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Wendy Wagner Robeson, Ed.D., is a senior research scientist on the Work, Families, & Children Team. Her work at the Centers is focused on child development (birth to age 8), child care policy, early childhood care and education, and school readiness.

Robeson began her career as a middle school language arts, reading, ESL and English teacher in Houston, Texas, after graduating from Boston University with a degree in education, math, and English. After finishing her master鈥檚 degree in early childhood education at the University of Houston, Robeson pursued her interest in children鈥檚 language development and psycholinguistics at Harvard Graduate School of Education and earned her doctoral degree. In addition, to her research, Robeson has taught at the undergraduate and graduate levels.

Robeson鈥檚 vast body of work includes the NICHD Study of Early Child Care and Youth Development, which sought to determine the relationship between children's early experiences and their developmental outcomes, the Massachusetts Early Care and Education and School Readiness Study and the Ready Educators Quality Improvement Pilot.

Dr. Kimberly Day, assistant professor, teaches research methods in psychology, child development, psychology of adolescence, and developmental psychology.

Her research focuses on individual and contextual factors that influence young children's development. Her interests include prenatal and postnatal stressors, children鈥檚 self-regulation, children鈥檚 private speech, and other areas related to parenting and child development. Her research at UWF continues to focus on parenting and preschoolers鈥� regulatory abilities.

Day has published her research in Pediatrics, Journal of the American Medical Association: Pediatrics, Journal of Experimental Child Psychology, Child Abuse & Neglect, and other peer-reviewed publications.

She received a Bachelor of Science with honors in Psychology magnum cum laude from George Mason University in Fairfax, VA and a master's and doctoral degree in Human Development with a concentration in Child and Adolescent Development from Virginia Tech in Blacksburg, VA. She also completed a two-year Lawson Postdoctoral Fellowship with the Offord Centre for Child Studies at McMaster University in Hamilton, Ontario, Canada.

Dr. Jessica Glass Kendorski Ph.D., is a Professor, Department Chair, and a Clinician. She received her PhD from Temple University and is a licensed psychologist in Pennsylvania and maintains certifications as a Board-Certified Behavior Analyst (BCBA) and Nationally Certified School Psychologist (NCSP).

Dr. Kendorski has extensive experience supporting the social, emotional, and behavioral development of all children in the home and school settings.  Additionally, she has extensive experience supporting the needs of children diagnosed with various neurodevelopmental disorders such as Autism Spectrum Disorder. She actively works with school districts to improve systems for all students through the reform of school and district-wide academic and behavioral policies and practices.

Her expertise in child development, mental health, education, and parenting have been featured on multiple local and national media outlets. Dr. Kendorski has been interviewed and/or cited by CBS 海角社区, 6ABC Philadelphia, FOX 29 Philadelphia, NBC10 Philadelphia, Philadelphia Magazine, The Philadelphia Inquirer, Main Line Parent, and other print and online outlets. An appreciative mom of two, she is passionate about child advocacy, education, and positive parenting practices (and yoga).

Dr. Riis earned her Ph.D. in public health from the Johns Hopkins Bloomberg School of Public Health. Her research examines the etiology of health disparities and the processes by which environmental factors and social experience affect child development and life-long health. Dr. Riis’ research uses salivary biomarkers to examine the interplay between the biological and environmental processes underlying health. This work includes a focus on advancing the field of salivary bioscience by expanding the range of analytes measured in saliva and increasing the application of salivary bioscience to new fields, including a broader integration into clinical, public health, and social science research. Through the use and validation of novel biomarkers, her research aims to expand our understanding of the response to stress and adversity to include changes in multiple physiologic systems, including those underlying inflammatory and metabolic conditions, and to inform effective prevention and intervention strategies. 

 examines the effects of green schoolyards and gardens on child development. She advances our understanding of the importance of greenspace in supporting health and well-being and future stewardship of the Earth. She teaches courses on this topic, sustainable horticulture, home gardening, and planting design to support pollinators.
More information: Taylor's expertise marries horticulture with child development and psychology. She studies human dimensions of the environment and has published multiple papers on the effects of nature exposure on child self-regulation, learning, and ADHD symptoms. An international expert on the effects of greenspace, Taylor is available to discuss the topic with media.
Affiliation: Taylor is a teaching assistant professor in the , part of the  at the University of Illinois Urbana-Champaign.

 advances understanding of the dynamic early-life interactions between parents and children that shape children’s developing abilities to regulate stress. She adopts an interdisciplinary approach that combines neuroscience, psychophysiology, linguistics, and developmental psychology. Through investigating stress regulation during early development, she aims to promote healthy parent-child relationships and children’s long-term social and emotional well-being.
Affiliations: McElwain is a research professor in the  in the  at the . She is also affiliate faculty in , , , and . 
 

Kondrad currently teaches Human Lifespan Development and a pedagogy course for undergraduate teaching assistants.
Kondrad’s research explores young children’s social and cognitive development.
Kondrad also does research in the scholarship of teaching and learning. She is interested in pedagogical techniques that help students manage test anxiety; curb academic dishonesty; and promote student learning in large, lecture style courses.  
Kondrad earned a bachelor's degree in psychology at the College of William and Mary, a master's degree in cognition, action, and perception at Arizona State University, and a doctorate in developmental psychology at the University of Virginia.