Sara Rowbottom is the Education & Learning Manager for the International Rescue Committee (IRC) in New York, overseeing a comprehensive continuum of services designed to meet the educational needs of children, youth, and adults fleeing conflict and crisis and resettling in New York City. Among the programs under her direction are a six-week Refugee Youth Summer Academy to prepare newly arrived students for success in NYC public schools, individualized coaching and support for families of newly arrived children and youth, and Cultural Orientation, English as a New Language, and Citizenship test preparation for adults. With more than a decade working in the international development and humanitarian assistance fields, and eight years with the IRC, Ms. Rowbottom possesses expertise in program design, implementation, and monitoring, as well as financial and technical assistance for mutual assistance organizations, and community assessment. She holds a BA in Political Science from Brown University and a Masters of International Affairs from The New School.
Dr. Kathleen Landy is the Director of Queensborough’s Center for Excellence in Teaching and Learning (CETL), which fosters pedagogical innovation and effectiveness, and provides environments for faculty to come together to share teaching experiences and expertise. After graduating from SUNY Geneseo, Dr. Landy earned her M.S. in Teaching from Fordham University. In 2013, Dr. Landy completed her Ed.D. in Educational Leadership, Administration, and Policy, also from Fordham University. Dr. Landy taught both middle school math and secondary English prior to becoming a professional development provider (for K-12 teachers and administrators), which allowed her to focus on her passion for instructional design, educational technology, and pedagogy. Upon completing her doctorate and working as an adjunct professor for Fordham University’s Graduate School of Education, Dr. Landy transitioned to faculty development in higher education and became the Associate Director of High-Impact Practices at Mercy College. Through Mercy’s Faculty Center for Teaching & Learning, Dr. Landy excelled at designing development opportunities for the faculty and coordinating efforts to pilot and scale high-impact learning experiences for students. Dr. Landy’s grounding in learning theory, her considerable classroom experience, and the insights gained through years of working with educators inform her commitment to a collaborative approach to reflective instructional practice.
“Tapping the Potential of Refugee Youth,” Robert J. Carey and Jane S. Kim, Chapter in Sonnert, G., & Holton, G. J. (2010). Helping young refugees and immigrants succeed: Public policy, aid, and education. New York: Palgrave Macmillan.
Birman, D. & Addae, D. (2015). Acculturation. In C. Suárez-Orozco, M. M. Abo-Zena, & A. K. Marks (Eds.) Transitions: The development of children of immigrants. (pp. 122-141). NYU Press.
McBrien, J. Lynn. 2005. "Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature." Review of Educational Research 75 (3):329-64.
IRC’s Healing Classrooms: http://HealingClassrooms.org
Bridging Refugee Youth & Children’s Services: http://www.brycs.org/
The Search Institute’s Developmental Assets: http://www.search-institute.org/research/assets/assetpower
Collaborative for Academic, Social, and Emotional Learning: http://www.casel.org/social-and-emotional-learning/outcomes/
Article: “In New York, With 6 Weeks to Adapt to America,” New York Times, 2012: http://www.nytimes.com/2012/08/26/nyregion/young-new-immigrants-helped-by-the-refugee-youth-summer-academy.html?_r=0