New Teachers College Faculty 2013-2014
In the 2013-2014 academic year, TC welcomed 15 new full-time faculty members.
Ryan Baker is Associate Professor of Cognitive Studies in Education at Teachers College, Columbia University. He earned his Ph.D. in Human-Computer Interaction from Carnegie Mellon University. Baker was previously Assistant Professor of Psychology and the Learning Sciences at Worcester Polytechnic Institute, and he served as the first Technical Director of the Pittsburgh Science of Learning Center DataShop, the largest public repository for data on the interaction between learners and educational software.
He is currently serving as the founding President of the International Educational Data Mining Society, and as Associate Editor of the Journal of Educational Data Mining. His research combines educational data mining and quantitative field observation methods in order to better understand how students respond to educational software, and how these responses impact their learning. He studies these issues within intelligent tutors, simulations, multi-user virtual environments, and educational games.
Peter Bergman, Assistant Professor of Economics and Education and Senior Research Associate at CCRC, earned his Ph.D. in Economics from the University of California, Los Angeles. He earned his B.A. from the University of California, Berkeley. Previously, Dr. Bergman was an Associate Economist at RAND, an advisory board member to the Partnership of Los Angeles Schools, and a New York City Teaching Fellow as a middle school special education teacher. His research focuses on field experiments designed to improve financial and educational outcomes for low-income families. Dr. Bergman’s research has involved field experiments providing translated text messages to families about their child's academic progress; testing strategies to improve take up of education-related tax-benefits and assessing the effects of these benefits on student outcomes; and surveying students subject to charter-school admission lotteries to study the effects of schools on teens attitudes, health, and risky behaviors.
Catherine Chase is Assistant Professor in the Cognitive Studies program. She studies how the design of instruction impacts student learning, transfer, and motivation, largely in the context of science education. One branch of her work explores the impact of contrasting examples on student perception and transfer of deep scientific structures. A second line of research investigates psychological resilience in the face of failure and technological tools that can support students in rebounding. Chase has designed and developed a variety of educational games and agent-based environments for K-8 science learning.
Chase holds a PhD in Learning Sciences and Technology Design from Stanford University’s School of Education, an M.S.Ed. from CUNY–Brooklyn College, and a B.A.S. from Stanford University. She recently completed a post-doctoral fellowship in Psychology and Human-Computer Interaction at Carnegie Mellon University. Her interest in educational research was sparked by five years of teaching K-8 science in public and private schools in Brooklyn.
Joe Ciccolo, Assistant Professor, earned his Ph.D. in Exercise Psychology from The University of Texas at Austin. He also has a B.S. and M.A. in Exercise Physiology from Northeastern University and The University of Texas at Austin, respectively. Prior to coming to Teachers College, Dr. Ciccolo was an Assistant Professor of Behavioral & Social Sciences at Brown University where he developed a line of research investigating the use of resistance training (i.e., weight lifting) as an adjunct treatment for addiction. His other interests are related and focus on the biobehavioral mechanisms of action when using exercise as a treatment for mental illness, HIV, and other chronic diseases. Currently, Dr. Ciccolo has an R01 funded by the National Heart, Lung, and Blood Institute that tests the efficacy of resistance training as an aid to smoking cessation treatment.
Carey Cooper, Assistant Professor in the Department of Human Development, earned her Ph.D. in Human Development and Education from the University of Texas at Austin, and completed a postdoctoral fellowship at the Center for Research on Child Wellbeing at Princeton University. She also served as an Assistant Research Professor in the School of Social and Family Dynamics at Arizona State University. Cooper’s research focuses on child well-being in the context of socioeconomic disadvantage with a specific interest in factors that reduce socioeconomic gaps in early education. She also recently founded and directed a preschool for disadvantaged children in Guatemala while collecting data on Mayan families in rural settings.
Luciana De Oliveira
Luciana C. de Oliveira, Associate Professor of TESOL and Applied Linguistics, earned her Ph.D. in Education with a specialization in Language, Literacy and Culture and an additional specialization in Second Language Acquisition from the University of California, Davis, in 2006. She earned her M.A. in English with an emphasis in TESOL at California State University, East Bay, and B.A. in English and Brazilian Portuguese and teaching credential in secondary English from São Paulo State University in Brazil. Dr. de Oliveira was an Associate Professor of Literacy and Language Education with a focus on TESOL at Purdue University, where she developed and directed the English Language Learning (ELL) licensure program. Her 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; teacher education, advocacy and social justice; and nonnative English-speaking teachers in TESOL. Currently, Dr. de Oliveira’s research examines the linguistic challenges of the Common Core State Standards for ELLs and their implications for teachers of ELLs. She is the series editor of five volumes focused on the Common Core and ELLs under contract with the TESOL International Association. Dr. de Oliveira has over 20 years of teaching experience in the field of TESOL and is an elected board member for the TESOL International Association (2013-2016). Among many awards and honors, in 2012 she was the recipient of the Early Career Award by the Bilingual Education Research special interest group of AERA.
Mary Hafeli, Professor of Art and Art Education, received her Ed.D. and Ed. M. in Art and Art Education from Teachers College, Columbia University and her B.F.A. from the University of Michigan. Dr. Hafeli was most recently Dean of the School of Fine and Performing Arts and Professor of Art Education at the State University of New York, New Paltz. She also was Graduate Director and Professor of Art Education at Maryland Institute College of Art. Her research examines the ideas, ways of thinking, decisions, and judgments that characterize the thought processes and practices of visual and performing artists, both adults and children, as they produce creative work. Her research also investigates the teaching environments in which students' art works are created. Current projects include a study of youth and adult perspectives on “good” teaching, studio and literary forms and practices as methodologies for qualitative research, and an exploration of the qualities and communicative potential of art materials and processes, with implications for teaching.
Laudan Jahromi, Associate Professor of Psychology and Education, earned her Ph.D. in Human Development and Family Studies from the Pennsylvania State University and completed a post-doctoral fellowship at the University of California, Los Angeles. She earned her M.A. in Psychology from New York University, and her B.A. in Psychology from the University of California, Los Angeles. She has been an Assistant Professor of Family and Human Development at Arizona State University. Dr. Jahromi studies the development of self-regulation in typically developing children and mother-child dyads, children with autism, and high-risk teenage mother-child dyads. Currently, her research focuses on children with, or at-risk for, developmental delay. She examines emotion regulation and executive function as promotive factors for children’s adjustment, social communication, and engagement with parents and peers, with the goal of identifying important targets for intervention.
Bryan Keller, Assistant Professor of Applied Statistics at Teachers College, Columbia University, earned his Ph.D. and M.S. in Educational Psychology from the University of Wisconsin-Madison in 2013 and 2011, respectively. He earned his B.S. in Mathematics from Binghamton University in 2000. His research interests include quasi-experimental design and analysis, randomization-based inference, multilevel analysis, and the use of data mining techniques to improve quantitative methodologies. His scholarly work has been published in Psychometrika, Structural Equation Modeling, and Multivariate Behavioral Research.
Jennifer C. Lena is Associate Professor of Arts Administration at Teachers College, Columbia University and Affiliated Faculty in the Department of Sociology. She also holds an appointment as Research Scholar for the Strategic National Arts Alumni Project (SNAAP) at Indiana University. She is a past fellow of the Center for Arts and Cultural Policy Studies at Princeton University, and the Curb Center for Arts, Enterprise, and Public Policy at Vanderbilt University, and held faculty positions at Vanderbilt University and Barnard College. Her 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 2012. Her research has been published in the American Sociological Review, Social Forces, Poetics, and American Behavioral Scientist, in addition to 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). She received her Ph.D., M.A., and M.Phil from Columbia University, and a B.A. in English and Sociology/Anthropology from Colgate University.
Oren Pizmony-Levy, Assistant Professor in the Department of International and Transcultural Studies, received his Ph.D. in sociology and educational leadership and policy studies comparative and international education concentration) from Indiana University, Bloomington. He earned his B.A. and M.A. from Tel-Aviv University and additional M.A. from Indiana University. His research centers on the emergence and development of international assessment of student achievement (e.g., TIMSS, PIRLS and PISA), which is part of the larger educational accountability movement. Currently, Dr. Pizmony-Levy’s research examines the impact of international assessment on education policy and public opinion toward education. His research interests also extend to other educational policy movements such as environmental education and sexuality education.
Detra Price-Dennis, Assistant Professor of Education, earned her Ph.D. in Middle Childhood Literacy from The Ohio State University. Dr. Price-Dennis has been an Assistant Professor of Language and Literacy Studies at The University of Texas at Austin. Her research focuses on transformative pedagogies in teacher education that attend to the social, political, and cultural realities of teaching in diverse learning communities. Currently, Dr. Price-Dennis's teaching and research investigates culturally sustaining approaches to 21st century teacher education. Her related interests include examining issues related to social justice and equity in children's and young adult literature.
Susan Garnett Russell
Susan Garnett Russell, Assistant Professor of International and Comparative Education in International and Humanitarian Issues, has a doctorate in international and comparative education from Stanford University. She earned an MA in International Development from the Johns Hopkins School of Advanced International Studies (SAIS) and a BA in International Relations from Stanford University. Her research focuses on areas linked to education and conflict, post-conflict and reconciliation, human rights, citizenship, and gender, particularly in Sub-Saharan African countries. She is the recipient of the National Science Foundation Doctoral Dissertation Fellowship and was a fellow at the Clayman Institute for Gender Research at Stanford. Additionally, she has worked as a policy analyst for UNESCO and a consultant for other non-profit organizations, including Save the Children and SRI International. Her work has been published in Compare: A Journal for International Education, International Studies Quarterly, and Multicultural Education.
Nick Wasserman is an Assistant Professor in the department of Mathematics, Science and Technology, specializing in Mathematics Education. He received his B.S. in Mathematics from the University of Texas at Austin, with the UTeach program, and his M.S. and Ph.D. in Mathematics Education from Teachers College, Columbia University. Dr. Wasserman was an Assistant Professor at Southern Methodist University in Dallas, TX for two years prior to his appointment here, where he led and developed their graduate program in mathematics education. He taught mathematics for six years at the secondary level, in both a large public school in Austin and a private school in Manhattan, receiving the 2008 R.L. Moore Award for Best Inquiry Lesson from the University of Texas at Austin.
Dr. Wasserman's scholarly interests focus on mathematics teachers' knowledge and development, particularly on the advanced content knowledge that impacts classroom teaching. Currently, Dr. Wasserman's research has led him to examine how knowledge of Group Theory, an abstract algebraic structure, impacts the teaching of numerical and algebraic concepts in K-12 mathematics; this work has also led to beginning national and international collaborations to further develop the notion of Horizon Content Knowledge, one component of the Mathematical Knowledge for Teaching framework from the University of Michigan. His related interests include: combinatorics education, both at the secondary and undergraduate levels; the notion and use of proof and deductive reasoning in mathematics education; as well as how the use of technology influences mathematics teaching and learning.
Altovise Gipson-Colon (Minority Postdoctoral Fellow)
Altovise Gipson-Colon, Teachers College, Columbia University Minority Postdoctoral Fellow, earned her Ph.D. in Urban Education with a certificate in Africana Studies from The Graduate Center, City University of New York. She received a master of music degree from Northwestern University and a bachelor of music education degree from Florida State University. Prior to completing her Ph.D., Dr. Gipson-Colon was a middle and high school music teacher in New Jersey and has also served as an adjunct instructor in the education department at The College of Staten Island, CUNY. Her research focuses on the ways in which African-American music educators’ perceptions about being a teacher are informed through sustained engagement within racially inclusive music learning and teaching spaces. Currently, Dr. Gipson-Colon’s research examines the interpretations of racially inclusive music spaces among Teachers College graduate students and analyzes how they construct, negotiate, and navigate their understandings of what it means to be a teacher.