2010 Fellows

Back to the listing of all past and current fellows.

Eliza Congdon

Eliza is doctoral student in the Department of Psychology.  Eliza's research interests include studying individual differences in mathematical strategies in elementary school children and how those strategies interact with various training interventions, gesture as a learning tool, and early number learning through parental agency. She plans to be involved in translating laboratory findings into classroom teaching strategies. She received her undergraduate degree from Brown University. Prior to coming to the University of Chicago, Eliza was a research assistant at the Laboratories of Cognitive Neuroscience at Children's Hospital where she studied the effects of early iron deficiency on the neural correlates of recognition memory in school-aged children from Chile and the development of face processing in infants and young children.


Cassiopeia Freeman

Cassie is a Postdoctoral Researcher at Teachers College, Columbia University.  Cassie received her doctoral degree from the Department of Comparative Human Development in 2015. Her research interests include parental input and the emergence of higher order thinking, measuring mathematical understanding in very young children, identifying learners' misconceptions in mathematics and science, and improving teacher quality. Cassie received her undergraduate degree from Emory University received an MA in Education Leadership from Teachers College, Columbia University. Before attending the University of Chicago, Cassie conducted research on the fidelity of implementation of instructional materials and sustainability of educational reform and mirror self-recognition and cooperation in non-human primates.


Sarah Gordon Komisarow

Sarah Gordon Komisarow graduated from the University of Chicago in 2016.  She is an Assistant Professor of Public Policy at Duke Uniersity, Sanford School of Public Policy.  Her research interests include the effects of financial incentives on persistence in high school, investigating the mechanisms through which school segregation impacts student achievement, studying the relationship between early childhood health and labor market outcomes, and the impact of special education placement on the short-, medium-, and long-run outcomes for children with disabilities. She received her undergraduate degree from Duke University. Prior to enrolling at the University of Chicago she worked as a research assistant at the Duke Sanford School of Public Policy. Sarah is also a recipient of the National Science Foundation Graduate Research Fellowship.


Ryan Heath

Ryan is a doctoral student in the School of Social Service Administration. His research interests include investigating extracurricular participation and youth outcomes, the impacts of experiential and progressive education on adolescents, and the development of non-cognitive factors across school and community settings. He received his undergraduate degree from Brown University, where he was a recipient of the Royce Fellowship, an interdisciplinary research program. Previous to his graduate studies, Ryan coordinated and directed several experiential education programs for adolescents, including a youth development program in public, charter, and therapeutic high schools in Salem, MA, that integrated service-learning and teenage pregnancy prevention.


Miriam Novack

Miriam is a doctoral student in the Department of Psychology. Miriam’s current research interests include the role of language and gesture in cognitive development, and the mechanisms through which
gesture can bring about cognitive change. She is interested in incorporating gesture and action into classroom teaching techniques as a way to improve pre-K and elementary math curriculum. She received her undergraduate degree from the University of Maryland, where she was awarded the Harper Award for Excellence in Psychology Research and the Campus Undergraduate Student Researcher of the Year Award. As an undergraduate she interned at the Temple University’s Infant Laboratory and worked at the Maryland Infant Studies Laboratory, conducting a study on infants’ understanding of the conventionality of hand-sign labels.


Tasha Senaca Keyes

Tasha is a doctoral student in the School of Social Service Administration. Her research interests include understanding how the classroom context shapes high school students classroom belonging and academic engagement. Tasha’s research also focuses on improving the educational and work trajectory of Native American students. In recognition of her work on American Indians, Tasha received the 2011 Jane Morton and Henry C. Murphy Award from the Office of Multicultural Student affairs at the University of Chicago. Tasha’s undergraduate degree is from Brigham Young University and she has a Master in Social Work from the University of Utah. As a licensed Clinical Social Worker, she has worked with several charter schools in the Salt Lake Valley, coached and implemented Positive Behavioral Interventions and Supports (PBIS), and assisted in establishing school wide positive culture using the Response to Intervention model (RTI) at Summit Academy Charter School (K-9) in Draper, Utah. She worked at the University of Utah Neuropsychiatric Institute on the Child and Adolescent Unit and, while there, was awarded the Edward Yukio Okazaki Memorial Award for Achievement and Promise in Gerontology.