Particpants

AJ Alvero, Stanford University, Looking for new collaborations

AJ Alvero studies data science, inequality/inequity in education, and sociolinguistics at the Stanford Graduate School of Education. He co-founded the Student Narrative Lab, where he collaborates with his advisor, Mitchell Stevens, as well as anthony antonio and Ben Domingue. AJ’s work has appeared in conferences and publications such as Educational Data Mining, American Sociological Association, and AI, Ethics, and Society. His dissertation studies sociolinguistic variation in college admissions essays written by Latinx students using computational and qualitative methods. Prior to Stanford, AJ was a high school teacher and studied at the University of Miami and Florida International University.

Elizabeth Armstrong, University of Michigan

Rachel Baker, UC Irvine, Looking for new collaborations

My research has one main aim: to increase access, persistence, and success in higher education for traditionally underserved groups. I approach this broad goal through three related lines of research: (a) understanding how various policies affect how students make decisions about majors and transfer, (b) describing patterns of college enrollment by race and socio-economic status over time, and (c) measuring, and then intervening to enhance, students’ self-regulatory skills using interaction data from online classes.

Kendall Beache, Stanford University

Kendall Beache is a current senior pursuing a Bachelors and a Masters in Computer Science at Stanford University. She is currently working on a research project to examine the trends associated with successful completion of the introductory CS sequence (CS106A, CS106B, and CS107) on progress towards completing the major based on Black and non-Black characterization.

Eric Bell, Department of Astronomy, University of Michigan

Eric Bell received his Bachelors in Physics and Astronomy, University of Glasgow, Scotland, and PhD in Physics at Durham University, England. After a postdoctoral position at the University of Arizona, he became a staff scientist at the Max Planck Institute for Astronomie, Heidelberg, Germany. He joined the faculty at the University of Michigan in 2009, and is now a Professor of Astronomy there. He has received the Heinz Maier Leibniz Prize, awarded to promising young German scientists, and the John Dewey Undergraduate Teaching Award and an Arthur F. Thurnau Professorship, both awarded for faculty making outstanding contributions to undergraduate education at the University of Michigan. He is the faculty PI of the Assessment Toolkit effort at the University of Michigan, a collaboration with UM's Center for Academic Innovation.

Maxwell Bigman, Stanford University

Michael Brown, Iowa State University, Looking for new collaborations

I am an assistant professor in the School of Education at Iowa State University. My research focuses on the development of curriculum, instruction, and educational technology in undergraduate education.

Elizabeth Bruch, University of Michigan

Elizabeth Bruch is an Associate Professor of Sociology and Complex Systems at the University of Michigan, and an External Faculty and Science Steering Committee member at the Santa Fe Institute. She completed her PhD in Sociology and Masters in Statistics at UCLA. Her research combines substantive knowledge of human behavior from cognitive science, marketing, and decision theory with statistical techniques and richly textured online activity data in an effort to understand the dynamic interplay between human behavior and social environments. Her work has been recognized by prizes from multiple sections of the American Sociological Association and the International Network for Analytical Sociologists, as well as grants from the National Science Foundation and National Institute of Health.

Elizabeth Burland, University of Michigan

Elizabeth is a 5th year Ph.D. candidate in sociology and public policy at the University of Michigan. Her research is primarily focused on the transition to college; specifically, social stratification in how students make postsecondary decisions. She uses both qualitative and quantitative methods to understand this decision making process, and how student decisions shape the pathways they take in college and career.

Carson Byrd, University of Michigan, Looking for new collaborations

Carson Byrd is the Faculty Director of Research Initiatives in the National Center for Institutional Diversity at the University of Michigan. His research uncovers and links the manifestations of racialization within educational environments to broader patterns of social inequalities in society by elaborating how educational institutions, especially colleges and universities, can simultaneously amplify and reduce inequalities. The complicated relationship between education and racial inequality has led him to explore the racialized experiences of college students including the associations of inter- and intraracial interactions with students’ identities and racial ideologies, and their navigation of different degree pathways that often result in disparate academic and social outcomes. Dr. Byrd's work also explores the racialization of science and knowledge production, including discussions of genetics, genomics, and inequality, that can influence what students learn in STEM classrooms, what they view as a viable career path, and why inequalities exist on-campus and in their communities.

Dan Chambliss, Hamilton College

"Daniel F. Chambliss is the Eugene M. Tobin Distinguished Professor of Sociology at Hamilton College, and co-author, with his former student Chris Takacs, of How College Works. In 2014 Harvard University Press named How College Works as winner of the Virginia and Warren Stone Prize as the Press’s book of the year on Education and Society. How College Works was also chosen as the Chronicle of Higher Education’s featured Book Club Selection for September-August 2014, named to the Chronicle’s “Top Ten Books on Teaching” for the year, and listed in the Washington Post’s “Summer Reading List for College Counselors,” as well as being featured in a half-page interview in the New York Times’ special Education Life section. In 2018, Professor Chambliss was awarded the American Sociological Association’s national career Prize for Distinguished Contributions to Teaching.

Youjie (Mina) Chen, Cornell University, Looking for new collaborations

Mina Chen is a first-year PhD student in the School of Computing and Information Science at Cornell University. Her research mainly focuses on using large-scale behavioral data and developing novel educational tools to understand students' academic choices and pathways formation in relation to their interest, purpose, and identity in higher education. Prior to joining Cornell, she received a M.A. in Education from Stanford University and a B.E. in Industrial Engineering from Tsinghua University, China.

Shruthi Chockkalingam, UC Berkeley

Christina Ciocca Eller, Harvard University, Looking for new collaborations

Christina Ciocca Eller is Assistant Professor of Sociology and Social Studies (effective July 2019). She received her Ph.D. in 2019 from Columbia University as well as graduate degrees in Women’s Studies and Management Research from the University of Oxford. Ciocca Eller's research draws on quantitative and qualitative methods to analyze the role of organizations in shaping the opportunities and outcomes available to individuals. Her primary case is the U.S. higher education sector. Her dissertation, “Organization Effects on Bachelor’s Degree Completion for the New Majority,” brings together key ideas from the stratification and organizations literatures to study the interactions between students and colleges, and the impact of these interactions on student experiences and outcomes. She has also analyzed the black/white gap in BA completion, the relationship between course-taking and labor market outcomes, and school-to-work transitions in comparative-international perspective. Her work is published in the American Journal of Sociology and the American Sociological Review. Prior to beginning her doctoral studies, she served as Chief Speechwriter and Communications Director for the president of Georgetown University.

Amanda Claybaugh, Harvard University

I'm a professor of American literature and history, and I'm currently serving as the dean of undergraduate education.

Jawanza Corbin, Camden County College

Jawanza Corbin is a first year computer science and mathematics student at Camden County College located in New Jersey. He is also a part of the honors program at the college as well as the president of the student government association and serves on Camden County College President’s Advisory Council. With a passion for EdTech and social impact, he hopes to help build educational tools that are scalable in order to help broaden participation and reduce achievement gaps.

Kalena Cortes, Texas A&M University, Looking for new collaborations

Dr. Kalena Cortes, Verlin and Howard Kruse ’52 Founders Associate Professor at Texas A&M’s Bush School of Government and Public Service, earned a PhD in economics from the University of California at Berkeley. Her research focuses on issues of equity and access, in particular, identifying educational policies that help disadvantaged students at the PK-12 and postsecondary levels. More information can be found on her professional website: http://www.kalenacortes.com

Tobias Dalberg, Uppsala University, Looking for new collaborations

Tobias is a Wallenberg Research Fellow at Uppsala University. His main research interests lie in the sociology of education and the sociology of science, with a focus on social stratification and mobility, educational and career pathways, and the evolution of disciplines.

Franklin Eccher, Sitka

I design programs for Outer Coast: an emergent postsecondary institution that is reimagining higher education in Alaska for Alaskans. I'm passionate about college access for students historically underserved by American higher education, and about rethinking higher education writ-large to prioritize student agency and to give students the purpose, tools, and hope necessary to create better communities and a better world. Inspired by my experiences in education in rural western Colorado, I completed an interdisciplinary program in Education Studies at Yale University, where I studied the efforts of colleges to more effectively reach students in rural education deserts.

Dr. Angie Eilers, UR Turn Founder & CEO

Former professor at University of Illinois; former researcher at Stanford; long-time researcher now founder of ed tech software company, UR Turn

August E (Gus) Evrard, University of Michigan, Looking for new collaborations

Prof. August E. (Gus) Evrard is a computational cosmologist and educational innovator at the University of Michigan. Author of the first algorithm to enable multi-fluid cosmological simulations of galaxy formation, Prof. Evrard's astrophysical research aims to understand clusters of galaxies, the rarest and largest gravitationally bound systems in the universe. Named a Fellow of the American Physical Society in 2012, his research is documented in over 200 refereed papers with more than 24,000 citations. Within Michigan’s Center for Academic Innovation he leads two service-oriented projects. Atlas offers visual summaries of the recent academic landscape for the Ann Arbor campus while Problem Roulette is a stress-free study zone that provides equal access to locally authored exam content. Both services are used by thousands of students each year at Michigan.

Emilio Xavier Esposito, Michigan State University

As the Head of Learning Analytics at the Hub, Emilio’s role is to develop, implement, and support a quantitative research practice for evidence-based practice in the classroom at MSU. Being data-centric and using data to understand what we know and do not know, he sees problems and solutions from multiple perspectives while striving for ideal outcomes. Emilio is a perpetual learner, drawn to projects outside of his areas of expertise, and appreciates the opportunity to learn about others’ work and interests.

Li Feng, Texas State University, Looking for new collaborations

Li Feng is an Associate Professor of Economics in the Department of Finance and Economics at Texas State University. She is also currently a faculty research fellow with the LBJ Institute for STEM Education and Research. During 2016-2017, she served as a Visiting Scholar in the Center for Education Policy Analysis at Stanford University and a Visiting Fellow in the Brown Center on Education Policy Program at the Brookings Institution. She also worked on several different research projects as an adjunct economist with the RAND Corporation and an affiliated researcher with the National Center for Analysis of Longitudinal Data in Education Research. I am looking for collaboration on STEM education and labor market outcomes.

Carly Feng, UC Berkeley, Looking for new collaborations

Carly Feng is a second-year computer science major and linguistics minor at the University of California, Berkeley. Currently working the Computational Approaches to Human Learning Research Lab (CAHLR), she manages project AskOski, a personalized recommender system for academic planning and course exploration in production at UCB (https://askoski.berkeley.edu/). Carly enjoys exploring linguistic approaches to learning analytics and is interested in software development for educational tools and technologies.

Christian Fischer, University of Tübingen, Looking for new collaborations

Christian Fischer is an Assistant Professor of Educational Effectiveness at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen in Germany and a Research Affiliate with the UC Irvine School of Education. His research is guided by the mission to improve teaching and learning processes in STEM education, with a particular focus on digital technologies mostly using applying methods related to learning analytics, (quasi-)experimental designs for causal inference, and survey research and measurement on large data sets.

Micah Fuller, Stanford University

Associate Director, Data Insights

Stephanie Rose Haley, University of Michigan, Looking for new collaborations

Stephanie Haley is the UX Research Lead for the Center for Academic Innovation. She has a MA in Critical Studies in Cinematic Arts and an MSI in Human-Computer Interaction. As the UX Research Lead, Stephanie coordinates user research from discovery to user/learner experience for the software tools and online learning experiences produced at the Center.

Liz Hanley, University of Michigan, Looking for new collaborations

Liz Hanley is a data scientist at the University of Michigan Center for Academic Innovation. She works on a variety of projects related to Massive Open Online Courses (MOOCs) as well as U-M's residential educational software tools.

Cait Hayward, University of Michigan, Looking for new collaborations

Cait manages the research and development portfolio at U-M Center for Academic Innovation, with a focus on ensuring that projects are taking advantage of the vast amount of data available to them to inform design, iteration, and prioritization. In her role, she manages the educational, user, and market research teams, and provides data analysis, research design, and creative problem-solving to initiatives at all stages across Academic Innovation.

Prior to her role at the Center for Academic Innovation, Cait co-founded and led the development of the GradeCraft platform. In parallel to developing GradeCraft, she completed her PhD in Information Science, with a focus on learning analytics, the theoretical foundations of gameful pedagogy, and novel educational technologies.

Monique H Harrison, Stanford University, Looking for new collaborations

I'm a 6th year PhD Candidate in Sociology of Education in Stanford's Graduate School of Education. My dissertation focuses on undergraduate pathways and the ways in which personal identities (race, gender, class, sexuality) are formed/co-evolve with academic identities. I am currently a Clayman Institute Graduate Dissertation Fellow and co-lead of the Pathways Longitudinal Cohort Study. I come from a background in education as a middle school teacher and administrator as well as a lecturer (Ithaca College) and higher education administrator. Cornell '06 Harvard M.Ed '11

Jutta Heckhausen, UC Irvine

Jutta Heckhausen is Professor at the Department of Psychological Science, University of California Irvine. Her research addresses the role of individual agents and their motivation in life-span development, particularly in response to regulatory challenges during life-course transitions, radical societal change, or when experiencing substantial losses or gains.

Philip Hernandez, Stanford University, Looking for new collaborations

I am 4th year PhD candidate in the Developmental and Psychological Science Program in the Stanford GSE and a master’s student in the Neurosciences Interdepartmental Program. Before pursuing my PhD, I worked for a decade in education- first as a Peace Corps Volunteer in South Africa and then as a high school science teacher in Texas and Virginia. I am interested broadly in undergraduate STEM education, specifically on why students choose STEM courses/pathways, how that intersects with pedagogy and student experiences in courses, and how those features differ between student groups.

Catharine Bond Hill, Managing Director, Ithaka S + R

Economist, working on issues of post-secondary attainment. President Emerita, Vassar College, former Provost Williams College.

Will Hobbs, Cornell University

I'm registering because I'm interested in hearing about methods used for studying this topic, and I'm hoping I'll be able to take something away for my undergraduate advising.

Dan Jarratt, Infinite Campus, Looking for new collaborations

Dan Jarratt is head of learning science technologies at Infinite Campus. Infinite Campus is a Minnesota-based privately-held education technology company founded in 1993. Our platform manages student and staff data for more than 2,100 local educational agencies (LEAs) serving 8 million students across 45 states and we provide data collection and management services for 6 state educational agencies (SEAs). Our data set includes demographic, enrollment, program, behavior, health, schedule, attendance, curriculum and assessment information.

Weijie Jiang, UC Berkeley, Looking for new collaborations

I am a graduate student researcher at UC Berkeley. I received my PhD degree from Tsinghua University, Management Science and Engineering department in June 2020, and have been committed to designing computational approaches to cross-disciplinary areas, such as education and e-commerce. My research interests include Learning Analytics, Machine Learning, and Recommender Systems etc. Most of my research deal with dynamic user modeling, which ignited my intersts in various NLP related learning methods (such as HMM, RNN, attention-based models such as Transformer) and adapting them to germane recommendation contexts. I am curently committed to promoting equity and fairness in learning analytics research.

Sami Kahn, Princeton University, Looking for new collaborations

As Executive Director of the Council on Science and Technology (CST) at Princeton, Dr. Sami Kahn works to advance the CST’s mission of promoting scientific literacy for all through quality interdisciplinary course development, robust STEM education research, and creative programming. An award-winning STEM educator, teacher educator, and author, she uses her background in science education and law to inform her research and scholarship on inclusive science practices, socioscientific issues (SSI), argumentation, and social justice. Dr. Kahn holds an M.S. in Ecology and Evolutionary Biology from Rutgers University, a J.D. in Law from Rutgers School of Law, and a Ph.D. in Curriculum and Instruction with a specialization in Science Education from the University of South Florida where she served as a Presidential Doctoral Fellow.

Alex Kindel, Princeton University (Sociology)

I’m a PhD candidate in the Department of Sociology at Princeton University. I study knowledge. My research interests include the social basis of intellectual authority, the material culture of knowledge, and the political rhetoric of technical expertise. Methodologically, I specialize in computational and interpretive analyses of archival data. I am especially interested in projects that measure unfamiliar/novel social data sources or that employ old measurements in new ways. Past and ongoing projects investigate the performance of prestige on US game shows; the effects of aesthetic devices on the composition of elite economic knowledge; academic entrepreneurship as a political context for educational expansion; the predictability of life outcomes in longitudinal surveys; and collaborative infrastructure for analyzing complex data structures (e.g. nested forum discussions, longitudinal panel data). Before graduate school, I worked as a data engineer and research coordinator for Stanford University’s digital learning initiatives.

Rene Kizilcec, Cornell University, Looking for new collaborations

Rene Kizilcec is an Assistant Professor in the School of Computing and Information Science at Cornell University, where he directs the Future of Learning Lab. He studies the impact of technology in formal and informal learning environments (college classes, online degree programs, mobile learning, professional development, MOOCs, and middle/high school classrooms) and scalable interventions to broaden participation and reduce achievement gaps. Kizilcec received a BA in Philosophy and Economics from University College London, and a MSc in Statistics and PhD in Communication from Stanford.

Martin Kurzweil, Ithaka S+R, Looking for new collaborations

As Director of the Educational Transformation Program at Ithaka S+R, Martin Kurzweil leads Ithaka S+R’s portfolio of work conducting mixed-methods research and advising higher education leaders on policies and practices related to student postsecondary success. Since starting the program in 2015, Mr. Kurzweil and his team have conducted research, convened stakeholders, and advised higher education leaders on topics such as proactive advising, adaptive learning, socioeconomic diversity, strategic finance, course redesign, non-degree credentials, accreditation, big data ethics, and the process of institutional change. He helped found and serves on the steering committee of the American Talent Initiative, an effort of more than 100 institutions to expand college opportunity for talented, lower-income students. A graduate of Harvard College and Harvard Law School, Mr. Kurzweil has spent most of his career in education research and policy, including roles at the Andrew W. Mellon Foundation, the New York City Department of Education, and on the faculty of Columbia Law School. He has published widely in outlets ranging from the Washington Post to the California Law Review. He is the co-author of Equity and Excellence in American Higher Education, which received the 2006 American Educational Research Association Outstanding Book Award.

Alexandra Lee, Michigan State University, Looking for new collaborations

After teaching in unique settings, from Singapore to rural Mississippi, Alexandra became interested in how racial/ethnic diversity affects achievement. To understand this relationship, her research focuses the interaction of group heterogeneity on the social-psychological processes underpinning achievement motivation, such as self/collective efficacy, social interdependence, and goal orientation. Alexandra thinks of Denver, Colorado as home, but is happy to live in East Lansing now as a MSU Spartan.

Katherine Leu, University of Michigan

Katherine Leu is a Ph.D. student in Sociology at the University of Michigan. She studies college students' pathways through educational structures and their implications for the labor market and beyond, and is broadly interested in pairing the study of higher education and inequality with computational methods and a social networks perspective. After receiving a bachelor's degree in sociology from the University of Chicago in 2014, Katherine worked within RTI International's Education and Workforce Development division on a range of education-related topics.

XunFei Li, UC Irvine, Looking for new collaborations

My researches focus on educational inequality both at a macro-level and a micro-level, including how school context, peer composition, and interaction in dynamic network affect students’ educational behavior.

Corey Moss-Pech, University of Michigan, Looking for new collaborations

Corey Moss-Pech is a National Science Foundation Social, Behavioral, and Economics Sciences Postdoctoral Research Fellow in the Department of Sociology at the University of Michigan. His research examines the intersection between work and education, and how experiences in, and attitudes toward, both work and school shape labor market and gender inequality. He is currently writing a book on inequality in the college-to-work transition and collecting data on early-career gender inequality.

David Nathan Lang, Stanford University, Looking for new collaborations

David (dnlang86@stanford.edu) is a doctoral student in the Economics of Education program and an IES Fellow. His research focuses on platform design in digitally mediated education, text as data methods for predictive analytics, and network analysis to describe curriculum pathways.

Rebecca Nesson, Harvard College

I'm an Associate Dean of Undergraduate Education and a lecturer in Computer Science. I teach discrete mathematics as an introductory level course for students interested in CS but without a lot of math background. I'm working on a STEM-readiness initiative for the college.

Hye Rin Lee, UC Irvine, Looking for new collaborations

Hye Rin is an Education Ph.D. student at the University of California, Irvine, specializing in Human Development in Context. Currently, she is a part of the Motivation and Identity Research Lab (MIRL) and work under the mentorship of Dr. Jacquelynne Eccles. Her research interests broadly focuses on academic motivation in school settings. Specifically, her research interests are situated in the intersections of STEM education, media technologies, and higher education. Hye Rin’s multidisciplinary research projects aim to help students’ academic persistence, particularly underrepresented minorities.

Arik Lifschitz, Stanford University

Steve Lonn, University of Michigan, Looking for new collaborations

I am the Director of Data, Analytics, and Research for the Office of Enrollment Management at U-M. I am interested in practical applications of the research on academic pathways, such as how this work can impact college access and students' understanding of institutional "fit" as well as broadening our understanding of student success.

Ming-Chen (Amy) Lu, University of Michigan

Amy Lu is a second-year applied statistics master's student at the University of Michigan. As a data science fellow at Michigan’s Center for Academic Innovation, she delivers data-driven insights for UM’s Massive Open Online Courses (MOOCs) and educational software tools. She is interested in recent research on learning analytics in higher education.

Juniar Lucien, University of Michigan, Looking for new collaborations

Juniar Lucien is a doctoral candidate conducting research in physics education under the mentorship of Professor Timothy McKay. Her research interests are centered around equity and inclusion in foundational STEM courses. As part of her dissertation, she is currently leading two main investigations exploring and evaluating equitable and inclusive practices in these courses. The first study probes students’ conceptual understanding of potential energy using three frameworks: Funds of Knowledge, Student Resource, and Mental Models. The second study is a multidisciplinary study investigating college students’ academic pathways after failing to successfully complete their first introduction physics course. This project, which uses the concept of social and academic integration to capture students’ experiences, challenges the erroneous assumption of the STEM leaky pipeline metaphor which tends to portray students leaving STEM fields as a passive process.

Becky Matz, University of Michigan

Becky Matz holds a Ph.D. in Chemistry and an M.S. in Educational Studies from the University of Michigan and worked in STEM education assessment and research for ~7 years at Michigan State University. At MSU she taught general chemistry courses most often to student populations with low mathematics placement scores. Becky recently completed managing her first NSF-funded project which focused on creating assessments that cross the disciplinary boundary of general chemistry and introductory cell and molecular biology. She was a co-PI on another NSF project that is working towards a broadly coherent introductory science curriculum based on scientific practices. She is an active member of disciplinary societies and has published several conference papers and journal articles on assessment in STEM courses. Becky recently moved back to the University of Michigan as a Research Scientist within U-M’s Center for Academic Innovation.

John Mitchell, Stanford University, Looking for new collaborations

Interested in student pathways, computational education, and imagining higher education in the decade ahead (see http://www.DecadeAhead.com).

Kathy Mirzaei, Stanford University, Looking for new collaborations

Kathy Mirzaei is a lifelong learner. She applies data science to learning analytics to enhance teaching and learning, predict behavior, and identify trends and patterns. She is passionate about transforming data into graphical representations that are insightful. Her research interest is in the applications of Machine Learning in Higher Education.

Rachel Niemer, University of Michigan

Currently, I focus on implementing the Academic Innovation DEI strategic plan, exploring new ways for faculty to engage the public with their scholarship, and understanding how our center can best recruit, support and celebrate faculty innovation. Prior to joining the Academic Innovation team, I worked with faculty and administrators to support teaching best practices as an Assistant Director at the Center for Research on Learning and Teaching at U-M. Before moving to Ann Arbor, I taught at University of Rochester and Gustavus Adolphus College.

Andreas Paepcke, Stanford University

I am a researcher at Stanford's Computer Science Department. My current interests include the application of machine learning to academic institutions data, as well as investigations into ecological monitoring. One of my past projects created a tool for interactively exploring student enrollment graphs.

Zach Pardos, UC Berkeley, Looking for new collaborations

I am an Associate Professor at UC Berkeley in the GSE. My lab conducts research on AI, adaptive learning, and knowledge representation and develops a recommender system for academic planning and course exploration in production at UCB (https://askoski.berkeley.edu). For more about me and the lab's research related to course recommendation, please see my faculty homepage: https://gse.berkeley.edu/zachary-pardos

Gillian Pierce, Harvard University

Associate Dean for Undergraduate Education

Matthew Rascoff, Duke University

Matthew Rascoff is the Associate Vice Provost for Digital Education and Innovation at Duke University. He was previously Vice President and founder of the Office of Learning Technology & Innovation for the University of North Carolina system, where he worked from 2014-17.

In 2012-13, Matthew launched JSTOR’s first international office in Berlin, where he was also a Fellow of the Bertelsmann Foundation and a strategic advisor to the Robert Bosch Foundation. He previously led product management teams at Wireless Generation, an education technology company (acquired by News Corporation in 2010 and renamed Amplify). In 2011, he built and launched Wireless Generation’s product development center in Durham, North Carolina.

Emily Schell, Stanford University, Looking for new collaborations

Emily Schell is a doctoral candidate ('23) studying Developmental and Psychological Sciences at Stanford University (Graduate School of Education). Her research focuses on understanding the array of factors influencing college students' academic decision-making in order to help universities create more supportive academic advising systems for their increasingly diverse student bodies. Her most recent study, "Passion, Parenting, or Something Else? A Cross-Cultural Analysis of University Students' Academic Decision-Making" (in submission), qualitatively examines the cultural mismatch that Chinese American and Chinese international students experience when their institutions' norms of academic decision-making, which value academic passion and individualism, clash with these students' personal norms, which value other motivations and the input of other stakeholders in the process. Prior to her doctoral studies, Emily received her master's in International Comparative Education from Stanford ('18), served as a Fulbright Scholar in Taiwan, and received two undergraduate degrees from Brown University ('16) in East Asian Studies (with honors) and International Relations.

Kyle Schulz, University of Michigan

Data Scientist at the Center for Academic Innovation.

Daniel Seaton, MIT, Looking for new collaborations

My professional experience has straddled data, research, and product development. I have been on the implementation side of large-scale data science and led agile teams to do their best work in addressing challenging problems in digital learning. I enjoy communicating product development and data science to diverse groups and thrive in development environments that bring users into the design process.

Cathy Shakespeare, University of Michigan

Hadass Sheffer

Co-founder and past president of The Graduate! Network, a first-of-its-kind national network of higher education, community and government entities, that elevates and brings untapped talent back to and through postsecondary education and to the workforce, with a sharp focus on equity and inclusion.

Mitchell Stevens, Stanford University, Looking for new collaborations

I am a sociologist and co-lead (with John Mitchell) of the Pathways Lab at Stanford: pathwayslab.stanford.edu

Shima Salehi, Stanford University, Looking for new collaborations

Shima Salehi is a research assistant professor at Stanford Graduate School of Education, and the director of IDEAL research lab, the research component of Stanford IDEAL initiative to promote inclusivity, diversity, equity and access in learning communities. Her research focuses on how to use different instructional practices to teach science and engineering more effectively and inclusively. Her recent works focus on what are the underlying mechanisms for demographic performance gaps in STEM college education, and what instructional practices better serve students from different demographic backgrounds. Salehi holds a PhD in Learning Sciences and a PhD minor in Psychology from Stanford University, and received a B.Sc. degree in Electrical Engineering from Sharif University of Technology, Iran.

Andy Saltarelli, Stanford University, Looking for new collaborations

Andy is the senior director of evaluation and research in Stanford University’s office of the Learning Technologies and Spaces. He helps to facilitate campus-wide initiatives in learning analytics, evaluation, and educational research. Andy’s disciplinary background is in educational and social psychology and his research investigates how online technologies affect the psychological processes underlying teaching and learning.

Marissa Thompson, Stanford University, Looking for new collaborations

Marissa Thompson is a Ph.D. candidate in Sociology of Education and Education Policy at Stanford University. Her research focuses on the causes and consequences of racial and socioeconomic inequality in education, with an emphasis on postsecondary access and outcomes.

In one line of her research, she study how higher education institutions function as drivers of social reproduction and how institutional policy changes affect student outcomes. Specifically, she studies how factors such as early STEM grades and students’ self-efficacies affect college and labor market outcomes, and how these experiences contribute to later inequality. In a separate but related line of research, she studies how inequality in education emerges at the K-12 level, including the impact of K-12 achievement disparities on later outcomes. This work includes a comprehensive assessment of the mechanisms underlying the Black gender gap in educational attainment and mobility. In addition, she is a member of both the Educational Opportunity Project, where she examines changing racial and socioeconomic achievement gaps in the K-12 public school system, and the Pathways Lab, where she studies how postsecondary students choose their courses and majors.

Dustin Tingley, Harvard University

Janet Vertesi, Princeton University

Janet Vertesi is associate professor of sociology at Princeton University, where she specializes in the sociology of science, technology, and organizations. She is the author of Seeing Like a Rover: How Robots, Teams and Images Craft Knowledge of Mars (Chicago 2014) and Shaping Science: Organizations, Decisions, and Culture on NASA’s Teams (Chicago 2020). She holds a PhD in Science & Technology Studies from Cornell University.

Luise von Keyserlingk, University of California, Irvine

I am postdoctoral scholar in the Next Generation Undergraduate Success Measurement Project at UCI, that Rachel Baker will present at the conference. I am psychologist by training and my work focuses on understanding major and course choices from a motivational perspective.

Kim Weeden, Cornell University

I am a sociologist who focuses on inequality. Projects most relevant to this group examine gender and racial segregation across field of study (and by the prestige of the degree-granting institution), the sources of gender and racial inequalities in STEM major selection and completion, and the social and spatial sources of differences in young adults' occupational plans and preferences, and the consequences of occupational plans and beliefs about pathways to realizing these plans on educational decisions and early career job outcomes. I've also written about the structure of enrollment networks among students. This work uses longitudinal data from the Department of Education, internal transcript and enrollment data from Cornell, and IPEDs data.

Kimberly Williamson, Cornell University

Kimberly Williamson is currently a PhD student at Cornell University advised by Dr. Rene Kizilcec. Kimberly studies inequity in higher education institutions. Their research utilizes data mining techniques to highlight systemic inequities in education in order to systematically reduce those inequities. Previous to enrolling at Cornell, Kimberly worked for 10 years in education data analytics ranging from higher education institutions to non-profits aimed at improving outcomes across all educational levels.

Renzhe Yu, UC Irvine, Looking for new collaborations

I am a Ph.D. candidate at the University of California, Irvine, specializing in educational data science and computational social science. My research aims to understand and support the success and well-being of young adults in college through large-scale behavioral, textual and institutional analytics, as well as the fairness and equity of such processes.