Luke Waltzer is the Director of the Teaching and Learning Center at the CUNY Graduate Center, where he supports GC students in their teaching across the CUNY system and beyond, and works on a variety of pedagogical and digital projects. He previously was the director of the Center for Teaching and Learning at Baruch College. He holds a Ph.D. in History from the Graduate Center, serves as Director of Community Projects for the CUNY Academic Commons, is a faculty member in the Interactive Technology and Pedagogy Certificate Program and MA Program in Digital Humanities, and directs the CUNY Humanities Alliance. He serves on the editorial collective of the Journal of Interactive Technology and Pedagogy, and has contributed essays to Matthew K. Gold’s Debates in the Digital Humanities and, with Thomas Harbison, to Jack Dougherty and Kristen Nawrotzki’s Writing History in the Digital Age.
Marwa Answar is the Program Coordinator for the Teaching and Learning Center and Interactive Technology Pedagogy program at the CUNY Graduate Center. She supports the program’s mission of fostering inclusive and creative learning environments. She previously worked for LaGuardia Community College, for the Center For Teaching and Learning as an ePortfolio consultant, where she helped educators and students with integrating technology into their teaching and learning, promoting innovative pedagogical practices. She graduated from Hunter College with a bachelor’s degree in Human Biology. Outside of work, Marwa enjoys traveling and learning about different cultures.
Cristine Khan is a Ph.D. student in Sociology at CUNY Graduate Center. She is interested in studying and researching the intersections of immigration, critical race theory, and education. Her current research centers on race and identity formation in the Indo-Caribbean community. Prior to beginning her program, Cristine worked at the NYC Mayor’s Office of Immigrant Affairs helping to create and implement educational programs for immigrant adult ESOL learners. She has taught and researched in the field of Intercultural Education and Sociology at the Institucion Universitaria Colombo Americana in Bogota, Colombia as both a full-time instructor and Fulbright English Teaching Assistant. She holds an MSc in International Migration and Social Cohesion from the University of Amsterdam and University College Dublin, and a BA in Sociology from Wesleyan University. Outside of academia, Cristine loves to travel, bike, explore the diversity of her hometown Queens, and spend time with her two cats.
Luis Henao Uribe is a graduate of the Ph.D. program in Latin American, Iberian, and Latino Cultures at The Graduate Center, CUNY. His recent research explores the role of novels in the establishment of national imaginaries and the legitimization of theState in Mexico and Colombia. He also writes about how Latin American cultural objects circulate in the United States. He has been teaching both language and literature courses at CUNY since 2009, most recently at LaGuardia Community College as a Humanities Alliance Fellow.
Assistant Director of Open Education
Laurie Hurson is the Assistant Director of Open Education in the Graduate Center’s Teaching and Learning Center. In this role she supports faculty with integrating open pedagogical practices into their teaching and leads faculty development seminars on teaching with open educational resources and ethical uses of educational technology. She also provides support for teaching with CUNY’s WordPress installation, The CUNY Academic Commons. She has a PhD in Environmental Psychology from the Graduate Center; her research explores undergraduate students’ learning ecologies and how these resource networks shape student learning. She has taught courses across CUNY since 2013; currently she teaches professional development graduate seminars at the Graduate Center and psychology courses at John Jay College.
Manju is an architect, and urban planner, currently a doctoral candidate in Environmental Psychology at the CUNY Graduate Center. Manju’s dissertation focuses on people-place relationships and group dynamics in remote and hybrid/blended work and learning environments. Manju’s research on workspace equity in hybrid/blended university campuses is published in the Journal of Corporate Real Estate and Inside Higher Ed. As a TLC Fellow, Manju will research and share hybrid/blended teaching and learning practices for improving connectedness, access, and inclusivity in and out of the classroom.
Oriana Mejías Martínez
WAC at-large Fellow
Oriana is a PhD Candidate for the Latin American, Iberian, and Latino Cultures program at The Graduate Center, CUNY. For the past two years, she was part of CUNY Humanities Alliance Fellowship specifically with the Collaborative Online International Learning (COIL) program at LaGuardia Community College, serving as a liaison between LaGuardia CC Faculty and their partners in Latin American universities. She has taught Spanish language and culture courses (L2 and HL) at Hunter College, CUNY and Fashion Institute of Technology, SUNY. Previously, she was a tutor in The Modern Language Center at John Jay College for Spanish, Italian and Portuguese, and also was a recipient of Transformative Learning in the Humanities Faculty Fellows. Her approach to teaching is based on collaboration, and critical pedagogy tools that fosters knowledge creation among students according to their interests, backgrounds, and prospective careers.
Pedro Cabello del Moral is a doctoral student in the Latin American, Iberian, and Latino Cultures department at CUNY. He researches recent Spanish and Latin American film and media from a decolonial perspective. His recent publications feature, among other topics, Central American cinema and human rights, and contemporary Spanish documentaries in the post-crisis scenario. Before joining the Teaching and Learning Center, Pedro taught courses on Spanish language and Spanish and Latin American film in Hunter College and Brooklyn College. He is interested in decolonial and abolitionist pedagogies, critical media literacies, and open educational resources. Pedro combines his work at the university with his career as a filmmaker, continuously searching for new ways to transform cinematic conventions and to rethink the hierarchical structures that typically define film workspaces. His work has tackled issues related to migrant youth in the Spanish education system and historical memory after Franco’s dictatorship in Spain. Other more recent nonfiction projects include portrayals of migrant justice, mutual aid, and food justice movements throughout New York City.
Zach Muhlbauer is a doctoral candidate in English at the CUNY Graduate Center. His research explores knowledge infrastructures of literacy and learning within the contemporary university, with a focus on platform politics and how educational technologies circumscribe literacy practices in and out of the classroom. Previously, he served as a digital pedagogy consultant in support of online writing courses at SUNY Geneseo. Since joining the CUNY Graduate Center, he has worked on digital projects that range from the CUNY Distance Learning Archive to the Discord Educational Toolkit. Currently, he teaches first-year writing courses at Baruch College, serves on the Editorial Collective of The Journal of Interactive Technology and Pedagogy, and acts as the Co-Coordinator for OpenCUNY, an open-source WordPress network run by and for GC students. His approach to teaching combines critical and social theories of learning with digital humanities pedagogy to foster community, collaboration, and reflective practice in his classes.
Ana Flavia Badue is a doctoral candidate in Cultural Anthropology. Her research focuses on startups that develop digital technologies applied to industrial agriculture in Brazil, and she asks to what extent these technologies promote new iterations of extractivism and economic dependency. As a teacher, Ana has taught several interdisciplinary courses at a community college in Brazil. In New York City, she has taught anthropology courses at Baruch College. Student-centered approaches, feminist and liberation pedagogies have informed her teaching over the years.
Kristi Riley is a Ph.D. candidate in the sociology program at the CUNY Graduate Center. Her studies focus on critical criminology, feminist theory, and popular culture. Her dissertation, currently titled “Breaking Glass, Making Prison: How carceral feminism shapes the prison nation” examines society’s political, economic, and cultural investments in carcerality in ways that are antithetical to feminist politics. She holds B.A.s in psychology and community studies from the University of California, Santa Cruz, a Master’s of Science in conflict resolution from the University of Oregon Law School, and a Master’s of Philosophy in Sociology from the CUNY Graduate Center. Since joining the GC, she’s held fellowships with Humanities New York and the GC’s Center for the Humanities. Prior to becoming a Fellow with TLC, Kristi spent a decade working in criminal legal services, policy, research, and system reform. She’s taught sociology and criminal justice courses at CUNY’s Borough of Manhattan Community College, Baruch College, and Hunter College.
Chandni is a doctoral candidate in History at the CUNY Graduate Center. She is researching the legacy of African slavery across the Atlantic and Indian Ocean worlds through monuments. She currently teaches at LaGuardia Community College. She also has experience teaching incarcerated people in a carceral setting. Her pedagogical approach emerges from her commitment to abolition and liberation. Outside of the classroom and dissertating, Chandni loves grocery shopping, cooking, and experimenting with food.
Jeff Voss is a doctoral candidate in the English department at the CUNY Graduate Center. He has taught English composition at Brooklyn College and tutored as a WAC Fellow at Kingsborough Community College. He’s writing a dissertation focusing on the performances of Adrian Piper and Richard Pryor in the wake of the brutal suppression of 1960s black liberation struggles. Through Piper and Pryor his project attempts to trace how comedy and humor produce and disrupt gender relations, racialization, and bodily sensations by disarticulating the relationship between common sense and sense/s of humor. He approaches teaching with the sense that amidst the brutal and insufficient conditions of the University, the potential for radical alternatives always exists. The relationship between a student and a text can create openings to sense and enact these alternatives, especially if students are given the time, resources, and support to sit together in the struggle and joy that is reading.
Former Staff Members
Mei Ling Chua
Inés Vaño Garcia
Cristina Pardo Porto