Meet the team
Jonathan E. Collins, Ph.D. (he/him/his) is the associate director of the Center for Educational Equity and lab director of the School Board and Youth Engagement Lab. Collins is an assistant professor of political science and education at Teachers College, Columbia University and an assistant professor of political science (by courtesy) at Columbia University. His research focuses on race and ethnic politics, urban politics, state and local politics, education politics and policy, and democratic innovations. As a researcher, Collins has been at the forefront of the study of public participation at school board meetings. His book in progress, Democracy Speaks: School Board Governance through Deliberative Culture, demonstrates how democratic school board governance facilitates urban education policy reform. He has also written on civics education, African American voting behavior, local election reform, and school finance policy. His scholarship has been published in the American Political Science Review, Political Behavior, the Peabody Journal of Education, American Politics Research, the Urban Affairs Review, the Journal of Urban Affairs, and Local Government Studies. His public writings have appeared in the Washington Post, Education Week, the 74, and the Brookings Institute. Collins is also a regular columnist for Phi Delta Kappan.
He is the recipient of numerous awards including the Ford Foundation Postdoctoral Fellowship Award, the American Political Science Association's Susan Clarke Young Scholar Award, and the Brown University Presidential Postdoctoral Fellowship Award. His research has been funded by the Spencer Foundation and the U.S. Department of Education’s Institute of Education Sciences (IES).
He holds a Ph.D. in political science and an M.A. in African American Studies from the University of California - Los Angeles (UCLA) as well as a B.A. in English from Morehouse College.
Jonathan E. Collins, Ph.D. (he/him/his) is the associate director of the Center for Educational Equity and lab director of the School Board and Youth Engagement Lab. Collins is an assistant professor of political science and education at Teachers College, Columbia University and an assistant professor of political science (by courtesy) at Columbia University. His research focuses on race and ethnic politics, urban politics, state and local politics, education politics and policy, and democratic innovations. As a researcher, Collins has been at the forefront of the study of public participation at school board meetings. His book in progress, Democracy Speaks: School Board Governance through Deliberative Culture, demonstrates how democratic school board governance facilitates urban education policy reform. He has also written on civics education, African American voting behavior, local election reform, and school finance policy. His scholarship has been published in the American Political Science Review, Political Behavior, the Peabody Journal of Education, American Politics Research, the Urban Affairs Review, the Journal of Urban Affairs, and Local Government Studies. His public writings have appeared in the Washington Post, Education Week, the 74, and the Brookings Institute. Collins is also a regular columnist for Phi Delta Kappan.
He is the recipient of numerous awards including the Ford Foundation Postdoctoral Fellowship Award, the American Political Science Association's Susan Clarke Young Scholar Award, and the Brown University Presidential Postdoctoral Fellowship Award. His research has been funded by the Spencer Foundation and the U.S. Department of Education’s Institute of Education Sciences (IES).
He holds a Ph.D. in political science and an M.A. in African American Studies from the University of California - Los Angeles (UCLA) as well as a B.A. in English from Morehouse College.
Research Assistants
Briana Edwards is a first year student in the Politics and Education PhD program at Teachers College, Columbia University. Prior to coming to Teachers College, she received a Bachelor’s degree in Political Science and a Master’s in Teaching Secondary Education Social Studies from the University of South Carolina, and a Masters in Education Policy from the University of Pennsylvania. During her time at the University of Pennsylvania, Briana worked on research related to civic opportunity gaps for urban youth, and assisted in the development of an Academically Based Community Service (ABCS) course designed for Penn students invested in contributing to youth civic engagement efforts in Philadelphia public schools.
Briana also worked as a social studies teacher in the Washington D.C. area for 4 years, teaching primarily government and civics courses. Her professional goals are centered around exploring new and innovative ways to increase diversity of stakeholder voice in education policy conversations and decisions. As a research assistant at the S-BYE Lab, Briana looks forward to using her prior experiences to support projects that help to amplify the voices of students, teachers, and parents in the education policymaking process.
Briana Edwards is a first year student in the Politics and Education PhD program at Teachers College, Columbia University. Prior to coming to Teachers College, she received a Bachelor’s degree in Political Science and a Master’s in Teaching Secondary Education Social Studies from the University of South Carolina, and a Masters in Education Policy from the University of Pennsylvania. During her time at the University of Pennsylvania, Briana worked on research related to civic opportunity gaps for urban youth, and assisted in the development of an Academically Based Community Service (ABCS) course designed for Penn students invested in contributing to youth civic engagement efforts in Philadelphia public schools.
Briana also worked as a social studies teacher in the Washington D.C. area for 4 years, teaching primarily government and civics courses. Her professional goals are centered around exploring new and innovative ways to increase diversity of stakeholder voice in education policy conversations and decisions. As a research assistant at the S-BYE Lab, Briana looks forward to using her prior experiences to support projects that help to amplify the voices of students, teachers, and parents in the education policymaking process.
Shawn Filer, M.A., currently serves as a Research and Innovation Associate at the Center for Educational Equity. He is a global strategist and technology leader at the nexus of capital markets, artificial intelligence, and education reform. A former McKinsey consultant with experience in the Netherlands, Hong Kong, and Tanzania, he brings a worldwide perspective to building systems that drive competitiveness and equity in the digital economy. A Stanford graduate in engineering and leadership studies, Filer integrates finance, technology, and policy to shape long-term growth. His contribution to public schools focuses on helping leaders optimize budgets, improve operational efficiency, and integrate community voice into policy decisions.
Shawn Filer, M.A., currently serves as a Research and Innovation Associate at the Center for Educational Equity. He is a global strategist and technology leader at the nexus of capital markets, artificial intelligence, and education reform. A former McKinsey consultant with experience in the Netherlands, Hong Kong, and Tanzania, he brings a worldwide perspective to building systems that drive competitiveness and equity in the digital economy. A Stanford graduate in engineering and leadership studies, Filer integrates finance, technology, and policy to shape long-term growth. His contribution to public schools focuses on helping leaders optimize budgets, improve operational efficiency, and integrate community voice into policy decisions.
Zixuan (Elliot) Huang is a master’s student in Communication and Education at Teachers College, Columbia University. Before joining Teachers College, he earned dual bachelor’s degrees from China Agricultural University and the University of Colorado Denver.He previously served as a communications assistant at his university’s Integrated Media Center, where he led content planning and cross-cultural digital outreach initiatives.
Beyond campus, he participated in the Teach For China program and spent a summer teaching in Guilin, China, promoting educational equity and expanding youth access to learning opportunities. He has also interned with major Chinese companies—including Sina, Lenovo, and Didi—where he gained hands-on experience in marketing communication, digital storytelling, and corporate social responsibility projects. As a member of SBYE, he hopes to bridge communication, technology, and education to empower young people and foster sustainable social development.
Zixuan (Elliot) Huang is a master’s student in Communication and Education at Teachers College, Columbia University. Before joining Teachers College, he earned dual bachelor’s degrees from China Agricultural University and the University of Colorado Denver.He previously served as a communications assistant at his university’s Integrated Media Center, where he led content planning and cross-cultural digital outreach initiatives.
Beyond campus, he participated in the Teach For China program and spent a summer teaching in Guilin, China, promoting educational equity and expanding youth access to learning opportunities. He has also interned with major Chinese companies—including Sina, Lenovo, and Didi—where he gained hands-on experience in marketing communication, digital storytelling, and corporate social responsibility projects. As a member of SBYE, he hopes to bridge communication, technology, and education to empower young people and foster sustainable social development.
Shreya Karnik is a junior at Columbia College majoring in Political Science, with a research focus on public policy, education, and youth equity. Her passion for systems-level reform began with leading a restorative justice-based youth court in Washington State, where she restructured court operations to prioritize accountability over punishment. She is currently a Laidlaw Research Scholar and has worked as a research assistant with the Columbia Justice Lab, where she explored the long-term impacts of carceral systems. Her public sector experience includes internships with the United States Attorney’s Office for the Western District of Washington and the King County Prosecuting Attorney’s Office, where she supported data-driven initiatives to reduce firearm violence and expand community-based interventions for at-risk youth. At Columbia, Shreya serves as a Managing Editor at the Columbia Political Review. She is particularly interested in how evidence can be translated into action—and how institutions can be redesigned to serve young people and their communities.
Shreya Karnik is a junior at Columbia College majoring in Political Science, with a research focus on public policy, education, and youth equity. Her passion for systems-level reform began with leading a restorative justice-based youth court in Washington State, where she restructured court operations to prioritize accountability over punishment. She is currently a Laidlaw Research Scholar and has worked as a research assistant with the Columbia Justice Lab, where she explored the long-term impacts of carceral systems. Her public sector experience includes internships with the United States Attorney’s Office for the Western District of Washington and the King County Prosecuting Attorney’s Office, where she supported data-driven initiatives to reduce firearm violence and expand community-based interventions for at-risk youth. At Columbia, Shreya serves as a Managing Editor at the Columbia Political Review. She is particularly interested in how evidence can be translated into action—and how institutions can be redesigned to serve young people and their communities.
Rachel Liazos is a Politics and Education master’s student and Columbia Law School Center for Public Research and Leadership Project Associate. She holds a Bachelor of Arts degree in Politics from Bates College. Rachel's passion for education advocacy stems from her experience student-teaching in special education classrooms. She previously worked at the Center for Law and Education, a nonprofit legal organization focused on protecting and expanding the rights of students and their families through targeted litigation strategies. Her research interests lie at the intersection of education politics, policy, and law, with a particular emphasis on the rights of students with disabilities. Rachel is passionate about ensuring all students have access to quality education and empowering communities in local educational decision-making. As a research assistant with the S-BYE team, she is excited to apply data-driven solutions to foster more democratic and inclusive decision-making processes.
Rachel Liazos is a Politics and Education master’s student and Columbia Law School Center for Public Research and Leadership Project Associate. She holds a Bachelor of Arts degree in Politics from Bates College. Rachel's passion for education advocacy stems from her experience student-teaching in special education classrooms. She previously worked at the Center for Law and Education, a nonprofit legal organization focused on protecting and expanding the rights of students and their families through targeted litigation strategies. Her research interests lie at the intersection of education politics, policy, and law, with a particular emphasis on the rights of students with disabilities. Rachel is passionate about ensuring all students have access to quality education and empowering communities in local educational decision-making. As a research assistant with the S-BYE team, she is excited to apply data-driven solutions to foster more democratic and inclusive decision-making processes.
Chloe is a Politics and Education Ph.D. student, Columbia Law School Center for Public Research and Leadership Project Associate, and former Teacher’s College Arthur Zankel REACH Fellow with a passion for educational equity research, policy, and teaching.
Chloe received her Bachelor’s Degree in History from the University of Idaho in 2018 and Master’s Degree at Teachers College in 2022. Following her studies in Idaho, she accepted a position as the Education Fellow at the National Center for Civil and Human Rights in Atlanta Georgia. There, Chloe pursued research concerning the contemporary history of public policy and educational equity. While publishing content on notable historical figures and persistent inequity rooted in historic systems, Chloe engages with historical research and the interaction of contemporary American history and political identity.
Chloe’s professional aspiration is to connect public education with evidence-based research that defines historic systemic inequity in order to understand modern political systems, movements, and identity.
Chloe is a Politics and Education Ph.D. student, Columbia Law School Center for Public Research and Leadership Project Associate, and former Teacher’s College Arthur Zankel REACH Fellow with a passion for educational equity research, policy, and teaching.
Chloe received her Bachelor’s Degree in History from the University of Idaho in 2018 and Master’s Degree at Teachers College in 2022. Following her studies in Idaho, she accepted a position as the Education Fellow at the National Center for Civil and Human Rights in Atlanta Georgia. There, Chloe pursued research concerning the contemporary history of public policy and educational equity. While publishing content on notable historical figures and persistent inequity rooted in historic systems, Chloe engages with historical research and the interaction of contemporary American history and political identity.
Chloe’s professional aspiration is to connect public education with evidence-based research that defines historic systemic inequity in order to understand modern political systems, movements, and identity.
Yordani is a sophomore at Columbia College studying American Studies and Education. He is deeply committed to education research and transformative pedagogies. As an aspiring researcher and educator, he currently works as a Research Assistant to Professor Amelia Simone Herbert, assisting on her book project about the politics of aspiration in Cape Town, South Africa. He also serves as a program facilitator for the Oyate Group’s Rise Leadership Program, where he co-facilitates the Beats and Rhymes and Youth Council cohorts. Additionally, Yordani is the Chief-of-Staff for Columbia Educational Simulations (CESIMS), the only nonprofit Model United Nations conference at Columbia, which brings together high school students from across New York City for an enriching educational experience. Finally, through S-Bye Labs, he is contributing to curriculum design for the Making Democracy Real project—an initiative that seeks to integrate democratic principles into the toolkit of the children of our tomorrow.
Yordani is a sophomore at Columbia College studying American Studies and Education. He is deeply committed to education research and transformative pedagogies. As an aspiring researcher and educator, he currently works as a Research Assistant to Professor Amelia Simone Herbert, assisting on her book project about the politics of aspiration in Cape Town, South Africa. He also serves as a program facilitator for the Oyate Group’s Rise Leadership Program, where he co-facilitates the Beats and Rhymes and Youth Council cohorts. Additionally, Yordani is the Chief-of-Staff for Columbia Educational Simulations (CESIMS), the only nonprofit Model United Nations conference at Columbia, which brings together high school students from across New York City for an enriching educational experience. Finally, through S-Bye Labs, he is contributing to curriculum design for the Making Democracy Real project—an initiative that seeks to integrate democratic principles into the toolkit of the children of our tomorrow.
RJ Wicks is a second-year master’s student in the Education Policy program from Carson, CA. As a Zankel Fellow with the S-BYE Lab, he leads curriculum design and program implementation for the Making Democracy Real initiative, which promotes civic learning and democratic decision-making for middle school students.
At Teachers College, RJ has conducted research with the National Center for Restructuring Education, Schools, and Teaching (NCREST) on international education and equity-focused reforms. He also serves as an Administrative Fellow for Graduate Student Life & Development and a Community Assistant with the Office of Residential Services, supporting student life and engagement.
RJ earned his B.A. in Political Science at Pepperdine University, where he was a Posse Scholar and also received a California Multiple Subject Teaching Credential and a Certificate in Conflict Management.
RJ Wicks is a second-year master’s student in the Education Policy program from Carson, CA. As a Zankel Fellow with the S-BYE Lab, he leads curriculum design and program implementation for the Making Democracy Real initiative, which promotes civic learning and democratic decision-making for middle school students.
At Teachers College, RJ has conducted research with the National Center for Restructuring Education, Schools, and Teaching (NCREST) on international education and equity-focused reforms. He also serves as an Administrative Fellow for Graduate Student Life & Development and a Community Assistant with the Office of Residential Services, supporting student life and engagement.
RJ earned his B.A. in Political Science at Pepperdine University, where he was a Posse Scholar and also received a California Multiple Subject Teaching Credential and a Certificate in Conflict Management.
Project Consultants
Nilesh Jain (he/him) is a second-year master’s student in the Politics and Education program. His past academic credentials from India include MBA from IIM Ahmedabad, Bachelors in Mechanical Engineering from MANIT Bhopal, and Diploma in Systems Development from NIIT Bhopal.
Nilesh had a long 25+ years of experience in Capital Markets in various capacities, including Research Analyst, Trader, and Institutional Equity Sales with financial firms in India and the United States. Nilesh started public service roles in 2018, when he was elected as a trustee to the Edgemont Board of Education. Nilesh fell in love with this journey and ramped his work as Trustee Board of Education Southern Westchester BOCES, Board member and Treasurer STEM Alliance Mamaroneck, Advisory Board member Yonkers Partner in Education, Essay and financial aid coach for Yonkers high school students, Vice-President North America alumni chapter of IIM Ahmedabad, and financial advisor to India based social sector group - Catalyst Management Services.
Nilesh hunger for learning in Education Policy, prompted him to come back to school. Nilesh is excited to bring his multiple boards experience and passion to OUTREACH technology tool to enhance engagement between Civic leaders and community they serve, and the Making Democracy Real initiative for nurturing love for civic learning and democratic practices among the future generations.
Nilesh Jain (he/him) is a second-year master’s student in the Politics and Education program. His past academic credentials from India include MBA from IIM Ahmedabad, Bachelors in Mechanical Engineering from MANIT Bhopal, and Diploma in Systems Development from NIIT Bhopal.
Nilesh had a long 25+ years of experience in Capital Markets in various capacities, including Research Analyst, Trader, and Institutional Equity Sales with financial firms in India and the United States. Nilesh started public service roles in 2018, when he was elected as a trustee to the Edgemont Board of Education. Nilesh fell in love with this journey and ramped his work as Trustee Board of Education Southern Westchester BOCES, Board member and Treasurer STEM Alliance Mamaroneck, Advisory Board member Yonkers Partner in Education, Essay and financial aid coach for Yonkers high school students, Vice-President North America alumni chapter of IIM Ahmedabad, and financial advisor to India based social sector group - Catalyst Management Services.
Nilesh hunger for learning in Education Policy, prompted him to come back to school. Nilesh is excited to bring his multiple boards experience and passion to OUTREACH technology tool to enhance engagement between Civic leaders and community they serve, and the Making Democracy Real initiative for nurturing love for civic learning and democratic practices among the future generations.
Adelaida Kim (she/her) is a first-year student in the Sociology and Education Master of Education program at Teachers College, Columbia University. She currently serves as a research assistant in the S-BYE and NCREST Labs at TC, as well as a research assistant for Dr. Sireen Irsheid at New York University. A former department chair and grade-level lead teacher from the Chicagoland area, Adelaida is committed to making education research actionable in everyday classrooms through mixed-methods approaches.
Her research focuses on the recruitment, development, and retention of teachers of color working with immigrant and English Learner students in urban schools. Driven by this passion, she co-founded a startup with colleagues at NYU to create mentorship opportunities that connect students with adults who share their linguistic backgrounds and cultural experiences. Adelaida hopes to bring her interdisciplinary perspective, bridging K-12 education and educational technology, to the S-BYE Lab to advance democratic practices in schools and help students apply those principles in the real world.
She holds an M.A. in Learning Technology and Experience Design from New York University and a B.S. in Elementary Education, with minors in ESL/Bilingual Education and a concentration in Social Sciences, from DePaul University.
Adelaida Kim (she/her) is a first-year student in the Sociology and Education Master of Education program at Teachers College, Columbia University. She currently serves as a research assistant in the S-BYE and NCREST Labs at TC, as well as a research assistant for Dr. Sireen Irsheid at New York University. A former department chair and grade-level lead teacher from the Chicagoland area, Adelaida is committed to making education research actionable in everyday classrooms through mixed-methods approaches.
Her research focuses on the recruitment, development, and retention of teachers of color working with immigrant and English Learner students in urban schools. Driven by this passion, she co-founded a startup with colleagues at NYU to create mentorship opportunities that connect students with adults who share their linguistic backgrounds and cultural experiences. Adelaida hopes to bring her interdisciplinary perspective, bridging K-12 education and educational technology, to the S-BYE Lab to advance democratic practices in schools and help students apply those principles in the real world.
She holds an M.A. in Learning Technology and Experience Design from New York University and a B.S. in Elementary Education, with minors in ESL/Bilingual Education and a concentration in Social Sciences, from DePaul University.
Alumni
Katie Loos (she/her) is a participatory educator and designer. She previously worked as the communications and outreach associate at the Center for Educational Equity, where she led the DemocracyReady NY Coalition's youth engagement program, supporting young people to drive research and advocacy efforts to transform their schools and communities.
Katie is currently a Teaching Artist with the Center for Urban Pedagogy (CUP), facilitating high schoolers in collaborative research and art-making to investigate how NYC works. In 2020, she co-founded the Washington, D.C. based nonprofit, Girlz by Design, where she taught design thinking and digital arts workshops with middle and high school students. Katie has a BA in Human Services and Social Justice from George Washington University and an MA in Education Policy and Social Analysis, specializing in civically engaged arts education from Teachers College, Columbia University.
Katie Loos (she/her) is a participatory educator and designer. She previously worked as the communications and outreach associate at the Center for Educational Equity, where she led the DemocracyReady NY Coalition's youth engagement program, supporting young people to drive research and advocacy efforts to transform their schools and communities.
Katie is currently a Teaching Artist with the Center for Urban Pedagogy (CUP), facilitating high schoolers in collaborative research and art-making to investigate how NYC works. In 2020, she co-founded the Washington, D.C. based nonprofit, Girlz by Design, where she taught design thinking and digital arts workshops with middle and high school students. Katie has a BA in Human Services and Social Justice from George Washington University and an MA in Education Policy and Social Analysis, specializing in civically engaged arts education from Teachers College, Columbia University.
Yutong(Alison) Mei is a graduate student at Teachers College, Columbia University, specializing in Technology, Media, and Learning, focusing on UI/UX design and digital media. With a background in Digital Media Technology, she brings a unique combination of design sensitivity and technical skills to create user-centered digital experiences that support learning, accessibility, and creativity.
Her work blends interaction design, instructional theory, and emerging technologies such as AR/VR and AI to deliver thoughtful and engaging solutions in educational and cultural settings. She has contributed to several impactful projects, including the design of AI-powered learning platforms. Alison is passionate about supporting educators by helping them transform their ideas into practical, user-friendly digital experiences.
Yutong(Alison) Mei is a graduate student at Teachers College, Columbia University, specializing in Technology, Media, and Learning, focusing on UI/UX design and digital media. With a background in Digital Media Technology, she brings a unique combination of design sensitivity and technical skills to create user-centered digital experiences that support learning, accessibility, and creativity.
Her work blends interaction design, instructional theory, and emerging technologies such as AR/VR and AI to deliver thoughtful and engaging solutions in educational and cultural settings. She has contributed to several impactful projects, including the design of AI-powered learning platforms. Alison is passionate about supporting educators by helping them transform their ideas into practical, user-friendly digital experiences.
Layla Obeid is a junior at Barnard College, majoring in Computer Science with a minor in Middle Eastern Studies. She is currently pursuing a career in User Experience Design and previously spent a year working as a UX Designer in the healthcare industry. Layla is passionate about leveraging technology to support community-building initiatives and cultural advocacy. She has been an active member and leader of her Arab and Muslim communities, including several years of service with Montgomery County, Maryland’s Middle Eastern American Advisory Group. There, she served as a graphic design intern, helped secure the official proclamation of Arab American Heritage Month, and advocated for her community during a period of inequitable discourse by the Board of Education. In her free time, Layla loves exploring New York City’s cultural enclaves through food, dance, and music.
Layla Obeid is a junior at Barnard College, majoring in Computer Science with a minor in Middle Eastern Studies. She is currently pursuing a career in User Experience Design and previously spent a year working as a UX Designer in the healthcare industry. Layla is passionate about leveraging technology to support community-building initiatives and cultural advocacy. She has been an active member and leader of her Arab and Muslim communities, including several years of service with Montgomery County, Maryland’s Middle Eastern American Advisory Group. There, she served as a graphic design intern, helped secure the official proclamation of Arab American Heritage Month, and advocated for her community during a period of inequitable discourse by the Board of Education. In her free time, Layla loves exploring New York City’s cultural enclaves through food, dance, and music.