On the Job Market

Listing of EPS students currently looking for jobs.
A. Hulbert Azalea Hulbert is a Ph.D. candidate in Higher Education at Penn State. Her work lies at the intersection of educational and management research, incorporating organizational perspectives into the study of higher education. Using a qualitative approach, her dissertation focuses on academic integrity, specifically on the interaction between students and their educational environments and the impact such interactions may have on students’ integrity-related behaviors. Other ongoing projects focus on leadership and administrative issues, including research on upper echelons leadership in higher education and faculty academic freedom in changing legal environments. She is coauthor of the recent book, Ghostwriting and the Ethics of Authenticity. Azalea earned the M.B.A. degree from Samford University in Birmingham, Alabama, and was previously program manager of a university center for ethics and leadership.

Hulbert CV

Johnson_K.jpg Kayla Johnson is a dual-title Ph.D. candidate in Higher Education and Comparative and International Education at Penn State. She serves as managing editor for the American Journal of Education and was a 2015-2016 Foreign Language and Area Study Graduate Fellow, focusing on Mandarin Chinese. Her research centers on learning outcomes assessment, study abroad programming, comprehensive internationalization practices, and qualitative evaluation methodologies.  Kayla has taught postsecondary courses relating to study abroad outcomes, qualitative methods, and education in American society. Kayla holds a Masters degree in Higher Education from the University of Kentucky and was formerly a Fulbright Scholar, having taught EFL and pedagogy courses in France.

Johnson CV

Joe Levitan Joseph Levitan is a Foreign Language and Area Study (FLAS) Graduate Fellow and Ph.D. Candidate in Educational Leadership and Comparative and International Education at Penn State. Levitan’s work focuses on how self-conceptions, attitudes, and aspirations influence learning for students from marginalized populations, and how schools can become spaces for responsive teaching and learning to ensure marginalized students’ success. Levitan is also the co-founder and Director of Educational Programing and Operations at the Sacred Valley Project, a non-governmental organization dedicated to ensuring that Quechua young women are able to attend secondary school and become powerful leaders in the Peruvian Andes. Prior to his work in Pennsylvania and Peru, Levitan received an MA in International Educational Development at Columbia University Teachers College and taught History and English Language Arts in an urban public middle school in Baltimore City.

Levitan CV

H. Liu Huacong Liu is a Ph.D. candidate in Higher Education at Penn State. Huacong’s areas of interest are economics and higher education, and related policy issues. Her current work involves a breadth of topics including educational mismatch; affirmative action and student body compositions; and skill formation across education systems, with a focus on the contrast between the U.S. and Germany. Huacong sees these topics as tackling different aspects of educational inequality. A recent summer school experience at The University of Chicago has inspired her to think broadly about how social institutions and public policy affect socioeconomic inequality. Her research typically employs quantitative methods, drawing both from economics and sociology. She has been working with large national and international data sets such as PISA, PIAAC, ELS:02, HSLS:09, and NLSY97 since 2013.

Liu CV

Julia Mahfouz is currently a Ph.D. candidate in Educational Leadership with a minor in Curriculum & Instruction and Comparative & International Education at The Pennsylvania State University. Her research agenda has been shaped by more than 10 years of educational work as an international educator in the capacity of high school teacher, principal (K-12), curriculum coordinator, and developer of a summer camp program. As an educator, she’s always been intrigued by the idea of care, compassion, and trust and their effect on effective schools. Mahfouz uses qualitative methods to examine principals’ well-being and leadership within certain school context and how social emotional learning professional development programs could be implemented to ensure a positive school environment. Broadly, her research and teaching interests focus on principal preparation, professional development, school improvement, and international education.

Mahfouz CV

Rachel Montgomery photo Rachel Montgomery is a Ph.D. candidate in the Higher Education program at Penn State and serves as managing editor for the American Journal of Education. Primarily focused on the study of leaders and leadership, her work investigates change processes and governance strategies employed in varied higher education contexts (e.g., professional education, law schools, liberal arts colleges). Her dissertation explores the concept of administrative co-leadership through an in-depth examination of recent co-deanships at several U.S. law schools. Her qualitative approach to interdisciplinary research integrates literature from higher education, industrial/organizational psychology, and business management fields. With additional interest in institutional research and outcomes assessment methods, Rachel has conducted research on homeschooler graduates as college students, the emerging "new majority" of students in higher education, and online learning. She has taught postsecondary courses on designing institutional research studies, and higher education students and clientele. Rachel holds a Masters degree in Educational Leadership from Lynchburg College and was a student affairs practitioner prior to enrolling at Penn State.

Montgomery CV

Shi Pu photo Shi Pu is a Ph.D. candidate in Higher Education at Penn State University. His research interest focuses on economics and finance of higher education, student engagement, and online education. His current work involves state financial aid, peer effects, and student engagement. Most of his work applies experimental or quasi-experimental methods to provide credible empirical evidence. His dissertation exploits a natural experiment in higher education to evaluate the impact of peers on college students’ academic performance, major transfer, as well as engagement. Since his doctoral years, Shi has been collaborating with multiple faculty members in research projects.


K. Quigley Kaitlin Quigley is a Ph.D. candidate in higher education at Penn State. Her research focuses on legal issues in higher education, particularly those related to the First Amendment and student speech. Her dissertation explores the legal issues arising from students' online speech. Quigley is also interested in the development of academic leadership skills, and served as the Coordinator of Programming for the Academic Leadership Academy from 2012 until 2016. For the past four and a half years, she has worked as a mentor for student-athletes in Penn State's Morgan Academic Center. This position has unearthed a passion for working with this unique college student population in order to ensure their academic success. Prior to pursuing her Ph.D., Quigley earned an M.S. in higher education administration from Marywood University.

Quigley CV