Terri J. Sabol is Assistant Professor in Human Development and Social Policy at Northwestern University. Her research focuses on the individual and environmental factors that lead to healthy child development, with a particular emphasis on schools and families. She applies developmental theory, psychological measurement and advanced quantitative methods to pressing social policy issues that affect low-income children and families. In particular, she focuses on two key policy areas: (1) improving early childhood education; and (2) increasing families’ human capital, including parent education, employment, and income. CV
Emily Ross is a fifth-year doctoral student in Human Development and Social Policy and a graduate research fellow at the Institute for Policy Research at Northwestern University. She uses mixed methodology to explore the processes that link economic disadvantage, parents’ own human capital and well-being, parenting practices, and young children’s development. She is also interested in the design, implementation and evaluation of programs and policies that foster healthy child development through strengthening the early contexts in which they live. Emily received her BSc in psychology from McGill University. CV
Courtenay Kessler is a third-year doctoral student in human development and social policy. She previously completed her master’s degree at Harvard University’s T.H. Chan School of Public Health in the department of society, human development, and health. She worked as an academic evaluator of a wide range of public health programs, including early childhood development and infant mortality interventions. Courtenay’s research interests focus on the social determinants of health and multi-generational interventions to improve health and educational outcomes. She is also interested in community-based methodologies and mixed methods. CV
Andrea Kinghorn is a third-year doctoral student in human development and social policy. She has an undergraduate degree and research experience in family science. Her research interests center on the intersection of home and school environments and their impacts on children’s development, especially among families from low-income, immigrant, or ethnic-minority backgrounds. She worked for two years as a middle school math teacher and for two years as a Spanish-speaking representative with immigrant families prior to returning to graduate school. CV
Olivia Healy is a second-year doctoral student in human development and social policy. She is interested in early childhood care and education, family well-being, and anti-poverty policy, with a particular focus on the role parents play in supporting young children’s healthy development. Previously, Olivia worked as a research associate at the Urban Institute where she studied publicly funded programs designed to support low-income families, including child care subsidies, Head Start, and home visiting. She received her B.S. in Policy Analysis and Management from Cornell University.
Sarah Guminski is a Research Data Analyst and Project Coordinator with the DEEP Lab. She received her MPP from The University of Chicago Harris School of Public Policy in 2017, and her BSB in Economics with a Minor in Mathematical Sciences from DePaul University in 2015. Before joining Dr. Chase-Lansdale’s research team, Sarah worked as a Research Assistant for The University of Chicago Crime Lab, the Urban Institute Policy Advisory Group, The University of Chicago Center for Survey Methodology, and the DePaul University Department of Economics. Sarah also works with the Institute for Policy Research at Northwestern University.
Kenn Dela Cruz is a Mixed Methods Research Manager with the DEEP Lab. He received his BA from University of California, Los Angeles (UCLA) in 2013 with a major in Psychology and a double minor in Applied Developmental Psychology and Education Studies. Kenn then received his MA in Developmental Psychology from San Francisco State University in 2017, where he also completed his master’s thesis exploring the cultural influences on the relationship between children’s cognitive skills and empathy development. Kenn has first-hand experience working with children of various ages in a multitude of settings through his previous roles as an Early Childhood Educator at the Loyola Marymount University Children’s Center, an Infant and Toddler Art Instructor at the Randall Museum, and a Child Life Volunteer at the Miller Children’s Hospital. He also works with the Institute for Policy Research at Northwestern University.
Jamilah Silver is a sophomore studying Human Development and Psychological Services and Global Health Studies at Northwestern University. Previously, Jamilah worked as a research assistant for Kellogg Management and Organization and the Relationships and Motivation Laboratory at Northwestern University, where she investigated ethical decision-making and moral judgment in the workplace and the pursuit and desire of a romantic partner, respectively. Her research interests include early childhood development, particularly of children of ethnic minority backgrounds, and the design and implementation of policy associated with children’s educational and social well-being.
Stanley Vuong is a research assistant working in the Northwestern University School of Education and Social Policy as a member of the DEEP lab. He is working as part of a team of researchers from Northwestern University and Harvard University, and is currently focusing on image coding and quantitative data analysis. Stanley is currently enrolled as a sophomore in the Weinberg College of Arts and Sciences, majoring in Philosophy, Economics, and Mathematical Methods in the Social Sciences.
Samantha Oberman is a sophomore studying Human Development and Psychological Services with a minor in Gender and Sexuality Studies at Northwestern University. She is a research assistant working in the DEEP Lab in the School of Education and Social Policy at Northwestern in conjunction with Harvard University on the Preschool Professional Development Study. Her research interests include childhood education and psychological well-being in low-income families.