Graduate Student Information

Yes! I am planning to accept a new PhD student to join the PRISM Lab in Fall 2027 through Fordham University's Psychometrics and Quantitative Psychology (PQP) PhD program. Prospective students interested in working with me should apply directly to the PQP program through the formal admissions process. 

The PRISM Lab aims to advance the field of psychology (and related fields of study) through the development, evaluation, and application of quantitative/statistical methods. The lab conducts research in a variety of different areas including generalized latent variable and psychometric modeling, measurement invariance, Bayesian inference, mixture modeling, longitudinal/multilevel data analysis, and estimation theory/statistical algorithm development. Recently, the lab has conducted research in the following areas: (1) developing robust estimation algorithms for generalized latent variable models, (2) comparing factor representations of personality assessments with Bayesian model fit indices, (3) evaluating the psychometric and measurement properties of psychoeducational assessments, (4) integrating diagnostic classification models with probabilistic graphical models, (5) combining item response theory, missing data models, and process data to better understand test-taking behaviors in low-stakes assessments, and (6) developing novel psychometric models for analyzing bounded-continuous response data with non-normal response distributions. To get a sense of the research my lab is currently engaged in, check out a recent talk I gave at New York University (NYU) on building adaptive assessments for psychological assessments with bounded-continuous response formats. 

Although we regularly collaborate with substantive researchers and apply our methods to specific domains, the core of our work is methodological rather than domain-specific. As a result, the lab is best suited for students who are primarily interested in quantitative and methodological issues, rather than those whose primary interests are in answering substantive research questions (or developing substantive psychological theories) and using quantitative methods as a means to test those research questions (or theories).

I look for students who demonstrate a genuiune interest in quantitative and statistical methdology, intellectual curiousity, initiative, and a willingness to engage with challenging research problems. Given the methodological focus of the PRISM Lab, a strong foundation in statistics and quantitative reasoning is particularly valuable. Familiarity with statistical programming (e.g., R) and mathematical concepts relevant to statistical modeling is also beneficial. 

Beyond technical preparation, I value students who are motivated to develop as independent researchers, receptive to constructive feedback, detail-oriented, and committed to producing rigorous, high-quality research. I do not expect incoming students to possess all the skills necessary to conduct methodological research independently; developing these skills is an important part of doctoral training. 

Not necessarily! Although prior coursework or research experience in psychometrics, statistics, or quantitative methods is certainly beneficial, I recognize that students enter doctoral programs with different academic backgrounds and research experiences.

For example, I do not expect incoming students to have previously developed statistical estimation algorithms or conducted research involving the specific psychometric models studied in the lab. These are specialized skills that students will develop throughout their doctoral training. 

What matters most is a strong interest in methodological research and a willingness to develop the mathematical, statistical, and computational skills necessary to pursue it. 

My primary goal as an advisor is to help you develop the skills needed to become a competent and independent quantitative researcher capable of conducting rigorous, high-quality work. I also aim to ensure you're well-trained in scientific communication at various levels of technicality. Finally, I want you to be highly competitive on the job market, whether you pursue academia, industry, government, or another path. I’m fully committed to supporting your graduate journey, and I expect you to approach your training with the same level of commitment and effort.

To support your success in the PhD program, we will work collaboratively to set clear, measurable goals, both short-term and long-term, along with realistic deadlines that take into account your academic and personal commitments. Together, we’ll identify priorities and break down tasks into manageable steps to ensure steady progress toward your objectives.

Upon joining the PRISM lab, you'll begin contributing to an ongoing research project right away. Depending on the stage of the project, your responsibilities may include tasks such as (1) reviewing and summarizing relevant literature, (2) revising or writing code for data analysis and/or simulations, (3) identifying potential data sources, (4) contributing to study design, or (5) assisting with manuscript writing. These activities will be closely supervised, with regular guidance and feedback to support your learning and development. As you gain experience, you'll take on more independent work, including designing your own studies, with my continued mentorship.

When it comes to feedback, I take a direct and transparent approach, always aiming to provide clear rationales for my comments. This not only helps you understand the reasoning behind decisions but also offers insight into how quantitative researchers think and do research.

I am very meticulous and detail-oriented and I expect the same from you. This includes maintaining clean, well-annotated, and readable code, creating properly formatted figures and tables, ensuring consistent statistical notation in manuscripts, and showing professionalism, such as being punctual to meetings, making steady progress on projects, and maintaining regular communication. These habits are essential for high-quality research and effective collaboration.

I am committed to fostering a supportive, collaborative, and respectful environment within the lab, the program, the department, and beyond. Bullying, harassment, discrimination, or unhealthy competition have no place in this lab. I expect all lab members to engage with one another, and with colleagues across the department, in a collegial and cooperative manner that promotes mutual respect and shared success.

Both! I strongly encourage students to develop their own research interests and ultimately establish an independent research agenda. However, research independence is a skill that develops gradually through experience, practice, and mentorship.

During their first two years, students will generally contribute to ongoing projects within the lab, often working on research questions that I have developed or identified. These projects provide opportunities to become familiar with the research process, develop technical skills, and gain experience conducting methodological research. Students are also welcome to propose their own research ideas during this period, provided they are feasible and align with the broader research objectives of the lab.

As students progress through the PhD program, I expect them to assume greater responsibility for developing research questions, designing studies, conducting analyses, and managing projects. Ultimately, my goal is for students to develop the skills and confidence necessary to conduct rigorous, independent research. 

There is no single experience that applies to every student, as involvement will depend on their stage of training, research interests, professional goals, and the projects underway in the lab.

Students typically begin contributing to an ongoing research project shortly after joining the lab. Early involvement will generally emphasize learning the methodological foundations of the project, developing relevant computational and research skills, and gaining experience with the different stages of conducting quantitative research.

Over time, students will take on increasing responsibility for leading projects, preparing manuscripts and conference presentations, collaborating with other researchers, and pursuing professional development opportunities relevant to their career goals.

Throughout this process, we will establish research goals and milestones together, revisit them regularly, and make adjustments as needed to support steady progress toward increasing research independence.

I have high expectations for research productivity to ensure that students are well-prepared and competitive on the job market. The expectations outlined below are intended to serve as general guidelines rather than rigid requirements. Specific research goals will be developed in consultation with each student, taking into account individual career aspirations and personal responsibilities.

• • Major Activity Expectations: I expect students to complete at least two major activities each academic year. These activities should align with your long-term career goals and may take different forms depending on your intended career path. For students pursuing academic research careers (e.g., research professor), major activities may include: submission of a first-authored or co-first-authored manuscript, submission of a major grant or fellowship application as PI or co-PI, submission of a co-authored manuscript (methodological or substantive), and/or submission of a paper/poster at a major conference (e.g., International Meeting of the Psychometric Society). For students aiming for applied research careers (e.g., psychometrician at a testing company), major activities may include: development of a software package or app as lead or co-lead developer, submission of a conference presentation, submission of internship applications at testing companies and/or research agencies, and/or working collaboratively with researcher groups as a statistical consultant. 

  • Minor Activity Expectations: In addition to major activities, students are expected to complete at least one minor activity each year. Examples of minor activities include: contributing to manuscripts (e.g., revising drafts), making contributions to grant applications, mentoring junior lab members, assisting with data collection and statistical analyses. 

• Milestones: Students in their first year are expected to complete one major activity or one minor activity, instead of the usual two major activities. After successfully defending their master’s thesis, students are expected to take on one additional minor activity each year. During your first two years, you are encouraged to lead projects based on my research ideas but you can also propose your own research projects if appropriate. Over time, you are expected to develop the ability to independently conceive, execute, and manage your own research ideas and projects. In addition, you will contribute to broader lab operations. By the fourth year of the PhD program, students are generally expected to: (a) present research findings at major professional research conferences (e.g., NCME, AERA, APS, APA, IMPS, MMM, etc.); (b) make progress towards the submission of a manuscript in a peer-reviewed journal; and (c) actively pursue internship opportunities or related research experiences.