Faculty & Staff
- Faculty
- Jack Gillette
- Linda Cole-Taylor
- Adjunct Faculty
- David Berg
- Karen Campe
- Nick Fiori
- Nancy Levy-Konesky
- Michele Raynor
- Barbara Shiller
- Staff
- Kendra Mack
Linda Cole-Taylor
Associate Director of Teacher Preparation and Education Studies
Core Faculty
Linda Cole-Taylor is the Associate Director of Yale Teacher Preparation and Urban Education Studies. She also holds a faculty appointment in Yale College and Yale Graduate School. Co-creator of the Masters Degree in Urban Education Studies, Cole-Taylor developed and teaches undergraduate and graduate courses such as An Introduction to Urban Education, Seminar on Teaching and Learning, The Graduate Teaching Seminar and The Teaching of History. In addition, Professor Cole-Taylor facilitates New Haven school partnerships and oversees the fall and spring teaching internships for the graduate program.
On campus, Professor Cole-Taylor is involved with programs offered through Dwight Hall, Yale's Center for Public Service and Social Justice, serves as consultant to the U.S. Grant Fellowship with Yale, and is a faculty advisor for senior essays. On an international level, Professor Cole-Taylor has been a faculty consultant to the Yale-China Association and has facilitated conferences for Yale Fellows at their teaching sites in Hong Kong and mainland China. As of June 2009, Professor Cole-Taylor will serve on the Board of Directors and act as Chair of the Teaching Committee. In Europe, Linda serves as a university advisor on policy and programs designed to strengthen the assimilation and educational outcomes of ethnic minorities in neighborhood schools.
Professor Cole-Taylor's primary research interests have focused on race and schooling; specifically, the academic achievement disparity between black students and their white peers on national, state, and local levels. Her research at Boston University's Department of Education Policy Studies investigated the notion and policy implications of anti-racist educational training and its perceived role in ameliorating the academic gap. Current research effort is focused on the experiences, inclination, and disposition of new urban educators.
