People

/People
People2019-10-07T21:08:01+00:00

Director

DR. XIAODONG LIN-SIEGLER

Dr. Xiaodong Lin-Siegler is a Professor of Cognitive Studies at Teacher College, Columbia University. Her groundbreaking work focuses on the motivation of students through learning based around failure and hurdles to success. Published by the American Psychological Association and funded by the National Science Foundation, Lin-Siegler’s research has been covered by more than 25 media outlets including NPR, CBS, BBC and the Atlantic Monthly. Lin-Siegler has earned many awards throughout her career, including the Career Achievement Award and Distinguished Research Award by the American Education Research Association (AERA). Recently, Lin-Siegler was elected to serve on the Chief Education Expert Advisory Board of the Organization for Economic Co-operation and Development (OECD).

Associate Directors

DR. STUART J. FIRESTEIN

Stuart J. Firestein is the chair of the Department of Biological Sciences at Columbia University, where his laboratory is researching the vertebrateolfactory receptor neuron. He has published articles in Wired magazine, Huffington Post, and Scientific American. Firestein has been elected as a fellow by the American Association for the Advancement of Science (AAAS) for his meritorious efforts to advance science. He is an adviser to the Alfred P. Sloan Foundation program for the Public Understanding of Science. Firestein’s writing often advocates for better science writing. In 2011 he released the book Ignorance: How it Drives Science, and in 2016, Failure: Why Science Is So Successful.

DR. ROBERT SIEGLER

Dr. Robert Siegler has written 9 books, edited 6 others, and authored more than 250 articles, monographs, and book chapters. His research focuses on how children learn mathematics and how theoretical understanding of mathematical development can be applied to improving that learning. His research led to the prediction, confirmed by subsequent research, that playing certain numerical board games yields broad, rapid, and enduring gains in preschoolers’ and elementary school children’s numerical understanding, particularly for children from low-income backgrounds.

Collaborators & Advisory Board

PROFESSOR OF PSYCHOLOGY, DEPARTMENT OF CLINICAL AND SOCIAL SCIENCES IN PSYCHOLOGY, UNIVERSITY OF ROCHESTER

LEWIS AND VIRGINA EATON PROFESSOR STANFORD UNIVERSITY DEPARTMENT OF PSYCHOLOGY

PROFESSOR OF EDUCATION, STANFORD UNIVERSITY GRADUATE SCHOOL EDUCATION

DANIEL AND AMY STARCH RESEARCH PROFESSOR OF PSYCHOLOGY, HARVARD UNIVERSITY DEPARTMENT OF PSYCHOLOGY

DIRECTOR INSTITUTE FOR LEARNING TECHNOLOGIES CLEVELAND E. DODGE PROFESSOR OF TELECOMMUNICATIONS & ED.

DISTINGUISHED UNIVERSITY PROFESSOR, UNIVERSITY OF MARYLAND, COLLEGE OF EDUCATION

PROFESSOR AND VICE PRESIDENT OF TIANJIN NORMAL UNIVERSITY, CHINA

PhD Students

Ben Eliezer Atzmon

Ben Atzmon received his Bachelor of Arts in Psychology with Combined Studies from Richmond, the American International University in London before pursuing his Ph.D. in Cognitive Science in Education at Teachers College, Columbia University.

Research Interests: shared reality, social emotional learning, learning in immersive virtual environments, failure experiences of college students

Joshua Sterling Friedman

Josh received his undergraduate degree in Philosophy and Marketing from Trinity University in San Antonio, TX, where he mainly studied what neuroscientists were learning at the time and how it applied to both disciplines. Since graduating in 2013, Josh has taught English, and Leadership classes on 5 continents. He is currently pursuing his Ph.D. in Cognitive Science in Education at Teachers College, Columbia University.

Research Interests: The impacts of social context on cognition, social modelling in the mind, and how failure affects these experiences.

Scott Lu

Scott previously taught high school math in California and in Beijing. He received a bachelor of arts in psychology at the University of Michigan, a master of education at the University of California, Santa Barbara, and is currently pursuing his Ph.D. in cognitive science at Teachers College, Columbia University. He is interested in how culture, identity and upbringing influence child development.

Xinyu S. Pan

Xinyu S. Pan started her education career teaching in New York City public schools. She currently works for New York City Department of Education specializing in instructional coaching for teachers & school leaders and curriculum development & implementation in the areas of teaching & assessing 21st century skills. Xinyu received her Bachelor of Arts in Art History and International Studies from Boston College, her Master of Education in Secondary Special Education from Hunter College, and is currently pursuing her Ph.D. in Cognitive Science in Education from Teachers College, Columbia University.
Research Interests: curriculum development and reform, metacognition and self-assessment, 21st century skills development and student empowerment.

Yiran (Mirabelle) Du

Yiran Du received her Bachelor of Arts in English and International Studies, and a minor in International Economics and Trade from China Foreign Affairs University in Beijing, China. During undergraduate, she has an exchange semester at Barnard College. Yiran received her Master of Arts in Comparative and International Education at Teachers College, Columbia University before she pursued her Ph.D. in Cognitive Science in Education from the same institution.

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