Provost’s Office Leadership and Staff
As Associate Provost, Jason helps guide the execution of both short- and long-term academic priorities, including program planning, enrollment, online strategy and workload, as well as develop and implement related policies. He collaborates closely with chairs and faculty, and helps convene and steer the Provost’s leadership team, coordinating closely with the Vice Deans of Research, Faculty Affairs, and Teacher Education.
Jason came to Teachers College with many years of experience as a leader in higher education. Jason was a tenured faculty member and Dean of the College of Education & Human Services at Rider University, overseeing an expansive array of undergraduate and graduate programs in teacher education, counseling, psychology, organizational leadership and nursing. He also concurrently served as Rider’s Dean of University Libraries. Prior to his work at Rider, he served as a tenured faculty member, department chair and the Associate Dean of the School of Education at Monmouth University. He has also held teaching and research roles at New York University, Fordham University, and Rowan University. Throughout this time, Jason was celebrated as an educational leader who prioritizes meaningful engagement with faculty, staff and school partners in a shared vision for change — change that is grounded in a deep scientific understanding of how students learn. He was named as an Impact Academy Fellow, a formal recognition of his ability to empower college deans with the skills and strategies to pursue instructional excellence in the face of adversity. He has a record of accomplishment in creating new academic programs while augmenting existing offerings through his successful direction of accreditation processes.
Jason earned a BA in Psychology from the University of Hartford, an MA in Educational Psychology from New York University and a PhD in Applied Developmental Psychology from Fordham University. His research focuses on the social-cognitive development in children and adolescents, specifically on the development of empathy and the role schools have in promoting empathy and prosocial behavior in children and adolescents.
As Associate Provost, Jason helps guide the execution of both short- and long-term academic priorities, including program planning, enrollment, online strategy and workload, as well as develop and implement related policies. He collaborates closely with chairs and faculty, and helps convene and steer the Provost’s leadership team, coordinating closely with the Vice Deans of Research, Faculty Affairs, and Teacher Education.
Jason came to Teachers College with many years of experience as a leader in higher education. Jason was a tenured faculty member and Dean of the College of Education & Human Services at Rider University, overseeing an expansive array of undergraduate and graduate programs in teacher education, counseling, psychology, organizational leadership and nursing. He also concurrently served as Rider’s Dean of University Libraries. Prior to his work at Rider, he served as a tenured faculty member, department chair and the Associate Dean of the School of Education at Monmouth University. He has also held teaching and research roles at New York University, Fordham University, and Rowan University. Throughout this time, Jason was celebrated as an educational leader who prioritizes meaningful engagement with faculty, staff and school partners in a shared vision for change — change that is grounded in a deep scientific understanding of how students learn. He was named as an Impact Academy Fellow, a formal recognition of his ability to empower college deans with the skills and strategies to pursue instructional excellence in the face of adversity. He has a record of accomplishment in creating new academic programs while augmenting existing offerings through his successful direction of accreditation processes.
Jason earned a BA in Psychology from the University of Hartford, an MA in Educational Psychology from New York University and a PhD in Applied Developmental Psychology from Fordham University. His research focuses on the social-cognitive development in children and adolescents, specifically on the development of empathy and the role schools have in promoting empathy and prosocial behavior in children and adolescents.
Dr. Marie L. Miville has served as the Vice-Dean for Faculty Affairs (VDFA) since September 1, 2020. As VDFA, Dr. Miville has oversight responsibilities regarding a number of processes, policies, and programs that affect faculty life at Teachers College. Dr. Miville coordinates many aspects of faculty work life, including organizing the New Faculty Orientation, assembling mentoring committees for pre- tenure faculty, preparing summary reports for the Provost Office regarding tenure and promotion processes of individual faculty members, meeting individually with faculty regarding any concerns they may have, and providing support services for faculty during the retirement process. She also is responsible for creating faculty development workshops and events and nominating faculty members for external awards. As the Interim Vice- Provost, Dr. Miville supervises the offices of accreditation, compliance, and teacher education, as well as provides stewardship of many academic affairs gift agreements.
Dr. Miville also is a Professor of Psychology and Education in the Department of Counseling and Clinical Psychology. She is the author of three books, another book in preparation, and over 65 publications dealing with multicultural issues in counseling and psychology. Dr. Miville is past- Associate Editor of the Journal of Multicultural Counseling and Development, and is serving or has served on several other editorial boards. She is the Book Series Editor for American Psychological Association (APA) Division 44, and previously served as 2015 President of the National Latinx Psychological Association (NLPA), President of the Council of Counseling Psychology Training Programs, and the Vice-President for Education and Training for the APA Division 17. Dr. Miville is an APA Fellow (Division 17 and 45). Prior to her current administrative appointments at Teachers College, Dr. Miville served as the College Ombuds, Director of Training/Program Director of Counseling Psychology, and the Chair of the Department of Counseling and Clinical Psychology.
Dr. Marie L. Miville has served as the Vice-Dean for Faculty Affairs (VDFA) since September 1, 2020. As VDFA, Dr. Miville has oversight responsibilities regarding a number of processes, policies, and programs that affect faculty life at Teachers College. Dr. Miville coordinates many aspects of faculty work life, including organizing the New Faculty Orientation, assembling mentoring committees for pre- tenure faculty, preparing summary reports for the Provost Office regarding tenure and promotion processes of individual faculty members, meeting individually with faculty regarding any concerns they may have, and providing support services for faculty during the retirement process. She also is responsible for creating faculty development workshops and events and nominating faculty members for external awards. As the Interim Vice- Provost, Dr. Miville supervises the offices of accreditation, compliance, and teacher education, as well as provides stewardship of many academic affairs gift agreements.
Dr. Miville also is a Professor of Psychology and Education in the Department of Counseling and Clinical Psychology. She is the author of three books, another book in preparation, and over 65 publications dealing with multicultural issues in counseling and psychology. Dr. Miville is past- Associate Editor of the Journal of Multicultural Counseling and Development, and is serving or has served on several other editorial boards. She is the Book Series Editor for American Psychological Association (APA) Division 44, and previously served as 2015 President of the National Latinx Psychological Association (NLPA), President of the Council of Counseling Psychology Training Programs, and the Vice-President for Education and Training for the APA Division 17. Dr. Miville is an APA Fellow (Division 17 and 45). Prior to her current administrative appointments at Teachers College, Dr. Miville served as the College Ombuds, Director of Training/Program Director of Counseling Psychology, and the Chair of the Department of Counseling and Clinical Psychology.
An experienced and outstanding academic scholar and leader in the teacher education field, Colby’s research interests include investigating the structures, systems and practices that foster inequities across STEM learning environments, and designing teacher professional learning and curriculum development to help facilitate the success of historically underrepresented rural youth within STEM environments.
Colby is also the founder and director of the CHAOS (Culture, History, and Art Originating in STEM) Learning Lab, a group committed to engaging teachers to integrate Social Studies, Equity and Civics education with STEM. With her background in teaching kindergarten, elementary school and high school oceanography, many of her projects center on assisting K-12 teachers to bring new technology into the classrooms and illuminating K-12 student interests in STEM.
Colby’s funded grants exceed $26 million of which she was principal investigator of more than $20 million, including a National Science Foundation (NSF) CAREER grant and a U.S. Department of Education GEAR-UP grant. Her research and scholarship have been acknowledged through various awards as well, including: the 2019 Award for Significant Contribution to Educational Measurement and Research Methodology from Division D of the American Educational Research Association; the 2020 Early Career Science Teacher Educator of the Year Award from the Association for Science Teacher Educators; and the NSF Exemplar Project Award. She is the author or co-author of numerous books and articles, including: Data science for equity: Using data science to shift narratives and empower communities; ESTITCH: Elementary STEM Teaching Integrating Technology Holistically; and Awesome Electronics Projects for Kids. She is also the co-editor of the Journal of Science Teacher Education.
Colby received her B.A. in Anthropology, Archaeology and Primatology from Fordham University and her Ph.D. in Curriculum and Instruction from the Curry School of Education, University of Virginia.
An experienced and outstanding academic scholar and leader in the teacher education field, Colby’s research interests include investigating the structures, systems and practices that foster inequities across STEM learning environments, and designing teacher professional learning and curriculum development to help facilitate the success of historically underrepresented rural youth within STEM environments.
Colby is also the founder and director of the CHAOS (Culture, History, and Art Originating in STEM) Learning Lab, a group committed to engaging teachers to integrate Social Studies, Equity and Civics education with STEM. With her background in teaching kindergarten, elementary school and high school oceanography, many of her projects center on assisting K-12 teachers to bring new technology into the classrooms and illuminating K-12 student interests in STEM.
Colby’s funded grants exceed $26 million of which she was principal investigator of more than $20 million, including a National Science Foundation (NSF) CAREER grant and a U.S. Department of Education GEAR-UP grant. Her research and scholarship have been acknowledged through various awards as well, including: the 2019 Award for Significant Contribution to Educational Measurement and Research Methodology from Division D of the American Educational Research Association; the 2020 Early Career Science Teacher Educator of the Year Award from the Association for Science Teacher Educators; and the NSF Exemplar Project Award. She is the author or co-author of numerous books and articles, including: Data science for equity: Using data science to shift narratives and empower communities; ESTITCH: Elementary STEM Teaching Integrating Technology Holistically; and Awesome Electronics Projects for Kids. She is also the co-editor of the Journal of Science Teacher Education.
Colby received her B.A. in Anthropology, Archaeology and Primatology from Fordham University and her Ph.D. in Curriculum and Instruction from the Curry School of Education, University of Virginia.
Portia Williams is the Vice Provost for Academic Planning and Global Affairs, and
Assistant Professor (Coterminous) in the Department of International and Transcultural
Studies at Teachers College, Columbia University. As Vice Provost, Dr. Williams
supports the establishment and realization of college-wide academic goals focused on
curriculum alignment, new program development, non-credit programming,
accreditation and academic affairs compliance. She also serves as the College’s chief
international officer, guiding policy and practice for institutional collaboration and
partnerships, as well as federal compliance and support for more than 1,500
international students and scholars. Previously, Dr. Williams served as the College’s
Associate Provost for International Affairs.
With more than 25 years of experience in educational programming and administration,
both domestically and abroad, Dr. Williams has directed, advised, or collaborated on
policy and program initiatives in North and Sub-Saharan Africa, Europe, East and
Southern Asia, Latin America, the Middle East, and the United States. Additionally, as
an ESL professional, she has held faculty appointments at Georgetown University,
American University, George Washington University, the University of Illinois at Urbana
Champaign, and the University of Shkodra in Albania.
Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace
Corps Volunteer. She holds an Ed.D. in International Educational Development and
Policy Studies and an M.Ed. in International Family and Community Education from
Teachers College, as well as an M.A. in Teaching English as a Second Language from
the University of Illinois at Urbana-Champaign.
Portia Williams is the Vice Provost for Academic Planning and Global Affairs, and
Assistant Professor (Coterminous) in the Department of International and Transcultural
Studies at Teachers College, Columbia University. As Vice Provost, Dr. Williams
supports the establishment and realization of college-wide academic goals focused on
curriculum alignment, new program development, non-credit programming,
accreditation and academic affairs compliance. She also serves as the College’s chief
international officer, guiding policy and practice for institutional collaboration and
partnerships, as well as federal compliance and support for more than 1,500
international students and scholars. Previously, Dr. Williams served as the College’s
Associate Provost for International Affairs.
With more than 25 years of experience in educational programming and administration,
both domestically and abroad, Dr. Williams has directed, advised, or collaborated on
policy and program initiatives in North and Sub-Saharan Africa, Europe, East and
Southern Asia, Latin America, the Middle East, and the United States. Additionally, as
an ESL professional, she has held faculty appointments at Georgetown University,
American University, George Washington University, the University of Illinois at Urbana
Champaign, and the University of Shkodra in Albania.
Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace
Corps Volunteer. She holds an Ed.D. in International Educational Development and
Policy Studies and an M.Ed. in International Family and Community Education from
Teachers College, as well as an M.A. in Teaching English as a Second Language from
the University of Illinois at Urbana-Champaign.
Noah D. Drezner (he/him/הוא) is the inaugural Vice Dean for Academic Success and Strategy. He was appointed to this role in 2024 after serving as Special Advisor to the Provost and serving a term as the chair for the Faculty Executive Committee at Teachers College. In this role Noah is responsible for developing and implementing initiatives to enhance student success, promote academic excellence, and drive strategic innovation across our graduate programs. Noah collaborates closely with Enrollment Management, Student Affairs, faculty, staff, and students to support a culture of academic excellence and for continuous improvement.
Noah is also a Professor of Higher Education and Principal Investigator of the Tzedakah Lab in the Department of Organization and Leadership. He is internationally known as a leading researcher on educational philanthropy. His work focuses on philanthropy and fundraising in higher education with a particular attention to how a person’s social identities affect their giving to higher education and ways postsecondary institutions can engage their alumni in more inclusive ways. Additionally, Noah is founding editor of Philanthropy & Education (Indiana University Press). His research and service has been recognized with awards by the Association for the Study of Higher Education (ASHE), Teachers College, the University of Rochester, University of Pennsylvania, and University of Rochester.
Read more about Professor Drezner's research here.
Noah D. Drezner (he/him/הוא) is the inaugural Vice Dean for Academic Success and Strategy. He was appointed to this role in 2024 after serving as Special Advisor to the Provost and serving a term as the chair for the Faculty Executive Committee at Teachers College. In this role Noah is responsible for developing and implementing initiatives to enhance student success, promote academic excellence, and drive strategic innovation across our graduate programs. Noah collaborates closely with Enrollment Management, Student Affairs, faculty, staff, and students to support a culture of academic excellence and for continuous improvement.
Noah is also a Professor of Higher Education and Principal Investigator of the Tzedakah Lab in the Department of Organization and Leadership. He is internationally known as a leading researcher on educational philanthropy. His work focuses on philanthropy and fundraising in higher education with a particular attention to how a person’s social identities affect their giving to higher education and ways postsecondary institutions can engage their alumni in more inclusive ways. Additionally, Noah is founding editor of Philanthropy & Education (Indiana University Press). His research and service has been recognized with awards by the Association for the Study of Higher Education (ASHE), Teachers College, the University of Rochester, University of Pennsylvania, and University of Rochester.
Read more about Professor Drezner's research here.
Robert Graham, Director of Budgets, provides financial support, analysis, and oversight for the Academic Affairs budgets and departments reporting to the Provost Office. He provides recommendations for funding allocations in alignment with the academic strategy of the Provost’s Office, and within the framework of the College’s overarching financial plan, determining appropriate funding sources, and ensuring proper usage of funding. He leads the finance function of the Provost’s area through managing and collaborating with constituents across the College, and oversees the administration, approval, distribution, and various funding sources in the academic areas.
Phone: (212) 678-8314
Robert Graham, Director of Budgets, provides financial support, analysis, and oversight for the Academic Affairs budgets and departments reporting to the Provost Office. He provides recommendations for funding allocations in alignment with the academic strategy of the Provost’s Office, and within the framework of the College’s overarching financial plan, determining appropriate funding sources, and ensuring proper usage of funding. He leads the finance function of the Provost’s area through managing and collaborating with constituents across the College, and oversees the administration, approval, distribution, and various funding sources in the academic areas.
Phone: (212) 678-8314
Iraida has been in the Director of Academic Affairs role for many years, except for two years that she explored a different area of TC. Iraida manages and tracks Faculty and Lecturers data and all academic personnel transactions: new appointments and reappointments, tenure reviews, promotions, salary adjustments, supplements, the phased retirement program, sabbaticals/leaves, committee service, overage and course load; honorary appointments, notes for trustee’s docket and GSAS PhD dissertation advisor nominations. Iraida does the initial intake of faculty and lecturers' concerns and, resolves or refers, as appropriate. She is the secretary to the Academic Program Subcommittee of the FEC and the Election Coordinator of the Faculty Elected Committees.
Iraida likes to ride her bike to work, loves reading historical and literary fiction and books about Puerto Rico’s history and tries to live a sustainable lifestyle. Her greatest joy is her daughter, a graduate of the Art and Art Education Program.
Iraida has been in the Director of Academic Affairs role for many years, except for two years that she explored a different area of TC. Iraida manages and tracks Faculty and Lecturers data and all academic personnel transactions: new appointments and reappointments, tenure reviews, promotions, salary adjustments, supplements, the phased retirement program, sabbaticals/leaves, committee service, overage and course load; honorary appointments, notes for trustee’s docket and GSAS PhD dissertation advisor nominations. Iraida does the initial intake of faculty and lecturers' concerns and, resolves or refers, as appropriate. She is the secretary to the Academic Program Subcommittee of the FEC and the Election Coordinator of the Faculty Elected Committees.
Iraida likes to ride her bike to work, loves reading historical and literary fiction and books about Puerto Rico’s history and tries to live a sustainable lifestyle. Her greatest joy is her daughter, a graduate of the Art and Art Education Program.
Dr. Caroline Ebanks serves as the Vice Dean for Research. In this position, she provides leadership to foster interdisciplinary collaboration across the College, helps secure federal funding for research, supports research excellence in all sub-disciplines, and develops innovative strategies for supporting student research engagement. Caroline is deeply committed to enhancing early childhood education, driven by a profound belief in the importance of high-quality care and education for children and families. With over two decades of dedication to this area of research, Caroline has established herself as an early childhood expert and thought leader, focusing on research projects, policy, and practice. Her expertise includes research methods, grantmaking, and grant monitoring. Caroline fosters relationships and collaboration across diverse groups by emphasizing inclusivity, kindness, and compassion in professional interactions. She is committed to advancing research that benefits children, families, educators, and communities.
Dr. Caroline Ebanks serves as the Vice Dean for Research. In this position, she provides leadership to foster interdisciplinary collaboration across the College, helps secure federal funding for research, supports research excellence in all sub-disciplines, and develops innovative strategies for supporting student research engagement. Caroline is deeply committed to enhancing early childhood education, driven by a profound belief in the importance of high-quality care and education for children and families. With over two decades of dedication to this area of research, Caroline has established herself as an early childhood expert and thought leader, focusing on research projects, policy, and practice. Her expertise includes research methods, grantmaking, and grant monitoring. Caroline fosters relationships and collaboration across diverse groups by emphasizing inclusivity, kindness, and compassion in professional interactions. She is committed to advancing research that benefits children, families, educators, and communities.
Will leads the development of online learning programs at Teachers College, as well as TC academy, which was previously known as Continuing and Professional Studies. He is an education and training professional with more than ten years of experience in designing, developing and delivering instructional courses, materials and resources for adult learning. He joins the Teachers College community from Tufts Gordon Institute, where he served as Director of Programs, Operations and Marketing, and recently led Tufts in developing new degree and certificate programs in Technology Management and Leadership.
Will leads the development of online learning programs at Teachers College, as well as TC academy, which was previously known as Continuing and Professional Studies. He is an education and training professional with more than ten years of experience in designing, developing and delivering instructional courses, materials and resources for adult learning. He joins the Teachers College community from Tufts Gordon Institute, where he served as Director of Programs, Operations and Marketing, and recently led Tufts in developing new degree and certificate programs in Technology Management and Leadership.
