Current Students

After a wonderful 20 year career with the New York City Police Department, I recently retired as the Commanding Officer of the Upper West Side's 20th Precinct. I have always enjoyed connecting with people and helping them however I can. I also have a love of history. So I have decided to pursue a new career which I am sure will be equally rewarding- teaching high school social studies.

My greatest passion in life is being a husband and a father. My wife and I have three boys- ages six, four, and one, and they provide us with endless joy. I possess a bachelor's degree in History and English from the University of Notre Dame, a Master's in Public Administration from the Harvard Kennedy School, and a Master's in Criminal Justice from John Jay College. I am very excited to be a part of Teachers College, and look forward to learning from both the faculty and my fellow students!

Kadiatou Tubman (pronunciation: kay-deeyuh-to & pronouns: they/she) is an educator, scholar, writer. She has over 10 years of youth development, facilitation, and historical research experience, which has equipped her with a critical understanding of history, systemic oppression, social movements, and individual impact.

She specializes in positive youth development, decolonized social studies education, and public programming. Kadiatou's pedagogy centralizes liberation and abolition; historical literacy; social justice; critical race and gender theory; and most importantly radical love. As Manager of Education Programs and Outreach at the Schomburg Center, Kadiatou directs the Schomburg Center's renowned Junior Scholars Program, founder/executive producer of the Schomburg Center's annual Black Lives Matter Teen Conference, and a lead producer of the annual Black Comic Book Festival. She also hosts a number of the Schomburg Center's Live Conversations, which have featured scholars like Dr. Eddie Glaude Jr., Dr. Imani Perry, activist & author Ilyasah Shabazz, and Superbowl Champion & activist Michael Bennett. Her most recent work includes the “By Any Means Necessary Project”, which showcases research and art created by the Junior Scholars Program.

Kadiatou is currently receiving her MA in Social Studies Education at Columbia University Teachers College. When she is not teaching, Kadiatou spends her time volunteering and organzing in her community and learning choreography via YouTube.

I recently graduated from East China University of Science and Technology this summer with a bachelor's degree in Labor and Social Security. There I studied social theory, social policy and social management, so I paid attention to some education issues in society, including the macro education system issues to the micro curriculum and teaching issues in China. These inspired me to apply for social studies education in Teachers College. I believe this project can help me become a teacher to change some social status. In addition, I think being a teacher can give me more opportunities to understand the society and others. I am looking forward to applying what I have learned to do some research in areas that I’m interested in, such as education equity. Outside of classes, I enjoy reading, traveling and watching anime.

I graduated from SUNY Oneonta. I really enjoy playing tennis and played NCAA Division III Women's tennis for SUNY Oneonta. I became a teacher because both of my grandmothers were teachers and greatly inspired me. Many of my former teachers have influenced me to become a teacher through my love of learning. I became extremely interested in the field of social studies. I want to use my knowledge of social studies and love of learning to help others learn. I also really enjoy working with students and hope to inspire them.

My name is George Prezioso and I am beyond excited to begin my academic journey at Teachers College, Columbia University! I graduated from St. Francis College in 2019 with a BA in History. My love for history, geography, and culture began at a young age. I have been fortunate enough to travel to many U.S. states and countries around the globe. Experiencing new places and immersing myself in cultures and customs different than my own has not only stimulated my imagination, but also taught me more about who we are as humans than I had ever thought I knew before.

I teach high school history and social studies to grades 9 through 12 at a small, independent Waldorf school in New York. I previously studied at Marist College and Trinity College.

I live in Washington, D.C. and am entering my third year of teaching at Frederick Douglass High School in Prince George's County, Maryland. I find personal meaning getting to teach in the school district I grew up in. I was fortunate enough to earn a scholarship through the Posse Foundation to become the first in my family to earn a Bachelor's degree studying history and education at Bucknell University. Educators have always been the most influential and supportive people in my life and I've known since high school I wanted to make that same positive difference in my students' lives. This desire was confirmed and deepened during four amazing summers throughout undergrad working with Breakthrough Collaborative in Pittsburgh and Boston as a teacher and program fellow. After graduation, I returned to Prince George's County to teach a range of social studies classes. My favorite courses to teach are psychology, social issues, and government. I am ecstatic to be attending Teachers College and getting to interact and learn with so many amazing, justice-driven educators in this program!

I studied history at the University of Connecticut long before I decided to teach and move to New York. It didn't have to happen. I became a teacher because anyone who studies history knows that finding the truth can be empowering. Working with students is an investment in the future, and the best way that I could see giving back by actively participating in civic society. Now that I do teach, I am glad to have the opportunity to formalize my choice and think more deeply about this civic obligation as it applies to what I have seen. INSTEP has been a wonderful opportunity so far, I just hope I get to take a class on campus one day...

Joy Robertson graduated from the Edmund A. Walsh School of Foreign Service at Georgetown University, earning a Bachelor of Science in Foreign Service. She majored in Regional & Comparative Studies, concentrating on economic and human development in Francophone Africa, and held leadership in two literacy and teaching programs during her undergraduate career. Pursuing these dual passions for international development and education, Joy served as a UNICEF USA Community Engagement Fellow in Washington, D.C., and then served as a Peace Corps Volunteer in Mozambique, teaching English as a Foreign Language, digital literacy, and leading girls empowerment programs.

All of these experiences strengthened her resolve to work fervently for equity, access and liberation for marginalized youth - especially Black children across the African Diaspora. Joy is fortunate to be a member of the 2020 cohort of Jaffe Peace Corps Fellows, where she participated in intensive summer teacher preparation institute and will receive mentorship while committing to teaching full-time for 3 years in New York City's highest need schools. Alongside her graduate studies in the Social Studies program at Teachers College, Joy is a Middle School teacher of African American History at Harlem Children's Zone - Promise Academy II.

Outside of work and studies, Joy's life revolves around music, TV, and connecting with family and dear friends in the city.

Emma is from Murfreesboro, Tennessee and graduated from Mississippi State University where she was a part of the International Business program and studied economics. After graduating, Emma joined Peace Corps Lesotho, where she taught high-school mathematics and life skills. Besides teaching, Emma enjoyed engaging in extracurricular activities with her students. With counterparts, she helped to plan three different girls empowerment camps during her time in Lesotho. Emma loves to learn so she hopes to help her students foster their love of learning in her social studies classroom. Emma also has a passion for reading and is excited to incorporate literacy development into her work.

My name is Darian Radzikowski, I'm a 22 year old from Middleton, Massachusetts! I went to Boston University for my undergrad, and graduated with a degree in History and French. I was able to spend some time abroad in Europe, which was really the best experience I could have had as a history student. I was inspired to become a teacher because of my passion for history, and because of the effect my teachers have had on me. I want to be able to inspire kids, and help them understand why social studies is important! Aside from education and history, I also love travel, reading, creative writing, television, and theatre!

Fayola (fy-o-la) graduated from Lafayette College in 2019 with a bachelor's degree in Anthropology & Sociology and Policy Studies. Her own experiences growing up in South Jamaica, Queens led her to pursue opportunities to empower and support communities of color such as her own. Having spent time as a teaching fellow, literacy coach, youth mentor and writing associate, Fayola discovered her love and passion for education and youth work. Education is generally understood as a great equalizer, but public education in the United States replicates numerous systemic issues that punish and marginalize low-income youth of color. Fayola was inspired to become a teacher by recognizing the power that educators have to subvert and challenge systems of oppression within the classroom space. She is excited to work with her future students to understand and utilize their agency to radically impact their communities. Fayola eventually plans to enter the field of education policy, to ensure long-term policy changes that will allow for true equity within education. Besides her interests in education equity, Fayola is also passionate about afro-futurism, black/queer liberation, prison abolition, and movements for decolonization.

Anna is a current Master's Candidate in the Initial Certification program and is particularly interested in restructuring American Social Studies education to include marginalized voices, and achieving racial and class equity in schooling. Anna studied at the University of Pittsburgh and graduated in 2016 with a degree in Anthropology & Archaeology, and her research focused on seasonal migration patterns and community interaction of peoples in the Pacific Northwest around 2,000 years ago. After leaving the Archaeological field and taking an administrative position at New York University, Anna set her sights on a career in education, hoping to continue working with academic material while helping others learn and grow. In the Spring of 2020, she finished a Masters Degree in History with NY. While there, she had the opportunity to study Atlantic History and the beginnings of American colonialism, slavery, and genocide. Her thesis explored the lives of those who freed themselves from enslavement during the American Revolution and their global impact in the United States, Nova Scotia, and Sierra Leone. This research prompted further explorations into long-standing oppression in America, transforming how she viewed the American education system. In her free time, Anna enjoys gardening, basketball, hiking, home improvement projects, birding, Irish music, good conversation, and pies.

Boston-area born and raised! I went to undergrad at Bates College, Class of 2019, where I studied political science, history, and French. I am interested in teaching in the public school system and hope to diversify curriculum with working class and queer perspectives on history and the social studies. Outside of TC, I do political organizing and bounce between food industry jobs. My favorite hobbies are going for leisurely bike rides, watching movies, trying different craft drinks, and wandering around admiring architecture!

BA in Political Science from FIU, I believe that one of the most valuable ways to be of service to the youth and my community is to educate. My goal is to impart critical thinking skills through the teaching of Social Studies.

Jamie Sansverie graduated from the University of Pittsburgh with a bachelor's degree in History, a minor in Secondary Education, and a certificate in Children's Literature. Upon graduation, she worked at the Columbia University High School Program as a Senior Student Life Assistant, creating and presenting seminars on professional development and academic skills. Her academic interests include critical approaches to teaching United States history and civics, as well as differentiated instruction. Her personal interests include her cats, table-top gaming, digital art, and baking.

I went to William and Mary to study History. I became interested in teaching after joining my college's Branch Out program designed to educate students on social justice issues through a variety of service based trips. I think it's important for kids to be exposed to a wide range of ideas and perspectives while in school so that they can better understand and accept those with different backgrounds than their own. My favorite TV show is Spongebob Squarepants, and I also really like cows!

Christopher graduated from the George Washington University in 2017 with a B.A. in history. During his undergraduate studies, Christopher primarily studied the Classical Greek and Roman world as well as the Eastern Mediterranean Bronze Age. His inspiration to become a teacher came from his mother who is also a teacher. She encouraged Christopher to take initiative and to lend a helping hand whenever possible. As a summer job in college, Christopher worked in the Teachers of Tomorrow program in Yonkers where he had the opportunity to observe and assist a teacher with his summer school world history course. This experience showed him that the teaching of social studies wasn't merely a survey of history, but a much larger discussion on how that history affects different communities of people to this day. His time in the Teachers of Tomorrow program solidified Christopher's belief that an education is the most important thing a person can receive. Christopher hopes to promote a learning environment where students can freely discuss events of the past and present with the goal of understanding world events from many perspectives. Academically, Christopher is interested in improving his skills as a teacher as well as reading about and learning new perspectives on historical events. When Christopher is not focusing on school, he enjoys discussions with his friends about political theory, playing softball and golf and being outside as frequently as possible.

I am born and raised and currently reside in Brooklyn, NY, and I am a proud alumni of the New York City public school system. I recently graduated from the City College of New York with a bachelors in History and minor in Theatre. During college I was part of NYC Men Teach, a program that focuses on the issue of teacher representation in NYC public schools. The connection between my personal lack of representation and my understanding of the need for more teachers of color, and especially more men of color, led to me pursuing a career in education. During college I taught Math at BMCC STEP, a high school research program from students from disadvantaged backgrounds and I also served as the Student Ambassador for NYC Men Teach on my campus. My professional interests lay in teacher representation, curriculum representation, and desegregation of schools in New York City. Outside of education, I am an avid Yankee fan and I also love EDM music and going to concerts. My short term goal is to teach in the NYC DOE and then evaluate if I want to continue teaching or go into administration.

Michelle graduated from UCLA in 2019, where she majored in Applied Linguistics and minored in Education Studies and History. She acknowledges the role of education in upholding other systems of oppression and is committed to learning, unlearning, and dismantling such systems within and outside of these spaces. Michelle plans to be a high school history teacher but is looking forward to the day when ethnic studies becomes part of New York's curriculum. In her free time, she enjoys preserving crops and aging cheese and wine on Stardew Valley, as well as rewatching Avatar: The Last Airbender for the millionth time.

Ezra Hurvitz graduated with honors from Queens College with his BA in History and was awarded the 2020 Richard W. Emery Prize for Pre-1500 European History. With five years of experience educating students across various age-groups in dissimilar settings, Ezra values his continued opportunities in cultivating engaging contextualized curricula as well as adaptive pedagogy for the individual learner. In the past, he showcased animal husbandry at an educational farm in Stamford, Connecticut. Ezra fondly appreciates his summers in the Colorado Rockies, leading Elementary through High-School Campers on wilderness excursions, while providing classes in comparative mythology, cultural studies, and archery. He’s had classroom experience implementing Religious School learning goals and generating lesson plans for Kindergartners, 2nd and 4th Graders at scaffolded skill levels. Although at Queens College Ezra’s History concentration was in the Ancient World, his personal interests span far more widely. His time-honored research areas include; American Indigenous Peoples experience prior to and post European contact/ colonization, inter-dependency and cultural synchronization throughout Antiquity, linguistic and religious history of the Near East, the intersection of education with entertainment, New Tech in Education, and Public History in the United States. As a Social Studies Educator he aspires to train students in critical thought, textual analysis, digital navigation and immunity to disinformation, historical literacy, as well as advance a curriculum recognizing the insight and achievements of critically underrepresented groups throughout the past. Ezra has written and performed educational history music since 2015. Non-academically Ezra enjoys whittling and woodworking, cooking, hiking, drawing, and playing with his plant-like Bearded Dragon Sobek.

Rachel Waltman grew up in Tenafly, New Jersey and currently lives in New York City. Rachel graduated from Stanford University (2015) where she double majored in History and Spanish. After graduation she spent a year in Mostoles, Spain as a Fulbright Scholar, teaching English and working to resettle Northern-African and Eastern-European refugees. She then earned an MSc from the London School of Economics (2017) in international human rights. Her academic interests include social history, American history, human rights, and civics. Outside of work, Rachel enjoys spinning, reading, baking, and taking her puppy, Butters, on walks to the dog park.

I'm an incoming student in the Social Studies Education MA/initial certification program, planning to teach history in NYC public schools after graduation. I just graduated earlier this year from Columbia College, where I studied history and comparative literature & society. I'm also a writer, and one of my favorite things to do is to combine my love for history and literature by writing historical novels. I decided recently that being a public high school teacher would be the best fit for me, because I believe deeply in the importance of education as a human right and a public good. I'm also a deeply-committed socialist (I'm on the national leadership of the Young Democratic Socialists of America) and I've been inspired in these past few years by the upsurge of strikes by teachers fighting for their students, fellow workers, and communities. I'm hoping to contribute to this rank-and-file labor organizing, in addition to making a meaningful impact on the lives of my students and engaging with subjects that I'm passionate about.

My name is Paige Smith-Hogan. I graduated from UMass-Amherst in 2017 with a major in Women, Gender, Sexuality Studies and a minor in Afro-American Studies. Currently, I work at the Office of Child Support Services as a video producer, where I produce videos that feature parents in the child support system talking about parenting, or videos that explain how to use child support services. I have had a life long interest in history, and I'm excited to become a social studies teacher! In my spare time, I am a cartoonist and a standup.

I graduated from Brown University in 2017 with a degree in History. Following graduation, I received a Fulbright grant to work as an English Teaching Assistant in Hamburg, Germany. I loved working with youth there and knew that upon returning to the US I wanted to work in a middle or high school. For the last two years, I taught 8th grade ELA at a charter school in NYC. I am excited to dive into the content and pedagogy of teaching social studies through the 38-point program. During quarantine, I've enjoyed going for long runs, upping my cooking game, and reading autobiographies.

I grew up in Atlanta then moved to New York to study education at NYU where I also minored in History. The infectious enthusiasm for teaching and learning of my past teachers and professors inspired me to share my love for social studies with rising generations. I currently work as an Operations Associate at New York Peace Institute, a non-profit that provides conflict resolution and mediation services in Manhattan and Brooklyn.

Hello World! My name is Jared Raff. I am a Tulane graduate, class of 2018, with a BA in liberal arts. I majored in history, minored in business, and took classes through Tulane's Teacher Preparation and Certification program, though I was unable to complete it.

I was inspired to pursue a career in education after my time in New Orleans. Through Tulane's center for community service, and its preparation program, I was able to work in a multitude of positions throughout schools across the city. Starting as a reading buddy, I gradually increased my participation in these programs, finishing my college career with three consecutive semesters as an assistant teacher. In addition to working in schools, I had the opportunity to work with schools as a public service fellow, where I helped improve an existing service program, making it more valuable for our community partners. These experiences allowed me to explore the field and find my passion for teaching.

I want to become a Social Studies teacher because I believe students gain a powerful sense of autonomy when they understand the historical and sociological forces affecting their lives. My hope is, through this graduate program, I can gain the skills necessary to give students a culturally and socially relevant education that enables them to feel this autonomy. Furthermore, I hope having this sense of autonomy empowers them to feel efficacious about their ability to create positive change.

My personal interests include reading about history and politics, watching basketball and football, cooking, catan, and biking.

Olivia Maynez graduated from the University of California, Los Angeles with a bachelor's degree in Sociology and a double minor in Education Studies and Chicana and Chicano Studies. While studying at UCLA Olivia worked with local preschool students to promote language and literacy skills through the AmeriCorps Jumpstart program. Upon completion of her undergraduate education, Olivia returned home to the San Francisco Bay Area to work as a substitute teacher at the public school district of which she was a product. Her interest in teaching came from identifying a need for a more inclusive and relevant social studies education for students of diverse backgrounds. Her involvement in school systems in two different California regions, both of which serve diverse populations, led to an interest in studying the quality of public school education in highly populated urban and metropolitan areas, and more specifically how the public school systems differ in some of the larger school systems in the country. Olivia’s non-academic interests include trying new foods, watching documentaries, and cheering on Bay Area sports teams.

Marshall is a 2019 graduate of the University of Georgia with a degree in History and a minor in Classical Culture. While in school, he was a staff writer for the student newspaper, “The Black and Red,” in sports and worked briefly as a sportswriter after graduating. He believes the current focus on STEM in American schools has led to a diminishment in the quality and scope of social studies education and wants to reverse that since an understanding of history and the mechanics of democracy is vital to keeping America healthy. He also understands – and hopes to develop curriculum – to overcome the age-old falsehood among many American school students that history and civics are irrelevant and uninteresting. Marshall hopes to work with underserved students in either urban or rural settings. Marshall grew up in the Atlanta area and has deep family roots in Louisiana. He comes from a family of teachers, administrators, and public school advocates. Marshall’s grandfather served on the New Orleans school board and as president oversaw the district’s faculty desegregation and the introduction of federal funding into the system. He hopes to continue in the "family business" and promote positive change in public schools wherever he may end up.

Mike graduated Binghamton University in the Fall of 2018 with a Bachelor's Degree in Political Science. Prior to coming to TC, Mike worked for both Senator Schumer, and most recently, Mayor Pete Buttigieg's presidential campaign. Traveling the country on campaigns, he realized that the best way to make societal change is one student at a time, and that drives him to this day to be an educator. Mike is especially passionate about the effects of political polarization on our education system, and when not in the classroom you can find him either on a beach, or on the slopes!

Tracy Roberts graduated from Stanford University in 2018, where she majored in International Relations. During her last year at Stanford, she was a TA for a course called Intergroup Communication. That experience confirmed her interest in facilitating dialogue and inquiry for others, emphasized the importance of critical engagement with the communities around and outside of our own, and the power of collaborative analysis. Tracy participated in a teaching internship at a high school in Berlin after graduation and further confirmed her interest in social studies education and in empowering students through their education to be critical participants in their communities.

Tracy joined Teachers College to pursue a Masters in Social Studies Education. Her academic interests include educational equity, including marginalized narratives in the curriculum, and differentiated instruction. Her non-academic interests include cooking, aimless wanderings and runs throughout the city, scuttling and camping outside, and reading.

Growing up I’ve always wanted to help others so when anyone would ask me what I’d like to be when I got older I told them I wanted to be a cop. On TV, a cop would always do the right thing: save people and get the bad guys. So what exactly am I doing here? Why teach? Well, by the end of my first college experience at John Jay I was so disillusioned with the Justice system and it’s many flaws, I could no longer see myself working in that field. Now more than ever we’ve come to see just how broken that system is and I don’t regret my choice in leaving that path behind. However, still determined to help others I decided to focus my efforts in helping preserve the environment. I joined the Parks Department not long after college and became Park Police. And although it wasn’t what I expected, the job helped me realize a lot about myself. I learned that my fascination with history could be more than just a hobby. That teaching others the things that I learned and opening up their minds to things they didn’t even know they liked brought me a happiness and fulfillment I never experienced before. It was when so many of my friends and colleagues, whose opinions I valued, told me that I should be a teacher that it finally clicked in my mind that that is what I should be doing. I can finally be who I am, a helper. Someone who can open up others to new experiences and ideas. Someone who can help another learn of a path to doing something they truly enjoy. I’m grateful I have the opportunity to be here and I can’t wait to get started.

Hello, My name is Howie. I went to the University of Virginia for undergrad where I studied both government and history. For the last 5 or so years, I thought I was getting ready to join the foreign service and work as a diplomat. That was my goal since high school. I love foreign affairs, I love international relations theory. I am also a major politics and history nerd. Besides loving social studies content, I also learned through my experiences working with kids at summer camp that I not only have a natural knack for working with kids but that I love doing it. Combine my love of learning and content with working with kids, and social studies education is an easy choice. In my free time I enjoy being active, playing sports, hiking, exploring the national parks, and watching movies.

After majoring in Political Science at Gonzaga University, I started a winding career path which led me to teaching. I worked in the industries of law and business, but the best career decision I made was moving to Washington, DC to become the operations manager of a Charter School. There, I saw the hard work, determination, and brilliance of the teaching staff. I saw students, some of whom had difficulty with basic literacy and numeracy, substantially grow academically and socially. Even though I was focused on the business side of the school, I was still able to share my passion for competitive debate by teaching an extracurricular every week. After moving to New York, I continued coaching debate for the same school network. Eventually, I took a position as a long term sub and teaching fellow. Being a part of how students learn, grow, and thrive was and is the most professionally rewarding feeling I have ever experienced. I knew I wanted to be a teacher, and I consider myself extraordinarily fortunate to continue on my path of becoming a professional educator at Teacher's College.

As for my academic interests, my friends and family would probably describe me as a politics junkie. I ravenously consume news, diligently track legislation, and remain up to date on current political issues. I have also started the processes of building my historical knowledge of subjects which had been in my "blindspot" for far too long. This past summer, I learned about the collapse of the Songhai Empire in West Africa and the rise of the Atlantic slave trade, and I also started learning about the history of South East Asia. I plan on expanding my knowledge of history from all parts of the world so that I can have a global perspective on the subjects I teach in the future.

Regarding my personal interests, I enjoy watching movies, playing board games, and biking/tossing a frisbee in the park.

Melissa Thapa is an M.A. student in Teaching of Social Studies. Her interests include multicultural social studies, urban education, and the educational needs of first-generation students. She holds a B.S. in Applied Learning and Development with a concentration in Urban Teachers Social Studies from the University of Texas at Austin. One of her favorite quotes is "In every child who is born, under no matter what circumstances, and of no matter what parents, the potentiality of the human race is born again” by James Agee.

Ahimsa Meghan Philpott (they/she) graduated from Barnard College in May of 2019, where they majored in Political Science and minored in Urban Teaching and Spanish. They joined the TC community in 2021 to pursue their M.A. in the Teaching of Social Studies with professional certification, while continuing to teach seventh grade social studies full-time at a Bronx middle school. As an educator, Ahimsa is committed to strengthening their skills of enacting justice-oriented teaching practices informed by antiracist, critical, and culturally and historically responsive pedagogies.

Ahimsa first realized their desire to become a teacher prior to beginning their studies at Barnard College, during their year of service with City Year San Antonio. As an AmeriCorps Member, they tutored, coached, and mentored seventh grade students in a middle school on the westside of the city. This experience confirmed Ahimsa’s passion for interacting with and supporting students, both in and out of the classroom. As such, Ahimsa continued to engage with young people as an undergrad via involvement and leadership in teaching/tutoring and mentoring programs such as Breakthrough Collaborative, Columbia Youth Adventurers, America Reads, Project Tutors, and Mentor Youth New York City.

Some of Ahimsa’s academic interests include political theory, education policy, queer studies, decolonization, and curriculum development. Their personal interests include stage management, TNR + animal rescue, and Pokémon GO.

My name is Louis Cesaratto, a current M.A candidate in Teachers College Teaching of Social Studies Program- Initial Certification. I am currently twenty-two years old and am originally from Irvington, NY in Westchester County. I graduated from George Washington University (GWU) with a Bachelor of Arts in History this past May (Class of 2023) with concentrations in military history and genocide studies. My professional background mostly centered on research work with various professors at GWU on the life of George Washington and the relationship between looting/destruction of cultural artifacts and the implementation of genocide in the 20 th and 21 st centuries. Above all else, I consider myself a military historian with interests in the Second World War and the Holocaust.

My decision to become a teacher was borne out of two reasons: 1. First and foremost, my love for history and desire to share my knowledge. I share this love with my dad who, initially, got me interested in history before I took on the mantle for myself. In addition, the politicization of history in recent years motivated my decision further, as I seek to become a neutral voice that will convey an uncorrupted narrative so that the stories of the past do not become twisted or forgotten. The second, and more personal reason, I decided to become a teacher is because of my grandfather and mother. Both came from working-class backgrounds and were able to elevate their social and economic status through education, ultimately both becoming educators themselves. Moreover, my grandfather, whom I share my name with, passed away my freshman year of college, a loss that has impacted me heavily. I decided to become a teacher with that in mind, as a way to honor his legacy, in the hopes of making him proud. My goal is to become a teacher of high school social studies.

Outside of class, my interests involve photography, gaming, watching anime, and going to the gym. I have two dogs, who I absolutely adore, a rescue hound mix named Roscoe and a Doberman named Tasha. I am a huge NY Rangers fan and absolutely love watching hockey in general. In addition, I am also a lifelong lacrosse player, currently playing goalie for Columbia University’s Club Lacrosse Team, and love the sport. I am a huge fan of EDM and pop music too, and love going to concerts. My favorite movies are Star Wars, both the originals and the prequels, in addition to the original Tobey Maguire Spider-Man movies. On the weekends, you can find me either relaxing at home in Irvington or exploring NYC with friends.

Sophie (she/her) is a proud Minnesotan and graduated from Wesleyan University with a major in Government and a minor in Education Studies. Prior to coming to TC, she worked in campaign fundraising and communications in Washington, DC. Sophie has experience as a teaching assistant in capacities ranging from a high school in Tours, France to Data Analysis courses in Middletown, CT. She is excited to combine her passions and contribute to the creation of thoughtful citizens as a Social Studies teacher. Outside of school, Sophie spends her time keeping up with pop culture, listening to audiobooks, and going on long walks with iced coffee in hand.

Annie Johnston (she/her) graduated from Washington University in St. Louis with a degree in International Studies and Religion and Politics. Once she graduated, she joined Cori Bush's 2020 House campaign, and she's been working in politics since then. She's excited about transitioning into teaching social studies, where she can combine her passion for inclusive civics with her love of working with young people. Outside of school and work, Annie enjoys hiking, going for walks, and generally being outside.

I live in Brooklyn, lived here my whole life but was adopted from China as a baby. I earned my Bachelor's degree in Economics at Skidmore College. I have spent the last few years teaching and substitute teaching in the city, and have wanted to become a teacher since high school. I had some amazing teachers and I also want to be able to make a positive impact in my students’ lives. I am a huge foodie and will gladly take any restaurant recommendations, enjoy 3D puzzles, and I love my dog and cat to bits and pieces.

I live in Brooklyn, lived here my whole life but was adopted from China as a baby. I earned my Bachelor's degree in Economics at Skidmore College. I have spent the last few years teaching and substitute teaching in the city, and have wanted to become a teacher since high school. I had some amazing teachers and I also want to be able to make a positive impact in my students’ lives. I am a huge foodie and will gladly take any restaurant recommendations, enjoy 3D puzzles, and I love my dog and cat to bits and pieces.

I graduated from Bucknell University in 2023 with a major in History and Music. I am excited to teach social studies and connect with younger generations. When I am not in school, I love to watch movies and garden in the summer!

I am an international student from the UK. I got my undergraduate degree at Coventry University in Geography focusing on climate change, tourism and international development. In my free time I love to travel and hike, ideally combining the two. I also love animals, especially dogs, enjoy reading, watching movies and doing puzzles when I get the chance. Although my very small NYC apartment has made that more difficult.

My name is Will Bryant and I am from Hingham, Massachusetts. I recently graduated from Connecticut College where I majored in History and Music Studies and had a minor in Education. Along with my passion for teaching, I love to make music, run, and get really nerdy about coffee. I felt strongly about going into the field of teaching once I discovered how joyful teachers committed to critical and transformative educational practices can have incredible positive impacts on students.

My name is Maddie Cockrell, I’m 27 years old and originally from Connecticut. I graduated from Colgate University in 2018 with a bachelor’s degree in English Literature and History, and I moved to the city to pursue a career in media at Discovery Channel. After four years, I pivoted into education and taught 6th grade Math at a charter school in Manhattan. I was compelled to become a teacher because of the teachers in my own family, the effect that teachers had on me, and I love working with young people. I'm excited to be part of this program at TC and gain experience in the NYC DOE system. I’m interested in educational equity, critical approaches to teaching United States History and Civics, and I hope to be able to incorporate literacy development into my work. I recognize the role of education in upholding systems of oppression and I’m committed to learning, unlearning, and dismantling such systems inside and outside of the classroom with my students. In addition to education and history, I love to read, ski, and try new foods (picked a good city for that). 

Maeve Vitale is an M.A. student in the Teaching of Social Studies, Initial Certification program. She was a history major at Wesleyan University. History has always been Maeve’s favorite subject in school – she’s always been interested in learning about the past, the places around her, and perspectives different from her own. Maeve has a few years of experience teaching at independent schools and looks forward to gaining experience in public schools through the initial certification program.

Kamiya Kumar has had over 8 years of experience of working closely with students of diverse abilities, age groups and experiences to optimize effective learning. She is currently pursuing a PhD in Social Studies Education at Teachers College, Columbia University. As a Teacher, Curriculum Specialist and Counselor, Kamiya has designed multi-modal learning environments with the long-term goal of developing highly motivated, independent and passionate learners. She holds a Masters in Education in Curriculum and Teaching from Teachers College, Columbia University. Prior to Columbia, she completed a Masters in Science in Social and Cultural Psychology from London School of Economics. She has worked in school contexts across North America, South America, Europe & Asia and applies cross-cultural learning to innovatively address challenges faced by students. Her current research is geared towards Peace Education and how young people, schools and communities are currently engaging with the concept of peace. She is exploring employing Participatory Action Research as a methodology so that communities can lead with their own experiences and voices to create sustainable change.

Adam Kuranishi (M.A., Teachers College, Columbia University) is a Ph.D. student in Social Studies Education as well as a Social Studies and Special Education teacher at the Manhasset Secondary School (New York). His research interests include inclusive pedagogy, critical theory, and disability studies education. Adam’s work has been published in Harvard Education Press, Teacher Education and Special Education, and Edutopia.

Alice Liou is a Ph.D. student in the Social Studies Education program at Teachers College. Their research focuses on youth activism and the pedagogical practices that foster and sustain its development. Prior to coming to TC, Alice taught 6th-grade science in Bushwick, Brooklyn. They also founded Upstander, a mobile app that allows educators to practice their in-the-moment responses to a multitude of common micro- and macroaggressions in the classroom. Alice received their Ed.M. from Harvard Graduate School of Education and their B.A. in Government from Dartmouth College.

Melissa Mitchem is a 4th year doctoral student in Social Studies Education. Her research interests include gender and education, teacher education, and global education, and she is currently exploring how women teachers navigate gender in international contexts. She has taught undergraduate and graduate level courses on education and academic writing at Teachers College, Hunter College, Marymount Manhattan University, and Temple University. She has helped lead various professional development sessions for teachers, including an online course on the United Nations’ Sustainable Development Goals. Before beginning her doctoral studies, she taught middle school English/language arts and social studies in Morocco. She has a Bachelor of Arts in History and African Studies and a Master of Teaching in Social Studies Education from the University of Virginia. She is certified to teach secondary social studies and English/language arts by the Virginia Department of Education.

Van Anh is currently a second-year doctoral student in the Social Studies Education program. Her research interests include refugee and youth narratives, spaces of learning, notions of citizenship and belonging. She was previously a high school history teacher in California. After working with youth, educators, and community organizations, she decided to pursue a Ph.D. to contribute to education research and advocacy.

Chenyu Li is a first-year doctoral student in the Social Studies Education program at Teachers College. His research interests include the motives, the methods, and the effects of social studies education on new immigrant students. Chenyu have four years of teaching experience at a public school in Flushing, Queens. In his bilingual world history classrooms, more than 40% of the students were new immigrants from China. The growth of his students was what inspired him to pursue his PhD. Chenyu received his M.A. in Social Studies Education from Teachers College and his B.A. in economics and international global studies from Brandeis University.

Allyson Compton is a PhD student in Social Studies Education. Her research interests include historiography, historical consciousness, difficult histories, and historical thinking in social studies teaching and curriculum development. She is also interested in teacher education and preservice teacher experiences. She has taught social studies in New York City public schools for fourteen years. She holds a B.A. in Social Studies and History Education from Boston University and an M.A. in History from Hunter College.

Eric Estes (he/him) is a third year Ph.D. student in the Teaching of Social Studies program. Eric’s research thinks with queer theory to explore the ways educators and students engage LGBTQ+ history, queer studies, and history curricula in secondary classrooms. Prior to TC, Eric was a middle school social studies teacher in Northern California. He holds a B.A. in history and an M.A. in education, both from the University of California - Davis, as well as a clear California single subject teaching credential in social science.

Kathryn Picardo is a doctoral student in the Teaching of Social Studies program. Her research interests include teacher education and identity, difficult histories, transformative knowledge and competence learning. She has taught social studies for nine years. In 2022, Kathryn served as a Fulbright Teaching Fellow in Finland, where she researched the actualization of competence learning curricula on a national scale. Prior to this, Kathryn earned her BA in History and Secondary Education from the College of New Jersey and an MA in Educational Leadership from Montclair State University.

Adam Kuranishi (M.A., Teachers College, Columbia University) is a Ph.D. student in Social Studies Education as well as a school administrator in New York. His research has been published in Harvard Education Press, Teacher Education and Special Education, and Edutopia.

Alia earned her undergraduate degree from Rider University in Gender, Sexulaity, and Women’s Studies, History, and Seconary Education. Her masters is from University of Pennsylvania in Reading, Writing, and Literacy with a certification in Gender, Sexuality, and Women’s. Growing up in a plant based house and on a sanctuary farm, has guided her research interests into exploring the value of nonhuman animals in history curriculum. Alia currently teaches 8th grade in central New Jersey. 

Eve Herold is a PhD student in Social Studies Education. Her research focuses on master narratives and racial capitalism in history curriculum and teaching. She has taught middle school history for over ten years. She holds a B.A. in American Culture Studies and Anthropology from Washington University in St. Louis. 

Bassem Elbendary has been a high school social studies teacher for the past eight years. His experience ranges between NYC and Cairo, where he was able to teach, supervise, and consult in various traditional and non-traditional schooling systems. Currently, Bassem is a 5th year Ph.D. candidate in the social studies education program at the social studies education program. He's trying to explore how collaboratively developed curricula by Egyptian social studies teachers at international schools in Egypt can facilitate class awareness amongst Egypt's privileged youth. His research falls in the intersection between privilege studies, pedagogies, social class reproduction, and international schools. 

Noa Ovadia is a PhD student in the Teaching of Social Studies Program at Teachers College. Her research interests include the theory and practice of global citizenship education, and the civic identity formation of transnational youth. Most recently, she is working as the co-principal investigator on a research project exploring how NYC social studies teachers engage transnational classrooms in discussions of the controversial issue of immigration in the post-Trump era. She also currently serves as co-Chair of the Citizenship and Democratic Education SIG of the Comparative and International Education Society (CIES).

Before joining TC in Fall 2022, she earned her BA in Education and Gender Studies from the Ben Gurion University of the Negev, and her MA in Political Science at Tel Aviv University. She taught high-school civics in Israel, and has worked primarily with newcomer students, mixed-ethnicity classrooms, and Bedouin youth. A former Israeli national debate champion, she has also taught debate to students from all around the world, and led teachers’ professional development courses in debate education through the Israeli Ministry of Education.  

Kampanart (Menn) Chaiyarat is currently a doctoral student in the Social Studies Education program. His research interests primarily focus on the intersection of civic and citizenship education with history education and how these are influenced by a state's ideology. Additionally, he explores the dynamic relationship between social studies teachers and their positionality within the context of education policy, the social studies discipline, and their teaching practices, with a focus on the Southeast Asian context.

Menn is currently serving as the principal investigator of a research project exploring NYC social studies teachers’ approaches to controversial issues in the post-Trump era transnational classrooms.

Before joining TC in Fall 2022, Menn earned a B.Ed. in Secondary Education (Social Studies) and an M.Ed. in Educational Research from Chulalongkorn University in Bangkok, Thailand. Prior to his doctoral studies, he taught social studies and history subjects at the secondary school level and delivered social studies curriculum and teaching-related courses for undergraduate students at his alma mater.

Jasmine "Jas" Leiser is a Ph.D. student in the Social Studies Education program at Teachers College, studying ways to support LGBTQIA+ students and students with disabilities. She has a keen interest in curriculum, pedagogy and project based learning. Jas is a former special education and social studies teacher, who has taught middle school and high school for the Department of Education in East Harlem for four years. Before coming to New York City, Jas worked as a teacher in California. She is a part of the New York City Civil Rights History Project (NYCCRHP) team, whose work focuses on designing culturally sustaining lessons to increase equity in the classroom. Jas’ work with NYCCRHP celebrates disability history in New York, focusing on the importance of belonging in young people and highlighting how a sense of community can be revolutionary. Jas holds a M.A. in Teaching of Social Studies from Teachers College, Columbia University, an Advanced Certificate in Special Education from CUNY Hunter College, and a B.A. in History from UC Berkeley. She has teaching credentials in social studies and special education. Her research interests also include: supporting pre-service teachers and first year teachers; culturally sustaining pedagogy; how to teach hard histories in intentional ways; accessibility of social studies classrooms; social-emotional informed curriculum; building student self-advocacy in the classroom; and how to teach group work skills for students. Jas is also a Zankel Fellow for the Youth Historians of Harlem and a student teaching supervisor.

Judy (she/her) is a PhD student in the Teaching of Social Studies Program. She is a proud HBCU graduate of Oakwood University. After undergrad, she studied language and fashion in Italy. And once  returning to the states, Judy completed her master’s at NYU before applying to become a NYC Teaching Fellow at LIU. 

Prior to joining the TC family, Judy worked with young people for well over fifteen years as an educator with Global Kids, Inc., then later as a classroom social studies and special-education teacher. Judy’s teaching experiences include school districts in New York, Massachusetts, and California. Currently, Judy works as the Project Manager for Equity & Inclusion at Manchester School District in New Hampshire. 

When Judy is not working, she enjoys family fun time, writing poetry, singing, and fashion.

Dane Peters is a third-year Doctoral Student. His research focuses on expeditionary teacher learning through study abroad experiences in the African Diaspora as preparation to teach Black Studies in K-12. Dane also serves as a research assistant for the Black Education Research Center (BERC) where he is a contributing curriculum writer and Black Studies content specialist for New York City Department of Education & first K-12 Black Studies Curriculum.