The NYU Steinhardt School of Culture, Education, and Human Development is pleased to announce new and special faculty appointments in education for the 2013-2014 school year. We invite you to see the Steinhardt School’s complete list of 33 faculty appointments and their full bios on our website.
Globalization and Education
Courtney Sale Ross University Professor of Globalization and Education Co-Director of the Institute on Globalization and Education in Metropolitan Settings (IGEMS)
Hirokazu Yoshikawa joins NYU Steinhardt from Harvard University. A community and developmental psychologist, he studies the effects of public policies and programs related to immigration, early childhood, and poverty reduction on children’s development. Yoshikawa is the principal investigator of a project titled, “Impacts of Early Childhood Programs on Children: A Comprehensive Meta-Analysis,” funded by a $1.7 million grant from the National Institutes of Health. He currently serves as co-chair of the workgroup on education of the UN Sustainable Development Solutions Network, and is the author of Immigrants Raising Citizens: Undocumented Parents and Their Young Children (Russell Sage, 2011) and Toward Positive Youth Development: Transforming Schools and Community Programs (Oxford University Press, 2009). In 2011 he was nominated by President Obama and confirmed by the Senate as a member of the National Board for Education Sciences.
W. Russell Neuman
W. Russell Neuman is a specialist in new media and digital education who has served as a senior policy analyst in the White House Office of Science and Technology Policy in the areas of information technology, broadband policy and technologies for border security. His recent books are The Gordian Knot: Political Gridlock on the Information Highway (MIT Press, 1997) and Media, Technology, and Society: Theories of Media Evolution (University of Michigan Press, 2010). He has taught at Harvard and Yale and was one of the founding faculty members of the MIT Media Laboratory.
Appointed to National Science Foundation
Christopher Hoadley will join the National Science Foundation for one year as program director in the Division of Research and Learning in Formal and Informal Settings. Hoadley will be appointed under the intergovernmental personnel act (IPA) and will oversee the “gold standard” merit review process and influence new directions for NSF in cyberlearning and informal STEM learning. Hoadley has designed and built educational technology programs and researched the connections between technology and learning and learning for more than three decades. He has published extensively and made presentations around the world on rethinking learning, evidence-based learning solutions, and digital education.
Raul Lejano is a policy scholar who has received grants from the National Science Foundation, the National Oceanic and Atmospheric Association, and First 5 LA for research on ecological networks, footprint water technology, and policy design for storm water management. He is the author of Frameworks for Policy Analysis: Merging Text and Context (Routledge, 2006) and co-author of The Power of Narrative in Environmental Networks (MIT, 2013). He has held appointments at MIT, the University of California, Irvine, and the University of Hong Kong.
Music Education and Technology
S. Alex Ruthmann
S. Alex Ruthmann explores new media musicianship, creative computing, the creative processes of young musical creators, and the development of music and media technologies for use in school and community-based youth programs. Ruthmann is part of a team that was awarded two National Science Foundation grants to explore the interdisciplinary teaching of computational and musical thinking. He currently serves as president of the Association for Technology in Music Instruction and as co-editor of the International Journal of Education and the Arts.
Educational Leadership and Higher Education
Assistant Professor, Educational Leadership
Edward Fergus is a researcher who explores the effects of educational policy on the lives of people living in vulnerable conditions. Deputy director of Steinhardt’s Metropolitan Center for Urban Education, he has been the principal investigator of a multi-million dollar contract on disproportionality in special education with the New York State Department of Education. He is the author of Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation Among Mexican and Puerto Rican Youth (Routledge Press, 2004), and co-editor of Invisible No More: Disenfranchisement of Latino Men and Boys (Routledge Press, 2011).
Director of the Center for Research on Higher Education Outcomes (CRHEO)
Clinical Associate Professor, Higher Education
Gregory Wolniak conducts research that examines the role that educational systems play in influencing student access, opportunity, and development. Wolniak has been principal investigator on a study funded by the Horatio Alger Association that seeks to identify factors associated with resilience and success among high school students. He serves as a consulting editor for Research in Higher Education and has published his studies in the Journal of Higher Education, Teachers College Record, and Research in Higher Education.
Visiting Assistant Professor, Childhood and Early Childhood Education
Carolyn Strom studies young children’s language and literacy development, word recognition behaviors, and phonics instruction. Her current research focuses on early literacy interventions and on the contextual factors that impact beginning reading instruction, particularly in lower socioeconomic areas. Strom has presented her work at conferences of the American Educational Research Association, the National Council on the Teaching of English, and the International Dyslexia Association.
Heather Homonoff Woodley
Clinical Assistant Professor (TESOL, Bilingual and Foreign Language Education)
Heather Homonoff Woodley is an educator, researcher, and activist. Her work focuses on meeting the academic, linguistic, and social-emotional needs of emergent bilinguals, particularly Muslim immigrant youth by using visual and performing arts to spark and build on their voices in the classroom. Woodley has published articles exploring multilingual classroom practices and arts as social justice education. A former Fulbright scholar in Morocco, she has taught middle and high school TESOL and English Language Arts in the Bronx and Washington, D.C.