Our Students

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

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

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

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

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

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

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