Timothy W. Curby

Tim Curby

Dr. Curby is an associate professor of psychology and director of the applied developmental psychology program. Dr. Curby’s work focuses on examining the role teacher–student interactions have in promoting children's development, particularly in regards to children's social–emotional development. His work consistently applies advanced statistical models to school-based research. His PhD in Educational Psychology is from the University of Virginia's Curry School of Education. Prior to that, Dr. Curby earned an MA in Teaching and a BS in Biology from the University of Michigan.

Curriculum Vitae

Interested in applying to graduate school? Email Dr. Curby (tcurby@gmu.edu)

Emma Casey

Emma Gregory

Emma is a doctoral student in Applied Developmental Psychology. She received her BS in Nutrition Science from Penn State and is a Registered Dietitian. Prior to joining the program, Emma worked in food policy and science communications for five years in Washington D.C. Regarding research, she is interested in parent and teacher promotion of social and emotional learning in young children during mealtimes.

Narie Kim

Narie is a doctoral student in the Applied Developmental Psychology program under the mentorship of Dr. Tim Curby. She received her B.A. in Psychology & Public Policy at the College of William & Mary, before gaining experiences as a research coordinator with Maryland Opioid Research, then with the National Center for School Mental Health. She is interested in early social-emotional development, and more specifically in pre-k student-teacher interactions.

Cydney Kennedy

Cydney is a first year Masters student in Dr. Tim Curby's lab. Her studies and research interests are centered in social-emotional learning for children with developmental disabilities, and how classroom dyanimics influence emotional development. Cydney also does work on interoceptive ability and emotion regulation.

Haoyu Lin

Haoyu (how-yoo) is a finishing doctoral student, from Guangzhou, China. She received her bachelor’s from the University of South Dakota and her master’s from the University of Texas at Dallas, and for her gap year between the two degrees, she assisted labs at the University of Rochester. Haoyu's program of research is in applying advanced quantitative models to accrediting standards in preschool.

Iyanla Wilborn

Iyanla is a second year masters student focusing on the implementation of a randomized control trial of two programs that may prevent school expulsions. She is also working as an academic advisor.