20
COLLEGE OF COMMUNITY AND PUBLIC AFFAIRS 2006 – 2026
Annual Report 2025 Department of Teaching, Learning, and Educational Leadership
Nicole Fenty Associate Professor and Department Chair
Message from the Chair
I
n the Department of Teaching, Learning,
we strive to prepare educators who are not only
and Educational Leadership (TLEL), our
skilled practitioners but also reflective leaders
work is grounded in a shared commitment to
and contributors to the field.
creating premier educational opportunities for all learners. We prepare teachers, leaders, and scholars to engage thoughtfully across diverse contexts, conduct meaningful research that addresses pressing challenges in education, and build partnerships that strengthen schools and communities locally and beyond. This commitment is reflected in our continued growth across programs, including the expansion of our online offerings, which broaden access while complementing the strength of our in-person learning opportunities. Our faculty, staff, and students are guided by a
The past year reflects the strength of our collective work. We are deeply grateful for our collaborative partners and alumni, whose ongoing engagement continues to enrich our programs and extend our impact. In this report, we are proud to highlight faculty and student awards and grants, communityengaged teaching and service initiatives, and an alumni spotlight that showcases the continued contributions of our graduates. Thank you for being part of our community.
core set of values: a dedication to socially just and
If you would like to further support our work,
culturally responsive practice, a commitment
we welcome your contribution. Your generosity
to high-quality, innovative teaching, and a
helps expand opportunities for our students,
collaborative culture that supports the impacts
programs, and partnerships.
of high-quality inquiry. Across our programs,
tlel@binghamton.edu 607-777-2727 @bingltlel
Adam Laats: NEH Fellowship
F
or the academic year 2026-27, Distinguished Professor of Education and History Adam Laats will use an individual fellowship from the National Endowment for the Humanities to complete his latest book, a new history of the American public educational system that places children at its center. Laats, a former middle and high school teacher, argues in his latest work that it was children
who decisively shaped the evolution of U.S. public schools between 1790 and 1860. Previously, Latts has written about the evolution of American public education, tackling subjects including the challenges of school reform and the culture wars over creationism, fundamentalism and teaching evolution. But this is the first time Laats has fully considered the role of schoolchildren in determining the success or failure of school reform and the broader assessment of what it means to be educated during that pivotal time in American history. “Putting children at the center of the story does more than just offer a better explanation for the torturous history of schoolreform efforts. It also allows the story to expand beyond the limits of adult-centered histories. Without considering the children—all the children— histories end up focusing on white, middle-class-dominated institutions.”
Alumni Spotlight: Giving Back
M
ichelle Reed ’00, PhD ’08, is a three-time Binghamton University graduate. She earned her MAT in English Education in 2000, her PhD in English in 2008, and completed the Certificate of Advanced Studies in Educational Leadership in 2015. For 25 years, Reed has served as an educator in New York state school districts, including Seneca Falls, Cairo-Durham, UnionEndicott, and Walton. She has held roles as a teacher, an instructional and curriculum leader, an assistant superintendent, and a superintendent. She continues to support her
alma mater by teaching in the Educational Leadership and English programs, mentoring future teachers, scholars, and educational leaders. Reed exemplifies the department’s mission: Educational excellence. “Binghamton University has afforded me multiple professional opportunities with the unbelievable support of faculty, peers, and resources. Any path I wanted to pursue was available to me through this wonderful community of educators. Giving back to my alma mater and inspiring future educators has been such a rewarding experience.”
Community-engaged Research Doctoral students in Lucky Mason-Williams’s Mixed Methods Research Course studied how the Southern Tier Teacher Academy encourages local high school students to pursue schoolbased professions, including teaching, speech-language pathology, and guidance counseling. Supported by the Lucky Mason-Williams Center for Civic Engagement, the students designed and conducted the research project and provided feedback to teachers and administrators.
The Master Teacher Program at Binghamton provides a professional learning network focused on advancing expertise in content, pedagogy, and student and community engagement. This year, the program offered more than 200 hours of professional development to K-12 STEM teachers, including workshops led by Binghamton faculty and experts from institutions such as the Paleontological Research Institute and the University of Rochester. Mini-courses emphasized mentor teacher development and critical evaluation of educational technology. Master Teacher-led groups participated in the 2026 Full STEAM Ahead Conference for middlelevel girls on March 14. Cohort meetings also featured experts from Binghamton’s Office of Sustainability, the Wild Center, and SUNY’s Office of Sustainability.
Assistant Professors Lightning Jay and Naorah Rimkunas, working with the CouperOwen Center for Community Schools, the Center for Civic Engagement, and local school partners, have started a new teacher education module. This program brings new teachers into local schools to practice Lightning Jay directly working with parents. It lets future teachers learn from parents’ experiences, get feedback, and prepare to be more involved in their communities. Early results show that preservice teachers find this approach Naorah Rimkunas more engaging and useful than traditional lectures. Families who took part also say the experience helps build trust and encourages them to invest in their schools.
The Family and Relatives English Experience (FREE) is a weekly English language program developed by Assistant Professor Beth Clark-Gareca and the TESOL K-12 team to support the spouses of international students at Binghamton University. Many of the participants hold F-2 visas, which allow them to accompany their student spouses to the United States but prohibit them from engaging in formal study or employment. As a result, the members of this population often feel isolated and disconnected from campus life despite their deep dedication to supporting their partners’ academic success. FREE offers a welcoming space where participants practice Beth Clark-Gareca conversation, build confidence, and strengthen their communication skills through English language programming. Participants consistently describe the program as an important source of emotional, mental, and social grounding as they strive to make a life for themselves while simultaneously supporting their spouses’ scholarly aspirations at Binghamton.
Student Spotlight: Research Excellence
T
he Award for Excellence in Research recognizes the significant contributions of graduate students to the University’s research and their innovative approaches to advancing knowledge. Jaime Mendelis of Owego, New York, demonstrates through her research that relationships and emotions remain essential in teaching, even as education becomes more automated. Mendelis is a literacy learning specialist at Broome Tioga BOCES, a trainer in Adaptive Schools and Cognitive Coaching, and a part-time student in TLEL’s EdD program. She earned a bachelor’s in secondary education/English from Elmira College in 1998 and an MsEd in literacy from SUNY Cortland in 2004. In collaboration with Postdoctoral Associate Kathryn Meyer, Mendelis researches how culture circles and engaged pedagogy support growth, professional development, and well-being among new
teacher candidates. In October 2025, they presented their work, “Engaged pedagogy in teacher preparation: Building praxis with teacher candidates,” at the NYSATE and NYACTE Annual Conference in Saratoga Springs, New York. Mendelis’s research examines connective labor in schools and how systems such as automation and AI influence educators’ perceptions of the human aspects of their roles. Her work aims to support teacher retention, inform AI policy, and address neoliberal influences in education. “I chose Binghamton University for my doctorate primarily because of its convenient location, allowing me to attend in person. I have discovered a passion for research, and as an R1 institution, Binghamton provides excellent instruction in the research process. My experience in the program has been stellar. My advisor, Dr. Nicole Fenty, is highly supportive and accessible, and Dr. Katie Meyer has been instrumental in both my education and mindset. Although I am often the oldest student in my courses, she frequently reminds me that I belong in this field and have a valuable contribution to make.” —Jaime Mendelis
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