Tiffany Karalis Noel (she/her/hers)

As a dedicated educator, researcher, and administrator, I have over 13 years of experience working in higher education and K12 districts to prepare educational leaders, design and implement curriculum, revamp complex systems using iterative cycles of systematic inquiry, and manage faculty and professional staff. Currently, I serve as a director of university programs, researcher of sociocultural inequity, and educator of research methods and educational leadership. I have delivered over 50 presentations and published over 40 books, journal articles, and book chapters on teacher preparation and attrition; mentorship in STEM higher education; and sociocultural inequity in educational contexts to inform action and extend theory.

Broadly, my research themes include teacher education, professional socialization and identity development, mentoring relationships in higher education, and the role of equity and inclusion in cultivating supportive and sustainable educational environments. Specifically, my research explores issues of teacher preparation, teacher candidate identity formation, teacher professional identity formation, and teacher retention and attrition. In addition, my research examines professional socialization and identity development of graduate students and postdoctoral researchers, mentoring relationships, and mentoring practices in higher education as they relate to self-efficacy, sociocultural inequity, and belongingness within and across educational contexts.

Teacher Education and Professional Identity Formation Scholarship: Teaching requires educators to respond to constantly changing subject matter, standards, and students that are shaped by complex societal, cultural, political, and socioeconomic factors. As a result, differences between expectation and reality can be difficult for beginning teachers to reconcile; a disconnect that lends itself to considerations of teacher self-efficacy. As novice teachers continue to experience fluctuating levels of self-efficacy during the identity transition from preservice to in-service teacher, it is critical to continue researching the relationship between preservice expectations and the early-career realities of the teaching profession. Furthermore, working toward a shared vision of reimagined teacher education requires sustained cooperation between researchers, policymakers, and practitioners, where diverse analysis collectives can better understand one another’s responsibilities and engage in transformative dialogue to support P12 schools and teachers. I posit this synergy will assist in disrupting positivist, antidemocratic policy practices that perpetuate social injustice and early-career teacher attrition, thereby tracing a path toward equity for all groups affected by educational policy. Collectively, my scholarly works explore the dynamics that affect the intersecting roles of educators as agents of state and agents of change, the preparation and induction of teachers, and how education and policy shape classroom practices to lend insight into how teacher educators can engage preservice teachers in experiential learning, applied practice, and critical reflection to support their early-career teacher identity development.

Mentoring Relationships in Higher Education Scholarship: My research on mentorship addresses the persistent marginalization experienced by women, People of Color, and international students in STEM fields, as well as includes strategies for how to reimagine inclusive and sustainable academic STEM environments. Using theories of human, social, structural, and positive psychological capital, my research aims to identify and reform underlying values, discrete elements, and frameworks that perpetuate exploitative practices which negatively impact mentoring relationships, research culture, the sense of belonging (to higher education), and the overall well-being of those working within and across educational disciplines. Related to my research on how we mentor and prepare preservice teachers, this research seeks to enhance the current body of mentoring literature to promote reflective, culturally responsive practices and the cultivation of supportive and sustainable research environments for students, faculty, and staff.

Equity and Inclusion Scholarship: Evidenced in part by my scholarship in teacher education and mentoring, my research is foregrounded in creating and sustaining equitable and inclusive educational environments. In addition, my research aims to deconstruct xenophobia by providing a closer look at COVID-19’s impact on the United States economy and educational landscape, discussing the global history of pandemic-prompted xenophobia and its relationship to sensationalized media discourse, and recommending the reconsideration of various intercultural communication aspects in relation to public health issues. In addition, I have published on the importance of place-conscious methods in rural education, the need to examine faculty-student cyberbullying in higher education, and the need to address LGBTQIA+ cyberbullying victimization to promote help-seeking, conflict resolution, and resource utilization within higher education.

• Postdoctoral Research Associate, University of Virginia (2019)
• PhD, Purdue University (2018)
• MEd, Colorado State University (2015)
• BA, University of Wisconsin-Madison (2013)
• Certificate, University of Wisconsin-Madison, Teaching English to Speakers of Other Languages in K-12 (2013)

• GSE Faculty STAR Award in Teaching; Graduate School of Education; 2021-05-07;
• New Faculty Academy Fellow; Center for Educational Innovation, University at Buffalo; 2019-12-20;
• Mary Gitzen Excellence in Teaching; Oral English Proficiency Program, Purdue University; 2017-09-29;
• Outstanding Graduate Student Teaching; College of Education, Purdue University; 2017-05-15;
• Outstanding Graduate Student Teaching; Dept. of Curriculum & Instruction, Purdue University; 2017-05-15;

• Gorlewski, J., Winkelsas, A., Rosenblith, S., Stone-Johnson, C., Etopio, E., Gorlewski, D., Karalis Noel, T., Finocchio, B., Seccia, A., Zhai, L., Kearney, E., Liu, X., Shafaei, N., Shedrick, T. (2021). A case for change in teacher education: Developing community based residency programs. Routledge.

• Karalis Noel, T., & Finocchio, B. (2022). Using theories of human, social, structural, and positive psychological capital to explore the attrition of previous public school practitioners. International Journal of Educational Research Open, 3, 1-15. https://doi.org/10.1016/j.ijedro.2021.100112
• Karalis Noel, T., Miles, M. L., Rida, P. (2022). Stressed-out of STEM: Examining mentoring experiences of women, people of color, and international postdocs. Educational Studies. https://doi.org/10.1080/00131946.2022.2051030

• 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., Winkelsas, A., & Gorlewski, J. (2022) Disruptive synergy: Reframing the policy-practice discourse to transform teacher education. In A. Goodwyn, J. Manuel, R. Roberts, L. Scherff, W. Sawyer, C. Durrant, & D. Zancanella (Eds.) International Perspectives on English Teacher Development (pp. X-X). New York: NY: Routledge.

• LaTronica-Herb, A., & Karalis Noel, T. (2023). Identity, agency, parenthood, and balance: examining influential factors on practitioners' decisions to leave P12 education. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.;
• Gorlewski, J., Winkelsas, A., Rosenblith, S., Stone-Johnson, C., Etopio, E., Karalis Noel, T., Seccia, A., Zhai, L., & Kearney, E. (2022). A case for change in teacher education: Cultivating equity through a school-based residency program. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.;
• Karalis Noel, T. & The NCTE Commission on English Methods Teaching and Learning. (2021). Enacting, complicating, and questioning our beliefs about fieldwork: Practices and pedagogies to support teaching the English language arts methods course. Roundtable presented at the annual meeting of the National Council of Teachers of English, Louisville, KY.;
• Karalis Noel, T. & The NCTE Standing Committee on Diversity and Inclusivity (2021). Countering anti-blackness and anti-indigeneity at NCTE: Report on the work of the committee on diversity and inclusivity. Paper presented at the annual meeting of the National Council of Teachers of English, Louisville, KY.;
• Karalis Noel, T. (2021). Conflating culture with COVID-19: Xenophobic repercussions of a global pandemic. Paper presented at the bi-annual meeting of the Academy for Educational Studies Critical Questions in Education Symposium, Cleveland, OH.;

• Exploring the Intricacies of LGBTQ+ Cyberbullying Victimization and Substance Use in Higher Education: Help-Seeking, Conflict Resolution, and Resource Utilization; Local; embrace Western New York; Awarded; (05/01/2020-05/31/2022)

• ELATE Commission on English Methods Teaching and Learning, Member
  11/21/2019-11/30/2029
• ELATE Commission on Everyday Advocacy, Member
  11/21/2019-11/30/2029
• ELATE Commission to Support Early Career ELA Teachers, 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