Lyndsay Le is a doctoral student in the Human Development area within the Department of Educational Psychology. She is studying with Dr. Amy Bellmore. Lyndsay’s research focuses on the impact of bullying on adolescents’ perceptions of peer relationships, the coping mechanisms they employ, and their emotional and social development. She also explores how parents can support their children throughout this process. Through her work, she hope to provide valuable insights for adolescents facing difficulties in peer and parent-child relationships, as well as for parents seeking effective ways to help their children navigate these challenges.
Student
Levis, Temma
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).
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.
Lin, Chenyu
Chenyu Lin is a doctoral student in the Learning Sciences program within the Department of Educational Psychology at the University of Wisconsin–Madison, advised by Dr. Icy Zhang. His research broadly focuses on embodied cognition in the context of AI–human interaction. Prior to joining UW–Madison, he earned a Master of Science in Games for Learning from New York University and had seven years of experience as a K–12 English teacher in China. In his free time, he loves snowboarding, sailing, outdoor sports, playing digital games and cooking.
Linares, Nashya
Nashya Linares is a doctoral student in the School Psychology program within the Department of Educational Psychology, under the mentorship of Dr. Stephen Kilgus. She earned her B.A. in Psychology from Florida International University. Following graduation, she held several positions—including serving as a middle school teacher and as a research coordinator at Northwestern University. These experiences have inspired her current research interests, which focus on identifying protective factors that support the development of effective screenings and interventions for school-aged children.
Liu, Kancong (Silvia)
Kancong (Silvia) Liu is a doctoral student in the Human Development area within the Department of Educational Psychology. She is a member of the Learning, Cognition, and Development (LCD) Lab, where she works with Dr. Haley Vlach.
Luo, Yiwen (Roy)
Roy Luo is a doctoral student in Human Development in the Department of Educational Psychology, working with Dr. Edward Hubbard in the Educational Neuroscience Lab. His research investigates developmental changes in behavioral performance in executive functions and numerical cognition, and the brain-network mechanisms that support these abilities, with an emphasis on working memory and inhibitory control.
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.
Maheshwary, Pragati
Pragati Maheshwary is a doctoral student in the Learning Sciences area within the Department of Educational Psychology, Advised by Dr. Shamya Karumbaiah. Pragati aims to bridge the gap in educational experiences for students by combining her background in psychology, human-computer interaction, and user experience research. She wants to contribute to a future where learning is accessible to everyone, regardless of their abilities or backgrounds. Pragati is interested in designing accessible and adaptive educational tools for collaborative problem solving (CPS), and supporting multilingual learners and teachers in K-12 or higher-ed classrooms. Pragati is driven by the belief that equitable learning solutions must be both locally grounded and globally aspirational.