Nancy Streim joined Teachers College in August 2007 in the newly created position of Associate Vice President for School and Community Partnerships. She also has an appointment as Special Advisor to the Columbia University Provost. Streim’s role is to coordinate the College’s activities in the
Dr. Streim comes to Teachers College after nineteen years at the
Dr. Streim’s research interests include university-school collaboration and science education in urban schools. She recently completed a year long project for the Bill and Melinda Gates Foundation in which she documented principles underlying successful university-assisted public schools across the
Emily Zemke is the Associate Director of school partnerships at Teachers College. She manages operations, policy and development for the Office of School and Community Partnerships. She also serves as the College liaison for the new Teachers College Community School and oversees the Zankel Fellowship, Performing Arts Series and volunteer corps.
Dr. Zemke previously worked for the Institute of Education, University of London, where she initiated and managed a grant-funded project to raise the profile of science and mathematics teaching and learning in London. She founded and produced a periodical magazine for London teachers on behalf of the city’s 14 teacher training providers. Her Ph.D focused on teachers’ professional identity and she has published on this topic in the US, UK and Australia. She attended TC as a visiting scholar in 2006. Her research interests include history of education, cultural studies in education, college/university-assisted schools and research methods in education.
Janell Catlin is project director of the General Electric Foundation Harlem Schools Partnership for Math and Science Education. She organizes professional development programming for teachers and academic enrichment experiences for students in the project's K-12 Harlem schools.
Dr. Catlin has a professional background in pharmacology and science education and has taught extensively in academe. In her previous position as a postdoctoral fellow at TC, her research agenda focused on urban education, student motivation to learn and engage in science, teacher motivation to practice in urban settings, and building university-school partnerships. Additionally, Dr. Catlin's work highlights the importance of creating a bridge between students' in-school curriculum and after school programs to enhance the intrinsic motivation of students to learn.
Samantha Freeman is the project director of the Harlem Ivy Program. She develops and manages out-of-school-time programming for 400 students in low-performing schools in Harlem, with a focus on science-based service learning experiences in the students' community.
Ms. Freeman has a master's degree in Early Childhood and Elementary Education from New York University in 2004. Before joining the OSCP, she spent four years coordinating education programs through the California Nano-Systems Institute at the University of California, Santa Barbara. During her time at CNSI, Ms. Freeman developed and expanded a series of after-school science clubs targeting public school students in Grades 3-12, and coordinated a summer research program for community college students. In her outreach and engagements efforts she has taught at public schools in California and New York City.
Dawn Arno founded and runs the TC Reading & Math Buddies program. She also manages the Arthur Zankel Urban Fellowship, which provides ‘hands-on’ experiential learning opportunities for around 50 graduate students every year. Dr. Arno is an expert in public school finance, management of organizations, organizational development and organizational learning. She has served as a consultant on re-engineering school business operations, and she has served as Chief Financial Officer, Deputy Superintendent and Assistant Superintendent for Business in large and small, urban, suburban and rural school districts.
Dr. Arno has a doctorate in Educational Administration from Teachers College and an M.B.A. from Columbia University School of Business. She has been a consultant to schools, school districts and community organizations in the