educational leadership

Faculty PROFile: College of Education Adjunct Professor Sherry Knight

Posted on by Caitlyn Dickinson

Sherry Knight is an adjunct professor for the College of Education in the Interdisciplinary and Inclusive Education department. She received her bachelor’s degree at Mississippi State University and her M.A. at Cheyney University. 

Share an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field. 

My “aha” moment that makes me feel passionate is when students state that my storytelling about real educational experience is eye opening and sheds light on what their future may look like.

Sherry Knight outside James Hall entrance

Share with us one aspect of student engagement that you enjoy most, and why?

Listening to their apprehensions. I enjoy sharing with them how to overcome them and how important the job of a teacher is. I reiterate the impact they make in the life of their students and I encourage them to build relationships with the students.

What is your area of expertise?

My area of expertise is Early Childhood/Elementary Instructional practices.

Sherry sitting inside James Hall.

What is one thing you wish people knew about your academic discipline or your research focus?

The one thing I wish people knew is that I have a passion for perpetuating high-level practitioners to foster engaging learning experiences. When I start my doctoral program at Rowan University, my research towards my dissertation will be on active engagement and relationships.

When are you starting your doctoral program at Rowan? 

I am planning to start my doctorate in the fall 2021.

 Why did you choose to complete your doctorate at Rowan?

I chose Rowan because of the stellar doctoral programs in Educational Leadership that will enhance my skills and pedagogy. This program will also give me the opportunity to be a better professor for our future teachers providing them with research and data to drive instructional practices. 

Sherry Knight inside James Hall.

What made you become interested in pursuing a career in education, both primary and higher?

I pursued a career in education because I wanted to make a difference in the world. I believe that teachers are the catalyst to all professions and I wanted to be one who educated the future lawyers, doctors, and/or other educators.

Do you have a favorite lesson or topic you teach your students? If so, why is it your favorite?

My favorite lesson to teach is a lesson on how to build an amazing lesson plan using a menu. It’s m​y favorite because it teacher the students the key elements to develop a solid lesson plan with components of an effective lesson.  

 Is there anything else you’d like to add?

It is a pleasure to teach higher ed to future teachers. I prepare them for the next level of getting a job and being a master teacher. 

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Story by:
Caitlyn Dickinson, public relations and advertising graduate

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Alumni Success: Stephanie Ibe and How She Became a Teaching Assistant in France

Posted on by Marian Suganob
Stephanie sits at the Giant Prof statue on campus while wearing a custom stole showing the Filipino and French flags.

Today we speak with Stephanie Ibe, a 2020 graduate who majored in Biological Sciences with a minor in French and Honors and Pre-med concentrations. Stephanie stayed in Le Havre, France for seven months while working as a teaching assistant through the TAPIF Program. Stephanie comes from Franklin Park, NJ in Somerset County. She was involved in MAPS (Minority Association of Premedical Students), Res Life as an RA/ARD, research, tutoring, RUPAC (Rowan University Philippine American Coalition), Alpha Epsilon Delta (AED – Premed Honors Society), University Chorus, and mentoring through the Dr. Harley E. Flack program.

What is the name of this program? 

It’s called TAPIF, which stands for Teaching Assistant Program In France and it’s through the French Ministry of Education. TAPIF was recommended to me by my French teacher, Dr. Maria Hernandez, a former Fulbright Program alumna.

What part of France were you mainly based in? 

Normandy! It has a mix of everything. It’s in the northwest of France. You can find suburbs, cities, small towns, beaches, cliffs and the countryside. It’s about two hours away from Paris. You could take a bus to Paris from Normandy for as low as eight euros (about $9). When we traveled to the south of France, we took a train ride from Normandy that took about six hours.

Stephanie poses in a gorgeous, tiny street in the French city of Marseilles.
Marseilles

My base city is really special. It’s called Le Havre. It is an urban city with a beach and a port. It is located right next to Sainte-Adresse, where Claude Monet created many of his paintings. What happened in Le Havre is that during the World War II bombings, the entire city was destroyed. The city was rebuilt not too long ago. It was rebuilt by Auguste Perret between 1945 and 1964, so Le Havre looks completely different from other typical French cities. The buildings are a little bit newer and more modern. They are boxier and made of concrete.

How many people again were in your program in France? 

According to the website, about 1,100 people participated in it and in my city there were 13 assistants.

How close did you live near each other? 

We were all within about 20 minutes of each other, whether by bus, tram or walking. Public transportation is really important in France so we all had our own public transportation card which was pretty affordable. I only had to pay 25 euros a month. It made transportation really easy. Most of us were within the city center, so it was very easy to walk to each other’s apartments.

Stephanie wears a dark red winter hat to the cold beach in Le Havre, France.
Beach of Le Havre

Could you describe what it was like going from graduation to the pandemic to going to France? 

It was such a stressful experience. From the time I graduated to the time I was actually on the plane to France, I didn’t know if I would still be doing the program. We didn’t get our acceptance letters until the end of June, because of Covid delays, and our actual placements until the end of July. And even though we got our acceptance letters, we still weren’t sure if we could leave the country because of the pandemic. The visa center did not open until mid-September. They were not accepting applications to apply for a visa until mid-September, and I had to be in France by mid-October. After I was able to schedule my appointment time for the visa center it took a little bit of time for my visa to process. I got my visa about one week before I had my flight to France. 

Even after I got my visa, I had a lot of other things to do before my flight to France. I had to get a background check, my fingerprints scanned, and I had to get my COVID test done 72 hours before boarding. Until I was on the flight, it was stressful, but I made it! Thankfully, it was a lot easier to come back to the US.

Stephanie poses under a transportation sign in Bordeux, France with a reflective structure in the background.
Bordeux

What did you do as a teaching assistant?

I taught English and American culture. I taught at two different high schools. One was a hotel and service trade school, where they taught things like culinary, restaurant service. All of the classes I taught for that school were centered around things like food and drinks, holidays and traditions, nutrition, and service dialogues. The other high school I taught at was a technical and professional high school, where they have programs for Biotechnology, Health, and Social Science. I got to talk a lot about things I was passionate about like U.S. healthcare, our education system, civil rights, nutrition, designing experiments, ethics, biotechnology, and general American culture and traditions. 

I incorporated a lot of things they were interested in learning about. I would do different kinds of presentations and activities about American culture. I helped them prepare for their oral presentations and would give them feedback.

Did you get to decide that or was there a guideline from TAPIF?                

When you’re filling out your application, you get to check off a few boxes about your background. I majored in biology and I did bench and clinical research, so that’s what I included in my application.

I think TAPIF also tries to decide your placement based on your hobbies. For example, I put on my application that I really enjoy cooking so they placed me in a school with a culinary program. For the most part, they put you where they think you’d fit in best and what high school you are able to give the most to.

Stephanie sits on a wall overlooking the whole city of Marseilles, France.
Marseille from Basilique Notre Dame de la Garde

What was your favorite memory as a teaching assistant?                             

I really liked getting to know all of my students and seeing their growth from when I first began teaching to the end. I remember when I first met them, they were so shy and scared to speak to me. By the end of the program, they were so excited to speak in class and we were able to have a lot of fun conversations together.

I loved being able to actually talk to them about what they’re interested in and seeing them build their confidence in being able to speak English. I had them pick what topics they’d be interested in learning. I really liked that because they also had a lot to teach me in return, through our discussions. I would always ask them about things like what kind of music, shows, food, stores, and activities they like. It was like an inside scoop to their culture.

Stephanie poses happily while holding a Rowan umbrella in the air in France.
Vieille Ville (Bordeaux)

How did Rowan’s French program help prepare you for this experience?

I loved how small Rowan’s French program was. I had a lot more opportunities to practice speaking with the students in my class because there were only five or six students. There’s also more one-on-one help from your professors.

The support I got from the faculty was huge. I wouldn’t have gotten the position if it wasn’t for Dr. Hernandez. She encouraged me to pursue the French minor and apply to the program. In the beginning, I was debating on whether or not I should go to France because I am also applying to medical school. Dr. Hernandez walked me through the pros and cons of going to France in the midst of a pandemic. Eventually, I made my decision to go based on the idea that I’ll never get to experience and learn about France the way I did in those seven months. It truly would’ve been an opportunity of a lifetime.

Stephanie wears a custom stole with the Filipino and French flags on the sunny and green Rowan campus near Bunce Hall.

In the end, I was honestly so thankful that I went this year. Even though everything was closed the entire time I was there, I don’t think I would have built such a strong bond with all the other assistants if everything was open. We would have each been doing our own thing. Being able to experience big cities like Paris with fewer people on the streets was also really cool.

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Story by: 
Marian Suganob, public relations and advertising graduate

Photos by:
Stephanie Batista, junior music industry major

and Stephanie Ibe, biological sciences graduate

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NJ Children’s Advocate Kelley Michalowski Advances Degree in Rowan’s Ed.D. Program

Posted on by Christina Lynn
Kelley is pictured in her home.

Today we feature Rowan Global student Kelley Michalowski, part of Rowan’s Doctor of Education in Educational Leadership (Ed.D.) program, P-12 track. Read more about Kelley’s professional career in education and her personal dedication to lifelong learning. 

Kelley Michalowski will soon be a two-time graduate of Rowan’s College of Education earning her master’s degree and ultimately her Doctor of Education in Educational Leadership. 

Kelley started work with the state’s Juvenile Justice Commission as a teacher, then rose to Supervisor of Education. When she first started her career, Kelley taught first-time offenders; her job was to transition them so they can rejoin society. 

You can now find Kelley serving as Director of the Department of Children and Families. In this role, she oversees the needs of those children living in poor circumstances and their educational needs all over New Jersey. She visits 18 schools ranging from Cape May County to Bergen County. 

Kelley is pictured outside her home.

When asked about how the Ed.D. program will help her in the future, Kelley replies: “It already has. The kids I serve are so underserved and had [few] resources when I got there. So even just the contacts I made and the different roads the districts are doing … we can get them back into districts easier because of the contacts I’ve made, with not only the other students but professors. It’s been fantastic for our schools.”

Kelley started her program with a research theory in mind. She also wants to focus on the impact that can be made on teachers. Her overall goal is to motivate educators who serve underserved students and keep them from getting “burned out.” To do this, she plans on creating a teacher mentorship program to pair teachers together to talk and collaborate.

A class that Kelley regarded as being beneficial to her was her diversity class. She feels as though this class informed her enough to educate others. She and her staff would later be inspired to form a racial equity committee based off of the information that Kelley got from her Rowan class.

Like many, Kelley and her family had to learn how to adjust to a work-at-home environment. In addition to work, Kelley served on two of the state’s COVID committees and continued to work on her program while also attending to her family needs, Kelley has been staying strong and pushing hard to complete her program and help others.

Kelley poses outside her home.

“I always promised my father I would continue,” Kelley mentioned as a part of her inspiration to complete this program. Her father always wanted her to do well in whatever she wanted to do and was excited to learn she would be earning her Ed.D.

Some advice Kelley would like to give to prospective doctoral students is to stay calm and do everything slowly so you won’t stress out. She also wants to let you know that Rowan has very caring professors who only want to watch you succeed.

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Story by:
Cam Hadley, senior public relations and advertising major

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Ed.D. Program Paves the Path to Success for Educational Leader

Posted on by Nicole Cier
Exterior shot of Sussex County Community College, where Rowan Ed.D. student Ketan Gandhi works

Ketan Gandhi, from Asbury Park (Monmouth County), is well-versed in higher education, so his standards were high when considering the universities he could potentially earn his Doctor of Education (Ed.D.) degree. After completing his undergraduate studies at Bombay University in India, and earning an MBA in general administration at the Indiana University of Pennsylvania, he still wanted to learn more about the world of education.

Rowan Ed.D. student Ketan Gandhi meets with students as CFO of Sussex County Community College His experience in leadership positions at Burlington County College, Rutgers University and Sussex County Community College (where he is currently the CFO and EVP of Administrative Services) inspired him to explore the differences in leadership styles between private educational institutes and higher education.

“What motivates people in higher education is different than in a private business scenario,” Ketan says. “Understanding the type of leadership required to govern a higher institution could set me up for a more successful career in education.”

Rowan Ed.D. student Ketan sits at a desk with his laptop open, smiling.He came across the Ed.D. in Educational Leadership program at Rowan University through recommendations from colleagues who had had a positive experience in it.

“I also looked at a few other institutions, but what I liked about Rowan’s program is that it is led by faculty members with higher levels of experience and education. The faculty are actual presidents or provosts at universities, and can give me direct, relevant advice based on their experience.” 

The quality that secured Ketan’s decision to attend the Rowan Ed.D. program was its concentration in Community College Leadership Initiative (CCLI), which pertains directly to his professional experience and interests.

Though he has not been in school since 1986, Ketan was concerned about the transition back to intense learning. Luckily, “faculty members are open to allowing me to adjust, and I have support from my boss, my wife and my family,” he says.

“Each member of my cohort works at a different college or university, which allows us to share different experiences and perspectives,” he says. “It makes for better discussions and more learning opportunities.”

Leadership Theory, the first course he is taking for the program, has already ignited his passion for education and leadership. “This course has allowed me to truly understand the way I come across as a leader and who I want to be. I’ve already learned a lot about myself,” he reflects. A book that he has read during the course, “Discover Your True North” by Bill George, has also been an inspiration to him on this educational journey.

Rowan Ed.D. student Ketan Gandhi meets with students as CFO of Sussex County Community College

Ketan’s ultimate goal throughout Rowan’s Ed.D. program is to change and adapt to a new leadership style.

“I was very much a task-oriented leader,” he says. “In just a few weeks, I am already starting to see myself transforming into more of an entrepreneurial leader. It’s all about breaking habits that I’ve already established and improving them, really honing my skills.”

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Story by:
Nicole Cier, senior writing arts major

Photos courtesy of:
Ketan Gandhi and Sussex County Community College

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How One Rowan Professor’s Digital Office Hours Help the Online Learning Community

Posted on by Christina Lynn

Dr. Anna Sun, assistant professor of Educational Services and Leadership, saw the problem in both her teaching and research: how can faculty meet with students outside of class when the course is online? 

Her solution — offering e-office hours for her classes — earned her accolades this fall at Rowan Global Learning & Partnerships’ inaugural Excellence in Online Learning awards. 

Dr. Sun says she felt a range of emotions upon being recognized for her work.

Dr. Anna Sun stands in front of the James Hall statue“I feel honored, surprised and happy. I’m glad I’m recognized by peers, by students, by Rowan at large and as a community. And I’m surprised because online teaching relatively speaking is still new. 

“I feel that more and more the community recognizes the importance of online teaching, sees it’s another way to meet the students’ needs, and it could provide the quality teaching and instruction in this pioneering format,” she adds. 

The College of Education professor’s research focuses on social justice and school administration leadership in K-12 settings. She also studies how counterparts in other countries approach similar issues, debates and questions in education. 

Dr. Sun joined Rowan six years ago, as her department collaborated with Rowan Global to launch an online teaching program to better meet students’ needs. The online courses are called light hybrid because there are two face-to-face times scheduled between faculty and students each semester. Dr. Sun saw how successful this model was and sought to incorporate an element of this in her office hours for online courses. 

“I wanted to create a online learning community,” she explains. “The challenge or the debate sometimes would be, there’s no face-to-face time. So that’s the time I thought we need to create with this e-office hours, like the face-to-face office hours.”

Dr. Sun designates the second Monday of the month to e-office hours, where students can make appointments and meet with her via phone, email, videoconference or other digital format to ask questions on or talk about the course. 

Dr. Anna Sun meets with a Rowan student inside James Hall

She says students have appreciated the courses with e-office hours.

“They feel I’m very approachable and I respond to students’ questions right away. They felt that this is exactly what they learned from face-to-face,” Dr. Sun says. “The research [also] shows that in the online setting we should have this instruction presence; I want the students to feel like they can reach me at any time when they have questions.”

Her e-office hours contribution is just one part of a more expansive goal of Dr. Sun’s to prepare future school leaders. 

“In my teaching, we have a lot of discussions about social justice school leadership, transformational leadership,” Dr. Sun says. “And I feel my teaching, my interactions with students provide cutting-edge, effective approaches for them to become the reformers, the leaders, to make big changes in education.

“Our program prepares candidates with social justice approaches to make a big impact in the field. Both my teaching and the research are so important in this regard.”

Dr. Anna Sun stands in front of a bronze statue outside of James Hall

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Ed.D. Graduate, Community College President on His Game-Changing Rowan Experience

Posted on by Christina Lynn

As public relations and marketing spokesperson for New York Transit, communicating news for the bus division that transported seven million passengers a day, Stephen Nacco saw his long-term career prospects heading on a different path — toward higher education. 

Nacco traded media for academia, where he rose to top administrative positions at two New Jersey-based community colleges. 

Rowan alumnus Dr. Stephen Nacco, president of Danville Area Community College in Illinois
Rowan alumnus Dr. Stephen Nacco (above)

His career moved further ahead while enrolled in Rowan’s Ed.D. in Educational Leadership: Community College Leadership Initiative (CCLI). “I never wanted to be a community college president until that program,” he said. 

Now, Dr. Stephen Nacco uses the skills he learned in his cohort from more than 750 miles away. 

As president of Danville Area Community College (DACC), about 2.5 hours south of Chicago, Dr. Nacco leads a school that serves more than 6,100 part-time and full-time students. While the city of Danville has seen its population steadily decline over the years, DACC has seen its enrollment and graduation rates increase — which Dr. Nacco credits to his faculty and board, with whom he has built a collaborative leadership team. 

Rowan alumnus Dr. Stephen Nacco (second from right) at Danville Area Community College, where he is president“It’s the coalescing of ideas here, and that to me is what makes working at this college rewarding,” Dr. Nacco said. “Every month we do something — this is straight out of something I learned at Rowan — where a different department comes out with a ‘Big Hairy Audacious Goal.’ And it’s got to be out there. It might seem impossible, but you’re going to try to figure out a way to make it work.

“I think collaboratively in a small community college, it’s really a lot of fun to be able to work this way,” he added. 

Convenient classes, offered right on the campus in which he worked at the time, initially attracted Dr. Nacco to the Ed.D. in Educational Leadership program. Yet the longer he immersed himself in his coursework, the more Stephen felt compelled to seek a community college president position post-grad. 

Rowan alumnus Dr. Stephen Nacco (right), president of Danville Area Community College in Illinois“I was able to study my own leadership and look at leadership theory,” he said. “As I was in the program more and more, I wanted to continue to move up in community colleges … that they’re not ‘junior colleges,’ what they do for workforce development and what they do for turning around lives.”

Dr. Nacco noted Rowan’s teaching faculty included community college presidents, who enhanced the program through their “war stories” and mentorship. He also acknowledged Dr. James Coaxum, associate professor in the College of Education, whom he said had “a style that was calm for people, not just with me, but for many students who were anxious to go back to college.” 

After completing the Ed.D. degree part-time in three years, Dr. Nacco ultimately secured the top spot at DACC in 2016. The importance of the job is not lost on him.

“Being in DACC, you can’t imagine how important this college is to this community,” he said. 

For future students considering the Ed.D. program, Dr. Nacco offers this advice: “Whatever your niche is, don’t be constrained by that niche. Go into it with the idea with you can be surprised with what you want to do. It doesn’t matter what your job is, if you know what you’re doing is important to the people around you, then it’s a good career. And Rowan can help you get there.”

Rowan alumnus Dr. Stephen Nacco's school, Danville Area Community College, offers a Wind Tech program
Rowan Ed.D. alumnus Dr. Stephen Nacco, president of Danville Area Community College in Illinois, is especially proud of his school’s Wind Tech program, one of few in the country that trains students to maintain wind turbines and prepares graduates for work in the emerging wind energy industry.

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Hybrid Doctoral Studies Program Offers Flexibility for Aspiring Educational Administrator

Posted on by Nicole Cier
Exterior shot of James Hall, home of the College of Education

First-generation college student Manuela Jiménez has always had plenty of ambition and little free time. After receiving her undergraduate degree from Rutgers University, the Perth Amboy, NJ (Middlesex County) teacher knew that she wanted to continue her education. She earned her master’s in Educational Leadership from Montclair State University while teaching secondary students, and attained her school principal and supervisor credentials. Jimenez believes that learning is a lifelong process, and in an effort to reflect on her practice as an educator, she decided to continue her studies. 

A simple Google search led Manuela to discover the Doctor of Education in Educational Leadership (Ed.D.) program at Rowan, and she dove right in. “I came across this top-rated hybrid doctoral program and was thrilled to hear about it!” she says. “Being a full-time working individual, it’s so convenient to be in a program that gives me the flexibility I need to have face-to-face classes and online classes that allow me to also work.” 

Rowan Ed.D. student Manuela sits at a desk with the name "Ms. Jimenez" in colorful letters pasted to the front of the desk.
Manuela — or Ms. Jimenez, as her students call her — sits at her desk, ready for another successful day!

Flexibility was a requirement when it came to Manuela’s decision to enroll in a doctorate program. She currently teaches English to seventh graders at a local school, and is the Chair for the elective department — two time-consuming positions that require a lot of work and dedication. She met with a Rowan University advisor in order to determine the perfect schedule that would integrate with her work preferences. The face-to-face class meetings are convenient to her schedule, and she prefers to complete the online portion of her learning during her breaks from teaching. “Having access to all of my learning materials and professor office hours online is very helpful to me because of my schedule,” she says.

Though this schedule may sound overwhelming, Manuela loves every moment of it. “It’s a very rigorous program, but it makes me want to learn more! The more that I read, the more inquisitive I become about my current methods as a practitioner. My professors provide thorough feedback for every assignment, and prepare me to feel more competent and confident in the workplace,” she says.

The most rewarding part of the program is that the content Manuela learns through her courses can be applied to her teaching the very same day! Since she completes her online work throughout the school day, the lessons she learns are fresh in her mind, allowing her to apply the theories from her readings to her classroom to see real results. And since she’s started the Ed.D. program, she is already noticing a difference in the quality of her interactions with students and faculty.

“It’s not all about the concept but the implementation of it in the teaching environment,” she says. “I am becoming a more reflective practitioner, learning the difference between theory and practice by applying the curriculum of these courses to my real-life interactions.”

Drone shot overlooking Rowan's Glassboro campus at sunset
“It’s so convenient to be in a program that gives me the flexibility I need to have face-to-face classes and online classes that allow me to also work,” Manuela says of Rowan’s Ed.D. program.

“I’ve definitely made the right choice with Rowan,” Manuela says. “The program is hard but it’s worth it, because the quality of the education I’m receiving is truly impactful. It’s inspiring that first-generation college students like myself can make it in their career, and pursue a higher education degree while juggling everything else in life.”

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Story by:
Nicole Cier, senior writing arts major

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Danielle’s Journey from the Ed.D. Program to Overseer of $20 Million

Posted on by Alex Belli
Woman sitting in pink lawn chair laughing while the sun shines down

Meet Dr. Danielle B. Jubanyik, a Rowan alumna and Sicklerville, NJ (Camden County) native with her Ed.D. in educational leadership. Danielle is currently working at the New Jersey Department of Labor and Workforce Development as the State Director for Adult Education & Literacy Services. She is responsible for $20 million worth of funds that are used to help New Jersey adults attain a stronger education and hopefully lead to a brighter future. Learn how Rowan’s Ed.D. program helped prepare her for making a powerful impact in the New Jersey community.Professional business woman smiling at the camera

Danielle started her Rowan University journey 20 years ago, finishing her undergrad with a B.A. in English with a secondary education certification in 2003. Five years later, she earned her M.Ed. in teacher leadership with a writing arts concentration, and then completed her Ed.D. in 2013.

“Education has always been a passion of mine,” said Danielle. “One of my fondest memories is playing school as a child over summer breaks.” Danielle’s passion for education was easily matched at Rowan — a fact she knew early on as her mom attended the school when it was known as Glassboro State College. It became a “no-brainer” for her to attend, pairing the school’s positive reputation with its affordability.

“The rigor for this doctorate was intense, the amount of research requirements helped me to become a stronger writer and speaker, and the cohort portion allowed me to grow from others with different perspectives,” Danielle revealed. The cohort allows students to build off one another in the program, providing an experience with diversity and multiple facets for students to grow from.

At the beginning of the program you conduct research into a topic of your choosing associated with education, leading you to write the research portion (Chapter 1) of what will become a dissertation. Once this portion is completed, it must be presented to a dissertation chair (chosen by the student) for review and approval. “Presenting to the dissertation chair allows them to judge whether you can read, write, research, synthesize information and demonstrate your dedication,” Danielle explained.

Following this initial check-point you continue with the required coursework, with each class acting as a different puzzle piece for the dissertation. “You may begin to meet folks in-person and may be doing surveys or phone interviews,” said Danielle, referring to the bulk of the program. “In another class you’ll learn about social justice — potentially writing a chapter about why it’s important to learn about the perceptions and professional development people are receiving to produce a well-versed teacher.”

Once you’re finished writing the dissertation, you present a Rowan-formatted package to a dissertation committee (a group of individuals selected by the student to review and critique the work). After passing their approval, you schedule the dissertation symposium. This openWoman leaning against a wall while the sun shines through a window behind her event allows the student to present all findings while arguing their research to a committee that will judge whether you’re ready to receive the title of doctor.

The experiences Danielle had throughout her time in the Ed.D. program prepared her for her current role as the State Director for Adult Education & Literacy Services. As a representative for the state of New Jersey in Washington, D.C. she needs to hold strong communication skills that allow her to defend her views and argue for her opinions. “All of these pieces of the Ed.D. program: multitudes of research, the rigor, the accountability, speaking components all factor into my job,” said Danielle. Rowan’s Ed.D. program provides students all of these opportunities for an impactful career that can help change lives for the better.

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VISIT CAMPUS​​

Story and photography by:
Alexander Belli, new graduate with a B.A. in public relations and advertising

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The Ed.D. Program Showed Christina Just How Strong She Truly Is

Posted on by Alex Belli
Family of four strolling down a side walk on the main street of a town

Meet Christina DiDonato Dillon, mother of two (Luke, one year old and Filomena, 10 months old) and wife to Drew. Christina earned her undergraduate degree in early childhood education and sociology from Rowan University in 2011, graduated in 2016 with her M.A. in school administration, and is currently working toward earning her Ed.D. in educational leadership. Christina lives in Hammonton, NJ (Atlantic County) with her beautiful family while working as a real estate agent and assisting her parents with the family business, KMD Constructions. This is truly one woman who can do it all!

A woman in a pink top and white pants with her hand on her hip posing on a busy town street sidewalkChristina, a lifelong Prof, found her love for teaching at an early age and knew Rowan University would be the school to help her achieve this dream. “I knew Rowan was the choice for me,” said Christina. “I was most impressed with the devotion its faculty and staff have towards education and truly teaching it like a calling.” During her time within the College of Education, Christina has had the opportunity to learn from inspiring professors. Creating connections that helped her find her first teaching position in the Deptford Township School District. Christina has had seven years within the public schooling system teaching pre-kindergarten, kindergarten, and second grade.

Now, working toward her Ed.D in educational leadership, Christina looks back and reflects on the accomplishments she’s already achieved and the dedication she’s put into the program. When entering the Ed.D program you can expect to conduct heavy research into a topic you choose and must get approval for by faculty within the program. You will grow your understanding of qualitative and quantitative data, build more on courses from previous graduate and undergraduate programs, and eventually A family of four with a son and daughter sitting at a coffee shop table happily talking to each othercomplete a dissertation. “The coursework is incredibly reflective,” Christina explained, referring to the educational leadership program. “It’s something that helps you to better understand ‘who am I,’ allowing you to apply the concepts in real-world situations.”

Through this program, Christina learned about the strength she’s always had within her and discovered what she was capable of accomplishing. “The program is so motivating and also difficult, but it brings you to a point of ‘what kind of person am I as a leader, as a teacher, and as a person in a family?” Christina revealed, referring to juggling all her responsibilities. The program, though challenging, benefits its students in ways one might not expect. As Christina has shown, you may learn more about yourself through A woman wearing a pink shirt holding a baby girl in front of a decorative chalkboardworking towards an Ed.D while still gaining that higher education.

“Leadership influences change toward a shared vision through empowerment and built relationships. The concept that leadership is an influential process is the thought and definition I endorse. When thought of as an influential process, we can combine the ideas that leadership is complete as a trait, ability, skill, behavior and relationship.” An excerpt from Christina’s dissertation, which is titled Organizational Culture, Partnerships, and Placemaking — Social Emotional Learning via the Perspectives of School Leaders and Parents in an Early Childhood Setting: An Ethnographic Case Study.

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Story and photography by:
Alexander Belli, new graduate with a B.A. in public relations and advertising

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