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Assessment and Evaluation Research Initiative
Department of Organization and Leadership
AERI Alumni and Affiliates
Nicholas Anderson, Senior Research Assistant
Nicholas Anderson (Nick) joined AERI in 2018. He is working on his Ph.D. in Measurement and Evaluation at TC. He holds a Master of Arts in Political Science from New York University and Bachelor of Arts in economics, political science, international relations and Spanish from Boston University. His current coursework at TC has focused on statistics, research design, and measurement theory. Nick also works in the Office of Institutional Studies at TC, where he has helped with psychometric analyses of the various survey instruments. His research interests include evaluation design, psychometrics, and multi-level statistical modeling. Originally from a policy background, Nick has worked previously for both the US State Department and the United Nations.
Meiko Lin received her EdD from Teachers College, Columbia University in 2018. She currently serves as a program director at the Yale School of Medicine. As a doctoral senior research assistant at the Assessment and Evaluation Research Initiative (AERI), where she has conducted validation studies of student self-efficacy measures in mathematics as a part of the Proximal Assessment for Learner Diagnosis (PALD) project and assisted in the evaluation of the Howard Hughes Medical Institute (HHMI) environmental health curriculum. Her research interests include international large-scale assessments and evaluation design, methods and theory. Meiko received her Bachelor's degree in Information Systems from McGill and her M.A. in Research Methods from UCLA.
Eli Plaut joined AERI in 2016 as the junior research assistant at AERI, while enrolled in the Master's program in Social-Organizational Psychology at Teachers College, Columbia University. He conducted qualitative data analysis as part of a research project examining validity and test use issues. His research interests include psychometrics and assessment as it relates to hiring in the workplace. Eli received his Bachelor's degree in Psychology from the University of Maryland, College Park.
Kristy An currently works as a data analyst at the Bank School of Education. She served as a junior research assistant at AERI and an editorial assistant at Quality Assurance in Education (QAE) from 2016 to 2017. She graduated from Teachers College, Columbia University in 2017 with a Master's degree in Education Policy and Social Analysis at Teachers College, Columbia University. She received her Bachelor's degree from Georgetown University in Psychology and Government in 2013.
Danielle Pfaff began working with Dr. Chatterji in the Fall of 2013 as a teaching assistant and soon joined the AERI team to assist in organizing and delivering the 2nd Annual AERI conference, "Testing: Then and Now," the final event in the 125th year celebrations at Teachers College. She previously earned her B.A. in Clinical Psychology from Tufts University, completing a senior honors thesis on the emotional modulation of memory. After graduating, she worked at McLean Hospital researching the genetic underpinnings of psychotic illness. Currently, Danielle is a 2nd year doctoral student in the Social-Organizational Psychology Program, interested in Dynamic Network Theory (how social networks inform goal pursuit), group dynamics and processes, and leadership.
Annie Liang joined the AERI team in 2012 and provides support for methodological courses and a range of research and administrative needs at the center. Ms. Liang earned her B.A. in Psychology, with a concentration in International Studies from Williams College and is currently completing her M.Ed. in Counseling Psychology at Teachers College, Columbia University. Ms. Liang's research interests include assessing diverse cultural expressions of stigma and the development of anti-stigma interventions in underserved community settings. She is further interested in promoting the constructive use of assessment and evaluation tools for enhancing the efficacy and efficiency of complex educational and social interventions across disciplines.
Nancy has been affiliated with the earliest AERI projects. She is currently a Ph.D. candidate in Educational Leadership in the Department of Organization and Leadership at Teachers College, Columbia University (TC), and just defended her dissertation proposal in 2011. She served as an assessment coach and field researcher for the Proximal Assessment for Learner Diagnosis (PALD) project at AERI. As an AERI Research Fellow in 2008-09, she also assisted with assessment design and teacher training for the Global Educational Leadership Foundation (tGELF) programme in India and is continuing to support training in assessment and evaluation methods through courses delivered at Teachers College and her work with AERI clients. Ms. Koh's research interests include education policy reforms and assessment and evaluation design, methods and theory. She earned her B.Sc. in Biology from UCLA and her M.Ed. in Education Leadership at Teachers College, Columbia University.
Sara was affiliated with the AERI team from 2011-12, and is currently involved with the design and content-validation of the HITECH curriculum development project, a collaboration among AERI, the Department of Health and Behavior Studies at Teachers College (TC), Columbia University and the Department of Biomedical Informatics (DBMI) at Columbia University's Medical Center. She is also a member of the coordinating team for the inaugural AERI/TC-ETS Conference to be held at TC in March, 2012. Ms. Johnson is currently an M.S. student in Applied Statistics in the Department of Human Development at TC. She earned her B.S. in Childhood and Special Education at SUNY College at Geneseo, NY. Her research interests include educational curriculum and test development, evaluation, educational policy reforms, and health curriculum and test development and evaluation.
Radhika Iyengar, Ph.D., was affiliated with AERI since its earliest days, first as a member of the research and evaluation team for the Chemung County School Readiness project and subsequently as a member of the AERI evaluation team for the Global Educational Leadership Foundation (tGELF) programme in India. She was a Research Fellow with AERI from 2008-09. She received a distinction on her dissertation from the Economics and Education Program at Teachers College, Columbia University in May, 2011. Presently, she is the Director of Education, Nigeria Scale-up Initiative at the Earth Institute, Columbia University. Her research interests include evaluation of educational programs.
Jennifer Mata, Ed.D., served as a member of the AERI evaluation team for the Chemung County School Readiness project and Global Educational Leadership Foundation (tGELF) programme in India between 2008-10. She received her doctorate in Early Childhood Education at Teachers College, Columbia University, and presently holds the position of Assistant Professor in Early Childhood, DePaul University. Her research interests include childhood development, spiritual development, early childhood teacher education, and bilingual education.
Beatrice Bridglall, Ed.D., served as a member of the AERI evaluation team for the Global Educational Leadership Foundation (tGELF) programme in India between 2008-10. She graduated with her Ed.D. degree in Health Education from Teachers College, Columbia University in 2004-05 and is presently Visiting Scholar, University of Kiel, Germany and Research Fellow, Institute for Urban & Minority Education, Teachers College, Columbia University. She was most recently Dean of Humanities at Bergen Community College in New Jersey. Dr. Bridglall is a Fulbright Specialist in higher education; most recently as a Fulbright grantee in Greece in 2015. Her research draws on multiple disciplines (including educational, social, and developmental psychology, neuroscience, anthropology, and sociology) to understand the phenomenon of student academic development / socialization, curriculum, assessment and instruction, educational / organizational systems and conditions that impact successful learning (including parental involvement), learning and cognition, faculty expertise, and student motivation and cognition.