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.
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
Mellon Humanities Scholar, Post-Doctoral Fellow
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.
Open Educational Technologist
Laurie Hurson an Open Educational Technologist in the Graduate Center’s Teaching and Learning Center where she supports faculty with integrating open pedagogical strategies into their courses such as teaching with open educational resources and on The CUNY Academic Commons. She has a PhD in Environmental Psychology fro the Graduate Center; her research explores students’ learning ecologies and how these resource networks shape student learning. She has taught Psychology and New Media courses at CUNY’s Baruch and John Jay colleges. Previously, Laurie was a Graduate Fellow at the GC TLC, a Hybrid Coordinator at Baruch College’s Center for Teaching and Learning, and an Instructional Technology Fellow at the Macaulay Honors College.
Agustina Checa (she/ her) is a doctoral candidate in Ethnomusicology at the Graduate Center. Her dissertation examines value, material culture, independent music, and alternative economies through an ethnographic study of cassette labels in Argentina. She is the creator and director of Magnetismo Sónico, a public archive that showcases the work of cassette labels in Latin America and aims to foster connections between tape makers and enthusiasts. Agustina has been an active contributor to various outlets of indie music and culture in Latin America for a decade and has worked with and alongside record labels in the US and Argentina. Before joining the Teaching and Learning Center she taught in Brooklyn College’s music department for several years, served as a Writing-Across the Curriculum (WAC) fellow at Kingsborough Community College and worked as a Carnegie Educational Technology Fellow at the Graduate Center. She is an avid supporter of soccer club River Plate and passionate about analog music formats, indoor plants, and cats.
Fernanda Blanco Vidal is a doctoral student in Environmental Psychology. Her research focuses on narrative and social memory, critical psychology, forced migration, and people-place relationships. She has a long experience as an instructor in Brazil and as an Adjunct Faculty City College of New York where she developed a course of her creation “Psychology of People in Places – From Climate Changes to Gentrification. As an educator, she focuses on interdisciplinary exchanges, liberation pedagogy, and student-centered approaches. She published a book called “Longing yes, Sadness no – Social Memory, Psychology and Forced Displacement” focusing on people displaced by a dam. In this picture, she is holding one of her two beloved cats (Frida and Zeferina) who passed last year but will live in her heart forever. Now, she is loving her new beloved cat, Amora, who is a playful biter cat. She loves water – sea, lakes, rivers, rain. Lately, she is really missing her colorful city, Salvador (Bahia), where the ocean and sky are blue and warm.
Claire Cahen (she/ her/ hers) is a PhD Candidate in the Environmental Psychology Program at the Graduate Center of the City University of New York. Her dissertation examines how parents, students, and teachers negotiate cuts to public education in Newark, New Jersey. More broadly, it asks: how is austerity normalized and how is it contested? She is a Digital Pedagogy Fellow with City Tech’s OpenLab, and has taught several interdisciplinary lectures and seminars at Hunter College and City College, including a course called Psychologies of People and Place: From Climate to Gentrification, co-developed with Fernanda Blanco-Vidal.
Atasi Das is a doctoral candidate in Urban Education. Her research focuses on developing transdisciplinary approaches to critical numeracy. As an educator with over a decade of experience, she promotes liberatory praxis – learning and doing for transformative social change. Atasi has worked in elementary schools as well as in teacher education programs at Brooklyn College and City College, cultivating insight into justice-centered STEM curriculum, assessment, and pedagogy. She was a co-recipient of a GC Digital Initiative grant to develop the Abolition Science Radio podcast series. Outside of academia, she enjoys trying new recipes, biking around the neighborhood, and growing plants in her apartment.
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.
Cristina E. Pardo Porto (she/her) is a doctoral candidate in the Department of Latin American, Iberian and Latino Cultures. Her dissertation focuses on visual cultures and photography from contemporary Central America, the Caribbean, and their diasporas in the US. Her research is grounded in archival work in Latin America, and it has developed at the intersection of transhistorical reflection, literary and aesthetic theory, and the history of Latin American photography. She has taught Spanish language and Hispanic cultures and literatures in Hunter, Queens, and Lehman Colleges for over four years, and she is interested in the pedagogy of teaching creativity, images, and artmaking as learning tools across disciplines.
Chy Sprauve is a doctoral candidate in English at the Graduate Center. Chy has previously taught English Composition at Medgar Evers College and African-American Literature at Lehman College. Chy’s work engages the critical practices of black organizers and teachers in composition and writing to tell a story about how we might ensure that the writing process, especially for college students with marginalized identities, is generative and perhaps restorative. Chy is into magic, care-practices and aesthetics, and is always encouraging themselves and others to employ these things in their work.
Anna is a PhD candidate in English at the City University of New York (CUNY) Graduate Center, concentrating in Composition-Rhetoric and American Studies. Across the CUNY system, she’s taught composition courses, served as a Writing Across the Curriculum Fellow, was a Dissertation Fellow at the Gittell Urban Studies Collective, and worked as writing-center professional consultant. She is also Assistant Editor at the Journal of Rhetoric, Politics, and Culture and a member of the Journal of Interactive Technology and Pedagogy’s editorial collective. Anna’s research draws on queer-feminist, decolonial, and abolitionist frameworks to interrogate the politics and movement of literacy across educational institutions and urban geographies. Other interests include multimodal pedagogies and rhetorics, “critical university studies,” archival methodologies, and science and technology studies. Her scholarship has been published or is forthcoming in Community Literacy Journal, Kairos, and more, and she was recently awarded the Gloria Anzaldúa Rhetorician Award for work “participat[ing] in the making of meaning out of sexual and gender minority experiences” from the Conference on College Composition and Communication. Before starting her PhD, Anna earned a BA in English and Biology at Oberlin College and worked in secondary education in the Bay Area, where she grew up
Former Staff Members
Mei Ling Chua
Inés Vaño Garcia