Texas Tech University

Meet the Doctoral Students

NANA SHAIBU AKAEZE

NANA AKAEZE

Nana Akaeze is resourceful, with over 14 years of experience in academic and business settings. Nana serves as an Adjunct Associate professor with Colorado State University Global Campus. Her professional experience has been in banking, human resources, and consultancy services. Nana also serves as a volunteer reviewer with the Scholink Journal of Business and Management Theory. She knows APA formatting, content, and alignment. Problem statement alignment; published peer-reviewed articles and research books. Professional Business Strategist. Nana Akaeze holds a Doctor of Business Administration degree (DBA) from Walden University, a Professional Certificate from Harvard University in Management Strategies, a Master of Business Administration degree (MBA) from DeVry University, and a bachelor’s degree from Ahmadu Bello University in Business Management. Nana lives with her husband and children in Long Island, New York. She now looks forward to learning from her professors' and classmates' experiences.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

After I received a Doctor of Business Management Degree DBA, I felt the need to continue my educational pursuit. Life is about learning. Benjamin Franklin states, “An investment in knowledge pays the best interest.” The need for a Ph.D. from a reputable and affordable institution was intense. I researched the best University to serve my desire for education to impact society. Given my background, a Ph.D. in leadership and policy at Texas Tech University will afford me the knowledge needed and the opportunity to propose an educational policy that will help provide affordable, quality, and equality in education for the less privileged. TTU's Ph.D. in Educational Policy Leadership program met every standard for me, with an outstanding public research institute highly ranked worldwide. TTU dedicates efforts to aid and enhance student success by preparing learners to become ethical leaders committed to a diverse and globally competitive workforce. TTU's Vision aligns with my views of engaging in quality research on global educational issues by facilitating intercultural understanding between learners, faculty, staff, and the community in general.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I started my career as a sales consultant. Within the last Ten years, I started developing my skills as an educator and earned a terminal degree in business management from Walden University. I have taught courses in Marketing, Organizational Change, Business Management, Capstone, Operation Management, and Principles of Finance as an Adjunct Associate professor with CSU Global Campus and other higher institutions. I love teaching and imparting knowledge to others while I learn in the process. I also offer freelance editing services for academic manuscripts. In business, I execute plans, strategies, and procedures on both short- and long-term basis. This involves coordinating human capital and financial material resources toward achieving organizational goals. I also own a nonprofit organization called Standing by Your Dream Initiative. I am now ready for a more challenging academic exercise. I know a Ph.D. degree in educational leadership policy will help me achieve open doors for another stage in my career. A Ph.D. in educational leadership and policy degree opportunity fits well with the direction I want to take in my career. The degree will equip me with the knowledge needed to engage in educational Policymaking. I look forward to tapping into the wealth of experiences of my peers and professors, who are vast in the education policy field. I expect the school's support system to avail me with the resources to accomplish this goal.

What impact do you expect to have on education policy and leadership?

My career goals with this program include promoting an education policy that will aid access to education for individuals willing to attend school and the less privileged to access affordable and quality education. With a background and terminal professional degree in business management, I hope to become an educational research scholar with a voice in educational policy, an educational policy analyst, and a University Professor. Among other research interests, with a Ph.D. in Educational Leadership Policy at TTU, I intend to explore peer assessments relating to institutional decision-making involving students with diverse backgrounds and academic systems and the ensuing challenges of education policy-to-practice

JESSICA ALFARO

Jessica Alfaro

Originally from Rocky Mount, NC, Jessica began her educational path at Nash Community College. She received her BA in Hispanic Studies in 2000 from East Carolina University. Jessica returned to East Carolina University to get her MA in International Studies with concentrations in International Higher Education Administration as well as TESOL Master’s Certification. Professionally, she began teaching Spanish in 2002 and taught until 2013 when she started as Director of PCC Global at Pitt Community College in Greenville, NC. Jessica moved to Texas in 2016 and returned to the classroom until 2018 when she became Manager of International Student Admissions and Records at Austin Community College.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I chose this program because of the reputation of TTU's online educational programs as well as it fit perfectly into my plan for the future. This program allows for me to continue to work full time and has the flexibility for me to tailor my research towards my area of education.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I have been a teacher since 2002 in both K-12 Spanish as well as post-secondary adjunct classes followed by a director level position in higher education. I have been involved in state level advocacy in my area of education.

What impact do you expect to have on education policy and leadership?

I have seen first-hand the impact education has on a person's life and want to be in a position where I can make a true impact to help people be able to become all they can. I want to be able to impact global education on a higher administrative level. I would like to make my mark on the world by my impact on comprehensive globalization at community colleges (or any institution of higher ed for that matter).

MARISOL ALONZO

Marisol Alonzo

A Lubbock native, Marisol Alonzo serves as Research Compliance Specialist for Financial Conflict of Interest in the Office of Research and Innovation. Prior, she was a Registered Behavior Therapist at the Lubbock Autism Academy. Marisol was also the Program Coordinator for the Plains Bridges to the Baccalaureate Program in the Department of Environmental Toxicology at Texas Tech University. Marisol holds an Associate’s in Science from SPC, a Bachelor's in Human Development and Family Studies, and Master’s in Special Education with a concentration in Applied Behavior Analysis from Texas Tech University. Her research interests’ areas are in autism for the overall quality of life for underrepresented children in the most vulnerable communities. She has a passion to empower, and mentor underrepresented minorities towards higher education. She enjoys volunteering with Los Hermanos Familia for community events, and her local church parish community. She enjoys spending time with her family and fur baby Milo.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Texas Tech University is now a Carnegie Tier One Classification, and a Hispanic Serving Institution. Texas Tech University is ranked among the top best program rankings, best online rankings, and an increase in first generation students just to name a few. Working inside Raiderland since 2014, this diverse campus has brought about my Raiders Rojos passion and spirit.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I bring about the experience of advocating for my son while navigating through the educational system with regards to special education and inclusion. Wherein, providing firsthand knowledge in recognizing the deficits and the gaps within the educational system. The knowledge gained from working as a registered behavior therapist has allowed me to implement evidence-based interventions and interpret data. My current position has prepared me in interpreting and implementing federal regulations. My previous research experience, and academic preparation has prepared me for the expectations of this program.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

The program will help me to combine a rigorous academic study with hands-on experience towards areas of research, teacher education, program development, culturally inclusive curriculum, and evaluation for children in special education. This program will provide me with the platform to bridge the gap between policy and practice regarding implicit bias and cultural awareness training between administrators, teachers, and parents for a positive outcome in the child’s life. Furthermore, to develop skills to initiate, develop, and lead policymaking and policy implementation informed by diverse stakeholder agendas both within and across local, district, state, national, and international communities.

GABRIEL BALDWIN

Gabriel Baldwin

Gabriel Baldwin has been an educator in public education for more than ten years, all of which teaching mathematics to students in grades 6 – 8. He has a Generalist certification for grades 4-8, Gifted & Talented endorsed, and a Principal as Instructional Leader certificate in the state of Texas. Before teaching, he spent ten years in corporate America as a payroll and HR outsourcing sales consultant to small and medium-sized business owners and executives in Dallas/Ft. Worth. Gabriel has a B.A. in American Studies with a minor in Economics from the University of Texas at Austin and an M.Ed. in Educational Leadership from LeTourneau University. He enjoys mentoring middle school students, coaching the shot put and discus for young athletes, and spending time with his wife and two kids.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

TTU’s Ph.D. in Educational Policy Leadership program is a highly reputable, local Ph.D. program that provided the affordability and flexibility that I needed. After my initial conversation with Dr. Alex Wiseman, he convinced me that this program would equip me with the necessary knowledge and experience to significantly impact the educational experiences of minority students from a policy perspective.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

As a classroom teacher and math department head at Title 1 schools over the last decade, I have witnessed firsthand the impact quality educators have on students of diverse backgrounds. I must leverage these experiences as I continue my doctoral path and begin my pursuit of a role as a campus and district administrator.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

After completing this program, I expect to continue my passion and purpose for impacting all Texas students through education policy research, implementation, and reform.

HEATHER A. BALSIGER

HEATHER A. BALSIGER

Heather Balsiger is the Director of the Anatomy Lab and Willed Body Program at Texas Tech University Health Sciences Center El Paso. Ms. Balsiger established the Willed Body Program at TTUHSC El Paso in 2014 and has been working to increase awareness in the community about whole body donation, demystifying the donation process while emphasizing the importance of anatomical instruction for medical professionals. She also serves on the Anatomical Board of the State of Texas. An established researcher in the field of basic science and anatomy, Ms. Balsiger is a member of the anatomy faculty at TTUHSC EP and enjoys instructing medical students in the gross anatomy labs. Her strong basic science research background coupled with a deep passion for anatomy education has enabled her to implement policies and guidelines to innovate and enhance the academic curriculum. She has also emerged as a leader in the field by serving on the Anatomical Services Committee of the American Association of Clinical Anatomists, where she was tasked with co-writing the best practices guide for anatomical donation programs.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I was drawn in by the multi-disciplinary approach used in this program as well as the accessibility of the online format.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Most of the normal functions of my job at TTUHSC El Paso relate in some way to educational leadership and I am hoping to gain even more mastery of the subject.

What impact do you expect to have on education policy and leadership?

I plan to be an advocate and leader for a moral and ethical approach to anatomical donation and dissection.

BRADEN BECKNELL

BRADEN BECKNELL

Braden Becknell of Corpus Christi is the Director of Workforce Development and Continuing Education at Coastal Bend College. As Director, Braden works with local businesses, federal contracts, and innovative technology such as virtual reality headsets. Braden received her master's degree in business administration from Tarleton State University and her bachelor's degree in business administration and marketing (minor in sports management) from Texas A&M University. Braden also received 14 national marketing awards for her work on advertising campaigns and social media channels while a Communication Specialist at CBC. Braden was recognized as a Corpus Christi Under 40 Award Winner in 2021.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Texas Tech University's Ph.D. in Educational Policy Leaderhip Program provided the online flexibility I needed while working full-time. I appreciated the focus of putting theory into practice and the policy implementation process for education policies. The faculty in this program are well-known and distinguished in the program. After meeting with some of the faculty through the Education Policy Fellowship Program, I felt like my research interests closesly lined up.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

After graduating from Texas A&M University, I began working at Coastal Bend College as a Communication Specialist where I focused on outreach and recruitment through social media. My MBA prepared me to understand how decisions can effect educational organizations financially and what those implications can be. My current position has shown me a different side of education where businesses partner with higher education institutions to upskill and reskill their workers. Seeing education from different prospective has helped me see a wider view of how policies can have a wider impact.

What impact do you expect to have on education policy and leadership?

I have seen how education policies can create a ripple effect throughout the education sector and believe in the importance of crafting and implementing policies that benefit students. Through the Texas Education Policy Program, I saw how much goes into policy creation process and realized how much more I needed to learn to make a positive impact in Texas education.

GUADALUPE BRIGHT

GUADALUPE BRIGHT

Guadalupe Bright, was raised in Columbus, Ohio and obtained her undergraduate degree from The Ohio State University. During her time at Ohio State she was published in a Ohio Latino newspaper, “El Sol de Ohio” for discussing and encouraging Latino families to encourage their youth to obtain a higher education. Her last semester there she was featured on the cover of The Ohio State Alumni magazine for her service in mentoring and promoting higher education among Latino students at Ohio State through the L.A.S.E.R. program. She then went on to obtain her Master’s degree in Liberal Arts and Sciences at San Diego State University. She presented her academic paper “High School dropouts-an issue for the individual and the economy” in Japan at the Asian Conference on Education & International Development 2015. Afterward she joined AmeriCorps and the New Teacher Project and went on to teach 1st grade in Nevada. She is back in Columbus, Ohio where she works in the ESL department for the biggest school district in the state.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Several reasons lead to me selecting Texas Tech, first it was the flexibility it provided me to take care of the needs of my family. In addition, it is classified as a research one institution. My first experience with research was in y undergraduate program, and it has impacted my life, and therefore the ability to research relevant topics was key to my success.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

In high school I was privileged to attend a STEM, Early College High School where I had the opportunity to speak at events around STEM education. College allowed me see life in new perspectives and my mentor was thrilled when I asked to contribute to her research project, where my passion for research began. During my Master's degree I presented my research on education at two international conferences and then joined AmeriCorps to teach in Nevada. Home called in back, where I work for the biggest district in Ohio. It was all these and many other experiences that prepared me for a doctoral degree in educational leadership policy. The experiences allowed me to see the huge difference in resources, how that can affect education and how it is not the students fault.

What impact do you expect to have on education policy and leadership?

If I can have only one impact it would be for everyone in the education policy system to understand that as adults, we are the ones making choice for children who by chance were born into their circumstance and have no power in changing that, but that we as policy makers and adults do. I believe if we can all keep that in mind when thinking about, and writing policy we can begin to see a change in our educational gap for the good.

ZAHRA BOUDAOUI

ZAHRA BOUDAOUI

French native passionate professional with strong commitment and dedication to students, Zahra is always seeking to improve her knowledge and skills. She has built her career in a variety of roles. She is used to wearing many hats, and she genuinely enjoys it! She also thrives in an environment where no workdays are alike. Zahra speaks fluently different languages, thanks to her breadth of multicultural experiences, and her passion for learning and education. Zahra serves as the International Baccalaureate Diploma Program Coordinator at a private school in Dallas, Texas. Before teaching, she spent ten years in corporate as a Real estate property manager in France. Being a lifelong learner, she likes being a student herself. She just graduated with her third Master's degree. She enjoys working with students, being an advisor, guide students, and empower them. Zahra loves to travel the world!

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

The educational field is evolving. Educator requires different roles in the profession. I choose to pursue my Ph.D. program with Texas Tech University because applying in this particular doctoral program because I believe that I will gain skills that will allow me to grow in my advanced professional career in the fields of educational leadership. This program will help me to have a better understanding of managing the dynamics of policy and change. Moreover, working with educational leaders to provide better education and, above all, develop a more effective partnership in the field of education to better deliver students' outcomes. Being equipped with the necessary tools to drive education forward and contribute to the development of sustainable solutions. Beyond the University's ranking, having the opportunity to be taught and mentored by professors experts and experienced in educational policies will allow me to go above and beyond. Working in education for the past ten years has been the best learning and rewarding experience. I love being a student and learning every day; learning never stops!

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Working in the private sector for ten years allowed me to develop management skills and understand the environmental, economic, and structural contexts of organizations. My two enriching and constructive backgrounds and my educational experiences, I have realized that education is a complex and dynamic system that evolves where many different entities interact and play an essential role in engaging and influencing decision-making, change and practice.

What impact do you expect to have on education policy and leadership?

Pursuing the Educational Leadership Policy Ph.D. program will prepare me for a leadership role and equip me with the tools and skills to provide better learning and teaching students outcomes and equitable educational experience for students and families.

JESSE BULLOCK

Jesse Bullock

Jesse is a Ph.D. student focusing on Educational Leadership Policy and he researches issues involving student discipline, educational access, and minority student opportunities PK-20. He is most interested in the intersection of the criminal justice system with the educational system, taking an in-depth look at the police-school relationship, the use of police officers for handling student behavioral issues, and the criminological theories influencing the development of educational policies. He is a native of Rocky Mount, NC. He completed his B.A in Philosophy and B.S. in Biology from Howard University in Washington, D.C., his M.S. in Criminal Justice from North Carolina Central University in Durham, NC, and he also earned his J.D. from the Howard University School of Law. He is licensed to practice law in the State of Maryland and before the Supreme Court of the United States.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I chose the doctoral program in educational leadership policy at Texas Tech University because I liked the focus on providing students with not only the theoretical foundations and research skills for a future career, but also the emphasis on putting theory into practice. Moreover, the College of Education has also included access and engagement as one of the main priorities for the future. This, undoubtedly, provides its students with an opportunity for learning about modern-day issues from colleagues with a diverse background and experiences.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

The capstone research project in my graduate program allowed me to combine my interests in educational policy, criminal justice, law, and sociology to study the impact of zero-tolerance policies in schools on minority students. In the capstone project, I focused on the connection of the aforementioned policies with “get-tough” criminal justice policies. The intent behind the research was to show the nexus between both types of policies with the principles that guide much of criminological thought in the form of deterrence theories. As a Ph.D. student, I intend to continue learning about the ways in which our educational system and the criminal justice system overlap.

What impact do you expect to have on education policy and leadership?

I believe that education is one of the most important tools that individuals can use to bring about change within their personal lives, the local community, and the global society. One could argue that many of society’s challenges could be resolved once the issues within the education system are properly addressed. As an educator and education policymaker, I would like to see education policies that reflect equitable educational opportunities for all students. Moreover, I would like to ensure that every student has the opportunity to be fully prepared to meet the academic, technical, and social demands of the 21st century. I also would like for teachers and administrators to have all of the necessary resources to provide every student with excellent instruction. Lastly, I will endeavor to develop education policy that gives everyone the educational experiences that provide them with the tools to take them in the direction of their dreams and to allow them to live the life they have imagined (Henry David Thoreau).

RUSS BYWATER, P.E.

Russ Bywater

Russ Bywater has over 25 years of experience as a nuclear power engineer in both the federal government and private industry. Russ is a licensed professional engineer (PE), which demonstrates his commitment to the ideals of protecting public health and safety in the engineering profession. In his private industry employment, Russ worked to advance a new nuclear power reactor design through the federal licensing process. As a federal engineer with the US Nuclear Regulatory Commission, Russ performs inspections, event investigations, and other duties as a regulator whose mission is to help ensure the safe operation of nuclear power plants. During a break in his engineering career, Russ fulfilled a long-held desire to enter the teaching profession and became a high school engineering teacher for 5 years at a career and technology education campus in the DFW area. He was selected as the teacher of the year at his campus for the 2017-18 school year. Now back with the federal government as a nuclear power reactor inspector, Russ is continuing his education in the TTU Educational Leadership Policy doctoral program. Russ has earned BS degrees in physics and mathematics from Nebraska Wesleyan University and an MS degree in nuclear engineering from Iowa State University.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

My wife and I have a son who is currently a junior electrical engineering major at TTU, so we were already familiar with Tech and its outstanding reputation. I had been thinking for a long time about pursuing a doctoral degree, and one day when I saw a posting pop-up on my social media feed about the Educational Leadership Policy program, I looked into it, liked what it had to offer, (including its online format), and took the plunge!

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

My engineering career experiences have all revolved around nuclear power policy development, implementation, and enforcement. Although these experiences were in the nuclear power industry, I found many parallels in the education profession while I was teaching. Policy is developed, legislation passed, regulations written, and procedures are implemented in the field. There are many similarities in both professions!

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I have interests in two primary focus areas: first, I believe that there needs to be greater access to high-quality STEM education in our schools, especially in engineering; second, I believe that engineering professionals can be a great asset to our youth if more of them pursued second careers as STEM educators. I would like to make a positive impact in both of these areas.

HEATHER DELGADO

Heather Delgado

Heather is a secondary education life science, biology, and leadership teacher at Kamaile Academy Public Charter School IN Hawai’i. Previously she worked in the public school system for 1 year in Arizona and 3 years in Hawai’i. She obtained her BA in Psychology and MEd in Secondary Education with a concentration in Science.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Pursuing my PhD in Education Policy Leadership will give me the opportunity to make new connections and understand through research and studies how to create positive change for students and educators.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

My education thus far has broadened my skills that I apply through the doctoral program at Texas Tech. The professors, administrators, and colleagues I have had throughout my education have helped build my scholarly writing, research, and leadership skills to be a more well-rounded PhD student.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I hope to apply my research studies to address current policies in education that affect students and teachers. I plan to develop sustainable methods to decrease the teacher turnover in schools.

MONICA C. DIAZ

Monica Diaz

Monica Diaz is the proud daughter of Mexican immigrants who received her B.B.A and M.Ed. at Texas State University. Monica started her career in education at the Center for Migrant Education in San Marcos, Texas, assisting binational students who were going through the same barriers that she faced as a young student. She assisted the states serving migrant and binational students through the College Assistance Migrant Program (CAMP), High School Equivalency Program (HEP), Binational Migrant Education Program, Teacher Exchange Program, Transfer Document Program, and the Free Textbook Distribution Program. Monica continued her education passion and joined the Education Service Center- Region 15 in San Angelo, Texas as their Migrant Out-of-School Youth Specialist and migrant recruiter. She does her best to connect with migrant children and give them the tools necessary to succeed in school and help them make a successful transition to postsecondary education and employment. She also goes out into the fields to find and recruit out-of-school youth and assist them in obtaining their HS diploma or GED. She provides migrant sessions, college resources for undocumented students sessions, poverty trainings and simulations for students, teachers, administrators, counselors, and the community to help them understand the poverty lifestyles in which so many students face today. Monica truly believes that through education, everyone can receive the skills needed to build a successful life, if given the appropriate support. As an at-risk binational student with no hope of being able to attend college, she always sought after a mentor or teacher to guide her in the right direction. She continues to stir the passion of learning to all of her migrant students, out-of-school youth, binational students, GED students, community members, and with her very own children and family members.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I am currently raising three young children, working full-time, teaching a GED Spanish class, and live in a small rural community in Texas with the nearest university that offers a doctoral program being three hours away. I was looking for a program that was completely online so that I could continue to juggle my career and mommy duties. I also had heard great reviews from colleagues who were enrolled in the program who offered to give me support and guidance.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

The past twelve years I have been working with migrant students and educators from across the nation and all from different levels in the educational system. I experienced and saw first-hand how the federal program created policies and procedures at the national level and how the policies filtered down into the schools systems across the nation to help children succeed. I loved seeing how policies created helped millions of children nationwide. Currently, I am the Migrant Out-of-School Educational Specialist and the regional migrant recruiter for the Education Service Center in San Angelo, TX, where we serve 43 school districts in our region. We work with TEA and provide technical assistance and guidance to districts to improve the education of all the children in our region. On my free time, I teach a GED Spanish class at my local community resource center for students of all ages to reach a milestone in the life.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

Currently, I LOVE to research how the educational policy in the U.S. and in international settings shapes teacher pedagogy and readiness within a comparative framework. Many moons ago, I had a mentor who planted a seed in me to teach on immigrant identities, cultural and gender issues within the classroom, and developing practices of education in economically disadvantaged areas which I hope one day to accomplish. I am also ALWAYS recruiting students, such as my GED and migrant Out-of-School Youth students who have failed in the school system to go back and help make changes for all students to graduate and be college or career ready. I hope to be able to start an educational trend and assist in building a passion in other students who are walking the same path as I am and make positive changes to the educational system to support all student success.

JENNIFER DIXON-FITZNER

Jennifer Dixon

Jennifer Dixon began her career as an educator in 2003. She holds a Professional Educator's Certificate issued by the Florida Department of Education. She certified to teach Art K-12, Business Education 6-12, Exceptional Student Education K-12, and Social Studies 6-12. She has a Master of Education from Eastern New Mexico University. She previously served on the Board of Directors for the Sino-American Bridge for Education and Health (SABEH). For six consecutive summers from 2013-2018 she traveled to China and conducted professional development workshops for teachers, with an emphasis on multi-modal and student-centric pedagogy. Advocating for students with diverse learning styles is a new and unique concept in many parts of the world. Ms. Dixon is particularly interested in educating teachers regarding students with learning disabilities, an issue that has multi-tiered and cross-cultural implications. She is also interested in research and pedagogy to advance learning outcomes for students who are learning English as a second language. Always eager to remind students that "doors can be opened" as they further their education, she works closely with the Student Support Assistance Program to help high school seniors meet all of their graduation requirements. In December 2019 Ms. Dixon was chosen from nearly 10,000 teachers in her district and was named Pasco County's District Teacher of the Year. Ms. Dixon is the co-coordinator for the Inaugural Title I Literacy Project that bridges Gulf High School and Marlowe Elementary School. Additionally, she is the co-coordinator for the Gulf High School Annual Veterans Day Panel Discussion. Recently, she traveled to India where she studied Jainism and teaching for peace and global understanding.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Having taught diverse student populations since 2003, I am eager to learn about educational policy. My goal is to enhance learning opportunities for all students. TTU's online program allows me to continue teaching full time. Synchronous online meetings provide a venue for me to interact with a diverse group of peers.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Since 2003 I've had contact with every grade from K-12 and college. I've taught a variety of subjects ranging from Art for elementary grades K-5, 12th grade Economics and Financial Literacy, Advanced Placement (AP) Psychology, and several other subjects. Effective teachers "wake up" textbook content by "bringing it to life." Empowering students and faculty is a gift to be shared. I've monitored pre-service teachers, have served as a professional learning community (PLC) facilitator, and I've conducted professional development workshops. Learning is ongoing and I'm eager to continue.

JOSEPH ELEFANTE

Joseph Elefante

Joe Elefante holds an M.A. in Educational Leadership from Montclair State University and a B.A. in Music Performance from New Jersey City University. His research interests include methods of measuring student success, teacher evaluations, and school quality, assessing arts education in school settings, and measuring outcomes of arts education. In addition to his doctoral studies, Joe is currently the Supervisor of Fine & Performing Arts, Family & Consumer Science, and Business Education for the City of Rahway Public Schools in New Jersey.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

My MA in Educational Leadership, although extremely valuable, was geared towards practical preparation for a career in education administration. The option to do an online Ph.D. with a policy focus at a first-rate research university was not an opportunity I was willing to pass up.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

My master's program and experience as a public-school administrator have given me a solid foundation in the practical aspects of school leadership. Working through my MA was what energized me to study policy in more depth.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

My professional goal is to someday become a school superintendent. I believe school leadership stands to benefit from more people with policy focus. I hope to leverage my position and expertise to affect policy change at the state and federal level in the areas of arts and non-cognitive education. Ultimately, I hope to play a role in the development of holistic measurements of school quality, teacher quality, and student success.

JAZMYN FERGUSON

Jazmyn Ferguson

Jazmyn Ferguson (she/her/hers) is a Director of Organizing Strategy at Leadership for Educational Equity, where she is able to stand on the shoulders of the giants that came before her to advance their work, particularly in the education system. She has received her Bachelor of Arts in Psychology from Emory University and her Master of Social Work degree from the University of Southern California. Jazmyn cares deeply about ensuring that the youth are involved in the decisions that affect them through empowering and uplifting their voices. She hopes to continue to serve others through engaging in policy and advocacy work.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I recognized that in order to disrupt the inequities present in the US education system, it is critical that we attack the policies that cause the inequities to persist. I chose to enroll in TTU's PhD in Educational Leadership Policy program because with TTU's top tier research status and dynamic professors, I believed I would receive the skills necessary to explore harmful policies and the support required to shift political conversations to ensure that the voices of our students and educators guide the creation of new policies and practices.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

My passion for education started after reading The Miseducation of the Negro by Carter G. Woodson and recognizing that individuals that look like me don't often have the same experiences that I've been privileged to have. After serving as a full-time tutor and mentor in a 4th grade English classroom, it became my duty and purpose to ensure that Black students and families had the supports necessary to tap into the greatness within. My vision for greater propelled me into the field of social work, where I gained the skills to harness the power of others and to uplift communities. In my current work, I am able to uplift the stories and experiences of students to ensure that decisions aren't being made without them. These experiences have enabled me to think critically about educational policy and has equipped me with the tenacity necessary to strive for change.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I hope to impact education policy and leadership through encouraging and inspiring others to listen to and intentionally seek out the voices that are unheard. I want to be at the forefront of change as a policy expert so that Black students across the country can thrive and succeed by being seen and valued. I aim to disrupt the current narrative of academic success for Black students through transforming the policy foundation that allow for disenfranchisement and injustice to exist.

JOSH HOWARD

Josh Howard

Josh is starting his 10th year in public education and currently serves as a middle school Assistant Principal in the Dallas area. He previously spent 9 years as an engineer and manager for a major corporation. His corporate career did not provide the fulfillment that Josh wanted so he decided to switch careers and become a high school mathematics teacher. Josh taught algebra 1, pre-calculus and computer science classes before moving to campus administration. Josh and his wife have been married for over 20 years and he loves spending time with his wife and son.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Texas Tech University is a well-respected Tier One Research University with excellent academic programs. I grew up as a Texas Tech fan and I am excited to be a doctoral student at a university that I have always admired. The PhD in Educational Policy Leadership is unique due to the policy focus. My goal in life is to positively affect as many people as I can during my lifetime. A PhD in Educational Policy Leadership from Texas Tech University will help me achieve that goal.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I have a B.S. degree in engineering and an M.B.A. I also have 9 years of corporate experience and 9 years of experience serving in public education. The diversity of my educational and professional experience helps me bring a unique and well-rounded perspective to the PhD program. I interact with education policy daily as an assistant principal that I can relate to everything I am learning in the Educational Policy Leadership PhD program at Texas Tech.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I want to help shape education policy that will provide positive outcomes for students and improve the public education experience for all stakeholders. I am currently focused on research that can help improve middle school mathematics acceleration policies in Texas.

SALLY INGLES

Sally Ingles

Sally Ingles was born and raised in Greenville, SC and was instilled with a love of learning from a young age. After teaching high school for 7 years she decided to make the switch to the nonprofit world and an organization where she could make an impact on a larger scale. She is currently Director of Marketing and Communications at South Carolina Legal Services, a nonprofit law firm providing free legal representation to low income South Carolinians. She has received her Bachelor of Science in Secondary Social Studies Education, as well as a Masters of Business Administration, both from Clemson University.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I am a lifelong learner who is always looking for a new challenge. After getting my MBA from Clemson, I was looking for a way to combine my undergrad degree and years of experience in education to make an impact. I also wanted to obtain a degree that would allow me to be marketable outside of a traditional school setting and felt that knowledge of the policy process was a crucial understanding for many sectors. TTU’s PhD in Educational Policy Leadership provided me an avenue to combine my degrees, knowledge, and experience. Additionally, the program was affordable and flexible due to its online nature. I’ve enjoyed being able to connect with other scholars outside of South Carolina and learn about policies and experiences in other states.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Choosing to get my MBA was one of my most challenging educational experiences as I did not have a formal business education. However, this prepared me for the challenges of pursuing a doctoral degree as it pushed me to tackle new learning and find a way to stay on par with my classmates who had more knowledge and direct experience than me. This helped me academically prepare for the challenges of a PhD program. Teaching for 7 years motivated me to want to make a difference in education and has provided me a lot of experience to draw on while working through this program.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

My goal is to show the value of career education and how it positively impacts students. Teaching in a rural area, I saw many students who did not feel a four-year college was a good fit for them after high school. My district had a strong career center, and I witnessed its positive impact on my students. I think it is important for education to facilitate personal growth in students and cultivate their individual knowledge and skills. Career education helps students who may struggle in a traditional classroom setting shine through other competencies.

CURTIS LARSEN

Curtis Larsen

Curt Larsen has more than 25 years of experience in Higher Ed, at the University of Strathclyde in Glasgow, Scotland; at the University of Utah and Salt Lake Community College, both in Salt Lake City, Utah. He holds BA/BS degrees in English and Political Science with an emphasis in International Relations, and an MPA from the University of Utah, where we was awarded the Michael O. Leavitt Founders Scholarship for academic performance and community engagement. Curt currently serves as the Assistant Vice President for Student Services at Salt Lake Community College and is on sabbatical for the 2020-21 year while pursuing his PhD.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

With my previous degrees all from the UofU, I couldn't be an academic inbred and get my doctorate degree there as well. After researching online only Research I programs fairly extensively, I applied to Texas Tech in the spring of 2019. Speaking with Dr. Wiseman convinced me the program would be a good fit; I was attracted to the cohort model. I have thoroughly enjoyed getting to know several of you and look forward to working more closely with y'all as we progress.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I have long believed that education is the most powerful force for change. My background in after-school programming with the Salt Lake City School District, at the Lowell Bennion Community Service Center at the U of U, and as Director of Student Life and Leadership at SLCC have given me much in working towards stronger communities and seeing the value in needed policy changes to advance the communities I serve.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

In the Qualitative Research methods course I just completed (yesterday!) I proposed a case study of the organizational structure for Higher Education in Utah, which just merged two systems into one. I increasingly see the need for stronger policy recommendations from less partisan actors whose positions are backed empirically, not just emotionally or fiscally motivated.

MUWAFIQ MANHIL

MUWAFIQ MANHIL

Muwafiq is originally from Iraq and currently living in Glen Allen, VA. He arrived in the US as the University in Exile Scholar to The New School in NY -2008 due to his work with the US Army and USAID in Iraq (2003-2008). He received his bachelor’s degree in English Language, major in English Literature from the University of Baghdad. In the US, he earned his two master’s degrees, one in International Affairs (Media and Culture) from The New School in NYC and the second M.Ed. in Education (Literacy, Cultural, and Langue Education - IST) from Indiana University Bloomington. He has been working as a senior research analyst and cultural adviser (MENA) region for a company in NYC since 2008. He worked as a liaison officer, a communication officer, a reform project implementation specialist, a cultural adviser, and a project manager in the Middle East with USAID.

Why did you choose TTU's Ph.D. in Educational Policy Leadership for your doctoral program?

Texas Tech University is an excellent opportunity for students like me who have diverse backgrounds and are looking for a program of studies that straightens his skills and experiences. Also, the quality of education & research is the primary reason to join TTU. Each year Texas tech is climbing up in rankings in terms of research, quality of knowledge.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

My experience as a former TESOL instructor and intercultural communication trainer and international relations expert in the Middle East affairs made me think of putting all those skills in one basket and attempting to be an educational policy advocate in the Middle East.
Being a researcher in the Middle East affairs also helped me to envision educational leadership and policy changes to happen soon in the schooling system of the Middle East.

What impact do you expect to have on education policy and leadership?

Working with international organizations on reform projects with USAID has helped me to shape a perspective of educational policies in general. I have witnessed several events in which missing the appropriate plans ruined learning environments in Iraq and other middle eastern countries. My learning objective is to make an impact in the field of education through policies that could be utilized to nurturing diverse teachers and learners environments that could use civic education principles as a major factor to improve educational systems, especially in multi-ethnic and multi-religious communities.

SARAH MCCASLIN

SARAH MCCASLIN

Sarah has always known she wants to be a teacher. After graduating college, she began teaching elementary and middle school in Muleshoe ISD and Austin ISD. After five years in the public-school setting, she took a position at the Texas Education Agency as the Texas Tutoring Grant Specialist where she serves Education Service Centers and school districts across the state in their high impact tutoring efforts. Her role also encompasses grant and vendor management, program implementation support, and policy analysis. Sarah received her B.S. in History from the University of Mary Hardin-Baylor and her M.Ed. in Curriculum Instruction from Texas Tech University. She holds Texas teaching certifications in 4-8 Core subjects, Gifted and Talented, and English as a Second Language. In addition to teaching, Sarah has also completed policy internships with the Texas Tribune, Belton ISD, and the Education Policy Fellowship Program. Sarah and her husband love to travel, have one biological daughter and have also grown their family through foster care!

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Since undergrad, I knew I wanted to pursue a career in educational policy. I chose Texas Tech's program because it would allow me to continue teaching full-time while developing the skill set I will need in my future policy endeavors. I also appreciate the program's emphasis on research and policy implementation, as well as the faculty's diverse backgrounds.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Teaching is a research-based job. It is a constant process of determining best practice and finding out what works well for students. This reality has most prepared me for my doctoral career. Previous graduate work and field experience in policy has also helped lay the groundwork for my continued academic studies.

What impact do you expect to have on education policy and leadership?

When I became interested in education policy, I knew that I needed to first pursue a career in education. I wanted to make sure that I had the classroom experience to back my policy pursuits. My time in the classroom has been both rewarding and eye opening. Working in Title I schools has shed light on the many inequalities that exist for students. My goal, regardless of the specific policy path that I end up on, is to contribute to a greater sense of justice in the Texas public school system, especially for English Language Learners and migrant students.

JESSICA ENDERLIN NADZAM

Jessica Enderlin Nadzam

Jessica Enderlin Nadzam is an aspiring policy practitioner with a passion for educational access across the country. Grounded in the belief that transformational teachers are key to student empowerment and the key to a healthier, more productive society, Jessica focuses her studies on student health, teacher workforce policy, and federal education policy. Currently in her sixth year as a secondary science teacher, Jessica has enhanced her education experience with a Master's degree in Educational Studies from the Johns Hopkins University, an Educational Specialist degree in Educational Leadership. With her original bachelor's degree in biology from Lyon College, Jessica incorporates a meaningful understanding of life science into all of her curriculum to promote healthy living, healthy curiosity, and an understanding of life around us. She currently works in rural Arkansas while finishing her Ph. D., and at its conclusion hopes to enter a career that contributes to educational access by creating healthier, more inclusive environments for all students. For her work as a teacher she was awarded a Transformational Impact Distinction from Johns Hopkins University, and she was awarded the J.T. and Margaret Talkington Graduate Fellowship upon her admission to Texas Tech University.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I chose Texas Tech's program for two reasons: relevant content to prepare me to meet the goals of my career, and the opportunity to do scholarly research while working remotely. From discussions with the professors before I applied to the quality of the research coming from the College of Education, I knew that I would get relevant, engaging coursework with critical feedback that would build up my skills as a policy practitioner. I also found out I could conduct research even when enrolled as a distance student, which would give me significant experience should I chose to enter academia or another organization tasked with research and information distribution.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

The most relevant experience to this degree is my ability to read and write. A doctoral degree means buying all the textbooks and reading them all cover to cover, then compiling my thoughts into something meaningful, succinct, and noteworthy papers. I was lucky enough to have a great background in this sort of writing through my previous education, but writing every day has been key to ensuring I keep the skill sharp. Additionally, I have to keep my experiences as an educator at the forefront of my mind whenever I think through a scenario or try to draft a solution. As an educator, I have a specific lens that acknowledges and prioritizes the needs and experiences of my students, and whenever I do transition out of the classroom, I want to make sure I keep them grounded in my intentions and motivations.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

My specific goals for education policy are focused on student health, teacher workforce policy, and federal education policy. As a biology major in my undergrad, I originally intended to enter the public health field. However, after a little experience I realized that public health started with our nation's youngest- kids - and I began to think that impacting kids could be much more direct if I saw them every day. I began teaching as a biology teacher with the intent of sharing healthy habits and teaching students how to interact with the world around them, but my understanding quickly shifted as I experienced one of the poorest schools in the country, and my passion grew into outrage as the discrepancies in their resources and services. While I still highly value the physical, social, and emotional health of students and plan to devote significant time to it, I now primarily focus on teacher workforce policy as a mechanism to promote transformational teaching practices that will create more equitable schools.

KATHLEEN O'MARA

Kathleen O'Mara

Kate is a PhD student focused on Educational Leadership Policy related to digital learning. She is interested in the relationship of education systems worldwide; particularly, how leadership decisions affect digital education frameworks and the fiscal accountability to streamline asset distribution for predictable student outcomes. Kate embraces lifelong learning. Before venturing into education, she co-owned construction company specializing in historic renovation & residential building, serving property owners in six states. She holds a California B-General Building Contractor license. While raising a family, she graduated magna cum laude from the University of New Mexico with a B.A. in History, and a minor in Women’s Studies. She has two California secondary single subject credentials in English & Social Science having completed the California State University, Long Beach teaching credential program with honors. She completed the California Induction Program, clearing both credentials with a BCLAD – Bilingual authorization. Kate graduated summa cum laude from California State University, Fullerton with a M.S. in Instructional Design and Technology where she developed a digital learning prototype to enhance reading comprehension skills for English learners. She worked for 5 years in Title 1 schools as a classroom teacher. She taught Construction Contracts & Law as an adjunct professor at a community college. Currently, she serves as a supervising teacher in a hybrid-independent study program at an alternative school in Los Angeles and explores the many dimensions of Educational Leadership Policy at Texas Tech University.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

TTU’s PhD in Educational Leadership Policy faculty offer a diverse range of expertise providing insight into governmental education systems, the impact of economic policy, and managing systemic change.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

As a builder, I gained the knowledge to understand the skills and processes necessary to build or renovate a structure. So, when I transitioned into working as a classroom teacher, I knew there were processes not imagined or not implemented to solve the iniquities plaguing so many schools. In building, it’s necessary to coordinate materials and personnel within a timeframe to create a final product that is functional, comfortable, and energy efficient with an EnergyStar rating. The education training at CSULB and CSUF prompts me to believe that we should be able to do the same in education. Granted people aren’t buildings, but in the thirteen compulsory school years, given the 21st century technology, students should become knowledgeable on a variety of academic topics, have multiple career and extra-curricular skills and graduate with stellar opportunities that support themselves, their families, and their communities.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

My intent is to contribute to the academic literature that examines the impact of educational leadership decisions in resource allocation and to develop fiscal accountability systems, so government policy may target and streamline asset distribution to enhance student digital learning globally.

MARIANNE PARK

Marianne Park

Marianne was raised by her British mother and American father in an Air Force family. Her mother had not graduated high school but encouraged her to pursue higher education and be a teacher. She has visited or lived in 13 countries and 39 states which has provided her experience in diverse cultures. Marianne received her B.A. in History from the University of Arkansas at Fayetteville and thirty years later, after raising her five children, got her M.Ed. in Curriculum and Instruction with a core in History from the University of Texas at Tyler. Professionally, she has taught all Social Studies subjects in 7-12th grades and is currently a Special Education English teacher. She is certified in Special Education, English Language Arts, Social Studies, English as a Second Language, and Gifted Talented in both Texas and Arkansas. Additionally, she holds a Principal as Instructional Leader certification.  Personally, she has completed nine Ironman triathlons, various marathons, is a Master Gardener and enjoys camping with her Irish Setter dog.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

The well-known program is rigorous yet is flexible to be within the parameters of working full time. The personal encouragement from the professors make the distance learning applicable. The support team at TTU is fantastic to provide answers to questions. The cohort design has allowed friendships to be formed while collaborating on projects.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I have seen first-hand the struggles of not only teachers but administrators and parents wanting students to succeed. Charter school and traditional classroom experiences have provided me with empathy and knowledge of leadership while promoting education even in uncertain times. I have had the benefit of gifted professors who have continued to support me to not quit and keep pursuing after excellence. Good teachers have been important in my life so I am fervent in my commitment of teacher retention and mentoring new teachers. I value communities for their support and influence on education.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

My goal is to increase teacher retention in schools to improve student achievements. I envision a higher, focused retention effort of a committed and connected staff. With collegiality and solidarity of purpose, educators can withstand challenges and create change. I expect to be well informed with the necessary guidance to create change down into the classroom for the benefit of America's youth. I desire to be a positive influence in people's lives with my leadership.

MIGUEL REVELES

Miguel Reveles

Miguel Reveles is a grow-in-the-ranks public school administrator with experience across all K-12. Miguel is a proud product of the public school system, and the first in his family to attend college. His goal is to change the policy space of public school to strategically dismantle oppressive policies that largely affect BIPOC students, with the goal of cementing safe and equitable spaces for students of all backgrounds.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I chose TTU's Ed. Policy program because of Dr. Rebecca Hite and Dr. Jessica Gottlieb. We first met through the EPFP TX Fellows program, and they empowered me greatly. It was through that experience that I decided to enroll as a doctoral student in the Ed Policy program at TTU, and work with other great advocates in the Education Policy arena.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I have been a public-school educator for the last 15 years, and through all of the experiences I have experienced the impact policy has on all stakeholders. As an administrator I thoroughly reflect about our local policies with our school and on the importance of writing equitable and multi-perspective policy.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I never wanted to partake in a PhD program because I had used school simply as a tool that helped me to attain the next job opportunity. However, through Texas EPFP, I saw an opportunity to seek out professional growth and cement my knowledge in the Texas education policy space. In the program I became enamored with policy, and its importance. I believe in the power of policy change to cement current and future outcomes for Texas public school students, and that is what prepared me to engage in this program.

EMMY ROBISON

EMMY ROBISON

Emmy Robison is a current Vice Principal of a large PreK-8th grade Catholic school in Dallas. She has previously worked in administration at the high school level and taught third and first grade. She is a 2013 Teach For America alum who served in New Orleans. She holds a BA in American Studies with minors in Italian and Education, Schooling, and Society from the University of Notre Dame and a MA in Educational Leadership, also from the University of Notre Dame. Emmy's research interests include the politics of education at the local and national levels, as well as teacher morale/efficacy. These interests intersect in a passion for pursuing policy that helps all students receive an excellent education. Outside of the classroom, Emmy is kept on her toes by her two small children, Henry and Margot.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I chose TTU's PhD in Educational Leadership because of the reputation of the faculty and the diverse research interests represented by both the students and the faculty. Being an R1 university, TTU has a strong reputation and commitment to research at the highest level. I was also hoping for a program where I could continue to follow my passions in my full-time job.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

In my role as a school leader, I am consistently asked to evaluate specific programs for their efficacy. In doing so, I had some experience with data analysis, however my skills have developed significantly as a result of my coursework and research.

What impact do you expect to have on education policy and leadership?

I My goal is to find ways to improve outcomes for all students from the policy lens. In my career as a teacher and school leader, I have had a locus of control that has not expanded beyond the classroom or school where I work. However, I know policy can be wide reaching and have great impacts on students. I hope to use my research to create or advocate for policies that have a positive impact on all students and teachers.

JULIE ST. JOHN

Julie St. John

I am an Associate Professor in the Julia Jones Matthews School of Population and Public Health, Texas Tech University Health Sciences Center. I have a doctorate in public health from the University of Texas Health Science Center at Houston School of Public Health. My research interests include: health status and quality of life improvement; community health development and partnership approaches; Community Health Workers (CHWs); social justice/human trafficking; and education policy and advocacy. My scope of work includes: teaching; research; grant-writing; community assessments; strategic and operational planning; ; program development, implementation, and evaluation.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

In my tenure as faculty, I identified a hunger and passion regarding leadership, institutional policies, and institutional change/growth. I completed the Texas Women’s Leadership Program (2019) and am participated in the TTUHSC One Team Fellows Leadership Program (2020-2021). I poured over leadership books and pod casts and devoured program content. Then, the Covid-19 Pandemic hit and led me to look for programs to help equip me as an academician and public health professional to prepare and develop policies the pandemic necessitated. Ultimately, I selected this program to become a better academician, professor, administrator, mentor and servant leader.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I have worked in academic settings over twenty years--serving in various roles as a program coordinator, research associate, program director, and a faculty member. I have also had opportunities to serve in administrative roles--including Associate Chair, Assistant Dean, and Associate Dean. In my current department, I was the first faculty member (aside from our chair) hired to develop and begin a new academic degree program and obtain program accreditation. In this position, I helped develop departmental and school policies. More recently, as part of the One Team Fellows Leadership Program, I participated in developing policies and programs while strengthening leadership skills. Further, I completed a policy fellowship with the National Rural Health Association (NRHA) “Rural Health Policy Fellows Program” and the Rural Scholar program with The F. Marie Hall Institute for Rural and Community Health, TTUHSC. These experiences have laid some foundational principles of policy and leadership that will help me as I continue in this program.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I expect to be a change agent and advocate for educational policy and leadership in my institution and professional field. I expect to work alongside my leaders and peers to challenge the status quo and improve education quality and opportunities through policy and being a servant leader. I expect to help form the next generation of leaders, educators, and practitioners.

DAVID M. STOKOWSKI

DAVID M. STOKOWSKI

David has spent his entire career seeking to make a change in education. He holds a B.S. in Chemistry from the Colorado School of Mines, and an M.S. in Atmospheric Science from Colorado State University. David’s first job after graduating was teaching 7th grade mathematics on an emergency license in Colorado. Since then, he has also taught physical science classes at both the university level as teaching staff, and the community college level as both adjunct and tenure-track faculty. David currently serves as a Principal Learning Consultant for Canvas as a dedicated resource to the Wyoming Department of Education providing Change Management services and Canvas expertise to all Wyoming K12 districts and teachers using Canvas.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

When searching for a graduate program I wanted a policy program that would allow me to be a remote student, taking classes fully online, while pursuing the research rigor of a PhD at a Tier 1 Research University. The Educational Leadership Policy PhD program at Texas Tech was the only program in the country that offered all these features in one place.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

At the community college level I have held both adjunct and tenure-track faculty positions in both urban and rural environments, held leadership positions as a Department Chair and as my college's representative to the system-wide Faculty Senate, while also being funded as a Principal Investigator in my only grant proposal submission. My tenure-track position was at an institution that held both Hispanic Serving Institution (HSI) and Native American Serving Non-Tribal Institution (NASNTI) statuses, serving a minority population approaching 80%. These successful experiences at nearly every level of a community college serving predominantly minority students, along with my strong analytical and mathematical background position me well to create data-driven research toward affecting and creating equitable policies for all community colleges, students and their faculty.

What impact do you expect to have on education policy and leadership?

I left my tenure-track teaching position due to policies that made it essentially impossible for me to continue teaching my students. It is for my former students and faculty colleagues that I carry on toward my PhD in Educational Leadership Policy. I now recognize that while these policies affected my employment, the systemic issues and threats facing rural community colleges across America are substantially more important. It is my hope that I can advocate for and implement equitable policies that will allow rural and minority serving community colleges to continue their mission of educating local students, so these students can be a force enabling their communities to flourish and thrive.

M. SCOTT TATUM

M. SCOTT TATUM

M. Scott Tatum is restless. After twenty-five plus years of active work in the arts as a dancer, actor, technician, designer, director, educator, producer, and administrator, he is looking for a way to make an even bigger impact. Scott has his BFA in Theatre Studies (2004) and a Master of Arts in Curriculum & Instruction and certificate in Arts & Cultural Administration & Entrepreneurship (2013) from the University of Texas at Austin. From 2004 to 2012, he was Head of Theatre at McCallum Fine Arts Academy in Austin ISD, focusing on innovative and cross disciplinary collaborative performance. There he was lead faculty member for multiple bond programs and tripled enrollment, program offerings, and venues. Outside of the classroom, his students engaged in authentic experiences alongside his design and directing work in the Austin theatre community. His work at McCallum and in Austin was featured in books from faculty at UT Austin (Lazarus, Signs of Change: New Directions in Theatre Education 2012), Karnataka State Open University (Purnima, Sharing Experiences, Varied Voices 2012), and Princeton (Wolf, Beyond Broadway: The Pleasure and Promise of Musical Theatre Across America 2020). In his recent five years in Dallas ISD, he has led curriculum revision at Booker T. Washington High School for the Performing and Visual Arts to focus on 21st century models of delivering integrated arts education and has had two proposals for future choice schools approved by the Board of Trustees for opening in Fall 2020 (Dr. MLK, Jr. Arts Academy, K-8) and Fall 2023 (Digital and Creative Arts High School).

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

The intersection of expanding my impact on arts education and creative learning in schools and systematizing those anticipated changes requires a set of tools that are provided through the Educational Policy Leadership program. The format of delivery allows for continuous work in the field with direct access to pressing topics and implementation projects that brings to life the study of theory. The cohort model, made up of practitioners from around the world, provides an opportunity for collaboration and unique lenses of interpretation. The fact that most of my family originates in Lubbock or received their degrees from TTU gains back some credibility after two degrees from UT Austin.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

I am absolutely curious by nature. A tinkerer, I enjoy becoming familiar with the inner workings of systems and how to maximize them. As an artist and creative practitioner, I have approaches to work that allow me to see novel solutions to long standing challenges. I read a lot and stay up to date with ongoing studies relevant, and often not at all relevant, to my work, seeking how to integrate that new knowledge into my daily life. I've edited a PhD dissertation before (in Environmental Engineering) and was embedded in a doctoral cohort for much of my time in the Masters program. I enjoy a challenge and am invigorated by the opportunity to build new knowledge around the topics of interest that brought me to the program: creative learning, gifted & talented arts education, innovative technologies, and the third teacher/educational architecture.

What impact do you expect to have on education policy and leadership?

Ultimately, I'd like to investigate and build new frameworks of consideration on how the third teacher/educational architecture is impacting the development and redevelopment of arts focused schools. This brings questions of racial and social justice, funding of arts institutions, the appropriateness of the apprentice model of arts education, public & private partnerships, identification of gifted and talented students, teacher preparation models, strategic planning, mission/vision cycles, and many other topics together as we look at how motivations behind building or renovating school buildings impact the ambitions, productivity, and outcomes of arts focused campuses. This is a unique field that is underserved in its scholarly work and therefore missing direction on how to make appropriate policy and guide implementation.

MICHAEL TISDALE

Michael Tisdale

Michael Tisdale has been in the education field for ten years. Prior to working in education, Michael worked at a 7-11 convenience store for ten years in an eclectic part of the city which gave him the opportunity to meet, observe, and engage with people from all walks of life and backgrounds. Michael received his Bachelor's degree in American History and graduated Suma Cum Lade with the awards of most outstanding student in History and most outstanding student in Education which he had taken simultaneously to become a certified teacher. Michael then went on to earn a Masters degree in American History and was once again awarded most outstanding student in History. He went on to earn a Masters degree in Educational Leadership and became principal certified. Currently Michael is an assistant principal at a freshman high school.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

Texas Tech's Educational Policy Leadership program is online which is ideal for long distance learning.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Earning a Masters in History was incredibly challenging and rewarding. The massive workload of reading, researching, and writing prepared me for the work required to earn an Educational Leadership degree which has also carried over to the Educational Policy Leadership program. Being employed as a teacher and an assistant principal and engaging with the educational community at multiple levels provides the opportunity to not only read or hear about educational policy, but to experience policy from the unique perspective of the education profession.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I hope to have a positive impact on education policy and research by encouraging educational institutions to be more critical of their policy designs and implementation moving schools away from policies implemented based on ideological perspectives into more evidence based empirical research.

CHRISTA TUCKER

Christa Tucker

Christa L. Tucker has worked for 25 years in the education field, with 14 of those years spent as a professional school counselor. During these years, she has encountered and established an interest in various dynamics that influence access in education, especially for students from marginalized subpopulations that are perennially underrepresented in higher education. She has noted the implications of legislative updates relating to high school graduation requirements and new provisions allowing students to acquire college credits. In contrast, in high school, which has also ignited her interest in suitable policy and practice that can improve high school achievement among students of color. In particular, her research delves into factors influencing college readiness, college persistence, and eventual degree completion for students traditionally underrepresented in higher education.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I love to learn! I believe it is a lifelong process that is exciting, infinite, and, best of all, can be experienced by each and every person. As a lifelong learner, I selected the TTU’s Ph.D. program in Educational Policy because I have a strong desire to research and implement policies that impact educational opportunities to empower marginalized communities.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

An education career spanning over 20 years was my inspiration in pursuing various academic, professional, and personal goals. To attain these goals, I need to do research and apply different instructional tools and methods. My academic qualifications and background as a counselor equip me with crucial skills for addressing the challenges faced by students, including those with psychological disabilities. Ideally, I wish to pursue this doctoral program as a way of validating my analytical, research, data presentation, and decision-making abilities in educational counseling.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

During the doctoral research program, I intend to focus on the factors that facilitate and hinder the successful transitioning of students from secondary learning institutions into colleges, psychological challenges that escalate proper learning, and differences in policies regarding the mental health of students from marginalized communities.

LATREYE WATERS

Latreye Waters

Originally from Marietta, Ga, Latreye began his educational career by graduating from Augusta State University in 2016 Bachelors of Science in Early Childhood Education. Immediately following the confirmation of his degree and after being a school secretary and bus driver, Latreye took over the 1st-grade class that he also interned in. Shortly Afterwards, Latreye went on to advance his education by attending Valdosta State University, where he received his Master of Arts degree in Curriculum and Instruction in 2018. During this time, he had finished his second year of teaching in a 3rd grade Math and Science classroom. At this time, Latreye met the love of his life (a beginning teacher in his district) and was married shortly after. After his second year of teaching, Latreye decides to move closer to where his wife was from (Ciudad Juarez), in the far west town of El Paso, TX, where he resides with his wife and two dogs. At his current age of 26, Latreye began his third year of teaching in an all-subject 3rd-grade class in the Socorro Independent School District. One year later, Latreye currently serves as an Instruction coach and is in his last semester of school at Lamar University, where he will receive his principal certification. Latreye foresees himself becoming a school principal and later a Superintendent of Schools. Latreye anticipates his completion of his Doctoral Degree to be in the Spring of 2023.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I chose TTU’s Ph.D. in Educational Policy Leadership program because I am a full advocate for learning and furthering oneself. I believe that education never stops and that anyone at any time can learn and grow. I have always set high goals for myself, and once I finished my master’s degree and moved to Texas, I knew that I had to begin a new long-term journey. I choose Texas Tech because of its Tier one status and its respective foundation to creating world-class working professionals. Alongside my willingness to grow, I want to be the first person in my family and social community to carry the title of Doctor. I knew from the beginning of this program that no class or day would be easy, but I am always up for the challenge.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Education has always been my biggest passion. From a very young age, I set the goal of becoming a teacher. In elementary, a teacher inspired me to teach and be in the education field. Although I only directly taught for three years, I found that I hold unique talents that could not only be contained in a classroom. My talents consist of developing and implementing ideas and programs for children to learn in an extraordinary way. While I was in the classroom, I made many big decisions and ensured that my students learned and indeed have a fun and engaging time. My time in the classroom taught me that I need to share my talents with more people. I know that by entering the doctoral field and being in the educational field, I can reform our education system to allow students and educators to grow in a fun and motivational way.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

Once finished with my doctoral degree, I plan to move higher in the leadership field and become a district official. I plan to be able to travel and help represent my district in policymaking and implementation. I hope to make a positive impact wherever I am while always remember the needs of students and educators.

BRIAN WELLER

Brian Weller

Brian’s background is based mostly in business and entrepreneurship. While completing a BS in Business Administration at Utah State University in 2013, Brian started his first business and has launched several since then. After completing an MBA he began mentoring students and teaching entrepreneurship courses at USU and other institutions. Brian and his wife live in Logan, Utah, and manage their businesses and other interests from there.

Why did you choose TTU's PhD in Educational Policy Leadership for your doctoral program?

I chose the program at TTU for two main reasons. First, the broadcast format allows me to maintain a career while pursuing the degree. Second, and most important, the PhD in Educational Policy and Leadership allows me to research and focus on topics that are relevant and interesting to me. The flexibility of time, and emphasis are ultimately what made me choose TTU.

What experiences in your career or previous education prepared you for a doctoral degree in educational leadership policy?

Obtaining a master’s degree showed me that higher education can and should be more than busy work. Admittedly I did not necessarily enjoy my undergraduate experience. Continuing my education opened my eyes to the idea that higher education can and should be engaging, interactive, and meaningful. Student teaching, conducting seminars, guest lecturing, and other teaching opportunities ignited a desire to be an educator and facilitator in a more integral role.

What impact do you expect to have on education policy and leadership? (or more simply, what do you want to accomplish?)

I am very much looking forward to teaching at the university level and impacting students’ experience. Beyond the classroom, I expect that a PhD from TTU will prepare me to facilitate positive change at universities and other levels of education. I am confident that I will be prepared to be an effective educator and administrator creating lasting change for the better.