Dr. Carol Scheffner Hammer became the Vice Dean for Research on September 1, 2020. As Vice Dean for Research and Academic Affairs, Dr. Hammer will work with Teachers College faculty, students, staff, and administration to provide leadership on issues affecting research and the academic environment. She has responsibility for optimizing the research infrastructure, supporting and growing faculty research, fostering interdisciplinary research efforts, and helping to lead the College’s research mission. In addition, she will oversee
and provide support to the College’s Centers and Institutes as well as the Gottesman Library. Dr. Hammer joined Teachers College’s Department of Biobehavioral Sciences in 2015 as Professor of Communication and Sciences Disorders and served as Department Chair of BBS in 2020. Prior to joining Teachers College, she served as Professor and Department Chair in the Department of Communication Sciences and Disorders at Temple University.
Dr. Hammer’s research focuses on understanding cultural and environmental factors that affect children’s language and literacy development and on eliminating educational disparities by promoting the school readiness of children from culturally and linguistically diverse backgrounds and children from low-SES homes through evidence-based interventions. Her work has been funded continually since 2000, with over $25 million in funding from federal agencies including the National Institutes of Health-NICHD, the US Department of Education, and the Administration for Children and Families. In addition, she served as a member of NIH-NICHD study sections for 7 years and a member of review panels for the Institute of Education Sciences for 11 years. Dr. Hammer is past editor of the American Journal of Speech-Language Pathology and a fellow of the American Speech-Language-Hearing Association.
Read more about Professor Hammer's vision for research here.
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.
Dr. Thomas Rock earned his BA in Communication Studies from the University of Dayton (OH); his MS in Education in Counselor Education from Alfred University (NY); and his Ed.D. in Higher Education Administration from Teachers College, Columbia University (NY). He also received a Certificate of Completion from the Harvard Graduate School of Education for participation in the Institute for Management and Leadership in Education (MLE). Dr. Rock was awarded a Fulbright Scholarship from the United States Department of State in 2018 and traveled to Japan as part of the Fulbright Scholarship Program.
Dr. Rock has over 25 years of experience in student affairs having worked in undergraduate and graduate admissions and enrollment management and graduate student affairs. In his role as Vice Provost for Student Affairs at TC, Dr. Rock oversees the administrative offices and staff that support students in their out-of-classroom experiences while enrolled at Teachers College. He also chairs the Psychological Emergency Response Team (PERT), the Student Code of Conduct Committee and is a member of the Title IX Team for Teachers College.
Dr. Rock has worked in the field of undergraduate admissions and College Counseling at the University of Dayton, Alfred University and The Albany Academy (NY). He has worked in graduate admissions at Columbia University (NY), Hofstra University (NY) and Teachers College, Columbia University (NY). His student affairs work has been at Teachers College, Columbia University (NY).
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. 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.
Amy Hawley Alvarez, Interim Assistant Dean, works closely with the Interim Provost and his team on the strategic management and execution of special projects. In addition, Amy provides high-level administrative support to the Interim Provost. Amy is also the program lead for the Zankel and Milman Fellowships as well as the Liaison between TC and Teachers College Community School (TCCS). In addition to her MA in Higher and Postsecondary Education from Teachers College and MA in Teaching English to Speakers of Other Languages from the University of Northern Iowa, Amy holds a BA in Music and a BA in French from the University of Northern Iowa. She also has certificates in Digital Publishing and Advanced Project Management from New York University. Amy is currently enrolled in TC's EdM program in Higher and Postsecondary Education with an anticipated graduation date of May 2023.
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
Phone: (212) 678-7492
Patricia Gabriel, Director of Faculty Affairs, is responsible for the overall administration and support of tenure-track and non-tenure track faculty hiring, personnel reviews, sabbaticals, and leaves, as well as Lecturer and Postdoc hiring and programming. She manages the Faculty Annual Reports and serves as the Faculty Executive Committee (FEC) secretary. She works closely with the Vice Dean for Faculty Affairs to ensure smooth implementation of new and existing faculty affairs initiatives, and she provides advisory counsel to the Provost, Vice Dean for Faculty Affairs, and Executive Director of Academic Affairs Administration on faculty related policies and procedures.
Deidra Gorgos is the Executive Assistant who provides high-level support and project management for the Provost and the Provost’s Office. She coordinates Faculty and Department Chair meetings, prepares the Provost for all events, schedules meetings for the Provost, updates the Provost’s Office website, provides administrative support for annual Provost Office led events, and coordinates the quarterly News and Notes newsletter. The Executive Assistant welcomes visitors to the Provost’s Office, and is the point person for providing coordination for the Provost’s signature.