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Laura Kates


Behavioral Sciences


Laura Kates, Ed.D. is a Professor in the Education Program. She joined the faculty of Kingsborough in the fall of 2006 and was Deputy Program Director from 2011 - 2017. Prior to that, she was a New York City teacher and, for fifteen years, a curriculum consultant and staff developer in the New York City schools.

In her role as professor, Laura is committed to the continuous improvement of pedagogy and practice and is involved with many of Kingsborough’s teaching and learning initiatives. She was a founding member of the Faculty Initiative on Teaching Reading (FITR) and a longtime facilitator of numerous Faculty Interest Groups at KCTL. Laura is a WAC and Online Teaching certified instructor.

Laura’s research focuses on teacher education pedagogy, policy, and program design, students’ perspectives on their learning experiences, and on the integration of critical literacy into undergraduate teacher education.


EDC 200 Foundations of Education

EDC 90A4 Seminar and Practicum in Teacher Development

HUM 200 Early Literacy and Children’s Literature

HUM 08181 Development of Literacy in Children


Ed.D. in Curriculum and Teaching, Teachers College Columbia University, 2005

Master of Science in Education, Bank Street College of Education, 1990

Bachelor of Arts in Philosophy, New York University, 1983


Bruno, G., DelPrincipe, A., Devany, E., Espinet, I., Gabay, M., Kates, L., Schnee, E., (2022). What works for us: The faculty initiative on teaching reading. Teaching English in the Two-Year College, 50 (1), 76 – 88.

Kates, L. (2015). Creating civically engaged writing in a cross-cultural teacher  education class: Challenges and possibilities. In Schnee, E., Better, A., & Cummings, M., (Eds): Civic engagement pedagogy in the community college: Theory and practice. Springer International Publishing, pp. 133 – 151.

Kates, L. (2014). Aspiring teachers becoming strategic readers: Instructional scaffolds and social supports. The New Educator, 10 (4), 267- 288.

Kates, L. (2011). Toward meaningful assessment: Lessons from five first grade classrooms. Bank Street Occasional Papers Series.

Kates, L. (2011). Building a bridge from the experiential to the textual: Preparing critical readers for a complex teaching terrain. In Cohan, A. & Honigsfeld, A., (Eds.), Breaking the mold of pre-service and in-service teacher education: Innovative and successful practices for the 21st century. Lanham, Maryland: Rowman and Littlefield.

Kates, L. (2010). Student perspectives on transfer and articulation: Implications for teacher education pedagogy and practice. The New Educator, 6(1), 30-55.

Selected Presentations:

April 2018, Transitions and Transactions Conference IV: Literature Pedagogies and Social Justice in Community Colleges. Borough of Manhattan Community College, Session Chair: Status, Citizenship, Privileges and Rights.

April 2016, Transitions and Transactions Conference III: Literature Pedagogies and Social Justice in Community Colleges. Borough of Manhattan Community College, Session Chair: (En)countering Race.

March 2016, The Annual Conference of the National Association of Community College Teacher Education Programs: “Lemons into Lemonade: Turning Preparation for a High Stakes Teacher Certification Exam into an Opportunity to Deepen Curriculum and Collaboration”

May 2013, The Ninth Annual CUNY CUE Conference: “Scaffolding Strategic Reading in the Undergraduate Classroom: Engaging and Effective Practices”

March 2013, The Annual Conference of the National Association of Community College Teacher Education Programs: “Aspiring Teachers Becoming Strategic Readers: Instructional Scaffolds and Social Supports”


2019 – 2020, CUNY Pedagogical Research Grant (CPRG): “Assessing the Impact of Collaborative Professional Development on the Teaching of College Reading at Kingsborough Community College” Co – Principal Investigator

2018 – 2021, Coordinated Undergraduate Initiative (CUE): “Faculty Initiative on Teaching Reading”
Co – Principal Investigator

2017 – 2018, Coordinated Undergraduate Initiative (CUE):  “Developing a Reading Across the Curriculum Pilot at Kingsborough Community College”

Co – Principal Investigator

2016 – 2017, Perkins Grant: “An Innovative Advisement Model for Education Program Students” Co – Principal Investigator

2014 – 2016, CUNY Race to the Top, Teacher Education Faculty Professional Development Grant, Co – Principal Investigator

2013, Graduate NYC! Curriculum and Alignment Project: “A Standards-Based Approach to Cross Institutional Analysis of Student Work” Co – Principal Investigator

Professional Memberships:

American Association of Colleges of Teacher Education
American Educational Research Association
National Association of Community College Teacher Education Programs 
National Association for the Education of Young Children
National Association of Early Childhood Teacher Educators

Personal Interests:

Yoga and Meditation
Movie Going
Museum Going