Lawrie Green graduated from MIT with a degree in computer science in 2005. As a third year student in Human Development and Family Studies at Penn State and a TIES Fellow, she studies family-based interventions and the intersection of families and schools. She is also interested in the role of technology in improving prevention programs. Her advisor is Dr. Max Crowley.
Kyle Husman’s background is in Electrical Engineering and Computer Science, but after three years working in Liberia as a Peace Corps Volunteer, then as an Ebola relief worker, and finally for a small Liberian NGO working to install computer labs in schools, his academic interests have moved to the intersection of education, special needs, and poverty. Kyle is working on designing a family-based dyslexia remediation program with his sister, who is a private tutor in Portland, OR. He plans to use data gathered from this program to explore how novel modeling techniques can be used to understand the reading process and heterogeneity in dyslexia. His long-term goal is to automate and individualize dyslexia remediation, making effective remediation services available to people of all socioeconomic backgrounds.
Abby Keim is a TIES predoctoral fellow and second year graduate student in the Department of Human Development and Family Studies. She completed her BA in psychology with a minor in anthropology at Hamilton College. Abby is generally interested in the social and emotional experiences of immigrant and minority students in elementary school as well as teacher practices that support their success and well-being. Her mentor Dr. Scott Gest.
Kimberly Kohler is a 4th year doctoral candidate in Special Education at Penn State University (anticipated graduation December 2019). She is a proud two time PSU alum, earning her BA in French Literature with a minor in Psychology in 1995 and her master’s degree in Special Education in May 2002. Her teaching experience includes over 12 years as a 6th grade Learning Support Teacher for State College Area School District (SCASD) as well as prior experience as a transition coach and supervisor for the SCASD LifeLink program. As a TIES fellow, her research focuses on ways to cultivate greater well-being and resilience of special education professionals (namely pre-service teachers/teacher candidates) through professional development opportunities and training/mentoring experiences. More specifically, she is interested in ways to increase teacher retention, effectiveness, and resilience by fostering greater physiological and psychological well-being, emotion regulation, stress-management, and compassion through mindfulness, yoga, and other contemplative practices.
Frances Lobo is a second-year graduate student in the Developmental Psychology program and a first-year student in TIES. She received her B.S. degree in Neuroscience and Psychology from Duke University in 2013. She spent the following three years studying self-regulation in adolescents and college students with Dr. Rick Hoyle and serving as an associate to the Director of the Resilience Project at Duke University. Frances is currently working with Dr. Erika Lunkenheimer and Dr. Kristin Buss to understand how family systems promote or inhibit child self-regulation and resilience, particularly in early childhood. She is interested in studying the development of parent-child behavioral, affective, and physiological patterns and how they are shaped by and influence the relationships among family risk factors, family protective factors, child temperament, and child outcomes. Additionally, Frances hopes to understand how this family context interacts with the education context to shape the development of children’s regulatory skills.
andon Patallo is a current Training Interdisciplinary Education Scientists (TIES) graduate fellow in the Child Clinical Psychology Ph.D. program at The Pennsylvania State University Brandon Patallo’s research interests revolve around understanding the processes that transmit risk and resilience in families and children exposed to chronic stress and trauma. He is particularly interested in research addressing how youth experience of stress and trauma may affect identity development during the middle-school and high school years.
Amanda Ramos is a fourth year graduate student in the developmental psychology area working with Dr. Jenae Neiderhiser and Dr. Gregory Fosco in HDFS. She received her B.A. in Psychology from Humboldt State University and her M.A. in Psychological Research from California State University, Long Beach. Her research interests include examining genetic, prenatal, and postnatal environmental influences on the development of child social competence and school readiness. She is also interested in understanding how the family context can impact the school context as it relates to children’s social development.
Corynne Ross is currently a first year doctoral student in School Psychology at Penn State University and part of the IES-funded Training Interdisciplinary Education Scientists program. She is also currently helping with preliminary data analyses for the IES-funded Friendship Connections Project. In the past she has served as a research assistant on several projects funded by NICHD and NIMH at Penn State, and as project manager for two research projects funded through R34 and R01 grants from NIH/NIDA at George Mason University. Her research interests include social skill interventions for early elementary students, dyadic student-peer and student-teacher interactions, and the development of communication and emotion regulation skills.