Current Graduate Students

Carly Robinson

Carly Robinson

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 the University of California Santa Barbara 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.

Current Post-doctoral Scholars

Christine Vriesema C.V.'s CV

Christine Vriesema

C.V.'s CV

Christine Vriesema is a post-doctoral scholar working with Hunter Gehlbach at the UC-Santa Barbara Gevirtz Graduate School of Education.  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.