Dr. Robert Zegarelli recalls the 91ֱ�� 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 91ֱ�� 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 91ֱ��’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 91ֱ�� 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 91ֱ��, 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

MENTAL HEALTH AWARENESS

Mental Health Awareness does not solely demand our attention in May - the designated month for awareness - but requires mindfulness and intentionality all 12 months of the year. As educators and educational leaders, we must create spaces for students (and ourselves) to reflect and tell our stories. All educational personnel - from academic advisors to social workers, from deans of students to human resource directors - must strive to establish safe and brave spaces where conversations about mental health can occur.

In this feature, we showcase important doctoral research, featuring achievements of a few of the 91ֱ�� doctoral program scholars. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.

Mental Health Awareness highlights the importance of the well being for all people. Research has shown that stress, anxiety, and depression are barriers in one’s academic journey. 91ֱ�� doctoral scholar-practitioners have conducted research to further understand the [at times disproportional] effects of mental health on learning, behavior, and organizational culture. 

At the heart of our monthly themed celebrations is the importance of reflecting on the needs of our students. Let us not forget about ourselves and our needs as educators, partners, mentors, parents, leaders, and doctoral students. Our work is crucial and we must take care of ourselves as well as taking care of our communities. 

Dr. Andrew J. Ecker

Andrew J. Ecker (EdD 2017) is director of the Lower Hudson Regional Partnership Center at Putnam/Northern Westchester BOCES in Yorktown Heights, NY. Dr. Ecker serves as co-president of the New York Council of Administrators of Special Education (NYCASE). Nationally, he serves on the Policy and Legislative Committee for the Council of Administrators of Special Education (CASE) and on the review board of the Journal of Special Education Leadership. Dr. Ecker is currently on special education advisory boards for 91ֱ�� and Fordham Universities. Previously, he’s served as the Hudson Valley Schools’ region leader for the Suicide Prevention Center of New York, and on numerous school and community mental health networks.

Andrew’s dissertation “INITIAL PRINCIPAL READINESS TO INTERCONNECT POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS AND SCHOOL MENTAL HEALTH: A SEQUENTIAL MULTIVARIATE EXPLORATORY ANALYSIS” explored the rapidly increasing rates of mental health issues in teenagers. Making the connection between this increase and the fact that schools are the largest provider of mental health supports was crucial in Andrew’s research. 

Dr. Ecker’s prior work includes special education school improvement roles; teacher and director at a therapeutic residential high school; adjunct graduate professor; and professional basketball player. He has authored multiple peer-reviewed journal articles on Positive Behavior Interventions and Supports (PBIS) and implementing evidence-based practices, contributed to national guidance and resources, and presented nationally on PBIS, school mental health, and special education topics.

Dr. Tenisha Neil-Robinson

Tenisha Neil-Robinson’s (EdD 2025) dissertation “A QUALITATIVE STUDY OF BURNOUT EXPERIENCES AMONG SCHOOL SOCIAL WORKERS"  brought further understanding on the challenges faced by school social workers. Drawing on Maslach’s theory of burnout, her qualitative study sought to understand the stressors that contribute to school social workers’ feelings of burnout and their perspectives on effective strategies for the reduction of those stressors. Tenisha interviewed with 17 participants from states along the east coast. Analysis of interview data revealed six themes: (a) “Running on Empty”: Physical and Exhaustion; (b) “Leaving Work at Work”: Work–Life Balance; (c) “I’m Alone, Working in a Silo”: Isolation; (d) As Long As I’m Moving, I’m Good”: Self-Care; (e) “Leveling Voices”: Therapy, Supervision, and Peer Debriefing; and (f) “They Don’t Understand”: Role Confusion. By understanding specific stressors—such as inadequate professional development and limited workplace resources—the research illuminated critical areas for intervention, including systemic support.

Dr. Patrick I. Sullivan

Patrick Sullivan (EdD 2019) has served as superintendent at Liberty Central School District since July 2021. He began his time at Liberty in 2016 as assistant director of student services, and in 2018 became assistant principal of Liberty Middle School. He was named assistant superintendent in July 2019. During his time at Liberty, Dr. Sullivan implemented several initiatives to improve educational and emotional supports as well as safety and security.

Dr. Sullivan’s qualitative dissertation, “THE RELATIONSHIP BETWEEN TEACHER ATTITUDES TOWARDS SOCIAL AND EMOTIONAL LEARNING AND ACADEMIC ACHIEVEMENT: A PATH ANALYSIS MODEL” investigated whether teacher’s attitude towards SEL practices influences student academic achievement.  

Dr. Jessica B. MaricevicJessica Maricevic (EdD 2022), from 2005 to the present, has taught and created curriculum infused with opportunities for secondary students to cultivate empathy, advocacy, and social responsibility. Always mindful of the social-emotional needs of adolescent learners, Jessica advocates for the integration of therapy dogs in secondary settings. Jessica’s love for dogs inspired her qualitative study, “THERAPY DOGS IN SECONDARY SCHOOLS: IMPLEMENTATION PROCESSES & RELATIONSHIPS TO STUDENTS' SOCIAL-EMOTIONAL COMPETENCIES,” the findings from which inform the programmatic integration of animal-assisted therapies, like the inclusion of therapy dogs, in public and private settings.

Dr. Brandon Beck (EdD 2017), who served as a member of Jessica’s dissertation committee, has collaborated with Jessica through his work with Muttigrees and their shared passion for implementing therapy dog programs in schools.

Dr. Keith Sullivan

Keith Sullivan’s (EdD 2025) dissertation, “SPECIAL EDUCATION TEACHERS’ PERCEPTION OF SOCIAL EMOTIONAL LEARNING [SEL]” was a quantitative study, the findings from which sought to inform school leaders on how teachers perceive SEL in order to improve special education services. Keith’s was recognized with the Mary K. Humphrey’s Special Education Award for doctoral research in 2024.

With over a decade of experience in special education, Keith has served in various roles including paraeducator, special education teacher, assistant principal, and principal. He has served as the Assistant Director of Special Education at Orange-Ulster BOCES. In this capacity, he leads initiatives such as the development of SEL curricula and is responsible for overseeing the Division of Special Education's daily operations. Beyond his professional endeavors, Keith finds joy in coaching his children's sports teams, running, attending New York Giants football games and spending quality time with his wife and two children in Westtown, NY.

Dr. Maksim Vasilevsky

Maksim Vasilevsky (EdD 2018) currently serves as the District Wide Transition Coordinator at Greenburgh North Castle Union Free School District. As the Transition Coordinator for the Kenneth B Clark Academy, he is a strategic leader and dedicated professional committed to ensuring all students, particularly those with diverse learning needs and disabilities, receive comprehensive and equitable support. His primary goal is to guide them successfully through critical transitions, whether it's advancing between educational levels or preparing for post-secondary education, employment, and independent living. 

Marksim’s  dissertation, “THE BENEFITS OF THERAPY, EMOTIONAL SUPPORT, AND SERVICE (TESS) ANIMALS IN SECONDARY EDUCATION” sought to provide findings and recommendations of the impact of therapy, emotional support, and service (TESS) animals on an educational setting. 

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 91ֱ��, 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

Congratulations to Denise Harper-Richardson who on Wednesday, June 4, 2025, successfully defended her dissertation. The title of Denise’s dissertation is, "ADVISORY AND THE MATRIX: POWER, CONNECTEDNESS, AND BLACK GIRLHOOD."

Overview of Problem: Black girls often navigate educational environments that are shaped by the intersectionality of racial and gender oppression. As illustrated in Patricia Hill Collins' Matrix of Domination, these domains—structural, disciplinary, hegemonic, and interpersonal manifest in schools through exclusionary discipline, cultural erasure, and a lack of emotional safety, leading to disengagement, chronic absenteeism, higher suspension rates, and decreased academic performance.

Research Purpose: Guided by Black Feminist Thought and the Need to Belong Theory, this study examines the impact of advisory programs on the connectedness and academic, behavioral, and social-emotional outcomes of early adolescent Black girls. It investigates five aspects of connectedness: belief, commitment and alienation, cultural affirmation, safety, and belonging.

Research Design: An embedded multi-methods case study design was utilized, with qualitative data playing a secondary role to the quantitative data.

Sample: Six schools were selected using a stratified random sampling method, including three middle schools with advisory programs and three without.  The sample comprised over 2,500 student respondents and 42 educators.

Data Collection and Analysis: Quantitative data on student performance and perceptions were obtained from a publicly available, large-scale survey administered by an urban school district and from state performance metrics. A researcher-developed Advisory Impact Questionnaire gathered both Likert-scale and narrative responses from educators. Quantitative data were analyzed using t-tests and regression models. Qualitative data were thematically coded and contextualized using the Matrix of Domination to explore how race and gender influenced students' advisory experiences.

Findings/Results: Black girls in advisory programs reported statistically significant improvements in school belonging, emotional safety, academic confidence, and engagement. Participation in advisory programs is correlated with reduced chronic absenteeism, higher attendance, and fewer suspensions. Educator responses highlighted stronger teacher-student relationships characterized by cultural validation and identity affirmation.

Conclusions/Implications: Advisory programs emphasizing culturally responsive pedagogy can disrupt inequities that often marginalize Black girls. Schools should prioritize advisory as a strategic intervention to strengthen connectedness, academic resilience, and emotional well-being.

Dissertation Committee Chair:  
Dr. Nora Broege

Dissertation Committee Members: 
Dr. Peter Troiano
Dr. Dahlia McGregor

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 91ֱ��, 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

Congratulations to Georgianna Diopoulos-Grogan who on Wednesday, June 4, 2025, successfully defended her dissertation. The title of Georgianna’s dissertation is: "THE IMPACT OF INSTRUCTIONAL PERIOD LENGTH ON STUDENT ACHIEVEMENT FOR SEVENTH- AND EIGHTH-GRADE ENGLISH LANGUAGE ARTS STUDENTS."

Overview of Problem: Middle-level educators face ongoing challenges in designing effective school schedules that enhance academic outcomes, particularly in English Language Arts (ELA). While increased instructional time is often seen as a lever for improving student achievement, the optimal length of instructional periods remains unclear and may be subject to diminishing returns.

Research Purpose: This study aimed to investigate the relationship between instructional period length and student achievement in ELA among seventh- and eighth-grade students in New York State middle schools. Framed by the economic principle of diminishing returns, the research explored how varying lengths of instructional periods impact proficiency on standardized assessments.

Research Design: A quantitative, correlational research design was employed to examine the effects of instructional time on student achievement.

Sample: The study utilized a survey of 55 middle school principals across New York State.

Data Collection and Analysis: Survey responses regarding scheduling models and instructional period lengths were matched with publicly available New York State ELA Assessment data from the New York State Report Card. Correlation and regression analyses were conducted to evaluate the relationship between instructional period length and the percentage of students achieving proficiency.

Findings/Results: The findings revealed a weak but statistically significant positive correlation between increased instructional time and student achievement, with a more notable impact at the highest proficiency level (Level 4). While proficiency rates rose incrementally with longer periods, the relationship was not strictly linear. Periods lasting 40–45 minutes were linked to higher achievement than both shorter (under 40 minutes) and extended periods (over 60 minutes). Regression analyses did not identify a specific threshold at which additional time ceased to be beneficial.

Conclusions/Implications: Instructional time does independently contribute to student achievement; however, most variation in proficiency outcomes is likely influenced by other contextual factors such as teacher quality, student engagement, socioeconomic background, and attendance. These findings highlight the need for educational leaders to make informed, data-driven scheduling decisions that balance time allocation with instructional quality. Optimizing instructional periods—alongside consideration of broader school and student factors—can lead to improved academic outcomes in middle-level ELA education.

DISSERTATION COMMITTEE CHAIR:
Dr. Nora C.R. Broege
DISSERTATION COMMITTEE MEMBERS:
Dr. Peter Troiano
Dr. Robert Feirsen

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 91ֱ��, 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

Congratulations to Terry Dade who on Monday, June 2, 2025, successfully defended his dissertation. The title of Terry’s dissertation is: "FOSTERING COLLECTIVE TEACHER EFFICACY IN HIGH-POVERTY, HIGH-ACHIEVEMENT ELEMENTARY SCHOOLS."

Closing achievement gaps, particularly the gaps related to poverty, has been a primary focus for educators and leaders for decades (Hattie & Zierer, 2018; NCES, 2023). As educators continue to grapple with mitigating the impact poverty has on student achievement, research on collective teacher efficacy continues to be a promising construct for increasing equitable achievement outcomes for all students. Collective teacher efficacy is defined as a group of teachers shared belief that they can positively impact student achievement (Goddard, Hoy, & Woolfolk Hoy, 2004). Building on existing research that has found a positive and significant relationship between the collective efficacy of a staff and the school’s achievement outcomes, this qualitative study examined the leadership actions that foster the collective efficacy of a school’s staff. The overall research question was: How do principals foster the collective efficacy of their teachers in high-poverty, high-achievement elementary schools? The study sample was 16 elementary school principals. The theoretical lens was Bandura’s (1986) social cognitive theory and Donohoo’s (2020) research on leading for collective efficacy. During the interview process, these 16 principals reflected on the leadership actions and practices that led to high-achievement in their high-poverty elementary schools, along with practices and conditions that enhance the collective efficacy of their teachers. The leadership practices which enhanced collective teacher efficacy all fell under the themes of (a) inspiring a shared vision; (b) developing trusting relationships; (c) establishing a Professional Learning Community; and (d) building teacher capacity. The study yielded recommendations for principals, principal supervisors, and leadership development programs.

DISSERTATION COMMITTEE CHAIR(S): 
Dr. Peter F. Troiano

DISSERTATION COMMITTEE MEMBER(S): 
Dr. Martin Fitzgerald
Dr. Phyllis Pajardo

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 91ֱ��, 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

Congratulations to Aaron Hanlin who on Monday, June 2, 2025, successfully defended his dissertation. The title of Aaron’s dissertation is: "STUDENT-FACULTY ENGAGEMENT AT COMMUNITY COLLEGES: A QUANTITATIVE COMPARISON OF HONORS AND NON-HONORS FACULTY."

The purpose of this quantitative study was to compare honors and non-honors community college faculty’s levels of student engagement. Using data from 3,819 faculty members based on the Community College Survey of Faculty Student Engagement (CCFSSE), the extent to which specific types and overall engagement increases amongst honors faculty is assessed. A series of regression analyses revealed that honors faculty are more likely to include student presentations in the classroom, provide feedback to students, and spend time with students on activities other than coursework even after controlling for other demographic characteristics. These findings are considered in the context of existing research and provide recommendations for practice and future research.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Nora Broege

DISSERTATION COMMITTEE MEMBER(S):
Dr. Peter Troiano
Dr. Patricia Smith

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 91ֱ��, 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

Congratulations to Melissa Solis who on Friday, May 23, 2025 successfully defended her dissertation. The title of Melissa’s dissertation is: "A STEM PREPARATION PROGRAM: EXPECTANCY BELIEFS, PERCEIVED VALUES, AND CAREER ASPIRATIONS OF BLACK AND HISPANIC UNDERGRADUATES."

In response to concern over a lack of diversity in science, technology, engineering, and mathematics (STEM), higher education institutions across New York state apply for the Collegiate Science and Technology Entry Program (CSTEP) grant through New York State Education Department (NYSED). NYSED has committed significant funding to increase access by underrepresented racially minoritized or economically disadvantaged students to STEM academic programs, health-related fields, and licensed professions. Drawing from the situated expectancy-value theory (SEVT), this cross-sequential quantitative study explored the extent to which race or ethnicity affects expectancies for success (i.e., self-efficacy) and value beliefs in STEM learning and career aspirations of Black and Hispanic CSTEP students from several colleges and universities across New York state in relation to CSTEP program at the postsecondary level. Furthermore, the study examined the associations of the perceived STEM expectancies and values, and career aspirations, sense of belonging to CSTEP, science identity, and STEM involvement. The participants were 116 upper-level STEM students at 2- and 4-year institutions. The results of the multiple linear regression analyses indicated Black and Hispanic students had lower expectancies for success and value beliefs in STEM and career aspirations than White students, and these results were insignificant, with the exception of expectancy for STEM coursework of Hispanic CSTEP students, after controlling for STEM grade point average and demographic controls, including gender, race and ethnicity, and social capital. The regression models examining the perceived STEM expectancies and values about STEM career aspirations, sense of belonging to CSTEP, science identity, and involvement in STEM-related activities revealed statistically significant results for some of the outcome variables. Although CSTEP was not differentially effective for Black and Hispanic students’ STEM motivation and career aspirations, Black and Hispanic students’ expectancy beliefs about success in CSTEP and their perceptions that CSTEP was interesting, important, and useful were particularly strong. Moreover, their mean scores on the career aspirations scale were quite strong. Implications based on the results of this study and some recommendations for future research are discussed.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Nora Broege

DISSERTATION COMMITTEE MEMBER(S):
Dr. Yiping Wan
Dr. Akane Zusho

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 91ֱ��, 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, 91ֱ�� offered working professionals, who were ABD (all but dissertation) at another institution, with an opportunity to earn their EdD by completing their dissertation at 91ֱ��. John described his 91ֱ��’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 91ֱ��. 

Dr. Falino, an experienced scholar-practitioner, shared how rewarding it is to give back to 91ֱ�� through his service on dissertation committees. As a committee member, he feels proud of the network and community that 91ֱ�� 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 91ֱ�� community and paved the way for others to follow, noting that the 91ֱ�� 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 91ֱ�� 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 91ֱ��, 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. Natalie Aleman (Higher Ed ‘19) describes 91ֱ��’s legacy as   creating “long-lasting, quality leaders.” Dr. Aleman exemplifies these qualities by continuing to be present in the educational field and using her research to support her current student body. Natalie has been in education for 15-plus years. She began in public education as an English teacher, and from there, transitioned to adjunct professor at various institutions. She enjoyed doing her work so much in higher education that attending 91ֱ��’s doctoral program in Higher education was a natural step. She has transitioned back to English teaching at an independent prep school; a change, but one she enjoys as she can use her research on first-generation college students and create a safe space for their success. 

Natalie’s parents encouraged her to continue her education, seeing it as critical to attaining the success they envisioned for her. As a first-generation student, Dr. Aleman felt that her research needed to focus on the first-generation experience.  It was not easy for Natalie, who wanted to “challenge the deficit-based narratives about first-generation students.” In her research, she moved beyond highlighting challenges and focused on students’ strengths and resilience. 

With the support of her chair members and committee chair, Dr. Mitchell, Natalie used varied methodologies, including visual artifacts (drawings). Mini-books capturing participants’ experiences were developed through complex personal and academic experiences. Her research is now supporting her student body of first-year students. Natalie is passionate about supporting first-generation students, particularly in independent and college preparatory schools.   

During her time at 91ֱ��, she was part of a supportive cohort (Team Awesome) in the higher education track. She appreciated the diverse and collaborative learning environment, which helped her complete her doctoral journey. She fondly recalls how her cohort “formed a supportive community, with regular meetings and activities that fostered a sense of family”. Dr. Aleman expresses gratitude for the support and community she found at 91ֱ��, which helped her through the challenging doctoral journey. 

When reflecting on the 15th Anniversary celebration, Dr. Aleman expresses pride in the program’s legacy and its impact on its graduates. The celebration serves as a reminder of the program’s success and the positive changes it has brought to the field of 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 91ֱ�� 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 91ֱ��, 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

Congratulations to Sergio Davila who on Friday, May 16, 2025, successfully defended his final dissertation. The title of Sergio’s dissertation is: "QUALITATIVE STUDY OF THE ENGLISH LANGUAGE ARTS REGENTS REQUIREMENT FOR NEWCOMER HISPANICS TO GRADUATE HIGH SCHOOL."

In this qualitative study, Sergio explored English as a new language (ENL) teacher’s perceptions of the equity of the English language arts (ELA) Regents exam as a graduation requirement for newcomer Hispanic English learners (NHELs) in New York State. Educational equity theory, which emphasizes fairness, inclusivity (Mu et al., 2013), and the removal of barriers that hinder success (Noguera, 2019), underpinned this research. This theory served as a lens to understand graduation requirements affecting NHELs’ ability to attain a high school diploma. Interviews with ENL teachers raised concerns about the fairness of the ELA Regents exam, its impact on the well-being and academic success of NHELs, and its effects on their graduation outcomes. Findings indicated although the ELA Regents exam aims to ensure ELA proficiency, it may not adequately meet the unique needs of NHELs, could exacerbate dropout rates, and may hinder their graduation. The findings suggest alternative assessments are essential to provide NHELs with equitable opportunities to demonstrate their knowledge. Based on these findings, Segio proposes recommendations for future research and policy revisions, including the adoption of assessment strategies that recognize linguistic and cultural challenges faced by NHELs to enhance their educational experiences and success.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Yiping Wan

DISSERTATION COMMITTEE MEMBER(S):
Dr. Kenneth Mitchell
Dr. Dulce Barker

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 91ֱ��, 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