Brittany Gregory is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received a BA in Psychology and Sociology from the University of Missouri where she examined the interactions between students and teachers in the classroom and the role of race, gender, and SES. Her research interests include issues of equity in education and social justice as they relate to students and mental health. She is currently involved in research with the Teachers and Parents as Partners (TAPP) project focused on promoting the collaboration of schools and families. She is also interested in students within the juvenile justice system, the role of mental health, and family-school partnerships.
Student
Grekov, Paulina
Paulina Grekov is a doctoral student in the Quantitative Methods area within the Department of Educational Psychology working with Dr. James Pustejovsky. Prior to joining the Educational Psychology department, she taught upper-elementary special education.
Grondin, Matthew
Before my interests in educational psychology, I completed my bachelor’s and master’s degrees in biomedical engineering with a focus on cartilage mechanics and quantitative magnetic resonance imaging. While instructing engineering courses, I found myself pondering my own educational experiences and how I learned engineering through an embodied approach. I began teaching engineering concepts in Mechanics of Materials through embodied experiences and found this to enrich student thinking. My current research revolves around embodied learning experiences in engineering education as a alternative pedagogical approach in the discipline.
Guha, Alina
Alina Guha is a doctoral student in the Learning Sciences area within the Department of Educational Psychology and is advised by Dr. Shamya Karumbaiah. She works in The Responsible AI for Learning Lab.
Harra, Kjorte
Kjorte Harra is a doctoral student in the Quantitative Methods area within the Department of Educational Psychology working with Dr. David Kaplan. Her research focuses on Bayesian methods and their applications in large-scale educational assessments, with current work on plausible value estimation. She has also served as a lead instructor and teaching assistant for graduate-level educational statistics courses.
Hendrix, Chloe
Chloe Hendrix is a doctoral student in the School Psychology area within the Department of Educational Psychology and is advised by Dr. Katie Eklund. She received her BS in Developmental Psychology from the University of Minnesota–Twin Cities where she studied and conducted research in the departments of Educational Psychology, Developmental Psychology, and Sociology/Criminal Justice. Chloe served as an AmeriCorps Promise Fellow in a middle school in St. Paul, Minnesota. Her research interests include implementing Tier 2 interventions, specifically Check-in/Check-out and Resilience Education Program (REP), to students with internalizing concerns and externalizing concerns. She is also interested in mentorship for students of color and school climate.
Jeong, Tai Sun
Tai Sun Jeong is a doctoral student in the Quantitative Methods area within the Department of Educational Psychology. He is studying with Dr. James Wollack. His research interests include test security, item response theory, and machine learning. Tai Sun is currently working as a project assistant at the UW Testing and Evaluation Center.
Katsikathas, Maria
Maria Katiskathas is a doctoral student in the Human Development area within the Department of Educational Psychology and studying with Dr. Amy Bellmore. Maria is interested in examining adolescent peer relationships and educational outcomes through a sociocultural lens. She hopes her research will contribute to a deeper understanding of how teens’ social relationships and educational experiences, both in school and social media contexts, influence their social and emotional development.
Kim, Chaeyeon
Chaeyeon Kim is a doctoral student in the Learning Sciences area within the Department of Educational Psychology, advised by Dr. Mitchell Nathan. Broadly, Chaeyeon is interested in immersive learning environment design and development, such as virtual and augmented reality-based learning. She has designed and implemented various types of immersive learning simulations. Her scholarly work primarily revolves around the assessment of students’ performance and engagement in 3D simulation-based learning environments. Her future research aims at designing and developing an adaptive simulation-based learning system through embodied design and multimodal learning analytics in immersive settings.
Kim, Doy
Doy Kim is an Arvil S. Barr Fellow and Ph.D. candidate in the Learning Sciences area of the Educational Psychology department at UW-Madison, where he studies how immersive technologies shape mathematical reasoning. Working under the mentorship of Dr. Mitchell Nathan, Doy investigates the intersection of embodied cognition, extended reality (XR), and rigorous quantitative methods—a career-long focus spanning over a decade of work in technology-enhanced mathematics education.
Doy’s research specializes in XR applications for geometric learning. His current research examines how physical actions in immersive environments influence geometric reasoning through advanced statistical modeling. His doctoral work builds on two independently funded projects: iGRASP (immersive Geometric Reasoning through Action and Spatial Practice), which explores how body movements affect geometric reasoning within XR environments, and GRAID (Geometric Reasoning Analysis through Integrated Datasets), which synthesizes multiple randomized controlled experiments to model relationships between embodied action, gesture, and geometric reasoning.
As a Doctoral Research Intern at WestEd, Doy works on large-scale evaluation projects, including the implementation and assessment of virtual reality math interventions for rural and high-need students, and evaluations of math curriculum efficacy using quasi-experimental designs. He is also an active collaborator on the EXCEL project (Exploring Collaborative Embodiment for Learning), which examines how action-based technologies enhance collaborative mathematical reasoning in multilingual high school classrooms.
Before joining UW-Madison, Doy completed his M.Sc. in Mathematics Education at Seoul National University, with a focus on cognitive science, where he studied embodied cognition in digital haptic learning environments. He has also held professional roles at Korea Educational Broadcasting System and the Center for In-service Teacher Education in South Korea.
Doy is committed to mentoring and knowledge-sharing within his research community, regularly facilitating workshops on data science tools, qualitative analysis software, and academic writing for fellow graduate students. Outside of work, he is a passionate tennis player and formerly served as a member of the US Army.