Meet Our Doctoral Students
Marcus Regueira (He/Him/His)
Ed.D. Student, Adult Learning and Leadership
Marcus researches adult learning in high-stress environments and the role of Hybrid Intelligence—the synergy between human and artificial intelligence—in transformational learning. His work includes reflective practices and peer-to-peer coaching to enhance resilience, engagement, and well-being. His research includes self-determination theory, cultural intelligence, power dynamics, and the agency of leaders and professionals—examining how autonomy and collaboration drive sustainable systemic change.
Research Discipline/Bio
Marcus is a former investment banker, venture capitalist, mentor, and board member with extensive experience in healthcare, education, and integrative wellness. He coaches [self] leadership for individuals and organizations, emphasizing self-care as foundational for efficacy and productivity. His work spans mentoring entrepreneurs, advising institutions, and supporting medical organizations in aligning purpose with measurable health outcomes.
Marcus researches adult learning in high-stress environments and the role of Hybrid Intelligence—the synergy between human and artificial intelligence—in transformational learning. His work includes reflective practices and peer-to-peer coaching to enhance resilience, engagement, and well-being. His research includes self-determination theory, cultural intelligence, power dynamics, and the agency of leaders and professionals—examining how autonomy and collaboration drive sustainable systemic change.
Educational Background
• Doctoral Student, Adult Learning & Leadership, Teachers College, Columbia University
• Master of Arts, Psychology in Education with a focus on Spirituality, Mind-Body for Wellbeing, Teachers College, Columbia University
• Master of Business Administration (MBA), The Wharton School, University of Pennsylvania
• National Board Certified Health & Wellness Coach (NBC-HWC)
• MAYO Clinic Certified Wellness Coach
Honors/Awards
• Guest Speaker at the Vatican Conference Investing for the Poor: How impact investing can serve the common good in the light of evangelii gaudium (2014).
[YouTube Video 4:00-18:00] https://youtu.be/X4wpniu24Ek
Last Updated: Feb 17, 2025
Eduardo Santander (He/Him/His)
Ph.D. Student, Higher and Postsecondary Education
Research Discipline/Bio
Eduardo Santander-Ramirez is a PhD student in Higher and Postsecondary Education at Teachers College, Columbia University. His research focuses on higher education organizations, college student success, and the sociology of higher education, with a particular interest in first-year college experiences and quantitative policy analysis. Eduardo currently serves as an Editorial Assistant for Teachers College Record. Eduardo's prospective PhD dissertation examines first-year college student success at a regional flagship Chilean university, focusing on academic progression and retention. By analyzing data from over 13,000 students, the study investigates factors influencing first year's credit completion and retention rates. Eduardo's research is enriched by his teaching experience in Chile, where he served as a Lecturer Professor at multiple universities. He taught courses in statistics, social survey methods, and quantitative methodology.
Educational Background
Current
PhD in Higher and Postsecondary Education, Teachers College, Columbia University (2024-May 2026 expected)
Previous Institutions
Master of Arts, Higher and Postsecondary Education, Teachers College, Columbia University, 2023
Master of Science (MSc.), Sociology, Pontificia Universidad Católica de Chile, 2015
Bachelor of Arts (B.A) Sociology, Pontificia Universidad Católica de Chile, 2012
Honors/Awards
ANID Full Scholarship for International Graduate Studies (PhD & MA in Higher Education), Chilean Government, 2024 & 2022; Anna Neumann's Supporting Student Research Award, Teachers College, Columbia University, 2024; Dean's Student Research Award, Teachers College Columbia University, 2024; CONICYT Full Scholarship for National Graduate Studies (MSc Sociology), Chilean Government, 2014; Fundación Volcán Calbuco Scholarship for Graduate Studies (Msc Sociology), 2014.
Publications/Exhibitions
Santander Ramírez, Eduardo; et al. (2022). ¿El nivel socioeconómico de los padres determina su disposición a participar en la educación de sus hijos?: Un análisis de estudiantes que cursan enseñanza básica en Chile. Revista Andina de Educación, 6(1), 1-8.
Santander Ramírez, Eduardo; et al. (2022). Does a greater number of migrant children make the practices of early childhood educators more inclusive? A case study in public gardens in Chile. REBE, 4(7), 48-65.
Last Updated: Oct 1, 2024
Jackie Schneider (She/Her/Hers)
Ed.D. Student, Adult Ed Guided Intensive Study (AEGIS)
Jackie’s current work provides her with the opportunity to engage with very diverse and different types of organizations (for-profit, nonprofit, HC, Tech, NGO, govt). The environments are fast paced and results oriented (even those driven by a mission). Many teams are operating in distinct silos. Given the complexity of the systems Jackie works in, her research interests are related to power in organizations, how it manifests and how it is resisted. She is interested to explore how organizations navigate these complex tensions and ensure that their efforts towards autonomy and empowerment remain inclusive and collaborative.
Contact Information:
Research Discipline/Bio
Jackie is an executive and systemic team coach, international business executive, and change agent. She helps CEOs and senior executives become more effective leaders and to achieve business results. Her focus as a coach is on managing transitions (e.g. new leadership, reorganizations, changes in strategic direction, evolving market conditions).
Jackie’s current work provides her with the opportunity to engage with very diverse and different types of organizations (for-profit, nonprofit, HC, Tech, NGO, govt). The environments are fast paced and results oriented (even those driven by a mission). Many teams are operating in distinct silos. Given the complexity of the systems Jackie works in, her research interests are related to power in organizations, how it manifests and how it is resisted. She is interested to explore how organizations navigate these complex tensions and ensure that their efforts towards autonomy and empowerment remain inclusive and collaborative.
Educational Background
Master of Business Administration (MBA), University of Pennsylvania – The Wharton School
Bachelor of Science, (BS) Accounting, State University of New York at Albany
International Coaching Federation (ICF), Professional Certified Coach (PCC)
EMCC Individual Team Coaching Accreditation (ITCA)
Global Team Coaching Institute, Certified Senior Practitioner and Faculty
Renewal Associates, Associate, Systemic Team Coach
Berkeley Executive Coaching Institute (BECI), Certified Executive Coach
Last Updated: Nov 4, 2024
Last Updated: Jun 2, 2025
Ying Tong (She/Her/Hers)
Ph.D. Student, Higher and Postsecondary Education
Dissertation Advisor: Anna Neumann
Research Discipline/Bio
My research interests involve the intellectual growth and professional development of international faculty and doctoral students in the U.S. I am particularly fascinated by exploring how these early-career scholars (and doctoral students), who come from different countries, experience the process of being socialized into their disciplinary and institutional communities in U.S universities. As an international student from China, I also have a keen interest in investigating the preparation of doctoral students for being future faculty in Chinese universities. My ultimate aim is to contribute to the development of evidence-based policies and practices for promoting effective teaching and professional development of future faculty in higher education institutions, especially so in China. Through my career, I hope to make a positive impact on the quality of higher education with attention to the intellectual and professional growth of both students and faculty.
Educational Background
- Master of Management, Public Administration, Renmin University of China, 2022.
- Bachelor of Education, Pedagogy, Zhejiang University, 2020.
Last Updated: Sep 3, 2024
Natanya Trazenfeld (She/Her/Hers)
Ph.D. Student, Social-Organizational Psychology
Research Discipline/Bio
Natanya is pursuing a Ph.D. in Social-Organizational Psychology at Teachers College, Columbia University. Her primary research focuses on executive team group dynamics and identity management in the workplace. Before coming to TC, Natanya worked as an organizational development and leadership advisory professional leveraging evidence-based tools to enhance leadership, workplace culture, and team effectiveness across industries and sectors. At Spencer Stuart, a leading global executive search and leadership consulting firm, she partnered with senior leaders to assess executives’ leadership capabilities, facilitate lasting culture change, and improve how executive teams work together. Previously, Natanya worked at a boutique organizational development firm, served as a chief of staff at a growing startup, and held a strategic role in Human Resources. As she develops as a researcher, she continues to work as an independent consultant on projects that are meaningful to her.
Educational Background
Master of Arts, Social-Organizational Psychology, Teachers College, 2022
Bachelor of Arts, International Relations and Community Health, Tufts University, 2017
Last Updated: Jun 5, 2025
Zoe Troxell Whitman (She/Her/Hers)
Ph.D. Student, Social-Organizational Psychology
Research Discipline/Bio
Currently pursuing her doctorate in social-organizational psychology, Zoë’s research delves into employee well-being, disclosure, inclusive leadership, and the application of universal design at the organizational level. Along with her academic pursuits, she has held a faculty position teaching human resource management in the Masters of Organizational Psychology program, and regularly provides workshops and lectures around Disability’s untapped potential. She also actively mentors graduate students supporting their academic and professional development. Zoë’s distinctive perspective shapes her approach to academia and the workplace, fostering an environment that encourages openness, disclosure, and meaningful engagement.
Educational Background
Master of Science, Applied Social Psychology, University of London, Royal Holloway, 2017
Bachelor of Arts, Psychology, Reed College, 2016
Honors/Awards
Vice President's Grant for Student Research in Diversity, TC, Columbia University, 2024
Provost Grant for Conference Presentations and Professional Development, TC, Columbia University, 2023
Publications/Exhibitions
Troxell Whitman, Z., Perry, E.L., & Silverstein, Y. (2024, August 9-13). Inclusive leadership and Disability disclosure [Conference Presentation]. 84th Annual Meeting of the Academy of Management, Chicago, IL, United States.
Cage, E., & Troxell-Whitman, Z. (2020). Understanding the relationships between autistic identity, disclosure, and camouflaging. Autism in Adulthood, 2(4), 334–338. https://doi.org/10.1089/aut.2020.0016
Cage, E., & Troxell-Whitman, Z. (2019). Understanding the reasons, contexts and costs of camouflaging for autistic adults. Journal of Autism and Developmental Disorders, 49(5), 1899–1911. https://doi.org/10.1007/s10803-018-03878-x
Troxell Whitman, Z., Perry, E.L., & Silverstein, Y. (2024, August 9-13). Inclusive leadership and Disability disclosure [Conference Presentation]. 84th Annual Meeting of the Academy of Management, Chicago, IL, United States.
Cage, E. & Troxell Whitman, Z. (2018, June 6-7). Chameleons in the classroom: Understanding camouflaging in autism [Conference Presentation]. British Psychological Society Division of Academics, Researchers and Teachers in Psychology Division Conference, Birmingham, United Kingdom.
Cage, E. & Troxell Whitman, Z. (2018, September 6). The costs, contexts and reasons for camouflaging [Conference Presentation]. Autistica Autism Research Conference, London, United Kingdom.
Troxell Whitman, Z. & Oleson, K. (2016, October 11-15). Disability disclosure: Academic and interpersonal success strategies among American college students [Poster Presentation]. 7th International Conference on Education and Educational Psychology, Rhodes, Greece.
Troxell Whitman, Z. & Oleson, K. (2016, September 6-8). Motivated disclosure patterns: Disability identity management in the higher education environment [Conference Presentation]. Lancaster Disability Studies Conference, Lancaster, United Kingdom.
Last Updated: Feb 25, 2025
Lisa Watanabe
Ed.D. Student, Adult Ed Guided Intensive Study (AEGIS)
Her research interests center on adult development, transformative learning, mentoring, learning organizations, and organizational and leadership development.
Research Discipline/Bio
As the founder of Watanabe & Associates and an adult developmental psychologist, Lisa Watanabe provides coaching and consultation to leaders and organizations across the public and private sectors in diverse cultural contexts. Her approach integrates frameworks from adult developmental psychology, adaptive leadership, group dynamics, and other adult learning theories. An award-winning researcher, Certified Immunity-to-Change™ Coach, and Certified Reliable Subject-Object Interview Scorer, Lisa has also taught leadership to undergraduates in Japan. Previously, she worked at the Massachusetts Institute of Technology, contributing to a STEM education program that employed active learning methods.
Her research interests center on adult development, transformative learning, mentoring, learning organizations, and organizational and leadership development.
Educational Background
Master of Education, Harvard University Graduate School of Education, 2013
Master of Government Administration, The Fels Institute of Government, University of Pennsylvania, 1999
Bachelor of Arts, English Literature, Sophia University (Japan), 1992
Honors/Awards
Article Award, 2021 Society Award, The Japanese Society of Persuasion and Negotiation. Awarded to “The Value of Vertical Leadership Development during the COVID-19 Pandemic. The Japanese Journal of Persuasion & Negotiation, 12, 17-32,” published in a peer-reviewed journal in 2020.
Publications/Exhibitions
Watanabe, R. (2023). The Subject-Object Interview, an instrument to measure the adult developmental stages, and its role in leadership and organization development. Hogaku Kenkyu (Journal of law, politics and sociology), 96(12), 71-82.
Watanabe, R. & Watanabe, R. (2021). Kabuki Leadership: Cultivating Adaptive Leadership in a Hierarchical Collectivist Culture in Japan (Chapter 12). In M. Raei & H. T. Rasmussen (Eds.), Adaptive Leadership in a Global Economy: Perspectives for Application and Scholarship (pp. 199-220). United Kingdom: Routledge.
Last Updated: Nov 4, 2024
Tamsen Webster (She/Her/Hers)
Ed.D. Student, Adult Ed Guided Intensive Study (AEGIS)
Research Discipline/Bio
Doctoral researcher at Teachers College, Columbia University, and founder of the Message Design Institute, Tamsen Webster investigates how leaders and changemakers accelerate understanding and adoption of new ideas—especially when those ideas challenge the status quo. Her research centers on structured reasoning models, like her Rationale Map, and their role in enabling perspective transformation through clear, credible strategic communication. With 25+ years designing persuasive frameworks for museums, nonprofits, Harvard Medical School, corporations (Verizon, Klaviyo, State Street’s Center for Applied Research), and startups through Elemental Impact, Tamsen also serves as a professional advisor at MIT’s Martin Trust Center and a mentor at Harvard Innovation Labs. A Thinkers50 Radar honoree (2022) and author of Find Your Red Thread (2021) and Say What They Can’t Unhear (2024), she works at the intersection of theory and practice to help sensegivers lead meaningful change.
Educational Background
Doctor of Education, Adult Learning and Leadership, Teachers College (in progress)
Master of Business Administration, Organizational Behavior and Managerial Communications, Southern Methodist University, 1997
Master of Arts Administration, Crisis Communications and Visual Arts, Southern Methodist University, 1997
Bachelor of Science, Business Administration, Marketing and Market Research focus, Boston University, 1995
Bachelor of Arts, American Studies, Boston University, 1995
Honors/Awards
Thinkers50 Radar, 2020
Publications/Exhibitions
Webster, T. S. (2024). Say what they can’t unhear: The 9 principles of lasting change. Page Two.
Webster, T. S. (2021). Find Your Red Thread: Make Your Big Ideas Irresistible (First). Page Two.
Last Updated: Jun 2, 2025
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.