Stephanie Holstad Ramsey, Ph.D., is a consultant in the fields of education, psychology, and their intersection as well as a teacher based in New York City. She received her doctorate in Cognitive Studies in Education under the advisement of Dr. Deanna Kuhn at Columbia University Teachers College. Stephanie's past experience includes serving as a Core Faculty Fellow in the Core Curriculum at Columbia University and Peace Corps volunteer in Malawi as a teacher in a community secondary school. Her research in cognitive development and experience teaching children and adults inform her teaching philosophy. Her classrooms are heavily discussion-based with active students and deep engagement facilitating not only the learning of content knowledge but enriched thinking and cognitive development.
Core Praxis Instructor
New York, New York: May-September 2019, May 2020-Present
I taught one section of the pilot semester and subsequent semesters of the hybrid Core as Praxis course. This course was primarily online, with two face-to-face class meetings in 2019 and fully online starting in 2020. This goal of this course was for students to connect one foundational and one chosen Core text to re-read in conjunction with their summer internship. Students engaged in a weekly discussion online of their experiences and ideas. The course culminated in a final exploration of a major issue, chosen by each student, illuminated by their reading and internship.
I taught one section of the pilot semester and subsequent semesters of the hybrid Core as Praxis course. This course was primarily online, with two face-to-face class meetings in 2019 and fully online starting in 2020. This goal of this course was for students to connect one foundational and one chosen Core text to re-read in conjunction with their summer internship. Students engaged in a weekly discussion online of their experiences and ideas. The course culminated in a final exploration of a major issue, chosen by each student, illuminated by their reading and internship.
Stephanie Holstad Ramsey, Ph.D., is an educational consultant and teacher based in New York City. She received her doctorate in Cognitive Studies in Education under the advisement of Dr. Deanna Kuhn at Columbia University Teachers College. Stephanie's past experience includes serving as a Core Faculty Fellow in the Core Curriculum at Columbia University and Peace Corps volunteer in Malawi as a teacher in a community secondary school. Her research in cognitive development and experience teaching children and adults inform her teaching philosophy. Her classrooms are heavily discussion-based with active students and deep engagement facilitating not only the learning of content knowledge but enriched thinking and cognitive development.
Work with teachers
Contemporary Civilization Preceptor Talks
Based on my background in the learning sciences and experience teaching Contemporary Civilization, I have developed and conducted two talks for graduate students who are teaching Contemporary Civilization in Columbia's Core Curriculum for the first time:
·
Using Discussion in the Contemporary Civilization
Classroom for the First-Year Teacher (March 2019 and September 2019)
·
Giving Feedback in the Contemporary Civilization
Classroom for the First-Year Teacher (March 2019)
Mary Wollstonecraft's A Vindication of the Rights of Woman
On June 11, 2019, I spoke at Columbia University about methods for teaching Mary Wollstonecraft's A Vindication of the Rights of Woman. The audience consisted of instructors at City University of New York community colleges in a program funded by the Teagle Foundation. I shared themes, concepts, and arguments in the readings, as well as providing writing assignments and teaching strategies for use in the classroom.
Contemporary Civilization Instructor Meetings
Faculty in Columbia's Core Curriculum class Contemporary Civilization (CC), meet weekly with an expert on an upcoming text. The CC syllabus is so wide-ranging that instructors are unlikely to be experts in each text. While the weekly meetings with experts in each text provide a valuable opportunity for both new and returning instructors, unless an instructor is a first-year teacher and graduate student, there were no opportunities to discuss pedagogy with other instructors of CC. Recognizing this need, I sought permission from the director of the Core Curriculum, and began meeting with instructors in the spring semester of 2017.
The meetings I run are centered around a topic such as exams, giving feedback on writing, developing the syllabus, and more. I arrange the meetings as an opportunity for instructors to share their resources and experience with each other. I am sure to include time for instructors to bring up any classroom issues as well.
Early Feminists Texts
On November 6, 2018, I spoke at Hostos Community College about a selection of early feminists texts that are included in Columbia's Core Curriculum. The audience consisted of instructors at City University of New York community colleges in a program funded by the Teagle Foundation. I shared themes, concepts, and arguments in the readings, as well as providing writing assignments and teaching strategies for use in the classroom. The texts were:
- Ain’t I a Woman, Sojourner Truth (1851)
- Address to the New York State Legislature, Elizabeth Cady Stanton (1860)
- The Enfranchisement of Women, Harriet Taylor Mill (1851)
- The Subjection of Women, John Stuart Mill and Harriet Taylor Mill (1869)
Growth Mindset in Children
On March 11, 2016 I presented to a group of teachers at the Preschool of the Arts, Gramercy, about Dr. Carol Dweck's research on Growth Mindset and how to apply it with their preschool classes. Check out this video of Dr. Dweck explaining The Power of Yet, which I shared with the teachers prior to my presentation and our conversation.
Stephanie Holstad Ramsey, Ph.D., is an educational consultant and teacher based in New York City. She received her doctorate in Cognitive Studies in Education under the advisement of Dr. Deanna Kuhn at Columbia University Teachers College. Stephanie's past experience includes serving as a Core Faculty Fellow in the Core Curriculum at Columbia University and Peace Corps volunteer in Malawi as a teacher in a community secondary school. Her research in cognitive development and experience teaching children and adults inform her teaching philosophy. Her classrooms are heavily discussion-based with active students and deep engagement facilitating not only the learning of content knowledge but enriched thinking and cognitive development.
Educational Consultant, Banyan Global Learning
April 2018-Present
I work remotely for Banyan Global Learning on the Big Dayta Project:- Developed Common Core-aligned ideas in Math and English Language Arts for grades 1-12.
- Developed lesson plans and unit outline for 8th-grade summer school.
- Social Media outreach.
- Work with teachers to develop lesson plans for their classrooms, which are then shared freely on our website.
- Literature review for international, interactive video conference education.
Stephanie Holstad Ramsey, Ph.D., is an educational consultant based in New York City. She received her doctorate in Cognitive Studies in Education under the advisement of Dr. Deanna Kuhn at Columbia University Teachers College. Stephanie's past experience includes serving as a Core Faculty Fellow in the Core Curriculum at Columbia University and Peace Corps volunteer in Malawi as a teacher in a community secondary school. Her research in cognitive development and experience teaching children and adults inform her teaching philosophy. Her classrooms are heavily discussion-based with active students and deep engagement facilitating not only the learning of content knowledge but enriched thinking and cognitive development. Stephanie's goal is to have long-term, valuable impact in her classroom and as a researcher.
About Stephanie
Stephanie Holstad Ramsey, Ph.D., is an educational consultant based in New York City. She received her doctorate in Cognitive Studies in Education under the advisement of Dr. Deanna Kuhn at Columbia University Teachers College. Stephanie's past experience includes serving as a Core Faculty Fellow in the Core Curriculum at Columbia University and Peace Corps volunteer in Malawi as a teacher in a community secondary school. Her research in cognitive development and experience teaching children and adults inform her teaching philosophy. Her classrooms are heavily discussion-based with active students and deep engagement facilitating not only the learning of content knowledge but enriched thinking and cognitive development. Stephanie's goal is to have long-term, valuable impact in her classroom and as a researcher.
Learn more about Stephanie's education and contributions in:
Contemporary Civilization Instructor, Columbia University
New York, New York: September 2012-2019
I taught Contemporary Civilization (CC) starting in September 2012. This course is truly transformative, both for students and instructors. CC asks the Big Questions and allows students to grapple with creating their answers.
This course covers an exceptional number of texts and span of time, starting with Plato and Aristotle in ancient Greece, and ending in the Twentieth Century. Students work individually in their reading and then together with their classmates and me in class to dig into the ideas, questions, and meaning of the texts. They develop the ability to argue better and through that to better understand their own ideas and those of their peers. We spend four hours each week together, getting to know each other, our authors, and ourselves. This course demands that students examine their beliefs and ideas, and acknowledge and understand them as much as they must acknowledge and understand our authors. Students in the last few years have returned to me to share that the value of CC has grown for them, even after they left the classroom. We grapple with questions of how to achieve "the good life," and that grappling helps to create that life.
I first taught as a Preceptor, one of a handful of advanced doctoral students selected to teach in Columbia's Core Curriculum. In my two years as a Preceptor. I enjoyed the truly student-centered approach that makes this class great. Students read primary works, and have active twice-weekly classes where we dig into the texts and their implications together. After graduating with my doctorate, I served as an Adjunct Instructor, where I continued to refine my practice and content knowledge. In 2015 I was selected as one of the Postdoctoral Fellow Core Lecturers, and taught two sections of the course. When the postdoctoral fellowship concluded, I taught again as an Adjunct Instructor. During my years as an instructor, I used my background in the learning sciences to support my fellow instructors, and have continued supporting first-year teachers, which you can read about here.
I taught Contemporary Civilization (CC) starting in September 2012. This course is truly transformative, both for students and instructors. CC asks the Big Questions and allows students to grapple with creating their answers.
This course covers an exceptional number of texts and span of time, starting with Plato and Aristotle in ancient Greece, and ending in the Twentieth Century. Students work individually in their reading and then together with their classmates and me in class to dig into the ideas, questions, and meaning of the texts. They develop the ability to argue better and through that to better understand their own ideas and those of their peers. We spend four hours each week together, getting to know each other, our authors, and ourselves. This course demands that students examine their beliefs and ideas, and acknowledge and understand them as much as they must acknowledge and understand our authors. Students in the last few years have returned to me to share that the value of CC has grown for them, even after they left the classroom. We grapple with questions of how to achieve "the good life," and that grappling helps to create that life.
I first taught as a Preceptor, one of a handful of advanced doctoral students selected to teach in Columbia's Core Curriculum. In my two years as a Preceptor. I enjoyed the truly student-centered approach that makes this class great. Students read primary works, and have active twice-weekly classes where we dig into the texts and their implications together. After graduating with my doctorate, I served as an Adjunct Instructor, where I continued to refine my practice and content knowledge. In 2015 I was selected as one of the Postdoctoral Fellow Core Lecturers, and taught two sections of the course. When the postdoctoral fellowship concluded, I taught again as an Adjunct Instructor. During my years as an instructor, I used my background in the learning sciences to support my fellow instructors, and have continued supporting first-year teachers, which you can read about here.
Cognitive Development Instructor, Columbia University, Teachers College
I taught the online Cognitive Development course for Columbia University Teachers College during the Summer B Term in 2015 and the Spring Term in 2016. This course addresses cognitive development not only in terms of what develops, but how. This course addresses multiple perspectives on how humans develop cognitively, highlighting how differences in theoretical perspectives affect interpretation of evidence in the form of human behavior.
Research Consultant, Eskolta School Research and Design, Inc.: September 2014-July 2015
Research Consultant, Eskolta School Research and Design, Inc.
New York, New York
September 2014-July 2015
Provided support for projects for the New York City Department of Education including:
· Developing and applying a coding scheme to structured interviews
· Qualitative and quantitative analysis of data
Adjunct Lecturer, Hunter College
New York, New York: August 2011-May 2012
Teacher for Psych 370, Cognitive Development
Community Assistant, Office of Residential Services, Columbia Teachers College
New York, New York: June 2008 - Present
- Responsible for programming and community development
- Foster a living environment that is supportive and productive to all groups and individuals at the College regardless of their race, gender, religion, nationality, sexual orientation, or ability.
- Assists with training of new and returning Community Assistants
Teaching Assistant, Cognitive Development, Columbia Teachers College
New York, New York:
September-December 2011
Teaching Assistant to Dr. Deanna Kuhn and Dr. David Shaenfield for the in-person and online versions of the Cognitive Development course.
Volunteer Tutor and Teachers Aide, Portland Community College Literacy Program
Portland, Oregon: March 2003-August 2003
- Tutored one on one in English as a Second Language (ESL).
- Aided in an ESL Level A class.
While living in Portland, Oregon I worked with the Portland Community College Literacy Program for 6 months. I aided a teacher of a local English as a Second Language class as well as providing one-on-one tutoring for a local woman. Together we discovered that she really needed computer skills to get a better job, so we attended a free class at the library together. When we parted ways she was well on her way to taking advantage of other free services through the local library, to continue increasing her skills.
Teacher and Teachers Aide, English as a Second Language
Sure Foundation Lutheran Church, New York, New York: July 2006 – March 2007
While working during the day as the Office Manager at The Hunger Project, I volunteered weekly at Sure Foundation during their English as a Second Language classes. When the teacher was on maternity leave I taught classes three nights a week to two levels of students in her place.
Volunteer, Agora Crisis Center
University of New Mexico, Albuquerque, New Mexico: Spring 1999-January 2002
- Assisted with training of new volunteers
- Received hotline crisis calls and walk-ins
The Agora Crisis Center is a student-run crisis center which provides services to both the University community and the surrounding areas.
Stephanie speaking at the celebration of the 30th anniversary of Agora in 2000.
Undergraduate Thesis: "Cognitive Intervention in Mathematics Anxiety "
Undergraduate Senior Thesis as part of the Psychology Departmental Honors Program at the University of New Mexico, September 2000- May 2002. Project entitled, “Cognitive Intervention in Math Anxiety.”
ABSTRACT:
Stephanie L. Holstad
Cognitive Intervention in Mathematics Anxiety
Faculty Advisors: Mark Pedrotty, PhD., Ronald A Yeo, Ph.D.
In a variety of studies, imagery has been shown to be helpful in increasing performance and decreasing anxiety. The present study sought to evaluate whether positive imagery could decrease mathematics anxiety and increase mathematics test scores in children. Three groups of children in grades 6-7 were studied: a positive imagery group; a neutral imagery group; and a control group receiving no imagery training. A trial of seven sessions was conducted, including daily math quizzes. Trait and state anxiety measures were obtained on all participants at the beginning and end of the study. No group differences were evident in state anxiety or math performance upon completion of the seven sessions. Limitations of the present study include the fact that the daily quizzes did not actually affect classroom math grades, possible floor and ceiling effects on the quizzes, and the fact that participants were not selected for any prior history of mathematics anxiety.
Tester, Wireless Generation
New York, New York: October 2007- April 2008
- Tested 3-5 year olds in math skills
- Assisted with testing material preparation
Graduate Assistant to Dr. Joanna P. Williams, Teachers College, Columbia University
Human Development Department, New York, New York: September 2007 – November 2008
Research in the domain of reading comprehension and text structure:
- Development of research-based instructional programs geared toward New York Public Schools
- Data collection and scoring
- Statistical analysis of collected data
Subscribe to:
Posts (Atom)