Tiffany Karalis Noel

As an educator, researcher, and administrator with 15 years of experience in higher education and K-12 districts, I specialize in preparing interdisciplinary leaders, designing and implementing curriculum, improving institutional systems through research-driven methods, and managing faculty and professional staff. Currently, I serve as a director of university programs, associate chair of curriculum, researcher of teacher and higher education, and educator of research methods and educational leadership. I have delivered over 60 presentations and published over 45 books, journal articles, and book chapters on teacher preparation and attrition, mentorship in STEM higher education, and the structures and systems that shape educational contexts. Additionally, I leverage technology to enhance learning experiences and expand access to quality education.

Teaching is a complex profession that requires strong preparation and ongoing support. New teachers often face challenges adapting to the realities of the classroom, which can impact their long-term success. My research examines how preservice training, applied practice, and collaboration between educators and policymakers can improve teacher preparation and retention. I focus on developing effective strategies for teacher education programs, supporting new teachers, and analyzing the role of educational policy in shaping classroom practices.

My research also investigates mentoring relationships in graduate and postdoctoral education, particularly in STEM fields. I analyze how mentorship structures, research training environments, and institutional practices affect student and faculty experiences. Drawing on established theories of human, social, and structural capital, I work to identify best practices for creating productive mentoring relationships and improving research environments.

Building on my research in teacher education and mentoring, I also examine systemic issues in education, including rural education strategies, the impact of COVID-19 on academic institutions, and challenges related to faculty-student interactions in higher education. My publications address topics such as place-conscious approaches to rural education, faculty-student cyberbullying, and the role of academic institutions in shaping research culture. Through my work, I aim to provide research-driven insights that contribute to the improvement of educational systems, policies, and practices.

• Certificate, Harvard University, Management Development (2025)
• Postdoctoral Research Associate, University of Virginia, Curriculum and Instruction (2019)
• PhD, Purdue University, Curriculum and Instruction (2018)
• Certificate, Purdue University, Teaching English Language Learners (2018)
• MEd, Colorado State University, Educational Leadership and Policy (2015)
• BA, University of Wisconsin-Madison, English Education (2013)
• Certificate, University of Wisconsin-Madison, TESOL in K-12 (2013)

• GSE Ph.D. Mentorship Award; Graduate School of Education; 2023-05-20;
• GSE Faculty STAR Award in Teaching; Graduate School of Education; 2021-05-07;

• Karalis Noel, T. (2023). Empowering Scholar-Practitioners: A Comprehensive Guide for Conceptualizing, Designing, Writing, Defending, and Publishing a Dissertation in Practice.

• Karalis Noel, T., & Gorlewski, J. (2025). Cultivating change agents through effective program evaluation: inaugural year insights from an equity-oriented EdD program. Impacting Education: Journal on Transforming Professional Practice, 10(2), 10–18. https://doi.org/10.5195/ie.2025.451
• Karalis Noel, T., Minematsu, A., & Bosca, N. (2023). Collective autoethnography as a transformative narrative methodology. International Journal of Qualitative Methods, 22, 1-9.
• Rida, P., Karalis Noel, T., Miles, M. (2023). STEM postdoc mentoring: a social exchange theory-based conceptual framework. Mentoring and Tutoring: Partnerships in Learning, 31(2), 208-227. https://doi.org/10.1080/13611267.2023.2178708

• Karalis Noel, T., & Gorlewski, J. (2022). Theorizing for equity: critical approaches to curricular decision-making. In F. English (Ed.) The Palgrave Handbook of Educational Leadership and Management Discourse (pp. 1-17). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39666-4_131-1

• Karalis Noel, T. (2024). Cultivating change agents through effective program evaluation: inaugural year insights from an equity-oriented EdD program. Learning exchange presented at the convening of the Carnegie Project on the Education Doctorate, Honolulu, HI.;
• Karalis Noel, T. (2024). Empowering scholar practitioners: a comprehensive guide for conceptualizing, designing, writing, defending, and publishing a dissertation in practice. Learning exchange presented at the convening of the Carnegie Project on the Education Doctorate, Honolulu, HI.;
• Karalis Noel, T., Bosca, N., & Minematsu, A. (2025). Collective autoethnography as a transformative narrative methodology. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.;
• Karalis Noel, T., Delmont, M., Dineen, K., Knight-Billera, J., & Pierre-Glaude, J. (2024). Voices of change: empowering equity through innovative educational practices. Learning exchange presented at the convening of the Carnegie Project on the Education Doctorate, Honolulu, HI.;
• Mujtaba, S., Saran, R., & Karalis Noel, T. (2025). Role of computational thinking in improving undergraduate biology education. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.;

• ELATE Commission to Support Early Career ELA Teachers, Member
  11/21/2019-11/30/2029
• ELATE Commission on Everyday Advocacy, Member
  11/21/2019-11/30/2029
• ELATE Commission on English Methods Teaching and Learning, Member
  11/21/2019-11/30/2029
• NCTE Standing Committee on Diversity and Inclusivity, Member
  11/01/2019-11/30/2022
• Carnegie Project on the Education Doctorate, Institutional Delegate
  06/01/2019-05/31/2029