Teresa A Quackenbush

  • Assistant Professor, Early Childhood and Childhood Education
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  2. Teresa A Quackenbush
Assistant Professor

Dr. Teresa Ann Quackenbush has been a member of the full-time faculty in the Early Childhood/Childhood Education Department at ÌÇÐÄVlogÆƽâ°æ since 2015. Previously, Dr. Quackenbush served as an Adjunct Professor in the School of Education. Dr. Quackenbush is an alumna of ÌÇÐÄVlogÆƽâ°æ where she earned an MS in Elementary Education. She earned her Bachelor of Arts in Communication from Villanova University and a doctoral degree in Higher Education Leadership from Manhattanville College. Before her shift to education, Dr. Quackenbush was a television producer for Larry King and several major networks. Dr. Quackenbush was taught that access to a diverse and meaningful education would provide the tools to explore opportunities, and how to use those tools to advocate for others. After serving as a special education teacher for New York City in underserved communities, she began her work in higher education training and mentoring preservice teachers.

Dr. Quackenbush has represented ÌÇÐÄVlogÆƽâ°æ at local and national conferences on diverse assessment methods, inquiry-based learning and promoting the value of play in childhood education.

Manhattanville College, Purchase, NY
Ed.D. in Higher Educational Leadership

ÌÇÐÄVlogÆƽâ°æ, Bronx, NY
Master of Science in Elementary Education

New York State Teaching Certificates
     Elementary Education
     Special Education

Villanova University, Villanova, PA
Bachelor of Arts in Communication

Dr. Quackenbush's research interests center on developmentally appropriate practice and assessment in childhood education and higher education policy and leadership.

Teaching Philosophy

Traditionally, an educator is defined as someone who teaches. However, I believe the job of an educator is not simply to teach, but to ensure students learn. This exemplifies true leadership. I love being a teacher because I love to learn. I often say that a passionate teacher becomes a student of their students. I believe that demonstrating my values and commitment to learning instills a love of learning in my students. Teachers direct, guide, and support, but good pedagogy requires the active involvement of the learner. Authentic teaching and learning evolve through a collaboration of teacher and student. It is essential in our teaching practice that we deliberately cultivate a meaningful environment by implementing several core essentials to learning. These essentials of education include a commitment to learning, accountability, reflective practice, ongoing assessment, and creating an inclusive, culturally responsive environment. â€¨â€¨

Future Goals

A school and learning culture also needs to be active, engaging, and approachable. I believe in an environment that provokes interaction, discussion, and inquiry. Students should have a forum to openly and respectfully communicate, provide and receive feedback, explore, participate in balanced dialogue, and feel valued. Self-discovery is having the opportunity to study things that are meaningful and relevant to one's life and interests. Developing a curriculum that includes students’ interests fosters intrinsic motivation and stimulates the passion to learn. Teaching is an opportunity for continual learning and growth for everyone.  Being a prepared, structured, sensitive, and sincere educator who grounds their practice in sound content knowledge creates successful learning and achievement. As the needs of students in higher education continue to evolve, we must meet students where they are. Our practices must rotate around the learning styles of our students. This requires being innovative, integrating technology, and maintaining the consistency of traditional best practices. I am dedicated to continuing to grow as a learner, conduct research, and engage in very frequent conversations with my students. In the age of digital communication, the reality that learning truly is relationship-based has been buried. It is my priority to restore and maintain these values in the classroom and continue to cultivate rich, thought-provoking conversations where students can question, explore, debate, solve, and develop their critical thinking skills.

Quackenbush, T. (April 2016). Back to the basics: Observation, play and feedback in the early childhood classroom. Westchester Association for the Education of Young Children Newsletter. 17-18.

Selected Presentations

Quackenbush, T.,Vallice Levy, R., Ohseki, A., Gunning, A., & Marrero, M. (2023, March 23-25). The Hands-on Fun of STEM Across All Subjects. The National Science Teaching Association National Conference,  Atlanta, Georgia, United States.

Quackenbush, T. (2023). The Evolving Role of Faculty in online learning: Creating student engagement in discussion posts. ÌÇÐÄVlogÆƽâ°æ June Intensives.  Dobbs Ferry, NY.Quackenbush, T. (2021).

Going Beyond the Screen: Increasing Online Student Engagement. ÌÇÐÄVlogÆƽâ°æ June Intensives. Dobbs Ferry, NY.

Quackenbush, T. (2018). Identifying Authentic Assessment: Creating Accountability and Achievement.
ÌÇÐÄVlogÆƽâ°æ Faculty Seminar Day. Dobbs Ferry, NY.

Quackenbush, T. & Wasmuth, H. (2017). Learning Beyond the Screen: Creating Engagement in Distance Learning. The Northeast Connect Conference. New York, New York.

Quackenbush, T. & Ohseki, A. (2017). New York State Association for the Education of Young Children’s Annual State Conference: Setting the Stage: Promoting Language and Literacy Development Through the Arts. New York State Association for the Education of Young Children (NYAEYC) Annual Conference. Rye, NY.

Quackenbush, T. (2016). The Magic of Inquiry Learning. Westchester Association for the Education of Young Children Annual Conference. Dobbs Ferry, NY.

Quackenbush, T. & Ohseki, A. (2016). Keeping It Real in the Early Childhood Classroom: Authentic Assessment, Accountability and Achievement in a Common Core Climate. The New York State Association for the Education of Young Children (NYAEYC) Annual Conference. Rye, NY.

AWARDS AND NOMINATIONS

Finalist ÌÇÐÄVlogÆƽâ°æ Online Teacher of the Year 2017 and 2019

Nominated for Teaching in Excellence, 2016, 2019 and 2021

ÌÇÐÄVlogÆƽâ°æ Adjunct in Spotlight, 2010

Recipient of the VSA Arts of New York City Award, 2006

The National Academy of Television Arts and Sciences Recognition Award, 2002