Tiffany Karalis Noel (she/her/hers)

As a dedicated educator, researcher, and administrator across international contexts, I have over 13 years of experience working in higher education and K12 districts to prepare interdisciplinary 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. Additionally, I leverage technology to optimize learning experiences and promote access to quality education.

My research focuses on teacher education, professional socialization, and identity development with an emphasis on equity and inclusion. I investigate areas such as teacher preparation, identity formation among educators, and factors influencing teacher retention. I also study graduate students and postdoctoral researchers, exploring mentoring relationships in higher education. I strive to contribute to understanding critical issues in education and promote supportive, inclusive, and equitable educational environments through my research for positive change in the field.

Scholarship on Teacher Education and Professional Identity Formation: Teaching is a complex profession influenced by various societal, cultural, political, and socioeconomic factors. Beginning teachers often face challenges reconciling their expectations with the realities of the classroom, impacting their self-efficacy. Understanding the relationship between preservice expectations and early-career realities is crucial in supporting the identity transition from preservice to in-service teacher. To achieve a reimagined vision of teacher education, collaboration among researchers, policymakers, and practitioners is vital. Through transformative dialogue, diverse analysis collectives can better understand each other's responsibilities, disrupt positivist policy practices, and address social injustice and early-career teacher attrition. My scholarly works explore the dynamic roles of educators, teacher preparation and induction, and the influence of education and policy on classroom practices. By engaging preservice teachers in experiential learning, applied practice, and critical reflection, teacher educators can support early-career teacher identity development and promote equity for all groups affected by educational policy.

Scholarship on Mentoring Relationships in Higher Education: My research focuses on addressing the marginalization experienced by women, People of Color, and international students in STEM fields through reimagining inclusive and sustainable academic environments. Drawing on theories of human, social, structural, and positive psychological capital, my research seeks to identify and reform underlying values, elements, and frameworks that perpetuate exploitative practices in mentoring relationships, research culture, sense of belonging, and overall well-being of individuals across educational disciplines. Building on my research in preservice teacher mentoring, I aim to contribute to the literature by promoting reflective, culturally responsive practices and fostering supportive and sustainable research environments for students, faculty, and staff. Through my work, I strive to advance the understanding of effective mentoring strategies that promote inclusivity, equity, and well-being in higher education.

Equity and Inclusion Scholarship: Grounded in my research in teacher education and mentoring, my work is centered on creating and sustaining equitable and inclusive educational environments. I also delve into deconstructing xenophobia by examining the impact of COVID-19 on the US economy and educational landscape, analyzing the global history of pandemic-induced xenophobia and its relationship to sensationalized media discourse, and advocating for intercultural communication considerations in public health issues. Additionally, I have published on the significance of place-conscious methods in rural education, the need to address faculty-student cyberbullying in higher education, and the importance of addressing LGBTQIA+ cyberbullying victimization to promote help-seeking, conflict resolution, and resource utilization in higher education. Through my research, I strive to contribute to promoting equity, inclusion, and social justice in diverse educational settings.

• 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 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., 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., & 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

• 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.;

• 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