The arrival of the new semester brings a renewed vibrancy to campus, as over 900 new students from 41 states and 53 countries join the Teachers College community. Some are delving into critical research in health education and psychology, while others are committed to making a meaningful impact through their work in education.
We spoke to just a few of TC’s newest students to learn more about what inspired them to choose Teachers College, what drives them and what they are looking forward to most upon the start of their academic journey.
Meet Gauri Rathore, (M.A. ’27, Clinical Psychology)
Hometown: Delhi, India
Why TC: Drawing on her personal experiences from her home country of India, Rathore shares that the lack of access to quality mental health care and the deep stigma around help-seeking behaviors inspired her foremost to pursue her studies at Teachers College. “The environment at TC, which emphasizes community upliftment, felt like the right place for me to grow as an aspiring psychologist,” she shares.
What She Hopes to Learn: “I have admired the work of my TC professors long before beginning my master’s application, and the opportunity to be part of their classes, contribute to their research labs and learn from them is what I look forward to most,” she says, noting that she remains inspired by the diverse perspectives in her classes, which allow her to engage with clinical psychology through different cultural lenses. Rathore hopes to eventually pursue a Ph.D. and facilitate quality mental health services in India, particularly in under-resourced rural areas.
Meet DeMaris Richardson, (M.S. ’27, Neuroscience and Education)
Hometown: Greensboro, N.C.
Why TC: “After reaching out to Dr. Sonya Troller-Renfree, I was thrilled when she responded and allowed me to join her research team,” explains Richardson. “Taking that initiative opened the door to so much more than hands-on neuroscience experience; it brought me into a vibrant community of mentors and peers who inspired me to push my boundaries every day.” She shares the encouragement she received from her mentors in the Stroller Lab, who transformed challenges into opportunities, making learning “feel like an adventure.” At Teachers College, I discovered more than just a place to study; I found a home for my curiosity and ambition, and a launching pad for personal and professional growth.
What She Hopes to Learn: During her time at Teachers College, Richardson hopes to deepen her understanding of neuroscience and its applications in real-world settings. “I am eager to explore advanced research methods, collaborate with faculty and peers on innovative projects and develop the critical thinking skills necessary for a career in medicine.” Her goal is to become a well-rounded scientist and compassionate leader, prepared to translate research into meaningful change. Ultimately, she looks forward to building a strong foundation that will support her plans through medical school and beyond.
Meet Kevin Shi, (Ed.M. ’28, School Psychology)
Hometown: Albertson, N.Y.
Why TC: “I was drawn to Teachers College because of its strong reputation for preparing educators, psychologists and other professionals who are both clinically skilled and socially conscious,” shares Shi. He aims to focus on the personal aspects of behavior and how thoughts, emotions and experiences shape our identities. “I believe that the diverse perspectives [at Teachers College] will equip me with the necessary tools to support students not only as individuals, but also members of broader social contexts, preparing me to meet their needs with care that is both personalized and socially attuned .”
What He Hopes to Learn: Shi aspires to become a licensed school psychologist, working within a public school setting. “In the future, I hope to raise awareness about mental health challenges among students, parents, and educators, promoting the development of supportive and resilient school communities.” By providing early-stage mental health support, Shi plans to center his work on timely interventions that not only respond to immediate needs but also empower students to build long-term coping skills and emotional strength. “For me, serving others is not just a career choice but a lifelong mission, and this mission is what drives my commitment towards making a lasting, positive impact on the lives of others.”
Meet Theo Smith (M.S. ’27, Science Education)
Hometown: Medford, M.A.
Why TC: “I wanted a program that would push me to work towards being the best educator I can be for my future students and that program was here at Teachers College,” explains Smith, sharing that he was already familiar with the work of Chris Emdin, Professor of Science Education and Maxine Greene Chair for Distinguished Contributions to Education, from his undergraduate studies. He hopes to become a chemistry teacher in NYC public schools, ideally at the high school level.
For Smith, self-care and teaching go hand. “There is a clear intention from my professors to ensure that we understand the importance of self-care as educators in order to effectively support our students. For me, this means building a strong community, seeking help when I need it, and being ready to support my peers in the cohort during challenging times.”
What He Hopes to Learn: Smith aims to gain a deeper understanding of himself as an educator and to develop teaching practices that empower, engage and affirm his future students. “I’m eager to learn from the professors in the MST department at Teachers College. I hope to discover teaching techniques that make my work exciting and ignite curiosity in my students.”
Meet Amanda Wahlstedt, (M.A. ’27, Economics and Education)
Hometown: Barbourville, K.Y.
Why TC: As a first-generation student, Wahlstedt draws inspiration from her undergraduate journey. She recalls an encounter with Diane Ravitch, a Columbia University alumna and former Assistant Secretary of Education. “I had the privilege of meeting Dr. Ravitch, and what struck me the most was her accent,” Wahlstedt reflects. “I had spent years striving to speak ‘properly’ and meticulously enunciate my words. Dr. Ravitch conveyed that she never felt the need to change herself or abandon what makes her unique to achieve her goals—it was the first moment I truly felt a sense of belonging.” Wahlstedt graduated from the inaugural class of the Education Studies program at Wellesley later that year, and it was “no surprise” that she soon found her way to Teachers College.
What She Hopes to Learn: Wahlstedt shares that she hopes to produce both qualitative and quantitative research projects with economic foundations. “I’ve been working with my advisor, Dr. Judith Scott-Clayton, since my first week of classes,” she reflects. “Fortunately, Dr. Scott-Clayton is very knowledgeable and is always willing to point me in a direction where I can ask even better questions to expand my learning.”
In addition to pursuing her Ph.D., Wahlstedt has an interest in first-generation advocacy work. “In the future, I’d love to provide college counseling, get involved with more research projects around first-generation needs or even serve in a leadership role.”