John Black, Cleveland E. Dodge Professor of Telecommunications & Education
Chair Department of Human Development Director Institute for Learning Technologies
Dr. John Black is the Cleveland E. Dodge Professor of Telecommunications and Education at Teachers College; where he is a member of both the department of human development and the department of math, science and technology; and also serves as co-director of the Institute for Learning Technologies. He has a BS degree (1970) in math from MIT and a PhD degree (1979) in Cognitive Psychology from Stanford. Black was an assistant and then associate professor of psychology and computer science at Yale before joining the TC faculty. He has served as a consultant to the Xerox Palo Alto Research Center, IBM Research and Bell Laboratories. He is the author of more than 80 refereed publications and four books. His research focuses on cognitive research and its application to the design and use of educational technology.
Regina Cortina, Associate Professor of Education in the Department of International and Transcultural Studies
Dr. Regina Cortina has pursued an active agenda in interdisciplinary, comparative and international research. In addition to her research on gender equity and education among girls and women in Latin America, her areas of expertise include the education and employment of teachers, comparative education and international education, public policy and education in Mexico, educational attainment among the poor in Latin America, and the schooling of Latin American-born students in the United States. Since the late 1990s, a key focus of her work has been the impact of human migration on schools in the United States. Cortina has conducted research and made presentations on the migratory circuits that are bringing a larger and larger number of Latin American-born students to schools in the United States. Her efforts aim to create a greater understanding of the needs of these students. Toward that end, she works actively with teachers and educational leaders to shape policies and practices that will expand educational opportunities for Latino students.
Christopher Emdin, Assistant Professor of Science Education
Dr. Christopher Emdin is an assistant professor in science education at Teachers College. He earned his Ph.D. in urban education with a concentration in mathematics, science and technology from The Graduate Center of the City University of New York; his M.S. in Natural Sciences from Rensselaer Polytechnic Institute; and his B.S. in Physical Anthropology, Biology, and Chemistry from Lehman College of the City University of New York. He was previously an instructor at Lehman College, where he coordinated the science education program. Emdin has taught middle school science and mathematics, high school physics and chemistry, and been chair of science departments in New York City public schools. He was co-author on the proposal to open the Marie Curie School in the Bronx, New York and has been a researcher on many NSF funded research projects in mathematics and science education. Emdin was recently awarded the 2008 best paper for Innovation in Teaching Science Teachers by The Association for Science Teacher Education. He was also awarded the 2008 Phi Delta Kappa Outstanding Dissertation Award and P.D.K Emerging Leader Award. His research focuses on issues of race, class, and diversity in urban science classrooms, the use of new theoretical frameworks to transform science education, and urban science education reform.
Alexander Karp, Associate Professor of Mathematics Education
Dr. Alexander Karp is an associate professor in the program in mathematics at Teachers College. His main research interests are in the history of mathematics education, problem solving, and gifted education. Karp has extensively taught at St. Petersburg University of Education in Russia, where he also has consulted with numerous schools, districts and colleges on curriculum, teacher training and evaluation in mathematics. He is the recipient of several Soros Foundation Outstanding Teacher Awards and three awards as the winner of the National Textbook Competition. Currently, he is a managing editor of the International Journal for the History of Mathematics Education.
Dr. Susan Lowes, Director of Research and Evaluation at the Institute for Learning Technologies
Dr. Susan Lowes is director of research and evaluation at the Institute for Learning Technologies at Teachers College. She has conducted research on teaching and learning at both the K-12 and university levels, and has evaluated many multi-year projects funded by the U.S. Dept. of Education, the NSF, private foundations, and city and state governments. She has served on Department of Education and NSF advisory and review panels. Her most recent research includes a study of the impact of online teaching on classroom change, funded by the U.S. Dept. of Education through Learning Point Associates/NCREL; a study of children's conceptions of the world, funded by the National Geographical Education Fund; and a study of the impact of a Lego robotics project on students' understand of science and engineering concepts and careers. Lowes received her Ph.D. in anthropology from Columbia University in 1994, with distinction. Her most recent publication in this area is entitled "Rum and Coca-Cola: The Arrival of the Americans and the Restructuring of Social Relations in Antigua in the 1940s," online athttp://www.uwichill.edu.bb/bnccde/antigua/conference/papers/lowes.html.
Ellen Meier, Associate Professor of Practice, Computing, and Education and Co-Director of the Center for Technology and School Change
Dr. Ellen Meier is associate professor of practice, computing, and education and co-director of the Center for Technology and School Change. She also co-chairs the Regents' Council for Technology Policy and Practice for the state of New York. During the last decade Meier has developed a successful approach to help teachers integrate technology, using a design process focused on essential questions. Her research examines how urban teachers use technology to promote student understanding through inquiry-based learning. Her policy work investigates the use of technology as a catalyst for school reform.
Felicia Moore Mensah, Associate Professor of Science Education
Dr. Moore Mensah has worked collaboratively and independently in developing as a scholar in the areas of teacher education, teacher professional development, and science education research. She received her doctorate in Science Education at Florida State University (May 2003). In her dissertation, Moore Mensah used narrative approaches to explore the intersection between learning science as students and teaching science as African American teachers and how they use their identities as African American teachers to advance themselves, to connect science with students, and to open new ways of supporting science teachers in professional development. Moore Mensah teaches courses in the science education program for elementary, middle, and secondary pre-service teachers. Her scholarship addresses urban students' learning of science via adequate preparation of urban elementary science teachers; elementary science teacher identity development; and multicultural science education curriculum. She was awarded the 2005 Dean's Summer Grant for Research at Teachers College, and was one of five to receive the Equity and Ethics Scholarship from the National Association for Research in Science Teaching (NARST) in 2005.
Ann E. Rivet, Associate Professor of Science Education
Dr. Ann Rivet is an assistant professor of science education in the mathematics, science and technology department at Teachers College. Rivet serves as the earth science content-area specialist in the science education program. She also has experience with the development and evaluation of project-based science curriculum materials, particularly in urban settings. She has participated in several design projects with colleagues from Northwestern University and the University of Michigan, addressing issues of both instructional design and assessment of student learning within inquiry-oriented curriculum contexts. Her prior research looked specifically at the role of contextualizing features of project-based science programs at the middle school level, and how the design of those aspects of the curriculum supports the activation of students' prior knowledge for learning and leads to more robust understandings of the science content. Her work has been published in several leading journals including the Journal of Research in Science Teaching and she has presented her work at multiple national conferences, including the American Educational Research Association and the International Conference of the Learning Sciences.
Erica Walker, Associate Professor of Mathematics Education
Dr. Erica Walker is an associate professor of mathematics education at Teachers College. Her research interests include the social and cultural factors related to success in mathematics for underserved students. An award-winning former high school mathematics teacher, she serves as a consultant to schools, school districts, non-profit organizations, and children's media programming groups interested in enhancing educational opportunities in mathematics for young people.