Dr. Hope Weinberg (EdD '23), regionally known as “Dr. Hope,” is the current Supervisor of Literacy and Learning at Southern Westchester BOCES.

In her current role, she supports over 30+ districts in the region by partnering with educators to strengthen instructional practices while keeping students at the center of every decision. Over the years, Dr. Weinberg has held roles as classroom teacher, school leader and now district leader, all grounded in a deep commitment to equity and inclusive learning environments.

Beyond her professional accomplishments, Dr. Hope brings her full self into her work. As a mother, she experiences education not only as a leader but as a parent and community member. This personal lens, coupled with her advocacy for LGBTQ+ rights, continues to shape her leadership philosophy. Her doctoral research, which focused on LGBTQ leadership in elementary schools, reflects her belief that schools must be spaces where all identities are affirmed and valued. Further, her dissertation, titled “DISRUPTING MAINSTREAM THINKING: A CRITICAL QUALITATIVE STUDY OF ELEMENTARY SCHOOL PRINCIPALS’ LEADERSHIP FOR THE LGBTQ+ COMMUNITY,” reflects her commitment to leading with both head and heart, centering equity, belonging, and human connection in educational leadership.

One of Dr. Hope’s “crystal clear” memories from the program is her experience working with her dissertation committee, Dr. Susan Iverson, Dr. Lenora Boehlert, and Dr. Jonathan Pryor. She reflected on how their mentorship shaped not just her research, but her confidence in herself as a scholar and leader. Their guidance pushed her to think more deeply, sharpen her ideas, and stay connected to the purpose behind her work. At the same time, she felt genuinely supported and affirmed, encouraged to use her own voice and draw from the real experiences that inspired her research in the first place. She also had the unique opportunity to be using the theory that had been developed by her third committee member: Pryor’s queer advocacy leadership theory.When asked about her experience in the ���ϳԹ��� doctoral program, she recalled it as being a “perfect balance of challenge and support.” For her, the program created the kind of learning environment where people were pushed to think deeply, but also supported as whole human beings – their personal and professional lives, in addition to being doctoral students. She often talks about the balance between “head and heart,” and how real leadership means using your mind while staying grounded in care for others. She experienced this in the doctoral program.

The cohort model stood out to her as creating meaningful relationships and thought partners that continued long after the program ended. Her advice to current and incoming doctoral students is to “find your person” within your cohort to talk through ideas, motivate one another, and “finish strong” together. One of her favorite memories towards the end of the program was being able to defend her dissertation only a couple of days apart from her “cohort partner,” Susan Chester.

As a member of the program’s first fully virtual cohort during the COVID-19 pandemic, Dr. Hope experienced the unique challenges and opportunities of building community at a distance. Meeting her cohort members in person for the first time was a powerful moment, reinforcing the strength of the relationships formed through shared challenges, reflection, and growth.

Hope has paid it forward since graduating: She is a frequent guest in classes, from qualitative research courses to the “finish strong” writing seminar, in which she shares her 3-column “coffee & codes” process of analytic memoing and reflexive journaling as an exemplar for others to emulate. She also had completed a model capstone project, wherein she designed and facilitated a professional learning experience unique for assistant principals. Upon realizing that this role did not often get learning opportunities that were unique to the challenges within it, she drew directly from her own leadership experiences and research and created a space for school leaders to reflect, collaborate, and grow together. Her capstone project continues to this day as the “AP Institute,” implemented annually at PNW-BOCES. 

Looking back, Dr. Hope sees her experience with her committee as a reflection of what makes the ���ϳԹ��� EdD program special. It’s not just about developing technical skills, but about nurturing leaders who are grounded in purpose, community, and a commitment to making a difference. Today, Dr. Hope stays closely connected to ���ϳԹ���, often returning as a guest speaker and mentor for doctoral students. She sees herself as a thought partner, someone who walks alongside others, offering guidance, space to reflect, and encouragement to “finish strong.” Her advice to current and future cohorts is to stay organized, find someone you trust to think things through with, and don’t lose sight of why your work matters.

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 also the 2023 recipient of the ���ϳԹ��� Doctoral Program’s Ethel Kennedy Award for Human Rights Leadership. Hope embodies what it means to lead with courage, empathy, and kindness.

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Meet Ashley Smith Wallace, ‘10 and Chad Wallace, ‘11, who found each other as undergraduates at ���ϳԹ��� during the late 2000’s.

Ashley graduated in 2010 with a degree in Dance and Theater, and Chad graduated a year later with a degree in Communication Studies. During their time on campus, both were heavily involved in extracurricular clubs and activities, with Ashley being a proud member of Dance Troup and Dance Ensemble. Chad, having transferred to ���ϳԹ��� at the start of his sophomore year, was a valued member of the Valiant Baseball team during all three seasons that he attended ���ϳԹ���. They now live in Connecticut with their two beautiful children, a 5-year old and a 17-month old.  

We recently had an opportunity to catch up with the happy couple and what follows is an excerpt of that conversation. 

Can you describe your overall experience at ���ϳԹ���? Are there moments or experiences that stand out most when you think back on your time here? 

Ashley - These were the best 4 years of my life in more ways than I can ever be able to explain. The relationships forged and friends I’ve made, not only shaped my college days, but every year since graduating, my friends have been there for me every step of the way, I would not be the woman I am today without them in my life. 

Chad - Because it’s a smaller campus, I was able to fully immerse myself not just as a student, but as a person. Being part of the baseball program taught me discipline, accountability, and how to be part of something bigger than myself, while the close-knit community exposed me to people from all walks of life and perspectives I may not have encountered otherwise. And on a more personal note, ���ϳԹ��� also gave me my greatest gift: I met my wife at ���ϳԹ���! It’s a reminder that the moments that shape your life most aren’t always on the syllabus. 

How did you meet? 

Ashley and Chad - We met for the first time downstairs in Brownson Hall outside the Little Theatre, Ashley was going into the theatre for rehearsal and myself and a few of our friends were coming out of an Intro class at the time.  

What are some of your favorite memories of your relationship while you were both on campus? 

Ashley and Chad - Some of our favorite memories from our relationship during college are rooted in the simple, everyday moments that ���ϳԹ��� made possible. Thank God for the smoothie stand that used to be in Flik Cafeteria. If I didn’t love smoothies so much, I might never have walked right by Ashley, taking her breath away. That space, along with our mutual friends, gave us the chance to get to know each other quickly, which was especially meaningful since we didn’t meet until her final semester.  

Also, those early Dunkin’ Donuts runs off campus before class! Those eventually turned into daytime dates, and they became some of our favorite routines. But what truly ignited our relationship was meeting right before I left for Spring Training in Florida with the baseball team (yes, we took the bus). While I was away, during my downtime from baseball, Ashley and I talked about our lives, our goals and values, and by the time I came back, it felt like we had known each other for years.  

Looking back, ���ϳԹ��� didn’t just give us memories; it gave us the environment, timing, and people that helped turn a chance meeting into the relationship to which we could build our lives upon. 

How did you two get married? 

Ashley and Chad - We’ve been married for almost nine years now and we’ll celebrate our anniversary on May 27th. I asked her to marry me on August 30th, 2015, outside the Pasadena Playhouse in California, where Ashley was performing West Side Story at Fireside Theatre. Because she is a dancer and performer, I wanted the moment to feel personal and meaningful and something that reflected her love for theatre and the arts. 

Are you still in touch with your friends from ���ϳԹ���? 

Ashley and Chad – Yes, 1000%. Not a day goes by where we don’t talk or think about all our friends and relationships that were built because of ���ϳԹ���.  

How have those relationships evolved over time?  

Ashley and Chad – Our friends play such an important role in our lives now, if not more than ever. They’re the people who have walked along side of us from before our marriage, through parenthood and throughout all the beautiful chaos in between. They show up for our kids and love them like their own. They remind us that none of this is meant to be done alone.  

What advice would you give to current ���ϳԹ��� students? 

Ashley and Chad – There will be a day when you will beg to go back and put the baseball uniform or dance clothes back on one more time. So, do not coast, don’t complain, win the day, win the rep, win the moment. Because you are living the years that you will talk about for the rest of your lives.  

About ���ϳԹ���

���ϳԹ��� (formerly ���ϳԹ��� College) is a private liberal arts institution dedicated to academic excellence, purposeful education, and social responsibility. “U.S. News and World Report” ranks ���ϳԹ��� among the Top Performers of Social Mobility in Regional Universities North. The university has been recognized among the best colleges in The Princeton Review for close to 20 years. Located 30 miles from New York City on a 100-acre suburban campus in the heart of Westchester County, ���ϳԹ��� enables easy access to entertainment offerings, educational resources, and business opportunities for its diverse student body. The university serves more than 1,400 undergraduate students and nearly 1,000 graduate students from more than 44 countries and 33 states. Founded in 1841, the university offers more than 75 undergraduate and graduate areas of study in the arts and sciences, education, nursing and health sciences, business, and creative writing, as well as continuing and executive education programs. Graduate students can choose from over 70 graduate and certificate programs. Extracurricular offerings include more than 45 clubs and activities, and 23 NCAA Division III teams.  For more information, visit mville.edu   

Dr. Laura Bigaouette (EdD ‘19) started her doctoral studies in the fall of 2016 with Signature cohort 8; however, as a then-employee of ���ϳԹ���, she knew the HigherEd pathway was pending approval and was eager to “transfer” into the HigherEd cohort 1 when it launched in January 2017. 

Dr. Bigaouette started as an employee at ���ϳԹ��� in the School of Education and her work with the Changing Suburbs Institute afforded her the opportunity to be a contributor to the book “Changing Suburbs, Changing Students: Helping School Leaders Face the Challenges” with lead author, Dr. Shelley Wepner, current ���ϳԹ��� Professor of the Doctoral Program in Education, Coordinator for both Signature & Higher Education Pathways, and Dean Emeritus of the School of Education. 

Dr. Bigaouette served as the Assistant Dean for Outreach in the School of Education at ���ϳԹ��� [then] College and as Director of the Changing Suburbs Institute® (CSI). In these roles, she led the Hispanic Parents Leadership Institute, collaborated closely with school district coordinators, and organized CSI’s annual conferences and parent-focused workshops. She also facilitated CSI’s membership consortium, strengthening partnerships across districts and communities. In addition to her leadership work, Laura taught as an adjunct instructor in graduate programs at both ���ϳԹ��� College and Baruch College in New York City. Deeply committed to community engagement, she also volunteered as an English teacher with the Hispanic Resource Center in Mamaroneck.

Dr. Bigaouette’s dissertation, "LATINX STUDENT FOUR-YEAR COLLEGE SUCCESS: A CRITICAL, ASSET-FRAMED QUALITATIVE STUDY OF INFLUENCES ON COLLEGE PERSISTENCE", focused on the experiences of Latinx students who persist at four-year private colleges, using a critical qualitative approach grounded in Latino Critical Theory (LatCrit). Her study sought to challenge dominant deficit-based narratives by centering and legitimizing Latinx students’ stories of success and resilience. Through semi-structured interviews and focus groups with 25 Latinx students across the New York City metropolitan area, her findings highlighted the central role of family, ethnicity, and culturally rooted identity, as well as students’ navigation strategies in the face of racism, in shaping their academic success. Reflecting on her chair, Laura noted that Iverson “provided me with valuable advice and guidance throughout my doctoral program as I developed my ideas”—focused on amplifying Latinx students’ asset-based experiences and the social, cultural, and familial influences that support persistence and success at four-year colleges.

Laura’s final defense. Pictured left to right: Susan Iverson (chair); Laura Bigaouette; Stephen Caldas (2nd committee member); Hephzibah Strmic-Pawl (3rd committee member).

Dr. Bigaouette currently serves as Associate Dean at Fordham University’s School of Professional and Continuing Studies. She reflected fondly on the truly meaningful impact on the ���ϳԹ��� community through her dedication, leadership, and care for students, families, and educators. She embodies the scholar-practitioner model by thoughtfully connecting research to real-world practice, always centering people and communities in her work. In addition to serving as a current adjunct with the doctoral program, she also serves on dissertation committees. She is pictured below at the final defense of Dr. Jessica Maracallo, HigherEd cohort 5.

Whether leading the Changing Suburbs Institute, mentoring others, or engaging families through outreach and partnerships, Laura’s work reflects a deep commitment to equity, collaboration, and social responsibility. Her doctoral journey and professional contributions embody the spirit of the program—showing how scholarship, when grounded in purpose and compassion, can create lasting and positive change.

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Breana Bayraktar (EdD ‘22) exemplifies the scholar-practitioner model at the heart of ���ϳԹ���’s Doctor of Education program.

She currently serves as an Educational Developer at the Stearns Center for Teaching and Learning, and as Affiliate Faculty in the Higher Education Program, at George Mason University, where her work centers on faculty development, reflective teaching, and student learning. Through both scholarship and practice, Dr. Bayraktar is shaping how educators grow, adapt, and thrive in an evolving higher education landscape.

For Dr. Bayraktar, the 15th Anniversary of the EdD program holds meaningful personal significance. She entered ���ϳԹ���’s dissertation completion (online) cohort during the height of the COVID-19 pandemic. Though online education is called “remote,” and she only set foot on campus for graduation, she never felt at a distance from ���ϳԹ���; described her cohort as a deeply supportive community that continues to stay connected through sustained peer relationships. For her, the anniversary represents an opportunity for alumni with very different pathways and experiences to reconnect, reflect, and celebrate the people who shaped their doctoral journeys.

When asked to describe the EdD program in one sentence, Dr. Bayraktar described it as “very supportive, while also providing space for each of us as individuals to explore and grow.” She characterized the program’s legacy in three words: building, kindness, and challenge. She noted that ���ϳԹ��� is intentionally focused on building a new generation of well-prepared educators and leaders, while fostering genuine care—something she feels is often missing in higher education. At the same time, she emphasized that the doctoral program consistently challenged students to push themselves intellectually and develop into stronger scholars and professionals.

One of Dr. Bayraktar’s most vivid memories from the program centers on a foundational academic struggle many doctoral students face—understanding the distinction between theoretical and conceptual frameworks. Initially confusing, the distinction became clear and was a recurring touchstone throughout her time in the program.  The importance of frameworks and lenses later evolved into a teaching moment, as she now helps her own graduate students navigate these same challenges. What once felt overwhelming has become a point of reflection, growth, and humor—symbolic of her doctoral transformation.

Dr. Bayraktar’s dissertation, Finding Their Way: A Grounded Theory Study of Higher Education Faculty Development, emerged directly from her professional experience as a community college professor transitioning into faculty development work. She became increasingly interested in understanding why faculty often leave professional development sessions inspired; yet, struggle to implement what they learn. Her study followed a cohort of faculty who participated in a structured professional development program with intentional follow-up and community support.

Through her research, she revealed that community was essential for sustained faculty growth. Faculty thrived when they could reflect, collaborate, and share challenges within a supportive peer group. At the same time, she found persistent tension between the desire for community and the lack of time faculty felt they had to fully engage in it. This tension continues to inform her work today as she seeks to design guided, structured learning communities that balance support with realistic professional demands.

Today, Dr. Bayraktar brings her research to life at George Mason University, a large, research-intensive institution where she works full-time in faculty development. She designs programming aligned with institutional priorities while remaining deeply grounded in pedagogy, reflective practice, and student learning. She often describes her approach as “meeting faculty where they are”—using engaging and timely topics such as artificial intelligence, academic integrity, and educational technology to draw faculty in, while intentionally embedding deeper conversations about teaching, relationships, and learning beneath the surface.

Her leadership style emphasizes relationship-building and personal outreach. Whether inviting faculty into workshops, helping departments create small learning cohorts, or collaborating across disciplines, she believes real professional growth begins with trust, connection, and consistency. Even at a large university, she remains committed to cultivating the kind of close-knit academic communities that sustain long-term engagement.

Dr. Bayraktar’s current research agenda continues to evolve alongside her professional practice. She serves as the principal investigator on a statewide grant examining artificial intelligence and teaching, supporting faculty-led classroom research across multiple institutions. She is also engaged in collaborative research exploring feedback practices and alternative grading approaches. Across all of these projects, her focus remains constant: strengthening the relationships between instructors and students, and ensuring that teaching remains central to the mission of higher education.

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Sau-Fong Au (EdD ’23) exemplifies the mission and legacy of ���ϳԹ���’s Doctor of Education program—leadership grounded in compassion, community impact, and a commitment to equity.

Currently serving as the Director of the Women’s Center at Brooklyn College, Dr. Au has built a career focused on advocacy, identity development, and empowering women and students from diverse cultural and religious backgrounds.

For Dr. Au, the 15th Anniversary of the EdD program is both a personal milestone and a collective celebration. Personally, it reflects a journey she once never imagined taking: the completion of a doctoral degree while balancing professional leadership, service, and community engagement. Professionally, the anniversary represents the strength and evolution of a program that develops scholar-practitioners who lead with intentionality, empathy, and a drive to improve educational landscapes. She sees the milestone not just as recognition of the program’s longevity, but as affirmation of the community of thoughtful and principled leaders it continues to produce.

When asked to describe her experience, Dr. Au shared that the EdD program helped her become a critical, reflective practitioner—one deeply aware of how identity, voice, representation, and systems intersect in education. She recalled the supportive cohort model, rigorous dialogue with faculty, and the space to process both scholarship and lived experience as highlights of her ���ϳԹ��� journey. One of her most vivid memories is the sense of intellectual belonging she experienced in the program: a space where her perspective mattered and where she was encouraged to build research grounded in justice and compassion.

Dr. Au’s dissertation, An Intersectional Qualitative Inquiry: Experience and Identity of Uncovered Muslim Women, centered the voices of Muslim college women who defy common stereotypes, assumptions, and monolithic narratives. Drawing on intersectionality theory, religious identity theory, and qualitative inquiry, her study explored how uncovered Muslim women navigated visibility, belonging, and identity in the public sphere—particularly when their experiences did not align with dominant expectations of what a “Muslim woman” should look like.

Her research revealed the nuanced emotional, cultural, and social negotiations these women face: navigating others’ assumptions about their religiosity, choosing when to explain or withhold personal context, and seeking environments where their identity is understood without over-explanation. At the same time, Dr. Au illuminated the agency and resilience of her participants, who asserted their identities not through external markers but through personal conviction, belief, and lived expression. Her work challenges educators, policy makers, and community leaders to recognize how identity is interpreted, misread, or erased—and to create environments that honor multiplicity rather than rely on surface-level assumptions.

In her current role at Brooklyn College, Dr. Au brings these findings into practice every day. She leads programs at the Women’s Center that foster community, advocacy, personal development, and inclusive dialogue. Whether hosting workshops, mentoring student leaders, facilitating identity-oriented programming, or providing advocacy and support, she remains committed to ensuring that students are seen, respected, and affirmed as whole individuals, not as stereotypes or representatives of a single narrative.

Her leadership emphasizes the belief that educational spaces must not only meet academic needs, but also serve as sites of belonging—places where students can explore identity safely, find support, and build the confidence necessary to reach their potential. Her work illustrates how intersectional research can move beyond theory to transform practice, program design, and student experience.

Looking ahead, Dr. Au hopes her scholarship will continue to amplify communities whose voices are often overlooked—not just Muslim women who do not fit public assumptions, but all individuals navigating the complexities of identity in environments shaped by bias and social expectation. She plans to continue developing programming, professional learning, and educational spaces that encourage open dialogue, authentic representation, and critical reflection.

As she reflects on the program’s legacy, Dr. Au describes ���ϳԹ��� as a place that cultivates leaders with heart—individuals who step into educational spaces determined not only to succeed, but to serve. She sees the EdD program as transformative in building leaders who are attentive to people, courageous in questioning systems, and committed to creating meaningful change.

In her words, the program prepares leaders who understand that research and representation matter—and that when we listen deeply, we lead better.

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Emily Betts arrived on campus and stepped out of her gold Honda Civic.

The car, nicknamed “14 Karot Gold”, was full of dorm room essentials and garbage bags stuffed with clothes.  

Myles Fee was already covered with sweat and was about to go back to his dorm when he noticed a cute girl with a big smile standing with her mother outside of Spellman Hall.  

“Hey Billy,” he said turning to his roommate and teammate, “We got one more.” 

On New-Student Move-In Day, 2003, Myles and Emily were strangers. But by the end of the day, they had begun a journey that would take them from a college romance to maraige and a family, to finally celebrating a National Hockey League Championship in Reid Castle. 

Myles was in his second year as a Valiants Men’s Hockey defensive player and only ever wanted to “just get to the next level”.  Weather it was going to college, being a part of a professional hockey team, or just moving away from his hometown of Manitoba, Canada, he knew that he was destined for bigger things.  

Emily had spent most of her life just a half-hour away from ���ϳԹ��� in Stamford, CT. Growing up, her mother Christine was a teacher and that influence would inspire her and her siblings to pursue careers in education. As a high school senior in the early 2000’s, Emily recognized that ���ϳԹ��� would provide her with the best path forward in achieving her dreams. However, little did she know that simply stepping foot on campus for her freshman year, her life would be drastically changed.  

“Everybody’s nervous going into college,” Emily explained. “But ���ϳԹ��� does a good job of welcoming people.” 

It’s a long-standing tradition for the ���ϳԹ��� Community to come together to help students move into their dorms for their first year on campus. And ���ϳԹ���’s athletes have always led the charge in this effort. 

“We ended up spending 5 hours just sweating away,” said Myles of volunteering for move-in day as part of the hockey team. “It’s a great way to introduce yourself. Someone helped me move in during my first day so it’s nice to pay if forward.”  

That afternoon, Myles approached Emily, introduced himself, and asked if she needed any help carrying her things to her dorm. Struggling to look up at his six-foot, five-inch frame, she initially turned him down. But her mother, sensing a spark, intervened and said that they’d be happy for the help. 

A few weeks later, Emily’s mother called her for a routine check in. “So, how’s that Canadian,” she asked.  

“She knew,” Emily recounted. “She knew.” 

Shortly after their first encounter on that hot, August day, Myles and Emily would once again be thrust together through serendipity. They shared a class together during Emily’s first semester.  

 “I was in the lecture hall in Brownson,” she said.  “He came in, waved at me and smiled. I got red in the face. Then he sat right behind me.”  

“Who sits in the front row?” Myles quickly quipped. 

It was in that classroom, under florescent lights and with the quad visible through the windows, that their relationship began to take root. And as the semester progressed, they would find more opportunities outside of the classroom to bond. They would dance together during quad jam, hang out with mutual friends, and when Myles wasn’t competing on the ice, they cheered together from the sidelines of many athletic games.  

“Those small, everyday moments ended up being some of the most meaningful for us,” Emily reminisced. 

But like most college students, their paths would take them to unexpected destinations and create challenges for them as a couple. Myles would gain an internship with the New York Rangers and, at the same time, Emily would spend a semester abroad. But despite the time difference, they called each other as often as possible. Myles even took the 6–7-hour flight from New York to Ireland to visit her during Valentine’s Day.  

After Myles graduated, that level of support would become the foundation of their long-term relationship. With Myles no longer living on campus and Emily having another year left as an undergraduate, they were determined to be there for each other. 

“It was a good reminder that growth in a relationship comes from navigating those transitions together, “Emily explained. “Whether that’s showing up at games, celebrating milestones, or just encouraging one another even when it’s not easy — like moving from city to city — that support has been a constant thread in our relationship.” 

Myles and Emily now live in Florida with their two children. Emily teaches English as a second language and Myles is, of course, an assistant coach for the National Hockey League’s Florida Panthers. Since his arrival in Florida in 2022, the Panthers have made three-straight Stanley Cup Finals appearances, defeating the Edmonton Oilers in each of the last two years to capture the first championships in the team's 32-year history. 

In a recent interview with govaliants.com, Myles remarked on his success and the role ���ϳԹ��� played in making it possible.  

"I wouldn't be where I am today without ���ϳԹ���. It has springboarded me to a level that, where I come from, the small-town background, I didn't know what to expect when I came to New York. But I realized the vast scope of what I could do." 

Earlier this summer, in a moment that can only be described as full-circle, Myles and Emily finally returned to ���ϳԹ��� after nearly 2 decades since graduating.  No longer hauling garbage bags full of clothes in the trunk of a gold Honda Civic, the two now had their young children in the backseat of their SUV and the Stanley Cup in the trunk.  

To the eager eyes of several ���ϳԹ��� VIP’s, including  President Dr. Frank D. Sánchez and Athletic Director Julene Caulfield, Myles, flanked by Emily and their children, walked to the rear of the vehicle and carefully lifted Lord Stanley from a specially designed carrier, lifted it to his face and kissed it as cameras snapped around him. 

And as the family of four from Florida, dressed in sundresses and khaki shorts, posed for more photos with the trophy in front of the Reid Castle steps, friends and ���ϳԹ��� community members had begun gatherign in the castle’s West Room for a chance to see the NHL’s top prize up close. 

“Bringing the Stanley Cup to campus and sharing it with the ���ϳԹ��� community is a moment that we’ll never forget,” remarked Emily. “And sharing this with our children is incredibly special.” 

"Thank you all for coming today, this is my home away from home," Myles said as he addressed the gathered crowd inside the West Room. "I spent half of my life in this area. There are so many people here that I love and I thank you for coming. Thank you to my family for following me and enduring our many ups and downs." 

As the celebration inside the West Room carried on, friends and strangers alike kept the Fee’s busy. Many alumni and friends who shared the campus with Myles and Emily in the early 2000’s reminisced about their collective time at ���ϳԹ���, often with warm embraces and bright smiles. Others shared personal stories about their love of the ice or the pleasure of watching Myles’ career. But all through the commotion of champaign toasts and selfies, Myles and Emily were never more than a few feet away from each other while their children playfully explored the majesty of Reid Castle. 

“For me, it’s never been just about the trophies,” said Emily. “It was about seeing the years of hard work, dedication, and perseverance come to fruition and being able to celebrate that as a family and as a Valiant.” 

And when the height of the celebration had passed, the couple made their way to the West Terrace for a quiet moment and some more photos. Standing among a garden of beautifully red roses and with the govaliants field behind them, Myles reached his hand around Emily’s back and gently pulled her closer letting the sun reflect off his championship ring.  

“It happened right over there,” he said as the two gazed down the quad towards Spellman Hall. “That’s where we met. That’s where this all began.”  

About ���ϳԹ���

���ϳԹ��� (formerly ���ϳԹ��� College) is a private liberal arts institution dedicated to academic excellence, purposeful education, and social responsibility. “U.S. News and World Report” ranks ���ϳԹ��� among the Top Performers of Social Mobility in Regional Universities North. The university has been recognized among the best colleges in The Princeton Review for close to 20 years. Located 30 miles from New York City on a 100-acre suburban campus in the heart of Westchester County, ���ϳԹ��� enables easy access to entertainment offerings, educational resources, and business opportunities for its diverse student body. The university serves more than 1,400 undergraduate students and nearly 1,000 graduate students from more than 44 countries and 33 states. Founded in 1841, the university offers more than 75 undergraduate and graduate areas of study in the arts and sciences, education, nursing and health sciences, business, and creative writing, as well as continuing and executive education programs. Graduate students can choose from over 70 graduate and certificate programs. Extracurricular offerings include more than 45 clubs and activities and 23 NCAA Division III teams.  

Dr. Patricia “Pat” Poole-Parrilla (EdD ‘23) reflected on her ���ϳԹ��� experience with deep appreciation for the faculty and the exceptional support she received at ���ϳԹ���.

Her first encounter with the program came through conversation with Renee Gargano (then assistant director of the doctoral program), who welcomed her into the Dissertation Completion Pathway. The program's 15th anniversary celebration holds a deeply personal significance, representing what she describes as "a celebration I should be having for myself." The support that ���ϳԹ��� provided her has demonstrated the program's commitment to meeting students exactly where they are in their personal and professional journeys.

Dr. Poole-Parrilla described ���ϳԹ���'s doctoral program as uniquely designed to cultivate scholars who understand that resistance is often necessary to do what is right. She stated that the program allows for reflective practice which helped her discover her passion and sharpen her lens around justice-driven research in education. She emphasized how the program helped her understand her own origin story and connect it to her mission of building scholarship rooted in purposeful justice work. The concept of “origin story” refers to how one self-authors their history, their journey, cultural influences that shaped them, their worldview, and who they are today. In education, “origin stories” are a teaching tool to engage students in learning about themselves and others, fueling creative thinking, reflection, and development of voice. Origin stories are foundational to Pat’s scholar-practitioner identity. 

Dr. Poole-Parrilla’s research centered on reflective practice in teacher preparation, specifically examining how pre-service educators learn to teach Black and Brown students beyond traditional academic instruction. Drawing from her extensive experience as a principal in Brooklyn, and Baltimore, Dr. Poole-Parrilla's dissertation "Novice Teachers' Reflections on Their Preparation for and Practice with Black and Brown Students" investigates whether schools of education create immersive opportunities for future teachers to reflect on their own origin stories. Her work advocates for cultural humility and inquiry into teacher education, hoping to influence public schools to design learning environments that capitalize on the intelligence and creativity of all students, particularly Black and Brown communities.

The relationships and mentorship at ���ϳԹ��� proved instrumental to Dr. Poole-Parrilla's success, with Dr. Susan Iverson serving as an instrumental faculty member who became her dissertation chair and provided the supportive, teaching-focused guidance she needed to complete. She also acknowledges the support of Renee Gargano and Pat Gannon, along with Dr. Sara Henry and the "Finish Strong" program that helped maintain her momentum toward completion. The care and attention she experienced during in-person coursework and online advising demonstrated that ���ϳԹ��� not only supported its student body through challenges but also maintained the high academic standards expected of a doctoral program.

Currently serving as a Professional Development Schools Liaison and Field Supervisor with ���ϳԹ���, Dr. Poole-Parrilla oversees pre-service teacher supervision and provides professional development for the school to which she’s assigned. She remains committed to advancing justice work in education, particularly within teacher preparation programs, and has embraced the role of mentor herself, working closely with current doctoral students. Her experience reinforced her belief in the importance of "finding your people" and the necessity of partnerships between students and advisors for successful completion. 

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Joi Sampson (EdD ‘22) reflected on her ���ϳԹ��� journey as both “challenging and invigorating,” a transformative experience that fulfilled her personal dream of earning a doctorate while advancing her professional career. Today, she serves as Assistant Provost for Academic Engagement at Mercy University, where she applies the lessons of her research and her ���ϳԹ��� experience to foster inclusion, belonging, and student success. 

For Dr. Sampson, the 15th Anniversary of the EdD program carries deep personal and professional meaning. On a personal level, it represents the achievement of a lifelong dream she once thought might not be possible. At the time she enrolled, she was working at ���ϳԹ��� and unsure if pursuing a doctorate would fit into her life. The launch of the Higher Education pathway provided exactly the opportunity she needed, allowing her to advance academically while balancing her work and family responsibilities. Professionally, the program was “life-changing,” opening doors to leadership roles and equipping her to advocate for equity and inclusion in higher education. She views the 15th doctoral program anniversary not just as a celebration of longevity, but as a recognition of the program’s impact in shaping strong, mission-driven leaders across the field of educational leadership. 

One of her most vivid memories was participating in a travel study elective to Italy, an experience she describes as eye-opening and enriching. There, she explored international approaches to higher education, including innovative “badge” systems for credentialing, and was inspired by graduate students conducting dissertations in English despite it not being their first language. This opportunity expanded her perspective as a scholar-practitioner and underscored the importance of global collaboration in education. 

Also during her doctoral studies, Joi was accepted to participate in the National Association of Student Affairs Professionals (NASPA’s) “Hill Days,” during which she, and other attendees, met with elected officials to discuss higher education policy.  She also learned about advocacy, strategic meetings with congressional offices, and a focus on advancing NASPA's policy goals for the student affairs profession. Insights and professional development acquired through this experience has continued to guide her as a scholar-practitioner.  

Joi’s dissertation, Our Voices Heard: A Critical Phenomenological Study of Black Professional Women’s Experiences in Predominantly White Institutions, was born from her own journey navigating discrimination and barriers in higher education. As a Black woman aspiring to leadership, she often found herself questioning whether her experiences of being overlooked for promotions, having her expertise doubted, or being subjected to harmful stereotypes were unique or part of a broader pattern. This personal questioning became the catalyst for her study, in which she sought to give voice to other Black professional women who, too often, are rendered invisible in academic spaces. Her research revealed stories of resilience, advocacy, and sacrifice—women who endured systemic bias and limited advancement opportunities yet stayed rooted in their institutions because of their deep commitment to students. Many participants described remaining in difficult positions not for personal gain, but because they felt a responsibility to ensure that underrepresented students had role models, mentors, and advocates. By centering these voices, Dr. Sampson not only documented the persistence of gendered racism in higher education but also highlighted the powerful contributions of Black women whose leadership is frequently unacknowledged. 

At Mercy University, Dr. Sampson’s leadership embodies the themes of her research in tangible and meaningful ways. In her role as Assistant Provost for Academic Engagement, she is deeply invested in building systems and practices that affirm belonging for all members of the campus community. Her work emphasizes that equity is not abstract—it shows up in the details, such as who is represented on promotional materials, whether events are accessible to all, and how students and colleagues are invited into decision-making spaces. She mentors both students and staff with intentional care, modeling the belief that authentic leadership comes from listening, validating, and challenging others to grow. Her approach demonstrates that systemic change can begin with small, consistent actions: making a flyer more inclusive, ensuring technology is accessible, or showing compassion in a moment of need. These actions, when multiplied across a campus, create a culture that values and sustains diversity, equity, and inclusion. 

Looking ahead, Dr. Sampson envisions her scholarship and leadership as tools to influence higher education beyond her immediate institution. She hopes her research will continue to spark dialogue about the subtle and overt ways in which bias shapes professional experiences and institutional outcomes. Her long-term goal is to see policies and practices that not only recognize inequities but also actively dismantle them. She is particularly passionate about supporting underrepresented students, believing that helping them to persist and graduate does more than award degrees—it changes the trajectory of families and communities. By strengthening pathways to belonging, access, and academic success, Dr. Sampson sees education as a vehicle for justice and opportunity. Her vision is clear: higher education must be a place where every student and professional can bring their full selves and thrive. 

Joi describes the EdD program’s legacy in three words: boundless, connection, and forward-thinking. For her, the program provided not only rigorous academic training but also lifelong relationships with colleagues and mentors who continue to shape her professional journey. She recalls that the program’s holistic and forward-looking approach helped her think critically about the evolving challenges facing higher education, particularly issues of equity and access.  

For Dr. Sampson, ���ϳԹ���’s EdD program represents more than an academic credential—it is a community of leaders who are deeply committed to creating meaningful change in education. As she reflects on the program’s legacy, she emphasizes: “���ϳԹ��� produces excellent leaders who care deeply about advancing education with purpose, compassion, and courage.” 

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Gail Duffy (EdD 2018) started her career the way many educators do—in the classroom, working with special education students in the Bronx and White Plains. As a young educator, she quickly took on leadership roles, such as becoming a third-grade leader, and realized her passion for guiding others. Although she always had a desire to pursue a doctorate, various life events delayed her plans. Dr. Duffy’s decision to embark on her doctoral journey was fueled by both personal growth and the opportunity to further develop herself as a leader in education.

The ���ϳԹ��� EdD program profoundly shaped Dr. Gail Duffy’s approach to both education and leadership. She explained that the program taught her to value research and to ask critical questions, which she now uses to guide teams in problem-solving and continuous improvement. The collaborative environment and focus on real-world challenges helped her develop as a leader who drives change and innovation. As a result, Dr. Duffy feels empowered to use research-based strategies to enhance student learning and professional practice, and she continues to model these skills in her current leadership role as the Superintendent of Haldane Central School District. 

Dr. Duffy’s dissertation, “Elementary School Technology and College and Career Readiness: An Analysis of Practice,” focused on the role of instructional technology in elementary education, specifically examining its impact on college and career readiness. She believes that technology continues to play a critical role in preparing students for future success, and her research highlighted the importance of equipping students with the skills and characteristics needed in a rapidly changing world. This research not only deepened her understanding of educational technology but also reinforced the value of research-driven decision-making in leadership. She applies these insights in her roles as an educational leader, using research and collaborative problem-solving to enhance student learning and drive innovation within her schools.

Gail described the ���ϳԹ��� doctoral program as “thought-provoking,” “accessible,” and “supportive.” She explained that the program encouraged her to engage in deep and reflective thinking about her research topic and the broader impact of research on the field of education. The accessibility of the program was evident in how it accommodated her prior coursework and made it feasible for her to complete her doctorate while balancing work and family responsibilities. Finally, she emphasized the supportive nature of the ���ϳԹ��� community, highlighting how professors and peers were always willing to help and guide her through challenges, ensuring that everyone had the support needed to cross the finish line.

The impact of the ���ϳԹ��� program  was transformative for both Dr. Duffy’s career and her approach to educational leadership. She shares, “For me, the impact of this program has taught me the value of research, the importance of asking those essential questions. The value of using the team to not have all the answers, but as a team, look at a problem, learn from it, grow from it, conduct research, and then bring that back to enhance student learning experience, and improve the profession.”  Her story is a crystal clear testament to the value and benefits of the ���ϳԹ��� doctoral program in educational leadership.

^{Gail Duffy, with Paul Forbes, at A.P. Institute (Oct 2023)}

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Dr. Raymond Loverso (EdD 2023) described his experience in the ���ϳԹ��� Doctoral Program as a turning point in his life and career. As a dedicated classroom teacher, he had not envisioned becoming an administrator but joining the EdD program presented new opportunities, giving him the confidence and clarity to pursue leadership. As ���ϳԹ��� celebrates its 15th anniversary, Dr. Loverso reflects on how the program shifted his perspective, helping him see himself not only as a leader but as a change agent in education.

Drawn to ���ϳԹ��� for its focus on local improvement, Dr. Loverso found a community among professors and peers who understood the unique demands of suburban schools. He views the university’s growth as a testament to the program’s impact on educators throughout the region. 

Faculty were instrumental in shaping his leadership philosophy and academic growth, modeling excellence in both pedagogy and mentorship. One of his most vivid memories from the program is his initial interview with Renee Gargano [then Assistant Director of the Doctoral Program], whose warmth and encouragement made a lasting impression and set the tone for a deeply supportive journey. Another memorable moment came from the challenging yet influential educational policy course with Dr. Ken Mitchell that pushed him to become a deeper thinker and stronger writer.  The most inspiring memory he has is of his dissertation chair, Dr. Marien, who had unwavering belief in him that ultimately propelled him across the finish line.

While conducting research, Dr. Loverso found joy in the process of connecting with educators across New York State and analyzing real-world data. Through his dissertation, “THE RELATIONSHIP BETWEEN ELEMENTARY TEACHERS’ SCIENCE TEACHING SELF-EFICACY AND THEIR PROFESSIONAL DEVELOPMENT: A QUANTITATIVE STUDY,” he explored the effects of professional development on the science teaching self-efficacy of elementary teachers. As a high school science teacher and former director, he became aware of the unique needs of elementary teachers and how their teaching ultimately impacts learning in high school. His research underscored the need for consistent, high-quality professional development that empowers teachers with the tools and confidence to teach science in meaningful, integrated ways. He believes investing in this type of support is essential to long term student success. 

Donations to the Doctoral Program EmpowerEdD Leadership Fund support our students and their research

The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the ���ϳԹ��� Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership! 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from ���ϳԹ���, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership