New Teachers College Faculty 2014-2015
This academic year TC welcomes 10 new full-time faculty members.
Christine Baron, Assistant Professor Social Studies and Education, focuses her research on using museums and historic sites as laboratories for history teacher education. Her related interests include examining historical thinking related to non-traditional texts and teaching and learning in informal settings. Baron earned her Ed.D in Social Studies Education from Boston University. She earned her M.S.Ed. in Moderate Special Needs at Simmons College, and her B.A. in History and Secondary Education at Marist College. Dr. Baron has been a Clinical Assistant Professor at the School of Education at Boston University, and a Visiting Assistant Professor in the School of Education at Salem State University, Salem, MA. A former high school history teacher and museum educator, immediately prior to her academic post, Dr. Baron directed the development of educational and interpretation programs at the Old North Church, Boston.
Noah D. Drezner
Noah D. Drezner, Associate Professor of Higher Education, focuses his research on philanthropy and fundraising as it pertains to colleges and universities, including higher education's role in the cultivation of prosocial behaviors. He is currently researching how people’s social identities affect their giving to higher education and how colleges and universities can engage their alumni in more inclusive ways. He is the co-PI for the National Study of Lesbian, Gay, Bisexual, and Transgender (LGBT) Alumni, a multi-institutional mixed methods project, and recently completed a population-based survey experiment that evaluates how a person’s social identities affect their propensity to donate and at what level when exposed to different types of fundraising solicitations. Dr. Drezner earned his M.S.Ed. and Ph.D. in education from the University of Pennsylvania. He earned a B.S. from the University of Rochester. Dr. Drezner was recently promoted to Associate Professor of Higher Education at the University of Maryland, College Park. He was instrumental in the establishment of the Center for Philanthropy and Nonprofit Leadership at Maryland’s School of Public Policy, where he continues to hold an affiliate appointment as Senior Research Fellow. In 2011, Dr. Drezner was named one of 13 university professors to the inaugural cohort of Honors College faculty.
Lisa Edmonds, Associate Professor in Biobehavioral Sciences, will integrate the work of her research lab at TC with the Mysak Speech Language and Hearing Center through clinical research, Masters and doctoral student training, and community outreach with the additional goal of developing an Aphasia Center. Dr. Edmonds also plans to work collaboratively to extend education, research and clinical services to underserved and international populations. Dr. Edmonds earned her clinical Masters in speech-language pathology from The Ohio State University and her Ph.D. in Communication Sciences and Disorders from the University of Texas. Prior to coming to Teachers College, Dr. Edmonds was an Assistant Professor of Communication Sciences and Disorders at the University of Florida and a federally funded Research Health Scientist at the Brain Rehabilitation Research Center at the Malcom Randall VA in Gainesville, FL where she conducted clinical trials evaluating the effect of an aphasia treatment she developed to improve language production in persons with aphasia due to stroke. She also conducted research aimed at providing aphasia treatment via teletherapy, improving assessment measures for people with bilingual aphasia, and evaluating basic language processes to inform future clinical research for persons with aphasia.
Nathan Holbert, Assistant Professor of Communication, Media, and Learning Technologies Design, explores how children engage in testing, tinkering, and sense-making during play around topics or phenomena that they find personally engaging. In particular Dr. Holbert studies how children use intuitions about natural phenomena and scientific principles to interpret and assimilate central representations and tools found in these play spaces, and how we might reconceive these environments to provide rich learning experiences that children will see as highly connected to formal tools and ideas. This work involves attending closely to the design of representations and tools within these play spaces as well as the artifacts (both tangible and intangible) constructed by children during play. Dr. Holbert earned his Ph.D. in the Learning Sciences from Northwestern University where he also completed a postdoctoral fellowship at the Center for Connected Learning and Computer-based Modeling.
Patricia Martínez-Álvarez, Assistant Professor of Bilingual/Bicultural Education, entertains the concepts of expansive learning and hybridity for exploring Technology and Disabilities in bi/multilingual contexts. Her research arises from conceptualizing the importance of language and culture for thinking and learning with bilingual children who are socially situated as having learning disabilities. With an emphasis in science and literacy, Dr. Martinez-Alvarez’s publications explore questions such as what does expansive learning look like for bilingual children with learning disabilities? How can we expand what counts as science in schools? And what are the contextual mediators to bridge bilinguals’ everyday sciencing and resources with school? Dr. Martinez-Alvarez earned her Ph.D. in Instructional Technology and Multilingual/Multicultural Special Education from George Mason University. She earned her M.A. from George Washington University and her B.A. from the University of Cardenal Cisneros in Alcalá de Henares, Madrid. Dr. Martinez-Alvarez has been a bilingual special education teacher for over ten years and an adjunct Assistant Professor at George Mason University, in the English as a Second Language program. She also served as a consultant for the Center for Applied Linguistics in Washington, D.C.
Kim Noble, MD, PhD
Dr. Noble is a developmental cognitive neuroscientist and pediatrician who studies socioeconomic disparities in children's neurocognitive development. She received her undergraduate, graduate, and medical degrees from the University of Pennsylvania and trained at the Sackler Institute for Developmental Psychobiology at Weill Cornell Medical College. She completed her pediatrics residency at Columbia University Medical Center/Morgan Stanley Children's Hospital of New York Presbyterian. She is now an Assistant Professor of Pediatrics in the GH Sergievsky Center at Columbia University.
Read more about Dr. Noble's research.
Brandon Velez, Assistant Professor of Counseling Psychology, focuses his research on the links of experiences of discrimination and identity-related attitudes with mental health and vocational outcomes among racial/ethnic, sexual, and gender minority individuals. He is particularly interested in the additive and interactive associations of multiple forms of oppression with well-being among populations with more than one stigmatized identity (e.g., LGBT racial/ethnic minority people). Dr. Velez earned his Ph.D. in Counseling Psychology from the University of Florida in August 2014. He completed his predoctoral psychology internship at the Georgia Tech Counseling Center in 2014.
Ye Wang, Associate Professor and the Program Coordinator for Education of the Deaf and Hard of Hearing (EDHH) Program in the Department of Health and Behavior Studies, earned both of her M.A. and Ph.D. in School of Teaching & Learning from The Ohio State University. Dr. Wang was an Assistant Professor at TC from 2005 to 2008 and, in fall 2008, she was invited by Missouri State University to lead theEDHH program in the Department of Communication Sciences & Disorders. So coming to TC is like coming back home to her. Her primary research interest is the language and literacy development of students who are d/Deaf or hard of hearing. Herother research and scholarly interests include multiple literacies, technology and literacy instruction, inclusive education, research methodology and early intervention.
Haeny Yoon, Assistant Professor in Early Childhood Education, focuses her research on the intersection of children's cultural practices (e.g. play, language development, social interactions), teacher practice, and curriculum within classroom contexts. Dr. Yoon's current research is on the mentorship of pre-service teachers and the ways they negotiate sociocultural theories with decontextualized language approaches in school curricula, specifically in kindergarten settings. Her related interests include the standardization of curricula, teacher development, the assessment of young children's language learning, written language and communication, and teacher education. Dr. Yoon earned her Ph.D. in Curriculum and Instruction from the University of Illinois at Urbana-Champaign. She earned her M.A. and B.A. from the University of Illinois. Dr. Yoon has been an Assistant Professor of Early Childhood Education at the University of Arizona within the Department of Teaching, Learning, and Sociocultural Studies. She worked with pre-service and in-service teachers on creating spaces for play and authentic language opportunities within curricular standards and mandates. She also served as a Teacher Collaborator at the Center for Education in Small Urban Communities at the University of Illinois where she facilitated teacher inquiry groups on curriculum development and implementation.
Monique Lane (Minority Postdoctoral Research Fellow)
Monique Lane, Minority Postdoctoral Research Fellow, examines the complex ways in which the social and academic identities of African-American female students are co-constructed and mediated within the schooling context—as well as how this process influences the educational outcomes of these youth. Her dissertation study explored the potential of Black feminist pedagogy as an empowering, alternative method of engaging African-American female students. Her related interests include investigating the potential ways that reductive media portrayals of Black women/girls in youth popular culture may impact how urban African-American girls imagine themselves as intellectual beings within the K-12 educational context. Dr. Lane earned her Ph.D. in Urban Schooling and M.Ed. in Urban Education from UCLA’s Graduate School of Education and Information Studies. She also earned her B.A. in Psychology from UCLA. Dr. Lane’s collective 13 years of experience as an educator in Los Angeles' public high schools is the motivating force behind her work in urban schools.