Mission and Values

Annette Ponnock, PhD is a Data Scientist at Thrive Global, helping individuals and companies improve their well-being and performance through sustainable, science-backed solutions. Her research focuses on motivation, well-being, and emotions in the workplace, with a concentration on schools and urban areas.

In addition to her work at Thrive, Annette is the President of Ponnock Consulting and an adjunct faculty member at Temple University and Old Dominion University. She has expertise in advanced quantitative methods including multiple regression, structural equation modeling, multidimensional scaling, and hierarchical linear modeling as well as qualitative methods such as narrative interviewing, focus groups, and document analysis. She has presented her research at over 30 conferences around the world and is published in various scientific journals including the Journal of Research in Personality and the Journal of Educational Psychology.

Annette earned her PhD in Educational Psychology from Temple University, her MA in Spiritual Psychology from the University of Santa Monica, and her BA from the University of Miami. She lives in Philadelphia with her partner, daughter, two cats, and lots of plants!

Benjamin M. Torsney holds a Ph.D. in Educational Psychology from Temple University and is an Assistant Professor of Instruction in the Policy, Organization, and Leadership Studies Department. Ben’s research is focused on college students’ engagement in schoolwork at various units of analysis; John Henryism, a form of high effort coping as a response to environmental stressors; college students’ willingness to take environmental action; and the motivation of pre-service teachers to enter the teaching field.

Dr. Kelly McGinn is an assistant professor in the Psychological Studies in Education department at Temple University. She also serves as program coordinator of the Human Development and Community Engagement program and co-director of the Center for Assessment, Evaluation and Education Policy Analysis. She earned her doctoral degree in educational psychology at Temple University. Dr. McGinn’s research focuses broadly on the application of cognitive science principles to inform how we teach. Specifically, she is interested in the development of mathematics conceptual knowledge. Furthermore, Dr. McGinn specializes in the evaluation of education-based nonprofits and organizations, with a special interest in STEM-based programs.

Elena was the senior executive director of enrollment strategy and analytics for Rutgers University–New Brunswick, where her work focused on using data to design and execute collaborative strategies to enroll, retain, and graduate a diverse and accomplished student body.

Prior to that, she designed, managed, and directed research and evaluation efforts for the University’s college access and K–12 program portfolio.

And before her 10 years at Rutgers, she served as a project manager at OMG Center for Collaborative Learning (now Equal Measure) — a national research and evaluation consulting firm based in Philadelphia, PA.

Elena makes the connection between theory and practice in the classroom, working with undergraduate and graduate students and teaching psychology, research methods, program evaluation, community psychology, and organizational psychology.

As a first-generation college student turned advocate for educational access, Elena has also worked as a youth mentor and tutor and as a counselor at a community youth center.

Prior to working in higher ed, Dr. Alvarez was an elementary teacher for 6 years (2008–2014) at a residential psychiatric treatment facility where he taught youth from diverse racial, cultural, and socioeconomic backgrounds and who had various experiences with trauma. In his work as a researcher, he explores the intersection of race, violence, trauma, and healing in and around school contexts. His scholarship contributes to a growing body of theory and research concerned with enhancing the lives and school experiences for youth. Dr. Alvarez’s work has been featured in the field's most prestigious peer reviewed journals such as Equity and Excellence in Education, Educational Researcher, and Review of Educational Research. Additionally, he is the 2021 recipient of the American Educational Research Association’s Review of Research Award for his influential work on the intersection of race and trauma.

Dr. Elisa Di Lolle spent over 20 years in P-12 school districts in various teaching, counseling, and leadership roles. She is currently working in Higher Education at Rowan University. As a first-generation college student, Dr. Di Lolle considers herself a lifelong learner and is grateful for her experience as an Educational Opportunity Fund (EOF) student during her undergraduate program. She earned her Bachelor's degree from Rutgers University with a Major in Urban Studies and Teacher preparation. She completed her Master's degree in School Counseling at Wilmington University. She attended Gwynedd Mercy University for her Doctoral degree in Educational Leadership with a concentration in Special/Inclusive Education. Her doctoral dissertation focused on Adverse Childhood Experiences (ACEs); it connected how trauma can impact Learning, Behavior, and Special Education classification rates and how schools can better support students by creating safe spaces and places through quality professional development and special training.