledge?  Do they lend themselves to processes that produce knowledge?  Are these processes reliable under all circumstances?  Only some?  If so when?  Lars explores gaming as a non-traditional source of knowledge and seeks reliable processes that leads to this knowledge. He works as a member of the GSE's Educational Epistemology research group.
 
In the CS education realm Lars is the head of Student Computing for the Laboratory of Computer Science Research at Rutgers University.  At LCSR he does research on Computer Science Education topics and manages the CAVE, a collaborative instructional computer lab he built for the Rutgers Computer Science Department in 2010.  He is a founding member of CSERG, the Computer Science Education Research Group at Rutgers University, where research and outreach efforts work to improve Computer Science education at the high school, undergraduate and graduate levels.  Lars organized and ran CSUGS, the Computer Science Unofficial Gaming Seminar that led to the creation of COGS, the Creation of Games Society at Rutgers University, of which he is a proud member.  Lars is a member of the Central New Jersey CSTA chapter, where he acts as Rutgers University's CSTA Liaison.  Lars also works with the Rutgers Computer Science Cognition group and RUBIC, Rutgers University Brain Imaging Center on research examining what the brain does when programmers consider code.
 
Yan (Simon) Sun
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement
Research Interests: Cognitive Diagnostic Modeling, Item Response Theory, Large Scale Assessment, Policy Evaluation, Causal Inference
Educational Background: B.S., School of Psychology, Beijing Normal University;
M.S., School of Brain and Cognitive Science, Beijing Normal University
Research Statement: I am focusing on advanced testing techniques that can help facilitate teaching and learning as well as educational policy made. I am also interested in using quasi experimental techniques to address causal relationship from observational data.
 
Carol Tate
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: teaching quality, assessment, curriculum, educational opportunity, computer science education
Educational Background: A.B., Brown University, 1988; M.Ed., Rutgers University, 1991
Research Statement: My research is focused on how curriculum, teacher professional development, and policy efforts interact to influence teacher practice in the domain of computational thinking. The movement to broaden access to careers in computing, especially for females, African Americans and Hispanics, has led to new introductory courses designed to develop pathways to enable students to eventually participate in Advanced Placement Computer Science and gain access to careers in the field. Computer science is moving closer to becoming a core discipline, with several large urban districts announcing plans to require a computing course for graduation. The movement to broaden participation in computer science has highlighted the need for quality teaching in this domain. I am investigating how teachers’ understanding of computational thinking and inquiry-based pedagogy informs their teaching and assessment practices. Working in the context of a large-scale implementation of a new introductory course (Exploring Computer Science), I will be focusing on how teachers come to understand how to design and assess tasks to support the development of computational thinking practices.
 
Roberta Washington
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Professional Development policy designed to equip educators with instructioal strategies designed to increase student engagement and mastery of academic content.
Educational Background: BA Psychology with minor in African/African-American Studies, Drew University, 1998 MA in Educational Leadership, Kean University, 2008 MA in MAth Education,Rutgers University, 2015
 
Mark Weber
Concentration: Theory, Organization & Policy
Research Interests: Charter schools, school finance, teacher evaluation
 
Yuseon Yun
Concentration: Learning, Cognition, Instruction & Development
Specialization: Language Education
Research Interests: L2 vocabulary acquisition, language learning strategies, Korean morphosyntax, non-native language teachers
 
Randi M. Zimmerman
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: epistemic cognition, situated cognition/knowledge, metacognition, philosophy of science, feminist theory