World Campus Education Doctorate Students Spring 2025
Profile
Kristen Carr
I serve as the Associate Director of Student Involvement & Leadership at Pennsylvania State University, with 18 years of expertise cultivating student leaders at Penn State, UConn, and Binghamton University. I received a Master’s in Higher Education from Northwestern State University of Louisiana, and work to propel student growth and optimize university systems. I believe that education for student organization leaders can impact an entire institutional culture and work to bring valuable experiences to students.
Profile
Jade Simons
Jade Simons, a proud native of Pittsburgh, Pennsylvania, is a dedicated educator, advocate, entrepreneur, and author with a rich background in early childhood education. She earned her bachelor’s degree from Chatham University and holds a PreK-4 teaching certificate. Committed to lifelong learning, she furthered her expertise by obtaining a master’s degree in Special Education from Northern Arizona University.
Jade began her career serving teen parents and their children in Pittsburgh Public Schools' Early Head Start Program, where she discovered her passion for addressing health disparities and empowering families. This passion led her to become a certified doula, providing invaluable support to women during childbirth.
Currently, Jade serves as the director of a growing childcare center, where her leadership fosters a nurturing, inclusive environment for children and families. She has also worked as an independent childcare provider with Trying Together, collaborating with diverse teams and promoting the unique strengths of every child. Inspired by her experiences, she authored a book celebrating the genius within each child.
With a calm and encouraging presence, Jade remains committed to viewing children and families through a strength-based lens. Her dedication to professional growth, inclusive practices, and community engagement has solidified her reputation as a leader in early childhood education.
Jade’s unwavering commitment to service, education, and advocacy continues to make a lasting impact on the lives of children and families in her community.
Profile
Cynthia Pristash
Embracing my role as a polymath, I’ve dedicated my career to exploring how learning and innovation intersect to enhance professional and personal well-being. My journey spans corporate training, instructional design, multimedia design, mindfulness coaching, industrial management, and several entrepreneurships - each experience fueling my passion for adaptive, effective learning solutions.
I hold a master’s in Learning, Design & Technology from PSU and bring years of experience in higher ed and corporate settings, with recent roles focusing on the integration of AI into master-level courses such as Artificial Intelligence, Software Engineering, IT, MBA and more at PSU Great Valley Graduate Professional Studies. Now entering doctoral program at Penn State, my goal is to research how AI can be harnessed to redefine workforce efficiencies by exploring strategies that empower individuals to work smarter, more effectively, and with a renewed sense of well-being to foster work-life balance and heightened productivity.
It’s an exciting moment for me as I flip the script again to begin this doctoral journey, start my new company EduTech Design Labs, and look for a job in the corporate sector expanding on my lifelong commitment to both understanding and advancing the educational experience.
Profile
Kirby Turner
Kirby is a middle school Family and Consumer Sciences (FCS) teacher in Hartford County, Connecticut. She earned her undergraduate degree in Family and Consumer Sciences Education and her master's degree in Applied Studies in Teaching and Learning. Previously, she has taught high school FCS in Pennsylvania and New Jersey. As a practitioner, she enjoys cultivating a classroom environment where students actively participate in their learning through hands-on labs and experiential learning while connecting to real-world experiences.
Kirby’s research interests include (1) curriculum and teacher development in elective and Career and Technical Education courses to support teachers’ pedagogy and enhance students' active learning experiences, and (2) policies and practices that positively impact and promote student comprehension, decision-making, problem-solving, and experiential learning.
Profile
Nicole Espinoza
Being a first-generation college student, Nicole Espinoza has made student success a priority in her life. First graduating from the larger R1 Institute in Southern Nevada, UNLV, she has spent the last 20+ years in higher education working to improve the student college experience in her home terrain. She pursued her education at UNLV and finished an M.Ed. and Ed.S, emphasizing secondary education, science education, online learning, and assessment. Within these years, she also taught and worked in many different science areas, from coordinating labs, supervising instructors, teaching 200+ student science lecture courses, teaching high school student science classes, teaching university lecture and labs, teaching online public health courses, teaching for-profit lecture and labs, and teaching first year seminars.
As a change in life, assessment and online education became an important part of her life as she delved into higher education opportunities within online education and became the first Online Program Manager at the UNLV School of Public Health. There she got to enhance her passion of both online education AND assessment to build online programs, using assessment best practices to look at student success. This passion and expertise allowed her to successfully gain a position as the first Director of Assessment at Nevada State University. In this position, which she has had for little over a year, she has created entirely new assessment systems for the smaller teaching university located a few miles away from her alma mater. This position is meaningful as she develops new systems for the success of ‘New Majority’ of students at Nevada State, which is predominantly low-income, first-generation, and Hispanic serving. For fun (yes for fun!), Nicole continues to teach today as she has a particular love for teaching pre-nursing students in Anatomy and Physiology and First Year Seminars. Nicole has found her place in the world of education within Institutional Effectiveness, Assessment, and Accreditation, and is extremely happy to be able to pursue the means to continue the education to enhance herself even further at Penn State!
Profile
LeRoy Graham
LeRoy Graham serves as the Associate Provost at Middlebury College in Vermont. In this role, he works on Middlebury’s strategic and space planning. He also serves as Middlebury’s Accreditation Liaison Officer to the New England Commission of Higher Education. LeRoy is an active member of the North East Association for Institutional Research, currently serving on its Grants Committee and Professional Development Series Committee. LeRoy served as the Registrar at Middlebury, as well as the Director of Institutional Research and the Associate Vice President for Planning & Assessment. Before arriving at Middlebury, LeRoy worked at Dartmouth, SCT Corporation, Harvard, and the University of Vermont.
LeRoy earned a bachelor of arts degree from the University of Vermont, double majoring in Geography and Political Science and a master of science in information technology management from Franklin Pierce College.
LeRoy is interested in researching the effectiveness of college/university financial sustainability efforts as they relate to the offering of academic programs.
Outside of work (and school), LeRoy is a captain at the Middlebury Fire Department and the treasurer for its affiliated Battell Hose Company. At home, he and his wife have two college-aged children, and a loyal and active Standard Poodle named Pemberley.
Profile
Gina Bermudo
Gina Luna Bermudo is an educator and behavior analyst with over 20 years of experience supporting children with neurodevelopmental disorders. She holds multiple US certifications, including Board Certified Behavior Analyst (BC and Qualified Behavior Analyst (QBA).
Gina earned her second Master’s Degree in Curriculum and Instruction with a focus on Applied Behavior Analysis (ABA) from the University of Massachusetts at Lowell. Additionally, she holds a Master’s Degree in Education, Major in Special Education, from the University of the Philippines.
Her research interests focus on inclusive education, evidence-based practices in behavior analysis, and parental support strategies for children with autism. Passionate about bridging gaps in special education, Gina is committed to advancing ABA practices, particularly for underserved populations.
An advocate for autism awareness, Gina frequently speaks at national and international conferences, sharing her expertise on evidence-based interventions. Her advocacy is deeply inspired by her two sons on the autism spectrum, whose journeys shape her professional and personal mission. Gina is eager to collaborate with faculty and peers to expand her knowledge and contribute meaningfully to the field of special education.
Profile
Stacey Bustillos
A two-week high school trip to France ended up shaping Stacey’s future academic and career paths which have drawn her to opportunities that fosters international and cultural exchange. This led her to Washington D.C. where she considered the foreign service life and interned at the Canadian Embassy but soon found her passion in administering international exchange programs involving students and scholars from around the world.
In her current role she serves as the Director for the Office of International Student Services at one of the largest community colleges in the country, Northern Virginia Community College, where she has held various roles since 2011. This has included developing J1 sponsored training programs for English teachers, designing study abroad programs with faculty and now overseeing the College’s international student recruitment, admissions and advising teams.
She is a board member for Study Virginia and a member of the Virginia/DC District Export Council where she supports efforts to promote Virginia and U.S. higher education to the global market. Stacey’s research interests include the international student experience in US higher education, the integration of immigrant/refugee populations into the local workforce and the role community colleges play in these areas. Stacey holds a bachelor’s degree in Diplomacy and Foreign Affairs from Miami University of Ohio and a master’s degree in International Education from George Washington University.
She is a Canton, Ohio native but calls Northern Virginia home where she lives with her husband and two sons surrounded by the support of their extended Peruvian family.
Profile
Melisa Littleton
I am a Licensed Professional Counselor (LPC) and a National Certified Counselor (NCC), with a Master of Science degree in Community Counseling and a Bachelor of Science degree in Psychology with a minor in Political Science. For over a decade, I have worked for Penn State University, Wilkes-Barre campus. I am the Program Coordinator and Associate Teaching Professor of Rehabilitation and Human Services (RHS). I am charged with overseeing the RHS program, advising students, and teaching a variety of courses including psychology, health and human development, sociology, biobehavioral health, counseling, criminal justice, and human services classes. In addition to my teaching requirements, I also participate in community and campus service endeavors that focus on a wide variety of issues that promote academic success and student wellness.
Prior to becoming a full-time faculty member, I worked as a mental health professional in the field, specializing in working with children, adolescents, and their families. I spent my career working in the school system, both private and public, and I offered services in the home and community settings as well. Utilizing a biopsychosocial approach, I assessed, diagnosed, and treated a wide variety of psycho-social issues and psychiatric disorders using an array of counseling interventions through individual, group, and family therapy sessions. I also provided crisis intervention and case management services and specialized in trauma informed care practices. Some of my most meaningful employment experiences include working as a therapist at a partial hospitalization program and taking on the role of supervisor and lead clinician at a School Based Behavioral Health program. I also assumed a teaching role during my time as a mental health professional; I was a certified Safe Crisis Management (SCM) instructor, and I taught the principles of the Sanctuary Model to maintain program certification.
Profile
Ryan Humphries
Ryan Humphries is a Teacher of the Gifted for elementary schools in the Solanco School District. Over the course of his twelve years in education, Ryan has implemented curriculum that challenges gifted learners to meet individual strengths through the use of critical thinking and project-based learning.
Ryan was named a Distinguished Teacher for the Solanco School District in 2023 and presented at the Pennsylvania Association for Gifted Education Conference in 2022. He has offered his time as a member of IU13's Gifted Education Steering Committee since 2018 and has served as a mentor to new teachers in his school district on multiple occasions. He has overseen two state championship qualifying teams in his role as head coach for Solanco’s elementary level Odyssey of the Mind team.
Ryan received his Bachelor of Science in Elementary Education and Special Education from Lebanon Valley College, a Master of Education in Gifted Education from Millersville University, and is currently seeking his Doctor of Education from Penn State University. His research interests include gifted programming design, the identification of gifted students from diverse and impoverished backgrounds, and project-based learning.
Ryan resides in Millersville, Pennsylvania with his wife, their two children, and dog. In his spare time, he enjoys listening to music, playing board games, reading, and watching sports.
Profile
Mary Humphries
Mary Humphries is a school counselor in a Title I school in rural Lancaster County, Pennsylvania. In addition to advocating for her students and families, she has a passion for the development of educators and educational systems to create communities of learning that support the whole student. Mary is honored to have served as a mentor for seven new school counselors and supervisor for three school counseling students over the course of her career.
Mary received her B.S. In Psychology from Lebanon Valley College and her M.Ed. in School Counseling from West Chester University of Pennsylvania. Mary is a member of the American School Counselors Association, Pennsylvania School Counselors Association, and Lancaster County School Counselors Association.
Her research interests include organizational systems and processes and professional development best practices for school counselors, school nurses, school psychologists, and other non-teaching professionals that work in our K-12 schools.
Mary lives in Millersville, PA with her husband and two young children. She enjoys playing the backyard with her kids and dog, reading, cross stich, and watching baseball.
Profile
Erin Stanton
Erin Stanton (she/her) currently serves as an Assistant Director for Residence Life at Penn State University - University Park. She directly supervises a professional staff of 4-5 Residence Life Coordinators and has oversight of an area of campus serving approximately 5000 residential students.
As a first generation student, Erin has earned her B.S in Cellular and Organismal Biology from Lock Haven University and her M.S in Student Affairs and Higher Education from Indiana State University. Erin has spent much of her paraprofessional and professional career in Higher Education exploring various functional areas, including but not limited to women centers, multicultural menters, Registrar’s offices, eSports, social media management, New Student Orientation, advising, and residence life. She takes pride in her varying experiences and uses them to view her work holistically.
Erin approaches life and work with a reflective, empathetic, and growth-oriented mindset. While working in Residence Life, Erin discovered her passions align with creating a more sustainable, equitable, and enjoyable environment for students and for staff. She tries to reach this through analyzing and addressing systemic issues and procedural inequities throughout the Higher Education system. The D.Ed program will help Erin grow and develop personally and professionally so she can continue and expand her work on these passion areas.
A quote Erin lives by, that was given to her from an honored mentor, is “everything you do, do it with love”.
Profile
James Hesen
James Hesen is a pupil personnel worker serving multiple schools for Wicomico County Public Schools in Salisbury, Maryland. In his current role, James supports students' academic, emotional, and social needs, while eliminating barriers between families, schools, and the community. He also coordinates the Wicomico Mentoring Project, a districtwide program connecting adult mentors with student mentees. James holds both a bachelor's and master's degree in history and secondary social studies education from Salisbury University and has earned certifications in administration and pupil personnel work.
James's career in education spans nearly two decades. He began his teaching career as a social studies teacher at Wicomico High School and James M. Bennett High School, where he was involved in Maryland History Day. He later transitioned into school administration, serving for ten years in elementary, middle, and high school settings. James also served as an adjunct instructor at Salisbury University. In addition to his educational work, James is also a U.S. Army veteran.
His research interests include education programming and issues in rural education, as well as law and policy in public education. He aims to explore innovative approaches to improving education systems. Through his doctoral studies, James seeks to contribute to the development of educational policies and practices that better serve diverse student populations and communities.
James lives in Salisbury, Maryland, with his wife, Jennifer, and sons, Gavin and Grant. Go Army! Beat Navy!
Profile
Evan Shen
Evan is a certified Project Management Professional (PMP), business educator, and entrepreneur with extensive experience in real estate, logistics, and organizational consulting. As the founder of NextDocks Logistics, a minority-owned company, Evan has successfully led innovative projects and provided strategic guidance to organizations across the United States and Asia. His career has been marked by a commitment to fostering collaboration, adaptability, and inclusive leadership in diverse organizational settings.
Evan began his professional journey at the age of 19 with Toll Brothers, Inc.; Evan contributed to closing contracts valued at $130 million in luxury real estate. Inspired by the transformative power of education and leadership, he received his M.S. in Project Management at the University of Southern California (USC) and B.S. in Business Management at Pepperdine University, excelling in organizational change management and behavior courses.
Currently pursuing a Doctor of Education (D.Ed.) at Pennsylvania State University, Evan is interested in research focusing on the effective implementation of conflict resolution training. Evan’s research hopes to explore strategies to empower employees to solve problems collaboratively, improve talent retention, and foster a culture of continuous improvement. He is committed to advancing human-centered leadership and creating equitable workplace environments through research-driven innovation and inclusive practices, ensuring measurable and sustainable organizational success.
Beyond academia, Evan is committed to fostering equitable educational opportunities and driving meaningful change in leadership practices across industries.
Profile
Rahman "Kevin" Smith
I am the Director of the Writing and Tutoring Center (known as the SALL) at The Chinese University of Hong Kong, Shenzhen, where I design and implement programs to help students succeed academically while promoting communication skills that will serve them in all aspects of their future. I founded the university’s nationally competitive debate team. I write curriculum and train teachers. I help students think critically and engage with big and complex ideas. I lead an international team dedicated to bringing our university motto, “to combine tradition with modernity; to bring together East and West," into reality every day.
Before the teaching life, I served as a communications officer in the United States Marines. Military experience, combined with studies in international relations and political science, has given me a deep appreciation for how communication—both technological and interpersonal—shapes interactions and perceptions within and across national boundaries. My travels across America and the world have sparked an enduring interest in how rich, high-quality communication can build bridges, promote understanding, and potentially resolve conflicts.
I believe that structured, and strategic communication is a skill that can be taught and learned with purpose. It has the power to help individuals and societies overcome the barriers that divide us. This belief is at the heart of my work as an educator, and I’m eager to contribute to the growing curricular frameworks known as Argument Centered Education (ACE) and Debate Centered Instruction (DCI). Research has shown ACE and DCI to be powerful tools for fostering critical thinking, empathy, and constructive dialogue, particularly among students from challenging socioeconomic backgrounds.
I hope to contribute to an American future in which citizens make arguments instead of arguing, a future in which we overcome barriers that divide us—a more unified future, not one in which everyone agrees, but one in which we know how to disagree in skillful and productive ways. This is what has brought me to Penn State's EdD program.
I enjoy reading, writing, and studying history, particularly the Lincoln-Douglas debates, the Civil War, and every major battle fought by Marines. I live with two small yet cute animals, including a rabbit named Rabbit and a cat named Joe.
I am honored to be a part of this program and eager to meet and learn from my new classmates and professors. I look forward to contributing and am particularly excited to visit Happy Valley one day.
Profile
Nicholas Krajcic
Nicholas Krajcic is an accomplished educational leader with over a decade of experience in K–12 education. He currently serves as Assistant Principal at Millmont Elementary School in Reading, Pennsylvania, a 600-student Pre-K–4 school. In this role, Nicholas focuses on fostering student success through strategic planning, data-driven decision-making, and cultivating collaborative, inclusive school cultures that prioritize equity and academic excellence.
Nicholas earned a Bachelor’s degree in Elementary Education from Kutztown University, a Master’s degree in STEM Education from Slippery Rock University, and a PK–12 Administration Certification from Point Park University. He is pursuing a Doctorate in Workforce and Career Development Education at Penn State University to deepen his expertise and expand his impact as an educational leader.
In Allentown, Pennsylvania, Nicholas taught 2nd, 4th, and 5th grades before transitioning into leadership roles as a Math Specialist and STEM Coordinator. He also taught GED preparation courses at Lehigh Carbon Community College, supporting students with job readiness and guiding them through transitions to college, vocational training, and employment.
Nicholas’s research interests include technology-enhanced instruction, equitable educational practices, and social-emotional learning to support diverse student populations. With a passion for lifelong learning and a commitment to improving educational systems, Nicholas strives to create transformative opportunities for students and educators, leaving a lasting impact on the field of education.
Profile
Raeshell Randazzo
Rae Randazzo is the Training & Development Lead for Business Development & Strategy at Boeing Defense, Space, & Security. She holds a Bachelor of Arts degree in Communications from The Pennsylvania State University, a post-baccalaureate certificate in English Education from Wilson College, a Master of Education in Teaching & Curriculum and a graduate certificate in Education Leadership & Administration from The Pennsylvania State University. She holds PDE Instructional II in Secondary English and K-12 Administrative I certificates.
She has more than 15 years of experience in facilitation, educational asset design, performance coaching, and curriculum development. She began her career in public television, planning & producing learning projects for corporate and government agency clients. More recently, she has served as an English teacher, instructional coach, and curriculum creator working with teaching professionals to build writing/reading culture, shape instructional practices, and improve student outcomes. In her current capacity in corporate learning and development, Rae’s responsibilities include: training program design, course facilitation, mentoring, resource curation, and cultivating adaptive, high-performing learning communities. The thread connecting her work has always been creating engaging, effective educational content and connecting people with the information, skills, and strategies they need to be successful.
Her research interests capitalize on her background in communications and writing instruction with a focus on storytelling and reflective practices including: the use of storytelling and the narrative framework as a business development tool for enhancing client engagement, building team cohesion, and navigating change; Storytelling as a training tool; and the link between reflective writing practices and training outcomes.
Profile
Joseph Zacher
Joseph Zacher is an Instructional Technologist at the MIT Sloan School of Management, where he supports faculty and TA's in adopting best practices in teaching, learning, and pedagogy. He collaborates with the MIT Sloan community to integrate research-driven instructional technology and design, fostering impactful teaching both in and beyond the classroom.
Previously, Joe served as an adjunct instructor in the Teaching and Learning with Technology and College of Education graduate programs at Lehigh University. Before entering higher education, he was a high school educator and was honored as the Pennsylvania Association of Family and Consumer Sciences (PAFCS) Teacher of the Year. Joe also volunteered during summers, mentoring students in China to enhance their English language skills.
His research interests and areas of expertise include instructional technology, AI in education, hybrid and online learning, instructional design, user experience, global education, international teaching, and school reform.
Profile
Melissa Becker
Melissa Becker is a music educator with over 25 years of teaching experience in Pennsylvania, California, and Texas. She has worked with learners in diverse age settings ranging from preschool to college as a faculty member of the University of Texas String Project, Lock Haven University, and Mansfield University. She has presented pedagogy workshops at the local, state, and national levels. She is currently the elementary general music teacher at Jersey Shore Area School District, where she is passionate about helping to nurture kindness, curiosity, confidence, and a love of music in her students.
She holds undergraduate degrees in Violin Performance and Music Education and a master’s degree in Viola Performance from Penn State. She continues to perform professionally on violin and viola with musical groups in Central Pennsylvania. In addition to her classical pursuits, she is a former Pennsylvania State Fiddle champion and an aspiring banjo player.
Through her doctoral studies at Penn State, Melissa hopes to expand her love of education and creativity beyond the music classroom to explore how play impacts learning and how technology can best help learners in an ever-evolving educational landscape.
Outside of her musical pursuits, Melissa enjoys spending her time with her daughter and two labradoodles, learning languages, traveling, and knitting.
Profile
Jonathan Halls
Jonathan’s passion is workplace learning and how it can transform people and organizations. With 30 years’ experience spanning 25 countries, his career started in broadcasting. Early on, he moved into training and spent the first 15 years of his training practice in radio, television, and newspapers. Today he works across all sectors. His scholarly interests are cognition, learning conditions, and learning strategy. His practice interests are in deploying these to improve workplace learning.
Jonathan has worked in various roles at multiple levels in workplace learning. His executive experience included leading the BBC’s multimillion dollar production training operation in Britain. His consulting experience has involved supporting leaders and organizations through change and modernizing training across multiple sectors. Today, he advises, consults, and facilitates in the areas of organizational change, integrated talent management, learning facilitation, learning innovation, and digital content production.
Jonathan has written five books on learning and media, hundreds or articles and contributed chapters to other books. He’s an adjunct professor at George Washington University teaching digital media and an independent facilitator for ATD’s Master Trainer program. He has served on industry panels and awards such as the Talent Development Capability Model Advisory Board, ATD Best Awards, and INMA Global Media Awards.
Jonathan and his wife Sharon live in Northern Virginia. They met in Paris 22 years ago, lived in London and now live in the Washington DC metro area. Both are foodies and enjoy travel. Jonathan’s bachelors and masters are in adult education from the University of Technology, Sydney.
Profile
Ashley-Sue Vizguerra
Ashley-Sue Vizguerra (she/her), a born and raised Washingtonian in the Pacific Northwest, works as a contractor for the Department of Labor, facilitating the Veterans' Employment and Training Service Transition Assistance Program (DOL VETS TAP). She holds a Master's degree in Higher Education Administration and a Bachelor's degree in Interdisciplinary Studies with a focus on criminology and psychology from Central Washington University. Throughout her academic journey, she has developed a strong interest in the transformative and intersectional roles that higher education plays in the lives of adult learners, particularly those earning degrees while incarcerated. By pursuing a Doctor of Education, she aims to become a transformative leader who can support adult students in their academic and personal growth.
Profile
Emma Hance
Emma is the Program Manager and Strategic Planning Specialist for the Readiness Institute at Penn State. In her role, Emma plans and manages the Readiness Institute’s portfolio of programs, paying special attention to the long-term goals, strategy, and sustainability of the Readiness Institute, particularly as the Institute has grown and expanded beyond Southwestern PA. By incorporating elements of human-centered design, project-based learning, and mentorship, Emma engages Penn State resources and community partners to help high school students achieve their post-secondary education goals, setting them up to become community and future ready.
Emma’s interests lie at the intersection of higher education, workforce education, and counseling, particularly as they relate to the topic of college- and career-readiness skills. Through the D.Ed. program, Emma is interested in further examining how future-readiness skills are taught and evaluated in Out-of-School Time programming and, more specifically, how we can embed service to our communities into these skills to help equip high schoolers with the long-term skills and mindset that will allow them to spark meaningful change.
Prior to joining the Readiness Institute, Emma served as the Program Manager for the Robert and Patty Tunno CITY (Community Innovation Training for Youth) program at the Franco Harris Pittsburgh Center at Penn State and taught secondary mathematics within the Detroit Public Schools and the Pittsburgh Public Schools.
Emma holds a Bachelor of Arts and a Bachelor of Philosophy from Penn State, Schreyer Honors College, and a Master of Science in Education from Johns Hopkins University.
Profile
Susan Wood
From Princeton, WV, Susan Wood is the Director of Career & Professional Development at West Virginia University Institute of Technology (WVU Tech). She’s passionate about helping students set clear, SMART goals to find their path to success in life. With a heart for education and a knack for connecting with people, Susan enjoys guiding students through career planning and professional development.
Susan earned her Bachelor of Science in Labor Studies and Employment Relations and her Master of Professional Studies in Human Resources and Employment Relations from Penn State World Campus. Her education and experience have helped her work with students from all walks of life, ensuring they feel supported and prepared for their future.
One of Susan’s big interests is researching how to help nontraditional students succeed. She knows life doesn’t always follow a straight line and is committed to helping every student find their way—no matter their background.
Profile
Rick Naughton
For the past 10 years, Rick Naughton has worked for the City University of New York (CUNY) as Senior Academic/Pre-law Advisor at Borough of Manhattan Community College (BMCC) and adjunct Assistant Professor of Political Science at John Jay College of Criminal Justice in New York City. Rick earned a law degree from Penn State Dickinson School of Law in 2009, a Master’s in Education from the University of Pennsylvania in 2003, and a Bachelor’s with a double major in History and Political Science from the University of Scranton in 2001.
Prior to joining CUNY, Rick worked for the consulting firm Sellers Dorsey in Philadelphia and was Executive Director of Liberty PA, a statewide PAC advocating for LGBTQ+ Pennsylvanians. He has also served on the Boards of Directors for both Equality Pennsylvania and Equality Forum and has been active in Stonewall Sports. He taught high school Social Studies for a number of years in both the city of Philadelphia and its suburbs. In addition, Rick possesses over 25 years of political campaign experience in both paid and volunteer roles.
Originally from Scranton, PA, Rick enjoys politics, Broadway, travel, and spending quality time with friends and family. His research interests within Higher Education include pre-law advisement, best practices for teaching U.S. civics, and educational leadership. He hopes to use his knowledge to better prepare Social Studies scholars for the increasingly complex and diverse world of the 21st century United States.
Profile
Geralyn Wallace
Geralyn Wallace MS OTR/L is currently the Academic Fieldwork coordinator and Assistant Teaching Professor for the Occupational Therapy Assistant program at Penn State Shenango. She completed her Associates and Bachelors of Science degrees in Occupational Therapy from Penn State University. She completed her Masters of Science in Occupational Therapy from A.T. Still University. She has been in academia for 10 years as an Assistant Professor, she specializes in activity analysis and adult physical disabilities.
Geralyn has presented at three national conferences with the most recent being a poster board presentation and a live session at the 2023 American Occupational Therapy Association (AOTA) national conference. The topic was intraprofessional/interprofessional collaborations within the academic setting. The research presented at conference was also published in the Journal of Occupational Therapy Education. She has practiced as an occupational therapist in a wide variety of settings including acute care, acute rehabilitation, nursing homes and pulmonary rehab.
In her spare time, Geralyn loves spending time with her family and she works as an indoor cycling instructor. She wants to help the community find a passion for fitness and be more confident with themselves.
Profile
Reem Khalil
Reem is a passionate and enthusiastic educator who teaches IB DP environmental systems and societies and MYP chemistry. She is a personal project and extended essay supervisor and a creativity, activity, and service advisor. Holding a strong academic background with a bachelor's degree in pharmaceutical sciences from Cairo University, a master's degree in education from the University of South Wales, and a PGCE from the University of Nottingham. She founded Talented Teachers, a digital platform to help connect with talents and provide teachers with educational resources and gamified content.
She taught students from elementary to high school. She explored various ways to motivate them in class, beginning with the class dojo for elementary and middle school students and progressing to more creative engagement ideas for high school students, such as group work activities, stations, integrating technology, and transforming classes through new innovative hooks and challenges.
Her research and interests include gamification of learning, specifically whether it increases student accomplishment and growth using educational games and online gamification websites. She plans to compare student results before and after gamification is adopted, as well as study the best way to incorporate educational games into classrooms to enhance self-confidence, engage students, and increase their overall attainment and interest in the subject.
Profile
Rosie Dayze
Rosie is a Native American (Navajo) who works for the federal government as a school counselor in Arizona. She has previously worked for the Department of Defense in Europe, K-12 public schools as a counselor and grant writer, and higher education as an instructor. Before joining the federal government, she worked as a marketing assistant for Indian casinos.
Rosie's broad spectrum of institutional counseling, operations, planning, and tasks in the public and private sectors is based on the selected degrees including A.S. in business management, B.A. in film studies, and M.S. in counseling/school counseling. A proud Penn State alumna with an M.Ed. in higher education administration and a graduate certificate in education leadership, licensed in principalship, from Johns Hopkins University. Her current learning interests include institutional adjustments to the world of artificial intelligence in our educational settings by studies of the administrational leadership in the doctoral program of higher education that complement the societal demands of leading academic institutions with AI efficiency, effectivity, entrepreneurial thinking, and adaptability. Rosie envisions herself contributing to the new leadership task that leads government institutions with AI-driven tools and student outcomes in the evolving educational landscape AI shapes. Students and government institutions are prepared to thrive in an AI-enhanced world and lead in shaping it.
Profile
Stephanie Carver
Stephanie Carver is an educator at Delaware Valley School District, where she has spent the majority of her 22-year teaching career working with students to help them grow academically, socially, and emotionally. She focuses on improving reading skills for intermediate students, particularly struggling readers and those with learning differences, such as dyslexia. Stephanie holds a Master’s in Literacy from Wilkes University and is a certified K-12 reading specialist in Pennsylvania. She is also a nationally certified Structured Literacy Dyslexia Interventionist and holds certifications in Elementary Education (K-6) and Mid-Level English (6-8).
Stephanie has extensive experience designing personalized reading interventions, conducting assessments, and collaborating with colleagues to improve instructional practices. She uses evidence and research-based methods, prioritizing differentiated instruction and formative assessments, to create a positive reading culture in her classroom and support student success.
Currently pursuing a Doctorate in Education, Stephanie’s research aims to investigate the impact of teacher preparation programs on educators' ability to implement research-driven literacy interventions in the classroom. Her research will examine how pre-service and in-service teachers are trained in key literacy areas such as phonics, reading comprehension strategies, and writing instruction, as well as the role of ongoing professional development in enhancing teachers' literacy expertise.
When she’s not teaching or studying, Stephanie enjoys tackling home improvement projects, reading, and spending quality time with her family, especially on vacations exploring the beautiful U.S.
Profile
Robyn Gertner
Robyn Gertner is an accomplished academic professional with over a decade of experience dedicated to supporting students typically under-represented in higher education. She currently serves as the Executive Director of Academic Strategy and Operations at the City University of New York’s Graduate School of Public Health and Health Policy. In this role, she oversees key institutional initiatives including accreditation efforts, institutional research and assessment, student advising, and online learning.
Robyn holds an MFA in writing from Columbia University, where she was honored as a Guston Fellow. Her creative work has appeared in literary journals such as Pithead Chapel and Newtown Literary. She served on the fiction board of Columbia Magazine and worked as a freelance copyeditor for Scholastic and Slice Magazine. Robyn is currently finishing her novel-in-progress titled Sisterwood, which explores themes of family and sibling rivalry.
Building on these creative and professional pursuits, as a Doctor of Education student, Robyn is excited to explore how graduate and professional programs can best develop and support remedial writing proficiencies in their students. She hopes to bridge her experiences in institutional leadership and storytelling to empower students and foster equitable educational opportunities, ensuring all learners have the tools to succeed.
Robyn is originally from Brooklyn, and now lives on Long Island with her husband and two children.
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Suzie Sackawicz
Suzie is a high school English teacher in a public school district in Delaware County, Pennsylvania. She holds a Bachelor’s degree in Secondary Education and a Master’s degree in School Leadership from Temple University. She believes in the transformational power of teaching adolescents to think critically and be compassionate, empathetic world citizens. Before returning to the classroom, Suzie spent five years in an urban parochial school in which she discovered her passion for educational leadership and advocacy as a teacher and Assistant Principal. Suzie values her experiences across different educational settings, which have shaped her commitment to ensuring that all students receive the highest-quality education they deserve. As a doctoral student, she aims to explore how educational practices can be made more equitable and inclusive, with a focus on improving students' sense of belonging and achievement. She is also dedicated to advancing the professional development and support of teachers, particularly new educators, in order to improve retention and efficacy.
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Ewa Kuzniak
Ewa Kuzniak is pursuing a Doctorate in Education with a specialization in Special Education, a field in which she has amassed over a decade of experience in the School District of Philadelphia. Ewa has served as a Special Education Advisor and Network Case Manager since 2019, leading initiatives to enhance compliance, foster effective Individualized Education Plans (IEPs), and support students in accessing the least restrictive environments. Her leadership has been instrumental in ensuring schools meet state requirements and achieve their special education goals.
Prior to this, Ewa spent seven years as a teacher, where she developed innovative strategies to empower students with autism and other special needs, earning recognition as a nominee for the Dr. Ruth Wright Hayre Teacher of the Year Award. She holds a Master’s in Special Education from Arcadia University and a Special Education Supervisory Certification from Slippery Rock University.
Beyond her professional accomplishments, Ewa is a passionate Zumba instructor, inspiring dance and fitness in her community for the past 10 years. Recently, Ewa joyfully embraced the new role of being a mother. Balancing motherhood with her career and hobbies, she remains committed to advancing inclusive education and celebrating life’s milestones. Ewa’s multifaceted journey reflects her belief in lifelong learning, resilience, and the transformative power of education and community.
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Miyeon Yu
Miyeon Yu is currently a vice principal and a certified math teacher at an alternative international school in Korea, as well as a Doctor of Education student at Penn State’s World Campus. Before starting her degree at Penn State, she earned her B.S. from the University of Nebraska, Lincoln, majoring in Secondary Education in Mathematics (7-12) and ESL Education (K-12), and received her Master's degree in Math Education in Korea. She has taught math for over 10 years in the U.S., the Philippines, and Korea, mostly to secondary school students. She decided to move to the U.S. in 2008 to gain insights from American education, believing there were valuable lessons to be learned that could influence the Korean education system and society upon her return. As a school teacher, she continues to search for ways to improve education and school culture in Korea, while integrating the strengths of American education into her daily workplace.
She is deeply passionate about teaching the essence of mathematics, helping students develop valuable life lessons and positive attitudes through learning math, and incorporating Christian worldviews into her teaching. She strongly believes knowledge alone is not the only thing to teach in the classroom. She wants to change the school, community, and society she belongs to.
Her research interests are in inventing and developing classroom technology for math classes.
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Dareen Barbour
Dareen Barbour is the Head of Academic Excellence at Suraasa and International Teachers University (ITU), where she spearheads initiatives to elevate educational quality and advance teacher development. With over 15 years of experience in education, Dareen has trained more than 3,500 teachers, specializing in high-impact teaching strategies and instructional design.
Dareen’s journey in education began as a science teacher, where her passion for impactful teaching drove her toward leadership roles, including Education Specialist and Head of Quality Assurance. She later served as Program Manager at Amideast, a non-profit organization dedicated to advancing education and workforce development in the Middle East. Her expertise spans teacher training, instructional design, and quality assurance in education.
Academically, Dareen holds a Master of Education in Leadership and Management from The British University in Dubai and a Bachelor of Science in Medical Laboratory Science from Balamand University in Lebanon. Her achievements include being recognized as Teacher of the Year, highlighting her dedication to educational excellence.
Passionate about continuous growth, Dareen considers herself a lifelong learner and is currently focused on advancing higher education and institutional effectiveness. Her motto, “Empower educators, inspire change, transform futures,” reflects her vision for creating impactful learning experiences that drive global progress in education.
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