Provost’s Office Leadership and Staff
As Associate Provost, Jason helps guide the execution of both short- and long-term academic priorities, including program planning, enrollment, online strategy and workload, as well as develop and implement related policies. He collaborates closely with chairs and faculty, and helps convene and steer the Provost’s leadership team, coordinating closely with the Vice Deans of Research, Faculty Affairs, and Teacher Education.
Jason came to Teachers College with many years of experience as a leader in higher education. Jason was a tenured faculty member and Dean of the College of Education & Human Services at Rider University, overseeing an expansive array of undergraduate and graduate programs in teacher education, counseling, psychology, organizational leadership and nursing. He also concurrently served as Rider’s Dean of University Libraries. Prior to his work at Rider, he served as a tenured faculty member, department chair and the Associate Dean of the School of Education at Monmouth University. He has also held teaching and research roles at New York University, Fordham University, and Rowan University. Throughout this time, Jason was celebrated as an educational leader who prioritizes meaningful engagement with faculty, staff and school partners in a shared vision for change — change that is grounded in a deep scientific understanding of how students learn. He was named as an Impact Academy Fellow, a formal recognition of his ability to empower college deans with the skills and strategies to pursue instructional excellence in the face of adversity. He has a record of accomplishment in creating new academic programs while augmenting existing offerings through his successful direction of accreditation processes.
Jason earned a BA in Psychology from the University of Hartford, an MA in Educational Psychology from New York University and a PhD in Applied Developmental Psychology from Fordham University. His research focuses on the social-cognitive development in children and adolescents, specifically on the development of empathy and the role schools have in promoting empathy and prosocial behavior in children and adolescents.
As Associate Provost, Jason helps guide the execution of both short- and long-term academic priorities, including program planning, enrollment, online strategy and workload, as well as develop and implement related policies. He collaborates closely with chairs and faculty, and helps convene and steer the Provost’s leadership team, coordinating closely with the Vice Deans of Research, Faculty Affairs, and Teacher Education.
Jason came to Teachers College with many years of experience as a leader in higher education. Jason was a tenured faculty member and Dean of the College of Education & Human Services at Rider University, overseeing an expansive array of undergraduate and graduate programs in teacher education, counseling, psychology, organizational leadership and nursing. He also concurrently served as Rider’s Dean of University Libraries. Prior to his work at Rider, he served as a tenured faculty member, department chair and the Associate Dean of the School of Education at Monmouth University. He has also held teaching and research roles at New York University, Fordham University, and Rowan University. Throughout this time, Jason was celebrated as an educational leader who prioritizes meaningful engagement with faculty, staff and school partners in a shared vision for change — change that is grounded in a deep scientific understanding of how students learn. He was named as an Impact Academy Fellow, a formal recognition of his ability to empower college deans with the skills and strategies to pursue instructional excellence in the face of adversity. He has a record of accomplishment in creating new academic programs while augmenting existing offerings through his successful direction of accreditation processes.
Jason earned a BA in Psychology from the University of Hartford, an MA in Educational Psychology from New York University and a PhD in Applied Developmental Psychology from Fordham University. His research focuses on the social-cognitive development in children and adolescents, specifically on the development of empathy and the role schools have in promoting empathy and prosocial behavior in children and adolescents.
Dr. Marie L. Miville has served as the Vice-Dean for Faculty Affairs (VDFA) since September 1, 2020. As VDFA, Dr. Miville has oversight responsibilities regarding a number of processes, policies, and programs that affect faculty life at Teachers College. Dr. Miville coordinates many aspects of faculty work life, including organizing the New Faculty Orientation, assembling mentoring committees for pre- tenure faculty, preparing summary reports for the Provost Office regarding tenure and promotion processes of individual faculty members, meeting individually with faculty regarding any concerns they may have, and providing support services for faculty during the retirement process. She also is responsible for creating faculty development workshops and events and nominating faculty members for external awards. As the Interim Vice- Provost, Dr. Miville supervises the offices of accreditation, compliance, and teacher education, as well as provides stewardship of many academic affairs gift agreements.
Dr. Miville also is a Professor of Psychology and Education in the Department of Counseling and Clinical Psychology. She is the author of three books, another book in preparation, and over 65 publications dealing with multicultural issues in counseling and psychology. Dr. Miville is past- Associate Editor of the Journal of Multicultural Counseling and Development, and is serving or has served on several other editorial boards. She is the Book Series Editor for American Psychological Association (APA) Division 44, and previously served as 2015 President of the National Latinx Psychological Association (NLPA), President of the Council of Counseling Psychology Training Programs, and the Vice-President for Education and Training for the APA Division 17. Dr. Miville is an APA Fellow (Division 17 and 45). Prior to her current administrative appointments at Teachers College, Dr. Miville served as the College Ombuds, Director of Training/Program Director of Counseling Psychology, and the Chair of the Department of Counseling and Clinical Psychology.
Dr. Marie L. Miville has served as the Vice-Dean for Faculty Affairs (VDFA) since September 1, 2020. As VDFA, Dr. Miville has oversight responsibilities regarding a number of processes, policies, and programs that affect faculty life at Teachers College. Dr. Miville coordinates many aspects of faculty work life, including organizing the New Faculty Orientation, assembling mentoring committees for pre- tenure faculty, preparing summary reports for the Provost Office regarding tenure and promotion processes of individual faculty members, meeting individually with faculty regarding any concerns they may have, and providing support services for faculty during the retirement process. She also is responsible for creating faculty development workshops and events and nominating faculty members for external awards. As the Interim Vice- Provost, Dr. Miville supervises the offices of accreditation, compliance, and teacher education, as well as provides stewardship of many academic affairs gift agreements.
Dr. Miville also is a Professor of Psychology and Education in the Department of Counseling and Clinical Psychology. She is the author of three books, another book in preparation, and over 65 publications dealing with multicultural issues in counseling and psychology. Dr. Miville is past- Associate Editor of the Journal of Multicultural Counseling and Development, and is serving or has served on several other editorial boards. She is the Book Series Editor for American Psychological Association (APA) Division 44, and previously served as 2015 President of the National Latinx Psychological Association (NLPA), President of the Council of Counseling Psychology Training Programs, and the Vice-President for Education and Training for the APA Division 17. Dr. Miville is an APA Fellow (Division 17 and 45). Prior to her current administrative appointments at Teachers College, Dr. Miville served as the College Ombuds, Director of Training/Program Director of Counseling Psychology, and the Chair of the Department of Counseling and Clinical Psychology.
Celia Oyler, Ph.D., is the Vice Dean for Teacher Education and a former professor of Inclusive Education in the Department of Curriculum & Teaching, at Teachers College, Columbia University. Author of Actions Speak Louder than Words: Social Action as Curriculum (Routledge); Learning to Teach Inclusively: Student Teachers Classroom Inquiries (Erlbaum), and Making Room for Students: Sharing Teacher Authority in Room 104 (Teachers College Press) her research, teaching, and service are stimulated by the possibilities for classrooms to be cites of democratic dialogue, learner-centered inquiry, and critical inclusivity. Working in funded partnership with the New York City Department of Education, Celia co-founded and co-directed the Teachers College Inclusive Classrooms Project. Through this long-term professional development work, Celia collaborated with NYC public school educators to analyze and design pedagogies and structures for equity, access, full participation and belonging for all, building on educator, student, community and family assets.
As Vice Dean for Teacher Education, Celia provides collaborative, strategic leadership and advocacy for teacher education practice, policy and research at the College. She represents the College in city, state, and national partnerships, policy deliberations, and scholarly professional organizations. She partners with stakeholders across the College to enhance the vision for teacher education and raise funds for teacher education initiatives,
Celia conducts most of her research with classroom teachers and school leaders, publishing in various journals, including: Curriculum Inquiry; Journal of Teacher Education, Journal of Teacher Education and Special Education; Urban Education; Journal of Special Education and Remedial Education; Teachers College Record; Journal of Teaching and Teacher Education; Equity and Excellence in Education
Celia was co-founder and professor in the Elementary and Secondary Inclusive Teacher Education Programs, which received national attention, including being profiled as an exemplary by a Blue-Ribbon Panel testifying to the U.S. Congress (May, 2011) Preparing General Education Teachers to Improve Outcomes for Students with Disabilities, and also chosen as the model U.S. inclusive teacher education program for a Spencer Foundation funded study. Her research team has welcomed international scholars from around the world, including Turkey, Denmark, Pakistan, India, Korea, and China who come to study the innovative teacher preparation program.
Celia Oyler was a teacher for 15 years in Connecticut, Vermont, and Chicago where she worked as a special educator in self-contained and then inclusive rural and urban classrooms. She obtained her Ph.D. in Curriculum Theory and Design from the University of Illinois-Chicago in 1993. Dr Oyler has been a visiting professor of inclusive education at the University of Edinburgh, Scotland and the Universities of Alberta and Manitoba, Canada. Additionally, she has served as a consultant on inclusive teacher education across many of the United States, and in various international contexts including: Jordan; Guatemala; Lebanon; Japan; and Mongolia.
Celia Oyler, Ph.D., is the Vice Dean for Teacher Education and a former professor of Inclusive Education in the Department of Curriculum & Teaching, at Teachers College, Columbia University. Author of Actions Speak Louder than Words: Social Action as Curriculum (Routledge); Learning to Teach Inclusively: Student Teachers Classroom Inquiries (Erlbaum), and Making Room for Students: Sharing Teacher Authority in Room 104 (Teachers College Press) her research, teaching, and service are stimulated by the possibilities for classrooms to be cites of democratic dialogue, learner-centered inquiry, and critical inclusivity. Working in funded partnership with the New York City Department of Education, Celia co-founded and co-directed the Teachers College Inclusive Classrooms Project. Through this long-term professional development work, Celia collaborated with NYC public school educators to analyze and design pedagogies and structures for equity, access, full participation and belonging for all, building on educator, student, community and family assets.
As Vice Dean for Teacher Education, Celia provides collaborative, strategic leadership and advocacy for teacher education practice, policy and research at the College. She represents the College in city, state, and national partnerships, policy deliberations, and scholarly professional organizations. She partners with stakeholders across the College to enhance the vision for teacher education and raise funds for teacher education initiatives,
Celia conducts most of her research with classroom teachers and school leaders, publishing in various journals, including: Curriculum Inquiry; Journal of Teacher Education, Journal of Teacher Education and Special Education; Urban Education; Journal of Special Education and Remedial Education; Teachers College Record; Journal of Teaching and Teacher Education; Equity and Excellence in Education
Celia was co-founder and professor in the Elementary and Secondary Inclusive Teacher Education Programs, which received national attention, including being profiled as an exemplary by a Blue-Ribbon Panel testifying to the U.S. Congress (May, 2011) Preparing General Education Teachers to Improve Outcomes for Students with Disabilities, and also chosen as the model U.S. inclusive teacher education program for a Spencer Foundation funded study. Her research team has welcomed international scholars from around the world, including Turkey, Denmark, Pakistan, India, Korea, and China who come to study the innovative teacher preparation program.
Celia Oyler was a teacher for 15 years in Connecticut, Vermont, and Chicago where she worked as a special educator in self-contained and then inclusive rural and urban classrooms. She obtained her Ph.D. in Curriculum Theory and Design from the University of Illinois-Chicago in 1993. Dr Oyler has been a visiting professor of inclusive education at the University of Edinburgh, Scotland and the Universities of Alberta and Manitoba, Canada. Additionally, she has served as a consultant on inclusive teacher education across many of the United States, and in various international contexts including: Jordan; Guatemala; Lebanon; Japan; and Mongolia.
Portia Williams is the Vice Provost for Academic Planning and Global Affairs, and Assistant Professor (Coterminous) in the Department of International and Transcultural Studies at Teachers College, Columbia University.
She previously served as the Associate Provost for International Affairs, and the founding director of the College’s Office of International Affairs, now known as the Office of Global Engagement. In her current role, Dr. Williams supports the establishment and realization of college-wide academic goals focused on curriculum alignment, new program development, non-credit programming, accreditation and academic compliance. She also continues to serve as the College’s chief international officer, guiding policy and practice for institutional collaborations, and support for international students and scholars.
With more than 25 years of experience in educational administration and international engagement, Dr. Williams has directed, advised, or collaborated on policy and program initiatives in North and Sub-Saharan Africa, Europe, East and Southern Asia, Latin America, the Middle East, and the United States. Additionally, as an ESL professional, she has held faculty appointments at Georgetown University, American University, George Washington University, the University of Illinois at Urbana Champaign, and the University of Shkodra in Albania.
Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace Corps Volunteer. She holds an Ed.D. in International Educational Development and Policy Studies and an M.Ed. in International Family and Community Education from Teachers College, as well as an M.A. in Teaching English as a Second Language from the University of Illinois at Urbana-Champaign.
Portia Williams is the Vice Provost for Academic Planning and Global Affairs, and Assistant Professor (Coterminous) in the Department of International and Transcultural Studies at Teachers College, Columbia University.
She previously served as the Associate Provost for International Affairs, and the founding director of the College’s Office of International Affairs, now known as the Office of Global Engagement. In her current role, Dr. Williams supports the establishment and realization of college-wide academic goals focused on curriculum alignment, new program development, non-credit programming, accreditation and academic compliance. She also continues to serve as the College’s chief international officer, guiding policy and practice for institutional collaborations, and support for international students and scholars.
With more than 25 years of experience in educational administration and international engagement, Dr. Williams has directed, advised, or collaborated on policy and program initiatives in North and Sub-Saharan Africa, Europe, East and Southern Asia, Latin America, the Middle East, and the United States. Additionally, as an ESL professional, she has held faculty appointments at Georgetown University, American University, George Washington University, the University of Illinois at Urbana Champaign, and the University of Shkodra in Albania.
Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace Corps Volunteer. She holds an Ed.D. in International Educational Development and Policy Studies and an M.Ed. in International Family and Community Education from Teachers College, as well as an M.A. in Teaching English as a Second Language from the University of Illinois at Urbana-Champaign.
Noah Drezner is the Special Advisor for Doctoral Studies. In this position, he will be helping collect and analyze data on our doctoral programs that was originally requested by Columbia’s GSAS. These data focus on admissions, time to degree, and placements by race and gender. Using these data to inform his work, he was asked by Provost Rowley to help build a College-wide strategy for outstanding support of doctoral student development. Dr. Drezner looks forward to working with the different doctoral programs as he begins to engage this work.
Dr. Noah D. Drezner is Professor of Higher Education in the Higher and Postsecondary Education Program at Teachers College, Columbia University, founding editor of Philanthropy & Education, and a leading researcher on educational philanthropy.
Read more about Professor Drezner's research here.
Noah Drezner is the Special Advisor for Doctoral Studies. In this position, he will be helping collect and analyze data on our doctoral programs that was originally requested by Columbia’s GSAS. These data focus on admissions, time to degree, and placements by race and gender. Using these data to inform his work, he was asked by Provost Rowley to help build a College-wide strategy for outstanding support of doctoral student development. Dr. Drezner looks forward to working with the different doctoral programs as he begins to engage this work.
Dr. Noah D. Drezner is Professor of Higher Education in the Higher and Postsecondary Education Program at Teachers College, Columbia University, founding editor of Philanthropy & Education, and a leading researcher on educational philanthropy.
Read more about Professor Drezner's research here.
Michael earned his M.A. in Foundations of Education from Hofstra University and a B.A. in Political Science from SUNY Geneseo. Prior to coming to Teachers College, Michael served as the Vice President for Technology and Institutional Effectiveness at Molloy University in Rockville Centre, NY. He began his tenure at Molloy as the Director of Institutional Research and soon after took on additional leadership roles related to strategic planning, Middle States accreditation and information technology. Prior to Molloy, Michael worked at Hofstra University where he served as Associate Director and Strategic Analyst in the Office of Institutional & Market Research. Although he has been in the field of institutional research for more than 15 years, Michael’s career has not been exclusively in higher education. His professional career began at Mutual of America in New York City where he held a number of key positions in the company's Marketing, Corporate Training, and Employee Benefits areas.
Michael earned his M.A. in Foundations of Education from Hofstra University and a B.A. in Political Science from SUNY Geneseo. Prior to coming to Teachers College, Michael served as the Vice President for Technology and Institutional Effectiveness at Molloy University in Rockville Centre, NY. He began his tenure at Molloy as the Director of Institutional Research and soon after took on additional leadership roles related to strategic planning, Middle States accreditation and information technology. Prior to Molloy, Michael worked at Hofstra University where he served as Associate Director and Strategic Analyst in the Office of Institutional & Market Research. Although he has been in the field of institutional research for more than 15 years, Michael’s career has not been exclusively in higher education. His professional career began at Mutual of America in New York City where he held a number of key positions in the company's Marketing, Corporate Training, and Employee Benefits areas.
Robert Graham, Director of Budgets, provides financial support, analysis, and oversight for the Academic Affairs budgets and departments reporting to the Provost Office. He provides recommendations for funding allocations in alignment with the academic strategy of the Provost’s Office, and within the framework of the College’s overarching financial plan, determining appropriate funding sources, and ensuring proper usage of funding. He leads the finance function of the Provost’s area through managing and collaborating with constituents across the College, and oversees the administration, approval, distribution, and various funding sources in the academic areas.
Phone: (212) 678-8314
Robert Graham, Director of Budgets, provides financial support, analysis, and oversight for the Academic Affairs budgets and departments reporting to the Provost Office. He provides recommendations for funding allocations in alignment with the academic strategy of the Provost’s Office, and within the framework of the College’s overarching financial plan, determining appropriate funding sources, and ensuring proper usage of funding. He leads the finance function of the Provost’s area through managing and collaborating with constituents across the College, and oversees the administration, approval, distribution, and various funding sources in the academic areas.
Phone: (212) 678-8314
