天美传媒

Baker is a cognitive neuroscientist who is a nationally recognized leader in the areas of aerobic exercise and hormone supplementation as treatments for memory decline associated with pre-clinical and early stage Alzheimer鈥檚 disease.

Dr. Lesley Fellows is a neurologist specializing in disorders of cognition. She has a particular interest in the functions of the brain's frontal lobes. Her research program focuses on the brain basis of decision making in humans, using the tools of cognitive neuroscience. She studies how focal brain damage or neurochemical dysfunction affects all aspects of decision making, how options are generated and organized, how they are valued and compared, and how choices are made. She is also interested in more general questions about the roles of the frontal lobes in the regulation of emotion, the expression of personality traits, and the representation of past and future information. This work has relevance for understanding impaired executive function following frontal lobe injury from aneurysm rupture, stroke, or tumor growth, as well as in degenerative conditions such as Parkinson鈥檚 Disease and some forms of dementia. It also provides insights into how the component processes that underlie decision making are carried out in the intact brain.

Dr. Vanessa Dennen is a Professor of Instructional Systems & Learning Technologies in the Department of Educational Psychology & Learning Systems. She joined the faculty at FSU in 2003.

Vanessa鈥檚 research investigates the cognitive, motivational, and social elements of computer-mediated communication. Specifically, she concentrates on three major issues: (1) learner engagement in online discussion activities; (2) identity development, knowledge management, and knowledge brokering within online networks and communities of practice; and (3) ethical issues related to computer-mediated learning.  Her research is situated in both formal and informal learning environments and focuses on communication technologies ranging from discussion forums to social media to mobile technologies. She has authored more than 50 journal articles and book chapters, which have appeared in publications such as Instructional Science; Distance Education; Computers in Human Behavior; Educational Research Technology & Development, The Handbook of Distance Education; and The Handbook of Research on Educational Communications and Technology among others. Additionally, in 2013 she co-edited (with Jennifer B. Myers) a book, Virtual Professional Development and Informal Learning in Online Environments.

Vanessa currently serves as co-Editor in Chief of The Internet and Higher Education. Additionally, she is a member of the editorial board for Educational Researcher and has edited special issues for Distance Education and Technology, Instruction, Cognition & Learning. She is serving a 3-year term (2016-2019) on the board for the American Educational Research Association鈥檚 Instructional Technology special interest group.

She teaches courses on learning theory and instructional design and research methods for new and emerging technologies. She has received six teaching and mentoring awards at FSU since 2013. In 2014, with the assistance of a group of graduate students at Florida State University, she designed and taught the Social Media for Active Learning MOOC, a professional development offering for educators and instructional designers.

As a practitioner, Vanessa has worked as an instructional designer and evaluator in corporate, government and higher education settings. Consulting projects have ranged from evaluating online learning programs to designing SCORM-compliant Web-based training programs to developing online community supports. She has delivered professional development workshops and webinars internationally for instructors and instructional designers on topics such as developing online presence, social media integration in the classroom, and instructional design for active learning.

Vanessa has a PhD and MS from Indiana University (Instructional Systems Technology, 2001; Educational Psychology, 1999) and an MS from Syracuse University (Instructional Design, Development & Evaluation, 1995). She received her BS in Radio-TV-Film from Northwestern University.

Dr. Davis-Kean is a Professor of Psychology at the University of Michigan where her research focuses on the various pathways that the socio-economic status (SES) of parents relates to the cognitive/achievement outcomes (particularly mathematics) of their children. Her primary focus is on parental educational attainment and how it can influence the development of the home environment throughout childhood, adolescence, and the transition to adulthood. Davis-Kean is also a Research Professor at the Institute for Social Research where she is the Program Director of the Population, Neurodevelopment, and Genetics (PNG) program. This collaboration examines the complex transactions of brain, biology, and behavior as children and families develop across time. She is interested in how both the micro (brain and biology) and macro (family and socioeconomic conditions) aspects of development relate to cognitive changes in children across the lifespan. 

 was on the faculty in the Department of Psychology at the University of New Hampshire prior to coming to the University of Illinois Urbana-Champaign in 2002. She is currently a Professor Emerita and research professor of  with appointments in psychology and the . She leads .
Education


Ph.D., general/experimental psychology, Georgia Tech University, 1983


Postdoctoral researcher, Duke University, 1983-1984


Research scientist, Brandeis University, 1984-1990


Research Interests:
Professor Stine-Morrow's research is focused on the conditions and strategies that augment cognitive health and make us effective learners into later adulthood. Research topics include:


Investigating how age-related change in cognition impacts language and text comprehension and how shifts in strategy with age can contribute to maintaining text memory.


Mechanisms underlying individual variation in literacy skill among adults.


Interventions that promote cognitive resilience into late life.


Professor Stine-Morrow’s research is broadly concerned with the multifaceted nature of adult development and aging; in particular, how cognition and intellectual capacities are optimized over the adult life span. She has examined how self-regulated adaptations (e.g., selective allocation of attentional resources, reliance on knowledge-based processes, activity engagement, etc.) engender positive development in adulthood. Much of this research has focused on the important role of literacy and the processes through which effective reading is maintained into late life.
Professor Stine-Morrow's research has been funded by the National Institute on Aging, the National Science Foundation, and the Institute for Educational Sciences. She is a Fellow of the American Psychological Association and the Gerontological Society of America. Awards include the College of Education Spitze-Mather Award for Faculty Excellence and the Department of Educational Psychology Jones Teaching Award. Professor Stine-Morrow has served as president of Division 20 of the American Psychological Association, as associate editor for The Journal of Gerontology: Psychological Sciences and Memory & Cognition, and as a member of the National Research Council’s Committee on Adolescent and Adult Literacy (2009-2011). She currently serves as associate editor for Psychology and Aging.

Latasha "Tasha" Holden is an assistant professor in the  at the University of Illinois Urbana-Champaign and a researcher at the Beckman Institute for Advanced Science and Technology.
Holden's research seeks to better understand how (process), when (context), and why (internal vs. external factors) different individuals achieve academic and career success in spite of threats to their identity, well-being, and belonging.
Her research interests include learning and memory with a focus on applying cognitive science to support students with diverse learning needs. She is particularly interested in supporting student resilience in the face of cognitive demands, biases, and identity threats experienced in various testing and learning situations. 
Research areas

Working memory, long-term memory, and learning
Control of cognition
Inter- and intra-individual differences
Culturally informed and responsive science and pedagogy
Diversity, equity, and inclusion
Test performance and achievement
Intervention
Open science and secondary data approaches

Education

B.A., psychology, University of North Carolina at Greensboro, 2010
B.A., art history/museum studies, University of North Carolina at Greensboro, 2010
M.A., experimental psychology, Towson University, 2012
M.A., psychology, Princeton University, 2014
Ph.D., psychology, Princeton University, 2018

Lab page: 
CV: 

Flavia Andrade is an Associate Professor at the School of Social Work at the University of Illinois at Urbana-Champaign. She also holds appointments in the departments of Sociology and Kinesiology and Community Health. She is a fellow of the Gerontological Society of America.
What I Do

I am committed to advancing our understanding of health disparities at older ages. My hope is that everyone should age well and with good social support. My work aims to uncover factors that can help societies be more equitable and for individuals to reach better health outcomes. To do so, I use several datasets from many countries around the world, particularly Latin America and the United States.
Flavia Andrade is a fellow of the Gerontological Society of America. Prior to coming to UI, she was a postdoc at the University of Chicago at the Harris School of Public Policy.






Research Interests


Demography, Sociology, Public Health




Research Description


Dr. Andrade is exploring how transitions at the population level, such as demographic, socioeconomic, nutritional, and epidemiological, are influencing health across the life course. Currently, her work has been focusing on the health of adults and older adults in Latin America and the Caribbean and Latinos in the US. Her current research focuses on several outcomes: chronic conditions (e.g., diabetes and hypertension), quality of life, disability, cognition, mental health, oral health, and life expectancy.
Currently, she is involved in several international projects aimed at understanding the determinants of health disparities. The ultimate goal is to identify factors that are more malleable to changes through interventions and policies.




Education


PhD Sociology - University of Wisconsin-Madison
MS Population Health - University of Wisconsin-Madison
MA - Demography - Federal University of Minas Gerais, Brazil
Ba Economics - Federal University of Minas Gerais, Brazil




Additional Campus Affiliations


Professor, School of Social Work
Acting Director, Lemann Center for Brazilian Studies
Professor, Lemann Center for Brazilian Studies
Professor, Center for Latin American and Caribbean Studies
Professor, Women & Gender in Global Perspectives
Affiliate, Center for Social and Behavioral Science
Selected Publications


Guimaraes, R., Andrade, F. C. D. (2020). Healthy life-expectancy and multimorbidity among older adults: do inequality and poverty matter? Archives of Gerontology and Geriatrics, 104157.
Andrade, F. C. D., Corona, L. P., Duarte, Y. A. O. (2019) Educational differences in cognitive life expectancy among older adults in Brazil. Journal of the American Geriatrics Society, 1-8.
Andrade, F. C. D. (2010). Measuring the impact of diabetes on life expectancy and disability-free life expectancy among older adults in Mexico. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 65B(3): 381-389.