As the works are placed in relation to one another, they begin to respond to, challenge, and speak to one another.

"Triple Threat" at Berger Art Gallery

The Division of Arts & Humanities is presenting “The Triple Threat: Painting, Sculpture, Printmaking” at the Arthur M. Berger Art Gallery. This exhibition features Manhattanville faculty members Alka Mukerji, Ph.D., Randy Williams, and Chris Manning ’25, who are exhibiting their work collectively.

Alka Mukerji, Professor in the Studio Art Department and Director of the Arthur M. Berger Art Gallery, discusses the significance of artistic collaboration: “As I curated the exhibition, it was fascinating to see the work of Professor Randy Williams and Professor Christopher Manning alongside my own. Placing the artworks next to one another created an entirely new conversation, allowing each piece to respond to the other artworks in unexpected ways. In a space shared by three artists, a conversation begins—not only between the artists and their works, but between the artwork and the space that surrounds it. A tension emerges between each piece and its environment, creating movement and inviting the viewer to experience the exhibition as something fluid and evolving.”

Randy Williams, also a longstanding faculty member at Â鶹ֱ²¥ and Professor of Studio Art and Art Education, has served as an instructor and educational consultant for the Metropolitan Museum of Art. He reflects on the importance of group exhibitions: “A group exhibition attempts to take the uncompromised visions of individual artists and create a collective experience that unifies aesthetic themes. The three of us in this exhibition rely on several formal elements; the most important are observation, personal history, and objective research. My artwork in this exhibition has a dual focus. The works on paper highlight my lifelong love of music, especially jazz.  As a child, jazz was my first introduction to the arts; it continues to inspire my creative process. These abstract images are not an imitation of jazz, but rather a form of jazz visualization. I create the collage/drawing as if I were performing music. The second body of work in the exhibition, Book-Construction, is a commentary on current events and American history. The Book-Construction often illustrates a history that is overlooked or misrepresented. I use books in this work because the power of reading transformed my life as a young man.”

Visitors to the exhibition will recognize the strong sense of community fostered within the Arthur M. Berger Art Gallery. Chris Manning emphasizes the harmonious qualities of the collaborative work: “Group exhibitions are always funny things. Works by different artists, from different backgrounds and experiences, share a space, thus communicating aesthetically or conceptually. Techniques or processes may be similar or completely different. Works might be massive or others just many in number. Sometimes it works, other times it most certainly does not. Both harmony and the clash lend interesting results; neither is correct. But regardless, what develops is a conversation that is not heard but seen and felt. This conversation has been happening for many years and is important to me personally. As a proud Class of 2005 MVille alumni and now adjunct professor for over a decade, the chance to show with my professors, mentors, now colleagues, and most importantly friends is an amazing opportunity to show that dialogue.”

“The Triple Threat: Painting, Sculpture, Printmaking” is on view at the Arthur M. Berger Art Gallery through October 31. A fall reception is scheduled for September 16.

Congratulations to Erica Naughton, who on Monday, August 3, 2026, successfully defended her dissertation. 

The title of Erica's dissertation is, "STORIES OF STRENGTH: BLACK WOMEN PRINCIPALS LEADING IN RACIALLY MINORITIZED SCHOOL COMMUNITIES."

The abstract of this study follows:

Overview of Problem: Tenured Black female administrators who lead in marginalized communities are often identified as “clean-up women,” by improving instructional outcomes for underserved students (Peters, 2011). These women often face challenges such as limited resources, intergenerational trauma, and low student achievement data (Tillman, 2008). Bailes and Guthery (2020) found that women and people of color experience delays in attaining the principalship and/or being promoted from assistant principal. Despite these challenges, Black female administrators have experienced professional success in marginalized communities.

Research Purpose: The purpose of this critical qualitative inquiry was to amplify the stories of tenured Black Women school principals who have served as leaders for 4+ years in marginalized communities. Drawing upon Collins’ theory of othermothering, comprised of ethics of care, institutional guardianship, and cultural advancement, this study seeks to make visible how these principals’ persistence in and commitment to marginalized communities offer a counternarrative to the dominant deficit framing.

Research Design: Critical qualitative inquiry

Sample: Black (anyone who is within the African diaspora) women principals with 4+ years of experience leading (School Building Leadership or equivalent) in marginalized K-12 school communities in the contiguous 48 United States.

Data Collection and Analysis: Data will be collected through a semi-structured interview with questions aligned with each research question and theory, along with additional probes when necessary. Each 60 to 90-minute interview will be conducted, transcribed, and recorded via Zoom. I followed Yin’s (2016) Five-Phased Cycle of data analysis, which consists of compiling, disassembling, reassembling, interpreting, and drawing conclusions. Compiling the data occurred as I transcribed and member checked the data.

Findings/Results: Although the social context differs, the need for Black women to use motherhood as an institution has been continued as a way of knowing practiced by these participants concluding that Othermothering is a leadership practice enacted by these Black women principals.

Conclusions/Implications: The leadership profile for longevity in a racially minoritized community must lead with empathy, foster relationships that matter. Therefore, human resource departments must screen for these characteristics. Finally, support for principals must be consistent, and financial obstacles must be addressed with equity.

Dissertation Chair: 
Dr. Susan V. Iverson

Dissertation Committee:
Dr. Nicole Joseph
Dr. Sagrario Rudecindo-O'Neill

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Congratulations to Garrette Carson Sutherland, who on Wednesday, July 29, 2026, successfully defended his dissertation.

The title of Garrette's dissertation is, "LEADERSHIP ACROSS WORLDS: AN INTERPRETIVE INQUIRY INTO URBAN AND RURAL PRIMARY SCHOOL PRINCIPALSHIP IN BELIZE THROUGH A TRANSFORMATIVE LENS."

The abstract of this study follows:

Overview of Problem: Belize continues to pursue equity and quality in education; however, school leadership differs across urban and rural communities. Although principals operate under the same national policies, they lead within uneven conditions related to staffing, technology, resources, and multigrade teaching. Leadership preparation and support systems do not always account for these differences, leaving limited empirical understanding of how principals enact leadership across contexts.

Research Purpose: Guided by Transformational Leadership Theory, this study explored how Belizean primary school principals conceptualized and enacted leadership in urban and rural settings and how context shaped their challenges, relationships, decisions, and improvement practices.

Research Design: An interpretive qualitative design examined principals’ lived experiences and meaning-making through the lens of transformational leadership.

Sample: The sample consisted of 16 principals – eight urban and eight rural – from Belize’s six districts. Participants were selected through purposive maximum-variation sampling and had at least three years of principalship experience.

Data Collection and Analysis: Data were collected through semi-structured interviews, a demographic form, and a reflexive journal. Interviews were transcribed verbatim, anonymized, and organized in Delve. Analysis followed Yin’s five-phase cycle of qualitative data analysis. In Vivo Coding preserved participants’ language, after which related codes were organized into broader categories and themes. The Four I’s of transformational leadership served as sensitizing concepts, helping to examine the emergent themes. Cross-participant comparisons were conducted to examine similarities and differences between urban and rural principals’ experiences.

Findings/Results: Six themes emerged: collaborative, human-centered leadership; teacher development and support; community and parent partnerships; vision-driven improvement; contextual constraints and adaptation; and service, humility, resilience, and moral responsibility. Urban principals described pressures associated with larger schools, administrative demands, visibility, and parent expectations. Rural principals more often described teaching-principal responsibilities, multigrade realities, limited infrastructure, geographic isolation, and dependence on community support. Across contexts, principals emphasized relationships, shared responsibility, teacher support, vision, service, and resourcefulness.

Conclusions/Implications: Transformational leadership highlighted principals’ vision, motivation, modeling, and individualized support but did not fully capture the service-oriented and context-dependent dimensions of their work. The findings support context-responsive principal preparation, mentorship, community engagement, adaptive problem-solving, and well-being supports for urban and rural realities.

Dissertation Chair: 
Dr. Shelley B. Wepner

Dissertation Committee Members:
Dr. Yiping Wan
Dr. Lynn Allen

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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.  

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

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Congratulations to Gelaine R. Williams, who on Wednesday, July 29, 20226 successfully defended her dissertation.

The title of Gelaine's dissertation is, "COMMUNITY COLLEGE CAREER CENTER PRACTITIONERS' INTERPRETATION OF THE NACE CAREER READINESS COMPETENCIES: AN INTERPRETIVE INQUIRY."

The abstract of this study follows:

Overview of Problem: The public and political discourse regarding whether college graduates are career ready has heightened the accountability pressures for higher educational institutions. Scholars have investigated this career readiness phenomenon at four-year colleges with limited focus on the community college. Therefore, this study examined the career readiness dilemma from the perspective of community college career practitioners.

Research Purpose: The purpose of this study was to describe how career center practitioners at community colleges interpret the National Association of Colleges and Employers (NACE) Career Readiness Competencies for their student career preparation work.

Research Design: An interpretive qualitative study was utilized to explore perspectives of Career Center practitioners at community colleges using the theoretical lens of Kolb’s Experiential Learning Theory.

Sample: The research sample consisted of 12 career center practitioners from across the United States who had preferably served in their current leadership role as Director, Coordinator or Manager, Assistant/Associate Director, Assistant Coordinator or a related title for at least three years.

Data Collection and Analysis: Data was collected through semi-structured, one-on-one, 60-90 minute participant interviews. Analysis was done using Yin’s (2016) five-phased cycle of data analysis to guide examination of interview transcripts. The interviews explored career practitioners’ perspectives regarding the NACE Career Readiness Competencies Framework in design and delivery of student career readiness programming. Inquiries were also made about how practitioners translated and applied this concept to their work. This led to the emergence of four themes: 1) Resources Matter: “Funding Limits Us”, 2) Collaborations Matter: “Everybody is a Partner”, 3) Reflection Matters: “Reflect on What’s Happening”, and 4) Students Matter: “Invested in Serving Students”.

Findings/Results: This study found that Career Practitioners at community colleges facilitate career readiness work through collaborative efforts with faculty as the essential partners needed to embed competencies into curriculum, reflection is inevitable, and despite limited resources practitioners are invested in holistically serving students.

Conclusions/Implications: Future research should consider faculty perspectives, alumni perspectives, and multiple stakeholder perspectives including employers with critical support of community college leadership making career readiness an institutional priority through their strategic plan.

Dissertation Committee Chair:
Dr. Susan V. Iverson

Dissertation Committee Members:
Dr. Robert Mangione
Dr. Gwendolyn Roundtree Evans

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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.  

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

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Congratulations to Ingrid Kalemi, who on Thursday, July 23, 2026, successfully defended her dissertation proposal. 

The title of Ingrid's dissertation is, "RETHINKING SUCCESS IN INTRODUCTORY CHEMISTRY: COMMUNITY COLLEGE STUDENTS' PERSPECTIVES AND EXPERIENCES."

The abstract of this study follows:

Overview of Problem: Community colleges serve as a primary entry point into higher education for millions of students, with introductory chemistry functioning as a critical gateway course that shapes persistence in STEM and health-related pathways. Despite its importance, success in introductory chemistry is primarily defined through institutional metrics such as grades, exam performance, and course completion. These measures fail to capture how students experience learning, navigate contextual challenges, and interpret their own success.

Research Purpose: The purpose of this qualitative study is to understand how community college students who have successfully completed introductory chemistry interpret their experiences of success and the academic, curricular, and contextual conditions that shaped those experiences. Guided by Yosso's (2005) Community Cultural Wealth framework, the study examines success through an asset-based lens that recognizes the cultural strengths and resources students draw upon while navigating a gateway STEM course.

Research Design: interpretive methodology with qualitative methods

Sample: Fifteen students currently enrolled in public two-year community colleges in the United States who have completed a credit-bearing introductory chemistry course and are pursuing a STEM or health-related major.

Data Collection: One 60-minute semi-structured interview conducted via Zoom with each participant.

Dissertation Committee Chair:
Dr. Susan V. Iverson

Dissertation Committee Members:
Dr. Darlene D. Gandolfi
Dr. Holly Craider

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 Manhattanville, 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 Herman Scriven, who on Tuesday July 21, 2026, successfully defended his dissertation. 

The title of Herman's dissertation is, "EXPLORING FOOTBALL COACHES’ PERCEPTIONS OF SUPPORTING THE ACADEMIC SUCCESS OF AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS." 

The abstract of this study follows:

Overview of Problem: African American high school football players often encounter systemic barriers that impede their academic success, including limited access to educational resources, cultural biases within school environments, and an overwhelming focus on athletics. These challenges can lead to significant disparities in academic achievement, impacting long-term opportunities for these student-athletes. Coaches, as pivotal figures in their lives, have the potential to influence both their academic and athletic journeys.

Research Purpose: The purpose of this study was to examine high school football coaches’ perceptions of academic support programs to identify strengths, limitations, and opportunities for improvement. for African American football players. The study was guided by the ARCS model of motivation, which provides a framework for understanding how academic support strategies impact student engagement and success.

Research Design: This study employed an interpretive qualitative research design informed by the ARCS model of motivation.

Sample: Ten high school football coaches (9 African American and 1 Caucasian) from the West Coast of Florida participated in the study.

Data Collection and Analysis: Data were collected through semi-structured interviews, a demographic survey, document analysis, and a researcher’s journal. Data were analyzed through descriptive and thematic analysis.

Findings/Results: Five core themes emerged: (1) Coaching as Mentorship / Mission (2) The Inadequacy of Current Academic Policies (3) Integrating Academic Responsibilities with Athletic Life (4) Structured Support Systems and the Architecture of Care and (5) Equity, Resource Disparities, and Community Pressures. These themes revealed that coaches are committed to the academic success of their players but face significant obstacles, including insufficient resources and a school culture that prioritizes athletics over academics.

Conclusions/Implications: The findings underscored the need for educational institutions to foster a culture that values both academic and athletic responsibilities equally. Recommendations included formal mentorship initiatives and collaborative relationships among stakeholders to create more supportive environments for African American student-athletes.

Dissertation Committee Chair:
Dr. Shelley B. Wepner

Dissertation Committee Members:
Dr. Peter F. Troiano
Dr. James Brown

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 Manhattanville, 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 Margaret Van Cott-Groninger who on Tuesday, July 21, 2026, successfully defended her dissertation proposal.

The title of Margaret's dissertation is, "STRONGER TOGETHER: THE ROLE OF PROFESSIONAL NETWORKS IN SUPPORTING SECONDARY PRINCIPALS THROUGH TODAY'S TURBULENT TIMES."

The abstract of this study follows:

Overview of Problem: Secondary principals today lead amid increasing sociopolitical pressures, accelerating technology, curriculum challenges, and a declining public trust in schools. These conditions require principals to rely on professional relationships, yet little is known about how they access and mobilize their professional networks to obtain the support, information, and resources they need to lead effectively and sustain themselves during periods of turbulence.

Research Purpose: The purpose of this qualitative study is to explore how secondary public school principals in New York State access and mobilize formal and informal professional networks to navigate turbulence, using the theoretical lens of Nan Lin’s social capital theory.

Research Design: This study uses a qualitative descriptive design to collect rich, practice-based descriptions of how secondary principals access their professional networks, applying Lin’s social capital framework as an interpretive lens to identify patterns across participants’ accounts.

Sample: A purposive sample of secondary school principals from New York State public schools will be selected based on their firsthand experience leading grades 6-12 schools for a minimum of three years.

Data Collection: Data will be collected through semi-structured interviews with 12-15 secondary public school principals in New York State, using an interview protocol designed to elicit rich descriptions of participants’ network access and mobilization.

DISSERTATION COMMITTEE CHAIR:  
Dr. Joanne Marien

DISSERTATION COMMITTEE MEMBERS:  
Dr. Martin Fitzgerald
Dr. Lauren Allen 

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 Manhattanville, 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 Anibal Soler, Jr., who on July 16, 2026, successfully defended his dissertation.

The title of Anibal’s dissertation is, “THE ROLE OF SCHOOL SUPERINTENDENTS IN IMPROVING GRADUATION RATES IN NEW YORK SCHOOL DISTRICTS.”

The abstract of this study follows:

Overview of Problem: Despite ongoing reform efforts, significant graduation disparities persist across New York State. Limited research has examined how superintendents lead districtwide graduation improvement efforts while navigating policy reforms, accountability systems, and local implementation challenges.

Research Purpose: The purpose of this qualitative interpretive study was to examine how New York State superintendents lead graduation improvement through dropout prevention, credit recovery, and alternative pathways to graduation. Guided by Institutional Theory, the study explored leadership practices and decision-making processes used to improve student outcomes.

Research Design: A qualitative interpretive design was employed. Data were collected through semi-structured interviews and document analysis to examine how institutional pressures influence superintendent leadership and graduation improvement efforts.

Sample: The study included 19 New York State public school superintendents representing districts with enrollments exceeding 2,000 students.

Data Collection and Analysis: Data consisted of interview transcripts, strategic plans, and DCIPs. Analysis utilized open, axial, and selective coding, the constant comparative method, memoing, and peer debriefing.

Findings/Results: Six themes emerged: (1) graduation as a systemwide commitment, (2) instructional leadership, (3) flexible pathways, (4) data-driven decision making, (5) policy-practice navigation, and (6) organizational adaptation. Findings highlighted the importance of leadership, equity, innovation, and strategic decision making in improving graduation outcomes.

Conclusions/Implications: The study concluded that superintendent leadership is central to improving graduation outcomes through coherent systems, data-informed interventions, and flexible student pathways. Findings have implications for educational policy, superintendent preparation, and district leadership practice.

Dissertation Committee Chair:
Dr. Kenneth Mitchell

Dissertation Committee Members:
Dr. Joanne Marien
Dr. Betty A. Rosa

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 Manhattanville, 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 Amber O’Rayeh who on Wednesday, July 14, 2026, successfully defended her dissertation proposal. 

The title of Amber’s dissertation is, ‘INSTITUTIONAL COMMUNICATION AND YOUTH TRANSITIONS: A SOCIAL SYSTEMS STUDY OF JUSTICE-INVOLVED YOUTH REENTRY TO PUBLIC EDUCATION.”

The abstract of this study follows:

Overview of Problem: The problem to be addressed in this study is that students returning from juvenile justice system facilities to the public education system often experience fragmented and inconsistent reentry processes due to limited communication and coordination between institutional systems. These breakdowns contribute to disrupted educational continuity and increase the likelihood of school disengagement and dropout (Carter, 2018; Beebe & Rynders, 2019).

Research Purpose: The purpose of this interpretive qualitative study is to uncover the perceptions of educators regarding the collaborative efforts between the juvenile justice system (JJS) and the public-education system (PES) and their effect on justice-involved youths’ reintegration back into the PES. This study will focus specifically on the educators’ insights into the collective responsibility of the JJS and the PES, seeking to reveal how institutional polices, practices, communication, coordination, and systemic barriers can impact reintegration success for justice-involved youth.

Research Design: An interpretive qualitative design, informed by Social Systems Theory

Sample: Approximately 10–12 educators from three rural Nevada districts and JJS educational settings

Data Collection: Semi-structured interviews and document analysis

 Dissertation Committee Chair:
 Dr. Kenneth Mitchell

Dissertation Committee Members:
Dr. Peter Troiano
Dr. Richard Hyland

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 Manhattanville, 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 Alyssa Heller who on June 25, 2026, successfully defended her dissertation. 

The title of Alyssa’s dissertation is, “NAVIGATING CHALLENGES TO ACHIEVING EQUITABLE GRADING: AN INTERPRETATIVE QUALITATIVE STUDY OF SPECIAL EDUCATION TEACHERS IN SUBURBAN MIDDLE SCHOOL.”

The abstract of this study follows:

Overview of the Problem: Although federal initiatives such as the Every Student Succeeds Act (ESSA) and guidance from the Office of Special Education Programs (OSEP) promote educational equity, grading practices for students with disabilities (SWDs) remain inconsistent and often inequitable. Traditional systems emphasize compliance and performance over individual growth, disadvantaging SWDs and misrepresenting their learning. Special education teachers (SETs) often interpret grading policies independently, striking a balance between fairness, accountability, and inclusion in their classrooms.

Research Purpose: This interpretive qualitative study aimed to understand how SETs navigate the challenges of achieving equitable grading practices for SWDs in middle school inclusive classrooms. 

Research Design: Drawing upon Weick's (1995) sensemaking theory, this study explored how SETs interpreted grading practices and applied that understanding to their grading decisions. 

Sample: Criterion-based sampling included 19 SETs from suburban middle schools in New Jersey and New York with valid teaching licenses, master’s degrees, and coteaching experience in inclusive classrooms. 

Data Collection and Analysis: Data were collected through semi-structured interviews and district grading policy documents and analyzed through an inductive, iterative process that generated three themes. 

Findings/Results: SETs balanced institutional expectations for grading consistency with individualized student needs, relying on professional judgment due to limited policy guidance. District policies provided minimal direction for inclusive grading, requiring independent interpretation. Although coteaching influenced decisions, participants reported no targeted professional development. SETs adapted assessments, emphasized student growth, and navigated inconsistent reassessment practices across settings. 

Conclusions/Implications: Grading equity for SWDs cannot rest solely on SETs. Variability in practice reflected unclear policies, inconsistent coteaching structures, and a lack of professional development. SETs continuously navigated competing expectations while prioritizing student needs, underscoring the sensemaking demands of inclusive practice. Systemic support is needed through clearer policies and joint professional development. 

Dissertation Committee Chair:   
Dr. Kenneth Mitchell

Dissertation Committee Members: 
Dr. Martin Fitzgerald
Dr. Lynn Allen

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 Manhattanville, 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