Dr. Gerald Ardito has been working in Education for almost three decades. His experience includes adult education, adolescent Biology, and most recently higher education. He is the Assistant Chair and Assistant Professor of STEM-D Education at Pace University's School of Education. His research interests include the development of self-directed, technology-enhanced learning environments.
Josh Cabat is currently serving as Chair of English for the Roslyn (NY) Public Schools. For the preceding decade, he taught English and Film Studies at Roslyn High School in Roslyn, New York. Previously, he taught in the New York City public high schools for over a decade. He is a founding member of both the Folger Shakespeare Library National Teacher Corps and the Brooklyn Academy of Music’s Education Advisory Panel, and for nine years was the Teaching Artist for the Young Film Critics program at BAM. In addition he is currently serving on the Secondary Steering Committee of the National Council of Teachers of English. He was the co-founder of the New York City Student Shakespeare Festival, and has been awarded three fellowships by the National Endowment for the Humanities. He has been a featured speaker at several national conferences, and has published many articles on Shakespeare and Film in publications such as the English Journal. He earned an MA from the University of Chicago and a BA from Columbia University.
Dr. Sarah Creider is a Visiting Assistant Professor of Multilingual Multicultural Studies at New York University. She received an EdD in Applied Linguistics from Teachers College, Columbia University. Sarah specializes in preparing teachers for multilingual classrooms in urban settings and has supervised pre- and in-service ESL and bilingual teachers at NYU, Teachers College, and Hunter College. Sarah is particularly interested in developing teacher skills for content-based language instruction, working with SIFE students, teacher-student interaction in multilingual settings, and teaching in multi-level classes. She also offers courses and coaching in second-language pedagogy for adult students with limited first language literacy. As a researcher, Sarah uses conversation analysis to look at talk, gesture, and body position in educational environments, asking how close analyses of interaction can inform teachers’ moment-by-moment choices in the complex world of a classroom.
Dr. Brian R. Evans is a tenured professor of mathematics education and the Assistant Provost for Experiential Learning at Pace University in New York. He has been on the faculty at Pace University since 2007. Dr. Evans teaches undergraduate and graduate courses in mathematics education to in-service and pre-service teachers. He has given numerous teacher professional development workshops and has conducted embedded professional development. Dr. Evans has over 50 publications, and he is currently the managing editor for the peer-reviewed Journal of the National Association for Alternative Certification. Dr. Evans’ book, published by Wiley, is The Development of Mathematics throughout the Centuries: A Brief History in a Cultural Context.
Stephanie Grasso defines her expertise as integrating English language learning and literacy into content area curriculum, with a special focus on new English language learners and learners with academic language needs. She has spent the majority of her career working with newly arrives immigrants, SIFE (students with interrupted formal education) and teachers who work with these populations. She was a founding English teacher at ELLIS Preparatory Academy, an international high school in New York City, and went on to provide literacy and instructional coaching at ELLIS. She has shared her literacy and language expertise in both coaching and professional development in Miami, New York, Detroit and Jefferson County, to name a few. Stephanie currently lives in Miami, Florida, where she is working on her first book, Teaching a World of Difference.
TOM LIAM LYNCH
Dr. Tom Liam Lynch is Assistant Professor of Educational Technology at Pace University in Manhattan. A former English teacher and school district official for the New York City Department of Education, Tom led the implementation of a $50M online/blended learning program in over 100 schools called iLearnNYC. He also designed and guided the initial implementation of WeTeachNYC, a digital resource repository and learning environment for the city’s 80,000 teachers. Tom’s research sits at the intersection of software theory and English education. Currently, he is examining the relationship between K-12 computer science and literacy. His book The Hidden Role of Software in Educational Research: Policy to Practice was released by Routledge in 2015. Other publications appear in leading academic journals, including Berkeley Review of Education, Research in the Teaching of English, Journal of Adolescent and Adult Literacy, English Journal, and Changing English.
Dr. Lance Ozier has worked and taught at the elementary, middle and secondary education levels. Having also spent 15 seasons in the Catskill Mountains of upstate New York at Morry’s Camp, he serves on the American Camp Association's 5-year impact study task-force on camp as an out-of-school time context that prepares youth for college, career, and life-long success. From 2012-2017, Lance was the Senior Literacy Specialist at the Institute for Student Achievement in the research division of the ETS. His work at ISA included supporting teachers and school leaders with inquiry-based Common Core literacy curriculum, as well as leading a Carnegie Corporation of NY pilot program to include growth mindsets and non cognitive skills in the academic core. While completing his doctoral studies at Columbia University, Lance was on the English Education faculty of Teachers College. Currently he is Assistant Adjunct Professor of English Education at CCNY, and a founding instructor in the Bank Street College of Education's Summer Camp and Afterschool Leadership Certificate.
Dr. Laura Rigolosi has taught English at the middle school, high school, college and graduate school level and continues to find joy in teaching and learning! She began her teaching career nearly twenty years ago, and is passionate about finding ways to help students access texts at all levels. She has facilitated workshops nationwide on content- area literacy, and approaches to teaching reading and writing to heterogeneously-grouped secondary students. Laura loves working with schools on how to increase student participation and engagement, and looks forward to continuing her work this year!