Story by Sarah Salmons

Eleven current or emeritus faculty members from the College of Education & Human Development have been named to the 2026 Stanford University-Elsevier Worlds’ Top 2% Scientists list.  

The list highlights the top 2% of scientists worldwide whose research has significantly impacted their fields and influenced global research trends. Rankings are based on academic citations and the quality of peer-reviewed journals in which their work is published. 

CEHD faculty recognized among the top 2% most cited and their fields of study: 

• Keith C. Herman, Curator’s Distinguished Professor: School psychology,  student mental health, school-based prevention and intervention 
• Francis L. Huang, Isabelle Wade-Lyda and Paul C. Lyda Professor: Quantitative research methods,  educational statistics, school psychology 
• I-Fen Lin, Coleman-Ganong Endowed Professor in Family Structure and Family Process Professor: Family sociology,  aging,  intergenerational relationships,  family demography. 
• Matthew P. Martens,  Provost and Executive Vice Chancellor for Academic Affairs: Counseling psychology,  addictive behaviors,  college student mental health. 
• Tuan Dinh Nguyen,  Associate Professor: Education policy,  teacher workforce,  teacher labor markets, educational equity. 
• Wendy M. Reinke, Curators’ Distinguished Professor: School psychology,  classroom behavior management, school-based mental health interventions. 
• Kui Xie, Dean and Joanne H. Hook Dean’s Chair in Educational Renewal:  Educational psychology, educational technology,  learning motivation and engagement, AI in education, translational research. 
• John M. Budd, Emeritus: Library and information science,  scholarly communication, information behavior  
• Lawrence H. Ganong,  Chancellor’s Professor and Emeritus: Family relationships,  stepfamilies,  family dynamics,  family development 
• Puncky Paul Heppner,  Emeritus: Counseling psychology,  problem-solving,  coping,  psychological adjustment  
• David H. Jonassen, Emeritus; Deceased: Educational technology, constructivist learning, problem-solving, instructional design