Our Students

Research Discipline/Bio

My current research interest is to investigate students' affect in mathematics by analyzing in-class student-teacher discourse and how it shapes the conception of mathematical concept for each student. Relevant research experience includes the MCLE (Mathematically Captivating Lesson Experience) Project led by Leslie Dietiker at Boston University. My role was to conduct the qualitative data analysis and to co-lead a research project about students' conception of relevance in mathematical lessons.

Educational Background

Master of Education, Mathematics Education, Boston University, 2022.
Bachelor of Science, Mathematics, University of California, San Diego, 2020.

Publications/Exhibitions

Adil, A., Lee, K. L., & Dietiker, L. (2022, January). Relevance as perceived by high school students in decontextualized mathematics lessons. In Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Last Updated: Nov 3, 2024

Research Discipline/Bio

I am currently a doctoral student in Science Education program. Prior to joining Teachers College, I worked as a Senior Research Assistant at National Institute of Education, Nanyang Technological University Singapore managing two research projects on developing science activities to promote scientific practices and an assessment instrument to measure students' understanding of scientific practices. My current research interests are scientific practices, action research, lesson study, learning study and variation theory.

Educational Background

Master of Arts, Science Education, The University of British Columbia Vancouver, 2018
Bachelor of Science (Hons.), Chemistry and Biological Chemistry, Nanyang Technological University, 2015

Publications/Exhibitions

Miechie, M., Tan, Y. S. M., & Adler, D. J. (2019). Towards a conceptual-based, student-centred pedagogy: Teacher candidates’ experiences of crafting the objects of learning. International Journal for Lesson and Learning Studies, 8(4), 334-347. https://doi.org/10.1108/IJLLS-04-2019-0038

Ong, Y. S., Yew-Jin, L., & Leowardy, M. (2024). Refining the opportunity to learn construct through the Productive Disciplinary Engagement framework. Asia Pacific Journal of Education, 44(3), 582–596. https://doi.org/10.1080/02188791.2024.2390665

Last Updated: Nov 4, 2024

Research Discipline/Bio

Muhajir is an interdisciplinary scientist from New Jersey based in NYC. He currently works as a full-time AP Environmental Science and Earth Science teacher in the Bronx and is a doctoral candidate in Science Education. His works grapple with environmental (in)justice, environmental education and educational reform in black and brown communities. His interest in Ph.D. research is at the nexus of curriculum and pedagogical reformation, closing the achievement gap in science education for black and brown youth in inner city communities, and climate and environmental education dissemination. Muhajir’s ultimate research goal is to find methodological approaches to science education dissemination for persons of color and mitigate the achievement gap in STEM for POC.

Educational Background

Master of Arts, Climate Science and Society, Columbia University Graduate School of Arts and Sciences, 2022.
Bachelor of Arts, Environmental Studies, Dickinson College, 2020.

Last Updated: Mar 5, 2025

Research Discipline/Bio

Yiran's current research focuses on understanding the acculturation strategies of mathematics faculty when they encounter new teaching traditions.
In her experience teaching mathematics at both high school and undergraduate levels, she is passionate about designing instructional strategies that align with students' backgrounds and learning objectives and provide students with hands-on opportunities that foster active learning and critical thinking. Beyond teaching, she has taken on various roles—including research assistant, project coordinator, and peer advisor—that have allowed her to develop skills in educational research, administration, and student support.

Educational Background

Master of Philosophy, Mathematics Education​, Master of Philosophy in Mathematics Education​, 2024
Bachelor of Art, Mathematic & Education; International Education Minor, Lesley University, 2019

Publications/Exhibitions

Li. Y., & Lyublinskaya. I. (manual script submitted). Effect of American-based professional development program on acculturation strategies of Kazakhstan mathematics faculty. Trends in Higher Education.
Li. Y., & Lyublinskaya. I. (2021, July). The effect of professional development on faculty perceptions and teaching practices in U.S.-Kazakhstan collaboration to integrate stem into discrete mathematics course for aspiring mathematics teachers. [Poster presentation]. ICME 14, Shanghai, China.

Last Updated: Nov 4, 2024

Research Discipline/Bio

Rashawn Merchant is a doctoral student at Teachers College, Columbia University studying Science Education. Rashawn is deeply passionate about climate change and environmental justice and aims to increase awareness especially toward non-scientists. He is a proud graduate of the University of Georgia's College of Agricultural and Environmental Sciences and the Columbia Climate School. Rashawn's dedication to education has led him to several positions including as a lecturer at Columbia University's School of Professional Studies teaching Geographies of Environmental Justice & Sustainability and as an adjunct faculty member at John Jay College of Criminal Justice instructing Introduction to Environmental Science. He enjoys research and focuses on the intersection of climate education and public school systems. Rashawn seeks to advance climate education curriculum for lower income and marginalized students.

Educational Background

Master of Arts, Climate and Society, Columbia Climate School, 2023
Bachelor of Science, Environmental Economics and Management, The University of Georgia, 2021

Honors/Awards

Vice President's Grant for Diversity & Community Initiatives, Teachers College, 2024-2025
Diamonstein-Spielvogel Fellowship, Columbia Climate School, 2023

Publications/Exhibitions

Merchant, R.K., Grundstein, A., Yeargin, S. et al. Exertional heat illnesses in marching band artists: a case series. Int J Biometeorol 65, 2181–2188 (2021).

Last Updated: Feb 18, 2025

Research Discipline/Bio

Joshua is a passionate advocate for diversity in STEM, combining content with social justice to increase representation for people of color in science. Josh is interested in exploring the experiences of Black Men Science Teachers. As a Science Teacher in NYC, and a Math for America Master Teacher Fellow, he immerses students in science research and mentorship, challenging stereotypes and nurturing their potential. Through experiences such as the Summer Stem Cell research program for High Schoolers, he exposes students to cutting-edge career pathways in STEM. Josh has conducted summer research at the New York Stem Cell Foundation and James Cook University in Townsville, Australia. Josh was the recipient of local and national teaching awards. Beyond his teaching roles, he serves as an Anchor Teacher for NYC Men Teach, Institute of Teachers of Color Committed to Racial Justice fellow, BMEA Teacher Wellness fellow and has presented at local and national conferences.

Educational Background

Ph.D Candidate, Science Education, Teachers College, Columbia University, (In Progress).

BA/MST, Biology and Adolescent Education, SUNY Plattsburgh, 2016.

NYS Professional Certificate- Biology (Grades 7-12)

Honors/Awards

Teachers College, Columbia University- Provost's Dissertation Research Award (2024-2025)
Transformative Teacher of the Year- Black Male Educators Alliance (2024)
Sloan Award for Excellence in Teaching Science and Mathematics (2024)
FLAG Award for Teaching Excellence (2022)
Institute for Teachers of Color Committed to Racial Justice Teacher Fellow (2022-2023)
Math for America, Master Teacher Fellowship Recipient ( 2022- Present)
Black Male Educators Alliance- Teacher Wellness Fellow (2023- 2024)

Last Updated: Oct 2, 2024

Research Discipline/Bio

I am an ABD candidate at Teachers College, Columbia University, specializing in mathematics education. My research primarily focuses on analyzing secondary school mathematics textbooks over the last five decades, exploring shifts in content and pedagogical approaches. Previously, I served as a Fellow in Teaching Mathematics at University College London from 2010 through 2014, where I contributed to innovative math education initiatives.
Currently, I am preparing my prospectus and taking my final research seminar with Prof. Thomas James in the History of Education. Additionally, I am affiliated with the Eurasia Higher Education Leadership Assembly at Nazarbayev University, contributing to international discussions on education leadership and policy.

Educational Background

Doctorate of Education (Ed.D.) Candidate, Mathematics Education, Teachers College, Columbia University, Expected 2025
Master of Arts (M.A.), Mathematics Education, University of Central Arkansas, 2009
Bachelor of Science (B.S.), Mathematics, Ain Shams University, 1989

Last Updated: Sep 30, 2024

Research Discipline/Bio

Carolina Soterio is a doctoral student specializing in Communication, Media, and Learning Technologies Design. Her work spans the production of guidebooks, podcasts, and science kits; the co-creation of the Global Conversation on Sustainability with IUPAC; and the founding of Brazil’s first ACS Student Chapter, for which she received the ACS Leadership Award. Her current research explores how students perceive and are trained in science and technology, particularly within an AI-driven world.

Educational Background

Doctor of Education, Teachers College, Columbia University, 2024-current.
Doctor of Sciences, University of São Paulo/ Cornell University, 2020-2024.
Science Journalism Specialist, State University of Campinas, 2019-2020.
Bachelor of Chemistry, University of São Paulo, 2015-2018.

Honors/Awards

• Outstanding Teaching Assistant, University of São Paulo, 2021.
• Culture and Extension (Science Outreach) Award, University of São Paulo, 2019.
• Science Communication Hackathon, University of São Paulo, 2019.
• Look and Learn Video Challenge, American Chemical Society, 2018.
• Younger Chemists Committee Leadership Award, American Chemical Society, 2017.
• Science and Technology, 3M, 2014.

Publications/Exhibitions

[Book] Sotério, C.; Lewenstein, B. V. (2024). How Can We Communicate Science? Chemistry Students Guide.
[Journal Article] Sotério, C.; Queiroz, S. L. Chemistry Students as Science Journalists: Creating a Virtual Magazine on COVID-19. Journal of Chemical Education, 100(1), 2023.
[Journal Article] Sotério, C.; Lamim, A. R. S.; Queiroz, S. L. Teaching controversial socio-scientific issues in online exhibits of science museums: COVID-19 on the scene. Disciplinary and Interdisciplinary Science Education Research (Springer Open), 5(1), 2023.
[Journal Article] Sotério, C.; Queiroz, S. L. Improving writing skills through scripting a science podcast for non-expert audiences. Journal of College Science Teaching, 52(6), 2023.
[Journal Article] Sotério, C. The provisional nature of science evidenced in times of pandemic. Alternautas, 8(1), 2021.

Last Updated: Mar 26, 2025

Research Discipline/Bio

First year student at Teachers College in the Science Education Doctoral program. Focus on Science Arts Integration / STEAM. Currently, teaching Science at Denzel Washington School of the Arts.

Educational Background

Master of Arts in Science Education, Relay Graduate School for Education
B.A., Biology, CUNY

Honors/Awards

Recognition Award, Denzel Washington School of the Arts, 2024
Mount Vernon PTA Council, Edith Kaplan Award, 2024
Congressional Proclamation, Congressman Bowman, 2024
Citation of Recognition Senator Bailey, 2024
Recognition Award, Mount Vernon Mayor Shawyn Patterson-Howard, 2024

Last Updated: Nov 4, 2024

Research Discipline/Bio

Haidi is a doctoral student in the Science Education program at Teachers College, Columbia University. She is currently a full-time biology teacher in the Bronx, New York, where she has been teaching for seven years, working primarily with multilingual students. Her research interests include multilingual learner education in biology and science, NGSS-style learning, and action research.

Educational Background

Haidi earned her bachelor's degree from the University of Pittsburgh in 2018, majoring in Biology with minors in Neuroscience and Chemistry. In 2024, she obtained her master's degree in Chemical and Life Sciences from the University of Maryland.

Last Updated: Mar 5, 2025

Research Discipline/Bio

Renda Sun is a first-year doctoral student in Science Education at Teachers College, Columbia University, with a focus on Climate Change Education and Education for Sustainable Development (ESD). He is a research associate at the Center for Sustainable Futures (CSF) at Teachers College and a graduate intern in the Academic Affairs Office at the Columbia Climate School.

Beyond Columbia, Renda is a program coordinator at the International Centre for UNESCO ASPnet (ICUA), where he promotes youth engagement in sustainable development across global communities. Previously, Renda contributed as a course coordinator and teaching assistant at Cornell’s Civic Ecology Lab, where he supported large-scale MOOCs on climate change, environmental, and nature education, reaching hundreds of learners worldwide. He also has experience in curriculum development for Environmental, Social, and Governance (ESG) at the Central University of Finance and Economics and the China University of Petroleum.

Educational Background

Master of Arts, Environmental Conservation Education, New York University, 2024 (Specialization: United Nations, Center for Global Affairs)

Bachelor of Science, Environmental Policy Analysis and Planning, UC Davis, 2022 (Integrative Policy Track: Environmental Justice)

Bachelor of Arts, Psychology, UC Davis, 2022

Last Updated: Nov 4, 2024

Research Discipline/Bio

Christina Torres (she/her) is a doctoral candidate in Science Education at Teachers College, Columbia University. She is a research associate and the center coordinator at the Center for Sustainable Futures, with a research interest in climate change education. Christina is also an adjunct professor at the Fashion Institute of Technology, where she teaches an Ecology and Environmental Problems course to students pursuing sustainable fashion. She is dedicated to promoting sustainability within university campuses as the co-president of the Sustainability Task Force at TC and the faculty advisor of the Ethics and Sustainability student initiative at FIT. Christina was previously the co-founder and chief scientific officer of the B2B SaaS startup See Thru (formerly Skinno) with the goal of democratizing the scientific information behind consumer goods. She completed a B.S./M.S. at the City College of New York, and studied the community composition of Neotropical wood boring beetles.

Educational Background

Teachers College, Columbia University: Fall 2020 – Present
Graduate Research Assistant: August 2022 – Present
Arthur Zankel Urban Fellow, Project Youth at the Center: August 2020 – August 2022

The City College of New York Honors Program (Full-Tuition Scholarship), CUNY: Fall 2013 – January 2019
Biology B.S./M.S.; Jewish Studies Minor

Publications/Exhibitions

Torres C, Barrios H, Pinzon-Navarro S, Berkov A. (2023). Wood trait preferences of Neotropical xylophagous beetles (Coleoptera: Cerambycidae). Biotropica, 56(1), https://doi.org/10.1111/btp.13284

Last Updated: Oct 6, 2024

Educational Background

Master of Arts, Mathematics Education, Teachers College, 2023
Bachelor of Science, Mathematics, Oregon State University, 2021
Bachelor of Science, Psychology, Oregon State University, 2021

Last Updated: Nov 1, 2024

Research Discipline/Bio

Xinge (Cindy) Zhang (she/her) is a doctoral candidate in the Mathematics Education Ed.D. program at the Teachers College, Columbia University. Her research focuses on preparing high school mathematics teachers to teach algorithms effectively and helping students develop computational and algorithmic thinking skills. She is also exploring innovative strategies to foster creative learning in mathematics, emphasizing integrating technologies to enhance teacher preparation. Cindy is passionate about promoting equitable and accessible mathematics education for students from diverse backgrounds. As a mathematics educator, curriculum developer, and graduate assistant at Columbia University, she is committed to advancing sustainable practices in mathematics education.

Educational Background

Doctor of Education (Ed.D), Mathematics Education, Teachers College, Columbia University, Expected 2026.
Master of Education (M.Ed.), Secondary Education and Teaching, Vanderbilt University, 2021.
Bachelor of Science (B.S.), Mathematical Analytics and Operations Research, University of California, Davis, 2019.

Honors/Awards

J. & C.H. Clark Scholarship, Teachers College, 2024;
Teh-Ming Pao & Ying-Chao Lee Endowed Doctoral Fellow, Teachers College, 2023;
HI-TECH PREP Math Scholarship, Teachers College, 2023;
Nagarkatte Endowed Scholar, Teachers College, 2023;
R.E.Caille Scholarship, Teachers College, 2022;
Black Paint Curriculum Lab Fellow, Teachers College, 2022.

Publications/Exhibitions

Zhang, X., & Bremer, J. (2019). An O (1) Algorithm for the Numerical Evaluation of the Prolate Spheroidal Wave Functions of Order 0. arXiv preprint arXiv:1905.04415.

Last Updated: Nov 4, 2024