Faculty Bios

Lecturer
Michael Bucaoto (He/Him) is a Lecturer in the Multi-Cultural Early Childhood and Elementary Education Department at Medgar Evers College. He holds a B.A. in English with a concentration in creative writing from MEC and an M.A.T. in Inclusive Childhood Education from NYU. He is also dual-certified in the State of New York as a general education and special education teacher. Prior to joining higher education, Michael taught elementary school in Brooklyn, supporting students with varying learning needs from diverse backgrounds. His work is rooted in a commitment to culturally responsive and sustaining pedagogy, with interests in literacy development, math education, Universal Design for Learning, and Social Emotional Learning. As a teacher educator, he focuses on cultivating reflective future teachers who critically engage in praxis, make research-informed decisions, and challenge systemic barriers through advocacy and policy change.

Professor
Department of Multicultural Early Childhood and Elementary Education
Rupam Saran is Professor at Medgar Evers College, City University of New York, at Multicultural Early Childhood and Elementary Education Department. Dr. Saran’s field of specialization is developing equity and inclusive STEM learning and teaching, mathematics education for minority immigrant children, implementing Computational Thinking and the concept of Computer Science in elementary school classrooms, socio-mathematical authority, teacher education and mathematics teachers’ mathematics identity, preparing effective mathematics teachers, educational attainment of second-generation immigrant youth in urban school. She authored the book “Model Minority Stereotype: Understanding Asian Indian Youth in South Asian Diaspora” Routledge, New York. Dr. Saran has co-authored the book, “Beyond Stereotype: Minority Children of Immigrants in Urban Schools” with Dr. Rosalina Diaz.

Her forthcoming book is, “Deconstructing Media Representations of Teachers and Learners in the History of American Education” Brill Publishers, Netherlands. She has published her research in peer reviewed journal articles specifically in mathematics education, lesson study, ePortfolio, Dr. Saran has been presenting at NCTM, AERA, and other International and national peer reviewed conferences since 2008. Dr. Saran has received grants to integrate ePortfolio in academic programs at Medgar Evers College, preparing effective mathematics teachers, and developing Algebraic Thinking among young children. As the Department Chair of Multicultural Early Childhood and Elementary Education Department from 2016-2023, Dr. Saran received funding to integrate Computational Thinking in Childhood Teacher Education Program at Medgar Evers College.

Dr. Saran has been teaching STEM method courses at Medgar Evers College School of Education as a Full and Associate Professor of Childhood STEM education, she strongly believes that there is an urgency to promote the professional development (PD) of Pre-Service Teachers (PSTs), specifically in the STEM is central to enhancing student performance, school effectiveness, and the efficiency of an entire education system nationwide. The Computer Science education has attempted to reduce the digital divide and injustices by broadening access to computer science through Computational Thinking based course curricula, professional development of faculty and students, and technology across the U.S., from computational thinking to data science. Although there has been an increased representation of students from marginalized groups, problems such as lack of highly qualified teachers, chronically underfunded schools, and an overemphasis on high-stakes testing are unaddressed.

Dr. Saran has received CUNY Innovative Teaching Academy’s (CITA) 2023 Institute “Promoting Equitable and Inclusive STEM Teaching and Learning,” CUNY Innovative Teaching Academy (CITA) 2023 Summer Institute.

Professor and Chair
Dr. Tabora Johnson is Professor and Chair of the Department of Multicultural Early Childhood and Elementary Education at Medgar Evers College, CUNY. Her career in education spans more than two decades and nearly every level of the system, from teaching humanities and history in middle and high school classrooms in Brooklyn, Queens, and Oakland, to serving as a middle school assistant principal, to preparing the next generation of teachers at CUNY since 2011.

Dr. Johnson’s scholarship examines race, culture, and identity in education, with particular attention to how teacher candidates learn to enact culturally responsive pedagogy and to the transformative potential of African-centered education for Black youth. Her work appears in Educational Researcher, the Journal of Negro Education, and Taboo: The Journal of Culture and Education, and she is co-author of Recruiting Black Biology Majors into STEM Education Careers: Journeys to Success (Routledge, 2024), which examines how to recruit Black STEM majors into teaching careers in high-need urban districts.

As department chair, she leads CAEP accreditation efforts and has secured approximately $700,000 in external funding from the National Science Foundation, the Robin Hood Foundation, the Voya Foundation, Capital One, and Gotham Gives to strengthen the STEM teacher pipeline and expand computational thinking in P–12 classrooms. She serves as an accreditation assessor for the University Council of Jamaica and on Medgar Evers College’s Middle States accreditation committee for educational effectiveness. She holds an Ed.D. in Educational Leadership from Mills College, where her dissertation followed young people in an African-centered program on their journey toward self-love and liberation.

Assistant Professor
Department of Multicultural Early Childhood and Childhood EducationDr. Deborah Greenblatt is an Assistant Professor of Multicultural Early Childhood and Childhood Education at Medgar Evers College, The City University of New York. She has a Ph.D. in Urban Education with a focus on educational policy and leadership from The CUNY Graduate Center. Dr. Greenblatt also serves as the Leap to Teacher Faculty Liaison. Her research focuses on social justice, equity, and democracy in teaching and teacher education. Dr. Greenblatt is the co-author of Reimaging American Education to Serve All Our Children: Why Do We Educate in a Democracy? Dr. Greenblatt is on the Advisory Committee for WNET-PBS THIRTEEN Educational Services, teaches about technology in education, and researches liberatory practices in online higher education. She is an Association of Colleges & Universities Educators (ACUE) Online Teaching Fellow. Recently, she has been writing about multicultural children’s literature as well as fighting white supremacy and Christian nationalism. Her research can be found on ResearchGate and Academia. She has a love for children’s literature and was a public elementary school teacher for many years.

Doctoral Lecturer
Field & Clinical Practice and Fieldwork Coordinator
Department of Multicultural Early Childhood and Childhood EducationDr. Adero-Zaire Green (she/her) is a full-time Doctoral Lecturer in the Multi-Cultural Early Childhood, and Elementary Education department. She brings a wealth of experience and knowledge to the field of education. Dr. Green completed her B.A. in English with a minor in Communications from St. Francis College, pursued her Master of Arts in English Education (7th-12th) at New York University, and earned her Doctorate in Educational Leadership with a concentration in Higher Education from St. Peter’s University.With over 20 years in education, Dr. Green’s current role as Clinical Practice and Field Work Coordinator allows her to work with pre-service early childhood students and BA Candidates in the School of Education at Medgar Evers College.Dr. Green previously held the position of Director of the Medgar Evers College Brooklyn Pipeline Program, playing a key role in providing college readiness access to K-12 students in Brooklyn school districts. Many students, under her leadership, successfully matriculated into college.Dr. Green’s research interest revolves around examining the achievement gap in college readiness access and the pipeline to college in communities of color. Her expertise spans children’s literature, college readiness access, culturally responsive teaching, English education, and student-centered instruction.

Adjunct Yolanda Simmons is a much-acknowledged educator with over 27 years of experience in teaching and educational administration in both local and international schools. Ms. Simmons has experience working with elementary, middle, high, and college-level students. Her role as an educator is further enhanced by her ability to uplift others in their identity and spirituality. Simmons attended Sir Arthur Lewis Community College where she received her first teaching degree in 1993. After completing a Bachelor of Arts in Childhood Special Education at Medgar Evers College in 2012, Simmons acquired a Masters’s Degree from Teachers College, Columbia University in Curriculum and Teaching. Throughout her studies, she has focused on developing her knowledge of Africa and African people. In particular, she has focused on African anthropology, sustainable development, affordable education, self-government, and political economy. Maintaining roles as an educator, Simmons has held positions as Special Education Teacher at New Design Middle School in Harlem, The Newport School in Brooklyn, and Adjunct Lecturer at Medgar Evers College. At Medgar Evers College, she has taught several courses in Math in Education, Critical Issues in the History of Education, and courses that prepare candidates for certification exams.

Adjunct ProfessorProfessor Keith Hoell has over 20-years of experience as a faculty and program chair, instructing in both online and in-person modalities. He has taught courses in instructional technology and learning theory, management, computer applications, programming, and networking. Professor Hoell’s specialties are in instructional technology and design systems tailored to how students learn. He has over a decade of project management and instructional design experience and has managed curriculum design projects in the information technology and education sectors and has partnered with faculty to develop numerous online courses using the latest instructional design and pedagogical practices. Professor Hoell also has served as the director of assessment for a large college in New York where he leveraged his knowledge of student assessment with technology to produce metrics that fostered regulatory compliance and accreditation with the Middle States Commission on Higher Education. He has written two Microsoft Access database textbooks, which have been translated into seven languages. He enjoys presenting webinars about integrating technology into the classroom.

Professor and Chair
Department of Developmental & Special EducationDonna Akilah M. Wright describes herself as a teacher and researcher. She is licensed to teach Nursery through Secondary English Education and Basic Adult Literacy. She is a Chairperson and Full Professor for the Department of Developmental and Special Education at City University of New York: Medgar Evers College. She also serves as the Early Childhood Special Education Coordinator.Dr. Wright received her BA from Fordham University in English Education. She received her Masters of Arts and Masters of Education from Colombia University: Teachers College in International Education: Curriculum Development and Educational Planning. Her Master of Philosophy and Doctor of Philosophy degrees were received from City University of New York: Graduate Center in Educational Psychology with specializations in Learning and Instruction and Statistics. She has worked as an International Consultant and researcher on Response to Intervention initiatives at the early childhood, elementary, secondary and adult education levels.Her research interests are literacy acquisition and remediation for diverse populations and culture- based education for African American Learners and other cultures. She was the co-director of an early childhood center for 21 years, and she has several publications.

Assistant Professor and Deputy Chair
Department of Developmental & Special EducationElla Russell, PhD, serves as an Assistant Professor of Developmental and Special Education at Medgar Evers College, of the City University of New York. In addition to her role as Deputy Chair of the Department of Developmental and Special Education, she also holds the position of Director for the Center for Teaching, Learning, and Excellence (CTLE).Dr. Russell’s academic journey is marked by a dedication to education and a commitment to serving diverse student populations. She earned her Doctor of Philosophy in Education, specializing in English as a Second Language, from Northcentral University. Complementing this, she holds a Master’s degree in Teaching English to Speakers of Other Languages (TESOL) and a Master’s in Teaching English for Grades 7-12 from Long Island University. Further enriching her educational background, she obtained a Master’s in Educational Administration and Supervision from Fordham University (Lincoln Center). Dr. Russell also earned a Bachelor of Education degree from the University of the West Indies (Mona) and Mico Teachers College.Before joining Medgar Evers College, Dr. Russell garnered extensive experience in education across various settings, including K-12 systems at both elementary and high school levels, as well as Adult Education. Her tenure at Medgar Evers College began in the Adult Learning Center, where she later assumed the role of Program Director. In this capacity, she oversaw programs such as ESL, ABE, GED, BMI, YMI, and DACA, demonstrating her multifaceted expertise in educational administration and program development. Notably, she spearheaded the implementation of a Transition To-College program, facilitating the smooth transition of numerous individuals into higher education.

Dr. Russell’s commitment to student success extends beyond administrative duties. She is actively engaged in teaching within the Education Department, where she imparts her knowledge and expertise to future educators. Additionally, she supervises students in their Clinical Practice Field Experience, providing mentorship and guidance crucial to their professional development.

Driven by a passion for equity and inclusion, Dr. Russell became a vocal advocate for marginalized and underserved students. Her research centers on non-English speakers learning English as a second or other language, with a particular focus on assisting students acquire the target language. She is dedicated to devising effective cooperative learning strategies to foster language proficiency and empower students from diverse linguistic backgrounds. Her recent publication, “How Culture Influences English Language Learners in Higher Education,” is evident that she wants to make meaningful impact in the lives of students from diverse backgrounds.

Assistant Professor
Department of Developmental & Special EducationDr. Arlene Callwood is an Assistant Professor of Developmental and Special Education. She is an individual who has dedicated her life to education, care research, and empowering others. She received a Doctor of Education in Interdisciplinary Studies from Long Island University Post, a Master of Science in Education from Brooklyn College (CUNY) and a Bachelor of Business Administration from Pace University.Spanning 23 years, her journey in the field of education began with a genuine passion for nurturing minds and inspiring a love for learning. Her natural ability to connect with students and create engaging learning environments has earned her the reputation as a dedicated and effective educator. She works tirelessly to develop innovative teaching methods and curriculum designs that cater to diverse learning styles, ensuring that each student receives the best possible education.As an avid care researcher, Arlene delves into the intricacies that promote a culture of care in educational settings. Her research focuses on relationships, aesthetic, and environmental factors that create caring schools and caring classroom spaces which helps schools, teachers, and students thrive. Arlene’s findings, through her Care Delivery Model of Teaching (CDMT), have contributed to the advancement of educational care practices in schools and shared at conferences and seminars, influencing professionals and students in the field. Inspired by Nel Nodding’s work, she is a firm believer that connection through caring is a powerful vehicle for personal and academic achievement.

Interim Dean School of Education
Director, Center for Cognitive Development

Dr. Ken J. Hoyte is the Interim Dean of the School of Education at Medgar Evers College, bringing a wealth of experience and expertise to his role. Dr. Hoyte joined the faculty at Medgar Evers College in 2011 as an Associate Professor of Education, where he has taught a diverse range of courses in Special Education, Child Development, and Early Intervention and Assessment.

With a Ph.D. in Neuroscience from Brandeis University, earned in 2006, Dr. Hoyte’s research has focused on the brain pathways involved in language and communication. Prior to his tenure at Medgar Evers College, he pursued a research career utilizing cognitive neuroscience and brain imaging techniques to investigate communication, literacy, and mathematics in individuals with Autism Spectrum Disorder and other developmental disorders. Dr. Hoyte further honed his expertise through prestigious postdoctoral fellowships at Michigan State University and Columbia University’s College of Physicians and Surgeons.

Dr. Hoyte’s commitment to cross-disciplinary Autism research continues at Medgar Evers College, where he plans to further explore innovative approaches in this field. Additionally, he has served as the director for the Center for Cognitive Development within the School of Education, focusing on utilizing brain-based research to develop interventions and projects
for children with disabilities.

Lecturer & Director of Student Success
Department of Developmental & Special Education

Prof. Ivor Baker is a lecturer in the Department of Developmental and Special Education at Medgar Evers College who specializes in the teaching of Critical Literacy and English Language Arts. He has served as Director and Senior coordinator of the highly successful Immersion Program at MEC. Presently, he serves as Director of the college’s Student Success Academy, which is an entity designed to get struggling students at the college back on track to graduation and help them retain their federal aid, and he also serves as Chair of the college’s Satisfactory Academic Progress (SAP) Committee. Professor Baker’s primary focus is transformative teaching, and he has conducted numerous workshops and lectured extensively on this subject both nationally and internationally before a diverse range of audiences. His editorial works include books on linguistics as well as children’s literature, and his endorsements consist of both ACT and CATW certifications. He holds a Bachelor of Arts degree in Philosophy and Literature from the Graduate School and University Center of The City University of New York’s prestigious CUNY Bachelorette Program as well as a Master of Arts degree with a concentration in Linguistics from Brooklyn College of The City University of New York.

GATE Project Director/ Grant Associate

As a first-generation college graduate, I know firsthand the dedication, resilience, and excitement it takes to navigate higher education. As the GATE Project Director and Grant Associate in the School of Education at Medgar Evers College, I’ve spent over a decade connecting high school and college students with crucial state and federal grant funding to help make their academic goals achievable.

My own journey started at Medgar Evers College, where I earned my Bachelor of Science in Accounting (2015). Driven by a passion for continuous learning, I earned two Master’s degrees: a Master of Science in Business Administration with a concentration in Accounting from Brooklyn College (2018) and a Master of Science in Education in Higher Education Administration from Baruch College (2023).

Drawing from both my administrative expertise and personal academic path, I advocate fiercely for expanding opportunities for students. I care deeply about empowering young adults to unlock their full potential—because with strong support, vision, and dedication, nothing is out of reach.

Off campus, my foundation rests on my vibrant Trinidadian roots and my rewarding role as a mother. My daughter continually inspires my supportive, attentive approach to mentorship. Outside of work, you’ll find me celebrating Trinidadian Carnival culture, cooking, and hosting warm gatherings for friends and family.