Our team is composed of leading researchers and experts from
the University of Virginia, the American Institutes of Research, and CREATE.
Dr. Jennings and her colleagues at UVA's School of Education and Human Development posess extensive expertise in school-based research on teacher development.
AIR is one of the largest education and social science research organizations in the world and will conduct research for Project ENGAGE
CREATE is exclusively licensed to deliver CARE to school personnel and provides other research-backed, mindfulness-based SEL programs with high degrees of fidelity.
The United States Department of Education - Education Innovation Research has generously funded Project ENGAGE under Grant #S411B230020
University of Virginia
Tish Jennings, Ph.D., has extensive experience in conducting and coordinating school-based research focusing on teacher development.
Tish Jennings, M.Ed., Ph.D.
Principal Investigator
Professor, University of Virginia
Megan Roberson holds a M.Ed. in School Counseling and has served in various schools, primarily at the elementary level. She has experienced first-hand the importance of supporting educator well-being to foster better student relationships and enhance classroom culture.
Megan Roberson, M.Ed.
ENGAGE Education & Outreach Director
University of Virginia
Emma Leishear is an undergraduate student at UVA. She is on a pre-medical track, majoring in Cognitive Science with a concentration in psychology and a minor in global sustainability. She has previously worked in education research analyzing racialized academic devaluation in K-12 schools.
Emma Leishear
Undergraduate Student,
University of Virginia
Alireza Zareian Jahromi is a Ph.D. candidate in Applied Developmental Psychology at Fordham University. His research focuses on students’ and teachers’ social and emotional competencies, mindfulness in school settings, and teacher–student relationships.
Alireza Zareian Jahromi, M.A.
Ph.D. Student,
Fordham University
American Institutes for Research
Yibing Li, Ph.D., specializes in research design and advanced quantitative methods. She directs and co-directs large scale research and evaluation projects funded by the Institute for Education Science, Administration for Children & Families, and the Office of Elementary & Secondary Education.
Yibing Li, Ph.D.
Principal Researcher,
American Institutes for Research
Mark T. Greenberg, Ph.D., is Emeritus Professor at Penn State and the founding director of the Edna Bennett Pierce Prevention Research Center. Currently, his areas of research include prevention of behavioral health problems, and promotion of wellbeing in youth and their caregivers.
Mark T. Greenberg, Ph.D.
Professor Emeritus,
Pennsylvania State University
Former Team Members
Cecilia Zhang, M.S.Ed, has extensive experience in child development and program evaluation. She served as the Project Director for the Seattle Preschool Process Evaluation and conducted needs assessment on two Preschool Development Grants projects.
Cecilia Xuning Zhang, M.S. Ed.
Researcher,
American Institutes for Research
CREATE for Education
Megan Atkinson is a senior in the Blue Ridge Virginia Governor's School program and Orange County High School. She is currently researching a capstone project focused on reducing burnout and increasing productivity in high school students.
Megan Atkinson
Intern,
University of Virginia
Grace Kegley, M.Ed., is a project manager at the University of Virginia. Prior to working in research, she taught elementary school.
Grace Kegley, M.T., M.Ed.
Recruitment Manager,
University of Virginia
Sara Zielberg is a curriculum and education writer specializing in elementary literacy. Holding a Bachelor and Master of Science in Elementary Education from Indiana University, Sara taught in public schools for 18 years at the elementary level.
Sara Zielberg, M.S.
ENGAGE Education & Outreach Director,
University of Virginia
LaTrayl Adams is an educator with 21 years of experience, a former professional school counselor, and a leader in Social Emotional Learning. LaTrayl is deeply committed to adult wellness, SEL, and restorative practices.
LaTrayl Adams Mark, M.S.
ENGAGE Education & Outreach Director,
University of Virginia
Ugyen Tshomo is a PhD student at the University of Virginia. Her research focuses on teacher well-being and burnout, with a particular emphasis on culturally grounded perspectives. Drawing on her background in Bhutan and experience at the Royal University of Bhutan, she integrates Gross National Happiness (GNH) principles to explore how culture shapes educators’ expression and experience of well-being.
Ugyen Tshomo
Ph.D. Student,
University of Virginia
Golda Barrow, Ph.D., is the project manager for Project ENGAGE. She earned a Ph.D. in chemistry from the University of Pennsylvania. Prior to this role, Barrow was a project manager at the University of Virginia Biocomplexity Institute.
Golda Barrow, Ph.D.
Project Manager,
University of Virginia
Meghan Zefran, M.Ed., M.J., is an educator and consultant committed to ensuring all students have access to an excellent teacher and to building systems where both students and teachers can thrive. She has worked extensively with Chicago Public Schools, consulted with districts and states nationwide, and taught future educators at the college level.
Meghan Zefran, M.Ed., M.J.
ENGAGE Education & Outreach Director
University of Virginia
Pete Rehder, Ph.D., has extensive expertise in social and emotional development, developmental psychopathology, parent-child relationships, psychobiology, program evaluation, research methods, and complex quantitative data analysis.
Pete Rehder, Ph.D.
Researcher,
American Institutes for Research
Dorothy Morelli, M.Ed., is a career educator with more than 30 years of experience in elementary and secondary education. Morelli served as CEO of PATHS Education Worldwide and is now a partner in Social Emotional Learning Worldwide
Dorothy Morelli, M.Ed.
Chief Executive Officer,
CREATE
With experience and expertise in evaluating school-based student support initiatives, Kim Kendizora, Ph.D., focuses on evaluations of school- and community-based initiatives to promote social and emotional learning among students.
Kim Kendizora, Ph.D.
Managing Researcher, American Institutes for Research
Karime Cameron has a master’s in educational psychology and Developmental Applied Science and works as a Project Manager at the University of Virginia. She has worked with numerous researchers on various study designs focusing on topics such as curiosity and creativity, teacher well-being, social and emotional development, and innovative teaching practices.
Karime Cameron, M.Ed.
Project Manager,
University of Virginia
With a PhD in Learning Science and an MS in Applied Developmental Psychology, Tara Hofkens examines how stress influences children’s engagement, learning, and development in school.
Tara Hofkens, Ph.D.
Visiting Scholar,
University of Virginia
Dennis Williams II is a postdoctoral research associate at the University of Virginia. His research interests include critical paradigms, anti-oppressive education, and contemplative pedagogy. A former special education teacher, he is a researcher in the Contemplative Teaching and Learning Lab.
Dennis Williams II, M.A., M.Ed., Ph.D.
Postdoctoral Research Associate,
University of Virginia
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Pamela Nicholas-Hoff, Ph.D., holds a Virginia postgraduate professional teaching license and is a certified CARE facilitator. Her research interests focus on using mindfulness-, compassion-, and equity-based practices to reduce implicit bias and discipline disparities.
Pamela Nicholas-Hoff, M.Ed., Ph.D.
Research Scientist,
University of Virginia
Yinmei Wan, Ph.D., has over 17 years of experience designing and leading large-scale randomized controlled trials and quasi-experimental studies focused on student academic achievement, social-emotional learning, and teacher professional development. She has led and contributed to multiple federally funded evaluations and has extensive experience partnering with state education agencies and school districts to conduct applied research.
Yinmei Wan, Ph.D.
Senior Researcher,
American Institutes for Research
Svenja Hascher is a doctoral student at the University of Potsdam, Germany and member of the Max Planck International Research School LIFE. As a former elementary school teacher, her research interests include social interactions in multidimensionally heterogeneous elementary school classrooms.
Svenja Hascher
Visiting Scholar,
University of Virginia
Ava Michael is a former project coordinator for Project ENGAGE. She has an M.Ed. in Educational Psychology and is currently pursuing a PhD in Clinical and School Psychology. Her research interests include helping promote both school staff and student's mental health and well-being.
Ava Michael, M.Ed.
Project Coordinator,
University of Virginia
