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 development of Vocat, an open-source multimedia evaluation and assessment tool. 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, 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 is a PhD Candidate in Environmental Psychology at the Graduate Center. Her work explores students’ learning ecologies and how these resource networks shape student learning. She teaches “Principles of New Media” at Baruch College and has a background in faculty development programming and open source educational technology support and development. Previously, Laurie was a Graduate Fellow at the GC TLC and a Hybrid Coordinator at Baruch College’s Center for Teaching and Learning.
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) which 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.
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.
Talisa Feliciano (she/they) is a PhD Candidate in Cultural Anthropology. Her dissertation entitled, “Dancing in the Heart of the Empire: Youth Subway Performers in New York City” explores subway dancers and the politics of public space in New York’s public transit system. They received a B.A. in Anthropology from Queens College in 2012. She has worked as an adjunct educator at City College, Hunter College, and Brooklyn College since 2017 teaching in the departments of Anthropology, Sociology, Latin American and Latino Studies. Their experience within CUNY as a learner and instructor has brought them to think deeply about liberation and pedagogy. She has received multiple awards including the IRADAC Fellowship, The GC Library Open Pedagogy Fellowship, and IRADAC/Schomburg Digitization Fellowship. Outside of academia, Talisa enjoys spending time with their cat, biking, decolonizing their food systems, and strategizing on how to get free.
Miranda Fedock (she/her) is a doctoral candidate in ethnomusicology at the Graduate Center. She holds a bachelor’s degree in psychology and music, and a master’s degree in Suzuki violin pedagogy and performance. Her dissertation research explores musical listening practices and ontologies of sound, place, and bodies among Tibetan exile communities in South Asia, as a move towards de-centering European philosophies in music studies. Her research has received multiple awards, including a Fulbright-Hays DDRA Fellowship and the Society for Asian Music Small Grant. As a passionate educator with over a decade of experience in music education, Miranda advocates for the value of joy, play, compassion, and care in the classroom. In addition to teaching ethnomusicology at CUNY, she has taught violin and orchestra to students ages 3-18 in a variety of settings, and she served as a Senior Teaching Fellow in the GC’s music department. She promotes student-centered pedagogical approaches such as culturally responsive teaching, game-based learning, social-emotional learning, trauma-informed pedagogy, and contemplative pedagogy. She is also interested in decolonial pedagogies and praxis in K-12 and higher education. In addition, Miranda is a dedicated tabletop gamer, nurtures a fervent interest in Indo-Tibetan Buddhist philosophy, can’t stop listening to lofi, and is always looking for a good fiction recommendation.
Sakina Laksimi-Morrow is a Doctoral student in the Urban Education department and the Interactive Technology and Pedagogy certificate program. Sakina received her BA in Political Science and Communication Arts from the College of New Rochelle, and her MA in Media, Culture and Communications from NYU. Her academic interests have spanned a number of interdisciplinary topics and issues with a social justice perspective. She is interested in charting out historical relationships between social inequality and systems of power and governance, and their mechanisms of reproduction. Sakina has worked as an educator in a number of colleges in New York, gaining experience both in and out the classroom with curriculum development, assessment and pedagogical development. She joined the Urban Education program at the Graduate Center to pursue her research interests on the ways that students of color fit into institutions of education. Her other interests include postcolonial theories, gender and disability issues, documentaries, films, food, and travel.
Inés Vañó García
Inés Vañó García is a doctoral candidate in Hispanic Linguistics (Latin American, Iberian and Latino Cultures program) at The Graduate Center. Her research focuses on the professionalization of the teaching of Spanish in the United States during the 20th century, and her approach to sociolinguistics delves into how language representations, linguistic and social practices are inscribed within unequal social hierarchies of power. Inés has been teaching language and linguistics undergraduate and graduate courses at CUNY since 2013; most recently at LaGuardia as a Mellon CUNY Humanities Alliance Graduate Teacher Fellow.
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.
Former Staff Members
Mei Ling Chua