Prelims

Stephen R. Getty, PhD, is the Director of the Quantitative Reasoning Center at Colorado College, Colorado Springs, Colorado. He has a BS in Geology from University of Notre Dame, an MS in Geological Sciences from Brown University, and a PhD in Geological Sciences from Brown University. He teaches a variety of courses, and works with instructors on curriculum design and professional development.

Johari Harris, PhD, is a Research Assistant Professor at the University of Virginia. She examines how social identities, specifically race and gender, along with cultural values systems, like Afro-centric values, influence Black adolescents' social-emotional competencies. Her research is grounded in intersectionality, developmental psychology, and social psychology theories. She has developed and implemented culturally responsive curriculums and conducted qualitative, quantitative, and mixed-method studies with Black American and Black South African middle and high school students. Ultimately, she believes the best way to support Black adolescents' positive youth development is through a strength-based, multileveled approach which builds off their cultural backgrounds and keeps their voices at the forefront of the conversation.

Tara L. Hofkens, PhD, is a Research Assistant Professor in the School of Education and Human Development at the University of Virginia. Dr. Hofkens has a PhD in Learning Science and Policy and a Master of Science in Applied Child Developmental Psychology Research from the University of Pittsburgh. Her research program examines how the social and emotional processes that underlie student engagement in learning contribute to income-based disparities in educational attainment and psychological well-being. Specifically, she applies her background in child development, adult–child interactions, and stress physiology to study engagement in classroom learning, and how teacher–student relationships and interactions contribute to educational trajectories and well-being from early childhood through adolescence.

Elan C. Hope, PhD, is an Associate Professor in the Department of Psychology at North Carolina State University and Director of the Hope Lab. Dr. Hope is a native of Prince George's County, Maryland, and earned her Bachelor's degree in Psychology from Smith College and her PhD in Education and Psychology from the University of Michigan. Following graduate school, Dr. Hope completed her postdoctoral research (sponsored by the William T. Grant Foundation) in Comparative Human Development at the University of Chicago. Dr. Hope takes an assets-based approach to investigate individual and community factors that promote well-being for adolescents and emerging adults who face racism and racial discrimination. In the Hope Lab, research is deeply rooted in the belief that while there are common developmental experiences among racially marginalized youth, individual differences and contextual variation require a deep exploration of diverse pathways to success and well-being. In recent work, Dr. Hope uses both qualitative and quantitative methods to examine racial identity, critical consciousness, and racial socialization, in relation to youth activism, education, and health. Dr. Hope is also an Associate Editor at the Journal of Adolescent Research and was recently named a University Scholar at NC State University.

Chris S. Hulleman, PhD, is an Associate Professor of Education, Psychology, and Public Policy at the University of Virginia. He is also the Founder and Director of the Motivate Lab, which collaborates with educational practitioners to ameliorate systemic racism and inequality. His team develops and tests changes in educational practice that support the motivation of students from historically marginalized backgrounds in education. He received his BA from Central College (Iowa) in 1993 and his PhD in Social and Personality Psychology from the University of Wisconsin–Madison in 2007. Prior to his career in Psychology, he spent six years as a Teacher, Coach, and Social Worker in Iowa.

Robert J. Jagers, PhD, is CASEL's Vice President of Research. Prior to joining CASEL, he was a faculty member in the Combined Program in Education and Psychology at the University of Michigan, a Co-PI of the Center for the Study of Black Youth in Context (CSBYC), and the founding director of Wolverine Pathways, a university-sponsored diversity pipeline program for qualified secondary school students. Among his various CASEL duties, Dr. Jagers is leading work with partner districts to explore how social and emotional learning can be leveraged to promote equitable learning environments and equitable developmental outcomes for students from historically underserved groups. He has a particular interest in participatory approaches to SEL research and practice and their implications for the civic development of children and youth.

Patricia A. Jennings, MEd, PhD, is an internationally recognized leader in the fields of social and emotional learning and mindfulness in education and Professor of Education at the School of Education and Human Development at the University of Virginia. Her research places a specific emphasis on teacher stress and how it impacts the social and emotional context of the classroom, as articulated in her highly cited theoretical article “The Prosocial Classroom.” Dr. Jennings led the team that developed CARE, a mindfulness-based professional development program shown to significantly improve teacher well-being, classroom interactions, and student engagement in the largest randomized controlled trial of a mindfulness-based intervention designed to address teacher stress. She is currently Principal Investigator of Project CATALYZE, a study that will examine whether CARE enhances the effectiveness of a social and emotional learning curriculum. She is a coauthor of Flourish: The Compassionate Schools Project curriculum, an integrated social and emotional learning, health, and physical education program. She is the author of numerous peer-reviewed journal articles and chapters and several books including Mindfulness in the Pre-K-5 Classroom: Helping Students Stress Less and Learn More, part of Social and Emotional Learning Solutions, a book series by WW Norton of which she is editor.

Mireille Joussemet, PhD, is a Professor at the Université de Montréal, licensed Psychologist, and Coleader of the How-to project, which evaluates the efficacy of the parenting program How to talk so kids will listen & how to listen so kids will talk. Her research program focuses on children's basic psychological need for self-determination and how significant adults (mostly parents) can satisfy (vs. thwart) that need. Her studies focus on autonomy support and its effects on child socioemotional development and well-being.

Vanessa Kurdi, PhD, is a licensed Psychologist and a Postdoctoral Research Fellow funded by the Fonds de Recherche du Québec – Société et Culture (FRQSC) at the University of Reading. Her research focuses on how teachers and parents support children's basic psychological needs and motivation under the self-determination theory. Her current projects specifically investigate the impact of teacher empathy on student motivation and well-being in class.

Kamilah B. Legette, PhD, is an NICHD-T₃₂ Postdoctoral Fellow at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill and will transition to an Assistant Professor position at the University of Denver in Fall 2021. Her interdisciplinary research investigates individual and institutional racial biases in teachers and schools and their impact on Black youth academic performance and identity development as well as the implications of these biases on teachers' curricular placement and discipline decisions. The goal of this work is to inform effective interventions, school policy changes, and teacher preparation programs to optimize healthy development in racially minoritized youth. Her previous degrees include an MA in Counselor Education from UNC-Charlotte (2011) and a BA in Psychology from Spelman College (2006). Dr. Legette is also a 2019–2021 AERA-SRCD Middle Childhood Fellow and a 2021 Promising Scholar with the Foundation for Child Development.

Tara Madden-Dent, PhD, is a Culturally Responsive Social, Emotional, and Academic Development (SEAD) Specialist. She previously taught at the University of Nevada, Reno, while finishing her PhD in Educational Leadership and researching evidence-based practices to develop culturally responsive social-emotional competencies in youth and adults. Afterward, Dr. Madden-Dent taught and conducted her research in China, Japan, Poland, South Korea, and through virtual platforms before guiding the development of a Global Programs Department at Sierra Nevada University. Later, as a SEAD Specialist, consulting for the Nevada Department of Education, Dr. Madden-Dent trained thousands of PreK–grade 12 educators while developing the nation's first ever SEAD Center, an interactive virtual support system and professional learning platform for educators.

Geneviève A. Mageau, PhD, is a Professor at the Université de Montréal, and Coleader of the How-to Project, which evaluates the parenting program How to talk so kids will listen & how to listen so kids will talk. Her recent work focuses on the definition, determinants, and outcomes of autonomy support in hierarchical relationships (mainly parent–child interactions), with an emphasis on the interplay of autonomy support and structure across domains of socialization.

Gina McGovern, PhD, is an Assistant Professor of Human Development and Family Studies at Central Michigan University. She studies the effective practices of adults who work with youth, especially those that support the development of youth's social-emotional skills and ethnic-racial identity. Her goal is to improve the quality of experiences that youth have in programs by supporting adults to develop skills, attitudes, and practices that enhance their work. She received her PhD in Human Development and Family Studies from the University of Illinois at Urbana-Champaign. She also holds a Master's Degree in Education Policy from the University of Pennsylvania and a Bachelor's Degree in Sociology from Mary Washington College. Her applied experience includes managing product development, performance reporting, and research initiatives at the David P. Weikart Center for Youth Program Quality and serving for five years as a Middle School Math Teacher.

Kent McIntosh, PhD, is the Philip H. Knight Chair of Special Education at the University of Oregon and Director of Educational and Community Supports, a research unit in the College of Education. He is Co-Director of the Center on Positive Behavioral Interventions and Supports and Lead of the Center's Equity Workgroup, as well as a Founding Member of the PBIS-SCP Canada Network and a member of the Board of Directors of the Association for Positive Behavior Support. His current research focuses on implementation and sustainability of school-based interventions, increasing racial equity in school discipline, and integrated academic and behavior support.

Helen H. Min, M.S.Ed, is a PhD Candidate in Curriculum and Instruction at the University of Virginia's School of Education and Human Development. She received her Master of Science in Secondary Education from Johns Hopkins University. Her research interests include understanding the impact of trauma on learning, assessing the influence of empathy-based stress (e.g., secondary traumatic stress, vicarious trauma, compassion fatigue) on teachers, and evaluating trauma-sensitive pedagogy. Helen is currently the Principal Investigator of an exploratory sequential mixed methods study on stress, trauma, and teaching during the COVID-19 pandemic, which seeks to understand how the pandemic is impacting teachers' well-being, their ability to teach, and their perceptions of student well-being and learning.

Lindsey Minder, MS, CCLS, is an Independent Consultant focused on creating holistic educational experiences at the classroom, school, and system level. After over a decade in the classroom, she has deep experience and expertise in strategies and systems that support students’ holistic growth, as well as, a strong commitment to the social-emotional development and well-being of school-based staff. Through her current work she collaborates with school leaders and partner organizations across the country on ways to integrate social-emotional learning into all elements of school models. Lindsey is dual certified in Elementary and Special Education, holds a BA in Psychology from Marist College, a Masters Degree in Child and Family Studies from Wheelock College and is trained as a yoga and mindfulness teacher. Most recently Lindsey was a Lead Partner at Transforming Education. Prior to that role she worked as the Director of Social Emotional Learning at Codman Academy where she was also a founding teacher. She also taught at Dorchester Collegiate Academy and The Fayerweather Street School and was a Certified Child Life Specialist at Boston Children’s Hospital and Albany Medical Center. Lindsey currently lives in Boston, Massachusetts.

Jessy Newman, MA, is a Senior Researcher at the American Institutes for Research (AIR), where she leads a portfolio of work focused on youth development and family engagement. Ms. Newman directs multiple applied research and evaluation initiatives in collaboration with a variety of national, state, and local entities. Her work is primarily focused on whole child learning and development across the many settings where young people develop, including during out-of-school time and in other informal learning settings. Ms. Newman provides ongoing consultation, evaluation materials, and professional development resources focused on SEL and youth development with youth-serving programs and intermediary organizations and has collaborated with the Kauffman Foundation, Alliance for a Healthier Generation, Higher Achievement, National AfterSchool Association, NatureBridge, YMCA of the USA, and Every Hour Counts. She is the coauthor of the field-friendly resources (including AIR's Beyond the Bell ® Toolkit, and the Ready to Assess and Ready to Implement toolkits), and has authored multiple briefs (such as the National AfterSchool Association's resource, SEL to the Core), chapters, and presentations that cover SEL, youth development, and out-of-school time. Ms. Newman is driven by her work in translating research and evaluation into practice and then using practice to drive research and evaluation.

Pamela Y. Nicholas-Hoff, MEd, is a PhD Candidate in the Department of Curriculum, Instruction, and Special Education in the University of Virginia's School of Education and Human Development. Her research focuses on mindfulness in teaching and learning. In particular, Pam studies the effect of mindfulness-, compassion-, equity-, and social justice–based practices on implicit bias within educators. Her goal is to design a scalable, school-wide professional development and social-emotional learning program that can be utilized to reduce teacher stress and burnout, improve teacher–student relationships, and eliminate discipline disparities for marginalized students. Pam currently serves on the Compassionate Schools Project research team. She is also a certified Cultivating Awareness and Resilience in Education (CARE) facilitator and provides mindfulness training sessions for educators in the Charlottesville City Public School District. Prior to beginning her Doctoral Program, she taught middle school and university students interested in entering the fields of Education and Sports Management.

Julie Petrokubi, PhD, is a Senior Advisor at Education Northwest working with diverse partners to promote equitable learning environments in schools and communities. She facilitates collaborative inquiry on social, emotional, and civic development in a variety of settings. Her expertise includes expanded learning programs, school–community partnership, and systems-level change. Recent research-practice partnerships investigated efforts to scale innovative practices related to social and emotional learning, family engagement, and project-based learning. An experienced facilitator, she also leads adult learning and technical assistance on issues such as youth empowerment, collective impact, and equity in social emotional learning. Dr. Petrokubi earned an interdisciplinary doctorate in youth, organization, and community development from the University of Wisconsin-Madison, where she studied youth–adult partnership in community-based organizations and local government. For over 15 years she served as a Program Director and Internal Evaluator with community-based youth development organizations.

Sarah Pierce is a Senior Advisor at Education Northwest who focuses on ensuring all students have access to a quality education through system-wide school supports. As a National Board–Certified Educator, she promotes a solid foundation of literacy and the integration of math and other content areas. Her background in school turnaround includes instructional coaching and leadership support, data-driven results, social and emotional learning, trauma-informed practices, and culturally responsive pedagogy at the school, district, and state levels. She coleads a cross-state research practice partnership, Tribal Educators Alliance, focused on the use of culturally relevant data and evidence to promote academic and community success for Native students. Pierce currently leads and supports multiple projects to develop SEL competencies, resources, assessment practices, and educator trainings for states, districts, and schools.

Deborah Rivas-Drake, PhD, is a Professor of Education and Psychology at the University of Michigan. The overarching goal of her work is to illuminate promising practices that disrupt racism and xenophobia and help set diverse young people on trajectories of positive contribution to their schools and communities. She is currently the Principal Investigator of the School and Community Pathways to Engagement (SCoPE) project, which explores the connections between social-emotional learning, ethnic-racial assets, and civic/sociopolitical development in early adolescence. In addition to her academic publications, she has lent her expertise more broadly by collaborating with school leaders and district policymakers to develop translational activities for educators; in writings and webinars for parents and educators; and by consulting on race and ethnicity issues in youth for the Collaborative on Academic, Social, and Emotional Learning (CASEL), Sesame Workshop, and Committee for Children, among others.

Enid M. Rosario-Ramos, PhD, is an Assistant Professor of Educational Studies at the University of Michigan. Her scholarship is concerned with understanding and addressing historical legacies of educational injustice, with a particular interest in the ways in which young people challenge and disrupt those injustices through their development of critical consciousness and their participation in civic engagement activities. She is currently a Coprincipal Investigator of the School and Community Pathways to Engagement Project, a research project that studies the intersections between social and emotional learning instruction, identity development, and civic engagement. Dr. Rosario-Ramos teaches courses on Literacy Education, Latinx Education, and Education for Social Justice.

Maria R. Santiago-Rosario, PhD, is a Postdoctoral Research Associate at Educational and Community Supports, a research unit at the University of Oregon. She currently serves on two IES-funded projects focused on equity in school discipline and universal prevention. Her research focuses on teacher expectations of student outcomes, racial equity in school discipline, and measuring culturally responsive classroom management. She is also an implementation partner providing technical assistance to school districts and school-level teams on effective classroom behavior management and strategic planning for school discipline equity through the OSEP-funded National TA Center on PBIS.