Who We Are

Dr. Michelle Salmona, PMP SFHEA,
Co-Founder & President

Michelle Salmona

Michelle serves as President of the Institute for Mixed Methods Research (IMMR) with an academic appointment as Adjunct Professor at the University of Canberra, Australia. Michelle co-founded the Institute in early 2016 as an academic with over fifteen years’ experience as a trainer in the use of Qualitative Data Analysis Software (QDAS) using NVivo, and data applications using Dedoose. In addition, she is a credentialed project management professional (PMP) and senior fellow of the Higher Education Academy, United Kingdom.

Michelle is a specialist in qualitative and mixed methods research design and analysis and works as an international consultant in: program evaluation; research design; and mixed-methods and qualitative data analysis using data applications. Her research focus is to better understand how to support doctoral success and strengthen the research process; and build data-driven decision making capacity through technological innovation. Recent research includes exploring the changing practices of qualitative research during the dissertation phase of doctoral studies, and investigates how we bring learning into the use of technology during the research process. Michelle is currently working on projects with researchers from education, information systems, business communication, leadership, and finance.

Away from the Institute, Michelle and her husband work hard enjoying life sailing, kayaking, swimming, taking yoga classes and visiting friends.

Dr. Eli Lieber, Co-Founder &
Vice President

Eli Lieber

Dr. Lieber’s professional career focuses on developing and implementing strategies and solutions for effectively and efficiently conducting integrated (mixed methods) research. Initially trained as a quantitative psychologist specializing in social-cognitive development and measurement, his post-doctoral training and subsequent work have included teaming with colleagues from a wide variety of other social science disciplines. The results of this experience—expertise in both quantitative and qualitative methods—have proven ideal for his present focus on integrated methods and research design. In particular, he has earned a sterling reputation for developing creative strategies to maximize the use of technology in social science research—his contributions to the development of Dedoose being one primary outcome.

Dr. Lieber’s research interests center on socio-cultural impacts on disease transmission and prevention, Asian and Asian immigrant family experiences, literacy development, children with Type 1 diabetes and their families, social cognitive development, parenting, and the general adaptation of families to the challenges of immigration and a modernizing world. He received his B.A. in Psychology from California State University, Northridge (1988) and his M.A. and Ph.D. from the University of Illinois, Champaign-Urbana (1996). He currently holds the position of Associate Research Psychologist and Co-Director of the Fieldwork and Qualitative Data Research Laboratory, Semel Institute, Center for Culture and Health, UCLA.

Senior Research Fellows

Professor Dan Kaczynski, PhD, Senior Research Fellow

Dr. Dan Kaczynski’s research interests in the United States and Australia advance technological innovations in qualitative and mixed methods data analysis in the social sciences. He has appointments as professor emeritus at Central Michigan University and adjunct professor with the Inspire Centre at the University of Canberra, Australia. His professional work promotes credible reporting which supports meaningful organizational and community decision making.

Dan has over 20 years’ consulting experience conducting state, national and international evaluations. He serves on two foundations as a member of the board of directors; Mary A. Puglise-Gennaro Educational and Community Foundation and the Native Nations Foundation. He has held leadership roles as a program administrator and research center director and has extensive experience as Principal Investigator with over $35 million in grant awards.

His work has been shared professionally with over 230 professional presentations nationally and internationally. He is active as an editorial board member and academic reviewer for several scholarly publishers. Dan has written over 40 published research articles and co-authored 5 books and book chapters. In addition, Dan has supervised over 94 doctoral dissertations and professional specialist thesis.

Professor Tom Weisner, PhD, Senior Research Fellow

Dr. Weisner is an internationally-recognized leader in the systematic application of mixed methods in the social sciences. His research interests are in culture and human development, medical, psychological and cultural studies of families and children at risk, mixed methods research, and evidence-based policy studies. Working for decades with multi-disciplinary groups, Dr. Weisner has made major contributions to the development of methods for the study of families and children. He has developed the Ecocultural Family Interview for understanding the everyday routine of family life – a mixed methods approach.

Dr. Weisner’s research includes studies in Kenya, Hawaii, and the U.S. He has studied sibling caretaking of children, families with children with disabilities, countercultural families and children, working poor families and children, and early literacy in Head Start programs. He is co-author of Higher Ground: New Hope for the Working Poor and Their Children (2007), with Greg Duncan and Aletha Huston; co-editor of Making it work: Low-wage employment, family life and child development (2006), with Hiro Yoshikawa & Edward Lowe; editor of Discovering successful pathways in children's development: New methods in the study of childhood and family life (2005); and co-editor of African families and the crisis of social change (1997), with Candice Bradley and Phil Kilbride. In addition, he has published some 150 research papers, chapters, and reviews. He received his B.A. in Anthropology from Reed College (1965) and Ph.D. from Harvard University (1973). He is currently a Professor of Anthropology, Departments of Psychiatry (Semel Institute, Center for Culture and Health), and Anthropology, at UCLA.

Professor Rob Fitzgerald, Senior Research Fellow

Professor Robert Fitzgerald is Director of the INSPIRE Centre for Innovation in Education and Training in the Faculty of Education, Science, Technology and Mathematics at the University of Canberra. INSPIRE is learning commons, a place to imagine, experiment and design new ways of working and learning digitally. INSPIRE services highlight quality teaching and contemporary learning practices by staying connected to global initiatives and trends on learning design, design thinking and design-based research. He is internationally recognized for his research and development work on technology enhanced learning. Robert led the ICT component of a large Development project in Pakistan and is a co-investigator on two national research projects on augmented reality in higher education and the development of location-based education services in cultural institutions. Robert recently led a $1.2 million curriculum renewal project for the Faculty designed to improve flexibility, innovation, retention and engagement across their educational programs. He is a member the Board of the Australian Mathematics Trust, Australian Broadcast Corporation’s Digital Education Advisory committee and the Australian Journal of Educational Technology’s editorial board.

Research Fellows

Associate Professor Chivonne Algeo, PhD

Associate Professor Chivonne Algeo is an experienced academic and researcher in the field of project management, and has more than 20 years of experience delivering a variety of projects for major financial, insurance, and health organizations. As an Associate Professor with Monash University, Chivonne leads the development and delivery of courses for students and industry to advance their capability for managing projects. Chivonne’s international award winning research focuses on acquiring and exchanging project knowledge; individual and group reflection to improve project practice; converting knowledge to make evidence-based decisions; and examining the interactions and roles of change managers and project managers. Her research is published in international journals and books, and is presented at leading research and industry conferences and forums. Chivonne is a member of the Project Management Institute, working on local and international initiatives to promote education and research. She is also a Life Fellow of the Australian Institute of Project Management, and served as Chair of both the Council of Fellows and the Knowledge and Research Council.

Dr. Jeff Hoyle

Jeffrey (Jeff) Hoyle has his Ed.D. in Higher Education which combines concentrations in Assessment and Global Studies. Dr. Hoyle is currently a Lecturer III of Marketing and Professional Sales in the Department of Marketing of The College of Business Administration at Central Michigan University. Dr. Hoyle, in addition to fifteen years of teaching experience, also has his MBA combined with 20 years Marketing and B2B sales experience in the manufacturing, foodservice, healthcare, and forest products industries. Dr. Hoyle currently teaches Organizational Selling, Dimensions of Professional Selling, and Marketing & Society in addition to being Director of Marketing Internships and Marketing Department Academic Advisor. Hoyle's experience in Marketing and B2B sales includes working with Boeing, General Motors, General Electric, PepsiCo, Healthtrax, and Morbark.

Dr. Geoff Bartlett

Geoffrey Bartlett, PhD, is currently the Associate Vice President of Annual Giving at the University at Buffalo. Prior to joining UB’s Philanthropy and Alumni Engagement team, Geoff was at Central Michigan University where he held a number of roles including the Director of Development for the College of Science and Engineering and the Development Officer at CMU Public Broadcasting. Geoff holds a PhD in Educational Leadership from Central Michigan University. His research focuses on higher education philanthropy and donor effectiveness.

Dr. Mariette Bates

Dr. Bates is a Distinguished Lecturer and the Academic Director of Disability Studies programs at the City University of New York's School of Professional Studies. She began her career as the Program Director of Geraldo Rivera’s foundation One to One, founded after his groundbreaking expose of Willowbrook State School, where she was responsible for grantmaking, technical assistance to grantees, and training of court monitors and Special Masters overseeing institutional reform. In 1983 she co-founded the Maidstone Foundation, specializing in parent organizing and systems change advocacy for underserved populations, strategic planning, board development and fundraising. While at Maidstone, she also conducted several program and agency evaluations. Beginning in 1993, Dr. Bates taught disability-related courses as an adjunct at The City College. She also developed courses in Philanthropy and Non-Profit Management before moving to the School of Professional Studies full time in 2008.

Dr. Bates is a graduate of Empire State College, Columbia University’s Institute for Not-For-Profit Management and the Union Institute, where she received her doctorate in Philanthropy and Developmental Disabilities. She has received the Sussman Dissertation Prize, Outstanding Alumna awards from Empire State College and the Union Institute, several leadership awards from parents’ groups and the Self-Advocacy Association of New York State, and the 2007 Outstanding Teacher of the Year Award from City College’s Center for Worker Education. She serves on several local and national non-profit boards of Directors. In her role as Academic Director of Disability Studies at CUNY, she has served as an external evaluator of a number of academic programs related to disability.

Dr. Ioakim Boutakidis

Dr. Boutakidis is an Associate Professor, having received his Ph.D. in psychology from University of California, Riverside. He currently holds the position of Associate Dean of Student Services, College of Health and Human Development, California State University, Fullerton. His research has focused on cultural processes, such as ethnic identity and acculturation, and their associations to adolescent adjustment outcomes. More recently, his work has examined the role of engagement, motivation, and theory of mind in academic achievement outcomes for historically under-represented youth. His current work extends this line to college students, with a special focus on efforts to reduce achievement gaps, and he continues his on-going involvement in program assessment and High Impact Practices within the university.

Dr. Melissa Haswell

Melissa has a B.S. in biology, an M.A. in Health Promotion & Program Management, an M.S. in Conservation Biology, and a Ph.D. in Educational Leadership. Her research interests include both ecology and science education. While obtaining her master’s degree in conservation biology, she conducted ecological research which involved the study of winter bird-feeder use of the White-breasted Nuthatch and dominance hierarchy in Black-capped Chickadees. She also studied the nesting and reproductive behavior of Eastern Bluebirds, House Wrens, and Tree Swallows during her two and a half years working for Michigan State University as a wildlife technician and research assistant on the Tittabawassee River Ecological Risk Assessment. Melissa’s science education research stems from her doctoral research in educational leadership on science education, which focuses on social justice aspects of science education including women and minorities; departmental culture; development of scholarly identity of faculty; and the implementation of various learning modalities such as case-based learning, problem-based learning, and dialogue education as applied to biology education. She actively works to incorporate case-based learning and assessment, as well as other forms of authentic learning modalities, into her courses.

Dr. Simon Leonard

Simon Leonard is a researcher of the Learning Sciences. His research and teaching seek to further the scientific understanding of learning through an engagement with the design and implementation of learning innovations in environments including universities, schools, online, workplaces, and science centres. He has particular interests in the how expansive or ‘mind-body-world’ theories of learning may be effectively applied in these different settings, and the impacts of public policy on expansive approaches to learning. To conduct this work he draws on design-research methodologies and on ecological theories of mind and society. Through this work, Simon’s ambition is to contribute to a new kind of cognitive scientific collaboration involving neuroscience, psychology and social, cultural and technological studies in about equal measure.

Simon teaches postgraduate courses in the evaluation of teaching and learning, education policy, and expansive science, technology, engineering and maths (STEM) education. Maintaining a strong engagement with the professional education community, he is currently developing national programs at Questacon, the Australian National Science and Technology Centre. Simon also has extensive experience in educational leadership and management including a three year term as Head of the Teacher Education program at the University of Canberra where his work in curriculum redevelopment was recognized by the Vice Chancellor’s Award for Teaching Excellence.

Dr. Ed Miller

As deputy director of research at Research and Evaluation Associates, Inc., an applied research firm in Chapel Hill, North Carolina, Dr. Edwin D. Miller led evaluations of several nationwide pilot projects for the U.S. Department of Labor. These included the Youth Offender Demonstration Project, which provided grants to more than 50 organizations across the country that tested methods for reducing recidivism of youthful offenders and keeping at-risk youths from entering into criminal activities. He also directed evaluations for DOL’s Quality Child Care Initiative that sought to incorporate Register Apprenticeship programs in more than two dozen child care facilities. In 2006 Dr. Miller was recalled to active duty with the U.S. Army where until 2014 he served as deputy of Army Readiness at the Pentagon; and at Fort Bragg, NC, where he served as a concept writer for the JFK Special Operations Center and School. In 2014 he joined Booz Allen Hamilton, a worldwide consulting firm, as an associate.

Dr. Miller earned his doctorate in public policy from the University of Maryland Baltimore County; and a Master of Public Administration degree at North Carolina State University. He also holds graduate degrees from Johns Hopkins University and the Naval War College.

Dr. Brian Mustanski

Brian Mustanski, Ph.D., is Tenured Associate Professor of Medical Social Sciences, Psychiatry and Behavioral Sciences, and Psychology at Northwestern University; Director of the Institute for Sexual and Gender Minority Health and Wellbeing and the IMPACT Program; and Co-Director of the Third Coast Center for AIDS Research. A central focus of his research is on the relationships between mental, behavioral, and physical health, particularly as they relate to HIV/AIDS in vulnerable populations. He received his doctorate in Clinical Psychology from Indiana University, where he trained extensively at the Kinsey Institute. Dr. Mustanski has been a Principal Investigator for federal (NIH, CDC, NSF) and foundation research and training awards totaling over $24 million in funding. The majority of his research focuses on the health and development of gay, lesbian, bisexual, and transgender (LGBT) youth and the application of new media and technology to sexual health promotion and HIV prevention. He has received a number of award for his work in this area, included being named a William T Grant Scholar, the 2011 recipient of the Award for Distinguished Scientific Contribution to LGBT Psychology from the American Psychological Association Division 44, and the Award for Excellence and Innovation in Sexuality Education from the World Association for Sexual Health. - See more at: Impact Program

Dr. Mustanski leads a large translational research program of HIV and LGBT health projects. These include studies of the ethics of conducting LGBT health research with adolescents (funded by the National Institute of Minority Health Disparities), the epidemiology of HIV among young gay/bisexual men (funded by the CDC with Dr. Newcomb as co-PI), and interventions to prevent HIV among young gay/bisexual men (funded by the National Institute of Mental Health and National Institute on Drug Abuse). He is currently leading a large-scale study funded by the National Institute on Drug Abuse to understand the interplay between biology, romantic relationships, networks, and neighborhoods in explaining the epidemic of HIV among young gay/bisexual men.

Lyle Richmond

Lyle Richmond, M.Ed. has a master’s degree in Education Leadership from the University of West Florida. He has 30 years’ experience working in research, development and direction of employment and training projects serving vulnerable and marginalized populations.

Lyle retired from the State of Florida Department of Education and now lives in Costa Rica, where he consults with educational institutions and non-profits in developing research and training programs. He also helps university graduate students to develop international networks of professionals to facilitate their research efforts.

Dr. Linda Schrader

Dr. Linda Schrader has twenty years of experience in directing and conducting research and evaluation studies for state and federal education and human service organizations throughout the United States. These studies encompassed many disciplines including education, health and human services, and library studies. In particular, her work has focused on developing evaluation strategies for agencies serving individuals with disabilities. Her contracts included developing and implementing evaluations for the Florida Division of Blind Services and the Florida Division of Vocational Rehabilitation. She served as the Lead Evaluator in federal lawsuits designed to remedy deficiencies in the quality of services provided to individuals with developmental disabilities in Texas and Tennessee. Previously, she worked for the Florida Legislature in the development of model technology schools.

She also has presented several workshops and professional training seminars that assist individuals to better understand the process for building evaluation initiatives into their organizations. Some of the topics offered include the development of outcome evaluation systems, designing practical data collection systems, and using evaluation results for management decisions.

Dr. Schrader has published numerous evaluation and research reports for program directors, state legislatures and the federal courts. Currently, she directs the graduate education program in program evaluation at Florida State University.

Dr. Christina Silver

Christina has been a researcher and software trainer since the late 1990s, when she first started working with the CAQDAS Networking Project (CNP), based in the Department of Sociology in the University of Surrey, UK. She now manages the CNP, leading its training and capacity-building activities, which includes the independent provision of information, advice and training in a range of CAQDAS packages designed to facilitate the analysis of qualitative and mixed data, including ATLAS.ti, Dedoose, MAXQDA, NVivo, QDA Miner (with WordStat), Qualrus, QUIRKOS and Transana. Christina is also co-director of the University of Surrey’s Day Courses in Social Research Programme and the co-founder of Qualitative Data Analysis Services (QDAS), a consortium of researchers and methodologists who provide customised training and consultancy services for individuals and groups engaged in qualitative and mixed methods analysis.

Christina’s particular interests are in exploring the relationship between technology and methodology and the teaching of computer-assisted analysis. She has trained almost 10,000 students and researchers over the past 20 years, undertaken numerous of her own research projects and provided consultancy for hundreds of individuals and teams in academic, government, voluntary and commercial sectors. She is co-author with Ann Lewins of Using Software in Qualitative Research: A Step-by-Step Guide, Sage Publications, 2014 and is currently working with Nicholas Woolf on developing and implementing Five-Level QDA, a method for learning and teaching CAQDAS packages powerfully, whatever the methodology, software package or teaching mode.

For more information about Christina see www.qdaservices.co.uk

For more information about Five-Level QDA see www.fivelevelqda.com

Dr. Nicholas Woolf

Since 1998 Nick has been conducting qualitative research, training and consulting to qualitative researchers, and teaching ATLAS.ti workshops at universities and consultancies in the US, Canada, and South Africa. Nick earned his PhD in instructional design from the University of Iowa, where he taught a doctoral class in qualitative data analysis and ran the Qualitative Researchers’ Practice Forum.

Nick has served as project manager, lead data analyst, or external consultant in numerous national and international research and program evaluation studies, in diverse fields including public health, nursing, family medicine, family and community studies, education, and management studies. He consults to doctoral candidates and practicing researchers as well as research teams. Nick specializes in consulting from the beginning of projects to turn research questions into analytic plans that can be implemented in ATLAS.ti. He then provides just-in-time training and coaching through the life of a project at its transitions and turning points.

Based on his 20 years of teaching experience Nick developed the principles of Five-Level QDA, a method for harnessing CAQDAS programs powerfully. The method is based on unpacking the black box of expert performance of long-term users of CAQDAS programs, in order to help researchers more quickly learn and use CAQDAS programs powerfully. Nick works with Christina Silver in further developing and offering the method to other teachers as a CAQDAS pedagogy. Their textbook Five-Level QDA: A method for harnessing CAQDAS powerfully will be published in 2017.

For more information contact Nick at Dr. Nicholas Woolf

For more information about Five-Level QDA see www.fivelevelqda.com

Carola Suárez-Orozco

Carola Suárez-Orozco is a Professor of Human Development and Psychology at UCLA. She publishes widely in the areas of immigrant families and youth, educational achievement among immigrant origin youth, immigrant family separations, the role of the "social mirror" in identity formation, the role of mentors in facilitating youth development, gendered experiences of immigrant youth, civic engagement among emerging adults of immigrant origin, and immigrant origin youth in community college settings. Using mixed-methods research strategies, she recently completed a study with colleagues, to examine the effects of unauthorized status on college students. With her team, she is currently conducting a mixed-methods study assessing enactments of bias in 4th to 9th grade classrooms.

Carola has written journal articles in a variety of venues including Developmental Psychology, the Journal of Adolescence, Educational Researcher, the American Journal of Educational Research, the Harvard Educational Review, among many others. Her books include: Transitions: The Development of the Children of Immigrants (NYU Press); Learning a New Land: Immigrant Children in American Society (Harvard University Press); Children of Immigration (Harvard University Press); Transformations: Migration, Family Life, and Achievement Motivation Among Latino Adolescents (Stanford University Press). Professor Suárez-Orozco received the Society for Research in Adolescent’s Best Book on Social Policy Award (for Transformations) in 1996 as well Society for Research in Adolescent’s Best Edited Book Social Policy Award in 2016 (for Transitions); she also in received the Harvard University Press’ Virginia and Warren Stone Award for Best Book on Education in 2008 (for Learning a New Land). She was inducted into the New York Academy of Sciences in 2007 and became a member of the Institute for Advanced Study in Princeton in 2009.

She has been awarded an American Psychological Association Presidential Citation for her contributions to the understanding of cultural psychology of immigration and has served as the Chair of the APA Presidential Task Force on Immigration. She recently served on the APA Qualitative Reporting Task Force which was responsible for developing qualitative and mixed-methods reporting guidelines and standards for the field and the forthcoming APA Manual.

Dr. Suárez-Orozco currently serves as the Editor of the Journal of Adolescent Research and is a Senior Program Associate for the W.T. Grant Foundation.

Dr. Joelle Vandermensbrugghe

Joelle’s work combines the knowledge she developed through degrees in communication (PhD, MA, BA), work experience in higher education (research education more specifically) and a strong appreciation of how these are being put in practice internationally.

Joelle has over 15 years’ experience in research support, preceded by 15 years of media related work in the cultural sector. She works in Asia, Australia and Europe using English, French, Dutch and Spanish. Joelle’s work focuses on supporting researchers through teaching research design and research communication. Her international background also gives her a strong ability to work in cross cultural backgrounds.

Rebecca Oluwatoyin Doherty, Graduate Assistant Research Fellow

A researcher and an entrepreneur at heart, Rebecca is passionate about addressing access and equity issues in education with a special interest in the interconnectedness of research, policy, and practice. Rebecca’s career in education began as a middle school teacher in the D.C. Public Charter Schools where she developed and implemented enrichment programs to build youths’ potential for leadership, scholarship, and entrepreneurship during out-of-school time. In the last fifteen years, she has consulted on education, youth development, and international development related projects within government, nonprofit, prek-12, and private sector organizations.

Rebecca is the founder of ALVAINA, a nonprofit committed to addressing education access and equity issues by increasing accountability from the demand side through research-based programs, advocacy, and technical assistance. Rebecca also found Vous Parlez Consulting, a company that addresses social problems with people-centered solutions.

Rebecca’s research interests include math learning, allocation of instructional time and learning in math, professionalization of teaching, sociology of schooling, k-12 school/systemic reform, youth issues, out-of-school time, and demand-side education accountability systems. Rebecca earned a Bachelor of Arts degree in English (Pre-law) from Howard University, with a minor in Political Science; a Master of Arts degree in International Education (program implementation & management)from the George Washington University; and a specialized study of the U.S. Education System (law, business, and learning) from Harvard University. She is a Fellow of the United Nations Association of the National Capital Area (UNA NCA) and Education Pioneers.