Adrian Rodriguez | Educational Data Analysis | Research Excellence Award

Dr. Adrian Rodriguez | Educational Data Analysis | Research Excellence Award

California State University, Fullerton | United States

Dr. Adrian Rodriguez is an Associate Professor of Human Services whose work centers on college student well-being, equity in higher education, and culturally responsive training. He holds a Ph.D. in Counseling Psychology and has extensive experience teaching courses on counseling, substance use, conflict resolution, and case management across multiple institutions. His research examines perceived stress and graduate school aspirations, best practices for inclusive undergraduate research labs, graduate student mental health, and the impact of childhood trauma and attachment on students’ relationships and academic functioning. Dr. Rodriguez has published in journals such as Innovative Higher Education, Hispanic Journal of Behavioral Sciences, and the Journal of College Student Retention, and has presented widely at APA, APS, NOHS, and other national conferences. He has developed workshops for faculty on supporting graduate students’ mental health and creating inclusive research environments, while mentoring numerous undergraduate researchers, honors students, and McNair Scholars. His service includes curriculum development, accreditation work, and contributions to college and university committees focused on student success, equity, and community engagement. Recognized as an AAHHE Faculty Fellow and recipient of professional development and intramural research awards, he remains committed to advancing human services education through scholarship, mentorship, and culturally responsive practice.

Profile : Orcid

Featured Publications

Rodriguez, A.A., Norris, S., Arain, S., Ratanasiripong, P., & Garcia, J.A. (2025). “Graduate school intent: Stress resilience, early exposure to graduate environments, and self-efficacy.” Innovative Higher Education. https://doi.org/10.1007/s10755-025-09857-2

Rodriguez, A.A., & Mallinckrodt, B. (2021). “Native American-identified students’ transition to college: A theoretical model of coping challenges and resources.” Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/1521025118799747

Helen Thouless | Qualitative Research | Research Excellence Award

Dr. Helen Thouless | Qualitative Research | Research Excellence Award

St MAry’s University Twickenham | United Kingdom

Dr. Helen Thouless is a Senior Lecturer in Primary Mathematics at St Mary’s University, Twickenham, with a PhD in Learning Sciences from the University of Washington (2014), where her dissertation examined whole-number place-value understanding in children with dyslexia. She also holds a Masters in Teaching (University of Washington, 2001) and a BA in Psychology (Reed College, 1995). With extensive experience in both US and UK schools, she has taught primary mathematics, special education, and early years settings, including international experience in Tanzania. Her research focuses on mathematics learning for children with learning difficulties, early-years patterning, and inclusive pedagogy, employing methodologies such as clinical interviews, observations, video analysis, and action research. She has authored books including The Power of Pattern: Patterning in the Early Years and co-edited Enabling Mathematics Learning of Struggling Students. Dr. Thouless has contributed to numerous peer-reviewed publications on early mathematics, pattern recognition, and special education, with an h-index of 1, 5 published documents, and 3 citations across key works. She supervises PhD and EdD students, contributes to teacher education programs, and holds leadership roles in educational organizations promoting mathematics inclusion. Her work bridges research and practice, aiming to make mathematics accessible, conceptually rich, and engaging for all learners.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

Ockelford, A., McCarthy, S., Gifford, S., Thouless, H., Kirk, S., & Thorpe, M. (2025). “Towards a new taxonomy of pattern-making in the visuo-spatial domain in early childhood based on zygonic theory and the Sounds of Intent framework of musical development.” Music & Science.

Thouless, H., Xin, Y. P., & Tzur, R. (2022). Enabling mathematics learning of struggling students: International perspectives.

Thouless, H., Borthwick, A., & Gifford, S. (2021). The power of pattern: Patterning in the early years.

Thouless, H., Gifford, S., Moses, K., & James, R. (2020). “Reasoning about patterns.” Mathematics Teaching.

Thouless, H., & Gifford, S. (2019). “Dotty triangles.” For the Learning of Mathematics.

Jennifer Feitosa | Qualitative Research | Best Researcher Award

Dr. Jennifer Feitosa | Qualitative Research | Best Researcher Award

Claremont McKenna College | United States

Dr. Jennifer Feitosa is an accomplished scholar and educator in Industrial-Organizational Psychology, currently serving as an Associate Professor in the Department of Psychological Sciences at Claremont McKenna College. She is widely recognized for her expertise in team dynamics, diversity, equity, and inclusion (DEI), and organizational behavior. Her career reflects a strong commitment to advancing psychological science through research, teaching, and mentorship across international contexts. With extensive academic positions in the United States and Europe, including roles at Claremont Graduate University, IE University, and Universidad Carlos III de Madrid as a U.S. Fulbright Scholar, she bridges cross-cultural perspectives in the study of teamwork and organizational performance.

Professional Profile

Orcid

Education

Dr. Feitosa earned her Ph.D. and M.S. degrees in Industrial-Organizational Psychology from the University of Central Florida, where her doctoral research explored the role of mutual trust in explaining diversity-performance relationships, funded by the U.S. Army Research Laboratory. Her academic journey began with a B.S. in Psychology, where she graduated with honors and completed a thesis on diversity, openness, and ethnic similarity in team collaboration. Her educational background set the stage for her lifelong focus on the intersection of psychology, teamwork, and organizational science.

Experience

Her academic career spans prestigious institutions. At Claremont McKenna College, she advanced from Assistant to Associate Professor, teaching core courses in organizational psychology, statistics, and team leadership with a DEI focus. She also contributes as extended faculty at Claremont Graduate University’s Division of Behavioral & Organizational Sciences. Internationally, she has served as Visiting Professor at IE University in Madrid and Universidad Carlos III de Madrid through a Fulbright appointment, as well as a Visiting Scholar at Universitat de Barcelona under Erasmus Mundus sponsorship. Earlier in her career, she was an Assistant Professor at Brooklyn College, City University of New York, and Doctoral Faculty at the Graduate Center, CUNY. These roles highlight her ability to integrate research, cross-cultural engagement, and innovative pedagogy.

Research Interest

Dr. Feitosa’s research centers on teamwork, diversity, and belonging in organizational contexts. She investigates how relational networks, trust, and inclusivity influence team effectiveness, particularly in multicultural and global settings. Her projects have addressed pressing issues such as sustaining performance amidst rapid change, family-building friendly climates, DEI in classrooms and workplaces, and belonging in international assignments. Her work extends to specialized domains, including space exploration, where she has collaborated on NASA-funded initiatives for multicultural training of astronauts. Through her METRICS Lab, she emphasizes applied research that informs organizations on building inclusive, high-performing teams in rapidly evolving environments.

Awards

Dr. Feitosa’s contributions have been recognized with numerous awards and honors. She received the U.S. Scholar Fulbright Award for her research in Spain, the Carolyn Dexter Best International Paper Award finalist recognition, and the J. Richard Hackman Award finalist distinction for her doctoral dissertation advancing group research. At Claremont McKenna College, she has been honored with Faculty Research Grant Awards, an Anti-Racism Faculty Fellowship, and nominations for Faculty Community Excellence Awards. Her METRICS Lab earned CMC’s Organization Community Excellence Award, underscoring her leadership in fostering inclusive academic communities. She has also received recognition as Reviewer of the Year by the Journal of Business and Psychology, highlighting her role in advancing scholarly standards.

Publications

Feitosa, J. (2025). “The Relevance of Glocal Support for DEIB: A Mixed-Method Approach.” Equality, Diversity and Inclusion: An International Journal.

Handke, L., Costa, P., Feitosa, J. (2025). “How Virtual Are We? Introducing the Team Perceived Virtuality Scale.” Journal of Business and Psychology.

Feitosa, J., Almeida, A.M., Ishee, T. (2025). “Microaggressions in the Workplace: A Guide for Managers.” Merits. DOI: 10.3390/merits5020010.

Sim, J.J., Feitosa, J. (2025). “Elton Mayo (1880–1949).” In Handbook of Management Thinkers, Routledge.

Shirley, S.L., Feitosa, J. (2024). “Challenging Assumptions: Gender, Peer Evaluations, and the Broken Rung in Leadership Trajectories.” Merits, 4(3), 19.

Feitosa, J., Davis, A.S., Romain, R., Delice, F. (2024). “Team Membership Change Events: Processes That Support Gender Diverse Teams.” Small Group Research.

Conclusion

Through her educational background, international academic experience, impactful research, and award-winning contributions, Dr. Jennifer Feitosa exemplifies the role of a global scholar bridging psychological science with organizational practice. Her focus on diversity, trust, and team performance reflects both a theoretical and applied commitment to advancing inclusive and effective work environments. As an educator, mentor, and researcher, she continues to shape the future of Industrial-Organizational Psychology, empowering teams and organizations to thrive in dynamic, multicultural contexts.