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Meet the Landmark College Institute for Research and Training (LCIRT) Staff
Manju Banerjee, Ph.D.
Vice President for Educational Research and Innovation
Director of LCIRT
Manju Banerjee, Ph.D. is Vice President of Educational Research and Innovation, and Director of Landmark College Institute for Research and Training (LCIRT). Dr. Banerjee has over 29 years of experience in the field of learning disabilities, ADHD, and postsecondary disability services. She is a certified diagnostician and teacher-consultant on learning disabilities. She has published and presented extensively, both nationally and internationally, on topics such as: disability documentation and accommodations, technological competencies for postsecondary transition, online learning, and universal design. She has been and currently is PI/Co-PI on multiple federal, foundational, and NSF grants. She teaches a graduate level online course on Universal Design: Principles and Practice. Manju Banerjee is an editorial board member of the Journal of Postsecondary Education and Disability; LD: A Multi-Disciplinary Journal, Professional Advisory Board member to the Learning Disability Association of America, and a consultant to Educational Testing Service. She received her doctoral degree from the Neag School of Education, University of Connecticut, on the application of universal design to high stakes assessment. See Dr. Banerjee’s clip on UDL at Landmark College: https://www.youtube.com/watch?v=_HHvRzemuHA
At Landmark College, Ms. Hecker has directed tutorial and teacher training programs; taught English, study skills, and music classes; and served as an academic advisor and academic dean. She was appointed to the Landmark College Institute for Research and Training in 2001 and currently serves as a Lead Education Specialist. She frequently presents workshops, seminars, and graduate courses for educators and parents. Her areas of expertise include literacy, executive function, assistive technology, and Universal Design. She is a certified Wilson Reading System teacher who has provided extensive professional development about dyslexia support and interventions. Hecker is the author of numerous articles and book chapters, including work on multi-sensory learning and assistive technology. She received her B.A. from Brandeis University and her M.Ed. from the University of Hartford. Ms. Hecker has an active second life as an avid amateur violinist/violist who performs in many regional orchestras and ensembles.
Dr. Dahlstrom-Hakki earned his Ph.D. in Cognitive Psychology from the University of Massachusetts Amherst. His research has primarily focused on two areas: new methods for teaching STEM to students with disabilities; and using eye-tracking technology to study the cognitive underpinnings of information processing. Dr. Dahlstrom-Hakki has a strong record of grant funding and is currently Principal Investigator of two major NSF (National Science Foundation) awards: DRL- 1420198 " Social Presence During Instructor Mediated Synchronous Versus Asynchronous On-Line Course Discussions: A Study of Undergraduate Students with Disabilities Learning Statistics," and DRL- 1417456 “Revealing the Invisible: Data-Intensive Research Using Cognitive, Psychological, and Physiological Measures to Optimize STEM Learning”. Dr. Dahlstrom-Hakki has taught both graduate and undergraduate courses at a number of campuses including the University of Massachusetts Amherst, Mount Holyoke College, SIT Graduate Institute, Holyoke Community College and the University of Phoenix. In addition to his research work, Dr. Dahlstrom-Hakki routinely delivers professional learning workshops and trainings to secondary and postsecondary educators around the country on topics including: Teaching STEM to students with disabilities, Universal Design for Learning, and Teaching with Technology.
Dr. Bryck received his Ph.D. in Psychology from the University of Oregon. His graduate work centered on the study of executive function using both behavioral and neuroscience methodologies (fMRI and ERP). His current interests revolve around understanding disparities in executive function related to developmental delay and/or mental health issues. He is also committed to developing and testing the efficacy of low-cost interventions aimed at enhancing executive functioning in at-risk populations. Dr. Bryck is the Principal Investigator on a National Institutes for Health (NIH) funded grant exploring an in-home cognitive training program for low income children (Examining the Effects of Working Memory Training in Low SES children: # R21HD073589). Rick has also presented professional learning workshops on executive functioning, long-term memory and educational techniques for enhancing learning.
Dr. Shaoul earned his Ph.D. in Psychology from the University of Alberta. He has done basic research on computational models of language processing as well as experimental work with eye-tracking and EEG data. Before coming to LCIRT, Dr. Shaoul was a post-doctoral fellow at the Quantitative Linguistics Group at the University of Tuebingen in Germany. Dr. Shaoul will be looking at how learning affects language processing and learning outcomes.
Dr. Alstad recently finished his Ph.D. in Educational Psychology at the University of Washington. As a graduate student, he was advised by Dr. Virginia Berninger. Berninger's research group is supported by the National Science Foundation and explores behavioral, neurological, and genetic aspects of learning disabilities. His dissertation work focused on the use of iPads for educational interventions to improve a student’s reading and writing. He is interested in further possibilities for virtual reality in educational environments and how these emerging tools can assist students with disabilities. Dr. Alstad is also a former Landmark College student and looks forward to sharing this journey with the students.
In her role as office manager, Ms. Downing is the first point of contact for LCIRT inquiries. Those seeking additional information or customer service for workshop registrations or customized training workshops for faculty, staff and administrators receive initial assistance from the office manager. As part of the client intake process, the office manager is responsible for creating and processing contractual agreements for fee based services. In order to support ethical human subject research, she serves as the administrator for Landmark College's Institutional Review Board (IRB). Ms. Downing received a B.S. in marketing from Franklin Pierce University and assists with the Institute’s marketing efforts.
For additional information:
Landmark College Institute for Research and Training
19 River Road South
Putney, VT 05346