Kisong Kim, Chair (

Kisong Kim is currently a Doctoral Candidate at St. John's University and working as a doctoral research fellow. Her research interests mainly focus on Culturally Responsive Teaching and its influence on adolescent English Language Learners. Her master's thesis was about the effects of school size on students' achievement in Public Schools in Urban areas. This is her second year serving on the GSIC. She is the current GSIC chair.
Jessica Schwartzer (

Jessica Schwartzer is a Ph.D. Candidate and graduate research assistant at George Mason University in Fairfax, Virginia.  Her specialization is educational leadership focusing on socially just leadership and racial identities in schools, as well as qualitative research methods in educational leadership. Prior to attending George Mason University, she was an elementary school teacher in New Jersey for 11 years after earning her B.A. in English from Rutgers University and M.A. in School Administration from Rowan University.
Aaron Myers (

Aaron Myers is a doctoral student in the Assessment and Measurement program at James Madison University, where he also received his master’s in quantitative psychology. His current research interests include Bayesian statistics, item response tree models, educational data mining, and mediation. He is serving his second year on the GSIC.
Henry Johnson (

Henry “Hank” Johnson is an Ed.D. student at Johnson & Wales University  in Providence, RI.  His doctoral work focuses on faculty development and learner-centered pedagogy. He currently works as an Assistant Professor at New England Institute of Technology, teaching courses in management and public health. Additionally, he serves as board treasurer of the Rhode Island Career Development Association. Hank was previously the Executive Director of Education in Action, a non-profit organization based in Providence, Rhode Island, whose mission is to provide hands-on learning opportunities that educate and inspire youth to achieve real world success.
Ashley Carpenter (

Ashley Carpenter is Ph.D. candidate in the Higher Education department at University of Massachusetts Amherst. Her research interests include minority communities, pre-college programs, retention, access/equity, and culturally sustaining pedagogies. Her dissertation explores marginalized students (i.e., students of color, first-generation, low-income) who participate in pre-college programs, and their transition from high school to college.
Guher Gorgun (

Guher Gorgun is a second-year doctoral student and graduate research assistant in Educational Psychology and Methodology at University at Albany, SUNY. Her current research interests include scale development, item response theory, structural equation modeling, and optimizing rating scales.
Nikole Lynn Gregg (

Nikole Gregg is a second-year student in the Psychological Sciences, Quantitative Methods program at James Madison University, where she also completed her undergraduate degree in Psychology. She will be beginning her PhD work in summer 2018. Her research interests include performance assessments, validity theory, response processes considerations as validity evidence, and the functionality of Many-Facets Rasch models.
Catherine Mathers (

Catie Mathers is a first-year doctoral student in the Educational Measurement and Statistics program at the University of Iowa. She received her M.A. in Psychological Sciences with a concentration in Quantitative Psychology from James Madison University. Her research interests include instrument development and its intersection with cognitive psychology, applications of item response theory, and implementation fidelity. She is serving her third year on the GSIC.
Emily Ho (

Emily is a 5th year doctoral student at Fordham University's Psychometric and Quantitative Psychology program and a psychometric intern at College Board for the school years 2014-2017. She is interested in vertical scale drift, test equating, and has also done behavioral science research in the context of climate change. Her work has appeared in Behavioral Science and Policy and Psychological Assessment.
GSIC Call for New Members 
Serving on the GSIC is a great way to get involved with NERA and build relationships with other graduate students! Responsibilities include collaborating with students from various institutions to plan GSIC sponsored in-conference sessions, and the GSIC student social. New members are selected each year after the NERA Conference. For more information about get involved:

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