Jerrod Henderson, Ph.D. (PI) Chemical Engineering Cullen College of Engineering
	Mariam Manuel, Ph.D. (co-PI) Mathematics/teachHOUSTON College of Natural Sciences and Mathematics
	April Peters-Hawkins, Ph.D. (co-PI) K-12 Professional Leadership College of Education
	David Horton Jr., Ph.D. (co-PI) Engineering Education Cullen College of Engineering

Post Doctoral Fellows

Geoff D. Green II earned his Ph.D. in cognitive brain science from The Ohio State University and holds a B.S. in neuroscience with a minor in engineering sciences. During his graduate studies, Green’s interdisciplinary research examined brain-to-brain synchrony and cognitive effort in communication, with his work published in the Journal of Speech, Language, and Hearing Research and The Journal of the Acoustical Society of America. Following his doctoral training, Green spent several years consulting across education, corporate and wellness sectors, developing evidence-based frameworks and leading seminars that help organizations transform stress into sustainable performance.

In his current role, his research explores the intersection of stress, cognition, and human performance within engineering and STEM education. His work investigates how stress appraisal and neurocognitive processes influence learning, retention and burnout. He seeks to integrate neuroscience, education, and artificial intelligence to develop scalable, brain-based tools that enhance cognitive performance, equity, and student success.

Montrey J. Pertile is a professional researcher and educator whose work centers on equity in STEM education for Black youth. With over a decade of experience in K–12 instruction, curriculum design and teacher training, he has led initiatives that have positively impacted thousands of students and educators across Texas. His research explores informal STEM education in various settings and applications, including the intersection of makerspaces and culturally responsive pedagogy, to empower the Black community through innovative STEM learning environments. Pertile is also a published scholar and frequent conference presenter, dedicated to transforming education through community engagement and design-based learning.

Lori D. Rhea earned a Ph.D. in higher education at UH, where she co-evaluated NSF-funded STEM mentoring initiatives, studied support for low-income parenting undergraduates, and expanded resources for nontraditional students. A licensed master social worker, Rhea applies a multidisciplinary lens to advance educational equity through research on STEM mentoring, education policy and program evaluation. She has published in Mentoring & Tutoring: Partnerships in Learning and the American Journal of Education and served on committees for Research on Women in Education and the American Educational Research Association. In her fellowship, Rhea collaborates with faculty, postdocs and community leaders particularly in Houston’s historic Third Ward to pursue collaborative inquiry, broaden participation in STEM, and build a human- and community-centered STEM education research ecosystem.