Program Assistant, School of Business and Techology College of Business, Innovation, Leadership and Technology […]
Kathy Allison
Senior Administrative Assistant /Office Manager College of Sciences and Humanities […]
Michelle Lee
Academic Credentials
BS, University of Texas Medical Branch
MPT, University of Texas Medical Branch
DPT, Shenandoah University
Licensed Physical Therapist in Virginia
Board-Certified Clinical Specialist in Wound Management Physical Therapy
Certified Wound Specialist
Biography
Dr. Lee received her Bachelor of Science in Health Care Sciences from the University of Texas Medical Branch in 1997, her MPT from the University of Texas Medical Branch in 1999, and her transitional DPT from Shenandoah University in 2019.
Dr. Lee has been a Certified Wound Specialist (CWS) through the American Board of Wound Management since 2004 and was named a Wound Management Clinical Specialist by the American Board of Physical Therapy Specialties in the inaugural group in 2022. Dr. Lee’s clinical wound management experience has been in acute care, burn trauma, home health, outpatient and long-term care settings. She has practiced in acute care for 25 years. Currently, her acute care practice is at Inova Loudoun Hospital, and she consults in wound management for LivinRite Home Health.
Dr. Lee has served as an item writer for the Wound Management Clinical Specialist Exam over the past 3 years and is currently on 2 committees to update the 2025 National Pressure Injury Advisory Panel Clinical Practice Guidelines.
Teaching Areas
Clinical Education, Evaluation & Management of Patients in Acute Care, Wound Management
Research Interests
Clinician Bias, Clinical Education, Falls Prevention
Publications
Ro, T., Noser, E., Boake, C., Johnson, R., Gaber, M., Speroni, A., Bernstein, M.*, De Joya, A., Scott Burgin, W., Zhang, L., Taub, E., Grotta, J. C., & Levin, H. S. (2006). Functional reorganization and recovery after constraint-induced movement therapy in subacute stroke: case reports. Neurocase, 12(1), 50–60. https://doi.org/10.1080/13554790500493415
*Bernstein is Dr. Lee’s maiden name […]
Kate Ayoub
Adjunct Physical Therapy […]
Courtney Carey
Associate Registrar Registrar’s Department, Registrar’s Office […]
Kelly Ha
Research Assistant […]
Catherine Diaz-Asper
Academic Credentials
B.A., University of Auckland, New Zealand
M.A., University of Auckland, New Zealand
Ph.D., The George Washington University
Post-doctoral : Johns Hopkins University School of Medicine (Dept. of Psychiatry & Behavioral Sciences); National Institute of Mental Health (Clinical Brain Disorders Branch)
Licensed Psychologist, Maryland (currently inactive)
Biography
Dr. Diaz-Asper is a cognitive neuropsychologist by training, with a background and interest in teaching about the brain and behavior and conducting clinical research. Prior to coming to Marymount University, she worked both as a clinician and researcher, completing two different post-doctoral internships, at Johns Hopkins Hospital and the National Institutes of Mental Health. During this time, she conducted neuropsychological evaluations of cognitively-impaired adults, and also designed and implemented a number of research studies.
Most recently, her research has focused on applying computational methods like natural language processing and machine learning to the speech of older people to predict cognitive decline and dementia. She has authored several articles and received grant funding from the National Institutes of Health and Rotary USA’s CART Fund for this work.
Teaching Area
- Biological Bases of Behavior
- Learning & Cognition
- Research Design for Psychology
- Senior Seminar
Research Interests
- Memory and cognition in dementia and mental illness
- Health disparities in aging and dementia
- Using automated analyses of language to predict cognitive function and mental state
- Ethical use of artificial intelligence (speech technologies) in clinical and research applications
Publications
For the most current listing, please check: https://www.ncbi.nlm.nih.gov/myncbi/catherine.diaz-asper.2/bibliography/public/
Heyn PC, Gross M, Gopaul U, Ogawa E, Diaz-Asper C, Devos H, Terhune EA, Harden JT. (2025). What is Mild Cognitive Impairment (MCI)? A Guide for Patients, Families, and Caregivers. Arch Phys Med Rehabil., S0003-9993(25)00709-9. https://doi.org/10.1016/j.apmr.2025.05.007
Divers R, Cohen AS, Elvevåg B, Chandler C, Turner RS, Reynolds B, Diaz-Asper C. (2025). Speech production as an artificial intelligence-based ‘process’ measure of cognition sensitive to mild cognitive impairment and Alzheimer’s disease. Clin Neuropsychol., 1-16. doi: 10.1080/13854046.2025.2519827
Diaz-Asper, C., Hauglid, M.K., Chandler, C., Cohen, A.S., Foltz, P.W., & Elvevåg, B. (2024). A framework for language technologies in behavioral research and clinical applications: Ethical challenges, implications and solutions. American Psychologist, 79(1), 79-91. https://doi.org/10.1037/amp0001195
Chandler, C., Diaz-Asper, C., Turner, R. S., Reynolds, B., & Elvevåg, B. (2023). An explainable machine learning model of cognitive decline derived from speech. Alzheimer’s & Dementia: Diagnosis, Assessment & Disease Monitoring, 15:e12516. https://doi.org/10.1002/dad2.12516
Diaz-Asper, C., Chandler, C., Turner, R. S., Reynolds, B., & Elvevåg, B. (2022). Increasing access to cognitive screening in the elderly: applying natural language processing methods to speech collected over the telephone. Cortex, 156, 26-38. https://doi.org/10.1016/j.cortex.2022.08.005
Diaz-Asper, C., Chandler, C., Turner, R. S., Reynolds, B., & Elvevåg, B. (2021). Acceptability of collecting speech samples from the elderly via the telephone. Digital Health. https://doi.org/10.1177/20552076211002103
For Selected Presentations, please add the below:
Diaz-Asper, C., Dagne, M., Terhune, E., Staker, E., & Heyn, P. (2025). Artificial Intelligence (AI) as a cognitive function digital biomarker: analyzing speech in older individuals. In GSA 2025 Annual Scientific Meeting; Nov 13-16; Boston, MA. Innovation in Aging: GSA; 2025.
Diaz-Asper, C., Chandler, C. & Elvevåg, B. (2024). Promoting trust in AI: the case of language technologies. In GSA 2024 Annual Scientific Meeting; Nov 13-16; Seattle, WA. Innovation in Aging: GSA; 2024.
Diaz-Asper, C. (2021). Combining high tech and low tech approaches to increase accessibility to cognitive screening in the elderly. Proceedings of the 2021 Technology, Mind & Society Conference. https://tmb.apaopen.org/pub/cskoammw/release/1?readingCollection=2b90877e
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Jo-Ann Amadeo
Academic Credentials
B.A., Susquehanna University
M.S., The Johns Hopkins University
Ph.D., University of Maryland
Biography
Dr. Jo-Ann Amadeo joined the Marymount University faculty in the fall of 2011. Prior to coming to Marymount, she taught both undergraduate and graduate courses at the University of Maryland; served as associate director of a large, international study of civic attitudes and behaviors among adolescents; co-directed a living/learning center for first- and second-year university students; and conducted evaluation research.
Her work has afforded her the opportunity to travel extensively; she has presented research findings at conferences in a wide range of countries around the world.
Other Information
Teaching Area
- General Psychology
- Adolescent Psychology
- Human Growth and Development
- Learning and Cognition
- Research Methods
- Senior Seminar
Research Interests
- Adolescents’ Development of Civic-related Attitudes, Knowledge, and Behaviors
- Media Influence and Use among Children and Adolescents
- Secondary Analysis of Large-Scale International Assessments in the area of Civic and Citizenship Education
Publications
Amadeo, J., Hennessey, N.D., & Torney-Purta, J. (2012). Adolescents’ identity
development during political and social transitions: A unit for undergraduate psychology classes. Psychology Learning and Teaching, Vol. 11 (3), 343-348.
Amadeo, J. (2015). Civic skills. Encyclopedia of American governance,
Volume 1 (pp. 273-276). New York: Macmillan Publishers.
Torney-Purta, J., & Amadeo, J. (2020).Civic Education: The history of international large-scale assessments and the knowledge base they provide. In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis: New York. (Link) […]
Camille Buckner
Academic Credentials
B.A., Rice University
Ph.D., University of Texas at Austin
Biography
Other Information
Teaching Area
- General Psychology
- Psychology of Gender
- Cultural Psychology
- Research Design
Research Interests
- Gender
- Stereotypes and Discrimination
- Scholarship of Teaching and Learning
Camille Buckner received her Ph.D. in Social and Personality Psychology with a sub-specialization in Quantitative Methods from the University of Texas at Austin in 1997. She joined the Marymount faculty in 2006 and regularly teaches General Psychology, Psychology of Gender, Cultural Psychology, Research Design, and Senior Seminar.
Her research centers around the topics of gender and sexual identities; stereotypes and discrimination; and best practices in teaching and learning. Dr. Buckner has co-authored a textbook entitled The Psychology of Sex and Gender, currently in its second edition. She actively engages MU students in research, and her students regularly present their work at Marymount’s annual Student Research Conference (SRC) and beyond.
While not at Marymount, she and her partner keep busy with family and friends in Reston, VA. They have four (now adult) kids and one very spirited dog named Mei Mei. Dr. Buckner has been living with Long Covid since March of 2020 and has published poems in the “Amplifying Disabled Voices” special section of the Mid-Atlantic Review.
Publications
Buckner, Camille. (2025). “Two Poems by Camille Buckner,” Mid-Atlantic Review.
Bosson, J. K., Vandello, J. A., & Buckner, C. E. (2018). The psychology of sex and gender. Thousand Oaks, CA: SAGE Publications.
Buckner, C., & Hallisey, S. (2024). Disrupting separation by planting the seeds of narrative change. In T. B. McNair (Ed.), Strengthening campus communities through the Truth, Racial Healing, and Transformation framework (pp. 183-188). Routledge. https://doi.org/10.4324/9781003448389-29
Bosson, J. K., Buckner, C. E., & Vandello, J. A. (2021). The psychology of sex and gender (2nd ed.). SAGE Publications.
Gilbert, L. A., & Buckner, C. E. (2017). Paving the way: The distinctive mentoring style of Janet Taylor Spence. Sex Roles: A Journal of Research, 77(11-12), 743-750).
Recent Presentations
Buckner, C. E. (2020, January). How can we use psychology to foster inclusive excellence? National Institute on the Teaching of Psychology.
Buckner, C. E., & Oxenford, C. (2019, January). Does the ideal integrative capstone experience in psychology exist? National Institute on the Teaching of Psychology.
Buckner, C. E. (2018, January). The gender revolution: How to stay apace in the psychology of gender classroom. National Institute on the Teaching of Psychology.
[…]
Linda Cote
Academic Credentials
B.A., The Catholic University of America, Washington, DC
M.A., Ph.D., Clark University, Worcester, MA
Post-doctoral work: National Institute of Child Health and Human Development, Bethesda, MD
Biography
Dr. Linda R. Cote is a developmental psychologist and also a Certified Family Life Educator. Her research examines parenting and children’s development among immigrant families.
Other Information
Teaching Area
- Developmental Psychology (Human Development, Early Childhood Development)
- Methodology (Statistics, Research Design)
Research Interests
- Children’s development in immigrant families
- Mother-infant interaction
- Parental beliefs
- Language development
Publications
Publications
Peer Reviewed Journal Articles
Bornstein, M. H., Cote, L. R., & Kwak, K. (2019). Comparative and individual perspectives on mother-infant interactions with people and objects among South Koreans, Korean Americans, and European Americans. Infancy, 24(4), 526-546. doi: https://dx.doi.org/10.1111/
Bornstein, M. H., Putnick, D. L., Rigo, P., Esposito, G., Swain, J. E., Suwalsky, J. T. D., Su, X., Xiaoxia, D., Zhang, K., Cote, L. R., De Pisapia, N., & Venuti, P. (2017). The neurobiology of culturally common maternal responses to infant cry. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1712022114
Cote, L. R., Kwak, K., Putnick, D. L., Chung, H. J., & Bornstein, M. H. (2015). The acculturation of parenting cognitions: A comparison of South Korean, Korean immigrant, and European American mothers. Journal of Cross-Cultural Psychology, 46(9), 1115-1130.
doi:10.1177/0022022115600259
Bornstein, M. H., Putnick, D. L., Cote, L. R., Haynes, O. M., & Suwalsky, J. T. D. (2015). Mother-infant contingent vocalizations in 11 countries. Psychological Science, 26(8), 1272-1284. doi: 10.1177/0956797615586796
Cote, L. R., & Bornstein, M. H. (2014). Productive vocabulary among three groups of bilingual American children: Comparison and prediction. First Language, 34(6), 467–485. doi: 10.1177/0142723714560178
Güngör, D., Bornstein, M. H., De Leersnyder, J., Mesquita, B., Cote, L., Ceulemans, E. (2013). Acculturation of personality: A three-culture study of Japanese, Japanese Americans, and European Americans. Journal of Cross-Cultural Psychology, 44(5), 701-718. doi: 10.1177/0022022112470749.
Suwalsky, J. T. D., Cote, L. R., Bornstein, M. H., Hendricks, C., Haynes, O. M.,& Bakeman, R. (2012). Mother-infant socioemotional contingent responding in families by adoption and birth. Infant Behavior and Development, 35(3), 499-508. doi: 10.1016/j.infbeh.2012.04.006
Bornstein, M. H., Cote, L. R., Haynes, O. M., Bakeman, R., & Suwalsky, J. T. D. (2012). Modalities of mother-infant interaction in Japanese, Japanese American immigrant, and European American dyads. Child Development, 83(6), 2073–2088. doi: 10.1111/j.1467-8624.2012.
Bornstein, M. H., Cote, L. R., Haynes, O. M., Hahn, C., & Park, Y. (2010). Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children. Developmental Psychology, 46, 1677-1693.
Bornstein, M. H., & Cote, L. R. (2009). Child temperament in three U.S. cultural groups. Special issue: Development of Infants and Toddlers in Ethnoracial Families. Infant Mental Health Journal, 30(5), 433–451.
Cote, L. R., & Bornstein, M. H. (2009). Child and mother play in three U.S. cultural groups: Comparisons and associations. Special issue: On New Shores: Family Dynamics and Relationships among Immigrant Families. Journal of Family Psychology, 23, 355-363.
Cote, L. R., Bornstein, M. H., Haynes, O. M., & Bakeman, R. (2008). Mother-infant person- and object-directed interactions in Latino immigrant families: A comparative approach. Infancy, 13(4), 338-365.
Cote, L. R., & Bornstein, M. H. (2005). Child and mother play in cultures of origin, acculturating cultures, and cultures of destination. Special issue, International Journal of Behavioral Development, 29(6), 479-488.
Bornstein, M. H., & Cote, L. R. (2005). Expressive vocabulary in language learners from two ecological settings in three language communities. Infancy, 7(3), 299-316.
Bornstein, M. H., & Cote, L. R. (2004). “Who is sitting across from me?” Immigrant mothers’ knowledge of parenting and children’s development. Pediatrics, 114, e557-e564.
Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S., Pascual, L., Pêcheux, M., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-linguistic analysis of vocabulary in toddlers: Spanish, Dutch, French, Hebrew, Italian, Korean, and English. Child Development, 75, 1115-1139.
Bornstein, M. H., Park, S., & Cote, L. R. (2004). Vocabulary in Korean-speaking toddlers: A preliminary analysis of word class, composition, gender, and individual variation [in Korean]. Korean Journal of Child Studies, 25(2), 19-39.
Bornstein, M. H., & Cote, L. R. (2004). Mothers’ parenting cognitions in cultures of origin, acculturating cultures, and cultures of destination. Child Development, 75, 221-235.
Bornstein, M. H., & Cote, L. R. (2003). Cultural and parenting cognitions in acculturating cultures: II. Patterns of prediction and structural coherence. Journal of Cross-Cultural Psychology, 34, 350-373.
Cote, L. R., & Bornstein, M. H. (2003). Cultural and parenting cognitions in acculturating cultures: I. Cultural comparisons and developmental continuity and stability. Journal of Cross-Cultural Psychology, 34, 323-349.
Azar, S. T., & Cote, L. R. (2002). Sociocultural issues in the evaluation of the needs of children in custody decision-making: What do our current frameworks for evaluating parenting practices have to offer? International Journal of Law and Psychiatry, 25, 193-217.
Bornstein, M. H., Cote, L. R., & Venuti, P. (2001). Parenting beliefs and behaviors in northern and southern groups of Italian mothers of young infants. Journal of Family Psychology, 15, 663-675.
Bornstein, M. H., & Cote, L. R. (2001). Mother-infant interaction and acculturation I: Behavioral comparisons in Japanese American and South American families. International Journal of Behavioral Development, 25, 549-563.
Cote, L. R., & Bornstein, M. H. (2001). Mother-infant interaction and acculturation II: Behavioral covariation and correspondence in Japanese American and South American families. International Journal of Behavioral Development, 25, 564-576.
Cote, L. R., & Bornstein, M. H. (2000). Social and didactic parenting behaviors and beliefs among Japanese American and South American mothers of infants. Infancy, 1, 363-374.
Andreassen, C. J., Cote, L. R., & Rahn, C. W. (1998). The development of narrative skills: The contributions of toddler and maternal language and symbolic play. Infant Behavior & Development, 21, 265-265.
Cote, L. R. (1997). Mealtimes in Head Start classrooms as an opportunity for literacy development. National Head Start Association Research Quarterly, 1, 149-155.
Cote, L. R., & Azar, S. (1997). Child age, parent and child gender, and domain differences in parents’ attributions and responses to children’s outcomes. Sex Roles, 36, 23-50.
Book Chapters
Cote, L. R., Pierera-Smith, S., Valcourt, M. P., & Carey, J. (2025). “Children and adolescents in immigrant families: Implications for health.” In M. H. Bornstein & P. E. Shah (Eds.), APA Handbook of Pediatric Psychology, Developmental-Behavioral Pediatrics, and Developmental Science: Vol 1. Developmental Science and Developmental Origins of Risk and Resilience in Childhood and Adolescence (pp. 469-489). American Psychological Association.
Bornstein, M. H., & Cote, L. R. (2019). Immigrant parenthood. In M. H. Bornstein (Ed.), Handbook of parenting. Volume 4: Social conditions and applied parenting (3rd ed., pp. 198-233). Routledge.
Cote, L. R., & Bornstein, M. H. (2018). Specialization, coordination, and developmental sequelae of mother-infant person- and object-directed interactions in U.S. American immigrant families. In S. S. Chuang & C. L. Costigan (Eds.), Parental roles and relationships in immigrant families: An international approach (pp. 91-109). Springer Science+Business Media.
Cote, L. R., & Bornstein, M. H. (2011). Children develop on their own timetable. In R. E. Keim & A. L. Jacobson (Eds.), Wisdoms for parents: Key ideas from parent educators (pp. 141-143). de Sitter Publications.
Bornstein, M. H, & Cote, L. R. (2009). Immigration and acculturation. In M. H. Bornstein (Ed.). Handbook of cultural developmental Science. Volume 2. Development in different places on earth (pp. 531-552). Cadmus Communications.
Bornstein, M. H., & Cote, L. R. (2007). Knowledge of child development and family interactions among immigrants to America: Perspectives from developmental science. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant families in contemporary society (pp. 121-136). Guilford Press.
Bornstein, M. H., & Cote, L. R. (2006). Introduction to acculturation and parent-child relationships. In M. H. Bornstein & L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 3-12). Lawrence Erlbaum Associates.
Bornstein, M. H., & Cote. L. R. (2006). Mothers’ perceptions of their own and their spouses’ parenting styles in cultures of origin, acculturating cultures, and cultures of destination. In G. Zheng, K. Leung, & J. Adair (Eds.), Proceedings of the 17th Congress of the International Association for Cross-Cultural Psychology: Perspectives and Progress in Contemporary Cross-Cultural Psychology (pp. 65-75). China Light Industry Press.
Bornstein, M. H., & Cote. L. R. (2006). Parenting cognitions and practices in the acculturative process. In M. H. Bornstein & L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 173-196). Lawrence Erlbaum Associates.
Cote, L. R., & Bornstein, M. H. (2005). Japanese American and South American immigrant mothers’ perceptions of their own and their spouses’ parenting styles. In H. Grietens, W. Lahaye, W. Hellinckx, & L. Vandemeulebroecke (Eds.), In the best interests of children and youth: International perspectives (pp. 47-76). Leuven University Press.
Azar, S. T., & Cote, L. R. (2005). Cognitive-behavioral interventions with neglectful parents. In P. F. Talley (Ed.), Handbook for the treatment of abused and neglected children (pp. 145-181). Haworth Press.
Cote, L. R. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 205-221). Brookes.
Dickinson, D. K., Cote, L., & Smith, M. W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. In C. Daiute (Ed.), New Directions for Child Development Series: Vol. 61. The development of literacy through social interaction (pp. 67-78). Jossey-Bass.
Edited Volumes
M. H. Bornstein & L. R. Cote (Eds.). (2006). Acculturation and Parent-Child Relationships:Measurement and Development. Lawrence Erlbaum Associates.
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