Faculty List | Teachers College Columbia University

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Academics

Faculty Profile Listings A-Z

PROGRAM IN ART AND ART EDUCATION

At Teachers College Columbia University we approach art and art education and the practices and theories that inform it in an integrated, research-oriented and imaginative way. Positioned within Teachers College, one of the leading schools of education in the world, the Program in Art and Art Education has made a significant contribution to the field both nationally and internationally.

Teachers College has a lively and dynamic theory-practice-research culture. All faculty are educators and artists with significant publication-exhibition profiles, actively involved in research as well as teaching.

READ MORE ABOUT OUR PROGRAM...

About

Our Program acknowledges teaching and learning in broad terms spanning infancy to the elderly, in sites that include schools, art colleges, museums, community and international settings. We embrace a diversity of students representing cultures within and outside the United States who bring unique insights and richness to our community. Set within a university of world renown, the Program has made a significant contribution to the fields of art and art education both nationally and internationally.

The Program seeks to cross-pollinate theory and studio practice in new and innovative ways. Working with a broad spectrum of traditional and digital tools and materials we hope to broaden horizons and foster the informed personal development of our students as artists, researchers, reflective thinkers and imaginative educational practitioners. To these ends we stretch out to other programs in the College for the contributions of their distinctive disciplines. Our own specially-designed exhibitions, conferences and symposia bring individuals and groups representing contemporary issues, cultures and practices to our study.

Research holds a critical and central place in our Program as faculty and students address problems of today that impinge upon our discipline. Working collaboratively through a series of seminars our doctoral candidates have the mandate to "make new knowledge" as this engages critical reflection and informs new directions for the future.

Our master's students and student teachers are encouraged to engage in classroom and other forms of grounded research and participate in producing the kind of insights needed to move the field of art education forward. Above all we recognize that as artists and art educators we need to exercise our experimental and exploratory voices and investigate ourselves as we work within the myriad tensions that shape modern-day culture.

The faculty of the Program are established practitioners who work closely with students to design individual programs that meet and support particular needs and goals. The vast cultural resources of New York City also offer students opportunities to enrich and expand their programs of study in important and imaginative ways. Alumni, too, continue to engage with the program as they make powerful and significant contributions to the contemporary world of art and education.

Please enjoy getting to know us and exploring the various facets of our work and the successes of our graduates.

About

Our Program acknowledges teaching and learning in broad terms spanning infancy to the elderly, in sites that include schools, art colleges, museums, community and international settings. We embrace a diversity of students representing cultures within and outside the United States who bring unique insights and richness to our community. Set within a university of world renown, the Program has made a significant contribution to the fields of art and art education both nationally and internationally.

The Program seeks to cross-pollinate theory and studio practice in new and innovative ways. Working with a broad spectrum of traditional and digital tools and materials we hope to broaden horizons and foster the informed personal development of our students as artists, researchers, reflective thinkers and imaginative educational practitioners. To these ends we stretch out to other programs in the College for the contributions of their distinctive disciplines. Our own specially-designed exhibitions, conferences and symposia bring individuals and groups representing contemporary issues, cultures and practices to our study.

Research holds a critical and central place in our Program as faculty and students address problems of today that impinge upon our discipline. Working collaboratively through a series of seminars our doctoral candidates have the mandate to "make new knowledge" as this engages critical reflection and informs new directions for the future.

Our master's students and student teachers are encouraged to engage in classroom and other forms of grounded research and participate in producing the kind of insights needed to move the field of art education forward. Above all we recognize that as artists and art educators we need to exercise our experimental and exploratory voices and investigate ourselves as we work within the myriad tensions that shape modern-day culture.

The faculty of the Program are established practitioners who work closely with students to design individual programs that meet and support particular needs and goals. The vast cultural resources of New York City also offer students opportunities to enrich and expand their programs of study in important and imaginative ways. Alumni, too, continue to engage with the program as they make powerful and significant contributions to the contemporary world of art and education.

Please enjoy getting to know us and exploring the various facets of our work and the successes of our graduates.

Art Ed Welcome Images

Studio Practice & Theory


Through a variety of seminars, symposia, conferences, workshops, on-site experiences and lectures our students are challenged to study the complex interactions between visual phenomena and their disciplinary and socio-cultural contexts. Our courses integrate theory and practice within an ongoing dialogue positioned to focus imaginative and critical thinking.

If you click on the images below, they will open up and tell you more about some of the experiences that form our Program. The images and narratives that present themselves are the outcome of a range of cross-disciplinary collaborations.

For example, the heart of the Program is formed by studio and pedagogical practices that both inform and are informed by multiple methods of investigation, interpretation and application.

We hope to inspire pedagogical action and research that keep alive the visual arts in K-12 schooling, and promote informed and innovative practitioners in higher education, as well as researchers who contribute to the forward movement of pedagogical-artistic-aesthetic knowledge.

Click on a any of the brochures below to learn more about the Program.

FOCUS

Ceramics Brochure Printmaking Brochure

MIXED/HYBRID

New Media Brochure Cross Media Brochure

Process Structures Brochure

INTEGRATED

Artistic Development Brochure Early Childhood Brochure

Curriculum Brochure Student Teaching Brochure

Macy Gallery Brochure

Upcoming Symposia and Conferences

HAE Conference Postcard

HISTORY OF ART EDUCATION CONFERENCE 2015
Brushes with History: Imagination and Innovation in Art Education History

November 19-22, 2015

History and a Past Forward
The last History of Art Education conference took place at The Pennsylvania State University in 1995, following two similar-themed conferences held there in 1985 and 1989. Continuing the tradition of history and historical research in art education, the Art & Art Education Program at Teachers College will host the conference “Brushes with History: Imagination and Innovation in Art Education History” in November 2015 in New York City.

CONFERENCE 2015
Mark your calendar now for this important conference intended to provide a forum for the presentation and discussion of ideas, issues, information, and research approaches used within the historical investigation of art education.

Focus Topics
The organizers of the conference seek paper proposals that center on major historical events as well as overlooked people and episodes within the wide terrain of art education, including but not limited to K-12 public and private schooling, museums and community-based art education, higher education, and international perspectives and experiences in art education. Paper proposals that focus especially on historical research methods, cultural contexts, individuals, institutions, and events within and related to art education are encouraged.

A post-conference website and publication of the proceedings will be developed.

Evaluating, Articulating and Reimagining Art Education in the 21st Century.
A Symposium for Art Education

Dates: TBA

Art can be considered as a series of overlapping histories of continuity and change. This symposium will explore issues of fine arts education in a world of hybridization of media and the crumbling of traditional boundaries in practices of making. Presentations and discussions will focus on the role of new media forms as they interweave with traditional practices and the implication and challenges this presents for teaching, learning and research in higher education in the arts.

Previous Symposia and Conferences

Remixing Art EducationConversations Across Cultures: Remixing Art Education

April 11-12, 2014

A symposium exploring pedagogy, instructional practice, student development and curriculum design in college-level art education. The various sessions and presentations investigated the power of art to alter perception, challenge conventions, and further understanding of teaching and learning in higher education.

Thinking Through DrawingThinking Through Drawing: Interweavings
The 3rd International Conference on Drawing, Cognition and Education

October 24-26, 2013

Drawing pedagogy shapes practice, research shapes pedagogy and practice shapes both. Thinking through and about drawing, presenters and discussion groups considered how pedagogy, practice and research inform one another. The symposium called attention to a growing understanding of how cognitive skills developed in drawing can be put to practical uses across various arenas of art education in K-12 schools.

Youth Media VisionsYouth Media Visions
April 12-14, 2013

This symposium highlighted newly emergent cultures and explored the pedagogical potentialities of learning with and from media produced by young people. Offered in conjunction with the United National Alliance of Cultures, the symposium generated a space for dialogue, bringing together educators, youth and media professionals from around the world who use new media in formal and informal settings.

Thinking Through DrawingThinking Through Drawing
October 28-20, 2012

The symposium brought together artists, neuroscientists, cognitive psychologists, medical practitioners, designers and educators from the USA and the UK, all with a shared interest in drawing and cognition. This trans-disciplinary gathering of scholars and practitioners addressed a broad range of concerns regarding contemporary drawing practices, theoretical analysis and education in light of current research.

Imagination and InnovationImagination and Innovation: What do we want to know about art education history?
December 2-4, 2011

The slow drumbeat of personal histories excavated from a widening global context challenges us with a new and more complex story that is yet in the making. The penetration of official narratives by hitherto unheard voices has opened the past to new forms of research and critique shaping the way history is composed. This symposium brought together the leading scholars in the history of art education to engage TC students in penetrating discussion of the field.

Digital StorytellingDigital Storytelling
October 15-16, 2011

An introduction to integrating images, sound and video for online publishing of professional profiles as artist educators. The workshop explored digital technology not as an input-output mechanism but for the meandering characteristics that allow for experimentation and offer personal expression of individual identities as a teacher.

Toying with PlayToying with Play: A Puppet and Toy-Making Workshop
May 20, 2011

Offered artists and educators an exciting opportunity to explore the notion of play through learning to make puppets and toys. The workshop used as a prompt the exhibits from Games NYC to engage with materials and concepts that facilitated the convergence of learning, interacting, expressing and playing.

Teaching Portfolio Design for Artist EducatorsTeaching Portfolio Design for Artist Educators
January 21-22, 2011

An intensive two-day training including lectures and hands-on sessions for developing and presenting teaching portfolios for student teachers. Emphasis placed on the use of typography and layout to distinguish the teachers’ own work as artist from that of their students’.

The Museum in the Mind of the Artist
March 30 - April 1, 2008

Investigation of the work of the artist-curator poses questions for the future of museums, audience expectations and participation, and visual cultural theory. For the most part, work exhibited in museums has been the province of specialist curators who through their displays and publications orient audience attention to specific theories, philosophies, interpretations, or features of topical concern. This symposium considered how the entry of the artist as both maker and curator has promoted something of a paradigm shift destabilizing the often-comfortable aesthetic assumptions and natural expectations viewers bring with them to the museum experience. By creating new sites for meaning and subjectivity, these artist-curators challenge long-standing relationships between audience and art, opening up fresh insights and aesthetic connections.

Community Arts EducationCommunity Arts Education: Exploring Possibilities
November 9-10, 2007

While exciting community programs are daily growing and expanding in scope, comparatively little research has been carried out that captures the policies, purposes, practices and outcomes that characterize their work. This symposium attempted to bring the best scholars and practitioners in the field together for stimulating and informative discussion. Speakers presented research and demonstrated a variety of practices that exemplified the work of their particular organizations.

The Art and Art Education Program facilities include:

  • The Macy Art Gallery;
  • Six specialized studio spaces;
  • Two large all-purpose conference-teaching rooms;
  • The Darvin and Kriegman Memorial Library;
  • Faculty and administrative offices.

MACY ART GALLERY

The Macy Art Gallery includes two exhibition spaces, and one smaller demonstration gallery used exclusively by our student-run Mixed Media Group.

Macy Art Gallery

STUDIO SPACES

The studio spaces include those for drawing/painting, lithography/etching, screen-printing, ceramics, sculpture/installation, and new media.

Art Ed Facilities

Art Ed Facilities 2

While each studio supports specialized courses, in practice many students work across studios integrating a variety of materials and techniques. All of our studio and teaching-conference spaces are fully equipped with media technology and can be arranged and re-arranged to accommodate the variety of activities and outreach that characterize the work of the Program.

CONFERENCE-TEACHING ROOMS

Teaching Rooms

THE DARVIN AND KRIEGMAN MEMORIAL LIBRARY

The Darvin and Kriegman Memorial Library is dedicated to the memory of Renee Darvin and Susan Kriegman who donated their art education books and journals for reference by students in the Program.

Darvin Memorial Library

Projects and Collaborations

The Art and Art Education Program maintains several projects and collaborations that are central to its mission of providing a challenging learning environment for students and faculty. These projects vary in opportunities offered and include research infrastructure support, resource development, community leadership initiatives, cultural communication and exchange programs, and international liaison.

PROJECTS

Myers Projects and Publications

Myers FoundationThanks to the generous support of the Myers Foundations the Program in Art and Art Education has been able to sponsor a series of finely designed publications that extend our work more broadly throughout the art education community. In addition, with the support of Trust Funding we have been able to upgrade our Macy Art Gallery spaces, bring cutting-edge technology to our classrooms and develop the Myers New Media Studio. Publications have included Macy Art Gallery postcards and brochures, and a series of books, monographs and conference proceedings.

Kourkoulis EquilibriumThe Program established the Myers Art Competition in 2010; each year students are presented with a challenge to meet in their work and invited to submit the outcomes for jurying by a team of faculty, artists and students. Ten students are awarded prizes each year.

The Myers Lecture Series brings five or six artists, scholars, performers and international guests to Teachers College to share their work with our students.

Colonel Eugene Myers was a student at Columbia University just before World War II. He collaborated with Professor Edwin Ziegfeld on the development of his seminal text Art Today which was coauthored by Ray Faulkner and Gerald Hill.

COLLABORATIONS

Miami Project

Working with artists from the South Miami Arts Center, a group of Teachers College doctoral students is exploring the creation of a community/performance work that centers on the theme of The Kitchen. The project engages local restaurant workers, families, and children in a weeklong site-specific and participatory event. This project will be documented in all its phases and used for research and pedagogical purposes.

Graduate Research in Art Education

A collaboration between Teachers College and Pennsylvania State University that provides a forum for doctoral students in art education to discuss their research projects and explore with each other the questions and issues they raise.

TC/MICA Research Colloquium

An exchange of research interests among Master's students from Teachers College and The Maryland Institute College of Art.

Central Academy of Fine Arts, Beijing, China

The art and art education faculty of Teachers College have been collaborating with their counterparts at CAFA on the development of an Art Education Master's Program for Chinese students. As part of this collaboration, there has been an ongoing faculty exchange, Chinese students have shown their work in the Macy Art Gallery and American students have taken summer courses in China.

Beaconhouse University, Lahore, Pakistan

A new collaboration between TC/BU focusing on the development of a Master's in Education degree in art education for graduate students who hope to teach in the schools of Pakistan. As the collaboration develops we hope for faculty and student exchanges.

Haystack Mountain School of Crafts, Deer Isle, Maine

The Program has a long and rich relationship with Haystack. Students from the Program regularly attend materials-based courses during the summer sessions in Maine, successful completion of which count towards their degrees at Teachers College.

The Comic Book Project

The Comic Book project is a world-renowned literacy initiative that engages young people in writing, designing, and publishing original comic books leading to academic reinforcement, social awareness and character development. Founded in 2001 at Teachers College by Dr. Michael Bitz who maintains contact with the Art and Art Education Program through lectures and workshops on his work.

Community Extensions

Community Ceramics Program & Community Studio Program

Rita Gold Early Childhood Center

The Center supports and promotes the growth and development of infants, toddlers and pre-schoolers and their families through inter-related learning practices and serves as an observational research site for Teachers College faculty and students. The Center integrates the visual arts fully within the flow of its curriculum and maintains close ties with the Program through weekly group visits to the Macy Art Gallery and the much praised exhibition of children’s art work created by the infants, toddlers and pre-schoolers each year.

The New York Historical Society

The Society has a mission to explore the history of New York and the nation through art and history exhibitions and public programs serving as a collective memory for New York in particular and helping to enlighten appreciation of the world as it is today. The Program works closely with the Society; it has collaborated on the exhibition Pioneering Education: Celebrating 125 Years of Innovation in Learning and students from the program routinely represent the Society through the participatory work they do in schools.

The Heritage School

The Heritage School, founded in 1996, is a partnership between the New York City Department of Education and Teachers College, Columbia University. Called one of the "most successful" small schools to have opened in NYC in the past ten years by InsideSchools.org, Heritage is a non-selective public school offering a comprehensive curriculum of learning that includes the arts.

Working with Museums

We are fortunate to be in New York City, where we enjoy collaborating with a range of world-class museums. Some of our more experienced students work as educators and administrators in the education departments of museums across the city, while others secure internships that introduce them to work in the field. In partnership with museums and museum professionals, we organize symposia and conferences on a variety of pertinent issues. As well, we offer a Museum Education concentration, and a series of museum-based, semester-long courses, taught by scholars and professionals in the field.

A trademark of our Program is the TC/Whitney Fellowship, a competitive research fellowship at the Whitney Museum of American Art, which is awarded to an Art and Art Education student every school year. Our Program, faculty, and students have also collaborated with the Metropolitan Museum of Art, the Museum of Modern Art (MoMA), the Guggenheim Museum, el Museo del Barrio, the Bronx Museum of the Arts, the Museum of Art and Design, the Cloisters, the Queens Museum of Art, and the Noguchi Museum, among others.

The Program in Art and Art Education has an active agenda of research on museum education, which is furthered through master’s theses, doctoral dissertations, and our faculty’s scholarship.

About Our Degrees

The four master's degree programs in Art and Art Education prepare candidates for teaching, administration and research and for working in related fields such as schools, colleges, museums and community settings. Each degree route is distinctive and serves students with different interests and career paths.

Students entering the MA Init will prepare for initial art teacher certification; students entering the MA will follow individualized paths and projects in art teacher/studio education determined by their own interests and settings; students entering the EdM will prepare for upper levels careers in art education, museum education, administration, and research; students entering the summer INSTEP program will work towards extending their professional level qualifications in art education.

In addition to core courses within each degree route, candidates will take courses from other Departments and Programs within the College as these support the development of their individual career goals.

All candidates are expected to continue and expand their studio expertise and familiarize themselves with new media practices across the curriculum.

Master of Arts in Art Education (MA)

Master of Arts in Art Education with Initial Teacher Certification (MA Init)

INSTEP, Summer Intensive Master of Arts in Art Education (MA Prof)

Master of Education in Art Education (EdM)

 

Doctoral Programs

The two doctoral programs in Art and Art Education prepare candidates for research, administration and teaching in universities and art colleges and for related work in teacher education, schools, museums and community programs.

Both degree programs are distinct yet share a focus on advanced level work in children's, adolescent and adult artistic development, studio, critical theory and practice, and in studying the multiple roles of school-society-culture in shaping human artistic-aesthetic capacities. In addition to core courses within the Program, doctoral candidates take courses from other programs in the College and University as these support the development of individual specializations.

Candidates are expected to carry out research projects either as a team member of the Center for Arts Education Research (CAER) or independently with guidance from faculty.

Candidates will spend time in advancing their studio work and will attend seminars designed to integrate course work with respect to developing individual research interests.

Doctor of Education (EdD)

Doctor of Education in the College Teaching of Art (EdDCT)

Admissions

Thank you for your interest in the Art and Art Education Program at Teachers College. The Teachers College Application Form for Admission can be found online at www.tc.columbia.edu/apply.

In addition to the general application requirements, the Art and Art Education Program requires Supplemental Materials to complete your application for admission. These Supplemental Materials will give us a broader picture of your qualifications and interests. Some of the Supplemental Materials are to be submitted electronically along with the Online Application Form, while others must be mailed directly to the Art and Art Education program office. It is essential that you submit the correct materials to the correct office. Failure to do so could result in serious delays in the processing of your application.

For a description of the required Supplemental Materials and information on where to submit them, please click on the link below.

Art Education Supplemental Materials

Please read the Supplemental Materials Guidelines carefully. Should you have remaining questions after you read the document, please feel free to contact the Art and Art Education Program Office at (212) 678-3360.

Please note that the GRE is not required for your application for admission.

We look forward to hearing from you and reviewing your application.

Sincerely,
Judith M. Burton, Ed.D.
Director, Program in Art and Art Education

Application Deadlines
For applicants wishing to start in the Spring Semester: November 1 (All Programs)

For Summer or Fall entry, the Art and Art Education Program considers applications on a rolling basis. This means that you may submit your application anytime, although you are strongly encouraged to complete your application two months prior to the start of your desired entry term.

Applications received after priority deadlines (below) are considered on a space-available basis.

Priority Deadlines

For applicants wishing to start in the Summer or Fall Semesters:

January 2 (Doctoral Programs)
January 15 (Master’s Programs)

Applicants must meet the priority deadline to be considered for departmental scholarships.

Eligible prospective students may apply for financial aid such as federal loans and work-study at anytime. For more information on applying for financial aid, please visit the Office of Financial Aid website: www.tc.columbia.edu/financialaid.

THE FACULTY

As befits the number one school of education in the United States, Teachers College has a proud history of prestigious faculty both in general and in Art and Art Education specifically. Given the Program requirement to take courses from other areas within the College and from Columbia University itself, students can expect to meet faculty drawn from a variety of academic and artistic fields.

Included in the present faculty of Art and Art Education are four full-time professors and one full time lecturer; six part-time adjunct professors along with nine part-time instructors several of whom hold positions in NYC museums while others are professional artists. In addition, faculty from across the Department of Arts and Humanities offer courses to art education students and may serve on dissertation advisory committees.

For the most part, the faculty combines teaching with research, writing and studio practice; faculty members also serve in administrative capacities within the college and as consultants to arts agencies in the US, Asia and Europe.

Faculty members are active in the field of arts education; they exhibit work, publish, and speak frequently at conferences, symposia and meetings nationally as well as internationally. From time to time, visiting faculty from the United States and overseas join the program while on sabbatical or to teach specific courses.

THE STUDENTS OF THE PROGRAM

The student body exemplifies a diverse mix of ages, races, background, and experience, and draws from a demographically and ethnically varied range of individuals. Most students entering the Program in Art Education bring with them high-level professional experience gained from work in the United States and overseas.

Many students have been teachers, museum educators, or school or university administrators; other students have had careers in studio practice or advertising, media, and technology while others have worked in government, community or social service, and the corporate sector. The diversity in background, experience, and expertise adds richness and range to everyone's course of study. Not infrequently students visit each other’s homelands and often act as conduits to new career openings and jobs.

ALUMNI

Alumni(ae) of the Program in Art and Art Education at Teachers College have found employment in many and diverse settings. Graduates assume positions in private and public schools, post-secondary institutions, museums, state and federal arts and education agencies; they work in media and technology, human service and community agencies, research and consulting firms, administration, development and consulting in the public, private and international sectors. Click here for a list of Alumni(ae) teaching full-time in higher education.

In addition, the Program has prepared students who have made distinguished careers as painters, sculptors, printmakers, ceramic artists, college teachers, and researchers. Moreover, the field of art education in the United States and overseas numbers many leading practitioners and writers of seminal influence whose formative background includes degrees from Teachers College.

Our Community

Educational Background

B.S., M.S. in Music Education, University of Connecticut; Ph.D. in Education, University of Maryland

Scholarly Interests

Professor Abeles' research has focused on a variety of topics including, the evaluation of community-based arts organizations, the assessment of instrumental instruction, the sex-stereotyping of music instruments, the evaluation of applied music instructors, the evaluation of ensemble directors, technology-based music instruction, and verbal communication in studio instruction.

Selected Publications

 Selected Publications:

Abeles, H. F. &  Custodero, L. A., eds. (2010).  Critical Issues in Music Education:  From Theory to Practice, New York: Oxford University Press.

Abeles, H. F.  Hoffer, C., & Klotman, R. (1994).  Foundations of Music Education: Second Edition . New York: Schirmer Books.

Abeles, H., Hafeli, M., Horowitz, R., & Burton J. (2002). The Evaluation of Arts Partnerships and Learning in and Through the Arts. In R. Colwell (Ed.), New Handbook of Research on Music Teaching and Learning.  New York: Oxford University Press.

Burton, J., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts. In Champions of Change: The Impact of the Arts on Learning. Washington: President's Commission on the Arts and Humanities.

Abeles, H. F. & Chung, J. W. (1995). Responses to music. In D. Hodges (Ed.), Handbook of music psychology: Second edition. Omaha, Nebraska: Kendall‑Hunt.

Abeles, H. F. (1992). Guide to Interpreting research in music education. In R. Colwell (Ed.), Handbook for Research in Music Teaching and Learning New York: Schirmer Books.

Abeles, H. F. (2004). The effect of three orchestra/school partnerships on students’ interest in instrumental music instruction.  Journal of Research in Music Education, 44 (3)

Burton, J., Horowitz, R. & Abeles, H.(2000). Learning in and through the arts: Curriculum implications. NAEA, Studies in Art Education, 41,2.

Abeles, H. F. (1992). Different criteria for evaluating Applied Music Instruction. The Quarterly. III.(with S. Levausseur & J. Goffi)

Abeles, H. F. (1986). Student Responses to Artists-in-the School Performances.  New York State Music Research Journal, I

Abeles, H. F. (1986). Action research: A model for academic alliances in music education. Southeastern Music Education Journal. (with R. H. Stephens)

Abeles, H. F. (1982). The future directions of research methodology and measurement techniques in the field of psychology and acoustics of music. Psychology and Acoustics of Music. Lawrence, Kansas.

 Abeles, H. F. (1975). Characteristics of effective applied instructors as perceived by their students. Journal of Research in Music Education, XXIII(2).

Abeles, H. F. (1973). Development and validation of a clarinet performance adjudication scale. Journal of Research in Music Education, XXI(3).

Abeles, H. F. (1973). A facet-factorial approach to the construction of rating scales to measure complex behavior. Journal of Educational Measurement, 10(2).

 Unpublished Research and Assessment Reports:

Abeles, H. F. (2005).  Evaluation Report:  Performing Arts Curriculum, Edgemont Public Schools.

Abeles, H. F. (2004).  Evaluation Report:  Music Curriculum, Pleasantville, New York.

Abeles, H. F. (2001, 2004)  Assessment Reports:  The Hartford Symphony Orchestras’ Symphony in the Schools Program Evaluation Project.  Report to the Hartford Symphony Board of Trustees.

Abeles, H. F. (2002-2007).  Annual Assessment Reports:  The New Jersey Symphony Orchestras’ Newark Early Strings Program Evaluation Project.  Report to the NJSO Board of Trustees.

Abeles, H. F. (1997 -2002).  Annual Assessment Reports: The Cleveland Orchestra Learning Through Music Evaluation Project.  Report to the Cleveland Orchestra, Board of Trustees.(with M. Hafeli) 

Abeles, H. F. (1996-2000).  Annual Assessment Reports: The Baltimore Symphony, Arts Excel Evaluation Project.  Report to the Baltimore Symphony Board of Trustees. (with M. Hafeli) 

Abeles, H. F. (1996 -2001).  Annual Assessment Reports: The Detroit Arts Centered Education Program Evaluation Project.  Report to ACE Board of Trustees.  (with M. Hafeli) 

Abeles, H. F. (1995 -1999).  Annual Assessment Reports: The Bushnell, Partners in Arts and Education Revitalizing the Schools Evaluation Project.  Report to Bushnell Performing Arts Center, Board of Trustees.  (with M. Hafeli) 

Abeles, H. F. (1996). Final Report of the Lincoln Center Institute Project at Teachers College.  Report to the Board of Trustees of the Lincoln Center Institute.

 

Biographical Information

Dr. Harold Abeles, Professor of Music and Music Education, has been at Teachers College for 28 years. Prior to coming to Teachers College, he served on the faculties of the School of Music at Indiana University, and the University of North Carolina at Greensboro, and Oklahoma State University. He also served as a general and instrumental music teacher in Ashford, Connecticut, and in Prince Georges County, Maryland. At Teachers College, Professor Abeles has previously served as the Chair of the Arts and Humanities Department and the Director of the Division of Instruction.

He received his Bachelors and Masters degrees in Music Education from the University of Connecticut and his Ph.D. from the University of Maryland.

Dr. Abeles has contributed numerous articles, chapters and books to the field of music education. He is the co-author of the Foundations of Music Education and the co-editor, with Professor Lori Custodero, of Critical Issues in Music Education: Contemporary Theory and Practice.  Recent chapters by him have appeared in the Handbook of Music Psychology and the New Handbook of Research on Music Teaching and Learning. He was the founding editor of The Music Researchers Exchange, an international music research newsletter begun in 1974. He served as a member of the Executive Committee of the Society for Research in Music Education and has served on the editorial boards of several journals including the Journal of Research in Music Education, Psychomusicology, Dialogue in Instrumental Music Education, and Update.

His research has focused on a variety of topics including, the evaluation of community-based arts organizations, the assessment of instrumental instruction, the sex-stereotyping of music instruments, the evaluation of applied music instructors, the evaluation of ensemble directors, technology-based music instruction, and verbal communication in studio instruction.

Selected Publications

        Allsup, R. E. & Shieh, E. (2012). Social justice and music education: The call for a public pedagogy. Music Educators Journal, 98, 47-51. 

        Allsup, R. E. (2012). Music education and human flourishing: a meditation on democratic origins. British Journal of Music Education, 29(2), 171-179.

        Allsup, R. E. & Westerlund, H. (2012). Methods and situational ethics in music education. Action, Criticism, and Theory for Music Education, 11(1), 124-148.

        Allsup, R. E. (2011). Classical musicians and popular music: Strategies and perspectives. Music Educators Journal, 97(3), 30-34

        Allsup, R. E. & Benedict, C. (2008). The problems of band: An inquiry into the future of instrumental music education. Philosophy of Music Education Review, 16(2), 156-173.   

        Allsup, R. E. (2008). Creating an educational framework for popular music in public schools: Anticipating the second-wave. Visions of Research in Music Education, 12, 1-12.   

Professional Experiences

TEACHING EXPERIENCE
     
        Teachers College Columbia University, New York, New York
  
          Assistant Professor of Music and Music Education
          Fall 2003 - present
   
  •     "Creativity and Problem Solving in Music Education"
       
  •     "Skills and the Creative Strategy"
       
  •     "Philosophical Perspectives of Music Education"
       
  •     "Supervised Teaching of Music"
       
  •     "Seminar: Student Teaching Supervision"
       
  •     "Seminar: Music Education, Equity, and Social Justice"
       
  •     "Dissertation Seminar"
       
  •    
       
            The Sibelius Academy, Helsinki, Finland                   
              Visiting Fullbright Professor of Music Education 
              Fulbright Teaching and Research Award        
              AY 2009-2010    
       
  •     "A Writer's Workshop: Researching Music Education in English"
       
  •    
  •     "Dissertation Seminar"
       
  •        
           Chinese Cultural University, Taipei, Taiwan
             Visiting Professor of Music and Music Education
             Summer 2003
       
  •     "Introduction to Conducting and Score Reading"
       
  •     "Creativity and Problem Solving in Music Education"

    Hartwick College, Oneonta, New York
        Assistant Professor of Music
        Director, Music Education
        Director, Wind Ensemble
        Fall 2001 - Fall 2003
       
  •     "Contemporary Trends in Music Education I"
       
  •     "Contemporary Trends in Music Education II"
       
  •     "Woodwind Methods"
       
  •     "Hartwick College Wind Ensemble"
       
  •     "Supervised Teaching of Music"
       
    Columbia University
        Director of Bands
        Fall 1997 - Fall 2001
       
  •     Directed the Columbia University marching band, pep band, and wind symphony.

    Teachers College Columbia University
        Adjunct Instructor
        Spring 2000
        Spring 1997
       
  •     "Music for the World's Children"

        Student Teacher Supervisor
        Fall 1999 - Fall 2001
       
  •     "Supervised Teaching of Music"

        Teaching Assistant
        Fall 1991 - Fall 2001
       
  •     "Saxophone Instruction: Music Majors"
       
  •     "Woodwind Methods"
       
  •     "Saxophone and Clarinet Instruction: Non-majors"

    Our Children's Foundation, Harlem, New York
        Director of Fine and Performing Arts
        Full-time position: 1994 -1999
        Part-time 1991-1993
       
  •    
  • Created and implemented comprehensive curriculum in instrumental and general music for children ages 4-20. The Our Children's Foundation is a state-funded, nonprofit cultural and organization that services children at-risk of drug and alcohol abuse.
       
    Cardinal Hayes High School, Bronx, NY   
        Director of Bands
        Full-time: 1992-1994
       
  • Directed five bands from beginner to intermediate levels.  Responsibilities included marching band, pit band, and concert band.

     

  • Professional Presentations

    RECENT PRESENTATIONS

    1st Annual Conference of the Society for Music Education in Ireland, November 11-13, 2011.
    "A 21stCentury Model for Music Teacher Expertise"

    Symposium on Music Teacher Education, Greensboro, North Carolina, September 15-17, 2011.
    "Authenticity, Distribution, Divergence, and Justification: Possible Organizing Principles for Reconceptualizing Music Teacher Education" with Frank Heuser, Gena Greher, and Michele Kaschub.

    Leading Music Education International Conference, London, Ontario, May 28 - June 1, 2011.
    Keynote presentation."The Compositional Turn in Music Education"

    Creativity, Imagination and Innovation in Education Symposium, New York, April 28, 2011.
    "Participating in Democracy Through Garage Bands"

    Seventh International Research in Music Education Conference, Exeter, England, April 12-16, 2011.
    "OMG! The Pedagogy of Surprise" with Lori Custodero

    52nd MENC Eastern Division Biennial Conference, Baltimore, Maryland, March 31-April 2, 2011.
    Keynote presentation.
    "Popular Culture in the Music Classroom: Negations, Affirmations, and Transformations

    Conference on Music Learning and Teaching Center for Applied Research in Musical Understanding (CARMU), Oakland University, Rochester, Michigan, March 10-12, 2011.
    Keynote presentation.
    "The Moral Ends of Band"

    29th World Conference: International Society for Music Education, Beijing, China, August 1-6, 2010.
    "Democracy and Conflict in Chinese Music Education"

    The Ohio Music Educators Association, Cincinnati, Ohio, January 28-31, 2010.
    Keynote presentation.
    "Research and New Frontiers: Claiming a Scholarly Life"

    Nordic Network for Music Education: Social Justice and Inclusion in Music;Education, Hamar, Norway, November 9-13, 2009.
    Keynote presentation.
    "Experience, Social Justice, and Musical Citizenship"

    MENC’s Music Education Week in Washington, Arlington, Virginia, June 17-23, 2009
    "Contemporary Popular Music in the Classroom"

    Sixth International Research in Music Education Conference, Exeter, England, April 15-18, 2009
    "Methods and situational ethics in music education," with Heidi Westerlund

    MENC Biennial, Milwaukee, Wisconsin, April 10-13, 2008
    "Realities of Music Teaching: A Conversation"

    AERA: New York, New York, March 24-30, 2008.
    "Creating an Educational Framework for Popular Music in Public Schools: Anticipating the Second Wave"

    Tanglewood II Symposium, Williamstown, Massachusetts, June 17-23, 2007.
    Pre-Symposium Conference Report: "Music as a person-centered process"

    Toward Tanglewood II:"Underlying Tensions: The Systematic Barriers to Excellence in Teacher Education," UCLA, & The Grammy Foundation, Los Angeles, May 14, 2007.
    "The problems of music teacher education"

    Philosophy and Music Education Symposium VII, London, Ontario, June 6-9, 2007.
        "Response to Julian Humphreys: The art of the game: Music education and social     justice"   

    Fifth International Research in Music Education Conference, Exeter, England, April 10-14, 2007.
        "Teaching for social justice"

    MayDay Colloquium XVII, Princeton, NJ, June 22-25, 2006.
    "If you don't ask, you can't tell: Uncovered meanings in the North American drum and bugle corps"

    MENC Biennial: Salt Lake City, Utah, April 19-23, 2006.
    "Extraordinary rendition: On politics, music, and circular meanings"

    Ways of Doing: The Spencer Foundation Research Training Program, Teachers College Columbia University, New York, New York, November 7, 2005.
    "Politics as research: research on the hither side of fact"

    Philosophy and Music Education Symposium VI, Hamburg, Germany, May 18-21, 2005.
    "Species counterpoint: Darwin and the evolution of forms"

    Fourth International Research in Music Education Conference, Exeter, England, April 5-9, 2005.
    "Global music exchange and cultural diplomacy"

    College Band Directors National Conference, New York, New York, February 25, 2005.
    "Wind band teaching at the edge"

    New Jersey Music in Urban Schools Project, Wayne, New Jersey, February 24, 2005.
    "Introducing creativity in beginning band literature"

    Sound Ways of Learning V ! – Arts, Literacy, and Learning through Music. Wayne, New Jersey, January 12, 2005.
    "Musical heritage: celebrating families through music"

    MENC Biennial: Minneapolis, Minnesota, April 14-17, 2004.
    "Hard times: philosophy and the fundamentalist imagination"

    Cultural Diplomacy in Arts Education, New York, New York, Teachers College Columbia University, March 27-28 & April 3-4, 2004.
    "Hip-hop New York and Sweden – School students interact live with their compositions"

    Philosophy and Music Education Symposium V, Lake Forest, Illinois, June 4-7, 2003.
    "The fifth element (or turning the dialectic on its head): a response to Estelle Jorgensen’s ‘Four philosophical models of relationship between theory and practice’"

    Third International Research in Music Education Conference, Exeter, England, April 8 -12, 2003
    "Imagining possibilities in a global world: music, learning, and rapid change"

    2002 Hartwick College Faculty Lecture, Oneonta, New York, December 6, 2002.
    "Praxis and the possible: thoughts on the writings of Maxine Greene and Paulo Freire."

    Second International Research in Music Education Conference, Exeter, England, April 3-7, 2001.
    "Transformational education and critical music pedagogy: examining the link between culture and learning"

    Philosophy and Music Education Symposium IV, Birmingham, England, June 7-10, 2000.
    "Music education as liberatory practice: exploring the ideas of Milan Kundera"

    Philosophy and Music Education Symposium III, Los Angeles, California, May 28-31, 1997.
    "Activating self-transformation through improvisation in music education"

    Feminist Theory and Music 4, Charlottesville, Virginia, June 5-8 1997.
    "Cultural conflict in the music classroom: exploring the ideas of Lisa Delpit"

    Honors and Awards

    Keynote Presentation: Leading Music Education International Conference, London Ontario, May 28 - June 1, 2011.


    Keynote Presentation: 52nd MENC Eastern Division Biennial Conference, Baltimore, Maryland, March 31-April 2, 2011.


    Keynote Presentation: Conference on Music Learning and Teaching Center for Applied Research in Musical Understanding (CARMU), Oakland University, Rochester, Michigan, March 10-12, 2011.


    Keynote Presentation: The Ohio Music Educators Association, Cincinnati, Ohio, January 28, 2010.


    Keynote Presentation: Nordic Network for Music Education: Social Justice and Inclusion in Music Education, Hamar, Norway, November 13, 2009.


    The J. William Fulbright Foreign Scholarship Board & Council for International Exchange of Scholars: Fulbright teaching and research award: Sibelius Academy, Finland, 2009 - 2010.


    MENC Centennial (1907-2007) "Democracy and one hundred years of music education", featured author: 2007.


    Outstanding Teacher Award: Teachers College Columbia University, 2006.


    Outstanding Dissertation of the Year, Council of Research in Music Education, 2002.


    Northwestern University Music Education Leadership Summit IV: invited participant, 2002.


    Summer Fellow in Music Education, Northwestern University, 1997

    Office Hours

    Fall 2012
    Tuesdays 3:00 pm - 4:00 pm
    Wednesdays 4:00 pm - 6:00 pm


    Office Location

    520 Horace Mann

    Biographical Information

    Randall Everett Allsup is a graduate of Teachers College Columbia University where his 2002 dissertation, Crossing Over: Mutual Learning and Democratic Action in Instrumental Music Education was awarded 'Outstanding Dissertation of the Year' by the Council on Research in Music Education. Prior to returning to Teachers College as assistant professor, he was coordinator of music education and director of bands at Hartwick College, Oneonta, NY.  Randall became interested in issues surrounding social justice and democracy from his work in schools in neglected neighborhoods of New York City. First at Cardinal Hayes High School in the South Bronx and then at the Our Children's Foundation in Harlem, Allsup writes about the challenges of reconceptualizing music pedagogy. His teaching is influenced by thinkers like Maxine Greene, Paulo Freire, and John Dewey.

     

    Educational Background

    B.M., Northwestern University in saxophone performance; M.A., Ed.M., Ed.D., Teachers College Columbia University in Music and Music Education with New York State Certification.

    Dissertation Title: "Crossing Over: Mutual Learning and Democratic Action in Instrumental Music Education"

    Scholarly Interests

    Instrumental Music Education, Teacher Education, Philosophies of Music and Arts Education, Classroom Creativity and Democratic Education, Social Justice and Equity, Urban Education

    Principal Publications

    PUBLICATIONS
        Book

           Allsup, R. E., & Westerlund, H. (in contract). Freedom at Work: Preparing Music Teachers for Democratic Communities.  Indiana University Press.

        Referred Journal Articles

    Allsup, R. E. (2012). The moral ends of band. Theory into Practice, 51(3), 179-187.


           Allsup, R. E., & Shieh, E. (2012). Social justice and music education: the call for a public pedagogy. Music Educators Journal, 98, 47-51.


           Allsup, R. E. (2012). Music education and human flourishing: a meditation on democratic origins. British Journal of Music Education, 29, 171-179.


           Allsup, R. E., & Westerlund, H. (2012). Methods and situational ethics in music education. Action, Criticism, and Theory for Music Education, 11(1), 124-148.

           Allsup, R. E. (2011). Sequoias, mavericks, open doors . . . composing Joan Tower. Philosophy of Music Education Review, 19(1), 24-36.

           Allsup, R. E. (2011). Classical musicians and popular music: strategies and perspectives. Music Educators Journal, 97(3), 30-34.

           Allsup, R. E. (2010). On pluralism, inclusion, and musical citizenship. Nordic Research in Music Education Yearbook, 12,135-155.

           Allsup, R. E. (2009). Rough play: Music and symbolic violence in an age of perpetual war. Action, Criticism, and Theory in Music Education, 8(1), 35-53.

           Allsup, R. E. (2009). A conversation on the realities of music teaching: on the very pleasure of the unexpected and strange. Vision of Research in music Education, 14, 1-3.

           Allsup, R. E., & Benedict, C. (2008). The problems of band: An Inquiry Into the future of instrumental music education. Philosophy of Music Education Review, 16(2), 156-173.

           Allsup, R. E. (2008). Creating an educational framework for popular music in public schools: Anticipating the second-wave. Visions of Research in Music Education, 12, 1-12.

           Allsup, R. E. (2007). Extraordinary rendition: On politics, music, and circular meanings. Philosophy of Music Education Review, 15(2), 144-154

           Allsup, R. E. (2007). Democracy and one hundred years of music education. Music Educators Journal, 93(5), 52-57.

           Allsup, R. E. (2006). Species counterpoint: Darwin and the evolution of forms. Philosophy of Music Education Review, 14(2), 159-174.

           Allsup, R. E. (2005). Hard Times: Philosophy and the fundamentalist imagination. Philosophy of Music Education Review,13(2),139-142.

           Allsup, R. E., & Baxter, M. (2004). Talking about music: Better questions? better discussions!. Music Educators Journal, 91(2), 29-33.

           Allsup, R. E. (2004). Imagining possibilities in a global world: Music, learning, and rapid change. Music Education Research, 6(2), 179-191.

           Allsup, R. E. (2003). Praxis and the possible: Thoughts on the writings of Maxine Greene and Paulo Freire. Philosophy of Music Education Review, 11(2),157-169.

           Allsup, R. E. (2003). Transformational education and critical pedagogy: Examining the link between culture and learning. Music Education Research, 5(1), 5-12.

           Allsup, R. E. (2003). Mutual learning and democratic action in instrumental music education. Journal of Research in Music Education, 51(1), 24-37.

           Allsup, R. E. (2001). Music education as liberatory practice: Exploring the ideas of Milan Kundera. Philosophy of Music Education Review, 9(2), 3-10.

           Allsup, R. E. (1997). Activating self-transformation through improvisation in music teaching. Philosophy of Music Education Review 5(2), 80-85.

           Allsup, R. E. (1997). From Herscher to Harlem: A subjective account. Music Educators Journal, 83(5), 33-36.

        Non-refereed Journal Articles

           Allsup, R. E., (2011). Music teacher preparation and curriculum in Finland. School Music News, 75(3), 50-51.

           Allsup, R. E., (2005). Stress and the music teacher: Preventing burnout. Teaching Music, 12(5), 50-54.

           Allsup, R. E. (2005). The democratic band room: An alternative approach. Bluegrass Music News 57(1), 22, 42-45.

        Guest Editor

               Finnish Journal of Music Education: Special Edition: Reconstructing, Revitalizing Traditions, Volume 13, No. 2, Fall 2010. Editorial:"Revitalizing Traditions" pp.6-7.

               Music Education Research: Special Edition: Music Education, Equity, and Social Justice, Volume 9, No. 2, July 2007. Editorial: "Music Education and Social justice" pp. 167-168.

      
     Book Chapters

           Allsup, R. E. (in press). Epistemology and qualitative research in music education. In Conway, C. (Ed.), Oxford Handbook of Qualitative Research in American Music Education. New York: Oxford University Press.


           Allsup, R. E., & Shieh, E. (in press). Fostering independent musicians. Research Perspectives on the National Standards. In S. Marrison (Ed). Reston, VA: MENC.

           

           Allsup, R. E. (2013). The compositional turn in music education: From closed forms to open texts. In M. Kaschub and J. Smith (Eds.), Composing our future: preparing music educators to teach composition. Oxford & New York: Oxford University Press.


           Allsup, R. E., Westerlund, H. & Shieh, E. (2012). Youth culture in secondary education. In G. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education. Oxford: oxford University Press. 460-475. 


           Allsup, R. E., & Westerlund, H. (2012). Through simple discovery. . . Tanglewood II: Summoning the Future of Music Education. Chicago: Gia publishers.


           Allsup, R. E., & Olson, N. (2012). New educational frameworks for popular music and informal learning: Anticipating the second-wave. In S. Karlsen & L. Väkevä (Eds.), Future Prospects for Music Education: Corroborating Informal Learning Pedagogy (pp. 11-21).  Cambridge, UK: Cambridge Scholars.

           Allsup, R. E. (2009). Philosophical perspectives in music education. In H. Abeles & L. Custodero (Eds.), Critical Issues in Music Education: Contemporary Theory and Practice. New York & London: Oxford University Press.

           Allsup, R. E. (2009). Choosing music literature. In H. Abeles & L. Custodero (Eds.), Critical Issues in Music Education: Contemporary Theory and Practice. New York & London: Oxford University Press.

           Allsup, R. E., Barnett, A., & Katz, E. (2006). Musical heritage: Celebrating families through music. In C. Frierson-Campbell (Ed.), Music in Urban Classroom, Vol 2: Teachers, Leaders, Partnerships, Reform. Reston, VA: MENC

           Allsup, R. E. (2004). Of concert bands and garage bands: Creating democracy through popular music. In C. Rodriguez (Ed.), Bridging the Gap: Popular Music and Music Education (pp. 204-223). Reston, VI: MENC.

        Responses & Reviews

           Allsup, R. E. (2006). Book Review: Eric Prieto, "Listening In: Music, Mind, and the Modernist Narrative" (Lincoln, NE: University of Nebraska Press, 2002), Philosophy of Music Education Review, 14(1), 93-97.

           Allsup, R. E. (2005). The fifth element (or turning the dialectic on its head): A response to Estelle Jorgensen's Four philosophical models of relationship between theory and practice'. Philosophy of Music Education Review 13(1), 104-107.

           Allsup, R. E. (2004). Book Review: MacDonald, Hargreaves & Miell, "Musical Identities" (New York: Oxford University Press, 2002) in Music Education Research, 6(1), 129-133.

           Allsup, R. E. (2001). Review of RIME Conference, April 3-7, 2001, University of Exeter, UK, Music Education Research 3(2), 255-256.

        Reprinted Articles

           Allsup, R. E. (2003). From Herscher to Harlem: A subjective account. [Original1997]. Readings on Diversity, Inclusion, and Music for All, Reston, VA: MENC


        Dissertation

           Allsup, R. E. (2009). 音樂互助学習与民主行為  (trans. Guo, Shengjian) Changsha, China: Hunan Normal University Press. (New preface in English and Chinese).

           Allsup, R. E. (2002). Crossing over: Mutual learning and democratic action in instrumental music education. Abstracts International, Teachers College Columbia University, New York, NY.

       
    Print & Media Interviews

           Fender Music Foundation (2011). How is Creativity Manifested? https://thefendermusicfoundation.wordpress.com/tag/randall-allsup/

           Peterson, A. (2010). Voyages of research: a conversation with Randall Allsup. Contributions to Music Education, 37(2), 105-111.

           Randall, M. (2010). A whole lotta of learnin’ going on: pop goes to the classroom. Teaching Music, 18(1), 28-32.

           WFUV Public Radio  (October 28, 2010). Strike a Chord: Music Education. https://www.wfuv.org/news/life-arts/101028/strike-chord-music-education

    Educational Background

    Ed.D., Art Education, Teachers College, Columbia University, New York, NY. (2009)  

     

    M.A. in Art Education, Teachers College, Columbia University, New York, NY. (1994)

     

    B.F.A. in Illustration and Painting, Pratt Institute, Brooklyn, NY. (1980)           

     

    International Baccalaureate Diploma, Tehran International School, Tehran, Iran. (1976)    

     

    Certifications

    States of Connecticut, New York, and New Mexico; Visual Arts K-12 (042); State of Connecticut BEST Mentor

    Scholarly Interests

    Mentorship and apprenticeship practices in traditional arts; technology and art education; fine art painting; teacher training.

    Selected Publications

    2011               Children and their Art. Michael Day & Al Hurwitz; Interview by Michael Day

    2010               Creativity Magazine. Interview, Tehran, Iran

    2007               Museum Interactions. The Practices of Investigation Series, Teachers College

    2006               Mokarrameh Ghanbari and Darikandeh Village of Art. Teachers College Art Education Publications Series

     

    Web Presence

    Personal Website: http://sheydaardalan.com

    http://www.greenwichschools.org/page.cfm?p=124          

    http://mokarramehartworkshops.blogspot.com/

    http://sheydaresearch06.blogspot.com/

    http://sheydaresearch07.blogspot.com/

    http://sheydaresearch08.blogspot.com/

    Educational Background

    Ed.D. in Art Education. Teachers College Columbia University. New York. Dissertation Title: In-Service Perspectives On Pre-Service Education: Reflections On Art Teacher Preparation And The Challenges Of Teaching Art. (ABD/ defense fall 2012)  

     

    Ed.M. in Art Education. Teachers College Columbia University. New York. (2002)     

     

    B.A. Studio Art/Painting. City University of New York at Queens College. New York.

     

    Scholarly Interests

    Art Teacher Preparation and Education Programs; understanding how the mitigation of

    Schools and the Educational Zeitgeist in the 21st century impacts perceptions of

    preparation: Lesson Planning as a way for form to follow Pedagogical function: Student

    Centered Teaching & Learning: Constructivist Theories and Web-Based Learning

    Selected Publications

    Publications

    Burton, J., & Bildstein, I. (To be published) Challenging Thinking: Possibilities and Potentials for Teaching and Learning in the Visual Arts Grades 3-8

     

    Bildstein, I. (2000)    Who’s Dancin’ Now. PBS Website; Teaching Materials

    http://www.pbs.org/wnet/dancin/resources/lesson_plan-v1.html

     

    Presentations

    National Art Education Association- National Convention 2012, New York, NY

    Re-Evaluating Pre-Service Education: Art Teachers’ Perspectives on Best Practice in

    Teaching Art

     

    National Art Education Association- National Convention 2012, New York, NY

    Looking at Art Teaching: The Benefits of Field Observation Prior to Student Teaching

     

    GRAEC- Graduate Research in Art Education Conference, Teachers College Columbia University, New York, 2010

    Research and emerging themes as related to dissertation research.

     

    Awards

    Provost and Dean General Research Fellowship/Academic Year 2010-2011

    Awarded for Dissertation Research; Teachers College Columbia University

     

    Memberships

    KDP- Kappa Delta Pi, Educational Honor Society- Inducted 2000

     

    Exhibitions

    2000- Macy Gallery, Teachers College Columbia University, New York

    GRAVIDAS, Masters Solo Exhibition

    1997- Lever House Gallery, New York, Group Show

    1996- Broome Street Gallery, SOHO, NY, Group Show

    1995-Carriage Barn House Gallery, Connecticut, Group Show

    Biographical Information


    Sheridan Blau, Ph.D., is the Distinguished Senior Lecturer in English Education and Coordinator of the TC Program in the Teaching of English. Before coming to Teachers College in 2008, he was Professor of English and Education at the University of California, Santa Barbara (UCSB), where for over three decades he served as Director of the South Coast Writing Project and the Literature Institute for Teachers.  He also served for many years as the director of the UCSB Composition Program and program head of the teacher-education program in English. He has been honored with awards by his university and by national professional associations for his teaching, for his research, and for his contributions to the profession of English.. He has also served as a member of the Assessment Development Panel for National Certification in English for the National Board for Professional Teaching Standards, as a Senior Advisor to the California Test Development Committee for statewide assessments in reading and writing, and as a member of the English Academic Advisory Committee to the College Board. He also directs the National Literature Project Network and served for twenty years as a member of the National Writing Project Advisory Board and Task Force. He is a former President of the National Council of Teachers of English, serving as a member of the presidential team from 1995-2000. Dr. Blau has published widely in the areas of seventeenth century literature, composition theory, professional development for teachers, and the teaching of composition and literature. He has also written and edited textbooks in composition and literature for students in middle school, high school, and college classrooms. His most recent book for teachers and scholars, The Literature Workshop: Teaching Texts and Their Readers (Heinemann, 2003), was named by the Conference on English Education as the winner of the 2004 Richard Meade Award for outstanding research in English education.



    Scholarly Interests

    The Teaching and Learning of Literature
    The Teaching and Learning of Composition
    Seventeenth Century British Literature
    Student Development in Academic Discourse
    The Professional Development of Teachers of English
    The Disciplinary History and Practice of English Education


    Selected Publications

    Representative Publications:

    "Milton's Salvational Aesthetic." Journal of Religion, 1966.

    "The Poet as Casuist:Herbert's 'Church Porch,'" Genre,   Vol. IV, No. 2, 1971.

    "Reflections on True and False Knowledge: A Homily for English Teachers." Journal of English Teaching Techniques, 1981.

    "Literacy as a Form of Courage." Journal of Reading, 1981.

    "Invisible Writing: Investigating Cognitive Processes in Composition." College Composition and Communication, 1983.

    "Contexts for Competence in Composition." The Quarterly, October, 1987.
     
    "Teacher Development and the Revolution in Teaching," English Journal, April 1988
     
    "Thinking and the Liberation of Attention: The Uses of Free and Invisible Writing." Chapter in Nothing Begins with an N: Freewriting Reconsidered. Pat Belanoff, Peter Elbow, and Sheryl Fontaine, eds. Southern Illinois University Press, 1990.

    "Transactions Between Theory and Practice in the Teaching of Literature." Chapter in Literature Instruction: Practice and Policy. James Flood and Judith Langer, eds. Scholastic Press: Leadership, Policy, and Research series, 1994.

    "Toward the Separation of School and State." Language Arts, Vol. 75, February, 1998.

    “Politics and the English Language Arts.” Chapter in The Fate of Progressive Language Policies and Practices. C. Dudley-Marling & C. Edelsky, eds. NCTE, 2001.

    The Literature Workshop: Teaching Texts and Their Readers. Heinemann, 2003.

    “College Writing, Academic Literacy, and the Intellectual Community: California Dreams and Cultural Oppositions.” Chapter in What is College Level Writing. P. Sullivan and H. Tinberg, eds.  NCTE 2006.

    “Believing and Doubting as Hermeneutic Method: Reading and Teaching Paradise Lost.” Journal of the Assembly for Advanced Perspectives on Learning. Forthcoming, 2010. 


    Publications

    Jacknick, C.M., Box, C., & Waring, H.Z., Eds. (2014). Talk in Institutional Settings: A LANSI Volume. Cambridge: Cambridge Scholars Press.

    Box, C.D., Creider, S.C., & Waring, H.Z. (2013). Talk in the second and foreign language classroom: A review of the literature. Journal of Contemporary Foreign Language Studies, 396(12), 86-97.

    Waring, H.Z., Creider, S.C., & Box, C.D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture, & Social Interaction.

    Kieffer, M.J., & Box, C.D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning & Individual Differences, 24, 168-175.

    Box, C.D. (2012). Embodied (non)participation in a tutoring session. Special Issue of Language and Information Society, 16. 79-108.

    Box, C.D. (2011). Microanalyzing discourse in the second and foreign language classrooms: A review of the literature. Working Papers in TESOL & Applied Linguistics, 11(2), 1-14.

    Box, C.D. (2011). [Review of Wong, J., & Waring, H.Z. (2010). Conversation analysis and second language pedagogy.] Working Papers in TESOL & Applied Linguistics, 11(1), 67-71.

    Box, C.D. (2009). [Review of Duff, P.A. (2008). Case Study Research in Applied Linguistics.] Working Papers in TESOL & Applied Linguistics, 9(1), 1-5.

    Box, C.D. & Boblett, N. (2012). Guest Editor of Forum on Applying conversation analysis to real-world concerns. In Working Papers in TESOL & Applied Linguistics, 12(1).

    Box, C.D. & Creider, S.C. (2008) Guest Editor of Forum on Festschrift in honor of Professor Leslie M. Beebe. In Working Papers in TESOL & Applied Linguistics, 8(2).

    Box, C.D. (2010). Contributor to Forum on Text and context: The role of Context in Discourse Analysis, Working Papers in TESOL & Applied Linguistics, 10(1), 46-48.

    Service and Work in NYC

    • Executive Board Member of New York State TESOL Association. 2013-present

    • Editor of Working Papers in TESOL & Applied Linguistics, web journal of the TESOL & Applied Linguistics Program at Columbia University Teachers College. 2012-present.

    • Co-chair of The 2nd Annual Meeting of the Language and Social Interaction Working Group (LANSI) at Columbia University Teachers College. Fall 2012.

    • Book Review Editor, Working Papers in TESOL & Applied Linguistics. 2011-2012.

    • Student representative for search committee for Assistant Professor of Linguistics & Education at Columbia University Teachers College. 2009-2010.

    • Proposal reviewer for International TESOL Conventions, 2010-2011.

    • Examiner and evaluator for the baccalaureat blanc. Lycée Simone Weil, Paris, France. 2005.

    • Textbook selection committee for composition classes, West Chester University, 1999.

    Educational Background

    Ed.D. student in Applied Linguistics, Columbia University.

    Ed.M. in Applied Linguistics, Columbia University.

    M.A. in English Literature, West Chester University.

    A.B. in English/French, Muhlenberg College.

    Curriculum Vitae

    Teaching and Professional Experience

    Faculty in TESOL & Applied Linguistics Programs
    Columbia University Teachers College, Fall 2010 – Present
    Phonetics & Phonology Laboratory Sessions
    Academic Speaking
    Discourse Analysis
    TESOL Classroom Practices
    ESL Teaching Practicum I: Integrated Skills


    Faculty in Post-Baccalaureate TESOL Certificate Program

    Columbia University Teachers College, Summers 2009-2013
    Intercultural Communication
    Pedagogical Linguistics
    Resumé Writing


    Student Teaching Mentor in TESOL Certificate Program
    Columbia University Teachers College, Summers 2010-2012
    Mentored and evaluated students teachers instructing adult ESL learners.

    French Instructor
    Community Language Program, Columbia University Teachers College
    Taught Beginner, Advanced Beginner, and Intermediate French courses for adults (multiple sections).

    ESL Instructor
    Community Language Program, Columbia University Teachers College
    Taught Advanced English courses for L2 learners integrating reading, writing, speaking, listening,  grammar, and pragmatics.

    Instructor in English Department
    West Chester University of Pennsylvania
    Effective Writing I

    Writing Consultant
    West Chester University of Pennsylvania
    Guided individual students in writing course papers and Master’s theses.

    K-12 Experience

    Student Teaching Supervisor
    Columbia University Teachers College 2012-present
    Supervise and evaluate M.A. students receiving K-12 certification in TESOL in New York.

    Assistante de Langue, Département d’anglais
    Lycée Simone Weill, Paris, France 2004-2006
    Instructor of English conversation for students in 2nde, 1ère, terminale, and BTS.

    Student Teacher and Theme Reader
    Great Valley High School of Pennsylvania 2001-2002
    Instructor of English Language and Literature for 12th grade students.

    Honors and Awards

    • Columbia University Teachers College supplemental scholarship, 2007-2013.

    • Travel grants for conferences, Department of Arts & Humantities at Columbia University Teachers College.

    • Phi Beta Kappa.

    • Omicron Delta Kappa.

    • Phi Sigma Iota award for excellence in foreign languages, Muhlenberg College.

    • Howard Stengher award for graduate study in literature, Muhlenberg College.

    • Paul C. Scherr award for best essay written by a graduating student, Muhlenberg College.

    Educational Background

    B.A., M.A., Cambridge University; Ph.D., Harvard University

    Scholarly Interests

    Cultural studies. Education and violence. Masculinity and war. Unconscious fantasies about technology. Youth subcultures. Cinema as educator. Achievement Gap in Humanities/Arts

    Selected Publications

    Critical Theories of Psychological Development (Plenum Press).
    "Smart weapons and military TV" (Technoscience and Cyberculture).
    "The experience of the father" (Insights).
    "Hollywood ultraviolence as educator" (Psychoanalysis and Education).
    "What the transgender child teaches us." (Bank Street College Occasional Papers).

    Honors and Awards

    Teachers College-Outstanding Teaching Award, 2002, 2003, 2004, 2005, 2006

    Manhattan High Schools Teacher of the Year Award, 1999

    Educator of Excellence, New York State English Council, 1998

    A+ Teacher, The Art and Design Palette, 1998

    Outstanding English Adjunct, LaGuardia Community College, 1993

    Teacher Appreciation Award, Manhattan High Schools District, 1990

    Teacher of the Year, High School of Art and Design, 1985

    Selected Publications

     “Colleagues” and “Unfinished Dreams,” New York City Writing Project, Lehman College.  

    An Introduction to James Joyce, Telelearning, San Francisco, California.

    Office Hours

    T: 3-5; W: 3-5

    Office Location

    511 Thompson

    Biographical Information

    John Browne has 32 years of teaching experience in the public junior high and high schools of New York City. In addition, he has taught in the LaGuardia Community College evening session for 15 years. John was selected in 1993 as Outstanding Adjunct in the English Department at LaGuardia, and he received in 1998 an Educator of Excellence Award from the New York State English Council for his work in the secondary schools. John is thrilled to be at TC and currently teaches the Teaching of Reading and the Teaching of Shakespeare. As well, he is a coordinator of the student teaching program. He is particularly interested in linking the theoretical with current classroom methods.

    Educational Background

    B.A., Manhattan College, magna cum laude; M.A., New York University, NY

     

    Professional Presentations

    Understanding by Design Conference, Boston, Summer 2002

     

    Shakespeare in Performance, MacMaster University, Summer 2003

     

    Playing Shakespeare, University of Virginia, Summer 2004

     

    Camp Shakespeare, Utah Shakespeare Festival, Summer, 2006

    Biographical Information

    Jonathan Budd is a Adjunct Instructor of English Education in the Department of Arts and Humanities. A graduate of Connecticut College, Trinity College, and the University of Connecticut, Budd has taught high school English in Connecticut for several years, most recently at Joel Barlow High School, which serves the communities of Easton and Redding. At Joel Barlow High School, Budd serves as Co-Director of the Writing Center, a position in which he is responsible for individual student support services related to writing, school-wide writing and reading portfolio programs, and writing-across-the-curriculum initiatives. Budd has served in various leadership capacities related to English education and school improvement. These include ongoing work for the Connecticut State Department of Education on curriculum development based on the Common Core State Standards, as well as state and national assessments of student reading and writing literacy, including assessment of students with significant cognitive disabilities. He has also participated in and led visit teams for the Tri-State Consortium, a partnership of high-performing public school districts in Connecticut, New York, and New Jersey that seek to improve student performance to the highest levels. Budd's ongoing doctoral research at Teachers College pursues the making of literate readers in secondary English classrooms in our poststructural - yet, paradoxically, highly assessed - age.

    Principal Publications

    Books:

    Lowenfeld, V. and Burton,J.M., (due spring 2003). Creative and Mental Growth. 3rd.,Edition Revised. New York: Prentice Hall

    Burton, J.M., (Ed.). Conversations in Art: The dialectic of Teaching and Learning. Discussion with Various Publishers.

    Burton: J.M., (1999). The Ziegfeld Collection: International Artworks of Adolescents from the 1950s. A Celebration. New York: Teachers College Columbia University.

    Burton, J.M. (1999). A Guide to Teaching and Learning in the Visual Arts. Unpublished Manuscript, Teachers College Columbia University New York.

    Burton, J.M., London, P., and Lederman, A.(1988) (Eds.). Beyond DBAE: The Case for Multiple Visions of Art Education. New York:University Council on Art Education.


    Chapters:


    Burton, J.M., (2001). Doctoral Programs at Teachers College. In James Hutchins, (Ed.). In Their Own Words: The Development of Doctoral Study in Art Education. Reston, VA: National Art Education Association.

    Burton, J.M., (2000). Edwin Ziegfeld: A Humanistic Legacy. In, Sylvia Corwin (Ed.). The Legends of Twentieth Century Art Education, An Historical Review. Reston, VA: National Art Education Association.

    Burton, J.M., Horowitz, R., and Abeles, H., (1999). Learning in and Through the Arts: Curriculum Implications. In. Ted Fisk (Edi.). Champions of Change. Washington, DC: Arts Education Partnership.

    Burton, J.M., (1996). Natural Allies: Children, Teachers and Artists. In, Jane Remer (Ed.).

    Beyond Enrichment. N.Y: American Council on the Arts, Publication.

    Burton, J.M., (1994). Art Education and the Plight of the Culture. In Al Hurwitz and Otfried Scholtz (Edis.).Art Education in the United States of America Berlin, Germany: Hochschule Der Kuenste,.

    Burton, J.M., (1993). Emerging Americans: The Painter Speaks. Introductory Chapter. In, Joan Jeffri (Ed.). The Painter Speaks, Westport, Connecticut: Greenwood Publishing Group, Inc.

    Burton, J.M.,(1993). Trends and Issues in Visual Arts Education Curriculum. In,Visual Arts Teacher Resource Handbook. New York: Kraus International Publications.

    Burton, J.M., (1988). Aesthetics in Art Education. In, Judith M. Burton, Peter London, and Arlene Lederman (Edis.). Beyond DBAE: The Case for Multiple Visions of Art Education. New York: University Council on the Arts.


    Papers/Articles:


    Burton, J.M., (2000). The Configuration of Meaning: Learner Centered Art Education Revisited. Studies in Art Education, 41 (4).

    Burton, J.M. Horowitz, R., and Abeles, H.,(2000).Learning in and Through the Arts: The Question of Transfer. Studies in Art Education, 41 (3).

    Burton, J.M., (1999.) Materials and the Embodiment of Meaning. In, Jo-Anna Moore (Ed.). Crafts and Education, Haystack. Deer Isle, ME: Haystack Mountain School of Craft.

    Burton, J.M., (1996). Briefing Paper on Student Learning in and Through the Arts. In, Edith Zimmerman, (Ed.). Briefing Papers: Creating a Visual Arts Research Agenda Towards the 21st Century. Reston, Virginia: National Society for Education Through Art.

    Burton, J.M., (1995). The Arts in Infancy: Celebrating Artistry in the Child.
    In, Al Hurwitz (Ed.). The Arts in Infancy. Baltimore, Maryland: Maryland College of the Arts Press.

    Burton, J.M., (1994). The Arts in School Reform: Other Conversations. Teachers College Record, Vol. 95, No. 4.

    Burton, J.M., (1992). Art Education and the Plight of the Culture: A Status Report. Art Education, Spring.

    Burton, J.M., (1991. Some Basic Considerations About "Basic Art". Art Education, July.

    Burton, J.M., (1990). Marino Marini: A Personal Response. IL Tremisse Pistoise, 15, N. 2-3.

    Burton, J.M., (1990). The Aesthetic Presence of Truth: A Response to Rudolph Arnheim. New Ideas in Psychology, Fall.

    Burton, J.M. Putting It All Together: Clay in Secondary Education. Studio Potter, Vol. 16, No. 2, June 1988.

    Burton, J.M. ,(1986). Once More With Feeling: The Discipline of Art/The Art of Discipline. In Thomas Ewans (Ed.). Discipline and Art Education. Providence, RI: Rhode Island School of Design, 1986.

    Burton, J.M., (1981). Developing Minds: With Three Dimensions in View. School ArtsVol. 80, No.5, January.

    Burton, J.M., (1980). Developing Minds: Representing Experience From Imagination and Observation. School Arts, Vol. 80, No. 4, December.

    Burton, J.M., (1980). Developing Minds: Visual Events. School Arts, Vol. 80, No. 3, November.

    Burton, J.M., (1980). Developing Minds: The First Visual Symbols. School Arts, Vol. 80, No. 2, October.

    Burton, J.M. (1980) Developing Minds: Beginning of Artistic Language. School Arts, Vol. 80, No. 1, September.

    Studio

    Maintaining a studio practice has threaded in and out of my teaching, writing and research these past years, apparently idiosyncratic, yet on reflection, not so!. I was originally trained as a painter and had the good fortune to study with Maurice deSausmerez, one of the most eminent painting teachers working in Great Britain in the 1960s. From him I acquired a great respect for the hand, the physical gesture, the mark, and the dynamics of its presence on a surface. As I now reflect on things, this, perhaps, is not surprising, as drawing has been at the center of my art practice since I was a child. For me drawing was and still is a private place, another world, in which to follow where my imagination leads. I think I have always drawn, and still do. For sometime now my drawings have taken the form of what one might call elaborate doodles, activations of surfaces: lines pushing, pulling and floating behind and in front of the flat paper. My drawings begin and go where they will, and only slowly do the lines come into relationships that hint at meanings, little messages that are multiply layered, each building on the other. I think these kinds of drawings call upon what I have termed ‘Sensory Logic’ in my more theoretical writings. They also refer to my abiding interest in the many and different ways in which we can explore the representation of the third dimension on the flat surface.

    My sense is that the activity of the hand and body in consort with material provides part of the loop we call artistic intelligence, perhaps intelligence itself. We know that knowledge at its profoundest originates in and remains rooted to our bodily and emotional sensibilities. My fear is that as technology moves us further and further from actions on and with materials, and as we acquire more and more information, we will at the same time denude knowledge of its human meaning. Technology provides us with fantastic new tools, it is now up to us in arts education to use them with imagination to enrich what is central to all the arts—their humanness; the possibility they offer us all to stretch across time, space, and cultural differences and meet each other in human enterprise and community.

    Teaching

    As I look back to the beginning of my teaching in a comprehensive secondary school in London, England, I see a set of concerns that have shaped the work I do. I remember only too vividly the young adolescent who said to me in my first year of teaching "I don’t like art and you can’t make me do it!" and another who said "show me how to make my drawing look real."

    Over the ensuing years I have struggled to understand how, and for what reason, we can make art education compelling in young people’s education at a time when learning itself becomes problematic. I have also sought to ponder on the difference between my own sensibility as a trained artist and the experiences brought to artistic practice and appreciation by young people of different ages. Where does artistry come from, what is its trajectory and outcome? What is ''real'' anyway and why does this pose such critical questions for human experience, culture and art? Why do some of us feel so profoundly that art is important to life?

    Out of such ponderings emerged a belief that we can, and should, educate teachers to reflect thoughtfully on their own artistic insights, be sensitive to and insightful about human development in general and in the arts specifically, and be able to translate the former into supports for the latter. Within this conception of education I also place personal agency and cultural knowledge, for it is imperative that teachers take in hand their own on-going learning and research for through this that they remain alive and young people in schools are empowered to inherit the artistic accumulations of history. Personal agency is also founded in relationship, and a growing sense of professionalism. For if we treat each other with respect and caring, as partners in a complex enterprise, if we practice professional integrity, then art education stands a chance of remaining a humanistic enterprise.

    My own teaching reflects these concerns as they have been shaped over the years and as they continue to be shaped—both as a teacher and teacher educator. Each year, through work with an extraordinary vital faculty, wonderful doctoral students in research, and lively minded master students preparing to teach, my own thinking and practice move forward in many and surprising ways!

    Judith teaches seven courses at Teachers College

    Biographical Information

    Judith Burton is Professor and Director of Art and Art Education, Columbia University Teachers College. Before that she was Chair of Art Education of Boston University and taught at the Massachusetts College of Art.  She received her Ed. D. from Harvard University in 1980. Her research focuses on the artistic-aesthetic development of children and adolescents and the implications this has for teaching and learning.  In 1995 co-founded the Center for Research in Arts Education at Teachers College, and in 1996, she founded the Heritage School a comprehensive high school featuring the arts, located in Harlem, NYC.  She is author of numerous articles and chapters and currently has three books in process of publication: She received the Manuel Barkan Award for excellence in research writing, and the Lowenfeld Award for lifetime achievement in art education from NAEA. Dr, Burton is a Fellow of the Royal Society for the Arts in Great Britain, a Distinguished Fellow of the NAEA, and serves as Distinguished Visiting Professor at the Central Academy of Fine Arts Beijing, China. She is also a Trustee of the Maryland Institute College of Art, Baltimore, MD.

    Educational Background

    National Diploma in Design, Hornsey College of Art, London; Academic Diploma in Education, University of London; M.Ed., University of Manchester; Ed.D., Harvard University

    M.Ed. Thesis: Innovation in Art Education at the Secondary Level in France and England: A Comparative Study.
    Ed.D. Thesis: Lines, Space, and the Organization of Meaning in Human Figure Drawings Made by Children Eight to Fifteen Years.

    Scholarly Interests

    Artistic-aesthetic development in children and adolescents.

    Learning, and transfer of learning in the arts.  Instructional methods in the arts. Role of artists in the education of children.  Cultural experiences in arts education.

    Selected Publications

    Burton, J.M. & Hafeli, M. (Eds.), (due Fall 2009). Conversations in Art:  The Dialectics of Teaching and Learning. Reston, VA: NAEA.

    Burton, J.M., (Due Fall 2009). Guide for Teaching and Learning in the Visual Arts.

    Burton, J. M.  (2007). Conversations Across Cultures.  In Al Hurwitz, Memory and Experience, Reston, VA: NAEA Press.

    Burton, J.M.  (2006).  Drawing in the Service of the Mind. In Rolf Niehoff and Rainer Wenrich (Eds).  Thinking and Learning with Images. Munich, Germany: Kopaed.

    Burton, J. M.  (2006). The Integrity of Personal Experience, or the Presence of Life in Art.  International Journal of Arts Education. 3.2.

    Burton, J.M., (2004).  The Practice of Teaching: Devices and Desires .In Elliot Eisner, and Michael Day, (Eds.).  The Handbook of Research and Policy in Art Education. Reston, VA: National Art Education Association.

    Research

    My research interests of late center on a number of factors contributing to the artistic development of children, adolescents and young adults in college. Studies have included examination of such questions as: how teachers ''read'' and respond to children''s art works, how children and adolescents themselves respond aesthetically to paintings, how children’s artistic thinking extend to other disciplines and the role of professional artists in stimulating learning in the arts. In essence, my research interests relate to gaining deeper insight into the emergence and continuous development of visual symbolic capacities, and the factors that both promote and inhibit this journey. I am concerned to know more about how acts of artistry shape individual’s relationships with the world, the relationship between artistic thinking and aesthetic responding, and the mediating role played by the culture.


    Recent Projects:

    Investigation of the relationship of learning in and through the arts to other subject disciplines in K-12 schools.   

    Investigation of the sources of image making in the art-making practices of early adolescents (funded).

    Investigation of the role of professional artists working in schools.

    Investigation of the aesthetic responses of children, adolescents and adults to mature works of art: fine and material culture.

    Honors and Awards

    October 2010. Special Recognition Art Education Award for Outstanding Service and Leadership. From NYCATA/UFT.

    March 2010. Recipient of the 2010 Edwin Ziegfeld Award for contribution to international art education.  National Art Education Association.

     December 2006. Special citation from the University Council for Art Education, NY, for significant contribution to art education.

                     

    December 2006. Special citation from the New York State Art Teachers Association, for                   leadership in art education.

                    

    December 2006. Special citation from the New York Public Schools, for contribution

    to art education in the City schools.

     

    March 2004. Elected Distinguished Fellow, National Art Education Association.

     March 2001. The Lowenfeld Award, For Distinguished Contribution to the Field of Art Education Throughout the Years. Presented by the National Art Education Association.

    March 2001. The Manuel Barkan Award, For Distinguished Research and Writing in Art Education. Presented by the National Art Education Association.

    Spring 1995. Elected Fellow of The Royal Society of Arts (FRSA), London, England.

    June 1993. Charles Robertson Memorial Award for 'Significant Contribution to Art Education in Both Theory and Practice.' The School Art League, New York.

    1989.  Art Educator of the Year, Eastern Region National Art Education Association.

    Educational Background

    Ed.D. in Interdisciplinary Studies (Art and Early Childhood). Teachers College Columbia University. New York. (in progress)   

     

    Ph.D., Educational Sciences. University of Lisbon, Institute of Education. Lisbon, Portugal. ABD. Dissertation: A genealogy of our convictions: Salvation and Language in one ‘storical’ history of arts education. (ABD)

     

    Ed.M. in Art Education. Teachers College Columbia University. New York. (2011)     

     

    M.A. Educational Sciences – Adult Education. English Literature. University of Lisbon, Institute of Education. Lisbon, Portugal. (2006)            

     

    B.A. Elementary Education. University of Lisbon, School of Education. Lisbon, Portugal. (2007)       

     

    B.A. in Educational Sciences. University of Lisbon, Institute of Education. Lisbon, Portugal. (2002) 

     

    B.A. Early Childhood Education. University of Lisbon, School of Education. Lisbon, Portugal. (1997)           

    Scholarly Interests

    Artistic practices and experiences in Early Childhood; Narrative Research methodologies; teacher education in Art Education and Early Childhood; curriculum design in art education and early childhood.

    Selected Publications

    Publications

    2013   “For one Storical History of Arts Education.” Accepted for publication in Spring 2013

    2012   “Curriculum Models and Professional Identity in Education: Three Stories of Early Childhood Professionals.” Literacy Information and Computer Education Journal (LICEJ). Accepted for publication in Volume 3, Issue 2.

    2011   “I could look at it forever!” Art at the Rita Gold Early Childhood Center. Art and Art Education Program, Teachers College, Columbia University.

    2002   Educação de Infância em Portugal: Situação e Contextos numa perspectiva de promoção de equidade e combate à exclusão. Lisboa: Conselho Nacional de Educação.


    Exhibitions

    2012   Macy Gallery, New York. Magic Colors – Mixing Every Color in the World. Art by Infants, Toddlers and Preschoolers at the Rita Gold Early Childhood Center (Curator)

    2011   Macy Gallery, New York. Superheroes, Kings, Princesses and Dragons. Art by Infants, Toddlers and Preschoolers at the Rita Gold Early Childhood Center (Curator)

    2011   Photographic Center Northwest, Seattle. Long Shot.

    2011   Macy Gallery, New York. 2010-2011 Myers Art Prize Competition.

    2010   Macy Gallery, New York. Studio Practices.

     

    Educational Background

    Bachelor of Music, University of Redlands

     M.A., California State University

     D.M.A., University of Southern California

    Selected Publications

    Custodero, L. A. Britto, P. R., & Brooks-Gunn, J. (2003).  Musical lives: A collective portrait of American families. Journal of Applied Developmental Psychology, 24(5). 553-572.

    Custodero, L. A., & Johnson Green, E. A. (2003). Passing the cultural torch: Musical experience and musical parenting of infants. Journal of Research in Music Education, 51(2), 102-114.

    Custodero, L. A. (2003). Perceptions of challenge: A longitudinal investigation of children's music learning. Arts and Learning, 19, 23-53.

    Custodero, L. A. (2002).  The musical lives of young children: Inviting, seeking, initiating. Journal of Zero-to-Three. 23(1), 4-9.

    Custodero, L. A., Britto, P. R., & Xin, T. (2002).  From Mozart to Motown, lullabies to love songs: A preliminary report on the Parents Use of Music with Infants Survey. Journal of Zero-to-Three 23(1), 41-46.

    Custodero, L. (2002). Seeking challenge, finding skill: Flow experience in music education. Arts Education and Policy Review, 103 (3), 3-9.

    Custodero, L. & Williams, L. (2000). Music for everyone: Creating contexts for possibility in early childhood education. Early Childhood Connections, 6 (4) 36-43.

    Custodero, L.  (1998).  Observing flow in young people's music learning.  General Music Today, 12 (1), 21-27.

    Csikszentmihalyi, M. & Custodero, L. A. (2002). Forward. In T. Sullivan & L. Willingham, Eds.  Creativity and music education (pp xiv-xvi). Edmonton: Canadian Music Educators' Association.

    Scholarly Interests

    Music in the lives of young children and families.
    Contextual influences on music learning.
    Musical engagement and development.

    Biographical Information

    Dr. Lori Custodero, Associate Professor of Music and Music Education, has established an Early Childhood Music concentration at Teachers College that integrates pedagogy and research through both theory and practice. Her background includes degrees in piano performance and music theory: her doctorate in music education is from the University of Southern California.

    Prof. Custodero's research has focused on children from infancy through preadolescence, and adults as musicians, teachers, and parents. She has presented and published on issues of musical challenge, engagement, and meaning in classrooms, playgrounds, and family settings; recent titles include "Singing Practices in Ten Families" and "Passing the Cultural Torch: Musical Experience and Musical Parenting of Infants" (Journal for Research in Music Education);  "Observational Indicators of Flow Experience: A Developmental Perspective of Musical Engagement in Young Children from Infancy to School Age" (Music Education Research); and "'Being With': The Resonant Legacy of Childhood's Creative Aesthetic" (Journal of Aesthetic Education).

    A guest editor for a 2002 issue of the Journal of Zero to Three entitled "The Musical Lives of Babies and Families," Prof. Custodero has served in various professional leadership roles including Co-Chair of the Music Educators National Conference's Special Research Interest Group for Early Childhood. She recently finished a 6-year term as North American representative on the International Society for Music Education's Early Childhood Commission during which time she chaired seminars in Barcelona and Taipei. Interested in international issues of music education, she currently is involved in two projects, one involving flow experience and music teachers in Greece, and the other, a multi-national study on the spontaneous musical behaviors of young children. In addition to regular presentations at international conferences, Prof. Custodero has accepted invitations to speak in Australia, Greece, Crete, Portugal, England, Finland, and Taiwan.

    In addition to the international work, Prof. Custodero has developed music programs with many local institutions in New York City, including Jazz at Lincoln Center, the New York Philharmonic, the Midori Foundation, and Columbia Head Start.

    Office Hours

    Fall 2013
    Tuesday 4-5pm; 7-8pm
    Wednesday 3:30-4:30 

    Office Location

    517-HM

    Honors and Awards

    New York State School Music Association Featured Researcher                        2005

    Outstanding Teacher Award                                                                                        2004-2005

    Teachers College Faculty Diversity Research Award                                            2002

    Distinguished Alumni Award, University of Redlands, Phi Beta Kappa              2001

    Outstanding Music Education Doctorate, University of Southern California      1998

    Pi Kappa Lambda Award, University of Southern California                                 1996,1998

    Magna Cum Laude, California State University, Northridge                                 1987

    Magna Cum Laude, University of Redlands                                                            1980

    Pi Kappa Lambda Honor Society                                                                              1979



    Principal Publications

    Refereed Articles

    Custodero, L. A.  & Hafteck, L. C. (2008)  Harmonizing research, practice, and policy in early childhood music: A
    chorus of international voices (part 2). Arts Education Policy and Review, 109 (3), 3-8.

    Custodero, L.A. & Johnson-Green, E. A. (2008). Caregiving in counterpoint: Reciprocal influences in the
    musical parenting of younger and older infants. Early Childhood Development and Care, 178 (1), 15-39.

    Custodero, L. A. (2007).  Harmonizing research, practice, and policy in early childhood music: A chorus of
    international voices (part 1). Arts Education Policy and Review, 109 (2), 3-6.

    Custodero, L. A. (2007). Origins and expertise in the musical improvisations of adults and children: A
    phenomenological study of content and process. British Journal of Music Education, 24(1), 77-98.

    Custodero, L.A. (2006). Singing practices in 10 families with young children. Journal of Research in
     Music Education, 54(1), 37-56.

    Nardo, R. L., Custodero, L. A., Fox, D. B., & Persellin, D.  (2006).  Looking back and looking forward: A
    report of standards-based music practices in US preschools. Journal of Research in Music Education,54(4, 278-292.

    Custodero, L. (2005, December 1). Making sense of “Making Special”: Art and Intimacy in musical lives and
    educational practice. International Journal of Education & the Arts, 6(15). Retrieved [December 6, 2005] from http://ijea.asu.edu/v6n15/.

    Custodero, L.A. (2005). Being with: The resonant legacy of childhood’s creative aesthetic. Journal of Aesthetic
    Education.39(2), 36-57.

    Custodero, L. A. (2005). Observable indicators of flow experience: A developmental perspective of musical
    engagement in young children from infancy to school age. Music Education Research, 7(2), 185-209.

    Custodero, L. A., & Neumann, A. (2005). Introduction. Aesthetic lives: Teaching and learning as creative work. 
    Journal of Aesthetic Education. 39(2), 34-35.

    Custodero, L. A. Britto, P. R., & Brooks-Gunn, J. (2003).  Musical lives: A collective portrait of American families.
    Journal of Applied Developmental Psychology, 24(5). 553-572.

    Custodero, L. A., & Johnson Green, E. A. (2003). Passing the cultural torch: Musical experience and musical
    parenting of infants. Journal of Research in Music Education, 51(2), 102-114.

    Custodero, L. A. (2003). Perspectives on challenge: A longitudinal investigation of children’s music learning. Arts
    and Learning, 19, 23-53.

    Custodero, L. A. (2002a). Seeking challenge, finding skill: Flow experience in music education. Arts Education and Policy Review, 103 (3), 3-9.

    Custodero, L. & Williams, L. (2000). Music for everyone: Creating contexts for possibility in early childhood
    education. Early Childhood Connections, 6 (4) 36-43.

    Custodero, L.  (1999a).  Constructing musical understandings: The flow-cognition interface [Extended Abstract]. 
    Bulletin for the Council of Research in Music Education, 142, 79-80.

    Custodero, L.  (1998).  Observing flow in young children's music learning.  General Music Today, 12 (1), 21-27.


    Non-refereed Articles: Research/practice/policy Audience

    Custodero, L. A. (2002b). The musical lives of young children: Inviting, seeking, initiating. Journal of Zero-to-
    Three. 23(1), 4-9.

    Custodero, L. A., Britto, P. R., & Xin, T. (2002).  From Mozart to Motown, lullabies to love songs: A preliminary
    report on the Parents Use of Music with Infants Survey. Journal of Zero-to-Three 23(1), 41-46.
     
    Johnson-Green, E. & Custodero, L.A. (2002). Toddler top 40: Musical preferences of babies, toddlers, and their
    parents. Journal of Zero-to-Three, 23(1), 47-48.

    Custodero, L. A. (2001). Intersections: Musical experiences and the science of early childhood development. The
    Grammy Foundation. Retrieved November 11, 2001, on the World Wide Web: http://www.grammy.com/features/foundation/0107.html.

    Non-refereed Articles: Practitioner Audience

    Custodero, L. A. (2007). Responding to the ecologies of music making in early childhood. The Orff Echo. 39(3), 45-48.

    Custodero, L.A. (2005c). Of monuments and mosaics: The ISME Early Childhood Conference. Early Childhood
    Connections, 11(1), 6-9.

    Custodero, L. A. (2003, Winter). Rhythm and relationships: Music in the lives of children. Birth Through 5 News, 5,
     1-3.

    Custodero, L.  (1999b).  Mozart, the muse, and the mind: What the current research tells us.  The Orff Echo, 31 (4),
    34,36,38.  Reprinted in (2000) The Orff Beat, Orff Schulwerk Society of South Africa, 29 (1), 35, 37-40.

    Custodero, L. (1997). Seeing with the heart: An interview with Mary Louise Reilly Knoblauch. California Music
    Education Association News. 51 (1), 14-15, 18.

    Custodero, L.  (1996). Context and discovery: Rethinking the nature of creativity.  The Orff Echo, 28 (4), 37-39.


    Book Sections

    Custodero, L.A. (in press). Intimacy and reciprocity in improvisatory musical performance: Pedagogical lessons
    from adult artists and young children.  In S. Malloch and C. Trevarthen, Eds., Communicative musicality, Oxford: Oxford University Press.

    Custodero, L.A. (in press). Musical portraits, Musical pathways: Stories of meaning making in the lives of six families.  In Kerchner, J. and Abril, C. (in press) Music learning and teaching throughout our lives. New York: Rowman and Littlefield.

    Custodero, L. A. (2007). The resonant legacies of childhood, in G. Kugiumutzakis (ed.), Sympantiki Armonia, Musike kai Epistimi, Ston Miki Theodoraki (Universal harmony, music and science , in honor of Mikis Theodorakis (pp. 333-346). Herakleion: Crete University Press.

    Custodero, L.A. & St. John, P.A. (2007). Actions speak: Lessons learned from the systematic observation
    of  flow experience in young children’s music making.  In K. Smithrim, Ed., Listen to their voices: Research
    and practice in early childhood music (pp. 2-18). Toronto: Canadian Music Educators' Association.

    Custodero, L.A. (2005). Buscando desafios, encontrando habilidades: A experiência de fluxo e a educação
    musical. In: B.S. Ilari (Org.) Música, cognição e desenvolvimento (pp. 247-260) Campinas, SP, Brazil: Editora da Unicamp.

    Custodero, L.A. (2005). What we know about learning. Teacher tips. Performance ideas. In Spotlight on music, Pre-K teacher’s guide. Macmillan/McGraw-Hill: New York.

    Csikszentmihalyi, M. & Custodero, L. A. (2002). Forward. In T. Sullivan & L. Willingham, Eds.,  Creativity and
     music education (pp xiv-xvi). Edmonton: Canadian Music Educators' Association.


    Conference Proceedings

    Custodero, L. A. (in press). If you listen:  Flow as educative experience. Proceedings for Cerebral Palsy Greece
    International Symposium, “Education: A Determining Factor in the Life of Every Human Being.” Athens, Greece: Cerebral Palsy Greece.

    Custodero, L. A. & Stamou, L. (2006). Engaging classrooms: Flow indicators as tools for pedagogical transformation.
    Proceedings of the 9th International Conference on Music Perception and Cognition. Bologna, Italy: Bononia University Press.

    Custodero, L.A., Chen, J.J., Lin, Y.C., & Lee, K. (2006). One day in Taipei: In touch with children’s spontaneous music
    making. Proceedings of the International Society for Music Education Early Childhood Commission Seminar, “Touched by Discovery” (pp. 84-91). Taipei, Taiwan: International Society for Music Education.

    Custodero, L.A. (Ed.) (2004). Proceedings for Els Móns Musical dels Infants (The Musical Worlds of Children).
    Barcelona, Spain: International Society for Music Education.

    Custodero, L. A. (2002). Connecting with the musical moment: Observations of flow experience in preschool-aged
    children. In S. E. Holgersen (Ed.), Proceedings of the International Society for Music Education Early Childhood Commission Seminar, “Musical Connections.” Copenhagen, Denmark: International Society for Music Education.

    Custodero, L. A. (2000). Engagement and experience: a model for the study of children's musical cognition. In G. L. C. Woods, R. Brochard, F. Seddon, & J. A. & Sloboda (Eds.), Proceedings of the Sixth International Conference on Music Perception and Cognition (pp. 683-690). Keele, UK: Keele University Department of Psychology.

    Book Reviews

    Custodero, L. A. (2004). [Review of the book Music for the under-fours]. Music Education Research, 6(2), 233- 236.

    Custodero, L.  (1998).  [Review of the book Musical beginnings: Origins and development of musical competence].  Early Childhood Connections, 4 (2), 47-49.

    Custodero, L.  (1997).  [Review of the book Sound choices: Guiding your child's musical experiences ]. American
    Music Teacher, 46 (3), 54.

    Custodero, L. (1996). [Review of the book Music matters]. American Music Teacher, 45 (4), 63-4.

    Custodero, L.  (1996). [Review of the book Music in childhood].  American Music Teacher, 45 (3), 64-5.

    Research Reports

    Custodero, L. A., Greher, G. R., & Shrut, B. C. (2004). Review of The Dalton School's music program, K-12. New York: The Dalton School.

    Custodero, L. A., Britto, P. R., Xin, T., Johnson Green, E., Sheu, L. & Littleton, D. (2002). Final report on the Parents Use of Music with Infants Survey Project. New York, NY: Teachers College, Columbia University, Department of Arts and Humanities.

    Custodero, L.A. (2002). Preliminary report on the Parents Use of Music with Infants Survey project. New York, NY: Teachers College, Columbia University, Department of Arts and Humanities.

    Additional  Scholarly Products

    Custodero, L A.. & Littleton, D. (2001). Sounds, stories, and symbols: A developmental sequence for teaching musical expression.  Public Broadcasting Company. Available: http://www.pbs.org/wnet/dancin/resources/lesson_plans.html.

    Custodero, L. A. (2000). Introduction and liner notes.  On Smart symphonies [CD].  Los Angeles: The Grammy
    Foundation.

    Custodero, L. A. (1997).  Kettle Moraine kindergarten project: Treatment design guidelines.  In Great expectations for
    children and learning, Wales, WI: School District of Kettle Moraine.

    Custodero, L. (2000). Contributing author in S. H. Kenney and D. Persellin (Eds.), Designing Music Environments for Early Childhood.  Reston, VA: Music Educators National Conference.

    Custodero, L.  (1995). Contributing author in W. L. Sims (Ed.), Strategies for Teaching Prekindergarten Music. 
    Reston, VA.: Music Educators National Conference.


    Theses

    Custodero, L.  (1997).  An observational study of flow experience in young children's music  learning.  Unpublished
    doctoral dissertation, University of Southern California, Los Angeles.

    Custodero, L.  (1987).  In search of a method: A comparative analysis of four Strauss songs, Op. 27.  Unpublished
    masters’ thesis, California State University, Northridge, Northridge, CA.

    Custodero, L.  (1979).  For every action ... A consideration of motion and countermotion in Hector Berlioz' Nuits
     d'Ete.  Unpublished undergraduate thesis, University of Redlands, Redlands, CA.

    Active Professional Organizations

    American Educational Research Association               

    American Orff Schulwerk Association

    College Music Society

    European Society for Cognition in Music

    International Association for Jazz Education

    International Society for Music Education

    National Association for Music Education (MENC)

    National Association for the Education of Young Children

    Society for Education, Music, and Psychology Research

    Zero-to-Three

    Educational Background

    Ph.D., Education, University of California, Davis - June 2006
    Emphasis: Language, Literacy, and Culture  Additional Specialization: Second Language Acquisition
    Dissertation: Knowing and Writing History: A Study of Students’ Expository Writing and Teachers’ Expectations
    Chair: Mary J. Schleppegrell
     
    Master of Arts in English, TESOL Option (Teaching English to Speakers of Other Languages)           
    California State University, East Bay - June 1999 Summa Cum Laude
     
    Bachelor of Arts in Languages: English and Portuguese, Minor in German        
    Universidade Estadual Paulista (São Paulo State University - UNESP), Araraquara, SP (Brazil)
    January 1997 Magna Cum Laude
     
    Teaching Credentials, English and Portuguese: Secondary
    Universidade Estadual Paulista (São Paulo State University - UNESP), Araraquara, SP (Brazil)
    January 1997
     
    HIGHLIGHTS
    • Awards include the Early Career Award by the Bilingual Education Research SIG of the American Educational Research Association (AERA) (2012); the David E. Eskey Award for Curriculum Innovation by the California TESOL association (2011); Outstanding Latino Faculty (2011); and Teaching and Learning With Technology Distance Education Award (2010) by Purdue University.
    • Areas of specialization: English language learners, content area literacies, second language writing, functional linguistics, qualitative research, multilingual teachers.
    • Teaching: 20 years of teaching experience in higher education, K-12, and foreign language contexts with culturally and linguistically diverse groups.
    • Engagement and Service: Work with public schools, volunteer and elected positions at different professional organizations, including the TESOL International Association, NYS TESOL (New York State TESOL), INTESOL (Indiana TESOL), and CATESOL (California TESOL).

    Scholarly Interests

    Dr. de Oliveira’s research focuses on issues related to teaching English language learners (ELLs) at the K-12 level, including the role of language in learning the content areas and teacher preparation for ELLs. Her work has appeared in Teachers College Record, Journal of Teacher Education, Journal of English for Specific Purposes, English Education, Multicultural Education, The History Teacher, and other books and journals.

    Honors and Awards

    Awards
     
    Faculty Engagement Scholarship Award; Purdue University. Inaugural recipient. This university-level award recognizes an outstanding record of achievement in, and strong indication of future contribution to, engagement. March 2013. Media coverage:
    • Local TV: http://www.wlfi.com/dpp/news/local/purdue-engagement-awards-are-presented-to-community-leaders?ref=scroller&categoryId=20000&status=true
    • Journal & Courier: http://www.jconline.com/article/20130328/NEWS0501/303280023/Purdue-faculty-cited-for-activities
    • Inside Edge: http://www.insideindianabusiness.com/newsitem.asp?id=58661
     
    Early Career Award; Bilingual Education Research Special Interest Group, American Educational Research Association (AERA); 2012. This award recognizes an individual for outstanding accomplishments in the early stages of her or his career no later than 10 years after receipt of the doctoral degree.
     
    Curriculum and Instruction Outstanding Faculty Scholarship Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in publications, grants, and awards in the area of research-based scholarship. April 2012.
     
    Outstanding Faculty Discovery Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in publications, grants, and awards in the area of scholarship of engagement. April 2012.
     
    Dean’s Fellow Program Award; College of Education, Purdue University; 2011-2012. Designed for faculty who have an interest in exploring leadership opportunities and university administration to work on a specific project that advances the goals of the College of Education’s strategic plan. Project: Inclusive Representation: Recruitment and Retention of Underrepresented Minority Faculty and Students.
     
    Outstanding Latino Faculty, Latino Faculty and Staff Association (LaFASA), Purdue University; October 2011.
     
    David E. Eskey Award for Curriculum Innovation; California TESOL (CATESOL); April 2011. Award designed to honor Professor Eskey’s memory. Received for the book Knowing and Writing School History: The Language of Students’ Expository Writing and Teachers’ Expectations. One recipient per year.
     
    Diversity Fellows Program Award; Purdue University; 2010-2011. To provide support for faculty development, implementation and sharing of inclusive approaches to teaching, learning, and assessment in the area of diversity. University award; two awarded per college per year. Included a cash award of $2,000.
     
    Seed for Success Award; Purdue University; November 2010. The Seed for Success Award is given in recognition of the accomplishments of single investigators and teams of investigators for their efforts in obtaining a one million dollar or more research grant.
     
    Outstanding Faculty Engagement Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in the area of engagement with schools and service to the university and the profession. April 2010.
     
    Outstanding Faculty Discovery Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in publications, grants, and awards in the area of research-based scholarship. March 2010.
     
    Teaching and Learning With Technology Distance Education Award, Information Technology at Purdue (ITaP), Purdue University; February 2010. The TLT Distance Education Awards Program awards Purdue faculty for the development of high‑quality distance education courses on the West Lafayette campus. Ten awardees selected campus-wide. Included a cash award of $3,000.
     
    Division K, Teaching and Teacher Education, Early Career Seminar, American Educational Research Association, March 2008. To attend a pre-convention seminar for Early Career Faculty (tenure-line 1st, 2nd and 3rd year in the academy) with a research focus on the preparation of teachers for culturally and linguistically diverse populations. Seminar Leaders: Linda Darling-Hammond, Rosa Hernandez-Sheets, and Etta Hollins.
     
    Outstanding Paper on Nonnative English Speakers in TESOL Issues, East Carolina University and TESOL Award for the colloquium “Exploring NNESTs’ professional self-esteem and confidence” presented at the Annual TESOL Convention, 2006.
     
    Outstanding Scholarship Award, first recipient, School of Education, UC Davis, awarded to one Ph.D. Candidate, Spring 2005 - Awarded on the basis of scholarship and promise of outstanding academic and professional contribution to recognize students’ exceptional performance at the university (included a cash award of $2,500).
     
    Leadership Mentoring Program, TESOL
    Spring 2005 – Award designed to help underrepresented groups within TESOL become more involved in the association. Recipients are guided by mentors throughout the year as they contribute their time and expertise to TESOL’s activities and projects. Award by nomination, given to individuals with potential for TESOL involvement and leadership, to participate in TESOL’s Leadership Certificate Program and the TESOL Annual Convention.
     
    Outstanding Paper on Nonnative English Speakers in TESOL Issues, East Carolina University and TESOL Award for the colloquium “Learning from Models of Native English-speaking teacher (NEST)/Nonnative English-speaking Teacher (NNEST) Collaboration” presented at the Annual TESOL Convention, 2004.
     
    Recognition Awards, CATESOL, for outstanding service to CATESOL and dedication to the teaching profession. Nonnative Language Educators’ Issues Interest Group Coordinator, 2002-2004, Assistant College/University Chair, 2004-2005, College/University Chair, 2005-2006.
     
    Fellowships
    University of California, Davis
     
    Non-Resident Tuition Fellowships, School of Education and Office of Graduate Studies, 9/2001 –5/2006 - Extremely competitive fellowship to support international students across the university. One per college. Awarded on the basis of scholarship and promise of outstanding academic and professional contribution; $14,000 per year.
     
    Summer Research Fellowship, School of Education, Summer 2005 – Fellowship designed to support outstanding scholars and help them make substantial progress toward their degrees; $4,000.

    Professional Organization Membership

    Conference on College Composition and Communication
    Council of Writing Program Administrators
    National Council of Teachers of English

    Educational Background

    B.A. in English, Oberlin College 
    M.A. in English Education, Teachers College, Columbia University
    Ph.D. candidate in English Education, Teachers College, Columbia University


    Scholarly Interests

    student writing; writing assessment; digital writing technologies; atypical embodiment; embodied writing and embodied pedagogies; engaged pedagogy; public education, equity and access; comprehensive educational opportunity; civic engagement
     

    Professional Presentations

    Accepted

    "Atypical Embodiment and the Teaching of Writing." The Council of Writing Program Administrators Conference. Savannah, GA. July 2013.

    "The Techne of Teaching and the Classroom as a Site of Wonder." The Council of Writing Program Administrators Conference. Albuquerque, NM. July 2012.

    Presented

    "Atypical Embodiment as a Lens for Teaching and Assessing Writing." The Conference on College Composition and Communication Convention. Indianapolis, IN. March 2014.

    "Writing Bodies in First Year Composition and the World Beyond." The Conference on College Composition and Communication Convention. Las Vegas, NV. March 2013. (See Abby Knoblauch's review in Kairos.)

    "Student and Faculty Driven Reform: Strategies and Resources for Creating Writing Enriched Communities." Writing Across the Curriculum Conference. Savannah, GA. June 2012.

     "Using Postprocess Pedagogy to Support E-Portfolio Assessment." Computers and Writing Conference. Raleigh, NC.  May 2012.

    "Using Real Life Experiences to Improve Writing Instruction and Practice." The National Council of Teachers of English Convention. Orlando, FL. November 2010.

    "Using Yoga to Cultivate a Writing Center Pedagogy of Happiness." The International Writing Centers Association and the National Conference on Peer Tutoring in Writing. Baltimore, MD.  November 2010.

    "The Yoga Mat and the Blank Page: Connections between Yoga and the Teaching of Writing." The Council of Writing Program Administrators Conference. Philadelphia, PA. July 2010.

    "Undergraduate Tutors Present Research on Best Practices in Writing Pedagogy." The Conference on College Composition and Communication Convention. Louisville, KY. March 2010.

    "So How Does It Empower Us? Notes on a Successful High School Writing Center." The National Council of Teachers of English Convention. San Antonio, TX. November 2008.

    "Using Literary Theory to Teach Academic Literacy." The National Council of Teachers of English Convention. New York, NY. November 2007.

    Biographical Information

    Steven Dubin comes to Teachers College after being a faculty member at Purchase College--State University of New York for 19 years. There he directed the Media, Society, and the Arts Program, which links the arts conservatories and the liberal arts, since 1988. He received his Ph.D. at the University of Chicago; in addition, he did postdoctoral work at both the University of Chicago and Yale University. Professor Dubin has also offered courses in the Columbia Summer Session since 1985.  

    He is the author of Bureaucratizing the Muse: Public Funds and the Cultural Worker (1987); Arresting Images: Impolitic Art and Uncivil Actions (1992, paperback edition, 1994 ; cited as a Notable Book of the Year by The New York Times , and by the Gustavus Myers Center for the Study of Human Rights); Displays of Power: Memory and Amnesia in the American Museum (1999; paperback edition, 2000), and the forthcoming Transforming Museums: Mounting Queen Victoria in a Democratic South Africa (2006).

    Professor Dubin has won many awards, including the Fulbright-Hays Faculty Abroad Research Fellowship to South Africa, the SUNY Chancellor's Award for Excellence in Scholarship and Creative Activities, The Lady Davis Fellowship Trust Visiting Professorship at Hebrew University in Jerusalem, and residencies at The Bellagio Study & Conference Center (Bellagio, Italy), The Ragdale Foundation (Lake Forest, Illinois), and The Ucross Foundation (Clearmont, Wyoming).

    He has written and lectured widely on public funding of the arts, censorship, transgressive and controversial art, obscenity, museums, and popular culture.   His articles and reviews have appeared in Contemporary Sociology, American Journal of Sociology, Urban Life, Social Problems, Social Forces, Sociological Inquiry, Symbolic Interaction, Visual Anthropology,   Journal of Aesthetic Education, Journal of Arts Management and Law, Curator Magazine, Nation, Jewish Currents, Common Quest, New Art Examiner and Art in America .  

    He is frequently sought for commentary by journalists, and Arresting Images was referenced in a 1992 court decision involving the police seizure of a painting in Chicago. In addition, Professor Dubin has become a free speech activist, breaking the story of corporate censorship by Mattel, Inc. in regards to "Art, Design, and Barbie: The Evolution of a Cultural Icon," a 1995 museum exhibition which he helped curate. His article "How I Got Screwed by Barbie" generated news coverage nationwide. He also dissected the evolution of the controversy over the 1999 exhibition "Sensation" at the Brooklyn Museum of Art, a story featured in Art in America .

    He has been traveling throughout Southern Africa for the past five years, including the countries of Namibia, South Africa, Mozambique, Lesotho and Swaziland. Some of the research he has done is reflected in his forthcoming book on the transformation of South African museums during the post-apartheid period, since 1994.

    Educational Background

    M.A., Sociology, 1976, University of Chicago
    Ph.D., Sociology, 1982, University of Chicago
    Postdoctoral Studies: University of Chicago and Yale University

    Scholarly Interests

    Sociology of art and culture; censorship and freedom of expression; museum studies; mass media and popular culture; collective memory; culture and politics of South Africa

    Principal Publications

    Books: Transforming Museums: Mounting Queen Victoria in a Democratic South Africa. New York: Palgrave/Macmillan, 2006 .

    Displays of Power: Memory and Amnesia in the American Museum. New York: New York University Press, 1999.  Expanded paperback edition, Displays of Power:   Controversy in the American Museum from Enola Gay to Sensation, 2000.

    Arresting Images: Impolitic Art and Uncivil ActionsNew York: Routledge, 1992.  Paperback edition, 1994.

    Bureaucratizing the Muse: Public Funds and the Cultural Worker. Chicago: University of Chicago Press, 1987.

    Articles:   "Our Man in Havana: Robert Mapplethorpe--Myths, Legends, Realities," Art in America, May, 2006.

    "Uncivil Wars in Civil (-zed) Places," in MacDonald, Sharon, ed., Blackwell Companion to Museum StudiesLondon: Blackwell, 2006.

    "Bring in da' Noise, Bring in da' Funk," pp. 18-25 in Ishumi/10. [A Decade of DemocracyDurban: Durban Art Museum, 2005.

    Educational Background

    MA, MPhil, PhD, Columbia University
    BA, Brown University

    Affiliated faculty member, Columbia University Department of History

    Ansley T. Erickson is a historian who focuses on educational inequality and the interaction between schooling, urban and metropolitan space, and economic change. She earned her Ph.D. in U.S. History from Columbia University in May, 2010, and was awarded an NAE/Spencer Postdoctoral Fellowship for 2011-13. Her manuscript in progress, Schooling the Metropolis: Educational Inequality Made and Remade reveals how private and public agendas for economic growth and spatial transformations in the city shaped educational inequality by race and class, through an examination of the case of Nashville, Tennessee. The book is under contract with the University of Chicago Press, and the dissertation on which it is based was awarded Columbia's Bancroft Dissertation Prize for 2010 and won the History of Education Society's Claude A. Eggertsen Dissertation Prize for 2011.

    With Professor Ernest Morrell of TC's Institute for Urban and Minority Education, Erickson leads the Educating Harlem project, a collaborative investigation into the history of education, broadly defined, in 20th century Harlem. Educating Harlem includes a speaker series, scholarly conference, digital history project, and youth participatory history program.

    Erickson has been awarded fellowships from the Spencer Foundation, the Eisenhower Institute, and the Mrs. Giles A. Whiting Foundation, as well as several research and travel grants. Prior to Teachers College, she taught in the Cultural Foundations of Education department at Syracuse University.

    Before graduate school, Erickson taught history and conducted ethnographic research in New York City schools and was a project manager at two national school reform organizations. She also has experience in historical documentary film and public history consulting.

    Curriculum Vita, updated Dec. 2012

    Scholarly Interests

    History of Education in the United States
    Educational Policy
    Educational Inequality
    Urban and Metropolitan History

    Selected Publications

    "Historical Research and the Problem of Categories: Reflections on 10,000 Digital Notecards,in Jack Dougherty and Kristen Nawrotzki, eds. Writing History: How Historians Research, Write, and Publish in the Digital Age. (Ann Arbor: University of Michigan Press, 2013) and www.digitalculturebooks.org

    "The Rhetoric of Choice: Segregation, Desegregation, and Charter Schools." Dissent. (Fall 2011) and reprinted in Michael Katz and Mike Rose, eds. Public Education Under Siege. (Philadelphia: University of Pennsylvania Press, 2013) 

    "Building Inequality: The Spatial Organization of Schooling in Nashville, TN, after Brown." Journal of Urban History, 38 (2), 247-270.

    "Why We Should Pay Renewed Attention to School Segregation." ISERP Quarterly Newsletter, Columbia University, Spring 2011. (with Heather Schwartz)

    In progress: 

    "Schools, Neighborhoods, and National Narratives of Segregation," article with Andrew Highsmith

    "Education Parks and the Boundaries of the Liberal Imagination"


    Grants

    Research Support 

    Provost's Investment Fund, Teachers College, Columbia, 2012-13

    NAE/Spencer Postdoctoral Fellowship, 2011-13

    Clifford Roberts/Eisenhower Institute Dissertation Fellowship, 2009-10

    Mrs. Giles A. Whiting Fellowship, 2009-10 (declined to accept Eisenhower)

    Mellon Interdisciplinary Graduate Fellowship, 2007-2009

    Spencer Dissertation Fellowship, 2007-9

    Archival and Oral History Research Support

    Buell Oral History Research Grant

    Lyndon Baines Johnson Presidential Library Moody Research Fellowship

    Tennessee Historical Society Wills Research Grant

    Other Support

    Maxine Greene Foundation and the Fund for Teachers, for "Crossing Town: Brown's Legacy in Nashville."

    Personal News

    Educational Background

    B.A. in Sociology and Creative Writing, University of Michigan (2007)
    M.A. in English Education, Brooklyn College (2010)

    Current: Ph.D. in English Education, Teachers College Columbia University (2017) 

    Current Projects

    The Dialogue Arts Project  
    Website: www.dialogueartsproject.com

    The Dialogue Arts Project (DAP) partners with organizations to create energizing training experiences around the arts to help participants collaborate and communicate more effectively across lines of social identity and difference. DAP's leading-edge workshops use the arts as a shared entry point into critical discourses around identity to increase awareness of self and social diversity. By combining performance, participant art creation, and facilitated dialogue, DAP seeks to reinvent the current "diversity training" experience for a wide array of clients ranging from university faculty, teachers-in-training, student leadership groups, and employees of Fortune 500 companies and non-profit organizations. 

    Scholarly Interests

    Critical English Education; Culturally Responsive Pedagogy; Creative Writing and Performance; Cultural Literacy in Teacher Education; Social Identity Formation; Intergroup Dialogue.  

    Curriculum Vitae

    Curriculum Vitae

    Fuchs, C. (accepted). Computer-mediated task design: Language student teachers' expectations and realizations. Letras & Letras. 

    Vandergriff, I. & Fuchs, C. (accepted). Humor support in synchronous computer-mediated classroom discussions. "font-style: italic; ">Humor."font-style: normal; "> 

    Fuchs, C. (2009a). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), "font-style: italic; ">Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

    Vandergriff, I. & Fuchs, C. (2009b). Does CMC promote language play? Calico Journal 27(1), 26-47.

    Fuchs, C. (2009c). Converting text activities into meaningful tasks: Results from an Internet-mediated student teacher project. In L. Stone & C. Wilson-Duffy (Eds.), "font-style: italic; ">Task-Based III: Expanding the range of tasks through the Web (pp. 13-35). International Association for Language Learning and Technology (IALLT). 

    Fuchs, C. (2007). Pre-service teachers as intercultural learners in CMC-based collaboration: The case of The Literature Group. Journal of Intercultural Communication, 13.

    Fuchs, C. (2006a). Exploring German pre-service teachers' electronic and professional literacies. ReCALL, 18(2), 174-192.

    Fuchs, C. (2006b). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europischer Verlag der Wissenschaften.

    Fuchs, C. (2005). CMC-based model learning in language teacher education: A German-American telecollaboration. In Thompson, I., & Hiple, D. (Eds.), Selected papers from the 2004 NFLRC symposium: Distance Education, Distributed Learning and Language Instruction (pp. 141-156). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

    Educational Background

    2005 Ph.D., Institut für Anglistik (Department of English Studies), Justus-Liebig Universität Gießen, Gießen, Germany.          

    1997 M.A. in Teaching English to Speakers of Other Languages (TESOL); Certificate in Teaching Foreign Language, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA. With distinction.        

    1995 State-Certified Translator for the English Language (Special Field: Law; Minor: French), Sprachen und Dolmetscherinstitut München (Munich Institute of Languages and Interpreting), Munich, Germany.

    Selected Publications

    Fuchs, C. (2011a). Constraints and affordances of a collaborative online tool in language teacher education. International Journal of Technology in Teaching and Learning (IJTTL) 7(2), 152-173.

    Fuchs, C. (2011b). Successful task negotiation via Moodle - A cross-institutional case study in teacher education. Journal of Linguistics and Language Teaching 2(1).

    Fuchs, C. (2009a). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

    Fuchs, C. (2009b). Converting text activities into meaningful tasks: Results from an Internet-mediated student teacher project. In L. Stone & C. Wilson-Duffy (Eds.), Task-Based III: Expanding the range of tasks through the Web (pp. 13-35). International Association for Language Learning and Technology (IALLT).

    Fuchs, C. (2009c). Computer-mediated task design: Language student teachers' expectations and realizations. Letras & Letras, Uberlandia 25(2), 37-64.

    Vandergriff, I. & Fuchs, C. (2009d). Does CMC promote language play? Exploring humor in two modalities. Calico Journal 27(1), 26-47.   

    Fuchs, C. (2007). Student Language Teachers as Intercultural Learners in CMC-Based Project Work. Journal of Intercultural Communication, 13

    Fuchs, C. (2006a). Exploring German pre-service teachers' electronic and professional literacies ReCALL, 18(2), 174-192.

    Fuchs, C. (2006b). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europischer Verlag der Wissenschaften.

    Fuchs, C. (2005). CMC-based model learning in language teacher education: A German-American telecollaboration. In Thompson, I., & Hiple, D. (Eds.). Selected papers from the 2004 NFLRC symposium: Distance Education, Distributed Learning and Language Instruction (pp. 141-156). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

    Fuchs, C. (2003). Negotiating over a distance: The challenges of computer-mediated communication (CMC) in foreign language teacher education. In M.K. Legutke, & D. Rsler (Eds.), Fremdsprachenlernen mit digitalen Medien.  Beitrge des Giessener Forschungskolloquiums. [Foreign language learning with computer technologies. Articles by the Giessen research colloquium.] (pp. 179-208). Tbingen: Narr.

    Fuchs, C. (2001). Munich - Monterey online: Integrating email and chat to foster reading and writing skills in a distance learning course. In Y. Saito-Abbott, R. Donovan, T.F. Abbott, & P. Kennedy, (Eds.), Digital Stream 2000: Emerging technologies in teaching languages and cultures (pp. 147-165). San Diego State University, CA: The Language Acquisition Resource Center (LARC).

    Professional Experiences

    9/2007-present

     

     

    Lecturer, Department of Arts and Humanities, Teachers College, Columbia University, NY

     

    Currently teachihg CALL, Methods, Practicum in the TESOL & Applied Linguistics Program.

     

    10/2005-8/2007

     

     

    Research Scholar, Department of French, University of California at Berkeley, Berkeley, CA

     

    Conducted survey study on electronic literacy skills and access and use of computer technologies in German secondary schools.

     

    9/2006-7/2007

     

     

    Online Faculty, Axia College of University of Phoenix, Phoenix, AZ

     

    Taught various sections of Effective Persuasive Writing and Utilizing Information in College Writing.

     

    1/2007-5/2007

     

     

    Lecturer, Department of German, University of California at Berkeley, Berkeley, CA

     

    Taught Elementary German course.

     

    8/2004-12/2004

     

     

    Visiting Scholar, Department of Linguistics and Applied Language Studies, The Pennsylvania State University, University Park, PA.

     

    Collaborated in building Telekorp, a bilingual English-German learner corpus (http://www.personal.psu.edu/faculty/j/a/jab63/Telekorp.html); co-taught and researched under-graduate German telecollaborative language course in conjunction with the Pädagogische Hochschule Heidelberg, Germany

     

    4/2002-7/2002, 10/2002-2/2003

     

    Teacher Educator, Institut für Anglistik, Justus-Liebig Universität Gießen, Gießen, Germany.

     

     

    Designed and co-taught two technology-based courses (Hauptseminare) for preservice teachers in collaboration with the Monterey Institute of International Studies, CA, and  the Pädagogische Hochschule Heidelberg, Germany

     

    10/2001-2/2003

     

    Research Assistant, Zentrum für Medien und Interaktivität (Center for Media and Interactivity), Justus-Liebig Universität Gießen, Gießen, Germany.

     

     

    Co-authored grant proposal for the Deutsche Forschungsgemeinschaft (German Research Foundation) on web-supported language learning platform Learning German with‘jetzt online:’ http://www.goethe.de/z/jetzt/deindex.htm; participated in interdisciplinary research colloqium (Claus Leggewie). 

     

    9/2000-5/2001

     

    Head of German Studies Department, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

     

     

    Supervised and trained Language Program Administration intern and MA Teaching Foreign Language candidates; administrated Business German exams; organized study abroad with the Institut für Interkulturelle Kommunikation in Weimar-Erfurt, Germany; coordinated German Winter Intensive Language Program.

     

    1/2000-5/2000, 

    9/2000-12/2000

     

    Research Assistant, Kade Language and Technology Center, The Monterey Institute of International Studies, Monterey, CA.

     

     

    Developed and taught online Business German course; participated in distance learning evaluation group. 

     

    1/1999-8/2000

     

    Visiting Professor, German Studies Department, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

     

     

    Designed curricula and taught various German courses to MA degree candidates in  MBA, International Policy Studies, Public Administration. 

     

    1/1998-8/2000

     

    Visiting Professor, English Studies Department, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

     

     

    Designed curricula and taught various (summer intensive) courses, e.g., English for Academic Purposes, Business English for International MBA Students, Public Speaking for International MA degree candidates, Academic Speaking and Listening Skills, Academic Writing.

     

    1/1998-8/2001

     

     

    German Instructor, Custom Language Services, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

     

     

    Taught German in Summer Intensive Language Program; coordinated and recruited faculty for the German Winter Intensive Language Program 1999.

     

    9/1999-12/1999

    1/1998-8/1999

     

    English Instructor, ESP, Intensive ESL Program,The Monterey Institute of International Studies, Monterey, CA.

     

     

    Co-developed curriculum and co-taught Business Communication for Korean Executives; designed curriculum and taught Grammar, Oral Skills for Italian Translation & Interpretation students, Culture, Multimedia,ESL Advanced Grammar.

     

    6/1997-8/1997, 6/2000-8/2000

     

    English Instructor, The Graduate School of Translation & Interpretation, The Monterey Institute of International Studies, Monterey, CA.

     

     

    Co-taught ESL at an advanced level to Translation & Interpretation students.

     

    7/2006-8/2007

     

    English Instructor, Brandon College, San Francisco, CA

     

     

    Taught ESL and Business English at all levels.     

     

    12/2006-1/2007

     

    Writer for Online Course Items, Thomson ELT, Boston, MA 02210.

     

    Created lesson modules for online course development project.

     

     

     

    Publications

    Fuchs, C. (2011a). Constraints and affordances of a collaborative online tool in language teacher education. International Journal of Technology in Teaching and Learning (IJTTL) 7(2), 152-173. 

    Fuchs, C. (2011b). Successful task negotiation via Moodle - A cross-institutional case study in teacher education. Journal of Linguistic and Language Teaching 2(1).

    Fuchs, C. (2010). Cross-Institutional Blending in Teacher Education - A Case Study. International Journal of Mobile and Blended Learning 2(2), 30-49.

    Fuchs, C. (2009a). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

    Fuchs, C. (2009b). Converting text activities into meaningful tasks: Results from an Internet-Mediated Student Teacher Project. In L. Stone & C. Wilson-Duffy (Eds.), Task-Based III: Expanding the Range of Tasks Through the Web (pp. 13-35). International Association for Language Learning and Technology (IALLT). 

    Fuchs, C. (2009c). Computer-mediated task design: Language student teachers' expectations and realizations. Letras & Letras, Uberlandia 25(2) 37-64.

    Vandergriff, I. & Fuchs, C. (2009). Does CMC promote language play? Exploring humor in two modalities. Calico Journal 27(1), 26-47.

    Fuchs, C. (2008). Electronic Literacy and Media Competence in German Secondary Schools. [Online report.].   

    Fuchs, C. (2007). Pre-service teachers as intercultural learners in CMC-based collaboration: The case of The Literature Group. Journal of Intercultural Communication,13.

    Fuchs, C. (2006a). Exploring German pre-service teachers' electronic and professional literacies. ReCALL, 18(2), 174-192.

    Fuchs, C. (2006b). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europischer Verlag der Wissenschaften.

    Fuchs, C. (2005a). CMC-based model learning in language teacher education: A German-American telecollaboration. In Thompson, I., & Hiple, D. (Eds.). Selected papers from the 2004 NFLRC symposium: Distance Education, Distributed Learning and Language Instruction (NetWork#44) [HTML document] (pp. 141-156). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

    Fuchs, C. (2005b). Book review: Applied linguistics and language teacher education (2005), Bartels, N. (Ed.), Springer. Zeitschrift fr Fremdsprachenforschung, 16(2), 2005, 1-12. Berlin: Paedagogischer Zeitschriftenverlag.

    Fuchs, C. (2005c). Strategies for overcoming challenges in computer-mediated communication (CMC) courses: A German-American teacher education project using FirstClass. Neusprachliche Mitteilungen aus Wissenschaft und Praxis, 58 [News from modern language research and classroom teaching.], 47-56.

    Fuchs, C. (2005d). The potential of computer-mediated communication (CMC) in task-based language teacher education. In Mller-Hartmann, A., & Schocker-von Ditfurth, M. (Eds.),  Aufgabenorientierung im Fremdsprachenunterricht - Task-based language learning and teaching.  Festschrift fr Michael K. Legutke (pp. 299-308). Tbingen: Narr.

    Fuchs, C. (2004). A call for technology-based model learning: German-American telecollaboration in language teacher education. Society for Information Technology and Teacher Education International Conference, 1 (2004), 3886-3891.

    Fuchs, C. (2003a). Negotiating over a distance: The challenges of computer-mediated communication (CMC) in foreign language teacher education. In M.K. Legutke, & D. Roesler (Eds.), Fremdsprachenlernen mit digitalen Medien.  Beitrge des Giessener Forschungskolloquiums. [Foreign language learning with computer technologies. Articles by the Giessen research colloquium.] (pp. 179-208).Tbingen: Narr.

    Fuchs, C. (2003b). Community-building and group negotiation processes in computer-mediated communication: An American-German teacher education project from the student teacher's perspective. The student experience in online and hybrid courses, 8th Annual Teaching in the Community College (TCC) Online Conference, University of Hawai'i, April 22-24, 2003.

    Fuchs, C. (2002a). Deutsch lernen mit jetzt online': Der Einsatz einer Internet-gesttzten Lernsoftware im Fremdsprachenunterricht wird erforscht. (Learning German with jetzt online:' Researching the use of an Internet-based software for foreign language teaching.) Spiegel der Forschung Schwerpunkt ZMI, 19(2), 79-81.Monsheim: Verlag fr Marketing und Kommunikation.

    Fuchs, C. (2002b). Fremdsprachenlernen mit den Neuen Medien. [Learning foreign languages with new media.] Sozial Extra, 26(9), 26-28. Leverkusen: Leske & Budrich.

    Fuchs, C. (2001a). Munich - Monterey online: Integrating email and chat to foster reading and writing skills in a distance learning course. In Y. Saito-Abbott, R. Donovan, T.F. Abbott, & P. Kennedy, (Eds.), Digital Stream 2000: Emerging technologies in teaching languages and cultures (pp. 147-165). San Diego State University, CA: The Language Acquisition Resource Center (LARC).

    Fuchs, C. (2001b). Teaching effective reading techniques. Teaching speaking and listening skills through video. In J.F. Lalande (Ed.), Teaching ideas VI - A collection of successful classroom strategiesCherry Hill, NJ: American Association of Teachers of German, Inc. (pp. 15-16).

    Fuchs, C. (2000). Report or ad? Using a concordancer in ESP. In K. Ryan (Ed.), Recipes for wired teachers (pp. 120-123). Nagoya, Japan: Japan Association for Language Teaching - Computer Assisted Language Learning Special Interest Group (JALTCALLSIG) (with Angela Dadak).

    Professional Organization Membership

    Since 2007   EUROCALL (European Association for Computer Assisted Language Learning)

    Since 2006   AAAL (American Association for Applied Linguistics)

    Since 2001   DGFF: Deutsche Gesellschaft für Fremdsprachenforschung (German  Association for Foreign Language Research)         

    Since 1998   AATG: American Association of Teachers of German

    Since 1997   TESOL: Teaching English to Speakers of Other Languages

    2003-2006   AACE: Association for the Advancement of Computing in Education

    Scholarly Interests

    Technology-based language teaching and learning, electronic literacies, language play, content-based instruction, task/based teaching and learning, corpus linguistics, sociocultural theory, dynamic assessment, intercultural learning, pragmatic competence, and (electronic) portfolios.

    Professional Presentations

    Intercultural academic discussions via Web 2.0 communication mediums (accepted). XVth International CALL Research Conference at Providence University, Taichung, Taiwan, May 25-27, 2012 (with Gina Chen, Emmajoy Shulman-Kumin & Chia-Yu Chang).


    Cross-cultural mediators in international online collaborations - curricular implications. American Association for Applied Linguistics 2012 Conference, Boston, MA, March 24-27, 2012 (with Bill Snyder, Shannon Bishop, Pantelis Charalambous, Bruce Tung).


    Tellecollaboration 2.0 in Language Teacher Education - The Role of the Cross-Cultural Mediator. Paper presented at HASTAC, Ann Arbor, MI, December 1-3, 2011 (with Bill Snyder, Shannon Bishop, Pantelis Charalambous, Bruce Tung).


    Riding the (Google) Wave - Cross-Institutional Blended Learning in Language Teacher Education. Paper presented at Mobility Shifts Conference, New School, New York, NY, October 16, 2011.


    Analyzing the potential of Google, Wave, Ning, and other Web 2.0 tools for language teaching, intercultural learning and online communication (accepted, but had to withdraw due to a family emergency). The 16th World Congress of Applied Linguistics (AILA 2011) Beijing, China, August 23-28, 2011 (with Gina Chen and Emmajoy Shulman-Kumin).


    Technology Use in an Adult Intensive English Program - Benefits and Challenges. Paper presented at the Computer Assisted Language Instruction Consortium (CALICO), Victoria, British Columbia, Canada, May 17-21, 2011 (with Farah Akbar and Marie-Noelle Lamy).


    Methodological Implications of Using Google Applications (Google Sites and Google Wave) for Cross-Institutional Collaboration in Language Teacher Education . American Association for Applied Linguistics 2011 Conference, Chicago, March 26-29, 2011.


    Web 2.0 tools and their potential to expand and enhance the design of language tasks: An empirical study in language teacher education (accepted, but had to withdraw) JALTCALL 2010, Kyoto, Japan, May 29-30, 2010.


    Wikis and Blogs for Cross-Institutional Task Design - An Empirical Study in Language Teacher Education. Paper presented at the EuroCALL Teacher Education SIG Workshop, Lyon, France, May 26-28, 2010.


    Wikis, Podcasts, Blogs - How do student teachers in the U.S. and in Luxembourg fare with ESL/EFL task design? Paper presented at the American Association for Applied Linguistics 2010 Conference, Atlanta, GA, March 6-9, 2010.


    Computer-mediated task design and negotiation in an international pre-service teacher education project. Paper presented at the American Association for Applied Linguistics 2009 Conference, Denver, CO, 21-24, 2009.


    Students’ and Teachers’ Electronic Literacy Skills: The Gap Between Theory and Praxis. Paper presented at the colloquium Electronic Literacy and Educational Practices: A Global Perspective at the American Association for Applied Linguistics 2008 Conference, Washington,DC, March 29-April 1, 2008.


    Humor-Support in Computer-Mediated Communication. Paper proposal for the Computer Assisted Language Instruction Consortium (CALICO) with IALLT 2008 Conference, San Francisco, CA, March 18-22, 2008 (with Ilona Vandergriff). 


    The Importance of technology and teachers’ electronic literacy skills: Theory and practice in German secondary schools. Paper presented at the symposium The role of the teacher in on-line foreign language education. EUROCALL, Coleraine, Northern Ireland, September 5-8, 2007.


    Foreign language play and CMC. Paper presented at the colloquium Research on language play: Recent developments, future directions at the American Association for Applied Linguistics 2007 Conference, Costa Mesa, CA, April 21-24, 2007 (with Ilona Vandergriff).

    CMC-based model learning in language teacher education: A German-American telecollaboration. Paper presented at the National Foreign Language Resource Center (NFLRC) Distance Education, Distributed Learning & Language Instruction Symposium, University of Hawai’i at Manoa campus in Honolulu, HI, July 27-30, 2004

    A call for technology-based model learning: German-American telecollaboration in language teacher education. Paper presented at the 15th International SITE 2004 Conference (Society for Information Technology & Teacher Education International Conference), Atlanta, March 1-6, 2004. http://www.aace.org/conf/SITE/

    Developing a Typology for Computer-Mediated Communication (CMC) – Related Challenges in Language Teacher Education and Strategies for Overcoming Them. Preliminary thesis findings presented at 7 th Federal Workshop for Qualitative Educational and Social Research in Education Section: Educational Research, (New) Media and Internet, Migration/Cross-Cultural Issues, Documentary Method, Pedagogical Research, Biographic Research, Marotzki, Winfried & Nohl, Arndt-Michael, Otto-von-Guericke-Universität Magdeburg Center for Qualitative Research in Education, Counseling, and Society (ZBBS), Hans Böckler Foundation, Magdeburg/Germany, January 16-17, 2004.

    Virtual meetings in teacher education: Developing strategies to provide for a cooperative learning environment. Paper presented at the 20th Conference for Foreign Language Didactics by the German Association for Foreign Language Research (DGFF), Frankfurt/Germany, October 1-4, 2003. http://www.dgff.de

    Using the FirstClass® conferencing software for computer-mediated communication (CMC) projects in teacher education. Paper presented at the 8th European Conference on Media in Higher Education (GMW), Universität Duisburg-Essen/Germany, September 16-19, 2003. http://www.gmw03.de/

    Strategies for overcoming challenges in computer-mediated communication courses. Paper presented in Section 4: Language Teaching and Information Technology at the Federal Conference by the German Association for Modern Languages (FMF), Bremen/Germany, June 19-21, 2003. http://fmfdeutschland.de/

    Integrating email for distance learning in a reading and writing class. Paper presented at Digital Stream 2000: Emerging Technologies in Teaching Languages and Cultures, 2nd Annual Conference at CaliforniaStateUniversity at Monterey Bay (CSUMB), Monterey, CA, March 23-25, 2000. http://wlc.csumb.edu/digitalstream/digitalstream2000/

    Honors and Awards

    Recipient, 7/2003-3/2006, Ph.D. Scholarship, Hans Böckler Stiftung (Hans Böckler Foundation).

    Recipient ($800 conference award), 7/2004, National Foreign Language Resource Center (NFLRC) Distance Education, Distributed Learning & Language Instruction Symposium, University of Hawai’i at Manoa campus in Honolulu, HI, July 27-30, 2004.   

    Educational Background

    B.A., Rutgers College; M.Ed., Ed.D, Rutgers University

    Grants

    The Global Education and Leadership Foundation Program  

    Co-Principal Investigator, GELF Foundation

    2008-2010        

    Diversity in global citizenship education                                     

    Principal Investigator, Teachers College, Columbia University

    2009-2011

    Videogames, global education and teacher reflection                                              

    Principal Investigator, Teachers College, Columbia University

    2008

    Urban Teaching Residency Partnership                                       

    Principal Investigator, Florida Department of Education

    2002-2003

    Urban Teaching Residency Partnership                                       

    Principal Investigator, Florida Department of Education

    2001-2002

    Globalization, Pedagogy, and Practice:

    Principal Investigator, University of Central Florida

    2001-2003           

    Understanding Fiscal Responsibility                                            

    Faculty Representative/Curriculum Author, Peter Peterson Foundation

    2010-2014

    Mapping the African American Past in NYC                                

    Curriculum Leader , JP Morgan-Chase

    2007-2008

    Teaching the Levees: Curriculum Guide for Spike Lee’s HBO Documentary When the Levees Broke

    Curriculum Team Leader, Rockefeller Foundation

    2006-2007

    Children At-Risk in Education (C.A.R.E.)

    Learning to work with failing children-                                        

    A curriculum of social inclusion

    University Partner, US Department of Education FIPSE (Fund for the Improvement of Postsecondary Education)

    2002-2005

    Project REAL: Teaching U.S. History                                            

    2002-2005, US Department of Education



    Professional Presentations

    Invited Addresses

    Global education as a school-wide endeavor. Presentation to Education Committee of the Board of Trustees,

    Learning globally in a culture of convergence: Diverse texts, dialogue, and  pluralistic communities. Keynote presentation to Seton Hall University Global Education Conference, South Orange,

    Recent Scholarly Papers

    Gaudelli, W. & Taylor, A. (2010). Modding the global classroom: Serious video games and teacher reflection. Paper presented to the Research in Social Studies SIG of AERA,

    Gaudelli, W. (2009). Homogenized theoretical absences: A commentary on social studies research. Paper presented to the College and University Faculty Association of the National Council for the Social Studies,

    Gaudelli, W. (2009). “Something is happening here, what it is ain’t exactly clear”: Citizenship in emerging    democracies panel. Discussant remarks presented to the College and University Faculty Association of the National Council for the Social Studies,

    Gaudelli, W. (2009). Difficult (self) knowledge: Subjects, objects and objections in re(pur)porting research   of an ethnology museum. Paper presented to Division B-Curriculum of AERA, .

    Gaudelli, W. & Ousley, D. (2009). From clothing to skin: Identity work of student teachers in student teaching seminar. Paper presented to Division K-Teacher Education of AERA, San Diego,

    Gaudelli, W. (2009). Situating disciplinary and transformative knowing in contemporary educational scholarship. Discussant paper presented to Division K-Teacher Education of AERA,

    Gaudelli, W. & Siegel, B. (2008). meaning across the global mediascape. Paper presented to the      College and University Faculty Association of the National Council for the Social Studies,

    Gaudelli, W. (2008). (Un)disturbed space: Examining naturality as represented in the of Natural History. Paper presented to the College and University Faculty Association of the National Council for the Social Studies, ,

    Media

    School Board Debate

    Panelist, Fox-WNYC Affiliate, 3/20/10

    http://www.myfoxny.com/dpp/about_us/street_talk/Street-Talk-March-20-2010

    Delegation from varsity visits college at Badal village

    Tribune

    http://www.tribuneindia.com/2007/20071215/bathinda.htm#7

    Culture War Reflect Split between Residents by Mike Cronin

    Pittsburgh Tribune-Review, 12/3/07

    http://www.pittsburghlive.com/x/valleyindependent/teenscene/s_540867.html



    Professional Organization Membership


    Executive Board of the College and University Faculty Association of NCSS, 2009-2011
    Executive Board of the John Dewey Society, 2008-2010
    Editorial Board of Canadian Social Studies
    AERA, Division B-Curriculum; SIG-Research in Social Studies Education


    Professional Experiences

    National/International

    Elected to the Executive Board of the College and University Faculty Association of NCSS

                    2009-2011

     

    Elected to the Executive Board of the John Dewey Society

                    2008-2010

     

    Editorial Board of Canadian Social Studies

    Associate Member, 2009-2012

     

    Section Chair, American Educational Research Association Division B Curriculum, Section 2 Critical Perspectives for Annual Meeting, 2006.

     

    Manuscript reviewer

    Teachers College Record

    Teaching and Teacher Education

    Peabody Journal of Education

    Journal of Curriculum and Instruction

    Theory and Research in Social Education

    International Journal of Educational Policy, Research and Practice

    Globalizations

    Canadian Social Studies

    Asia Pacific Education Review

    Contemporary Issues in Technology and Teacher Education-Social Studies

                                    The Journal of Social Studies Research

     

    Book reviewer for academic presses

    Peter Lang Publisher

    Routledge/Erlbaum

    Information Age Press

     

    Review Board, Journal of Curriculum and Instruction

     

    Review of David Gabbard’s Knowledge and Power in the Global Economy, Erlbaum, 2007

       Alan Marcus, et al. Teaching History with Film, Routledge 2010

                                       Larry Hickman and Giuseppe Spadafora’s  John Dewey: A new democracy...

     

    External reviewer of teacher education programs for Fairleigh Dickinson University, 2007

     

    Curriculum Consultant for American Bar Association teacher in-service on teaching the federal     judiciary, 2006

     

    Team Leader for University of Central Florida’s delegation to the Carnegie Corporation’s Teachers for a New Era Network, 2005

     

    Appointed to the John Dewey Society Awards Committee, 2005-2006

     

    Attended R. Freeman Butts Institute on Civic Learning in Teacher Education, 2005

     

    Appointed to the Editorial Board of Theory and Research in Social Education, 2004

     

     

    Teachers College, Columbia University

    Faculty Advisory Committee

    Elected for 2010-2013 term

     

    Chair, Social Studies Faculty Search Committee, 2010-11

     

    Counselor of the Kappa (10th) Chapter of Kappa Delta Pi, Teachers College Honors Society, 2009

     

    Teacher Education Policy Committee (TEPC), 2006- 10

     

    Ed.D. Committee, 2009-10

     

    Chair, Arts and Humanities Taskforce on Doctoral Education, 2009

     

    Course co-author for Columbia University Center for New Media Teaching and Learning grant with WGBH-Boston’s Vietnam War digital media project, 2008-10

     

    Curriculum leader for Columbia University Center for New Media Teaching and Learning grant from JP Morgan/Chase on Mapping the African-American Past of New York City, 2008

     

    Teachers College and Columbia University joint delegation regarding collaboration with the Royal                Court of Jordan for educational improvement, Amman, Jordan, 2007

     

    Biographical Information

    William Gaudelli is associate professor of social studies and education at Teachers College, His research areas include global citizenship education, media as curriculum tools, and teacher education/development.  He is currently engaged in research projects related to how students and teachers employ visual media to make-meaning of global issues and case studies of global citizenship education. He recently served on the executive board of Theory and Research in Social Education and currently serves as an executive board member for the John Dewey Society and the College and University Faculty Association of NCSS. He has published a variety of pieces in scholarly journals, including Teachers College Record, The Journal of Aesthetic Education, Teaching and Teacher Education, The Journal of Curriculum Theorizing, Teaching Education, Theory and Research in Social Education along with two books, World Class: Teaching and learning in global times (Erlbaum Associates, 2003) and Social Inequality in the Global Culture (Kluwer, 2008, co-edited). Gaudelli is involved with a variety of international projects, including collaboration with the Global Education Leadership Foundation in India and received a US-DOE FIPSE grant for an international exchange project. Gaudelli is a frequent presenter at professional development meetings, an invited speaker at a variety of national and international conferences, and has guest lectured in The Netherlands.


    Honors and Awards

    University of Central Florida’s College of Education Excellence in Graduate Teaching Award.

    University of Central Florida’s College of Education Excellence in Undergraduate Teaching Award.

    University of Central Florida Award-Teaching Incentive Program

    World Class: Teaching and learning in global times nominated for Outstanding Research Award
    by the National Council for the Social Studies

    Outstanding Affiliate Article Award for Pedagogical Orientations towards Democratic Civic Life, presented by the Association for Supervision and Curriculum Development.

    Best Practice Award, Institute for the African Child, Ohio University

    Nancy Higginson Dorr Award, outstanding teacher candidate, Rutgers University

    National Council for the Social Studies, Programs of Excellence Award

    Kappa Delta Pi Honor Society

    Recipient of Governor’s Teaching Scholars scholarship


    Publications

    Books

    Gaudelli, W. (2003). World class: Teaching and learning in global times. Mahwah, NJ: Erlbaum Associates.

    Zajda, J., Biraimah, K. & Gaudelli, W. (2008). Education and social inequality in the global culture. New York: Springer

    Journal Articles

    Gaudelli, W. & Siegel, B. (In Press). Seeking knowledge through global media. Curriculum Inquiry.

     Gaudelli, W. (In Press). Global seeing. Teachers College Record. [Special Issue Edited by David Hansen].

     Gaudelli, W. & Hewitt, R. (2010). The aesthetic potential of global issues curriculum. Journal of  Aesthetic Education. 44 (1): 83-99.

     Gaudelli, W. (2009). Heuristics of global citizenship discourses towards curriculum enhancementJournal  of Curriculum Theorizing. 25 (1): 68-85.

    Gaudelli, W. & Ousley, D. (2009). From clothing to skin: Identity work of student teachers in culminating field experiences. Teaching and Teacher Education. 25 (6): 931-939.

    Gaudelli, W. & Heilman, E. (2009). Reconceptualizing geography as democratic global citizenship education. Teachers College Record. 111 (11): 2647-2677

    Gaudelli, W. (2009). Interpreting democratic images: Secondary students’ reading of visual textsTeacher Education Quarterly. 36 (1): 111-130.

    Segall, A. & Gaudelli, W. (2007). Reflecting socially on social issues in a social studies methods course. Teaching Education , 18 (1): 77-92 .

    Gaudelli, W. (2007). Global courts, global judges, and a multicitizen curriculum. Theory and Research in Social Education. 35 (3): 465-491.

     



    Scholarly Interests

    Global Citizenship Education
    Professor Gaudelli does research related to global education, pedagogy of visual media, curriculum practice, and teacher education/development.


    Scholarly Interests

    Drawing—its practice, history and pedagogy; visual cognition—the psychology and neuroscience of visual processing; Visual Thinking Strategies.

    Selected Publications

    2013 The Glenn Horowitz Gallery, NY; solo show

    2013 Steven Harvey Fine Arts, NY; solo show

    2013 The Outpost, NY; solo show

    2012 Steven Harvey Fine Arts, NY; the Anarchic show

    2011-12 Osilas Gallery, NY; Drawing the Mind: the emergence of complexity

    2011, Thinking Though Drawing: international, interdisciplinary symposium: gave talk “What we illustrate when we draw: Drawings as a window into normative visual processing.” To be published by Teachers College with drawings.

    2011 Macy Gallery, TC, NY; Thinking through Drawing

    2010 Tibor de Nagy Gallery, NY; Current Drawing

    2009 Columbia Spectator feature, “Art Professor encourages individuality through art.” She “provides sanctuary for the unexplainable image.”

    2008 New York Times Article, “Her Drawings With André,” front page of the City Section about Geer’s drawing classes.  Her work called “among the great drawings of our time.”*

    2007 interviewed & featured on the Public Radio show, Studio 360, “Drawing & Doubting

       MacDowell Colony and Denniston Hill Residencies

     

     

    Web Presence

    http://tarageer.com

    http://www.nytimes.com/2008/04/06/nyregion/thecity/06arti.html

    Educational Background

    M.F.A. Columbia University School of the Arts; Teaching Fellowship, Merit Scholarship, Joan Sovern Prize, & the  Loius Sudler Prize given to one student at the University chosen from all the combined arts departments for excellence. (1997)

     

    B.A. Columbia University, Phi Beta Kappa, Magna Cum Laude. Double major in Art History and Visual Arts. Honors theses in both. (1993)        

    Biographical Information

    Soprano Jeanne Goffi-Fynn is active both as a performer and teacher in the New York City area.  Dr. Goffi-Fynn received her Doctorate from Columbia University, Teachers College where she was recently appointed as director of the Doctoral Cohort Program in the Program of Music and Music Education.  Her particular area of interest at Columbia is the applied music studio.  Previously, she was on the faculty of New York University, the New School Actor's Studio M.F.A. Program, William Paterson University, and The American Musical and Dramatic Academy.  She credits the beginning of her teaching career to Dr. Barbara Doscher (author of The Functional Unity of the Singing Voice) with whom she studied voice and pedagogy in at the University of Colorado at Boulder.  She continues working in the area of Vocology, specifically in the area of retraining of singers, after completing an internship at the Grabscheid Voice Center, Mount Sinai Hospital in New York City with Dr. Linda Carroll, Ph.D. and Dr. Peak Woo, M.D.  She has also trained at St. Luke's-Roosevelt Hospital with Dr. Anat Keidar, Ph.D. in the diagnosis and treatment of singing voice disorders.  She has presented workshops and masterclasses with NATS (National Association of Teachers of Singing), The Voice Foundation, and the New York Singing Teachers Association (NYSTA).

    Dr. Goffi-Fynn also remains active as a performer in the New York City area.  She is most active as a recitalist, singing a variety of programs often with newly commissioned works.  Operatic roles sung recently include Marie in Daughter of the Regiment (updated version) with Opera Nova, Susanna (Le Nozze di Figaro) and Olympia (Les Contes d'Hoffmann).  Concert and oratorio performances include the Cantata Singers (NYC), and Temple Emmanu-El (NYC) while performances in Europe include the Lugano Radio Orchestra (Switzerland) and the Rumanian Radio Orchestra in a tour of Northern Italy.  She has also studied and performed at the Zurich Opera Studio and with the American Institute of Musical Studies (A.I.M.S.) in Graz, Austria.

    Finally, Jeanne is also a board member of New York Singing Teachers Association (NYSTA) and a co-director of their Professional Development Program, a course of voice studies NYSTA offers now in conjunction with Teachers College, Columbia University.  More information may be found either at TC.Columbia.edu/CEO&I or NYST.org. 

    Jeanne Goffi-Fynn, Ed. D., M.M.
    Director, Doctoral Cohort Program
    Lecturer in Music
    Columbia University, Teachers College
    Department of Arts and Humanities
    Music and Music Education, Box 139
    525 West 120th Street  New York, NY  10027-6696
    JCG21@Columbia.edu  212-678-3450 (work)

     

    Office Location

    520B-HM

    Educational Background

    A.B. in French, Dartmouth College; M.A. in TESOL, Teachers College, Columbia University; Ed.D. in Applied Linguistics, Teachers College, Columbia University

    Scholarly Interests

    Second and foreign language assessment; Assessment of pragmatic knowledge; Discourse analysis; Language program evaluation

    Publications


    Grabowski, K., & Dakin, J. (2014). Training test developers. In A. Kunnan (Ed.), Companion to Language Assessment. Wiley-Blackwell.

     

    Grabowski, K. (2013). Investigating the construct validity of a role-play test designed to measure grammatical and pragmatic knowledge at multiple proficiency levels. In S. Ross & G. Kasper (Eds.), Assessing second language pragmatics. New York: Palgrave MacMillan.

     

    Kunnan, A., & Grabowski, K. (2013). Large-scale second language assessment. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 304-319). Boston, MA: National Geographic Learning/Cengage Learning.

     

    Grabowski, K. (2009). Investigating the construct validity of a test designed to measure grammatical and pragmatic knowledge in the context of speaking. Unpublished doctoral dissertation, Teachers College, Columbia University, New York, NY.

     

    Purpura, J. Ameriks, Y., Dakin, J. W. & Grabowski, K. (2009). The Oxford Online Placement Test Design. Oxford, UK: Oxford University Press.

     

    Grabowski, K. (Ed.) (2009). Reflections on Motherhood and Earning a Doctorate: Yes, You Can Have it All (Just Add a Dash of Superwoman). Working Papers in TESOL and Applied Linguistics, 9(1). Available from, http://journals.tc-library.org/index.php/tesol/issue/view/469

     

    Grabowski, K. (2008). Investigating the Construct Validity of a Performance Test Designed to Measure Grammatical and Pragmatic Knowledge. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 6. Available from, http://www.lsa.umich.edu/eli/research/spaan

     

    Grabowski, K. (2008). Measuring pragmatic knowledge: Issues of construct underrepresentation or labeling? Language Assessment Quarterly, 5, 154-159.

     

    Grabowski, K. (2007). Reconsidering the measurement of pragmatic knowledge using a reciprocal task format. Working Papers in TESOL and Applied Linguistics, 7(1). Available from, http://journals.tc-library.org/index.php/tesol/issue/view/20

     

    Purpura, J., Grabowski, K., Kim, H., Kim, J., McCormack, M., Regan, M., & Wagner, M. (2003). In Charge: Achievement Tests 1, Advanced. White Plains, NY: Longman.

    Purpura, J., Grabowski, K., Kim, H., Kim, J., McCormack, M., Regan, M., & Wagner, M. (2003). In Charge: Achievement Tests 2, Advanced. White Plains, NY: Longman.

     

    Purpura, J., Graziano-King, J., Chang, J., Cook, K., Kim, J. W., Krohn, N., & Wiseman, C. (2003). An analysis of foreign language needs of SIPA students at Columbia University: The SIPA needs assessment project. Technical Report submitted to the Mellon Foundation via a grant from the Graduate School of Arts and Sciences at Columbia University.

     

    Cook, K. (2001). Review of Tim McNamara’s “Language Testing”.  Issues in Applied Linguistics, 12, 127-130.

     

    Cook, K. (2001). A study of the factors influencing the interaction between first and second language  phonology. Available from, www.tc.columbia.edu/academic/tesol/han/kirby.html
     

     

    PUBLICATIONS IN PROGRESS

     

    Grabowski, K. (In preparation). Assessing pragmatics. In J. Banarjee & D. Tsagari (Eds.), Handbook of Second Language Assessment. New York: Mouton De Gruyter.

     

    Purpura, J., & Grabowski, K. (In preparation). What is the nature of grammatical knowledge at each of six CEFR proficiency levels targeted in the Oxford Online Placement Test (OOPT) when dichotomous and polytomous scoring models are used? Special Issue in Language Assessment Quarterly on the Assessment of Grammatical Ability (Proposal accepted).

     

    Grabowski, K. (In preparation). Examining the dimensions of grammatical form, grammatical meaning, and pragmatic meaning at three levels of ability in a role-play speaking test. Special Issue in Language Assessment Quarterly on the Assessment of Grammatical Ability (Proposal accepted).

    Professional Presentations


    Purpura, J., & Grabowski, K. (2013). Advanced workshop on language test development. Institute on Language Assessment, University of Modena and Reggio Emilia, Italy.

     

    Purpura, J., & Grabowski, K. (April, 2012). Assessing the Ability to Convey Semantic and Pragmatic Meanings in Language Assessments. (Workshop). Language Testing Research Colloquium. Princeton, NJ.

     

    Grabowski, K. (April, 2010). Examining the dimensions of grammatical form, grammatical meaning, and pragmatic meaning at three levels of ability in a role-play speaking test. (Paper). Symposium at the Language Testing Research Colloquium, Cambridge, U.K.

     

    Purpura, J., Ameriks, Y., Dakin, J.W., & Grabowski, K. (Symposium organizers) (April, 2010). Investigating the grammatical domains of meaning conveyance in language assessments and language assessment frameworks. Language Testing Research Colloquium, Cambridge, U.K.

     

    Grabowski, K. (March, 2010). A discourse analysis of the pragmatic meanings generated on a role-play speaking test designed to measure grammatical and pragmatic knowledge. (Paper). American Association for Applied Linguistics conference, Atlanta, GA.

     

    Purpura, J., Grabowski, K., Ameriks, Y., & Dakin, J.W.(March, 2010). Measuring pragmatic knowledge at multiple proficiency levels. (Paper). American Association for Applied Linguistics conference, Atlanta, GA.

     

    Dakin, J.W., Purpura, J., Grabowski, K., & Ameriks, Y.(March, 2010). What is the nature of grammatical knowledge in the CEFR proficiency scales? (Paper). American Association for Applied Linguistics conference, Atlanta, GA.

     

    Grabowski, K. (February, 2010). Investigating the construct validity of a test designed to measure grammatical and pragmatic knowledge in the context of speaking. (Invited paper) TESOL Working Papers in TESOL and Applied Linguistics special lecture series, Teachers College, Columbia University.

     

    Purpura, J., Grabowski, K. , Ameriks, Y., Dakin, J., & DiGennaro, K. (November, 2009). What is the nature of grammatical knowledge in the CEFR proficiency scales? (Paper). East Coast Organization of Language Testers conference, Washington, D.C.

     

    Grabowski, K. (July, 2007). Reconsidering the measurement of pragmatic knowledge using a reciprocal task format. (Paper). Language Testing Research Colloquium, Barcelona, Spain.

    Grabowski, K. (October, 2006). Reconsidering the measurement of pragmatic knowledge using a reciprocal task format. (Paper). Colloquium at the East Coast Organization of Language Testers conference, Washington, D.C.

     

    Purpura, J., Cook, K., Graziano-King, J., Kim, J., Krohn, N., & Wiseman, C. (March, 2003). An analysis of the foreign language needs of professional school students at Columbia University: The SIPA Needs Assessment Project.  (Paper). Colloquium at the American Association of Applied Linguistics conference, Arlington, Virginia.

     

    Purpura, J., Cook, K., Graziano-King, J., Kim, J., Krohn, N., & Wiseman, C. (October, 2001). The SIPA project.  (Paper). Colloquium at the New York State TESOL Conference, Rye Brook, NY.




    Service and Work Outside NYC

    2012-present

    International Language Testing Association (ILTA) Nominating Committee

     

     

    2008-present

    Editorial Advisory Board, Language Assessment Quarterly, published by Lawrence Erlbaum. (Editor: Antony Kunnan)

     

    2012-present

    External Reviewer, Language Learning, published by Wiley-Blackwell (Editor: Lourdes Ortega)

     

    2007 to present

    Serve as conference proposal evaluator for the AAAL, LTRC, & ECOLT.

     

    Honors and Awards



    2011

    Jacqueline Ross TOEFL Dissertation Award for outstanding doctoral dissertation in second/foreign language testing, Educational Testing Service

     

    2007-2008

    Research Fellow, Office of Policy and Research, Teachers College, Columbia University

     

    2007

    Spaan Fellow, English Language Institute, University of Michigan

     

    1998

    François Denoeu Prize, Outstanding Accomplishment, French Language and Literature, Dartmouth College

     


    Service to the College and University

    2009 to present

    Serve on various committees and task forces at Teachers College: doctoral qualifying papers, new course approvals, TESOL M.A. exit exam, Community English Program, and others.

     

    2009 to present

    Participate in the revision of the M.A. curricula in the Applied Linguistics and TESOL Programs.

     

    2011

    Served on search committee for Teachers College, TESOL Certificate Program Director

     

    2009 to present

    TESOL M.A. Literature Review (exit exam) faculty coordinator for both New York and Tokyo programs.

    Custom Course List



    Honors and Awards

    2009  Manuel Barkan Memorial Award, National Art Education Association


    2006  Mary Rouse Award, National Art Education Association, Women’s Caucus

     

    2005  Marilyn Zurmuehlen Award for Research in Art Education, National Art Education Association,

              Seminar For Research in Art Education

    Selected Publications

    Books

     

    Hafeli, M. (in press). Exploring Studio Materials. New York, NY: Oxford University Press.

     

    Burton, J. M. & Hafeli, M. (Eds.) (2012).  Conversations in Art: The Dialectics of Teaching and Learning.

    Reston, VA: National Art Education Association.

     

    Articles in Refereed Journals

     

    Abeles, H. & Hafeli, M. (2014). Seeking Professional Fulfillment: US Symphony Orchestra Members in Schools. Psychology of Music, 24(1), 35-50.

     

    Hafeli, M. (2009). Forget This Article: On Scholarly Oblivion, Institutional Amnesia, and Erasure of Research History. Studies in Art Education (50th Anniversary Issue), 50(4), 69-381.

     

    Hafeli, M. (2008). Angels, Wings, and Hester Prynne: The Place of Content in Teaching Adolescent Artists. Learning Landscapes, 1(3). Reprint of article originally published in Studies in Art Education.

     

    Hafeli, M. (2008). “I Know a Lot of Things That You Don’t. You Wanna Hear Some?” Adolescent Themes and Contemporary Art Practice. Art Education, 61(2), 59-69.

     

    Hafeli, M., Stokrocki, M., & Zimmerman, E. (2005). Strategies Used by Three Middle School Art Teachers to Foster Student Learning. Studies in Art Education, 46(3), 242-254.

     

    Hafeli, M. (2002). Angels, Wings, and Hester Prynne: The Place of Content in Teaching Adolescent Artists. Studies in Art Education, 44(1), 28-46.

     

    Hafeli, M. (2001). Encountering Student Learning. Art Education, 54(6), 19-24.

     

    Hafeli, M. (2000). Negotiating “Fit” in Student Art Work: Classroom Conversations. Studies in Art Education, 41(2), 130-145.

     

    Hafeli, M. (1997). Connecting Ideas Through Materials: Visual Arts Learning in the Primary Classroom.

    Primary Voices K-8, 5(2), 18-25.

     

    Book Chapters

     

    Hafeli, M. (2013). Art-Based Methodology: Alternative Forms for Research on Educational Practice. In

    M. Buffington & S. McKay (Eds.), Practice Theory: Seeing the Power of Teacher Researchers. Reston, VA: National Art Education Association.

     

    Hafeli, M. (2012). Knowing When to Step In and When to Step Back: “Reading” Students as

    Developing Painters. In J. M. Burton & M. Hafeli (Eds.), Conversations in Art: The Dialectics of

    Teaching and Learning. Reston, VA: National Art Education Association.

     

    Hafeli, M. (2012). Following On. In J. M. Burton and M. Hafeli (Eds.), Conversations in Art: The

    Dialectics of Teaching and Learning. Reston, VA: National Art Education Association.

     

    Hafeli, M. (2012). “If Only You Could See into Me.” Interpreting Meaning in Mr. Romani’s Art Class. In J.

    M. Burton & M. Hafeli (Eds.), Conversations in Art: The Dialectics of Teaching and Learning. Reston, VA: National Art Education Association.

     

    Burton, J. M. & Hafeli, M. (2012). Continuing the Conversation: On Becoming Teachers and

    Researchers of Young People’s Construction of Meaning. In J. M. Burton & M. Hafeli (Eds.),

    Conversations in Art: The Dialectics of Teaching and Learning. Reston, VA: National Art Education

    Association.

     

    Hafeli, M. (2011). The Intimate Chatter of Storied Objects: Aesthetics and Connectivity in “Matter Out of Place.” In P. Bolin & D. Blandy (Eds.), Matter Matters: Art Education and Material Culture Studies. Reston, VA: National Art Education Association.

     

    Hafeli, M. & McConaughy, L. (2010). Engaging Students’ Social Imagination Without Telling Them What to Think: Two Curriculum Projects. In T. Anderson, D. Gussak, K. Hallmark & A. Paul (Eds.), Art Education and Social Justice. Reston, VA: National Art Education Association.

     

    Hafeli, M. (2009). What Happened to Authenticity? “Assessing Students’ Progress and Achievements in Art” Revisited. In R. Sabol & M. Manifold (Eds.), Through the Prism: Looking Into the Spectrum of Writing by Enid Zimmerman. Reston, VA: National Art Education Association.

     

    Abeles, H., Hafeli, M., Horowitz, R. & Burton, J. M. (2002). The Evaluation of Arts Partnerships and Learning in and Through the Arts. In R. Colwell & C. Richardson, (Eds.), The New Handbook of Research on Music Teaching and Learning. New York: Oxford University Press.

    Educational Background

    Ed. D., Art and Art Education, Teachers College, Columbia University

     

    Ed. M., Art and Art Education, Teachers College, Columbia University

     

    B. F. A., Visual Arts, University of Michigan

    Scholarly Interests


    Ideas, ways of thinking, decisions, and judgments that characterize the practices of artists as they produce creative work; the teaching environments in which students' art works are created; youth and adult perspectives on "good" teaching in art; art-based and literary forms as methods in qualitative research. 

     

    Selected Publications


    Han, Z.-H., & Finneran, R. (forthcoming). Re-engaging the interface debate: Strong, weak, none, or all? International Journal of Applied Linguistics. DOI: 10.1111/ijal.12034.

    Han, Z-H.  & Liu, Z.H. (2013). Input processing of Chinese by ab initio learners. Second Language Research, 29(2), 145-164. 

    Han, Z-H. (2013). Forty years later: Updating the Fossilization Hypothesis. Language Teaching, 46(2), 133-171. [state-of-the-art article]

    Han, Z-H. (2011). Fossilization - A classic concern of SLA research. In Gass, S. & Mackey, A. (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 476-490). New York: Routledge.

    Han, Z-H. & Cadierno, T. (Eds.) (2010). Linguistic Relativity in Second Language Acquisition: Thinking for Speaking. Clevedon: Multilingual Matters.

    Han, Z-H. (2009).Interlanguage and fossilization: Towards an analytic model. In V. Cook & L. Wei (Eds.), Contemporary Applied Linguistics (Vol. I: Language Teaching and Learning pp. 137-162). London: Continuum.

    Han, Z-H. & Anderson, N. (Eds.) (2009). Second Language Reading Research and Instruction: Crossing the Boundaries. Ann Arbor: University of Michigan Press.

    Han, Z-H. (2008). On the role of meaning in focus on form. In Understanding Second Language Process (pp. 45-79). Clevedon: Multilingual Matters.

    Han, Z-H., Park, E.S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.

    Han, Z-H. (2004). 'To be a native speaker means not to be a non-native speaker.' Second Language Research, 20(2), 166-87.

    Han, Z-H. (2004). Fossilization in Adult Second Language Acquisition. Clevedon: Multilingual Matters. [Review by Kupferberg (2005). Studies in Second Language Acquisition, 27(4), 627-629]

    Han, Z-H. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36(4), 543-72.

    Han, Z-H. (2000). Persistence of the implicit influence of NL: The case of the pseudo-passive. Applied Linguistics, 21(1), 78-105.

    Han, Z-H. & Selinker, L. (1999). Error resistance: Towards an empirical pedagogy. Language Teaching Research, 3(3), 248-75.


    For a complete list of publications, go to 'Vitae' in the horizontal bar (above) and click open 'Principal Publications'.


    Out soon: 

    Han, Z-H. (Ed.), Studies in Second Language Acquisition of Chinese. Clevedon: Multilingual Matters.

    Han, Z-H. & Tarone, E. (Eds.), Interlanguage: 40 Years Later. Amsterdam: John Benjamins. 


    Scholarly Interests

     

    • Second language learnability
    • Second language teachability
    • Second language initial state
    • Second language ultimate attainment
    • Comparative grammar
    • Language typology
    • Cognitive linguistics 
    • Linguistic relativity
    • Second language reading processes
    • Second language teacher education

    Principal Publications

     
    Books

    Han, Z-H. & Cadierno, T. (Eds.) (2010). Linguistic Relativity in Second Language Acquisition: Thinking for Speaking. Clevedon: Multilingual Matters.
     
    Han, Z-H. (2010). Fossilization in Adult Second Language Acquisition. India: Viva Books. [Reprint of Han (2004)] [Deepti Gupta's review]

    Han, Z-H. & Anderson, N. (Eds.) (2009). Second Language Reading Research and Instruction: Crossing the Boundaries. Ann Arbor: University of Michigan Press. [Amanda Lanier Temple's review]

    Han, Z-H. (Ed.). (2008). Understanding Second Language Process. Clevedon: Multilingual Matters. [ In collaboration with Eun Sung Park, Andrea Revesz, Charles Combs, and Ji Hyun Kim] [Call's review in MLJ]

    Han, Z-H. (2008). Fossilization in Adult Second Language Acquisition. Beijing: Foreign Language Research and Teaching Press. [Reprint of Han (2004)] [Xie Ang's review]

    Han, Z-H & Odlin, T. (Eds.) (2006). Studies of Fossilization in Second Language Acquisition. Clevedon: Multilingual Matters. [Rosette Finneran's review] [Rula Diab's review ] [Guangwei Hu's review]

    Han, Z-H. (2004). Fossilization in Adult Second Language Acquisition. Clevedon: Multilingual Matters. [Tom Scovel's review] [Robert J. Dickey's review] [Ozlem Pazvant's review] [Ashley Fidler's review] [Jason Rothman's review] [Irit Kupferberg's review]


    Journal articles and book chapters


    Han, Z.-H., & Finneran, R. (forthcoming). Re-engaging the interface debate: Strong, weak, none, or all? International Journal of Applied Linguistics. DOI: 10.1111/ijal.12034.

    Han, Z.-H. & Liu, J. (2013). Recasting the story of recasts. In L. R. Yang et al. (Eds.) SLA Research in China (pp. 359-385). Shanghai Foreign Language Education Press. 

    Han, Z-H., & Liu, Z.H. (2013). Input processing of Chinese by ab initio learners. Second Language Research, 29(2), 145-164.

    Han, Z-H. (2013). State-of-the-art article: 40 years later - Updating the Fossilization Hypothesis. Language Teaching, 46(2), 133-171.

    Han, Z-H. (2012). Input enhancement. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp.313-317). Blackwell Publishers.

    Han, Z-H. & Cadierno, T. (2012). Linguistic relativity in second language acquisition. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 393-396). Blackwell Publishers.

    Han, Z-H. (2012). Fossilization. In Chappelle, C. (Ed.), The Encyclopedia of Applied Linguistics. Wiley-Blackwell.

    Han, Z.H. & Lew, W.M. (2012). Acquisitional complexity: What defies complete acquisition in SLA. In Szmrecsanyi, B., & Kortmann, B. (Eds.), Linguistic Complexity in Interlanguage Varieties, L2 Varieties, and Contact Languages (pp. 192-217). Berlin/New York: Walter de Gruyter.

    Han, Z. H. (2012).Second language acquisition. In J. Banks (Ed.), The Encyclopedia of Diversity in Education (pp. 1910-1915). Sage Publications.

    Han, Z.H. (2011). Fossilization - A classic concern of SLA research. In Gass, S. & Mackey, A. (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 476-490). New York: Routledge.

    Han, Z-H. (2010). Fossilization: Five central issues. Reprinted in L. Ortega (Ed.), Second Language Acquisition (Critical Concepts in Linguistics). New York: Routledge.

    Han, Z.-H. & Chen, C.L. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22(2), 242-262.

    Han, Z.-H. (2010). Grammatical morpheme inadequacy as a function of linguistic relativity: A longitudinal study. In Han, Z.-H. & Cadierno (Eds.), Linguistic Relativity in Second Language Acquisition:Thinking for Speaking. Clevedon: Multilingual Matters.

    Han, Z.-H. (2009). Interlanguage and fossilization: Towards an analytic model. In V. Cook & L. Wei (Eds.), Contemporary Applied Linguistics (Vol. I: Language Teaching and Learning pp. 137-162). London: Continuum.

    Han, Z-H., Anderson, N., & Freeman, D. (2009). Crossing the boundaries: An introduction. In Z-H. Han & N. Anderson (Eds.), Second Language Reading Research and Instruction: Crossing the Boundaries. University of Michigan Press.

    Han, Z-H. & D'Angelo, A. (2009). Balancing between extremes: Towards a dual approach to second language reading instruction. In Z-H. Han & N. Anderson (Eds.), Second Language Reading Research and Instruction: Crossing the Boundaries. University of Michigan Press.

    Han, Z-H., Park, E.S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.

    Han, Z-H. & Kim, J. H. (2008). Corrective recasts: What teachers might want to know. Journal of Language Learning, 36(1), 35-44.

    Kwon, E. Y., & Han, Z.-H. (2008). Language transfer in child SLA: A longitudinal case study of a sequential bilingual. In J. Philp, R. Oliver & A. Mackey (Eds.), Child's play? Second language acquisition and the younger learner. Amsterdam: John Benjamins.

    Han, Z-H. (2008). On the role of meaning in focus on form. In Understanding Second Language Process (pp. 45-79). Clevedon: Multilingual Matters.

    Park, E. S., & Han, Z-H. (2008). Learner spontaneous attention in L2 input processing: An exploratory study In Z.-H. Han (Ed.), Understanding Second Language Process. Clevedon: Multilingual Matters.

    Han, Z-H. (2007). Pedagogical implications: Genuine or pretentious?TESOL Quarterly, 41(2), 387-393.

    Han, Z-H., & Peverly, S. (2007). Input processing: A study of ab initio learners with multilingual backgrounds.The International Journal of Multilingualism, 4(1), 17-37.

    Gu, X. C., & Han, Z.-H. (2007). Task-based language teaching: A new pedagogic paradigm. In J. G. Ji & N. Jiang (Eds.), Applied Linguistics. The People's University of China Press.

    Kim, J. H., & Han, Z-H. (2007). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap? . In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press.

    Han, Z-H. (2006). Fossilization: Can grammaticality judgment be a reliable source of evidence? In Z-H. Han & T. Odlin (Eds.), Studies of Fossilization in Second Language Acquisition (pp. 56-82). Clevedon: Multilingual Matters.

    Han, Z-H. & Odlin, T. (2006). Introduction. In Z-H. Han & T. Odlin (Eds.),Studies of Fossilization in Second Language Acquisition (pp. 1-20). Clevedon: Multilingual Matters.

    Revesz, A., & Han, Z-H. (2006). Task content familiarity, task type, and efficacy of recasts. Language Awareness, 15(3), 160-179.

    Han, Z-H. & Selinker, L. (2005). Fossilization in L2 learners. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 455-70). Mahwah, N.J.: Lawrence Erlbaum.

    Han, Z-H. (2004).'To be a native speaker means not to be a non-native speaker.' Second Language Research, 20(2), 166-87.

    Han, Z-H. (2004). Fossilization: Five central issues. International Journal of Applied Linguistics, 14(2), 212-42.

    Han, Z-H. (2003). Fossilization: From simplicity to complexity. International Journal of Bilingual Education and Bilingualism, 6(2), 95-128.

    Han, Z-H. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36(4), 543-72.

    Han, Z-H. (2002). Rethinking the role of corrective feedback in communicative language teaching. RELC Journal, 33(1), 1-34.

    Han, Z-H. (2002). 'Novel unaccusatives': Is detransitivization taking place? ITL Review of Applied Linguistics, 135-136, 97-124.

    Han, Z-H., Iannotti, E., & Combs, C. (2002) Proposing a dual approach to teaching L2 reading. In C. Lin (Ed.), Proceedings of Tamkang International Conference on TESOL (pp. 1-24). Taiwan: TamkangUniversity Press.

    Han, Z-H.(2001). Integrating corrective feedback into communicative language teaching. Academic Exchange Quarterly, 5(3), 12-17.

    Han, Z-H. (2001). Fine-tuning corrective feedback. Foreign Language Annals, 34(6), 582-99.

    Selinker, L. & Han, Z-H. (2001). Fossilization: Moving the concept into empirical longitudinal study. In C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara & K. O'Loughlin (Eds.), Studies in Language Testing: Experimenting with Uncertainty (pp. 276-91). Cambridge: CambridgeUniversity Press.

    Han, Z-H. (2000). Persistence of the implicit influence of NL: The case of the pseudo-passive. Applied Linguistics, 21(1), 78-105.

    Han, Z-H. & Selinker, L. (1999). Error resistance: Towards an empirical pedagogy. Language Teaching Research, 3(3), 248-75.

    Han, Z-H. (1986). A tentative analysis of 'thinking in English'. In Li, X.J. (Ed.), Foreign language teaching (pp. 284-288). Wuhan: Central China Normal University Press. 


    Book reviews

    Han, Z.-H. (2008). Review of Hkan Ringbom (2007) Cross-linguistic Similarity in Foreign Language Learning. Studies in Second Language Acquisition, 30(3), 396-398.

    Han, Z-H. (2007). Review of Francischina (2005) Fossilized Second Language Grammars. Studies in Second Language Acquisition, 29(4), 621-22.

    Han, Z-H. (2004). Review of Cook (2003) Effects of the second language on the first. Studies in Second Language Acquisition, 26(3), 488-89.

    Han, Z-H. (2003). Review of Grenfell (2001) Modern Languages across the Curriculum. Teachers College Record, 105(7), 1274-77.

    Han, Z-H. (2001). Review of Grenfell & Harris (1999) Modern Languages and Learning Strategies inTheory and Practice. Language Teaching Research, 5(3), 270-73.



    Useful Web Sites

    Professional Presentations

    Recent refereed paper presentations:

    Han, Z-H. & Ying, C. (2014). Narrow reading and vocabulary acquisition. 2014 International TESOL Convention. Portland, Oregon. 

    Han, Z-H. Akbar, F., Li, Y., Liu, H., Meng, Y., & Saez, N. (2014). Colloquium: Profiling the dynamic system of learner language. 2014 AAAL Annual Conference. Portland, Oregon.

    Han, Z-H. & Maeng, J.O. (2013, November). Task-based teaching of Chinese in a study abroad context. 2013 ACTFL convention. Orlando.

    Han,Z-H. & Liu, Z.H. (2012, November). Initial input processing: A study of ab initio learners of Chinese. 2012 ACTFL convention. Philadelphia.

    Han, Z-H., Ekiert, M., Jung, J.Y., Kang, E.Y., Lew, W.M., Park, M.S., Qi, S.Q.,& Sun, Y.Y.(2011, March). Beyond a decade of focus on form (1998-2008): Giving learner meaning its proper place in theory and practice. AAAL 2011 colloquium. Chicago.

    Han, Z-H. (2010, October). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. The first Teachers College, Columbia University Roundtable in Second Language Studies: Second Language Acquisition of Chinese. New York, New York.

    Shin, H.W. & Han, Z-H. (2010, March). Another look at Norris & Ortega (2000). The 44th Annual TESOL Convention. Boston.

    Han, Z-H. (2009, November). Repeated reading and vocabulary acquisition: A case study of a heritage speaker of Chinese. AREC 2009. Paris, France.

    Han, Z-H., Combs, C., & Bernal, P. (2009, March). Promoting content and language learning: A longitudinal study of textual enhancement in language arts classes. AAAL 2009. Denver, Colorado.

    Han, Z-H. & Kim, J. H. (2008, April). Corrective recasts: What teachers might want to know.  TESOL 2008 Convention. New York.

    Han, Z-H. Alonso, C. Prez Caado, M, & Zhang, L. (2008, March). Non-metalinguistic think-aloud does produce reactivity. AAAL 2008 Conference.  Washington, D.C.

    Choong, P. & Han, Z-H. (2007, September). Task complexity and output complexity: An exploratory study. Paper presented at the 2nd International Conference on Task-based Language Teaching. University of Hawai'i.

    Han, Z-H. & Larsen-Freeman, D. (2005). On the Role of Meaning in Focus on Form. Paper presented at the 28th Second Language Research Forum (SLRF). New York: New York.

     ...

    Educational Background

     

    • Ph.D.,Applied Linguistics, Birkbeck College, University of London
    • M.A.,TESOL, Moray House School of Education, University of Edinburgh
    • B.A.,English and English Literature, Central China Normal University

    Doctoral Dissertations Sponsored


    Ekiert, M. (2010). Investigating articles as expressions of definiteness in L2 English of Slavic speakers. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
     
    Kim, J. H. (2008). Focus on form in communicative EFL classrooms: A study of learner recognition of recasts. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Kwon, E.-Y. (2008). Cross-linguistic influence and "universal" developmental patterns in child second language acquisition: A longitudinal study. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Liu, Y.-T. (2007). Phonological recoding in sentence-level Chinese character recognition by advanced adult L2 Chinese learners. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Park, E. S. (2007). Learner-generated noticing of L2 input: An exploratory study. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Rvsz, A. J. (2007). Focus on form in task-based language teaching: Recasts, task complexity, and L2 learning. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Seol, H. (2007). The impact of age and L1 influence on L2 ultimate attainment. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Song, S. (2009). Recasts, grammatical morphemes, and L2 learning: A longitudinal case study of Korean L2 learners. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Suzuki, M. (2007). Learner uptake and second language learning. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     
    Year, J. (2009). Korean speakers' acquisition of the English ditransitive construction: The role of input frequency and distribution. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
     

     

    Biographical Information


    Dr. ZhaoHong Han is Professor of Language and Education at Teachers College, Columbia University, where she teaches graduate courses in Applied Linguistics, TESOL, and foreign language instruction. Her research interests are broadly in second language learnability, second language teachability, and their interface.   Her work on fossilization, corrective feedback, second language thinking for speaking (Han & Cadierno, 2010), second language reading and vocabulary development, second language reading instruction, and second language ab initio input processing has appeared in a variety of journals and books. Dr. Han is the recipient of the 2003 International TESOL Heinle and Heinle Distinguished Research Award, and a repeated recipient of the Teachers College, Columbia University Outstanding Teacher Award.
     
    Dr.Han has served on the editorial boards of Applied Linguistics (Oxford; also representative of the American Association for Applied Linguistics), GRETA Journal (Spain), Vigo International Journal of Applied Linguistics (VIAL, Spain), Foreign Language Teaching Theory and Practice (外语教学理论与实践, China), Chinese Journal of Applied Linguistics (formerly 中国英语教学; China), Chinese as a Second Language Research (Moulton de Gruyter), and Language Teaching (Cambridge University Press).  She frequently consults to universities and school districts on research and teacher development grants and second language programs, curriculums, and materials.
     
    Dr. Han has lived and taught in China, Italy, Norway, United Kingdom (Scotland, England), Japan, and Spain.
     

    Educational Background

    David Hansen received his Bachelor of Arts in the history of ideas from the University of Chicago, his Master of Arts in political economy from Stanford University, and his Ph.D. in education from the University of Chicago.  Before taking up his current appointment at Teachers College in 2001, he was professor in the College of Education at the University of Illinois at Chicago, and before that a secondary school teacher and instructor in a language arts program for teachers.

    Scholarly Interests

    Professor Hansen's scholarship has focused on the philosophy and practice of teaching and of teacher education, on moral and ethical dimensions of education, on the nature of values and inquiry, and related themes.  He draws from thinkers across the diverse fields featured in the Philosophy and Education program, including ethics, philosophical anthropology, and foundations of education.  He has studied extensively the educational thought of figures such as Plato and John Dewey.  In recent years he has focused on the relations between cosmopolitanism as an outlook on the human condition and the practice of education.  He is a Past-President of the John Dewey Society and of the Philosophy of Education Society.

    Selected Publications

    *  The Teacher and the World: A Study of Cosmopolitanism as Education.
     London and New York: Routledge, 2011.


    *  John Dewey and Our Educational Prospect: A Critical Engagement with
    Dewey’s Democracy and Education.  Albany: State University of New York
    Press, 2006.


    *  Exploring the Moral Heart of Teaching: Toward a Teacher's Creed.
    New York: Teachers College Press, 2001.  Translated and published
    (2002) as Explorando el corazon moral de la ensenanza.  Barcelona:
    Idea Universitaria-Educacion.


    * The Call to Teach. New York: Teachers College Press, 1995.
    Translated and published (2001) as Llamados a ensenar. Barcelona: Idea
    Universitaria-Educacion.

    Honors and Awards

    Honoris Causa (Honorary Ph.D.), Örebro University, Sweden, 2012

    Named a Fellow of the American Educational Research Association, 2011

    Named Honorary Professor at Xiamen University, Xiamen, China, 2009

    Outstanding Achievement Award, The John Dewey Society, “for contributions reflecting and extending the spirit and vision of Dewey's work,” 2007

    Elected President, The Philosophy of Education Society, for 2008-2009

    Choice Outstanding Academic Title, 2007, for John Dewey and Our Educational Prospect: A Critical Engagement with Dewey’s Democracy and Education (Albany: State University of New York Press, 2006)

    James and Helen Merritt Distinguished Service Award for Contributions to the Philosophy of Education, 2006

    Elected to the Board of Directors, National Society for the Study of Education, 2005

    Elected President, The John Dewey Society, for 2003-2005

    Outstanding Book, 2002, Division B (Curriculum Studies) of the American Educational Research Association, for Exploring the Moral Heart of Teaching: Toward a Teacher’s Creed (New York: Teachers College Press, 2001)

    Selected by the University of Illinois as a University Scholar, 1996

    Critics Choice, American Educational Studies Association, 1996, for The Call to Teach (New York: Teachers College Press, 1995)

    Selected by the National Academy of Education as a Spencer Postdoctoral Fellow, 1992


    Educational Background

    PhD:  Multilingual, Multicultural Education Concentration on International Development Education Florida State University
    MEd:  TESOL/Bilingual Education University of Massachusetts 
    BA:  Music Minor in German Foreign Language) Seton Hill University

    Scholarly Interests

    Working with language minority students in the rural south, and in inner-city public schools

    Integrating technology in the second language classroom.

    Developing cross-cultural/global awareness among students in K-12, and in teacher education.

    Language education policy and practices among indigenous bilinguals (Andean languages/Spanish) in Peru, Bolivia, Chile

    Educación de Niñas Rurales de los Andes:  Education on health issues and abuse of women in Andean rural regions.

    Professional Experiences

    Assistant -Professor University of West Florida - Pensacola 1990
    Associate Professor - Professor - Professor  Emeritus - Valdosta State University - Valdosta GA.1994 -2011


    Selected Publications

    Heath, I.A., & Judd, D. P. (2010)  Comparing strategies that focus on enhancing knowledge and appreciationof the relevance of cultural diversity issues for future teachers. Journal of Multiculturalism in Education. 6, 1,  pp. 275 -283   

    .http://www.multiculturaljournal.com/volumes/6/pdf/heath.pdf

    Honors and Awards

    Fulbright ( Faculty) Scholar - UNIFE - Lima Peru 200-2001
    Fulbright Senior Schora - Universidad San Martin Arequipa Peru 2004
    Fulbright Senior Scholar Autonoma Francisco Murazan Tegucigalpa, Honduras 2006


    Educational Background

    EdD, Teachers College, Columbia University. New York.

     

    MA in Art Education, Teachers College, Columbia University. New York.

     

    MFA in Fine Arts, School of Visual Art. New York.

     

    BA (licenciatura) in Art History, Universidad Iberoamericana, Mexico City.

     

    Scholarly Interests

    The interaction of young people with artworks; the relationship of aesthetic theory and teaching practice; the place of the visual arts in the curriculum.

    Selected Publications

    Hubard, O. (2011). Rethinking critical thinking and its role in art museum education. Journal of Aesthetic Education, 45(3).


    Hubard, O. (2011). Illustrating Interpretive Inquiry: A Reflection for Art Museum Education. Curator: The Museum Journal, 54(2), 165-179.


    Hubard, O. (2011). Being across homes. Teachers College Record, 113(6), 8.


    Hubard, O. (2010) Three modes of dialogue about works of art. Art Education, 63(3), 40-45.


    Hubard, O. (2008). The Act of Looking: Wolfgang Iser's Literary Theory and Meaning Making in the Visual Arts. International Journal of Art and Design Education, 27(2).


    Hubard, O. (2007). Complete engagement: Embodied response in art museum education. Art Education, (60)6.


    Hubard, O. (2007). Negotiating personal and cultural significance: A theoretical framework for art museum education. Curator: The Museum Journal, 50(4).


    Hubard, O. (2007) Originals and reproductions: The influence of presentation format in adolescent responses to art images. Studies in Art Education, 49(3).

     

    Principal Publications

    *Hubard, O. (2011). Rethinking critical thinking and its role in art museum education. Journal of Aesthetic Education, 45(3).


    *Hubard, O. (2011). Illustrating Interpretive Inquiry: A Reflection for Art Museum Education. Curator: The Museum Journal, 54(2), 165-179.


    *Hubard, O. (2011). Being across homes. Teachers College Record, 113(6), 8.


    Hubard, O. (2011). “Curriculum: Why should art be accessible to everyone?” in Art within reach: From the WPA to the present, http://cmany.org/wpa/curriculum.phtp. [Excerpt in Trudeau, P. (Ed.). Art within reach: From the WPA to the present. New York: Children’s Museum of the Arts, 122-125.]


    *Hubard, O. (2010) Three modes of dialogue about works of art. Art Education, 63(3), 40-45.

    * Hubard, O. (2008). The Act of Looking: Wolfgang Iser's Literary Theory and Meaning Making in the Visual Arts. International Journal of Art and Design Education, 27(2).

    Hubard, O. (2007). (Ed.) Museum interactions: Personal responses & educational perspectives. New York: Program in Art and Art Education, Teachers College Columbia University.

    *Hubard, O. (2007). Complete engagement: Embodied response in art museum education. Art Education, (60)6.

    *Hubard, O. (2007). Negotiating personal and cultural significance: A theoretical framework for art museum education. Curator: The Museum Journal, 50(4).

    Hubard, O. (2007). Why is that art? A review essay. International Journal of Education & the Arts, 8(Review 4).

    *Hubard, O. (2007). Productive information: Contextual knowledge in art museum education. Art Education 60(5).

    *Hubard, O. (2007) Originals and reproductions: The influence of presentation format in adolescent responses to art images. Studies in Art Education, 49(3).

    Hubard, O. (2006, Fall). Activities in the art museum. NAEA Advisory.

    *Hubard, O. (2006). “We've already done that one”: Adolescents' responses to repeated engagements with the same artwork. International Journal of Art and Design Education, 25(2).

    Hubard, O. (2005). The human dimensions of aesthetic experience: An adolescent conversation with the art of Isamu Noguchi. In Art Education Dissertation Monographs, Vol. 1. New York: Program in Art and Art Education, Teachers College Columbia University.

    *Peer reviewed

    Educational Background

    B.A., Harvard University;
    M.A., Ph.D., Stanford University

    Scholarly Interests

    History of education; public policy and education; experiential learning

    Educational Background

    PhD in Philosophy, University of Vienna, Austria. Dissertation with Distinction: Strategies for Coping with Complexity in Contemporary Philosophy. (1997)  

     

    MFA with Distinction in Sculpture and Media Art, University of Applied Arts Vienna, Austria. (2001)        

     

    MA in Philosophy, Jesuit College, University of Innsbruck, Austria. (1991)

     

    BA in Political Science and German Literature Cand. phil., Institute of German Literature and Institute of Political Science, University of Innsbruck. (1990)          

     

    BA in Theology and Philosophy, Cand. phil. fac. theol. and Cand.theol., Jesuit College, University of Innsbruck. (1987)    

    Scholarly Interests

    Art-based research practices & higher education pedagogy. New media and media art education. Art and technology; net-based art and social media. Art in the public sphere and as a social practice.

    Selected Publications

    Books

    Jochum, R. & Schneider, B. (Ed.), (1999): Killing Memories. Reflecting Genocide. Boehlau, Vienna.

    Jochum, R. (1998): Strategies for Coping with Complexity in Contemporary Philosophy. Peter Lang, Frankfurt/M.

    Jochum, R. & Stark, C. (Ed.), (1991): Theology for Burnt Children. Contributions to a New Political Theology. Herder, Vienna.

     

    Book Chapters, Articles, Interviews (Selection)

    Michael Corbin, 2011: Richard Jochum, Conceptual Artist. Interview. Electronic Publication: http://artbookguy.com/richard-jochum_310.html.

    Catherine Spaeth, 2009: Parasitic Relations: A Walk Through "Intersections and Interstices" With Richard Jochum and Steven Dubin. Electronic Publication: http://www.catherinespaeth.com/blog/2009/8/29/parasitic-relations-a-walk-through-intersections-and-interst.html. Retrieved February 20, 2012. Retrieved February 20, 2012.

    Richard Jochum, 2007: Ten Questions and Answers on Internet Based Art. Javamuseum. Electronic Publication. http://jip.javamuseum.org/jipblog/?page_id=83. Retrieved February 20, 2012.

    Richard Jochum and Graeme Sullivan, 2005: Brochure, “dis-positiv” in New York. Teachers College, Columbia University. Electronic publication: http://www.dis-positiv.org/welcome/disNY.pdf. Retrieved February 20, 2012.

    Richard Jochum, 2003: “dis-positiv. About the Productivity of Art and Discourse”. In: Horant Fassbinder (Ed.), Through the Net. Salon, Cologne, p. 101-106.

    Richard Jochum, 1999: Innovation in Science and Culture. Electronic Publication. http://www.inst.at/studies/s_0204_d.htm. Retrieved February 20, 2012.

    Richard Jochum, 1999: Art is a Parasitic Activity. In: V2, Literary Journal. Feldkirch.

    Richard Jochum, 1998: The Philosophy of Complexity. New Approaches. Electronic Publication, In: Trans. Electronic Magazine of the Research Institute for Austrian and International Literature and Cultural Studies. Vienna. http://www.inst.at/trans/4Nr/jochum.htm. Retrieved February 20, 2012.

    Richard Jochum 1992: Ten Remarks to Understand a "Différend". In: A. Huetter, T. Hug, J. Perger (Ed.), Diversity of Paradigm and Integration of Knowledge. Contributions to Postmodernism nearby Jean-François Lyotard. Vienna 1992, p. 115-120.

    Richard Jochum, 1990: Abandoning Utopia. In: Gerald Prabitz and Wolfgang Schopper (Ed.), University 2000. Perspectives of Research and Education by the Example of the University of Innsbruck. Haymon, Innsbruck, p. 300-313.

     

    Catalogs & Magazines

    Richard Jochum, 2009: Unexpected Weightloss. SUNY Cortland.

    Richard Jochum, 2008: Intersections and Interstices. Columbia University, New York.

    Richard Jochum (Ed.), 1997: “Nothing but Books”. Catalog on the Artist Books of Richard Jochum. With Contributions by Burghart Schmidt, Petra Ganglbauer, Wolfgang Bleier et al. Vienna.

    Richard Jochum, (Ed.), 2003: “dis-positiv” Berlin, exhibition catalog, Berlin.

    Richard Jochum, Eberhard Jordan and Martin Steger (Ed.), 2001: Art. A Picture Book on Art History. Edition of the Cultural Forum of Lower Austria.

    Richard Jochum, (Ed.), 2000: “dis-positiv” Bregenz, Supplement of “Kultur”, Cultural Journal.

    Richard Jochum, (Ed.), 2000: “dis-positiv” Vienna, Supplement Falter City Journal Vienna.

    Richard Jochum, (Ed.), 1996: The Future of Austria. Public Performance and Panel Discussion. Heldenplatz, July 3, 1996, Documentation.

     

    Exhibitions

    Solo Exhibitions (Selection)

    2011   Vorarlberger Kunstverein Palais Thurn&Taxis, Austria

    2011   Passage Gallery, Kuenstlerhaus Vienna

    2011   Tanzsaal, Appenzell, Switzerland

    2010   Gallery Peter Lindner, Vienna

    2010   Bundo Art Gallery, Daegu, South-Korea

    2010   Bong San Center, Daegu, South-Korea

    2009   Dowd Fine Art Gallery, SUNY Cortland New York

    2008   Macy Gallery, Teachers College, Columbia University

    2007   American University, Cairo

    2006   Ain Shams University, Cairo

    2005   Kinetic Arts and Sciences Center, New York

    2005   El Sawy Center, Cairo

    2003   staatsbank, Berlin

    2002   Einsteinforum Potsdam

    2001   Remise Bludenz, Austria

    2000   Magazin4, Bregenz

    2000   Academy of Fine Arts Vienna

    1998   Gallery Lindner, Vienna

    1996   Heldenplatz Vienna

    1995   Villa allerArt Bludenz, Austria

    1995   Gallery Media Art Tyrol, Innsbruck

    1993   Literaturhaus Vienna

     

     

    Web Presence

    http://richardjochum.net (Artist’s website)

    http://www.efanyc.org/jochum-richard/ (Elizabeth Foundation, New York)

    http://bundoart.com/sub2_1.html?no=32 (Gallery Bundo, South-Korea)

    http://www.galerie-lindner.at/lindar_jochum.html (Gallery Lindner, Vienna)

     

    Educational Background

    Ed.D.C.T. in Art Education. Teachers College, Columbia University. New York. Dissertation proposal in progress: Learning to Teach in the Digital Age: Digital Fabrication and New Learning Paradigms in Schools. (in progress)       

     

    M.A. Studio Art, Photography. New York University & the International Center of Photography. New York. (1987)          

     

    B.A. English Literature. Catholic University of America. Washington D.C. (1983)

    Scholarly Interests

    New media and digital network art practices; art teacher education with computational materials; history and practice of photography; fine art printing with ink jet technologies; code art and code poetry; digital book design.

    Selected Publications


    Justice, S. & Cabral, M. (2013). Material learning: Digital 3D with young children. Proceedings from Fablearn 13: Digital Fabrication in Education, Stanford University, October 2013, Palo Alto, CA.

     

    Cabral, M., & Justice, S. (2013). Thinking in the making: 3d designing and printing with young children and the creation of thresholds for learning. Proceedings from 5th International Conference on Education and New Learning Technologies, July, 2013, Barcelona, Spain.

     

    Justice, S., & Williams, T. (2013). Motion, light, and space: Gesture in the digital age. Proceedings from The 3rd Annual International Thinking through Drawing Symposium & Drawing Research Network Conference, New York, NY.

     

    Justice, S. (2013). Art that iterates: Exploring change as a condition of the artist’s way of knowing, making, and doing. Exhibition Catalog. Teachers College, Columbia University, Macy Art Gallery: The Myers Foundation.


    Exhibitions

    2014 University of the Arts, Philadelphia, USA. Breathing Pictures. Solo Show.

    2013 Maus Hábitos, Porto, Portugal. (Video art group screening.)

    2013 Tianjin Academy of Fine Arts, Tianjin China.

    2012 Art Beatus, Hong Kong, China. Breathing Pictures & Vessels. Solo Show.

    2011 Rush Arts Gallery, New York. New York Artist Selections.

    2011 A Group of Eight. Pingyao, China. Vessels.

    2011 Ampersand House and Gallery. Brussels, Belgium. Breathing Pictures & Vessels.

     

    Web Presence

    Personal Website: Sean Justice

    Gallery: Art Beatus, Hong Kong

    Gallery: Ampersand House, Brussels

    Educational Background

    Ed.D. in Art & Art Education, Teachers College, Columbia University, New York. Title of Dissertation: Re-Framing the Past: Re-Making Invisible Histories of Nineteenth Century Pedagogies of Drawing and Re-membering Art Educators in Colonial India (2007)   

    Ed.M. in Art & Art Education, Teachers College, Columbia University, New York.
    Title of Thesis: Colonial Connections Postcolonial Disconnections: Towards a Reconciliation of Indian Art Education (2003)

    B.F.A (Metal Craft) Sir.J.J.School of Art, Bombay, India. (1997)

    B.F.A (Painting) Sir.J.J.School of Art, Bombay, India. (1994)

    Scholarly Interests

    Historical research methods, colonial art education, teaching of drawing.

    Selected Publications

    Kantawala, A.; Hochtritt,L.;Rolling, J.;Serig, D.; Staikids, K. (2009). “Establishing Collaboration Endeavors Across Generations: The Mentor and the Apprentice”. Visual Arts Research Journal

    Custom Course List

    September 2007-present

    Adjunct Assistant Professor of Art and Art Education and Manager of Graduate Requirements
    • Teaching Historical Foundations of Art Education, Research Methods
    • Masters students advisement includes supervision of master’s thesis and general advisement
    • Management of doctoral requirements which include working with the Institutional Review Board Applications, Office of Doctoral Studies, research and data management strategies including conducting library research


    Publications

    Under Review

    Kantawala,A. (2009). Drawing Pedagogies in Colonial India: Implementation and Imposition. Studies in Art Education, National Art Education Association

    Kantawala, A. (2009). Remembering Others: Re-Making Invisible Histories of Ernest Benfield Havell and Abanindranath Tagore from the Late 19th century Colonial India. Journal of International Art and Design Education

    Kantawala, A. (2009). Re-Framing The Past: Re-Making Invisible Histories Of Nineteenth Century Pedagogies Of Drawing And Re-Membering Art Educators In Colonial India. Dissertation Monographs, Teachers College, Columbia University

    Selected Art Exhibitions

    Kantawala, A. (2009). Writing Doctoral Dissertations: An Untrained Marathon… Paper presented at the National Art Education Association, Annual Convention, Minneapolis, MN, April 2009

    Kantawala, A. (2009). Recovering Untold Histories: A Continued Quest in Historical Inquiry in Art Education. Paper presented at the National Art Education Association, Annual Convention, Minneapolis, MN, April 2009

    Kantawala,  A.; Howe, S. & Furnari, J. (2008). Post Doctoral Defense Connections & Re-connections. Paper presented at the National Art Education Association, Annual Convention, New Orleans, LO, March 2008.

    Kantawala, A. Historical Inquiry in Art Education: A Point of Departure. Paper presented at the National Art Education Association, Annual Convention, New Orleans, LO, March 2008.


    Kantawala, A. (2008). Interventions: Framing Pedagogical Practices of Drawing in the Empire and the Colony, Upcoming paper presentation at the College Art Association’s Annual Conference, Dallas, TX, February 2008

    Kantawala, A. (2007). Critical Re-Construction of Art Education Histories: Re-searching Historical Developments of Drawing Pedagogies in Colonial India, Paper presented at National Art Education Association, Annual Convention, New York, NY 2007.

    Kantawala, A.; Howe, S. & Furnari, J. (2007).  The Collaborative Process in Writing Doctoral Dissertation, Paper presented at the National Art Education Association, Annual Convention, New York, NY 2007.

    Kantawala, A. (2007). Re-Framing Invisible Histories and Postcolonial Moments: Teaching Drawing in India in the Nineteenth Century, Poster presented at the College Art Association’s Annual Conference, New York, February 2007.

    Kantawala, A. (2006). Re-Framing Invisible Histories and Postcolonial Moments in Art Education: Teaching Drawing in India in the Nineteenth Century, Paper presented at the South Asian Studies Conference, University of Wisconsin, Madison, WI, October 2006.

    Kantawala, A. (2006). Re-Framing the Past: Re-Making Invisible Histories of 19th century Pedagogies of Drawing in Colonial India, Paper presented at National Art Education Association, Annual Convention, Chicago, March 2006

    Kantawala, A. (2005). Re-Framing the Past in Undocumented Histories of Art Education: Re-Making Invisible Histories of 19th century Pedagogies of Drawing in Colonial India, Paper presented at the Penn State Graduate Students Research Conference in Art Education, November 2005

    Kantawala, A. (2005). Writing Doctoral Proposals, paper presented at the Spencer Foundation Research Forum at Teachers College, Columbia University, New York, November 2005.

    Kantawala, A. (2005). Re-Searching the Past through Cultural Re-call: Colonial Indian Art Education through Postcolonial and Cultural Lenses, Paper presented at National Art Education Association, Annual Convention, Boston, March 2005.

    Kantawala, A. (2004). A Historical Inquiry: Ideology, Philosophy and Practice of Art Education in Colonial India and England, 1837-1905,  Paper presented at National Art Education Association, Annual Convention, Denver, April 2004.

    Kantawala, A. (2004). Comparative Analysis of Art Education in the 20th Century Art Schools of London, Calcutta & Bombay, Paper presented at the National Art Education Association, Annual Convention, Denver, April 2004.

    Kantawala, A. (2002). Towards a Reconciliation of Indian Art Education, Paper presented at the National Art Education Association, Annual Convention, Miami, March 2002.

    Kantawala, A. (2001). Rethinking Indian Art Education, Paper presented at the South Asian Art Conference, Wayne State University, Detroit, October 2001.



    Professional Experiences

     Mr. Koenigsberg concentrates in copyright law, including counseling and litigation. He negotiates and drafts license agreements, counsels on copyright matters including estates with copyright issues, litigates infringement claims, conducts administrative proceedings before the United States Copyright Office and the Copyright Arbitration Royalty Panel (successor to the Copyright Royalty Tribunal) and participates in legislative efforts in the United States Congress. With significant experience in international copyright, Mr. Koenigsberg was named by the United States Department of State to the Ad Hoc Working Group on U.S. Adherence to the Berne Convention, was a member of the National Committee for the Berne Convention, and the Advisory Committee on Copyright Registration and Deposit (ACCORD) of the Library of Congress and was a private sector representative on the United States delegation to the diplomatic conference on the WIPO Copyright Treaty.

    Mr. Koenigsberg is Counsel to the American Society of Composers, Authors and Publishers (ASCAP) and advises the Society and its Board of Directors on all matters as its chief legal officer.

    Mr. Koenigsberg also represents the Walt Disney Company, BMG Music, Inc., Demart Pro Arte B.V. (owner of all intellectual property rights of Salvador Dalí) and the Alvin Ailey Dance Company among many other clients, advising as to copyright matters.

    Mr. Koenigsberg was named as one of New York's Leading Intellectual Property Lawyers in the 2003-2004 edition of Chambers USA: America's Leading Business Lawyers.

    Biographical Information

    I. Fred Koenigsberg is a partner in the law firm of White & Case, LLP. He is a board member of Volunteer Lawyers for the Arts, a Past Chair of the American Bar Association Section of Intellectual Property Law, a past President of the American Intellectual Property Law Association, and a past Trustee of the Copyright Society of the USA. He serves as general counsel of the American Society of Composers, Authors and Publishers (ASCAP). Prof. Koenigsberg has a J.D. from Columbia Law School, an M.A. in Communications from the University of Pennsylvania, and a B.A. from Cornell University. He teaches Law and the Arts I.

    Educational Background

    B.A., Cornell University, 1967

    M.A., Annenberg School of Communication, University of Pennsylvania, 1969

    J.D., Columbia University School of Law, 1972

    Active Professional Organizations

    American Bar Association Section of Intellectual Property Law, Past Chair

    American Intellectual Property Law Association, Past President (first copyright lawyer to hold that position)

    Volunteer Lawyers for the Arts, Director

    Copyright Society of the U.S.A., Former Trustee

    Member, Executive Committee, ALAI-USA (International Literary and Artistic Association - US Group)

    Columbia University, Adjunct Professor of Law ("Seminar in Law & the Music Industry," Columbia Law School; "Law & the Arts," Graduate Program in Arts Administration)

    Principal Publications

     "The 1976 Copyright Act: Advances for the Creator," 26 Cleve. St. L. Rev. 515 (1977), cited with approval, Broadcast Music, Inc. v. CBS, Inc., 441 U.S. 1, n. 31 (1979)

    Co-author, "The First Proceeding Before the Copyright Royalty Tribunal: ASCAP and the Public Broadcasters," Communication and the Law, 1979

    Co-author, "Performing Rights in Music and Performing Rights Societies" 33 J. of the Copyright Soc. of the USA 332, 1986

    Remarks in Symposium: Trade-Related Aspects of Intellectual Property, 22 Vanderbilt J. of Transnational Law 373, 1989

    "Copyrights," Kirk-Othmer Concise Encyclopedia of Chemical Terminology, 4th Ed., John Wiley & Sons, Inc., New York, 1999

    "Copyrights," Understanding Basic Copyright Law 2002, Practising Law Institute, New York, 2002

    "Music, the Internet and the Music Industry," Seventh Annual Institute for Intellectual Property Law, Practising Law Institute, New York, 2001

    Co-author, "Licensing Intellectual Property," in M. Moskin (Ed.), Commercial Contracts, Aspen Law & Business, New York, 2002

    Co-author, "Eldred v Ashcroft: A U.S. Copyright Case of ‘Supreme' Significance," Asian IP, November 2002

    Educational Background

    Ed.D. in Art Education. Teachers College, Columbia University. New York, NY. (in progress)


    Ed.M., Art & Art Education. Teachers College, Columbia University. New York, NY. (2011)


    MACT, Art & Art Education. Teachers College, Columbia University. New York, NY. (2006)


    BFA in Fine Arts. School of Visual Arts. New York, NY. (1990)

    Scholarly Interests

    Reflective thinking in elementary age school children; creating art lessons with multi-modal approaches; implications of community practice at the elementary and collegiate levels; studio experience for educators and future educators where art practice informs teaching practice; fine art print-making, history and techniques.

    Selected Publications

    Publications

    2011      Research Colloquium, “Universally Designed Art Lessons: A Multi-Modal Approach for Motivating Students to Enter Into Image Making”, Teachers College Columbia University & Maryland Institute College of Art.


    Exhibitions

    2012   Member’s Exhibition, New Rochelle Council on the Arts, New Rochelle Public Library, New Rochelle, NY.

    2011   Subtitled, curated by Maurizio Pellegrin, 251 E. 110th Street, NY, NY

    2010   Media Loft +, Media Loft Gallery, New Rochelle, NY.

    2010   Studio Practices, video “A Sense of Place”, juried exhibition curated by Graeme Sullivan, Macy Gallery,Teachers College, Columbia University.   


    Web Presence

    Personal Website: http://lindakourkoulis.com

    http://artpracticeasresearch.wikischolars.columbia.edu/

    Honors and Awards

    Megan Laverty is a Fellow of the Institute for the Advancement of Philosophy for Children (IAPC).  She has held visiting appointments at the Australian Catholic University in Australia, Gyeongsang National University in South Korea, and the Hong Kong Institute of Education in Hong Kong.

    Selected Publications

    Review of Justin Broackes, Iris Murdoch, Philosopher: A Collection of Essays, Notre Dame Philosophical Reviews, 2012.08. 32; http://ndpr.nd.edu/news/32649-iris-murdoch-philosopher-a-collection-of-essays/
     

    Communication and Civility. Civility in Politics and Education.  Deborah S. Mower and Wade L. Robison (eds.) (New York and London: Routledge, 2012), pp. 65-79.

    Quotidian Sublimity. Teaching with Reverence: Reviving an Ancient Virtue for Today's Schools.  Jim Garrison and A.G. Rud (eds.) (New York: Palgrave, 2012), pp. 137-151.

    Can You Hear Me Now? Jean-Jacques Rousseau on Listening Education. Educational Theory (2011), Vol 61. No. 2, pp. 155-169.

    Learning our Concepts. Journal of Philosophy of Education (2009) Vol. 43, No. 1, pp. 27-40.  The article was reprinted in Reading R.S. Peters Today: Analysis, Ethics, and the Aims of Education.  Stefan E. Cuypers and Christopher Martin (eds.), Oxford: Wiley Blackwell, 2011), pp. 24-37.

    Review of Gert Biesta's Beyond Learning: Democratic Education for a Human Future in Studies in Philosophy and Education, (2009) Vol. 28, No. 6: p. 569.

    Iris Murdoch's Ethics: A Consideration of her Romantic Vision (New York and London:
    Continuum Press, 2007).

    Educational Background

    Megan Laverty received her Master of Arts in Philosophy from the University of Melbourne.  She received her Ph.D. in Philosophy from the University of New South Wales.  She taught in the Philosophy Department at the University of Melbourne before taking up the position of Assistant Professor in the Department of Educational Foundations at Montclair State University (MSU) in 2000.  Megan Laverty came to Teachers College in 2005.

    Scholarly Interests

    As a philosopher of education my research is in the area of moral philosophy with a focus on language, communication, civility and dialogue.  Within this field of study, I focus on the following philosophers: contemporary neo-Wittgensteinians that include Iris Murdoch, Stephen Mulhall and Cora Diamond; Aristotle; Jean-Jacques Rousseau and Immanuel Kant; the English and German Romantics from the 18th Century; and John Dewey from the 20th Century.

    Educational Background

    Columbia University

    Ph.D. Sociology, 2003

    M.A., M.Phil, 1999

    Exams in Social Theory, Methodology, French Language, Sociology of Culture

     

    Colgate University

    B.A., Sociology/Anthropology (Honors), English, 1996

    Scholarly Interests

    Dr. Lena's research focuses on understanding processes of classification, particularly the organizational and institutional conditions for the creation, modification, or elimination of cultural categories like genres. She is the author of Banding Together: How Communities Create Genres in Popular Music (Princeton University Press, 2012), which was named one of Choice Reviews Outstanding Academic Titles for 2012Her research has been published in the American Sociological Review, Social Forces, Poetics, and American Behavioral Scientist, among other peer-reviewed journals, and has been reprinted in texts dedicated to highlighting excellence in social science methods, hip-hop scholarship, and the sociology of culture. Lena is reputed to be the first sociologist to commission a Grammy-nominated album: Hilos (composer: Gabriela Frank; performed by ALIAS Chamber Ensemble; released in 2010 by Naxos Records).

    Selected Publications

    2012. Banding Together: How Communities Create Genres in Popular Music. Princeton University Press.

    Named one of Choice Reviews’ Outstanding Academic Titles for 2012

    Reviewed: American Journal of Sociology (January 2013, Vol. 118 (4): 1145-1147); Contemporary Sociology (March 2013, Vol. 42 (2): 254-5); Times Higher Education (UK, March 1, 2012), Choice (August, 2012)

    Discussed: Andrew Sullivan’s Daily Beast, “Moral Panic Sells” (December 29, 2012); Freakonomics, “Adventures in Ideas: How Music Gets Popular, Q&A with Jennifer Lena” (December 17,2012); Author Meets Critics, Social Science History Association (November 2011); WNYC Soundcheck (Feb 10, 2012); OrgTheory (March 28, 29; April 3, 20, 25, 30; all 2012); The Page 99 Test (Feb 25, 2012); The Society Pages website, “Office Hours” podcast (July 22, 2012).



    Forthcoming. “Production of Culture.” International Encyclopedia of the Social and Behavioral Sciences. 2nd Edition. Section Ed. Kees van Rees; Ed. in Chief, James Wright. Elsevier.


    Forthcoming. “Authenticity and Independence in Rap Music and other Genre Communities.” Explorations in Music Sociology: Examining the Role of Music in Social Life. Sara Horsfall, Jan-Martijn Meij, and Meghan Probstfield (eds.). Boulder, CO: Paradigm Publishing.

    Forthcoming. With Danielle Lindemann. “What is an Artist? New Data for an Old Question.” Poetics. Special issue: Art at the Crossroads. Ed. Victoria Alexander and Anne Bower.

    2013. With Mark C. Pachucki. “The sincerest form of flattery: Innovation, repetition, and status in an art movement.” Poetics. Vol. 41 (3): 236-264.

    2011. “Tradition and Transformation at the Fan Fair Festival.” Pp. 224-248 in Negotiating Values in the Creative Industries: Fairs, Festivals and Competitive Events, ed. Brian Moeran and Jesper Strandgaard Pedersen. Cambridge University Press.


    2011. With Richard A. Peterson. “Politically-Purposed Music Genres.” American Behavioral Scientist. Special issue: Globalization and Diversity in Cultural Fields: Comparative Perspectives on Music, Literature and Television. Vol. 55 (5): 574-588.


    2010. With Mark A. Pachucki and Steven Tepper. “Creativity narratives among college students: Sociability and everyday creativity.” The Sociological Quarterly. Vol. 51: 122–149.


    2008. With Richard A. Peterson. “Classification as Culture: Types and Trajectories of Music Genres.” American Sociological Review. Vol. 73 (5): 697-718.

     

    Reprinted in Wray, Matt. 2013. Cultural Sociology: An Introduction. New York: W. W. Norton & Company. Pp. 239-267.


    2008. “Voyeurism and Resistance in Rap Music Videos.” Communication and Critical/Cultural Studies. Vol. 5 (3): 264-279.

     

    Reprinted in Neal, Mark Anthony and Murray Forman (eds.). 2011. That’s the Joint!: The Hip-Hop Studies Reader. 2nd Edition. New York: Routledge.


    Curriculum Vitae

    Jennifer C. Lena

    Associate Professor of Arts Administration and Sociology

    Teachers College, Columbia University

    525 West 120th Street, New York, NY 10027 

    jcl42@columbia.edu

     

     

    Revised 9.16.13

     

    Education

    Columbia University

    Ph.D. Sociology, 2003

    M.A., M.Phil, 1999

    Exams in Social Theory, Methodology, French Language, Sociology of Culture

     

    Colgate University

    B.A., Sociology/Anthropology (Honors), English, 1996

     

    Employment

    Teacher’s College, Columbia University

    2013-present. Associate Professor, Arts Administration.

                           Affiliated Faculty, Department of Sociology.

     

    Barnard College, Columbia University

    2011-13. Visiting Assistant Professor, Sociology.

     

    Curb Center for Arts, Enterprise, and Public Policy, Vanderbilt University

    2005-present. Faculty Fellow.

     

    Strategic National Arts Alumni Project, Indiana University & Vanderbilt University

    2007-present. Research Scholar.

     

    Vanderbilt University

    2003-11. Assistant Professor, Sociology.

             Affiliated Faculty in American Studies Program

             Faculty Fellow at The Center for Ethics

     

    Princeton University, Woodrow Wilson School

    2007-08. Fellow, Center for Arts and Cultural Policy Studies

     

    Books

    Lena, Jennifer C. 2012. Banding Together: How Communities Create Genres in Popular Music. Princeton University Press.

     

    Named one of Choice Reviews’ Outstanding Academic Titles for 2012

    Reviewed: American Journal of Sociology (January 2013, Vol. 118 (4): 1145-1147); Contemporary Sociology (March 2013, Vol. 42 (2): 254-5); Times Higher Education (UK, March 1, 2012), Choice (August, 2012)

    Discussed: Andrew Sullivan’s Daily Beast, “Moral Panic Sells” (December 29, 2012); Freakonomics, “Adventures in Ideas: How Music Gets Popular, Q&A with Jennifer Lena” (December 17,2012); Author Meets Critics, Social Science History Association (November 2011); WNYC Soundcheck (Feb 10, 2012); OrgTheory (March 28, 29; April 3, 20, 25, 30; all 2012); The Page 99 Test (Feb 25, 2012); The Society Pages website, “Office Hours” podcast (July 22, 2012).

     

    Lena, Jennifer C. Slumming: The Reproduction of Prestige. Under contract with Princeton University Press. Est. pub. 2015.

     

    Articles and Book Chapters

    *Lena, Jennifer C. Forthcoming. “Classification, Music, Genre.” Sociology Compass.

    Lena, Jennifer C. Forthcoming. “Production of Culture.” International Encyclopedia of the Social and Behavioral Sciences. 2nd Edition. Section Ed. Kees van Rees; Ed. in Chief, James Wright. Elsevier.

    Lena, Jennifer C. Forthcoming. “Authenticity and Independence in Rap Music and other Genre Communities.” Explorations in Music Sociology: Examining the Role of Music in Social Life. Sara Horsfall, Jan-Martijn Meij, and Meghan Probstfield (eds.). Boulder, CO: Paradigm Publishing.

    *Lena, Jennifer C. and Danielle Lindemann. Forthcoming. “What is an Artist? New Data for an Old Question.” Poetics. Special issue: Art at the Crossroads. Ed. Victoria Alexander and Anne Bower.

    *Lena, Jennifer C. and Mark C. Pachucki. 2013. “The sincerest form of flattery: Innovation, repetition, and status in an art movement.” Poetics. Vol. 41 (3): 236-264.

    *Lena, Jennifer C. 2011. “Tradition and Transformation at the Fan Fair Festival.” Pp. 224-248 in Negotiating Values in the Creative Industries: Fairs, Festivals and Competitive Events, ed. Brian Moeran and Jesper Strandgaard Pedersen. Cambridge University Press.

    *Lena, Jennifer C. and Richard A. Peterson. 2011. “Politically-Purposed Music Genres.” American Behavioral Scientist. Special issue: Globalization and Diversity in Cultural Fields: Comparative Perspectives on Music, Literature and Television. Vol. 55 (5): 574-588.

    *Pachucki, Mark A., Jennifer C. Lena and Steven Tepper. 2010. “Creativity narratives among college students: Sociability and everyday creativity.” The Sociological Quarterly. Vol. 51: 122–149.

    Lena, Jennifer C. and Peter Levin. 2009. “Valuing Art.” Contexts. Vol. 8 (2): 60-62.

    *Lena, Jennifer C. and Richard A. Peterson. 2008. “Classification as Culture: Types and Trajectories of Music Genres.” American Sociological Review. Vol. 73 (5): 697-718.

     

    Reprinted in Wray, Matt. 2013. Cultural Sociology: An Introduction. New York: W. W. Norton & Company. Pp. 239-267.

     

    *Lena, Jennifer C. 2008. “Voyeurism and Resistance in Rap Music Videos.” Communication and Critical/Cultural Studies. Vol. 5 (3): 264-279.

     

    Reprinted in Neal, Mark Anthony and Murray Forman (eds.). 2011. That’s the Joint!: The Hip-Hop Studies Reader. 2nd Edition. New York: Routledge.

     

     

    Lena, Jennifer C. and Daniel B. Cornfield. 2008. “Immigrant Arts Participation in Nashville.” Pp. 147-169 in Engaging Art: The Next Great Transformation of America’s Cultural Life, ed. By Steven Tepper and William Ivey. New York: Routledge.

    *Lena, Jennifer C. 2007. “Measures of Diversity: Lessons from Rap Music, 1979-1995.” Studi Culturali. Vol. 1: 137-160.

    *Lena, Jennifer C. 2006. “Social Context and Musical Content: Rap Music, 1979-1995.” Social Forces. Vol. 85 (1): 479-495.

     

    Reprinted in Lune, Howard, Enrique S. Pumar and Ross Koppel (eds.). 2009. Perspectives in Social Research Methods and Analysis: A Reader for Sociology. Sage.

     

    *Lena, Jennifer C. 2004. “Meaning and Membership: Samples in Rap Music, 1979 to 1995.” Poetics. Vol. 32 (3-4): 297-310.

    Lena, Jennifer C. 2003. “Psyops, Propaganda and Gangsta Rap: Why is Saddam Hussein rapping for the CIA?” Radical Society. Vol. 30 (1): 25-30.

    *Schindler, Amy and Jennifer C. Lena. 2000. “Promise Keepers in Perspective: Organizational Characteristics and Men’s Religious Movements.” Pp. 209-224 in Research in the Social Scientific Study of Religion. Volume 11. Edited by Joanne Marie Greer and David O. Moberg. Stamford, Connecticut: JAI Press, Inc.

     

    Book Reviews, Essays & Research Reports

    Lena, Jennifer C. 2013. Book review of Music, Style, and Aging: Growing Old Disgracefully? (By Andy Bennett. 2013.) Contemporary Sociology.

    Lena, Jennifer C. January/February 2013. “A Visit From The Credibility Squad.” Pacific Standard. Pgs. 32-35.

    Lindemann, Danielle and Steven Tepper, with Sally Gaskill, Scott D. Jones, George D. Kuh, Amber D. Lambert, Jennifer C. Lena, Angie L. Miller, Kendall Park, Ellen B. Rudolph, and Leah Vanderwerp. 2012. “Painting with Broader Strokes: Arts Alumni, Artistic Contributions, and Achievement.” National Endowment for the Arts Report on the 2010 Strategic National Arts Alumni Project (SNAAP).

    Lena, Jennifer C. 2009. Book review of Hollywood Highbrow: From Entertainment to Art. (By Shyon Baumann. 2008.) American Journal of Sociology. Vol. 114 (6): 1894-1896.

    Lena, Jennifer C. 2007. Book review of Extreme Metal: Music and Culture on the Edge. (By Keith Kahn-Harris. 2007.) American Journal of Sociology. Vol. 113 (3): 927-929.

    Lena, Jennifer C. 2005. Book review of Real Country: Music and Language in Working-Class Culture. (By Aaron A. Fox. Duke University Press. 2004.) American Journal of Sociology. Vol. 111 (2): 652-654.

    Lena, Jennifer C. 2003. “Rap music has always provided political commentary.” Vanderbilt Hustler. October 24.

     

    Works in Progress

    Lena, Jennifer C. The Place of the Artist in the City.

    Lena, Jennifer C. “Relational and multi-method approaches to category construction.”

     

    Research Grants

    Research Fellow. With Fales Library and Exit Art. “Exit Art’s Closure—The Reasons, the Way, and the Results.” Booth-Ferris Foundation. $25,000 (2013-14)

    Research Associate. “Strategic National Arts Alumni Project.” Supported by Surdna Foundation, National Endowment for the Arts, Houston Endowment, Barr Foundation, Cleveland Foundation and administered by Indiana University’s Center for Postsecondary Reform. $4,200,000 (2008-13)

    Visiting Professor. Advertising Educational Foundation. Host: DDB Worldwide. $3,500. (2010)

    Co-Principle Investigator. (with Jonathan Neufeld) “Music, Authority and Community.” Vanderbilt University Research Scholars Grant, Collaborative Interdisciplinary Research Grants program. $49,840 (2009-10)

    Co-Principle Investigator. (with Jonathan Neufeld, Joy Calico, and Gabriela Lena Frank) Incubation Group: Music in the Americas. Vanderbilt University, Center for the Americas. $25,000 (2008-9)

    Research Scholar. Grant for extension of sabbatical. Vanderbilt University. $27,016. Additional top-off monies awarded, c. $20,000 (2008-9)

    Co-Principle Investigator. (with Steven A. Wernke, Francisco Estrada Belli, William R. Fowler, and Pierre R. Colas) Spatial Analysis Research Lab (SARL): An Advanced Geographical Information System and Remote Sensing Facility. Vanderbilt University Discovery Infrastructure Grant. $44,528.24 (2007-8)

    Principle Investigator.  Summer Research Grant for “Festival City.” Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University. $9,200 (2006)

    Principal Investigator. Mapping Working Group, Curb Center for Art, Enterprise and Public Policy, Vanderbilt University. $10,500 (2006)

    Dissertation Fellow. Sociology Department, Columbia University. (2000-3)

    Dissertation Fellow. Institute for Social and Economic Research and Policy, Columbia University. (1999-2001)

    Inaugural Resident Scholar. “Hip Hop America: Roots, Rhythm and Rage,” Brooklyn Museum of Art. Brooklyn, NY (2000)

     

    Other Creative Work

    The GLF Project. Organized concert, lecture events for composer Gabriela Lena Frank. Co-commissioner of Contemporary Classical work titled, “Hilos,” recorded in August 2010 for Naxos Records. Nominated for a 2012 Grammy Award, Best Small Ensemble Performance. (2010-12)

     “Copyright Criminals” screening, director visit by Kembrew McLeod. Selected as “Critics Pick” by Nashville Scene. (2010)

    “Photographs of Milt Hinton.” Organized lecture by David Berger & display of photographs. (2004)

    Blogging for: Scripted Whim, First Five, Princeton University Press Election 101 Blog, OrgTheory, Culture Digitally, What is the What.

     

    Invited Lectures

    2013

     “What is an Artist?: New (SNAAP) Data for an Old Question.”

    ·   3 Million Stories: Understanding the Lives and Careers of America’s Art Graduates conference. Nashville, TN.

    ·   Arts Administration Colloquium, Teacher’s College, Columbia University.                 

     

    2012          

    “Relational and Multi-Method Approaches to Category Construction.”

    ·   Measuring Culture Conference. University of British Columbia, Vancouver, BC.

     “The Place of the Artist in the City.”

    ·   Arts Policy and Non-Profit Management, Indiana University Public Policy School.

     “Banding Together.”

    ·   AKD lecture, Montclair State University.

    ·   Colloquium, Sociology Department, Notre Dame University.

    ·   New Pathways for the Social Sciences, Columbia University.

    “Slumming: The Reproduction of Prestige.”

    ·   Culture Workshop, Sociology Department, Notre Dame University.

    “The Emergence of Popularity: Status in Rap Music.”

    ·   Organizational Behavior Group. Stanford University Graduate School of Business.

    “Innovation and Politics in Rap Music.”

    ·   AFASC3930, “Hip Hop and Social Inequality.” African American Studies Program, Columbia University

     

    2011          

    “The sincerest form of flattery: Peer imitation and financial success in an art world.”

    ·   Sociology Department, University of Toronto.

    ·   Quantitative Methods in the Social Sciences research seminar, Columbia University.

    ·   Economic Sociology Workshop, Stanford University.

    ·   Organizations and Markets workshop, Chicago Booth School.

     

    2010          

    “Never Mind the Bullocks: Here’s the Formal Sociologist.”

    ·   Politics, Economy and Culture Workshop. Indiana University.

     

    2008               

    “Research Notes on the Creative Campus Project.”

    ·   Creative Campus Caucus, Andrew W. Mellon Foundation. New York, NY.

     “Context and Content in the Sociology of Art.”

    ·   Sociology Department Colloquium Series. Franklin and Marshall College. Lancaster, PA.

    “Festival City: Corporate Sponsorship and the Branding of Nashville, TN.”

    ·       Urban Ethnography Workshop. University of Pennsylvania. Philadelphia, PA.

     

    2007               

    “Social Structure and Compositional Elements: Rap Music as a Pilot Case.”

    ·   Department of Sociology Colloquium Series, Rutgers University.

    ·   Chapel Hill Sociology Department Colloquium Series, University of North Carolina, Chapel Hill.

     

    “Resources and Phases in Music Genre Formation.”

    ·   Cultural and Political Sociology Workshop. University of Carolina, Chapel Hill. Chapel Hill, NC.

    “Playing Yourself?: Authenticity, Identity and Cultural Consumption.”

    ·   Thinking Outside of the Box: A Series of Lunchtime Talks with a Philosophical Flavor. Nashville Public Library and Vanderbilt University. Nashville, TN

     

    2006               

    “Music Social Movements: Rap.”

    ·   McGill Hall Hours, Vanderbilt University. Convocation Series, Belmont University.

     

    2005               

    “Voyeurism, Authenticity and the Gaze: Rap Music Videos as Cultural Tourism.”

    ·   Workshop on Culture and Institutions. University of Georgia. Athens, GA.

    ·   Vanderbilt University McGill Hall Hours. Vanderbilt University.

     “Social Networks and Identity in Science and the Arts.”

    ·       Mellon Fresh Combinations Interdisciplinary Graduate Program, on Discourse Analysis and Social and Political Thought. Vanderbilt University. Nashville, TN.

     

    2004

    “Keepin’ It Real & Getting’ Paid: Commercial Culture and Authenticity in Rap Music.”

    ·       Keynote speaker at Sociology Majors and Minors Association. Vanderbilt University.

    “Politics and Popular Culture: Music and Election 2004.”

    ·       Humanities 161: Mass Mediated Politics: Images and Issues. Vanderbilt University.

     

    2003

    “Ghettopoly.”

    ·       Panel respondent at “Knowledge at Noon” Series, Bishop Joseph Johnson Black Cultural Center. Vanderbilt University.

     

    2002          

    “Case Making and Breaking: Meaning in Rap Career Sequences.”

    ·       Keynote speaker at Annual Sociology Symposium. Providence College. Providence, RI.

     

    2000

    “Workshop for Teachers and Administrators: Rap Music and Our Kids.”

    ·       Featured guest speaker, SEED Group. Lincoln School for Girls. Providence, RI.

     


    Undergraduate Theses/Research Directed

    2013: Andrea Aractingi; Emily Arsen; Noura Ayria; Katherine Estabrook; Shalei Holway; Zahra Khwaja; Elizabeth Miller; Jennifer Piperno; Francesca Roe; Yuxi Wang.

    2012: Jessica Cui; Jaclyn D’Aversa; Genesis Garcia; Alexandra Gartenberg; Sophia Jones; Elaina Joyner; Katherine Scully

    2007: Melanie Kowalski. Vanderbilt University Undergraduate Summer Research Program (VUSRP).

    2006:  April Sutton. “Bledsoe County High School: A Case Study of a Rural School in Appalachia.” American Studies, Vanderbilt University.

     

    Master’s Theses Directed

     

    Carly Rush.Informally Qualified: Justifying Qualifications for Employment in Creative Industries.” Vanderbilt University (2011)

    Chaired Dissertation Committees

    George Sanders. “'Late' Capital: Contemporary American Deathways.” Vanderbilt University (2008). Assistant Professor of Sociology at Oakland University.

     

    Other Notable Contributions

    Elected & Advisory Positions

     

    Committee Member. Clifford Geertz Article Prize Committee, ASA Culture Section. (2013)

    Editorial Advisory Board Member. Sociology Compass. (2011-13)

    Editor. Contexts. “Culture Reviews.” (2010-11)

    Editorial Advisory Board Member. Social Forces. (2009-11)

    Elected Secretary-Treasurer (COO). Sociology of Culture Section, American Sociological Association. (2008-11).

    Network Co-Chair. Culture Section, Social Science History Association. (2008-10).

    Member. Informal Working Group on Festivals, National Endowment for the Arts. (2008).

    Committee Member. Mirra Komarovsky Book Award, Eastern Sociological Association Best Book Prize. (2008).

    Committee Member. Vanderbilt Community Giving Campaign Allocations Committee, Vanderbilt University. (2006-7)

    Committee Member. Sociology of Culture Section Nominations Committee. American Sociological Association. (2004-5).

    Faculty Advisor. Sustained Dialogue, Vanderbilt University (2004-9).

    Committee Member. Ripple in the Pond Scholarship Award, Vanderbilt University. (2004-5)

    Assistant Director of Undergraduate Studies, Columbia University. (2002-3)

    Seminar Coordinator. Graduate Professionalization Seminar, Columbia University. (1999-2001)


    Conference-related work

     

    Panel Organizer. “Popular Culture, I & II” Regular Session, American Sociological Association. New York, NY. (2013)

    Discussant. Eastern Sociological Society. (2012)

    Discussant. American Sociological Association. (2012, 2008, 2004)

    Panel Organizer. “The Aesthetics of Politics,” Politics, Criticism and the Arts Conference. Vanderbilt University. (2010)

    Discussant. Social Science History Association. (2010, 2009, 2008, 2006)

    Workshop Organizer. Culture and Creativity Workshop, Curb Center for Arts, Enterprise and Public Policy, Vanderbilt University. (2009-10)

    Discussant. Inter-Ivy Sociology Symposium.  Princeton University.  (2008)

    Regular Session Organizer. “Popular Culture,” American Sociological Association. Boston, MA. (2008)

    Discussant. Engaging Art.  Curb Center for Arts, Enterprise and Public Policy and the Wallace Foundation.  (2005)

    Panel Organizer. “Arts and Media Industries,” Arts and Cultural Policy Mini-Conference, Eastern Sociological Society. Washington, D.C. (2005)

    Roundtable Organizer. (with Richard A. Peterson) “Open Submission Refereed Roundtables,” American Sociological Association. Philadelphia, PA. (2005)

    Discussant. Society for the Study of Symbolic Interaction. (2003)

     

    Workshop-related service

     

    Participant, Nashville Study Group, Curb Center for Arts, Enterprise and Public Policy, Vanderbilt University. (2006-8)

    Participant. Seminar on Culture, Curb Center for Arts, Enterprise and Public Policy and Robert Penn Warren Center for the Humanities, Vanderbilt University. (2006-9)

    Workshop Leader. “Teaching the Hard Stuff,” Arts and Science Dean’s Office and Center for Ethics, Vanderbilt University. (2006-7).

    Presenter. “How to Ace the Academic Job Interview.” GradSTEP Workshop: Graduate Student Teaching Event for Professional Development, Vanderbilt University. (2004)

    Presenter, Graduate Teaching Seminar, Graduate Students’ Brown Bag. Department of Sociology, Vanderbilt University. (2003-10).

     

     

    Manuscript review



    American Journal of Sociology

    American Sociological Review

    City College of New York’s Internal Research Award Program

    Communication and Critical/Cultural Studies

    Cultural Sociology

    Ethnography

    Future of Music Coalition

    Gender and Society

    Journal of Management Studies

    Mobilization

    National Science Foundation

    New York University Press

    Mobilization

    Organization Studies

    Oxford University Press

    Poetics

    Polity Press

    Princeton University Press

    Radical Society

    Routledge

    Social Forces

    Social Problems

    Socio-Economic Review

    Sociological Perspectives

    Sociological Theory

    The Sociological Quarterly

    Theory, Culture and Society

    University of Alabama Press

    W.W. Norton

    Work and Occupations

     


     

    Courses Taught

    Principles and Practices in Arts Administration (g)

    Principles and Practices in Arts Administration: Performing Arts (g)

    Cultural Policy (g)

    Institutional Analysis in Organizations (u)

    Senior Thesis Seminar (u)

    Culture in America (u, g)

    The Culture Industry  (u, g)

    The Sociology of Culture (u, g)

    Sociology of Culture II: Production and Institutions (u, g)

    Introduction to Sociology  (u)

    The Sociology of Hip Hop and Rap Music  (u)

    The Social Construction of Hip Hop and Rap Music  (u)

    Mass Media and Popular Culture (u)

    Evaluation of Evidence  (u)

    Popular Culture Dynamics (u)

    Survey Seminar in Cultural Sociology (g)

    Cultural Organizations (u, g)

     

    Departmental Service

    Ph.D. Committees: Jerome Hendricks, est. 2015 (University of Illinois, Chicago, Sociology). Stephanie J. Phillips, est. 2013 (Teachers College, Columbia University, Anthropology and Education). Joshua Packard, 2008 (Vanderbilt University). Steve Lee, 2007 (Vanderbilt University). Ken Spring, 2006 (Vanderbilt University).

    M.A. Committees: Sarah Glynn, 2008 (Vanderbilt University). Jonathan Cochran, 2008 (Vanderbilt University).

    Directed Independent Reading Courses. Sammy Shaw, “Culture, Boundaries and Identity,” 2009. Joshua Packard, “Cultural Organizations,” 2006.

    Area Exam Committees: Chair. Sammy Shaw. “Culture.” 2009 (Vanderbilt University). Steve Lee. “Culture.” 2005 (Vanderbilt University).

    Service Committees: (Vanderbilt University) Graduate Program Committee (2008-9). Faculty Recruitment Committee (2006-7). Department Colloquium Committee (2003-5) Undergraduate Program Committee (2005-6)

     

    Awards and Honors

    Choice Magazine “Outstanding Academic Titles of 2012.” (2012)

    Grammy Award nomination, Best Small Ensemble Performance, “Hilos.” (2011)

    Gamma Beta Phi Society, Vanderbilt Chapter Faculty Celebration. (2004)

    Chi Omega Sorority, “Apple Polishing” Celebration of Outstanding Faculty (2004-5)

    Black and Gold Banquet Celebrant, Vanderbilt University Student Athlete Advisory Committee (2003-7)

     


    Publications

    • Lindhardsen, Vivian (2009): From Independent Ratings to Communal Ratings: A Study of CWA Raters’ Decision-Making Behaviors. The PhD School of Language, Law, Informatics, Operations Management and Culture, PhD. Series 1.2009. Copenhagen, Denmark.
    • Lindhardsen, Vivian and Christensen, Bjarne (2006 and 2002): Fremmedsprogenes Didaktik. Kroghs Forlag, Vejle, Denmark.
    • Lindhardsen, Vivian (2006): Selvevaluering af Proces, Produkt og Progression i Skriveundervisningen. Anglofiles, Vol. 139.
    • Lindhardsen, Vivian (2003): Skrivepaedagogik. In Engelsk – mere end et sprog. Kvan, Aarhus, Denmark.
    • Lindhardsen, Vivian (2002): Laeseforstaaelse – den oversete faerdighed i sprogproeverne. In Sprogforum, Vol. 2002:D.
    • Lindhardsen, Vivian (2002): Writing English. Systime, Aarhus, Denmark.

    Educational Background

    M.F.A., B.F.A., Western Michigan University.

    Scholarly Interests

    I am interested in maps and spend time in Rome every year researching ancient maps. I create clay interpretations.

     

    Selected Publications

    Previous Positions

    American Academy in Rome: Visiting Artist 2004, 2005

    Salzburg Seminar:   Fellow  1995

    Lincoln Center for the Performing Arts: Director / Curator of Visual Arts 1988-2010

    National Ceramic Museum, Seoul, ROK: Guest speaker "American Ceramics" 2001

     

    Bibliography

    The New York Sun 2004,2006

    Clay Times 2003

    New York Times 1997

         

     


    Collections

    American Craft Museum

    Cooper Hewitt Museum

    Hudson River Museum

    Hyatt Corporation

    Smithsonian Museum of Design

    Tiffany & Co.

    Warner Brothers

    Biographical Information

    Thomas Lollar has been a professional ceramic artist for twenty years. His works are in the Permanent Collections of the Cooper Hewitt Museum/Smithsonian Institution, American Craft Museum and numerous public and private collections. Thomas is the Director of the Lincoln Center Art Program and is a panelist for the New York City Percent for Art Program. Thomas received his MA Degree in Ceramics from Western Michigan University.

    Custom Course List

    Into to Ceramics
    Advanced Ceramics
    Independent Study

    Useful Web Sites

    www.tomlollar.com

    Active Professional Organizations

    American Academy in Rome

    Active Professional Organizations

    American Educational Research Association

    College and University Faculty Assembly (CUFA) of the National Council for the Social Studies

    National Association for Multicultural Education

    National Council for the Social Studies

    New York State Council for the Social Studies

    Service and Work Outside NYC

    2007-06          Member, Executive Board of College and University Faculty Assembly (CUFA)
                                    of the National Council for the Social Studies (NCSS) (elected)
                             AERA Professional Development and Training Committee
                             Editorial Board Member, Contemporary Issues in Technology and Teacher Education
                             Editorial Board Member, Educational Foundations
                             Editorial Board Member, Multicultural Education & Technology Journal
                             Teachers College Faculty Salary Committee (elected)
                             Teachers College Affirmative Action Committee

    2006-05          Program Chair, 2006 College and University Faculty Assembly (CUFA) of the
                                    National Council for the Social Studies (NCSS) Annual Meeting
                             AERA Professional Development and Training Committee
                             Editorial Board Member, Contemporary Issues in Technology and Teacher Education
                             Editorial Board Member, Educational Foundations
                             Editorial Board Member, Multicultural Education & Technology Journal
                             Teachers College Faculty Advisory Committee (elected)
                             Teachers College Affirmative Action Committee

    Custom Course List

    A&HW 4036: The teaching of social studies

    Basic classroom methods for teaching social studies in secondary schools; teaching resources and aids; assessment and testing. Special fee: $10.

    A&HW 4039: The United States Constitution

    Course includes major philosophical foundations, problems preceding and during the convention, the struggle for ratification, detailed examination of the document, important court cases, non-written constitutional traditions, and unresolved constitutional issues.

    A&HW 4041: Economic decision making in citizenship education

    Selected topics in the teaching of secondary school economics that align with main themes of the New YorkState social studies curriculum.

    A&HW 4530: Seminar for student teachers in social studies

    Must be taken concurrently with A&HW 4730. Restricted to majors. Special fee: $20.

    A&HW 6503: Doctoral seminar in Social Studies

    Doctoral seminar.

    A&HW 7503: Dissertation seminar in Social Studies

    Dissertation seminar.

    Honors and Awards

    GRANTS AND AWARDS (FUNDED)

     

    2014 - 2012            Joyce and Daniel Cowin Foundation. Learning with Interest: The Cowin Financial Literacy Project. Funded for $500,000. Principal Investigator.

     

    2013 – 2012            Peter G. Peterson Foundation, New York, NY. Extension of “Understanding Fiscal Responsibility – A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit” funded for $585,000. Principal Investigator.

     

    2012            Woodrow Wilson International Center for Scholars. Research and curriculum development project entitled “Budget Hero for High School Classrooms: Engaging High School Social Studies Students in Public Policy Debates about the Federal Budget” funded for $7,000. Principal Investigator.

     

    2013 – 2010            United States Department of Education and New York City Department of Education Community School District 12. “Our American Democracy” Teaching American History Grant funded for $997,505 ($30,000 sub-contract for Teachers College). Principal Investigator.

     

    2012 – 2009            Peter G. Peterson Foundation, New York, NY. Research and curriculum development project entitled “Understanding Fiscal Responsibility – A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit” funded for $2,447,596. Principal Investigator.

     

    2012 – 2009            United States Department of Education and New York City Department of Education, Community School Districts 1, 2, 3, 4, 5 and 6. “Becoming Historians” Teaching American History Grant funded for $999,922 ($189,714 sub-contract for Teachers College). Principal Investigator.

     

    2010 – 2009            Spencer Foundation, Chicago, IL. Research project entitled Closing the Civic Opportunity Gap: Engaging Youth in Civic Education” funded for $39,900. Principal Investigator.

     

    2010 – 2009            Teachers College, Columbia University Provost’s Investment Fund. “Improving Financial and Economic Literacy in Urban Schools Project” funded for $10,000. Principal Investigator.

     

    2010 – 2009            Teachers College, Columbia University Provost’s Investment Fund. “Content-Driven Literacy Preparation for Secondary Science and Social Studies Pre-Service Teachers" funded for $20,000. Co-Principal Investigator with Professors Dolores Perin, Margaret Crocco, Ann Rivet, & Jessica Riccio.

     

    2010 – 2009            Teachers College, Columbia University Dean’s Fellowship Program for Teaching and Diversity Award. Funded for $7,000 and 6 tuition points for graduate assistant.

     

    2010 – 2009            Teachers College, Columbia University Faculty Work Study Funding Grant. Funded for $4,000.

     

    2009            Outstanding Paper Award from the American Educational Research Association Research (AERA) in Research in Social Studies Education Special Interest Group (SIG)

     

    2009 – 2008            Teachers College, Columbia University Dean’s Faculty Diversity Research Award. Funded for one semester’s salary, released time from teaching for one semester (2 courses), and $2,500 research funds.

     

    2009 – 2008            Teachers College, Columbia University Provost’s Investment Fund. “Using Web-based Tools to Document Teaching and Advance Teacher Education” funded for $20,000. Co-Principal Investigator with Professor Thomas Hatch.

     

    2009 – 2008            Teachers College, Columbia University Faculty Work Study Funding Grant. Funded for $5,280.

     

    2009 – 2007            Khemka Foundation, New Delhi, India. “The Global Education and Leadership Program” funded for $754,529. Collaborated with Professors William Gaudelli, Madhabi Chatterji, Margaret Crocco, Eleanor Drago-Serverson, and President Susan Fuhrman.

     

    2009 – 2005            United States Department of Education and New York City Department of Education, Community School District 7 - Region 9. “American Leaders” Teaching American History Grant funded for $904,180 ($249,652 sub-contract for Teachers College). Principal Investigator.

     

    2008 – 2007            Teachers College, Columbia University Faculty Work Study Funding Grant. Funded for $4,000.

     

    2007 – 2005            Carnegie Corporation of New York. Research grant entitled “Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities”. Funded for $100,000. Collaborated with Professors Dolores Perin, Margaret Crocco, and Ann Rivet.

     

    2006            Teachers College, Columbia University Dean’s Competitive Grant for Pre-Tenured and Non-Tenure Track Faculty. Funded for one-month summer salary and $1,500 in research expenses.

     

    2006 – 2005            Teachers College, Columbia University Faculty Work Study Funding Grant. Funded for $4,000.

     

    2005            Finalist, Larry Metcalf Exemplary Dissertation Award, National Council for the Social Studies (NCSS)

     

    2005 – 2004            Teachers College, Columbia University Faculty Teaching Diversity Fellowship. Funded for $7,000 and 6 tuition points for graduate assistant.

     

    2005 – 2004            Teachers College, Columbia University Faculty Work Study Funding Grant. Funded for $4,000.

     

    2004 – 2003            Teachers College, Columbia University Dean’s Competitive Grant for Pre-Tenured and Non-Tenure Track Faculty. Funded for $1,000.

     

    2004 – 2003            Teachers College, Columbia University Faculty Work Study Funding Grant. Funded for $3,500.

     

    2003            Finalist, American Educational Research Association (AERA) / Office of Educational Research and Improvement (OERI) Dissertation Award

     

    2003 – 2001            Fellow, Wisconsin-Spencer Doctoral Research Program

     

    2003 – 2001            Holmes Scholar, University of Wisconsin-Madison and The Holmes Partnership

     

    1996 – 1995            Alicia C. and Merill E. Newman Fellowship, Stanford University

     

    1996 – 1995            William Robertson Coe Fellowship, Stanford University

     

    Selected Publications

    Selected Journal Articles (refereed)

     

    Marri, A., Michael-Luna, S., Cormier, M., & Keegan, P. (in press). Urban pre-service K–6 teachers’ conceptions of citizenship and civic education: Weighing the risks and rewards. The Urban Review, 46 (1).

     

    Marri, A., Wylie, S., Shand, R., Grolnick, M., Huth, T., & Kuklis, L. (in press). Teaching the national debt, federal budget, and budget deficit through high school civics/government courses. Social Studies Research & Practice.

     

    Marri, A. (in press). Understanding Fiscal Responsibility: An economics curriculum debate curriculum. Social Science Docket.

     

    Marri, A., Gaudelli, W., Cohen, A., Siegel, B., Wylie, S., Crocco, M., & Grolnick, M. (2012). Analyzing content about the federal budget, federal debt, and budget deficit in 12 most commonly used high school and college-level economics textbooks. Journal of Social Studies Research, 36 (3), 283-297.

     

    Marri, A., Ahn, M., Fletcher, J., Heng, T.,  & Hatch, T. (2012). Self-efficacy of U.S. high school teachers teaching the federal budget, national debt, and budget deficit: A mixed methods case study. Citizenship, Social and Economics Education, 11 (2), 105-120.

     

    Chandler, T. & Marri, A. (2012). Civic engagement about climate change: A case study of three educators and their practice. Fully co-authored. Journal of Social Studies Research, 36 (1), 31-58.

     

    Marri, A., Crocco, M., Shuttleworth, J., Gaudelli, W., & Grolnick, M. (2012). Analyzing social issues related to teaching about the federal budget, federal debt, and budget deficit in 50 state high school social studies standards. The Social Studies, 103 (4), 133-139.

     

    Taylor, A. & Marri, A. (2012). Making sense of citizenship: Urban immigrant middle and high school students’ experiences with and perspectives on citizenship, democracy, and civic education. Ohio Social Studies Review, 48 (1), 33-44.

     

    Marri, A., Patterson, T., & Wylie, S. (2012). Teaching about global debt in social studies classrooms. Social Science Docket, 12 (1), 14-15.

     

    Crocco, M., Marri, A., & Wylie, S. (2011). Income inequality and U.S. tax policy. Social Education, 75 (5), 256-262.

     

    Marri, A., Perin, D., Crocco, M., Rivet, A., Riccio, J., & Chase, B. (2011). Content-Driven Literacy: One approach for urban secondary teacher education. The New Educator, 7 (4), 325-351.

     

    Marri, A. (2011). Closing the civic opportunity gap: The imperative for teacher education. Teacher Education & Practice, 24 (3), 354-358.

     

    Marri, A., Ahn, M., Crocco, M., Grolnick, M., Gaudelli, W., & Walker, E. (2011). Teaching the federal budget, national debt, and budget deficit: Findings from high school teachers. The Social Studies, 102 (5), 204-210.

     

    Michael-Luna, S., & Marri, A. (2011). Rethinking diversity in re-segregated schools: Lessons from a case study of urban K-8 pre-service teachers. Fully co-authored. Urban Education, 46 (2), 178-201.

     

     

     

     

    Office Location

    422B Thompson Hall 212-678-4023

    Scholarly Interests

    Economics Education, Civic Education, Teacher Education, Multicultural Education, Social Studies Education

    Anand R. Marri, Ph.D., is an Associate Professor at Teachers College, Columbia University. His research focuses on economics education, civic education, multicultural education, and social studies education. Professor Marri, a native of India, received his bachelor's degree in government and legal studies from Bowdoin College, his M.A. degree in education from Stanford University, and Ph.D. degree in Curriculum and Instruction from the University of Wisconsin-Madison. Prior to obtaining his doctoral degree, Professor Marri taught high school social studies in San Jose and Santa Clara, California.

    He is principal investigator for Understanding Fiscal Responsibility: A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit and Loot, Inc., which aim to improve the economic literacy of K-12 students. He served as one of the authors of Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement. In addition to authoring several chapters, his work has appeared in journals such as Action in Teacher Education, New Educator, Social Education, Social Science Docket, The Social Studies, Teachers College Record, Urban Education, and Urban Review. He has also contributed articles to CNN and the New York Times. He has received over $4.5 million in grants from organizations such as Carnegie Corporation of New York, the Joyce Cowin Foundation, the Peter G. Peterson Foundation, the Spencer Foundation, the U.S. Department of Education, and the Woodrow Wilson International Center for Scholars.


     

    Commentary

    My View: Get students to think beyond the numbers by Anand Marri (CNN)

    National Academic Standards: The First Test

     

    It's About Educational Equity by Margaret Crocco and Anand Marri

    Biographical Information

    Anand R. Marri, Ph.D., is an Associate Professor at Teachers College, Columbia University. His research focuses on economics education, civic education, multicultural education, and social studies education. Professor Marri, a native of India, received his bachelor's degree in government and legal studies from Bowdoin College, his M.A. degree in education from Stanford University, and Ph.D. degree in Curriculum and Instruction from the University of Wisconsin-Madison. Prior to obtaining his doctoral degree, Professor Marri taught high school social studies in San Jose and Santa Clara, California.

    He is principal investigator for Understanding Fiscal Responsibility: A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit and Loot, Inc., which aim to improve the economic literacy of K-12 students. He served as one of the authors of Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement. In addition to authoring several chapters, his work has appeared in journals such as Action in Teacher Education, New Educator, Social Education, Social Science Docket, The Social Studies, Teachers College Record, Urban Education, and Urban Review. He has also contributed articles to CNN and the New York Times. He has received over $4.5 million in grants from organizations such as Carnegie Corporation of New York, the Joyce Cowin Foundation, the Peter G. Peterson Foundation, the Spencer Foundation, the U.S. Department of Education, and the Woodrow Wilson International Center for Scholars.

    Educational Background

    Ph.D.   University of Wisconsin-Madison, Curriculum and Instruction
    Dissertation: Working toward multicultural democracy: Three secondary social studies teachers and their practice

    A.M.    Stanford University, Education

    A.B.    Bowdoin College, Government and Legal Studies

    Professional Presentations

    2007
    How and what do secondary social studies teachers and students experience and learn from multicultural democratic education? Paper to be presented at the 2007 American Educational Research Association annual meeting, Chicago, Illinois.

    Unpacking praxis with urban pre-service K-8 teachers: An instrumental-collective case study. Paper to be presented with Sara Michael-Luna, Rutgers-Newark and K. Tim Donovan, Teachers College, Columbia University at the 2007 American Educational Research Association annual meeting, Chicago, Illinois.

    Preparing pre-service science and social studies teachers for adolescent literacy challenges: Reports from student-teaching classrooms. Paper to be presented with Dolores Perin, Ann Rivet, Margaret Crocco, Jessica Fitzsimons-Riccio and Beth Chase at the 2007 American Educational Research Association annual meeting, Chicago, Illinois.

    2006
    Connecting diversity, justice, and democratic citizenship: Lessons from an alternative U.S. History class. Paper presented at the 2006 meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Washington, D.C.

    Connecting democracy and diversity: A theoretical framework incorporating the intersection of citizenship and multicultural education. Invited paper given at the R. Freeman Butts Institute on Civic Learning in Teacher Education, Indiana University-Purdue University Indianapolis (IUPUI).

    2005
    The job market in higher education for social studies educators. Panelist in a symposium at the 2005 meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Kansas City, Missouri.

    Problematizing the sacredness of "content". Paper presented at the 2005 American Educational Research Association annual meeting, Montreal, Canada.

    Connecting democracy and diversity: Genres of research in the intersection of citizenship and multicultural education (1991-2005). Paper presented at the 2005 American Educational Research Association annual meeting, Montreal, Canada.

    "Our Leaders are Us": Youth activism in social movement project. Paper presented with Erica N. Walker at the 2005 American Educational Research Association annual meeting, Montreal, Canada.

    Effective practices in economics education for pre-service teachers: A collective case study. Paper presented with Parag Joshi at the 2005 American Educational Research Association annual meeting,  Montreal, Canada.


    Educational Background

    Ph.D.       Language, Reading, and Culture

                     College of Education, The University of Arizona,

                     Tucson, Arizona,

                     August 2000

                     Areas of concentration

                     Curriculum, Language, and Literacy

                     Children’s Literature

    Dissertation title: The Power of Children’s Dialogue: The Discourse of Latino Students in Small Group Literature Discussions. Kathy G, Short, Ph.D. Adviser

     

    M.A.         Education

                     University of Puerto Rico, Río Piedras, Puerto Rico, 1994

                     Areas of concentration

                     Curriculum and Teaching- Spanish

                     Administration and Supervision of Schools

    Thesis: Funciones del maestro: Procesos de evaluación en la filosofía del lenguaje integral [Teacher’s Roles: Assessment within the Whole Language Philosophy]

     

    B.A.         Secondary Education: magna cum laude

                     Major: Spanish

                     University of Puerto Rico, Río Piedras, Puerto Rico, 1979

    Scholarly Interests

    Teaching and learning in bilingual contexts; Young Latino students’ literacy/biliteracy development; Latino/a children’s literature; Computer-mediated activities and Biliteracy; Immigrant children’s education and literacy development; Sociocultural theories of learning; Discourse analysis; Qualitative research.

    Publications

    Martínez-Roldán, C. M. (2013). The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones. Journal of Children’s Literature, 39(1), 5-14.

    Martínez-Alvarez, P., Torres-Guzmán, M. E., & Martínez-Roldán, C. (2013). The relevance of the 21st century expansive metaphor in teacher education, Magisterio, 2(1), 11-24.

    Martínez- Roldán, C. (2012). Pláticas literarias con estudiantes bilingües: La metodología de estudio de caso. [A case study methodology to examine literature discussions with bilingual children.] In T. Colomer and Fittifaldi, M. (Eds.). La literatura que acoge: Inmigración y lectura de álbumes. [Literature that welcomes: Childhood, Immigration and Readership.] (pp. 213-238). Barcelona, España: Banco del Libro – Gretel.

    Martínez-Roldán, C. M., & Newcomer, S. (2011). “Reading between the pictures”: Immigrant students’ interpretations of The Arrival. Language Arts, 88(3), 188-197. 

    Martínez-Roldán, C. M., & Heineke, A. J. (2011). Latino/a literature mediating teacher learning.    Journal of Latinos in Education, 10(3), 245-260. DOI: http://dx.doi.org/10.1080/15348431.2011.581111 

    Martínez- Roldán, C. M. (2011). Emergent bilingual learners engaging in critical discussions. In R. J. Meyer, & K. F. Whitmore (Eds.), Reclaiming reading: Teachers, students, and researchers regaining spaces for thinking and action (pp. 236-238). New York: Routledge.

    Martínez-Roldán, C. M., & Smagorinsky, P. (2011). Computer-mediated learning and young Latino/a students’ developing expertise. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 162-179). New York: Peter Lang. 

    Martínez-Roldán, C. M., & Malavé, G. (2011). Identity construction in the borderlands: The Acosta family. In V. Kinloch (Ed.), Urban literacies: Critical perspectives on language, learning, and community (pp. 53-71). New York: Teachers College Press. 

    Medina, C., & Martínez-Roldán, C. M. (2011). Culturally relevant literature pedagogies:  Latino/a students reading in the borderlands. In J. Naidoo (Ed.) Celebrating cuentos: Promoting Latino children's literature and literacy in classrooms and libraries (pp. 259-272). New York: ABC-CLIO (Libraries Unlimited). 

    Martínez-Roldán, C. M. (2011). Pláticas literarias con estudiantes bilingües. La metodología de estudio de casos. [A case study methodology to examine literature discussions with bilingual children.] Proceedings of the International Symposium. Fostering Literature: Childhood, Immigration and Readership. Barcelona, Spain. [Available in CD]

    Fránquiz, M., Martínez-Roldán, C. I., & Mercado, C. (2010). Teaching Latina/o children’s literature in multicultural contexts: Theoretical and pedagogical possibilities. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), Handbook of research on children’s and young adult literature (pp. 108-120). New York & London: Taylor & Francis and Routledge. 

    Martínez-Roldán, C. M., & Fránquiz, M. (2009). Latino/a youth literacy: Hidden funds of knowledge. In L. Christenbury, R. Bomer, and P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 323-342). New York: Guilford.

    Martínez-Roldán, C., & Fain, J. G. (2007). Early literacy instruction for linguistically and culturally diverse students. In B. Guzetti (Ed.), Early literacy (pp. 155-172). Praeger Perspectives. 

    Martínez-Roldán, C. M., & Sayer, P. (2006). Reading through linguistic borderlands: Latino students’ transactions with narrative texts. Journal of Early Childhood Literacy, 6(3), 297-326. DOI: http://dx.doi.org/10.1177/1468798406069799

    Martínez-Roldán, C. M. (2005a). Examining bilingual children’s gender ideologies through critical discourse analysis. Critical Inquiry in Language Studies: An International Journal, 2(3), 157-178. 

    Martínez-Roldán, C. M. (2005b). The inquiry acts of bilingual children in literature discussions. Language Arts, 83(1), 22-32.

    Martínez-Roldán, C. (2005c). Bilingual children in literature discussions. In L. Díaz-Soto & B. Blue Swadener (Eds.), Power and voice in research with children (pp. 177-190). New York: Peter Lang. 

    Martínez-Roldán, C. M. (2005d). The interplay between context and students’ self-regulation in bilingual literature discussions: A case study. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism, (pp. 1501-1521). Somerville, MA: Cascadilla Press. [Available in CD] Peer Reviewed.

    Martínez-Roldán, C. M. & Malavé, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts. Journal of Early Childhood Literacy, 4(2), 155-180. 

    Martínez-Roldán, C. M. (2003). Building worlds and identities: A case study of the role of narratives in bilingual literature discussions. Research in the Teaching of English, 37(4), 491-526.

    Martínez-Roldán, C. (2000). Bilingual children’s responses to multicultural literature on discrimination. The Dragon Lode, 18 (2), 17-23. 

    Martínez-Roldán, C. & López-Robertson, J. (1999). Initiating literature circles in a first-grade bilingual classroom. The Reading Teacher, 53 (4), 2-14.

    Selected Publications

    Martínez-Roldán, C. M. (2013). The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones. Journal of Children’s Literature, 39(1), 5-14.

    Martínez-Roldán, C. M., & Smagorinsky, P. (2011). Computer-mediated learning and young Latino/a students’ developing expertise. In P. R. Portes & S. Salas (Eds.),Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 162-179). New York: Peter Lang.

    Martínez-Roldán, C. M., & Newcomer, S. (2011). “Reading between the pictures”: Immigrant students’ interpretations of The Arrival. Language Arts, 88(3), 188-197.

    Martínez-Roldán, C. M. (2005). Examining bilingual children’s gender ideologies through critical discourse analysis. Critical Inquiry in Language Studies: An International Journal, 2(3), 157-178.

    Martínez-Roldán, C. M. (2003). Building worlds and identities: A case study of the role of narratives in bilingual literature discussions. Research in the Teaching of English, 37(4), 491-526

    Educational Background

    A.B., High Honors, Princeton University, Woodrow Wilson School (1961)
    M.A.,
    Columbia University, History Department  (1963)
    Ph.D., With Distinction, Columbia University, History & Education (1968)

    Biographical Information

    Here are a few links to my activities on the Web.

    • You will find my recent book, Enough:A Pedagogic Speculation, raises lots of questions about the direction of education and public life and shows how we can improve them with serious and sustained effort.
    • I contribute to Formative Justice, a blog "for the education and culture that all persons merit." I also write periodically at the Dewey Society's Social Issues blog.
    • I tweet at @robmcclintock, although not too frequently as I am inclined to paraphrase Wittgenstein--"whereof one speaks in 140 char, thereof one should be silent."
    • I have a 2.0 social presence, somewhat shy and reticent, on Facebook, on Google+, on LinkedIn, on Academia, on Goodreads, and on LibraryThing.
    • To interact, person-to-person, try email--no bots please!

    If you want information about me, the Web has lots of that too:

    • In 2011, Joe Levine, a good writer working for Teachers  College, did a profile about me as "The Accidental Technologist."
    • A few years ago, I told my story in a few pages--what I anticipated then hasn't quite panned out, but it is true enough in spirit.
    • You can get the details of my professional career from my myCV.

    Currently, I'm trying to network colleagues through a Collaboratory for Liberal Learning, so we can make our scholarship and criticism more effective in education and public affairs. Previously I tried something similar through studyplace.org, a wiki for explorations in education, communication, and culture. And before that, I devoted a lot of energy to building up the Institute for Learning Technologies.

    \Robbie McClintock

    Curriculum Vitae

    Educational Background

     A.B., Grove City College; M.A., University of Rochester; Ph.D., Ohio State University

    Scholarly Interests

    Feminist curriculum theorizing. Constructions of teachers' identities in collaboration and school reform efforts. Issues of representation, especially in autogiographical and biographical forms.

    Selected Publications

    Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (SUNY Press). 


    (Co-ed.) A Light in Dark Times: Maxine Greene and the Unfinished Conversation (Teachers College Press). 


    "What's Left in the Field.... A Curriculum Memoir" (Journal of Curriculum Studies).

    "English education in the making" (English Education).

    Sounds of Silence Breaking: Women, Autobiography, Curriculum (2005.  Peter Lang Publishing).

    Professional Experiences

    UNIVERSITY TEACHING and ADMINISTRATIVE EXPERIENCE:

    • 2000-Present: Professor, Teachers College, Columbia University; Program Coordinator for English Education/The Teaching of English Programs; Faculty Advisor: "In-Step" Cohort M.A. Program For Inservice Teachers; Co-Chair - Teacher Education Policy Committee
    • 1992-2000 Professor, National-Louis University, National College of Education: Department of Research & Foundations, Wisconsin Center Faculty-Madison
    • 1996-2000: Co-Director, Curriculum & Social Inquiry Doctoral Program
    • 1992-1999: Professor in M.Ed. Cohort Field-Based Interdisciplinary Studies (IDS) Program in Curriculum and Instruction for K-12 Teachers
    • 1999-2002: Elected Member, Faculty Senate
    • 2000: Elected Member, Dean's Search Committee, National College of Education
    • 1996-2000: Invited Member, NCATE Leadership Team, National College of Education
    • 1988-1992 Associate Professor, Hofstra University, Hempstead, Long Island, New York. Department of Curriculum and Teaching, School of Education.
      Director, Proposed Ph.D. Program in Education.
      Mentored 4 doctoral dissertations; served on 13 doctoral dissertation committees.
    • 1985-1988 Associate Professor, St. John's University, Jamaica, Queens, New York.
    • 1982-1985 Assistant Professor, St. John's University
    • 1982-1988 Core Doctoral Faculty, Ed.D. Program in Instructional Leadership
      Mentored 9 doctoral dissertations; served on 21 doctoral dissertation committees.
    • 1979-1982 Assistant Professor, Old Dominion University, Norfolk, Virginia. Department of Educational Curriculum and Instruction, Darden School of Education.

    OTHER TEACHING EXPERIENCE:

    • 1974-1977 Graduate Teaching Associate and Student Teacher Supervisor. The Ohio State University, Columbus
    • 1974 English Teacher (Grades 9, 11, and 12) Wayne Central High School, Ontario Center, New York
    • 1973 English Teacher (Grades 9, 11 and 12) Honeoye Central School, Honeoye, New York
    • 1966-1972 English Teacher (Grades 11 and 12) Massena Central High School, Massena, New York

    OTHER PROFESSIONAL EXPERIENCE:

    • 2001-2004 President, American Association for the Advancement of Curriculum Studies
    • 1997-1999 Vice President, American Educational Research Association, for Division B (Curriculum Studies) and Member, Association Council
    • 1978-1998 Managing Editor, JCT: Journal of Curriculum Theorizing
    • 1991-1997 Co-Editor, with Deborah P. Britzman, of a Book Series, "Identities in the Classroom," for State University of New York Press
    • 1977-1979 Research Scientist-The Center for Improved Education, Battelle Memorial Institute, Columbus, Ohio

    Honors and Awards

    *Tenured Faculty Research Award, 2003, Teachers College;
    • 2000 through 2004, Excellence in Teaching Award, Teachers College
    • 1998 The University-Wide Faculty Excellence in Research Award, National-Louis University
    • 1998 Achievement Award for Scholarly and Service Contributions to the Field of Curriculum Studies, presented by JCT: Journal of Curriculum Theorizing and the Bergamo Conference
    • 1992 The James N. Britton Award for Inquiry in English Language Arts for Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment, presented by the National Council of Teachers of English
    • 1991 The Stessin Prize for Outstanding Scholarly Publication, Hofstra University, for Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment

    Active Professional Organizations

    Elected Officer -President, American Association for the Advancement of Curriculum Studies. National election. Term: 2001-2004. Re-elected President for Second Term.
    Elected Officer - Vice President of American Educational Research Association for Division B(Curriculum Studies). International election. Term: 1997-1999.
    Elected Officer - Secretary of Division B (Curriculum Studies) of American Educational Research Association. International election. Term: 1990-1992.
    Elected Chairperson - Special Interest Group - Critical Issues in Curriculum, American Educational Research Association, 1988-1989 and 1989-1990.
    Invited Chair - Nominating Committee, Division B, American Educational Research Association, 1999-2000
    Invited Chair - Dissertation Award Committee, Division B, American Educational Research Association, 1994.
    Elected Member - Executive Committee of the Conference on English Education, National Council of Teachers of English. National Election. Term: 1990-1994.
    Elected Member - Professors of Curriculum.
    Member - Board of Examiners, National Council for Accreditation of Teacher Education (NCATE).
    Term: 1988-1991.
    Invited Member - Standing Committee on Teacher Preparation and Certification. National Council of Teachers of English. Term: 1986-1989.
    Selected Member - Hofstra University's Center for Excellence in Teaching. Term: 1990-1992.

    PROPOSAL AND MANUSCRIPT REVIEWER:
    Proposal Reviewer, AERA, Division B, Annual Meetings, 1980-present.
    Manuscript Reviewer: American Educational Research Journal
    Curriculum Inquiry
    Educational Researcher
    English Education
    English Journal
    International Journal of Qualitative Studies in Education
    JCT: Journal of Curriculum Theorizing
    Journal of Curriculum and Supervision
    Longman
    Macmillan
    Peter Lang
    State University of New York Press
    Teachers College Press
    Teaching and Teacher Education

    Principal Publications

    BOOKS:
    Miller, J. L. (2005). Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang.
    Miller, J. L. (1990). Creating spaces and finding voices: Teachers collaborating for empowerment. Albany: State University of New York Press.
    Ayers, W. C., & Miller, J. L. (Eds.) (1998). A light in dark times: Maxine Greene and the unfinished conversation, Teachers College Press.
    BOOK CHAPTERS:
    Miller, J. L. (1999). Curriculum reconceptualized: A personal and partial history. In W. F. Pinar (Ed.), Contemporary curriculum discourses: Twenty years of JCT (pp. 498-508). New York: Peter Lang Publishers.
    Miller, J. L. (1998). Biography, education, and questions of the private voice. In C. Kridel (Ed.), Writing educational biography: Explorations in qualitative research (pp. 225-234). New York: Garland Publishing, Inc.
    Miller, J. L. (1998). Autobiography and the necessary incompleteness of teachers' stories. In W. C. Ayers and J. L. Miller (Eds.), A light in dark times: Maxine Greene and the unfinished conversation, Teachers College Press.
    Miller, J. L. (1998). Autobiography as a queer curriculum practice. In W. F. Pinar (Ed.), Queer Theory in Education (pp. 365-373). Mahwah, NJ: Lawrence Erlbaum, Publishers.
    Miller, J. L. (1997). Disruptions in the field: An academic's lived practice with classroom teachers. In T. R. Carson & D. Sumara (Eds.), Action research as a living practice, (pp. 199-213). New York: Peter Lang Publishing.
    Hollingsworth, S., Dadds, M., & Miller, J. L. (1997). The examined experience of action research:. The person within the process. In S. Hollingsworth, (Ed.), International action research: A casebook for educational reform (pp. 49-59). London: The Falmer Press.
    Miller, J. L. (1995). Women and Education: In what ways does gender affect the educational process? In J. L. Kincheloe & S. R. Steinberg (Eds.), Thirteen questions: Reframing education's conversation, 2nd Edition (pp. 149-156). New York: Peter Lang Publishing, Inc.
    Hollingsworth, S., & Miller, J. L. (1994). Rewriting ‘gender equity' in teacher research. In S. Hollingsworth & H. Sockett (Eds.), Teacher research and educational reform (pp. 121-140). Chicago: National Society for the Study of Education.
    Miller, J. L. (1993). Solitary Spaces: Women, curriculum, and teaching. In D. Wear (Ed.), The center of the web: Women and solitude (pp. 245-252). Albany: State University of New York Press.
    Reprinted in R. Martusewicz & W. Reynolds (Eds.), Inside/Out: Critical perspectives in education (pp.201-208). New York: St. Martin's Press, 1994.
    Miller, J. L. (1993). Constructions of gender and curriculum. In S. K. Biklen & D. Pollard (Eds.), Gender and education (pp. 43-63). Chicago: National Society for the Study of Education.
    Miller, J. L. (1992). Gender and teachers. In B. Appleby & N. McCracken (Eds.), Gender issues in the teaching of English (pp. 174-190). Portsmouth, NH: Heinemann - Boynton/Cook Publishers.
    Miller, J. L. (1992). Teachers, autobiography, and curriculum: Critical and feminist perspectives. In S. Kessler & B. B. Swadener (Eds.), Reconceptualizing early childhood education (pp. 103-122). New York: Teachers College Press.
    Miller, J. L. (1992). Teachers' spaces: A personal evolution of teacher lore. In W. Schubert & W. C. Ayers (Eds.), Teacher lore: Learning from our own experience (pp 11-24). New York: Longman.
    Miller, J. L. (1991) Seeing Guernica. In W. Schubert & G. Willis (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts (pp. 239-243). Albany: State University of New York Press.
    Miller, J. L. (1990). The Teacher as curriculum creator. In J. D. Marshall & J. T. Sears (Eds.), Teaching and thinking about curriculum: Critical inquiries (pp.85-96). New York: Teachers College Press.
    Miller, J. L. (1989). Gender studies: Impact on school curriculum. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies (pp. 371-374). Oxford, England: Pergamon Press.
    Miller, J. L. (1989). Academic repositionings: Issues of imposition and community in collaborative research. In T. R. Carson & D. J. Sumara (Eds.), Exploring collaborative action research: Proceedings of the ninth invitational conference of the Canadian Association for Curriculum Studies (pp. 89-102). Edmonton: Canadian Association for Curriculum Studies.
    Miller, J. L. (1989). Reflections on interpretive inquiry: Possibilities and challenges. In F. Hultgren & D. Coomer (Eds.), Alternative modes of inquiry in home economics research: Yearbook 9, American Home Economics Association (pp. 159-164). Peoria, IL: Glencoe Publishers.
    Miller, J. L. (1988). The resistance of women academics: An autobiographical account. In Contemporary Curriculum Discourses, W. F. Pinar, (Ed.), (pp. 486-494). Scottsdale, AZ: Gorsuch Scarisbrick Publishers.
    Miller, J. L. (1987). Teachers' emerging texts: The empowering potential of writing inservice. In J. Smyth (Ed.), Educating teachers: Changing the nature of pedagogical knowledge (pp. 193205). London: The Falmer Press.
    REFEREED JOURNAL ARTICLES:
    Miller, J. L. (2000). English education in-the-making. English Education, 33,(1) 34-50.
    Miller, J. L. (2000). What's left in the field .... A curriculum memoir. Journal of Curriculum Studies, 32, (2), 253-266.
    Miller, J. L. (1999). Putting cultural studies to use: "Translating the curriculum." Journal of Curriculum Studies, 31 (1), 107-110.
    Ellsworth, E. & Miller, J. L. (1996). Working difference in education. Curriculum Inquiry, 26(3), 245-264.
    Miller, J. L. (1996). Teachers, researchers and situated school reform: Circulations of power. Theory Into Practice, 35(2), 86-92.
    Miller, J. L. (1996). Curriculum and the reconceptualization: Another brief history. JCT: Journal of Curriculum Theorizing, 12(1), 6-8.
    Orner, M., Miller, J. L., & Ellsworth, E. (1996). Excessive moments and educational discourses that try to contain them. Educational Theory, 46(1), 71-91.
    Miller, J. L. (1996). `The human histories . . . JCT: Journal of Curriculum Theorizing, 12 (4), 42-43.
    Miller, J. L. (1994). ‘The surprise of a recognizable person' as troubling presence in educational research and writing. Curriculum Inquiry, 24(4), 503-512.
    Hollingsworth, S., & Miller, J. L. (1992). Issues of gender equity in teacher-research. Institute for Research on Teaching Occasional Papers Series #143. East Lansing: Michigan State University.
    Miller, J. L. (1992). The politics of teacher-research. The Council Chronicle, National Council of Teachers of English, 2(1).
    Miller, J. L. (1992). Shifting the boundaries: Teachers challenge contemporary curriculum thought. Theory Into Practice, 31(3), 245-251.
    Miller, J. L. (1992). Exploring power and authority issues in a collaborative research project. Theory Into Practice, 31(2), 165-172.
    Miller, J. L., & Martens, M. L. (1990). Hierarchy and imposition in collaborative inquiry: Teacher-researchers' reflections on recurrent dilemmas. Educational Foundations, 4(4), 41-59.
    Miller, J. L. (1989). Long Island and literature: Teachers' notes. Long Island and Literature 5, 5-10.
    Miller, J. L. (1987). Women as teacher/researchers: Gaining a sense of ourselves. Teacher Education Quarterly, 14(2), 52-58.
    Miller, J. L. (1987). Folded memories and future dialogues: The teaching of language arts. Teaching Education, 1(1), 16-18.
    Miller, J. L. (1986). Marking papers and marking time: Issues of self-concept in women and men who teach. Teaching and Learning: The Journal of Natural Inquiry, 1(1), 26-38.
    Miller, J. L. (1986). Woman as teachers: Enlarging conversations on gender and self-concept. Journal of Curriculum and Supervision, 1(2), 111-121.
    Wolff, R. J., & Miller, J. L. (1984). The humanities, social justice and reconceptualization: Jacques Maritian revisited. The Journal of General Education, 36(3), 216-231.
    Miller, J. L. (1984). Holistic education and 23-30.
    Miller, J. L. (1983). Guest Editor. Issues in in-service education. Impact: The Journal of New York State Association for Supervision and Curriculum Development, 18, 1-10.
    Miller, J. L. (1983). A search for congruence: The influence of past and present in preparing future teachers of writing. English Education,15(1), 5-16.
    Miller, J. L. (1983). The resistance of women academics: An autobiographical account. The Journal of Educational Equity and Leadership,3(2),101-109.
    Miller, J. L. (1982). The breaking of attachments: Feminism and curriculum theory. The Journal of Curriculum Theorizing, 4(2), 10-20.
    Pinar, W. F., & Miller, J. L. (1982). Feminist curriculum theory: Notes on the American field. The Journal of Educational Thought, 16(3), 217-224.
    Miller, J. L. (1982). Reflections and reciprocal 25(1), 194-204.
    Miller, J. L. (198,2). Writing and the teaching of writing: Case studies of self-concept and the composing processes. Writing Processes of College Students, 2, 37-47.
    Miller, J. L. (1981). The sound of silence breaking: Journal of Curriculum Theorizing, 4(1), 5-11.
    Miller, J. L. (1981). Three language-arts curriculum models and a guide for developing an English curriculum for the Eighties. English Journal, 70 (5), 70-71.
    Miller, J. L. (1980). Interdisciplinary student/teacher materials in energy, the environment and the economy. Project for an Energy-Enriched Curriculum, 6, 20-30.
    Miller, J. L. (1979). Women: The evolving educational consciousness. The Journal of Curriculum Theorizing, 2(1), 238-246.
    Miller, J. L. (1979). Greene As artist: The challenge to see anew. Curriculum Inquiry,9(4), 333-337.
    Miller, J. L. (1979). Women and education: A self Association for Supervision and Curriculum Development, 14 (3), 24-28.
    Miller, J. L. (1979). Potentials and perils: Interactive cable television as an instructional medium. Media Adult Learning, 49, 49-55.
    Miller, J. L. (1978). Curriculum theory: The recent history. The Journal of Curriculum Theorizing, 1(1), 28-43.

    Professional Presentations

    2005 Annual Meeting of the American Educational Research Association: Symposium: "Feminisms, Democracies, Curriculums in the (R)Age of Accountability" - "Accounting for Collaboration"; Symposium: "Whatever Happened to the Curriculum Field?"; Performative Symposium: "Generative Possibilities of Performative Exchange in Qualitative Research"; 2005 Annual Meeting of American Association for the Advancement of Curriculum Studies: "Generative Possibilties of Performative Exchange in Curriculum Inquiries";

    2002 Presidential Address: "The Worldliness of American Curriculum Studies"
    First Annual Conference of the American Association for the Advancement of Curriculum Studies, March 29, Loyola University, New Orleans.
    2002 Annual Meeting of American Educational Research Association, April 1-5, New Orleans:
    *Symposium Discussant: "Bringing Postcolonial Feminist Perspectives to a Dialogue on Teacher Education"
    2001 Reconceptualized Early Childhood Education Conference, October, New York City:
    *Symposium Presentation: "The Curriculum Field Reconceptualized: Past and Future
    2001 Invited Address to Doctoral Students in Curriculum Theory, Harvard Graduate School of Education (teleconference). April 2, Cambridge, MA:
    *"Reconceptualized Curriculum Studies"
    2001 Annual Meeting of American Educational Research Association, April, Seattle:
    *Minicourse Workshop Co-Director: "An Introduction to Biographical Research"
    *Fireside Chat: "Telling Women's Lives" (with Kathleen Weiler)
    *Symposium Participant: "Small Gatherings, Shifting Coalitions, and Communities of Discourse: Ongoing Renovations to Contemporary Curriculum Studies"
    2000 Annual Meeting of American Educational Research Association, April, New Orleans:
    *Minicourse Workshop Co-Director: "An Introduction to Biographical Research"
    *Symposium Paper: "Telling Women's Lives:
    Methodological Issues"
    *Facilitator: Division B Graduate Student Seminar and Reunions
    1999 Annual Meeting of American Educational Research Association, April 19-23, Montreal:
    *Division B Vice Presidential Address
    *Chair and Discussant, Symposium: "Curriculum Studies on the Threshold of the 21st Century: Contemporary State-of-the-Art
    *AERA Vice President for Division B: Business Meeting
    *Facilitator: Division B Graduate Student Seminar
    1998 20th Annual JCT Conference on Curriculum Theory and Classroom Practice, October 21-24, Bloomington,
    *Symposium Presentation: "A History of JCT and the Bergamo Conference" *Program Advisor
    1998 Annual Meeting of American Educational Research Association, April 13-17, San Diego:
    *Symposium Presentation: "Teachers Readdressing School Reform"
    *Symposium Response: "Reading Relations and Nourishing Words: Bridging Private Reading and Public Teaching"
    *AERA Vice President for Division B: Business Meeting
    *Facilitator: Division B Graduate Student Seminar
    1998 Keynote Address, "Valuing Teacher Research," at Sixth Annual Action Research of Wisconsin Network Conference, April 23, Madison, WI.
    *Conference Workshop: "Qualitative Research as Teacher Research"
    1997 19th Annual JCT Conference on Curriculum Theory and Classroom Practice, October 15-18, Bloomington, IN.
    *Chair, Macdonald Prize Committee
    *Chair, Program Review Committee
    *Symposium Presentation: "Reading `Ellen's' Coming Out as an Educational and Political Intervention"
    *Symposium Presentation: "Reflections on JCT Conference ‘Histories': A Twenty-Five Year (or so) Retrospective"
    1997 Spring Conference of National Council of Teachers of English, April 10-12, Charlotte, NC:
    *NCTE Research Foundation Presentation: "Research Knowledge in Story and Explanation"
    *Seminar: "Teacher Action Research in Progress"
    1997 Annual Meeting of American Educational Research Association, March 24-28, Chicago:
    *Symposium presentation: "Teaching Li(v)es and School Stories"
    *Symposium presentation: "Autobiography as a Queer Curriculum Practice"
    *Paper presentation: "Small Evidence of Teacher Change: What Counts as Transformation?"
    *Facilitator: Division B Graduate Student Seminar
    1996 Co-Producer, Two Thirty-Minute Videos Sponsored by "Connecting the Curriculum" Federal Grant, Wisconsin Department of Public Instruction:
    * "Doing Curriculum Integration"
    * "Doing Teacher Research"
    1996 Annual Conference on Curriculum Theory and Classroom Practice, October 2-6, DuBose Conference Center, Monteagle, TN:
    *Chair, James B. Macdonald Prize Committee *Conference Planning Committee
    *Paper Presentation: "What is This Thing Called Self? Issues of Private Voice in Biography and Autobiography"
    1996 University of Umea, Sweden: September 9-13. Guest Lecturer: "Postmodern Practices in Education"
    1996 Annual Meeting of American Educational Research Association, April 8-12, New York:
    *Program Chair, Division B, Section 2: "Curriculum Theorizing," 1996 Annual Meeting
    *Paper Presentation: "Situated Research and Teaching in the Face of School Reform"
    *Symposium Participant: "Person to Person: Getting to the Heart of Praxis in Action Research"
    *Symposium Participant: "Talking Back from the Third Wave: A Forum for Examining the "Color Divide" In the Construction of Gender in Academe"
    *Symposium Discussant: "Five Teacher Educators Examine Their Practice: Individual Self-Studies in a Collaborative Context"
    1995 Annual Conference on Curriculum Theory and Classroom Practice, September 27-30, DuBose Conference Center, Monteagle, TN:
    *Conference Co-Chair
    *Symposium Participant: "Working Autobiography in Education"
    *Paper Presentation: "Situated Pedagogies and School Reform: No Guarantees" *Chair, Macdonald Prize Committee
    1995 Annual Meeting of American Educational Research Association, April, San Francisco:
    *Symposium Participant: "Reading and Writing Autobiography as Situated Curriculum Study" *Discussant: "Writing and Literacy Issues in Curriculum"
    *Chair, "Raising Issues of Equity and Justice as Teacher Educators in Urban, Suburban, and Rural Communities"
    1994 Annual Conference on Curriculum Theory and Classroom Practice, October, Banff, Alberta, Canada:
    *Discussant: "The Color of Fear" *Paper Presentation: "Working Difference in Education"
    *Symposium Participant: "Stand-Up Theory" *Chair, Macdonald Prize Committee
    1994 Annual Meeting of American Educational Research Association, April, New Orleans:
    *Symposium Presentation: "Women, Power, and the Politics of Educational Reform: A Conversation About Teacher Research"
    *Symposium Presentation: "Moving Questions: Performative Shifts in Curriculum and Teaching"
    *Symposium Presentation: "New Curriculum Identities: Traces of Collaboration"
    *Symposium Presentation: "Biographical Research and Teacher Education: Teachers' Voices"
    *Workshop: "Teaching Strategies for Feminist, Multicultural Perspectives in Educational Research"
    *Discussant: "The Many Faces of School/University Collaboration"
    *Discussant: "Body My House, My Horse, My Hound": Curriculum Implications of Body-Self Unity
    1993 The Fifteenth Bergamo Conference on Curriculum Theory and Classroom Practice:
    *Chair, Macdonald Prize Committee
    *Co-Chair, Program Committee *Symposium Presentation: "Troubling Research/Exceeding Dialogue" *Paper presentation: "Rewriting Gender Equity in Teacher Research"
    *Discussant: "An Agenda for a Second Wave of Curriculum Reconceptualizing"
    1991 The Thirteenth Annual Bergamo Conference on Curriculum Theory and Classroom Practice; October, Dayton, OH
    *Chair, Program Committee and Macdonald Prize
    *Symposium Presentation: "Curriculum as an Autobiographical and Biographical Text: Selected Issues."
    1991 Ethnography in Education Conference, June, University of Massachusetts-Amherst:
    *"Six Educators Reflecting on Their Collaboration"
    1991 American Educational Research Association Annual Meeting, April, Chicago:
    *Symposium Presentation: "Generative Criticism in Curriculum Theory and Professional Practice."
    *Symposium Presentation: "Solitary Spaces: Women, Curriculum and Teaching."
    *Symposium Discussant: "Starting With Ourselves: White Women, Difference, and Anti-Racist Work."
    *Symposium Discussant: "Curricular Meaning; Making Sense of the Social Construction of Learning, Knowing, and Teaching."
    *Secretary, Division B
    1991 Spring Conference of National Council of Teachers of English, March, Indianapolis:
    *General Session Presentation: "Learning Together: Questioning, Reflecting, Collaborating."
    *Executive Committee, The Conference on English Education
    1990 American Educational Studies Association Convention, November, Lake Buena Vista, Florida:
    *Symposium Presentation: "Where Foundational Questions Come Alive: Raising Foundational Questions with Teachers."
    1990 Co-Chair, Two-Day Colloquium Sponsored by the Conference on English Education, Annual Meeting of National Council of Teachers of English, November, Atlanta:
    *"Coming to Terms: Literacy and Democratic Education"
    1990 The Twelfth Annual Bergamo Conference on Curriculum Theory and Classroom Practice, October, Dayton, OH:
    *Symposium Participant:"Breaking Forms: (Re)Writing and (Re)Reading Power and Authority in Academic and Feminist Discourse."
    *Symposium Participant: "Creating Spaces and Finding Voices: Continuing Reflections and Struggles of a Teacher-Researcher Collaborative
    1990 American Educational Research Association Annual Meeting, April, Boston:
    *Symposium Chair and Discussant: "Pedagogy, Power, and the Everyday: Constructing the Critical Through Feminist Practices."
    *Chair: Special Interest Group - Critical Issues in Curriculum.
    *Symposium Presentation: "Dilemmas of Hierarchy and Imposition in Collaborative Inquiry."
    *Symposium Discussant: "Reconceiving Curriculum: Teachers as Mothers/Mothers as Teachers"
    *Symposium Discussant: "Relating Alternative Modes of Inquiring with Ways of Being Researchers and Teachers: An Invitation to Dialogue and Question."
    *Symposium Presentation: "Out of the Political Closet, Into the Classroom: The Challenges of Liberatory Pedagogy."
    1990 Spring Conference of National Council of Teachers of English, March, Colorado Springs:
    *Symposium paper presentation: "Inservice as Teaching and Research Context."
    *Executive Committee Two-Day Business Meeting, The Conference on English Education.
    1988 American Educational Research Association Annual Meeting, April, New Orleans:
    *Symposium paper, "Points of Dissonance in Teacher/Researchers: Openings Into Emancipatory Ways of Knowing."
    *Chair/Discussant: Symposium: "Teachers As Political Actors."
    *Discussant: Symposium: "The Discovery and Interpretation of Problematics in Curriculum Inquiry."
    1988 Paper presented. Long Island Writing Conference. April:
    "The Teacher's Voice."
    1988 Co-Chair. Membership Committee. Professors of Curriculum
    1988 Advisory Board. Mid-Winter Conference. SIG. Women and Education. American Educational Research Association.
    1988 Member, AERA Division B (Curriculum Studies) Award Committee on Distinguished Contribution to Curriculum.
    1987 Co-Chair: Colloquium on Collaborative Learning in Teaching and Research. Annual Meeting of National Council of Teachers of English
    Co-sponsored by the Conference on English Education, November, Los Angeles.
    1987 Symposium papers presented. The Ninth Bergamo Conference on Curriculum Theory and Classroom Practice, October, Dayton, OH:
    *"Teacher As Researcher: Personal Reflections"
    *"The Theory and Practice of Liberating Research and Pedagogy."
    1987 Symposium paper, American Educational Research
    "Researching Teachers: Problems and Potentials in Collaborative Studies"
    1987 Action Lab Participant: Association for Supervision and Curriculum Development Annual Conference, March, New Orleans:
    "Strategies, Issues and Resources in the Teaching of Curriculum"
    1987 Paper presented, Spring Conference of National Council of Teachers of English, March, Louisville: "Writing Inservice Research"
    1986 Paper presented, Eighth Annual Conference on Curriculum Theory and Classroom Practice, October, Dayton, Ohio:
    *"Returning to Teachers' Writing, Journals, and Texts"
    *"Teacher As Researcher: Reflections on Emancipatory Possibilities and Processes"
    1986 Paper presented, Seventh Annual Ethnography in Education Research Forum. Philadelphia, April 4-6:
    "Ethical Issues in Doing Field Work that Aims to be Collaborative"
    1985 Paper presented, Seventh Annual Conference on Curriculum Theory and Practice, Dayton, Ohio: "The Teaching of Writing: Teachers' Emerging Texts"
    *Symposium paper, American Educational Research Association, Annual Meeting, March, Chicago: "Empowering Perspectives on the Generation of Curricular Knowledge."
    1985 Paper presented to Professors of Curriculum, February, Chicago:
    "Women as Teachers: Issues of Self-Concept"
    1985 Symposium paper, Eastern Educational Research Association, February, Virginia Beach, Virginia:
    "New Directions in the Pedagogy and Practice of Writing at the College Level"
    1984 Paper presented, Sixth Conference on Curriculum Theory and Practice. October, Dayton, Ohio:
    "Marking Papers and Marking Time: Issues of Gender and Teacher Self-Concept"
    1984 *Symposium paper, National Women's Studies Conference, June, Rutgers University:
    "Feminist Critiques of Teacher Education Curriculum"
    1984 Faculty Colloquium, invited address, St. John's University, March:
    "The Role of Women in American Education"
    1984 Symposium paper, Eastern Educational Research Association, February, Palm Beach, Florida:
    "A Study of Model Metropolitan Writing Programs"
    1984 Symposium paper, National Council of Teachers of English, April, Columbus, Ohio:
    "Self-Concept and the Teaching of Writing"
    1983 Paper presented at the Fifth Conference on Curriculum Theory and Practice, October, Dayton, Ohio:
    "Women as Teachers: An Initial Inquiry Into Enlarging Conversations"
    1983 Symposium paper, American Educational Research Association, April, Montreal Canada:
    *"Race, Class and Gender Analysis in Education: Implications for Curriculum Theory, Policy, and Practice"
    *Symposium Chair: "Curriculum Theory and Theorizing"
    1983 Symposium paper, Eastern Educational Research Association, February, Baltimore, Maryland:
    *"The Writing Instructor's Self-Concept as Writer and Teacher"
    1982 Chair of Session, National Council of Teachers English, 72nd Annual Convention, November, Washington DC:
    "Using Computers in the English Classroom"
    1982 Conference Director, The Fourth Annual Conference on Curriculum Theory and Practice, October, Airlie,
    1982 Symposium paper, American Educational Research Association, March, New York:
    *"Curriculum and Resistance Theory"
    * Chair: "The Making of Meanings in Curriculum"
    1981 Paper presented at the Virginia Association of Teachers of English. October, Blacksburg, Virginia:
    "Self-Concept and the Composing Process: A Case Study"
    1981 Paper presented to the Curriculum Theory Conference September, Airlie, Virginia:
    "Feminism and Curriculum Theory
    1981 Paper presented at the American Educational Research Association, April, Los Angeles:
    "Ethnography and the Study of Curriculum"
    1981 Paper presented to Southern Scholars on Women, a conference sponsored by the Women's Educational Equity Act Program of the U.S. Department of Education, March, Atlanta:
    "Feminist Pedagogy"
    1981 Paper presented to Southern Philosophy of Education Society, February, Auburn University:
    "Curriculum Theory as Reconceptualization"
    1980-1981 Regional Judge, National Council of Teachers of English, Achievement Awards in Writing Program.
    1980 National Council of Teachers of English, Annual Conference on Secondary School English and English Education, March, Omaha, Nebraska. Invited Symposium:
    "What Research Tells Us About Effective Grammar Teaching"
    1979 Paper presented to Virginia Association for Supervision and Curriculum Development, October, Charlottesville, Virginia:
    "The Legitimacy and Efficacy of Competency Based Education"
    1979 Conference Director, The Curriculum Theory Conference, October, Airlie, Virginia.
    1979 Paper Presented to American Educational Research Association, April, San Francisco:
    "Curriculum: A Design for Educational Television Programming"
    1978 Paper presented to American Educational Studies Association, November:
    "Worlds to be Remade: Implications of Maxine Greene's Work for Curriculum Theory"
    1978 Paper presented to the Curriculum Theory Conference, October, Georgia State University, Atlanta, Georgia:
    "Women: The Evolving Educational Consciousness"
    1978 Interviewer of Maxine Greene, Phi Delta Kappa's Distinguished Educator, The Ohio State University Chapter, May, Columbus, Ohio.
    1978 Paper presented to the Rochester Institute of Technology Curriculum Theory Conference, May, Rochester, New York:
    "Curriculum Theory: Multiplicities, Resemblances, and Integrations"

    Service to P-12 Community

    CONSULTANT ACTIVITIES:
    2001 Consultant, Miami University of Ohio, Department of Educational Leadership: "The Intersections of Leadership, Culture, and Schooling"
    1994-1996 Consultant, Wisconsin Department of Public Instruction Federal Grant, "Connecting the Curriculum," a project to create interdisciplinary curriculum for Grades K-12.
    1991-1994 Researcher, "A Study of School Change," sponsored by The Coalition of Essential Schools, Brown University.
    1992-present Consultant, Stoner Prairie Elementary School, Verona School District, Fitchburg, WI: A Study of the Prototype Program for Interdisciplinary Curriculum and Multi-Aged Grouping in Grades 1-3 and 4-5.
    1992-93 Researcher, Institute for Educational Inquiry: A Study of the Renewal Effort in the Philadelphia School District. Co-Sponsored by The Philadelphia Schools Collaborative and the Coalition of Essential Schools.
    1991 Summer Institute on Teaching, University of Wisconsin-Oshkosh
    1984-1991 Longwood Island School District, Middle Island, New York, "Writing Across the Curriculum" - a series of inservice sessions for teachers K-12.
    1988 North Babylon Free Union School District, North Babylon,NY: "Teacher As Researcher" - a series of inservice sessions for teachers, K-8.
    1985 North Babylon Free Union School District, North Babylon,New York. "Writing as Process" - a series of inservice sessions for elementary teachers
    1985-1987 Middle Country School District: Superintendent's appointed Writing Committee to develop a writing
    1982-1986 Consultant, Tidewater Writing Project, Norfolk,Virginia.
    1984-1987 Consultant, New York Alliance for the Public Schools: "Principal as Curriculum Leader."
    1983 Consultant, Curriculum Assessment and Development Project, Virginia Beach Public Schools.
    1982 Consultant, Composition Enrichment for High School Students, Norfolk Public Schools, Norfolk, Virginia.
    1980 Department of Energy curriculum writing: methods manuals for energy education.
    1980 Proposal Reviewer for Faculty Development Programs, Oakridge Associated Universities and Dept. of Energy, December, Atlanta, GA.
    1979 Six-month assignment in Washington, DC: Battelle Division: "A Monitoring and Evaluation of Curriculum Projects in Energy Education"

    Biographical Information

    Janet L. Miller earned her M.A. in English Education from the University of Rochester, New York, and her Ph.D. in Humanities Education and Curriculum Theory from The Ohio State University. She taught high school English for seven years and has been teaching at the university level since 1979. She currently is Professor and Coordinator of Programs in English Education/The Teaching of English at Teachers College and Co-Chair of the Teacher Education Policy Committee.
    Active in the American Educational Research Association (AERA) for many years, she was elected Vice President of AERA for Division B-Curriculum Studies for the 1997-1999 term, and elected AERA Secretary of Division B for the 1990-1992 term. She was 1994 Chair of the Division's Dissertation Award Committee, and served as a Program Section Chair (for Curriculum Theorizing) for the Division's 1996 Annual Meeting Program. She also served as Chair of the Nominating Committee for Division B for the 1999-2000 term. In addition, she was elected Chair of the AERA Critical Issues in Curriculum Special Interest Group from 1988 through 1990.
    Janet was elected President of the American Association for the Advancement of Curriculum Studies for the 2001-2004 term, and re-elected President for a second term. In 1991, Janet received Hofstra University's Stessin Prize for Outstanding Scholarly Publication for her book, Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment. In 1992, she received the James N. Britton Award from the National Council of Teachers of English for that same book. In 1998, she was awarded National-Louis University's University-wide Faculty Excellence in Research Award, and in 2001, 2002, 2003, and 2004 she received an Excellence in Teaching Award from Teachers College, Columbia University.
    As Managing Editor of JCT: The Journal of Curriculum Theorizing since its inception in 1978 through 1998, Janet also served for many years as Program Chair of the JCT-sponsored Bergamo Annual Conference on Curriculum Theory and Classroom Practice. Her research and teaching interests focus on intersections of curriculum and feminist theories, constructions of teacher subjectivities in collaborative school reform and research efforts, and biography and autobiography as postmodern forms of qualitative inquiry. Her work has been published in a number of international refereed journals, including Curriculum Inquiry, Educational Theory, Journal of Curriculum and Supervision, Educational Foundations, English Journal, Journal of Curriculum Studies, English Education, and JCT, among others. As well, she has authored over twenty-five book chapters. Janet is the author of Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (State University of New York Press, 1990) and Co-Editor, with William C. Ayers, of A Light in Dark Times: Maxine Greene and the Unfinished Conversation (Teachers College Press, 1998). A collection of her writing from 1978 through 2004, Sounds of Silence Breaking: Women, Autobiography, Curriculum (Peter Lang Publishing), was published in 2005. She recently received one of two Teachers College Tenured Faculty Research Awards for the 2003-2004 academic year for her current research, tentatively entitled "Convergences: A Collaborative Biography of Maxine Greene."

    Office Hours


    Call or email for appt.

    Office Location

    327-A Horace Mann

    Professional Organization Membership

    • American Educational Research Association
    • American Association for the Advancement of Curriculum Studies
    • National Council of Teachers of English
    • Phi Delta Kappa

    Active Professional Organizations

    American Educational Research Association (AERA); Member of Social Justice Action Committee (2010-2013)

    National Council of Teachers of English (NCTE), Vice President (2011-2012), President-elect (2012-2013), President (2013-2014), Immediate Past President (2014-2015)

    Literacy Research Association

    International Reading Association

    Caribbean Studies Association

    Educational Background

    B.A., English, University of California, Santa Barbara, Single Subject Credential (English), University of California, Berkeley; M.A. Language, Literacy, and Culture, University of California, Berkeley; Ph.D., Language, Literacy, and Culture, University of California, Berkeley.


    Selected Publications

    Books

    Morrell, E., Yang, W., and Duncan-Andrade, J. (Eds.) (forthcoming). Urban Pedagogy: A Reader. New York: Peter Lang.

    Morrell, E. (forthcoming). Powerful Teaching: Toward a Pedagogy of the Global City. Boston: Beacon Press.

    Morrell, E. (forthcoming). Critical Pedagogy and Cultural Studies in Urban Education: An Introduction. New York: Routledge.

    Morrell, E. (under contract, 2011). Powerful English: Rigor, Relevance, and Literacy in 21st Century Classrooms. Champagne, IL: NCTE Press.

    Duncan-Andrade, J., and Morrell, E. (2008) The Art of Critical Pedagogy: The Promise of Moving from Theory to Practice in Urban Schools. New York: Peter Lang.

    Morrell, E. (2008). Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation. New York: Routledge.

    Morrell, E. (2004). Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning. Norwood, MA: Christopher-Gordon.

    Morrell, E. (2004). Becoming Critical Researchers: Literacy and Empowerment for Urban Youth. New York: Peter Lang.

        
    Book Chapters and Articles in Peer-Reviewed Journals

    Morrell, E. (2011). Critical Approaches to Media in Urban English Language Arts Teacher Development. Action in Teaching Education, 33 (2).

    Morrell, E., and Noguera, P. (2011). A Framework for Change: A Broader and Bolder Approach to School Reform. Teachers College Record. August 4. 2011. http://www.tcrecord.org. ID 16503.

    Morrell, E. (2011). The Importance of Context in Literacy Instruction. In D. Fisher and D. Lapp. (Eds.)The Handbook of Research on English Language Arts (pp. 69-76). New York: Routledge.

    Rogers, J., and Morrell, E. (2011). A Force to Reckon With: The Campaign for College Access in Los Angeles. In M. Orr and J. Rogers (Eds.). Public Engagement and Public Education: Joining Forces to Revitalize Democracy and Equalize Schools (pp. 227-250). Stanford: Stanford University Press.

    Mirra, N., and Morrell, E. (2011). Teachers as Civic Agents: Toward a Critical Democratic Theory of Urban Teacher Development Journal of Teacher Education, 62 (4), 1-14.

    Morrell, E. (2011). Teachers as critical researchers: An empowering model for urban education. In G. Cannella & S. Steinberg (Eds). The Critical Qualitative Research Reader. New York: Peter Lang.

    Florio-Ruane, S. and Morrell, E. (2011). Discourse Analysis: Conversation. In N. Duke and M. Mallette. Literacy Research Methodologies. New York: Guilford, Completely revised second edition.

    Morrell, E. (2010). Critical Literacy, Educational Investment, and the Blueprint for Educational Reform: An Analysis of the Reauthorization of the Elementary and Secondary Education Act. Journal of Adolescent and Adult Literacy, 54 (2) 146-149.

    Morrell, E. (2009). Critical Research and the Future of Literacy Education. Journal of Adolescent and Adult Literacy, 53 (2), 96-104.

    Morrell, E. (2009). Teaching Hip-hop in the English Classroom. In R. Hammer and D. Kellner (Eds.) Media/Cultural Studies: Critical Approaches (pp. 152-164). New York: Peter Lang.

    Morrell, E. (2008). Teaching Became a Revolution. In S. Nieto (Ed.) Dear Paulo: Letters from those who dare teach (pp. 102-103). New York: Paradigm.

    Morrell, E. (2008). Rebel Musics: African Diaspora Popular Culture and Critical Literacies. In C. Payne and C. Strickland (Eds.)Teach Freedom: The African American Tradition of Education for Liberation (pp. 222-235). New York: Teachers College Press.

    Morrell, E., and Duncan-Andrade, J. (2008). Comin’ from the School of Hard Knocks: Hip and the Revolution of English Classrooms in City Schools. In B. Ayres, G. Ladson-Billings, G. Michie, and P. Noguera (Eds.) City Kids, City Schools: More reports from the front row (pp. 197-207). New York: New Press. 

    Morrell, E. (2008). The Critical Uses of Hip-hop in Antiracist Education. In M. Pollock (Ed.) Everyday Antiracism (pp. 161-165). New York: New Press.

    Morrell, E. (2008). Creating Communities of Writers and Connections Between Writers and Communities: Professional Resources for Teachers. Language Arts, 85 (4) , 322-324.

    Morrell, E. (2007). Youth Participatory Action Research, Civic Engagement, and Educational Reform: Lessons from the IDEA Seminar. In J. Camarrota and M. Fine (Eds). Revolutionizing Education: Youth Participatory Action Research in Motion (pp. 155-185). New York: Routledge.

    Morrell, E. (2007). Preface. In sj Miller and L. Norris. Unpacking the Loaded Teacher Matrix: Negotiating Space and Time Between University and Secondary English Classrooms (pp. xi-xv). New York: Peter Lang.

    Duncan-Andrade, J., and Morrell, E. (2007). Critical Pedagogy and Popular Culture in an Urban English Classroom. In J. Kincheloe and P. McLaren (Eds.) Critical Pedagogy: Where Are We Now? (pp. 183-201). New York: Peter Lang.

    Morrell, E. (2007). Critical Literacy and Popular Culture in Urban Education: Toward a Pedagogy of Access and Dissent. In C. Clark and M. Blackburn (Eds.). Literacy Research for Political Action and Social Change (pp. 235-255). New York: Peter Lang.

    Morrell, E. (2007). Urban Students as Critical Ethnographers: Critical Textual Production through Community-Based Research. In J. Kincheloe & K. Hayes (Eds.), Teaching City Kids: Understanding and Appreciating Them (pp. 267-281). New York: Peter Lang.

    Rogers, J., Morrell, E., and Enyedy, N. (2007). Contexts for becoming critical researchers: Designing for identities and creating new learning opportunities. American Behavioral Scientist, 51 (3), 419-443.

    Barone, D., and Morrell, E. (2007). Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. Reading Research Quarterly, 42 (1), 167-180.

    Morrell, E., and Rogers, J. (2006). Students as Critical Public Historians: Insider Research on Diversity and Access in Post Brown v. Board Los Angeles. Social Education, 70 (6), 366-369.

    Morrell, E. (2006). Critical Participatory Action Research and the Literacy Achievement of Ethnic Minority Groups. 55th Annual Yearbook of the National Reading Conference, 55, 60-78.

    Morrell, E., and Duncan-Andrade, J. (2006). Popular Culture and Critical Media Pedagogy in Secondary Literacy Classrooms. International Journal of Learning, 12 (9), 273-280. 

    Boyd, F., Morrell, E., et. al. (2006). Real teaching for real diversity: Preparing English language arts teachers for 21st century classrooms. English Education,  38 (4), 329-350.

    Morrell, E., and Orellana, M. (2006). Professional Resources for Teaching Multimodal Literacies. Language Arts, 84 (1), 87-92.

    Morrell, E. (2006). Toward a Bottom-Up Accountability System in Urban Education: Students as Researchers in Urban Schools. In J.Cammarota, S. Ginwright, and P. Noguera (Eds.) Beyond Resistance! Youth Activism and Community Change (pp. 111-129). New York: Routledge.

    Burns, L., and Morrell, E. (2005). Critical Discourse Analysis in Literacy Research. 54th Annual Yearbook of the National Reading Conference, 54, 132-143.

    Morrell, E. (2005). Toward a Critical English Education: Reflections on and Projections for the Discipline. English Education, 37 (4), 312-322

    Duncan-Andrade, J. and Morrell, E. (2005). Turn Up That Radio, Teacher: Popular Cultural Pedagogy in New Century Urban Schools. Journal of School Leadership, 15, 284-308.

    Morrell, E. (2004). Bahktin’s Dialogic Pedagogy: Implications for Critical Pedagogy, Teacher Research, and Literacy Education in the United States. Journal of Russian and Eastern European Psychology , 42 (6), 90-95.

    Collatos, A., Morrell, E., Lara, R., and Nuno, A. (2004). Critical Sociology in K-16 Early Intervention: Remaking Latino Pathways to Higher Education. Journal of Hispanic Higher Education, 3 (2), 164-180.

    Morrell, E., & Duncan-Andrade, J. (2004) What Youth Do Learn in School: Using Hip-Hop as a Bridge to Canonical Poetry. In J. Mahiri (Ed.), What They Don't Learn in School: Literacy in the Lives of Urban Youth (pp. 247-268). New York: Peter Lang.

    Florio-Ruane, S. and Morrell, E. (2004). Discourse Analysis: Conversation. In N. Duke and M. Mallette. Literacy Research Methodologies (pp. 46-61). New York: Guilford.

    Morrell, E. (2003). English/Language Arts Curriculum Revisited: Using Court Trials to Teach Writing in Secondary English Classrooms. Florida English Journal, 39 (1), 20-22.

    Morrell, E., & Collatos, A. (2003). Toward a Critical Teacher Pedagogy: Utilizing Student Sociologists as Teacher Educators. Social Justice, 29 (4), 60-71.

    Morrell, E. (2003). Writing to Change the World: Creating Critical and Relevant Texts in Secondary English Classrooms. Language Arts Journal of Michigan, 19 (1), 25-27.

    Morrell, E. (2003). Legitimate Peripheral Participation as Professional Development: Lessons from a Summer Research Seminar. Teacher Education Quarterly, 30 (2), 89-99.

    Collatos, A., & Morrell, E. (2003). Apprenticing Urban Youth as Critical Researchers: Implications for School Reform. In B. Rubin and E. Silva (Eds.) Critical Voices in School Reform: Students Living Through Change (pp.113-132). New York: Routledge/Falmer.

    Morrell, E. (2003). Teaching about Diversity through Popular Film in Secondary English Classrooms. Arizona English Bulletin, 45 (2), 23-27.

    Morrell, E. (2002). Putting Chaucer on Trial: Using Popular Cultural Schemata to Increase Critical Reading in Secondary Classrooms. California English, 7 (5), 24-25.

    Morrell, E. (2002). Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. Journal of Adolescent and Adult Literacy, 46 (1), 72-77.

    Reprinted through the peer-reviewed internet journal of the International Reading Association Reading Online: Focus on Urban Education initiatives, 2003. 

    Morrell, E., & Duncan-Andrade, J. (2002). Toward a Critical Classroom Discourse: Promoting Academic Literacy through Engaging Hip-hop Culture with Urban Youth. English Journal, 91 (6), 88-94.

    Morrell, E. (2002). Getting Tuned In: Teaching Television and Film in Diverse Secondary English Classrooms. Indiana English, 25 (1), 22-25.

    Morrell, E. (2002). Cybercommunities of Practice: Implications for Secondary English Teachers. Michigan English Teacher, 54 (2), 14.

    Morrell, E. (2002). Teaching Popular Culture to Diverse Students in Secondary English Classrooms: Implications for Literacy Development. Language Arts Journal of Michigan, 18 (1), 9-12.

    Oakes, J., Rogers, J., Lipton, M., & Morrell, E. (2002). The Social Construction of College Access: Confronting the Technical, Cultural, and Political in Eligibility. In Tierney, W.G. and Haggerdon, L.S. (Eds.), Extending our Reach: Strategies for Increasing Access to College (pp.105-121). Albany, NY: State University of New York Press.


    Scholarly Interests

    English Education
    Literacy
    Pedagogy
    Urban Teacher Development
    Youth Popular Culture
    Media Production and Social Change
    Urban Education Reform
    African-American Education
    Learning Sciences

    Scholarly Interests

    The arts in education pervades all my teaching and research.  As a painter and educator, I continue to try to communicate the role of visual culture—through philosophy, theory and direct experience with the multiple art forms in our contemporary society.

    Educational Background

    Ed.D., New York University, New York. (1981)

    M.A., New York University, New York. (1963)

    B.A., Sarah Lawrence College, Bronxville, NY. (1954)

     

    Fellowship

    New York University Doctoral Fellowship (1976-1979)                                                             

    Selected Publications

    Selected Solo Exhibits


    2008               Macy Art Gallery, Columbia University. New York, NY.                                        

    2007               Gallery of Graphic Art, 1601 York Avenue, NY.     

    2006               Macy Art Gallery, Columbia University. New York, NY.                            

    2002               Sarah Lawrence College Gallery. Bronxville, NY.               

    2002               Kenise Barnes Fine Art Gallery. Larchmont, NY.               

    1997               Fine Arts Gallery, Westchester Community College. Valhalla, NY            .

    1990               Hudson River Museum, Yonkers, NY. Curator, Barbara Bloemink.

     

    Web Presence

    Personal Website: http://www.joymoserstudio.com

    Educational Background

    B.A., Marietta College; M.A., University of Colorado; Ph.D., University of California, Los Angeles

    Scholarly Interests

    Second and foreign language assessment; Language Program Evaluation; Assessment of Grammatical Ability; Cognitive Dimensions of L2 Assessments; 

    Selected Publications

    Assessing Grammar (Cambridge University Press, 2004).

    Strategy Use and Second Language Test Performance (Cambridge University Press).

    Validating Questionnaires to Examine Personal Factors in L2 Test Performance. In M. Milanovich & C. Weir (Eds.), European Language Testing in a Global Context. Proceedings of the Association of Language Testers of Europe (ALTE) Conference of Barcelona. Cambridge: Cambridge University Press.

    An analysis of the relationships between test takers' cognitive and metacognitive strategy use and second language test performance" (Language Learning).

    The development and construct validation of an instrument designed to investigate the cognitive background characteristics of test takers (Lawrence Erlbaum Associates).

    "A Review of Bialystok's Communication Strategies" (Issues in Applied Linguistics).



    Publications

    Scholarly Books

    Purpura, J. (2004). Assessing grammar. Cambridge: Cambridge University Press.

    Purpura, J. (1999). Strategy use and second language test performance: A structural equation modeling approach.  Cambridge: Cambridge University Press.


    Selected Articles & Chapters

    Purpura, J. (2008). Assessing communicative language ability: Models and components. In N. Hornberger & E. Shohamy (Eds.) (pp. 53-68), Encyclopedia of Language and Education, Vol 7. Language Testing and Assessment. Kluwar Academic Publishers.

    Bachman, L., & Purpura, J. E. (2008). Language Assessments: Gate-keepers or Door-openers? In B. Spolsky & F. M. Hult (Eds.), The Handbook of Educational Linguistics (pp. 456-468). Oxford: Blackwell Publishing.

    Purpura, J. & Graziano-King, J. (2004). Investigating the foreign language needs of professional school students in international and public affairs: A multidimensional approach. http://www.tc.columbia.edu/academic/tesol/Webjournal/index.html

    Purpura, J. (2004). Validating Questionnaires to Examine Personal Factors in L2 Test Performance. In M. Milanovich & C. Weir (Eds.), European Language Testing in a Global Context.  Proceedings of the Association of Language Testers of Europe (ALTE) Conference in Barcelona (pp. 93-115). Cambridge: Cambridge University Press.

    Purpura, J. (1998). Investigating the effects of strategy use and second language test performance with high- and low-ability test takers: A structural equation modeling approach. Language Testing, 15(3), 333-379.

    Purpura, J. (1998). The development and construct validation of an instrument designed to investigate the cognitive background characteristics of test-takers.  In A. J. Kunnan (Ed.), Validation in Language Assessment (pp. 111-139). Mahwah, NY: Lawrence Erlbaum Associates, Inc.

    Purpura, J. (1997). An analysis of the relationships between test takers' cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), pp. 289-294. (Won the 1997 ILTA Best Paper in Language Testing Award).


    Selected ESOL Textbooks

    Purpura, J. & Pinkley, D. (2000). On Target 2 (2nd Ed.). White Plains, NY: Addison Wesley Longman, Inc.

    Purpura, J. & Pinkley, D. (1999). On Target 1 (2nd Ed.). White Plains, NY: Addison Wesley Longman, Inc.

    Purpura, J. & Brenzy, P. (1992). In Charge 2. Glenview, Ill: ScottForesman

    Purpura, J. & Pinkley, D. (1991). On Target 1. White Plains, NY: Addison-Wesley Longman (Pearson Publishers).

    Purpura, J. & Pinkley, D. (1990). On Target 2. White Plains, NY: Addison-Wesley Longman (Pearson Publishers).


    Service and Work Outside NYC

    Service to Refereed Journals

    2005 to 2008    Serve as the Associate Editor of Language Assessment Quarterly published by Lawrence Erlbaum Inc. (Editor: Antony Kunnan)


    Service to International Language Testing Association (ILTA), European Association of Language Testing and Assessment (EALTA) and East Coast Organization of Language Testers

    2007-2008    Serve as President of the International Language Testing Association (ILTA).

    2005 to pres.    Serve as “Expert Member” of European Association of Language Testing and Assessment (EALTA).

    2003 to pres.    Serve on the steering committee of East Cost Organization of Language Testers (ECOLT).


    Professional Presentations

    Purpura, J. (2008). The impact of language assessment on the individual, Association of Language Testers of Europe  (ALTE) 3rd International Conference, Cambridge University, Cambridge, UK (Keynote Speaker).

    Purpura, J. (2007). Conceptualizing and measuring meaning in SLA Research, Second Language Research Forum (SLRF), University of Illinois, Champaign-Urbana, USA (Keynote Speaker).

    Purpura, J. (2006). Colloquium organizer: Assessing L2 grammar and pragmatics. My paper: Re-examining the measurement of grammatical and pragmatic knowledge. East Coast Organization of Language Testers (ECOLT). Washington, DC.

    Purpura, J. (2006). Comparing dichotomous and polytomous scoring methods on multiple-choice and gap-fill grammar tasks. Language Testing Research Colloquium (LTRC). Melbourne, AU.

    DeKeyser, R. & Purpura, J. Co-chairs of the LTRC/AAAL Colloquium at AAAL (2006): “Towards theoretically meaningful L2 assessments for SLA research.” My presentation: “Issues and challenges in measuring SLA.” Montreal, Canada.

    Purpura, J. (2005). Re-examining grammar assessment in multiple choice response format exams. Berlin, Germany.

    Purpura, J. (2005). Assessing grammar. Southern California Association of Language Assessment Research (SCALAR) (Workshop).

    Purpura, J. (2005). Issues in assessing grammar. Southern California Association of Language Assessment Research (SCALAR) (Keynote speaker).

    Purpura, J. (2005). Re-examining grammar assessment in the multiple choice response format exams: The case of the ECPE. University of Michigan English Language Institute, Ann Arbor.

    Purpura, J. (2004). Implementing learning-oriented assessment of grammar: Challenges & New Directions. Association of Language Testers in Europe, Bilbao, Spain (Keynote speaker).

    Purpura, J. (2004). Generating accountability questions in the validation of language tests. Association of Language Testers in Europe, Bilbao, Spain (3-hour workshop).

    Purpura, J. (2004). Implementing learning-oriented assessment of grammar: Challenges & New Directions. Testing Institute at Istanbul University, Istanbul, Turkey (3-day workshop—sponsored by the US State Dept.).

    Purpura, J. (2003). Accountability for those who do the counting CUNY ESL Council and the Professional Staff Congress of the City University of New York (NYC). (Featured speaker)

    Purpura, J. (2003). Investigating the foreign language needs of professional school students (Colloquium organizer) Opening paper: Providing a theoretical framework for assessing foreign language needs. AAAL (Alexandria, VA) (Paper)

    Purpura, J. & Saville, N. (2001). Validating questionnaires to examine non-linguistic factors in L2 test performance. Association of Language Testers in Europe (ALTE) (Barcelona). (Paper).

    Purpura, J. & Saville, N. (2001). Developing a computerized system for investigating non-linguistic factors in second language learning and test performance. AAAL & LTRC (St. Louis). (Paper).

    Purpura, J. (2000). Qualitative and Quantitative Approaches to Second Language Strategy Research (Colloquium Organizer); Quantitative Approaches to L2 Strategy Research. TESOL International (Vancouver). (Paper).

    Purpura, J. (1998). Using EQS to investigate structural models in language assessment theory (a full-day pre-conference computer workshop for language testing professionals). Language Testing Research Colloquium (Monterey). (Workshop).

    Purpura, J. (1998). Modeling the cross-cultural effects of strategy use on performance: A structural equation modeling approach. The American Association for Applied Linguistics (Seattle). (Paper).

    Purpura, J. (1997). Assessing discussion skills: A multi-dimensional approach. Linguistic Society of America (Cornell University). (Paper).

    Service to the College and University

    Present.
        • Serve as Coordinator of the TESOL and Applied Linguistics programs

    Educational Background

    Ed.D., Art and Art Education. Teachers College, Columbia University, New York, New York. (1992)

     

    M.A., Dance and Dance Education, Teachers College, Columbia University, New York, New York.  (1986)

     

    B.A., Music Education and Government, College of William and Mary, Williamsburg, Virginia.  (1980)

    Selected Publications

    Rock ‘n’ Roll Dances of the 1950s. 2011. Greenwood Press/ABC-CLIO.

     

    The Girl Who Fell Down: A Biography of Joan McCracken. 2003. Northeastern University Press. (Finalist, Theatre Library Association’s GEORGE FREEDLEY MEMORIAL AWARD for outstanding book in the area of theatre or live performance.)

     

    “Dancing to Sinatra: The Partnership Between Music and Movement in Twyla Tharp’s Sinatra Suite.”  In Frank Sinatra: The Man, The Music, and the Legend. 2007. University of Rochester Press. 

     

    “Politics in Choreography: The Political Statements of Italian-American Modern Dancers.”  In Italian-American Politics: Local, Global/Cultural, Personal.  2005.  (Selected essays from the 31st annual conference of the American Italian Historical Association, Fall 1998, New York, New York.)

     

    “5-6-7-8! Tips for Terps Auditioning for Musicals.” In The Back Stage Actor’s Handbook. 2004. Back Stage Books.

     

    “Gwen Verdon.” In American National Biography Supplement 1, 2002.  Oxford University Press.

     

    “Peter Gennaro.” In American National Biography Online, 2002. Oxford University Press.

     

    “Teaching the Past: A Lesson for Making Dance History Come Alive.” In Dance Teacher, October 2000.

     

    “Carol Haney.”  “Joan McCracken.”  “Ron Field.” “Julian Mitchell.” “Frank ‘Killer Joe’ Piro.”  In American National Biography. 1999. Oxford University Press.

     

    “Busby Berkeley.” “Vincente Minnelli.” “Rockettes.” “Tap Dancing.” “Edward Villella.”  In Encyclopedia of Popular Culture. 1999. St. James Press.

     

    “Dance.” “Edward Villella.” “Michael Bennett.” “Peter Gennaro.” In The Italian American Experience: An Encyclopedia. 1999. Garland Publishing (Taylor & Francis, Inc.). “Dance” also presented at New York City Fieri Society meeting, 1995.

     

    “Angiola Sartorio.” In The International Dictionary of Modern Dance. 1998. St. James Press.

     

     “The Influence of Modern Dance on American Musical Theatre Choreography of the 1940s.” In Dance: Current Selected Research, Volume 2, Fall 1990.

     

     

    Web Presence

    Numerous articles and reviews posted on www.backstage.com and www.kansascity.com

    Scholarly Interests

    Integrated arts genres; the Broadway musical; dance; physical theatre; American social history, popular culture and entertainment.

    Active Professional Organizations

    College and University Faculty Assembly (CUFA) of the National Council for the Social Studies

    National Council for the Social Studies

    American Educational Research Association
    Division B - Curriculum
    Division G - Social Contexts of Education
    Queer Studies SIG
    Research in Social Studies SIG

    Association of American Geographers

    Scholarly Interests

    Geography Education, Critical Social Theory in Geography, Civic Education, Social Studies Education, Postcolonial Theory, Gender and Queer Theory

    Selected Publications

    Journal Articles (Refereed)

    Schmidt, S.J. (2013). Fabricating a nation: The function of national museums in non-racial re-presentation and the national imagination.  Museum Management and Curatorship, 28(3).

    Schmidt, S.J. (2012). Am I a woman?: The production of woman in U.S. History. Gender and Education, 24(7), 707-724.

    Schmidt, S.J., Chang, S.P., Carolan-Silva, A., Lockhart, J., Anagnostopoulos, D. (2012). Recognition, responsibility, and risk: Pre-service teachers' framing and reframing of lesbian, gay, and bisexual social justice issues.  Teaching and Teacher Education, 28(8), 1175-1184.

    Garrett, H.J. & Schmidt, S.J. (2012). Repeating until we can remember: Difficult (public) knowledge in South Africa. Journal of Curriculum Theorizing, 28(1), 191-206

    Schmidt, S.J. (2011). Who lives on the other side of that boundary: A model of geographic thinking.  Social Education, 75(5), 250-255.

    Schmidt, S.J. & Garrett, H.J. (2011). Reconstituting pessimistic discourses. Critical Arts, 25(3), 423-440.

    Schmidt, S.J. (2011). Making space for the citizen in geography education. Journal of Geography, 110(3), 107-119.

    Schmidt, S.J. (2011). Theorizing place: Students' navigation of place outside the classroom.  Journal of Curriculum Theorizing, 27(1), 20-35.

    Schmidt, S. J. (2010).  Queering social studies: A query of the space for sexual orientation and identity in the social studies. Theory and Research in Social Education, 38(3), 314-335.

    Schmidt, S.J. (2010). Bringing the Other closer to home: Geography education in the post-colonial.  Critical Literacy: Theories and Practices, 4(1), 29-47.

    Schmidt, S. (2008). Practicing critical democracy: A perspective from students.  Journal of Curriculum and Instruction, 2(1), 38-54.

    Book Chapters

    Schmidt, S.J. (2012). Queer geography: A query of norms in the social studies.  In T.W. Kenreich (Ed.), Geography and social justice in the classroom (pgs. 129-149).  New York: Routledge. 

    Schmidt, S.J. (2012). Let me in: The impact of divergent discourses on research and curricular (re)formation. In E. Meiners & T. Quinn (Eds.), Sexualities in education. New York: Peter Lang.

    Schmidt, S.  (2010). Examining privilege in globalization.  In E. Heilman (Ed.), Social studies and diversity education: What we do and why we do it (pp. 202-206)New York: Routledge.

    Schmidt, S.J. (2010). Geography education curriculum.  In C. Kridel, W. Schubert, & M.R. Bull (Eds.), Encyclopedia of curriculum studies. Thousand Oaks, CA: Sage Publications.

    Schmidt, S. (2007). Gender gap: The disjuncture between Western-developed policies and their African-determined implementation.  In R. Maboleka (Ed.), Soaring beyond boundaries: Women breaking educational barriers in traditional societies. Rotterdam, The Netherlands: Sense Publishers.

    Honors and Awards

    2012-3 Provost's Investment Fund "Merging Landscapes"
    2012    Kipchoge Neftali Kirkland Social Justice Paper Award
    2011    Outstanding Paper Award from the AERA Queer Studies SIG
    2011    AAUW American Fellow
    2008    Michigan State University Excellence-In-Teaching Citation


    Educational Background

    Ph.D.   Michigan State University
    M.A.     University of Michigan
    B.A.     Swarthmore College

    Biographical Information

    Professor Schmidt received her bachelor's degree in political science, economics, and women's studies from Swarthmore College, her M.A. in curriculum and instruction from the University of Michigan, and her Ph.D. in teacher education from Michigan State University.  Prior to obtaining her Ph.D., she taught secondary social studies in Grand Rapids, MI, Corvallis, OR, and Dedza, Malawi.

    Scholarly Interests

    Black and Latino Male Students. Critical English Education. Culturally Relevant Pedagogy. Racial Literacy in Urban teacher education. Educational trajectories of African American adult reenty women. 

    Educational Background

    B.A., New York University; M.A., Teachers College, Columbia University; Ph.D., New York University

    Custom Course List

    A&HE 4151: Teaching of writing
    The course integrates theory and practice for teachers. Topics include the textual character of genres, critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing. This course is taught with A&HE 4156, Writing: Nonfiction, as part of a 6 point sequence. Special fee required.

    A&HE 4156: Writing: NonfictionA non-fiction writing workshop.
    This course is taught as part of 6 credit block with A&HE 4151: Teaching of writing. Special fee required.

    A&HE 5518: Teaching English in diverse social/cultural contexts
    A seminar examining how gender, class, race, ethnicity and sexual orientation issues inform instructional goals, curriculum planning/implementation, and practices in the teaching of literature, language, and composition in English language arts classrooms. Special fee required.

    Curriculum Design, Planning and Assessment (Peace Corp Fellows Program)
    Students learn to develop unit plans (using UBD - Understanding By Design technique). Assessment is viewed through the following lenses: 1) Assessment of Learning; 2) Assessment for Learning; and 3) Assessment as Learning. Through case studies and classroom video observations, students will be able to identify the differences between formative and summative assessments and design various assessments for classroom use. Co-taught with a doctoral student.

    Professional Presentations

    Keynote Addresses, Lectures & Panel Discussions (Invited)

    2013

    Sealey-Ruiz, Y. (2013, March). Speaking and Writing as Cultural Acts, The Classroom as a Cultural Space: Black Boys and Literacy in London. Westminster City School, London, England. Keynote & workshop presentation.

    Sealey-Ruiz, Y. (2013, February). Seeing and Taking the Time to Notice: Looking Beyond Partial Representations in the Classroom.34th Annual Ethnography in Education Research Forum:Ethnography as Counter Narrative: Reclaiming the Local in Educational Policy and Practice, Keynote Plenary Speaker. University of Pennsylvania
Graduate School of Education, Philadelphia, PA

    Sealey-Ruiz, Y. (2013, February). Supporting the social and academic success of Black male students: 20 Critical questions for educators." Urban Education Landscape Series. Keynote Speaker and panelist. Syracuse University School of Education. New York.

    2012

    Sealey-Ruiz, Y. (2012, November). Beyond the Bricks and Culturally Responsive Education. Using Hip Hop to Transform Schools and Communities, Schomburg Center's Higher Learning Series, Panelist. Schomburg Center for Research in Black Culture, New York, NY.

    Sealey-Ruiz, Y. (2012, November). Closing the Opportunity Gap for Black and Latino Males through Culturally Responsive Education. The New York City Department of Education's Empowering Boys Initiative, Closing the Achievement Gap Series, Keynote Speaker.  Schomburg Center for Research in Black Culture, New York, NY 

    Sealey-Ruiz, Y. (2012, October). Writing Successful Conference Proposals. Sisters of the Academy Intensive Grantsmanship Workshop, Baltimore, MD.

    Sealey-Ruiz, Y. (2012, October). Planning and Getting a post-doctoral fellowship. Sisters of the Academy Intensive Grantsmanship Workshop, Baltimore, MD.

    Sealey-Ruiz, Y. (2012, September). Documentary Premiere of 40 Years Later: Now Can We Talk?, Panelist. Discussion with Lee Ann Bell, (Producer) & Markie Hancock (Director), Barnard College, New York, NY.

    Sealey-Ruiz, Y. (2012, September). Poetry is Pedagogy: Response to "Quiet" Urban Word NYC Preemptive Education Conference The New Digital Underground: Voice, Media, and Critical Pedagogy", Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. (2012, September) looking inward to do the work that matters, Guest lecture, Language and Literacy doctoral seminar, Syracuse University, New York.

    Sealey-Ruiz, Y. (2012, July). Advancing Culturally Responsive Classrooms at Pace Academy (a focus on males of color). Pace Academy, Atlanta, GA.

    Sealey-Ruiz, Y. (2012, July). From Racial Literacy to Cultural Responsiveness: Building Classrooms that Work for all Students. New York University Metropolitan Center for Urban Education's TACD's Summer Institute: Guardians of Equity: Moving Beyond a Deficit Mode New York City.

    Sealey-Ruiz, Y. (2012, July). From Writing for Full Presence to Where I'm From: Writing that Builds Community in the Classroom. Urban Word's 7th Annual Educator and Community Leader Training Institute: Hip Hop in the Heartland. University of Wisconsin-Madison, Wisconsin.

    Sealey-Ruiz, Y. (2012, July). Planning and Mediating Effective Learning for the Common Core State Standards. 5th Annual National Urban Alliance Summer Academy, Summer Learning for Educators Princeton Club & Columbia University Club, New York City.

    Sealey-Ruiz, Y. (2012, July). The Opportunity Gap Workshop. Education Pioneers. NYC Charter School Center, New York City.

    Sealey-Ruiz, Y. (2012, March). The Color of Our Classrooms: Bolstering the Recruitment and Retention of Minority Teachers. 8th Annual Black Policy Conference at the Harvard Kennedy School, Boston, MA.

    2011

    Sealey-Ruiz, Y. (2011, November). Waiting for Superman . or Not we need real reform toward equity for all: Documentaries and Discussion about School choice. Panel Discussant. Central New York Teacher Professional Development Network Education Series, SUNY Cortland.

    Sealey-Ruiz, Y. (2011, September). Speaking and Writing as Cultural Acts; The Classroom as a Cultural Space. English Education Fieldwork Seminar, Teachers College, Columbia University.

    Sealey-Ruiz, Y. (2011, September). Education Symposium: A discussion with Dr. Yolanda Sealey-Ruiz and Dr. Pedro Noguera, Men's Ministry of the Abyssinian Baptist Church, New York, NY.

    Sealey-Ruiz, Y. (2011, August). Using Culturally Responsive Pedagogy with Our Male Students: Advancing Classrooms that Work with Explicit Attention to Culture. The New York City Department of Education's Young Male Initiative, Children's First Network 203, Cluster 2 - First Principal's Meeting, New York, NY.

    Sealey-Ruiz, Y. (2011, August). Preparing for the First Days: Culture, Students and Social Justice. New Teacher Underground, New York, NY.

    Sealey-Ruiz, Y. (2011, July). Know Thyself in School, Work, and Community: Dealing with Difficult Situations.Cultivating Aspiring Leaders, Leadership Training institute, New York, NY.

    Sealey-Ruiz, Y. (2011, July). New York University Metropolitan Center for Urban Education Technical Assistance Center on Disproportionality Annual Summer Institute on Equity:Guardians of Equity - Improving the Educational Opportunity for Children. New York University, New York, NY.

    Toldson, I., Ford, D., Lewis, C., Sealey-Ruiz, Y. (2011, April). Breaking Barriers 2 @ AERA. Pre-Conference Event & Poster Session presented at the 92ndAnnual American Education Research Association (AERA), New Orleans, LA.

    Sealey-Ruiz, Y. (2011, March). Using Culturally Responsive Pedagogy with Our Male Students: Advancing Classrooms that Work with Explicit Attention to Culture. The New York City Department of Education's Empowering Boys Initiative, Closing the Achievement Gap Series. East Side Community High School, New York, NY 

    Sealey-Ruiz, Y.  "Walking the Tightrope While Juggling: Balancing Motherhood and the Demands of the Academy". HERStory Annual Women's Conference, Panelist. (2011, March). Borough of Manhattan Community College, New York, NY.

    Sealey-Ruiz, Y. Writing Research for Understanding Across the Disciplines (2011, March). Open Society Institute International Fellows Program. George Soros Foundation, New York, NY.

    Sealey-Ruiz, Y. Rigor, Relevance, Relationships: The Substance of Culturally Responsive Pedagogy (2011, March). Heritage High School Conference Day. New York, NY

    2010

    Sealey-Ruiz, Y. "Beyond the Bricks" Facilitator & Organizer (w/L. Vasudevan). (2010, November). Teachers College, Columbia University, Milbank Chapel, New York, NY.

    Sealey-Ruiz, Y. "Waiting for Superman" Post discussion. Panelist. (2010, November).Undergraduate Education Program, New York University., New York, NY.

    Sealey-Ruiz, Y. "No Child Left Behind" Post-performance discussion. Panelist. (2010,September). Syracuse Stage, Syracuse University, New York, NY.

    Sealey-Ruiz, Y. "Waiting for Superman" Screening and post discussion. Facilitator. (2010, October). Columbia University Scholars Program, Columbia University, , New York, NY.

    Sealey-Ruiz, Y. "Waiting for Superman" Screening and post discussion. Co-organizer and Moderator. (2010, September). Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. Nourish Your Dreams or They Will Die. (2010, June). Satellite Academy High School. 92nd Street Y, New York, NY.

    Sealey-Ruiz, Y. Introduction of Bob Herbert, New York Times Op-Ed Columnist . (2010, April 10). Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. "Heart of Stone" (2010, April 2). Panelist. Teachers College, Columbia University. Sponsored by the Institute for Urban and Minority Affairs (IUME), New York, NY.

    Sealey-Ruiz, Y. "Invisibility and Hypervisibility Blues" Women in Higher Education (2010, March 31). Panelist. Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. "Hip Hop and Education": Closing Remarks (2010, March). Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. Increasing the Presence of Latinos in Higher Education. (2010, February). Panelist. Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. The Language Arts Classroom as a Cultural Space (2010, July). The South Coast Writing Project, Santa Barbara, CA.

    Sealey-Ruiz, Y. The Language Arts Classroom as a Cultural Space (2010, July). The UCLA Writing Project at Cal State, CA.

    Sealey-Ruiz, Y. Embracing the Cultural: Using Student Backgrounds to Create a Writing Community. The Student Press Initiative Summer Institute for Teachers (2010, July). Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. Cultivating Culturally Responsive School Districts. (2010, July). New York University's Metropolitan Center for Urban Education Summer Institute - Technical Assistance Center on Disproportionality. Steinhardt School of Culture, Education and Human Development, New York, NY

    Sealey-Ruiz, Y. Cultural Connections in the Classroom (June, 2010). Teachers College, Columbia University, Center for the Professional Education of Teachers/New York City Department of Education Professional Development Day, New York, NY.

    Sealey-Ruiz, Y. & D. Hucks. Understanding Disproportionality (2010, June). Teachers College, Columbia University's TR @ TC and Peace Corp Summer Institute, New York, NY.

    Sealey-Ruiz, Y. Rigor, Relevance, Relationships: The Substance of Culturally Responsive Pedagogy (2010, May). Teachers College, Columbia University's TR @ TC and Peace Corp Summer Institute, New York, NY.

    Sealey-Ruiz, Y. Integrating Diversity (2010, April). New York University Steinhardt Undergraduate Education Program's  DUETs Project, Theory into Practice Series, New York, NY.

    Sealey-Ruiz, Y. Rigor, Relevance, Relationships: The Substance of Culturally Responsive Pedagogy (2010, March). The New School Spring Faculty Conference for SPACE program. Parsons The New School, New York. NY.

    2009

    Sealey-Ruiz, Y. & D. Hucks. The promises and possibilities of teaching in an urban school: Explorations of fact and fiction (2009, September). New York University Steinhardt School of Education Freshman Seminar Series, New York, NY.

    Sealey-Ruiz, Y. Mentoring the Culturally Responsive Educator: Peace Corp Fellows Teacher Mentor Workshop (2009, August). Peace Corp Fellows Program at Teachers College, Columbia University, New York, NY.

    Sealey-Ruiz, Y. The Potential of the Unwritten Life (2009, June), Mott Haven High School. South Bronx, NY.

    Sealey-Ruiz, Y. The Language Arts Classroom as a Cultural Space (2009, July). The South Coast Writing Project. Ventura, CA.

    Sealey-Ruiz, Y. The Language Arts Classroom as a Cultural Space (2009, July). The UCLA Writing Project at Cal State, CA

    Sealey-Ruiz, Y. Let's talk about race.and class.and gender." (2009, July). New YorkUniversity Steinhardt School of Education, Culture and Human Development's Multicultural Education for Childhood Educators, York, NY.

    Sealey-Ruiz, Y. Understanding and practicing culturally responsive teaching. (2009, March). New York University Steinhardt School of Education, Culture and Human Development's Education and Curriculum and Teaching Doctoral Seminar on Urban Education, New York, NY. 

    2008

    Sealey-Ruiz, Y. The Benefits of Culturally Responsive Teaching in the Elementary Classroom (2008, October). New York University, Steinhardt School of Education's Multicultural Perspectives in Social Studying, New York, NY.

    Sealey-Ruiz, Y. Rigor, Relevance, Relationships: The Substance of Culturally Responsive Pedagogy (2008, August). World Conference on Equity and Excellence in Education, Prince William County, VA.

    Sealey-Ruiz, Y. & D. Hucks. What makes an urban school urban?: Explorations of fact and fiction (2008, September). New York University Steinhardt School of Education Freshman Seminar Series, New York, NY.

    Sealey-Ruiz, Y. The Classroom as a Cultural Space (2008, August). World Conference on Equity and Excellence in Education, Prince William County, VA.

    Sealey-Ruiz, Y. & D. Hucks. Building Bonds Among Us: Staff and Teachers Working Together for Student Success. (2008, August). P.S 382 - School for Math, Science and Technology. Across grade professional development. Bronx, NY.

    Sealey-Ruiz, Y. & A. Connell-Cowell. Why We're There: Reflecting on Teaching in Urban Schools (2008, May). New York University Steinhardt School of Education Freshman Seminar Series, New York, NY.

    Sealey-Ruiz, Y. The Classroom as a Cultural Space: Embracing Diversity in Prince William County Public Schools (2008, April). Prince William County Schools Achievement Gap Summit, Prince William County, VA. 

    2007

    Sealey-Ruiz, Y. & A. Connell-Cowell. New Challenges for Urban Schools: A Teacher's Perspective (2007, October). New York University Steinhardt School of Education Freshman Seminar Series, New York, NY.

    Sealey-Ruiz, Y.  Addressing Disproprotionality Across New York State: Project Update 2007, October). New York State Higher Education Services Corporation Annual Meeting, Albany, NY.

    Hucks, D. & Sealey-Ruiz, Y. (2007, October). The Role of Race and Class in Ithaca. Middle School Teacher Faculty Development Day, Ithaca, NY.

    Sealey-Ruiz, Y. & D. Hucks. (2007, October). Assessing Culturally Responsive School Environments. Elementary Teacher Development Day, Utica City School District, Utica, NY.

    Sealey-Ruiz, Y. (2007, October). The Principles of Culturally Responsive Teaching. Hudson Valley School District's Superintendent's Day, Haverstraw, NY.

    Sealey-Ruiz, Y. The Principles of Culturally Responsive Teaching and Culturally Responsive School Environments. (2007, August). Prince William County's World Conference on Excellence in Education, Prince William County, VA.

    Sealey-Ruiz, Y., D. Hucks & S. McCletchie (2007, June). The Role of Leadership in Ensuring Equitable Outcomes for Students in the Ithaca City School District. Ithaca School District Principals' Retreat, Ithaca, NY.

    Hucks, D. & Y. Sealey-Ruiz. (2007, June). The Role of Guidance in Ensuring Equitable Outcomes for Students in the Ithaca City School District, Ithaca School District GuidanceCounselor Retreat, Ithaca, NY.

    Sealey-Ruiz, Y. Culturally Responsive Teaching and School Environments for Black Boys. (2007, May).East Ramapo District's Freshman Center, Focus on Boys Initiative, East Ramapo, NY.

    Sealey-Ruiz, Y. The What, Why and How of Culturally Responsive Teaching: Training the Trainer who Trains the Teacher. (2007, May). Long Island Regional Team Training, Patchogue-Medford, NY.

    Sealey-Ruiz, Y. Moving Toward Culturally Responsible Education in Syracuse Schools (2007, April). Syracuse Public Schools Professional Development Day, Syracuse, NY.

    Sealey-Ruiz, Y. Effective Strategies for Promoting Student Engagement. (2007, March).Cheektowaga Central School District Professional Development Day, Buffalo, NY.

    Sealey-Ruiz, Y. It Is Possible, It Will Be Done: The Difference the AAUW American Dissertation Fellowship Makes. (2007, March). American Association of University Women Mid-Island Annual Conference, Great Neck, NY.

    Sealey-Ruiz, Y. Counting the Cost of Culturally Unresponsive Education in Ithaca schools. (2007, March). Ithaca Public Schools Superintendent's Day, Ithaca, NY.

    Sealey-Ruiz, Y. The Principles and Power of Culturally Relevant Teaching. (2007, February). Patchouge-Medford School District Professional Development Day, Patchogue-Medford, NY.

    Sealey-Ruiz, Y. Using Culturally Responsive Teaching to Address Disproportionality in Region 7 Schools. (2007, February). Community School District 21 Regional Training Brooklyn, NY.

    Sealey-Ruiz, Y. Effective Strategies for Teaching Culturally and Linguistically Diverse Students: A Talk With Pre-Service and In-Service Teachers. (2007, February). New York University Department of Teaching and Learning's Administration and Supervision Course (Master's-level), New York, NY.

     2006

    Sealey-Ruiz, Y. Culturally Responsive Considerations for RTI. (2006, November). Chair, New York University Steinhardt School of Education's Response to Intervention: What, Why, and How Valid Is It?, New York, NY.  

    Sealey-Ruiz, Y. Creating School Climates That Support Diverse Learners. (2006, November). New York University Equity Assistance Center's 1st Annual Conference, New York, NY.

    Sealey-Ruiz, Y. How Can We Encourage Learning Among Our ELLs? (2006, November). New York University Steinhardt School of Education, Department of Teaching and Learning, Early Career Project. Panelist, University Neighborhood High School, New York, NY.

    Sealey-Ruiz, Y. Securing Funding for your Doctoral Studies. (2006, October) Panelist, New York University Student Affairs Graduate Student Funding Seminar, New York, NY.

    Sealey-Ruiz, Y. School Climates that Support Diverse Learners. (2006, October). Cheektowaga Central School District Professional Development Day, Buffalo, NY.

    Sealey-Ruiz, Y. Moving Toward a Culturally Responsive School Environment to Eradicate Disproportionality. (2006, October). New York State Education Department Office of Vocational and Educational Services for Individuals with Disabilities Annual Statewide Meeting, Albany, NY.

    Sealey-Ruiz, Y. & A. Connell-Cowell. Urban Schooling: Complexities, Dilemmas & Hopes. (2006, October). New York University Steinhardt School of Education Freshman Seminar Series, New York, NY.

    Sealey-Ruiz, Y. Culturally Relevant Teaching and Culturally Responsive School Environments. (2006, September). Hudson City School District Superintendent's Day, Hudson, NY.

    Sealey-Ruiz, Y. Facing Our Realities, Realizing Our Dreams. (2006, May). Unity High School Career Day. Presentation to 9th - 12th Graders about College and Career Choices, New York, NY.

    Sealey-Ruiz, Y. The Principles and Power of Culturally Relevant Teaching: With Strategies for African American Students. (2006, May).  Hudson City School District Superintendent's Day, Hudson, NY.

    Sealey-Ruiz, Y. & C. Gray. Addressing Disproportionality in Our Classrooms and Schools. (2006, April). New York University Steinhardt School of Education first-year graduate students, New York, NY.

    Sealey-Ruiz, Y. The Seven Talents of Me. (2006, May). Intermediate School (I.S.) 347 Career Day, Presentation to 7th Grade Class of in Bushwick, Brooklyn, NY.

    Sealey-Ruiz, Y. A Fellowship of One's Own: The Importance of The American Dissertation Fellowship To Female Researchers. (2006, March). American Association of University Women (AAUW) Mid-Island Annual Conference, Great Neck, NY.

    Sealey-Ruiz, Y. Daring to Create Culturally Responsive Teaching Programs and School Environments in New York State (2006, September). New York State Higher Education Support Center for Systems Change (HESC) Annual Statewide Meeting, Albany, NY.

    2005

    Sealey-Ruiz, Y. Spring: A Season of Self-Discovery, (2005, March). American Association of University Women Annual Educational Tea.

    Sealey-Ruiz, Y. Standards And Testing: An Alternative View. (2002, April). New York University Metro Center for Urban Education, Bi-Annual Tutor Seminar, New York, NY. 

    Refereed Paper Presentations, International

    2012

    Toldson, I., Lewis, C., Sealey-Ruiz, Y. Diversifying the United States' Teaching Force:"font-family: Garamond; ">Where are We Now? Where Do We Need to Go? How Do We Get There? (2012, February). Paper accepted at the 8th Annual World Conference on Educational Science, Barcelona, Spain.

    Refereed Paper Presentations, National

    2012

    Sealey-Ruiz, Y. (2012, November). Dear Miss: Building Black and Latino Adolescent males' Racial Literacy through Letter Writing in the English Classroom. Paper presented at the 102nd National Council for Teachers of English (NCTE), Las Vegas, NV.

    Sealey-Ruiz, Y. (2012, November). Women Scholars Of Color Exploring The Intersections Of Race, Gender, And Status In The Academy, Chair. 102nd National Council for Teachers of English (NCTE), Las Vegas, NV.

    Sealey-Ruiz, Y. (2012, November). Dear Miss: Building Black and Latino Adolescent males' Racial Literacy through Letter Writing in the English Classroom. Paper presented at the 62nd Annual Literacy Research Association (LRA), San Diego, CA.

    Sealey-Ruiz,Y. & Jackson, I. (2012, November).Black and Latino Male Youth Speak Resistance and Resilience Through Digital Storytelling. Paper presented at the 62nd Annual Literacy Research Association (LRA), San Diego, CA.

    Sealey-Ruiz, Y. & Kabba, F.(2012. November).Putting Race in its Place: Developing Racial Literacy in College (English) Classrooms. Paper presented at the 62nd Annual Literacy Research Association (LRA), San Diego, CA.

    Sealey-Ruiz, Y. The Use of Educational Documentary in Urban Teacher Education: A Case Study of Beyond the Bricks. (2012, April). Paper presented at the 93rdAnnual American Education Research Association (AERA),Vancouver, BC.

    Sealey-Ruiz, Y. Learning to Talk and Write about Race: Developing racial literacy in a college English classroom.  (2012, April). Paper presented at the 93rdAnnual American Education Research Association (AERA),Vancouver, BC.

    Sealey-Ruiz, Y. Learning To Resist: Learning to Resist: Educational counter-narratives of Black college reentry mothers. (2012, April). Paper presented at the 93rdAnnual American Education Research Association (AERA), Vancouver, BC.

    Watson, W., Jackson, I. & Sealey-Ruiz, Y. Trust and warm demanding: The impact of culturally relevant care on Black and Latino male students. (2012, April). Paper presented at the 93rdAnnual American Education Research Association (AERA),Vancouver, BC.

    Toldson, I., Lewis, C., Sealey-Ruiz, Y. Teacher Education and the Black Community: Preparing Teachers to Teach Black Students; Preparing Black Students to become Teachers. (2012, April). Paper presented at the 93rdAnnual American Education Research Association (AERA),Vancouver, BC.

    Sealey-Ruiz, Y. Creating Relationships with Texts. (2012, April). Chair, Borough of Manhattan Community College (BMCC) Transitions and Transactions Conference, Brooklyn, NY.

    Diallo, F. & Sealey-Ruiz, Y. "font-family: Garamond; ">Putting Race in its Place: Developing Racial Literacy in College Classrooms. (2012, February). Paper presented at theNational Council of Teachers of English Assembly for Research (NCTE-AR), Tuscaloosa, AL.

    2011

    Sealey-Ruiz, Y. Learning to Talk and Write about Race: Developing racial literacy in a college English classroom. (2011, November). Paper presented at the 101st National Council of Teachers of English (NCTE), Chicago, IL.

    Sealey-Ruiz, Y. The use of Educational Documentary in Urban Teacher Education: A case study of Beyond the Bricks. (2011, November). Poster presented at the 101st National Council of Teachers of English (NCTE), Chicago, IL.

    Sealey-Ruiz, Y. Embracing the Imagination and Reality of Urban Youth Culture in the Context of Education. (2011, April). Paper Presented at the 92nd Annual American Education Research Association (AERA), New Orleans, LA.

    Sealey-Ruiz, Y. Voices from the Field: Alumni Critique and Re-imagine their Urban Teacher Preparation(2011, April). Paper Presented at the 92nd Annual American Education Research Association (AERA),New Orleans, LA.

    Bridges, T., Emdin, C., Hill, M.L., Low, B., Sealey-Ruiz, Y. Hip-Hop Pedagogies in Action: Moving Beyond Advocacy to Critical Research. (2011, April). Chair and Discussant. 92nd Annual American Education Research Association (AERA),New Orleans, LA.

    Sealey-Ruiz, Y. Voices from the Field: Novice ELA Teachers Examine their Preparation for Diverse Classroom Settings. (2011, February) Paper presented at the 63rd Annual American Association of Colleges for Teacher Education (AACTE), San Diego, CA.

    Sealey-Ruiz, Y & Jester, M. When and Where I Enter: Preparing Preservice Teachers to Teach In Diverse Educational Settings. (2011, February). Interactive session presented at the 63rd Annual American Association of Colleges for Teacher Education (AACTE),San Diego, CA.

    2010

    Sealey-Ruiz, Y. The Relevance of Critical English Education to Black and Latina Female Community College Students. (2010, November). Cultivating New Voices Among Scholars of Color. Poster presented at the 100th National Council of Teachers of English (NCTE). Orlando, FL.

    Jester, M. & Sealey-Ruiz, Y. When and Where I Enter: Preparing Pre-service Teachers to Teach in Diverse Educational Settings. (2010, November). Paper presented at the Race and Pedagogy National Conference, Tacoma, WA.

    Sealey-Ruiz, Y. Keeping our Promises: Preparing Teachers of Writing for Urban Public Schools (2010, March).Paper presented at the 61st Annual National Council of Teachers of English Conference on College Composition and Communication Louisville, KY.

    Sealey-Ruiz, Y., Gribovskaya, A., Sng, C. et al. (2010, February). Voices from the field: Educators discuss their urban teacher preparation. Symposium presented at the 62nd Annual American Association of Colleges for Teacher Education (AACTE), Atlanta, GA.

    2009

    Sealey-Ruiz, Y. Reading, Writing and Racism: First-Year Composition as a space for critical Discourse(2009, November).Paper presented at 99th National Council of Teachers of English (NCTE), Philadelphia, PA.

    Sealey-Ruiz, Y. Globalizing Knowledge: International Experiences in Pre-service Teacher Education (2009, April). Discussant at the 90thAmerican Educational Research Association (AERA), San Diego, CA.

    Sealey-Ruiz, Y. Reading, Writing and Racism: First-Year Composition as a space for critical Discourse (2009, March).Paper presented at the 60th Annual National Council of Teachers of English Conference on College Composition and Communication (CCCC),San Francisco, CA.

    2008

    Sealey-Ruiz, Y. Reflecting on Race, Problematizing Racism, and Building Community in a ClassroomofDiverse Learners. (2008, March). Paper presented at the 89th American Educational Research Association (AERA), New York, NY.

    Sealey-Ruiz, Y. Curriculum Matters: Enacting a Black Feminist Program of Study with Adult Reentry Students. (2008, March). Paper presented at the 89th American Educational Research Association (AERA), New York, NY.

    Sealey-Ruiz, Y. Addressing the Teacher Education Gap: Putting the Links Together, Chair. (2008, March). Paper presented at the 89th American Educational Research Association (AERA), New York, NY.

    Sealey-Ruiz, Y.Teaching Race: Making the Invisible Concrete. (2007, April). Paper presented at the 88th American Educational Research Association (AERA), Chicago, IL

    2007

    Sealey-Ruiz, Y. Principles of Culturally Relevant Teaching and Culturally Responsive School Environments. (2007, February). Presenter,  2nd Annual Conference of the National Center for Culturally Responsive Educational Systems (NCCRESt), Washington, DC.

    2006

    Sealey-Ruiz, Y.Rising Above Reality: Exploring the Educational Narratives of Black Reentry Mothers and their Daughters. (2006, April). Paper presented at the 87th American Educational Research Association (AERA), San Francisco, CA.

    Sealey-Ruiz, Y. Moving Their Lives from Margin to Center: Using a Culturally Relevant Curriculum with African American Adult Women. (2006, April). Paper presented at the 87th American Educational Research Association (AERA), San Francisco, CA.

    Sealey-Ruiz, Y. This Woman's Work: Exploring the Educational Narratives of Black Reentry Mothers and their Daughters. (2006, March). Paper presented at the 57th Annual National Council of Teachers of English Conference on College Composition and Communication, (CCCC), Chicago, IL.

    2005

    Sealey-Ruiz, Y. The Bridge I Build: The Educational Narratives of Black Reentry Women. (2005, November). Paper presented at the 54th Annual National Adult Education and Continuing Education Conference (AAACE), Pittsburgh, PA.

    Sealey-Ruiz, Y. AfraFeminist Rhetorics of Education, Literacy, and Motherhood/ing2005, October). Paper presented at the 5th Biennial International Feminism(s) and Rhetoric(s) Conference, Michigan Technical University, Detroit, MI.

    Sealey-Ruiz, Y. African American Reentry Women Finding Their Voices, Telling Their Stories. (2005, March). Paper presented at the 56th Annual National Council of Teachers of English Conference on College Composition and Communication (CCCC), San Francisco, CA.

    Sealey-Ruiz, Y. The Subject Matter of Composition, Revising the Comp/Lit Debate,(2005, October). Presider/Respondent. Annual Conference of the Modern Language Association (MLA),Washington, DC.

    2004

    Sealey-Ruiz, Y. Wrapping the Curriculum Around Their Lives: Culturally Relevant Teaching and African American Adult Writers. (2004, November).  Paper presented at the National Council of Teachers of English (NCTE), Conference on English Education (CEE) Annual Conference, Presenter, Indianapolis, IN.

    Sealey-Ruiz, Y.  Reading and Writing Their Lives: African American Reentry Women and Culturally Relevant Teaching. (2004, March). Paper presented at the 55th Annual  National Council of Teachers of English, Conference on College Composition and Communication (CCCC), San Antonio, TX.

    Sealey-Ruiz, Y.  Pushed Back to Strength: The Journey Narratives of African American Adult Women. (2004, March). Paper presented at the 55th Annual  National Council of Teachers of English, Conference on College Composition and Communication (CCCC),San Antonio, TX.

    2003

    Sealey-Ruiz, Y.  Exploring African American Adult Student Writing using a Culturally Compatible Curriculum. (2003, November).Paper presented at the 52nd Annual National Adult Continuing Education Conference (AAACE), Detroit, MI.

    Sealey-Ruiz, Y".  (2003, March). Writing to Be: A Case For Culturally Relevant Curriculum in a College Composition Classroom of African American Adult Learners. (2003, March). Paper presented at the 54th Annual Conference on College Composition and Communication (CCCC), National Council of Teachers of English, New York, NY.

    Sealey-Ruiz, Y., A. Connell-Cowell. Writing Black: African American Students Finding Voice and Purpose in their Writing, (2003, February). Co-presenter, National Council of Teachers of English, NCTE Assembly for Research Midwinter Conference, Teaching and Researching Across Color Lines: Literacies, Pedagogies, and the Politics of Difference, Minneapolis, MN.

    2002

    Sealey-Ruiz, Y.  Food Experience and The Colors of Learning: Activities Across Disciplines: Writing about Food, Talking about Life.(2002, November).Co-presenter, City University of New York College Learning Series at Kingsborough Community College, Brooklyn, NY.

    Sealey-Ruiz, Y., C. Kynard & A. Connell-Cowell. (2002, October). Stories from Black Students' and Teacher's Journeys Into Literacy. Co-presenter, 12th Annual Conference of the National Association for Multicultural Education (NAME), Washington D.C.

    Sealey-Ruiz, Y.& J. Deutsch. (2002, October). Cultural Relevance for Whom?: Using Food Experiences to Teach Content and Communication in the Hospitality Classroom and Beyond. Panelist, 3rd  Annual Symposium on Communication and Communication-Intensive Instruction at City University of New York, Symposium, New York, NY

     

     

    Selected Publications

    Refereed Articles:

    Sealey-Ruiz, Y. (2013). Learning to Resist: Educational counter-narratives of Black college reentry mothers. Teachers College Record,Vol. 115, 4,  http://www.tcrecord.org ID Number: 16911.

    Sealey-Ruiz, Y. (2013). Toward a pedagogy of racial literacy in First Year Composition. (2013). Teaching English in a Two-Year College (TETYC), Vol. 40 (3), 384-398.

    Haddix, M. & Sealey-Ruiz, Y. (2012). Cultivating digital and popular literacies as empowering and empancipatory acts among urban youth. Journal of Adolescent and Adult Literacy.pp. 56(3), 189-192. doi: 10.1002/jaal.00126.

    Sealey-Ruiz, Y. (2012). A way of making it: Black reentry females' success and challenges to undergraduate education. National Journal of Urban Education and Practice. Vol. 5 (3), pp. 363-375.

    Sealey-Ruiz, Y. (2011a). Learning to talk and write about race: Developing racial literacy in a college English classroom.  English Quarterly. The Canadian Council of Teachers of English Language Arts, Vol. 42, 1, pp. 24-42.

    Sealey-Ruiz, Y & Greene, P.E. (2011b). Embracing urban youth culture in the context of education. The Urban Review, Vol. 43, pp. 339-357.

    Sealey-Ruiz, Y. (2011c), The use of educational documentary in urban teacher education: A case study of Beyond the Bricks.  Journal of Negro Education, Vol. 80 (3), pp. 310-324.

    Sealey-Ruiz, Y. & Lewis, C. (2011d). Transforming the field of education to serve the needs of the Black community: Implications for critical stakeholders, Guest editorial, Journal of Negro Education, Vol. 80 (3), 185-187.

    Sealey-Ruiz, Y. & Lewis, C. (2011e). Passing the torch: The future of the Black community is in our hands. Journal of Negro Education, Epilogue, p. 426.

    Sealey-Ruiz, Y. (2011f). Dismantling the School-to-Prison Pipeline: Racial literacy development in urban teacher education.  Journal of Curriculum Pedagogy. Vol. 8 (2), pp. 116-120.

    McCarthy, C., Sealey-Ruiz, Y. (2011).Teaching difficult history: Eric Williams' Capitalism and Slavery and the challenge of critical pedagogy in the contemporary classroom. Itinerrios: Frum Global de Investigao Educacional, Vol.1, 2, pp. 74-82.

    McCarthy, C., Sealey-Ruiz, Y. (2010). Teaching difficult history: Eric Williams' Capitalism and Slavery and the challenge of critical pedagogy in the contemporary classroom. Power and Education. Vol. 2, 1 http://www.wwwords.co.uk/power/content/pdfs/2/issue2_1.asp

    Sealey-Ruiz, Y., Noguera, P.A. & N. Handville. (2008). In pursuit of the possible: Lessons learned from district efforts to reduce racial disparities in achievement. T`he Sophist's Bane: Society of Professors of Education. Vol. 4, 1 & 2 pp. 31-41.

    Sealey-Ruiz, Y. (2007a). Rising above reality: The voices of reentry Black mothers and their daughters. Journal of Negro Education, Vol. 76, 2, pp.141-153.

    Sealey-Ruiz, Y. (2007b).  Wrapping the curriculum around their lives: Using a culturally responsive curriculum with African American adult women. Adult Education Quarterly, Vol. 58, 1, pp. 44-60. 

    Sealey-Ruiz, Y. (2006). Getting to here from there: One woman's journey from the South Bronx to the academy. WILLA Journal, National Council of Teachers of English, Vol. XIV, pp. 40-42.

    Sealey-Ruiz, Y. (2005). Spoken soul: The language of Black imagination and reality. Kappa Delta Pi's Educational Forum, Vol. 69, pp. 37-46.

    Sealey-Ruiz, Y. (2004). Tasting memories. Food, Culture and Society: An International Journal of Multidisciplinary Research Vol.1,1 spring, J. Deutsch and A.H. Lawson (Eds.), pp. 131-134.

    Miller, J.P., Deutsch, J. & Sealey-Ruiz, Y. (2003). Advancing multicultural education inhospitality education through the use of food studies curricula. Journal of Hospitality & Tourism Education,Vol. 16, 4 pp. 45-51.

    Books:

    Sealey-Ruiz, Y., Lewis, C.W., Toldson, I.A. (under contract). Teacher Education and the Black Community: Implications for Equity, Access, and Achievement. Information Age Publishers.

    Refereed & Invited Book Chapters:

    Sealey-Ruiz, Y. (in press). The Art (and Play) of Alternative to Incarceration Programming. Afterword. Media, and Justice: Multimodal Explorations with Youth. In L. Vasudevan and T. DeJaynes (Eds.) Peter Lang Publishers.

    Sealey-Ruiz, Y. & Johnson-Bailey, J. (in press). Mentoring while Black and Female: The Gendered Literacy Phenomenon of Black Women Mentors. In Ntiri, D. (Ed.) Literacy as gendered discourse, New York: Information Age Publishing.

    Sealey-Ruiz, Y. (in press). Activating Racial Literacy Among Black and Latino Male High School Students. In Cohan, A. & Honigsfeld, A. (Series Eds.) Breaking the mold of classroom organization and management: Innovative and successful practices of engagement, motivation, and student empowerment for 21st Century schools, New York: Rowman and Littlefield.

    Sealey-Ruiz, Y. & Lewis, C. (in press). Letters to our teachers: Black and Latino males write about race in the urban English classroom. In J. Landsman (Ed.) Learning to Talk About Race: Alleviating the Fear, Virginia: Stylus.

     Sealey-Ruiz, Y. (2012). A way of making it: Black reentry females' success and challenges to undergraduate education. In H.T. Frierson (Series Ed.), & C. Chambers & R.V. Sharpe (Vol. Eds.), Diversity in Higher Education: Vol. 12.  Black Female Undergraduates on Campus: Successes and Challenges, United Kingdom: Emerald Group.

    Sealey-Ruiz, Y. (2010). Reading, writing and racism: Developing racial literacy in the adult education English classroom. In The Handbook of Race and Adult Education: A resource for dialogue, V. Sheared, J. Johnson-Bailey, S. Colin, E. Peterson, & S. Brookfield (eds.) California: Jossey-Bass.

    Greene, P. & Y. Sealey-Ruiz. (2008). Teaching race: making the invisible concrete. In The Problem of the Colorblind: College Teachers Talk About the Fears, Risks, and Rewards of Teaching Race in 21st Century America. L. Guerro (ed.). New York: McMillan Palgrave.

    Textbook Contribution:

    Sealey-Ruiz, Y. (2014). In W. A. Howe & P. L. Lisi's Becoming a multicultural educator: Developing awareness, gaining skills, and taking action. Thousand Oaks, CA: SAGE.

    Invited Book Reviews & Evaluations:

    Sealey-Ruiz, Y. (2013). Pedagogy of Confidence by Yvette Jackson. Teachers College Record, Published: January 08, 2013. http://www.tcrecord.orgID Number: 16984

    Sealey-Ruiz, Y. (2012). Evaluation of documentary film "40 Years Later: Now Can We Talk?" for Teachers College Press.

    Sealey-Ruiz, Y. (2011). Culturally responsive teaching: Theory, research, and practice, Second edition, by Geneva Gay. Teachers College Record, Published: January 21, 2011. http://www.tcrecord.org ID Number: 16249

    Refereed Conference Proceedings:

    Jester, M. & Sealey-Ruiz, Y. When and Where I Enter: Facilitating Transformative Learning Experiences Among Preservice Teachers to Prepare Them for Today's Culturally Diverse Classroom. (2011, May). Proceedings of the 9th Annual International Transformative Learning Conference in Europe, Athens, Greece. http://www.tlcathens2011.gr/proceedings.

    Research Reports:

    Noguera, P.A., Sealey-Ruiz,Y., Fergus, E.A., et al. (2007). Charting the course of excellence for all: The Ossining High School Diversity Project.

    Noguera, P.A., Sealey-Ruiz, Y., Fergus, E.A., et al. (2006). Toward equity and excellence: A study of the Achievement Gap in Teaneck public schools.

     

    Educational Background

    B.S. in Secondary Education: Majors in English and Social Sciences, Montana State University; M.A. in Secondary Education: History Emphasis, Boise State University; Ph.D. in Teaching and Learning: English Education, New York University.

    Scholarly Interests

    Teacher Preparation and the Professional Education of Teachers. Culturally Responsive Teaching. The Teaching and Learning of Secondary School Literacies.    

    Selected Publications

    Composing A Teaching Life (Heinemann, Boynton/Cook).
    On Writing Qualitative Research: Living by Words (Falmer).
    "Horrorscapes: (In)Forming adolescent identity and desire" (Journal of Curriculum Theorizing).
    "Opening moves: Conversations on the first year of teaching" (English Education). 
    "The things we carry: Working ‘In Relation' to the past" (English Education). 
    "Cautions against canonizing (an) other literature" (Becoming (Other)Wise: Critical perspectives on reading literature, Calendar Island). 

    Biographical Information

    Ruth Vinz taught middle and high school students for twenty-three years before coming to Teachers College. She is a Professor in the English Education Program and the Enid and Lester Morse Endowed Chair in Teacher Education. She directs the Center for the Professional Education of Teachers. Ruth is the co-author of several books, Inside Out, Recasting the Text, Learning the Landscapes and Writing Qualitative Research. Her book, Composing A Teaching Life, received the Richard Meade award for outstanding research published in English education in 1997. She is co-author of the Houghton Mifflin Daybooks, a new 6-12 grade series of reading and writing literature books used in thousands of secondary classrooms, both nationally and internationally. In the most recent book, Becoming (Other)Wise, Ruth Vinz collaborated with other Program faculty and New York City teachers-Greg Hamilton, Juliette LaMontagne, Erick Gordon and Bill Lundgren-in an examination of multicultural literature education and cultural criticism as literacy events. Her research interests include cultural literacies, particularly focused on adolescent readers' practices, constructed and constructing identities of teachers, and traditions and representations of research-in-practice. Various articles or book chapters demonstrate this range of interests. See, for example, "Cautions Against Canonizing (An)Other Literature" in C. McCarthy, Social Epistemology and Multicultural Education. New York: Routledge (2000); "Learning The Blues: Beyond Essentialist Readings of Cultural Texts" in C. McCarthy. Sound Identities: New York: Peter Lange (2000); "You Can't Tame a Polecat By Caging It" in Joseph Trimmer (Ed.). Narration As Inquiry. Portsmouth, New Hampshire: Heinemann, Boynton/Cook (1999); "Horrorscapes: (In)Forming Adolescent Identity and Desire" in Journal of Curriculum Theorizing. 12(4); and "Opening Moves: Conversations on the First Year of Teaching" in English Education. 27(3).

    Office Location

    416-A Main Hall

    Office Hours

    T 7:00 - 8:30
    W
    3:00 - 4:30

    Educational Background

    B.A., New College; M.A., Stanford University; Ed.D., Harvard University

    Scholarly Interests

    The transformation of higher education in the late 19th century;  historical theory and methodology.

    Selected Publications

    Permission to Remain Among Us: Education for Blacks in Oberlin, 1880-1914 (Greenwood Press).
    "The Invisible ‘Talented Tenth', Women and Dubois" (Feminist Engagements).
    "Fighting Injustice Through Education" (History of Education).

    Useful Web Sites

    Reform of NYC Public Schools, 1896: The Reform of NYC Public Schools, 1896 Web site has a number of primary sources that provide contextual information about New York City's public schools. These resources set the parameters within which you will work. In other words, you can't simply suggest that all new schools be buil to compensate for the rapid growth of the student population. Some issues to consider: the growth of the student population, growth of immigrant population, teacher shortage, labor shortage in factories, and the various constituencies and their needs. 

    Selected Publications

    • Waring, H. Z. (2014). Turn allocation and context: Broadening participation in the second language classroom. In J. Flowerdew (Ed.), Discourse in context: Contemporary applied linguistics Volume 3 (pp. 301-320). London: Bloomsbury Publishing.
    • Waring, H. Z., Creider, C. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture, and Social Interaction, 2, 249-264.
    • Waring, H. Z. (2013). Managing the competing voices in the language classroom. Discourse Processes, 50(5), 316-338.
    • Waring, H. Z. (2013). Managing Stacy: A case study of turn-taking in the language classroom. System, 41(3), 841-851.
    • Waring, H. Z. (2013). "How was your weekend?": Developing the interactional competence in managing routine inquiries. Language Awareness, 22(1), 1-16.
    • Waring, H. Z. (2013). Doing being playful in the language classroom. Applied Linguistics, 34, 191-210.
    • Waring, H. Z. (2013). Two mentor practices that generate teacher reflection without explicit solicitations. RELC Journal: A Journal of Language Teaching and Research, 44(1), 103-119.
    • Waring, H. Z. (2012). Yes-no questions that convey a critical stance in the language classroom. Language and Education, 26(5), 451-469
    • Waring, H. Z. (2012). "Any questions?": Investigating understanding-checks in the language classroom. TESOL Quarterly, 46(4), 722-752.
    • Waring, H. Z., Creider, S., Tarpey, T., & Black, R. (2012). Understanding the specificity of CA and context. Discourse Studies, 14(4), 477-492.
    • Waring, H. Z. (2012). The advising sequence and its preference structures in graduate peer tutoring in an American university. In H. Limberg & M. A. Locher (Eds.), Advice in discourse (pp. 97-118). Amsterdam: John Benjamins Publishing.
    • Waring, H. Z. (2012). Doing disaffiliation with now-prefaced utterances. Language and Communication, 32, 265-275.
    • Waring, H. Z., & Hruska, B. (2012). Problematic directives in pedagogical interaction. Linguistics and Education, 23, 289-300.
    • Waring, H. Z. (2011). Learner initiatives and learning opportunities. Classroom Discourse, 2(2), 201-218.
    • Waring, H. Z., & Hruska, B. (2011). Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement. Linguistics and Education, 22, 441-455.
    • Wong, J. & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.
    • Waring, H. Z. (2009). Moving out of IRF: A single case analysis. Language Learning, 59(4), 796-824.
    • Wong, J., & Waring, H. Z. (2009). "Very good" as a teacher response. ELT Journal, 63(3), 195-203.
    • Waring, H. Z. (2008). Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities. The Modern Language Journal, 92(4), 577-594.
    • Waring, H. Z. (2007b). The multi-functionality of accounts in advice giving. Journal of Sociolinguistics,11(3), 367-369.
    • Waring, H. Z. (2007a). Complex advice acceptance as a resource for managing asymmetries. Text and Talk, 27(1), 107-137.
    • Waring, H. Z. (2005). Peer tutoring in a graduate writing center: Identity, expertise and advice resisting. Applied Linguistics, 26, 141-168. 
    • Waring, H. Z. (2003). "Also" as a discourse marker: Its use in disjunctive and disaffiliative environments. Discourse Studies, 5(3), 415-436.  
    • Waring, H. Z. (2002b). Expressing noncomprehension in seminar discussion. Journal of Pragmatics, 34 (12), 1711-1731.
    • Waring, H. Z. (2002a). Displaying substantive recipiency in seminar discussion. Research on Language and Social Interaction, 35(4), 453-479.

    Educational Background

    B.A. in English Literature, Beijing University;
    M/.A. in TESOL, University of Central Missouri;
    Ed. M., Ed.D. in Applied Linguistics, Teachers College, Columbia University.  

    Scholarly Interests

    Language and social interaction:

    • Conversation analysis
    • Second language classroom discourse
    • Advice giving and receiving in pedagogical contexts
    • Interactional resources deployed to manage competing demands in various social contexts
    • Cross-cultural and interlanguage pragmatics

    Selected Publications

    Implicit Attribution, Journal of Pragmatics 42 (2010).

    Linguistics in Language Teaching.  In L.Brinton (2010, 2nd ed.; original ed. 2001), The Structure of Modern English.  Philadelphia: Benjamins.

    A new take on the 'form, meaning, use' distinction. TESOL Higher Education Interest. Section Newsletter (5/07).

    Maths in the Grammar Classroom. ELT Journal 60:1 (1/2006).

    Lexical frames and reported speech. ELT Journal 68:3 (7/2004).

    M.Celce-Murcia & D.Larsen Freeman (1999), The Grammar Book: An ESL/EFL Teacher's Course.  Boston: Heinle. (authored five chapters)

    Biographical Information

    Howard Williams received M.A. degrees in Linguistics and TESOL from the University of Washington and a Ph.D. in Applied Linguistics at UCLA.  After first teaching English overseas, he taught in various community colleges in Washington and California and in the California State University system before arriving at TC.  His interests are in general linguistics with a particular focus on syntax, pragmatics, and pedagogical grammar.  His main current area of linguistic research is reported discourse.

    Principal Publications

    Implicit Attribution, Journal of Pragmatics 42 (2010).

    Linguistics in Language Teaching.  In L.Brinton (2010, 2nd ed.; original ed. 2001), The Structure of Modern English.  Philadelphia: Benjamins.

    A new take on the 'form, meaning, use' distinction. TESOL Higher Education Interest. Section Newsletter (5/07).

    Maths in the Grammar Classroom. ELT Journal 60:1 (1/2006).

    Lexical frames and reported speech. ELT Journal 68:3 (7/2004).

    M.Celce-Murcia & D.Larsen Freeman (1999), The Grammar Book: An ESL/EFL Teacher's Course.  Boston: Heinle. (authored five chapters)

    Biographical Information

    Pat Zumhagen, a native of Lowell, Massachusetts, graduated with a BA in English Literature from Rivier College in Nashua, New Hampshire; an MA in Philosophy of Education from OISE at the University of Toronto; and, a Ph.D, in English Education from Ohio State University. Her Doctoral research, carried out with high school students, involved the study of the representation of women and relationships in classic American literature. Among her professional interests, besides the reading and teaching of literature and women's issues, are issues of ethics and social justice and experiential education. On the personal side, she enjoys travel, theatre and music.
    Before coming to Teachers College to teach in the Dept. of English Education, she served for fifteen years as an English teacher at the Linworth Program of Worthington High School in Worthington, OH. She also served as the Director of Experiential Education at Linworth. In that capacity, she placed high school seniors in internships reflecting their interests in placements in all parts of the U.S. and in South America, Africa, Europe and Asia.
    Pat's lifelong dream has been to live and work in New York City. Pat has two children and two grandchildren, one of which is nearby.

    Office Location

    334-H Horace Mann

    Office Hours

    M 3:00 - 5:00
    T
    3:00 - 5:00

    Selected Publications

    • Azzarito, L., & Ennis, C.D. (2003). A sense of connection: Toward social constructivist physical education.  Sport, Education, and Society, 8, 179-198

    • Azzarito, L., Munro P., & Solmon, M.A. (2004). Unsettling the body. The institutionalization of physical activity at the turn of the 20th century. Quest, 4, 377-396

    • Azzarito, L., & Solmon, M.A. (2005). A reconceptualization of physical education: The intersection of race/gender/social class. Sport, Education, and Society, 1, 25-47

    • Azzarito, L. (2007). “Shape up America.” Understanding fatness as a curriculum project. Journal of the American Association for the Advancement of Curriculum Studies, 3, 1-27

    • Azzarito, L., & Harrison, L., Jr. (2008). “White men can’t jump”. Race, gender, and natural athleticism. International Review for the Sociology of Sport, 43, 4, 347-364

    • Azzarito, L., & Katzew, A. (2010). Performing identities in physical education: (En)gendering fluid selves. Research Quarterly for Exercise & Sport, 81, 1, 25-37

    • Azzarito, L. (2010). New girls, transcendent femininities, and new pedagogies: Toward girls’ hybrid bodies?  Sport, Education and Society, 15, 261-276

    • Azzarito, L. (2010). Ways of seeing the body in kinesiology: A case for visual methodologies. Quest, 62, 155-170

    • Azzarito, L., & Sterling J. (2010). “What it was in my eyes”: Picturing youths’ embodiment in ‘real’ spaces.  Qualitative Research in Sport and Exercise, 2, 209-228.  Special Edition on Visual Methods in Physical Culture

    • Azzarito, L. (2011). “I’ve lost my football...”  Rethinking gender(s), the hidden curriculum, and sport in the global context.  In R. Bailey & S. Dagkas (Eds.), Sport for all? Exclusion from and through sport. London: Routledge

    • Azzarito, L. (2012).  Digital photography as a pedagogical tool for investigating young people’s embodiment. Visual Studies. 27, 295-309.

    • Hill, J. & Azzarito, L. (2012).  Researching valued bodies in PE: a visual inquiry with young people. Special Edition, Physical Education and Sport Pedagogy, 3, 263-276.

    • Azzarito, L. (2012). Girls looking for a “second home”: bodies, difference, and places of inclusion in girls’ eyes. Physical Education and Sport Pedagogy, 1-25.

    • Azzarito, L., & Kirk, D. (2013).  Pedagogies, Physical Culture, and visual methods.  London: Routledge.

    Professional Presentations

    Select Conference Presentations
    • Azzarito, L. Using digital photography to shed light on “bodies at risk” in physical culture.  Paper to be presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. SIG-Qualitative Research

    • Azzarito, L. & Marttinen, R. A visual inquiry into young people’s expressions of their embodiment.  Paper to be presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation and Dance, Research Consortium, Boston, MA

    • Azzarito, L.  Gender, the hidden curriculum and physical education through girls’ eyes, March 2011.  Paper presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation and Dance, Research Consortium, San Diego, CA

    • A “second home”: Ethnic minority girls’ geographies of the body in an urban school, April 2011.  Paper presented to the Research on Learning and Instruction in Physical Education SIG, American Educational Research Association, New Orleans, LA

    Conference Symposia Organiser

    • Visual Methods and Identity Work, May 2012.  International Congress for Qualitative Inquiry, University of Illinois, Urbana-Champaign

    • Visual methods, Pedagogies & Young People, September 2011. British Educational Research Association Conference, London

    Keynote Presentations 

    • Social and cultural dimensions of physical literacies, June 29, 2011. Keynote Lecture for International Conference on Physical Literacies, University of Bedforshire, UK

    • “To Run the Course” in physical education: Browsing the new condition of youth in our global era, February 2007. Invited Keynote Lecture for International Congress of Physical Education, Palma, Spain

    Response to Keynote Lecture 

    • Researching young people in physical activity settings, March 2009. American Alliance for Health, Physical Education, Recreation and Dance, Tampa, FL

    Scholarly Interests

    Dr. Azzarito’s research examines the links among young people’s construction of the body, identity and inequality issues from a pedagogical and sociocultural perspective.  Dr. Azzarito is currently conducting visual research projects with young people in urban school physical activity contexts.  Her related interests include the theorization and application of visual methods; the examination of the ways in which the intersection of gender/sex, race/ethnicity and social class discourses in school physical activity informs young people’s construction of the body; visual pedagogies; and curriculum theory.

    Her current projects consider the critical and transformative aspects of using participatory visual research methods with young people in school contexts. She is particularly interested in studying visual methods as a means for exploring young people’s embodied identities, their making sense of the body in their daily lives.  The interdisciplinary nature of her research brings together art education, visual studies, curriculum, physical education and physical culture studies.  Her research is informed by constructivist, feminist post-structuralist and post-colonial theories.

    Educational Background

    • Louisiana State University, USA. Doctor of Philosophy in Kinesiology. Josephine A. Roberts LSU Alumni Association Distinguished Dissertation Award in the Arts, Humanities and Social Sciences

    • University of Maryland, College Park, USA. Master of Arts degree in Kinesiology. Alice Love Award for outstanding academic performance

    • Universita’ di Scienze Motorie di Torino. Bachelor’s degree in Physical Education with high honors

    Curriculum Vitae

    Grants

    • Azzarito, L. Principal Investigator. Economic and Social Research Council, August 2008. Moving in my world: An investigation into young people’s embodiment and its impact on participation in physical activity. Awarded £210,135. (Approximate, $459,025).  Loughborough University

    • Azzarito, L. Principal Investigator. The British Academy, July 2009. Geographies of girls’ bodies: A visual inquiry into minority girls’ physicality in school. Awarded £7,461.06. (Approximate, $12,690).  Loughborough University

    Personal News

    Scholarly Interests

    Biobehavioral aspects of exercise, with a specific focus on resistance training. Using resistance training as a treatment for chronic disease: addiction, mental illness, HIV. The interaction between physiological and psychological responses to exercise.

    Educational Background

    B.S., Northeastern University (Exercise Physiology)
    M.A., The University of Texas at Austin (Exercise Physiology)
    Ph.D., The University of Texas at Austin (Exercise Psychology)
    Postdoctoral Fellow, Brown Medical School (Behavioral Medicine)

    Principal Publications

    Ciccolo JT, Kraemer WJ. (Co-Editors). Resistance Training for the Prevention and Treatment of Chronic Disease (2013). Taylor Francis Publications.


    Whiteley JA, Williams DM, Dunsiger SI, Jennings EG, Ciccolo JT, Bock BC, Albrecht A, Parisi A, Linke SE, Marcus BH. (2012). Outcomes from the randomized trial of Commit to Quit in the YMCAs. American Journal of Preventive Medicine, 43, 256-262.


    Ciccolo JT, Dunsiger SI, Williams DM, Bartholomew JB, Jennings EG, Ussher M, Kraemer WJ, Marcus BH. (2011). Resistance training as an aid to standard smoking cessation treatment: A pilot study. Nicotine & Tobacco Research, 13, 756-760.

     

    Ciccolo JT, Pettee KK, Macera CA, Ainsworth BA. (2010). Association between self-reported resistance training and self-rated health. Journal of Physical Activity and Health, 7, 289-298.

     

    Ciccolo JT, Carr LJ, Krupel KL, Longval JL. (2010). The role of resistance training for the prevention and treatment of chronic disease. American Journal of Lifestyle Medicine, 4, 293-308.

     

    Williams DM, Dunsiger S, Ciccolo JT, Lewis BA, Albrecht AE, Marcus BH. (2008). Acute affective response to a moderate-intensity exercise stimulus predicts physical activity participation 6 and 12 months later. Psychology of Sport & Exercise, 9, 241-245.

     

    Bartholomew JB, Morrison D, Ciccolo JT. (2005). Effects of acute exercise on mood and well-being in patients with Major Depressive Disorder. Medicine and Science in Sports and Exercise, 37, 2032-2037.

     

    Ciccolo JT, Jowers EM, Bartholomew JB. (2004). The benefits of exercise training for quality of life in HIV/AIDS in the post-HAART era: review and recommendations. Sports Medicine, 34, 487-499.

    Selected Publications

    Grants

    Principal Investigator

     

    2013-2018       Efficacy of Resistance Training as an Aid to Smoking Cessation. National Heart, Lung, and Blood Institute #R01 HL117345. $1,912,971.

     

    2008-2011       Resistance Training as an Aid to Standard Smoking Cessation Treatment. National Cancer Institute #R03 CA132475. $100,000

     

    Co-Investigator

     

    2011-2016       Efficacy of Exercise Videogames for Physical Activity Adoption and Maintenance. National Heart, Lung, and Blood Institute #R01 HL109116. $2,586,342. PI: B. Bock

     

    2008-2013       Expert System Based Feedback in Sedentary Overweight Veterans. Department of Veterans Affairs #VA IIR 07-154. $1,526,232. PI: M. Sevick

     

    2007-2011       A Lifestyle Intervention to Prevent Recurrent Gestational Diabetes Mellitus. National Institute of Diabetes and Digestive and Kidney Diseases #R01 DK074876. $1,931,766. PI. L. Chasan-Taber

     

    2006-2011       Using a YMCA Exercise Program to Enhance Nicotine Dependence Treatment for Women. National Institute on Drug Abuse #R01 DA021729. $1,772,555. PI: B. Marcus

     

    Consultant

     

    2013-2018       Initiate and Maintain Physical Activity in Clinics: The IMPACT Diabetes Study. National Institute of Diabetes and Digestive and Kidney Diseases #R18 DK096394. $2,478,045. PI: L. Palaniappan.

     

    2013-2018       Development of a Tai Chi program to overcome barriers to cardiac rehabilitation. National Center for Complementary and Alternative Medicine #R34 AT007569. $784,813. PI: E. Salmoirago-Blotcher

     

    2012-2017       Effect of Exercise and Wellness Interventions on Preventing Postpartum Depression. National Institute of Mental Health #R01 MH096748. $1,428,118. PI: B. Lewis

    Additional Titles

    Distinguished Lecturer

    Coordinator of the bilingual/bicultural program focus for the graduate program in speech-language pathology and the Bolivia and Ghana programs

    Director of the Bilingual Extension Institute

    Educational Background

    B.A. University of Rochester

    M.A. Kean University

    J.D. Rutgers Law School-Newark

    Ph.D. Columbia University

    Scholarly Interests

    Dr. Crowley's work focuses on enhancing the quality of services that our children and adolescents receive particularly those bilingual and minority students and students from lower socio-economic status. First and foremost this requires that professionals who work with these students have the highest quality knowledge and skills. Quality professionals alone cannot make the needed changes. What is also needed is that the law and public policies must be in place so that quality professionals to do work that may be inconsistent with the current clinical practice. The nexus of special education, sociolinguistics, bilingualism and bidialectalism, is where Dr. Crowley's scholarly interest lies.

    Since 2006 Dr. Crowley has led annual trips to Ghana and Bolivia whereby her TC SLP graduate students provide e free services to people with communication disorders. The international work is designed to provide opportunities for student to acquire high quality clinical skills and cultural competencies that will transfer to their work with diverse populations in the U.S., and developing a "world citizen" approach to SLP. This is the link to the TC SLP 2011Ghana trip blog.  http://blog.asha.org/2011/02/11/gone-to-ghana/

    Honors and Awards

    ASHA Convention 2012. Meritorious Poster Submission 2012. "International Clinical Experiences for Master's Students: 5 Years in Ghana".

    National Council of Ghanaian Associations. Humanitarian Award "for dedicated and devoted work for disabled children and institutions of higher education, 2012

    ASHA Certificate for Outstanding Contributions in International Achievement, 2011

    ASHA Fellow, 2010

    ASHA Diversity Champion, 2009

    ASHA's Certificate of Recognition for Special Contributions to Multicultural Affairs,
    2007

    ASHA's SID 1 Starfish award, 2007.

    Board Recognized Child Language Specialist,
    2005 to present.

    The Outstanding Teacher Award from Dean of College based upon student evaluations, 2003-2004, Teachers College Columbia University.

    Golden Apple, November 2003 from ASHA Leader based upon nominations from graduate students.

    R. Van Hattum Award, from the American Speech Language and Hearing Association for outstanding service to children in the schools.

    R. Van Hattum Award NYS Nominee to ASHA  from the New York State Speech Language and Hearing Association.                               

    Outstanding Advocacy on Behalf of the Children and their Families, from United Cerebral Palsy of New York City Manhattan Children's Program.

    Teaching commendation from Dean of the College based upon student evaluations 1999-2000, Teachers College Columbia University.

    Active Professional Organizations

    ASHA International Issues Board. 2013-2016.

    NYS Licensure Board for Speech Pathology and Audiology
    2002-2012. Past chair and vice chair. 
     
    American Speech Language and Hearing Association (ASHA), member.

    ASHA SID 17 Global Issues in Communication Disorders, Founding steering committee member.

    ASHA committee member, to revise the Roles and Responsibilities of the School-based SLP  
       
    ASHA personnel shortage cadre expert for northeastern U.S.

    ASHA Government Relations and Policy Planning Board,
    2004-2006.

    ASHA Multicultural Issues Board
    , 2001-2003.
             Chair MIB committee to draft "Knowledge and skills needed by SLPs and Audiologists to 
               provide culturally and linguistically appropriate services" 2002-document publication in 2004.         

    New York State Speech Language and Hearing Association,
     member.
     
    NYS Education Department Task Force on Higher Ed Opportunities for  Speech Providers. 1995-2006.

    Selected Publications

    Crowley, C., Baigorri, M., Ntim, C., Bukari, B., Oseibagyina, A., Kitcher, E., Paintsil, A., Ampomah, O. W., & Laing, A. (2013). Collaborations to address barriers for people with communication disabilities in Ghana: Considering the world report on disability. International Journal of Speech-Language Pathology, 15(1): 53–57.

    Crowley, C., & Baigorri, M. (2012, October 30). International Service That Really Serves. The ASHA Leader. Retrieved from http://www.asha.org/Publications/leader/2012/121030/International-Service-That-Really-Serves/

    Levy, E., & Crowley, C. (2012). Beliefs regarding the impact of accent within speech-language pathology practice areas. Communication Disorders Quarterly, 34(1), 47-55. doi: 10.1177/1525740112446851.

     

    Levy, E. S.&Crowley, C. J. (2012). Policies and practices regarding students with accents in speech-language pathology training programs. Communication Disorders Quarterly, 34, 59-68. doi:10.1177/1525740111409567

    Crowley, C., & Baigorri, M. (2011). Effective approaches to international work: Substance and sustainability for speech-language pathology student groups. Perspectives on Global Issues in Communication Sciences and Related Disorders, 1(1), 27-35. doi: 10.1044/gics1.1.27

    Deal-Williams, V., Crowley, C. J., Levy, E. S., & Mahendara, N. (2011). The clinical education of students with accents [Professional Issues Statement]. Retrieved from http://www.asha.org/policy/PI2011-00324.htm

    Crowley, C. and 2011 Ghana Team (2011, February 11). Gone to Ghana. Retrieved from http://blog.asha.org/2011/02/11/gone-to-ghana/   (2011, February 15).

    Crowley, C. (2010, February). Incorporating AAC in the Community: Beyond "More Bubbles".                Augmentative Communication World Network (ACWN)Newsletter. Found at                                                  http://www.centralcoastchildrensfoundation.org/feb10.htm

    Crowley, C. (2010).A critical analysis of the CELF-4: The responsible clinician's guide to the CELF-4.
    (Doctoral dissertation). Available from Dissertations and Theses database. (UMI No. 3420871)

    Crowley, C. (2010) "Bilingual Extension Institute" "Facebook.com" page  Developed to provide former students and  interested professionals with updates on current research and new developments for  SLPs and psychologists working with bilingual and multicultural populations.

    Polovoy, C. & Crowley, C. (2009). "Aural rehabilitation telepractice: International project links NY   student clinicians, Bolivian children", The ASHA Leader June 16, 2009,14(8), 20-21.

    Crowley, C. (2007, Oct. 16). "Gaining cultural competence: Student SLPs work and learn in Bolivia" The ASHA Leader.

    "Deviations from the Norm", 2006 monthly column in The ADVANCE for Speech Language Pathologists and Audiologists. Co-authors were all TC SLP students.
    • Crowley, C. & Ouellette, P. (2006, Jan. 27). "Introducing ABEL:  Assessment Based in Evidence and Law".
    • Crowley, C. & Ouellette, P. (2006, Feb. 24). "Asking the Critical Questions: The Parent Interview".
    • Crowley, C. Bielefeld, A., & Ouellette, P. (2006, Mar. 27). Putting the tests to the test: Confidence intervals".
    • Crowley, C. Bielefeld, A., & Ouellette, P. (2006, April 24). "Putting the tests to the test II: Discriminant accuracy".
    • Crowley, C. & Ouellette, P. (2006, June 15). "What IDEA 2004 says about assessment".
    • Crowley, C. (2006, Oct. 23). "Columnists respond to readers' questions".
    • Crowley, C. (2006, Nov. 17). "The teacher interview: Questions you need to ask".
    • Crowley, C., Agosto, N., & Castle, G. (2006, Dec. 11). "Cultural and linguistic biases in assessment materials".

    Crowley, C. J. (2004, March 16). "The Ethics of Assessment With Culturally and Linguistically Diverse Populations". The ASHA Leader.  

    Crowley, C. (2003) "Diagnosing communication disorders in culturally and linguistically diverse students". ERIC Clearinghouse on Disabilities and Gifted Education. Digest E650m EDO-EC-03-11.

    Crowley, C. & Valenti, D. (2002). "Vocabulary development with culturally and linguistically diverse children and Adolescents".  Perspectives, ASHA Language and Learning SID, Nov. 2002.

    In the news

    TC Faculty, Administrators Receive Humanitarian Award for Work in Ghana" (March 7, 2012) http://www.tc.columbia.edu/news.htm?articleID=8421

    Inter-agency Network for Education in Emergencies. (2011, February 3). "Ghana's unit schools integrate learners with disabilities."  Found at http://www.ineesite.org/index.php/blog.

    TV3 News Midday Live. (2011, January 14). Midday live [Television broadcast]. Accra, Ghana: TV3. Retrieved from
    http://quicktime.tc.columbia.edu/users/TCNEWS/2010_2011/Ghana_interview01.mp4?KeepThis=true&TB_iframe=true&height=400&width=400

    Dowskin, E., (2011).  "Words from Ghana."Inside TC, 16(3), 1. Found at http://www.tc.columbia.edu/news/article.htm?id=7827.

     Levine, J. (2009). "Hearing aids: TC team delivers speech and language therapy via the Internet to a school for the deaf in Bolivia." Inside TC, 14(3), pp. 10-11. Found at http://www.tc.columbia.edu/news/article.htm?id=6799.

    Sapers, J. (2009). "Giving Voice to the World".TC Today, Spring/Summer 2009, 52-55. Found at http://www.tc.columbia.edu/bbs/speech-language/detail.asp?Id=In+the+Spotlight&Info=Giving+Voice+to+the+World&showSpotList=Yes

    Polovoy, C. & Crowley, C. (2009). "Aural rehabilitation telepractice: International project links NY student clinicians, Bolivian children", The ASHA Leader June 16, 2009, 14(8), 20-21. Found at http://www.asha.org/Publications/leader/2009/090616/f090616b.htm

    Levine, J. (2007, October). "Bolivia helping children to see and be heard: Visiting TC students navigate cultural differences to provide speech and language services."Inside TC. Found at http://www.tc.columbia.edu/news/article.htm?id=6409

    Levine, J. (2009, December).  "Saxman, Crowley Honored by Professional Association for Work in  Diversity". Inside TC, 15(1). Found at http://www.tc.columbia.edu/news/article.htm?id=7284  

    "TIEMPO". Channel 7, ABC network. Joe Torre program. Aired, March 16, 2010. 15 minute segment on the shortage of bilingual SLPs. Appeared with current and former TC SLP students.

    Levine, J. (2008-09, Winter). "Blazing a (Speech)"Path" in Cambodia." Inside TC, 14(3). Winter 2008-2009, pp. 12.

    Gottfred, K. (2008, August) "From the President: A broader vision of advocacy." ASHA Leader, August 2008.

    Dicker, R. (2006, March 11). "Speaking in (2) tongues: Raising a bilingual kid takes a little diligence" by Ron Dicker. New York  Daily News. New York, NY. March 11, 2006.

    Karlin, R. (2006, January 16). "Schools pressed on special education numbers: Children lacking disabilities are often placed in classes." Times Union, Albany, NY  January 16, 2006

    Mosheim, J. (2005, June). "Speech and language testing: Good knowledge base required for complex process." ADVANCE, 15(26): 6-8 (June 2005) 

    ASHA
    Publications

    ASHA (2011). "Clinical education of students with non-native accents and dialects". Rockville, MD: ASHA. (One of 4-person ad hoc group that drafted the document for ASHA).

    ASHA (2010). "Roles and responsibilities of SLPs in Schools". Rockville, MD: ASHA. (One of six-person committee that drafted document for ASHA).

    ASHA (2005). "Ethical issues and solutions: Working with ELL students". June 5, 2005. National-wide teleconference. Now part of ASHA's permanent professional development catalogue. 

    ASHA (2004). "Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services" Rockville, MD: ASHA. (Lead author and Chair of knowledge and skills document committee of ASHA's Multicultural Issues Board).

    ASHA (2003)." American English Dialects" [Technical Report]. (Named co-author). Available from www.asha.org/policy.

    ASHA's Multicultural Issues Board (2002). "Best practices approaches for working with culturally and linguistically diverse children" Guest editorial. ASHA Leader, 4/2/02.(Authored article for MIB).

     


    Professional Presentations

    Selected Invited Speaker Presentations:

    “Aligning IEP goals to the Common Core Standards.” October 27 and October 28, 2012. NYCDOE UFT Speech Chapter. New York, NY. (with Dr. Donna Valenti)

    Developing vocabulary skills in multicultural adolescents.” July 25, 2012. ASHA Schools Conference.  Milwaukee, WI.

    "Sustainability and capacity building in international SLP work: Ghana and Bolivia.” April 19, 2012. Council of Academic Programs in Communication Disorders Conference and Global Summit. Plenary session. Newport Beach, CA.

    Intervention issues with the developmentally delayed bilingual students.” 2007, 2008, 2009, 2010, 2011, 2012. NYCDOE District 75, New York, NY. Full day workshop for all 1st year speech language providers.

    “Evaluating bilingual/bicultural young learners.” April 29, 2011. Early Childhood Direction Center Westchester Center for Human Development. Valhalla, N.Y.

    Assessing communication: Bilingual young learners.” March 25, 2011 Early Childhood Direction Center.  Westchester Center for Human Development. Valhalla, N.Y.

     “Appropriate assessments for bilingual students in New Jersey.” March 7, 2011. Lakewood School District, Lakewood, N.J.

     "Appropriate assessment for bilingual learners: The law, the research, and preferred practice." February 25, 2011. Ventura County School District. Caramillo, CA.

     

     

    “SLP evaluations in multicultural/multilingual communities.” October 11, 2010. Woodbridge, NJ      

    Assessments based on evidence and the law: Putting the pieces together.” Bilingual Therapies annual symposium. July 15-17, 2010. Las Vegas, NV.

    “Assessment protocols consistent with IDEA 2004. June 28, 2010. Spring Valley, NJ.

    “Appropriate assessment when standardized scores are inappropriate.” May 21, 2010. Kean University.

    “Providing quality services to young children from non-English speaking homes.” January 2010. Bank Street College of Education.

    “The Role of the Speech Language Pathologist on the Cleft Palate Team.” January 2010. Komfo   Anokye Hospital and Korle Bu Hospital, Kumasi and Accra, Ghana. Presented to the cleft palate teams   and medical students and student nurses and dieticians.

    “Appropriate evaluations for young bilingual children.” October 2008 and February 2009. Early     Childhood Direction Center Westchester Institute for Human Development.

    Intervention issues with the developmentally delayed bilingual students.” April 2007, 2008, 2009, 2010. NYCDOE District 75, New York, NY. Lecture for all first year speech language providers.

    “Addressing the shortage of bilingual SLPs.” May 2008. ASHA State Association Presidents Conference. Saratoga Springs, NY.

    “Legal and research-based evaluations for young learners from bilingual and multicultural homes.” NYSED Rockland, Albany, and Westchester  BOCES April and May 2008.

    “Evidence-based assessment and intervention issues with bilingual deaf individuals.” May 2007.   Westchester and Rockland BOCES, Nyack, NY.

    Speech language pathology in the United States: Current issues.” National Academy of Sciences. La Paz, Bolivia. June 2007.

    “Issues in treatment including language choice with bilingual deaf students.” March 2007. Fanwood School for the Deaf. White Plains, NY.

    “Assessment Based in Evidence and Law (ABEL):  Making the Differential Diagnosis.” April 2006.   NYCDOE United Federation of Teachers Speech Teachers Chapter. New York, NY.

    “IDEA 2004: Influences on SLP assessment practices.” October 2005. North Carolina Central         University. Durham, NC.

    “IDEA 2004: Appropriate assessment of multicultural students.” January and May 2005. NYSED Nassau and Suffolk SETRC, in collaboration with Nassau Early Childhood Development Center, Nassau Bilingual Educational Technical Assistance Center, and the Long Island Regional School Support Center.

    "Language Disorder, Difference or Home-School Gap: Assessment Considerations with the CLD Populations in Hawaii"  Hawaiian Speech and Hearing Association.   Honolulu, HA.

    "Disorder or Difference?: Assessing Culturally and Linguistically Diverse Children"  ASHA Schools Conference. Boston, MA.

    "Disorder or Difference: Developing Assessment Guidelines for CLD children" Social Security Administration, Office of Disabilities, Speech-Language Policy Seminar, Chicago, IL.

    The Impact of Family, Language and Culture on Diagnosis and Treatment"  Conference on Developmental Disabilities. Downstate Medical Center, Brooklyn, NY.

    "Language Development and the Bilingual Child: Educational Implications"  New Britain School Districts.  New Britain, CT.                         

    "Bilingual Language Development" Grand Rounds Lecture, Long Island College Hospital.  Brooklyn, N.Y.

    Selected Peer-reviewed Presentations

         American Speech and Hearing Association and NYSSLHA:

    Crowley, C., Gottfred, C., Ritter, P. (2012). So You Want to GIVE BACK! Philanthropy Within the Professions. ASHA 2012 Seminar. Atlanta, GA. (Invited).


    Crowley, C., Clarke, C., Seid, E., Ruiz, D., Inniss, M., Yudice, S., Baigorri, M. (2012). International SLP: Seven years working at a Bolivian Deaf School. ASHA 2012 Poster. Atlanta, GA.    

    C
    rowley, C., Baigorri, M., Andres-Elias, P., Hsu, Sih-Chiao, Erickson, A., Villani, S. Bazile, V., Knotts, T. (2012). “International Clinical Experiences for Master's Students: 5 Years in Ghana”. ASHA 2012 Poster. Atlanta, GA.

    Crowley, C. & Baigorri, M. (2012). Reimaging the SLP’s Role in International Cleft Palate Surgical Missions. ASHA 2012 Seminar. Atlanta, GA.

    Higdon, C. W., Salas-Provance, M., Owre, D., Battle, D., Crowley, C., Rodriguez, C., Gonzalez, M. (2011).  International & global clinical opportunities: How to make it work for you!” ASHA 2011 Short Course. San Diego, CA. (Invited)

    Bleile, K., Crowley, C., Bernthal, J. (2011). “So you want an international experience.”  ASHA 2011 Seminar. San Diego, CA. (Invited)

     Leone, D., Linden, B., Rubenstein, J., Wangsness, C., Crowley, C.,  & Baigorri, M. (2011).  “Sustainability in an International SLP Program: Maintaining Communication With Ghana.” Poster. ASHA 2011. San Diego, CA.

    Crowley, C. & Hutton, B. (2011). Developing collaborations and connections between SLP universityprograms and NYSDOH Early Intervention.” NYSSLHA 2011. Saratoga Springs, NY.

    Battle, D., Crowley, C., Higdon, C., Owre, D., Salas-Provance, M. (2010). “Division 17: Global issues in    communication sciences and disorders.” ASHA 2010. Philadelphia, PA. (Invited).

     

     

    “International student experiences: Making it work” ASHA 2010 Philadelphia, PA.

    “International clinical experiences for SLP students: Lessons from Ghana” ASHA 2010 Philadelphia, PA.

    “Division 17: Global issues in communication science & related disorders” ASHA 2010 Philadelphia, PA.

    “Developing sustainability through student clinical experiences: 5 years in Bolivia” ASHA 2010. Philadelphia, PA.

    “International Master’s Student Experiences: Knowledge, Skills, and Ethical Perspective” ASHA 2009 New Orleans, LA.

    "Language Disorder, Difference or Home-School Gap: Assessment Issues" ASHA Convention. Atlanta, GA.

     "Language Disorder vs. Difference: Assessing Bilingual and African-American Children"  ASHA Convention. New Orleans, LA.

    "Community Language Influences on Language Samples of Puerto Rican Children"  ASHA Convention.  Washington, DC.

    "Beyond Bilingualism: Assessing the Code-Switching Child" ASHA Convention. San Francisco, CA.

    "Assessing the Language of Bilingual Teenagers" ASHA Convention.  San Antonio, TX.

    "Language Disorder or Normal Processes of Second Language Acquisition?" ASHA Convention.  Boston, MA.

    "Advocating for Multicultural Clients" ASHA Convention, Seattle, WA.

    New York State Speech, Language and Hearing Association:

    "The Impact of IDEA: A Federal Mandate Away from Traditional SLP" NYSSLHA Convention.  Rye, N.Y.

    "Becoming a Bilingual Clinician in New York State" NYSSLHA Convention.

    "Transdisciplinary Intervention: A Model for Role Enrichment, Expansion and Support"  NYSSLHA Convention Saratoga Springs, N.Y.

    "Intervention in the Classroom: A Collaborative Model" NYSSLHA Convention.  Syracuse, N.Y.

    Educational Background

    Bachelor of Arts: Business Management, School of Business, Hofstra University, Hempstead, N.Y.

    Master of Arts: Exercise Science, Department of Health Studies, Physical Education and Human Performance Sciences, Adelphi University, Garden City, N.Y.

    Doctor of Philosophy: Exercise Physiology, School of Sport and Health Sciences, University of Exeter, Exeter, U.K.

     

    Scholarly Interests

    Bioenergetics, cardiovascular and respiratory physiology, pulmonary gas exchange dynamics, mathematical modeling of the pulmonary VO2 response, limitations to/control of muscle oxidative metabolism, ventilatory control, exercise testing and interpretation, neuromuscular aspects of strength training, resistance training for hypertrophy.

    Selected Publications

    Jones, A.M., Wilkerson, D.P., DiMenna, F.J., Fulford, J. and Poole, D.C. (2008). Muscle metabolic responses to exercise above and below the "critical power" assessed using 31P-MRS. American Journal of Physiology - Regulatory, Integrative and Comparative Physiology, 294, R585-R593.

    Jones, A.M., DiMenna, F., Lothian, F., Taylor, E., Garland, S.W., Hayes, P.R. and Thompson, K.G. (2008) Priming' exercise and O2 uptake kinetics during treadmill running. Respiratory Physiology and Neurobiology, 161, 182-188.

    DiMenna, F.J., Wilkerson, D.P., Burnley, M. and Jones, A.M. (2008). Influence of priming exercise on pulmonary O2 uptake kinetics during transitions to high-intensity exercise from an elevated baseline. Journal of Applied Physiology, 105, 538-546.

    Davies, R.C., Eston, R.G., Poole, D.C., Rowlands, A.V., DiMenna, F., Wilkerson, D.P., Twist, C. and Jones, A.M. (2008) Effect of eccentric exercise-induced muscle damage on the dynamics of muscle oxygenation and pulmonary oxygen uptake. Journal of Applied Physiology, 105, 1413-1421.

    DiMenna, F.J., Wilkerson, D.P., Burnley, M., Bailey, S.J. and Jones, A.M. (2009). Influence of priming exercise on pulmonary O2 uptake kinetics during transitions to high-intensity exercise at extreme pedal rates. Journal of Applied Physiology, 106, 432-442.

    Bailey, S.J., Wilkerson, D.P., DiMenna, F.J. and Jones, A.M. (2009). Influence of repeated sprint training on pulmonary O2 uptake and muscle deoxygenation kinetics in humans. Journal of Applied Physiology, 106, 1875-1887.

    Bailey, S.J., Winyard, P., Vanhatalo, A., Blackwell, J.R., DiMenna, F.J., Wilkerson, D.P., Tarr, J., Benjamin, N. and Jones, A.M. (2009). Dietary nitrate supplementation reduces the O2 cost of low-intensity exercise and enhances tolerance to high-intensity exercise in humans. Journal of Applied Physiology, 107, 1144-1155.

    DiMenna, F.J., Wilkerson, D.P., Burnley, M., Bailey, S.J. and Jones, A.M. (2009). Influence of extreme pedal rates on pulmonary O2 uptake kinetics during transitions to high-intensity exercise from an elevated baseline. Respiratory Physiology and Neurobiology, 169, 16-23.

    DiMenna, F.J. and Jones, A.M. (2009). "Linear" versus "Nonlinear"  O2 responses to exercise: reshaping traditional beliefs. Journal of Exercise Science and Fitness, 7, 67-84.

    Bailey, S.J., Vanhatalo, A., Wilkerson, D.P., DiMenna, F.J. and Jones, A.M. (2009). Optimizing the "priming" effect: influence of prior exercise intensity and recovery duration on O2 uptake kinetics and severe-intensity exercise tolerance. Journal of Applied Physiology, 107, 1743-1756.

    DiMenna, F.J., Wilkerson, D.P., Burnley, M., Bailey, S.J. and Jones, A.M. (2010).  Priming exercise speeds pulmonary O2 uptake kinetics during supine "work-to-work" high-intensity cycle exercise. Journal of Applied Physiology, 108, 283-292.

    Vanhatalo, A., Fulford, J., DiMenna, F. and Jones, A.M. (2010). Influence of hyperoxia on muscle metabolic responses and the power-duration relationship during severe-intensity exercise in humans: a 31P-MRS study. Experimental Physiology, 95, 528-540.

    DiMenna, F.J., Fulford, J., Bailey, S.J., Vanhatalo, A., Wilkerson, D.P. and Jones, A.M. (2010). Influence of priming exercise on muscle [PCr] and pulmonary O2 uptake dynamics during "work-to-work" knee-extension exercise. Respiratory Physiology and Neurobiology, 172, 15-23.

    Bailey, S.J., Fulford, J., Vanhatalo, A., Winyard, P., Blackwell, J.R., DiMenna, F.J., Wilkerson, D.P., Benjamin, N. and Jones, A.M. (2010). Dietary nitrate supplementation enhances muscle contractile efficiency during knee-extensor exercise in humans. Journal of Applied Physiology, 109, 135-148.

    Bailey, S.J., Romer, L.M., Kelly, J., Wilkerson, D.P., DiMenna, F.J. and Jones, A.M. (2010). Inspiratory muscle training enhances pulmonary O2 uptake kinetics and high-intensity exercise tolerance in humans. Journal of Applied Physiology, 109, 457-468.

    DiMenna, F.J., Bailey, S.J. and Jones, A.M. (2010). Influence of body position on muscle deoxy[Hb + Mb] during ramp cycle exercise. Respiratory Physiology and Neurobiology, 173, 138-145.

    Bailey, S.J., DiMenna, F.J., Wilkerson, D.P., Vanhatalo, A. and Jones, A.M. (2011). A fast-start strategy improves VO2 kinetics and high-intensity exercise performance. Medicine and Science in Sports and Exercise, 43, 457-467.

    DiMenna, F.J., Bailey, S.J., Vanhatalo, A., Chidnok, W. and Jones, A.M. (2010). Elevated baseline VO2 per se does not elicit "work-to-work" slowing of pulmonary O2 uptake kinetics. Journal of Applied Physiology, 109, 1148-1154.

    Bailey, S.J., Winyard, P., Vanhatalo, A., Blackwell, J.R., DiMenna, F.J., Wilkerson, D.P., and Jones, A.M. (2010). Acute L-arginine supplementation reduces the O2 cost of moderate-intensity exercise and enhances high-intensity exercise tolerance. Journal of Applied Physiology, 109, 1394-1403.

    Vanhatalo, A., Bailey, S.J., Blackwell, J.R., DiMenna, F., Pavey, T., Wilkerson, D.P., Benjamin, N., Winyard, P.G. and Jones, A.M. (2010). Acute and chronic effects of dietary nitrate supplementation on blood pressure and the physiological responses to moderate-intensity and incremental exercise. American Journal of Physiology: Regulatory, Integrative and Comparative Physiology, 299, R1121-R1131.

    Bailey, S.J., Winyard, P.G., Blackwell, J.R., Vanhatalo, A., Lansley, K.E., DiMenna, F.J., Wilkerson, D.P., Campbell, I.T., and Jones, A.M. (2011). Influence of N-acetylcysteine administration on pulmonary O2 uptake kinetics and exercise tolerance in humans. Respiratory Physiology and Neurobiology, 175, 121-129.
     
    Lansley, K.E., Winyard, P.G., Fulford, J., Vanhatalo, A., Bailey, S.J., Blackwell, J.R., DiMenna, F.J., Gilchrist, M., Benjamin, N. and Jones, A.M. (2011). Dietary nitrate supplementation reduces the O2 cost of walking and running: a placebo-controlled study. Journal of Applied Physiology, 110, 591-600.

    Vanhatalo, A., Poole, D.C., DiMenna, F.J., Bailey, S.J. and Jones, A.M. (2011). Muscle fiber recruitment and the slow component of O2 uptake: constant work rate vs. all-out sprint exercise. American Journal of Physiology: Regulatory, Integrative and Comparative Physiology, 300, R700-R707.

    Lansley, K.E., DiMenna, F., Bailey, S.J. and Jones, A.M. (2011). A new' method to normalise exercise intensity. International Journal of Sports Medicine, 32, 535-541.

    Chidnok, W., DiMenna, F.J., Bailey, S.J., Vanhatalo, A., Morton, R.H., Wilkerson, D.P. and Jones, A.M. (2012). Exercise tolerance in intermittent cycling: Application of the critical power concept. Medicine and Science in Sports and Exercise, 44, 966-976.

    Chidnok, W., DiMenna, F.J., Bailey, S.J., Burnley, M., Wilkerson, D.P., Vanhatalo, A. and Jones, A.M. (2013). VO2max is not altered by self-pacing during incremental exercise. European Journal of Applied Physiology, 113, 529-539.

    Chidnok, W., DiMenna, F.J., Bailey, S.J., Burnley, M., Wilkerson, D.P., Vanhatalo, A. and Jones, A.M. (2013). VO2max is not altered by self-pacing during incremental exercise: reply to the letter of Alexis R. Mauger. European Journal of Applied Physiology, 113, 543-544.

    Chidnok, W., DiMenna, F.J., Bailey, S.J., Wilkerson, D.P., Vanhatalo, A. and Jones, A.M. (2013). Effects of pacing strategy on work done above critical power during high-intensity exercise. Medicine and Science in Sports and Exercise, 45, 1377-1385.

    Vanhatalo, A., Bailey, S.J., DiMenna, F.J., Blackwell, J.R., Wallis, G.A. and Jones, A.M. (2013). No effect of acute L-arginine supplementation on O2 cost or exercise tolerance. European Journal of Applied Physiology, 113, 1805-1819.

    Chidnok, W., Fulford, J., Bailey, S.J., DiMenna, F.J., Skiba, P.F., Vanhatalo, A. and Jones, A.M. (2013). Muscle metabolic determinants of exercise tolerance following exhaustion: relationship to the critical power'. Journal of Applied Physiology, 115, 243-250

    Chidnok, W., DiMenna, F.J., Fulford, J., Bailey, S.J., Skiba, P.F., Vanhatalo, A. and Jones, A.M. (2013). Muscle metabolic responses during high-intensity exercise measured by 31P-MRS: relationship to the critical power concept. American Journal of Physiology: Regulatory, Integrative and Comparative Physiology, 305, R1085-1092.\

    Da Boit M., Bailey, S.J., Callow S., DiMenna, F.J. and Jones, A.M. (2014). Effects of interval and continuous training on O2 uptake kinetics during severe-intensity exercise initiated from an elevated metabolic baseline. Journal of Applied Physiology, ahead of print.


    Custom Course List

    Courses taught:
    BBSQ5116 Language Disorders in Adults
    BBSN4032 Neuroscience of Speech and Language
    HUDK5024 Language Development
    BBSN5199 Lab Methods for Electroencephalographic Investigations of Language & Cognition
    BBSQ5112 Disorders of Articulation and Phonology

    Seminars:
    BBSQ6111 Linguistic theory, language development and language breakdown
    BBSN6514 Neurophysiology of mental processes
    BBSQ6514 Seminar in brain, language & cognition

    Scholarly Interests

    Neural underpinnings of language representation and processing, especially in pathological situations: developmental and acquired speech and language disorders; language and cognitive processing in schizophrenia. Neural correlates of second language acquisition in adults. Contributions of cognitive neuroscience to determining efficacy and mechanisms of change in speech-language pathology and educational interventions.

    Current Projects

    Service to the College and University

    Program Chair, Speech and Language Pathology (2012 -- present)

    Faculty Executive Committee, Subcommittee for Academic Personnel (2010 – present)

    Institutional Review Board (2003 – present)

    Search committee, Program in Movement Sciences (2007-2008)

    Review committee, Dean’s Grant for Student Research (2005)

    Review Committee, Walter Sindlinger Writing Award (2005)

    Affirmative Action Representative, Faculty search committee, Program in Speech-Language Pathology (December 2004 – March 2005)

    Program Committee for review of doctoral programs (2004 –2006)

    Office Location

    Faculty Office -- 1052, Thorndike Hall  (by appointment only -- email to request)
    Laboratory -- 1153 Thorndike Hall  (active research - no unscheduled drop ins please)

    Selected Publications

    SELECT PEER REVIEWED PUBLICATIONS

    Froud, K. & Khamis-Dakwar, R. (2012). MisMatch Negativity Responses in children with a diagnosis of Childhood Apraxia of Speech (CAS). American Journal of Speech-Language Pathology. 2012;21:302.

    Khamis-Dakwar, R., Froud, K. & Gordon, P. (in press). Syntactic and Morphological Development in Arabic Diglossia. Journal of Child Language.

    Khamis-Dakwar, R. & Froud, K. (in press). Aphasia, language and culture: Arabs in the U.S. To appear in Multilingual Matters: Multilingual Aphasia.

    Froud, K., Titone, D., Marantz, A. & Levy, D.L. (2010). Brain/behavior asymmetry in schizophrenia: a preliminary MEG study of cross-modal semantic priming in schizophrenia. Journal of Neurolinguistics, 23, 3, 223-239.

    Galgano, J. & Froud, K. (2008). Evidence of the Voice-Related Cortical Potential: an electroencephalographic study. NeuroImage, 41, 1313-1323. (Also Corrigendum. NeuroImage 42, published online July 2008.)

    Froud, K. & van der Lely, H.K.J. (2008). The count-mass distinction in typically developing and grammatically specifically language impaired children: new evidence on the role of syntax and semantics. Journal of Communication Disorders, 41, 274-303.

    Khamis-Dakwar, R., & Froud, K. (2007). Lexical processing in two language varieties: an event-related brain potential study of Arabic native speakers. In Mughazy, M. (Ed.) Perspectives on Arabic Linguistics XX, 153-166. Amsterdam: John Benjamins.  

    Froud, K. (2006). Unaccusativity as lexical argument reduction: evidence from aphasia. Lingua, 116, 1631-1650.

    Gardner, H., Froud, K., McLelland, A. & van der Lely, H.K.J. (2006). The development of the Grammar and Phonology Screening (GAPS) test to assess key markers of specific language difficulties in young children. International Journal of Language and Communication Disorders, 41 (5), 513-540.

    Allen, K., Carlile, S., Alais, D. & Froud, K. (2005). Persistence of auditory streaming preserves release from masking. Canadian Acoustics, 33, 3, 46-47.

    Druks, J. & Froud, K. (2002). The syntax of single words: evidence from a patient with a function word deficit. Cognitive Neuropsychology, 19(3), 207-244.

    Froud, K. (2001). Prepositions and the lexical / functional divide: aphasic evidence. Lingua, 111, 1-28.

    Froud, K. (1998). Aphasic evidence for the syntactic determination of unaccusativity. UCL Working Papers in Linguistics, 10, 1-18.


    OTHER PUBLICATIONS

    Froud, K. (in press). Understanding and addressing the theory-to-practice divide in clinical training and practice. To appear in Bowen, C. (Ed.), Children’s Speech Sound Disorders. London: John Wiley & Sons.

    van der Lely, H.K.J., Froud, K., Gardner, H., McLelland, A. (2007). The grammar and phonology screening test (GAPS). University of London, UK. (Available online at www.dldcn.com).

    Bury, D., Froud, K., Horsey, R. & Szendroi, K. (Eds.) (2004). Focus and the interaction between syntax and pragmatics. Lingua, 114, 3, 227-388.


    WORK IN PROGRESS

    Froud, K., Titone, D., Marantz, A. & Levy, D.L. (submitted). Brain/behavior asymmetry in schizophrenia: a preliminary MEG study of cross-modal semantic priming in schizophrenia. Journal of Neurolinguistics.

    Froud, K. & Khamis-Dakwar, R. Diglossic variety switching: an event-related potential study of Arabic native speakers. (In preparation.)

    Froud, K., Galgano, J., Randazzo, M. & Krieger, L. Acoustic and Spirometric Correlates of Phonation in Young and Middle-Aged Adults. (In preparation.)

    Galgano, J. & Froud, K. Age-related changes of the voice-related cortical potential (VRCP). (In preparation.)

    Sibuma, B., Froud, K., & Black, J. Effects of dimensionality on emotional face processing: an electrophysiological investigation. (In preparation.)

     

    Professional Presentations

    PAPERS PRESENTED AT PROFESSIONAL MEETINGS

    Froud, K., Khamis-Dakwar, R. & Randazzo, M. MMN responses in acquired and developmental apraxia of speech: evidence for phonological involvement. Poster presented at Cognitive Neuroscience Society Annual Meeting, San Francisco, April 2011.

    Froud, K., Tsakali, V. & Wexler, K. Late maturation of Raising in English: evidence from typically developing children. Poster presented at Generative Approaches to Language Acquisition: North America (GALANA), Philadelphia, PA, September 2010.

    Khamis-Dakwar, R. & Froud, K. Neurocognitive investigations of codeswitching in Arabic Diglossia: breaking with tradition. Arabic Linguistics Symposium, Austin, TX, April 2010.

    Garcia, P. & Froud, K. Longitudinal change in MMN responses to English vowels by a Spanish-speaking learner of English. Poster presented at Cognitive Neuroscience Society Annual Meeting, Montreal, QC, April 2010.

    Khamis-Dakwar, R., Randazzo, M., & Froud, K. Phonological representation in Childhood Apraxia of Speech (CAS): An ERP study. Poster presented at Cognitive Neuroscience Society Annual Meeting, Montreal, QC, April 2010.

    Maddox, C., Black, J. & Froud, K. An electrencephalography study of two forms of reasoning. Poster presented at Cognitive Neuroscience Society Annual Meeting, Montreal, QC, April 2010.

    Purdy, J.D. & Froud, K. Event-related potential responses to grammaticality violations involving verbs: A possible index of increasing second-language proficiency. Poster presented at Cognitive Neuroscience Society Annual Meeting, Montreal, QC, April 2010.

    Garcia, P. & Froud, K. Speech perception in late Spanish-English bilinguals. Presentation at the Association of Latin-American Students, Teachers College, Columbia University, New York, March 2010.

    Khamis-Dakwar, R. & Froud, K. Neurocognitive investigations of codeswitching in Arabic diglossia. Georgetown University Round Table, Georgetown, MD, March 2010.

    Purdy, J.D. & Froud, K. Unaccusativity and neurocognitive indices of second language acquisition: An ERP study. Georgetown University Round Table, Georgetown, MD, March 2009.

    Khamis-Dakwar, R., Froud, K. & Boudelaa, S. Lexical Processing in diglossic code switching between Modern Standard Arabic and Palestinian Colloquial Arabic: An event-related brain potential study of Arabic native speakers. Poster presented at Cognitive Neuroscience Society Annual Meeting, San Francisco, CA, April 2009.

    Froud, K., Khamis-Dakwar, R. & Randazzo, M. Childhood Apraxia of Speech (CAS): Neurophysiological evidence for phonological involvement. To be presented at American Speech-Language-Hearing Association annual meeting, Chicago, November 2008.

    Froud, K. Applicability of neurocognitive approaches to the study of second language acquisition. Presentation at American Association of Applied Linguistics Annual Meeting, Washington, D.C., March 2008.

    Froud, K. Interdisciplinary approaches to second language acquisition. Presentation at American Association of Applied Linguistics Annual Meeting, Washington, D.C., March 2008.

    Froud, K. & Galgano, J. Using EEG to determine characteristics of neural preparation for voicing. Presentation at Voice Foundation Symposium, Philadelphia, PA, June 2007.

    Galgano, J., Froud, K. & Hirsch, J. Event-related fMRI reveals age-related changes on sensorimotor activation during phonation.  Presentation at Voice Foundation Symposium, Philadelphia, PA, June 2007.

    Sibuma, B., Black, J. & Froud, K. Examining the Equivalency of Visual Designs on Face Processing: An Event-Related Potential Study. Poster presented at Cognitive Neuroscience Society Annual Meeting, New York, May 2007.

    Baer, T. & Froud, K. Neural responses to major / minor chord changes in musical phrases: an ERP study. Poster presented at Cognitive Neuroscience Society Annual Meeting, New York, May 2007.

    Garcia, P. & Froud, K. N100 and P300 responses to native and non-native vowels in late Spanish-English bilinguals. Poster presented at Cognitive Neuroscience Society Annual Meeting, New York, May 2007.

    Purdy, J.D. & Froud, K. The influence of L1 properties on storage of L2 parsing representations in procedural memory: an ERP study. Poster presented at Cognitive Neuroscience Society Annual Meeting, New York, May 2007.

    Galgano, J. & Froud, K. Electroencephalography (EEG) reveals age-related changes of the Voice-Related Cortical Potential (VRCP) during phonation. Poster presented at Cognitive Neuroscience Society Annual Meeting, New York, May 2007.

    Sibuma, B., Froud, K., & Black, J. Electrophysiological evidence of potential interaction between dimensionality and facial expression processing. Poster presented at the Association for Psychological Science Annual Convention, New York, NY, May 2006.

    Froud, K. Lexical access in schizophrenic adults: a magnetoencephalographic investigation of lexical frequency effects and their neural correlates in disordered temporal lobe functioning. Poster presented at Cognitive Neuroscience Society Annual Meeting, San Francisco, April 2006.

    Sibuma, B., Froud, K., & Black, J. Effects of dimensionality on face processing: an electrophysiological investigation. Poster presented at Cognitive Neuroscience Society Annual Meeting, San Francisco, April 2006.

    Khamis-Dakwar, R. & Froud, K. Lexical processing in two language varieties: An event-related brain potential study of Arabic native speakers. Presentation at Arabic Linguistics Symposium, Kalamazoo, March 2006.

    Froud, K., Levy, D., Marantz, A. & Titone, D. Semantic priming in schizophrenia: a MEG study. Poster presented at the Society for Neuroscience 35th Annual Meeting, Washington D.C., November 2005.

    Purdy, J.D. & Froud, K. L1 typology and electrophysiological responses to L2 sentence processing. Presentation at Second Language Research Forum, Teachers College, Columbia University, October 2005.

    Froud, K., Galgano, J., Young, J. & Hirsch, J. Effects of morphological complexity and lexicality: results from fMRI and EEG. Poster presented at the Cognitive Neuroscience Society 12th Annual Meeting, New York, NY, April 2005.

    Purdy, J.D. & Froud, K. Electrophysiological evidence for L1 interference in L2 sentence processing. Poster presented at the Organization for Human Brain Mapping 11th Annual Meeting, Toronto, Canada, June 2005.

    Young, J. & Froud, K. The N400 in a case of developmental language disorder. Poster presented at the Organization for Human Brain Mapping 11th Annual Meeting, Toronto, Canada, June 2005.

    Galgano, J. & Froud, K. An electroencephalographic study of the readiness potential associated with true vocal fold adduction and the onset of phonation in adults. Poster presented at the Organization for Human Brain Mapping 11th Annual Meeting, Toronto, Canada, June 2005.

    Froud, K. & van der Lely, H.K.J. Children with G-SLI and Lexical-SLI: Ontological categories, syntactic knowledge, and children’s induction of word meaning. Presentation at the 23rd Annual Symposium on Research in Child Language, University of Wisconsin, Madison. June, 2002.

    Froud, K. A lexical / functional distinction in acquired dyslexia: a syntactic account at the single word level? Presentation at Manchester University Postgraduate Linguistics Conference, Manchester, UK, October 1999. 

    Froud, K. & Druks, J. The syntax of single words: a single case study of an acquired aphasic deficit. Presentation at Bressanone Annual Neuropsychology Conference, May 1998.


    INVITED TALKS

    Froud, K. & Clarkson, K. Medical Speech-Language Pathology. Invited talk at University of Kelaniye, Colombo, Sri Lanka, June 2011.

    Froud, K. Neuroimaging research in communication sciences and disorders: challenges and perspectives. Invited talk at Adelphi University, New York, February 2011.

    Froud, K., Tsakali, V. & Wexler, K. Late maturation of Raising in English: evidence from typically developing children. Invited talk at University of Massachusetts, Amherst, MA, March 2010.

    Khamis-Dakwar, R. & Froud, K. Lexical Processing in two language varieties: An event-related brain potential study of Arabic native speakers. Invited talk at the Stony Brook Linguistic Colloquium, Stony Brook University, New York, November 2009.

    Khamis-Dakwar, R. & Froud, K. Neurophysiological Evidence for Codeswitching in Diglossia. Invited talk at City University of New York Graduate Center, New York, November 2007.

    Khamis-Dakwar, R. & Froud, K. Diglossia through a neuroscientific lens: new research perspectives. Invited talk at the Israeli Academy, Van Leer, Jerusalem, July 2007.

    Froud, K. & Khamis-Dakwar, R. Neuroscience and language development. Invited talk to the Jordanian Teachers Delegation, Teachers College, Columbia University, New York NY, July 2007.

    Froud, K. Schizophrenia as a disorder of thought, or language? Evidence from brain and behavioral investigations. Invited talk at Department of Phonetics & Linguistics, University College London, UK, September 2006.

    Froud, K. A magnetoencephalographic study of lexical processing and formal thought disorder in schizophrenia. Invited talk at 16th Annual Scientific Symposium of the National Alliance for Research into Schizophrenia and Affective Disorders. New York, NY, October 2005.

    Froud, K. Neuropsychology and Language. Invited talk at Department of Speech Sciences, City University London, April, 2001.

    Froud, K. & Druks, J. The syntax of single words: morphological representation in a case of acquired aphasia. Invited presentation, Department of Phonetics and Linguistics, University College London, September 2000.

    Froud, K. Neurolinguistics and acquired language disorders. Department of Speech Sciences, City University, London, November 1999.

    Biographical Information

    Dr Karen Froud is Associate Professor of Speech-Language Pathology and Neuroscience and Education, in the Department of Biobehavioral Sciences at Teachers College, Columbia University.

    Dr Froud trained as a speech-language pathologist in the UK and worked with adults with severe neurological disabilities at the Royal Hospital for Neurodisability in London. She returned to academia to complete a master’s and PhD in Theoretical Linguistics at University College London. She then held a position as a postdoctoral research fellow at the Center for Developmental Language Disorders and Cognitive Neuroscience, where she conducted research on the effects of language impairment on the educational attainment and cognitive abilities of children. She participated in the development of the Grammar and Phonology Screening Test (the GAPS), the first assessment of its kind intended for use by parents, teachers and paraprofessionals for the early identification of language impairment.

    In 2001, Dr Froud was recruited as a research fellow to the Mind Articulation Project at MIT. Using several different brain imaging modalities, including fMRI and MEG, she developed studies on the neuroscience of language and cognitive impairments in stroke and schizophrenia. She was awarded the Essell Young Investigator Award in 2003 by the Brain and Behavior Research Foundation, and joined the faculty at Teachers College later the same year.

    At TC, Dr Froud founded and directs the Neurocognition of Language Lab, a state of the art facility that uses high density electroencephalography to investigate questions about language, cognition and learning across the lifespan. She teaches graduate courses in language disorders, neuroscience of speech and language, research and lab methods. She also founded SLP-Cambodia, part of the Transcultural Speech-Language Pathology initiatives that take students to resource-poor regions around the world for service provision, education and training.

    Dr Froud’s work has been funded by the National Science Foundation, the American Speech-Language and Hearing Association, the National Institute for Deafness and Communication Disorders, and the National Institutes of Health. She and her students regularly present at national and international conferences, especially the meetings of the Society for Neuroscience, the Cognitive Neuroscience Society, and the Organization for Human Brain Mapping. Dr Froud has published in journals including NeuroImage, Journal of Neurolinguistics, Lingua, the American Journal of Speech-Language Pathology, and the Journal of Cognitive Neuropsychology, as well as making contributions to edited volumes including Perspectives in Arabic Linguistics, Multicultural Aspects of Aphasia, and Children’s Speech Sound Disorders.

    Dr Froud lives in New York City with her son, Sam.


    Grants

    GRANTS AND AWARDS

    Teachers College, Columbia University Vice President’s Grant for Student Research in Diversity (2012) Sponsor. Evaluating Dosage Effects of Head Start Utilizing Electrophysiological Biomarkers. $1,000

    Teachers College, Columbia University Provost's Investment Fund (2012) . $20,000

    Teachers College, Columbia University Vice President’s Grant for Student Research in Diversity (2011) Sponsor. Neural correlates of African American English processing. $3,000

    Teachers College, Columbia University Dean’s Grant for Student Research (2011) Sponsor. Specialized reading skills in Spanish-speaking adult neoliterates: an ERP study. $2,000

    American Speech, Language & Hearing Association award for Students Preparing for Academic and Research Careers (SPARC) (2010) Sponsor. Neurocognitive investigations of African American Vernacular English as an instance of diglossia. $1,500

    National Institutes of Mental Health. Co-Investigator (PI: George Bonnano). Predictors and diagnostic markers of prolonged grief. $1,100,000

    Teachers College, Columbia University Provost’s Faculty Development Award (2009) Awardee. Speech-Language Pathology Continuing Education and Service Provision in Cambodia. $20,000

    American Speech, Language & Hearing Association award for Students Preparing for Academic and Research Careers (SPARC) (2009) Sponsor. Neurocognitive investigations of sensory processing in developmental dyslexia. $1,500

    Croll Foundation (2007-2009) Co-investigator (PIs John Saxman PhD, Bruce Roseman MD; other co-investigators Erika Levy PhD, Peter Gordon PhD). Changes in Speech, Language, and Motor abilities following therapeutic treatment for Benign Rolandic Epilepsy in children. $1,000,000

     National Institutes of Health / National Institute for Deafness and other Communication Disorders, F-31 (2007-2008) Sponsor. (Pre-doctoral trainee: Jessica Galgano) Neural correlates of laryngeal movement associated with young and aging voice planning and production: ERP characteristics of the Voice-Related Cortical Potential. $27,958

    American Speech, Language & Hearing Association award for Students Preparing for Academic and Research Careers (SPARC) (2007) Sponsor. Integrating neuroscience educational experiences into master’s level speech-language pathology training. $1,500

    Teachers College Policy & Research Doctoral Fellowship Award (2007-2008) Sponsor. Neural correlates of vowel perception in Spanish-speaking learners of English: a study of developing automaticity. $6,000

    Spencer dissertation fellowship (2006-2007) Sponsor. Neural correlates of laryngeal movement associated with young and aging voice planning and production. $3,000

    Spencer dissertation fellowship (2006-2007) Sponsor. Syntactic and morphological development in Arabic diglossia. $3,000

    Dean’s Faculty Diversity Research Award (2006) Principal Investigator. An investigation of the neural correlates of diglossic language processing in native Arabic speakers. $3,000

    Essell Young Investigator Award, National Alliance for Research into Schizophrenia and Affective Disorders (2003-2005) Principal Investigator. A magnetoencephalographic study of lexical processing and formal thought disorder in schizophrenia. $60,000

    Active Professional Organizations

    American Association for Applied Linguistics

    Society for Neuroscience

    Linguistics Society of America

    Organization for Human Brain Mapping

    Cognitive Neuroscience Society

    British Aphasiology Society

    Linguistics Association of Great Britain

    Royal College of Speech and Language Therapists

    Arabic Linguistics Society

    Active Professional Organizations

    • American College of Sports Medicine, President Elect (20013-14)
    • American Heart Association, Council on Epidemiology and Prevention, Council on Nutrition, Physical Activity and Metabolism

    Previous Organizational Leadership Positions:
    • President, American Heart Association, Rhode Island Affiliate
    • President, New England Chapter, American College of Sports Medicine
    • Chair, RI Governors Council of Physical Fitness and Health
    • Chair, RI Prevention Coalition





    Educational Background

    Honors and Awards

    • Fellow, American Heart Association
    • Fellow, American College of Sports Medicine
    • Outstanding Kinesiology Professional, Neag School of Education Alumni Society, University of Connecticut
    • Honor Award, New England Chapter of the American College of Sports Medicine
    • Health Impact Award, American Heart Association, Northeast Affiliate
    • Distinguished Service Award, American Heart Association, Rhode Island Affiliate

    Faculty Scho

    Professional Experiences

    Selected Previous Academic and Professional Appointments

    • Associate Professor (tenured) and Director, Clinical Exercise Physiology Graduate (Master's Degree) Program, Department of Health Sciences, Bouve College of Health Sciences, Northeastern University, Boston, MA
    • Fulbright Senior Specialist. Faculty of Health Sciences, University of Balamand, Beirut, Lebanon
    • Clinical Instructor to Associate Professor (Medicine), Warren Alpert School of Medicine of Brown University, Providence, RI
    • Faculty Scholar, Institute on Urban Health Northeastern University, Boston, MA
    • Affiliate Medical Staff (Department of Medicine) Memorial Hospital of Rhode Island, Pawtucket, RI 


    Current Editorial Board and Writing Group Appointments

    • Editorial Board, Journal of Cardiopulmonary Rehabilitation
    • Editorial Board, Medicine and Science in Sports and Exercise
    • Chair, Writing Group, 2010 Position Stand on Quantity and Quality of Exercise for Healthy Adults, American College of Sports Medicine 


    Selected Publications

    ORIGINAL PUBLICATIONS IN PEER REVIEWED JOURNALS FROM PAST DECADE

    Armstrong HF, Garber CE, Bartels MN.Exercise testing parameters associated with post lung transplant mortality.Respir Physiol Neurobiol. 2012 Apr 30;181(2):118-22. Epub 2012 Feb 21.PubMed [citation] PMID: 22503816 

    Layton AM, Garber CE, Thomashow BM, Gerardo RE, Emmert-Aronson BO, Armstrong HF,  Basner RC, Jellen P, Bartels MN.Exe