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.
Student
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.
Martin, Nicole
McBride, Elizabeth
Libby (she/her) is a School Psychology doctoral student under the mentorship of Dr. Andy Garbacz. She received her BA in psychology and education from the University of California, Berkeley, where she conducted research with Dr. Stephen Hinshaw on girls and women with ADHD. After graduating, she worked as a clinical research coordinator at the University of California, San Francisco in the Juvenile inJustice Behavioral Health Research team. Her research interests include developing and implementing school-based supports for youth involved in the juvenile legal and child welfare systems. She aims to do community-engaged research that centers and uplifts the voices of youth and families.
McConnell, Josh
Josh 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 at Springbank Psychology, a Canadian private practice specializing in neurodevelopmental-related clinical concerns. Josh’s research is focused on identifying intelligence patterns within the Autistic brain, using both network-based approaches and examination of clinical assessment data. His clinical focus lies in the diagnosis and treatment of neurodevelopmental disorders, with specific emphasis on Autism Spectrum Disorder and Intellectual Disability.
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
Sinéad 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 youth’s sense of mattering to self and community. Research areas include youth participatory action research (YPAR) and sociopolitical development; contemplative, mindfulness-based practices; and student 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.