2011 Fellows

Caitlin Elsaesser

Caitlin is an Assistant Professor in the School of Social Work at the University of Connecticut. She received her doctoral degree from the School of Social Service Administration in 2015.  Her research interests include understanding the developmental consequences of stressful experiences, particularly violence and victimization, across school, community and family contexts, with a particular interest in youth who experience cumulative and chronic stress. Caitlin seeks to identify targets to reduce the negative behavioral, emotional and physiological consequences of childhood violence and victimization. She received her undergraduate degree from Carleton College and has a Master of Art of Teaching from Dominican University and a Master of Social Work from the School of Social Service Administration at the University of Chicago.

Dominic Gibson

Dominic is a postdoctoral researcher in Psychology at UChicago. He received his PhD, also from the Department of Psychology, in 2017. Dominic’s research interests include numerical and spatial cognition, language acquisition, the role of language in acquiring new concepts and how input from teachers and parents interacts with children’s preexisting knowledge about these concepts. Dominic received his undergraduate degree from Wesleyan University. After graduating, he worked in the Laboratory for Child Development at Johns Hopkins studying spatial working memory.

Rebecca Hinze-Pifer

Rebecca is a postdoctoral research fellow in the Stanford Center for Education Policy Analysis. Her research focuses on institutional structures that affect human capital development in adolescents and young adults. She is particularly interested in scalable interventions to moderate the impact of poverty and inequality on lifelong outcomes, especially within the school and justice systems. Rebecca received her undergraduate degree from the University of Wisconsin – Madison and earned a Master of Public Policy at George Washington University. Before beginning her doctoral research, Rebecca was a public school teacher for seven years.