Our Collaborators

Background

Collaboration is central to CASEL’s approach. CASEL began as an entirely volunteer collaborative of individuals from diverse disciplines with a shared commitment to advancing the science and practice of SEL. Even as CASEL developed a funded central staff, its volunteer advisory Leadership Team continued to be a primary source of strategic counsel and active collaboration on projects. In addition, almost all major funded projects and strategic directions that CASEL has undertaken began with a convening of outside experts who advised us on directions needed by the field, and we are guided along the way by Working Groups of experts whom we convene. CASEL believes that cross-disciplinary collaboration produces the richest insights, biggest impacts, and best outcomes in work on behalf of children; thus the “C” in CASEL stands for “Collaborative.”

Learn more about our criteria and process for establishing CASEL collaborative projects and for identifying network members.

Founders

• Sheldon Berman, Superintendent of Schools, Hudson, MA
• Patricia Caesar, President and CEO, Caesar Consulting Group
• Maurice Elias, Professor of Psychology, Rutgers University
• Daniel Goleman, CASEL co-founder, author of Emotional Intelligence
• Mark T. Greenberg, Prevention Research Center for the Promotion of Human Development, Penn State
• Eileen R. Growald, Venture Philanthropist
• Norris M. Haynes, Professor of Counseling and School Psychology, Southern Connecticut State University
• Janice Jackson, Assistant Professor, Lynch School of Education, Boston College
• Linda Lantieri, Director, Inner Resilience Program
• Beverly Benson Long, Immediate Past President, World Federation for Mental Health
• JoAnn B. Manning, Vice President of Program Implementation, Platform Learning
• Mary Utne O’Brien, Research Professor of Psychology and Education, University of Illinois at Chicago
• Janet Patti, Professor, Department of Curriculum and Teaching, Hunter College
• Terry Pickeral, Executive Director, National Center for Learning and Citizenship, ECS
• Timothy P. Shriver, Chair, Special Olympics, Inc.
• David J. Sluyter, Senior Advisor, Fetzer Institute
• Herbert J. Walberg, Professor Emeritus, Education and Psychology, University of Illinois at Chicago
• Roger P. Weissberg, Professor of Psychology and Education, University of Illinois at Chicago
• Joseph E. Zins, Professor, Professor, College of Education, University of Cincinnati

Working Groups

SEL Provider Workgroup

• Kathy Beland, School-Connect
• Marc Brackett, Health, Emotion, & Behavior Laboratory, Yale University
• Mike Buscemi, Lions Clubs International Foundation
• Larry Dieringer, Educators for Social Responsibility
• Joan Duffell, Committee for Children
• Maurice Elias, Developing Safe and Civil Schools, Rutgers University
• Mark T. Greenberg, Prevention Research Center for the Promotion of Human Development, Penn State
• Kevin P. Haggerty, Social Development Research Group, University of Washington
• Roxann Kriete, Northeast Foundation for Children
• Terrance Kwame-Ross, Developmental Designs
• Linda Lantieri, The Inner Resilience Program – Tides Center
• Ann Levett, Comer School Development Program, Yale University
• Tom Roderick, Morningside Center for Teaching Social Responsibility
• Eric Schaps, Developmental Studies Center
• Paula Smith, Eunice Kennedy Shriver National Center for Community of Caring, University of Utah
• Roger P. Weissberg, University of Illinois at Chicago

Research Advisory Group

• Larry Aber, New York University
• Marc Brackett, Health, Emotion, & Behavior Laboratory, Yale University
• Catherine Bradshaw, Johns Hopkins University
• Sandra L. Christenson, School Psychology Program, University of Minnesota
• Linda Darling-Hammond, Stanford University
• Richard Davidson, University of Wisconsin
• Celene Domitrovich, Prevention Research Center for the Promotion of Human Development, Penn State
• Angela Lee Duckworth, University of Pennsylvania
• Joseph Durlak, Loyola University
• Linda Dusenbury, Tanglewood Research, Inc.
• Maurice Elias, Rutgers University
• Nancy Gonzales, Arizona State University
• Mark T. Greenberg, Prevention Research Center for the Promotion of Human Development, Penn State
• Nancy Guerra, University of California Riverside
• J. David Hawkins, University of Washington
• Norris Haynes, South Connecticut State University
• Robert Jagers, University of Michigan
• Stephanie Jones, Harvard Graduate School of Education
• Kimberly Kendziora, American Institutes for Research
• Linda Lantieri, The Inner Resilience Program – Tides Center
• Paul A. LeBuffe, Devereux Center for Resilient Children
• David Osher, American Institutes for Research
• Robert Pianta, Center for Advanced Study of Teaching and Learning (CASTL), University of Virginia
• Sara Rimm-Kaufman, University of Virginia
• Eric Schaps, Development Studies Center
• Kimberly Schonert-Reichl, University of British Columbia
• Abe Wandersman, University of South Carolina
• Roger P. Weissberg, University of Illinois at Chicago

Preschool to Elementary School SEL Assessment Workgroup

• Susanne A. Denham, George Mason University
• Celene Domitrovich, Penn State University
• Karen Freel, Ounce of Prevention
• Mark T. Greenberg, Penn State University
• Bridget K. Hamre, University of Virginia
• Graciela Italiano-Thomas, Education Consultant
• Robert J. Jagers, University of Michigan
• Stephanie M. Jones, Harvard Graduate School of Education
• Kimberly Kendziora, American Institutes for Research
• Clark McKown, Rush Neurobehavioral Center
• David Osher, American Institutes for Research
• Cybele Raver, New York University
• Ross A. Thompson, University of California, Davis
• Roger Weissberg, University of Illinois at Chicago

To learn more about CASEL’s collaborative work, contact info@casel.org.