Jeremy FinnJeremy Finn (Ph.D. in Education, The University of Chicago), Professor. Dr. Finn’s work has focused on issues of educational equity, including student engagement in school, educational resilience among students at risk, and the effects of reduced class sizes on student learning and behavior. He was an investigator in the largest randomized experiment ever conducted in education, Tennessee’s class-size study, Project STAR. In addition to Buffalo, he has taught at Stanford University and the Ontario Institute for Studies in Education, and has held research fellowships with the International Association for the Evaluation of Educational Achievement (IEA), the National Assessment of Educational Progress (NAEP), and the National Center for Education Statistics (NCES). He is author of numerous chapters and articles about student engagement (e.g., The U.S. Department of Education report The Adult Lives of At-Risk Students, 2006), student resilience (e.g., “Academic Success Among Students At Risk for School Failure,” Journal of Applied Psychology, 1997) and class size reduction (e.g., “Small Classes in the Early Grades, Academic Achievement, and Graduating from High School,” Journal of Educational Psychology, 2005). He teaches courses on statistical methods and research seminars on current topics in educational practice and policy.

Seong Won HanSeong Won Han (Ph.D. in Sociology, University of Wisconsin-Madison), Assistant Professor. Dr. Han's research interests include international and comparative education, gender inequalities in STEM, educational policy, and teacher quality. Using large-scale international surveys and student achievement data, her current project focuses on cross-national differences in occupational expectations for STEM careers among students in a wide range of nations. She also investigates the factors that support improvement of instruction and student outcomes in urban public schools in the United States, with specific focus on how comprehensive school reform efforts can support instructional change among teachers, and how educational leaders can support teachers' improvement efforts. Her research has been published in the Review of Higher Education, Teachers College Record, and as part of an edited collection on leadership and instructional change. Seong Won Han has been named Thomas J. Alexander Fellow by the Organization for Economic Co-operation and Development (OECD). She teaches courses on large-scale database analysis, comparative and global studies in education, and social stratification.

Sunha KimSunha Kim (Ph.D. in Curriculum and Instruction, Ph.D. in Educational Research and Evaluation, Virginia Tech) is an assistant professor of educational psychology and quantitative methods in the Department of Counseling, School, and Educational Psychology. Her research focuses on the integration of technology and quantitative methods. In her studies, she evaluates various types of technology use by adopting advanced statistical analyses, such as HLM, SEM, and multivariate analysis. Currently, she is validating instruments using IRT and Rasch models to assess the effects of technology, including computer games. As another line of research, she investigates methodological issues in survival analysis.

Jaekyung LeeJaekyung Lee (Ph.D. in Education, The University of Chicago), Dean and Professor. Dr. Lee’s research focuses on the issues of high-stakes testing, educational accountability and equity, international and comparative education, school reform policies and interventions for closing achievement gaps among racial and socioeconomic groups. He is a fellow of American Educational Research Association (AERA), and a fellow of the Center for Advanced Study in the Behavioral Sciences at Stanford University. His research has been supported by grants from the AERA, the U.S. Department of Education, the National Science Foundation, Spencer Foundation and the National Academy of Education. He is author of the book, The Testing Gap: Scientific Trials of Test-Driven School Accountability Systems for Excellence and Equity.

Michele ShanahanMichele Shanahan (Ph.D. in Cognitive Psychology, SUNY-Buffalo), Clinical Associate Professor. With over 10 years of teaching and research experience in cognitive psychology, Dr. Shanahan teaches a variety of courses for students in the Graduate School of Education, including educational psychology, lifespan development, and cognition. She is active in supporting student research projects and activities. Her main focus is on using developmental and cognitive strategies to enhance classroom teaching and learning. Her research interests also include the transition from high school to college and retention in learning.