Meet Our Doctoral Students
Joyce Chen (She/Her/Hers)
Ph.D. Student, Science Education
She completed her Bachelor's degree at National Taipei University of Education (NTUE) in Taiwan in 2023, followed by a Master's degree from New York University (NYU) in 2024, majoring in Science Education throughout her studies. Her teaching experience spans elementary science and bilingual education in Taiwan, and secondary science education in New York.
She has participated in multiple research projects related to scientific inquiry, scientific literacy, conceptual change, and scientific creativity. She aspires to ultimately contribute to the field by exploring how emerging technologies can support science teaching and enhance students’ scientific understanding and creativity.
Research Discipline/Bio
Joyce Chen is a doctoral student in Science Education at Teachers College, Columbia University. Her research interests currently focus on the impact of artificial intelligence (AI) technology on science education, aiming to enhance the integration of emerging technologies in science teaching and learning.
She completed her Bachelor's degree at National Taipei University of Education (NTUE) in Taiwan in 2023, followed by a Master's degree from New York University (NYU) in 2024, majoring in Science Education throughout her studies. Her teaching experience spans elementary science and bilingual education in Taiwan, and secondary science education in New York.
She has participated in multiple research projects related to scientific inquiry, scientific literacy, conceptual change, and scientific creativity. She aspires to ultimately contribute to the field by exploring how emerging technologies can support science teaching and enhance students’ scientific understanding and creativity.
Educational Background
Master of Arts in Teaching Science (Teaching Biology in Grades 7-12), New York University (NYU), 2024
Bachelor of Science in Science Education, National Taipei University of Education (NTUE), Taiwan, 2023
Honors/Awards
Excellence in Science Education Award, New York University (NYU), 2024
Fannie K. Bayer Scholarship, 2023
College Student Research Creativity Award, National Science and Technology Council (NSTC), Taiwan, 2023
Publications/Exhibitions
Chen, Joyce & Lin, Jing-Wen & Chen, Chih-Ling (2022). Elementary School Students’ Mental Models on Dissolution at the Particulate Level. East Asian Association for Science Education (EASE) 2022 International Conference. Daegu, Korea.
Last Updated: Mar 17, 2025
Yuxi Chen
Ed.D. Student, Mathematics Education
Dissertation Advisor: Nicholas Henning Wasserman
Research Discipline/Bio
Yuxi Chen's research focus on exploring the use of innovative teaching methodologies and students’ reasoning processes to boost students’ conceptual understanding. In particular, as a Research Assistant as well as in her dissertation, her studies aim to analyze students’ graphical reasoning about function composition with dynamic graphical representation, and explore the pattern and depth of students' reasoning steps. She served as a middle school mathematics teacher and school Math Team coach for five years prior to her program at Teachers College.
Educational Background
Master of Education, Mathematics Education, Rutgers, The State University of New Jersey – New Brunswick, 2015
Master of Science, Finance, Clark University, 2012
Bachelor of Economics, International Economics and Trade, Hohai University, 2010
Honors/Awards
Provost's Grant, Teachers College, 2023
Hi-Tech Prep Math Scholarship 2023-2024
Bruce Vogeli Scholarship 2023
J. & C.H. Clark Scholarship 2022-2024
Publications/Exhibitions
LaPlace, E., Chen, Y., Wasserman, N., & Paoletti, T. (2024). Exploring graphical reasoning from revised responses to function composition tasks. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (RUME). Omaha, NE.
Chen, Y., Wasserman, N., & Paoletti, T. (2023). Exploring geometric reasoning with function composition. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. 145-153). Omaha, NE.
Last Updated: Nov 4, 2024
Educational Background
Master of Science, Applied and Computational Mathematics, Johns Hopkins University, 2022.
Bachelor of Science, Mathematics, University of Iowa, 2019.
Last Updated: Mar 11, 2025
Chamarra Coward (She/Her/Hers)
Ph.D. Student, Mathematics Education
Research Discipline/Bio
Chamarra A. O. Coward is a PhD student in Mathematics Education focused on advancing culturally relevant pedagogy. Her dissertation centers on designing a rubric to enhance student engagement and success. With over 13 years of experience as a high school math teacher, she bridges theory and practice, integrating research into classroom instruction. As a Math for America (MƒA) Master Teacher Emeritus, she has shared her expertise through professional and leadership activities, including mentoring early career teachers. Chamarra also serves as an NSF Graduate Research Assistant, supporting students’ mathematical understanding through coding and robotics. She is dedicated to making mathematics accessible, relevant, and reflective of students' cultural experiences.
Educational Background
Master of Arts with Initial Certification, Mathematics Education, Teachers College, Columbia University, 2011
Bachelor of Science, Applied Mathematics, University of Rochester, 2008
Honors/Awards
Trustee Scholar of Tomorrow, 2023-2024
Department Diversity Scholar, 2022-2023
Graduate Assistant Scholarship, 2023-2025
Last Updated: Oct 19, 2024
Patrick Fay Dolan (He/They)
Ph.D. Student, Science Education
Research Discipline/Bio
Patrick is Science education doctoral student within the Mathematics, Science and Technology department at Teachers College. He is an advocate for inclusion for all students no matter their individual learning needs within traditional science classrooms. Patrick has been a science educator for the last few years, working in many different educational settings including public schools, charter schools and private international schools.
Educational Background
Master of Education, Curriculum and Instruction- Science, University of Massachusetts Lowell, 2022
Bachelor's of Science, Biochemistry, Stonehill College, 2019
Last Updated: Mar 4, 2025
Thomas Einolf
Ed.D. Student, Mathematics Education
Research Discipline/Bio
I am currently a Head Mathematics Teacher at The Gateway School in Manhattan. The Gateway School is a K-8, independent day school that transforms the lives of bright students with language-based learning disabilities and attention deficits.
Educational Background
Bachelor Of Arts, Mathematics, Washington & Jefferson College, 2021
Publications/Exhibitions
Einolf, T., Muth, R., & Wilkinson, J. (2023). Injectively k -Colored Rooted Forests. Graphs and Combinatorics, 39 (5). https://doi.org/10.1007/s00373-023-02700-5
Last Updated: Oct 31, 2024
Ariel Fleurimond (She/Her/Hers)
Ed.D. Student, Instructional Technology and Media
Dissertation Advisor: Sandra Okita
Currently, ny research contributes to improving faculty engagement with online learning by identifying key challenges and developing practical solutions to support effective digital instruction.
Research Discipline/Bio
I am a researcher and educator specializing in instructional design and educational technology, with a focus on online learning. My work examines the barriers different audiences face in adopting online teaching, including concerns about pedagogical effectiveness, technological challenges, and institutional support. I explore strategies to enhance confidence and readiness for online instruction through professional development, instructional design support, and evidence-based teaching practices.
Currently, ny research contributes to improving faculty engagement with online learning by identifying key challenges and developing practical solutions to support effective digital instruction.
Educational Background
- [In progress] Ed.D – Instructional Technology and Media. Teachers College, Columbia University, New York, NY.
- M.A. in Educational Technology. Adelphi University, Garden City, NY.
- M.A. in Art Education, Curriculum & Instruction (NYS Certification K-12). Adelphi University, Garden City, NY.
- B.A. in Psychology with minors in General Education and Computer Science/Applications. New York University, New York, NY.
Last Updated: Feb 24, 2025
Last Updated: Oct 2, 2024
Last Updated: Oct 3, 2024
Juliette Guarino (She/Her/Hers)
Ph.D. Student, Science Education
Research Discipline/Bio
Juliette is currently pursuing her Ph.D. in Science Education at Teachers College, Columbia University. She has served as a STEM educator, curriculum developer, and professional development leader in New York City and the surrounding metropolitan area for almost two decades. Juliette received her B.A. in Biological Sciences and Comparative Literature from Binghamton University in 2008 and her M.S. in Childhood Education from Hunter College in 2012. She holds New York State Professional Certificates in both Childhood Education (Grades 1-6) and Adolescent Biology Education (Grades 7-12). Juliette is an active member of the nonprofit organization STEMteachersNYC and is currently serving as the chair of its Board of Directors. Additionally, she is a member of the Review Panel for the National Science Teaching Association's peer-reviewed journal Science and Children. Juliette's research interests include elementary science education and inclusive science education.
Educational Background
Master of Science, Childhood Education, Hunter College, 2012
Bachelor of Arts, Biological Sciences and Comparative Literature, Binghamton University, 2008
Honors/Awards
Brunschwig-Karplus Award for Excellence in STEM Teaching and Community Leadership, STEMteachersNYC, 2024
Last Updated: Sep 30, 2024
Educational Background
Masters of Science, Mathematics, The Georgia Institute of Technology, 2015
Bachelors of Science, Mathematics, Jacksonville University, 2012
Last Updated: Nov 3, 2024
Rhea Jaffer (She/Her/Hers)
Ed.D. Student, Instructional Technology and Media
Research Discipline/Bio
Rhea Jaffer is currently pursuing a Doctor of Education in Instructional Media and Technology at Teachers College, Columbia University. Her primary research focuses on leveraging technologies to improve K-12 education, with a focus on affordable schooling. Rhea’s experience spans educational innovation, policy development, and curriculum design, emphasising data-driven frameworks to enhance instructional quality.
Educational Background
Doctor of Education, Instructional Media and Technology, Teachers College, Columbia University, Expected Graduation 2026
Master of Arts in Economics, University of Mumbai, 2020
Bachelor of Arts in Economics, University of Mumbai, 2017
Honors/Awards
Ben and Grace Woods Fellowship, 2022 - 2025
Publications/Exhibitions
- Lang, C., Vasudevan, L., & Jaffer, R. (2024). A Plurality of Measures: From Scale to Modality: Mapping Changes in Assessment
and Its Implications for Learning Analytics. In Assessment Analytics in Education: Designs, Methods and Solutions (pp. 135-156). Cham: Springer International Publishing.
- Zahedi, S., Iyer, A., Jaffer, R., Shenoy, S., & Shourie R. (2022). A Systems Approach to Improving Foundational Reading Skills at a
Preschool in India. Education Sciences, 12, 878.
- Zahedi, S., Jaffer, R., & Iyer, A. (2021). A systematic review of screen-time literature to inform educational policy & practice
during COVID-19. International Journal of Educational Research Open, 2, 100094.
- Zahedi, S., Bryant, C. L., Iyer, A., & Jaffer, R. (2021). Professional learning communities at a primary & secondary school network
in India. Asia Pacific Education Review, 1-13.
- Zahedi, S., Jaffer, R., Bryant, C. L., & Bada, K. (2021). Service-learning effects on student civic engagement & community-A case
study from India. Education, Citizenship & Social Justice, 17461979211041334.
- Zahedi, S., Iyer, A., & Jaffer, R., (Under Review). The Use of Blended Learning to Promote Learner-Centered Pedagogy in
Elementary Math Classrooms. Revised & resubmitted to Educational Research for Policy & Practice
Last Updated: Nov 4, 2024
Jooyoung Jeon
Ph.D. Student, Science Education
Jooyoung's experience spans leading science programs for low-income students funded by the Samsung Dream Foundation, teaching at the Manhattan Korean School, and working at John Jay College, a Minority-Serving Institution. She is involved in developing new programs at Columbia’s Climate School and supports research as a Senior Research Assistant at TC’s AERI. She is also a member of the Center for Sustainable Futures and co-president of the TC Korean Graduate Student Association. Also, she's an avid birdwatcher 🐦.
Research Discipline/Bio
Jooyoung is a doctoral student in Science Education at Teachers College and a lecturer at John Jay College, teaching Environmental Science focused on sustainability and environmental justice. Her research centers on Climate and Environmental Science Education, STEM Education, and underrepresented groups, including low-income populations and Asian Americans. Her master’s dissertation explored students' abductive reasoning in the context of traditional Korean palace.
Jooyoung's experience spans leading science programs for low-income students funded by the Samsung Dream Foundation, teaching at the Manhattan Korean School, and working at John Jay College, a Minority-Serving Institution. She is involved in developing new programs at Columbia’s Climate School and supports research as a Senior Research Assistant at TC’s AERI. She is also a member of the Center for Sustainable Futures and co-president of the TC Korean Graduate Student Association. Also, she's an avid birdwatcher 🐦.
Educational Background
M.A., Science Education, Ewha Womans University, Republic of Korea, 2020.
B.S., Earth Science Education, Ewha Womans University, Republic of Korea, 2018.
Honors/Awards
Arthur Zankel Fellowship, Teachers College, 2023-2024; Research Writing and Ethics Internship, Institutional Review Board, Teachers College, 2023; Research Assistant Scholarship, Ewha Womans University 2018-2020; Student Assistant Scholarship, Ewha Womans University, 2018-2020; Undergraduate Scholarship, Ewha Womans University 2016-2018; Undergraduate Internship, Division of Polar Paeoenvironment, Korea Polar Research Institute, 2016
Publications/Exhibitions
Jooyoung J. Diana B., (2024). Understanding Artificial Intelligence with the IRB: Ethical Considerations and Advice for Responsible Research in the AI Era. Institutional Review Board, https://www.tc.columbia.edu/institutional-review-board/irb-blog/2024/understanding-artificial-intelligence-with-the-irb-ethics-and-advice/
Jooyoung J. , Donghee S. (2022). Students' Abductive Reasoning according to Scientific and Historical Knowledge. Universal Journal of Educational Research, 10(5), 356 - 367.
Last Updated: Oct 2, 2024
Educational Background
Bachelor of Science, Mathematics, The Ohio State University, 2013
Master of Science, Mathematics, Rutgers University - Camden, 2023
Honors/Awards
Distinguished Service Award, Department of Mathematical Sciences, Rutgers University - Camden, 2023
Last Updated: Nov 3, 2024
Emma LaPlace
Ph.D. Student, Mathematics Education
Research Discipline/Bio
Emma LaPlace is completing her PhD in Mathematics Education. Her dissertation highlights the representation of female mathematicians in plays. As a math and drama double major at Vassar College, she was able to explore these two different fields, and her time at Teachers College has allowed her to continue pursuing both of these disciplines through her research. Emma currently serves as the Guest Editor for the Journal of Mathematics Education at Teachers College. She works at SUNY Fashion Institute of Technology as an Adjunct Mathematics Professor. Her research interests include mathematics in media and popular culture (particularly theater), mathematics identity, mathematics stereotypes, and the intersection of mathematics and art.
Educational Background
Master of Arts, Mathematics Education, Teachers College, Columbia University, 2022
Bachelor of Arts, Mathematics and Drama (Double Major), Vassar College, 2020
Publications/Exhibitions
LaPlace, E., Chen, Y., Wasserman, N., & Paoletti, T. (upcoming). Exploring graphical reasoning from revised responses to function composition tasks. In XXX (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. XXX). Omaha, NE: RUME.
Last Updated: Oct 21, 2024
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.