School of Social and Behavioral Sciences
845-575-3000 ext. 2719
Dr. Carol R. Rinke
Associate Professor of Education, Assistant Dean for the School of Social and Behavioral Sciences
Carol R. Rinke has been on the faculty of Marist College since 2013, where she is passionate about preparing future educators for today’s classrooms. A former science and math teacher in New York City and beyond, she returned to graduate school to study the challenges of recruiting and retaining educators in hard-to-staff classrooms. She currently teaches courses in Science, Technology, Engineering and Mathematics (STEM) methods which partner with local schools and community organizations to develop authentic learning experiences. Dr. Rinke also maintains an active research agenda, exploring the intersection of the personal and the professional in teachers’ career trajectories. Dr. Rinke is the author or editor of over 20 articles and three books on teacher career development over the professional lifespan.
Dr. Rinke also coordinates the Marist Center for Social Justice Research (MCSJR), which constructs collaborative teams of faculty, students, and community members to conduct research in support of the social good and is a founding member of the Creating and Inclusive Community dialogues on addressing race and racism in the college classroom.
MA, Teachers College, Columbia University
BA, Stanford University
Research Interests / Areas of Focus
Rinke, C.R. (2014). Why half of teachers leave the classroom: Understanding recruitment and retention in today’s schools. Lanham, MD: Rowman & Littlefield
Mawhinney, L. & Rinke, C.R. (2019). There has to be a better way: Lessons from former urban teachers. New Brunswick, NJ: Rutgers University Press
Rinke, C.R. & Mawhinney, L., eds. (in press). Opportunities and Challenges in Teacher Recruitment and Retention: Teachers’ Voices Across the Pipeline. Charlotte, NC: Information Age Publishing
Mawhinney, L. & Rinke, C.R. (2017) I just feel so guilty: The role of emotions in former urban teachers’ career paths. Urban Education 53(9), 1079-1101
Rinke, C.R. & Mawhinney, L. (2017). Insights from teacher leavers: Push and pull in career development. Teaching Education 28(4), 360-376
Rinke, C.R., Mawhinney, L., & Park, G. (2014). The apprenticeship of observation in career contexts: A typology for the role of modeling in teacher career development. Teachers and Teaching: Theory and Practice 20(1), 92-107
Rinke, C.R. (2013). Teaching as exploration? The difficult road out of the classroom. Teaching and Teacher Education 34(6), 98-106.
Rinke, C.R. & Valli, L.R. (2010). Making adequate yearly progress: Teacher learning in school-based accountability contexts. Teachers College Record 112(3), 645-684
Rinke, C.R. (2008). Understanding teachers’ careers: Linking professional life to professional path. Educational Research Review 3(1), 1-13