Research Discipline/Bio
Caroline Botvin is a PhD Candidate in Developmental Psychology mentored by Dr. Tyler Watts. Her research explores the potential for early childhood interventions to produce compounding benefits across various domains of development. Caroline has primarily focused on the short- and longer-term effects of early childhood programs on children’s cognitive, social-emotional, and behavioral outcomes. Much of her work examines publicly-funded initiatives designed to foster the development of children experiencing poverty.
Prior to coming to TC, Caroline worked as a Senior Research Coordinator at National Health Promotions Associates. There, she developed intervention materials and coordinated research activities for several NIH-funded projects designed to attenuate various risk behaviors among adolescents.
Educational Background
Master of Philosophy, Developmental Psychology, Teachers College, 2024
Master of Science, Applied Psychological Methods, Fordham University, 2016
Bachelor of Science, Psychology, Fordham University, 2015
Honors/Awards
Provost Dissertation Research Fellowship, Teachers College, 2024 ($6,000)
Education Policy and Social Analysis Dissertation Research Fellowship, Teachers College, 2024 (Selected for funding; declined due to concurrent award restrictions)
Summer Undergraduate Research Grant, Fordham University ($4,000)
Publications/Exhibitions
Botvin, C. M., Jenkins, J. M., Carr, R. C., Dodge, K. A., Clements, D. H., Sarama, J., & Watts, T. W. (2024). Can peers help sustain the positive effects of an early childhood mathematics intervention?. Early Childhood Research Quarterly, 67, 159-169. doi: 10.1016/j.ecresq.2023.11.001
Last Updated: Oct 11, 2024