The Fordham Graduate School of Education (GSE) is pleased to announce the addition of two new clinical faculty members, Ismini Georgiades, Ph.D., and Robert Niewiadomski.
Georgiades, a clinical assistant professor in counseling psychology in the GSE Division of Psychological and Educational Services (PES), received her doctorate in counseling psychology from Fordham Graduate School of Education; master’s degree in counseling psychology and master’s degree in counseling education from Teachers College, Columbia University; and bachelor of arts in psychology and political science from New York University. Georgiades is a New York State licensed psychologist.
Her work and research centers on grief and loss, treatment of trauma, and psychotherapy with individuals with neurodiverse backgrounds.
“It feels like a homecoming. As an alumna I always felt PES was an environment that enriched me personally and professionally. It’s a privilege to return to work and further learn among the students,” expressed Georgiades.
Niewiadomski, clinical assistant professor in the Division of Curriculum and Teaching, is currently an Innovation in Curriculum and Instruction doctoral candidate in Concentration in Learning through Multilingualism (multilingual education) in the GSE, and in the dissertation stage for an Ed.D. from Hunter College. He also holds a master’s in science in TESOL from Fordham GSE and a bachelor of arts in philosophy from Columbia University.
“It is an honor and a tremendous responsibility to join faculty so profoundly devoted to nurturing an inclusive and reflective community of future educators. Across public education and beyond, our graduates are at the forefront of the ongoing struggle for equity and social justice. I am delighted to contribute to this exceptional community and to pass on the legacy of research and practice driven by a commitment to critical inquiry, diversity, compassion, and inclusion to future educators,” stated Niewiadomski.
His research focuses on the junction among multilingualism, sociolinguistics, and social justice, examining how communities construct and compound injustices or create privileges at the intersection of linguistic repertoires, ethnicity, race, social origins, gender expression, (dis)abilities, religion, and other identity markers.
“We are extremely pleased to welcome these two outstanding clinical assistant professors who were trained at the Fordham Graduate School of Education,” expressed José Luis Alvarado, Ph.D., dean, Fordham GSE. “Their commitment to the highest educational standards will translate into developing extremely strong leaders for tomorrow.”
