Current Graduate Students
Carly Robinson is a Ph.D. Candidate in Education at Harvard University in the Human Development, Learning, and Teaching concentration. Her interests lie at the intersection of social psychology, education, and youth development. Her current research focuses on developing and testing interventions that mobilize social support for students to improve student outcomes. In particular, she focuses on promoting positive teacher-student relationships and empowering families to improve student outcomes. Carly is associated with the Social Psychology in Education & the Environment (SPIEE) Lab at Johns Hopkins University and the Student Social Support (S3) R&D Lab at the Harvard Kennedy School. Prior to starting the doctoral program, Carly worked as a Research Fellow in the S3 Lab managing and implementing randomized field experiments related to education, and as a third grade teacher. She received her Master’s in Applied Positive Psychology from the University of Pennsylvania and her B.A. in Psychology from Williams College.
Claire Chuter is a Ph.D. student at Johns Hopkins University - School of Education. Her primary interest lies in improving students empathy through virtual reality perspective-taking activities. Previously, Claire conducted research as a consultant for the non-profit organization Opportunity Education, as well as taught in K-12 settings for four years. She holds a B.A. in Italian Studies, a B.S. in Human Development, and an M.A. in Education from the University of California, Davis. Claire enjoys developing guides with Education Hub for teachers as they support students in their personal and academic lives.
Katherine Cornwall is a Ph.D. Student at Johns Hopkins University in the School of Education. She holds a B.A. in Environmental Studies with a focus in Environmental Education from the University of Oregon and a M.S. in Environmental Science from Washington State University. Past research also includes urban and environmental planning. Her current research seeks to connect humans and natural environments through perception change and storytelling in environmental education. The desired outcome of her research is to foster attitudes of stewardship and compassion with meaningful and lasting behavioral change toward environmental sustainability. Kate has teaching experience from her time as a graduate teaching assistant at Washington State University and as an environmental educator through AmeriCorps and the University of Oregon’s Environmental Leadership Program.
Nan Mu is a Ph.D. student in Education at Johns Hopkins University. Her current research interests include children’s social and cognitive development, especially in perspective taking, language acquisition, and bilingualism. Before joining the SPiEE lab, Nan studied educational psychology using both behavioral and neural methodologies with researchers at the University of Alabama. For a decade before coming to the US, she taught English at the university level, working with Chinese undergraduate students to improve their spoken and written English. Nan received her M.A. in Applied Linguistics from Northeast Normal University, China, and B.A. in English Language Education from Jilin Normal University, China.
Christine Vriesema is an Assistant Professor of Psychology at the University of Wisconsin Eau Claire. She earned her PhD and MA in Educational Psychology from the University of Arizona and her BA in Psychology from Pomona College. In the SPIEE lab, Christine helps lead a replication study focusing on teacher-student relationships in middle school classrooms. This work is made possible through funding from the Robertson Foundation.
Christine’s research interests primarily emphasize motivation, self-regulation, and emotion among teachers and students. While centered in education contexts, her research also integrates perspectives from other areas of psychology (i.e., social, industrial and organizational, and developmental). Across all areas of her research, Christine aims to understand how context (e.g., classroom climate, school working conditions) can shape motivation and action.
Jonathan Cloughesy graduated from UCSB with a B.S. in Biopsychology and a minor in Applied Psychology, earning High Honors in his college. In the lab, Jonathan led our effort to design an experiment testing the effects of perceived similarity on productive engagement in conversations about environmental issues and education. His interests revolve around the intersection between school climate and well-being, as well as the adoption of environmentally-friendly attitudes and behaviors.