Team

Nelson Brunsting, Ph.D.

University of Florida, PI

Nelson Brunsting is an Assistant Professor in the School of Special Education, School Psychology, and Early Childhood Studies (SESPECS) at the University of Florida. His research work is designed to understand and enhance the wellbeing of special education teachers, with a focus on ameliorating burnout by improving working conditions and supports for teaching. Nelson previously taught students with significant behavioral needs in Virginia.

Elizabeth Bettini, Ph.D.

Boston University, Co-PI

Dr. Elizabeth Bettini is an associate professor in the Special Education program at BU Wheelock College of Education & Human Development. Dr. Bettini’s research examines factors shaping the special education teacher workforce, particularly how working conditions contribute to the shortage of special education teachers and to inequities in access to skilled, committed special education teachers, based on students’ disability, race/ethnicity, or socioeconomic status. Her current work is focused on identifying potential interventions to improve working conditions to eliminate these inequities. She previously taught students with emotional and behavioral disorders (EBD) in self-contained and inclusive settings in Arizona and Connecticut.

Michelle Cumming, Ph.D.

Florida International University, Co-PI

Dr. Cumming is an Associate Professor of Special Education and affiliate faculty with the Center for Children and Families at Florida International University. Her interdisciplinary research has primarily focused on students with or at risk for emotional/behavioral disorders and their teachers through three interrelated research strands: (1) understanding the underlying neurocognitive variables that contribute to students’ academic and behavioral functioning; (2) developing prevention/intervention programs to improve students’ self-regulation and executive functioning; and (3) gaining insight into how working conditions contribute to teachers’ instruction and attrition.

Corinne Huggins-Manley, Ph.D.

University of Florida, Co-PI

Dr. Corinne Huggins-Manley’s research is focused on educational measurement, particularly issues of validity and fairness. She has published research on developments in fairness as a lack of statistical bias (e.g., differential item functioning; population invariance of equating) as well as on broader issues of fair measurement and construct validity, with a recent focus on AI- and technologically-enhanced assessments. She is the Principal Investigator and Co-Principal Investigator on three large measurement grants from the Institute of Education Sciences and the National Science Foundation. Dr. Huggins-Manley teaches multiple graduate level courses including Theory of Measurement and Item Response Theory, and also developed and manages two undergraduate research courses. In addition, she provides methodological consultation on various research grants and projects.

Jennifer Lillis, Ph.D.

Boston University, Research Scientist

Dr. Jenn Lillis is a Research Scientist at Boston University and a research team member of Project SUSTAIN. Her experience includes teaching special education in New York City and Costa Rica, as well as leading educational initiatives in Boston. She investigates the roles and working conditions of special educators, aiming to improve support systems and instructional quality. Her research also focuses on enhancing college and career readiness, and improving transition outcomes, for students with disabilities.

Roxana Torres

Florida International University, Research Assistant

Roxana Torres is a doctoral student in the Teaching and Learning department at Florida International University. She studies teacher retention and teacher preparation, with a focus on improving supports and working conditions for special educators. Roxana previously taught students with autism and intellectual disabilities in varied settings and she currently provides professional development, coaching, and mentoring to educators in South Florida.