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! 

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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.   

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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

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

An African proverb states, “If you want to go fast, go alone. If you want to go far, go together.” This proverb keenly reflects the values that Dr. Tina Wilson (EdD 2019) practices in her role as Assistant Superintendent of Curriculum and Instruction at Port Chester Public Schools.  As the doctoral program in educational leadership marks its 15th anniversary, she reflected on how it empowered her as a leader and reinforced the importance of lifelong learning as a foundation for empowering others.

Dr. Wilson entered the doctoral program to further develop her leadership and create broader and more meaningful changes in education. Leveraging a robust cohort model grounded in adaptive leadership principles, the doctoral program provided her with the skills and perspectives to navigate the complexities of public education while always keeping students at the center of her decision-making. She recalled the transformative experiences in her policy and leadership courses that shaped the way she discerns problems using multiple perspectives to develop solutions. Dr. Wilson applies her understanding of adaptive leadership as she seeks stakeholder feedback for curricular improvements to enhance the learning experiences of students.

Dr. Wilson’s dissertation, "The Impact of Dialectical Behavior Therapy on School Discipline and Climate in a Suburban High School: A Mixed Methods Case Study," focused on the implementation of Tier 1 social-emotional learning programs and their impact on school climate, measured through the perspectives of school staff. Although she completed her study just before the pandemic, its relevance only grew stronger as schools faced the challenges of supporting students through trauma and isolation. Her findings emphasized the importance of transparent communication, aligned systems, and best practices in program implementation - principles that continue to guide her work as a school leader today.

Dr. Wilson recalls the camaraderie within her cohort peers as a crystal-clear memory. Meeting weekly fostered strong, enduring relationships that played a crucial role in supporting one another through the doctoral journey. This cohort connection, paired with meaningful faculty mentorship, was instrumental to her success.

Dr. Wilson continues to champion the values she learned in the doctoral program and remains connected to her cohort peers and mentors. Her legacy within the ���ϳԹ��� community reflects the enduring power of education to spark personal transformation and institutional progress.

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. Ian Wolf (EdD '21) reflects on his ���ϳԹ��� experience with deep appreciation for the faculty and the exceptional support he received during the challenging COVID period. His first encounter with the program came during a Spring symposium, where he arrived unsure of what to expect. As he listened to a panel of higher education leaders discuss legal issues affecting students, he realized the program's relevance to his professional responsibilities. "The information session, quite frankly, blew me away," he recalls.

Ian describes ���ϳԹ���'s EdD program as unique, designed to meet students' needs regardless of their professional, personal, or academic circumstances. The intimate liberal arts atmosphere made him feel valued as an individual rather than just another “number”. He particularly highlights two pivotal faculty members: Dr. Susan Iverson and Dr. Renée Gargano, whom he considers foundational to the program's success.

Dr. Gargano served as the "glue" that held students together during those difficult times, consistently addressing concerns and providing support. Meanwhile, Dr. Iverson brought a level of academic rigor that reinforced the program's small liberal arts character. Whether through in-person coursework or virtual Zoom sessions, the care and attention Ian experienced demonstrated that ���ϳԹ��� not only supported its student body through unprecedented challenges but also maintained the high academic standards expected of a doctoral program.

Ian's dissertation, "BORDER ECLIPSE: AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS (IPA) OF COMMUNITY COLLEGE STUDENT CONDUCT PROFESSIONALS' ROLES DURING COVID-19 PANDEMIC," examined how the global pandemic impacted community college administrators. Despite the chaos of conducting data during the pandemic, Ian notes that the challenges only reinforced the critical need for scholarly practitioners to continue research that advances education. Looking ahead, he hopes to extend his research through a post-COVID lens, examining which educational practices have persisted versus those that have reverted to pre-pandemic approaches.

The impact of ���ϳԹ���'s doctoral program extends far beyond individual graduates, filling crucial gaps in educational literature. Ian emphasizes that every dissertation empowers scholarly practitioners to effect change from the ground level up. The research conducted at ���ϳԹ��� benefits scholars across the region, from New Jersey to Washington, D.C., providing critical insights that inform decisions about national and local elections as well as public education policy. The program's 15-year anniversary only reinforces its strength and permanence in the educational landscape.

Currently serving as Assistant Dean for Student Engagement at Passaic Community College, Ian oversees student activities, including wellness activities, counseling services, housing, athletics, and other aspects of student life across campus. He remains committed to advancing his career in higher education, particularly within the community college sector, with aspirations for senior leadership roles in the future.

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. Robert Zegarelli recalls the ���ϳԹ��� Doctoral Program with heartfelt appreciation and pride, calling it more than a community - a family. As the program celebrates its 15th anniversary, he reflects on its continued growth and transformative impact on educators. 

Graduating in 2019 as part of the tightly knit Cohort 8, Dr. Zegarelli credits his peers, professors, and program structure for shaping him as an educational leader. His dissertation entitled, The Influence of Curricular Modifications on Teachers' Instructional Practices and Self-efficacy: A Mixed Methods Study, focused on how curricular changes at the state-level impacted teacher efficacy and pedagogical methods. Recognizing Algebra I as a gateway course impacting students' academic trajectories, his work emphasized the importance of professional development on interpreting standards rather than teaching to standardized tests. 

Dr. Zegarelli’s focus is on fostering student engagement through hands-on experiences and building teacher capacity for instructional innovation. He remains passionate about empowering educators and is committed to moving beyond assessments to meaningful learning experiences. His dissertation process, while rigorous, provided the powerful breakthroughs necessary to his development as a transformative leader. He recalls pivotal moments in class when he realized how research, policy, and practice intersect and the importance of understanding adaptive versus technical issues, reshaping his approach to instructional leadership. Dr. Zegarelli now brings those insights to his current school, where he champions inquiry-based learning. 

Dr. Zegarelli’s advice for prospective and current students is to get into a routine early, trust the process, and lean into the support system. The relationships he developed at ���ϳԹ��� contributed greatly to his success, and he cheers on his colleagues who have since joined the program. Adaptive, transformative, and supportive are three words Dr. Zegarelli uses to describe ���ϳԹ���’s doctoral program in educational leadership. He is a true reflection of the program’s legacy as he continues to stay innovative, empower educators, and support students. 

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. John Falino currently serves as the Principal of IB High School in the Dobbs Ferry School District. He recalled joining cohort 1 of the Executive EdD [now Dissertation Completion] pathway as it was still taking shape. With this unique option, ���ϳԹ��� offered working professionals, who were ABD (all but dissertation) at another institution, with an opportunity to earn their EdD by completing their dissertation at ���ϳԹ���. John described his ���ϳԹ���’s professors as supportive and caring, “they will get you to the finish line,” he reflected with a sense of accomplishment, having defended his dissertation in less than 18 months after he started at ���ϳԹ���. 

Dr. Falino, an experienced scholar-practitioner, shared how rewarding it is to give back to ���ϳԹ��� through his service on dissertation committees. As a committee member, he feels proud of the network and community that ���ϳԹ��� has created with hundreds of teachers, counselors, higher education professionals and school leaders across NYS and at the national level. When Dr. Falino was asked to describe the program in one sentence, he noted that the Doctoral Program in Educational Leadership “provides practitioners the opportunity to engage in authentic research in a way that can make a tangible difference in the day-to-day in school communities.” He emphasized the importance of studying a topic that connects with one’s professional practice. In his experience, the research component of a doctoral program allows educators to make data-informed decisions and think more deeply about the ill-structured problems that they encounter in their educational contexts. For John, it was a transformative experience to have professors who were connected to the field, having served as educational leaders, enabling them to connect those experiences to their teaching. 

John’s 2016 dissertation, “An evaluation of a high school one-to-one Chromebook program that aims to support differentiation and 21st century learning,” focused on learning about the impact of these devices on students learning and sought to answer practical and crucial questions that arose as a result of more school communities implementing one to one technological devices. 

John’s cohort, as the inaugural cohort in the Dissertation Completion Pathway (DCP), left a mark on the ���ϳԹ��� community and paved the way for others to follow, noting that the ���ϳԹ��� Dissertation Completion Pathway became the place for his cohort (and subsequent cohorts) to achieve their doctoral dream. John reflected positively on the cohort model, noting that while doctoral students might enter DCP at different points in their doctoral journey, collectively they share the dream to complete the dissertation and earn their doctoral degree. He referred to his cohort peers as cheerleaders, supportive and unified, with seemingly boundless enthusiasm and drive. Being able to rely on each other and embark on this journey together was memorable for John and his peers. 

On a professional level, Dr. Falino encourages educators at any level in their careers to embark on the doctoral journey. “The best educators are those who are able to think like researchers,” he shared, adding that he has benefited from having a researcher lens. All of John’s work is guided by data he collects, enables him to identify needs within his community and make informed and research-based decisions on how to best serve his students. This would not have been possible without having completed the program and conducted independent research for his dissertation which challenged his thinking and empowered his practice. Additionally, he noted that one’s own cohort peers, and all the other students and alumni in the doctoral program provide a powerful professional network while a student and long after completion.   

John’s crystal clear memory of his time in the program was his final defense, which he described as “unforgettable”. As he walked into the Reid Castle to defend his dissertation, he recalled all the memories, including the late nights and sacrifices he’d made to each that incredible milestone. He reflected that there is no other feeling like when “you hear Dr. in front of your name” because at the end of the day, your doctoral degree is a labor of love, dedication, and perseverance.   

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