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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

• Language, Literacy and Culture
• Learning and Mind Sciences
• Science and Agricultural Education
• School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit our  Admissions & Financial Aid – PhD Program  page. You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Wednesday, September 18, 2024 3:00-4:00pm (PST) ( Registration Link )

  Thursday, October 17, 2024, 5:00-6:00pm (PST) ( Registration Link )

Monday, November 4, 2024 3:00-4:00pm (PST) ( Registration Link )

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

Award is for parent-facing app that uses predictive AI to optimize IEP plans

Kaozong Mouavangsou

MA ’16, PhD ’22

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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Home / Academics / PhD Program

PhD Program

Our Mission

Our Ph.D. in education program supports graduate students in becoming creative scholars who engage in research focused on the educational needs of youth from linguistic and cultural groups that have historically not been served well in the nation’s public schools. Our program grounds students in interdisciplinary theory and research methodologies, and the courses and research apprenticeships critically examine practices in K-12 classrooms and/or in other organizations and institutions shaping the social contexts of schooling for low-income, racially, culturally, and linguistically diverse communities. 

Our internationally prominent research faculty draw on perspectives and methods from the humanistic social sciences such as anthropology, psychology, and sociology, as well as philosophy, linguistics, the learning sciences, and cultural historical activity theory. Our goal is to provide a research apprenticeship through our doctoral program that examines learning and teaching within the multiple contexts of everyday life, from classrooms, schools, and institutions of all sorts, to diverse families and communities.

Where Can a PhD in Education Take You?

Graduates of our program will be qualified to teach and to conduct research in tenure-track positions in university and college settings ranging from research intensive universities to regional universities and liberal arts colleges. Graduates will also be qualified for scholarly work in non-university based institutions that focus on teacher professional development, curriculum development, and related areas of educational research and development. Further, graduates will be qualified for scholarly work in governmental agencies, or policy and advocacy organizations.

Alumni of our program are making impactful contributions in many places in California, the United States, and internationally. Our PhD graduates hold faculty appointments at the University of San Francisco, several of the California State Universities, University of Hawaii Manoa, the University of Maine, Lewis and Clark College in Portland, Oregon and Colgate University in New York - to name a few! They direct educational programs at museums, work as research fellows in national think tanks, and provide leadership in school districts and professional organizations.

Types of Research Projects

The diversity of doctoral student dissertation studies or research projects is reflected in the diversity of the department faculty’s research agendas as they intersect with the creativity of our cohorts of students. Each student develops an individualized integrated program of study under the direction of a Faculty Academic Advisor that includes the advanced coursework in our core program seminars and research apprenticeships, as well as advanced course work in other departments. Programs of study include teaching assistantships and independent study organized to develop deep expertise in a focal area of research. Our program embraces an apprenticeship model so that students develop expertise through active participation in impactful research.

Our Faculty

Each member of the internationally prominent Education Department faculty has an ongoing research program (see more here ), and many also have working relationships and collaborative research projects both with faculty members in other departments and with community and school partners. As appropriate to each doctoral student’s program of study, students in the program also establish study and research connections with faculty members from other departments who will serve on the student’s qualifying exam and dissertation committees.

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Last modified: September 1, 2020 195.158.225.244

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Doctor of Philosophy in Education

This program is designed for aspiring research scholars whose research interests align with USC Rossier’s mission.

The PhD program aims to prepare students to conduct high quality, consequential research promoting educational excellence and social justice. This effort stands on three pillars: preparing students to pursue educational equity through research; studying educational equity across disciplines; and constructing a diverse, inclusive professional community.

Program Overview

The Doctor of Philosophy in Education (PhD) program will prepare you to pursue educational equity through research. The program offers four concentrations: Educational Psychology, Higher Education, K-12 Education Policy and Teacher Education. Concentration specific knowledge is obtained through your research assistantships, teaching assistantships, and cognate courses, as well as professional development opportunities. Additionally, most course assignments allow students to select topics that enable them to explore specific areas of interest. Students can also acquire specific skills or content under the guidance of USC faculty through directed research units.

Through this program, you will:

• Gain interdisciplinary knowledge of education and equity theory and research, including diverse methodological and epistemological approaches.
• Research alongside USC Rossier’s distinguished faculty experts at a Tier 1 research university.

The PhD curriculum allows you to study diverse theories and research methodologies. These include case studies, survey research, statistical analysis, regression analysis and econometrics and multivariate statistical analysis research design.

To reflect an interdisciplinary perspective, you will also take courses outside of your discipline-specific area at other schools at the University of Southern California. These courses will allow you to gain breadth in disciplines such as public policy, sociology, business, economics, social work, history, anthropology, psychology or American studies.

Degree Benchmarks

In order to successfully complete the PhD program, students need to complete the following program and university benchmarks:

Doctoral screening – After you have completed 24 units of coursework, the doctoral screening committee will assess your performance and determine your readiness to continue in the program.

Qualifying exam – As a prerequisite to candidacy for the PhD, you must pass written and oral qualifying examinations. The written qualifying examination is designed to assess your readiness to undertake dissertation research and ability to critically analyze and synthesize theoretical and methodological knowledge.

Teaching and research portfolios – As part of the qualifying exam benchmark, you will be required to complete a teaching and research portfolio for the PhD degree. You will present the portfolios during the qualifying examination oral defense meeting. 

Dissertation proposal – Once you have successfully completed all coursework and passed the qualifying examination, you will write a doctoral dissertation proposal.

Doctoral dissertation – A dissertation is an original contribution to current knowledge in the field and a demonstration that you have achieved sufficient mastery in the field to pursue independent research and scholarship. 

Assistantship

As an admitted student in the PhD program, you will be awarded a teaching and research assistantship funded by USC Rossier and grant-funded projects. Your assistantship will provide you with an opportunity to work closely with faculty to produce important new work in education and develop essential skills related to course delivery and instruction.

You must remain in good academic standing based on the terms of your funding offer and devote 20 hours a week to your teaching and research assistantship duties throughout the four years of the program.

The assistantship includes:

•   $40,442 annual PhD stipend for living expenses (distributed over fall, spring and summer for four years).
•   12 units of tuition coverage per semester that may be used for degree-relevant courses.
•   Coverage of a health and dental benefits premium.
•   Access to the USC Student Health Center.
•   Professional development opportunities.

Additional Funding Options

As an alternative to the USC-provided assistantship stipend, you have the option to apply for external fellowships and grants . 

If needed, you may also apply for loans to obtain additional funds for living expenses. In order to be considered for financial aid, you must apply by filing the FAFSA by the annual deadline. After you apply, the financial aid office will determine your financial need and process your financial aid summary document, which will consist mostly of federal loans. In addition, USC participates in a variety of private student loan programs.

Career Outcomes

Our PhD students are positioned for research careers as tenure-track faculty, postdocs, research faculty, institutional researchers and researchers in policy institutes, government agencies, non-governmental organizations (NGO), private research firms and school districts. Learn more about our alumni placements .

Program Details

Degree awarded, estimated length, program cost.

Tuition and stipend funded by assistantship

Next Deadline

December 1, 2024

August 15, 2025

Class Times

Various times during the day, Monday through Friday

More in this program

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USC Rossier’s renowned faculty is committed to training the next generation of scholars and researchers to the highest standards.

Stephen J. Aguilar

• Associate Professor of Education
• Educational Psychology
• Learning Analytics • EdTech & Generative AI • Digital Equity • Educational Data Science • Motivation & Self-Regulation

Dwuana Bradley

• Assistant Professor of Education
• Higher Education
• Critical Education Policy • Higher Ed • K–12

Patricia Burch

• Professor of Education
• Co-director of CEPEG
• K-12 Education Policy
• Organizational and Institutional Change • Education Policy • Intersection of Public and Private Partnerships in Education • Digital Instruction • Policy Implementation and Impact • Equity and Quality in Public School Instruction

Darnell Cole

• Co-director of the Center for Education, Identity and Social Justice
• Race/ Ethnicity, Diversity, Student-Faculty Interactions, Learning, and Student Experiences within K12 and Higher Education Environments.

• Yasemin Copur-Gencturk
• Teacher Education
• knowledge for teaching mathematics, teacher knowledge, mathematics education, mathematics teacher education, professional development, teacher learning.

• Jessica T. DeCuir-Gunby
• Impact of race and racism on the educational experiences of African Americans • Critical race theory • Mixed methods research • Emotions and coping related to racism

Shaun Harper

• University Professor
• Provost Professor of Education and Business
• Clifford and Betty Allen Chair in Urban Leadership
• USC Race and Equity Center Founder and Executive Director
• Race in K-12 • Higher Education, and Corporate Contexts • Urban Education • Boys and Men of Color • College Student Success • Intercollegiate Athletics

Adrian H. Huerta

• Boys and men of color • College access and success • Gang-involved populations • High school to college transition • Student parents in higher education

• Mary Helen Immordino-Yang
• Fahmy and Donna Attallah Chair in Humanistic Psychology
• Director, USC Center for Affective Neuroscience, Development, Learning and Education (candle.usc.edu)
• Professor of Education, Psychology & Neuroscience
• Brain & Creativity Institute; Rossier School of Education University of Southern California Member, U.S. National Academy of Education
• Neuroscience of Learning • Creativity • Culture • Morality and Social Interaction

Huriya Jabbar

• Associate Professor
• Critical Policy Analysis; Market-Based Reforms and Privatization in Education; Equity and Access in School Choice Policy; Teacher Job Choices, Retention, and Recruitment; Community College Transfer; Links between Systemic Inequality, Housing, and Schools

Royel M. Johnson, PhD

• Associate Professor & Director
• Racial Equity • Education Access • Student Success • Education Policy • Carcerality in Education • Foster Care • Juvenile Justice

Adrianna Kezar

• Dean's Professor of Leadership
• Wilbur-Kieffer Professor of Higher Education
• Director Pullias Center for Higher Education
• Higher Education • Leadership • Diversity

Julie Marsh

• K-12 Education Policy and Governance • Accountability • Teacher Incentive Programs • Data-Driven Reforms • School District Reform • School Choice • Equity-Oriented Reforms • Literacy Coaching

Tatiana Melguizo

• Higher Education • Finance • Affirmative Action • Community Colleges • College trajectories of students of color, Program Evaluation

Harry O'Neil

Erika A. Patall

• Professor of Education and Psychology
• Motivation • Autonomy Support • Choice Provision • Student Agency • Need Support • Education Practices • Research Synthesis • Meta-Analysis

Lawrence O. Picus

• Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
• Professor of Education Finance and Policy
• Associate Dean for Faculty Affairs
• Public Financing of Schools

• Morgan Polikoff
• K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education

Julie R. Posselt

• Equity & Diversity in Higher Education • Organizational Theory • Sociology of Education • Research Methods

David M. Quinn, (On Leave)

Gale M. Sinatra

• Stephen H. Crocker Chair
• Associate Dean for Research
• Learning Theory • Knowledge Construction • Conceptual Change Learning • Science Learning • Public Understanding of Science

Brendesha Tynes

• Director of CELDTECH
• Social Media • Cyberbullying • Socio-Emotional Learning • Racial Discrimination • Identity • Adolescent Development in Urban Schools and Online Contexts • Mobile Interventions

Meet Our PhD Students

Our student body, one of the most diverse in the country, is comprised of accomplished research-scholars. Each year, we enroll approximately 12 new students in the incoming cohort.

Jimmy Aguilar

Jacob Alonso

Gloria C. Anglón

Jessica Leila Carranza

Isabel Clay

Margaret Dawson-Amoah, Miss

Gary Patrick Duran

Kirsten Elliott

Michael Fienberg

Noah Scott Goldman

Emily Gonzalez

Jennifer Gribben

Keena Jones

Laurel Kruke

Jingxian Li

Edgar Fidel Lopez

Andrea Jackelyn Macias

Milie Majumder

Alvin Makori

Saba Modaressi

Kyle Moreno

Elizabeth (Liddy) Morris

Desiree O'Neal

Alexia Oduro

Salomé Otero

Glenda Palacios Quejada

Nicolas Pardo

Sarah Rabovsky

Maritza E. Salazar

Jake Scollan-Rowley

Shelby Leigh Smith

Gabriela Torres

Natsumi Ueda

Akunna Faith Uka

Amanda Vite

Le Rosie Xiu

Elif Asli Yucel

Yanyan Zong

From our alumni.

I received invaluable research training during my time at USC. From day one of the program I was able to work on research projects that were innovative and important in urban education, and I was fortunate to do so alongside a vibrant and passionate community of scholars.

Federick J. Ngo, PhD ’17

My time in Rossier allowed me to cultivate mutually beneficial networks with peers and mentors who are challenging the status quo in higher education. These connections continue to shape how I navigate the professoriate as an agent of change.

Raquel M. Rall, PhD ’14

The training and mentorship I received at Rossier prepared me well for a tenure-track faculty position.

Daniel J. Almeida, PhD ’16

News and Insights

August 22, 2024

Jessica DeCuir-Gunby named president of the APA’s Educational Psychology Division

In the new role, DeCuir-Gunby aims to expand the group’s membership, improve the integration of DEI into the field and better connect research to practice.

Featured Faculty

August 20, 2024

New USC study sheds light on adolescent mental health crisis in the United States

Results emphasize the interconnectedness of mental health, attendance and school grades—a necessary reality for schools to grapple with.

August 14, 2024

Roger Rossier MA ’63, EdD ’72, lifelong educator known for his significant contributions to educational research and policy, passed away at 92

The namesake of the USC Rossier School of Education passed away on Aug. 11, 2024.

• Pedro Noguera

August 1, 2024

Copur-Gencturk receives $6.7 million in federal funding to continue work to improve elementary math instruction by improving teacher knowledge

Largest ever USC Rossier NSF grant will create content-focused professional development programs that focus on the key knowledge and skills that matter in quality teaching and student learning.

July 31, 2024

New research shows that transcendent thinking can increase teens’ sense of purpose

In a study of an intergenerational community program, CANDLE researchers found that adolescents who engaged in transcendent thinking increased their sense of purpose.

• Xiao-Fei Yang

Featured Research Centers

Pullias center for higher education.

One of the world’s leading research centers on higher education, the Pullias Center advances innovative, scalable solutions to improve college outcomes for underserved students and to enhance the performance of postsecondary institutions. Website  |  Brochure

Center for Empowered Learning and Development with Technology

Established in 2017, the Center for Empowered Learning and Development with Technology (CELDTECH) is a transdisciplinary research center that promotes equity in digital learning and development among urban populations in formal and informal contexts. CELDTECH takes an intersectional approach to the study of learning with technology and foregrounds the nexus between students’ histories, cultural assets and developmental needs.

Website  |  Brochure

Center for Affective Neuroscience, Development, Learning and Education

The USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE) brings educational innovation and developmental affective neuroscience into partnership, and uses what is learned to guide the transformation of schools, policy, and the student and teacher experience for a healthier and more equitable society.

Website  | Learn More

Center for Education, Identity and Social Justice

Established in 2017, the Center for Education, Identity and Social Justice has a compelling interest in eradicating all forms of discrimination based on the intersection of an individual’s identities that include religion, gender, sexual orientation, race, ethnicity and disability. Using rigorous research and legal analysis, we empower educators to utilize laws and policies in order to identify and extricate bias and unequal distributions of power within educational institutions.

The University of Southern California Race and Equity Center

Established in 2017, the Race and Equity Center is the epicenter for interdisciplinary scholarship, resources and meaningful activities on racial equity that significantly benefit the University, other institutions of higher education and the broader society.

USC EdPolicy Hub

Public education in Southern California and across the nation faces a daunting array of challenges: longstanding structural inequities, declining enrollments, staffing shortages, funding shortfalls, political conflicts, and the ongoing effects of the pandemic on student academics and mental health. The challenges are often systemic, with causes and consequences crossing school systems and other boundaries, and disproportionately affecting minoritized and low-income communities.

The USC EdPolicy Hub collaborates with schools, education systems, and community colleges throughout Southern California to conduct rigorous, actionable, boundary-spanning research. Research results—shared with language and formats geared for practitioners and policymakers—inform decisions for educators, policymakers, and families, ultimately improving student outcomes.

Program Contact

We welcome your interest in the PhD program and are happy to answer any questions you might have. We highly recommend attending one of our  PhD webinars  as a first step. You can also join  our mailing list .

Laura Romero

Director, PhD Program

• [email protected]
• (213) 821-1517

Alex Hazard

Assistant Director, PhD Program

Request More Information

Connect with us to receive more information about this program and reminders about upcoming events and application deadlines.

Privacy Policy: USC Rossier School of Education will never share or sell your personal information.

Related Programs

Educational leadership.

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The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve educational outcomes in the United States and around the world. Ph.D. candidates will collaborate with faculty from across Harvard graduate and professional schools and conduct groundbreaking research — forging new fields of inquiry that will transform education practice and policy.  Candidates for the Ph.D. in Education choose from among three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; or Human Development, Learning and Teaching.

All Ph.D.s are granted through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

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UCLA Graduate Programs

Graduate Program: Education

UCLA's Graduate Program in Education offers the following degree(s):

Master of Arts (M.A.)

Master of Education (M.Ed.)

Doctor of Education (Ed.D.)

Doctor of Philosophy (Ph.D.)

With questions not answered here or on the program’s site (above), please contact the program directly.

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Penn GSE faculty members are some of the most knowledgeable and innovative experts on education in the world.

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Penn GSE is not just located in Philadelphia—it is of Philadelphia. Our commitment to Philadelphia schools and the community is reflected through ambitious initiatives, projects, collaborations, and activities taking place across this vibrant city.  

Explore the work we do in schools and community organizations across the city by browsing  our interactive heat map . 

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Constanza Bartholomae

Caring about others and being a lifelong philomath are the main reasons why I am an educational developer (and, quite frankly, why I never left higher education). I am insatiably curious about getting to know people as well as how to enhance the learning experience for all.

I received my MA in Spanish from Worcester State University, along with my MBA from Fitchburg State University, in 2016. I entered higher education in the same year, teaching a variety of courses in Spanish, as well as some in Management and Communication, at institutions across Massachusetts. 

I previously served in curriculum and educational development roles at the Center for Academic Excellence at Quinsigamond Community College and at the Office of Teaching, Learning, and Technology at Becker College, while simultaneously teaching as an adjunct faculty member. I am currently the Associate Director of Teaching Support at the Center for Teaching Excellence at Bryant University.   In my position, I support and engage with over 350+ faculty in one-on-one consults on pedagogy, instructional design, curriculum development, and educational technology. I design workshops and courses for our faculty and support our office’s initiatives on belonging, faculty vitality, and inclusion, while helping support faculty’s research in the Scholarship of Teaching and Learning. 

In addition to my work at Bryant, I am also an external facilitator of Effective Teaching Practices and Fostering a Culture of Belonging  cohorts for the Association of College and University Educators (ACUE) at higher education institutions across the nation. I love being able to connect about pedagogy with folks with varying research interests, from different backgrounds and geographical locations, and with perspectives that enlighten my own thinking and development. 

My research has focused on first year teaching techniques and strategies, supporting neurodivergent faculty and staff, navigating deliberative dialogues in the classroom, and faculty well-being and resiliency. In my work, I discuss how faculty are navigating uncertain educational climates as well as how they can utilize feedback in propelling their teaching forward. This year I spoke on classroom management and faculty wellness on the Leadership Educator podcast,   as well as on building faculty community on the Tea for Teaching podcast. 

As I enter the Doctor of Education program, I’m looking forward to exploring how these same conversations on well-being and resiliency can be applied to educational developers, as many, like me, support large numbers of faculty and students. As a member of the Professional and Organizational Development Network in Higher Education Network, as well as a member of their Accessibility and Disability Special Interest Group, I’m interested in studying how we can enhance educational developer wellness and vitality in support of the amazing work that our colleagues are engaging in daily.  

I am eager to be a student again, as understanding beginner learner experiences is so important for the work that I do with faculty, as well as for my own growth and development. I can’t wait to get started – We are Penn State!!!!!

Allan Lehman

Allan is the current Director of the Graham Center for Innovation and Collaboration at Penn State York. He holds a Bachelor of Science in Criminal Justice from Shippensburg University and a Master of Science in Educational Leadership and Policy Studies from the University of Texas Arlington. Allan began his career as an experiential trip leader working with adjudicated youth before moving into education with the same organization holding various positions including education program manager.

Allan joined Penn State in 2019 to run the Graham Fellows Program for Entrepreneurial Leadership, a program designed to help instill an entrepreneurial spirit and assist students in transitioning from student to young professional. While at Penn State York, Allan was responsible for establishing the York LaunchBox, one of 21 locations throughout the state supporting student and community entrepreneurs. Allan has a passion for experiential learning and unlocking students’ potential and will be focusing his research in these areas.

Shabana Walker

Altruism, Courage, and Legacy

These are the core values that guide Shabana Walker.

Ms. Walker is a technology executive and people leader who is committed to employee growth and collaborative success. As the vice president of Customer Experience in Comcast’s West Division, she has a proven track record as a dynamic, collaborative leader who transforms and enhances the customer experience with thoughtful strategies and innovative programs.

Ms. Walker practices data-driven decision-making to identify and prioritize department efforts; works to improve operations with greater efficiency and quality; partners with cross-functional leadership to align projects with the strategic goals of the company; and improves employee culture and turns around underperforming teams through meaningful change, empathetic oversight, and an emphasis on high performance.

A champion for children, Ms. Walker is committed to Diversity, Equity, Inclusion and Belonging; and reducing food insecurity. She is a proud supporter of organizations including the Autism Society of Colorado and the Food Bank of the Rockies.

Ms. Walker holds a master’s degree in Organization Development and Change from Pennsylvania State University and is pursuing her doctorate in Education from the same institution. In 2023, Ms. Walker was named one of the Power 100 by Diversity Woman magazine.

Danielle Thomas

Danielle is the middle school art teacher for the Quaker Valley School District, a small and compassionate district outside of Pittsburgh, PA. Danielle has undergraduate and graduate degrees in both Art Education and Studio Art. She has taught art in public schools, universities, and at a contemporary art museum. As the only middle school art teacher, Danielle works with and gets to know each of the district’s 400 middle school students as they transition from 6th to 8th grade. She believes that art is for everyone. Art can safely help adolescents explore identity, overcome challenges, and connect with others. Danielle is currently exploring how to be more intentional about the dynamics in her studio classroom and how to cultivate ways where each student feels like they genuinely contribute and belong.

Charletta Zeigler

Charletta Zeigler, a dedicated and accomplished educator, resides in Philadelphia, Pennsylvania. She is the proud principal of a K-8 charter school in the city, where she has been making a significant impact on the lives of students and educators alike. With over 20 years of experience in education, Charletta has excelled in various roles, including as a teacher, reading specialist, and principal.

Her impressive academic background includes a bachelor's degree in early childhood and elementary education from Chestnut Hill College, a master's degree in teaching and learning from Lock Haven University, and a reading specialist certification from Arcadia University. Furthermore, she holds a master's degree in educational leadership and a principal certification from Edinboro University. Charletta is also a certified member of the Maxwell Leadership Team, reflecting her commitment to leadership and personal and professional growth.

Charletta possesses a deep passion for educating students and developing, inspiring and fostering the growth of future leaders and masterful teachers. She is excited to embark on a new journey toward a doctorate at Penn State to enhance her skills in education and leadership, improve and innovate in the field of education, and continue to make a positive impact on her students, staff, and the broader educational community.

Diane Guarantano

After a successful 20-year career as a hospitality leader, Diane Guarantano made the decision to combine her passion for helping others with her desire to work in education. She obtained her M.S. in school counseling, and Administrator I certificate from McDaniel College in Maryland and now serves as an elementary school counselor and mental health team member at a Title I school outside Baltimore. In this role, Diane actively pursues her research interest of understanding and improving the relationship between the community and the school. She works closely with various stakeholders to best meet her students' needs, ensuring they achieve the greatest success academically, socially, and behaviorally. Coupling her professional experience with the knowledge gained through the Doctor of Education Program, Diane is determined to strengthen the connection between education and community to become an effective advocate for her students and their families.

Originally from the Midwest, Diane now resides on the East Coast with her husband, near their two adult children, whom they enjoy visiting often. In her spare time, Diane enjoys traveling extensively, spending time with family and friends, reading, and listening to true crime podcasts.

Gianna Brisbone

Gianna is dedicated to helping others utilize education to become the best versions of themselves. She grew up in North Philadelphia and experienced many of the systemic inequities that still plague urban areas today. Thankfully, she was able to receive excellent educational experiences. It was those experiences that allowed her to gain access to a variety of opportunities. She believes that having options makes all the difference in life. Therefore, she strives to ensure that others receive high-quality academic instruction, so that they will have choices about what they want to do with their lives and who they want to become.

Gianna currently serves as the Director of Education for Beyond Literacy, Philadelphia’s largest adult literacy nonprofit. In this role, she develops and manages educational programming for over 1200 adult learners per year. Previously, Gianna taught various subjects to adult learners and high school students, was an In-House Professional Development Specialist, and was a neuroscience researcher. Her current primary research interest is Organizational and Workforce Development, Change, and Leadership. She earned both her Bachelor of Science in Biology and her Master of Science in Neuroscience degrees from Delaware State University. She also earned her Master of Science degree in Secondary Education from the University of Pennsylvania.

Kristen Martin

Kristen is a Human Capital Consultant for a boutique, DC-based firm working mostly with social change and social justice nonprofits as their HR partner. She holds two Master's Degrees from Pennsylvania State University -- one in Education with a concentration in Applied Behavior Analysis and the other in Organization Development and Change with certificates in Consulting Skills and Change Essentials. 

In her role as a Human Capital Consultant, Kristen specializes in organization development, employee engagement, change management, learning and development, training programming, and performance management. 

Her research interest focuses on neurodiversity in the workplace, specifically in equipping employers to hire and support individuals with neurodiversities through employer training, internal communication, and employee/organization development to meet the unique and changing needs of these employees.

Kristen's unique background as a former COO, behavior analyst, and teacher provides her with valuable insights into the dynamics of different organizational and educational levels, enabling her to develop tailored and effective learning strategies through an employer lens. She brings a behavior change perspective to her OD practice, ensuring that organizational needs are met through innovative and inclusive approaches. 

Living in Washington state, Kristen enjoys spending time outdoors with her partner and exploring the beautiful landscapes the PNW has to offer.

Suzanne Wayne

Suzanne Wayne is the IT Project Portfolio manager for the Outreach and Online Education Information Technology and Organization Effectiveness groups at Penn State. Her career has focused on supporting successful project and portfolio management in higher education, especially in enrollment management, IT, and marketing.

She holds multiple certifications from the Project Management Institute, including a Project Management Professional and an Agile Certified Practitioner certification. She is a leader of the Penn State Project Management Working Group, a university-wide community of practice that supports project managers through monthly discussion sessions.

As a D.Ed. student, she plans to focus on how higher education institutions as well as other organizations can apply project portfolio management and value stream management principles to find greater success in accomplishing strategic goals with limited resources.

Virginia Brensel

Virginia Brensel currently serves as a 7th-grade teacher working with students from diverse backgrounds in California's San Joaquin Valley.  She has 20 years of experience in education.  Throughout this career, she has worked to continue her education in English Language Development, small group reading, blended learning, and writing.  Virginia is also a nationally certified STEM educator.  In addition to teaching, Virginia also works as a writer and consultant for Nancy Akhavan Consulting focusing on working with teachers and district leaders to build literacy and English Language Development in their districts.  

Virginia received her undergraduate degree from California State University Fullerton in a blended teacher education program.  She graduated with a master's degree from the University of Scranton.  

Virginia's philosophy is that all students deserve literacy.  Her passion is working with multilingual students.  She loves to see them succeed in the content areas and develop their language skills in their heritage languages and English.

When Virginia relaxes, she enjoys reading, tennis, pickleball, and traveling with her family.

Krishawna Goins

Krishawna Goins is an accomplished early career elementary educator in Northern Virginia and a proud two-time graduate of The Pennsylvania State University. She holds a degree in Elementary and Early Childhood Education and a master’s in Curriculum and Instruction with a focus on Social Studies Education. During her time at Penn State, Krishawna has served as a PACE coordinator for the central region of Pennsylvania SPSEA (Student Pennsylvania State Education Association), interned for The Walt Disney Company, and collaborated with university leadership to impact educational policy and curriculum at Penn State.

As an Equity Lead for her school, she supports teachers through professional learning, curriculum development, and coaching to foster culturally responsive learning environments. Her master's work centered on the intersection of democracy in education, anti-oppressive social studies, and project-based learning.  Krishawna is a lifelong learner with many wonderings. Her current research interests with her doctorate are early career educators and creating sustainable systems of support to elevate their skills and self-efficacy to amplify their ability to serve as changemakers within the field from Day 1. She hopes to focus on educator growth and retention through the lens of teacher leadership, advocacy, and communities to create just schools.

In addition to her work in the classroom and as a scholar, Krishawna also serves on the Penn State College of Education Alumni Society Board as the Chair of the J.E.D.I. (Justice, Equity, Diversity, and Inclusion) Committee and the Communications Chair of the S.E.A (Social Equity Alumni) Network. She also serves as the Learning Experience Specialist for Fair Share Publishing, a children's book publishing company bringing literacy into the future. Krishawna is also a co-founder and Freedom Dreamer at Women X Meta, a family #web3 startup focused on onboarding women and children into web3 and advocating for a socially sustainable future through technology. To learn more, visit her on Twitter: @MissGoinsGPE.

Anne Hill is currently pursuing a doctoral degree in education. She is a physical therapist with over thirty years' experience in neurologic rehabilitation, acute care, geriatrics, home care, orthopedics, and pediatrics. She has loved working with patients and other health care team members to optimize quality of life and outcomes. She has concurrently taught in the Penn State Mont Alto Physical Therapist Assistant Program for over twenty-five years, the last three as full-time faculty.

She hopes her students learn all they can to pass their boards and provide excellent care to their patients. She enjoys providing professional and community education on a variety of physical therapy topics. She hopes to contribute to the research behind best educational practices in physical therapy programs and the profession.

Kimberly Paglia

Kimberly Paglia is a creative and innovative educator who works in the field of special education as a Teacher of Students with Visual Impairments (TSVI) and as a Certified Orientation & Mobility Specialist (COMS). Over the past 19 years, she has worked in the public school system as well as for the non-profit Keystone Blind Association, with a focus on supporting students who are blind and visually impaired as they develop skills for independence. Currently, Kimberly is employed by Midwestern Intermediate Unit 4 as a TSVI/COMS. In addition, she serves on the international conference programming team for NOAH (National Organization for Albinism and Hypopigementation).

Kimberly earned her Bachelor of Music degree from Westminster College, with a double major in education and composition, and her Master of Education degree from the University of Pittsburgh. In addition to her work in special education, she enjoys songwriting, playing music with her band, Bellhouse, and directing the worship band and choir at Trinity Church. Kimberly lives in Mercer, PA.  She is thrilled to be part of the PSU World Campus Doctoral program, where she plans to focus on ways to effectively support teachers and students.

Kevin Grubb

Kevin Grubb is a nationally recognized expert in career and professional development and Villanova University’s Associate Vice Provost for Professional Development & Chief Career Officer. In this role, Kevin directs the university's strategic career initiatives, leading cross-university teams and driving projects that bridge the gap from college to career with a blend of high-tech and high-touch methods.

Kevin's passion for equitable access to career services has garnered acknowledgment from organizations such as LinkedIn, Gallup, Lightcast, and Strada, where he contributes to advisory boards and shares best practices on higher education leadership and career pathways for students. His leadership extends to non-profits, including service on the boards of the National Association of Colleges & Employers and the BIG EAST Conference Career Consortium.

Kevin's insights on transforming the college-to-career experience are featured in national conferences, media interviews, and podcasts. He holds a BS in Psychology from St. Joseph's University, an MA in Higher Education Administration from New York University, and a Certificate in Leadership in Performance Coaching from Brown University. Certified in various coaching and assessment tools, Kevin excels in guiding executives through organizational change, making him an invaluable asset in higher education and beyond. With a blend of expertise and enthusiasm, Kevin continues to revolutionize the way talent meets opportunity.

Dan Murphy earned his B.A. in Music and Organizational Communication from Western Michigan University and his M.Ed. in Counseling Psychology from James Madison University. Prior to his admission to the Doctorate of Education program, he completed a graduate certificate in Management Consulting through Penn State World Campus. Dan currently serves as the director for Commonwealth Campus Support in Student Affairs at Penn State. Prior to providing broad support and leadership to Student Affairs operations for the Penn State campuses, Dan spent 16 years helping welcome new students and their families to college through orientation and other transition programs at Penn State, Indiana University Bloomington, and James Madison University.

Dan has served as a board member for the Association of Orientation, Transition, and Retention in Higher Education (NODA) and as an elected representative on the State College Borough Council. Dan is interested in exploring change management concepts and their application in educational settings. 

Katharine Stine

Kat is a Pennsylvania Department of Medicine Licensed Behavior Specialist and is currently the Behavior Analyst for a public school district in Central Pennsylvania. Adopted from an orphanage in India at the age of six, Kat always knew she wanted to help children navigate the world, leading to her primary research interest of primary school special education. Kat earned a Master of Education in Special Education with emphasis in Applied Behavior Analysis from Penn State and a Bachelor of Social Work from Bloomsburg University. She also earned a Master Certificate in Autism Education from Liberty University. She possesses a broad background encompassing social work, intellectual developmental disability, autism spectrum disorder, applied behavior analysis, and special education to improve childhood behavioral outcomes.

Kat has been married for over 17 years and has three adolescent children. In her free time, she enjoys helping with the family’s animals, including six barred rock chickens, three pekin ducks, two kune-kune pigs, and a chocolate labrador receiver dog.

“The meaning of life is to find your gift. The purpose of life is to give it away.” - Picasso 

Billie Walker

Billie Walker is a librarian at Penn State University. He became a Reference and Instruction Librarian at the Penn State Berks campus in 2001. Several years later, he moved on to become Head Librarian at Scranton and is now in the same position at Penn State Great Valley. He has written journal articles to include ones about prominent African American Librarians, as well as ones about using games and humor to teach college students about the library. Before he arrived at Penn State, he worked in other types of libraries, including an elementary school, community college, and a Historically Black College and Universities (HBCU) in his home state.

He was born in Yazoo City, MS, and earned his bachelor's degree in Sociology from the University of Mississippi and his Master of Library Studies from the University of Southern Mississippi. Billie's research interest is the University Libraries' responsibility with marginalized students regarding retention and student success. He is also interested in ensuring college students become critical users of information with an emphasis on artificial intelligence. His professional goal is to become a HBCU Library Dean.  

Stephanie Tobey

As a Licensed Clinical Social Worker with over 25 years of experience, Stephanie Tobey is a community service advocate with strong clinical and administrative acumen. She is a key collaborator connecting at-risk children and youth to critical resources and mental health services. As a school social worker, she provides behavioral health services to children, offers assessment and referral services to children experiencing mental health crises, acts as a liaison between the school district and community resources, and evaluates the effectiveness of student support services within the school. Stephanie is an active member of the Bucks County Youth Suicide Prevention Task Force and provides training on trauma-informed practices in schools for educators.

Stephanie received her bachelor's degree in psychology from Susquehanna University and earned her master's degree in social work from the University of Pennsylvania. Through Penn State’s Doctoral program, Stephanie hopes to broaden the scope of her knowledge base and impact on how schools support students’ mental and relational wellness in a post-pandemic reality of learning loss, high anxiety among students, and social isolation. Stephanie lives in Yardley, PA with her husband, 14-year-old triplets, and beloved dog, Dumbledore.

Erik Kobs is a Department of the Air Force Civilian and currently works on the Joint Staff as the Deputy Chief, Counter-Violent Extremist Organizations (C-VEO) Division. Prior to becoming a federal employee, he served 22 years in the U.S. Marine Corps as a Logistics Officer. With 30 years of combined government service, Erik has leadership experience across a wide spectrum of business operations and planning.

Education has played a significant role in Erik’s success and his studies include graduate degrees from the Eisenhower School for National Security and Resource Strategy, the Naval War College, and Chapman University. In addition to his passion for learning, Erik has also been an instructor - developing curriculum and teaching two undergraduate military history courses at Boston University and the Massachusetts Institute of Technology. His current academic interests include organizational change leadership, innovation, and emerging technologies.

Erik currently lives in Alexandria, VA, with his wife Kasey, and dog Ozzie. The Kobs’ children (twins) are juniors at the University of San Diego.

Chrstopher Holley

With nearly three decades of hands-on technical teaching experience in the automotive field as an Associate Professor at Pennsylvania College of Technology, Chris's career is a testament to the possibilities of change and growth. He earned an Associate in Applied Science from North Metro Technical Institute/Floyd College (Acworth, Georgia), focusing on automotive technology. Chris was an Automotive Service Excellence (ASE) certified bumper-to-bumper line technician for a high-line automotive manufacturer.

While still a technician, Chris returned to college, earning a Bachelor of Science in Information Technology from Kennesaw State University (Kennesaw, Georgia). He worked as a Novell and Windows network administrator and engineer. A fortuitous meeting with a former North Metro professor led to an interview and subsequent career as a college automotive professor, marking a significant transition in his career. 

After five years at North Metro Technical College and acquiring a Master of Science in Management Information Systems from Southern Polytechnic State University (Marietta, Georgia), Chris accepted a position at Pennsylvania College of Technology (Williamsport, Pennsylvania), an affiliate of Pennsylvania State University, with his primary instruction focusing on sophomore students in automotive air conditioning/heating and advanced vehicle electrical electronics classes. He also instructs two unique chassis dynamometer classes and a restoration automotive upholstery class. Lastly, Chris has helped develop several automotive courses taught at Penn College, provided mentorship to numerous first-year instructors, and is the college teacher’s union representative for the transportation department. 

Chris has published nearly five hundred articles in various automotive magazines, has an award-winning column, "Cooling Corner," in Mobile Air Climate Systems Association's ACtion magazine, and has received multiple teaching awards. With the push to electric vehicles (EVs), Chris has stayed current by becoming one of less than 100 EV PRO+ certified technicians in the United States. His teaching and field expertise have allowed him to testify before Congress about EV technician and first responder safety, personal protective equipment, and the country's infrastructure concerns. Chris will focus on adult and workforce education classes, helping forge a path in leadership, administration, and organizational change.

Natalie Cartwright

Natalie Cartwright serves as the Chief Data Officer at the Pennsylvania State System of Higher Education (PASSHE). She leads the Advanced Data Analytics Shared Service team, collaborating with university staff and faculty to gather accurate, timely data for actionable research and reports. With nearly two decades of experience in higher education and institutional research, Natalie specializes in accreditation, enrollment management, strategic planning, data visualization, and data democratization. Natalie's contributions include significant advancements in data-driven decision-making within the PASSHE system. She is passionate about enhancing educational experiences through data analytics.

Natalie is a first-generation college student and holds a B.A. in Psychology and Anthropology from Muhlenberg College and an M.Ed. in Student Affairs in Higher Education from Kutztown University of Pennsylvania.

Jimmy Alverez

Jimmy Alvarez is the Superintendent of the Belmar Elementary School District in New Jersey. He received his Master’s in Educational Leadership from Kean University and his undergraduate degree from York College of Pennsylvania. Looking back at his over 20 years of experience in public education it is clear that his first steps down this path started with a phone call from his uncle, an excellent teacher and mentor. Jimmy spent the first 11 years as a Spanish teacher, helping to build a nationally ranked magnet high school. He then served as a school principal in a military community for over eight years, dedicated to offering the highest quality education to the families who serve our nation.

Jimmy has a keen interest in equity and community leadership. He firmly believes that all students can learn at high levels and that it is the responsibility of educators to be bold enough to challenge the status quo to achieve this. He is passionate about connecting with others and working toward shared goals. Jimmy hopes to continue his work as an advocate for the underdog while pursuing a doctorate, the first in his Cuban-American family.

He is a proud father of two young children and a devoted husband, grateful to have found his incredibly supportive wife. Jimmy enjoys surfing, golfing, camping, and spending days at the beach with the people closest to him.

Adie Buchinsky

Adie Buchinsky is passionate about supporting inclusive experiences for public school students of all abilities.   She currently teaches at a full-inclusion charter school in Los Angeles, CA and is a lecturer in the Special Education Department at California State University – Northridge.   Adie graduated with Honors from Brown University in Education Studies with an emphasis on Human Development.   She possesses Master’s Degrees from both American University (Elementary Education) and New York University (Educating Students with Exceptionalities) and is eager to embark on this journey at Penn State!   Adie has worked in public, private, and charter schools since 2007 teaching students from Transitional Kindergarten through seventh grade.

She has also conducted professional development sessions and conference presentations at the state, national and international levels.   In all these capacities, Adie works to develop staff capacity to fully support students with disabilities alongside their typically developing peers.  She is excited to pursue research opportunities that encourage more districts to embrace full inclusion for students with disabilities.

Katrina Chapman

Katrina Chapman currently serves as the Assistant Principal of Quaker Valley Middle School in Sewickley, Pennsylvania. Prior to going into administration, she served as an elementary, middle and high school teacher for over sixteen years, in both private and public settings, across three different states. She took on this administrative role because she enjoys empowering students and teachers to develop their potential. With her varied background and experiences, she is able to mentor teachers and provide instructional coaching and strategies that have a direct impact on learning and achievement. Collaborating, brainstorming, thinking “outside of the box” and identifying solutions that are always in the best interest of the students are things she appreciates doing with her team. Building relationships and making personal connections is of utmost importance to her. She strives to create a positive and supportive climate and culture. 

Katy received her bachelor’s degree from Le Moyne College in Syracuse, NY. There she majored in mathematics and minored in elementary education. She then got her master’s degree in reading education from Binghamton University. More recently, she received a second master’s degree from California University of Pennsylvania in educational leadership.

Katy considers herself to be a lifelong learner and recognizes that continuing to build her knowledge of instructional effectiveness and staying current with evidence-based strategies will aid her in building a student-centered setting where each individual gets the personalized education they deserve.

In her free time, Katy enjoys spending time with her husband, three children, and two dogs. 

Olivera Sokarda

My name is Olivera Sokarda. I obtained both a B.A. in Russian and a Graduate Certificate in Children’s Literature K-12 from Pennsylvania State University. I earned my M.Ed. in TESL from Framingham State University. As a D.Ed. candidate-scholar, I am interested in educator training in best practices, particularly in the methods of a lesson that are most effective in engaging the student and honoring the student’s personhood among a diverse classroom population and a technologically-driven virtual reality school culture.

I delight in seeing others truly live a full and great life using their gifts and skills to bless others. I enjoy reading and discussing beautiful ideas in great books, learning languages, attending theatrical performances and classical concerts, spending time in nature, leisure biking, hiking, playing tennis, traveling to new places, and having inspiring and life-changing conversations in charming cafés.

Rochelle Harris

Rochelle Harris currently resides in Murrieta, California. She has spent the last several years working within the K-12 school system, continuing as a Mental Health Therapist/Social Worker for the Murrieta Valley Unified School District. Rochelle has experience within nonprofits focused on providing resources for individuals with mental health comorbidity while experiencing chronic homelessness, adult subacute psychiatric facilities, and counseling within an opioid treatment program.

Rochelle gained her Bachelor of Science in Psychology with a concentration in Life Science from Penn State and her Master of Social Work with a concentration in Mental Health and Trauma from the University of Denver. She received her Pupil Personnel Services Credential with a focus in Child Welfare and Attendance from San Jose State University. She is currently registered with the California Board of Behavioral Sciences as an Associate Clinical Social Worker and was previously registered as a Substance Use Disorder Registered Counselor with the California Association for DUI Treatment Programs.

Rochelle has interest in adolescent mental health/social emotional needs within academic settings, as well as teaching within the field of higher education. She wishes to further bridge the gap between adolescent mental health, understanding and ridding the stigma surrounding it, and available resources, particularly within educational environments.

Brett Powell

Brett Powell has been a rural public high school physics teacher in Pennsylvania for the past 6 years. He is a teacher, leader, and coach in his district with a particular interest in STEM curriculum, instruction, and assessment. His passion for his students and their futures is his primary concern, leading him to be named his school's Teacher of the Year for 2023. He also designed and implemented new curricular materials for AP Physics 1 and 2.

Brett earned two bachelor's degrees from Lock Haven University in Physics and Education. He then earned a master's degree from Penn State in STEM Curriculum and Instruction. He has attended a Penn State research experience for teachers as well as modeling instruction workshops.

In addition, Brett is his school's varsity boys soccer head coach. He loves soccer and believes team sports and extra-curricular activities are invaluable as an educational tool.

Lauren Wicklund

Lauren is the Senior Associate Athletics Director at the University of Richmond and oversees Spider Performance and Development (SPD), Richmond's performance optimization and student-athlete development model that integrates Spider Athletics' efforts in eight critical areas: leadership and development, academic services, sport performance and analytics, career and alumni engagement, diversity and inclusion, nutrition, mental health and sports psychology, as well as sports medicine and well-being. Under her direction, the Spider Performance and Development team builds “champions for life,” that propels student-athletes to achieve their full academic, athletic, personal, and professional potential.

In addition, Wicklund serves as an adjunct faculty member at Richmond and VCU teaching leadership courses on personal leadership development and high-performance teams.  Her research interests reside in the fields of organizational climate, leadership and culture development, and the integration of education and sport.  Lauren is also a certified Personal Development Coach, Real Colors Leadership Facilitator, and Well-Being/Mindfulness Instructor.  She is a central PA native and currently resides in Midlothian, VA with her husband, 3 young kids, and 2 dogs.  Lauren received her BA in Communications and M.Ed. in Higher Education Administration from the University of Pittsburgh. 

Michele Duffey

Michele Duffey is an Associate Teaching Professor and Professor-in-Charge of the general education portion of the curriculum for the Kinesiology Department at Penn State University Park. She earned her B.S. in Exercise & Sport Science at Penn State University and her M.S. in Health & Sport Science (focused in Exercise Physiology and Biomechanics) at Wake Forest University.

During her career, she has been fortunate to engage in clinical, research, and educational arms of the field, primarily focused on working with clinical populations needing cardiac rehabilitation, military personnel and cadets involved in orthopaedic research, and teaching in higher education. She has been engaged in shared governance with University Faculty Senate for over a decade, currently serving as an officer and having served in leadership roles for multiple committees and working groups involved with curriculum, intra-university relations, and admissions. Michele is most motivated, fulfilled, and energized when in situations requiring collaboration, problem-solving, and leadership or advocacy.

In her free time, you will find her outside being active (perhaps running or walking her dog), spending time with friends, or traveling with her husband and daughter.

Gerrard Evans

Gerrard D. Evans, born and raised in Stamford, CT, is an experienced educator who fosters dynamic and engaging learning environments. Currently serving as the Center Principal at Nanjing Senior High School of Jiangsu Province in Wuxi, China, he brings over a decade of diverse teaching experience across various educational institutions.

Gerrard, a highly educated individual, holds a Bachelor of Science degree in Liberal Studies from Southern Connecticut State University and a Master’s degree in Liberal Studies from Manhattanville College. His academic prowess is complemented by his extensive experience in key educational roles, including six years as a History and Learning Support instructor at Winston Preparatory School, two years as an adjunct professor at the University of Bridgeport and Westchester Community College, and four years as the Academic Dean at St. Mary’s – Shanghai. He has also held positions as Senior Dean at Ningbo Hanvos Kent School, Center Principal at Suzhou Experimental High School, and Co-Head of the High School at Shanghai United International School – Wanyuan Campus in Shanghai, China.

His teaching philosophy emphasizes self-directed, lifelong learning, and he is dedicated to promoting critical thinking and active engagement among students. Gerrard believes in building rapport with students and fostering a classroom environment where learners feel comfortable sharing their experiences and participating in discussions. His approach includes using various teaching methods, including lectures, meetings, small-group activities, and flipped classrooms, tailored to meet the unique needs of his students.

Gerrard’s work has been heavily influenced by his passion for helping minority students bridge the educational gap, as demonstrated through his involvement with the Horizons Enrichment Program in New Canaan, CT, at New Canaan Country School. His dedication to education is further inspired by his ancestor, Edward Wilmot Blyden, a self-educated African who sought to bring appropriate education to African people in Liberia.

Beyond his formal teaching roles, Gerrard has also served as an Outdoor Education Coordinator, planning academic trips to enhance students' understanding of historical events. His focus on holistic and experiential learning aligns with his belief that a liberal arts education should equip students with essential skills for everyday life, including writing, public speaking, and technology.

Terri Alexander

Terri is the founder of Clinical Rehabilitation Counseling Services in Kuwait. 

She provides counseling for clients with chronic physical and mental health disorders.

She is dedicated to advocating for policy changes to support individuals with severe disabilities and their families in Kuwait, fostering hope and helping them live to their fullest potential with dignity and respect. 

Terri's research focuses on the unmet needs of parents of adult children with autism spectrum disorder and associated comorbidities in Kuwait and Saudi Arabia.

She earned her bachelor's degree in Rehabilitation Human Services from Penn State University in 2019 and her master's in Clinical Rehabilitation Counseling in 2022 from the University of Wisconsin, Madison. 

Terri, a mother of nine grown children and nine grandchildren, previously owned the first yoga studio in Kuwait in 2002. She continues to incorporate counseling with yoga, breathwork, and mindfulness to help her clients manage mental health, stress, and anxiety.

Amanda Morris

Amanda Morris is an Instructional Designer for the College of Health and Human Development at Penn State. She works remotely from Williamsburg, Virginia where she lives with her husband and their four children ages 8-16. She holds a Bachelor of Arts in English and a Master of Arts in Teaching.

Amanda has worked in higher education for almost five years. Before that, she spent eight years in K-12 education as a High School English teacher and a Technology Integration Specialist. She has always been passionate about creating innovative and meaningful experiences for students. Throughout her career in education, Amanda has actively participated in various committees focused on DEIB, project-based learning, curriculum and assessment, and event planning. Currently, she is involved in several groups at Penn State, including the Learning Design Liaisons, the Non-Credit Platforms working group, and the Learning Design Summer Camp planning committee.

Amanda’s areas of expertise and professional interest are microcredentials, skills validation, experiential learning, and workforce equity. She looks forward to exploring these areas further during her doctoral coursework and research.

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• Wednesday, October 30

CBD 2024: Buddhist Wisdom Principles: Deepening Understanding of Self, Health, and Reality with William Van Gordon, PhD

• Contemplation by Design

Wednesday, October 30, 2024 12pm to 1:15pm PT

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Following a wealth of research indicating the benefits of mindfulness- and compassion-based contemplative practices, there is growing interest in the nature and health benefits of  Buddhist wisdom principles, which are concerned with transmuting suffering by cultivating insight into the ultimate nature of the self and reality. Some key examples include the wisdom practices of non-self, non-attachment, interconnectedness, impermanence, non-duality, and  emptiness  ( Sanskrit:  śūnyatā ), the latter of which implies that although phenomena are perceptible to the human mind, they do not intrinsically exist.  This talk will explore emerging empirical insights indicating how Buddhist  wisdom principles can not only deepen our understanding of the mind and reality but also help human beings realize more of their capacity for compassion, awareness, health, and well-being.

  William Van Gordon, PhD, is a Chartered Psychologist and Associate Professor of Contemplative Psychology at the University of Derby (UK), where he also Chairs the School of Psychology Research Committee.   He is internationally recognized for advancing the Contemplative Psychology research agenda, to which he has contributed 100+ peer-reviewed papers. William's research focuses on improving understanding of how processes and principles such as meditation, mindfulness, compassion, emptiness, and non-self can improve physical, psychological, and spiritual well-being in clinical, educational, occupational, and general life settings. With 250+ appearances in major, national, and international media outlets within the last 5 years alone, he plays an important role as a science communicator for Contemplative Psychology, explicating the relevance of his discipline to societal challenges.  Prior to joining academia, William was a Buddhist monk for 10 years and previously worked in senior management roles for several blue-chip companies. William writes a regular blog on Contemplative Psychology for  Psychology Today  and is the author of  The Way of the Mindful Warrior .

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Legal Panel Discusses Strategies to Promote School Desegregation and Educational Equity 70 Years After Brown v. Board of Education

• May 23, 2024
• Isabelle Anzabi
• Stanford Center for Racial Justice
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Earlier this month, “ The Unfinished Legacy of Brown v. Board of Education at 70 ” conference brought together educators, leading scholars, and legal experts to discuss the current state of racial and economic segregation in American schools, marking 70 years since the landmark Supreme Court ruling. The conference was hosted by the Educational Opportunity Project at Stanford and the Stanford Institute for Advancing Just Societies and co-sponsored by the Stanford Center for Racial Justice , Stanford Graduate School of Business, Stanford Graduate School of Education, and Stanford Law School. 

Throughout the legal panel, “What can the courts do? Legal strategies to promote school desegregation and educational equity,” speakers urged for the integration and increased funding of schools, arguing that state governments should do more in the absence of greater federal involvement. Furthermore, panelists warned about the trend of public charter schools contributing to increased levels of racial segregation in schools across the U.S.

Moderator Ralph Richard Banks , a professor at Stanford Law School and the Faculty Director at the Stanford Center for Racial Justice, began the discussion with some stage setting remarks. “[ Brown ’s] cultural significance cannot be overstated,” he said. Brown was not “really about separation at all, it was about degradation, that was the core . . . Separate education is inherently unequal,” said Banks.

Kimberly Robinson , a professor at the University of Virginia School of Law and Director of the Education Rights Institute and the Center for the Study of Race and Law, then presented on current efforts to desegregate schools at the federal level. Robinson posed two framing questions, the first of which was focused on what federal courts can do. She suggested that there’s some reason to be optimistic, including the Supreme Court’s recent decision to decline to hear Coalition for TJ v. Fairfax County School Board , effectively upholding a race-neutral high school admissions policy. Additionally, over 200 school districts still remain under court-ordered desegregation orders.

Robinson’s second framing question asked a tougher question: “How do we define the legacy of Brown v. Board of Education , what is it that we are trying to finish, and how can we look to the future to do that?” On the legacy of Brown , Robinson explained the plight of low-quality schools across our nation: “Yes, school integration must be made a part of that definition, but we still have a lot of work to do to improve the quality of schools for all of our students.” She recommended a shift to education federalism, which Robinson refers to as “a balance of power over education that emphasizes state and local authority over education and a circumscribed federal role.” She argued that Congress should guarantee a federal right to a high quality education, something that the Supreme Court has refused to do .

Robert Kim , the Executive Director of Education Law Center, discussed his observations from his experience working on the Latino Action Network v. New Jersey case, which is currently the only state-wide school desegregation case in the country. He said that there is a critical relationship between school funding, poverty, and race in New Jersey, where “Black and Latino students attend districts that are spending significantly less per pupil than what is needed [and] the lack of quality of education due to inequitable funding is exacerbated by racial segregation.” For this reason, Kim argued that we need to address segregation as well as funding gaps, but posed a challenging question: What is acceptable desegregation?

During the final presentation, Myron Orfield , a professor at the University of Minnesota Law School and Director of the Institute on Metropolitan Opportunity, talked about the need to move to state courts for school segregation cases, explaining that “the state courts can act” and have greater tools at their disposal to do so (e.g. broader jurisprudence and education clauses to support school segregation claims that are not necessarily available at the federal level). Orfield also discussed charter schools, suggesting that their “business model is single-race [schools]” that have an incentive to target particular racial groups by being “ culturally-focused. ” He further argued that charter schools by and large underperformed when compared to traditional public schools, though a recent study found that on average charter school students had reading and math gains that outpaced their traditional public school counterparts with variation by location and configuration.

Banks then transitioned the panel to a moderated discussion and asked how we should orient ourselves with regards to the movement for school choice, specifically charter schools and vouchers. Orfield was critical of the misalignment between what charter schools promised and the reality of their intense segregation and expressed concern with the growing trend of privatizing public schools. Kim focused on vouchers, stating that “vouchers are the number one education policy and developing concern that we should all be thinking and grappling with moving forward.” He highlighted the dramatic rise of voucher programs over the last decade and predicted we would see great change in private education and increases in segregation in the coming years. Panelists all agreed that states should do more to ensure that charter schools and voucher programs do not have segregative effects when implemented.

The panelists were then asked for their recommendations on how to overcome the decentralized and localized features of the U.S. school system. Robinson praised the intent of local control policies, saying they are “designed to encourage experimentation, excellence, and tailoring education to the needs of students,” but pointed out that unfortunately, these policies have not served their intended purpose. Robinson returned to the need for education federalism and for the federal government to make education a fundamental right under the U.S. Constitution. On the other hand, Kim advocated that state governments should enact more interdistrict policies to increase economic integration across districts.

There was also consensus for an invigorated public consciousness, pressure, and push for integrated schools. Currently, 70% of Americans believe that more should be done to integrate schools throughout the nation. “We have to help the public understand the benefits of public schools,” said Robinson. “Funding is still unequal—with less funding going to schools with higher concentrations of children of color and children in poverty, [yet] states have the power to determine their school integration policies.” When asked by an audience member whether it is more effective to win over the public’s hearts or minds on this issue, Robinson spoke to the financial incentive of integration: “The data is robust that we are paying exponentially for a broken system.”

In his final remarks, Banks connected the enlightening discussion with a call to action: “This is the end of the panel, but not the end of this conversation because this is a conversation that is wildly important to the nation. We have by no measure lived up to the promise of Brown , and our ability to do so will really influence the fate of our nation.”

Isabelle Anzabi (BA ’24) is an intern at the Stanford Center for Racial Justice interested in technology policy and increasing access to justice.

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• Physical Education, MA, and Single Subject Teaching Credential

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Earn a Physical Education, MA, and Single Subject Teaching Credential at Azusa Pacific University

You’ll graduate equipped to lead a comprehensive physical education program with a Master of Arts in Physical Education and Single Subject Teaching Credential. With comprehensive courses, hands-on experience, and online options, APU’s faculty-mentors will equip you with teaching methods, curriculum models, fitness concepts, sport pedagogy, and holistic health insights for the 21 st -century student. You’ll also gain an SB 2042 Preliminary Single Subject Teaching Credential and be prepared to make a difference in teaching and coaching at K-12, junior college, and university levels.

See Admission Requirements

Program at a Glance

Upcoming events, application deadline.

Start times are available throughout the year—fall, spring, and summer.

The admission requirements for your physical education master’s and credential program will vary depending upon your status as a domestic or international applicant.

Program Information

• Program Units: 47
• Cost per unit: $745
• Base Cost: $34,974*
• Azusa (Main Campus), High Desert,  Murrieta, Orange County

Yellow Ribbon and Military Friendly School

Gain Hands-on Experience

• Develop effective teaching skills for K-12 students learning physical education.
• Prepare for roles in coaching and leading athletics programs.
• Learn effective teaching methods for holistic health in diverse classrooms.
• Learn practical teaching methods for comprehensive physical education programs including a focus on psychomotor, cognitive, and affective learning in diverse classrooms.

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Brian Casey ’09, ’12: A European Football Life

Brian Casey ’09, ’12 has played professional American football for six teams across five countries in Europe. “The ability to play the game and inspire others to continue their dreams is the greatest gift I could ever ask for,” he said.

Read More About Brian

Program Details

The Master of Arts in Physical Education and Single Subject Teaching Credential program equips students with the skills and knowledge needed to teach physical education and coach at the K-12, junior college, and four-year university levels.

Browse the tabs below—if you have questions, visit the  Student Services Center  page, and we’ll make sure you get the info you need.

Admission Requirements—Domestic Applicants

The  university graduate  and program admission requirements below must be met before an application is considered complete.

• Graduate application for admission
• $45 nonrefundable application fee
• Official transcripts from all institutions leading to and awarding the applicant’s bachelor’s degree from a regionally accredited institution and all postbaccalaureate study An official transcript is one that Azusa Pacific University receives unopened in an envelope sealed by the former institution and that bears the official seal of the college or university. A cumulative minimum 3.0 (on a 4.0 scale) grade-point average on the posted degree is required for regular admission status. Provisional admittance may be granted to individuals with a lower GPA if competency can be shown through multiple measures.
• Two recommendations that assess competence and character. Appropriate recommendations include those who have supervised the applicant’s leadership or teaching experience with children/youth in public or private settings, an employer who directly supervised the applicant, or one faculty/academic reference. References from neighbors, friends, and relatives are not appropriate, unless they have served as supervisors. Additional letters are optional.
• Résumé (preferred) or statement of experience including the most relevant work and volunteer experience
• One- to two-page personal statement addressing the following topics: experiences from the applicant’s background that may enhance the teaching experience; the most rewarding and challenging aspects of working with youth; why the applicant wants to teach; preferred grade level and content areas and why; and how the applicant envisions supporting the success of all students and contributing to the profession. Written communication skills will be assessed along with content.
• Proof of Certificate of Clearance (COC). Applicants for Summer or Fall Terms must have a COC valid through January 31. Applicants for the Spring Term must have a COC valid through June 30. View instructions on  Obtaining a Certificate of Clearance (PDF) . Applicants are encouraged to begin this step as soon as possible to allow time for the California Commission on Teacher Credentialing to process your information.
• Proof the Basic Skills Requirement has been satisfied
• Proof of subject matter preparation or proof of paid registration for the next appropriate California Subject Examinations for Teachers (CSET) administration (view  teacher test preparation resources )

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What to expect.

After all admission materials have been received by the  Student Services Center , the faculty or department chair reviews the applicant’s file. The applicant is notified in writing of the admission decision.

Admission Requirements—International Applicants

Azusa Pacific University is authorized under federal law by the U.S. Citizen and Immigration Services and the U.S. Department of State to enroll nonimmigrant, alien undergraduate and graduate students. APU issues and administers both the I-20 and DS 2019 (F-1 and J-1 status documents respectively).

To apply for a graduate program at APU, the following requirements must be fulfilled in addition to meeting the domestic applicant and  program-specific admission requirements  specified above.

International applicants must also:

• Demonstrate proficiency in English through a placement test with the  Academic Success Center , or through a TOEFL/IELTS score that meets program-specific requirements. Refer to APU’s  English proficiency requirements  to learn more. Request that official test scores be sent to APU. All other forms of proof indicated in the English proficiency requirements must be submitted directly to International Services.
• Provide a  Graduate Affidavit of Financial Support (PDF)  and a bank statement from within the last six months proving financial ability to pay for education costs through personal, family, or sponsor resources.
• Submit a copy of a valid passport showing biographical data, including your name, country of citizenship, date of birth, and other legal information.
• Get foreign transcripts evaluated. International credentials (transcripts, certificates, diplomas, and degrees) must be evaluated by a foreign transcript evaluation agency. View our policy and a list of approved  Foreign Transcript Evaluation Agencies .

Graduate Physical Education Programs

View a complete list of   university fees .

All stated financial information is subject to change. Contact the   Student Services Center at (626) 815-2020 for more information.

Several types of   financial aid   are available to graduate students. The resources range from federal loans and state grants to, for some graduate programs, fellowships and scholarships. For details about financial aid available for your program, please contact the   Student Services Center   at   (626) 815-2020 .

Military Benefits

Military members—and in some cases their spouses and dependents—qualify for   financial assistance   covering tuition, housing, and books. Azusa Pacific is a Yellow Ribbon University and Military Friendly School, so you can be confident that you’ll receive the benefits and flexibility you need to complete your education.

Physical Education Scholarships

Kyle ian macdonald memorial scholarship.

This scholarship is in honor of Kyle Ian MacDonald, MS ’15, a graduate of APU’s   MS in Physical Education program . The intent of this scholarship is to financially support students in the pursuit of teaching and mentoring students through coaching, physical education, exercise science, and sport management. Awards range from $2,500-$2,800. To apply, fill out the   Kyle Ian MacDonald Memorial Scholarship Application (PDF)   by August 1 and email the completed form to   [email protected] .

Physical Education MOU Partner Discounts

Memorandums of Understanding (MOUs) are agreements between Azusa Pacific University and various entities (such as cities, counties, and businesses) that allow for employees of those entities, their spouses, and their children (up to age 26) to receive a tuition discount for select Azusa Pacific programs. MOUs are a great way for employers to promote the professional development and advancement of their employees.

The   School of Education   and the   School of Behavioral Sciences   offer a 10 percent tuition discount for eligible employees of the following districts, counties, and charter schools who will start in a   graduate education program   through the School of Education or a   graduate physical education program   through the School of Behavioral Sciences.

Please note:   The School of Education’s doctoral program (Ed.D. in Educational Leadership) is not eligible for any MOU discount. The discount cannot be combined with other institutional aid.

Contact the Student Services Center at   [email protected]   or (626) 815-2020 to work with a Student Account Specialist to see if your school district participates.

School of Behavioral Sciences Alumni Tuition Discounts

APU’s   School of Behavioral Sciences   offers an alumni tuition discount for APU alumni starting in the following graduate programs:

• Adapted Physical Education Added Authorization
• Master of Arts in Clinical Psychology: Marriage and Family Therapy (MFT)
• Master of Arts in Physical Education
• Master of Science in Child Life
• Master of Science in Physical Education
• Master of Science in Research Psychology and Data Analysis
• Master of Science in Counseling Psychology with Specialization in Children and Adolescents

Students must be in good academic standing and maintain satisfactory academic progress with a minimum cumulative grade-point average (GPA) of 3.0. Students must be enrolled at least half-time. If qualifications are met, the discount may be renewed each term. APU will pay $500 per term (up to $2,000 over the course of the program). This discount cannot be combined with other institutional aid. Contact   Student Financial Services   for complete eligibility details.

Note: Award and eligibility are applicable for the 2022-23 academic year and apply to students admitted beginning fall 2020. The discount is subject to change.

Program Requirements

If you have questions, we’re here to help! Connect with a representative who can walk you through the program details and application process.

Contact Your Admissions Representative

Additional Program Contact

Sarina Bautista, program manager,   [email protected] , (626) 815-5473

Department of Kinesiology

(626) 815-5086

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• Azusa Pacific University is accredited by the WASC Senior College and University Commission (WSCUC). 
• The Master of Arts in Physical Education and Single Subject Teaching Credential is approved by the California Commission on Teacher Credentialing (CTC)
• National Council for the Accreditation of Teacher Education (NCATE), which is transitioning to the Council for the Accreditation of Educator Preparation (CAEP).

Featured Faculty

Andrew Alstot

Associate Professor, Department of Kinesiology, Coordinator MA in Physical Education

Cindy Tanis

Professor, Department of Kinesiology

Angela Robles

Associate Professor, Department of Kinesiology, Program Director, Graduate Physical Education: Curriculum Management and Event Planning

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Career Outlook and Outcomes

The Benefits of Physical Education: How Innovative Teachers Help Students Thrive

Making sure students get the benefits of physical education comes down to innovative teachers. Here’s how today’s educators are updating gym class.

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N.J. is adding a new requirement to graduate high school, but a huge number of kids didn’t do it last year

• Updated: Aug. 15, 2024, 7:37 a.m.
• | Published: Aug. 14, 2024, 7:29 a.m.
• Tina Kelley | NJ Advance Media for NJ.com

The number of New Jersey students who filed federal financial aid forms dropped this year, just as the state is implementing a new law that will require public high school seniors to fill out the forms in order to graduate.

The law, signed in January, requires the classes of 2025, 2026 and 2027 to fill out the federal Free Application for Federal Student Aid, known as the FAFSA , as a requirement for getting a public high school diploma.

The form is used to determine how much federal student aid a graduate can get to attend college, and New Jersey officials want more seniors to fill it out to save money and increase the number of people getting a higher education.

But, only a little more than half of New Jersey high school seniors filled out their FAFSA forms this year.

After federal delays in producing and processing a new version of the FAFSA form caused chaos in college admissions this spring, 54.7% of New Jersey high school seniors finished the form — down 6 percentage points from last year, according to the National College Attainment Network, citing August 2 figures.

That meant 6,204 fewer New Jersey students filled out the form compared to the previous year.

The U.S. Department of Education announced last week that for most students, the forms will again be available three months later than usual.

Kim Cook, head of the nonprofit National College Attainment Network, said students would be further harmed if the problems with the forms continue this academic year.

“The unprecedented numbers we are observing in this class’s data make it clear that we can’t afford to have another delayed FAFSA,” she said. “We know that FAFSA opens the door to college; we need that door ready to walk through on-time and without complication.”

According to the network, students who did not fill out the form left about $103 million in federal Pell Grants on the table.

That number is expected to shrink significantly in New Jersey with the new graduation requirement, as schools are expected to focus on getting all students to fill out the FAFSA.

Under the pilot program, which can be renewed after three years, students can submit a waiver or speak to a school counselor to get an exemption from the graduation requirement. Undocumented students who are not eligible for federal aid but do qualify as NJ Dreamers can fill out the New Jersey Alternative Financial Aid Application instead.

Nationally, the percentage of students finishing the forms fell to 46% from about 53% this year. For the past two years New Jersey has ranked ninth in the nation in the percentage of seniors completing the forms, said Bill DeBaun, a senior director at the National College Attainment Network.

Filling out the forms is particularly important for low-income and first generation college students with fewer resources.

“When we look at New Jersey high schools by school income level and percentage of students of color enrolled, we do see big FAFSA completion gaps,” DeBaun said.

There’s still time before the Sept. 15 deadline for this year’s high school graduates to apply for state funds for college, state officials said. New Jersey received $100,000 in federal assistance to get the word out about the FAFSA.

The Higher Education Student Assistance Authority is offering free, online one-on-one sessions with financial aid experts throughout August to answer students’ questions. Appointments are available through the authority’s website, and are also open to students who already submitted their FAFSA forms but need assistance correcting errors or providing additional information requested by the U.S. Department of Education.

Evening webinars about the forms are also available in Spanish and English.

Students must fill out the forms to see if they are eligible for federal aid as well as Tuition Aid Grants from the state. The forms are also required to see if students are eligible for the New Jersey College Promise program, which provides tuition money for students under certain income levels. Most universities and colleges require the forms to determine who receives scholarships, as well.

Under the traditional timeline, the FAFSA forms are available Oct. 1, and students and families fill them out and send them to the U.S. Department of Education, which determines how much federal aid they should receive, said Alejandro Guiral, president of the New Jersey Association of Student Financial Aid Administrators.

After three to five days of processing, the department usually determines what amount of federal assistance applicants will receive, and sends the forms to the state Higher Education Student Assistance Authority, known as HESAA, and the students’ chosen schools.

HESAA then determines how much state aid the student is eligible for, and notifies the school, which decides which scholarships or grants it can offer the student.

The final package — with state, federal and campus aid — was traditionally ready for students to review by January. This year, the form was not available until January for most families, and students learned what federal aid they received in mid-March. The amount of state aid they were eligible to receive wasn’t available until the beginning of May.

“They had a long time to wait,” Guiral said. “There’s been a certain percentage maybe that didn’t choose the school they wanted, maybe they went to another college that was not their first or second choice, because of the delay in accurate information about the financial aid package.”

On the new FAFSA form used this year, information from parents’ 2022 tax returns was fed into their children’s applications, although the process was poorly executed, according to a report by the U.S. Inspector General last week.

When parents do not want their income considered in a student’s application, it severely limits how much need-based aid the student would be eligible for, Guiral said. Students in such circumstances may be able to apply independently from their parents, after discussing the matter with financial aid officers.

The wait this year was far longer for students with a parent who did not have a social security number, he said. Their forms were not even ready until mid-March, shutting them out of campus-based aid that was distributed on a first-come-first-served basis.

“Keep trying,” Guiral said to students still hoping to get financial aid for the fall college semester. “The actual application really has become much more simple.” And some colleges will admit students well past the official deadlines.

Guiral’s group is advocating for the department to roll out next year’s application correctly. They are also training administrators for the 2025-2026 school year and are encouraging seniors and their families to set up their accounts with the U.S. Department of Education, so they are ready when the forms become available.

Stories by Tina Kelley

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• Rutgers unveils strict new rules limiting where students can protest
• N.J. university building $2M apartment for president — in a dorm

NJ Advance Media staff writer Brent Johnson contributed to this post.

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Tina Kelley may be reached at [email protected] .

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