Doctoral Program in Educational Leadership Commencement Magazine 2023

Commencement 2023

The Manhattanville College Doctoral Program in Educational Leadership

The Doctoral Program in Educational Leadership is designed for practicing and prospective leaders and experienced educators in P-20 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 scholar-practitioners 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 College’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 2016, 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.

Celebrating a Decade of Excellence

The "Love Behind Leadership" fund was established in 2015 by EdD alumni to pay it forward to the Doctoral Program in Educational Leadership at Manhattanville College.

An investment in this fund provides students with recognition for their work, showcases the prestige of our program, and introduces the broader community to our amazing students and grads.

A Tapestry

A weaver sets out to create a beautiful tapestry. She selects: A strong loom, the right frame to support her unique piece of art. Materials of strength and resilience; strong enough to work on her loom. A shuttle, a tool, will combine the individual strands of weaving materials so that they disappear when combined together to create a unique story. Wondrous colors, woven together in picturesque harmony. The weaver approaches her work with patience and respect, weaving with awe, knowing the final product will be elaborate and intricate, a tapestry of unique purpose and beauty. To our newly minted Doctors, You are that weaver.

Your journey was woven with purpose, skill, and artistry. Your loom was comprised of the right conceptual and theoretical frames. Your materials were your data sets, carefully sourced and reviewed. Your shuttle was your writing, weaving your data into findings that reveal unique and intricate results Your dissertation is a beautiful tapestry, made with care, that many will enjoy, learn from, and celebrate for years to come.

CONGRATULATIONS TO THE CLASS OF 2023!

Presentation of the 2023 Doctoral Program Awards

Distinguished Dissertation Research Award

Mary K. Humphreys Endowed Scholarship in Special Education

Doctoral Dissertation Award

Outstanding Service to the Doctoral Program Award

Ethel Kennedy Award for Human Rights Leadership

Judith Johnson Memorial Award

Dr. Julie Rose Kotler Snider

Winner of the 2023 Distinguished Dissertation Research Award

DISSERTATION TITLE: CHRONICLING THE STORIES OF BLACK TEACHERS WHO ARE “THE ONLY ONE” IN PREDOMINANTLY WHITE, K-12 PUBLIC SCHOOLS: A CRITICAL NARRATIVE INQUIRY

Julie Kotler Snider is currently the Director of Special Education and Support Services in the Harrison Central School District. A special educator by training for twentyfive years, Julie’s professional life has been devoted to serving students with disabilities and their families. She is the 2022 recipient of Manhattanville’s Ethel Kennedy Award for Human Rights Leadership as well as the 2021 Cornell/Human Ecology Pandemic Heroes Award.

Julie was born and raised in The Bronx. She lived in Co-Op City from birth to 14 years old and attended the public schools there, receiving a stellar and outstanding education. She moved to Larchmont in Westchester County, New York for 9th grade and attended Mamaroneck High School. She received her BS from Cornell University, majoring in Human Development and Family Studies and graduated with distinction. She entered the teaching profession immediately after graduating college, working as a Teaching Assistant at the Churchill School for students with disabilities while getting her Masters Degree in special education from Fordham University. After Churchill, she was a middle school special education teacher in Somers Central School District in Westchester County, New York. Soon thereafter, she enrolled in a doctoral program in Education Leadership at Teachers College, Columbia University in 2002 and was ABD before taking a sixteenyear hiatus. In 2005, Julie became a special education administrator in the Bedford Central School District and she was there for ten years. Since 2015, Julie has been the Director of Special Education in Harrison. The loss of her mother in late 2019, the Covid-19 pandemic, and the racial reckoning in the U.S. were the impetus for Julie returning to school to complete her doctorate via Manhattanville’s doctoral completion program. Julie lives with her two teenage children, Emily and Eli, her husband, Jordan, her cat, Sunset, and her dog, Rocky, in Briarcliff Manor, New York. She is an avid reader and walker, lover of Broadway musicals, and a “retired” nationally ranked junior tennis player.

Dr. Julia J. Huang

Winner of the 2023 Mary K. Humphreys Endowed Scholarship in Special Education Doctoral Dissertation Award

Julia Huang has been serving in the field of education for over 20 years. Currently, Julia is a school administrator for the Edgemont Public School District. Previously, from 2005-2019, she was a classroom teacher in the Scarsdale Public School District. She also has work experience as a classroom teacher in the Arlington Central School District and as a Fulbright English Teaching Assistant at Chonan Bukil High School in South Korea. Julia earned a Bachelor of Arts degree in Economics and Urban Studies from Wellesley College and a Master of Education in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.

Dr. Jennifer Susan Geskie

Winner of the 2023 Award for Outstanding Service to the Doctoral Program in Educational Leadership

Jennifer Geskie is currently the Mid-Hudson Regional Coordinator for The NY Early Childhood Professional Development Institute. She began her career as an early intervention teacher in New York City and Westchester County, working directly with infants and toddlers with disabilities and their families for nearly 15 years. Jennifer extended her impact on the EI and broader early childhood profession as a school leader for the Elizabeth Seton Children's School in White Plains where she served as assistant principal and then principal. She has experience as an instructor and adjunct professor for Manhattanville College and New York Medical College. Jennifer is active in the professional community, participating as a member of the Westchester County Local Early Intervention Coordinating Council and presenting at local, state, and national conferences. Jennifer holds a Bachelor of Arts in Psychology from SUNY Geneseo, a Master of Arts in Special Education from St. Joseph’s College, and a Professional Diploma in Educational Leadership from Manhattanville College.

Dr. Hope Bauer Weinberg

Winner of the 2023 Ethel Kennedy Award for Human Rights Leadership

Hope (pronouns are she, her, hers), is the assistant principal at Concord Road Elementary School in the Ardsley Union Free School District. Hope earned her Bachelor's Degree in Elementary Education from Monmouth University, and her Master’s Degree in Literacy from The College of New Rochelle. She was a reading specialist, district literacy coach, and Supervisor of Instruction. Hope earned her Educational Leadership certifications through New Jersey EXCEL and certifications from Manhattanville College for District and Building Level School Leadership. She is the 2023 recipient of Manhattanville’s Ethel Kennedy Award for Human Rights Leadership.

Hope is an active member of the PNW-BOCES organization where she facilitates the Regional Assistant Principal Forum, the Regional Assistant Principal Institute, and the LGBTQ+ inclusive collaborative network. Additionally, Hope presented at the 3rd Annual Diversity, Equity and Inclusion Institute sponsored by Southern Westchester BOCES center for professional learning and curriculum with her session, “Starting with She, He, The, Them: Cultivating a Climate of Belonging for Members of the LGBTQ+ Community in your School.” During the Ed Leadership program at Manhattanville, Hope connected with the local LGBTQ+ community center to plan, create and implement a new support group for families of young, gender expansive children up to age 12. She was selected as the Keynote speaker for the Manhattanville College School of Education Dean’s Symposium. Hope presented to over 100 future educators with her session titled, “Inspirational Strategies for Creating your Teaching Legacy.” Hope was born and raised in Rockland County, NY, and began her doctoral journey in her parents’ basement, where she started playing school as a 5 year old. She currently resides in the beautiful city of White Plains with her wife, Danielle, a Music educator, and their 4 year old son, Jackson.

Denise Harper-Richardson

Winner of the 2023 Judith Johnson Memorial Award

Denise K. Harper-Richardson is a passionate educator with over 20 years of experience in educational leadership, serving students in underserved and marginalized communities. As a secondary school principal, Denise is committed to ensuring that all students have equitable career pathways and access to higher education.

Denise organized and operates the largest student chapter of My Brothers’ Keeper (MBK) and My Sisters’ Keeper (MSK) in New York City. President Obama created the MBK initiative to address the persistent opportunity gaps faced by boys and young men of color in college and careers.

Denise earned Master of Science degrees from Long Island University in Special Education and the College of Saint Rose in Education Leadership. Denise is currently pursuing an EdD degree at Manhattanville, researching how school systems shape the lived experiences of black girls in middle school.

She is a member of several organizations, including the Coalition of Schools Educating Boys of Color (COSEBOC), the National Association of Black School Educators (NABSE), and the National Association of Secondary School Principals (NASSP).

Presentation of the 2023 Graduates of the Manhattanville College

Doctoral Program in Educational Leadership

Dr. Sau Fong Au

Dr. Katherine Madeline Barpoulis

Dr. Susan Joy Chester

Dr. Jennifer E. Coggio

Dr. Jennifer Susan Geskie

Dr. James Higgins

Dr. Julia J. Huang

Dr. Tameka Jackson

Dr. Brenda L. Knight

Dr. Julie Rose Kotler Snider

Dr. Jennifer Doran Laden

Dr. Donald P. Marra

Dr. Kendall Herleen Murray

Dr. Patricia Y. Poole-Parrilla

Dr. Teresa Ann Quackenbush

Dr. Lisa M. Roloson

Dr. Gwendolyn Davey Roraback

Dr. Sagrario Rudecindo-O'Neill

Dr. Kristen Sautner

Dr. Karen Anna Scarth

Dr. Robyn Andrea Schlesinger

Dr. Robert Schliessman

Dr. Cristina Shams

Dr. Hope Bauer Weinberg

Dr. Sau Fong Au

Higher Education Pathway

DISSERTATION TITLE

AN INTERSECTIONAL QUALITATIVE INQUIRY: EXPERIENCE AND IDENTITY OF UNCOVERED MUSLIM WOMEN

Abstract

Muslim women are portrayed with a dichotomous image: on one side, as the victims of the patriarchal Muslim men and, on the other, as the violent associates of the Muslim terrorist (Maruoka, 2008). Head covering, the most visible Muslim-identified marker, has thus assumed an outsized space in Muslim women's research. However, while studies on Muslim women are voluminous, little research focuses solely on uncovered Muslim women. This grounded theory study aimed to describe the process of Muslim college women who do not veil to establish their identity. Drawing upon intersectionality theory, this study sought to understand the multidimensionality of uncovered college women's identity and how social, cultural, and political contexts shaped their identity. Data were collected from 13 self-identified Muslim college women who did not cover. These young women contested an imposed Muslim identity by challenging the complicity of misusing religion to justify the cultural practices that relegated women to a powerless position. Using an unapologetic gendered lens, they questioned religious rules and norms and asserted that "religion is more internal and external" when making decisions about how to live their lives. They grappled with an emerging Muslim woman’s identity as an invasion of external socio-political events, an invasion that forced them to try to occupy a space within this racialized country. At the intersection of gender, religion, skin color, and race, these young women wrestled with their power, privilege, and lack thereof in their lives. Ultimately, they claimed an imperfect racial identity to stand in solidarity with other marginalized groups amid internal and external turmoil.

Biography

Sau Fong Au has devoted her career to advancing women’s rights and status. She has worked in non-profit, government, and higher education to create programs and services for the marginalized population, such as immigrant workers, young people, LGBTQ youth of color, people living with and affected by HIV/AIDS, and most recently, college women of color. Currently the Director of the Women’s Center at Brooklyn College, she earned a B.A. in History from the Chinese University of Hong Kong, an M.Ed. in Education from Rutgers University, and an Ed.D. in Educational Leadership from Manhattanville College. Using an interdisciplinary approach, her research interests include the contemporary Asian American experience, feminist movement and theories, spirituality and faith, student development, and student engagement for women and religious minorities.

Dr. Katherine Madeline Barpoulis

Signature Pathway

DISSERTATION TITLE

ELEMENTARY MATH TEACHER COLLABORATION PRACTICES: RELATIONSHIP TO SELF-EFFICACY AND COLLECTIVE EFFICACY

Abstract

Teacher collaboration is an increasingly important aspect of the professionalism of teachers, Studies have demonstrated that collaboration has been associated with teachers’ professional growth and an increase in self-efficacy (Meirink, Meijer, & Verloop, 2007). However, deeper understanding is needed regarding the nature of collaborative practices and the types of collaboration teachers deem most impactful to their self-efficacy and collective efficacy. This quantitative study uses Bandura’s self-efficacy theory as a lens to explore how various forms of teacher collaboration and teacher participation in collaborative professional learning may be associated with teachers’ perceptions of self-efficacy and collective efficacy in teaching elementary mathematics. This study analyzed potential relationships between teacher self-efficacy and collective efficacy, and differences in self-efficacy and collective efficacy. The data showed that teacher self-efficacy and teacher collective efficacy were two distinct constructs. Therefore, efforts to increase the selfefficacy of teachers may not necessarily translate into an increase in their collective efficacy. The study offers recommendations for policy, school leaders and PD work. The study offers recommendations for school leaders that will successfully build a sense of collective efficacy and continuous professional growth.

Biography

Katherine Barpoulis is currently the Coordinator of Mathematics for K-6 and STEM Enrichment in the White Plains City School District. Ms. Barpoulis grew up in Dutchess County, attended school in the Wappingers CSD, where she was inspired by all of her teachers. Katherine attended Tufts and Vassar College as an undergraduate and received her B.A. in Math from Vassar. She completed her MS at Marist College and her Administration Cert at SUNY New Paltz. Dr. Barpoulis started her career in the Rhinebeck CSD. She achieved National Board Cert. She participated in the NYS Math Standards Review Committee and the NYSED Professional Learning Team. Katherine served as an adjunct professor at Marist. She lives in Stanfordville, N.Y., with her husband Marvin, and dog, Dakota. She enjoys hiking, biking, golfing, cross-country skiing, and spending time with her family.

Dr. Susan Joy Chester

Signature Pathway

DISSERTATION TITLE FROM POLICY TO PRACTICE: TEACHER SENSEMAKING OF NEW YORK STATE’S CULTURALLY RESPONSIVE-SUSTAINING EDUCATION FRAMEWORK

Abstract

Drawing upon Weick’s (1995) theory of sensemaking, this qualitative study describes how high school social studies teachers make meaning of culturally responsive-sustaining education as outlined in New York State’s CR-SE framework. This study also examined how that sensemaking is reflected in social studies teachers’ curricular and pedagogical decisions. Considering the current controversy surrounding diversity, equity, and inclusion work in school districts throughout the country, an examination of the issues surrounding implementation of the NYS CR-SE framework was needed. Through semi-structured interviews with 16 high school social studies teachers, I found that factors such as teachers’ background and experiences, professional context, policy ambiguity, and discourse around CRSE, influenced teacher sensemaking and decision making. Teachers expressed that while CR-SE is what good social studies teachers do, teaching has become “a minefield.” Conclusions include recommendations for schools, districts, boards of education and the NYS Education Department.

Biography

Susan Chester is the K-12 Supervisor of Humanities in the Eastchester School District, where she oversees English Language Arts and social studies curricula. Previously, she taught 6th and 7th grade social studies and served as the social studies department chair at the Hommocks Middle School in Mamaroneck. She is the president of the Westchester Lower Hudson Council for the Social Studies, a professional organization that supports social studies educators in the region. Susan earned her BA in Anthropology from Binghamton University, her MA in Social Studies Education from the University of South Florida, and her MS in Educational Leadership from Long Island University. Susan is the daughter of two retired New York City public school teachers, and she knew that she wanted to become a teacher from her first day of nursery school. Susan lives in Irvington with her husband David, and their daughter, Miriam.

Dr. Jennifer E. Coggio

Signature Pathway

DISSERTATION TITLE

TEACHERS’ PERCEPTIONS OF BARRIERS TO PLAY-BASED INSTRUCTIONAL PRACTICES AND SELF-EFFICACY IN THE KINDEGARTEN CLASSROOM

Abstract

Empirical research indicates that play contributes to children’s learning and development. A gap exists in the literature concerning kindergarten teachers’ perceptions about play-based learning and how those perceptions are connected to their classroom practices. This quantitative study examined the connections between kindergarten teachers’ perceptions regarding play-based learning, classroom practices, and their feelings of self-efficacy, with the goal of gaining a better understanding of the relationship between teachers’ perceptions of play and actual play-based classroom instruction. The data showed that kindergarten teachers value and positively perceive implementing play-based instructional strategies in their classrooms. They felt prepared and confident in integrating play-based experiences. Significant correlations were found between teachers who felt trained and prepared in play-based instruction, and the amount of play-based learning that took place in their classroom. Additionally, kindergarten teachers’ self-efficacy increased as the number of early childhood courses and relevant training increased. Furthermore, kindergarten teachers reported a lack of support from schools and school districts. They reported that a lack of training and unsuitable environments played a role on whether and how much play-based learning takes place in their classroom. Lastly, kindergarten teachers reported that curriculum pressures and a lack of autonomy in selecting a curriculum influenced their play practices. This study suggests that kindergarten teachers may be underserved by the professional development and the support they receive from schools and districts alike. To raise selfefficacy in implementing play-based instruction, additional training for teachers and school leaders should be offered and a greater number of early childhood courses should be required for certification.

Biography

Jennifer Coggio is the Universal Prekindergarten Coordinator in the East Ramapo Central School District, where she services over 2,000 public school UPK students. Prior to coming to East Ramapo, Jennifer was an assistant principal in Port Chester N.Y., an instructional coach and district leader in the Yonkers Public School District, and before that, a special education teacher for over 10 years in the NYC Public School system. Jennifer currently lives in Westchester N.Y., with her husband Brian (who has also earned a Doctor of Education), her three active children, and two dogs.

Dr. Jennifer Susan Geskie

Higher Education Pathway

DISSERTATION TITLE

UNDERSTANDING THE CAREER DECISION-MAKING OF EARLY INTERVENTION TEACHERS THROUGH THE USE OF SOCIAL COGNITIVE CAREER THEORY

Abstract

A pervasive and widespread shortage of early intervention (EI) teachers is preventing vital services from reaching infants and toddlers with disabilities during their most critical period of brain development. To better understand the EI teacher shortage, this qualitative study examined the career decisionmaking of 11 EI teachers from the Mid-Hudson and New York City regions of New York. Guided by Lent, Brown, and Hackett’s (1994) social cognitive career theory (SCCT), semi-structured interviews explored how the complex interplay of person variables, learning experiences, and environmental contexts contributed to how these teachers made meaning of careers in EI and why they chose EI teaching careers over other teaching opportunities. As conceptualized in SCCT, pathways to careers teaching in EI were influenced early-on through familial educator role models and opportunities to volunteer or work with children with disabilities. Undergraduate degree programs in fields such as psychology and social work were also notable learning experiences along participants’ routes to EI. Key findings suggest the non-traditional aspects of teaching in EI such as working one-on-one with a child, teaching in the home setting, and engaging in collaborative coaching with families were appealing and highly valued. Acquisition of the skills, knowledge, and confidence to teach in EI was credited to interdisciplinary experiences and EI-specific practice and clinical feedback, often gained through in-service training rather than preservice teacher preparation. Implications for EI leaders and higher education faculty include the need for intentional recruitment of EI teachers across academic and professional sectors and across the lifespan, teaching strategies to promote EI core competencies in graduate courses, and further consideration of the potential benefits and drawbacks of EI specialization at the preservice level.

Biography

Jennifer Geskie is currently the Mid-Hudson Regional Coordinator for The NY Early Childhood Professional Development Institute. She began her career as an early intervention teacher in New York City and Westchester County, working directly with infants and toddlers with disabilities and their families for nearly 15 years. Jennifer extended her impact on the EI and broader early childhood profession as a school leader for the Elizabeth Seton Children’s School in White Plains where she served as assistant principal and then principal. She has experience as an instructor and adjunct professor for Manhattanville College and New York Medical College. Jennifer is active in the professional community, participating as a member of the Westchester County Local Early Intervention Coordinating Council and presenting at local, state, and national conferences. Jennifer holds a Bachelor of Arts in Psychology from SUNY Geneseo, a Master of Arts in Special Education from St. Joseph’s College, and a Professional Diploma in Educational Leadership from Manhattanville College.

Dr. James Higgins

Signature Pathway

DISSERTATION TITLE

TEACHER PREPARATION FOR LOW-INCIDENCE, HIGH-NEED SPECIAL EDUCATION CLASSROOMS: A QUALITATIVE ANALYSIS

Abstract

Teacher preparation programs are critical to the induction of new teachers into the field. Research has shown that student teaching and embedded field experiences are essential components of these teacher preparation programs and are therefore included as a culminating element of teacher preparation programs. However, little is known of the effectiveness of these programs to adequately prepare new teachers to enter the selfcontained special education classrooms in which less than one percent of students in New York State are educated. The purpose of this qualitative research was to understand the self-efficacy of novice self-contained special education teachers and the perceptions of faculty and staff of several Hudson Valley teacher preparatory programs toward the teachers’ preparation to meet the myriad needs of students in this low-incidence special education setting. The major findings of this study revealed that novice special education teachers in self-contained settings working with students with significant disabilities feel unprepared. Teacher preparation staff and document analysis concur that college programs devote limited attention to the needs of teachers to work with high-needs students in self-contained classrooms. Students with significant disabilities require and deserve teachers who are prepared to meet their needs. This study provided recommendations for decision-makers in teacher preparation programs to introduce courses and field work in self-contained settings. Ongoing professional development and specialized on-boarding and mentoring for teachers new to these settings were also recommended.

Biography

James Higgins is the Director of Special and Alternative Education at Orange-Ulster BOCES in Goshen, New York where he supports the efforts of more than 500 staff who meet the learning needs of more than 1000 students with special needs. Prior to serving Orange-Ulster BOCES as the Assistant Director of Special Education for 17 years, he served as an administrator and classroom teacher in two area districts. In his 25-year career in education he has worked to understand the needs of different learners and how staff can best be prepared to meet their unique needs. James earned his B.A. in journalism from Marshall University, West Virginia. After working several years as a reporter and editor for a local newspaper, he returned to school to earn an MS. In Education from Mount St. Mary College,Newburgh, NY. He earned a Certificate of Advanced Study and NYS SBL and SDL certifications at SUNY New Paltz. James resides in Goshen, New York with his wife, a teacher. They have two adult sons, one who proudly serves his country in the United States Air Force and the other is a junior broker in the financial field.

Dr. Julia J. Huang

Dissertation Completion Pathway

DISSERTATION TITLE

DISSERTATION TITLE: FOOD ALLERGIES AND THE ELEMENTARY SCHOOL EXPERIENCE: A PHENOMENOLOGICAL STUDY OF PARENTS OF CHILDREN WITH LIFE THREATENING FOOD ALLERGIES

Abstract

The purpose of this study is to explore the lived experiences of parents of children with life-threatening food allergies during the elementary school years. This study provides an understanding of the food allergy parenting experience from the perspective of parents. The study was conducted using a qualitative, phenomenological approach with interviews following an in-depth phenomenological interviewing model of three separate interviews with each participant. The study included 17 participants who are parents of children with life-threatening food allergies. Data were collected using video conference recordings, field notes, and journals. Recordings were transcribed and data were analyzed using Max van Manen’s phenomenological approach. Three themes emerged from the analysis: (1) I’m his vigilante protector, (2) I’m the gatekeeper, and (3) You know when it’s your baby, and they’re in somebody else’s care, sometimes the mama bear comes out. Findings from this study bring to light the food allergy parenting experience, which includes parents’ responsibilities to ensure that their child is safe and included throughout the school day. Recommendations for practice and policy are applicable to administrators and leaders in school districts, school boards, and local and state Education Departments. Recommendations for future research are offered with the hope to increase knowledge, awareness, and understanding around food allergies and to develop food allergy management practices that reflect a true commitment to safe and inclusive practices in our schools.

Biography

Julia Huang has been serving in the field of education for over 20 years. Currently, Julia is a school administrator for the Edgemont Public School District. Previously, from 2005-2019, she was a classroom teacher in the Scarsdale Public School District. She also has work experience as a classroom teacher in the Arlington Central School District and as a Fulbright English Teaching Assistant at Chonan Bukil High School in South Korea. Julia earned a Bachelor of Arts degree in Economics and Urban Studies from Wellesley College and a Master of Education in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.

Dr. Tameka Jackson

Dissertation Completion Pathway

DISSERTATION TITLE

A NARRATIVE INQUIRY STUDY ABOUT THE PERCEIVED SOCIAL SUPPORTS OF URBAN ALTERNATIVE SCHOOL PRINCIPALS

Abstract

This qualitative narrative inquiry study aimed to understand the social supports that current urban, alternative, high school principals perceive to have contributed to remaining in the role and providing the support to lead effectively. This study utilizes House’s (1981) model of social support to understand how the various types (informational, emotional, appraisal and instrumental) of social support impact work productivity. The process included virtual interviews with urban, alternative high school principals from schools located in the northeastern part of the United States. In this study, four major themes emerged to help respond to the research question: (a) principals recognize the importance of peer support, (b) principals rely on the support of assistant principals, (c) principals perceive a need for additional external support, and (d) principals express the need for mentoring, but more purposeful and with the right type of mentor. The findings confirm that many of these supports are areas where principals perceived that these factors contributed to their leading the school or the lack of has been a burden while in the role. The working conditions of an urban, alternative high school principal are different from that of a traditional school.

Biography

Tameka Jackson is a 5th-year principal at an urban, alternative high school in Bronx, New York. She is a lifelong learner and has been in education with the primary focus on alternative and special education schools for eighteen years. She has earned a Bachelor’s degree in Computer Information Systems, a Master’s degree in Educational Technology and most of her doctoral work in Urban Educational Leadership. She has her New York School Building Leaders and School District Leaders license. Tameka’s vision includes bringing innovation to the educational industry. As a life and leadership coach, she values the impact of guidance and empowerment for individuals and organizations.

Dr. Brenda L. Knight

Dissertation Completion Pathway

DISSERTATION TITLE

THE INFLUENCE OF COVID-19 ON THE DEVELOPMENT AND INITIAL IMPLEMENTATION OF A NEW COURSE WITHDRAWAL POLICY

Abstract

Limited research exists relating to the development and initial implementation of new higher education policies during a crisis. The COVID-19 pandemic took the world by surprise, and higher education leaders found themselves adjusting traditional roles and services to help students and staff navigate the crisis. Multiple streams policy theory, first explained in the work of Kingdon (1984), and later in the work by Zahariadis (1995, 2007), served as the theoretical lens for this study as it explored how the COVID-19 pandemic influenced the development and initial implementation of a new late withdrawal policy. Semistructured interviews were conducted with nine leaders from student affairs and academic affairs departments at one Florida college. Two interconnected themes emerged from the data: Responding to Crisis and Influencing Policy. Discussion of these themes revealed the adaptiveness leaders exhibited as they balanced continuing their daily work, working in a new and remote environment, supervising their staff members, and working together to develop and implement a new withdrawal policy for students whose classes were impacted by COVID-19. Recommendations for student affairs and academic affairs leaders, college administrators, and state department of education officials are proposed. Also, recommendations for future research to assist higher education leaders to prepare an effective course of action in all types of crisis situations are provided. This study adds to the research on higher education leaders’ responses during times of crisis.

Biography

Brenda Lancaster Knight is currently the Registrar at Florida SouthWestern State College in Fort Myers, Florida where she supports students in the pursuit of certificates, associate, and baccalaureate degrees. Throughout her over 25-year career in higher education she has served in roles in Kentucky and Florida as Director of Admissions and Records, Dean of Enrollment Services, Adjunct Faculty, and Registrar. Brenda earned a BS degree and an MA from Western Kentucky University, Kentucky, and a Masters in Higher Education from the University of Kentucky in Lexington, Kentucky. Brenda found her niche in student affairs when she began working in admissions and records at Henderson Community College in Henderson, Kentucky where she continued her career and became the first Registrar at the college. She then moved to Tallahassee where she served in the roles of Registrar and Dean of Enrollment Services.

Dr. Julie Rose Kotler Snider

Dissertation Completion Pathway

DISSERTATION TITLE

CHRONICLING THE STORIES OF BLACK TEACHERS WHO ARE “THE ONLY ONE” IN PREDOMINANTLY WHITE, K-12 PUBLIC SCHOOLS: A CRITICAL NARRATIVE INQUIRY

Abstract

The demographics of the United States are increasingly diverse, resulting in racially diverse K-12 schools, yet the K-12 education field continues to be dominated by White teachers. Black teachers are underrepresented and Black teacher retention is a documented problem. The purpose of this critical narrative inquiry was to chronicle the experiences of Black teachers who are “the only one” in predominantly White, K-12 public schools. With Critical Race Theory as the theoretical lens and narrative inquiry as the methodological approach, this study amplified the voices of Black teachers, through semistructured interviews and explored ways Black teachers navigate their White schools. The findings of the study identified four themes with several subthemes that encapsulated the Black teacher experience in predominantly White schools: (1) They faced systemic racism via slights, microaggressions, slurs, and tokenization from colleagues, White parents and supervisors. (2) They experienced a psychological toll due to performance pressures, isolation, silencing, and a sense of responsibility to serve students of color and do the diversity, equity and inclusion work. (3) Yet they also engaged in activism and felt empowered to be change agents and role models. (4) Finally, participants discussed how systems of support through leadership, colleagues and the overall school community are essential to make the experience of being the only Black teacher in a predominantly White school just, fair and successful.

Biography

Julie Kotler Snider is currently the Director of Special Education and Support Services in the Harrison CSD. Her life has been devoted to serving students with disabilities and their families. She is the recipient of Manhattanville’s Ethel Kennedy Award for Human Rights Leadership as well as the 2021 Cornell/Human Ecology Pandemic Heroes Award. Julie was born and raised in The Bronx. She lived in Co-Op City from birth to 14 years old and attended the public schools there, receiving a stellar and outstanding education. She then moved and attended Mamaroneck HS. She received her BS from Cornell University. She entered the teaching profession after graduating college, working as a TA at the Churchill School while getting her MA in special education from Fordham. She was a special education teacher in Somers CSD. Soon thereafter, she started a doctoral program at TC, Columbia University. In 2005, Julie became a special ed administrator in the Bedford CSD. In 2015, she became the Director in Harrison. The loss of her mother in 2019, the pandemic and the country’s racial reckoning were the impetus for Julie returning to school to complete her doctorate Julie lives with her two teenagers, Emily and Eli, her husband, Jordan, her cat, Sunset and her dog, Rocky, in Briarcliff Manor, New York. She is an avid reader, walker, lover of Broadway and a “retired” nationally ranked junior tennis player.

Dr. Jennifer Doran Laden

Signature Pathway

DISSERTATION TITLE

DEVELOPING GLOBAL CITIZENS: A CASE STUDY ON THE INFLUENCE OF AUTHENTIC LEARNING ON GLOBAL COMPETENCE

Abstract

The purpose of this qualitative case study was to describe how one interdisciplinary program that used an authentic learning approach may have developed global competence in students. This study explored how teachers planned and implemented a global competence program and how students perceived their acquisition of global competence. I used an exploratory case study of the Global Scholars Program (GSP), a three-year interdisciplinary high school global competence program. I conducted a document review of an outside agency’s situational assessment, a regional organization evaluation report, archived student survey data, sample assessment tasks, and sample student work. Additionally, I conducted voluntary semi-structured interviews with GSP teachers and a focus group with current GSP students. The Global Competence Framework (Boix Mansilla & Jackson, 2011) served as the lens through which I examined the global competence of the GSP students, and I explored how authentic tasks aligned with Herrington and Oliver’s (2000) Nine Elements of Authentic Learning and contributed to global competence. The data indicate that when students experience real-world, student-centered learning with a focus on examining multiple perspectives they perceive that their global competence increases. When interdisciplinary teachers collaborate to create global competence focused instruction using authentic learning principles, students learn to take action to address global issues. Instruction and assessment that uses the principles of authentic learning allows students to deeply explore global content and apply that knowledge and skills in a meaningful way.

Biography

Jennifer Laden is the social studies chairperson 6 to 12 in the Byram Hills School District in Armonk, NY. Prior to Byram Hills, Jennifer was an Assistant Principal and Social Studies Supervisor in the Harrison Central School District and a teacher and social studies coordinator in the Bedford Central School District. Jennifer currently lives in Brookfield, CT with her husband, Tom Murphy, and children Eamonn and Doran.

Dr. Donald P. Marra

Signature Pathway

DISSERTATION TITLE

MIDDLE LEVEL EDUCATORS’ PERCEPTIONS OF HOW ONLINE LEARNING AFFECTED THE COGNITIVE, EMOTIONAL, AND BEHAVIORAL ENGAGEMENT OF YOUNG ADOLESCENTS DURING THE COVID-19 PANDEMIC: A QUANTITATIVE STUDY

Abstract

This nonexperimental quantitative study surveyed middle level educators’ perceptions of student engagement during the COVID-19 pandemic. The In-Person versus Online Learning (IPVOL) survey was administered broadly across the Lower Hudson Valley of New York yielding 152 responses. This study’s findings support the literature and offer evidence that young adolescents who were educated inperson during the pandemic appeared more engaged than those who were educated 100% online. This study’s findings strengthen Deci and Ryan’s (1985) theoretical contention that competence, relatedness, and autonomy are essential psychological needs that must be met to promote motivation and engagement. However, additional research is needed to measure young adolescent engagement in an online learning environment. Additionally, the results of this study highlight the extraordinary challenge middle level educators faced to observe and measure student engagement during the COVID-19 pandemic.

Biography

Donald Marra began his career in education in 2004 as a teaching assistant at the Summit School in Nyack, New York before joining the Pleasantville Union Free School District in 2007. Prior to becoming a Middle School Principal in July of 2017, Dr. Marra began as an intern within the guidance department for a short time until he was officially appointed to the role of school counselor in 2007. In 2013, after assuming the role of Interim Assistant Principal, he was officially appointed to the permanent position of Assistant Principal and held that role for three years. Dr. Marra believes that the greatest rewards during his time spent serving as a school counselor and administrator in Pleasantville have been the relationships and partnerships that he has formed with his students, their families, the community, and his colleagues.

Dr. Kendall Herleen Murray Higher Education Pathway

DISSERTATION TITLE

A CRITICAL QUALITATIVE STUDY OF BLACK FEMALES’ EXPERIENCE IN A SCHOOL-BASED MENTORING PROGRAM

Abstract

In many settings, the needs of Black girls are not being met. Black girls are poorly supported in how to combat and overcome both racism and sexism in school settings (Edwards et al., 2016). Black girls are the recipients of frequent conduct and dress code citations (Blake et al., 2011; Smith-Evans et al., 2014). They need strong advocacy to conquer supposed inferiority and achieve educational success (King et al., 2014; Russell, 2013) and overcome detrimental effects due to poor support. The purpose of this critical qualitative study was to describe the experiences that Black female alumnae had from participating in a high school GRSBMP and the potential impact the program had on their academic achievement, social engagement, and leadership development. This study used Black Feminist Thought (BFT) as its theoretical lens. The findings from this study revealed how race and gender impacted the experiences of the participants while in their school setting. These adolescent Black girls described how mentoring, representation of black female professionals, and selfesteem positively contributed to their lives and on their academic achievement, social engagement, and leadership development.

Biography

Kendall H. Murray McFarlane has served as an empowering educator for over two decades. She has worked in the public and private sectors as a School Counselor, and Admissions and Transfer Student Coordinator. Additionally, she is the Founder and Director of a mentoring program for girls of color. She earned a B.A. in Business Organizational Leadership from Mercy College, an M.S. in Counseling from Mercy College, and an M.A. in Ministry from Drew University. Her research interests include contemporary Black American female experience, black feminist thought theory, and the academic achievement, social engagement, and leadership development of black women.

Dr. Patricia Y. Poole-Parrilla

Dissertation Completion Pathway

DISSERTATION TITLE

NOVICE TEACHERS’ REFLECTIONS ON THEIR PREPARATION FOR AND PRACTICE WITH BLACK AND BROWN STUDENTS

Abstract

For decades much research has uncovered the best ways to prepare teachers for supporting racially diverse students. With over 50 years of U.S. teacher education program (TEP) reform (Liu & Ball, 2019). TEPs are still in a nascent stage for training preservice teachers to teach Black and Brown students. Public schools fall short of supporting novice teachers with the tools necessary to teach students of color, i.e., through a multicultural multiracial lens, and mentored in self-reflection and racial reflection. The purpose of this interpretive study was to understand how 12 novice teachers reflected on and made meaning of their teacher preparation for and practice with their Black and Brown students. In addition, to analyze relevant literature drawing upon Schön’s (1983) theory of the reflective practitioner, Milner’s (2016) practices on racial reflection, and the philosophical influence of Greene’s (1971) notion of wide-awakeness for teachers’ critical awareness. This study further sought to describe how teachers used reflective practice to make sense of their own racial identities in their teaching practice. Three interconnected themes relating to novices’ unpreparedness to teach Black and Brown students emerged: Feeling Unprepared, Whose Got My Back, Mentoring Matters, and Identity, Especially Race Matters. Participants reported they had minimal to no explicit exposure to cultural, historical, social, or instructional preparation through a multiracial lens. Recommendations for practice have been suggested for teacher education, certification programs, higher education, school systems, and state governments. Also, thoughts on future research were presented.

Biography

Patricia Poole-Parrilla is a teacher mentor and education consultant for Narrative Professional Development Education (NPDE) LLC. Pat taught and held administrative positions PK-12 in private and public schools in Detroit and NY. She opened and led expeditionary learning at a Brooklyn middle schools and was part of Baltimore City’s high school reform. Pat was the Director of Pace University Teacher Opportunity Corps. Pat holds a BA from Wayne State University, Detroit, MI, and an MS from Bank Street College of Education, NY. Pat’s research interests include racial reflexive practice on ‘difference’ through personal narrative, and novice teacher and youth development origin stories reflecting social justice awareness.

Dr. Teresa Ann Quackenbush

Higher Education Pathway

DISSERTATION TITLE

NOVICE EARLY CHILDHOOD TEACHERS’ PERCEPTIONS OF INTEGRATING PLAY-BASED EXPERIENCES IN GRADES K-2 UNDER A STANDARDIZED CURRICULUM

Abstract

Play experiences in early childhood classrooms are essential for the cognitive, academic and social-emotional development of children. However, over the past decade, play has been declining in visibility from early childhood classrooms. The purpose of this qualitative study was to describe novice (5 years or less) early childhood teachers’ perceptions of the role of play in grades K, 1 and 2, and their experiences with integrating play under their school’s standardized curriculum. Interviews were conducted with 17 early childhood teachers across New York State and data were analyzed through the lens of Vygotsky’s Sociocultural Theory of Cognitive Development and NAEYC’s Conceptual Framework for Developmentally Appropriate Practice. Major findings suggest that early childhood teachers value play as a necessary conduit to learning for their students and explain how play serves as a formidable social emotional anchor for learning. Additionally, teachers in this study emphasized the need for more teacher autonomy with utilizing play and call for a repositioning and refinement of play as an instructional tool. Based on the study’s findings, a number of recommendations were made, as well as suggestions for future areas of research, to support play-based learning under a standardized curriculum.

Biography

Teresa Ann Quackenbush has been a member of the full-time faculty in the Early Childhood/Childhood Education Department at Mercy College since 2015. Previously, Teresa served as an Adjunct Professor in Mercy’s School of Education. Teresa is an alumna of Mercy College where she earned an MS in Elementary Education. Teresa earned her Bachelor of Arts in Communication from Villanova University and, prior to her shift to education, Teresa was a television producer for several major networks. As the youngest of six children from a single parent home, Teresa was taught that access to a diverse and meaningful education would provide the tools to pursue her goals. She also was taught to become an educational advocate for others. After serving as a special education teacher for New York City in underserved communities, Teresa began her work in higher education, training and mentoring preservice teachers. Teresa has represented Mercy College at local and national conferences on diverse assessment methods, inquiry-based learning and promoting the value of play in childhood education. Teresa’s research interests center on developmentally appropriate practice and assessment in childhood education and higher education leadership and policy.

Dr. Lisa M. Roloson

Signature Pathway

DISSERTATION TITLE

DISCIPLINE REFORM: MIDDLE SCHOOL TEACHERS’ UNDERSTANDING AND PERCEPTIONS OF RESTORATIVE JUSTICE PRACTICES AND STUDENT DISCIPLINE

Abstract

Discipline reform has been a source of debate in public school systems, starting with the more stringent discipline policies of the 1980s and shifting away from zero-tolerance policies and adopting alternative approaches in the 2000s. At present, districts are looking to restorative practices, to address inequities in how disciplinary consequences are applied. Concerns about maintaining safety in schools and the potential impact on victims are two of the reasons why restorative practices have not been embraced. Restorative practices can seemingly offer an alternative approach to student discipline with fewer harmful consequences for offenders. However, to implement discipline reform and restorative practices successfully, it is critical for policymakers and educational leaders to understand what teachers understand about restorative practices and their perceptions of their use. This mixed methods study considers the teachers’ perspectives and understandings of restorative practices. Overall, teachers demonstrated moderate agreement with the use of restorative practices, but demonstrated higher levels of agreement with principles of social capital. Teachers strongly agreed with the importance of principles of social capital and building social capital with students as a key component of their discipline philosophy. This should be leveraged by leaders seeking to implement discipline reform, specifically the addition of restorative practices. By connecting social capital to restorative practices, leaders can successfully support student behaviors to create a safe learning community.

Biography

Lisa Roloson grew up and attended school K-12 in the Highland Central School District. Inspired by her science teachers and a curiosity for all things biological, she attended Brandeis University, earning a B.S. in Bio. Lisa then attended SUNY New Paltz to complete an M.S. in Adolescent Ed. Lisa Roloson taught at Valley Central School District and then at Arlington CSD middle school. Dr. Roloson served as science dept coordinator, and in 2013, was accepted into the first cohort of the New York State Master Teacher Program. During her tenure with the program, and her team launched the Mid-Hudson Girls Rock STEM Conference, promoting females in STEM careers to encourage STEM engagement in girls. While attending the NYS Master Teacher Program, Dr. Roloson obtained her admin certification. In Arlington, Lisa held administrative roles as assistant principal and now the Principal of UVMS.

Dr. Gwendolyn Davey Roraback

Signature Pathway

DISSERTATION TITLE

ELEMENTARY PRINCIPALS’ PERCEPTIONS OF STRESS AND RESILIENCE DURING COVID-19

Abstract

The global pandemic of COVID-19 has forced all school administrators, educators, students, and families to transition quickly to new methods of teaching and learning. Over the course of two years, teaching and learning has gone through many iterations of remote, hybrid, and in-person with safety precautions. This narrative qualitative study examined elementary principals’ perceptions of stress and resilience and the effects on their health and leadership practice due to the COVID-19 pandemic. The goal of this study was to aid in future research of developing targeted systems of support for principals as they engage in crisis leadership and trauma-informed leadership. The findings of this study revealed that elementary principals leaned into previous experience of crisis management and leadership, relationships matter most, and being adaptive is critical in a pandemic. While there were negative and positive health effects for the principals, the participants deployed resilient practices of self-care. As a result of these resilient practices, they engaged in a dynamic process of selfdevelopment. This study concluded with recommendations for future research to further investigate the phenomena of principals’ actions, decisions, and recovery during an enduring crisis.

Biography

Gwendolyn Davey Roraback is a learner and teacher at heart. She has been in education for 24 years, and in administration for 14 years. Currently she is the Director of Curriculum and Instruction for the Saugerties Central School District. Previously, she was the Director of Instructional Services and the Mid-Hudson Leadership Institute for Ulster BOCES. Her professional passion is fostering a culture of learning through the adult learner so that all may learn. Additionally, Gwendolyn continually works to create an environment of diversity, equity, and inclusion for all. In her personal time, she loves impromptu hosting and cooking, soaking in the beauty of the Hudson Valley on hikes, and being with her family.

Dr. Sagrario Rudecindo-O’Neill

Signature Pathway

DISSERTATION TITLE

A CRITICAL QUALITATIVE STUDY OF WHITE ELEMENTARY SCHOOL

PRINCIPAL’S PERCEPTION OF RACE AND LEADERSHIP IN AN ERA OF CRT BACKLASH

Abstract

Suburban school districts have experienced a racial and ethnic shift within the past 10 years. School districts that once were predominantly White have pivoted to a more diverse demographic. While we have seen the shifting of student demographics the same has not manifested within school leadership. This critical qualitative study sought to uncover how White elementary building leaders are implementing culturally responsive practices, their perception of race, and decision making. This study uncovered how these leaders are engaging in culturally responsive practices and social justice leadership. Additionally, this study unveils the resources leaders utilize to gain knowledge of equity and their perceptions of race. This research study entailed interviewing 20 White elementary principals and the data gathered was analyzed using the theoretical framework of CRT with a conceptual framework of interest convergence. Major findings suggest that many White school leaders struggle with cultural proficiency even as they engage in this work. Additionally, the data suggests a lack of ownership and efficacy among the participants. This study provides recommendations for school leaders and school leadership programs.

Biography

Sagrario Rudecindo-O’Neill is currently the Assistant Superintendent of Curriculum and Student Support in the Beacon City School District. She has served as a principal, assistant principal, curriculum coordinator and bilingual special education teacher throughout her 24-year professional career. Sagrario has worked in both urban and suburban school districts. She was born and raised in the Highbridge section of the Bronx. She is a proud daughter of an immigrant mother from the Dominican Republic.

Dr. Kristen Sautner

Signature Pathway

DISSERTATION TITLE

AT-RISK: STUDENT STRESS AND WELLNESS AT A HIGH-ACHIEVING HIGH SCHOOL DURING THE COVID-19 PANDEMIC.

Abstract

Stress is negatively affecting students from high-achieving schools. Stress has classified these students as an “at-risk” population and the pandemic has further shaped their experiences. The purpose of this case study was to explore student stress and wellness both prior to and during the pandemic at a highachieving school district in a northern suburb of New York City. The study further explored which supports educators from the high-achieving high school implemented to promote wellness and support students during the pandemic. The study further explored how the students experienced the changes and the positive outcomes of the pandemic for students and educators. This research was collected using qualitative methods. The Stanford Survey of Adolescent School Experiences data from the high-achieving high school were analyzed to identify student stress and wellness both prior to and during the pandemic. Interviews with educators from the school were completed to explore which supports were implemented during the pandemic to promote student wellness and coping. A questionnaire was sent to graduates from the school to explore their experiences. Recommendations were given on to help better inform practice to support student wellness at high-achieving high schools.

Biography

Kristen Sautner began her career in education as a school counselor at Cardinal Hayes High School in Bronx, New York in 2008 and as a Director of Guidance at Haldane High School in Cold Spring, New York in 2010. She transitioned to an administrator role as an Assistant Principal at Byram Hills High School in Armonk, New York in 2016. Kristen loves working in education and helping high school students prepare for their next phase of life. She values her time with students and credits her successes to the partnerships she has formed while collaborating with students, teachers, parents, administrators, and community members.

Dr. Karen Anna Scarth

Signature Pathway

DISSERTATION TITLE

A QUALITATIVE STUDY OF ELEMENTARY LEADERSHIP AND THEIR ROLE IN SUPPORTING EQUITABLE PARTICIPATION IN EXTRACURRICULAR PROGRAMS

Abstract

Extracurricular programs are essential components of public schools. Although these programs are traditionally associated with secondary schools, many elementary schools now run extracurricular programs for their students. Research has shown participation in extracurricular opportunities is correlated with academic achievement (Cooper et al., 1999; Keenan, 2010; Marsh, 1992; Meier et al., 2017). In addition, participation in extracurricular programs helps students to find their passions and interests and is correlated to an increase in social capital for the student and the school (Bradley & Conway, 2016; Bailey & Penhune, 2013; Gilman et al., 2004; Keenan, 2010). Research has also shown there is an opportunity gap in participation in these programs when comparing poor students to middle- and upper-class students (Bennett et al., 2012; Snellman et al., 2015). This study identified strategies school leaders use while working toward decreasing the opportunity gap for historically marginalized groups of students when it comes to participation in extracurricular programs. Using a theoretical lens of social justice leadership and conducting interviews with elementary school leaders, this study examined barriers to participation, strategies leaders use to overcome these barriers, and leaders’ perceived benefits of participation for their students. The purpose of this qualitative study was to better understand how leadership at the elementary school level supports social justice by increasing access to these important programs for all students.

Biography

Karen Scarth grew up in Florida, earning her B.S. in psychology from the University of Florida. The child of four teachers, she then pursued a career in education and moved to New York City. After completing her Masters in Elementary and Early Childhood Education from New York University, Karen taught fourth and fifth grade in Brooklyn for 9 years. After attending CUNY Baruch and receiving her School Administration certificate, she moved to Rockland County, New York in 2010 to become an administrator. Karen moved into the role of Assistant Principal and literacy coach in 2010, and then moved into her current role as the Principal of Cottage Lane Elementary School in Blauvelt, NY in 2013. In her role as the school building leader, Karen works to collaborate with the larger school community, and is passionate about running a school where students have voice in their school experience and their learning. A continued area of professional interest is advocating for equitable access to engaging school programs, including the types of extracurricular programs explored in this research study.

Dr. Robyn Andrea Schlesinger

Signature Pathway

DISSERTATION TITLE

ETHICS IN THE CURRICULUM OF A LIBERAL ARTS COLLEGE: A MIXED METHODS CASE STUDY

Abstract

This mixed methods case study focused on ethics education at a liberal arts college in the northeastern United States whose stated mission is, in part, the education of ethical citizens. The study attempted to determine (a) faculty, staff, and administrators’ opinions on how they believe ethics education is best delivered to the college’s undergraduates; and (b) demographic factors that correlated with perceptions about ethics education. The investigation used survey data and supplemented quantitative results with qualitative research in a modified sequential explanatory model. The process included interviews with faculty, staff, and administrators including key members of the college’s leadership team. The quantitative findings included respondents’ beliefs that: a) they were providing ethics education to the college’s undergraduates; b) ethics courses supported the college’s mission to educate ethical citizens; c) certain pedagogies were better suited to support ethics education in the given context; and, d) beliefs about ethics education were correlated with the respondents’ gender identities. A multidimensional construct using factor analysis was synthesized that supported teaching of ethics at the subject institution which was associated with gender identity. Qualitative findings resonated with several of the study’s quantitative findings, including beliefs that interviewees were providing ethics education, that ethics courses supported the college’s mission, and that certain pedagogies were better suited to support ethics education. Beliefs about pedagogies were again connected with the interviewees’ gender identities.

Biography

Robyn Schlesinger is an attorney who works extensively with the LGBTQI+ community, nonprofit organizations, and institutions of higher education. Robyn also consults with businesses, schools, and organizations to create inclusive workplaces and environments. Robyn’s career in nonprofit/higher education development and law includes senior management roles with the University of California, Berkeley, the Zoological Society of San Diego, Singapore Management University, Westchester Community College, and Western Connecticut State University. She is currently a director with The LOFT LGBTQ+ Community Center in White Plains, serves on Westchester County’s LGBTQ Advisory Board and its Police Reform Task Force. Robyn graduated from Harvard College and the University of California, Berkeley School of Law.

Dr. Robert Schliessman

Signature Pathway

DISSERTATION TITLE

A PARTICIPATORY ACTION RESEARCH STUDY EXAMINING THE ROLE OF THE FIFTH GRADE TEACHER IN ADVISORY PROGRAMS AND THE PERCEIVED IMPACT ON TEACHER AND STUDENT AGENCY AND CAPABILITY

Abstract

Research has shown a direct connection between social and emotional learning in school and the overall well-being and academic success of students (Zins & Elias, 2007). The purpose of this participatory action research study was to examine how classroom teachers experience the shift in their roles as instructors to acquire expertise in the added role of teacher-advisor. Additionally, this study sought to determine whether teachers perceived their students exhibiting greater agency as a result of engagement with the classroom-based advisory program provided by these teacher-advisors. Through the lens of social cognitive theory, the researcher considered and analyzed the data obtained from interviews, observations, and journaling. The key findings of this study revealed that teacher participants felt that an important change occurred as they began to get to know their students’ social and emotional needs and learned how to support their students in non-academic settings. Teachers saw a change in most of their students regarding their social and emotional capabilities from the beginning of the advisory program launch to the end. The most important implication from the data lies in the methodological design of participatory action research, which allowed for personal reflection, personal learning, and growth as the participant/observer. This study contributes to closing the research gap by including advisory groups as one way to involve classroom teachers in proactively addressing students’ social and emotional well-being at the elementary level.

Biography

Rob Schliessman began his career in education in 2005 at PS 334, The Anderson School in Manhattan. Here, he was the Physical Education teacher and Athletic Director. In 2011, he transitioned into the position of Assistant Principal in the same school. In 2017, he accepted a position as an Assistant Principal in a suburban elementary school in New York. Throughout his career in education, Rob has also been involved in the growth and success of middle school sports in NYC, serving as the current commissioner of the Middle School Athletic League. Rob is committed to fostering the growth of education, teacher development, and interscholastic programs. He is passionate about student mental health and well-being.

Dr. Cristina Shams

Dissertation Completion Pathway

DISSERTATION TITLE

STUDENTS' PERCEPTIONS OF INSTRUCTOR FEEDBACK RELATING TO SELF-REGULATION IN AN ASYNCHRONOUS COMMUNITY COLLEGE COURSE: A QUALITATIVE CASE STUDY

Abstract

Research concerning instructor feedback suggests that it should move beyond just providing “hopefully useful comments” and towards a higher standard of student-centered feedback that encourages self-regulation. Instructor feedback enhances student academic achievement and can positively affect students' self-regulation, especially important in online asynchronous courses from which face to face feedback is absent. This qualitative study explored student perceptions of instructor feedback relevant to self-regulation in several sections of an asynchronous course. Students self-reported the instructor feedback they received on returned work activities and participated in interviews to explore their perceptions in more depth. Students described their perceptions of instructor feedback relevant to their self-regulation and feedback that was not helpful to their selfregulation. Participants also offered insight to student perspectives on automated feedback. From the findings, a conceptual framework of self-regulating feedback was developed and recommended for implementation to improve instructor feedback practices in asynchronous courses.

Biography

Cristina Shams began a corporate career after receiving her Master of Business Administration from the University of Central Florida. Her earliest roles were at a large software company as an application integration instructor, followed by a role as an implementation consultant. She later became a division Director, leading customer support, quality assurance, and application integration instruction. Cristina’s interest in instruction carried into higher education, starting with an adjunct position, and leading to a position as a full-time faculty member at a community college where she teaches online asynchronous courses. Her research interests are grounded in improving asynchronous learning, including instructional design and instructor feedback. These interests aim to expand students’ connectedness with instructors when learning online.

Dr. Hope Bauer Weinberg

Signature Pathway

DISSERTATION TITLE

DISRUPTING MAINSTREAM THINKING: A CRITICAL QUALITATIVE STUDY OF ELEMENTARY SCHOOL PRINCIPALS’ LEADERSHIP FOR THE LGBTQ+ COMMUNITY

Abstract

Cultivating a climate of belonging is a more effective strategy than trying to solve the concerns associated with individual LGBTQ + students. This approach to improving a school’s climate can increase a student’s overall sense of safety and inclusion (Gay, Lesbian and Straight Education Network, 2019). Some school communities are planning learning and social experiences for members of LGBTQ+ community; however, various stakeholders continue to engage in heteronormative practices that create barriers to cultivating a climate of belonging for the LGBTQ+ community. The purpose of this qualitative study was to describe the ways in which K-5 elementary public-school principals, enact social justice leadership practices to cultivate a climate of belonging for members of the LGBTQ+ community within their schools. This study was informed by Theoharis’ social justice framework for leadership and Pryor’s queer advocacy leadership. Through interviews, this study illuminated the experiences of elementary principals. The findings of this study identified four themes and multiple subthemes that highlighted social justice leadership practices and queer advocacy work. They shared ways in which their identity matters and how their experiences influence the ways in which they cultivate a climate where “everybody deserves to belong.” The moral imperative of principals was a driver for their social justice work. Participants reflected on how they combat heteronormative practices and barriers and celebrated the strength of their students as change agents. The study yielded recommendations for school leaders and prep programs.

Biography

Hope (pronouns: she, her, hers), is the assistant principal at Concord Road Elementary School in the Ardsley. Hope earned her BA from Monmouth University, and her MA from The College of New Rochelle. She was a reading specialist, district literacy coach, and Supervisor of Instruction. Hope earned her admin certifications through NJ EXCEL and Manhattanville College. She is the 2023 recipient of Manhattanville’s Ethel Kennedy Award for Human Rights Leadership. Hope facilitates the PNWBOCES Assistant Principal Forum, and the LGBTQ+ inclusive collaborative network. She presented at the SWBOCES DEI Institute: “Starting with She, He, The, Them: Cultivating a Climate of Belonging for Members of the LGBTQ+ Community in your School” She was selected as the Keynote speaker for the Manhattanville College School of Education Dean’s Symposium. Hope was born and raised in Rockland County, NY, and began her doctoral journey in her parents’ basement, where she started playing school as a 5 year old. She currently resides in White Plains with her wife, Danielle, a Music educator and their 4 year old son Jackson.

Love Behind Leadership Commencement 2023 Tribute

Thank you to all who are celebrating this year’s graduates by making a tribute donation to our Love Behind Leadership Fund. Every donation creates an enduring tribute to a person in whose honor, or memory, the donation is made. The enduring tribute contribution is further recognized by a letter of notification to the individual(s), or family member(s), and honorees are also recognized by Manhattanville College.

Each enduring tribute donation enables the “Love Behind Leadership” legacy to continue and assists with the following:

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Recognizing Doctoral Research with Awards

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On behalf of Love Behind Leadership, we thank you for your generosity and support of the Doctoral Program in Educational Leadership!

Love Behind Leadership

We would like to thank the Manhattanville College 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, Orange Ulster BOCES for providing a satellite location, 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. Louise H. Feroe Interim President

Ms. Christine Dehne

Provost and Executive Vice President of Academic Affairs

Dr. Shelley B. Wepner

Dean and Professor, School of Education

Dr. Susan V. Iverson

Chair, Professor & Director of Doctoral Program in Educational Leadership

Ms. Mary Fox-Alter

Assistant Director of the Doctoral Program in Educational Leadership

Dr. Peter F. Troiano

Visiting Associate Professor, Educational Leadership; and Coordinator of Dissertation Completion and Higher Education Leadership Pathways

Faculty

Dr. Nora Broege

Assistant Professor, Educational Leadership

Dr. Robert Feirsen

Coordinator and Visiting Associate Professor, Educational Leadership

Dr. Martin Fitzgerald

Clinical Faculty, Educational Leadership

Dr. Joanne Marien

Clinical Faculty, Educational Leadership

Dr. Kenneth Mitchell

Visiting Associate Professor, Educational Leadership

Dr. Yiping Wan

Professor, Educational Leadership

Adjunct Faculty

Dr. Laura Bigaouette

Dr. Judy Chen

Dr. Angela Clark-Taylor

Dr. Sara Henry

Dr. Nicole Joseph

Seann Kalagher, Esq.

Dr. Nicole M. Nover

Mr. Jeff Rosedale

Student Financial Services Office

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Ms. Danielle Wachter

Ms. Lynda Hanley

Ms. Renee Gargano

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.

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

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Communications and Marketing Department

Heartful Editor

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Dr. Gerald Ardito

Ms. Lorena Parada

Ms. Meghan McGivney

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Office of the Registrar

Dr. Diane Lang and the Administration and Staff of Orange-Ulster BOCES

Educational Leadership Advisory Committee 2022-2023

Dr. Angela Adamu

Dr. Jeremy Barker

Dr. Laura Bigaouette

Dr. Alison Carson

Dr. Marjorie Castro

Dr. Cheryl Champ

Dr. Robert Feirsen

Ms. Mary Fox-Alter

Dr. Debbie Hand

Dr. Ronald Hattar

Dr. Emily Hersh

Dr. Susan V. Iverson

Dr. Nicole Joseph

Dr. Kenneth Mitchell

Dr. Letitia Payne

Dr. Cindy Porter

Dr. Edwin Quezada

Dr. Sagrario Rudecindo-O’Neill

Dr. Patrick Sullivan

Dr. Debra J. Thomas

Dr. Shelley B. Wepner

A special thanks to those who contributed to the publication of this Doctoral Commencement Magazine

Ms. Serafina Martorano

Ms. Mary Fox-Alter

Dr. Susan V. Iverson

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