Dr. Kaylee Litson is an Assistant Professor at University of Houston and is the Director of the Interdisciplinary Quantitative Research Methods Lab, and describes their work as follows:"The IQRM lab was built as a way to connect people and ideas across areas in psychology, sociology, health, and organizational research with strong interest in methodology and research design. As an interdisciplinary quantitative psychologist, my research bridges psychology, education, industry, and health, and navigating these seemingly different areas has informed much of the methodology work I prioritize. My expertise lies in the development and application of structural equation models using constructively defined latent variables, particularly in relation to longitudinal and multimethod/multimodal design, but my focus extends beyond technical modeling. I develop methods that bridge the measurement of latent processes to their substantive meaning, grounding statistical tools in explicit philosophical and theoretical perspectives, including psychometric and validity theories. Substantively, I study how so-called “soft skills” shape the workforce trajectories of graduating PhDs, I have begun engaging in work on what and how building professional networks impacts career outcomes, and I collaborate on projects spanning educational development, career pathways, cognitive measurement, and impacts of ecological systems changes (e.g., neighborhood gentrification, transition from school-to-workforce) on individuals and their perceptions of items, measures, and constructs in across occasions and in different cultures. I use and build on methods such as measurement invariance, latent interaction effects, and model fit interpretation to inform my work. Across these areas, my research aims to build tools that explain—not just estimate—how complex individuals and systems evolve over time through theoretically grounded, systematic methodology. Professionally, I have published in journals such as Psychological Methods, Structural Equation Modeling, Research in Higher Education, Journal of Educational Psychology, Career Development International, and Proceedings of the National Academy of Sciences."