2020/21 Gardiner Fellows at Molloy University

Gardiner Fellows


Molloy University Gardiner Fellow Alana Andrews

Alana Andrews is currently serving her 9th year as a New York City school psychologist. Alana earned her bachelor's degree in psychology with a minor in African and Puerto Rican studies from Hunter College, CUNY. She earned a master's degree from Adelphi University in school psychology. She also holds an advanced post master's certificate in behavior analysis with a focus on criminal justice from Saint Joseph's University. Alana's research interests include disability studies and critical race theory in education, specifically examining pre-service special education teacher preparation programs. 


Florence Barbour

Florence Barbour is the senior director of curriculum, instruction, and professional development for Harbor Child Care, Inc. Prior to this position, Florence was the center director of Harbor Child Care at RXR Plaza in Uniondale for eight years. In her current position, she is responsible for the implementation of Harbor's educational curriculum across all five Harbor centers and the ongoing professional development of all teachers.  She has over 20 years' experience in the early childhood education field, first as a teacher and then as an administrator. Florence has earned a master's degree in psychology from Adelphi University, as well as a master's degree in public administration and a School Building Leader (SBL) certification from Baruch College. Her research interests include social justice and teacher retention in the early childhood education field.


Kelly Bare

Kelly Bare is an instructor in the master's in public leadership program at the University of San Francisco, and active in the school integration movement in New York City and nationally. Her background is in magazines, book publishing, digital media, and strategic communications. She spent almost a decade at The New Yorker, helping the near-century-old magazine adapt to a digital world, and covered the 2016 presidential election for Bloomberg Politics. Kelly currently consults for organizations such as the National Coalition on School Diversity and New York Appleseed, is on the national parent board of Integrated Schools and the leadership team of Live Here, Learn Here in central Brooklyn, and is active in the New York City Alliance for School Integration and Desegregation (ASID) as well as community-building efforts in her kids' Brooklyn public schools. She is interested in researching how people build and sustain coalitions across race, class, ethnicity, economic class, social class, and other identities to meaningfully integrate our schools and communities.


Molloy University Gardiner Fellow Betyne Farrell

Betyne Farrell is a bilingual school psychologist within the Baldwin School District. Prior to this position, she worked as a school psychologist in District 75 for the  NYC Department of Education. She graduated with a bachelor's degree from Molloy University and a master's degree from Adelphi University. Her research interests include examining effective practices and training to improve culturally responsive pedagogy. 


Molloy University Gardiner Fellow Nadia Khan-Roopnarine

Nadia Khan-Roopnarine is a founding teacher at Spring Creek Community School in Brooklyn. She serves as the chair of the English Department and teaches 10th grade English and advanced placement English literature composition. Nadia received her bachelor's degree in English literature from Molloy University in 2011, and her master's degree in adolescent English education from New York University in 2012. She is a current member of the Paulo Freire graduate student council. In addition to critical pedagogy, her research interests include decolonizing schools especially in terms of curriculum and instruction. 

Molloy University Gardiner Fellow Nicki K. Gonias Nicki K. Gonias has been working as a co-certified mathematics/ENL teacher both for the NYCDOE and on Long Island for a combination of 14 years. Nicki attended St. John's University receiving a bachelor's in mathematics and a master's in TESOL. She continued her education in the CITE program through the College of Saint Rose to receive a second master's degree in educational leadership and an SDL (school district leader) certificate. Nicki has presented at the Long Island English to Speakers of Other Languages (LI ESOL) conference on growth mindset in mathematics for the ENL student and at Long Island Technology & Education Summit (LITES) on the integration of technology for ENLs in the mathematics classroom. At Molloy, she serves as an adjunct instructor for the doctoral level quantitative research course as well as doctoral assistant for the NSF-funded Noyce Ambassadors STEM program. Nicki's research interests include ENL/MLL students pertaining to culturally responsive pedagogy and mathematics.  


Molloy University Gardiner Fellow Nicki K. Gonias

 Sandra Morris-Aarons currently works in the early childhood education field as a teacher. She has been a mentor and inspiration to student teachers, paraprofessionals, Jumpstart leaders, and members who have worked alongside her. She has earned an associate degree in business administration from Tomlinson College, a bachelor's degree in elementary education from York College, and a master's degree in special education from Hofstra University. Her research interest includes social justice and the barriers present for black and brown boys in education, the relationship between parents of cultural and linguistic diverse students in preschool and educators pertaining to student's    academic performance. 

Molloy University Gardiner Fellow Jennifer Watters Delahunt

Jennifer Watters Delahunt currently works as an elementary school teacher for the New York City Department of Education in Queens, NY. She has worked for the NYC DOE for 13 years and her various roles included curriculum developer, inquiry leader, and reading coach. Jennifer earned her bachelor's degree in communications from the State University of New York at Oswego. She earned her master's degree in elementary education from Long Island University Post and her school administration certifications (SDA, SDL) from The College of Saint Rose. Jennifer's research interests include dismantling school segregation on Long Island, the implementation of implicit bias and culturally responsive curriculum training in pre-service education programs and in-service educator professional development workshops. Along with researching how the knowledge of a diverse school community on Long Island can be used to create a counter-narrative to what currently exists as the standard of a "good" school in today's diversifying society.

Salamah Adjoua-Mullen currently works as a school library media specialist in the Uniondale School District working with grades K-5. She graduated from Stony Brook University with a bachelor's degree in anthropology and earned a master's degree in library science from Queens College.  She also obtained an administration degree from Long Island University. Salamah is a nationally board certified teacher. Her research interests include culturally sustaining pedagogy, social justice curriculum and classroom communities.


Karen Larson Buechner

Karen Larson Buechner has been teaching English language arts for 25 years at all levels from grades 7 - 12.  She has taught writing in the Program of Writing and Rhetoric at SUNY Stony Brook and is a fellow of the Long Island Writing Project. Karen has presented workshops on secondary literacy at such venues as the Long Island Association for Curriculum and Development (LIASCD); the Teaching of Writing Festival at Suffolk Community College; the Long Island Language Arts Council (LILAC); TAC-D Summer Institute at NYU; Long Island English to Speakers of Other Languages (LI ESOL); and, the Applied Linguistics Winter Conference at Teachers College. Areas of expertise include literacy education, multi-literacy approaches to student learning, and dialogic discourse. Karen has also been the recipient of a Fulbright Scholarship to India where she studied language and culture. 


Kathleen Murray

Kathleen Murray currently teaches English as a new language in an elementary school on Long Island, where she has taught for the past 17 years. She earned her post master's degree in educational leadership from Stony Brook University, a master's degree in Teaching English to Speakers of Other Languages from St. John's University and holds a bachelor's degree in political science and Spanish from Binghamton University. Her research interests include the effects of poverty on schools and the education of English language learners.


Livia Gama Fagundes

Livia Gama Fagundes is currently an elementary school teacher in the New York City public schools, and an adjunct professor at Queens College and LaGuardia Community College where she teaches various education courses. Livia received a bachelor's degree in elementary education and a master's degree in literacy both from Queens College. She also holds a second master's degree in educational leadership and is certified as a school building leader. Her research interest is the validity of assessments for English language learners.


Mary Stephens

Mary Stephens currently serves as the director of English as a new language and world languages. Mary earned her bachelor's degree in English with a focus on the English language from SUNY Binghamton. She earned a master's degree from Hofstra University in TESOL. She also holds a certificate of advanced study in educational leadership from SUNY New Paltz. Mary held certification in English as a new language from the National Board of Professional Teaching Standards. Mary's research interests include an examination of how the racial and ethni c composition of a teaching staff impacts student achievement.


Nicholas Vasiliades

Nicholas Vasiliades has seven years of interdisciplinary teaching experience at St. Anthony's High School, and also serves as a moderator of Equity Club, a student-run organization dedicated to promote a culturally inclusive environment within the school community. In addition to these responsibilities, Nicholas is a member of the Faculty Incentive Committee, selective team of educators tasked with facilitating the exchange of qualitative instructional practices and fostering a professional learning community at the school.


Robert J. Windorf

Robert J. Windorf graduated from Hofstra University with a C.A.S. in educational leadership, and from St. John's University with a P.D. in instructional leadership. He also holds a master's degree in adolescent education, a master's degree in Near Eastern studies and a bachelor's degree in economics and Russian language and literature. Prior to entering the education field full-time, Robert worked more than 20 years for various corporations in the international financial services industry. He then worked for seven years as the director of administration and finance for an international not-for-profit social services organization, where he also briefly served as its co-representative at the United Nations. Robert is a member of Molloy University's English Language Arts Education Advisory Board and Special Education Advisory Board. His dissertation study will focus on global citizenship education, specifically involving measuring students' global awareness attainment.