Theresa Cheng, Ph.D., is a developmental cognitive neuroscientist and research scholar with nine years of interdisciplinary experience bridging psychology, neuroscience, education, and public health. Her work focuses on how childhood adversity shapes brain and body development to influence youth mental health, leading multi-institutional projects and mentoring trainees across methods from MRI to R-based data analysis. A credentialed science teacher and award-winning instructor, she translates rigorous research into classroom-ready programming and policy-relevant outreach, particularly within schools and clinical settings. Theresa has a track record of securing substantial funding and publishing extensively on adolescent brain development while also organizing training and advocacy efforts that center equity in science. Unusually for an academic, she pairs deep bench science with grassroots organizing experience—having helped unionize non-tenure-track researchers—bringing both systems-level and hands-on perspectives to translational challenges. Based in Los Angeles, she combines classroom pedagogy with lab leadership to advance actionable solutions for youth wellbeing.
9 years of coding experience
5 years of employment as a software developer
Doctor of Philosophy (PhD) Developmental and Child Psychology, Doctor of Philosophy (PhD) Developmental and Child Psychology at University of Oregon
BS/BA Biological Sciences and Philosophy (dual major), BS/BA Biological Sciences and Philosophy (dual major) at California State University, Los Angles
EdM Mind Brain and Education, EdM Mind Brain and Education at Harvard Graduate School of Education
Scripts for processing and analyzing the TAG study: Puberty, neural systems for social processes, and early adolescent mental health: A longitudinal neuroimaging study.
Contributions:1 PR, 75 pushes, 1 branch in 6 years 6 months
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