EdS Student

Leah Marsh is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She graduated from Trinity University with a Bachelor of Arts in Psychology and Education. She has worked as a lab coordinator for a child development research lab and as a research assistant for a team that investigated the effectiveness of mental health interventions for students. She is currently a Project LEADSS scholar, which emphasizes collaboration between school psychologists and school social workers to promote the mental health of all children.

Marybell Rodriguez is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She graduated from UW-Milwaukee, where she received his BA in Psychology and Spanish. While completing her undergraduate degree, she worked as a daycare teacher in the Milwaukee area. She is currently a scholar of Project SPACE.

Grace Rubenzer is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. Grace attended the University of South Carolina where she majored in experimental psychology and history. Grace is a participant in the Project SPACE grant at UW-Madison. Her interests include school mental health and the provision of culturally responsive mental health care for students.

Earl Salmons is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. He received his undergraduate degrees in Psychology and Sociology at the University of Denver. Prior to beginning this program, he worked as a case manager at Mental Health Center of Denver and at Journey Mental Health in Madison, WI.

Erin Sullivan is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She completed a BA in Biology and Psychology at Saint Mary’s University of Minnesota, with her thesis focusing on ACEs (adverse childhood experiences), substance abuse in adolescents, and interventions. Erin was a clinical research coordinator at the Mayo Clinic Comprehensive Cancer Center following graduation, which included working with patients and guiding them through the clinical trial process. Her interests in the school psychology field include school mental health and early intervention.

Piper Swearengin is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She completed a BA in Psychology and a minor in Education at Trinity University in San Antonio, Texas. She works as an Employment Specialist, where she helps people with mental health concerns and disabilities seek employment. At UW-Madison, she is a part of the Project CASTLE training grant, where she receives specialized training in autism identification, intervention, and interdisciplinary practices. Her interests include social-emotional learning, suicide prevention, and treatment of co-occurring disorders in students with Autism Spectrum Disorder.

Rachel Thielen is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She graduated from UW-Madison with a BA in Psychology and certificate in Education & Educational Studies. She formerly worked as a Registered Behavior Technician for ABA therapy and as the Youth Services Specialist at a local non-profit providing resources for individuals with disabilities. Her research interests include early intervention, universal screening, and the incorporation of Tier 2 and Tier 3 services for early childhood learners.

Jacob Wintrone is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. He attended UW-Madison as an undergraduate, graduating with a bachelor’s degree in psychology and a minor in education. Before joining the School Psychology program, he worked as a special education and behavior assistant with the Madison Metropolitan School District. His interests include resilience-building programs. social-emotional learning, and positive school climate.