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 Dr. Susan Iverson, Professor and Director of Doctoral Program

When Dr. Susan Iverson first began her journey in higher education, she didn’t immediately know it would become her life’s work. What started as a passion for student involvement during her undergraduate years evolved into a 35-year career dedicated to education, leadership, and mentoring the next generation of change-makers. 

“I didn’t know immediately that the field of higher ed existed,” Iverson recalled with a smile. “But it sort of revealed itself to me.” 

After earning her undergraduate degree, Iverson spent time working with the American Heart Association before returning to campus life as a residence hall director. That role sparked what would become a long and fulfilling career in student affairs. Over the next 15 years, she advanced through a series of administrative positions—from Assistant Director of Housing to Associate Dean—across several institutions in Virginia, Massachusetts, and Maine. 

While at the University of Maine, Iverson began her doctoral studies, assuming she’d continue her path in senior administration. However, the joy she found in teaching and research inspired a pivot. “I decided to take the fork in the road to be a faculty member in higher ed preparation programs,” she said. That decision led her to Kent State University, where she taught in the Higher Education graduate and doctoral programs for a decade. 

In 2016, the next chapter of her story began at ���ϳԹ���. Drawn by the opportunity to help launch the new higher education pathway within the Doctoral Program in Educational Leadership, Iverson brought her years of experience and her passion for preparing thoughtful, empathetic leaders to the region and beyond. By 2017, ���ϳԹ��� had welcomed its first two doctoral cohorts under her guidance. A year later (in 2018), Iverson assumed the role of Program Director, and later, Department Chair—overseeing all graduate and doctoral programs in educational leadership. 

Under her direction, the program has flourished. What began in 2010 as a single doctoral cohort serving PK12 leaders in the region has evolved into three distinct pathways, with growing enrollment and a strong sense of community, serving leaders across the U.S. and beyond. “We had 38 graduates last year,” Iverson said proudly. “We strive to continue to support students in the same personalized way, even as that growth has unfolded.” 

Iverson attributes much of the program’s success to its intentionality, adaptability, and most importantly, its human-centered approach. “We are a program that leads with empathy,” she emphasized. “We understand people’s complicated, personal, scholarly, and professional lives—and we make that understanding central to how we teach and advise.”

That empathy is especially critical as educational leaders navigate the rapidly changing landscape of higher education. From the lingering effects of the pandemic to the rise of generative AI, Iverson and her team are constantly reflecting on how to keep ���ϳԹ���’s curriculum current and meaningful. “It’s on the front of my mind all the time,” she noted. “We’re celebrating 15 years and consistently engage in reflective practice to make sure what happens in our courses is relevant to today’s challenges.” 

Still, amid change, Iverson remains grounded in what she loves most—teaching, advising, and watching her students grow. 

“That’s where my heart is,” she said. “I apparently do a good job in leadership and program coordination, but working with students is where I feel my rewards.”

For aspiring leaders considering a doctorate in educational leadership, Iverson’s advice is both practical and heartfelt. “It’s a stamina test,” she said with a laugh. “You’ve got to really want to do it—not just for promotion or economic gain, but because it’s personally meaningful to you. It’s an investment in yourself.”

She also encourages students to embrace the cohort model, build relationships, and have fun along the way. “Opportunities start to open up when you’re in this space. You’re viewed differently once you become a doctoral student—and the ���ϳԹ��� network is incredibly powerful.” 

Beyond her academic life, Iverson is as down-to-earth as she is accomplished. A proud New England native who grew up on a dairy farm, she loves animals, nature, and the outdoors. She’s more of a cat person—but shares her home with Mauri, a large and lovable Alaskan malamute-pitbull-St. Bernard mix. When she’s not working, you might find her at a brewery, listening to 70s rock, or out dancing. Her favorite food? “Pizza,” she said without hesitation. “And ice cream—definitely ice cream.” 

From winning a cow milking contest as a child to kissing the Blarney Stone in college, Iverson’s journey has been as rich and full of heart as the students she inspires. Her story is a testament to the power of empathy, adaptability, and passion in leadership—and a reminder that the best leaders are those who never stop learning.

Written by Victoria R. DeLucia 

The Doctoral Program in Educational Leadership is designed for practicing and prospective leaders and experienced educators in P-12 and higher education, serving schools, districts, private and independent schools, charter schools, colleges, universities, community organizations, and entrepreneurial endeavors. The Doctoral Program in Educational Leadership consists of 3 pathways and adopts a cohort model enabling students to be part of a dynamic and cohesive community of learners during the EdD program.

Currently enrolled students and doctoral alumni are highly accomplished scholar-practitioners who appreciate and have benefited from the value of having a terminal degree in the field of education.

Celebrating Excellence since 2010

About ���ϳԹ���:

���ϳԹ��� is a private liberal arts institution dedicated to academic excellence, purposeful education, and social responsibility. For three years in a row, “U.S. News and World Report” has ranked ���ϳԹ��� the number one private, non-profit institution in New York among Top Performers of Social Mobility in Regional Universities North. 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 primarily residential and diverse student body. The university serves more than 1,300 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 more than 70 graduate and certificate programs. Extracurricular offerings include more than 45 clubs and activities and 24 NCAA Division III teams.

Meet Dr. Shelley Wepner, Professor and Coordinator for the Signature and Higher Education Pathways  

When Dr. Shelley Wepner first stepped into leadership roles as a young student, she didn’t yet know that those early moments—organizing peers, guiding groups, and naturally stepping into the presidency of a local organization she joined—were the first steps toward a lifelong career in educational leadership. What began as instinct quickly evolved into purpose, ultimately bringing her to ���ϳԹ���, where she now serves as Professor, Coordinator for the Signature and Higher Education Pathways, and Dean Emeritus of the School of Education. 

Wepner’s path was anything but linear. After a successful teaching and administrative career in K–12 leadership, she made the leap to higher education for a deeply personal reason: flexibility. As the mother of young twin girls, she sought a profession that would allow her to balance her growing academic ambitions with the demands of raising a family. “The job was just as hard,” she laughed, “but at least I could be available for them and take my paperwork wherever I needed to go.” 

What followed was a steady rise through higher education administration—some of it planned, much of it unexpected. Pushed into a department chair role just after returning from sabbatical, Wepner discovered not only that she could lead, but that she enjoyed it. She later worked closely with her dean, took on roles involving field placement and program development, and found joy in helping others succeed. Those experiences eventually inspired her to pursue the deanship she once never imagined wanting. 

“One of the happiest days of my life,” she recalled, “was when I was offered the job at ���ϳԹ���.” The memory is vivid: she was in California with her family when she received the call. A month later, she had uprooted her life to begin what would become one of her most meaningful professional chapters.

For Wepner, leadership has never been about following a specific theory or framework—it has always been about people. 

“I didn’t set out to be an administrator,” she shared. “But I realized that leadership is really about helping others thrive. It’s about building a community that works together, respects one another, and is motivated to do their best.”

That philosophy has shaped her work with the doctoral program at ���ϳԹ���, where she has witnessed firsthand the extraordinary labor, dedication, and mentorship required to guide students from an initial research idea to a completed dissertation. She speaks with deep admiration for the faculty who support each scholar through what she considers “a very different journey” than any other degree. 

“I wish more people understood the level of commitment it takes,” she said. “The faculty work so hard to help each student succeed. It’s remarkable.”

Beyond ���ϳԹ���, Wepner has watched the broader landscape of education shift—sometimes dramatically. Federal policies continue to impact both K–12 and higher education, requiring institutions to adapt to changing expectations, regulations, and funding realities. To her, this is not a new challenge but an enduring one. “The federal government has always created new rules and regulations,” she noted. “We just have to figure out how to weather whatever storm comes our way.” 

Looking forward, Wepner sees opportunity in growth and refinement. She envisions a future possibility of a special education pathway in the doctoral program and advocates strongly for increased funding to support faculty, who currently carry heavy dissertation advising loads. Above all, she hopes the University will continue to recognize the uniqueness of its doctoral culture—one defined by high completion rates, deep relationships, and an approach to curriculum that builds student confidence step by step. 

“The cohort model, the high-touch mentoring, the scaffolding of coursework—these are things that truly set us apart,” she said. “Our students form bonds that last a lifetime. It really is like a family.” 

The program’s success, she believes, lies in its humanity. Students choose their topics, select their chairs, and move through a process that honors their interests and professional goals. The faculty, in turn, support each other with the same generosity and collaboration they extend to their students. 

To emerging leaders contemplating a doctoral degree, Wepner’s message is simple and emphatic: 

“Do it. Figure out how to get it, and do it now. You can always lose a job, but no one can ever take that degree away from you.” 

Her advice reflects decades of lived experience—from her early days leading student clubs to her years as dean, professor, mentor, and guide. It is advice shaped by resilience, empathy, and a belief in the transformative power of education. 

And behind the titles and accomplishments lies a vibrant, energetic person with passions that keep her grounded—especially her love of exercise. A self-described “addict,” she works out seven days a week on one of her three machines or lifting weights. She loves a good Philly cheesesteak from South Philadelphia, cherishes time with her twin daughters (now 45), grandchildren and sons-in-law, and brings the same discipline to her personal life that she has brought to every professional chapter.

Written by Victoria R. DeLucia

The Doctoral Program in Educational Leadership is designed for practicing and prospective leaders and experienced educators in P-12 and higher education, serving schools, districts, private and independent schools, charter schools, colleges, universities, community organizations, and entrepreneurial endeavors. The Doctoral Program in Educational Leadership consists of 3 pathways and adopts a cohort model enabling students to be part of a dynamic and cohesive community of learners during the EdD program.

Currently enrolled students and doctoral alumni are highly accomplished scholar-practitioners who appreciate and have benefited from the value of having a terminal degree in the field of education.

Celebrating Excellence since 2010

About ���ϳԹ���:

���ϳԹ��� is a private liberal arts institution dedicated to academic excellence, purposeful education, and social responsibility. For three years in a row, “U.S. News and World Report” has ranked ���ϳԹ��� the number one private, non-profit institution in New York among Top Performers of Social Mobility in Regional Universities North. 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 primarily residential and diverse student body. The university serves more than 1,300 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 more than 70 graduate and certificate programs. Extracurricular offerings include more than 45 clubs and activities and 24 NCAA Division III teams. 

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

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