University of Connecticut University of UC Title Fallback Connecticut

Faculty

 

Madaus_J_2Dr. Joseph Madaus

Associate Professor, Educational Psychology and Director /Center on Postsecondary Education and Disability University of Connecticut

Email: joseph.madaus@uconn.edu

Dr. Joseph Madaus is the Director of the Center on Postsecondary Education and Disability and is an Associate Professor in the Department of Educational Psychology. In 2007, Dr. Madaus received both the Teaching Promise and Teaching Innovation award from the University of Connecticut chapter of the American Association of University Professors. In 2008, he was named as a University Teaching Fellow, the highest teaching honor at the University of Connecticut. Dr. Madaus was a Distinguished Research Fellow in the National Institute on Disability and Rehabilitation Research Mary Switzer Fellowship program in 2003-2004. He currently serves on the editorial board of the Journal of Postsecondary Education and Disability, Learning Disabilities Quarterly, Learning Disabilities: A Multidisciplinary Journal, and Career Development for Exceptional Individuals. He was named reviewer of the year for CDEI in 2008. Dr. Madaus is a co-editor of Preparing Students with Disabilities for College: A Practical Guide for Transition. He is the Principal Investigator or Co-Principal Investigator for over $1.3 million in grants, including UDI On-Line, a current three-year project funded by the Office for Postsecondary Education, United States Department of Education

 

allison-lombardi (160x200)Dr. Allison Lombardi

Assistant Professor, Department of Educational Psychology, University of Connecticut

Email: allison.lombardi@uconn.edu

Dr. Allison Lombardi is an Assistant Professor in the Department of Educational Psychology. She is also a Research Associate in the Center on Postsecondary Education and Disability and a Research Scientist in the Center for Behavioral Education and Research. She teaches undergraduate and graduate courses in the Special Education Program.

Dr. Lombardi studies the transition from adolescence to adulthood, with a particular focus on college and career readiness (CCR) and higher education experiences of underrepresented groups, including students with disabilities. Dr. Lombardi currently serves on the editorial boards of the Journal of Diversity in Higher Education, Career Development and Transition for Exceptional Individuals, Teaching Exceptional Children, and the Journal on Postsecondary Education and Disability.

Before joining the faculty at the University of Connecticut, Dr. Lombardi was a Postdoctoral Research Associate at the University of Oregon’s College of Education. She earned her doctorate from the University of Oregon in Special Education, and she holds an MA in Education and BA in English Literature from the University of California, Berkeley.

 

Emily Tarconish

Department of Educational Psychology, University of Connecticut

Email: emily.tarconish@uconn.edu

Emily Tarconish, MS, CRC, LPC is a second-year doctoral student at the University of Connecticut working with Dr. Allison Lombardi. Her research interests include accommodation provision to students with disabilities in higher education, including how to improve support for postsecondary students with brain injuries, as well as the effects of peer support and mentoring for college students with disabilities. Emily’s previous experience includes working as a behavioral specialist, a vocational rehabilitation counselor, and as the Director of Accessibility Services at Clark University, where she developed and oversaw a disability-centered student group and peer mentoring program.

 

Lindsay Morales

Department of Educational Psychology, University of Connecticut

Email: lindsay.morales@uconn.edu

Lindsay Morales, MA, is a third-year school psychology and postsecondary disability services graduate student. Her research interests include secondary and postsecondary transition planning, college students with disabilities, universal design for learning, and tiered services on college campuses. Lindsay has a wide array of work experiences ranging from K-12 public school, therapeutic and clinical, to university settings. She is dedicated to translating research into her practice in the form of evidence-based academic and social-emotional interventions for students with disabilities. Lindsay is passionate about facilitating positive and appropriate post-school outcomes for students and young adults with disabilities through improved transition supports.