Virginia Education Science Training (VEST) Program for Post-Doctoral Fellows


The VEST post-doctoral training program offers training experience in education science. VEST fellows receive three core experiences:

  • Strong mentoring with a senior investigator focused on the demanding and technical aspects of producing high quality scholarship (theory, design, intervention development, use of rigorous methods, writing, etc.). Trainees engage in a mentored, collaborative program of research where they formulate research questions, select research designs, implement research studies, collaborate with district partners, analyze data, write papers, and present findings.
  • Immersion in an intellectually challenging and scientifically rigorous community of scholarship. Opportunities include engagement in work-in-progress meetings with faculty, other post-docs and students; involvement in specialized training institutes and courses; self-evaluation processes to align training experiences and career goals; and involvement with visiting scholars.
  • Engagement in a research-practice partnership with state departments of education and/or school districts.

We’re hiring!

The Curry School of Education seeks highly qualified applicants for a 2-year post-doctoral research associate positions:

Current Fellows

Tutrang Nguyen

Tutrang Nguyen is interested in how early education programs and policies support the healthy development of children and families from low-income, ethnic minority backgrounds. Currently, she is working on projects investigating children’s experiences in early education settings and large-scale efforts to improve the quality of those experiences. She received her PhD and MA in Education from the University of California, Irvine and her BA in Mathematics and Liberal Studies from the University of California, Riverside. 

Shereen El Mallah

Shereen El Mallah’s research endeavors have focused broadly on advancing the science and practice of social emotional learning by addressing the developmental and sociocultural factors that may contribute to the feasibility, receptiveness, and sustainability of school-based programs.  Collaborating primarily with underserved school districts, most of her work has relied on participatory action research (PAR) approaches and mixed methods evaluation to facilitate the process of translating generated evidence into practice by capitalizing on the knowledge and experience brought forth by both the researchers and stakeholders.

Associated Faculty

Associated Staff