Maddie Alexanian is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received her BA in Psychology and Spanish with a minor in Education from Wake Forest University. Before beginning her studies at the University of Wisconsin–Madison, Maddie worked as an English teaching assistant in Galicia, Spain through the Fulbright Student Program. There, she implemented curriculum-based measures of writing progress with her students. Advised by Dr. David Klingbeil, Maddie’s research interests include literacy development and evidence-based reading assessment and interventions. Specifically, she is interested in best practices for meeting the unique needs of linguistically diverse students.
School Psychology Student
Ash, Tory
Tory Ash is a doctoral student in the School Psychology area within the Department of Educational Psychology. Tory received her BA in Psychology and Philosophy from UW–Madison and her MS in Psychology from Syracuse University. Prior to graduate school, Tory worked as a lab manager studying prejudice reduction interventions for adults, parents, children, and teachers. Tory is advised by Dr. Andy Garbacz. Broadly, her research interests include developing, implementing, and evaluating school-wide interventions and supports aimed at promoting greater equity in educational outcomes
Barnett, Kierin
Kierin Barnett is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Katie Eklund. Kierin received her BA in Psychology and Sociology from UW-Madison. Prior to graduate school, Kierin worked as a Research Specialist studying prejudice reduction interventions for adults, parents, and children as well as interventions designed to facilitate positive intergroup relations among children. Her current research interests center on supporting student mental health in schools. Specifically, Kierin is interested in promoting positive outcomes for students with internalizing and externalizing concerns using culturally responsive, evidence-based interventions.
Bednarek, Gina
Gina Bednarek is a doctoral student in the School Psychology area within the Department of Educational Psychology and is advised by Dr. Andy Garbacz. She earned her BS in Psychology from UW-Madison and after graduation worked as a Research Specialist at the HealthEmotions Research Institute investigating childhood anxiety disorders. Gina currently collaborates with Dr. Garbacz to assist different state and community organizations with their goals surrounding family-school-community partnerships. Her research interests include learning how we can improve child and adolescent social-emotional assessment practices to better support families, schools, and clinicians.
Bowen, Anne
Anne Bowen is a doctoral student in the School Psychology area within the Department of Educational Psychology, and advised by Andy Garbacz. She received her BS in Psychology and Ecology & Biodiversity from the University of Denver. Prior to graduate school, Anne was a clinical research coordinator at Children’s Hospital Colorado, where she coordinated a school-based mental health prevention program and adolescent health behavior studies. Anne’s current research interests center on promotion of school, family, and medical care provider connection to promote youth well-being.
Chleborad, Sophia
Sophia is a doctoral student in the School Psychology area within the Department of Educational Psychology and is advised by Dr. Andy Garbacz. She received her BS in Educational and Human sciences from the University of Nebraska-Lincoln. Prior to joining UW–Madison, Sophia worked as an early childhood research associate at the Nebraska Center for Research on Children, Youth, Families and Schools. Her current research interests are focused on early childhood mental health prevention and intervention as well as building equitable family-school partnerships within communities. She is passionate about raising community voices and building protective factors in young children.
Cho, Jim
Jim Cho is a doctoral student in the School Psychology area within the Department of Educational Psychology, under the guidance of Dr. Andy Garbacz. He completed dual majors in Psychology and Sociology at Case Western Reserve University and acquired his master’s degree from Stanford University’s Policy, Organization, and Leadership Studies (POLS) program. Before joining the School Psychology program, Jim served as a high school mathematics teacher and Dean of Instruction on the Lower Brule reservation. He also taught math in a public charter school in the San Francisco Bay Area. Currently, his research interests center on Native American communities and the relationships between families, schools, and the broader community.
Coleman, Neicy
Neicy Coleman is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received her BA in Psychology with a minor in Child Development from the University of Memphis. Her primary research interests include the development and implementation of trauma-informed interventions for adolescents in marginalized communities. Additionally, she is interested in adolescents within the juvenile justice system, family-school partnerships, and liberation psychology. Neicy is a member of the Resilience Education Program (REP) and the School Mental Health Collaborative (SMHC).
Coronel Rodriguez, Sara
Sara Coronel Rodriguez is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Katie Eklund. Sara received her BA in Psychology and Anthropology from Wake Forest University and her MS in Education from Johns Hopkins University. Sara is a Teach for America alumni and worked as a Research Associate at Harvard Business School managing psychological behavioral research projects. Her current research interests center on culturally responsive social and emotional learning interventions and practices in the school setting.
Gregory, Brittany
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.