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 91Ö±²¥ 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. 91Ö±²¥ 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 91Ö±²¥ 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 91Ö±²¥, 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 91Ö±²¥, 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 91Ö±²¥, 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 91Ö±²¥, 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 91Ö±²¥, 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 91Ö±²¥, 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 Erin Kaplan who on Friday, May 16, 2025, successfully defended her dissertation proposal. The title of Erin’s dissertation is: "THE STUDENT CONDUCT EXPERIENCE AND SENSE OF BELONGING ON COLLEGE CAMPUSES."

This qualitive study will explore the connection between student conduct practices and sense of belonging within higher education institutions. In the 21st century, student conduct practitioners are responsible for managing a broad scope of incidents both on and off campus. In addition to a wider scope, the goals of the process have expanded from solely adjudicating behavioral issues to assisting students with a variety of other needs. Whereas student conduct practice once narrowly focused on punitive responses to student misbehavior, in the 21st century, the process focuses on relationship building, repairing and preventing future harm, restorative outcomes, retention, and a connection to institutional resources.

DISSERTATION COMMITTEE CHAIR:  
Dr. Peter Troiano 

DISSERTATION COMMITTEE MEMBERS:  
Dr. Emily Creamer
Dr. Valerie Glassman

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 91Ö±²¥, 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 Jerry Griffin who on Tuesday, May 13, 2025, successfully defended his dissertation proposal. The title of Jerry’s dissertation is: "THE LEADERSHIP JOURNEY: EXPLORING THE EARLY YEARS OF RURAL SUPERINTENDENTS."

The purpose of this qualitative study, guided by Constructivist Grounded Theory (CGT), is to explore the diverse experiences of rural New York Public School superintendents during their first five years in the role. This study seeks to examine the challenges they encounter, the strategies they employ, and the factors influencing their adaptation and leadership transition. Given the inductive nature of CGT, this study does not begin with a predetermined theoretical framework; instead, it aims to develop insights grounded in the perspectives of the lived experiences of these rural superintendents.

Dissertation Committee Chair:  
Dr. Peter Troiano

Dissertation Committee Members:   
Dr. Shelley Wepner
Dr. Roger Catania

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 91Ö±²¥, 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 91Ö±²¥, 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 Jennifer McCarthy Templeton who on Thursday, May 15, 2025, successfully defended her dissertation proposal. The title of Jennifer’s dissertation is "COLLEGIATE ATHLETIC DIRECTOR LEADERSHIP ROLES AND RESPONSIBILTIES: A QUALITATIVE STUDY DURING TURBULENT TIMES."

Athletic directors continue to experience "turbulent times" due to the internal and external factors of college sports, ranging from the COVID-19 pandemic which created unprecedented challenges, such as lost revenue, staff attrition and schedule disruption; and current socio-political challenges, such as transgender participation debates. Additionally, with recent changes in name, image, and likeness rules, as well as student-athlete mental health, and BLM protests, athletic directors must navigate increasingly complex and uncertain environments. The concept of turbulence is drawn from the theoretical lens for this study, Gross’ (1998) turbulence theory. The purpose for this qualitative study is to describe how collegiate athletic directors provided leadership and executed their responsibilities during turbulent times and further seeks to describe how leaders (athletic directors) adapted to the uncertain and disruptive situations that they encountered. Semi-structured interviews will be conducted with Division 3 athletic directors to collect the leadership experiences of 15 NCAA collegiate athletic directors. Additionally, they must be in this athletic director position for over 5 years, so they can effectively answer the interview questions. The interviews will hope to explore the athletic directors' decision-making processes, communication strategies, relationship management, and crisis management techniques, among other leadership aspects. This study will give a voice to athletic directors to provide a better understanding of how they manage their leadership roles during turbulent times, which can inform future research, policy development, and practice in sports leadership.

Dissertation Committee Co-Chairs:
Dr. Yiping Wan
Dr. Susan V. Iverson

Dissertation Committee Member: 
Dr. Kevin McGinniss

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 91Ö±²¥, 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