The Team
Portia Williams is the Vice Provost for Academic Planning and Global Affairs, and Assistant Professor (Coterminous) in the Department of International and Transcultural Studies at Teachers College, Columbia University. As Vice Provost, Dr. Williams supports the establishment and realization of college-wide academic goals focused on curriculum alignment, new program development, non-credit programming, accreditation and academic affairs compliance. She also serves as the College’s chief international officer, guiding policy and practice for institutional collaboration and partnerships, as well as federal compliance and support for more that 1,500 international students and scholars. Previously, Dr. Williams served as the College’s Associate Provost for International Affairs.
With more than 25 years of experience in educational programming and administration, both domestically and abroad, Dr. Williams has directed, advised, or collaborated on policy and program initiatives in North and Sub-Saharan Africa, Europe, East and Southern Asia, Latin America, the Middle East, and the United States. Additionally, as an ESL professional, she has held faculty appointments at Georgetown University, American University, George Washington University, the University of Illinois at Urbana Champaign, and the University of Shkodra in Albania.
Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace Corps Volunteer. She holds an Ed.D. in International Educational Development and Policy Studies and an M.Ed. in International Family and Community Education from Teachers College, as well as an M.A. in Teaching English as a Second Language from the University of Illinois at Urbana-Champaign.
Portia Williams is the Vice Provost for Academic Planning and Global Affairs, and Assistant Professor (Coterminous) in the Department of International and Transcultural Studies at Teachers College, Columbia University. As Vice Provost, Dr. Williams supports the establishment and realization of college-wide academic goals focused on curriculum alignment, new program development, non-credit programming, accreditation and academic affairs compliance. She also serves as the College’s chief international officer, guiding policy and practice for institutional collaboration and partnerships, as well as federal compliance and support for more that 1,500 international students and scholars. Previously, Dr. Williams served as the College’s Associate Provost for International Affairs.
With more than 25 years of experience in educational programming and administration, both domestically and abroad, Dr. Williams has directed, advised, or collaborated on policy and program initiatives in North and Sub-Saharan Africa, Europe, East and Southern Asia, Latin America, the Middle East, and the United States. Additionally, as an ESL professional, she has held faculty appointments at Georgetown University, American University, George Washington University, the University of Illinois at Urbana Champaign, and the University of Shkodra in Albania.
Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace Corps Volunteer. She holds an Ed.D. in International Educational Development and Policy Studies and an M.Ed. in International Family and Community Education from Teachers College, as well as an M.A. in Teaching English as a Second Language from the University of Illinois at Urbana-Champaign.
Amine Mechaal is the Executive Director of Global Engagement at Teachers College, where he shapes the College's international strategy and leads its global partnerships to enhance educational offerings. With over 13 years of experience in international education, Amine has developed and led transformative cultural exchange, study abroad, and scholarly mobility programs that connect global communities and foster cross-cultural collaboration.
A proven leader in strategic planning, team management, and high-impact initiatives, Amine has successfully secured funding, written and co-written grant proposals, and built strong partnerships with governments, donors, and international organizations. His work focuses on advancing global educational opportunities and strengthening international collaborations that leave a lasting impact on the field.
In addition to his role at Teachers College, Amine has served as adjunct faculty at several U.S. institutions, including CUNY, Syracuse University, and IES Abroad. Prior to joining TC, he was the Customized and Faculty-led Program Manager at IES, where he developed over 120 programs across Europe, Asia, Africa, Australia, and South America for 65 U.S. universities. He also served as Assistant Director for Academics and Customized Programming at IES Abroad Rabat, where he oversaw academic governance, led strategic planning, and managed faculty-led programs.
Amine Mechaal is the Executive Director of Global Engagement at Teachers College, where he shapes the College's international strategy and leads its global partnerships to enhance educational offerings. With over 13 years of experience in international education, Amine has developed and led transformative cultural exchange, study abroad, and scholarly mobility programs that connect global communities and foster cross-cultural collaboration.
A proven leader in strategic planning, team management, and high-impact initiatives, Amine has successfully secured funding, written and co-written grant proposals, and built strong partnerships with governments, donors, and international organizations. His work focuses on advancing global educational opportunities and strengthening international collaborations that leave a lasting impact on the field.
In addition to his role at Teachers College, Amine has served as adjunct faculty at several U.S. institutions, including CUNY, Syracuse University, and IES Abroad. Prior to joining TC, he was the Customized and Faculty-led Program Manager at IES, where he developed over 120 programs across Europe, Asia, Africa, Australia, and South America for 65 U.S. universities. He also served as Assistant Director for Academics and Customized Programming at IES Abroad Rabat, where he oversaw academic governance, led strategic planning, and managed faculty-led programs.
Our Advisory Board
Dr. KerryAnn O'Meara (she, her) is Professor of Higher Education and the Vice President for Academic Affairs, Provost, and Dean of the College at Teachers College, Columbia University. She draws on insights from organizational behavior, higher education research, and behavioral economics to identify and test policies, practices, and interventions to recruit and retain a diverse faculty. KerryAnn previously served as Director of the University of Maryland’s ADVANCE program for ten years, leading evidence-based interventions in inclusive hiring, third space networks, workload reform, and faculty evaluation. She uses a range of methods to study equity in faculty careers and reward systems including longitudinal approaches, randomized control trials, ethnography, time-diary methods, survey, case study and interviews. Her research and practice have been continuously funded by NSF since 2010. KerryAnn is PI of a new NSF study to test nudges in faculty evaluation. She is a 2021-2022 American Council on Education (ACE) Fellow and served as Special Assistant to the Provost for Strategic Initiatives at the University of Maryland. She has taught courses on the Academic Profession, Organizational Change in Higher Education, Women in Higher Education, Ranking Systems in Higher Education and Doctoral Proseminar.
Dr. KerryAnn O'Meara (she, her) is Professor of Higher Education and the Vice President for Academic Affairs, Provost, and Dean of the College at Teachers College, Columbia University. She draws on insights from organizational behavior, higher education research, and behavioral economics to identify and test policies, practices, and interventions to recruit and retain a diverse faculty. KerryAnn previously served as Director of the University of Maryland’s ADVANCE program for ten years, leading evidence-based interventions in inclusive hiring, third space networks, workload reform, and faculty evaluation. She uses a range of methods to study equity in faculty careers and reward systems including longitudinal approaches, randomized control trials, ethnography, time-diary methods, survey, case study and interviews. Her research and practice have been continuously funded by NSF since 2010. KerryAnn is PI of a new NSF study to test nudges in faculty evaluation. She is a 2021-2022 American Council on Education (ACE) Fellow and served as Special Assistant to the Provost for Strategic Initiatives at the University of Maryland. She has taught courses on the Academic Profession, Organizational Change in Higher Education, Women in Higher Education, Ranking Systems in Higher Education and Doctoral Proseminar.
Head of the United Nations Institute for Training and Research New York Office (UNITAR-NYO) and Senior Advisor to the Executive Director of UNITAR since October 2015.
Mr. Suazo is a career diplomat and former Ambassador who served as Deputy Permanent Representative of Honduras to the United Nations in New York.
During his tour of duty in the United Nations for 27 years, Mr. Suazo served as Chair of two of the Main Committees of the General Assembly. In 2002, he chaired the Second Committee on Economic and Financial issues during the 57th session of the General Assembly (throughout this session, the Office of Finance for Development was created in the United Nations Secretariat, following the Monterrey Conference on Financing for Development); and in 2008, he chaired the First Committee on Disarmament and International Security during the 63rd session of the General Assembly.
Mr. Suazo has served as representative of Honduras in the Security Council 1995-1996 as political coordinator and after as an Advisor in the Public Administration Division at the Department of Economic and Social Affairs (UNDESA); ex officio member at the United Nations Foundation Executive Board; Deputy Director at the Ministry of Foreign Affairs of Honduras; and Minister Counsellor in the Embassy of Honduras in Managua, Nicaragua.
Mr. Suazo has published several articles on the United Nations matters and two books related to Honduras’ history and its participation in the Organization as a funder member. The first one is entitled “Our History- Honduras in the United Nations 1945-2005” and it was published on the 60th Anniversary of the United Nations (2005) and the second one, “We the People” in 2013. Mr. Suazo is working in his third publication. In 2015, he was awarded with the title of “Commedatore of the Republic of Italy” which is a high distinction given by the Italian President and offered by the President of the Chamber of the Parliament.
Graduated with a degree in Social Science and Jurisprudence at the Universidad Nacional Autónoma de Honduras (UNAH), Mr. Suazo completed his postgraduate studies at the University of Florence (Italy), “Cessare Alfieri Faculty, and earned a degree in International Relations and Law. He has completed other academic courses and seminars on public international law, international negotiations, economic integration, human rights, and peacekeeping.
Head of the United Nations Institute for Training and Research New York Office (UNITAR-NYO) and Senior Advisor to the Executive Director of UNITAR since October 2015.
Mr. Suazo is a career diplomat and former Ambassador who served as Deputy Permanent Representative of Honduras to the United Nations in New York.
During his tour of duty in the United Nations for 27 years, Mr. Suazo served as Chair of two of the Main Committees of the General Assembly. In 2002, he chaired the Second Committee on Economic and Financial issues during the 57th session of the General Assembly (throughout this session, the Office of Finance for Development was created in the United Nations Secretariat, following the Monterrey Conference on Financing for Development); and in 2008, he chaired the First Committee on Disarmament and International Security during the 63rd session of the General Assembly.
Mr. Suazo has served as representative of Honduras in the Security Council 1995-1996 as political coordinator and after as an Advisor in the Public Administration Division at the Department of Economic and Social Affairs (UNDESA); ex officio member at the United Nations Foundation Executive Board; Deputy Director at the Ministry of Foreign Affairs of Honduras; and Minister Counsellor in the Embassy of Honduras in Managua, Nicaragua.
Mr. Suazo has published several articles on the United Nations matters and two books related to Honduras’ history and its participation in the Organization as a funder member. The first one is entitled “Our History- Honduras in the United Nations 1945-2005” and it was published on the 60th Anniversary of the United Nations (2005) and the second one, “We the People” in 2013. Mr. Suazo is working in his third publication. In 2015, he was awarded with the title of “Commedatore of the Republic of Italy” which is a high distinction given by the Italian President and offered by the President of the Chamber of the Parliament.
Graduated with a degree in Social Science and Jurisprudence at the Universidad Nacional Autónoma de Honduras (UNAH), Mr. Suazo completed his postgraduate studies at the University of Florence (Italy), “Cessare Alfieri Faculty, and earned a degree in International Relations and Law. He has completed other academic courses and seminars on public international law, international negotiations, economic integration, human rights, and peacekeeping.
Dr. Caroline Ebanks serves as the Vice Dean for Research. In this position, she provides leadership to foster interdisciplinary collaboration across the College, helps secure federal funding for research, supports research excellence in all sub-disciplines, and develops innovative strategies for supporting student research engagement. Caroline is deeply committed to enhancing early childhood education, driven by a profound belief in the importance of high-quality care and education for children and families. With over two decades of dedication to this area of research, Caroline has established herself as an early childhood expert and thought leader, focusing on research projects, policy, and practice. Her expertise includes research methods, grantmaking, and grant monitoring. Caroline fosters relationships and collaboration across diverse groups by emphasizing inclusivity, kindness, and compassion in professional interactions. She is committed to advancing research that benefits children, families, educators, and communities.
Caroline has served as the Early Childhood Team Lead at the National Center for Education Research (NCER) within the Institute of Education Sciences, as well as the Program Officer for NCER's research grant programs on Early Learning Programs and Policies and the Early Learning Research Network. Her previous roles include Program Officer for the Preschool Curriculum Evaluation Research program and the National Center for Research on Early Childhood Education. She has extensive experience in federal research initiatives aimed at improving early learning and development. Caroline earned a BA in Psychology from Wellesley College and a Ph.D. in Developmental Psychology from Cornell University. Caroline is guided by her values and her vision for a society that prioritizes the well-being and education of its youngest members.
Dr. Caroline Ebanks serves as the Vice Dean for Research. In this position, she provides leadership to foster interdisciplinary collaboration across the College, helps secure federal funding for research, supports research excellence in all sub-disciplines, and develops innovative strategies for supporting student research engagement. Caroline is deeply committed to enhancing early childhood education, driven by a profound belief in the importance of high-quality care and education for children and families. With over two decades of dedication to this area of research, Caroline has established herself as an early childhood expert and thought leader, focusing on research projects, policy, and practice. Her expertise includes research methods, grantmaking, and grant monitoring. Caroline fosters relationships and collaboration across diverse groups by emphasizing inclusivity, kindness, and compassion in professional interactions. She is committed to advancing research that benefits children, families, educators, and communities.
Caroline has served as the Early Childhood Team Lead at the National Center for Education Research (NCER) within the Institute of Education Sciences, as well as the Program Officer for NCER's research grant programs on Early Learning Programs and Policies and the Early Learning Research Network. Her previous roles include Program Officer for the Preschool Curriculum Evaluation Research program and the National Center for Research on Early Childhood Education. She has extensive experience in federal research initiatives aimed at improving early learning and development. Caroline earned a BA in Psychology from Wellesley College and a Ph.D. in Developmental Psychology from Cornell University. Caroline is guided by her values and her vision for a society that prioritizes the well-being and education of its youngest members.
Our Faculty Advisors
Oren Pizmony-Levy is an Associate Professor of International and Comparative Education at Teachers College, Columbia University. He earned his B.A. in Political Science and Educational Policy from Tel-Aviv University, and his M.A. and Ph.D. in Sociology and Educational Leadership & Policy Studies from Indiana University–Bloomington. His research examines the emergence, diffusion, and impact of global education movements. His main line of work focuses on environmental sustainability education policy and politics as reflected in the activities of international organizations, NGOs, and cities. He also studies the influence of large-scale student assessments (e.g., TIMSS and PISA) on policymaking through public discourse and opinion.
As founding Director of the Center for Sustainable Futures, he leads two international projects: one on teachers’ engagement with environmental sustainability education (part of OECD’s TALIS) and another on organizations active in climate change communication and education (the MECCE Project). He is an active member of the Comparative and International Education Society (CIES), having chaired three Special Interest Groups: SOGIE SIG (2018–2020), Large-Scale Cross-National Studies SIG (2013–2016), and Environmental & Sustainability Education SIG (2012–2014).
Recent publications include “Rigid Culture and Social Change: How African NGOs Educate about LGBTI Rights” (with Naomi Moland) and “Networked Education Systems and the Flow of PISA-Induced References” (with Erika Kessler). He has received awards from CIES and the American Sociological Association, as well as research grants from the Arcus Foundation, National Science Foundation, Spencer Foundation, and the U.S. State Department.
Oren Pizmony-Levy is an Associate Professor of International and Comparative Education at Teachers College, Columbia University. He earned his B.A. in Political Science and Educational Policy from Tel-Aviv University, and his M.A. and Ph.D. in Sociology and Educational Leadership & Policy Studies from Indiana University–Bloomington. His research examines the emergence, diffusion, and impact of global education movements. His main line of work focuses on environmental sustainability education policy and politics as reflected in the activities of international organizations, NGOs, and cities. He also studies the influence of large-scale student assessments (e.g., TIMSS and PISA) on policymaking through public discourse and opinion.
As founding Director of the Center for Sustainable Futures, he leads two international projects: one on teachers’ engagement with environmental sustainability education (part of OECD’s TALIS) and another on organizations active in climate change communication and education (the MECCE Project). He is an active member of the Comparative and International Education Society (CIES), having chaired three Special Interest Groups: SOGIE SIG (2018–2020), Large-Scale Cross-National Studies SIG (2013–2016), and Environmental & Sustainability Education SIG (2012–2014).
Recent publications include “Rigid Culture and Social Change: How African NGOs Educate about LGBTI Rights” (with Naomi Moland) and “Networked Education Systems and the Flow of PISA-Induced References” (with Erika Kessler). He has received awards from CIES and the American Sociological Association, as well as research grants from the Arcus Foundation, National Science Foundation, Spencer Foundation, and the U.S. State Department.
My scholarly work examines the contemporary educational practices and policies that affect students, teachers, and communities living amidst displacement. I draw on participatory and qualitative approaches to critically understand and learn from and with displaced individuals, primarily in (but not limited to) Sub-Saharan Africa. As a multidisciplinary scholar—engaging with anthropology, policy studies, and sociology—I draw on critical and social justice frameworks in an effort to identify and conceptualize how more equitable, fair, and robust policies and approaches are needed to improve teaching and learning amidst displacement. My work spans refugee camp, urban settings, and resettlement contexts and engages diverse organizational actors, including community-based organizations, non-governmental organizations (NGOs), national governments, and United Nations (UN) agencies. My work has been funded by Columbia World Projects, Education International, the European Union, IDEO, the LEGO Foundation, UNHCR, and U.S. State Department’s Bureau of Population, Refugees, and Migration.
My scholarly work examines the contemporary educational practices and policies that affect students, teachers, and communities living amidst displacement. I draw on participatory and qualitative approaches to critically understand and learn from and with displaced individuals, primarily in (but not limited to) Sub-Saharan Africa. As a multidisciplinary scholar—engaging with anthropology, policy studies, and sociology—I draw on critical and social justice frameworks in an effort to identify and conceptualize how more equitable, fair, and robust policies and approaches are needed to improve teaching and learning amidst displacement. My work spans refugee camp, urban settings, and resettlement contexts and engages diverse organizational actors, including community-based organizations, non-governmental organizations (NGOs), national governments, and United Nations (UN) agencies. My work has been funded by Columbia World Projects, Education International, the European Union, IDEO, the LEGO Foundation, UNHCR, and U.S. State Department’s Bureau of Population, Refugees, and Migration.
Dr. Russell is an Associate Professor of International and Comparative Education specializing in education in conflict-affected and post-conflict societies. Through a sociological and mixed methods approach, her research investigates questions related to education and peacebuilding, human rights, transitional justice, and forced migration.
Her current research is focused on the role of education in promoting peace-building and transitional justice in Colombia. In addition, she is conducting research with newly arrived asylum-seeker families in New York and the organizations that provide social services. She has also conducted research on resettled refugees and newcomer youth in the U.S., human rights education in New York high schools, and the right to education for urban refugees in Ecuador, Lebanon, Kenya and other countries in the global south.
In addition, she is the co-founder and former co-chair of the CIES SIG for Education, Conflict, and Emergencies and is also a board member for the Review of Educational Research (RER), International Journal for Human Rights Education, a former board member of the Journal on Education in Emergencies.
Professor Russell’s recent publications have appeared in Comparative Education Review, International Migration Review, American Educational Research Journal, the American Journal of Education, and the Journal on Education in Emergencies. In addition, her book on education and peacebuilding in post-genocide Rwanda, Becoming Rwandan, is published with Rutgers University Press.
She has received funding from the Spencer Foundation, Dubai Cares/E-3, the National Science Foundation (NSF), NSEP Boren, and the U.S. State Department Bureau of Population, Refugees, and Migration (BPRM). Previously, she worked as a policy analyst for UNESCO, as well as a consultant for other non-profit organizations including Save the Children and SRI International. Professor Russell has a Ph.D. from Stanford’s Graduate School of Education, an M.A. in International Development from the Johns Hopkins School of Advanced International Studies (SAIS) and a B.A. in International Relations from Stanford University.
Dr. Russell is an Associate Professor of International and Comparative Education specializing in education in conflict-affected and post-conflict societies. Through a sociological and mixed methods approach, her research investigates questions related to education and peacebuilding, human rights, transitional justice, and forced migration.
Her current research is focused on the role of education in promoting peace-building and transitional justice in Colombia. In addition, she is conducting research with newly arrived asylum-seeker families in New York and the organizations that provide social services. She has also conducted research on resettled refugees and newcomer youth in the U.S., human rights education in New York high schools, and the right to education for urban refugees in Ecuador, Lebanon, Kenya and other countries in the global south.
In addition, she is the co-founder and former co-chair of the CIES SIG for Education, Conflict, and Emergencies and is also a board member for the Review of Educational Research (RER), International Journal for Human Rights Education, a former board member of the Journal on Education in Emergencies.
Professor Russell’s recent publications have appeared in Comparative Education Review, International Migration Review, American Educational Research Journal, the American Journal of Education, and the Journal on Education in Emergencies. In addition, her book on education and peacebuilding in post-genocide Rwanda, Becoming Rwandan, is published with Rutgers University Press.
She has received funding from the Spencer Foundation, Dubai Cares/E-3, the National Science Foundation (NSF), NSEP Boren, and the U.S. State Department Bureau of Population, Refugees, and Migration (BPRM). Previously, she worked as a policy analyst for UNESCO, as well as a consultant for other non-profit organizations including Save the Children and SRI International. Professor Russell has a Ph.D. from Stanford’s Graduate School of Education, an M.A. in International Development from the Johns Hopkins School of Advanced International Studies (SAIS) and a B.A. in International Relations from Stanford University.
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 is a Senior Lecturer and Director of the Doctoral Cohort Program in the Program of Music and Music Education. Her areas of interest include Studio Teaching (Applied Music Instruction), Voice Development and Instruction, and Choral Singing. 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 at the University of Colorado at Boulder. She continues working in the area of Vocology, specifically in the retraining of singers, after completing internships at the Grabscheid Voice Center at Mt. Sinai, NYC and St. Luke’s-Roosevelt Hospital, NYC. She has presented workshops, master classes and pedagogical presentations with NATS (National Association of Teachers of Singing), The Voice Foundation Annual Conference, the New York Singing Teachers Association, CMS (College Music Society), ACDA (American Choral Directors Association), NYSSMA and ISME (International Society for Music Education).
She is currently a member of the American Academy of Teachers of Singing (AATS) and serves as a member at the Opera America’s Singers Training Forum, as well as their Board of Overseers and Strategic Committees. She also is currently Vice-President of NATS-NYC where she is piloting a new Mentorship Program. Finally, she serves on the board with Every Voice Choir, working as Singing Voice Specialist with children ages 7-16. At EVC, she oversees programs for Music Theatre (Voice Workshop), Audition Preparation, and Young Men’s Vocal Workshop. Formally, Jeanne was a board member of New York Singing Teachers Association (NYSTA) and a co-director of their Professional Development Program, a course of voice studies for the professional voice teacher.
Dr. Goffi-Fynn is most active as a recitalist, singing a variety of programs often with newly commissioned works. Former operatic roles include Marie in Daughter of the Regiment, 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. Dr. Goffi-Fynn is currently the director of the Singers Workshop, which offers a unique opportunity for singers at all ages to work together collaboratively. Her website is JeanneGoffiFynn.com.
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 is a Senior Lecturer and Director of the Doctoral Cohort Program in the Program of Music and Music Education. Her areas of interest include Studio Teaching (Applied Music Instruction), Voice Development and Instruction, and Choral Singing. 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 at the University of Colorado at Boulder. She continues working in the area of Vocology, specifically in the retraining of singers, after completing internships at the Grabscheid Voice Center at Mt. Sinai, NYC and St. Luke’s-Roosevelt Hospital, NYC. She has presented workshops, master classes and pedagogical presentations with NATS (National Association of Teachers of Singing), The Voice Foundation Annual Conference, the New York Singing Teachers Association, CMS (College Music Society), ACDA (American Choral Directors Association), NYSSMA and ISME (International Society for Music Education).
She is currently a member of the American Academy of Teachers of Singing (AATS) and serves as a member at the Opera America’s Singers Training Forum, as well as their Board of Overseers and Strategic Committees. She also is currently Vice-President of NATS-NYC where she is piloting a new Mentorship Program. Finally, she serves on the board with Every Voice Choir, working as Singing Voice Specialist with children ages 7-16. At EVC, she oversees programs for Music Theatre (Voice Workshop), Audition Preparation, and Young Men’s Vocal Workshop. Formally, Jeanne was a board member of New York Singing Teachers Association (NYSTA) and a co-director of their Professional Development Program, a course of voice studies for the professional voice teacher.
Dr. Goffi-Fynn is most active as a recitalist, singing a variety of programs often with newly commissioned works. Former operatic roles include Marie in Daughter of the Regiment, 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. Dr. Goffi-Fynn is currently the director of the Singers Workshop, which offers a unique opportunity for singers at all ages to work together collaboratively. Her website is JeanneGoffiFynn.com.