ECOLOGICAL LEARNING PARTNERS: MAKING INVISIBLE NETWORKS VISIBLE

Partnerships that strengthen connection and collaboration through contemplative mapping and data-informed insight

We make visible the invisible networks that drive human thriving through contemplative mapping methodologies that integrate systematic data collection with contemplative observation. We reveal the relationship patterns and institutional dynamics that inform strategic decisions about strengthening collaboration and support.

We turn isolation into meaningful connection, enabling measurable impact and lasting change.

City street at sunset with the sun shining directly down the street, creating a bright glow and sun rays. Tall buildings line the street, and pedestrian crossing lines are visible on the asphalt.

Our Vision

.At Ecological Learning Partners LLC, we envision a world where every person and organization thrives through visible, vibrant networks of connection and support—where isolation is transformed into collaboration, and hidden potential becomes shared strength.

Our Mission

We create tools and solutions that help people and organizations build deeper connections and navigate complexity with both analytical rigor and contemplative awareness

Our Process

Understand your context.

We start by learning about your organization's unique challenges and goals around connection and collaboration.

Map what’s really happening.

Through contemplative mapping, we help you see the networks and relationships that drive organizational success and identify where connections could be strengthened.

Strengthen what matters.

Together, we design data-informed interventions to build deeper connections and more effective collaboration.

Sustain the change.

We help embed network-conscious practices that maintain stronger relationships over time.

Contemplative Mapping

My methodology draws on both rigorous research traditions and sustained contemplative practice. This integration combines systematic data collection and network analysis with contemplative observation to reveal patterns that conventional analysis alone misses.

The approach helps teams develop what contemplative traditions call "discriminative awareness"—the capacity to observe institutional dynamics and data patterns without reactive judgment, creating space for more skillful responses to complex challenges. Contemplative mapping reveals not just what the networks are, but how unexamined assumptions and biographical patterns influence what the data show about collaborative capacity.

Strategic Partnership

I collaborate with learning-focused organizations, bringing both analytical expertise and contemplative inquiry to complex challenges around connection and collaboration. Together, we:

  • Co-design data-informed solutions that align with your strategic vision and operational realities

  • Build internal capacity while addressing immediate research needs

  • Create sustainable systems for ongoing network analysis and reflection

  • Navigate complex implementation challenges with both analytical rigor and contemplative awareness

Why Partnership Matters

Effective organizational change requires more than external expertise—it demands authentic collaboration grounded in evidence and insight. I bring 25 years of system-level experience to partnerships, understanding both the research landscape and implementation realities that learning-focused organizations navigate daily.

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About Sarika S. Gupta, Ph.D.

I am an educator and researcher who has spent 25 years exploring how connection shapes learning—from early childhood classrooms to university faculty positions across Hunter College, George Washington University, Johns Hopkins University, and George Mason University.

My work has always centered on making visible what's often invisible: the networks of relationships that determine whether children, educators, and organizations thrive—and understanding how to strengthen these connections for better outcomes. Through my Ph.D. in Special Education (2010) and emerging M.S. in Data Science, I bring 17 years of Iyengar yoga practice to my research methodologies.

Throughout my career, I've had the opportunity to work within educational systems from multiple vantage points—as teacher, coach, technical assistance provider, professor, and researcher. This progression has given me insight into how individual relationships connect to larger organizational dynamics, whether contributing to multi-site research studies, consulting with school leaders on inclusion transformation, providing technical assistance to state education departments, or most recently, leading a mixed-methods investigation of inclusion practices with NYC Public Schools. Each role has deepened my understanding of how networks function at different levels of learning ecosystems.

Ecological Learning Partners LLC represents the next evolution of this work—creating systematic approaches to map and strengthen the connections that drive meaningful change in organizations.

Experience

My research focuses on developing methodological approaches that bridge academic rigor with practical application through both analytical and contemplative inquiry. I've worked with state departments of education, school districts, and higher education institutions on projects examining policy implementation, professional development effectiveness, and collaborative inquiry processes that engage stakeholders in co-designing research questions and solutions.

Let’s Talk

I partner with learning-focused organizations using contemplative mapping approaches that integrate data collection with systematic observation to reveal the relationship patterns and institutional dynamics shaping collaboration and support—from early childhood programs and schools to professional development providers and community-based learning initiatives.

If you're curious whether this approach might offer insights for your organization, I'd love to learn more about what you're working on.

Resources & Publications

    • Gupta, S. S., Cheatham, G. A., Strassfeld, N., **Zhu, X., Medellin, C. & Nagasawa, M. (2024). Examining the ecology of preschool inclusion in New York City: A mixed-methods study underway. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491241229229

    • Gupta, S. S. & Rous, B. S. (2016). Understanding change and implementation. How leaders can support inclusion. Young Children, 71(2), 82-91. https://www.jstor.org/stable/ycyoungchildren.71.2.82

    • Lieber, J., Butera, G., Hanson, M., Palmer, S., Horn, E., Czaja, C., Diamond, K., Goodman-Jansen, G., Daniels, J., Gupta, S., & Odom, S. (2009). Factors that influence the implementation of a new preschool curriculum: Implications for professional development. Early Education and Development, 20(3), 456-481. https://doi.org/10.1080/10409280802506166

    Technical Reports:

    • Gupta, S. S. & Guha, M. L. (2019). Conversations About Inclusion at the Center for Young Children at the University of Maryland, College Park: Final Summary. New York: Hunter College CUNY. 33 pages.

    • Gupta, S. S. (2021). Mapping the design and facilitation of critical self-reflection in a culminating clinical course for early childhood special education teacher candidates. The New Educator, 18(1-2), 42-60. https://doi.org/10.1080/1547688X.2021.2005855

    • Gupta, S. S. & **Lewin-Smith, J. (2020). Employing design-thinking to create opportunities for ECSE teacher candidate reflection through infographic design in an online course. Distance Learning, 17(2), 11-23.

    • Gupta, S. S. (2020). Building practitioner resilience for change in EI/ECSE. Young Exceptional Children, 24(1), 3-15. https://doi.org/10.1177/1096250620913258

    • Gupta, S. S. & Daniels, J. (2012). Coaching and professional development in early childhood classrooms: Current practices and recommendations for the future. NHSA Dialog, 15(2), 206-220. https://doi.org/10.1080/15240754.2012.665509

    • Gupta, S. S., Sherif, V., & Zhu, X. (2023). Re-examining state Part C early intervention leaders' views through a positive lens on leadership: A qualitative secondary analysis. The Qualitative Report, 28(2), 517-543. https://doi.org/10.46743/2160-3715/2023.4786

    Technical Reports:

    • Tirrell-Corbin, C., Sweet, S., Gupta, S., & Lieber, J. (2016). Evaluation of the birth to five service delivery models in Maryland – Phase I. College Park: University of Maryland Center for Early Childhood Education and Intervention. 269 pages.

    • Tirrell-Corbin, C., Lieber, J., Cummings, K., Jones Harden, B., Klein, E., Silverman, R., & Gupta, S. (2016). Evaluation of the efficacy of Maryland's Race to the Top—Early Learning Challenge grant. College Park: University of Maryland Center for Early Childhood Education and Intervention. 183 pages.

    • Ruggiero, T., Gupta, S., Nicholas, A., & Mauzy, D. (2016). State spotlight on data use. Maryland: Establishing partnerships to build data use capacity. Menlo Park, CA: SRI International.

    • LaRocco, D. J., Bruns, D. A., Gupta, S. S. & Sopko, K. M. (2014). National early childhood special education leadership summit: Final report February 2014.

    • Gupta, S. S. (2011). Strategies to facilitate and sustain the inclusion of young children with disabilities [Policy Brief]. Denver, CO: The Colorado Center for Social Emotional Competence and Inclusion. 4 pages.

    • Sarpatwari, S. S. (2006). A qualitative analysis of the 1st Annual Joint Technical Assistance and Dissemination Conference. Washington, DC: U.S. Department of Education, Office of Special Education Programs. 10 pages.

  • Current work includes multiple manuscripts articles under review and in preparation examining contemplative approaches to professional development and network analysis in collaborative research contexts.