2017 - 2018 Engaged Teaching Fellows Program Fellows and Mentors

2017 - 2018 Fellows and Mentors





Mousumi Bose, Assistant Professor, Nutrition and Food Studies 

Dr. Mousumi Bose is an Assistant Professor in the Department of Nutrition and Food Studies at Montclair State University in New Jersey. Her research interests are based on increasing resources and improving quality of life for families affected by rare pediatric diseases of metabolism by using community-based approaches. Dr. Bose is currently a recipient of an NIH training grant from the Rare Diseases Clinical Research Network and sits on the Board of Directors for  the Global Foundation for Peroxisomal Disorders as a parent advocate and researcher. Dr. Bose has taught courses in dietetics, food culture, and community nutrition both at the undergraduate and graduate level. She is constantly aiming to improve the content of her courses and is looking forward to learning about the many tools to increase engagement in the classroom through the Engaged Teaching Fellows Program.



Laura Field, Instructional Specialist and Workshop Coordinator, First-Year Writing     

Laura Field, instructional specialist and workshop coordinator, received a PhD in Rhetoric and Composition and a Graduate Certificate in Women’s Studies from the University of North Carolina, Greensboro. Her research interests include composition pedagogy, feminist rhetorics, labor issues for NTT faculty, and more recently, writing placement. Previously, she taught at the University of North Carolina, Greensboro, Guilford College, and Guilford Technical Community College. She teaches courses in the First-Year Writing Program, including the Studio and the FYW Workshop.     

Charles George, Adjunct Professor, Classics and General Humanities 

Charles A. George is an Adjunct Professor in the Department of Classics and General Humanities at Montclair State University, and he has taught such courses as Mythology and Greek and Roman Civilization since 2014.

He is currently a Ph.D. candidate in Classics at Rutgers University. His dissertation project is entitled "The Philosophical Epigrams of Diogenes Laertius". He has obtained a B.A. from Boston University (2007) and an M.A. from Rutgers (2010), both in Classics, and has completed a regular membership at the American School of Classical Studies at Athens (2011-2012). His interests are in Ancient Biography, History of Philosophy, and literature of the Second Sophistic.



Amir Golnabi, Assistant Professor, Mathematical Sciences 

I studied Mathematics and Computer Engineering at the University of Salamanca in Spain. After completing 4 years of coursework, I transferred to Montclair State University where I graduated with a Bachelor of Science in Mathematics in 2007. Thereafter, I started my graduate studies at the Thayer School of Engineering at Dartmouth College, and worked on the "Computational Aspect of Microwave Imaging for Biomedical Applications." In June 2012, I completed my Ph.D. degree in Biomedical Engineering, and joined the Pulmonary Imaging and Bioengineering Laboratory at the Massachusetts General Hospital (MGH) and Harvard Medical School. During my postdoctoral research fellow training, I worked on "Complex Systems Approach to Bronchoconstriction in Asthma." 
I have a track record of peer-reviewed publications, conference presentations, and awards, including the Sylvia Sorkin Greenfield Award for the Best Paper Published in Medical Physics in 2013, and the groundbreaking study entitled “Tri-Ponderal Mass Index vs Body Mass Index in Estimating Body Fat During Adolescence”, which was recently published in the Journal of the American Medical Association Pediatrics. I was also the recipient of the prestigious IEEE Microwave Theory and Techniques Society (MTT-S) Graduate Fellowship for Medical Applications in 2010. My research interest includes mathematical modeling, numerical methods, inverse problems, medical image processing, and image reconstruction algorithms. I hold a patent in System and Method for Collection and Use of Magnetic Resonance Data and Microwave Data to Identify Boundaries of Interest. 
I am very passionate about teaching and I am currently with the Department of Mathematical Sciences as an Assistant Professor. I teach a variety of lower- and upper-level mathematics courses and I am very interested in implementing novel techniques to engage students in classroom, promoting deep learning, and improving students’ learning experience through shifting pedagogical practices.



Hannah Helmy, Assistant Professor, Public Health

Hannah L. Helmy is an Assistant Professor in the Department of Public Health, where she teaches undergraduate courses in human sexuality and health policy.  Her scholarly work has focused on reproductive health and structural inequality in the US health system.  In particular, Hannah has employed ethnographic methods in urban clinics to examine the experiences of young women of color as they negotiate reproductive decisions, provider perspectives and practices regarding the delivery of family planning care to low-income youth, as well as clinical and policy discourses that shape responses to reproductive health outcomes such as unintended pregnancy.  Prior to joining MSU in 2016, Hannah was an Assistant Professor at Montefiore Medical Center’s Department of Family and Social Medicine.  She holds a PhD in Applied Anthropology with a specialization in Medical Anthropology from the University of South Florida, where she also received a Master of Public Health degree. 



Elizabeth Martin, Instructional Specialist, Writing Studies 

Elizabeth Martin is an Instructional Specialist in the Writing Studies Department at Montclair State University in New Jersey and a staff writer for American Mircoreviews & Interviews. Her journalism has appeared in Parsippany Life, Neighbor News, and The Suburban Trends. Her poetry and essays have been published by Hot Metal Bridge, Arsenic Lobster, and Menacing Hedge, among others. She is the recipient of two New Jersey Press Association awards. Currently, she is at work on a series of essays that blend the political and historical contexts of motherhood with the anxieties, fears, and hopes of women.


Eileen Murray, Assistant Professor, Mathematical Sciences 

I have taught high school and undergraduate mathematics and secondary mathematics methods, been trained as a mathematics teacher educator and engaged in research in several areas directly related to the preparation and professional development of teachers. 
At the core of my research interests is the desire to understand how to best prepare and support secondary mathematics teachers along their professional continuum. This is important because research has shown that teachers who participate in ongoing professional development are better situated to improve student learning and performance. But as a field we need to more fully develop and understand the aspects of professional development and undergraduate education that help teachers make generative changes in their practice. 



Marylou Naumoff, Assistant Professor, Communication Studies, Coordinator of the Fundamentals of Speech Program

Dr. Marylou Naumoff is an Assistant Professor of Communication Studies and the Coordinator of the Fundamentals of Speech Program. Her specialization is rhetorical studies, cultural studies, gender studies, and popular culture. Dr. Naumoff’s research focuses on citizenship, race, and gender, specifically examining popular culture as a site of national discourse where citizens look to understand and construct American identity, as well as, form a sense of community. She is currently working on a book manuscript that examines the impact of hip hop on American masculinity and national identity. 



Reba Wissner, Adjunct Professor, John J. Cali School of Music 

Reba Wissner teaches music history at the John J. Cali School of Music where she has taught since 2013. She has taught at New York University, Westminster Choir College of Rider University, Ramapo College of New Jersey, Berkeley College, and Brandeis University. Dr. Wissner received her M.F.A. and Ph.D. in musicology from Brandeis University and her B.A. in Music and Italian from Hunter College of the City University of New York. She is the author of articles on seventeenth-century Venetian opera, Italian immigrant theater in New York City, music in 1950s and 1960s television, and music history pedagogy and has presented her research on these topics at conferences throughout the United States and Europe. She is the author of A Dimension of Sound: Music in The Twilight Zone (Pendragon Press, 2013) and We Will Control All That You Hear: The Outer Limits and the Aural Imagination (Pendragon Press, 2016) and is currently working on both her third book, Music and the Atomic Bomb in American Television, 1950-1969 (under contract with Peter Lang International Academic Publishers, forthcoming in 2020) and a collaborative book and database project with Dr. Jessica Getman (The George and Ira Gershwin Initiative, University of Michigan) called Cues and Contracts: Music and the American Television Industry that examines music cues and their reuses, as well as administrative documents related to American television music productionShe is the recipient of numerous awards and grants including a travel grant to Venice for dissertation research from the Andrew W. Mellon Foundation and a Sight and Sound Subvention from the Society for American Music.



 Imad Zaheer, Director, Clinic for Evidence-based Practices in Schools, Secondary and Special Education 

Dr. Imad Zaheer is the director for the Clinic for Evidence-based Practices in Schools (CEPS), as part of the Secondary and Special Education department. He earned his Ph.D. in Pediatric School Psychology from Lehigh University, followed by completing his pre-doctoral internship at Centennial School at Lehigh University and post-doctoral fellowship at Devereux’s Center for Effective Schools.  

Dr. Zaheer has worked on numerous projects in clinics, hospitals, and public and alternative school settings that involve direct and indirect (consultation) services across individual, group (classrooms) and systems level. His primary research and clinical focus is on developing assessments (with a focus treatment utility) and interventions for children with emotional and behavioral disorders (EBD), integrating school mental health (SMH) and school-wide positive behavioral supports (SW-PBS), and creating comprehensive school based prevention programs.

 Brian Abrams

Brian Abrams, Associate Professor, John C. Cali School of Music

Brian Abrams, Ph.D., MT-BC, LPC, LCAT, Analytical Music Therapist and Fellow of the Association for Music and Imagery, has been a music therapist since 1995, with experience across a wide range of clinical contexts. Prior to his current position at Montclair State University as Associate Professor of Music (2008-present) and Coordinator of Music Therapy (2010-present), he served on the faculty at Immaculata University (2004-2008) and Utah State University (2001-2004). He has published and presented internationally on a wide range of topics such as music therapy in cancer care, music psychotherapy, humanistic music therapy, and the interdisciplinary area of Health Humanities, including his role as one of five authors of a 2015 book by that title. He has also contributed to the establishment of several medical music therapy programs. He has served on the editorial boards of numerous journals, such as Music Therapy Perspectives, the Nordic Journal of Music Therapy, and Voices: A World Forum for Music Therapy. From 2005 to 2011, he served on the Board of the Mid-Atlantic Region of the American Music Therapy Association (AMTA), including as President from 2007-2009. From 2005 through the present, he has served on the AMTA Assembly of Delegates, including as Assembly Representative on the AMTA Board of Directors from 2010-2013, and as Assembly Speaker from 2012-2013.

 Lauren Dinour

Lauren Dinour, Assistant Professor, Nutrition and Food Studies

Dr. Lauren Dinour is an Assistant Professor of Nutrition in the Department of Nutrition and Food Studies. Currently, her research interests focus on health-promoting policies and programs that improve childhood nutrition, particularly in the areas of school food and breastfeeding. A Registered Dietitian (RD) and public health professional, Dr. Dinour holds a DrPH with a focus on Public Health Nutrition from the Graduate Center (CUNY), an MPH with a focus on Public Health Nutrition from Hunter College (CUNY), and a BS in Nutritional Sciences from Cornell University. Prior to joining the Nutrition faculty at Montclair State University, Dr. Dinour worked as a practitioner and researcher in community-based and public health settings in the areas of childhood nutrition and food policy, such as Head Start centers, WIC offices, and the New York City Department of Health and Mental Hygiene. Dr. Dinour is a member of the Academy of Nutrition and Dietetics, New Jersey Breastfeeding Coalition, and New Jersey Dietetics Association.


Kathy Gainor, Chairperson, Counseling and Educational Leadership


Monica Glina

Monica Glina, Adjunct Professor, Educational Foundations

Dr. Glina is a an instructor and Senior Research Associate for the Department of Educational Foundations and a Research Scientist for the REDSS Lab in the Department of Family and Child Studies at Montclair State University. She completed a Post-Doctoral Fellowship in the Department of Educational Research at the University of Oslo in Norway. She received her EdD in Pedagogy from Montclair State University. She also holds an MA in Applied Linguistics and a BA in English from Boston University. She has specific expertise in classroom discourse, democratic pedagogy and teacher training/education. Her research is concerned with the impact of dialogic interaction on (1) aggression and (2) the development of classroom talk.

Dr. Glina has published several papers on the impact of classroom dialogue on both academic outcomes and prosocial behavior. She has served as a Senior Research Associate, Project Director and Discourse Coach on a grant sponsored by the Department of Education, Institute of Education Sciences (IES) entitled Professional Development in Dialogic Teaching through Classroom Discussion to Improve Argument Literacy. The two goals of this collaboration with The Ohio State University for which she has been and continued to be a Research Associate are: (1) to train teachers to conduct classroom discussions that improve students’ abilities to comprehend and formulate arguments and (2) to research a professional development program in dialogic teaching that can improve students’ argument literacy skills. She is also a Research Associate on a grant funded by the Spencer Foundation called Measuring Argument Literacy Skills of Elementary School Students, as well as Research Scientist on two projects funded by the John Templeton Foundation called Reflecting on the Laws of Life: A Systems Evaluation Planning Project and Process Evaluation and Inspiring Youth Purpose through Reflection on the Laws of Life: Improving, Implementing, Evaluating and Researching the Inspire>Aspire Poster Program. She had also served as the Research Associate for a two prior grants sponsored by the National Academy of Education and the Spencer Foundation: Measuring the Dialogic Quality of Classroom Talk, for which she helped to design and validate a new instrument that allows elementary school teachers to assess the dialogic quality of their interactions with their students and Student Thought and Classroom Language: Investigating the Connection, for which she developed data-analytic frameworks and coded persuasive compositions.

She has prepared curricula for a variety of undergraduate courses, such as Psychological Foundations of Education and Assessment of Learning, for students who are preparing to apply to the teacher education program, as well as graduate courses, such as Methods of Research and Learning Theories, for educators, administrators and school counselors who have returned to school to pursue advanced degrees.



Aihua Li, Professor, Mathematical Sciences



Lisa Lieberman, Associate Professor, Public Health

Dr. Lisa Lieberman is Associate Professor in the Department of Public Health. She has been the Graduate Program Coordinator for the Master of Public Health (MPH) Program since 2013.  She teaches a variety of courses in both the graduate and undergraduate public health programs at MSU, serves as academic advisor for the MPH students, and has served on numerous committees and positions focused on improving students’ experiences and academic programs.  She is currently Vice Chair of the University Graduate Council, serves on the Graduate Council Curriculum Committee, and on her department’s Curriculum Committee.  She is a founding Faculty Advisory Board member of the Center for Research and Evaluation in Education and Human Services (CREEHS), and teaches the culminating practicum course for its Certificate in Program Evaluation. 

Dr. Lieberman’s research has primarily focused on adolescent health, teen pregnancy prevention, school-based sex education, support needs of pregnant and parenting teens, as well as smoking prevention and cessation. She is currently Co-Principal Investigator of the MSU “Tobacco-Free Red Hawks” grant from the American Cancer Society and CVS Foundation, and she is engaged in research related to young adults’ reflections on their transition to first sexual experiences, and a study of campus sexual assault.  In addition, she is a member of the New Jersey Health Collaborative Data Committee, Vice President of the Rockland Alliance for Health, and has served as a consultant to the USDHHS Office of Population Affairs.  She is Associate Editor of the journal, Health Education & Behavior, and Editorial Advisory Board Member for Perspectives on Sexual and Reproductive Health



Jessica Restaino, Associate Professor, Writing Studies 



Talida State, Assistant Professor, Secondary and Special Education

Dr. Talida State is an Assistant Professor in the Department of Secondary and Special Education, College of Education and Human Sciences (COEHS), at Montclair State University. She is a Board Certified Behavior Analyst. She serves as Faculty Liaison for the Clinic for Evidence Based Practices in School and as Faculty Coordinator for the Dual Degree/Dual Certification Program. She is dedicated to preparing future professionals who will make an impact in the community. Her scholarly interests are focused primarily on improving the social, emotional, and educational outcomes for students with emotional and behavioral disorders. Dr. State is a member of premier professional organizations such as Council for Exceptional Children and Association for Positive Behavior Supports. Also, she serves on the board of editors for the Journal of Positive Behavior Interventions and Journal of Behavioral Education.

David Trubatch, Associate Professor, Mathematical Sciences 


 Jean Alvares, Associate Professor, Classics and General Humanities