麻豆传媒

Latasha "Tasha" Holden is an assistant professor in the  at the University of Illinois Urbana-Champaign and a researcher at the Beckman Institute for Advanced Science and Technology.
Holden's research seeks to better understand how (process), when (context), and why (internal vs. external factors) different individuals achieve academic and career success in spite of threats to their identity, well-being, and belonging.
Her research interests include learning and memory with a focus on applying cognitive science to support students with diverse learning needs. She is particularly interested in supporting student resilience in the face of cognitive demands, biases, and identity threats experienced in various testing and learning situations. 
Research areas

Working memory, long-term memory, and learning
Control of cognition
Inter- and intra-individual differences
Culturally informed and responsive science and pedagogy
Diversity, equity, and inclusion
Test performance and achievement
Intervention
Open science and secondary data approaches

Education

B.A., psychology, University of North Carolina at Greensboro, 2010
B.A., art history/museum studies, University of North Carolina at Greensboro, 2010
M.A., experimental psychology, Towson University, 2012
M.A., psychology, Princeton University, 2014
Ph.D., psychology, Princeton University, 2018

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Responsible for overseeing and teaching courses in the Educational Leadership program leading to Certificate of Advanced Studies and NYS Certification as a School District Leader. Research areas include women and leadership, innovation in schools, bullying, school district finance, and women and negotiation. Retired superintendent of schools.

Lightning Jay came to Binghamton in 2022 after completing his doctoral studies at the University of Pennsylvania's Graduate School of Education. Formerly a middle and high school teacher in Brooklyn, NY and Minneapolis, MN, Lightning now works in his research and his teaching to support teachers' development with the aim that all students have the opportunity to engage in rich, authentic, and student-centered learning.
Education

Ph.D. University of Pennsylvania
M.Ed. Hunter College
B.A. Wesleyan University

Research Interests

Supporting students to engage in authentic, rigorous, and student-centered historical discourse.
Facilitating the development of social studies teachers. 
Understanding teacher education pedagogy and teachers' development of adaptive expertise.

Birch is an assistant professor and Director of Digital Scholarship and Distinctive Collections in JMU Libraries. She teaches in partnership with faculty from a wide variety of academic disciplines to support the use of rare and primary source materials in the classroom and encourage digital scholarship methods. 
Birch’s research focuses on participatory archives, post-custodial archives, collections discovery and access, sustainability of digital projects, and the intersection of special collections and digital scholarship. 
Birch earned a bachelor's degree in English with a concentration in Journalism at the University of Delaware and dual master's degrees in History and Archives Management at Simmons College (now Simmons University).  

Bahlmann Bollinger teaches undergraduate ELED students in LED 300 and 350, undergraduate ELED BIS students in LED 350, undergraduate ECED BIS students in LED 355 and 456, and graduate students in the LED MEd program. 
Bahlmann Bollinger attends closely to qualitative research methods and engages in work related to technology integration, as well as early and elementary literacy practices. Her research focuses on work with both preservice and in-service teachers. 
Fueled through her own experiences as a former elementary school teacher her purpose for devoting her life to this work is informed by cultural historical activity theory and sociocultural theory as a wider lens. Combining her passion for intentional technology integration, her teaching and research focuses on understanding teachers needs and the contradictions that reveal creative innovations for new ways of structuring and enacting these practices.  
Bahlmann Bollinger earned a bachelor's degree in Elementary Education at the University of North Carolina at Greensboro, a master's degree in Language and Literacy Education at University of North Carolina Wilmington and a doctorate in Language and Literacy Education at the University of Georgia.

Coates teaches in the area of adult education/human resource development. Her research focuses on using phenomenology to understand the meaning of work among individuals in the workplace across a variation of industries, jobs and organizations. The purpose of this research is to understand people's perception of work including: why they work, their experiences of work, what work means to them and what they intend on accomplishing by working. This level of understanding can help us improve both the experience of the workplace for employees and performance at the individual, group, process and organizational levels. Coates has developed an organizational development tool based on approaching the meaning of work phenomenon from a system's perspective. This tool can be utilized at a strategic level to help inform decision-making within an organization. Coates's most recent research was conducted with Generation Y employees for the purpose of hearing their voices in understanding their perceptions of work. 
Coates earned her bachelor's in psychology from Virginia Tech, master's in industrial organizational psychology from Baruch College (CUNY), and a doctorate in organization performance and change from Colorado State University. 

Riden teaches Individualized Behavior Interventions for Young Children, Inclusive Practices in Special Education, Foundations of Exceptional Education, Practicum in Behavior Intervention Methods, Single Case Experimentation, Systematic Behavioral Interventions
Riden’s research interests include using the principles of applied behavior analysis to support students with challenging behavior, preparing teachers to effectively manage their classrooms, and single case research design. 
Riden earned a bachelor's degree in history at Shippensburg University, a master's degree in special education at University of Utah and a doctorate in special education at the Pennsylvania State University.

With expertise in the science of learning, Almarode studies what science says about how the brain absorbs information and translates that into teaching strategies. He travels across the country giving presentations to educators about false assumptions about teaching to increase student engagement and how to improve learning outcomes.
Almarode earned his bachelor's in physics and mathematics from Bridgewater College, master's in exceptional education from Mary Baldwin University, and a doctorate in science education from the University of Virginia.

Smita's research interests are varied and multifaceted. Her main focus is in play research and advocacy that has led her to develop the concept of play diplomacy. She has edited two issues of Play Policy & Practice Connections on Play Diplomacy. Smita is the president-elect of The Association for the Study of Play in 2018-19 and brought the 45th annual international conference to JMU and now serves as the president of TASP. She is also interested in cultural influences on children's play, teacher effectiveness and preparation among socially, economically, and linguistically vulnerable early childhood educators. 
Smita earned her bachelor's in home economics at Rajasthan University, Ajmer, India; master's in child development at Maharaja Sayaji Rao University Valdodara, India; and doctorate in child and family studies at Syracuse University, Syracuse, New York. 

Dr. Snyder researches how to train teachers to promote positive behaviors in children. As a Board Certified Behavior Analyst, she focuses on helping children learn the behaviors they need to be successful at school. Her other research interests include how to improve quality of instruction for students with developmental disabilities, including students with autism spectrum disorder and students with intellectual disability.
Snyder earned her bachelor's and master's in special education at Peabody College at Vanderbilt University in Nashville, TN. She earned her doctorate in special education from the University of Georgia in Athens, Georgia. She is a Board Certified Behavior Analyst, doctoral level (BCBA-D). 

With expertise and interest in diversity and access in higher education, Dean serves as the special assistant to the president for diversity. He currently serves on the board of the National Association of Diversity Officials in Higher Education and can speak to issues regarding social identity including race, gender, religion, and sexual orientation. Dean also possesses expertise in the areas of college access and student success, especially with particular groups e.g., women in STEM.
He received his master's and bachelor's degrees from James Madison University.

Bill’s day-to-day work is focused on finding new and exciting research opportunities with LEO’s partners. Before founding LEO, he was appointed as the Keough-Hesburgh Professor of Economics at the University of Notre Dame in 2007 and served as an editor of the Journal of Human Resources from 2007-2012. Bill held a 6-year term as the Chair of the Economics Department at Notre Dame (2014-2020), and he’s currently a Research Associate at the National Bureau of Economic Research. He also serves as an Affiliated Professor of the Abdul Latif Jameel Poverty Action Lab. He received his BA in Economics and Math from Wake Forest University and his MA and PhD in Economics from Duke University. Bill specializes in health economics research, the economics of education, and public finance.