2025 Doctoral Program in Educational Leadership Commencement Magazine by Manhattanville University

Commencement2025

Doctoral Program in Educational Leadership

The Doctoral Program in Educational Leadership is designed for practicing and prospective leaders and experienced educators in P-1 and higher education, serving schools, districts, private and independent schools, charter schools, colleges, universities, community organizations, and entrepreneurial endeavors. The Doctoral Program in Educational Leadership consists of 3 pathways and adopts a cohort model enabling students to be part of a dynamic and cohesive community of learners during the EdD program. Currently enrolled students and doctoral alumni are highly accomplished scholarpractitioners who appreciate and have benefited from the value of having a terminal degree in the field of education.

Signature Pathway, established in 2010, provides leadership preparation for individuals interested in leading educational (P-12 public, private, parochial, charter and independent schools) and related non-profit organizations serving public interest. The Signature Pathway is designed to meet the needs of practicing and aspiring leaders who want to be a catalyst to improve student learning, build strong partnerships, influence professional and policy- making communities, and promote the public’s confidence about the educational enterprise.

In 2013, building on the success of the Manhattanville University's EdD in Educational Leadership, the doctoral core faculty and staff added an innovative degree pathway for advanced Doctoral Students—the Dissertation Completion Pathway. The inaugural Cohort started in January 2014. The Dissertation Completion Pathway (DCP) is designed specifically for those who were enrolled in an accredited educational leadership doctoral program and completed all requirements but the dissertation (ABD).

Launched in 2017, the Higher Education Leadership Pathway to the EdD is designed for practicing and aspiring leaders seeking to further develop their skills to meet the challenges facing two-year, four-year, and graduate colleges and universities, and to help shape higher educational institutions in the future. The curriculum in this degree pathway empowers higher education leaders to decisively address challenges and opportunities in today’s climate of change and strategically adapt as agents of change.

AN EXCERPT FROM

The Masque of Anarchy

By Percy Bysshe Shelley

Rise like Lions after slumber In unvanquishable number, Shake your chains to earth like dew Which in sleep had fallen on youYe are many - they are few.

Congratulations to the Class of 2025!

Presentation

of the 2025 Doctoral Program Awards

Distinguished Dissertation Research Award

Mary K. Humphreys

Endowed Scholarship in Special Education Doctoral Award

Outstanding Service to the Doctoral Program Award

Ethel Kennedy Award for Human Rights Leadership

Judith Johnson Memorial Award

Abstract

Dr. Theresa Civitano

2025 Recipient of the Distinguished Dissertation Research Award

DISSERTATION TITLE: A Mixed-Methods Study Investigating the Influence of Professional Development on Middle School Math Teachers’ Capacity to Implement Five Strategies of Formative Assessment

Dissertation Chair: Dr. Kenneth Mitchell Committee Members: Dr. Nora C.R. Broege and Dr. Marc Baiocco

Formative assessment (FA) is a complex process whereby teachers integrate a variety of assessment tasks, activities, and strategies to evaluate students’ learning progression and inform instruction. Drawing upon Black and Wiliam’s (2009) theory of FA, this process has been broken down into five key strategies and can be operationalized using Wiliam and Thompson’s (2007) framework. This explanatory sequential mixed methods study aimed to explore the extent to which middle school math teachers were using the five strategies of FA in their classrooms to advance student learning. Guskey’s (2002, 2020) model of teacher change and Fullan’s “right drivers” were used as secondary lenses for this study. Additionally, this study sought to investigate the professional development (PD) structures influencing teachers’ FA capacity levels. Middle school math teachers were surveyed using both closed and open-ended questions and districts’ PD documents were analyzed. The findings indicated teachers’ partial implementation of the five strategies of FA, and the influence of collaborative PD structures on teachers’ FA capacity levels. The need for greater teacher support for strategy implementation and the type of professional development was highlighted. The insights gained from this study can provide guidance to district and math leaders, teacher educators and professional development providers. As districts move toward balanced assessment systems that include FA, an understanding of the process, and how best to support teachers is essential.

Biography

Theresa Civitano is a retired middle school math teacher with nearly three decades of teaching experience. Prior to her teaching career, Theresa was a computer programmer and trainer of software applications. Her passion for teaching and learning prompted her early career change. Upon entering her teaching career, she taught Mathematics for the Carmel Central School District for nine years and served as the Mathematics Department Chairperson for four years. She resigned from her position in Carmel to remain home with her two small children. In 2004, she returned to the educational field as a teacher of Mathematics for the Chappaqua Central School District and served as the Mathematics Department Chairperson. As Mathematics Chairperson in 2 districts, Theresa had ample opportunity to review and align curriculum with NYS Standards as well as research various resources and instructional strategies that would benefit both teachers and students. Theresa’s passion for teaching, learning, meaningful curriculum, instruction, and assessment has been a driving force throughout her teaching career, propelling her to further research math methodologies and teaching strategies that will promote desired student outcomes.

Dr. Kelly Rudyk

2025 Recipient of the Mary K. Humphreys Endowed Scholarship in Special Education

Doctoral Award

The Mary K. Humphreys Endowed Scholarship was established by the Humphreys family to preserve a legacy for Mary who passed away in 2008. Mary, a “career changer,” left the corporate world to complete her graduate degree in education at Manhattanville and pursued her greatest passion -- her love of teaching children with special needs. Starting in 2018, the Humphreys' efforts to preserve Mary's legacy extended the award to the doctoral program. The doctoral award is given to scholar-practitioners whose research focuses on programs and practices related to helping students with special needs and/or disabilities. The recipient possesses a "deep" interest in the welfare and teaching of children with special needs.

The 2025 award recipient is Dr. Kelly Rudyk, a passionate advocate who provides opportunities for staff to expand their understanding of high-leverage practices, specially designed instruction, inclusivity, and supporting students in the least restrictive environment. Kelly transitioned to a district special education leadership position in 2021 as an Assistant Director of PPS in the Yorktown Central School District, and in 2024 began her current role as Director of Pupil Personnel Services in the North Salem Central School District. Kelly stated, “A special education leader must truly understand people, be agents for sustained change in support of students, and have the technical skills to ensure that the district maintains compliance but also has the resources available to support and enable students with disabilities to thrive.”

Her dissertation, Special Education Leadership Capacity and Professional Development: A Qualitative Study of Special Education Leaders and Their Role In The Selection, Development, and Implementation of Professional Development for Special Education Teachers, sought to understand special education leaders’ and other district leaders’ perspectives and understanding of the critical role professional development plays in the development of special education teachers and ensuring equitable opportunities for the students with disabilities they serve.

Dr. Bancha Srikacha

2025 Recipient of the Award for Outstanding Service to the Doctoral Program in Educational Leadership

The Outstanding Service Award is presented to a doctoral student who has provided exemplary contributions to the doctoral program, School of Education, and/or college. Recipients of this award are trailblazers who use their research and/or professional networks and/or leadership skills to inspire others and effect change in the Manhattanville University Doctoral Program community.

The 2025 recipient of the Outstanding Service Award is Dr. Bancha Srikacha. In his nomination, Bancha was identified as an exceptional colleague; his expertise, responsiveness, and patience are hallmarks of his many talents. Bancha, who was Manhattanville University’s sole Instructional Technologist from 2015-2022, was “essential personnel” through COVID-19, guiding faculty, students, and administrators on virtual platforms in such a way that little instructional time was lost. His support manifested in an instructional leadership that helped to keep the institution functioning. However, his recognition extends far beyond his professional responsibilities: Bancha has gone above-and-beyond delivering annual training for his peers on using the Digication (and now SharePoint) platform(s) for developing required ePortfolios, he has also has offered ‘on demand’ workshops (by popular request from peers) on how to use Teams, Zoom, among other technology resources. He’s even created custom video tutorials to assist his assist doctoral peers in creating, editing, and sharing their ePortfolios. He is consistently generous with his time and expertise, warranting recognition for his Outstanding Service.

Dr. Pia Stevens-Haynes

2025 Recipient of the Ethel Kennedy Award for Human Rights Leadership

Ethel Kennedy, a Manhattanville graduate in 1949, was the wife of Robert F. Kennedy. She often was at the forefront of many pivotal events in the mid-20th century, including the McCarthy hearings, the Civil Rights movement, the Cuban Missile Crisis, the groundbreaking political elections of the 1960’s, and the battle for labor rights. Shortly after the June 5, 1968 assassination of her husband, Mrs. Kennedy founded the Robert F. Kennedy Center for Justice and Human Rights, a nonprofit charity aimed toward RFK’s dream of a more just and peaceful world. A political force in her own right, Ethel has personally tackled human rights issues both at home and abroad. She has marched with Cesar Chavez, sat with Native Americans at Alcatraz, demonstrated outside the South African and Chinese embassies, joined the Global March for Children, among many other human rights issues, including and (at the age of 87) boycotting and protesting fast food businesses with the Coalition of Immokalee Workers. In recognition of her impressive life’s work, President Obama, in 2014, presented Ethel Kennedy with the Medal of Freedom, the highest civilian honor. In 2020, the Doctoral Program established the Ethel Kennedy Award for Human Rights Leadership, with support from Dr. Joanne Marien, to further honor Mrs. Kennedy by recognizing others’ shared passion for promoting human rights.

The 2025 recipient of the Ethel Kennedy Award for Human Rights Leadership is Dr. Pia Stevens-Haynes, an experienced educator, administrator, and researcher whose graduate and professional careers have focused on ensuring equitable educational outcomes for all students, regardless of race/ethnicity, socioeconomic status, gender, or generation. Advocating for all students of color has always been at the forefront of Pia’s research agenda: Her mixedmethods study examined the code of conduct process in higher education. Using an assetbased lens, Pia hypothesized that this punitive process may actually serve as a source of social capital and support that helps students of color persist to completion. Violating the code of conduct does lead to disciplinary hearings and, in many cases, subsequent disciplinary actions but it also introduces students to individuals, departments, and offices whose sole focus is on supporting them. As a result, a process that often prevents persistence instead leads to positive outcomes.

Pia’s advocacy also extends into her professional life. Currently she serves as Dean of Students and Deputy Title IX Coordinator at New Jersey City University, and she is deeply committed to best serving marginalized students. Her life and work exemplify the legacy of Ethel Kennedy’s commitment to human rights.

Beatrice Turpin-Peek

2025 Recipient of the Judith Johnson Memorial Award

This award is given by the Manhattanville University Doctoral Program in memory of Judith Johnson, who was described as the “best known educator in the Lower Hudson Valley, who fought for educational equity for decades and represented the region on the state Board of Regents since 2015” (Gary Stern, Journal News, October 22, 2019). Judith began her career as a teacher in New York City prior to moving into administrative roles for the Mamaroneck, Southern Westchester BOCES, Nyack, Peekskill, Mount Vernon, and White Plains school systems. Recruited by the Clinton administration in 1996, Judith served as the Deputy Assistant Secretary of Education and then the Acting Assistant Secretary for Elementary Education before returning to Westchester where she led two school districts. In 2008, Johnson was named New York State School Superintendent of the Year, making her the first African American to receive the honor from the New York State Council of School Superintendents. Judith was best known as an untiring force for seeking equity for all students. In 2020, Judith Johnson (a doctoral student at the time of her passing) was recognized by Manhattanville with a posthumous honorary doctorate in acknowledgement of her outstanding commitment to education, and this award was established to recognize a doctoral student whose work reflects Ms. Johnson’s legacy.

The 2025 recipient of the Judith Johnson Memorial Award is Beatrice Turpin-Peek, an advocate for equity. As a seasoned administrator in higher education, Beatrice has spent most of her career working with TRiO Programs (Upward Bound, Student Support Services, and Veterans Upward Bound) that serve first-generation, low-income, and racially minoritized students. Her dissertation research extends from her practice: She is designing a qualitative study that use Kimberley Crenshaw’s intersectionality theory to illuminate the barriers and challenges that limit career advancement and career transition for Black women TRiO professionals. Beatrice, a firstgeneration woman of color whose father’s education ended in 8th grade, has demonstrated dedication and leadership in her 30-year career that has contributed significantly to getting her programs nationally recognized for their contributions to students’ growth. Beatrice is honoring Judith’s legacy with her professional work and her doctoral research.

Presentation of the 2025 Graduates of the Manhattanville University

Doctoral Program in Educational Leadership

Dr. Catherine Victoria Addor

Dr. Rosa Amendola

Dr. Rudy Thomas Arietta

Dr. Cody Andrew Blume

Dr. Eudes S. Budhai

Dr. Theresa Civitano

Dr. Jeffrey J. Cole

Dr. Claire Comerford

Dr. Ashley Cruz

Dr. Lloyd Clinton Cutkelvin Jr.

Dr. James V. Downey

Dr. Joseph Falco

Dr. Nicholas Giarrusso

Dr. Mayda Gonzalez-Bosch

Dr. Jacqueline Dionne King-Green

Dr. Caroline Haack

Dr. Stephen P. Hancock

Dr. Frances Havard

Dr. Yvon Jules

Dr. Devin Miranda-Weise Klugh

Dr. Marie Kropp

Dr. Mary Kubat

Dr. Melanie Lofaro

Dr. Juliesa Sherri McFarlane

Dr. Kevin Carl McLeod

Dr. Tenisha Neil-Robinson

Dr. Adrian Novio

Dr. Linda Katzman Palumbo

Dr. Amy Meredith Peluso Prasky

Dr. Elaine Primus

Dr. Taneisha Providence

Dr. Jessica Lynn Rappaport

Dr. Ivan Rudolph-Shabinsky

Dr. Kelly Rudyk

Dr. Bancha Srikacha

Dr. Pia Stevens-Haynes

Dr. Sheldon Sucre

Dr. Keith Sullivan

Abstract

Dr. Catherine Victoria Addor

Dissertation

Completion Pathway Cohort 3

DISSERTATION TITLE

“No One Trained Us For This": A Narrative Inquiry Into Parent/ Caregiver Engagement and the COVID-19 Global Pandemic

Dissertation Committee Chair: Dr. Nora C.R. Broege

Dissertation Committee Members: Dr. Peter Troiano and Dr. Charity Anderson

The COVID-19 global pandemic fundamentally disrupted traditional education systems, compelling parents and caregivers to assume unprecedented roles in supporting their children’s learning. This qualitative study sought to understand parent/caregiver–teacher partnerships during the pandemic in K–12 schools in the Mid-Hudson Valley region of New York. Drawing upon Bronfenbrenner’s (1979) ecological systems theory, this study captured the lived experiences of parents and caregivers navigating the complexities of remote and hybrid learning during a time of crisis. Data were collected through semistructured interviews and artifact collection, including visual materials such as schedules and drawings, to provide a rich understanding of participants’ experiences and adaptations. Findings reveal key themes related to perceived challenges and barriers to engagement, shifts in parent and caregiver roles, communication and instructional support adaptations, and evolving expectations for future partnerships with educators. A notable finding indicated that while many parents and caregivers became more directly involved in their children’s education during the pandemic, the level of engagement varied based on access to resources, technological literacy, and school communication practices. The study highlights the critical role of social support networks in mitigating these challenges and underscores ongoing disparities in access to educational resources, and emphasizes the need for schools to foster inclusive and flexible family engagement practices that acknowledge diverse caregiving arrangements and contextual realities shaped by crises such as the pandemic. The implications of this study inform policy and practice by offering recommendations for strengthening family–school collaboration, enhancing remote learning infrastructures, and promoting equitable engagement strategies that can be sustained beyond periods of disruption.

Biography

Catherine V. Addor is an experienced educational leader, researcher, and consultant with over 34 years in K–12 education, including 26 years in school leadership roles. She specializes in curriculum development, instructional innovation, and inclusive educational practices, with expertise in gifted/enrichment programs, arts education, and the International Baccalaureate (IB) continuum. As the founder of Addor-ation Innovation Services, LLC, she provides consulting in curriculum design, professional development, and leadership support for K–12 institutions. Catherine believes deeply in lifelong learning and continues to engage in professional discourse on best practices in teaching, leadership, and family–school partnerships. She resides in New York with her husband, Forrest, and has three children: Leyla, Donald, and Sabrina. In her free time, she enjoys connecting storytelling and pedagogy, a passion that informs her professional and personal life.

Abstract

Dr. Rosa Amendola

Signature Pathway Cohort 14

DISSERTATION TITLE

Principal And District Leader Perspectives: A Qualitative Study on Supporting Agency Within School Autonomy Structures

Dissertation Committee Chair: Dr. Kenneth Mitchell

Dissertation Committee Members: Dr. Yiping Wan and Dr. Frank Zamperlin

This interpretive, qualitative study examines the experiences and perceptions of school principals and district leaders regarding autonomy and agency in high-achieving suburban school districts. Through semi-structured interviews with 23 participants, the research explored how autonomy supported principal agency, informed by relevant artifacts provided by participants. Four themes emerged from principal interviews, illustrating their lived experiences in navigating autonomy and agency. Similarly, superintendent interviews revealed four themes that reflect their beliefs and the structural supports they have implemented to foster principal autonomy. Key findings underscore the multifaceted nature of principal agency, shaped by organizational, relational, and systemic factors. Themes included dimensions of autonomy, the significance of trust and collaboration, and the impact of resource allocation on decision-making. Superintendents emphasized the importance of authentic relationships and trust in fostering principal agency, exploring how district-level structures can enhance autonomy while addressing systemic constraints. Principals highlighted professional judgment, child-centered decision-making, and the tensions between meeting district mandates and addressing the unique needs of their schools. By contributing to the literature on school autonomy and principal agency, this study provides actionable insights for educational stakeholders committed to creating environments where principals can thrive as autonomous leaders dedicated to student success.

Biography

Rosa Amendola is a dedicated school psychologist and licensed mental health practitioner with over 24 years of experience in education. She is currently serving as the Supervisor of Special Education (Elementary) at Yorktown Central School District, where she is deeply committed to fostering the academic, social, and emotional growth of students. In addition to her administrative role, Rosa operates a private counseling practice, collaborating with school-aged children and their families. Throughout her career, she has focused on key areas such as executive functioning, anxiety, and social cognition. Rosa is also a passionate educator and presenter, offering strategies to parents, conducting training for teaching assistants, and leading study groups on chairing 504 meetings. A strong advocate for family values, Rosa cherishes time spent with her husband and three children (ages 16, 14, and 13), alongside their three dogs and one cat. Outside of her professional pursuits, she enjoys cheering on her sons at wrestling matches, collaborating on home decoration projects with her daughter, and relishing quiet moments with her pets.

Abstract

Dr. Rudy Thomas Arietta

Signature Pathway Cohort 12

DISSERTATION TITLE

Leading Change: School District Support of the Learning Needs of High School Principals

Dissertation Committee Chair: Dr. Joanne Marien

Dissertation Committee Members: Dr. Kenneth Mitchell and Dr. Lauren Allan

Drawing theoretically on the Pillar Practices of Drago-Severson and Blum-DeStefano’s (2018) Capacity Building Framework, this qualitative study explored the learning needs of high school principals as they led their schools through the adaptive change process. Through semi-structured interviews with 15 high school principals, this study uncovered their self-described needs for professional learning and support. The principals identified three components most important to their learning needs: 1) structures to collaborate with their faculty, 2) a thought partner in the form of a coach or mentor, and 3) an open, collaborative relationship with their superintendent. Additionally, principals expressed that so much time is devoted to the technical aspects of their role that it is difficult to address their own professional learning. Principals are expected to be instructional leaders who lead change in their schools yet too often their learning needs are not prioritized. Recommendations aimed at creating favorable conditions for principals’ professional learning are offered to superintendents, school districts, and professional organizations.

Biography

Dr. Rudy Arietta is currently the Assistant Superintendent for Curriculum and Instruction in the South Orangetown Central School District. Prior to his current position, he served as a high school principal in both the South Orangetown Central School District and the Ardsley Union Free School District and as an assistant principal in Ardsley and the Nyack Union Free School District. He started his career as a social studies teacher at Nyack High School.

Dr. Cody Andrew Blume

Signature Pathway Cohort 14

DISSERTATION TITLE

The Influence of Active Learning Environments and 21st-Century Skill Development On Student Self-Efficacy: A Qualitative Study

Dissertation Committee Chair: Dr. Kenneth Mitchell

Dissertation Committee Members: Dr. Susan V. Iverson and Dr. Jenny Olson

Abstract

This qualitative study examined how active learning environments support the development of students self-efficacy in utilizing 21st-century skills in postsecondary settings. Through an interpretive case study design, this research explored how graduates of a high school interdisciplinary active learning program perceived their ability to apply critical thinking, problemsolving, collaboration, and communication skills beyond the classroom. Grounded in constructivist learning theory and Bandura’s self-efficacy framework, and through interviews with former students and program administrators, this study sought to understand how experiential, project-based learning contributed to the development of students’ confidence and preparedness for academic and professional pursuits. Findings suggest that participation in active learning environments enhances students’ adaptability, teamwork, and self-directed learning, fostering a greater sense of agency in navigating complex challenges in higher education and the workforce. The study contributes to ongoing discussions on educational reform, highlighting the need for pedagogical approaches that prioritize student engagement, real-world application, and skill development for 21st-century success.

Biography

Cody Blume is currently a social studies teacher and IB Diploma Programme Coordinator at Rye High School in Rye, NY. His previous experience in the Rye City School District includes serving as the Social Studies Department Coordinator for Grades 6-12 and teaching 8th grade United States History at Rye Middle School. Before his tenure in Rye, he taught social studies at Mamaroneck High School, including in their alternative program, A.P.P.L.E. (A Place People Learn Excellence). He holds a Bachelor of Arts degree in History and Secondary Education and a Master of Arts degree in History from St. John’s University in Queens, NY and a Master of Science in Guidance and Counseling from the College of New Rochelle in New Rochelle, NY.

Abstract

Dr. Eudes S. Budhai

Dissertation Completion Pathway Cohort 3

DISSERTATION TITLE

A Descriptive Multiple Case Study Examining Family Engagement in Schools as a Result of the Coronavirus Pandemic: From the Voices of Superintendents

Dissertation Committee Chair: Dr. Kenneth Mitchell

Dissertation Committee Members: Dr. Peter Troiano and Dr. Miriam Ebsworth

Members of school learning communities and researchers recognize that partnerships between families and schools are critical to the success of student learning (Epstein et al., 2018; Galindo & Sheldon, 2012; Sanders & Sheldon, 2009). This qualitative descriptive multiple case study aimed to understand how five school superintendents from culturally and linguistically diverse school districts, redefined their practices to engage families during the COVID-19 pandemic in urban/suburban diverse school districts. Special attention was given to ways schools ensured equity and access for all families in family engagement efforts. My analysis drew upon the Dual Capacity Framework for School-Family Partnership, an approach to evaluating the effectiveness of educational initiatives and ensuring that all families can be actively engaged in their children's education, thereby promoting a more inclusive and equitable educational system. The study involves interviews with five superintendents from culturally and linguistically diverse school districts, utilizing a combination of structured and open-ended questions and the collection of artifacts. The findings highlight the importance of engagement opportunities tailored to families' unique circumstances and strengths. The insights gained will be valuable for policymakers, boards of education, superintendents, and aspiring leaders in designing and implementing family engagement initiatives and offer implications for further research.

Biography

Eudes Siddhartha Budhai is the Assistant Superintendent for Secondary Education for the Peekskill City School District, with a dedicated 34-year career in education. Known for his visionary leadership and commitment to academic excellence through an equity lens, Eudes has previously served as superintendent in two school districts. Eudes has played a crucial role in leading professional learning initiatives to build capacity among administrators, teachers, and families, securing funds to enhance educational experiences and reduce the equity gap for students. During his presidency of the National Association of Bilingual Education (NABE), he supported various states in adopting the Seal of Biliteracy. Recognized by District Administrator and the New York State Education Department (NYSED), Eudes has been instrumental in maintaining graduation rates for students of color above the state average as part of the NYSED Model School Research of Excellence. Eudes holds a Bachelor of Science in Elementary Education/Special Education, a Master of Science in Multicultural/Bilingual Education, and a Professional Diploma in Educational and Supervision Leadership. His commitment to continuous professional learning is evident in his role as an instructional leader advocating for equitable opportunities for all students while remaining focused on increasing the pipeline of diverse leader superintendents.

Abstract

Dr. Theresa Civitano

Signature Pathway Cohort 12

DISSERTATION TITLE

A Mixed-Methods Study Investigating the Influence of Professional Development on Middle School Math Teachers’ Capacity to Implement Five Strategies of Formative Assessment

Dissertation Committee Chair: Dr. Kenneth Mitchell

Dissertation Committee Members: Dr. Nora C.R. Broege and Dr. Marc Baiocco

Biography

Abstract

Dr. Jeffrey J. Cole

Signature Pathway Cohort 14

DISSERTATION TITLE

Raising the Bar: The Special Education Director’s Role in Leading Instructional Improvement

Dissertation Committee Chair: Dr. Joanne Marien

Dissertation Committee Members: Dr. Joseph Phillips and Dr. Dulce Barker

Despite federal mandates like the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and accountability measures, students with disabilities still perform significantly below their non-disabled peers. According to the National Assessment for Educational Progress (2017), only nine percent of students with disabilities show proficiency in English and math. In response to these disparities, the Supreme Court ruling in Endrew F. v. Douglas County School District (2017) clarified that schools must provide Individualized Education Programs (IEPs) to ensure meaningful progress for students with disabilities. Despite this ruling, many school districts struggle to implement high-quality instructional interventions. This study explored these challenges by examining the role of special education directors in leading instructional changes in K-12 public schools to enhance student outcomes. Findings were analyzed through the lens of Michael Fullan’s framework for whole-school improvement which emphasizes coherence collaboration, pedagogy, and capacity building as key drivers of educational change. The findings from this qualitative study illuminated the critical role of special education directors in leading instructional change; yet, the findings also highlight the systemic challenges that hinder their ability to focus on improving student outcomes. Despite their pivotal position, the ability special education directors to drive meaningful instructional change is often limited by competing priorities and lack of collaboration. The findings of this study suggest that districts and policymakers need to rethink the role of special education directors empowering them to focus more on instructional leadership rather than being overwhelmed by compliance responsibilities. Ultimately, this study underscores the urgent need for systemic changes to support special education directors in their instructional leadership roles. Without clear policies, adequate time, and district-wide commitment to inclusive education, the challenges they face will continue to limit progress for students with disabilities.

Biography

Jeffrey Cole is currently director of special education for the Mahopac school district. Prior to this position, he served as assistant director in the Katonah- Lewisboro and New Rochelle City School District. He has served as a special education teacher in Chappaqua and the Bedford Central School district. Jeffrey has been an adjunct instructor at Iona University since 2015.

Abstract

Dr. Claire Comerford

Signature Pathway Cohort 14

DISSERTATION TITLE

Understanding Secondary Humanities Teachers’ Use and Views of Generative Artificial Intelligence in Instruction: A Grounded Theory Study

Dissertation Committee Chair: Dr. Joanne Marien

Dissertation Committee Members: Dr. Kenneth Mitchell and Dr. Adam Schoenbart

This study examined the integration of Generative Artificial Intelligence (GAI) in secondary humanities classrooms in New York State, focusing on teachers’ instructional practices, perceptions of student learning, and views on the future potential of GAI in education. Employing a constructivist grounded theory methodology, the study draws on semi-structured interviews with 15 secondary humanities teachers to develop an empirically grounded understanding of GAI’s role in instructional design and pedagogical decision-making. Findings reveal two distinct typologies of GAI adoption among educators: Instructional Innovators, who perceive GAI as a transformative tool for fostering critical thinking and student engagement, and Efficiency Pragmatists, who primarily utilize GAI to streamline administrative and instructional tasks. A central theme that emerged is the paradox of promise and peril, reflecting both enthusiasm for GAI’s potential to enhance student learning experiences, and concerns regarding its implications for authenticity and misuse. Additionally, the study underscores the need for institutional support structures, including clear guidance and targeted professional development that accounts for varying teacher orientations toward GAI. The study proposes a dual pathways framework for GAI integration in education, emphasizing the necessity of balancing transformative and efficiency-driven GAI implementation. This framework has implications for policy, professional development, curriculum development, and teacher training, advocating for structured, yet flexible approaches that promote the responsible and innovative use of GAI in humanities instruction.

Biography

Claire Comerford is currently the Assistant Superintendent of Teaching and Learning in the Pelham Union Free School District in Westchester County, New York. With over 21 years of experience in education, she has served in various roles such as classroom teacher, Dean, Director of Humanities, and Director of Learning in New York City, Rye Neck, and Somers Schools. Committed to ensuring opportunity for every learner, Claire has led curriculum, instruction, and professional learning initiatives with a strong focus on access and systems alignment. She has presented locally and regionally on topics such as generative artificial intelligence in education and topics in social studies. In April of 2025, Claire successfully defended her dissertation entitled Understanding Secondary Humanities Teacher’s Use and Views of Generative Artificial Intelligence in Instruction: A Grounded Theory Study.

Abstract

Dr. Ashley Cruz

Signature Pathway Cohort 14

DISSERTATION TITLE

Unveiling Racism: A Critical Phenomenological Study of Black Students’ Experiences in Predominantly White Suburban High Schools

Dissertation Committee Chair: Dr. Joanne Marien

Dissertation Committee Members: Dr. Martin Fitzgerald and Dr. Blanca Ruiz-William

This critical phenomenological study explored the lived experiences of Black students attending predominantly White suburban high schools. indrawing upon Critical Race Theory (CRT), the study amplified Black students’ voices to reveal the racialized challenges they continue to face within educational spaces. Through semistructured interviews, this study uncovered how Black students navigated issues of systemic racism, social belonging, identity struggle, and covert racism. Key themes included academic opportunities, social isolation, code-switching, and the intersectionality of race with other forms of identities. Findings highlighted the persistence of racial inequities despite diversity and inclusion efforts, emphasizing the need for culturally responsive educational practices. By centering student counter-narratives, this study challenges dominant deficit discourses and calls for systemic changes to create more equitable learning environments.

Biography

Ashley Cruz is an Assistant Principal at Alice E. Grady Elementary and Carl L. Dixson Primary School in Westchester County, NY. With over a decade of experience in education, she has served as a special and general education teacher, Special Education Coordinator, and CSE/CPSE Chairperson, and founded TEP Early Childhood Program in Washington Heights. Passionate about supporting all students, she has also been actively involved in diversity, equity, and inclusion (DEI) initiatives. Ashley was recognized in 2024 for her DEI commitments as recipient of Manhattanville’s Judith Johnson Memorial Award. She earned her BS and MS in Psychology and Education from Mercy University, specializing in Early Childhood, Childhood, and Special Education. Later, she obtained an MS in Educational Administration. Ashley began her teaching career as a pre-K ABA teacher before transitioning to ICT and special education roles. Born and raised in the South Bronx, she moved to Yorktown Heights at 16, where she now lives with her husband and two dogs, enjoying time with family, shopping, and long walks.

Abstract

Dr. Lloyd Clinton Cutkelvin Jr. Dissertation

Completion Pathway Delta Cohort

DISSERTATION TITLE

A Qualitative Study Describing the Transition from Faculty to Department Chair at Community Colleges

Dissertation Committee Chair: Dr. Peter Troiano Dissertation Committee Members: Dr. Shelly Wepner and Dr. Angela Clark-Taylor

This qualitative study examines the experiences of faculty members who have transitioned into the role of department chair. This position, typically filled by tenured faculty, is common practice in community colleges across the United States. The research specifically targets a first-time department chair within the Arts and Sciences Departments at public community colleges nationwide. The core issue addressed is the lack of preparation these chairs have for their leadership and management duties. Through an interpretive inquiry guided by three research questions, 14 participants were recruited and interviewed via Zoom. Three major themes and six sub-themes emerged from the analysis: 1) Faculty Members' Misconceptions, with subthemes: (a) becoming the chair, highlighting how faculty members were selected to be the chair, and (b) personal development, operational management, and strategic communication, focusing on the individual growth and skills required for effective chairmanship; 2) Integrative Leadership, with subthemes: (a) Competencies, and (b) interpersonal effectiveness and professional growth; 3) Chair Development, with subthemes: (a) Foundational readiness and support, and (b) adaptive growth and work dynamics. These findings echoed previous research, underscoring the critical need for targeted leadership training and ongoing support for the department chair.

Biography

Lloyd Cutkelvin is the Coordinator of Tutoring Services at Felician University. He has been an adjunct faculty in the Math Department at Hudson County Community College for eight years. Before moving into these positions, Lloyd worked at Passaic County Community College as the Educational Specialist and Supplemental Instruction Coordinator. He spent 15 years as the Director of Tutoring at Technical Career Institutes. As a student academic support specialist, Lloyd has certified the Learning Center and tutors by the CRLA standards. He is also a certified SI supervisor and holds membership in a variety of tutoring organizations. Lloyd holds a Bachelor of Science Degree in Telecommunications and Management and a Master of Arts in Management with a Concentration in Organizational Leadership form American Military University. As an educator, he takes pride in his students’ success and strives daily to be a servant leader.

Abstract

Dr. James V. Downey

Higher Education Pathway Cohort 4

DISSERTATION TITLE

Leadership Development in Experiential Learning Environments

Dissertation Committee Chair: Dr. Yiping Wan

Dissertation Committee Members: Dr. John P. Shekitka and Dr. Richard Hyland

U.S. maritime institutions of higher education typically focus on developing student leadership through a top-down regimental mentoring system (Williams, 2013). Although effective, this system offers no structured leadership opportunities at the neophyte level. Rather, institutions focus on emphasizing basic seamanship training at this early stage. The U.S. Coast Guard governs the Standards of Training Certification and Watchkeeping (International Maritime Organization, 2022). Students gain valuable seamanship skills and safety training through an experiential learning, group activities environment. A 2022 external regimental review of The State University of New York’s Maritime College regiment of cadets revealed infrequent leadership opportunities in the first year. To offer a possible solution and bolster the current top-down regimental mentoring system, this study focused on the successful integration of group leadership in a variety of occupational specialties. Drawing upon Kolb’s (1984) theory of experiential learning, this qualitative case study sought to understand how the infusion of group leadership into existing STCW experiential learning courses might enhance leadership training in the first year for maritime cadets. Findings from this study showed evidence that combining group leadership activities with existing STCW experiential learning to improve student learning outcomes in leadership training.

Biography

Originally from Boston Massachusetts, James Downey resides in Long Beach, New York with his wife Loren and two sons, Sean and Ryan. James has been working in higher education for over 12 years at SUNY Maritime College, initially as Aquatic Director and Assistant Athletic Director of Facilities. After receiving his Master of Science degree in Maritime and Naval Studies in 2017, he accepted a position as Assistant Professor (tenure track) teaching Basic Safety Training (BST) experiential learning. As a faculty member, he participates in several faculty governess responsibilities including a member of the institution’s executive committee, and as faculty secretary. In 2022, he was promoted to Senior Assistant Professor spearheading Maritime College’s U.S. Coast Guard cadet licensing curriculum development. James Downey has become an example of a lifelong learner and a model of leading by example in his personal and professional life.

Abstract

Dr. Joseph Falco

Dissertation Completion Pathway Delta Cohort

DISSERTATION TITLE

An Interpretive Study of LGBTQ+ Community College Students’ Sense of Belonging: An Assets Approach

Dissertation Committee Chair: Dr. Susan V. Iverson

Dissertation Committee Members: Dr. Angela Clark-Taylor and Dr. Jonathan T. Pryor

Climates inside and outside the classroom on community college campuses affect the sense of belonging for queer and trans students. The purpose of this interpretive inquiry was to understand how LGBTQ+ community college students described their sense of belonging at their respective institutions. Drawing upon Strayhorn’s (2019) sense of belonging theory, this study further sought to identify assets, strategies, and strengths currently employed on community college campuses that affirmed LGBTQ+ students’ identities and contributed positively to their sense of belonging. Data for this study were collected through interviews with 12 LGBTQ-identifying full-time community college students. Data analysis revealed that climates and interpersonal experiences inside and outside the classroom that cultivate authenticity for LGBTQ+ students to safely and securely express themselves and live their truths, without judgment or shame, positively contribute to their sense of belonging. Affirming faculty provide a sense of acceptance, care, comfort, connectedness, inclusion, positivity, relief, respect, and safety in the classroom and when engaging with students outside the classroom, including queer and trans pedagogy in the curriculum, and creating and distributing diversity, equity, inclusion-based syllabi. In cocurricular spaces, programming, an on-campus LGBTQ+ club, and positive interpersonal experiences with administrators and staff enable queer and trans students to feel accepted, seen, visible, and listened to positively contribute to LGBTQ+ community college students’ sense of belonging. Findings from this study identified best practices for administrators, faculty, staff, and students to employ at their respective institutions, inside and outside the classroom, and organizationally, to contribute positively to LGBTQ+ community college students’ sense of belonging.

Biography

Joseph (Joe) Falco is currently focusing on his private practice, Tell Me More Therapy, as a licensed marriage and family therapist (LMFT) in New York. His specializations are anxiety, depression, trauma, grief, loss, addiction, recovery, and LGBTQ+ issues. Joe has earned School Counselor certifications in New Jersey and New York and is trained in EMDR to help clients suffering from trauma and adverse childhood experiences.

In addition to his private practice, Joe has taught as an adjunct professor at Long Island University (LIU) at Hudson in their graduate counseling and therapies department for 13 years. Joe earned both his MSEd School Counseling and MS Marriage and Family Therapy from LIU. His tenure in higher education spans 16 years, and he has taught as an adjunct psychology and sociology instructor at SUNY Rockland Community College (RCC).

Abstract

Dr. Nicholas Giarrusso

Signature Pathway Cohort 10

DISSERTATION TITLE

A Qualitative Study of Student Perceptions of the Factors Influencing Educational Leadership (EdD) Doctoral Degree Completion and Non-Completion

Dissertation Committee Chair: Dr. Robert Monson Dissertation Committee Members: Dr. Joanne Marien and Dr. Shelley B. Wepner

High attrition rates within doctoral programs have long plagued the field of higher education. Over the past half century doctoral attrition rates have hovered below 50% in North American institutions (Lovitts, 2001; OECD, 2020; Schneider & Yin, 2011; Sverdlik et al., 2018). As students seek further educational attainment, the difficulty of degree completion is evident in the numbers: less than 2% of the U.S. population have earned a doctoral degree, with an average of 44% of doctoral candidates failing to complete their studies (National Science Foundation [NSF], 2022; Young et al., 2019). The purpose of this qualitative study was to identify what professional, personal, and program-related forces contribute to EdD degree completion and non-completion, as reported by students who both completed and failed to complete their EdD program. The data for this study was collected through interviews with nine completers and seven non-completers. Data analysis revealed 11 themes that influenced EdD completion, including the ways EdD program-related challenges influenced EdD outcomes and how competing interests impacted student academic motivation and availability of time. Implications for practice include the benefits of the cohort model and importance of program coherence.

Biography

Nicholas Giarrusso is a Nationally Certified School Psychologist currently working for the Greenburgh Central School District in Hartsdale, NY in the capacity of Director of Pupil Personnel Services and Special Education. Nick graduated from the University of Massachusetts – Amherst in 2003 earning his Bachelor’s (BA) degree in psychology. Following a career in business development and sports-talk radio, he earned his Specialist in School Psychology (SSP) degree from Texas State University – San Marcos. During his time at Texas State University, Nick served as President of the Association of School Psychologist Students (ASPS), while also being awarded the Martin Juel Endowment and entry into the Golden Key International Honour Society. In his current role, Nick works with numerous student populations, disabilities and behavioral issues, ranging from prekindergarten through the secondary level. In addition to serving as a school psychologist, Nick spent several years working as a behavioral specialist and parent trainer for the Holistic Learning Center, focused on working with families who have children on the autism spectrum.

Abstract

Dr. Mayda Gonzalez-Bosch

Dissertation Completion Pathway Delta Cohort

DISSERTATION TITLE

An Interpretive Inquiry Study to Understand Faculty Preparedness to Teach Community College Students with Learning Disabilities

Dissertation Committee Chair: Dr. Peter Troiano

Dissertation Committee Members: Dr. Matthew Tucker and Dr. Angela Clark-Taylor

Faculty preparedness is a crucial parameter that influences students with learning disabilities' success. With limited research on faculty preparedness to teach students with learning disabilities in community colleges, this qualitative study focused on faculty preparedness to teach these students within their community college settings, using the Universal Design for Learning Theory and Practice (Meyers et al., 2014) as a guiding framework to uncover what contributes to faculty preparedness. The study involved interviews with 15 participants who (a) demonstrated experience and expertise in teaching students with learning disabilities, (b) had been working in a community college setting for at least five years, (c) had a solid commitment to fostering an inclusive learning environment, and (d) were open to sharing inclusive strategies and examples of effective praxis, with a good understanding and application of UDL principles in their classes. Data were collected via semi-structured interviews with community college faculty members from NY and NJ. The findings suggested that faculty preparedness was influenced by (a) faculty knowledge, (b) faculty positive attitude, and (c) implementation of inclusive strategies, highlighting all these elements as crucial for the success of the neurodiverse population. Practical recommendations for community college leaders, professional development, and higher education degree programs are provided, along with considerations for future research. These recommendations are designed to be actionable and practical in enhancing the preparedness of faculty members in community colleges, empowering the audience to make meaningful changes in their institutions.

Biography

Mayda Gonzalez-Bosch is the Associate Vice President for Health Professions at SUNY Orange, where her strategic leadership is instrumental in shaping the future of health professions education. Her vision, clear direction, commitment to academic excellence, and industry relevance are evident in the success and reputation of the health professions programs she oversees. Her strategic leadership inspires and guides the future of health professions education. Before joining SUNY Orange, Mayda made significant strides in the healthcare and academic sectors as the Associate Dean of Health Professions at Bergen Community College. She collaborated with the healthcare academic team to create impactful initiatives that met the current industry needs and anticipated future trends. Additionally, Mayda has been a dedicated faculty member for over ten years, teaching bioscience classes such as pathophysiology and pharmacology in an Acupuncture master's program. Her excellence in teaching was recognized when she was honored as Faculty of the Year in 2015. Mayda holds a Medical Degree from the University of Medical Science in Villa Clara, Cuba.

Abstract

Dr. Jacqueline Dionne King-Green

Signature Pathway Cohort 10

DISSERTATION TITLE

Case Study of Monitoring the Implementation Fidelity of Elementary Tier-Two Reading Interventions

Dissertation Committee Chair: Dr. Yiping Wan

Dissertation Committee Members: Dr. Kalli Kemp and Dr. Matthew Tucker

This case study aimed to discover how various school-building administrators in one New York school district, monitored the implementation fidelity of tier-two reading intervention instruction in elementary schools to improve student outcomes. School districts use Response to Intervention (RTI) to enhance outcomes for students performing below grade level. Consequently, general education teachers are required to act as reading interventionists. Teachers must utilize and implement evidence-based reading interventions or strategies with fidelity. Therefore, building administrators must regularly monitor teachers’ implementation fidelity (IF) of reading interventions to ensure consistent and effective facilitation with measurable student outcomes. This study used the conceptual framework of the RTI-tiered criteria for instruction to provide tier-two interventions and the theory of efficacy as the lens for interviews with school-building administrators, along with analysis of their artifacts and documents. Findings revealed that administrators had varied understandings of tier-two instruction and different methods of monitoring it; furthermore, the effectiveness of tier-two reading interventions during and at the end of intervention cycles was rarely assessed or measured. Most administrators monitored tier-two instruction to ensure teacher accountability for implementation and to track progress; yet, their data collection methods were not aligned with these purposes. Recommendations for practice include requiring professional development for district and building leaders to gain a solid understanding of tier-two instruction and the key components of implementation fidelity, euipping them to develop an effective researchbased monitoring method that they can use to track implementation and assess intervention effectiveness.

Biography

Jacqueline Green, a Mount Vernon, NY native, began her career as a NYC classroom teacher for five years before dedicating 23 years to the Mount Vernon City School District. Her roles included classroom teacher, reading specialist, assistant principal, and principal. Jacqueline serves on the district’s Literacy Committee and MTSS Team, focusing on improving student outcomes through tiered interventions and integrating literacy across subjects. In addition to her Ed.D. from Manhattanville University, she holds an M.Ed. in Educational Administration from Bank Street College, an M.S. in Reading Education from Lehman College, a B.S. in Elementary Education from Hampton University, and studied ESL at Manhattanville University. Beyond education, Jacqueline is an active member of the Mid-Hudson Valley Alumnae Chapter of Delta Sigma Theta Sorority, Inc., where she supports initiatives to benefit families and students in her community.

Abstract

Dr. Caroline Haack

Signature Pathway Cohort 14

DISSERTATION TITLE

Social Media And Adolescence: A Qualitative Study of Peer Group Dynamics From High School to College

Dissertation Committee Chair: Dr. Susan V. Iverson

Dissertation Committee Members: Dr. Robert Feirsen and Dr. Elizabeth Keren-Kolb

This qualitative study explored college students’ reflections on their social media use during high school and college. Drawing upon Leon Festinger’s Social Comparison Theory, this interpretive inquiry examined the role that social media plays on well-being and college students’ shifting comparison groups from high school to college. This study utilized semi-structured, in-depth interviews with 14 college students who used and use social media daily. During the data analysis process, the four themes that emerged were Connection: Use It to Stay Connected, Isolation: It’s Very Isolating, Comparison: I’m Not Good Enough, and Maturity: Get out into the Real World. Connection: Use It To Stay Connected emphasized that social media is a tool for connecting with others and maintaining relationships with friends and family. Isolation: It’s Very Isolating illustrated how social media can exacerbate feelings of loneliness through exclusion from peer groups. Comparison: I’m Not Good Enough highlighted that social media is a platform for comparison whether it is comparison of one’s physical appearance, body image or achievements. Maturity: Get Out into the Real World suggested that as adolescents grow into young adults, their perception of social media’s relevance shifts and they start to limit their social media use, focus on in-person relationships and are less focused on gaining validation from others on social media. The findings highlight the pervasive nature of social media and the impact it has on adolescents. This study concluded with recommendations for policymakers to drive policies and procedures that best support children as they develop into young adults in this digital world.

Biography

Dr. Caroline Haack has been in the field of education for nine years. She is passionate about working with children who have language-based learning disabilities. She is Orton-Gillingham and Wilson Reading System trained in reading instruction. She is motivated to devise strategies and tools for all learners to succeed. Dr. Haack is an educator and 504 chairperson at the secondary level. She earned her Bachelor’s Degree in English from Hendrix College in Conway, Arkansas , and her Master’s in Professional Studies (MPS) from Manhattanville University in January 2019. She has a dual certification in General Education and Special Education in grades 5-12, with an emphasis in English, and and obtained her Advanced Diploma for School Building Leader (SBL) and School District Leader (SDL) concurrent with completing her Doctorate in Educational Leadership from Manhattanville University. Dr. Haack expresses immense gratitude to her husband, parents and close friends for supporting her throughout this rigorous yet rewarding process.

Abstract

Dr. Stephen P. Hancock

Signature Pathway Cohort 12

DISSERTATION TITLE

Leading Transformational Change: High Schoool Master Schedule Reform

Dissertation Committee Chair: Dr. Joanne Marien

Dissertation Committee Members: Dr. Kenneth Mitchell and Dr. Lynn Allen

High school master schedules, originally designed to support 19th-century industrial models, no longer align with the evolving needs of today’s students. This qualitative study examined the necessity of master schedule reform and the process by which two New York State high schools— Senior High School North and Senior High School South—pursued flexible, student-centered scheduling to promote educational equity and better prepare students for the 21st-century workforce. This qualitative comparative case study approach explored how these schools navigated master schedule reform, with a particular focus on extending class periods and implementing a rotating drop schedule. Three key themes emerged from analysis of the data: (1) Change takes time, (2) Process matters, and (3) Implementation is key. Findings underscored the importance of a thoughtful, deliberate approach to reform, emphasizing clear purpose, stakeholder engagement, and alignment with broader educational goals. The study also highlighted the tension between the urgency of change and the need to sustain momentum, the pivotal role of effective leadership, and the necessity of involving diverse stakeholders—particularly teachers—in decision-making. The study concluded with recommendations for successfully implementing master schedule reform, emphasizing trust-building, social capital, and a collaborative process. Master schedule reform is not just a structural change but a transformational process that, when guided by clarity, collaboration, and commitment, can redefine student experiences and create lasting, meaningful improvements in education.

Biography

Dr. Stephen Hancock is currently the Assistant Superintendent for Human Resources in the Brewster Central School District in Brewster, NY. Prior to his current position, he spent 15 years in the Ossining Union Free School District where he began his career as a middle school social studies and reading teacher. Stephen also spent eight years as an administrator in Ossining including being an assistant principal at Anne M. Dorner Middle School, principal of Roosevelt Elementary School, and principal of Ossining High School. Stephen has presented at regional conferences on topics that include Effective Delegation for School Leaders, Enhancing Teacher Retention & Recruitment: Strategies for Success, and Opportunities to Change the Narrative. In 2024, he was awarded the Raymond R. Delaney Scholarship by the New York State Council of School Superintendents.

Abstract

Dr. Frances Havard

Signature Pathway Cohort 12

DISSERTATION TITLE

A Qualitative Study Of Middle School Teachers’ Perceptions: The Role Of Executive Function In Understanding What Motivates Learners

Dissertation Committee Co-Chairs: Dr. Victoria B. Fantozzi and Dr. Susan V. Iverson

Dissertation Committee Member: Dr. Courtney Kelly

New strategies, insights, and language for understanding learner motivation in schools continue to emerge. However, challenges persist, raising two important questions: (a) What role do teachers’ perceptions play in shaping student motivation and (b) What deeper insights are needed to help teachers enhance student motivation in the classroom? This qualitative, interpretive inquiry examined how knowledge of executive function (EF) shaped teachers’ perceptions of student motivation. The study was grounded in two theoretical frameworks: (a) Ryan and Deci’s (2009) self-determination theory (SDT), which emphasizes cultivating internal drive through autonomy, competence, and relational networking, and (b) Barkley’s (2012) extended phenotype of EF, which conceptualizes EF as an observable tiered developmental process. Fourteen middle school educators across the United States participated in semi-structured interviews. Analysis of the interview data revealed several themes, highlighting how knowledge of EF shaped middle school teachers’ perceptions of student motivation, enhancing their ability to create structured, supportive learning environments that fostered student autonomy, competence, and relationships. Findings from this study offer practical implications for how an executive function - centered framework can provide instructional leaders and educators a critical lens for addressing these challenges by fostering student engagement and building a self-regulation toolkit.

Biography

Frances Havard has been an educator for over 25 years, teaching in diverse settings, including private, public, charter, inner-city, online and international schools. Her passion for understanding what motivates students has driven her to explore how educational design promotes success and increases engagement. For the past decade, Fran has deepened her expertise in executive function (EF), coaching youth and adults to develop essential skills for self-regulation, goal setting, and growth. She is particularly interested in how EF enhances educational access, fosters adaptability, and improves learning outcomes for all learners. As both an educator and coach, she remains committed to designing classrooms and organizations that empowers learners to reach their full potential. Beyond her professional work, Fran serves as a trustee on her local Board of Education, actively supports the public library, and enjoys life with her four lively children, a very patient husband, an overly excitable dog, and a chubby guinea pig named Mr. Tingles.

Abstract

Dr. Yvon Jules

Signature Pathway Cohort 11

DISSERTATION TITLE

Special Education Teachers Using Evidence-Based Practices to Support The Needs of Students with Emotional and Behavioral Disabilities

Dissertation Committee Chair: Dr. Nora C.R. Broege

Dissertation Committee Members: Dr. Vance Austin and Dr. Katherine Cunningham

Special education teachers have been challenged to identify new and different approaches to suit the needs of their students and ensure academic opportunity and success. Included in this challenge is a focus on implementing evidence-based practices (EBPs) for students with emotional and behavioral disabilities (EBD); many of whom continue to experience academic and social obstacles in school. The purpose of this quantitative study was to explore if and how EBPs are used in classrooms to meet the needs of students with EBD. The conceptual framework for this study is based on Vygotsky’s Learning Theory as it examines how special education teachers (SETs) use EBPs in their classrooms. Participants were recruited from Special-Act school districts in New York State. A sample of 90 SETs completed the survey instrument. The findings of this study indicate that there are statistical relationships between frequency of use and ability to provide concrete examples of said use of EBPs. Pearson Product Correlation for both frequency and examples of EBP use was found to be moderately. For example, the correlation between peer tutoring and EBPs and the use of EBPs to teach EBD students was found to be moderate but very significant. School Administrators may use findings from this study to inform their practice when supporting students with EBDs as well as planning for the EBP professional development of special education teachers.

Biography

Yvon is a Special Education teacher who teaches science to students with disabilities at one of the Special Act School Districts, in the Hudson Valley region, New York. He is highly interested in working with students with emotional and behavioral disabilities and investigating why students with emotional and behavioral disabilities often exhibit cognitive abilities and high intelligence while struggling with social and emotional regulation. His research is motivated by his many years of experience teaching students with EBD and learning disabilities and bearing witness to the impact that a teacher’s determination and academic engagement can have on students with disabilities. Though students with EBD have insurmountable challenges, they can be successful in life if they are given educational opportunities. Prior to becoming a special education teacher in the United States, he was trained at the “Ecole Normale Superieure”, a State University in Haiti, in science education and taught Chemistry in Haiti’s public schools. He holds a Bachelor’s degree in chemistry from SUNY Purchase and a Master’s degree in professional studies from Manhattanville University.

Abstract

Dr. Devin Miranda-Weise Klugh

Dissertation Completion Pathway Cohort 1

DISSERTATION TITLE

The Pandemic, Precarity, and Pedagogy of Hope: Public High School Theatre Teachers’ Experiences of the COVID-19 Pandemic

Dissertation Committee Chair: Dr. Susan V. Iverson

Dissertation Committee Members: Dr. Mary Coakley-Fields and Dr. Jeffrey Kaplan

This critical qualitative inquiry aimed to document, describe, and highlight the experiences of public high school theatre teachers during the COVID-19 pandemic. The theoretical and conceptual frameworks are situated within the literature of critical pedagogy, pedagogy of hope, and precarity and the works of Paolo Freire, Augusto Boal, and bell hooks. Twelve public high school theatre teachers, from a variety of school settings and stages of their careers, participated in one-onone Zoom interviews. These interviews were semi-structured and sought to explore the teacher’s experiences and stories of pandemic pedagogy, precarity, resilience, and the uniqueness of the transition of theatre to distance and later hybrid delivery. The interviews were transcribed and then analyzed using a critical lens and manual coding. Three themes emerged from the data: necessity, improvisation, and heartbreak. Though theatre teachers experienced challenges and even heartbreak during the pandemic, they used improvisation to create spaces and opportunities for their students to engage with theatre, which was necessary during this dark, isolating, and scary time. By looking at how theatre teachers adapted and improvised to meet the needs of their students while following changing and sometimes conflicting guidelines and guardrails, we can better prepare teachers to handle the unexpected. Theatre is more important than ever as a place to hope, imagine a brighter future, and transform our realities.

Biography

Devin Miranda-Weise Klugh is a learning consultant who works with companies to develop curriculum and training programs that are relevant, accessible, and effective. Prior to her current work, she was a high school Theatre teacher, and has also taught high school English and K-5 Art. She earned her Master of Arts in Educational Theatre from New York University and Bachelor of Science in Psychology with a minor in Public Health from the University of Georgia. Devin lives in South Carolina with her husband and dog, and in her free time she enjoys reading, volunteering with local theatre companies, and gardening.

Abstract

Dr. Marie Kropp

Dissertation Completion Pathway Delta Cohort

DISSERTATION TITLE

Community College Transfer Advisors' Use of Self: A Qualitative Study that Considers Concepts of Self and Critical Reflection

Dissertation Committee Chair: Dr. Susan V. Iverson

Dissertation Committee Members: Dr. Angela Clark-Taylor and Dr. Michael J. Sparrow

Much public discourse surrounds the intractable problem for some community college students in attaining a bachelor’s degree through vertical transfer. Scholars share that 80% of entering community college students plan to transfer, yet this intent to transfer is somehow diverted for most (Jenkins & Fink, 2016). Although a new report shows an increase vertical transfer for community college students, previous statistics remained stubbornly fixed with only 17% of community college students successfully transferring and attaining a bachelor’s degree within 6 years (Dembicki, 2024; Jenkins & Fink, 2016). Broken transfer pathways disproportionately affect the low-income and minoritized students who populate America’s community colleges (Jenkins & Fink, 2016). Scholarship has similarly been aimed at understanding the barriers for low-income and minoritized students who, despite evidence of academic ability, are less likely to transfer to selective colleges (Dowd et al., 2008; Glynn, 2019; Rosenberg & Koch, 2021). Recognizing the role advisors play in supporting transfer student success, this qualitative study looked to understand how community college advisors cultivated practice that saw them considering power, privilege, and bias. Using Brookfield’s (2017) theory of critical reflection, this study considered how community college transfer advisors’ social identities (positionality) informed their advising interactions; how community college transfer advisors cultivated critical reflection in their advising interactions; and how community college transfer advisors understood the connection between critical reflection, advancing social justice, and emancipatory thinking in advising interactions.

Biography

For the past 10 years, Marie Kropp has worked at SUNY Ulster, a community college within the State University of New York (SUNY), namely as the Assistant Director of Workforce and Career Development in the college’s continuing education department, managing workforce development training programs. Currently, Marie is a professional advisor who, in addition to working directly with students, is also the college resource for career and transfer planning, providing campuswide career and transfer programming. During her time with SUNY, Marie was accepted into the New York State Success Center’s coaching academy and has worked with colleagues as a coach within the system to support campus change initiatives. In 2021, Marie received the Chancellor’s Award for Excellence in Professional Service. Prior to her work in higher education, Marie has worked for non-profits, in development, as a school administrator, and community health educator. Marie holds a master's degree in social work from Adelphi University for which she’s licensed to practice in New York State, and received her bachelor’s degree from Bard College in 1990.

Abstract

Dr. Mary Kubat

Signature Pathway Cohort 14

DISSERTATION TITLE

The Stem Self-Efficacy of Elementary Principals and Its Effects on Stem Implementation

Dissertation Committee Co-Chairs: Dr. Yiping Wan and Dr. Martin Fitzgerald

Dissertation Committee Member: Dr. Mengfei Cai

Despite the increasing national emphasis on STEM education, research on the self-efficacy of elementary administrators in STEM leadership remains limited. This study aims to bridge this gap by examining how principals' self-efficacy influences their decision-making processes regarding STEM curriculum integration in elementary schools. This qualitative study explores the role of elementary school principals in implementing STEM (Science, Technology, Engineering, and Mathematics) education through the lens of self-efficacy and Social Cognitive Career Theory (SCCT). Through semi-structured interviews and school-based artifact collection, this research investigates the ways in which elementary school principals perceive their own STEM selfefficacy, how their training and experiences shape these perceptions, and how these factors impact STEM program implementation. Findings suggest that principals often face challenges in implementing STEM programs due to limited training, resource constraints, and competing academic priorities, despite their levels of STEM self-efficacy. The study underscores the critical role of school leadership in fostering a strong STEM culture at the elementary level. It highlights the need for targeted professional development to enhance principals' confidence and capacity in STEM education leadership. Additionally, the research provides recommendations for policy improvements and further studies on STEM leadership at the elementary level. By addressing gaps in STEM education leadership research, this study contributes to ongoing efforts to strengthen STEM learning opportunities in early education, ultimately supporting the development of a robust STEM workforce.

Biography

Mary Kubat is currently a STEM enrichment teacher in White Plains City School District. Prior to her current position, she served as a science, STEM, and homeroom teacher at private schools in Manhattan, New York. Beyond her role as a classroom teacher, Mary collaborates with district leaders to develop STEM-focused initiatives, mentor educators in technology integration, and support curriculum development to enhance computational thinking across grade levels. She is committed to ensuring all students have access to high-quality STEM learning experiences and is a strong proponent of equity in STEM education. Mary has earned several STEM related certifications, such as Amazon Boot Up Future Engineers lead teacher, Lego Mindstorm EV3 via Carnegie Melon, and Mercy University STEM Ambassador. She holds New York State certifications in Childhood Education 1-6, TESOL, Gifted and Talented Education, School Building Leadership and School District Leadership.

Abstract

Dr. Melanie Lofaro

Signature Pathway O-U BOCES Cohort 2

DISSERTATION TITLE

Investigating the Conditions for Data Practices In Schools: A Case Study of School Data Teams

Dissertation Committee Chair: Dr. Susan V. Iverson

Dissertation Committee Members: Dr. Martin Fitzgerald and Dr. Kris DeFilippis

This qualitative case study investigated how school data teams utilize a data protocol, specifically the Harvard Data Wise protocol, to inform their analysis of student data and subsequent actions. Drawing upon Schildkamp’s (2019) model of data-based decision-making (DBDM) and Weick’s (2005) sensemaking theory, the study explored how educators make meaning of student data within a structured protocol and translate these interpretations into actionable plans. Data were collected through semi-structured interviews with nine members from three school data teams within one suburban/rural school district in New York, which had implemented the Data Wise protocol. Thematic analysis of the interview data revealed several key themes, including the importance of learning by doing the data protocol, the role of reflective practice, the logistical challenges faced by teams ("We Don’t Have a Data Wizard"), a shift in educators' thinking towards becoming "data believers," the development of "data-informed practice," and the process of sensemaking leading to "data-informed instructional interventions.” The findings suggest that data protocols like Data Wise can provide a structure and common language that supports educators in analyzing data and developing action plans. The study highlighted how engaging in the steps of a data protocol, with facilitation, fosters learning and shifts perceptions about data use. The study also illuminated the practical challenges and time constraints that can hinder the effective implementation of data protocols. This research contributes to understanding how structured data analysis processes, grounded in DBDM and sensemaking, can support educators in moving from data to actionable knowledge in schools.

Biography

Melanie Lofaro is currently the Assistant Director of Instructional Support Services at OrangeUlster BOCES, where she serves as a support to seventeen regional school districts. Her career in education began in the NYC Department of Education as a middle school English teacher, after which she transitioned to an instructional coach, supporting various instructional and curricular initiatives across her school. Melanie has also held several administrative positions at both the school and district level across school districts in the Hudson Valley. Driven by a passion for ensuring students have the most meaningful educational experiences, this dissertation reflects her commitment to the field. Outside of her professional endeavors, Melanie enjoys traveling, exploring new places, and creating meaningful memories with her family. She is married to her husband, who works in law enforcement, and they have two children, a son and a daughter, who bring light and love to their lives.

Abstract

Dr. Juliesa Sherri McFarlane

Higher Education Pathway Cohort 5

DISSERTATION TITLE

Black Single Heads of Households Levels of Education and Its Effect on Their Children’s Pursuit of Higher Learning

Dissertation Committee Chair: Dr. Yiping Wan

Dissertation Committee Members: Dr. Gwen Roundtree-Evan and Dr. Joseph Durney

Black households experience the world differently as Black Americans are faced with intuitional, and systematic, racism (Douglas & Peck 2013; Lee, Jacobs & Mann 2022). Black single parents are burdened with fighting racism, while raising Black children in need of additional support due to the effects of low socio-economic communities. This phenomenological study sought to understand the essence of Black single-parent households and their relationship to education. Interviews for this dyad study were conducted with single parents (9) and their children (9) who identified as Black. Findings from analysis of interview data revealed several themes: Positive Parental Attitude and Involvement; Advocacy; Social Capital Expansion; Support Structures and Community Involvement; Spirit of Independence within Household; Facing Challenges; and Balancing Responsibilities. Discussion of these findings relative to the theory of human and social capital emphasize the importance of social networks, role models, and how connections would have or did support them.

Biography

Juliesa S. McFarlane is a dedicated educator and leader with over a decade of experience as a senior administrator at a private school serving children and adults with intellectual and developmental disabilities. She holds a bachelor’s degree in psychology and a master’s in organizational leadership which have shaped her expertise in training, software implementation, and policy and procedure development. Through strategic leadership and innovative program development, she has played a pivotal role in enhancing educational experiences and operational efficiency within her institution. Her work focuses on creating sustainable systems that support both students and staff, ensuring long-term success Juliesa remains dedicated to mentoring and developing future leaders, believing that education is the key to unlocking human potential.

Abstract

Dr. Kevin Carl McLeod

Signature Pathway Cohort 13

DISSERTATION TITLE

Exploring The Superintendent’s Influence on Retaining Teachers of Color in Suburban K-12 School Districts: A Qualitative Inquiry

Dissertation Committee Chair: Dr. Kenneth Mitchell

Dissertation Committee Members: Dr. Joanne Marien and Dr. Lynn Allen

This qualitative study investigated the role of superintendents in retaining teachers of color within suburban K–12 school districts, where a predominantly white teaching force contrasted with an increasingly diverse student population. This study sought to understand how superintendents influenced the organizational and workplace dynamics affecting whether teachers of color chose to stay or leave the profession. Drawing upon organizational culture theory, this research interviewed six superintendents and six teachers of color to uncover how superintendents’ beliefs, policies, and practices shaped the experiences of teachers of color within these districts. Key themes included lack of belonging and representation, a mismatch between intent and action, and the impact of personal assumptions and beliefs. Analysis revealed that superintendents play a pivotal role in shaping the organizational culture that influences teacher retention; however, findings illuminated gaps between superintendents’ stated DEI intentions and the lived experiences of teachers of color. These insights underscore the critical role superintendents play in both the recruitment and retention of teachers of color. The study concluded with recommendations for superintendents to foster more inclusive and supportive school cultures, bridging intention with effective action to attract and retain a diverse teaching workforce.

Biography

Kevin C. McLeod is currently the Superintendent of Schools for the Valhalla UFSD. A product of New York City public schools, Kevin has dedicated over 29 years to education, driven by a mission to enrich students’ lives and make a meaningful impact. Kevin began his career in 1995 as a sixth-grade math teacher in Brownsville Brooklyn, motivated to support underserved students. Prior to Valhalla, he spent 14 years at Nyack High School, teaching math and serving as Dean of Students, advancing from Middle/High School Assistant Principal to Director of Student Success, and then to Assistant Superintendent of Business. Kevin holds a Certificate of Advanced Study in Educational Leadership from Manhattanville University and completed the School District Business Leadership Program at Pace University. He also earned a Master of Educational Leadership, a Master of Mathematics Education, and a degree in Mathematics from the City College of New York. He is married to Nardine, with two adult children, Kevin Jr. and Kaitlyn, and two beloved granddaughters, Mackenzie and Chloe. A passionate gardener and pet lover, Kevin values spending time outdoors and nurturing life around him. Known for his compassion, optimism, and reflective nature, he believes every student is unique, capable of great achievement, and deserving of equitable resources and opportunities.

Abstract

Dr. Tenisha Neil-Robinson

Signature Pathway Cohort 14

DISSERTATION TITLE

A Qualitative Study of Burnout Experiences Among School Social Workers

Dissertation Committee Chair: Dr. Susan V. Iverson

Dissertation Committee Members: Dr. Kenneth Mitchell and Dr. Emily Murphy

The purpose of this qualitative study is to analyze the phenomena of how school social workers experience burnout. Drawing on Maslach’s theory of burnout (Maslach & Jackson, 1981), this study further seeks to understand the stressors that contribute to school social workers’ feelings of burnout and their perspectives on effective strategies for the reduction of those stressors. The research is underpinned by Maslach’s three domain burnout inventory scale, which validates the experiences of burnout based on emotional exhaustion, depersonalization, and reduced personal accomplishments. This study employs semi structured interviews to capture the nuanced experiences of school social workers. By exploring and seeking to understand specific stressors— such as inadequate professional development and limited workplace resources—the research will highlight critical areas for intervention. This study will also explore school social workers’ views on potential solutions, including systemic support. The insights gained will contribute to developing targeted strategies to mitigate burnout, inform policy, and enhance the well-being and effectiveness among school social workers.

Biography

Tenisha Neil-Robinson, LCSW is a dedicated school social worker in the Blind Brook School District with over 11 years of experience advocating for students, families, and educators. Born and raised in the Bronx, Tenisha is the proud daughter of Jamaican immigrant parents. She attended the Archdiocese of New York Catholic School System before completing high school in Westchester County, shaping her passion for public education and social work. She earned a Bachelor of Social Work from Mercy College in 2014 and a Master of Social Work from Lehman College in 2015, attaining her Clinical Social Work Licensure (LCSW) in 2018. Tenisha is also the owner of Havendale Health, a psychotherapy private practice providing mental health services and consulting for schools and agencies. She is a certified SIFI instructor and has collaborated with Mercy College and Cerebral Palsy of Westchester. Through her work in both school and clinical settings, Tenisha remains committed to advocating for systemic improvements and ensuring individuals and families receive the support they need to thrive.

Abstract

Dr. Adrian Novio

Dissertation Completion Pathway Delta Cohort

DISSERTATION TITLE

Analyzing Throughput Rate: Enhancing Developmental Math Students' Academic Progress

Dissertation Committee Chair: Dr. Nora C.R. Broege

Dissertation Committee Members: Dr. Peter Troiano and Dr. Angela Clark-Taylor

Developmental math courses have long been considered a barrier for students (Benken et al., 2015). This is especially true for minority and low-income students, who are disproportionately enrolled in developmental courses (Chen, 2016). Research has shown that various redesign efforts, such as multiple measures placement, corequisite support, and shortening or eliminating developmental courses, have improved throughput rates and the overall student experience (Boatman, 2012; Jaggars et al., 2014; Scott-Clayton et al., 2014; Sepanik, 2023). Drawing upon Vygotsky’s (1978) social development theory and the educational concept of ability tracking, this study aimed to determine the effect of a developmental math program redesign on the throughput rate of first-time, full-time students. Using data from nearly 13,000 students spanning nine years, the study found that the developmental math program redesign improved throughput rates for all students, regardless of sex, race, socioeconomic status, or degree of study.

Biography

Adrian Novio is a tenured, full-time mathematics faculty member and the Developmental Mathematics Curriculum Coordinator at Middlesex College in Edison, NJ. In that role, for the last seven years, he has worked with fellow faculty to redesign the developmental math program at Middlesex College. Before his role at Middlesex College, Adrian was a full-time faculty member at Union County College. He was also a mathematics teacher in the Carteret School District for seven years before transitioning to higher education. Adrian is a two-time graduate of Kean University. He earned a Bachelor of Arts in Mathematical Sciences and a Master of Arts in Mathematics Education.

Abstract

Dr. Linda Katzman Palumbo

Signature Pathway Cohort 14

DISSERTATION TITLE

Teacher Engagement in the Planning and Implementation of Professional Development: A Qualitative Study

Dissertation Committee Chair: Dr. Joanne Marien

Dissertation Committee Members: Dr. Kenneth Mitchell and Dr. Lynn Allen

This qualitative study examined the engagement of teachers in the planning and implementation of collective professional development (PD) as described by instructional decision-makers (IDMs) in public school districts in New York. Drawing upon Knowles’s (1980) principles of adult learning, the study explored how IDMs solicit teacher input, overcome barriers, and leverage supports to foster meaningful and effective PD experiences. Data for this interpretive inquiry was collected through semi-structured interviews with 15 IDMs to explore their perceptions, approaches, and challenges in engaging teachers in PD planning and implementing. Findings revealed that compliance with federal, state, and district mandates does not necessarily translate into improved teacher capacity or instructional effectiveness. IDMs emphasized the importance of ensuring teachers understand the “why” behind PD initiatives to increase engagement and relevancy. This shift redirected attention from merely covering material to ensuring educators internalized concepts and strategies effectively. Additionally, strategic resource allocation, particularly regarding time constraints and financial limitations, plays a crucial role in shaping the effectiveness of PD experiences. Two primary approaches to teacher engagement emerged from the data: a collaborative model characterized by shared decision-making and open communication and a directive model aligned with district-wide strategic goals. Strong relationships and trust between IDMs and teachers were found to be key drivers of meaningful engagement in PD planning and implementing. The findings have implications for policymakers, district leaders, and educators seeking to enhance the impact of professional learning by incorporating teacher voice, fostering collaborative planning, and ensuring alignment with adult learning principles.

Biography

Linda Palumbo currently serves at the Denzel Washington School of the Arts, as the curriculum and instruction administrator, and assessment coordinator in Mount Vernon, NY. With expertise in instructional leadership, she has also designed and facilitated teacher training in SEL, Special Education, and best practices through the Edith Winthrop Teacher Center and NYSUT’s Education & Learning Trust. Previously, she taught special education, Social Studies and English for 14 years at Irvington Middle School, mentoring new educators and supporting technology integration. She is also certified as an educational trainer through Google Headquarters in NYC. Beyond her professional work, Linda is deeply involved in her community, serving as the Vice President of Valhalla UFSD SEPTA and volunteering for other community organizations. Most importantly, Linda is a proud wife, and mother to her 3 boys (ages 12, 10 and 7) and her Frenchie. She enjoys crafting just about anything or cheering the loudest from the sidelines or audience of any sporting or school event.

Abstract

Dr. Amy Meredith Peluso Prasky

Signature Pathway O-U BOCES Cohort 2

DISSERTATION TITLE

From Compliance to Coherence: A Qualitative Study About How Principals Perceive and Use Observational Data for Professional Learning Decisions

Dissertation Committee Co-Chairs: Dr. Victoria B. Fantozzi and Dr. Joanne Marien

Dissertation Committee Member: Dr. Lynn Allen

This qualitative study explored how principals in New York state K–12 public schools use both formal and anecdotal data from supervising teaching faculty to inform their decision-making processes about individual and collective strengths, needs, and professional learning topics. Against the backdrop of local, state, and federal institutional contexts shaped by accountability measures such as No Child Left Behind (NCLB), Race to the Top (RTTT), and the Every Student Succeeds Act (ESSA), this study emerged from a need to deepen the understanding of how data are leveraged in efforts to enhance teacher practice and student learning outcomes. Drawing upon Weiss’s (1995) four I theory, this qualitative study investigated the integration of information, interests, ideology, and institutional forces in shaping professional learning decisions among acting principals. Data were collected through semistructured interviews and documents, and analysis revealed a complex interplay of factors influencing principals’ decision-making processes in this domain. Implications for practice stem from principals’ perceptions regarding the prioritization and use of data, the impact of institutional factors on decision making, and the identification of specific perceived barriers and assets.

Biography

Amy Peluso Prasky currently serves as a staff development specialist at a regional Board of Cooperative Educational Services (BOCES), where she works collaboratively with school faculty, staff, and administrators on various initiatives. After graduating college, Amy began her career as a special education teacher in the same Hudson Valley school she attended as a child. She went on to earn further certifications in literacy, English for Speakers of Other Languages (ESOL), school building leadership, and school district leadership. Amy has used her administrative leadership licensure to serve as an assistant principal and principal. These roles provided invaluable insights and experiences that have shaped her approach to leadership and education. Amy Amy and her family cherish experiences and moments of togetherness, whether attending local festivals or embarking on enriching domestic and international travel adventures.

Abstract

Dr. Elaine Primus

Signature Pathway Cohort 14

DISSERTATION TITLE

“Having A Place At The Table” A Qualitative Study Of Black and Latino Families Navigating the Special Education Process

Dissertation Committee Chair: Dr. Susan V. Iverson

Dissertation Committee Members: Dr. Kenneth Mitchell and Dr. Monica George-Fields

Family engagement plays a critical role in student success and is particularly important for Black and Latino families navigating the special education process. This qualitative study explores how these families leverage cultural capital to advocate for their children in educational settings. The study uses Yosso’s (2005) community cultural wealth (CCW) model to explore how families deploy navigational, aspirational, resistant, familial, linguistic, and social capital to overcome systemic barriers and achieve cultural reciprocity with educators. The research is framed within the cultural mismatch theory, emphasizing the disconnect between dominant educational norms and the cultural values of marginalized families. Through semistructured interviews with Black and Latino families of children in special education, this study investigated the strategies families use to self-advocate, build relational trust with educators, and actively participate in the special education process. Findings highlighted the resilience of these families and the importance of culturally responsive engagement practices in fostering equitable collaboration between schools and communities.

Biography

Elaine Primus is currently a school psychologist at the Jesse J. Kaplan School, a center-based program within Rockland BOCES. She serves a population of students with various disabilities including autism, developmental disabilities and medical fragility. Specifically, she works with students from the social communications program where she assists teachers in implementing behavioral management strategies, self-regulation skills, and social skills. Shortly after graduating Iona College with a bachelor’s in psychology, Elaine began working with the special education population, starting out as a paraprofessional. She later obtained her master’s in school psychology. She has been working in the field for 11 years in different settings that serve students with various disabilities and levels of functioning, notably with challenging behaviors to make a difference in the lives of students who need the most support. Growing up in a predominantly White neighborhood in Putnam County, Elaine is committed to amplifying the voices and experiences of individuals of color in her professional life. In her personal life, Elaine has experience as a parent of color in the special education setting.

Abstract

Dr. Taneisha Providence

Higher Education Pathway Cohort 7

DISSERTATION TITLE

Caribbean Mindset: An Interpretative Phenomenological Analysis of Successful African Caribbean Students’ Experiences in Stem and Opportunity Programs

Dissertation Committee Chair: Dr. Nora C.R. Broege

Dissertation Committee Members: Dr. Susan V. Iverson and Dr. James Brown

African Caribbean students significantly contribute to the STEM workforce in the United States, yet research examining their specific educational experiences and persistence remains limited. The purpose of this interpretative phenomenological analysis (IPA) study was to understand how successful African Caribbean students experience and navigate their STEM education at four-year higher education institutions in the United States. Guided by Ogbu and Simons’s (1998) CulturalEcological Theory (CET), this study explored how systemic and community forces, institutional factors, cultural identity, and opportunity programs influenced students’ academic persistence and success. In-depth semi-structured interviews were conducted with seven successful African Caribbean students enrolled in STEM majors. Findings revealed that students consistently faced systemic barriers such as racial bias, stereotype threats, and lowered academic expectations; however, they effectively navigated these barriers through culturally informed resilience strategies, robust community support, and targeted institutional interventions, particularly opportunity programs. Participants highlighted the critical role of cultural identity and meaningful representation in shaping their academic journeys, reinforcing their sense of belonging, motivation, and persistence. Opportunity programs emerged as pivotal support systems, providing culturally affirming mentorship, validation, and community engagement. Implications of this study are significant, especially given the contemporary sociopolitical landscape marked by challenges to diversity, equity, and inclusion initiatives, including the Supreme Court’s reversal of affirmative action policies.

Biography

Taneisha Providence was born and raised in Jamaica, where she attended Titchfield High School until the 10th grade, before relocating to the United States and graduating from Uniondale High School. Taneisha earned her Bachelor of Science in Community Health, with a minor in Biology, and a Master of Health Administration from Hofstra University. Driven by her dual passion for health and education, she initially pursued a Master of Science in Higher Education Policy at Hofstra before pausing her studies to enroll in the Doctor of Education in Higher Education Leadership program at Manhattanville University. Upon completion of her doctoral degree, she intends to return and complete her remaining coursework in the MSED program. Taneisha currently serves as Associate Director at Hofstra University’s Center for Educational Access and Success, where she continues her impactful work supporting students from diverse backgrounds, advocating for culturally affirming educational practices, and empowering the next generation of leaders.

Abstract

Dr. Jessica Lynn Rappaport

Signature Pathway Cohort 14

DISSERTATION TITLE

Middle School Sense of Belonging After the COVID-19 Pandemic: A Qualitative Study Using Self-Determination Theory

Dissertation Committee Chair: Dr. Kenneth Mitchell

Dissertation Committee Members: Dr. Martin Fitzgerald

This interpretive qualitative study examined young adolescents' sense of belonging postCOVID-19 pandemic. Drawing upon Deci and Ryan's Self-Determination Theory (SDT) and Young Adolescent Theory, this study interviewed middle school assistant principals and school counselors to understand the middle school experience post-COVID-19 pandemic. The semi-structured interviews captured insights into the social and academic issues they observed emerging postCOVID-19 pandemic. Drawing upon the key components of SDT (autonomy, competence, and relatedness), participants shared insights into areas affecting the sense of belonging. The three major themes: (a) Recovering Connection and Well-Being in the Wake of Social Isolation, (b) The Digital Shift and Its Influence on Student Engagement and Motivation, and (c) Cultivating a Support System for Student Resilience and Belonging addressed the academic and social issues which emerged post-COVID-19 pandemic. Participants observed students lacking social skills, describing it as "social atrophying," attributing it to overuse of technology during school closures and upon the return to the school environment. This study also illuminated how the distribution of devices during the pandemic has resulted in an overreliance on technology, affecting autonomy, competence, sense of belonging, and motivation. Implications of this study’s finding include the need to rebuild a sense of belonging in schools and to prioritize supporting young adolescents through intentional programming and social and academic interventions to best support young adolescents' sense of belonging.

Biography

After earning a Master of Arts in Broadcast Journalism from NYU in 2000, Jessica Lynn Rappaport began her journalism career at CNN, eventually advancing to the role of producer. However, in 2006, Jessica joined the NYC Teaching Fellows program, and shifted her career from journalist to educator. She accepted a middle and high school English teacher position at MS/HS 368 in the Bronx. While teaching, Jessica also earned a master’s degree in English education from Lehman College as part of the NYC Fellows program. During her time at MS/HS 368, she had the privilege of designing the school’s first-ever journalism program and earning a certification to launch the school’s inaugural AP Literature course. In 2011, Jessica transitioned to White Plains High School, where she continued teaching English and journalism while earning her SBL and SDL credentials in Educational Leadership from the College of St. Rose. In 2016, Jessica was appointed House Administrator at White Plains High School, and in 2021, accepted the assistant principal position at Seven Bridges Middle School, where she remains dedicated to fostering student growth and success.

Abstract

Dr. Ivan Rudolph-Shabinsky

Higher Education Pathway Cohort 5

DISSERTATION TITLE

College Choice Among Youth Rowers from Rowing Programs Focused on Low-SES Communities

Dissertation Committee Chair: Dr. Yiping Wan

Dissertation Committee Members: Dr. Susan V. Iverson and Dr. Samantha White

Students from low-socioeconomic status (SES) communities remain underrepresented in higher education, but also in nonrevenue-generating collegiate sports such as rowing. Such sports are often used as a gateway to college, as a support or friend group in college, and as access to an alumni network that can assist with career opportunities after college. The lack of representation in such sports of students from low-SES communities keeps these benefits from accruing to those who could potentially use them most. Since the mid-2000s, youth rowing programs focused on serving low-SES communities have grown at the high school level, but participation of their graduates in collegiate rowing has remained low. Constructivist grounded theory (CGT) research, through semistructured interviews with 12 alumni of three such youth programs, sought to describe and understand how these students made their college-choice decisions. The resulting theory, Qualitative Optimization of College Choice, explains that participants used a qualitative optimization in which their goal was to select a school that had maximum prestige while meeting the various constraints they faced with respect to academic fit, athletic fit, social fit, affordability, and location.

Biography

Ivan Rudolph-Shabinsky is the director of Division of Business, Innovation, and Leadership at Dominican University New York (DUNY),where he is also an assistant professor who teaches finance, marketing, sports management, and management strategy courses, and serves as the director of the men’s and women’s rowing teams at DUNY. Prior to joining DUNY in 2019, Ivan was a senior vice president and senior portfolio manager at Alliance Bernstein (AB) for nearly 30 years. In his time at AB, Ivan managed various mutual funds and portfolios, and developed new investment products—including designing FlexFee, an innovative, performance-based fee structure for U.S. mutual funds that won WealthManagement.com’s 2018 Industry Award for Thought Leadership – Product Enhancement. He is author of several peer-reviewed articles and chapters, including “LDI: Reducing Downside Risk With Global Bonds” in Journal of Investing; “Beyond Interest Rate Anticipation” in Financial Analysts Journal; and “Managed Synthetics” in The Handbook of Stable Value Investments. Ivan received his undergraduate degree in economics and Soviet & East European studies at Cornell University, and his MBA in marketing and finance from Columbia University.

Abstract

Dr. Kelly Rudyk

Signature Pathway Cohort 14

DISSERTATION TITLE

Special Education Leadership Capacity and Professional Development: A Qualitative Study of Special Education Leaders and Their Role in the Selection, Development, and Implementation of Professional Development for Special Education Teachers

Dissertation Committee Chair: Dr. Kenneth Mitchell

Dissertation Committee Members: Dr. Joanne Marien and Dr. Lynn Allen

This qualitative study investigated the capacity and involvement of special education leaders in the selection, development, and implementation of professional development programs for special education teachers. Recognizing the critical role that professional development plays in supporting educators who serve students with varied needs, the study aimed to uncover the nuanced perspectives and practices of special education leaders in this domain. Through the semi-structured interviews, data was collected and analyzed to illuminate the perspectives and decision-making processes, challenges, and strategies employed by special education leaders in shaping professional development initiatives. The study sought to explore how leaders conceptualize their role in supporting teacher growth, the factors influencing their decisions regarding professional development opportunities, and the perceived impact of these initiatives on teacher practice and student outcomes. By employing qualitative methods, this research pursued contextualized insights into the complex dynamics of special education leadership and professional development. The findings hold the potential to inform policy and practice by identifying effective approaches, barriers, and areas for improvement in the design and delivery of professional development programs for special education teachers. Furthermore, this qualitative inquiry identified opportunities to enhance the capacity and effectiveness of special education leaders and special education teachers in meeting the evolving needs of students with disabilities in schools.

Biography

Kelly Rudyk’s experience in education began in Hendrick Hudson, starting as a general education teacher for three years before transitioning to a decade-long role as a special education teacher within the district. During Kelly’s tenure in Hendrick Hudson, she spent seven years as an Instructional Leader, honing her skills in shaping effective and inclusive learning environments for students with disabilities with a sincere passion for literacy. Kelly’s service as a chairperson for the Committee on Special Education in Hendrick led her toward pursuing a career in Educational Leadership, specifically in special education leadership. Kelly earned a Certificate for Advanced Study at SUNY New Paltz in Educational Leadership in 2020. Subsequently, Kelly served as Supervisor of Special Education within the Yorktown Central School District, and lateras the Assistant Director of Pupil Personnel Services. Kelly now serves as Director of Pupil Personnel Services in the North Salem Central School District. Kelly’s family - her four children, loving husband, and their dog - are a source of immense joy and fulfillment and drive her commitment to this work each day.

Abstract

Dr. Bancha Srikacha

Higher Education Pathway Cohort 4

DISSERTATION TITLE

A Qualitative Examination of Faculty Attitudes and Behaviors Around Instructional Technology Before, During, and After COVID-19

Dissertation Committee Chair: Dr. Yiping Wan

Dissertation Committee Members: Dr. Victoria Fantozzi and Dr. Gerald Ardito

COVID-19 disrupted nearly every aspect of society, and U.S. higher education was no exception. Faculty were forced to pivot from the teaching they had mastered in the classroom to what was for some the unfamiliar territory of emergency remote teaching. This qualitative study investigated the experiences of higher education faculty as they transitioned out of traditional teaching, into emergency remote teaching, and back into their on-campus classrooms. Drawing upon Schlossberg’s transition theory, this study described these changes through the facets of situation, self, support, and strategy. Through interview data, this study examined how faculty viewed the loss of a traditional semester, took stock of their own abilities to teach with technology, what resources they had to learn to do so, and how they integrated it all to navigate the transition as best they could. To traverse this period though, faculty sought more of their institution’s professional development resources, as well as supporting each other directly and informally. The study’s findings inform implications for practice and recommendations for future research.

Biography

Bancha Srikacha entered instructional technology as an Associate Technology Editor at McGrawHill School Division, continuing at the American Museum of Natural History’s National Center for Science, Literacy, Education and Technology. He began in instructional design at New York University’s School of Professional Studies’ Center for Academic Excellence and Support. There, he was an Educational Technologist in the Office of Distance Learning, where he provided professional development for faculty around instructional design. In the aftermath of 9/11, he earned his MA Media Studies and Graduate Certificate in Media Studies at The New School. He later completed a Certificate in Journalism at New York University. From 2015 until 2022, he was Manhattanville University’s sole Instructional Technologist. Bancha hopes to continue to apply organizational change, technology adoption, and faculty development frameworks to digital transformation and academic continuity in higher education, towards the ends of greater digital capital and social mobility for students.

Abstract

Dr. Pia Stevens-Haynes

Higher Education Pathway Cohort 7

DISSERTATION TITLE

Putting the “P” in Persistence: Impact of Code of Conduct Violations on Postsecondary Persistence Among Students of Color

Dissertation Committee Chair: Dr. Nora C.R. Broege Dissertation Committee Members: Dr. Peter Troiano and Dr. Francine Conway

This mixed-methods study aimed to explore and understand the intricate relationship between student violations of the code of conduct and the persistence rates of students of color in postsecondary education institutions. Although previous research has acknowledged the existence of disparities in disciplinary actions and educational outcomes among students of color, this study sought to delve deeper into the underlying mechanisms and contextual factors contributing to these phenomena. The quantitative phase of the study involved the analysis of institutional datasets to examine the correlation between instances of code of conduct violations and persistence rates among students of color. Statistical techniques such as regression analysis were employed to identify significant associations and to quantify the strength of these relationships. Additionally, demographic variables, socioeconomic status, academic performance, and other relevant factors were considered to provide a comprehensive understanding of the dynamics at play. The qualitative phase of the study included in-depth interviews with students of color who had experiences with disciplinary actions, academic advisors, counselors, and administrators involved in the disciplinary process. Through thematic analysis, qualitative data were used to elucidate the lived experiences, perceptions, and contextual nuances that may influence both codes of conduct violations and persistence rates. By integrating both quantitative and qualitative approaches, this study provided a holistic understanding of the multifaceted relationship between student behavior, institutional responses, and academic outcomes among students of color. This study’s findings have implications for policy development, institutional practices, and support initiatives aimed at fostering inclusive and equitable learning environments conducive to the success of all students in postsecondary education

Biography

Pia Stevens-Haynes, the Dean of Students at New Jersey City University, has been a respected and exemplary student advocate for over twenty years, with experience in all areas of student life, including retention, academic support, services for international students, support for firstgeneration college students, academic advising, Title IX, student conduct, residence life, athletics, veteran services, financial aid, recruitment, and general student engagement. Pia holds a master’s degree in education and a master’s in social work. She is the middle child of three and a twin. She and her twin are over an hour apart, born on two different days in two different Boroughs in NYC. In her spare time, she builds a warm and welcoming home for her 11-year-old daughter, who attends 5th grade in Hackensack and is clearly the boss of the house!! As the aunt to one nephew and three nieces, she actively participates in creating adventures and building memories with her family.

Abstract

Dr. Sheldon Sucre

Dissertation Completion Pathway Cohort 4

DISSERTATION TITLE

Exploring the Multifaceted Experiences of Black Full-Time Faculty in Physical Education Teacher Education

Dissertation Committee Chair: Dr. Yiping Wan

Dissertation Committee Members: Dr. Rhonda Clements and Dr. Kevin McGinniss

Microaggressions are unintentional forms of discrimination or bias in various contexts, including the curriculum of physical education (PE). This qualitative study investigated the extent to which microaggressions are present in physical education teacher education (PETE) programs that may perpetuate inequities among Black full-time faculty. Some attention was given to how PE curricula may also reinforce gender stereotypes by promoting certain activities as more suitable for boys or girls, perpetuating the notion of male physical dominance and female physical inferiority (Martin & Murtagh, 2017; Tinning, 2006). The study used a critical qualitative approach to describe the experiences of Black full-time PETE faculty in relationship to the phenomenon of White space. The secondary objective of the dissertation was to examine the reasons behind the shortage of Black professors in the field of PETE and to shed light on and identify the obstacles that prevents Black full-time faculty’s presence in academia, specifically PETE. This inquiry collected data through two semi-structured interviews that were analyzed and revealed five themes were identified that construct White space in their teaching environment. The study’s findings suggest ways for making PETE more welcoming, diverse, equitable, and inclusive for Black faculty members when first entering and later teaching in the profession.

Biography

Sheldon Sucre has 15+ years in the field, recognized for his transformative leadership that places students at the core of his teaching approach. As a physical education teacher at Medgar Evers College Preparatory School and Swim Coach for both the Boys’ and Girls’ Swimming Teams, Sheldon emphasizes the importance of equipping students with the knowledge and skills for a healthy, active future. With a teaching background ranging from kindergarten to college-level physical education courses, Sheldon has also served as an adjunct faculty member at several institutions. His initiatives include developing a diverse curriculum, establishing a grant-funded learn-to-swim program for ethnic minorities, and revitalizing the MECPS Swimming Team. Sheldon holds a BS and MS from Adelphi University.

Dr. Keith Sullivan

Signature Pathway O-U BOCES Cohort 2

DISSERTATION TITLE

Special Education Teachers’ Perceptions of Social Emotional Learning

Dissertation Committee Chair: Dr. Nora C.R. Broege

Dissertation Committee Members: Dr. Martin Fitzgerald and Dr. Ellen Connors

Abstract

Research has shown, when students have supportive relationships and opportunities to develop and practice social, emotional, and cognitive skills across many different contexts, academic learning accelerates (Durlak et al., 2011; Cristovaoet al., 2017). Conversely, when students do not have supportive relationships, it could lead to disruptive or challenging behaviors, developmental disorders, learning difficulties, bullying and school violence (Cristovaoet al., 2017; Durlak et al., 2011; Kourkoutas & Giovazolias, 2015). Consequently, teachers can feel burned out in the profession and/or have negative feelings towards these students (Kourkoutas & Giovazolias, 2015). Additionally, students who struggle to regulate their social and emotional skills are more likely to struggle academically and tend to have an increased number of absences. Drawing upon Diffusion of Innovation theory, this quantitative study sought to identify K-12 Special Education teachers’ perceptions of social emotional learning. The study’s designed was a replication of Science Teachers’ Perceptions of Social-Emotional Learning: Lessons from Oman (Shahat et al., 2022). The results of that study differ from the results of this study in that science teachers, based on the given variables of gender, grades taught and years taught, in Oman perceived SEL negatively whereas special education teachers in the United States perceive SEL positively. The results of the study indicated that special education teachers may likely be innovators or early adopters of SEL initiatives within their district. Implications from this study are suggested for special education teachers and students, and may guide decision making for school administrators.

Biography

With over a decade of experience in special education, Keith has served in various roles including paraeducator, special education teacher, assistant principal, and principal. Currently, he serves as the Assistant Director of Special Education at Orange-Ulster BOCES. In this capacity, he leads initiatives such as the development of Social and Emotional Learning curricula and is responsible for overseeing the Division of Special Education's daily operations. Beyond his professional endeavors, Keith finds joy in coaching his children's sports teams, running, attending New York Giants football games and spending quality time with his wife and two children in Westtown, NY. Keith’s primary motivation for pursuing his doctoral studies is to be a positive role model for children, illustrating how he can effectively balance his academic pursuits with professional responsibilities while prioritizing our family above all else.

The “Love Behind Leadership” Fund was established in 2015 to pay it forward to the Manhattanville University Doctoral Program. Rebranded as “EmpowerEdD Leadership” in 2024, this fund empowers doctoral students by supporting their research, providing support for travel to present, recognizing their doctoral achievements, and supporting their writing. An investment in this fund provides students with recognition for their scholarship, showcases the prestige of the program, and introduces the broader community to the incredible doctoral students and alumni.

Every donation creates an enduring tribute to a person in whose honor or memory the donation is made. This contribution endures through recognition of one’s donation that leaves a legacy of your generosity and support for the Doctoral Program in Educational Leadership.

We thank you for your generosity and support of the Doctoral Program in Educational Leadership!

We would like to thank the Manhattanville University School of Education Faculty and Staff for their ongoing support of the doctoral students and program, the dissertation committee members who gave their time and expertise, and the PNW BOCES Center for Educational Leadership for their ongoing support as partners of the Doctoral Program in Educational Leadership.

Thank you!

A special thanks to Faculty and Staff who have contributed so much to the success of our Doctoral Program and students:

Dr. Frank Sánchez PRESIDENT

Ms. Christine Dehne

PROVOST AND EXECUTIVE VICE PRESIDENT

Dr. Brian V. Carolan Dean of School of Education

Dr. Susan V. Iverson

PROFESSOR & DIRECTOR OF DOCTORAL PROGRAM AND DEPTARTMENT CHAIR IN EDUCATIONAL LEADERSHIP

Dr. Martin Fitzgerald

ASSISTANT DIRECTOR OF THE DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP

Dr. Peter F. Troiano

VISITING ASSOCIATE PROFESSOR, EDUCATIONAL LEADERSHIP; AND COORDINATOR OF DISSERTATION COMPLETION

Dr. Shelley B. Wepner

DEAN EMERITUS & PROFESSOR, EDUCATIONAL LEADERSHIP; AND COORDINATOR OF SIGNATURE PATHWAY & HIGHER EDUCATION LEADERSHIP PATHWAYS

Dr. Robert Feirsen

COORDINATOR AND VISITING ASSOCIATE PROFESSOR, EDUCATIONAL LEADERSHIP

Dr. Nora C.R. Broege

ASSISTANT PROFESSOR, EDUCATIONAL LEADERSHIP

Dr. Joanne Marien

CLINICAL FACULTY, EDUCATIONAL LEADERSHIP

Dr. Kenneth Mitchell

VISITING ASSOCIATE PROFESSOR, EDUCATIONAL LEADERSHIP

Dr. Yiping Wan

PROFESSOR, EDUCATIONAL LEADERSHIP

Dr. Victoria Fantozzi

PROFESSOR, CHILDHOOD AND EARLY CHILDHOOD EDUCATION

Adjunct Faculty

Dr. Laura Bigaouette

Dr. Emily Creamer

Dr. Raymond Gonzalez

Dr. Sara Henry

Dr. Nicole Joseph

Seann Kalagher

Dr. Joseph Phillips

Doctoral Program in Educational Leadership Staff

Ms. Serafina Martorano

Administrative Assistant

Ms. Paula Moskowitz

Education Librarian for the Doctoral Program

A very special thanks to the Board and Administration of Putnam Northern Westchester BOCES, our partners in offering the Doctoral Program in Educational Leadership

Dr. Lynn Allen

Ms. Tasha Wright

The Administration and Staff of PNW BOCES

Friends and Affiliates of the Manhattanville University Doctoral Program in Educational Leadership

Heartful Editor

Ms. Jessica Tully

Ms. Jessica Cox

Ms. Rocio De la Roca Vasquez

Dr. Gerald Ardito

Ms. Lorena Parada

Ms. Meghan McGivney

Dr. Robert Mangione

Office of the Registrar

Student Financial Services Office

Mr. Jeff Rosedale

Ms. Danielle Wachter

Ms. Lynda Hanley

Ms. Renée Gargano

The Administration and Staff of Orange-Ulster BOCES

Educational Leadership Advisory Committee 2024-2025

Dr. Angela Adamu

Dr. Lynn Allen

Dr. Jeremy Barker

Dr. Laura Bigaouette

Dr. Brian V. Carolan

Dr. Alison Carson

Dr. Marjorie Castro

Dr. Cheryl Champ

Dr. Robert Feirsen

Dr. Martin Fitzgerald

Dr. Michelle Gosh

Dr. Debbie Hand

Dr. Ronald Hattar

Dr. Susan V. Iverson

Dr. Nicole Joseph

Dr. Kenneth Mitchell

Dr. Letitia Payne

Dr. Sagrario Rudecindo-O’Neill

Dr. Patrick Sullivan

Dr. Debra J. Thomas