Temma Levis is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Katie Eklund. Temma received a BS in Psychology with a minor in Education from Haverford College. Before coming to UW–Madison, she worked as a psychosocial teacher at an elementary school in New York City, served as a research assistant at Temple University’s Infant and Child Laboratory, and assisted with research at New York University’s Play and Language Laboratory. Her primary research interests focus on the social and emotional development of children. Temma is a member of the Resiliency Education Program (REP) and the School Mental Health Collaborative (SMHC).
Student
Li, Yan
Yan Li is a doctoral student in the Human Development area within the Department of Educational Psychology. Her research interest aims at understanding how to engage educational and cultural forces to promote virtue development, like the development of forgiveness.
Luo, Yiwen (Roy)
Roy Luo is a doctoral student in the Human Development area within the Department of Educational Psychology. He works with Dr. Edward Hubbard in the Educational Neuroscience Lab. His research broadly explores developmental changes in brain networks underlying higher-order cognitive functions, particularly executive functions and numerical cognition.
Macksey, Sam
Sam Macksey is a doctoral student in the area of Human Development within the Department of Educational Psychology. She works with Dr. Haley Vlach in the Learning, Cognition and Development Lab. Samantha received her B.A. in Psychology (minor in mathematical modeling of complex systems) from Northeastern Illinois University. Her research interests involve the examination of how children’s understanding of science and math can predict how likely they are to go into STEM careers. Her objective is to enhance the early-stage development of the educational system.
Martin, Nicole
McConnell, Josh
Josh McConnell is a doctoral student in the School Psychology area within the Department of Educational Psychology. Josh received his BSc in Psychology with a minor in Philosophy from the University of Calgary. Prior to attending UW-Madison, Josh worked as a psychologist assistant at Springbank Psychology, a Canadian private practice specializing in neurodevelopmental-related clinical concerns. Josh’s research is focused on behavior management strategies, in addition to exploring ways to cater educational experiences for individual students with autism spectrum disorder, primarily using a strength-based approach.
Meng, Lionel
Lionel Meng is a doctoral student in the Quantitative Methods area within the Educational
Psychology department studying with Dr. Daniel Bolt. His research interests are related to theory and application of psychometric modeling, particularly in relation to International Large-Scale Assessments.
Ntais, Angelos
Angelos Ntais is a doctoral student in the School Psychology area within the Department of Educational Psychology at UW–Madison and is advised by Dr. David Klingbeil. Originally from Greece, Angelos holds a BA in Secondary Education from the Aristotle University of Thessaloniki and a MSc in Educational Neuroscience. Angelos has worked as a Greek Language teacher in Greece, and as a high school music teacher in the US. His research interests are focused on academic assessment and intervention. He is particularly interested in universal screening procedures and intervention within a Response to Intervention model, and cultural adaptation of academic interventions.
O’Neill, Sinead
Sinead O’Neill is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is co-advised by Dr. Andy Garbacz and Dr. Katie Eklund. Sinéad received her BFA in Modern Dance Performance from the University of the Arts. She completed her MA and Psy.S. in School Psychology from Cleveland State University, where she was a research assistant at The Center for Urban Education. Besides practicing as a school psychologist, she has taught performing arts and yoga. Her research focuses on developing youth agency and sense of belonging to self and community. Research areas include Youth Participatory Action Research and sociopolitical development; contemplative, mindfulness-based practices; and student-based decision making for equitable school climates.
Oddleifson, Carly
Carly Oddleifson is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received a BA in Psychology with a minor in Hispanic Studies from Oberlin College in 2016. She has worked in a Montessori School and has worked on research teams at Oberlin College, the Center for Responsive Schools, and Boston College. Her primary research interest is social-emotional and behavioral assessment. Carly is a member of the MIDAS project team and the School Mental Health Collaborative (SMHC). Dr. Steve Kilgus is her advisor.