About Us

Meredith Schuman (she/her) has an MFA in Creative Writing from Brooklyn College, where she studied Poetry with Allen Ginsberg and Lou Asekoff. Her work has been published in several small literary journals including Mudfish and B City.  She has a BA in Theater from Binghamton University and spent a semester at The Imperial College of London. She was an English Instructor at NYU Tandon School of Engineering for many years and served as Graduate ESL Program Director. Her experience includes teaching literature, expository and creative writing, and public speaking in various schools and centers, with a focus on adult ESL populations.  She is an avid photographer, enthusiastic theater-goer, BBC binger, and obsessive knitter.

Megan is a first-year masters student in the Clinical Psychology program at Teachers College, Columbia University. After completing her bachelor's degree majoring in social anthropology at the University of St. Andrews in Scotland, Megan returned to the U.S. and worked as a Montessori educator at the upper elementary level in central Florida for five years, earning her Florida Educator Certificate and Montessori Upper Elementary Teaching Certificate. Megan is passionate about psychology, education, language and writing. In her spare time, Megan enjoys practicing yoga and sharing her passion for mindfulness and movement as a part-time yoga instructor. She also enjoys exploring the mind-body connection through practicing Brazilian jiu jitsu and archery, finding peace and focus in this ancient art. Megan's research interests include flow states and experiences, the healing power of movement, psychosomatic interventions for anxiety disorders, and resilience.

Kelly (she/they) is a doctoral candidate in the Applied Linguistics program at Teachers College. She has been a writing consultant for almost ten years at both the undergraduate and graduate level. She specializes in qualitative research, APA style, phases of the writing and research process, legal English, and ESL writing. For her doctoral research, she uses conversation analysis to study interaction in writing centers. As a former Fulbright grantee (Ecuador, 2016-2017), Kelly has taught ESL/EFL for over ten years in the US and abroad. She currently teaches at Teachers College, Columbia University School of Professional Studies, New York University, and Brooklyn Law School. In her free time, Kelly enjoys reading, running, bouldering, and learning languages. 

Joel (he/him) is studying an EdM in Language Use through the Applied Linguistics program at Teachers College. Before coming to TC he was a full-time proofreader for six years, specializing in technical language as part of a contract with the U.S. Patent Office. He has earned a BA from New York University in Linguistics, with minors in Music and Creative Writing, and an MA in Linguistics from the University of Hong Kong, writing a dissertation to document an endangered dialect of Cantonese. Overall he has lived overseas for 2 ½ years.

Joel is still defining his research interests and is usually happy to talk about working papers or presentations. He enjoys attending events through his department on conversation analysis and participating in the language and technology working group. He always recommends to work with the communities where you belong. On that note, he is also involved with planning events through QueerTC, the LGBTQ+ affinity group on campus. For fun, Joel plays video games, explores coffee shops around the city, and sings in local piano bars. His areas of specialization include technical aspects of writing like grammar and structure, voice, and style — plus he owns a copy of the APA manual!

Neha (she/her) is a doctoral student in Curriculum and Teaching at Teachers College, Columbia University. She works as a research assistant for the Bilingual & Bicultural Education program and for the D9 Bronx Project with University of Michigan.  Her professional experience includes drafting Institutional Review Board (IRB) proposals, conducting and editing literature reviews, and interviewing participants for research. Neha also developed skills in coding and analyzing qualitative data, which has enhanced her research capabilities. Teaching has been another significant part of her career; she taught over ten courses at both the master’s and undergraduate levels, contributing to curriculum development, facilitating classroom discussions, and guiding students through both traditional in-person settings and innovative remote and hybrid formats. With a passion for bilingual education and inclusive education, Neha is dedicated to working with students with disabilities and utilizing inclusive practices that ensure all learners receive the support needed to thrive. She is committed to advocating for accessible and equitable education for all students. In her free time, Neha likes to paint, try new recipes, and watch movies in different languages (with subtitles, of course!).