Curriculum Vitae
Catherine Yanan Cheng Stahl
New York, NY <—> Boston, MA, USA
www.booksmartstreetsmart.com | cyc2151@tc.columbia.edu | booksmartstreetsmartblog@gmail.com
EDUCATION
Teachers College, Columbia University, New York, NY | 2018 – Current
§ Doctor of Education (Ed.D.) in Curriculum and Teaching, expected December 2023
§ Master of Education (M.Ed.) in Curriculum and Teaching, May 2023
Wellesley College, Wellesley, MA | 2008 – 2013
§ Bachelor of Arts (B.A.) in Biological Chemistry and Art History
§ Summa cum laude (top 3.4% of graduating class; 581 graduates; GPA: 3.92/4.00)
§ 5th Year Teacher Certification Program
§ NASDTEC approved high school chemistry licensure (transferred to CT)
University of Vienna, Vienna, Austria | 2011
§ Study abroad program with intensive German language course component
Cheshire High School, Cheshire, CT | 2004 – 2008
§ Graduated with distinguished honors; AP Scholar with Distinction
§ Salutatorian (Rank 2 out of 413; GPA: 4.751/4.333)
SKILLS
§ Trained in quantitative research traditions (e.g., hypothesis testing, inductive reasoning), with extensive experience analyzing user performance data and proficiency in descriptive statistics.
§ Expertise in qualitative research traditions / applied research methods, with rigorous practical experience conducting digital interviews, focus groups, surveys, field observations, document analysis.
§ Strong and meticulous analytical skills, with proven ability to troubleshoot and drive valuable insights.
§ Excellent writing, editing, and proofreading skills, with experience writing peer-reviewed publications, reports, briefs, white papers, grant proposals, prospectus, IRB applications, field notes, and abstracts.
§ Exceptional presentation, interpersonal, and facilitation skills to effectively communicate with diverse audiences and stakeholders in K-12, higher education, and other public-facing spaces.
§ Highly effective communication skills, adept at distilling and translating complex research findings into actionable recommendation to internal and external collaborators to drive product design.
§ Outstanding teaching, mentoring, advising, and coaching skills in small and large team contexts.
§ Expertise in the use of digital collaboration, visualization, interfacing, and multimedia presentation tools to engage, communicate, and co-create with team members and stakeholders.
§ Detailed knowledge of research curation and reference management tools (e.g., Zotero, Mendeley, Research Rabbit, Scopus).
§ Proficiency in the use of Microsoft Office and Google Suite apps.
§ Experience with digital engagement, social media communication, and graphic design.
§ Fluency in Mandarin Chinese and German; proficiency in Spanish (listening / reading).
TEACHING
New York University School of Professional Studies, New York, NY, September 2022 – Current
Adjunct Instructor, Writing for Social Science Research
§ Designing interactive, inclusive, and flexible user experiences in an online asynchronous course.
§ Building out multimedia course modules to develop and evaluate students as critical reviewers of social science research and as ethical and persuasive writers of formal research documents.
§ Administering weekly assessments of user engagement and pedagogical experiences, implementing real-time user feedback to optimize future iterations of digital learning interactions.
Department of Curriculum & Teaching, Teachers College, Columbia University, New York, NY, September 2020—December 2021
Instructor, Gender, Difference and Curriculum (C&T 4032):
§ Conceptualized, developed, and taught an elective course that interrogates school curricula, policies, and practices through a lens of gender towards more equitable schooling.
§ Maintained a ‘living syllabus’ with relevant resources, and aligned the focus of each semester with the lived realities of students to attend to shifting social, political, cultural contexts.
§ Organized guest speaker events; facilitated panel presentations connecting current students and alums; and created opportunities to showcase and celebrate learning.
§ Advised masters students on the design and execution of inclusive curricular projects.
Academic Writing Program, Marymount Manhattan College, New York, NY, September 2019—December 2021
Adjunct Writing Instructor, Effective Thinking Lab (WRIT 9) and Writing in the Liberal Arts Lab (WRIT 11)
§ Differentiated instruction to first-year college students in reading, writing, critical thinking, presenting, multimedia composition, self-assessment, and metacognition.
§ Adapted two introductory writing courses for an online learning experience during the COVID-19 pandemic and facilitated workshops on online writing pedagogy and digital tools.
§ Provided formative feedback on written, oral, and media-based work through one-on-one conferences, peer review partnerships, small group workshops, and full-class instruction.
Department of Curriculum & Teaching, Teachers College, Columbia University, New York, NY, September 2019—May 2020
Graduate Teaching Assistant, Gender, Difference and Curriculum (C&T 4032):
§ Developed and updated the course curriculum with Dr. Nancy Lesko.
§ Planned and conceptualized weekly lessons based on the needs of students in the course.
§ Facilitated and occasionally led class sessions.
§ Initiated all email and online communication for the course and maintained the course Canvas site.
§ Provided written feedback on course assignments.
Joel Barlow High School and Easton/Redding/Region 9 (ER9), Redding, CT, August 2015—June 2018
Teacher Leader and Teacher Mentor
§ Led cross-functional team discussions around STEM curriculum design, development, implementation, and assessment in ER9 district leadership meetings.
§ Facilitated ER9 district Teacher Education and Mentoring Program (TEAM) meetings; mentored beginning teachers, supporting their professional growth through classroom visits, coaching sessions, and up-to-date research on instructional design, classroom management, and learning evaluation.
§ Facilitated pedagogical discussions with biology teachers at the 2017 Connecticut Science Teachers Association Conference, providing support in navigating new curricula and science standards.
STEM Department, Joel Barlow High School, Redding, CT, Fall 2013—Summer 2018
Chemistry and Biology Teacher
§ Recognized as the 2018 Connecticut Teacher of the Year for Region 9 District.
§ Formulated annual student learning goals with a measurable target; performed statistical analysis of user performance data to identify predictors of success; conducted mid- and final-performance reviews informed by quantitative and qualitative data to monitor progress and adjust action plans.
§ Built relationships with over 600 students and their families, co-constructing student-centered instruction to meet their varying learning needs, maintaining communication through multiple digital and in-person channels, supporting learning goals, and managing expectations.
Department of German, Wellesley College, Wellesley, MA, Fall 2011—Spring 2012
Teaching Assistant for Introductory German Language Course and Department Drop-in Tutor
§ Taught German language to introductory students everyday for 1.5 hours during Wellesley Wintersession (3 weeks).
§ Led discussions concerning German language and culture and organized study sessions and lessons with the professor.
§ Worked on grammar, read through text, and proof-read essays with beginning and advanced students individually.
Department of Biological Sciences, Wellesley College, Wellesley, MA, Fall 2010—Spring 2012
Genetics Course Assistant
§ Worked closely with professors on teaching methods and with students on course material.
§ Organized and led homework help sessions, study groups, and exam reviews.
Science Outreach Program, Wellesley College, Wellesley, MA, Spring 2010—Fall 2010
Volunteer Teacher and Student Activity Leader
§ Taught basic science concepts to 7th and 8th graders at Mission Grammar Catholic School in Boston twice a month.
Yulin Middle School, Yulin, Guangxi, China, Summer 2008
English Teacher for Chinese Native Speakers
§ Self-organized and taught an evening English course for middle school students.
§ Created own teaching texts, homework assignments, and learning activities.
RESEARCH
Digital Futures Institute (DFI), Teachers College, Columbia University, New York, NY, January 2022—Current
Researcher
§ Overseeing four digital products / projects simultaneously: 1) research curation for a public scholarship site on play and wellbeing; 2) design of a microsite offering user-centered programming and resources on play; 3) publication of white paper on the promises of play across educational spaces; and 4) production of multimedia / essay series resulting from ongoing partnerships with field experts.
§ Managing a cross-functional team of research assistants (product development, communication, and design teams), organizing weekly meetings to aid in progress and ensure timely project deliverables.
§ Co-creating workshops, retreats, and other user experiences that center play to invite innovative and equitable solutions in existing barriers in research, pedagogy, and public engagement.
§ Assisting the Managing Director and Vice Dean for Digital Innovation with ideation, grant-writing, and outreach efforts to expand the organization’s digital presence, products, and programs.
Department of Curriculum & Teaching, Teachers College, Columbia University, New York, NY, January 2022—Current
Principal Investigator
§ Leading grant-funded dissertation study employing digital ethnographic and participatory methods to learn how Gen Z youth construct otherwise identities and build communities across digital spaces.
§ Executed 4 online studies exploring 1) Gen Z generational experiences on TikTok; 2) Gen Z identity formation and belonging across varied digital spaces; 3) lived experiences within the private Subtle Asian Traits Facebook community; and 4) Asian American identity narratives on TikTok.
§ Orchestrating systematic reviews of peer-reviewed literature at the intersection of digital spaces, identities, and belonging to define research questions and contextualize research findings.
§ Communicating research in annual high-impact research conferences (e.g., American Educational Research Association), equity-centered professional development institutes (e.g., Reimagining Education Summer Institute), and news outlets (e.g., The Lantern).
Communications, Media, & Learning Technologies Design Program, Department of Mathematics, Science and Technology, Teachers College, Columbia University, New York, NY, January 2021—April 2022
Co-Principal Investigator with Dr. Ioana Literat
§ Conducted online study titled “#GenZ on TikTok: The Collective Online Portrayal of a Generation.”
§ Published research findings as a journal article in the Journal of Youth Studies.
Department of Curriculum & Teaching, Teachers College, Columbia University, New York, NY, July 2020—April 2021
Principal Investigator
§ Conducted IRB-approved online study titled “Following Gen Zers into Digital Spaces: Identity Constructions Outside of Official Learning Spaces.”
§ Presented research findings and methodological insights at the American Educational Research Association (AERA) Annual Conference (2021, Apr 8-12).
§ Discussed multimodal research methods of engaging with youth as part of the Media and Social Change Lab (MASCLab) podcast.
Teacher Inquiry Group, Teachers College, Columbia University, New York, NY , September 2018—August 2019
Lead Facilitator and Graduate Research Assistant
§ Supervised a multidisciplinary team of 9 public school teachers committed to advancing critical inclusivity, social justice, and racial equity, providing guidance and fostering a culture of care.
§ Conducted site visits across community spaces and collaborated with teachers in their inquiry, tailoring research approaches to align with their unique needs, perspectives, and skillsets.
§ Coordinated monthly collaboration sessions, bringing senior leadership and teachers together in conversation to maintain strong relationships, ensure ongoing engagement, and strategize how to translate classroom data into actionable insights.
§ Co-presented with a teacher team in a conference for educators and researchers, delivering insights and impacts of our collaborative inquiry model.
Department of Chemistry, Wellesley College, Wellesley, MA, Summer 2012—Summer 2013
NIH Post-baccalaureate Research Fellow, Biochemistry Research and Teaching Assistant, Lab Manager
§ Investigated the structure and dynamics of human Notch protein using various spectroscopic methods.
§ Trained by Bruker to carry out experiments using MALDI TOF mass spectrometry.
§ Taught and trained two undergraduate research students in common biochemical lab techniques (protein expression, purification, enzymatic assays, various chromatography and spectroscopic methods, bioinformatics, data analysis).
§ Led workshops/tutoring sessions twice a week for a first semester biochemistry course for majors.
Department of Internal Medicine, Yale University School of Medicine, New Haven, CT/U.S. Veterans Affairs Hospital, West Haven, CT, Summer 2010 and 2011
Research Assistant
§ 2010: Studied the expression of intermedin (IMD) in breast, liver and colorectal tumors; Learned the techniques of immunohistochemistry, cell culture, immunofluorescence and ELISA.
§ 2011: Studied the role of calcium sensing receptor (CaSR) in the regulation of secretory diarrhea; Designed and performed experiments using the Ussing chamber and rat colonic mucosal tissue; Recorded and analyzed short-circuit current measurements.
§ Contributed to the writing and editing of manuscripts resulting from my technical and data analysis work.
Cancer Genomics Branch, National Human Genome Research Institute, Bethesda, MD, Summer 2009
Summer Intern for Women’s Health Research Internship Program in Skin Cancer and Dermatology
§ Selected as 1 of 2 interns out of a pool of 95 applicants for the 10-week long intensive research internship.
§ Performed mutational analyses of protein tyrosine phosphatase (PTP) family genes in melanoma genome.
§ Presented research at the Annual National Institutes of Health Summer Research Poster Day.
§ Discussed original scientific literature in the National Cancer Institute “Chromatin in Development” journal club.
§ Learned the techniques of Sanger high-throughput sequencing, exo/sap, gel electrophoresis, PCR, gene cloning, mutational analysis using Mutation Surveyor, bioinformatics.
§ Provided bioinformatics analysis and technical assistance to projects that culminated in publications (Wei et al. 2010 Mol Cancer Res; Walia et al. 2014 Hum Mutat).
WRITING, CONSULTING, PUBLISHING, TUTORING
Book Smart Street Smart Blog (www.booksmartstreetsmart.com), Summer 2018—Current
Founder, Writer, Photographer, and Content Creator of an Educational/Personal Online Blog
§ Reading, collecting, interviewing, researching, and organizing to generate authentic blog posts that have relevance for youth and adults alike; the blog evolves with my readers, our life experiences, and my own personal and intellectual growth.
§ Writing original content under themes of “book smarts” and “street smarts” for high school students and beyond.
§ Documenting my academic journey as a doctoral student in education and sharing my life experiences as an adult, emerging researcher, a former teacher, and former high school/college student.
§ Capturing and showcasing with original photography hidden gems across New York City and wherever else I travel.
Private One-on-One and Small Group Tutoring, Boston, MA, Fall 2012—Current
Private Tutor Specialized in Biology and Chemistry, Academic Writing, and 6-12 Academic Services
§ Providing in-home private tutoring for individual learners and small groups, as well as one-on-one online tutoring for long-distance learners.
§ Teaching learners to be self-sufficient by deepening their conceptual understanding, and helping to develop their critical thinking, analytical reasoning, and academic writing skills.
§ Serving as a thought partner for sustained academic projects and research studies at all academic levels through doctoral work.
Division of Student Affairs (DSA), Teachers College, Columbia University, New York, NY, May 2021—August 2022
Student Employee Representative, Graduate Writing Center
§ Assisted in the job search for Associate Director of GSLD
§ Participated in strategic planning with the senior leadership team of the DSA as part of an all-division meeting, bringing student employee voices and collaborating with other offices (TC NEXT, Student Health & Wellness)
Graduate Writing Center (GWC), Teachers College, Columbia University, New York, NY, January 2019—August 2022
Consultant / Lead Workshop Facilitator
§ Advised 102 masters and doctoral students across departments with 358 one-on-one consultations rated as “excellent” (98.5%), assessing their skills, identifying priorities, and providing evidence-based strategies to help them become more compelling, self-sufficient, and confident writers.
§ Ran qualitative and quantitative user research to identify pain points and opportunities (e.g., increase research and publishing supports) and delivered several online webinar series per user demand.
§ Developed and facilitated 15 interactive in-person and online workshops and presentations to various audiences, providing actionable, individualized support and tailored best practices to users.
§ Supported our international partner (University of KwaZulu-Natal) in establishing their own Academic Literacy Center for local students by co-designing user experiences and curating resources.
§ Managed the onboarding resources for new hires and mentored new team members.
Teachers College Record (TCR), New York, NY, June 2020—May 2021
Digital Publishing Associate and Editorial Graduate Assistant
§ Directed revamped outreach efforts to make TCR accessible digitally, locally, and globally.
§ Developed and moderated 2 journal talks that reached 115 stakeholders across 6 countries.
§ Co-managed the @TCRecord Twitter account and enhanced TCR’s digital presence (91% increase in Tweet impressions, 72% increase in profile visits, 116% increase in mentions) and user participation.
§ Curated weekly digital content to grow target user involvement (i.e., graduate student) and led the “Relevant Research for the Times” initiative to amplify multiple constituency voices in education.
§ Managed a database of content published in TCR by graduate students in the past 10 years to inform editorial decision-making to expand diversity and advance equity in authorship and publication.
Capitol Region Education Council (CREC) and ER9 Summer Cornerstone Institute, Hartford and Redding, CT, January 2018—June 2018
Curriculum Designer and Writer
§ Spearheaded “three-dimensional” curricula for the Next Generation Science Standards (NGSS) through the CREC Institute for Teaching and Learning Curriculum Consortium.
§ Assisted teachers with reimagining and transitioning existing curricula to align with NGSS.
§ Developed and led the implementation of a common chemistry ‘cornerstone task’ for all high school students to pilot problem-based learning and evaluate a new assessment model.
Pforzheimer Learning & Teaching Center, Wellesley College, Wellesley, MA, Spring 2009—Spring 2012
Tutor for Departments of Chemistry, Biology, Spanish, and Art History
§ Worked with students collectively in chemistry help room and individually during private sessions (Fall 2010-Spring 2012).
§ Tutored in organismal, cellular and stem cell biology, cell physiology and genetics in the help room (Fall 2010-Spring 2012)
§ Planned study sessions and provided feedback on papers for students of intro art history courses (Fall 2009-2010).
§ Worked with students one-on-one in 100- and 200-level Spanish courses (Spring 2009-Fall 2010).
Department of Art History, University of Vienna, Vienna, Austria, Spring 2011
Translator
§ Translated primary source documents regarding art in Tibet from Chinese to English.
AWARDS & HONORS
§ Dissertation Research Fellowship (Sept 2022 – Aug 2023)
§ Provost’s Grant for Conference Presentation & Professional Development (Dec 2022)
§ Exemplary Impact Award, Graduate Writing Center, Teachers College (May 2021)
§ Connecticut Teacher of the Year for Regional School District 9 (2018)
§ The A. Arthur Gottlieb, M.D. Endowed Memorial Prize in Biological Chemistry (May 2012)
§ Wellesley College Organic Chemistry Award (Sept 2010)
§ The Ethel Folger Williams Prize for the study of German (Jun 2010)
§ Wellesley College First Year Chemistry Award (Sept 2009)
SCHOLARSHIPS & FELLOWSHIPS
September 2022 – August 2023
§ Dissertation Research Fellowship
§ Provost’s Grant for Conference Presentation & Professional Development
§ Teachers College Graduate Assistant Scholarship
September 2021 – August 2022
§ Teachers College Graduate Assistant Scholarship
September 2020 – August 2021
§ Teachers College Minority Scholarship
§ DEYCTP Center Fellowship
§ Gayles-Felton Endowed Scholarship
§ Teachers College Doctoral Fellowship, Department of Curriculum & Teaching
§ Teachers College Graduate Assistant Scholarship
September 2019 – August 2020
§ Teachers College Minority Scholarship
§ Teachers College Minority Scholarship
§ Dorothy L. Dorman Scholarship
§ Diana Clark Fellowship
§ Teachers College Doctoral Fellowship, Department of Curriculum & Teaching
September 2018 – August 2019
§ DEYCTP Center Scholarship, Department of Curriculum & Teaching
§ Diana Clark Fellowship
§ Teachers College General Scholarship, Department of Curriculum & Teaching
§ Teachers College Doctoral Fellowship, Department of Curriculum & Teaching
PRESENTATIONS
Conferences
§ Cheng Stahl, C. Y. (2023, Apr 13 – 16). Traveling home! Asian American youth embarking on homeward journeys through digital spaces. Part of the Media, Culture & Learning SIG panel Roaming Digital Hallways and Avenues: Co-Constructing Home in Multimodal Digital Space Research. Paper session at the American Educational Research Association (AERA) Annual Conference in Chicago, IL.
§ Cheng Stahl, C. Y. (2022, Nov 29 – Dec 3). Traveling with youth: Moving towards an ethical stance and methodological framework for digital space research. Part of the Symposium The Ethics of Researching Digital Communities. Paper session at the Literary Research Association (LRA) 72nd Annual Conference in Phoenix, AZ.
§ The FOCALS. (2021, May 8). Becoming more-than-doctoral-students: A post-qualitative collective narrative inquiry. Roundtable presentation at the 5th annual Teachers College Curriculum & Teaching Graduate Student Collaborative’s Student-Led Conference [Virtual], themed To Tell You the Truth(s): Of That Which We are (Not) Capable in New York, NY.
§ Cheng Stahl, C. Y. (2021, Apr 8-12). Gen Zers in digital worlds: Methodological insights from documenting youth experiences in unofficial learning spaces. Part of the Media, Culture & Learning SIG panel Pop Goes the Culture: Reimagining Childhoods in Digital Spaces. Paper session at the American Educational Research Association (AERA) Annual Conference [Virtual conference]
§ Fube, L., Cheng Stahl, C. Y., & Animashaun, O. (2021, Apr 8-12). Dancing with concentric circles: A framework for integrating pop culture into digital classrooms. Part of the Media, Culture & Learning SIG panel Pop Goes the Culture: Reimagining Childhoods in Digital Spaces. Paper session at the American Educational Research Association (AERA) Annual Conference [Virtual conference]
§ Licata, B. & Cheng Stahl, C. Y. (2021, Apr 8-12). Thinning Space: A Conceptual Framework Inspired by the Virtual World of Gaming. Part of the Critical Issues in Curriculum and Cultural Studies SIG roundtable Collectivist Curricular Approaches to Construct Communal Ways of Knowing and Belonging. Roundtable session at the American Educational Research Association (AERA) Annual Conference [Virtual conference]
§ Jiménez, I., Cheng Stahl, C., Harris, C. (2021, Jan 2-3). Reading depression, writing feelings: Women of Color creating counter-academic spaces through a pandemic. Discussion Session at the International Symposium on Autoethnography and Narrative [Virtual]. https://iaaniorg.files.wordpress.com/2021/01/isan-program-1-1-21-links.pdf and https://www.youtube.com/watch?v=cK6k6Y8GBfE&feature=youtu.be
§ Cheng Stahl, C., Cohen-Garcia, A., Paredes, V., Pomidoro, L., & Oyler, C. (2020, May 4-9) Welcoming Affects in Teacher Inquiry for Inclusivity and Equity. Presentation at the 4th Annual Teachers College Curriculum & Teaching Graduate Student-Led Conference [Virtual], themed Facing Climate: Affecting change in our classroom, community, and world in New York, NY. https://sites.google.com/tc.columbia.edu/facingclimate2020/becoming-and-being-many-teacher-identities
§ Cheng Stahl, C. Y., & Oyler, C. J. (2020, Apr 17-21) Welcoming Affects in Teacher Inquiry for Inclusivity and Equity. Roundtable session at the American Educational Research Association (AERA) Annual Conference [Conference canceled] in San Francisco, CA. http://tinyurl.com/tcrbloq
§ Cheng, C. Y., & Fricker, J. (2017, Nov 18) Biology Teachers Talking NGSS. Presentation at the Connecticut Science Teachers Association in Hamden, CT.
§ Cheng, C.Y. (2013, Apr 20-24) Incorporating Public Sharing into Existing Curriculum as a Solution to Bridge the Perceived Gap between Classroom and Real World Biochemistry. Poster session at the American Society for Biochemistry and Molecular Biology “Experimental Biology” Conference in Boston, MA.
§ Cheng, C.Y. (2013, Apr 20-24) Protease Sensitivity Map of the Highly Structured Heterodimerization Domain of the Human Notch 2 Receptor in the Presence and Absence of the Furin Cleavage Loop. Poster session at the American Society for Biochemistry and Molecular Biology “Experimental Biology” Conference in Boston, MA.
§ Cheng, C.Y. (2012, Apr 25) Purification and Enzymatic Characterization of Chitinase: Comparison of Fruit Enzymes. Poster session at Wellesley College Ruhlman Conference in Wellesley, MA.
§ Cheng, C.Y. (2009, Aug 4). Mutational Analysis of the Melanoma Genome: A Gene Family Approach to Identify Novel Mutations. Poster session at the National Institutes of Health Summer Research Poster Day in Bethesda, MD.
Public Talks
§ Yoon, H., Templeton, T. N., & Cheng Stahl, C. (2021, Jul 13). Feeling major: a dialogue about status, belonging, and dreams in the Asian American experience. Plenary session at the Reimagining Education Summer Institute [Virtual] at Teachers College in New York, NY. https://www.youtube.com/watch?v=9Zju0z99Kiw
§ Jiménez, I., Cheng Stahl, C., Harris, C. (2021, Apr 14). Reading depression, writing feelings: Women of Color creating counter-academic spaces through a pandemic. Multimodal autoethnography presentation at a weekly Media and Social Change Lab (MaSCLab) meeting [Virtual] at Teachers College in New York, NY.
§ Knight-Manuel, M., Corno, L., Nantwi, G., Lan, C., Earl, A. & Cheng Stahl, C. (2021, Feb 25). Inside the journal with the Executive Editor and Editorial Team at TCR, Part 2. Public talk as part of the All Access: Unwritten Rules of Academic Publishing series (moderated by Catherine Cheng Stahl) at Teachers College Record, New York, NY. https://www.vialogues.com/vialogues/play/66564
§ Knight-Manuel, M., Corno, L., Nantwi, G., Lan, C., Earl, A. & Cheng Stahl, C. (2021, Feb 18). Inside the journal with the Executive Editor and Editorial Team at TCR, Part 1. Public talk as part of the All Access: Unwritten Rules of Academic Publishing series (moderated by Catherine Cheng Stahl) at Teachers College Record, New York, NY. https://www.vialogues.com/vialogues/play/64906
§ Cheng Stahl, C. (2020, Nov 11). Multimodal scholarship with youth in digital spaces: Sharing in-progress behind-the-scenes work. Public presentation at a weekly Media and Social Change Lab (MaSCLab) meeting [Virtual] at Teachers College in New York, NY.
§ Cheng Stahl, C. (2020, Jun 5) Thinking with, Returning, and the Middle: An Experiment in the Midst of Change. Keynote speech at the 10th Annual Joel Barlow High School Science Symposium [Virtual] in Redding, CT. https://www.booksmartstreetsmart.com/science-symposium-keynote-experiment
§ Cheng, C., Rhyu, J., Ban, S., & Lee, S. (2018, Nov 17) STEM Education: Shifting to Science as a Verb from a Noun. Presentation at the 25th Korean-American Scientists and Engineers Association (KSEA) New York Metropolitan Chapter Math/Science Olympiad (KMSO 2018) at St. John’s University in Queens, NY.
§ Cheng, C. (2017, Nov 29) Emergence of the Quiet Leader: Empowering Introverts in our Increasingly Loud Society. Keynote speech at the National Honor Society Induction Ceremony at Joel Barlow High School in Redding, CT.
Academic Talks & Campus Workshops
§ Cheng Stahl, C., Fube, L., & Coulson, J. (2022, Mar 30). Managing Student Life and Finding Jobs in and out of Teachers College. Virtual roundtable discussion for doctoral students in C&T 6965 (Spring Colloquium) at Teachers College in New York, NY.
§ Cheng Stahl, C. (2021, Nov 18). Research Designs and Methodologies: Expanding Data Collection and Analysis with Multimodal and Digital Practices. Virtual presentation for doctoral students in C&T 6011 (Qualitative Inquiry) at Teachers College in New York, NY.
§ Newhouse, K., Oliver, K., Von Joo, L, Cheng Stahl, C., & Raja, R. (2021, Jun 30). Media and Social Change Lab (MaSCLab) Syllabus Review: Sharing Resources to Develop Accessible, Multimodal, and Justice-Oriented Syllabi. Interactive virtual presentation for the faculty and staff of Teachers College through the Digital Futures Institute (DFI) at Teachers College in New York, NY.
§ Cheng Stahl, C. (2021, May 12). Digital Sites of Equity and Inquiry: Examining Methods of Coming to Know Children and Youth’s Digital Practices. Virtual presentation for masters students in a digital literacies class at the Ontario Institute for Studies in Education (OISE) of the University of Toronto in Toronto, Canada.
§ Coles, D., Zajic, M., Arnzen, C., & Cheng Stahl, C. (2021, Mar 10). Doctoral Table Talk: Importance of Professional Development as a Doctoral Candidate and Preparing for a Career in Academia. Public talk hosted by the Office of Graduate Student Life & Development at Teachers College in New York, NY.
§ Cheng Stahl, C. (2021, Feb 4 and Feb 11). Becoming-Graduate-Student: Academic Reading, Writing & Note-taking. Virtual presentation for masters students in a pre-service teaching class of Teaching Residents at Teachers College (TR@TC) at Teachers College in New York, NY. http://bit.ly/becoming-grad-student
§ Cheng Stahl, C. (2020, Dec 3). Interdepartmental Elective Q&A. Virtual event hosted by the Student Senate at Teachers College in New York, NY.
§ Cheng Stahl, C., Schwitzman-Gerst, T., McNamee, T., Mandavia, A., Bakhoya, M., & Kurakbayev, K. (2020, Aug 31). Panel Discussion with Current Students: New Doctoral Student Welcome [Virtual] at Teachers College in New York, NY.
§ Cheng Stahl, C., Fube, L., & Animashaun, O. (2020, Jul 13-17) Reaching for the Remote: Integrating Pop Culture into Digital Classrooms. Workshop at the Reimagining Education Summer Institute (RESI): Teaching, Learning, and Leading for a Racially Just Society [Virtual Institute] at Teachers College in New York, NY.
§ Cheng Stahl, C. Y. (2020, May 26) Introduction to the Graduate Writing Center Services and Resources. Virtual workshop for the Summer Welcome programming of the New Student Orientation at Teachers College in New York, NY. https://www.tc.columbia.edu/graduate-writing-center/webinars/
§ Cheng Stahl, C. Y. (2020, May 27) Introduction to Academic Writing and APA Style. Virtual workshop for the Summer Welcome programming of the New Student Orientation at Teachers College in New York, NY. https://www.tc.columbia.edu/graduate-writing-center/webinars/
Podcasts and Multimodal Presentations
§ Cheng Stahl, C., Zhou, X.G., Riina-Ferrie, J., & Barros Cruz, L. (2021, Sept 20). Multimodal Research and Gen Z Online Identities (Season 4, Episode 3) [Audio podcast episode]. In Media and Social Change Lab (MaSCLab) Podcast. Digital Futures Institute (DFI), Teachers College, Columbia University. https://soundcloud.com/masclab/season-4-episode-3-multimodal-research-and-gen-z-online-identities
§ Yoon, H., Templeton, T. N., & Cheng Stahl, C. (2021, Jul 13). Feeling Major: A Dialogue About Status, Belonging, and Dreams in the Asian American Experience. Plenary session at the Reimagining Education Summer Institute [Virtual] at Teachers College in New York, NY. https://www.youtube.com/watch?v=9Zju0z99Kiw
§ Sealey-Ruiz, Y., Hartman, M., Silvestri, J., Sue, D.W., & Cheng Stahl, C. (2021, Jun 8-10). Day 2 Faculty Insights: Inclusion [Video]. Digital Futures Institute (DFI) Summer Summit: Teaching Across Spaces, Teachers College, Columbia University. https://vimeo.com/559951555/7fffee581d
PUBLICATIONS
§ Cheng Stahl, C., & Literat, I. (2022). #Gen Z on TikTok: The collective online self-portrait of the social media generation. Journal of Youth Studies. Article ahead of print. https://doi.org/10.1080/13676261.2022.2053671
§ Licata, B.*, & Cheng Stahl, C.* (2022). Thinning space: New skins for new worlds of teaching and learning. In D. Friedrich, D. Hollman, & J. Corson (Eds.), Pop culture and curriculum, assemble! Exploring the limits of curricular humanism through popular culture (pp. 129–162). DIO Press, Inc.
§ Licata, B.*, & Cheng Stahl, C.* (2021). Shifting skins: Becoming multiple during emergency online teaching. Bank Street Occasional Paper Series, 46(7). https://www.bankstreet.edu/research-publications-policy/occasional-paper-series/ops-46/emergency-online-teaching/
§ Cheng Stahl, C. (2021, Feb). A lyric of my racial awakening. The Manual: Graduate Newsletter of the Graduate Student Council, 1(10), 15. https://drive.google.com/file/d/1gp-6GN0Yg0fEqEJhw3mSpUZwALWVAGpT/view?usp=sharing
§ Cheng Stahl, C. (2020, Dec). My (grad student) life amidst COVID-19: Returning to and re-turning thoughts, encounters, and feelings. The Manual: Graduate Newsletter of the Graduate Student Council, 1(7), 7. https://drive.google.com/file/d/1OxL82Q_qWi5JToRtnsXsvQc9DZWg3Uqg/view?usp=sharing
§ Cheng Stahl, C. (2020). A lyric of my racial awakening. Using Our Teacher Voice. https://www.usingourteachervoice.org/stories/lyric-of-my-racial-awakening
§ Tang, L., Fang, X., Winesett, S.P., Cheng, C.Y., Binder, H.J., Rivkees, S.A., & Cheng, S.X. (2017). Bumetanide increases Cl—dependent short-circuit current in late distal colon: Evidence for the presence of active electrogenic Cl-absorption. PLoS ONE, 12(2), e0171045. http://doi.org/10.1371/journal.pone.0171045
§ Tang, L., Cheng, C.Y., Sun, X., Pedicone, A.J, Mohamadzadeh, M., & Cheng, S.X. (2016). The Extracellular Calcium-Sensing Receptor in the Intestine: Evidence for Regulation of Colonic Absorption, Secretion, Motility, and Immunity. Frontiers in Physiology, 7, 245. http://doi.org/10.3389/fphys.2016.00245
§ Cheng, C.Y. & Vardar-Ulu, D. (2013). Incorporating Public Outreach into Existing Curriculum as a Solution to Bridge the Perceived Gap between Classroom and Real World Biochemistry. The FASEB Journal, 27 (1 Supplement), 29.6-29.6. http://www.fasebj.org/content/27/1_Supplement/29.6.short
§ Cheng, C.Y., Cabral, K.S., Khan, A., & Vardar-Ulu, D. (2013). Protease Sensitivity Map of the Highly Structured Heterodimerization Domain (HD) of the Human Notch 2 Receptor in the Presence and Absence of the Furin Cleavage Loop. The FASEB Journal, 27 (1 Supplement), 790.10-790.10. http://www.fasebj.org/content/27/1_Supplement/790.10.short
*indicates shared first authorship
PROFESSIONAL SERVICE
§ Editorial Advisory Review Board, Literacy Research: Theory, Method, Practice (LR:TMP) Vol 72.
§ Reviewer for the Media, Culture & Learning SIG, AERA 2022 Annual Meeting (April 22-25, 2022).
§ Curriculum & Teaching Representative for “Q&A: Interdepartmental Elective Courses” hosted by the Teachers College Student Senate (December 3, 2020).
§ Moderator for New Doctoral Student Welcome (as part of New Student Orientation 2020): Facilitated the panel discussion on doctoral student perspectives (August 31, 2020).
§ Judge for the 2020 Connecticut STEM Fair (February 8, 2020).
§ STEM Leadership Committee Member: Led discussions and represented the STEM department at Connecticut Easton/Redding/Region 9 (ER9) leadership meetings (2017-2018).