Click here for Site Map
Jump to Main Content


Emily Bouck
Ph.D., Michigan State University
Emily Bouck’s research focuses on improving outcomes of secondary students with high- incidence disabilities through advances in two strands of scholarship: standard academic curricula (i.e., mathematics) and functional curricula. Within these strands is a focus on how technology can support students with disabilities in accessing and achieving in both curricula, and translating success to post-school experiences.
Matthew Brodhead
Ph.D., Utah State University
Matthew T. Brodhead is a Board Certified Behavior Analyst whose research examines behavioral determinants of response variability, choice and independent social skills in children with autism. He is also interested in research and conceptual issues relating to the ethical and professional behavior of practicing behavior analysts. He is on the editorial boards of The Analysis of Verbal Behavior and the Review Journal of Autism and Developmental Disorders. Through workshops and consultation, he has established multiple school-based programs for children with autism, and he has provided training to teachers, related service providers and behavior analysts throughout the United States.
John Carlson
Ph.D. University of Wisconsin-Madison
John Carlson is a professor of school psychology. He is a Health Service Psychologist (HSP) and Licensed Psychologist (MI). His research interests include examining the utility of medical and psychological interventions on school-aged children's behavior in educational and other learning contexts. The impact of children's anxiety on their functioning in schools and at home is a primary focus of his research. Other interests include assessment, prevention and intervention for externalizing behaviors that impact preschool and classroom functioning. The primary focus of his work pertains to ensuring equitable and effective educational and mental health services for those children who are experiencing challenges at school, home or in the community.
Eunsoo Cho
Ph.D., Vanderbilt University
Eunsoo Cho’s research focuses on statistical modeling of reading development in students with or at-risk for having learning disabilities, including students from language minority backgrounds. Her research has two strands: First, she is interested in developing and validating assessment methods to accurately identify students with learning disabilities within a multitiered support system, such as response to intervention (RTI). Second, her research focuses on understanding psychological and motivational processes involved in learning. She intends to develop a motivation intervention that can be combined with reading instruction for students with persistent reading difficulties. One of her co-authored articles in Reading Research Quarterly received the 2015 Albert J. Harris Award from the International Literacy Association. In 2016, she received the Samuel Kirk Award for best research article from the Division of Learning Disabilities of the Council for Exceptional Children. She is also a faculty affiliate in the Educational Psychology and Educational Technology (EPET) program.
Patrick Dickson
Ph.D., Stanford University
W. Patrick Dickson is a professor emeritus of educational psychology with interests in human development, multimedia learning environments, and cross-cultural research. His teaching and research activities focused on applying lifespan developmental perspectives to the design of new learning environments. He also studied how the internet can be used to create links among students and teachers around the world, as well as links between schools and out-of- school settings, including homes and science museums.
Carol Sue Englert
Ph.D., Indiana University
Carol Sue Englert is a professor of special education. Her research interests include literacy instruction for students at risk for school failure with a specific focus on the examination of discourse in literacy events. Her more recent work involves a collaborative research project with special education teachers to design, implement, and integrate a literacy curriculum emphasizing the role of oral and written language in a discourse community.
Jodene Fine
Ph.D., University of Texas at Austin
Jodene Fine is an associate professor of school psychology, a Licensed Psychologist, certified member of the National Register of Health Care Psychologists, and a nationally certified school psychologist. She studies developmental disorders and typical child development from the perspective of neuropsychological functioning within an educational context. Her work embraces the idea that child development rests on complex neural processes that begin in utero and develop in response to environmental and genetic influences. Dr. Fine's research uses behavioral and neuroimaging techniques to identify the neuropsychological processes that can impede optimal learning and behavior in children. Her laboratory is currently doing work on the influence of memory and attentional processes in mathematics and reading. Additionally, she studies social perception in children with high functioning autism disorders and nonverbal learning disability.
Marisa Fisher
Ph.D., Vanderbilt University
Marisa Fisher is an associate professor of special education, a Board Certified Behavior Analyst-Doctoral (BCBA-D) and the co-director of Spartan Project SEARCH. Her research focuses on understanding and decreasing social vulnerability of individuals with intellectual and developmental disabilities (IDD) and supporting the social acceptance of individuals with IDD in the community. She is specifically interested in measuring the various types of victimization experienced by individuals with IDD and on designing interventions to decrease vulnerability. She has studied victimization in the form of child abuse, bullying, stranger danger, and exploitation across the lifespan. She uses the principles of applied behavior analysis and single subject research methods to design interventions to teach self-protection to individuals with IDD. As the co-director of Spartan Project SEARCH, Dr. Fisher and her students provide support to high school students with IDD who are transitioning from school to work as they participate in internship experiences across the university. Dr. Fisher’s research specific to Spartan Project SEARCH examines behavioral supports necessary to promote success in the work and community environment, the outcomes of participating students, and the impact of the program of attitudes toward and acceptance of individuals with IDD in the workplace Dr. Fisher is the PI on a project funded by the Institute of Education Sciences' Early Career Development and Mentoring in Special Education Program. This study is designed to better understand the risk factors and consequences of bullying for middle school students with autism spectrum disorder (ASD) and intellectual disability (ID). Specifically, she is conducting a longitudinal investigation to determine the risk factors (e.g., loneliness, poor social skills, internalizing and externalizing problems) and academic, emotional, and behavioral consequences of bullying for youth with ASD and how these risk factors and outcomes compare to youth with ID and students without disabilities.
Kenneth Frank
Ph.D., University of Chicago
Kenneth Frank received his Ph.D. in measurement, evaluation and statistical analysis from the School of Education at the University of Chicago in 1993. He is MSU Foundation professor of sociometrics, professor in Counseling, Educational Psychology and Special Education; and adjunct (by courtesy) in Fisheries and Wildlife and Sociology at Michigan State University. His substantive interests include the study of schools as organizations, social structures of students and teachers and school decision-making, and social capital. His substantive areas are linked to several methodological interests: social network analysis, sensitivity analysis and causal inference (, and multi-level models. His publications include quantitative methods for representing relations among actors in a social network, robustness indices for sensitivity analysis for causal inferences, and the effects of social capital in schools, natural resource management, and other social contexts. Dr. Frank’s current projects include how beginning teachers’ networks affect their response to the Common Core; how schools respond to increases in core curricular requirements; school governance; teachers’ use of social media; implementation of the Carbon Time science curriculum; epistemic network analysis; social network intervention in natural resources and construction management; complex decision-making in health care; and the diffusion of knowledge about climate change.
Christine Greenhow
Ed.D., Harvard University
Christine Greenhow is an associate professor of educational psychology and educational technology. Her research focuses on learning in social media contexts such as online social networks, from learning sciences, learning technologies and new literacy studies perspectives, and with the goal of improving theory, practice and policy. Her work aims to increase our understanding of the intellectual and social practices occurring in online, popular culture-inspired environments, analyze how those practices align, contradict or herald strategies, skills and dispositions valued in formal education, and use these insights to design more engaging spaces for learning. Formerly an assistant professor at the University of Maryland and a former high school teacher, Greenhow completed postdoctoral work at the University of Minnesota, earning the university’s Outstanding Postdoctoral Scholar Award. She was a visiting fellow at the Information and Society Project at Yale University, and is currently working on a book about social media, global education and policy. Her work has been featured in local, national and international news media. She has been active in educational reform efforts and is the co-founder of an award-winning educational non-profit.
Sonya Gunnings-Moton
Ph.D. Michigan State University
Sonya Gunnings-Moton is associate dean of support services and engagement and an associate professor in the Department of Counseling, Educational Psychology and Special Education. She has major responsibilities for program efforts fostering the recruitment and retention of under-represented groups to undergraduate and graduate programs, and providing leadership for many urban education initiatives, including the Urban Educators Cohort Program, the Urban Immersion Fellowship and the Urban Partnership Pre-College Program. She works extensively with schools in her published area of establishing Professional Learning Communities and facilitating effective school cultures.
Douglas K. Hartman
Ph.D., University of Illinois Urbana-Champaign
Douglas K. Hartman is a professor of technology, learning, and literacy with appointments in Teacher Education and Educational Psychology and Educational Technology. His research focuses on the use of technologies for human learning in a number of domains (e.g., school, community, work, sports).
Scott A. Imberman
Ph.D., University of Maryland
Scott A. Imberman is a professor of economics and education. He is an economist who specializes in the economics of education and education policy. His research focuses on issues in domestic education and he has recently studied returns to higher education, charter schools, gifted education, and teacher incentives, with work published in outlets such as the American Economic Review, the Review of Economics and Statistics, and Education Finance and Policy. Currently he embarking on a research agenda that focuses on economic issues and policy in special education and autism. He is also a research associate at the National Bureau of Economic Research, a research network affiliate at the Center for Economic Studies/Ifo Institute, and a co-editor for Economics of Education Review.
Kimberly Kelly
Ph.D., University of Chicago
Kimberly Kelly is an associate professor of measurement and quantitative methods who is interested in the development of statistical models for complex data structures. Her current research focuses on the application of multilevel item response theory to educational achievement measures and attitudinal surveys. Other areas of interest include Bayesian data analysis methods for educational research, the study of family impacts on adolescent achievement and aspirations, adolescent motivation in science and mathematics education, and the application of multilevel models to policy research.
Matthew Koehler
Ph.D., University of Wisconsin-Madison
Matthew Koehler is a professor of educational psychology and educational technology. His research focuses on understanding the affordances and constraints of new technologies; the design of technology-rich, innovative learning environments; and the professional development of teachers. His research examines how new technologies, such as video and hypermedia, may be well-suited to help learners (especially teachers) acquire new knowledge, skills, or understanding in complex and ill-structured domains. This has led to a program of research about a form of knowledge, Technological Pedagogical Content Knowledge (TPACK), that has developed theoretical, pedagogical, and methodological perspectives that characterize teachers who effectively integrate content, pedagogy, and technology in their classroom practice.
Spyros Konstantopoulos
Ph.D., University of Chicago
Spyros Konstantopoulos is a professor of measurement and quantitative methods. His methodological work involves applications of multilevel models in the design of experimental or non-experimental studies and focuses on power analysis in designs with complicated nested structures. His substantive work encompasses research on the effects of educational interventions such as class size, school and teacher effects, and the social distribution of academic achievement.
John Kosciulek
Ph.D. University of Wisconsin-Madison
John Kosciulek is a professor of rehabilitation counseling whose experience involves clinical rehabilitation counseling practice, rehabilitation counselor education, and public education and advocacy regarding brain injury rehabilitation. His research focuses on research ethics, research methodology, consumer direction in disability policy development and rehabilitation service delivery, rehabilitation and disability theory development, research methodology, vocational rehabilitation, and school-to-career transition of students with and without disabilities. He also has an extensive program of research in the area of family adaptation to having a member with a brain injury.
Michael Lachney
Ph.D., Rensselaer Polytechnic Institute
Michael Lachney is an assistant professor of educational technology. With expertise in qualitative social science methods, he is interested in the role that technologies can play in strengthening school-community relationships. He is currently working on educational technology design strategies and implementation tactics to help teachers enroll community-based expertise in culturally responsive science, technology, engineering and mathematics (STEM) education. In addition, his work aims to show how STEM can make contributions to everyday anti-racism in schools, with specific attention to engineering and computer science. Michael also has expertise in science and technology studies, critical race theory, and ethnocomputing.

Michael Leahy
Ph.D., University of Wisconsin-Madison
Michael Leahy is a University Distinguished Professor of rehabilitation counseling and director of the Office of Rehabilitation and Disability Studies. His continuing research interests include professional competency development and education, professionalization, regulation of practice, vocational assessment, disability and rehabilitation policy, case management practices, outcomes and evidenced-based practices in rehabilitation counseling. Dr. Leahy is a Past-President of the National Council on Rehabilitation Education, a Past Chair of the Alliance for Rehabilitation Counseling, and a Past-President of the American Rehabilitation Counseling Association (ARCA). He has published more than 175 refereed journal articles, books, book chapters, and research monographs, and presented his research to a variety of rehabilitation and business audiences, including international presentations. He has also acted as the principal investigator and managed nearly 30 large-scale research, training and service delivery grant projects at the state, national and international levels, and has been the recipient of over 20 national research, teaching and service awards during his career.
Gloria Lee
Ph.D., University of Wisconsin-Madison
Gloria Lee’s research focuses on psychosocial adjustment of people with disabilities and their caregivers, and vocational issues and rehabilitation of people with disabilities. She is investigating risk and resiliency factors associated with the psychosocial adjustment of people with chronic illnesses and chronic pain. She is also studying factors affecting the psychosocial adjustment of children and adolescents with Autism Spectrum Disorder (ASD), and the vocational challenges and needs of transition-age and college-aged students with ASD.
Lisa Linnenbrink-Garcia
Ph.D., University of Michigan
Lisa Linnenbrink-Garcia is a professor in the Department of Counseling, Educational Psychology and Special Education (CEPSE). Linnenbrink-Garcia's research focuses on the development of achievement motivation in school settings and the interplay among motivation, emotions and learning, especially in science and mathematics.
Troy Mariage
Ph.D., Michigan State University
Troy Mariage is an associate professor of special education. His research interests are in the areas of literacy instruction for students with mild disabilities in elementary classrooms. He has conducted work in early reading instruction, writing instruction, and cognitive strategy instruction that leads to self-regulated learning. More recently, he has extended his work by seeking to understand how to create schools as learning organizations that create the capacity for continuous learning and improvement. Currently, he is conducting a study to explore how teachers can provide concurrent academic and social support for students with significant learning and behavioral difficulties.
Evelyn Oka
Ph.D., University of Michigan
Evelyn Oka is an associate professor of school psychology, educational psychology and a Nationally certified School Psychologist. A developmental and school psychologist, she is interested in the development of self-regulation, social competence and motivation in school and home contexts, particularly among students with learning problems. Her research examines the use of a universal social-emotional intervention to enhance preschool children's self-regulation and social skills in an inclusion classroom. She is also interested in the cultural validity and transportability of evidence-based interventions with diverse populations.
Cynthia Okolo
Ph.D. Indiana University
Cynthia Okolo is a professor of special education. Her research focuses on improving academic outcomes for students with disabilities through the integration of technology into the classroom. She also studies how Universal Design for Learning (UDL)-aligned instructional practices can improve learning and behavior. Her current projects involve the development of literacy tools and strategies for using digital reading materials and teacher preparation for the implementation of UDL. Most of her work has been conducted in middle and high schools and in diverse classrooms that include students with and without disabilities. She is Past President and Professional Development Co-Chair of the Technology and Media Division of the Council for Exceptional Children.
Joshua Plavnick
Ph.D., Michigan State University
Joshua Plavnick is an associate professor of special education, and director of the Early Learning Institute, which he founded in 2014. His research interests involve the development and implementation of community-based interventions for individuals with autism spectrum disorder, automated measurement of human behavior, applications of technology to behavior analytic interventions, and training educational service providers to administer behavior analytic interventions.
Richard Prawat
Ph.D., Michigan State University
Richard Prawat was chairperson of the Department of Counseling, Educational Psychology, and Special Education for 28 years, stepping down in May 2018. He also was a professor of educational psychology and teacher education. His research interests include teaching and learning for understanding and motivational processes in education. He has written extensively on issues relating to constructivist approaches to teaching.
Ralph Putnam
Ph.D., Stanford University
Ralph Putnam is an associate professor of educational psychology and director of the doctoral Program in Mathematics Education (PRIME). His research focuses on the cognitively oriented study of classroom teaching and learning and role of technology in learning. His research has examined the teaching and learning of mathematics in elementary school classrooms, especially the knowledge and beliefs of teachers as they teach mathematics for understanding and the different ways that students learn about mathematics from various kinds of instruction.
Tenko Raykov
Ph.D., Humboldt University, Berlin, Germany
Tenko Raykov is a professor of measurement and quantitative methods. He specializes in statistical and mathematical modeling of behavioral phenomena, educational and behavioral measurement, and modeling of developmental processes. He is involved in research on evaluation of behavioral measurement reliability and validity, instrument construction and development, analyses of data sets with missing values, and applications of latent variable modeling to behavioral development across the life span.
Kristin Rispoli
Ph.D., Duquesne University
Kristin Rispoli’s research primarily focuses on intervention to address social and emotional functioning in children with Autism Spectrum Disorder (ASD) as well as techniques to foster family-school partnerships in treatment and education for children and adolescents with ASD. Her recent work includes developing a parent-mediated emotion regulation intervention for preschool-age children with ASD and examining the parent-educator dynamic on school-based teams for adolescents with this disorder. Other work addresses early education and intervention for developmentally at-risk children and their families. Ongoing projects target increasing community-based screening for developmental risk factors in young children and adaptation of emotion-focused intervention for children with ASD in schools.
Cary Roseth
Ph.D., University of Minnesota
Cary Roseth is a professor of educational psychology and chairperson of the Department of Counseling, Educational Psychology and Special Education. He is interested in social development, peer relations, and social contextual influences on classroom achievement. His research focuses on the development of conflict resolution in early childhood and on the effects of cooperation, competition, and individualistic goal structures on children’s academic achievement and peer relations.
Jennifer A. Schmidt
Ph.D., University of Chicago
Jennifer A. Schmidt is an associate professor of educational psychology. She is broadly interested in adolescent motivation and engagement in learning contexts, both inside and outside of school. She studies how multiple dimensions of student experience fluctuate with the changing features of learning environments. Her work informs, and is informed by scholarship on human motivational processes as well as work on adolescent development, teacher practice, educational intervention, and educational environments. Her current research examines diversity in the affective and motivational dimensions of student experience in middle school and high school science learning environments. Through four ongoing projects, she is examining the way science “feels” for male and female students, modifying these perceptions through both targeted classroom interventions and teacher education, and identifying features of formal and informal learning environments that foster STEM interest and engagement. Schmidt uses the Experience Sampling Method (or ESM) – a signal-contingent method of collecting data in which participants provide repeated reports of multiple dimensions of their subjective experience.
Barbara Schneider
Ph.D., Northwestern University
Barbara Schneider is the John A. Hannah University Distinguished Professor in the College of Education and the Department of Sociology. She uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values for enhancing human and social capital. Her research focuses on how the social contexts of schools and families influence the academic and social well-being of adolescents as they move into adulthood. In her career, Schneider has also played a significant role in the development of research methods for the real- time measurement of learning experiences. She is a Fellow of the American Association for the Advancement of Science (AAAS), the National Academy of Education, the American Educational Research Association (AERA) and, most recently, was elected to the Finnish Academy of Science and Letters. In 2017, she received an Honorary Doctor of Philosophy degree from the University of Helsinki. Schneider is the principal investigator of the College Ambition Program (CAP), a study that tests a model for promoting a STEM college-going culture in high schools that encourages adolescents to pursue STEM majors in college and in their careers. She is also the principal investigator of Crafting Engagement in Science Environments, an international high school study that tests the impact of Project Based Learning on student academic, social and emotional factors in science classes. Professor Schneider has published 15 books and more than 100 articles and reports on family, social contexts of schooling and sociology of knowledge.
Jack Smith
Ph.D., University of California-Berkeley
John (Jack) P. Smith is a professor of educational psychology. His research concerns the nature of people's knowledge and learning of mathematics as evidenced in school and other settings. His other interests include the relation of epistemology to learning, the role of intuitive understanding in learning mathematics and science, the design of advanced technology for learning mathematics, and the nature of teaching mathematics.
Rand Spiro
Ph.D., Pennsylvania State University
Rand Spiro is a professor of educational psychology and educational technology. His research concerns new modes of learning with technology to promote what are often called “21st century skills,” especially the ability to deal with novelty in an increasingly complex and rapidly changing world. Spiro’s theory, applied in his research, is “Cognitive Flexibility Theory,” which provides a highly specified approach to the use of technology for the development of the ability to respond adaptively to new, real-world situations (instead of relying on pre-stored templates in memory). His research areas include: deep and open learning on the web, instructional hypermedia systems to promote the attainment of high proficiency learning goals, knowledge acquisition in complex subject areas, new literacies and new forms of reading comprehension in the online world, case-based learning with technology for independent knowledge application in non-routine situations in the professions (e.g., teaching, medicine), expertise and acceleration in the development of expertise, assessment of 21st century skills and learning in areas of grand social challenge (e.g., climate change).
Tiffany Stauch
Assistant Professor-Fixed Term
Tiffany Stauch is an assistant professor of special education and Board Certified Behavior Analyst (BCBA). Her research interests include ways to support individuals with disabilities in work place settings as well as the use application of video modeling to teach complex skills to adolescents with autism. Most recently, she investigated the use of video modeling to teach vocational skills and work related social skills to adolescents with autism. She is also interested in methods to promote generalization of skills, such as matrix training, multiple exemplar training, and programming common stimuli.
Connie Sung
Ph.D., University of Wisconsin-Madison
Connie Sung is an associate professor of rehabilitation counseling and co- director of Spartan Project SEARCH. Her educational background includes rehabilitation counseling psychology, neuropsychology and occupational science. Her research interests focus on biopsychosocial factors associated with successful transition, psychosocial and employment outcomes as well as quality of life of individuals with neurodevelopmental disabilities. Sung is also a Mary Switzer Fellow awarded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). She has published over 50 refereed journal articles and book chapters. She is a principal investigator of several community-based participatory research projects, including evaluation of intervention strategies to improve career development and employment outcomes of transition-aged individuals with autism and/or epilepsy. As the co- director of Spartan Project SEARCH, Sung and her students provide support to students with intellectual/developmental disabilities who participate in internship experiences across the MSU campus. She also conducts research to examine the impact of the program on transition outcomes of participating students and campus climate/attitudes toward individuals with disabilities.
Gary Troia
Ph.D., University of Maryland
Gary Troia is an associate professor of special education. His research interests include the connections between oral language and literacy in typical and atypical learners, writing assessment and instruction, and teacher professional development in literacy. His recent work involves examining alignment between states' content standards and assessment frameworks in writing and how alignment between these influences writing outcomes and enables students to meet postsecondary writing expectations. He also is examining predictors of writing quality within a multi-level linguistic framework to help researchers and educators develop better measurement tools for writing.
Adrea Truckenmiller
Ph.D., Syracuse University
Adrea Truckenmiller’s research interests broadly include adolescent literacy, writing assessment and data-based decision-making for instruction. Her previous funded projects explored the relation between important component skills of literacy and processes for identifying all students' instructional needs. Currently, Truckenmiller is investigating the feedback loop between writing instruction and formative assessment of writing.
Martin Volker
Ph.D., Hofstra University
Martin Volker’s research interests include assessment and measurement issues in psychology and education with a focus on two populations: intellectually gifted children and children with Autism Spectrum Disorder (ASD). He has conducted studies examining the psychometric properties of five major behavior rating scales used to screen and diagnose children with ASD. He has also examined the most valid methods for determining the levels of depression and anxiety in children with high-functioning ASD.
Marcy Wallace
Ph.D., Michigan State University
Marjorie Wallace is the former director of the Institute for Research on Teaching and Learning (IRTL) and a former adjunct associate professor in the Department of Counseling, Educational Psychology and Special Education. Her research interests include large-scale data analysis, teacher preparation, student achievement and education policy. She is currently studying the relationships among high school mathematics and science course sequences, college acceptance and attendance, majoring in mathematics and science in college, and ultimately becoming mathematics or science teachers. Wallace continues to support the IRTL as needed.
Sara Witmer (Bolt)
Ph.D., University of Minnesota
Sara (Bolt) Witmer is an associate professor of school psychology and a Nationally Certified School Psychologist. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at-risk for poor academic outcomes. She also conducts research on accommodations for diverse learners (e.g., students with disabilities, English language learners), and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.
E. David Wong
Ph.D., Stanford University
David Wong is an associate professor of educational psychology and educational technology. He is especially interested in the potential for learning that comes when students from different cultures interact. He is the leader of several study abroad programs and conducts research related to students' experiences in those programs. His areas of interest also include: intercultural experience and learning, global education, science education and educational philosophy.
Aman Yadav
Ph.D., Michigan State University
Aman Yadav’s research focuses on preparing teachers to embed computational thinking practices and computing in the classroom. He is working to establish an evidence-based professional development program, including continuous online support, to improve teachers’ knowledge to teach computing concepts at the high school level. In addition, his research focuses on developing an understanding of problem-based learning (PBL) and case-based instruction (CBI) in STEM disciplines, with a specific focus on engineering education.