Making Caring Common
Raising kids who care about others and the common good.
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Team

The Making Caring Common team, based at the Harvard Graduate School of Education, includes experts in moral and ethical development, empathy, social-emotional learning (SEL), parenting, and data analysis; seasoned communications and digital media professionals; project managers; and former classroom teachers. Each fall, we welcome a new cohort of graduate student interns who contribute a wide range of skills, experiences, and perspectives.

Our Team

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The Making Caring Common team, based at the Harvard Graduate School of Education, includes experts in moral and ethical development, empathy, social-emotional learning (SEL), parenting, and data analysis; seasoned communications and digital media professionals; project managers; and former classroom teachers. Each fall, we welcome a new cohort of graduate student interns who contribute a wide range of skills, experiences, and perspectives.

 
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Staff

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Trisha Ross Anderson

Senior Project Manager

Trisha Ross Anderson is a Senior Project Manager for Making Caring Common.

Trisha has spent over a decade supporting a wide variety of schools and non-profits. Her work centers around social and emotional learning and character development, the promotion of positive school climate, and intervention development and evaluation. Interested in the translation of research to practice, Trisha has been part of several research teams that develop, evaluate, and facilitate social and emotional learning and character education programs in schools. She regularly works with school and district leaders, as well as teachers, as a consultant, presenter, and trainer.

Trisha previously worked as a classroom teacher. In her work with Making Caring Common, Trisha helped to research and write reports including The Children We Mean to Raise, Leaning Out, The Talk, and Turning the Tide, which seeks to re-shape the college admission process. She holds an Ed.M. from the Harvard Graduate School of Education.

trisha_ross@gse.harvard.edu | 617.496.4541


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BRENNAN BARNARD

College Admissions Program Manager

Brennan Barnard is the College Admissions Program Manager at Making Caring Common.

Brennan has worked as teacher, dorm parent, advisor, coach, admission officer, and student affairs administrator at a number of independent high schools and colleges and serves as the Director of College Counseling at The Derryfield School in Manchester, New Hampshire and at US Performance Academy, an online independent high school for elite athletes.

Brennan is a member of the Advisory Board for the New Hampshire College and University Council’s New Hampshire Scholars Program and on the Executive Committee for the Character Collaborative. He presents regularly on athletic recruiting, mindfulness, discipline, and other topics in college admission. He has written about college admission for The New York Times, The Washington Post, Forbes.com, HuffPost, Concord Monitor, Journal of College Admission, and other publications. He has also been featured in articles in The Wall Street Journal and The Associated Press and is an occasional guest on New Hampshire Public Radio.

A native of suburban Philadelphia and practicing Quaker, he is a graduate of Westtown Friends School. Brennan earned a bachelor’s degree in Psychology and Spanish from Franklin & Marshall College and a master’s degree in Higher Education and Student Affairs Administration from The University of Vermont. This father of two lives in Hopkinton, New Hampshire where he is a volunteer firefighter.

brennan_barnard@gse.harvard.edu | 617.384.9544


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MILENA BATANOVA

Research and Evaluation Manager

Milena Batanova leads the Instructional Strategies to Promote Empathy project at Making Caring Common. She works with teachers and schools to facilitate and evaluate the implementation of low burden strategies to promote attitudes and behaviors related to empathy and caring.

Milena received her PhD in Health Behavior and Health Education from the University of Texas at Austin, where she conducted empirical studies on adolescent empathy and aggression/victimization. She also worked on tobacco prevention and evaluation projects contracted by the state.

Before joining Making Caring Common, she was a postdoctoral scholar and then a Research Assistant Professor at the Institute for Applied Research in Youth Development at Tufts University. At the Institute, she served as a co-investigator of the Arthur Interactive Media Buddy Project, which involved the development, implementation, and evaluation of a media-based character education program for elementary school students.

Milena is passionate about applying research to practice in the areas of empathy promotion; social, emotional, and character development; and bullying prevention.

milena_batanova@gse.harvard.edu | 617.384.7738


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Alison Cashin

Director

Alison Cashin is the Director of Making Caring Common.

An award-winning communicator and advocate, Alison helps organizations put their ideas into practice, build and engage diverse audiences, and develop and communicate messages that change hearts and minds. Her work has been featured in major national outlets, including The New York Times, The Washington Post, National Public Radio, and The New Yorker. Alison earned a Master of Science in Journalism at Boston University, including a journalism fellowship at the Institute for Human Sciences in Vienna, Austria, and a Bachelor of Arts in English at Vassar College.

alison_cashin@gse.harvard.edu | 617.495.1959


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Alexis Ditkowsky

Senior Communications Manager

Alexis Ditkowsky is the Senior Communications Manager at Making Caring Common.

With a career spanning social impact, education, technology, and the arts, Alexis harnesses digital opportunities to build communities, connect people to resources, and amplify diverse voices. She enjoys collaborating with external partners to develop new audiences and increase the impact of everyone’s work.

Alexis earned a Master of Education in International Education Policy from Harvard Graduate School of Education and a Bachelor of Arts in Individualized Study from New York University.

alexis_ditkowsky@gse.harvard.edu | 617.945.8337


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Lisa Eschenbach

Program Assistant

Lisa Eschenbach is a Program Assistant at Making Caring Common, where she supports the team and MCC programs.

Throughout her career in higher education, Lisa has partnered with faculty, students, practitioners, and colleagues, most recently in the design and implementation of curricular and co-curricular programming focusing on social change, impact, and leadership development. Time in the classroom and being a parent of two daughters have also made her a dedicated advocate for social and emotional learning programs in schools.

Lisa earned a Master of Arts in German Studies from University of Washington and a Bachelor of Arts in German Languages and Literatures from University of Massachusetts Amherst.

lisa_eschenbach@gse.harvard.edu | 617.384.9544


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Glenn Manning

Senior Program Coordinator

Glenn Manning is the Senior Program Coordinator for Making Caring Common, where he oversees and manages work with schools.

As an educator and public servant, Glenn has enabled communities to develop and maintain caring relationships among a wide variety of stakeholders. He now works to help school communities build systems that encourage young people's social, emotional, and ethical capacities.

Glenn earned a Master of Education in the Learning and Teaching program at Harvard Graduate School of Education and a Bachelor of Arts in English from Saint Michael's College.

glenn_manning@gse.harvard.edu | 617.495.4976


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Richard Weissbourd

Faculty Director

Richard Weissbourd, faculty director of MCC, is a psychologist and lecturer at Harvard. He teaches at both the Harvard Graduate School of Education, where he directs the Human Development and Psychology Program, and at the Harvard Kennedy School.

His current work focuses on children’s moral and ethical development, how parents can raise more caring children, and how adults can mentor teenagers and young adults to develop ethical and mature romantic relationships. He has written for numerous scholarly and popular publications and blogs, including The New York Times, The Huffington Post, CNN, The New Republic, NPR, and Psychology Today. He has consulted to schools and organizations around the country and has advised on family policy and school reform at the city, state, and federal levels.

Weissbourd is the author of The Parents We Mean to Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional Development (Houghton Mifflin 2009), which was named one of the top 24 books of 2009 by The New Yorker and of The Vulnerable Child: What Really Hurts America’s Children and What We Can Do About It (Addison-Wesley, 1996), named as one of the top 10 education books of all time by the American School Board Journal. He is a founder of several interventions for at-risk children, including Project ASPIRE, ReadBoston, and WriteBoston, and is also a founder of the Lee Academy pilot school in Boston. He holds a doctorate from the Harvard Graduate School of Education.

mcc@gse.harvard.edu | 617.384.9544


Interns

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Rachel Hanebutt

Research Intern

Rachel Hanebutt is a Research Intern for Making Caring Common, where she conducts literature reviews and develops resources for parents to have positive conversations with their young people about social media use and relationships.

Rachel received her Ed.M. from the Harvard Graduate School of Education’s Mind, Brain, and Education program, and holds a M.A. in Civic Media, Art, and Practice from Emerson College. Her academic scholarship focuses on adolescent relationship formation, with a specific focus on sex education and campus sexual assault prevention. During her time at Harvard, Rachel combined her passion for sexual assault prevention with crowdsourcing health data and online learning technology to co-found the digital sexual health startup, Confi.

Rachel is interested in the ways that individuals interact with technology that can support discussion of sensitive topics in the areas of civic education, sex education, and sexual assault, and also studies the technologies that young people use to form and develop relationships with one another.


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Naaila Hudani

Research Intern

Naaila Hudani is a Research Intern for Making Caring Common. She holds a Masters in Education from Harvard Graduate School of Education (class of 2009), and is currently a Ph.D. student at the Eliot-Pearson Department of Child Study and Human Development at Tufts University.

Since 2010, Naaila has been on the Governance Board for i-Mentors, a youth mentoring program within her faith-based community. Her time with i-Mentors sparked her interest in fostering positive development during adolescence. Her current work focuses on how adolescents' relationships with adults influence their development in the moral aspects of character.


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Sherien Sobhy

Parenting Strategies Intern

Sherien Sobhy is a Parenting Strategies Intern and an Ed.M. candidate at the Harvard Graduate School of Education in the Education Policy and Management Program.

Prior to attending HGSE, Sherien was a teacher and school leader in Cairo, Egypt. She also conducted teacher training workshops in her own school and other international schools in Cairo. She is passionate about promoting social and emotional learning and development both in and outside of school.

Sherien holds a B.A. in International Studies, a B.A. in French, and a Single Subject Teaching Credential from the University of California, Irvine.


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Eric Torres

Research Intern

Eric Torres is a Research Intern with Making Caring Common and a second-year Ph.D. student in Education at Harvard University.

His work with the MCC team focuses on promoting dialogue across political difference and the psychology of parental decisions related to school choice. Prior to his work with Making Caring Common, Eric taught classes in adult education at various non-profits in Austin, Texas, emphasizing the interplay of ESL, Adult Basic Education, and philosophical practice. He has also served two terms with Americorps and Americorps VISTA.

He holds a Bachelor’s degree in Philosophy and Spanish from Washington University in St. Louis and a Master’s degree in Education from the Harvard Graduate School of Education.

Outside of his work and study, Eric likes fiction writing, bike mechanics, weight training and spending aimless time with the people he cares about.

etorres@g.harvard.edu

 

Advisors

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Stephanie Jones

Senior Advisor

Stephanie Jones, senior advisor to Making Caring Common, is a developmental psychologist and the Marie and Max Kargman Associate Professor in Human Development and Urban Education at the Harvard Graduate School of Education.

Stephanie's research, anchored in prevention science, focuses on the effects of poverty and exposure to violence on children and youth's social, emotional, and behavioral development. Over the last ten years her work has focused on both evaluation research addressing the impact of preschool and elementary focused social-emotional learning interventions on behavioral and academic outcomes and classroom practices; as well as new curriculum development, implementation, and testing.


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Joe McIntyre

Research Advisor

Joe McIntyre is a research advisor for Making Caring Common and a fifth year Ed.D. candidate at HGSE. He also received an Ed.M. in Human Development and Psychology from the school.

Joe's research interests include applying methods from statistics to address questions in education. He is especially interested in measuring student experiences and in answering questions around gender and education.

Joe holds a B.A. in Mathematics from Dartmouth College and has previous experience as a high school math instructor.

joseph_mcintyre@gse.harvard.edu


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Meredith Rowe

Senior Advisor

Meredith Rowe, senior advisor to Making Caring Common, is the Saul Zaentz Professor of Early Learning and Development at the Harvard Graduate School of Education (HGSE). She leads a research program on understanding the role of parent and family factors in children's early language and literacy development. She is particularly interested in uncovering how variations in children's early communicative environments contribute to language development and in applying this knowledge to the development of intervention strategies for low-income families. 

For the past 10 years, her work has been funded by grants from the Ruth L. Kirschstein National Institutes of Child Health and Human Development (NICHD) branch of the National Institutes of Health (NIH). Specifically, Rowe was the recipient of a Postdoctoral National Research Service Award (NRSA), a Pathway to Independence (K99/R00) early career Research Transition Award, and a recent Exploratory/Developmental Research Grant (R21) to fund her current intervention study. Her work is published widely in top journals in education and psychology, including Science, Child Development, Developmental Science, and Developmental Psychology.