Lisa Miller, Ph.D., is Professor of Psychology and Education at Columbia University, Teachers College and is Founder of the Spirituality Mind Body Institute, the first Ivy League graduate program in spirituality and psychology. http://www.lisamillerphd.com/
Dr. Miller is a foremost scientist on spirituality across the lifespan, with her work published in top research journals including JAMA-Psychiatry, American Journal of Psychiatry, and the Journal of the American Academy of Child & Adolescent Psychiatry. Her innovative research has focused on quantifiable effects of spirituality in health, resilience and thriving, and an overall sacred and joyful life. Her clinical and consultation work focuses on spiritual awareness and spiritual growth, for individuals, families, groups and organizations
Dr. Miller is the author of “The Spiritual Child; The New Science of Parenting for Health and Lifelong Thriving.” Based upon her decade and a half of experience, she offers talks, workshops and consultations on spirituality in healthy development to parents and schools, adult wellness groups, and private and public organizations. She is the Editor of The Oxford Handbook of Psychology and Spirituality and Co-Editor of the APA journal, Spirituality in Clinical Practice.
She has been elected as Fellow by the American Psychological Association, as well as for the Virginia Sexton Mentoring Award of graduate students. A graduate of Yale, she received her doctorate from the University of Pennsylvania from Martin Seligman.
Amy L. Chapman, Ph.D
Dr. Amy Chapman, Ph.D is a the Director of the Collaborative for Spirituality in Education: Educating for a Democratic and Ecological Society and a Research Fellow at Teachers College, Columbia University. Amy researches factors which support or inhibit youth civic participation, spirituality in education, and the ways in which social media can be used within educational contexts in ways that promote equity and inclusion, particularly of voices that often go unheard. Projects have included examining a social justice curriculum for adolescent identity development; evaluating a Facebook application for its usefulness for college-going among first-generation college students; exploring high school teachers’ use of Twitter for civic education; and an extensive ethnographic study of spiritual school culture. This research has included examining a social justice curriculum for the development of identity in adolescents as well as an examination of a Facebook application for its usefulness for first-generation college students. Her dissertation examined high school teachers’ use of Twitter for civic education. Current projects include several which examine the experience of different groups of people in social media spaces; further research in the use of social media by K-12 teachers; and a longitudinal intervention study to examine a process for creating a relational school culture in K-12 schools. In addition to this scholarship, Amy continues to work in educational leadership and student formation through various Jesuit apostolates.
A former public school teacher, Amy holds three degrees from Boston College, in secondary education and history; developmental and educational psychology; and religious education; and a doctorate in educational psychology and educational technology from Michigan State University. Recent articles include Relational Spirituality in K-12 Education: A Multi-Case Study (The International Journal of Children’s Spirituality; Chapman, Foley, Halliday, & Miller, 2021); Applying a Critical Lens to Teachers’ Use of Social Media for Civic Education (Contemporary Issues in Teacher Education, Chapman & Greenhow, 2021); and Building a community of faith: A social justice approach to developing identity in adolescents (Irish Educational Studies, Chapman, 2021). More information can be found at www.amylchapman.com.
Arlène Elizabeth Casimir
Head of Educator Training
Arlène Elizabeth Casimir, CSE’s Head of Educator Training, is a Brooklyn-based educator, healer, herbalist, consultant, and author. As a first-generation Haitian American, she recognizes the power of community, equity, literacy, and spiritual resilience to help others live with personal integrity, transcend their circumstances, and author their own lives. Arlène has spent the last 13 years honing her practice and research. Her classroom served as a lab site and model for transformative teaching. She created, designed, and implemented a culturally responsive, healing-centered, spiritually grounded, and trauma-informed curriculum for her students. Her experiences teaching middle school in New York City, elementary school in New Orleans- to the first students to come to school post-Hurricane Katrina, and working as a staff developer awakened her purpose to nurture the authentic core and the inner teacher in others. Arlène incorporates this experience into designing and delivering CSE’s Awakened Schools Institute, where school leaders, teachers, and staff are nourished and supported in developing spiritually sustaining classrooms and schools.