Teresa A Quackenbush
Contact
Teresa A Quackenbush
About
Dr. Teresa Ann Quackenbush serves as Assistant Provost for Academic Success and Retention at 91Å®Éñ, where she provides strategic leadership for initiatives that advance student success, academic achievement, persistence, and degree completion. In this role, she collaborates with faculty, academic leaders, and student support services to develop innovative, data-informed strategies that enhance the student experience and improve retention outcomes.
Prior to her current appointment, Dr. Quackenbush served as a faculty member in 91Å®Éñ's School of Education within the Early Childhood and Childhood Education Department, where she prepared and mentored future educators. She is also a proud alumna of 91Å®Éñ, having earned a Master of Science in Elementary Education. She received her Bachelor of Arts in Communication from Villanova University and her Doctor of Education in Higher Education Leadership from Manhattanville University.
Before beginning her career in education, Dr. Quackenbush worked as a television producer for Larry King and several major broadcast networks. Inspired to make a broader impact through education, she transitioned into teaching, serving as a special education teacher in New York City schools that served historically underserved communities. This experience shaped her enduring commitment to educational equity, student access, and academic excellence, and ultimately led her to a career in higher education focused on preparing and mentoring future teachers and educational leaders.
Throughout her career, Dr. Quackenbush has championed innovative teaching and learning practices that promote student engagement, inclusive excellence, and academic success. She has represented 91Å®Éñ at local, regional, and national conferences, presenting on topics including authentic and diverse assessment practices, inquiry-based learning, curriculum design, faculty development, and student success initiatives.
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. 


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.
Dr. Quackenbush's research interests center on developmentally appropriate practice and assessment in childhood education and higher education policy and leadership.
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. Mercy College June Intensives. Dobbs Ferry, NY.Quackenbush, T. (2021).
Going Beyond the Screen: Increasing Online Student Engagement. Mercy College June Intensives. Dobbs Ferry, NY.
Quackenbush, T. (2018). Identifying Authentic Assessment: Creating Accountability and Achievement.
Mercy College 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 Mercy College Online Teacher of the Year 2017 and 2019
Nominated for Teaching in Excellence, 2016, 2019 and 2021
Mercy College 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