Brian Cartiff is a student in the Learning Sciences and Psychological Studies PhD program at UNC Chapel Hill. He previously taught high school Chemistry, Earth & Environmental Science, and Theory of Knowledge for over twenty years. He was a Kenan Fellow in 2013-2014. He has a BA in Chemistry and a BS in Secondary Science Education from Miami University of Ohio. His research interests include epistemic cognition, nature of science understanding (NOS), public understanding of science, and multiple source use.
Dana Copeland is a Ed.D student in Curriculum and Instruction. She is interested in broadening the New Literacies discourse by contributing theoretical underpinnings of traditional literacy and motivation to existing components of self-regulatory learning and epistemic cognition within online reading and research. Specifically I am hoping to discover how students’ uses of text structure can inform reading processes and engagement in online research.
Vic Deekens is a PhD student in the Learning Sciences and Psychological Studies program. Vic earned an MA in Educational Psychology, Measurement, and Evaluation at UNC, an MS from the University of Maryland-University College, and a BS from the University of Virginia. He has taught both introductory psychology and developmental psychology at the college level. His research focuses on epistemic cognition, self-regulated learning, and new literacies, and the intersections between these three fields.
Dalila Dragnic-Cindric is a third-year doctoral student in the Learning Science and Psychological Studies Ph.D. program. She earned a Masters of Engineering Management degree from Duke University and a BS in Physics, and minor in Mathematics, with summa cum laude honors, from North Carolina Central University. Before her doctoral studies, Dalila worked as a medical physics researcher at Duke University Medical Center and as a project manager in high-tech industry at IBM and Lenovo. Dalila’s research interests include critical thinking, collaboration, self-regulation as well as social regulation of learning in STEM disciplines and the interplay between these two levels of regulative processes. She is a 2016 recipient of the National Science Foundation Graduate Research Program Fellowship.
Rebekah Duke is a PhD student in the Learning Sciences and Psychological Studies program at UNC-Chapel Hill. She has a B.S. in Psychology from Virginia Tech. Before coming to UNC, she worked as a research specialist at the Virginia Tech Transportation Institute studying teens as they learned to drive. Rebekah’s research interests include epistemic cognition, argumentation, science education, public understanding of science/research, and learning in and out of school.
Rebekah Freed is in the Learning Sciences and Psychological Sciences PhD program at UNC Chapel Hill. She has a BA in Psychology and an MA in Educational Psychology. She taught professional skills, Human Development and Psychology at the college level for eight years. She previously worked on research in socioemotional development. Her current research interests include the role of volition and funds of prior knowledge in Self Regulated Learning.
Nikki Lobczowski is currently in the Learning Sciences and Psychological Studies program at UNC-Chapel Hill. She previously taught eight years of secondary mathematics. Her research interests are social regulation of learning and computer supported collaborative learning.
Seung Yu’s research interests regard the theoretical understanding and measurement of higher order thinking skills, such as epistemic cognition and self-regulated learning, particularly within the context of technology facilitated learning environments. He is experienced in the research design, collection, and analysis of think-aloud data and is a recent graduate of the Certificate Program in Survey Methodology awarded by the Odum Institute at UNC.