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
 
Amy Adair
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Intelligent tutoring systems, artificial intelligence in education, mathematics education
Email Address: amy.adair@rutgers.edu
Education:   B.S. Mathematics with Secondary Education Concentration, Louisiana State University, 2018
 
 
Kendell Ali
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Early elementary informal mathematical knowledge, mathematical discourse, rational numbers, culturally relevant pedagogy. 
 
 
Cristhian C. Altamirano
Concentration: Learning, Cognition, Instruction & Development
Specialization: Special Education
Research Interests: Accessibility, Assistive Technology, Students who are blind/low vision, instructional design, Universal Design 
Email Addresscristhia@newark.rutgers.edu 
Educational Background: Bachelors in Honors in Psychology, Rutgers-Newark, 2017, Masters in Experimental Psychology, Rutgers-Camden, 2019 
Research Statement: Coming in with a practical background in disability services and accessibility in higher education, I am most interested in the foundation of special education K - 12. More specifically, I am interested in research revolving around the instruction and learning of students who are blind and low vision, and the use of many different types of assistive technology and services that exist to provide these students access in the classroom. I am also interested in alternate formats of materials for students who are blind/low vision, and their impact in learning. 
 
 
Kristen Amman
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Mathematics Education
 Research Interests: Developmental math, college teaching, mathematical literacy 
 Educational Background: B.S. Mathematics, English Language and Literature, University of Michigan-Ann Arbor, 2016 
 Research Statement: My research interests broadly lie in designing high quality mathematics instruction for students deemed underprepared for college-level mathematics. Currently, my research focuses on characterizing the phenomenon of re-learning in developmental mathematics classes, but this interest extends into any course in which students are learning material that they have already tried to learn in previous courses. 
 
Concentration: Learning, Cognition, Instruction & Development (Ph.D.)
 Specialization: Language Education
 Research Interests: Identity, language, power, race, literacy.
 Educational Background: Ed.M. Education – Rutgers Graduate School of Education, New Jersey, 2007, B.A. Spanish Language and Culture – Douglass College, New Jersey, 2006
 Research Statement: I use critical race theory and Black feminist epistemologies to qualitatively examine language, identity and power, and the ways in which anti-Blackness emerges in language education and language teacher preparation.
 
Na'ama Y. Av-Shalom
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Learning Sciences
 Research Interests:Epistemic cognition, modeling, argumentation, discourse, inquiry.
 Educational Background: B.Sc. Cognitive Systems, University of British Columbia, 2015
Research Statement: A core aim of schooling is to prepare students to reason effectively in the real world, yet there are many open questions about how precisely to characterize effective reasoning and how to develop classroom environments that promote it. My research interests center on this critical issue, with a focus on modeling and argumentation in the sciences. Looking at both students’ written work and classroom discourse, I explore the processes through which students practice and improve their reasoning abilities. Given the importance of teachers, I am also exploring differences in teachers' implementation of an inquiry-based science intervention to understand how teachers can best support students’ reasoning in classroom discourse.
 
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, Generalized Linear Models, Machine Learning 
Educational Background: B.S. in Applied Psychology, Jilin University, 2010-2014 
Research Statement: Yanhong (Scarlett) 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, cognitive diagnosis models), as well as their application in psychological and educational testing and evaluation. She is also interested in using statistical methods with large datasets to facilitate teaching and learning. 
 
 
Juliane Bilotta
Concentration: Learning, Cognition, Instruction & Development
Specialization: Language Education 
Research Interests: Anthropology of education, Educational linguistics, Language education policy, ESL/Bilingual education, Language rights 
Email Addressjuliane.bilotta@rutgers.edu 
Educational Background: MA, Linguistic Anthropology, University of South Carolina, 2017, BA, History and Anthropology, Drew University, 2013 
 
 
Gabriella Bussanich
Concentration: Learning, Cognition, Instruction & Development
Specialization:Special Education
Research Interests: Emotional and Behavioral Disorders (primarily ADHD and LD); effectiveness of interventions infrequently provided and accommodations frequently provided for children with disabilities (neurodiverse students) at risk for, or receiving services; evidence-based standards; interdisciplinary collaboration; curriculum; and learning.
Educational Background: B.A. Psychology, Rutgers University, 2018; M.A. Developmental Psychology, Teachers College-Columbia University, 2020
 
Olivia Casey
Concentration: Theory, Organization & Policy
Research Interests: International development; girls' education; gender; girlhood and childhood studies; transnational feminist and postcolonial theories; measurement and evaluation; anthropology of gender, education, and development.
Educational Background: M.A. in International and Multicultural Education, University of San Francisco School of Education, 2019; B.A. in Rhetoric, University of California Berkeley, 2014
 
Veronica Cavera
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Argumentation, Modeling, Inquiry 
Educational Background: Microbial Biology MS, Rutgers University, 2014; Biology and Integrated Science Studies, BS, Ramapo College of New Jersey, 2011
Research Statement: Veronica L. Cavera is a doctoral candidate in the Learning Sciences program at the Graduate School of Education at Rutgers University. She is interested in the intersection of argumentation and modeling practices around science topics in inquiry classrooms, as well as how students construct complex evidence-based arguments. She works on the I2LeaPs project to investigate how students develop reasoning skills about topics in genetics. Veronica is a teaching assistant in the Division of Life Sciences and an instructor for the School of Arts and Sciences Educational Opportunity Fund. 
 
Yuan-Pei Chang
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Statistics & Measurement 
 Research Interests: Cognitive Diagnosis, Computerized Adaptive Testing 
 Educational Background: M.S. in Mathematics, National Taiwan Normal University, 2017; B.A. in Educational Psychology and Counseling, National Taiwan Normal University, 2014
 
 
Christine Cheuk
Concentration: Theory, Organization & Policy 
Research Interests: Postsecondary education, social capital, higher education, 
Email Addresschristine.cheuk@rutgers.edu 
 
 
Jennifer Clarke
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Educational Psychology
 Research Interests: Language Acquisition, phonological development 
 Email Address: jennclarkeslp@aol.com
 Educational Background: 1998 B.A. Speech pathology Kean University, 2000 M.A. Speech Pathology Kean University, 2010 M.Ed. Learning Cognition and Development 
 
 
Stephen Coffin
Concentration: Education Finance and Economics 
Research Interests: education finance, economics, policy; charter schools, community economic development; school, district and university business administration; equal educational opportunity, resource equity
Email Addressstephencoffin@aol.com
Educational Background: BA, Drew University 1976; MPA, Maxwell School, Syracuse University 1977; MBA, New York University 1979 
Research Statement:  I am a Ph.D. candidate at the Graduate School of Education, whose dissertation focuses on developing a better understanding of the predictive strength of different policies in determining the charter school share of the public education market and the influence of charter school policies and market share on overall enrollment in public education. 
 
 
Daniel Colaneri
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Online education, student affect in the classroom 
Educational Background: M.S. Pure and Applied Mathematics - Stevens Institute (2011 - 2013), B.S. Mathematics - William Paterson University (2007 - 2011) 
 
 
Molly E. O'Connor
Concentration: Theory, Organization, and Policy
Specialization: History of Education
Research Interests: Black internationalism in education, history of education, higher education, civic education, political theory, global intellectual history.
Educational Background: M.A. Education, Rutgers University, 2019; 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 Statement: Molly O'Connor's area of expertise is Black internationalism in education. Her research agenda examines how U.S. college campuses have historically served as sites of civic education, engaged in global education, and how educators and institutions have engaged in the international transmission of social movements and political ideas. Her current project looks specifically at the role of African American college presidents at Historically Black Colleges and Universities in the early 20th century.
 
Kevin Crouse
Concentration: Theory, Organization & Policy
Specialization: Data and Research Use
Research Interests: Data Use, the Use of Research Evidence, Teacher Effectiveness, Measurement, Policy Implementation, Policy Effectiveness
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.
My research focuses on the role of data and research evidence in social contexts. This begins with the ways in which data is generated or practitioner-focused research is produced, and the reasons that influence these decisions. It includes the ways in which research and data is disseminated to practitioners and how they understand it, the degree that it influences their conscious decision-making, and the way in which they communicate it to others. At this level, I am also interested in how these evidence types compete with other sources of evidence and motivation in the decision-making process. A final component of my focus area looks at whether decisions informed by research and/or data evidence lead to better educational and social outcomes for the populations in question.
 
 
Rachel Dickler
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Intelligent tutoring systems, teacher dashboards, artificial intelligence in education, science inquiry, mathematizing, eye-tracking, natural language processing
Educational Background: M.A. Education, Rutgers University, 2019; B.S. Special Education & Psychology, The College of New Jersey, 2016 
Research Statement: I am a PhD candidate in the Learning Sciences program with a focus on artificial intelligence in education. My research is currently centered on the expansion of the inquiry intelligent tutoring system, Inq-ITS, for high school to include assessment and support of mathematizing competencies in science inquiry. I am also conducting research on the corresponding teacher alerting dashboard, Inq-Blotter, and the discourse that occurs when teachers respond to dashboard alerts. Additional research projects that I have worked on include: the development of an automated scoring approach for students' scientific explanations using natural language processing techniques, examining the effects of scaffolding from a pedagogical agent on students' inquiry practice competencies over time, and the transfer of students' inquiry competencies from virtual to hands-on learning contexts. 
 
 
Kimberly Dustman
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement 
Research Interests: Classical Test Theory, Item Response Theory, Psychometrics, Survey Methodology, Evaluation 
Educational Background: University of Pennsylvania- Statistics, Measurement, Assessment and Research Technology, Master of Science (2014), Franklin and Marshall College- Economics, Bachelor of Arts (2010) 
 
 
Marina Feldman
Concentration: Theory, Organization & Policy (Ph.D.)
Research Interests: Early Childhood Care Education, Education Policy, Immigrant Children, Immigrant Families, Care Work, Educational Equity, Anthropology of Education.
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 
Research Statement: I am interested in preschool (or the lack thereof) from a perspective of the child experience and the care work - often constituted by female unpaid labor. I plan to investigate informal networks of care among Latinx immigrant families, analyzing the child experience through a lens of community cultural wealth. 
 
 
Karin Garver
Concentration: Theory, Organization, & Policy (Ph.D.)
Research Interests: Early Childhood Education, Public Policy, School Finance, Special Education 
Email Addresskgarver@nieer.org
Educational Background: BA (Colgate University); MA in Public Policy (Rutgers University, Bloustein School for Planning and Public Policy 
 
 
 
 
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
 
 
Shudan Hao
Concentration: Theory, Organization & Policy 
Research Interests:Early Childhood Education, Early Intervention, Preschool Education Policy Making
Email Address: shudanhao@gmail.com
Educational Background: M.A. Early Childhood Education, Beijing Normal University, 2014; B.S. Teaching Chinese as a Second Language, Xiangtan University, 2010
 
 
Siqing "Erica" He
Concentration: Theory, Organization & Policy
Research Interests: Service-learning, afterschool programs, immigrant youth, sense of belonging, citizenship, identity, Asian American youth, social interaction, microethnography 
Educational Background: BS Biology, Brown University, 2008; MA Sociology and Education, Teachers College-Columbia University, 2012
Research Statement: My research seeks to understand how micro-level social interactions influence macro-level concepts. More specifically, my dissertation focuses on how an afterschool service-learning program may impact the identity and sense of belonging of immigrant youth. Using a microethnographic approach, I want to elucidate how the students interpret and make sense of their social interactions with peers and adults outside of school as they implement their service-learning projects. How do these interactions influence their overall perception of their new home and future roles in US society? 
 
 
Jerald Isseks
  Concentration: Theory, Organization & Policy
  Research Interests: inequality and schooling, political organizing, justice, democracy, teacher subjectivities 
  Educational Background: B.A., Vassar College, 2007; M.A.T., Boston University, 2009
Research Statement: Jerald is a doctoral candidate in Education Theory, Organization and Policy. In his academic work he seeks to interrogate cultural narratives about opportunity, achievement, progress and the purpose of schooling. He taught in public schools for 6 years before coming to Rutgers. His dissertation (in progress) is a study of how student teachers evolve in how they understand the role of school in society. In his spare time he does union organizing with grads at Rutgers and with tenants in Brooklyn. 
 
 
Nattawan Junboonta
Concentration: Theory, Organization & Policy
Research Interests: Civic education, political socialization, political identity and global and multicultural citizenship education, democratic education, deliberative democracy 
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 works as a civic education research specialist for the United States Court of Appeals for the Second Circuit. Research interests include legal political socialization, civic education, deliberative democracy and multicultural education. Current research focuses on deliberative democracy and examines public discourse pedagogy and the roles that the US courthouse play in civic education. 
 
 
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.
 
 
Victoria Krupnik
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Mathematics Education
 Research Interests: Children's reasoning, argumentation, teacher moves, social and individual analyses combined 
 Educational Background: M.A. Education, Rutgers University, 2018, MEd, Rutgers University, 2015, B.A., Rutgers University, 2011 
 
 
Jeremy Lee
Concentration: Learning, Cognition, Instruction & Development
Specialization: Educational Psychology 
Research Interests: Adaptive learning/testing, classroom based assessments, formative assessments, automated feedback
Email Address:  jyl74@scarletmail.rutgers.edu 
Educational Background: Teachers College, M.A. Applied Linguistics, 2015; SUNY Buffalo, B.A. Psychology/Communication, 2010 
 
 
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.
 
 
Brittany L. Marshall
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Middle school, high school, African-Americans, students of color, equity, social justice, charter schools, teacher professional development, math instruction, student motivation
Educational Background: Master of architecture - North Carolina State University (2006); Bachelor of architectural studies - University of Illinois at Urbana/Champaign (2003) 
 
 
Brandon R. Mauclair-Augustin
Concentration: Learning, Cognition, Instruction & Development 
Specialization: Learning Sciences
Research Interests: Epistemic Cognition, Equity and Inclusion, Instructional Design, Teacher Education, Scientific Reasoning
Email Addressmauclair000@gmail.com
Educational Background: B.A. and M.Ed. at the University of Illinois at Chicago
Research Statement: As a researcher, I use learning science principles and research methods to solve education-related problems and to develop instruction to meet the needs of stakeholders. My research is at the intersection of epistemic cognition and equity. I investigate learning environments to uncover the best ways to promote equity and inclusion and the thinking and practices needed in a given content area.  
 
Robin Tamarelli McKeon
 Concentration: Theory, Organization & Policy
 Research Interests: Education Policy, Use of Research Evidence in Policy and Decision-Making, Social Movements and Political Mobilization, 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.
 
 
Danielle Murphy
Concentration: Learning, Cognition, Instruction & Development 
Research Interests: Learning Sciences, Epistemic education 
Email AddressDm880@rutgers.edu
Educational Background: Philosophy Ba, Education Ma
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. 
 
 
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. 
 
 
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
 
 
Mariel O'Brien
Concentration: Learning, Cognition, Instruction & Development
Specialization: Science Education
Research Interests: physics education, astrophysics education, informal education 
Educational Background: BSG Astronomy, Mathematics, MA International Relations/Science and Technology 
 
 
Christian Orr-Woods
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Mathematics Education
 Research Interests: Collegiate mathematics teaching, proof, problem-solving and reasoning 
Educational Background: B.S. in Mathematics and Computer Science, University of Pittsburgh, 2011; M.A. in Applied Mathematics, UCSD, 2013 
 
 
Pan Pan
Concentration: Theory, Organization & Policy
Research Interests: Education in Modern China, Comparison of Chinese and American Education 
Educational Background: M.A.T. in East Asian Languages and Culture, Rutgers University; B.A.E. in Chinese Language and Literature, Qingdao University of China 
 
 
 Stephanie M. Perez
 Concentration: Theory, Organization & Policy
 Research Interests: Educational Equity, Citizenship, Identity, Education Policy 
 Email Address:  stephaniemp@gmail.com 
 Educational Background: M. Ed. (Social and Philosophical Foundations of Education), Rutgers, 2018; B.A., Rutgers, Rutgers College, 2008. 
 
 
 
 
 
Aaron Rabinowitz
Concentration: Learning, Cognition, Instruction & Development
 Specialization: Social Studies Education
 Research Interests: Moral Education for humans and AI, Education and Moral Luck
 Educational Background: B.A. in Philosophy and Drama from UVa, M.A. in Philosophy from CSU
Research Statement: I'm interested in developing a pluralist theory of moral understanding that incorporates theories of cognitive flexibility with theories of character and cognitive growth. The goal is that this integrated theory would provide a foundation for a moral education model that promotes personal flourishing and social engagement.
 
Andrea C. Rydel
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Educational Psychology
 Research Interests: Student-athletes, identity development, career development, academic experience, environmental influence
 Email Address: andrea.rydel@rutgers.edu
 Educational Background: BA in Psychology with honors, Rutgers College, 2009; Masters in Counseling, Montclair University, 2013
 
 
Joshua Rutberg
Concentration: Learning, Cognition, Instruction & Development
Specialization:Physics Education
Research Interests: Teacher Education, Institutional Change, Physics Education Research
Educational Background: Joshua Rutberg received their BS in Physics from RPI and their MA in teaching from Columbia University. They have taught high school physics and astronomy for 5 years.
Research Statement: I am interested in exploring ways to encourage faculty to adopt research-validated teaching strategies and developing best practices for physics instruction.
 
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.
 
Aniel V. Suriel
Concentration: Learning, Cognition, Instruction & Development
Specialization: Language Education
Research Interests: Bicultural Identity, Language Identity & Education, Bilingual Education, Early Adolescence, Language policies and practices, language stances, raciolinguistics, race and education.
Educational Background: English and Political Science, BA from Simmons College in 2006, Childhood Education with Bilingual Extension, MSEd. from CUNY Hunter College in 2009
 
Carol Tate
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Learning Sciences
 Research Interests: Computer science education, curriculum design, implementation research, curriculum reform 
 Email Addresscarolellentate@gmail.com 
 Educational Background: A.B., Brown University, 1988; M.Ed., Rutgers University, 1991
 Research Statement: The current national effort to broaden participation in computing education throughout the K-12 curriculum represents a significant new priority for schools. Teachers are being asked to learn and teach new content in new ways, amid a dynamic policy environment. My research seeks to understand this complex initiative by studying how classroom practice and policy interact to influence student learning in the field of computing. I am also exploring the context in which this movement is unfolding from a historical point of view. As introductory computer science develops as a core discipline in schools, what can we learn from previous efforts to increase access to elite subjects and improve teaching quality in other domains?  
 
 
Daniela Tirnovan
Specialization: Mathematics Education for Elementary Emergent Bilingual Students
Research Interests: Translanguaging as it relates to mathematical learning, mathematical knowledge acquisition through the lens of ELL learners.
Educational Background: Interdisciplinary Baccalaureate from CUNY Graduate Center; M.S  Elementary Education with Concentration in Mathematics
 
Anel Vanessa de Suriel
Concentration: Learning, Cognition, Instruction & Development (Ph.D.) 
Specialization: Language Education
Research Interests: Bicultural Identity, Language Identity & Education, Bilingual Education, Early Adolescence 
Educational Background: English and Political Science, BA from Simmons College in 2006, Childhood Education with Bilingual Extension, MSEd. from CUNY Hunter College in 2009
 
 
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
 
 
Jiaxi Wang
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement
Research Interests: Cognitive Diagnostic Modeling, Item Response Theory, Computerized Adaptive Testing
 
 
Yu Wang
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement
Research Interests: measurement models, cognitive diagnostic models
Educational Background: Master of Science, Boston College, 2017-2019; Bachelor of Science, Beijing Normal University, 2013-2017
 
 
Emily A. Wolf McMichael
Concentration: Learning, Cognition, Instruction & Development
Specialization: Educational Psychology 
Research Interests: Equity, Teacher-student Relationships, Academic Identity, Poverty and Chronic Stress 
Educational Background: M.Ed. English Education, Rutgers University, 2014, B.A. English, Rutgers University, 2012
 
 
Randi M. Zimmerman
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: epistemic cognition, situated cognition/knowledge, metacognition, philosophy of science, feminist theory