Assistant Professor, Child Study Center; Director, The Education Collaboratory at Yale
The Education Collaboratory at Yale
We believe that the future of equitable and inclusive education can be realized through collaborative research partnerships and innovative research practices that advance the science and practice of social and emotional learning.
The mission of the Education Collaboratory at Yale is to advance the science and practice of social and emotional learning (SEL). Through intentional collaboration with students, educators, leaders, and organizations, we investigate, inspire, and address open questions in the Who, What, and How of inclusive and equitable SEL.
Our approach emphasizes community partnerships and collaborative engagements with schools and communities, designed to balance rigor, relevance, and reality in SEL design, implementation, and evaluations to support all students, schools, and communities, to benefit. Under the direction of Dr. Christina Cipriano, the Education Collaboratory at Yale is leading the national discourse to evolve the definition of SEL alongside the burgeoning field; identifying promising practices for inclusive and equitable implementation and evaluation of SEL in school settings, undertaking critical evidence synthesis, and supporting the next generation of data practices through novel SEL assessments and community-based approaches to intervention science.
- Christina Cipriano, Ph.D. is an Assistant Professor at the Yale Child Study Center and the Director of the Education Collaboratory at Yale. Prior to this appointment, Dr. Cipriano served for five years as the Director of Research at the Yale Center for Emotional Intelligence. Dr. Cipriano is an Applied Developmental and Educational Psychologist, and her research focuses on social and emotional learning intervention and assessment in the service of marginalized student and teacher populations through systematic examination of the interactions within their homes, schools, and communities to promote pathways to optimal developmental outcomes. Chris is a national expert in SEL and has extensive experience working in classrooms with marginalized populations, providing training to teachers and support staff, and direct instruction to students. Dr. Cipriano is the Principle Investigator of several funded research to practice projects and regularly disseminate her science in both academic journals and professional development workshops for pre-service and in-service educators and school personnel. Dr. Cipriano currently manages a research portfolio of over $12 million dollars in SEL research, including federal and foundation grant funding. She has published 75+ papers, commentaries, and reports, spanning top tier peer-reviewed journals, and media outlets such as The Washington Post, Education Week, PBS, The Greater Good Science Center, and Edsurge. Dr. Cipriano’s leadership in the field has been recognized by the US Department of Education, earning her an appointment on the Social and Behavioral Panel of the Institute of Education Sciences in addition to other federal work groups that are informing the future of SEL research, practice, and policy. A Jack Kent Cooke Scholar, Dr. Cipriano received her Ph.D. and a Certificate in Human Rights and International Justice from the Boston College Lynch School of Education, her Ed.M. from the Harvard Graduate School of Education, and B.A. from Hofstra University Honors College. Dr. Cipriano currently serves on the Professional Advisory Board of the National Center for Learning Disabilities and Teachstone. Dr. Cipriano is the mother of four beautiful children who inspire her daily to take the moon and make it shine for everyone. You can learn more about Chris at drchriscip.com
Program Manager 1; Lab Manager, Education Collaboratory at YaleLinda Torv (she/her), MPH, identifies as a cis-gendered, heterosexual, Mexican-American woman. Linda holds a Bachelor of Science in Public Health and a Master of Public Health from Southern Connecticut State University. Linda joined the Yale Center for Emotional Intelligence in February of 2019 as the Program Manager for Research. In September of 2022, Linda transitioned to Associate Director of Research Administration at the Center. Effective July 1, 2023, Linda will transition to Lab Manager for the Education Collaboratory within the Yale Child Study Center. In her role, Linda supports researchers at all career levels with the management of these research projects, including hiring and staffing, creating and maintaining partnerships, and university and grant reporting. Prior to her work at the Yale, Linda managed a statewide nutrition, fitness and gardening program through the University of Connecticut, Department of Extension, funded through the National Institute Food and Agriculture. In her free time, Linda enjoys spending time outdoors with her husband, son, and dog.
Senior Administrative Assistant; Lab Coordinator, Education Collaboratory at YaleZoë Soeters joined Yale as a full-time employee in 2016 at the Yale Law School Career Development Office. In 2019, Zoe joined the Yale Center for Emotional Intelligence as a Senior Administrative Assistant for the Executive Director. In July of 2021, she became the Operations Coordinator for Research at the YCEI. Effective July 2023, Zoë has transitioned to the Lab/Program Coordinator for the Education Collaboratory at Yale. In her current position at the Education Collaboratory at Yale, Zoë works closely with Linda Torv and Dr. Chris Cipriano to provide administrative support. She has been at Yale for over 15 years in various departments across the Yale School of Medicine, Yale Law School, and even the Yale Center for British Art. She graduated from Marist College with a B.A. in English Literature, minor in Psychology, and holds a Certificate in Accounting from Post University. Outside of the office, Zoë enjoys spending time with her husband and dog, reading, baking all the things, and horseback riding.
Associate Research Scientist in the Child Study CenterZi Jia (ZJ) Ng joined the Yale Center for Emotional Intelligence (YCEI) in January of 2020 as a Postdoctoral Research Associate. In December of 2021, she transitioned to Associate Research Scientist at the Center. In July of 2023, ZJ transitioned to Associate Research Scientist at the Education Collaboratory at Yale. ZJ works on Project Flourish, which examines how social and emotional learning assessments work practically in schools and support students of color and their educators to thrive. Her research focuses on emotion regulation and well-being in children and adolescents. ZJ was born and raised in Singapore. She received her B.Soc.Sci in Psychology from the National University of Singapore and her Ph.D. in School Psychology from the University of South Carolina. She completed her APA-accredited pre-doctoral internship at Sarah Reed Children’s Center and her clinical postdoctoral fellowship at Centerstone Kentucky. ZJ is also a licensed child and adolescent psychologist as well as a nationally certified school psychologist.
Associate Research Scientist in the Child Study CenterAlmut Zieher, Ph.D. is an Associate Research Scientist at the Education Collaboratory at Yale within the Yale Child Study Center. She started researching at Yale in 2019 first as a Postdoctoral Fellow at The Consultation Center at Yale and then at the Yale Center for Emotional Intelligence. Dr. Zieher received her Ph.D. in Educational Psychology, their M.A. in Special Education, and her B.A. in Elementary Education from the University of New Mexico. Dr. Zieher’s experiences as a general and special education teacher lead hthem to study how teachers learn and engage in social and emotional behaviors to increase teacher well-being and pedagogical effectiveness. She uses social, emotional, and mindfulness theories and approaches to inform training and measure development. Previously they deployed a mindfulness training using the skills from Dialectical Behavioral Therapy with pre-service teachers. Currently, their work focuses on teacher measures, including developing the Social and Emotional Learning Observational Checklist (SELOC, IES R305A210262) to support elementary school teacher’s social and emotional teaching, a teacher self-report measure of emotion-focused SEL implementation, and the Objective Awareness and Mindfulness Measure (OAMM), an objective teacher self-report measure funded by a Mind and Life PEACE grant. She is creating these measures to better understand and improve social and emotional school programming, including programming for teachers, by better understanding how and which program components are beneficial to whom.
Postdoctoral Associate in the Child Study CenterCheyeon Ha, Ph.D., is a Postdoctoral Associate of the Education Collaboratory at Yale within the Child Study Center. Her research broadly focuses on children's social and emotional development and learning support for educational equity. Cheyeon is particularly interested in school-based social-emotional learning (SEL) research for children with different needs for appropriate learning opportunities considering their diverse social contexts (e.g., in low-income, with cultural diversity, and special education needs). Also, Cheyeon has investigated various methodological approaches to explain the mechanisms of child development. Research Keywords: Social-emotional Learning (SEL), Child Development, Social Psychology, Inclusive Learning, School-based Intervention, Educational Equity, and Mixed-methods
Project CoordinatorFamatta Gibson (she/her/hers) MSW, LMSW Famatta Gibson joined the Yale Center for Emotional Intelligence (YCEI) in September 2021 as Project Coordinator for the Social Emotional Learning Observation Checklist for Elementary Schools (SELOC) Project. Effective July 1, 2023, Famatta will transition as Project Coordinator at the Education Collaboratory at Yale within the Yale Child Study Center. In her current role at the YCEI, Famatta works as member of the SELOC Project team, that is developing the Social and Emotional Learning Observation Checklist for Elementary Schools (SELOC-E). The SELOC-E will be an easy-to-use checklist measure for use by school practitioners to support SEL teaching. She serves as the point of contact for day-to-day communication with research partners and potential partners. She also supports various areas of the research including school recruitment, participant payments, financial reconciliations, and project management. Before joining the YCEI, Famatta worked in various research and regulatory-related roles at Yale University. Famatta also serves the New Haven community as a licensed mental health clinician with Elm City COMPASS and the Continuum Integrative Behavioral Health (CIBH). Famatta was born and raised in Monrovia, Liberia where she received her AA in Computer Science from the AME Zion College in Monrovia, Liberia. She received her BS in Psychology from Liberty University in Virginia, and MS in Social Work from Alliance (formerly Nyack College) School of Social Work in New York. Before coming to the US, Famatta was trained by the United Nations as a War Trauma Field Worker. She is humble and fortunate to have served child soldiers and girls who were sex trafficked. Famatta volunteers in New Haven, the neighboring town of Woodbridge, a host of other areas and with some international non-profits. She also enjoys mentoring youth and social work students and serving her country (Liberia) by providing access through psychoeducation around mental health symptoms and grief and loss. She is passionate about storytelling as a form of healing. When not working or volunteering, she can be found cycling in and around CT, training for the Smilow Center Closer To Free Cancer Ride and spending time with friends and family.
Postgraduate Associate in the Child Study CenterVictoria Mack is a postgraduate associate at the Yale Center for Emotional Intelligence and currently works under the mentorship of Dr. Christina Cipriano on Project Flourish. Effective July 1, 2023, Victoria will transition to the Education Collaboratory within the Yale Child Study Center. Victoria received her B.A. in Psychology from Baylor University. As an undergraduate, Victoria served as a supplemental instructor for the university's Introduction to Psychology course. She mentored students and hosted sessions to review course content. After graduation, Victoria worked as a Behavior Technician, providing Applied Behavior Analysis (ABA) Therapy to children with Autism. As a technician, she worked one-on-one with clients to help them navigate everyday processes and regulate their emotions. Before joining Yale, Victoria worked in patient care at UT Southwestern Medical Center. Broadly, Victoria's research interests include resiliency in adolescents and emerging adults and the use of emotion regulation strategies after exposure to trauma-inducing events. In her free time, Victoria enjoys traveling, playing volleyball, and watching movies.
- American Institutes for Research (AIR)
- Character Lab
- The Consultation Center at Yale
- Essex County Learning Community (ECLC)
- National Center for Learning Disabilities (NCLD)
- Trajectory of Hope
- The Urban Assembly
- The University of Delaware
- The University of Virginia
- Yale Center for Emotional Intelligence (YCEI)
Our School Partners
- Abraham Lincoln Elementary School
- B.J. Ward Elementary School
- Champlain Elementary School
- Donovan Elementary School
- Elmont Elementary School
- Elmwood Elementary School
- Farwell Elementary School
- Foothill Knolls STEAM Academy of Innovation
- High Plain Elementary School
- Howe Ave Elementary School
- Jefferson Elementary School
- Leonard G. Westhoff Elementary School
- Randolph Public Schools
- Raymond A. Geiger Elementary School
- Susie Fuentes Elementary School
- Vermont Elementary School
- Willamina Elementary School
- Woodridge Elementary School
- August 23, 2023Source: Chan Zuckerberg Initiative Blog
Schools To Research The Impact of Their Environments on Students
- August 09, 2023Source: EdSurge
As Schools Turn to Tech for Mental Health Support, the Best Solution Might Be More Analog
- July 30, 2023Source: Orlando Sentinel
Commentary: Universal’s new disability pass does not support inclusive experiences