Ann Holt, Ph.D. teaches in Art and Design Education as an Adjunct Instructor at Adelphi University and a Visiting Instructor at Pratt Institute. Ann is interested in issues of marginalized historic narratives as well as access to knowledge and understanding of the past. Her research encompasses interests in archives and marginalized histories of art education. She sees archives as social spaces for experiential pedagogy, feminist scholarship, and activism, and her work with archives seeks to expand on notions of using archival materials as both forms of information and things to experience. Ann holds a B.F.A. in painting from the San Francisco Art Institute and an M.A. in art education from Concordia University in Montreal, Canada. Holt completed her doctoral work in art education with a minor in women’s, gender and sexuality studies at Penn State University. Her dissertation titled "User Experience with Archives and Feminist Teaching Conversations with the Judy Chicago Art Education Collection" explores a feminist transdisciplinary orientation to the Judy Chicago Art Education Collection housed at Penn State and broadens understanding about engaging and encountering art education archival records. Ann’s current research is collaborative and focuses on social justice issues- one project is a participatory observation involving the documentation and archiving of the material history of Arts Action Group; another project looks at the impact of online pedagogic encounters with social justice art.
Tiffanie Hardbarger is an Instructor in the Cherokee & Indigenous Studies department at Northeastern State University in Tahlequah, OK. She is from the Stilwell/Tahlequah, OK area and a citizen of the Cherokee Nation. Her interest in sustainable tourism and community development led to a Bachelor's degree in Hospitality & Tourism Management (Northeastern State University, 2002), a Master's in International Relations (University of Oklahoma, 2009) and a PhD in Community Resources & Development (Arizona State University, expected 2016). Her professional work experience includes the meetings and travel industry, economic development and marketing. Tiffanie's teaching and research interests are related to self-determination movements and sustainability in community development and tourism with a specific focus on Indigenous communities. Her current research includes the use of arts and culture as a tool for community development, nation building and non-violent activism (Saharawi Arab Democratic Republic), and a participatory action research project using the method of photovoice to explore community and cultural sustainability from the perspective of Cherokee young people (Tahlequah, OK).
Karmit Zysman has for most of the past twenty years called Prishtina, Kosovo her home where she has worked with educational and psychosocial programmes during, and after, conflict and war. She is a cultural and social historiographer and epistemologist, and youth educator.
Emily Kang PhD (Science, Teacher Education, ESL) is an Assistant Professor in the Ruth S. Ammon School of Education who earned her doctorate in science education with a specialization in teacher education and professional development from the University of California Santa Barbara. Her research interests include supporting English Learners in science, exploring best practices in collaborations between English as a New Language teachers and content area teachers, and fostering students' and teachers' environmental awareness through STEM. She has over 12 years of classroom experience teaching elementary and middle school. In 2010-2011, Emily was chosen among 250 science teachers across the nation to teach at The Equity Project Charter School in New York City. She has extensive experience leading workshops for teachers on supporting ELs in science, aligning instruction to the Next Generation Science Standards, fusing Common Core English Language Arts with STEM, and fostering STEM learning through project based citizen science initiatives. She was awarded the Air Force Association Vandenberg Chapter’s Teacher of the Year Award in 2004.
John Craven PhD Associate Professor and Principal Investigator for the Fordham University/ Wildlife Conservation Society Robert Noyce Scholarship Program
Refki Gollopeni Center for Creative Education Fellbach Haus
Tracy Hogan PhD Associate Professor Adelphi University
Mary Jean McCarthy MEd Clinical Assistant Professor Adelphi University. We learn by doing. As active participants engaged in worthwhile hands-on, minds-on experiences, we construct our own meaningful understandings. At all developmental levels, in order to grow and mature emotionally, intellectually, and socially, students need a safe, caring, and stimulating environment. Students benefit from working together in a respectful, kind, democratic learning community asking and answering questions and thinking critically to solve problems. It is my privilege and responsibility to nurture rapport and a relationship with each student so she can meet her fullest potential. I need to meet each student where he is and together we can build from there. I need to affirm students’ efforts, progress, and thought processes. It is my responsibility to help students better understand themselves and others and progress towards more sophisticated understandings and advanced skills. Students need to be effective thinkers and lifelong learners. I am committed to fueling a love of learning.