Meet Our Doctoral Students
We are delighted to announce the launch of our new online profiles for Doctoral Students at Teachers College.
If you are a currently enrolled doctoral student at Teachers College, please visit the profile submission page for more information on how you can create your own profile.
Our Master's Students
Shawn Saunders is an M.Ed candidate in the Sociology and Education program. Before TC, Shawn received a B.A. in Anthropology from Brown University and a M.A.T. from Relay Graduate School of Education with a focus in Childhood Education.
Shawn has spent 9 years teaching various grades in elementary schools in Brooklyn, most recently teaching 4th Grade in Canarsie. During the summer, Shawn works as the Academic Director for Jacob's Ladder, a sleep-away summer camp in Virginia for gifted middle school students.
Through his work with students and other educators, Shawn has developed many interests for study including the intersection of race, socioeconomic status and education, evaluation systems for students and teachers, and the effectiveness of discipline and school systems in urban contexts (with a particular interest in these topics within the world of charter schools).
Shawn has experienced the educational process in the private, public, and charter sectors as a student and teacher. This has allowed him to see the best of these spaces as well as areas in which there is still work to be done. By joining the TC/Columbia community, Shawn hopes to conduct research that helps better the educational experience for both educators and students especially within urban environments.
Shawn Saunders is an M.Ed candidate in the Sociology and Education program. Before TC, Shawn received a B.A. in Anthropology from Brown University and a M.A.T. from Relay Graduate School of Education with a focus in Childhood Education.
Shawn has spent 9 years teaching various grades in elementary schools in Brooklyn, most recently teaching 4th Grade in Canarsie. During the summer, Shawn works as the Academic Director for Jacob's Ladder, a sleep-away summer camp in Virginia for gifted middle school students.
Through his work with students and other educators, Shawn has developed many interests for study including the intersection of race, socioeconomic status and education, evaluation systems for students and teachers, and the effectiveness of discipline and school systems in urban contexts (with a particular interest in these topics within the world of charter schools).
Shawn has experienced the educational process in the private, public, and charter sectors as a student and teacher. This has allowed him to see the best of these spaces as well as areas in which there is still work to be done. By joining the TC/Columbia community, Shawn hopes to conduct research that helps better the educational experience for both educators and students especially within urban environments.
Grace Bradley is an MA candidate at Teachers College, Columbia University in the Sociology and Education program. During her time at TC, Grace works in Admissions at Barnard College as a Senior Admissions Officer, recruiting competitive students to the community, co-leading the Tour Guide program, and supervising digital and print communications. Prior to working at Barnard, Grace worked at Sarah Lawrence College in Bronxville. Grace earned her BA in Dance and Sociology from Connecticut College.
Her research interest includes single-gender education and the economic and social mobility impact, higher education retention based on identity, social and emotional well-being of education leaders, and effective higher education communication to students in underrepresented and marginalized communities. At Barnard, she sat on the NACAC Committee for Advising Young Professionals, working to increase retention in first-year admission workers. She was given the opportunity to assist Dr. Drago-Severson in her research during her first-year.
Additionally, Grace’s other interests include eating disorder prevention and intervention and food access. During her undergraduate career, Grace created an eating disorder prevention and intervention education program for Connecticut College’s dance department with support from the Sociology Department and her colleagues at the National Eating Disorder Association in New York City. Outside of her time in school and work, Grace is an avid cook and baker, proud cat mom, and a runner.
Grace Bradley is an MA candidate at Teachers College, Columbia University in the Sociology and Education program. During her time at TC, Grace works in Admissions at Barnard College as a Senior Admissions Officer, recruiting competitive students to the community, co-leading the Tour Guide program, and supervising digital and print communications. Prior to working at Barnard, Grace worked at Sarah Lawrence College in Bronxville. Grace earned her BA in Dance and Sociology from Connecticut College.
Her research interest includes single-gender education and the economic and social mobility impact, higher education retention based on identity, social and emotional well-being of education leaders, and effective higher education communication to students in underrepresented and marginalized communities. At Barnard, she sat on the NACAC Committee for Advising Young Professionals, working to increase retention in first-year admission workers. She was given the opportunity to assist Dr. Drago-Severson in her research during her first-year.
Additionally, Grace’s other interests include eating disorder prevention and intervention and food access. During her undergraduate career, Grace created an eating disorder prevention and intervention education program for Connecticut College’s dance department with support from the Sociology Department and her colleagues at the National Eating Disorder Association in New York City. Outside of her time in school and work, Grace is an avid cook and baker, proud cat mom, and a runner.
Eric Carrera (He/Him) is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. Born and raised in New York, Eric grew up seeing how one's zip code could determine so much of their educational outcomes, and so he's committed to finding ways to make sure that our schools are better able to support students from all backgrounds. Furthermore, as a product of New York City public schools, he's seen how life-changing education can be for immigrant and low-income communities and how important it is to fight for education equity.
Currently, Eric is the Community Affairs Fellow at the Office of Councilmember Shekar Krishnan (Elmhurst - Jackson Heights) where he works on the Constituent Services team helping neighbors navigate complex social services, organize events, as well as conduct outreach to better understand some of the issues facing this district. His experiences working in the most diverse neighborhoods on the planet have helped him show how people from different backgrounds can actively uplift and stand in solidarity with each other. Additionally, he is an educator at the Moth where he works in local NYC High Schools teaching young people the art of storytelling. An artist by heart and education, Eric has a passion for narratives and looks forward to combining his background as an artist, educator, and public servant to build a more equitable city for everyone.
During his time as an undergraduate student at NYU Eric was deeply involved in fostering student success and belonging through NYU Welcome Programs which was the primary orientation and events programming body for students across the university. This experience allowed him to contribute to building spaces for students from underrepresented backgrounds and demonstrated the importance of diversity in higher education and leadership.
In his off-time, Eric enjoys jogging around the city, making music on Ableton, and doing environmental photography. He's currently learning Portuguese and his favorite animal is the capybara.
Previous Education: B.F.A. in Collaborative Arts from NYU's Tisch School of the Arts
Eric Carrera (He/Him) is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. Born and raised in New York, Eric grew up seeing how one's zip code could determine so much of their educational outcomes, and so he's committed to finding ways to make sure that our schools are better able to support students from all backgrounds. Furthermore, as a product of New York City public schools, he's seen how life-changing education can be for immigrant and low-income communities and how important it is to fight for education equity.
Currently, Eric is the Community Affairs Fellow at the Office of Councilmember Shekar Krishnan (Elmhurst - Jackson Heights) where he works on the Constituent Services team helping neighbors navigate complex social services, organize events, as well as conduct outreach to better understand some of the issues facing this district. His experiences working in the most diverse neighborhoods on the planet have helped him show how people from different backgrounds can actively uplift and stand in solidarity with each other. Additionally, he is an educator at the Moth where he works in local NYC High Schools teaching young people the art of storytelling. An artist by heart and education, Eric has a passion for narratives and looks forward to combining his background as an artist, educator, and public servant to build a more equitable city for everyone.
During his time as an undergraduate student at NYU Eric was deeply involved in fostering student success and belonging through NYU Welcome Programs which was the primary orientation and events programming body for students across the university. This experience allowed him to contribute to building spaces for students from underrepresented backgrounds and demonstrated the importance of diversity in higher education and leadership.
In his off-time, Eric enjoys jogging around the city, making music on Ableton, and doing environmental photography. He's currently learning Portuguese and his favorite animal is the capybara.
Previous Education: B.F.A. in Collaborative Arts from NYU's Tisch School of the Arts
Iyana Eubanks is an M.A. candidate and Posse Fellow in the Sociology and Education Program at Teachers College, Columbia University. She received her Bachelor’s in Anthropology and Sociology at Lafayette College. Before Teachers College, she spent a year teaching second grade at a private school in California and currently teaches at a private school in the Bronx.
Her work experiences exist in stark contrast to her own experiences, growing up in the NYC public school system. They have also made abundantly clear the educational inequities that exist across racial, economic, and geographical lines. Iyana hopes her time at Teachers College will help her learn how to amend this. She wants to effectively evaluate the current educational systems and then help implement better ones: systems that would enable all students to receive the quality of education they deserve regardless of their social status. Additionally, she is interested in the well-being of teachers and how their needs intersect with the needs of their
students.
In her free time, Iyana enjoys playing Sudoku and taking on new hobbies. She is currently taking drum classes, boxing lessons, and Introduction to pottery.
Iyana Eubanks is an M.A. candidate and Posse Fellow in the Sociology and Education Program at Teachers College, Columbia University. She received her Bachelor’s in Anthropology and Sociology at Lafayette College. Before Teachers College, she spent a year teaching second grade at a private school in California and currently teaches at a private school in the Bronx.
Her work experiences exist in stark contrast to her own experiences, growing up in the NYC public school system. They have also made abundantly clear the educational inequities that exist across racial, economic, and geographical lines. Iyana hopes her time at Teachers College will help her learn how to amend this. She wants to effectively evaluate the current educational systems and then help implement better ones: systems that would enable all students to receive the quality of education they deserve regardless of their social status. Additionally, she is interested in the well-being of teachers and how their needs intersect with the needs of their
students.
In her free time, Iyana enjoys playing Sudoku and taking on new hobbies. She is currently taking drum classes, boxing lessons, and Introduction to pottery.
I am pursuing my M.A. degree in Sociology and Education in the Department of Ed. Policy and Social Analysis. As an educator and immigrant, I have come to realize that passion and perseverance is my driving force in pursuing this degree. Both my sister and I were merely toddlers when my mother made the decision to leave the Dominican Republic and come to the States for a better life and opportunities. That propelled my love to keep on learning and not take the life that I was offered here for granted.
Education became the love that I was hungry to pursue and during my undergraduate time at Saint Peter’s University I came to a decision that teaching was where I needed to be. Teaching offered me a place where I can gradually see the seeds that I plant at the beginning of the school year grow and thrive towards the end. That has been my most rewarding experience. I currently teach 6th grade Humanities in an independent school in Jersey City. Though this role has given me an opportunity to learn and grow as an educator I have also seen the inequities that are built around a system that is supposed to motivate and love. I began questioning my role not only as a teacher, but someone who needed to speak up and challenge this system that places BIPOC and LGBTQIA+ people as an afterthought. I found myself researching and T.C. was the first place that answered my questions and allowed me to feel connected.
With this degree, I want to work outside of the classroom and be part of a system that includes opportunities for BIPOC and LGBTQIA+ students within schools where their values and lives are appreciated and loved. My goal once I receive this degree is to work in an educational non profit organization or education reform to further understand why these things are happening. That will provide me with the tools and knowledge to help and guide schools, educators, principals, and everyone involved in that community to provide students with the necessary opportunities that rightfully fits their needs.
I am pursuing my M.A. degree in Sociology and Education in the Department of Ed. Policy and Social Analysis. As an educator and immigrant, I have come to realize that passion and perseverance is my driving force in pursuing this degree. Both my sister and I were merely toddlers when my mother made the decision to leave the Dominican Republic and come to the States for a better life and opportunities. That propelled my love to keep on learning and not take the life that I was offered here for granted.
Education became the love that I was hungry to pursue and during my undergraduate time at Saint Peter’s University I came to a decision that teaching was where I needed to be. Teaching offered me a place where I can gradually see the seeds that I plant at the beginning of the school year grow and thrive towards the end. That has been my most rewarding experience. I currently teach 6th grade Humanities in an independent school in Jersey City. Though this role has given me an opportunity to learn and grow as an educator I have also seen the inequities that are built around a system that is supposed to motivate and love. I began questioning my role not only as a teacher, but someone who needed to speak up and challenge this system that places BIPOC and LGBTQIA+ people as an afterthought. I found myself researching and T.C. was the first place that answered my questions and allowed me to feel connected.
With this degree, I want to work outside of the classroom and be part of a system that includes opportunities for BIPOC and LGBTQIA+ students within schools where their values and lives are appreciated and loved. My goal once I receive this degree is to work in an educational non profit organization or education reform to further understand why these things are happening. That will provide me with the tools and knowledge to help and guide schools, educators, principals, and everyone involved in that community to provide students with the necessary opportunities that rightfully fits their needs.
Boyan Liu is an M.A. candidate in the Sociology and Education Program at Teachers College, Columbia University. He previously worked on analyzing the future impact of the Double Reduction policy that took place in China. He argues that such policy is leading to polarization and one's school accomplishment will largely rely on their social capital. Now, he is revising the paper, hoping to analyze the pros and cons of this policy more objectively and comprehensively from more perspectives.
His research interests include general education policy, global K-12 educational inequality, and the differences in the perception of education driven by the history and culture of different countries and regions. He focuses on the various manifestations of educational inequality and the far-reaching impacts they lead to. Boyan's dedication to bridging the gap between theoretical insights and real-world applications motivates his work, and he strives to make a positive impact through his research and counseling efforts.
In addition to his research interests, Boyan is committed to counseling and solving real-world problems for people around him. By analyzing the issues with sociological insights, he offers practical advice to those in need. He argues that it is beneficial to think and live academically but one should also realize that there are things that cannot be dealt with logic, and that is why one should be a good listener and show compassion first.
Previous Education:
B.A. in sociology, concentrated in international relationships from the University of California, San Diego.
Boyan Liu is an M.A. candidate in the Sociology and Education Program at Teachers College, Columbia University. He previously worked on analyzing the future impact of the Double Reduction policy that took place in China. He argues that such policy is leading to polarization and one's school accomplishment will largely rely on their social capital. Now, he is revising the paper, hoping to analyze the pros and cons of this policy more objectively and comprehensively from more perspectives.
His research interests include general education policy, global K-12 educational inequality, and the differences in the perception of education driven by the history and culture of different countries and regions. He focuses on the various manifestations of educational inequality and the far-reaching impacts they lead to. Boyan's dedication to bridging the gap between theoretical insights and real-world applications motivates his work, and he strives to make a positive impact through his research and counseling efforts.
In addition to his research interests, Boyan is committed to counseling and solving real-world problems for people around him. By analyzing the issues with sociological insights, he offers practical advice to those in need. He argues that it is beneficial to think and live academically but one should also realize that there are things that cannot be dealt with logic, and that is why one should be a good listener and show compassion first.
Previous Education:
B.A. in sociology, concentrated in international relationships from the University of California, San Diego.
Nicole (Nic) Mora is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. She recently graduated from The University of North Carolina at Chapel Hill with her BA in Human Development & Family Science and a double minor in LatinX Studies and Sexuality Studies.
During her undergraduate career Nic worked alongside Dr. Dorothy Espelage on several projects aiming to make schools a safer and more equal space for all students. Nic assisted on projects focusing on bullying and sexual violence prevention.
As a queer, first-generation student, Nic is very passionate about access to education for minority and LGBTQ+ students. She hopes to evaluate schools as organizations and the role student-teacher engagement plays in students’ identity formation and belonging. Nic is also interested in school-based social-emotional learning and education policy.
During her free time Nic loves to be active, hangout with her cat Finn, explore the music and art scenes in New York City, and eat traditional Colombian cuisine.
Nicole (Nic) Mora is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. She recently graduated from The University of North Carolina at Chapel Hill with her BA in Human Development & Family Science and a double minor in LatinX Studies and Sexuality Studies.
During her undergraduate career Nic worked alongside Dr. Dorothy Espelage on several projects aiming to make schools a safer and more equal space for all students. Nic assisted on projects focusing on bullying and sexual violence prevention.
As a queer, first-generation student, Nic is very passionate about access to education for minority and LGBTQ+ students. She hopes to evaluate schools as organizations and the role student-teacher engagement plays in students’ identity formation and belonging. Nic is also interested in school-based social-emotional learning and education policy.
During her free time Nic loves to be active, hangout with her cat Finn, explore the music and art scenes in New York City, and eat traditional Colombian cuisine.
Damion T. Robinson (he/him/his) is an M.A. candidate in the Sociology and Education program, at Teachers College. He currently teaches upper elementary school in Harlem, NY and has a deep love for Social Justice and is a member of Kappa Delta Pi, one of the largest honors societies for the field of Education, and was the chapter president for CUNY York College. While an undergraduate student, Damion served as the Student Ambassador for the CUNY York College’s chapter of NYC Men’s Teach program and was a foundational contributor to York’s Social Justice Summer Camp. Prior to teaching, Damion worked as a paraprofessional for many years in NYC’s District 75.
Outside of Education, Damion T. is an itinerate performer (actor/singer) and key member of Sing Harlem, an artist collective cultivated in Harlem, NY. Damion has traveled extensively across the United States, Canada, Jamaica , and England sharing joy and positivity.
Damion’s favourite encouragement to give says “the sky is way too low to be the limit”. With this degree, Damion T. Robinson aims to bring more awareness in academic spaces, affecting educational policy and advocating for Equity.
Damion T. Robinson (he/him/his) is an M.A. candidate in the Sociology and Education program, at Teachers College. He currently teaches upper elementary school in Harlem, NY and has a deep love for Social Justice and is a member of Kappa Delta Pi, one of the largest honors societies for the field of Education, and was the chapter president for CUNY York College. While an undergraduate student, Damion served as the Student Ambassador for the CUNY York College’s chapter of NYC Men’s Teach program and was a foundational contributor to York’s Social Justice Summer Camp. Prior to teaching, Damion worked as a paraprofessional for many years in NYC’s District 75.
Outside of Education, Damion T. is an itinerate performer (actor/singer) and key member of Sing Harlem, an artist collective cultivated in Harlem, NY. Damion has traveled extensively across the United States, Canada, Jamaica , and England sharing joy and positivity.
Damion’s favourite encouragement to give says “the sky is way too low to be the limit”. With this degree, Damion T. Robinson aims to bring more awareness in academic spaces, affecting educational policy and advocating for Equity.