Doctoral Program in Educational Leadership

On Friday, May 10th, the Doctoral Program in Educational Leadership celebrated the accomplishments of 11 doctoral students. Students were recognized at the University commencement exercises at the Holmes Convocation Center. During this culminating moment, each doctoral candidate was hooded on stage by their respective faculty mentor as their dissertation title was shared with the audience of University faculty and staff, graduates, family, and friends. 

Preceding the formal commencement ceremony, a more intimate hooding ceremony was held at Grandview Ballroom in the North End Zone at Kidd Brewer Stadium. Everyone was greeted by Dr. Vachel Miller, Director, Doctoral Program in Educational Leadership followed by remarks by Dr. Melba Spooner, Dean, Reich College of Education and Dr. Ross Gosky, Associate Dean, Cratis D. Williams School of  Studies. Speaker and honorary doctoral program poet laureate, Dr. Adrian Rice shared brief remarks about his own academic journey and fittingly ended by offering a poem for the occasion. Next, as the focal point of the ceremony, each committee chair offered personalized remarks about each student’s research project and dissertation journey. Following the comments, students were hooded again on stage by their dissertation committee chair as an official declaration of the completion of their doctoral journey. After the concluding remarks by the Associate Director, Dr. Chris Osmond, graduates and guests were treated to a reception and celebratory conversations among family and friends. 

 

Dr. Obioma Chukwu 

Current Professional Position: STEMTeacher, Pitt County Schools, Early College High School

Dissertation Title: Can You See Me?  An Exploration of Black Middle School Male STEM Scholars

Dissertation Description: “In the United States, there are 7.7 million Black children being educated in our school system. The news you hear about Black males is normally negative regarding their education, especially at the middle school level. Using narrative inquiry, my research study gave middle school black boys a chance to share their stories regarding what has made them successful in their science and math classes, including the type of support they have had to help them be successful. The findings and implications from this study will enable presentation participants to develop culturally relevant pedagogy and protocols to support Black boys in general.”

Committee: Dr. Shawn Ricks (Chair), Dr. Tempestt Adams, Dr. Will Sheppard

Description of the doctoral program experience: “The doctoral program has been an amazing journey that I undertook to reinvent myself as a scholar and professional.  It has been a life changing experience that I still fail to capture in words. I grew as a person.  I developed new friendships.  I became a better leader and colleague.  I am beyond honored and humbled to have been accepted into this program for this stage of my journey in life.”

Description of the dissertation journey: “My dissertation journey has been a chance to share my story.  It has been an opportunity to grow as a scholar and as a writer.  It also has given me a chance to see my research impact and change lives around me.”

 

Dr. Edward “Tony” Coggins

Current Professional Position: English & AP Research Teacher- Wayne County Public Schools

Dissertation Title: K-12 Beginning Teacher Support: The Need for Mentorship and Self-Efficacy

Dissertation Description: “The purpose of this study was to learn about the lived experiences of six beginning teachers from across NC. The participants shared their perceptions of the support they received from their districts as interviews were conducted with a guiding methodology of narrative inquiry. The study was guided by three research questions focused on their experiences, growth, and challenges as beginning teachers within their support programs. The construction of narratives highlighted their experiences and perceptions. Findings from this study have implications for teachers, administrators, and district leadership as well as for future research, practice, and policy.”

Committee: Dr. Chauntee Thrill (Chair), Dr.Chris Osmond, Dr. Betsy Rosenbalm

Description of the doctoral program experience: “Now that I have graduated, it is easy to focus on the dissertation stage and upcoming speaking engagements and publications; however, I would be remiss to not mention the personal and professional growth that this program has provided me. My professors and coursework challenged me intellectually, and I became a deeper thinker and writer as a result. If I began mentioning specific teachers, it would turn into a long list of names. This speaks to the quality and thoughtfulness of the program directors as they designed the courses and put the perfect people in our paths at the perfect time.”

Description of the dissertation journey: “‘Journey’ is the best word to describe the dissertation process, and everyone’s is unique. I began mine for my family, and they helped me survive the joys and difficulties along the way. My wife, Emily, and my two daughters, Annabelle and Evelyn, are my world, so I tried to include them as much as possible without having the process impact them negatively. Therefore, they would pop up on the screen during classes and work sessions, and I loved having them accompany me to Boone. I am grateful for the guidance from Dr. Thrill, Dr. Miller, Dr. Osmond, and Dr. Rosenbalm."

 

Dr. Melinda Frank

Current Professional Position: Director, Learning Environment, University of Washington, School of Medicine

Dissertation Title: Expectations and Power in the Third Year Medical School Clerkship: A Mixed-Method Inquiry to Ameliorate Student Mistreatment

Committee: Dr. Chris Osmond (Chair), Dr. Matthew Thomas-Reid, Dr. Dana Brackney

 

Dr. Bronwyn Harris

Current Professional Position: Assistant Professor of Education, Elon University

Dissertation Title: Influences on General Education Teachers’ Decisions About Reading Comprehension Instruction for Students with Autism Spectrum Disorder

Committee: Dr. David Koppenhaver (Chair), Dr.Beth Buccholz, Dr. Aftynne Cheek

 

Dr. Kesha Branch Hood

Current Professional Position: Principal, Scotland County Schools

Dissertation Title: You Can Get There from Here: Exploring the Impact of Trauma on Youth Through the Narrative Constellations of Multigenerational Parents in the Community

Dissertation Description: “The goal of this study is to fill the gap of research by looking beyond the field of education to discover how the community and specifically parents view community trauma and how they perceive the impact trauma has on the county’s youth. Using narrative inquiry methods such as creating narratives through individual interviews, recording field notes, using a reflective journal, and photo-elicitation artifacts will bring a voice to the people in the community and discover their stories of resiliency through their perspectives and voices.”    

Committee: Dr. Jason Lynch (Chair), Dr. Ashley Carpenter, Dr. Sonja Parks

Looking back to the doctoral program experience: “The doctoral program means a journey toward fulfilling a promise. I promised to take every opportunity to utilize education at the highest capacity. The doctoral program is a learning commitment that has impacted how I think about obtaining and using knowledge. The last four years have changed me from a learning student to a research scholar.”

Reflecting on the dissertation journey: “During the dissertation journey, I have made lifelong friends with my Cohort 2A peers. I encourage all   students to communicate and to provide support to each other. I have also gained a mentor with a strong relationship that has grown with my Dissertation Chair.”

 

Dr. Deborah Mitchell

Current Professional Position: EC Resource Teacher, Alexander County Schools

Dissertation Title: How a Collaborative School Culture Leads to Success for Students with Emotional Behavior Disorders: An Appreciative Inquiry Approach

Dissertation Description: “My dissertation research was conducted in a rural elementary school with students that should not perform at a high level of growth and proficiency. These students face poverty, many have a background of traumatic experiences, and struggle with academic deficits. My dissertation research was based in Appreciative Inquiry theory and methodology. This allowed the opportunity for positively framed questions to be used to solicit rich stories from parents, colleagues, and administration. Through research data, we learned how positive school culture supporting students with emotional behavior disorders impacts their academic and behavioral growth.”

Committee: Dr. Chris Osmond (Chair), Dr.Betsy Rosenbalm, Dr. Monica Lambert 

Description of the doctoral program experience: “The doctoral program at Appalachian State University has at times been very challenging. Yet, this process has taught me so much about myself. This journey has been a process of challenging my philosophy and strengthening myself as an educator. Throughout coursework I have also been able to make some life long friends and colleagues on which I know I can depend on in my career.”

Description of the dissertation journey: “The dissertation journey was tough, especially with balancing the duties of a special education teacher. It afforded me the opportunity however to have some amazing discussions with my committee and inspired me to continue educational service. At times, as educators we face things beyond our control, but if students are continually our focus...we do make a lasting impact!”

 

Dr. Nikki Proctor

Current Professional Position: Dean, Institutional Effectiveness and Online College, Lenoir Community College

Dissertation Title: Problematizing Institutional Effectiveness: A Foucauldian Poststructural Policy Analysis

Committee: Dr. Star Brown (Chair), Dr. Alecia Jackson, Dr. Vachel Miller

 

Dr. Kacie Renfro 

Current Professional Position: School Counselor, Buncombe County Schools

Dissertation Title: The Poetics of Affect: Rememorying the Death of a School

Dissertation Description: “Through an interweaving of affect theory and rememorying, this inquiry seeks to explore the individual and collective impacts of a school closure and to evoke sensations that invite an interrogation into how thinking with affect theory creates potential for the re-presentation of educational spaces. Using Stewart’s conceptualization of affect theory and Morrison’s concept of rememorying, the exploration into a death of a school highlights the potential that exists in the ordinary moments in educational spaces. Personal and collective rememories are presented as scenes of impact, and possibilities are opened for collective healing in educational spaces through rememorying with affect theory.”

Committee: Dr. Alecia Jackson (Chair), Dr. Beth Campbell, Dr. Leslie McKesson 

Description of the doctoral program experience: “The Online 1 Cohort was much more than an online learning community-our classes became a safe haven as we all struggled to navigate a rapidly changing world. During our time together, we built meaningful friendships and connections with our colleagues and professors, and I gleaned a deeper understanding of theories, the human experience, and myself.”

Description of the dissertation journey: “This journey became a deeply personal one that reignited my love for words and bolstered my confidence in my own tenacity.”

 

Dr. Jessica Steiner

Current Professional Position: Principal, Stuart W. Cramer High School, Gaston Co. Schools

Dissertation Title: Increasing Student Engagement by Fostering Student-Teacher Relationships and Learner-Focused Classroom Strategies: An Improvement Science Research Study

Dissertation Description: “For years, teachers have prioritized student engagement in classrooms. The COVID-19 pandemic emphasized the urgency to enhance engagement, given the disconnect students faced during remote learning. My study investigates how student engagement influences academic success, especially in secondary education. Utilizing research, it highlights engagement's role in improving student outcomes and addressing academic challenges. The initiative stresses building strong student-teacher relationships, measured through classroom perceptions. Through the Improvement Science framework, various strategies were explored via surveys, attendance, and grades analysis. Employing improvement science tools like fishbone diagrams and PDSA cycles, the study aims to enhance engagement and connectedness, emphasizing early engagement and continuous relationship-building.”

Committee: Dr. Amy Washburn (Chair), Dr.Julie Hasson, Dr. Vachel Miller

Description of the doctoral program experience: “The doctoral program was a personal goal for me.  The program presented me with a chance to enhance my critical thinking abilities within a vibrant community of peers who both challenged and bolstered my development. Through this journey, I gained fresh perspectives on the world and discovered a framework that helped shape my work. Along the way, I formed bonds with like-minded individuals who not only supported me but also urged me to continue on my leadership path.”

Description of the dissertation journey: “The Doctoral Program, along with my dissertation committee, provided exceptional support throughout my academic journey. Their guidance and encouragement have equipped me with the skills and confidence to replicate these processes in my future research and professional endeavors. I am also deeply appreciative of our cohort members who have not only become colleagues but also life-long friends. Our journey together made the experience a memorable one!”

 

Dr. LaShawndra White

Current Professional Position: Director of Community Programs & Cleveland Campus, Johnston Community College

Dissertation Title: The Journey to Thrive: An Exploration of the Experiences of Black Women Administrators at Predominantly White Community Colleges 

Dissertation Description: “Using the theoretical and methodological approach of Black feminist thought, my research seeks to understand how Black Women administrators navigate, survive, and thrive at predominantly white community colleges (PWCCs). I conducted a semi-structured interview with seven Black Women administrators working at a PWCC in the North Carolina Community College System to help answer my research questions: (1) How do the experiences of Black Women administrators at PWCCs inform their self-perception, affect their health, and influence their career matriculation? and (2) How can PWCCs create an environment where Black Women administrators thrive in their roles?”

Committee: Dr. Shawn Ricks (Chair), Dr. Stacey Garrett, Dr. Fran Oates 

Description of the doctoral program experience: “The doctoral program's faculty and staff created an inclusive community environment from day one! When I attended orientation in 2019, I had no idea what I was stepping into. I quickly found that everyone in the program willingly wanted to walk with me and help me through this journey. Everyone in my program - my instructors, my committee, my dissertation coach, my administrative support, and my cohort (the first online Educational Leadership cohort), far exceeded what I anticipated in their commitment to support each other and I am forever grateful.”

Description of the dissertation journey: “My dissertation journey pushed my faith, perseverance, humility, and advocacy to greater heights than I ever imagined.  I learned to lean on my support systems and let down my guard to embrace new supporters while becoming aware of my need for better self-care. The challenges I faced on this journey taught me to trust the process while knowing I was on the road to victory. This journey has also taught me the importance of my research topic and what it means to others, the liberation in sharing truths of those who are depending on me to not only talk about the issues that impact Black Women - but also in my charge to take action to help Black Women thrive.”

 

Dr. Jacob Wilson

Current Professional Position: Principal, Cleveland County Schools

Dissertation Title: Framing Teaching During a Pandemic: A Case Study of Middle School Teachers Who Experienced Growth After the COVID-19 Pandemic

Committee: Dr. Christopher Cook (Chair), Dr.Julie Hasson, Dr. Debra Morris

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