Â鶹ֱ²¥ marked a new chapter in the transformation of the University’s baseball field into a state-of-the-art baseball and multi-sport field, holding a ceremonial groundbreaking on campus on October 21, 2026.  

Frank D. Sánchez, PhD, President of Â鶹ֱ²¥; University leadership; Board of Trustees Chair Christopher N. Lewis ’97; student-athletes; athletics staff; and local elected officials gathered on campus to mark the occasion and celebrate the future of Manhattanville Athletics. Among those in attendance were Westchester County Legislator Nancy Barr and Town and Village of Harrison Supervisor and Mayor Tom Scappaticci. 

The project will transform Manhattanville’s existing baseball field into a modern, multi-use athletic facility featuring a turf playing surface, enhanced safety improvements, expanded seating, and upgraded player amenities. Designed to support multiple sports, the facility will serve baseball, soccer, lacrosse, and field hockey while also positioning the University to introduce women’s flag football as a future varsity sport. 

“This groundbreaking represents an investment in our scholar-athletes, in the strength of our programs, and in the pride and community that athletics brings to this campus,” said Frank D. Sánchez, PhD, President of Â鶹ֱ²¥. “As Â鶹ֱ²¥ grows, we must continue to invest in the people, programs, and facilities that make the Manhattanville experience distinctive.” 

"This groundbreaking marks the beginning of something we can see taking shape before our eyes. But it also represents something larger: the shared belief in what is possible and a commitment to building a stronger future,” said Â鶹ֱ²¥ Board of Trustees Chair Christopher N. Lewis '97. 

Associate Vice President of Athletics and Recreation Julene Caulfield called the project “a significant investment in the future of our athletic programs.”  

The renovated facility will provide a high-performance environment for competition, practices, and campus events. It will also support external rentals and tournaments, creating new opportunities for community engagement while generating additional revenue for the University. 

The groundbreaking follows the completion of the project’s public review and approval process. Earlier this year, the Harrison Zoning Board approved the variance needed for the project to proceed, following Planning Board approvals that included site plan review, environmental review under the State Environmental Quality Review (SEQR) process, and a steep slopes permit. 

The new field is expected to be completed in time for the 2027 athletics season. 

Through decades of collaboration, a Manhattanville professor and alum are advancing critical research on sea turtle rehabilitation, migration, and conservation.

For Dr. Wendy McFarlane, science has always been driven by a fascination with how animals adapt, survive, and thrive in challenging environments. That curiosity has taken her from Canada to the Caribbean, from studying migrating fish to helping rehabilitate endangered sea turtles, and has shaped a career dedicated to research, teaching, and conservation.

Raised and educated in Canada, McFarlane earned a Bachelor of Science in Marine Biology and a Ph.D. in Fish Physiology before joining the faculty at Â鶹ֱ²¥ in 2004. Over the past two decades, she has introduced students to the excitement of scientific discovery through hands-on research and experiential learning. In addition to teaching undergraduate biology courses, she mentors student researchers studying a wide range of organisms, from jellyfish and spiders to marine mammals and sea turtles.

Today, the bulk of McFarlane's research is focused on endangered sea turtles, a passion that began through an unexpected opportunity on the Caribbean island of Barbuda.

Working alongside fellow Manhattanville faculty member Dr. Nancy Todd, professor of biology and chair of the environmental studies program, McFarlane helped develop a field course that immersed students in the island's unique ecosystems while launching a research program focused on Barbuda's biodiversity. Among the many species they studied were sea turtles that nest and forage in the island's coastal waters.

"Initially, I was drawn to the turtles because they were such an important part of Barbuda's ecosystem," McFarlane said. "The more I learned about them, the more interested I became in understanding the challenges they face and how science can support conservation efforts."

The experience proved transformative, not only for McFarlane's research interests but also for one of her students.

Among the students participating in Manhattanville's hands-on research opportunities was Maxine Montello '08, who designed her own major in animal behavior and quickly developed a passion for marine conservation. What began as a faculty-student mentorship evolved into a long-term professional collaboration that continues today.

After graduating from Manhattanville, Montello built a career in wildlife conservation and eventually became Executive Director of the New York Marine Rescue Center (NYMRC), New York State's primary facility for the rescue and rehabilitation of marine wildlife, including sea turtles and seals.

More than two decades after first meeting in McFarlane's classroom, professor and alum now work together to address one of the most pressing conservation challenges facing sea turtles in the Northeast.

Since 2017, McFarlane has volunteered as a visiting scientist with NYMRC, applying her expertise in marine biology and animal physiology to better understand the effects of cold-stunning, a potentially life-threatening condition that occurs when sea turtles are exposed to rapidly declining water temperatures. 

Each year, juvenile sea turtles travel north to feed in the productive waters off New York and New England. As temperatures begin to drop in autumn, they typically migrate south. Some turtles, however, remain in northern waters too long and become trapped when temperatures fall rapidly. The resulting condition can leave them weak, unable to swim or dive normally, and vulnerable to illness, injury, and stranding.

At NYMRC, rescued turtles receive extensive medical care and rehabilitation before being released back into the wild. McFarlane's research helps scientists and veterinarians better understand the physiological impacts of cold-stunning and recovery, examining how these animals respond to stress, treatment, and rehabilitation. Her background in fish physiology has provided a unique perspective on the project.

"My research has always focused on how animals respond to environmental stress," McFarlane said. "Working with the rescue center has allowed me to apply that knowledge in a way that directly contributes to the conservation and recovery of endangered species."

A particularly exciting aspect of the work involves tracking turtles after their release. McFarlane has been fortunate to participate in the ongoing satellite-tagging program for rehabilitated sea turtles that stranded on New York beaches. By equipping turtles with satellite transmitters, researchers can follow their movements, migration patterns, and survival after release.

The data provide valuable insights into whether rehabilitated turtles successfully return to normal behaviors and help conservationists improve rehabilitation and release strategies. The tracking program also offers a rare glimpse into the journeys these animals undertake after leaving the care of wildlife professionals.

From the beaches of Barbuda to the campus of Manhattanville and the shores of Long Island, McFarlane’s work demonstrates how mentorship, curiosity, and collaboration can create lasting impact, both in the classroom and far beyond it.

Congratulations to Nastacia Gayle who on Friday, October 16, 2026, successfully defended her dissertation proposal.

The title of Nastacia's dissertation is, 'BRIDGING THE GAP: EXPLORING TRANSITIONAL SUPPORTS FOR STUDENTS WITH DISABILITIES IN THEIR FIRST YEAR OF COLLEGE.

The abstract of this study follows:

Overview of Problem: Students with disabilities move from the entitlement-based protections of the Individuals with Disabilities Education Act (IDEA) in secondary school to the civil rights framework of the Americans with Disabilities Act (ADA) in postsecondary education, which requires disclosure, documentation, accommodation requests, and greater self-advocacy. Limited research explains how first-year students interpret their preparation and institutional supports or perceive their influence on adjustment.

Research Purpose: This interpretive qualitative study will describe students’ transition experiences and examine how transitional supports shape academic, social, and emotional adjustment through the second semester of their first year. Schlossberg’s Transition Theory and its 4 S System of Situation, Self, Support, and Strategies will guide interpretation.

Research Design: The study will use an interpretive qualitative design. Interview and institutional-document data will be analyzed inductively before findings are interpreted through Schlossberg’s framework.

Sample: Purposeful sampling will recruit approximately 12–15 students, age 18 or older, enrolled in the second semester of their first year at a four-year college or university, who received IDEA services in high school and currently identify as having a disability.

Data Collection: Participants will complete 60–90-minute Zoom interviews. Publicly available documents from their institutions will provide contextual information about disability-related and transitional supports.

Dissertation Committee Chair:
Shelley B. Wepner, EdD

Dissertation Committee Members: 
Peter Troiano, PhD
Dominique Phinn, DSW, LMSW, SIPI

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Congratulations to Zoraima Rosario-Rolon who on Thursday, October 15th, 2026 successfully defended her dissertation proposal. 

The title of Zoraima's dissertation is, "MATTERING IN HIGHER EDUCATION: THE ASPIRING ACADEMIC ADJUNCT FACULTY'S EXPERIENCE."

The abstract of this study follows:

Overview of Problem: Colleges and universities increasingly depend on contingent faculty; yet, adjunct instructors frequently encounter low compensation, employment insecurity, limited institutional support, and exclusion from professional and social activities. These conditions may diminish their sense of mattering, psychological well-being, professional identity, engagement, and commitment to their academic communities. Research has focused primarily on adjunct faculty’s working conditions, job satisfaction, and belonging, leaving their lived experiences of mattering comparatively underexplored.

Research Purpose: This qualitative study aims to describe how aspiring academic adjunct faculty in Humanities and Education departments perceive mattering within their academic communities and how those perceptions relate to psychological well-being. Drawing upon Rosenberg and McCullough’s theory of mattering: this study seeks to uncover participants’ experiences of attention, dependence, importance, and ego-extension.

Research Design: The study uses interpretive inquiry as methodology with qualitative methods for research design, and Rosenberg and McCullough’s theory of mattering as analytic lens.

Sample: A purposive sample will include aspiring academic adjunct faculty teaching in Humanities or Education departments at public and private four-year colleges and universities. Participants will hold or are pursuing doctoral degrees; and aspire to full-time, tenure-track or non-tenure track, academic positions.

Data Collection: Data will be collected through semi-structured, 60 minutes interviews that allow participants to describe their experiences and psychological well-being in their own words. Participants will also have the option to provide an image that represents their perceived mattering within their academic community.

Dissertation Committee Chair:
Susan V. Iverson, EdD

Dissertation Committee Members:
Cindy Porter, EdD 
Mindi Reich-Shapiro,  PhD

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Recruiting participants is often one of the most stressful—and least talked about—parts of conducting qualitative research. Many doctoral students spend months carefully developing their research questions, securing Institutional Review Board (IRB) approval, and preparing interview protocols, only to discover that finding participants can be far more difficult than anticipated.

As part of my individual capstone project, I interviewed eight doctoral researchers who successfully completed qualitative/quantitative dissertations across a variety of educational topics. Although each study focused on a different population, one common thread emerged: participant recruitment was rarely straightforward. From busy educators and school leaders to highly specialized populations, each researcher faced unique obstacles that required persistence, creativity, and flexibility.

Despite these challenges, several common strategies consistently emerged. Below are the ten most effective recruitment strategies shared by these experienced researchers.

1. Build Relationships Before You Need Them

The most common recommendation was simple: relationships matter.

Researchers who had established professional networks or trusted relationships found it much easier to recruit participants. Many participants agreed to interviews because they already knew the researcher or because someone they trusted recommended participation.

Trust often proved to be more valuable than incentives.

2. Cast a Wide Net

Several researchers admitted that they initially limited their recruitment efforts too narrowly.

Successful recruitment often required expanding beyond a single district, state, or organization. Broadening geographic boundaries and using multiple recruitment channels significantly increased participation opportunities.

3. Don't Be Afraid to Follow Up

One email is rarely enough.

Researchers consistently emphasized that polite, respectful follow-up emails dramatically improved response rates. Persistence—not pressure—was key.

As one researcher explained, recruitment requires patience and consistency.

4. Be Flexible With Participants' Schedules

Researchers quickly learned that participants were far more likely to participate when interviews were scheduled around their availability rather than the researcher's.

Early mornings, evenings, lunch breaks, and virtual interviews often made participation much easier for busy professionals.

5. Use Multiple Recruitment Methods

No single recruitment strategy worked for everyone.

Researchers used combinations of:

• Professional organizations
• LinkedIn
• Facebook groups
• Colleague referrals
• Email invitations
• Recruitment flyers

Interestingly, several researchers found Facebook groups produced stronger recruitment results than LinkedIn.

6. Make Confidentiality Clear

Many participants hesitated because they feared their responses could somehow be traced back to them.

Researchers found that clearly explaining confidentiality procedures, pseudonyms, informed consent, and data protection helped participants feel more comfortable sharing honest experiences.

7. Timing Matters More Than You Think

Recruitment success often depended on when invitations were sent.

Researchers recommended avoiding particularly busy periods, including:

• Beginning of the school year
• Testing season
• Report card periods
• Election seasons for politically sensitive topics

Instead, quieter periods often resulted in stronger participation.

8. Be Willing to Pivot

Several researchers ultimately modified their recruitment plans.

Some expanded nationally. Others adjusted recruitment locations or broadened their participant pool.

Rather than viewing these changes as setbacks, researchers described them as necessary adaptations that strengthened their studies.

9. Let Your Network Work for You

One of the most valuable recruitment tools wasn't technology—it was people.

Researchers encouraged colleagues, dissertation committee members, administrators, and even former participants to share recruitment materials with others who met the study criteria.

These referrals often led to the highest-quality participants.

10. Explain Why Their Voice Matters

Perhaps the most meaningful finding from these interviews was that participants wanted to know their experiences would make a difference.

Researchers found that people were more willing to participate when they understood how their perspectives could contribute to future research, inform practice, or improve educational policy.

Purpose, more than compensation, motivated participation.

Final Thoughts

Participant recruitment is rarely as simple as sending a recruitment email or posting a flyer online. The researchers I interviewed consistently described recruitment as an ongoing process of building relationships, remaining flexible, communicating transparently, and adapting when initial plans did not work.

While every research study presents unique challenges, one lesson stood out above all others: successful recruitment is built on trust. Whether through professional networks, personalized communication, or ethical research practices, participants are far more likely to contribute when they feel respected, valued, and confident that their voices matter.

For future doctoral students and qualitative researchers, these lessons provide a practical roadmap for navigating one of the most challenging aspects of the research process. With persistence, flexibility, and a willingness to adapt, recruiting participants can become less overwhelming and far more successful.

Conducting these interviews reminded me that recruitment is about much more than reaching a target number of participants. It is about building trust, respecting people's time, and creating opportunities for individuals to share experiences that can ultimately strengthen research and improve practice. My hope is that these lessons help future researchers approach participant recruitment with greater confidence, persistence, and empathy.

Blog written by Â鶹ֱ²¥ doctoral student 
Victoria DeLucia

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Congratulations to Susan Fenstermacher, who on Friday, September 25, 2026, successfully defended her dissertation.

The title of Susan's dissertation is, "THE ROLE OF DISTRIBUTED LEADERSHIP IN EFFECTIVE SCHOOLS."

The abstract of this study follows:

Overview of the Problem: Many U.S. schools still rely on top-down leadership structures that may not reflect the complex demands of modern education. Although distributed leadership offers a collaborative alternative, limited U.S. based research has examined how its components relate to perceived school effectiveness.

Research Purpose: This study examined the relationship between distributed leadership, specifically collaboration, shared responsibility, and leadership distribution, and perceived school effectiveness among PK - 12 educators in the United States.

Research Design: A quantitative study, cross-sectional, correlation survey design was used.

³§²¹³¾±è±ô±ð: Participants included 106 PK–12 educators and school-based staff from public, charter, private, and parochial schools. The sample represented varied roles, school levels, district sizes, and urban, suburban, and rural settings.

Data Collection and Analysis: Data were collected through an online survey using the Distributed Leadership Inventory and School Effectiveness Questionnaire. Descriptive statistics summarize participant characteristics and variables. Pearson correlation, multiple regression, and moderation analyses examined relationships among the variables.

Findings/Results: Distributed leadership had a statistically significant positive relationship with perceived school effectiveness. Each leadership dimension significantly predicted perceived school effectiveness independently. Collaboration was the strongest predictor, followed by shared responsibility and leadership distribution. When entered simultaneously, collaboration was the only significant, unique predictor. School size, type, level, geographic setting, and participant role did not significantly moderate the relationship.

Conclusions/Implications: Findings suggest that collaboration is important to perceptions of school effectiveness. Educational leaders, policymakers, and preparation programs should support collaborative structures, teacher leadership opportunities, and shared responsibility across diverse educational settings

Dissertation Committee Chair: 
Dr. Nora C. R. Broege

Dissertation Committee Members: 
Dr. Shelley Wepner
Dr. Robert D. Feirsen

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Congratulations to Luis Guerrerro-Reyes who on Wednesday, September 16, 2026, successfully defended his dissertation proposal. 

The title of Luis' dissertation is, "RAICES QUE RENACEN: EDUCATOR PERSPECTIVES ON THE ROLE OF THE COMMUNITY SCHOOLS MODEL FOR IMIGRANT-ORIGIN STUDENTS IN NEW YORK STATE."

The abstract of this study follows:

Overview of Problem: New York State schools serve immigrant-origin students with academic and social-emotional needs shaped by pre-migration, migration and post migration experiences. Intake processes emphasize language assessment but may overlook trauma, belonging, family circumstances, and other needs. The community school model seeks to address these non-language needs during intake and throughout students' educational journey, however, its implementation remains limited across NYS schools.

Research Purpose: Using Latino Critical Theory, this study explores how school building leaders perceive the Community Schools Model's response to immigrant-origin students' academic and social-emotional needs and which practices support school adjustment.

Research Design: Qualitative interpretive inquiry guided by Latino Critical Theory and the four Community Schools pillars.

Sample: A purposive sample of school building leaders from urban and suburban New York State public community schools or districts whose student populations are at least 30% Hispanic.

Data Collection and Analysis: Data will come from approximately 60-minute, one-on-one semi-structured Zoom interviews.

Dissertation Committee Chair:
Dr. Nora C. R. Broege

Dissertation Committee Members:
Dr. Susan V. Iverson
Dr. Aurelia Henriquez

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The Â鶹ֱ²¥ Doctoral Program in Educational Leadership is proud to recognize 10 newly minted doctoral alumni who defended dissertations in summer and were conferred their doctoral degree in August 2026.  Their completion brings the total alumni network to over 260 scholars and practitioners throughout the region and beyond. Our doctoral graduates investigate problems of practice affecting leaders across various educational contexts.  Dissertation research is a stamina test, no matter when it’s undertaken. For these doctoral alumni, they were "running the course" during turbulent times and conducting  important and timely topics. View their defense blogs and the slideshow of graduates for an overview of their Valiant doctoral research! 

Click on the links to learn more about their dissertations.

Dr. Christina Collins
Dissertation Title: A DESCRIPTIVE QUALITATIVE STUDY OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEPTIONS OF LIGHT PHYSICAL ACTIVITY

Dr. Alyssa Heller
Dissertation Title: NAVIGATING CHALLENGES TO ACHIEVING EQUITABLE GRADING: AN INTERPRETATIVE QUALITATIVE STUDY OF SPECIAL EDUCATION TEACHERS IN SUBURBAN MIDDLE SCHOOL

Dr. Jared High
Dissertation Title: TRAINING IN BEHAVIORAL INTERVENTION AS ASSOCIATED WITH SPECIAL EDUCATION TEACHER (SET) ATTRITION: A QUANTITATIVE ANALYSIS

Dr. Taylor Wilson Kennedy
Dissertation Title: DISCOVERING THE SECRET OF WHICH GAMES IMPROVE STUDENT LEARNING:  A META-ANALYSIS

Dr. Erica E. Naughton
Dissertation Title: STORIES OF STRENGTH: BLACK WOMEN PRINCIPALS LEADING IN RACIALLY MINORITIZED SCHOOL COMMUNITIES

Dr. Herman Scriven
Dissertation Title: EXPLORING FOOTBALL COACHES’ PERCEPTIONS OF SUPPORTING THE ACADEMIC SUCCESS OF AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS

Dr. Anibal Soler
Dissertation Title: THE ROLE OF SCHOOL SUPERINTENDENTS IN IMPROVING GRADUATION RATES IN NEW YORK SCHOOL DISTRICTS

Dr. Cheryl Lynn Spada
Dissertation Title: COLLECTIVELY MAKING THE SHIFT: TEACHING NEXT GENERATION SCIENCE STANDARDS AFTER PARTICIPATION IN PROFESSIONAL DEVELOPMENT COMMUNITIES OF PRACTICE 

Dr. Garrette Carson Sutherland
Dissertation Title: LEADERSHIP ACROSS WORLDS: AN INTERPRETIVE INQUIRY INTO URBAN AND RURAL PRIMARY SCHOOL PRINCIPALSHIP IN BELIZE THROUGH A TRANSFORMATIONAL LENS

Dr. Gelaine Williams
Dissertation Title: COMMUNITY COLLEGE CAREER CENTER PRACTITIONERS’ INTERPRETATION OF THE NACE CAREER READINESS COMPETENCIES: AN INTERPRETIVE INQUIRY

Watch our Graduate Slideshow..

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Congratulations to Lisa M. Torres, who on Thursday, September 10, 2026, successfully defended her dissertation. 

The title of Lisa's dissertation is, "HOT COMBS AND HAIR JOURNEYS: CHRONICLING BLACK WOMEN'S LIVED EXPERIENCES OF HAIR DISCRIMINATION IN PREDOMINANTLY WHITE SCHOOLS."

The abstract of this study follows:

Overview of Problem: Narratives of the lived experiences of Black young women in K-12 schools remain largely absent from educational scholarship; as their narratives are frequently ignored, Black young women are increasingly marginalized in school settings due to hair discrimination.

Research Purpose1: Guided by Black Feminist Thought (Collins, 2022) and Black Girlhood Studies (Brown, 2009), my study aimed to chronicle the personal stories of Black women who have experienced hair discrimination while attending predominantly White K-12 schools.

Research Design: Narrative, Interpretive Qualitative Inquiry

Sample: There were 21 participants in this study, aged 18 to 66, who attended predominantly White schools. Participants were required to self-identify as Black women, be 18 years old or older, and have experienced hair discrimination in K-12 predominantly White school settings to qualify for participation.

Data Collection and Analysis: Data were collected through semi-structured interviews and document analysis. Creswell and Poth’s (2025) data analysis spiral approach guided my analysis, utilizing open coding to identify emergent patterns and themes.

Findings/Results: Five themes emerged, along with their corresponding subthemes. The overarching themes were The Spectacle of Black Women’s Hair, Representation and Belonging, The Struggle is Real, Identity Crisis, and Hyper-visibility and Invisibility.

Conclusions/Implications: This study chronicled Black women’s lived experiences of hair discrimination in predominantly White K-12 schools, illustrating that hair expression was far more than an aesthetic choice; Black girls’ hair was a focal point used to regulate and police their identities. Participants’ narratives showed that belonging required cultural affirmation, positive representation, and safety in expressing identity through hair. These findings highlight the need for culturally affirming policies, practices, and supports that reflect Black girls’ lived experiences. Listening to Black girls and acting to protect rather than punish them is essential for mitigating hair discrimination and fostering more nurturing and inclusive learning environments, where historically marginalized students are seen, valued, and supported. Recommendations were included for policymakers, school leaders, educators, and school-based mental health staff.

Dissertation Committee Chair:
Dr. Kenneth Mitchell

Dissertation Committee Members:
Dr. Samatha White
Dr. Sagrario Rudecindo-O'Neill

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Congratulations to Torsie Anderson Judkins, who on Wednesday, September 9, 2026, successfully defended his dissertation.

The title of Torsie's dissertation is, "COUNTER-NARRATIVES OF AFRICAN AMERICAN STUDENTS ACADEMIC AND SOCIAL EXPERIENCS IN INDEPENDENT SCHOOLS: A CRITICAL QUALITATIVE STUDY."

The abstract of this study follows:

Overview of Problem: Independent schools often describe themselves as inclusive, values-driven communities, yet African American/Black students can experience belonging as uneven, conditional, and shaped by whiteness and elite institutional norms. Recent post-2020 racial reckonings intensified questions about how independent schools respond to race, student voice, and institutional accountability.

Research Purpose: Guided by Critical Race Theory, this study amplified the counter-narratives of African American/Black alumni of independent schools and examined how they made meaning of academic and social experiences related to belonging, identity negotiation, race, intersectionality, and institutional culture.

Research Design: This study used a critical qualitative design with semi-structured interviews. Participant narratives were treated as experiential knowledge and analyzed through an inductive first reading, in vivo coding, analytic memoing, and a second theory-based coding pass connected to CRT, belonging, intersectionality, and institutional culture.

Sample: The study included 14 African American/Black alumni, age 18 or older, whose independent-school experiences included K-8, K-12, high school, boarding, day-school, and multi-school pathways.

Data Collection and Analysis: Interviews were conducted via Zoom, transcribed, reviewed by participants, de-identified, and coded manually. An audit trail tracked recruitment, transcript review, coding, pseudonyms, and data-security decisions.

Findings: Three themes emerged: racialized belonging was conditional and space-based; students learned to fit, shift, and protect themselves; and 2020 exposed the gap between institutional language and Black student needs.

Conclusions/Implications: The findings suggest that access to independent schools is not the same as belonging. Independent schools must move beyond statements and generalized inclusion language toward sustained adult practice, curriculum accountability, affinity support, and structures that reduce the racial labor Black students are asked to carry.

Dissertation Committee Chair:
Dr. Susan V. Iverson

Dissertation Committee Members:
Dr. Nora C. R. Broege
Dr. Nicole Joseph 

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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.   

Learn More About the Doctoral Program in Educational Leadership