Ed.D. Student Directory

The Ed.D. degree helps future and current leaders develop the knowledge, skills, and dispositions to solve problems of practice and improve instructional quality.
 
Learn about some of our current Ed.D. students below.
 
Last Names: A-D  E-K  L-W
 
 
Joseph Abraham
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Accessibility, Information Seeking Behavior, Libraries, Literacy, Participatory Design, Universal Design, User Interface Design
Educational Background: Bachelor of Arts, University College at Rutgers University, 2007; Master of Library and Information Science, School of Communication and Information at Rutgers University, 2010
 
Cindy Assini
Concentration: Educational Leadership (Ed.D.)
Research Interests: professional learning communities, growth mindset, equity in education, gifted and talented
Educational Background: BA, Princeton University, 2004; MA, The College of New Jersey, 2010
Research Statement: My research interests involve developing teacher collaboration, increasing educational equity, and developing critically-thinking citizens. As a practicing educator, I am interested in the intersection of policy, research and practice, particularly in the fields of social studies and gifted and talented.
Website: assini.weebly.com
 
Nancy Bohnarczyk
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: training/education for preceptors and mentors to develop self efficacy in the role
Educational Background: BSN, Seton Hall University; MA, Teachers College, Columbia University; Post Masters certificate, advanced nursing education, Hunter College
 
Joan Cansdale
Concentration: Teacher Leadership (Ed.D.)
Research Interests: Literacy, language minority learners, academic vocabulary, multiculturalism, identity, diversity, middle school, high school, secondary
Email Address: joancansdale@gmail.com
Educational Background: B.A., Montclair State M.A., Teachers College, Columbia University M.Ed., The College of New Jersey
 
 
Wanda Colon
Concentration: Design of Learning Environments (Ed.D.) 
Research Interests: flipped classroom, technology, non traditional college students, Latino, assimilation through education, de-culturation, intra-Latino conflicts, non-native English speakers), mentoring
Email Address: wanda.colon@rutgers.edu 
Educational Background: MBA Rutgers Camden Graduate School of Business (marketing research), BA Rutgers-Camden, MA Public Relations University of Miami Graduate School 
 
Tasha Y. Coleman
Concentration: Design of Learning Environments  (Ed.D.)
Research Interests: Video, Instructional Design
Email Address: t.coleman@rutgers.edu 
Educational Background: B.A. in Communication and Television Broadcasting Fairleigh Dickinson University, 1998, M.A. in Communication and Information Rutgers University, 2014 
 
Christopher Comninel
Concentration: Education, Culture, and Society (Ed.D.)
Research Interests: Pedagogy in the Social Studies classroom, civics education, perceptions of citizenship, self-efficacy, awareness, civic engagement, social justice
Educational Background: Ed.M., Social Studies Education, Rutgers Graduate School of Education, 2011; B.A., History, Political Science, Rutgers University, 2010
 
Sattik Deb
Concentration: Education, Culture, and Society (Ed.D.)
Research Interests: Comparative higher education practices,Educational inequality,Career preparation
Educational Background: B.A. Political Science, Rutgers University, 2001; Ed.M. College Student Affairs, Rutgers University 2011; Ed.D. Education, Rutgers University, anticipated 2018
 
Benjamin Glaz
Concentration: Educational Leadership (Ed.D.)
Research Interests: College Persistence, Post-secondary enrollment
Educational Background: B.S. Chemistry, Montclair State University; Ed.M. Principals and Supervisors, Rutgers GSE
 
Debbie Huisman
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Staff training, professional development
 
Chelsea Jacoby
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Universal design for learning, clinical reasoning, teacher preparation 
Email Address: chelsea.jacoby@rutgers.edu 
Educational Background:  B.S. in Athletic Training - Merrimack College, 2013; M.S. in Exercise Physiology with concentration in Athletic Training, Kent State University, 2015 
Research Statement: How does receiving formal training on UDL principles effect Athletic Training educators' teaching methods and Athletic Training students’ level of critical thinking & clinical reasoning/decision-making skills? 
 
John Kerrigan
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Mathematics education, hybrid learning, flipped classroom, collaborative learning
Educational Background: BA, Mathematics, Rutgers University, 2007; Ed.M., Mathematics Education, Rutgers University, 2008; MA, Educational Leadership, New Jersey City University, 2013
Research Statement: My scholarship is in the field of hybrid learning and teaching in mathematics. My research will examine the design of effective hybrid learning environments, particularly in undergraduate mathematics courses. Particular emphasis will be placed on what collaborative learning looks like in this format and how it evolves over the course of a semester.
 
Natalie Kosonocky
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: science education, questioning, non-fiction text
Educational Background: B.A., History, Rutgers College, 1995; Ed. M., Educational Administration, Rutgers University Graduate School of Education, 2000
 
Jonathan Langowski 
Concentration: Education, Culture, and Society (Ed.D.)
Research Interests: Does participation in supplemental instruction (SI) sessions in higher education lead to higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates, as well as filling in the gap in the literature on how many sessions/how much time spent in SI is conducive for these results?
Educational Background: Bachelor of Arts, History, 2005, Rutgers University--New Brunswick; Master of Education, Social & Philosophical Perspectives, 2012, Rutgers University Grade School of Education
 
Amber J. Lee
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Non traditional learners, alternative learning environments, and student retention.
Educational Background: BA in History and East Asian Studies, NYU; MPA in Public and Non-profit Management, NYU
 
Sandra Lynch
Concentration: Teacher Leadership (Ed.D.)
Specialization: Special Education
Research Interests: transition, students with disabilities, individualized education program planning
Educational Background: Bachelor's Degree, Bloomsburg University, 1996; Master's Degree, Seton Hall University, 2002; Doctoral Degree, Rutgers University, ongoing
 
Kara Mann
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Informal Education, Informal Science Education, Science Education, STEM, hand-on learning, hands-on science education, inquiry-based learning, problem-based learning,
Educational Background: M.S. (Cell and Developmental Biology) Rutgers University, 2014; B.S. (Biology - Ecology, Evolution, & Behavior) Skidmore College, 2005
 
James C. Maraventano
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Autism, Parent Education/Training, Teacher Training
Educational Background: Ed.M. in Counseling Psychology, Rutgers University, 2012; B.A. in Music, Rutgers University, 2002; Board Certified Behavior Analyst, 2012, School Counselor, 2012
Research Statement: My research interest is in foundational issues which potentially confound learning environments of teachers and parents who serve students and adults with intellectual and developmental disabilities. Specifically, much work is done educating teachers and parents on best practices of implementing techniques and strategies informed by Applied Behavior Analysis (ABA).However, many times, education and training does not lead to consistent implementation of said techniques, resulting in student-related concerns (i.e. delayed or stagnant skill acquisition, challenging behavior) and staff/parental concerns (i.e. "burnout", increased stress and anxiety). While ABA provides strategies towards improving the intellectual and behavioral development of the student, I am hoping to learn more regarding the principles and theories of learning which can inform teacher and parent training. I am hopeful that through use of perspectives which inform learning and the design of learning environments, I will be able to design a teacher training model that includes and emphasizes the importance of a collaborative approach to enhance compliance and/or success of educators and parents, leading to improved services for their students with special needs.
 
Sara E. Marino
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: Jazz Improvisation Pedagogy at the Middle School Level
Educational Background: Bachelor of Music, Instrumental, University of Delaware, '00; Master of Music, Flute, University of Delaware, '02
Research Statement: I am interested in researching how the order jazz band directors present typical harmonic structures to middle school students affects their improvisation achievement and self-efficacy.
 
Andrew Panico
Concentration: Teacher Leadership (Ed.D.)
Specialization: Special Education
Research Interests: CST, IEP Participation, Due Process
Educational Background: BA English Hofstra '88; M.ED Special Education Rutgers '94; MS Educational Leadership '96 Pepperdine
 
Paul Pineiro
Concentration: Educational Leadership(Ed.D.)
Research Interests: Data-Driven Decision Making, leadership, data, collaboration, teacher, equity, continual instructional improvement, student achievement, accountability
Educational Background: Masters in Educational Admininstration and Supervision from St. Peter's College, 1998; Undergraduate Degree in English from Rutgers, 1988
Research Statement: My research is focused on examining how educational leaders use data for decision making that targets continuous improvement in the delivery of instruction. Student performance data is often used in accountability frameworks as opposed to frameworks that use the data to drill down and adjust instruction to meet the needs of all students. My research will answer questions about how student data can be used effectively to foster equity in education through more precisely informed decision making.
 
Ana Rodriguez
Concentration: Education, Culture, and Society (Ed.D.)
Specialization: Human Development
Research Interests: Low income first generation (LIFG) college students, persistence and graduation, intervention programs, grit and resilience. critical race theory, and social belonging to name a few.
Educational Background: Bachelor of Arts in Psychology, Rutgers University, 2009; Masters of Arts in Developmental Psychology, TC, Columbia University 2010
Research Statement: I am interested in exploring some of the in and out of class experiences that strengthen sense of belonging on college campuses among low income first generation college students of color. The purpose of this research is to influence institutional policies that support the success of marginalized communities. In addition, I would like to explore the strengths and talents that low income first generation students of color from Camden NJ bring to college campuses. Findings from this research can break down stereotypes and stigmas, and share the voices of underrepresented populations that usually go unheard.
 
Jason Sullivan
Concentration: Design of Learning Environments (Ed.D.)
Research Interests: NGSS, modeling, student thinking, discourse, responsive teaching, elementary science, learning progressions
Educational Background: BS Chemistry, Grand Valley State University, 1995; M.Ed. Educational Technology, Grand Valley State University, 2000; NJ Supervisor's Certification, The College of New Jersey, 2005
Research Statement: My research interest involves the implementation of the Next Generation Science Standards in elementary science teaching. I would like to investigate pedagogical approaches that help teachers integrate best practices in elementary literacy and mathematics such that authentic scientific inquiry is possible in all elementary classrooms. I would like to analyze the efficacy of inservice teacher professional development models that are designed to promoted guided-inquiry instruction, increase teacher confidence in science, and assist efforts to make student thinking visible in the science classroom. I am hoping to build upon the work of the Responsive Teaching in Science Project lead by Fred Goldberg and David Hammer.
 
Joanne Sung
Concentration: Educational Leadership (Ed.D.)
Research Interests: Teacher learning, professional development, adult learning, sense-making process
Educational Background: Undergraduate - Rutgers (2004); Masters - TCNJ (2013); Ed.D. - Rutgers (Anticipated graduation - 2017)
 
Renee Walker
Concentration: Education, Culture, and Society (Ed.D.)
Research Interests: higher education, organizational leadership
Educational Background: B.A., Communication, Rutgers, The State University of New Jersey; B.A., Psychology, Rutgers, The State University of New Jersey; M.S., Strategic Communications, Columbia University
Research Statement: The impact of pedagogy and communication on the persistence and retention of African American men in higher education institutions.