Dr. Linda Bol is a Professor in Educational Psychology and Program Evaluation, at Old Dominion University. Bol earned her doctorate from the University of California, Berkeley and teaches graduate level courses in educational psychology and research methods. Her research areas center on self-regulated learning and strategies to improve metacognitive judgments. Most recently, she has worked with her doctoral students on self-regulated learning practices in classrooms such as help-seeking behaviors, time management, and co-or shared-regulation in small group settings.
My research has meandered a bit over the 30+ years of my career and has gone from meta-analysis for behavioral intervention studies, to assessment for written language, to intervention for written language, to teacher preparation program evaluation, and special education broadly. Since 2008, I have worked with the Louisiana Board of Regents and Department of Education evaluating their teacher preparation programs in terms of the achievement of their students. Since coming to Virginia in 2020, I have engaged with research projects in local schools that focus on the development of hierarchical reasoning and honesty in children. Currently, I am working with colleagues in special education (SpEd) at ÃÛÌÒ´«Ã½ and the University of Virginia, looking at the factors that lead SpEd teachers to stay or to leave special education, and the factors that might contribute to overrepresentation of minority students.
Dr. Kendra Hall is a Lecturer in the STEM Education and Professional Studies department. Her research centers on motivation and online learning, with a focus on individuals from traditionally marginalized groups. With a background in instructional design and adult education, she designs learning environments that foster engagement and belonging while emphasizing the contextual factors that shape and are often overlooked in students’ experiences.
I am an Associate Professor in the Educational Psychology and Program Evaluation (EPPE) Program in the Department of Educational Foundations and Leadership at Old Dominion University. I also have a joint appointment with the Department of Psychology in the College of Sciences. My research focuses on the role of motivation and identity development in academic persistence and achievement, especially for students from underrepresented groups in STEM disciplines. I am also very interested in applying motivational principles to the design of learning environments and interventions to support STEM achievement and persistence for students.
Dr. Shana Pribesh is a professor of educational research and Chair of the STEM Education and Professional Studies department in the Darden College of Education and Professional Studies at Old Dominion University. Dr. Pribesh is interested in structural inequality in education systems. She examines systems of inequality for students at-risk; namely those who live in poverty, make residential moves, have disabilities, attend schools with fewer resources, take developmental education courses and live in under represented family structures. She has been engaged in research that spans multiple countries to determine if patterns stemming from systems of inequality are similar in varying contexts. Recently, Dr. Pribesh has been working on a book about Trauma Informed Leadership in Higher Education.
Dr. Yen holds Ph.D. in Educational Research from University of Virginia. His research is focused on the predictors of online learning outcomes. He is also interested in test validation and longitudinal data analysis.
My current research focuses on broadening participation in STEM - in particular, understanding how different experiences and activities support students' developing self-efficacy, identity, and sense of belonging related to STEM. I am actively engaged in both educational research studies and a variety of program evaluation projects, utilizing a mix of qualitative and quantitative methods.
Dr. Garner is a research professor and the Executive Director of The Center for Educational Partnerships. She conducts basic and applied research using theoretical and methodological perspectives drawn from both educational psychology and program evaluation. Dr. Garner's recent research has focused on youth and adult learning and identity exploration in informal educational settings including museums and cultural institutions, as well as educators' learning and change when participating in professional development programs. Her areas of expertise include mixed-methods applications of complex dynamic systems to educational and psychological phenomena, the study of learning and motivation in relation to identity exploration and change, and the development of researcher-practitioner partnerships.
Shanan Chappell Moots, Ph.D., currently serves as Director of Research Analytics and Research Professor in The Center for Educational Partnerships at Old Dominion University. Her research primarily focuses on K-20 educational program evaluation, military child and family education studies, STEM and Computer Science projects, measure development and validation, K-12 teacher professional development, and workforce development initiatives, including career and technical education. She often serves as quantitative analyst for collaborative projects with other faculty and researchers at Old Dominion and other higher education institutions. Prior to joining the faculty at Old Dominion, Shanan spent several years teaching at the elementary level in southeastern Virginia.
Steve Myran explores how educational leadership, policy, and organizational systems shape, and often constrain, learning, motivation, and professional agency. Drawing on educational psychology, critical theory, and the history of educational administration, his work critiques managerial models of schooling while advancing a post-managerial framework focused on epistemic agency, instructional leadership, policy implementation, organizational change, and epistemic justice. He works closely with doctoral students to design research that bridges educational psychology, organizational theory, history, and systemic transformation.