Educational Leadership Friends, Mentors, and Support
Scholar-practitioners across the country serve as mentors for our doctoral students. These individuals are giving their own time - to give back - and contribute to addressing inequity in our educational systems.
Alan Acosta, PhD, serves as an adjunct in the Springfield College Educational Leadership doctoral program. He is a passionate higher education professional whose work over the last 17 years has focused on supporting college students in their psychosocial development and helping them to become ethical global leaders. He currently serves as the associate vice provost for Student Life and director of Positive Learning Environments at the University of Massachusetts Chan Medical School, where he collaborates with students, faculty, and staff on cultivating and nurturing holistic student support, engagement, and wellness. He is also an adjunct faculty member in the Salem State University Higher Education and Student Affairs program, teaching the history of higher education course.
Prior to his current role, Acosta worked at Clark University and Florida State University in a variety of roles and managed numerous campus offices, including student conduct, housing, new student orientation, and accessibility services. In these roles, he also coordinated institutional diversity, equity, and inclusion initiatives, managed campus-wide student crises, and supported campus offices through transition and change.
In addition to his campus-based work, Acosta has been actively involved in ACPA – College Student Educators International (ACPA) and the Association for Student Conduct Administration (ASCA) throughout his career. He has served each organization in numerous roles, including as the ACPA Foundation treasurer, chair of ACPA’s Commission for Student Conduct and Legal Issues, coordinator for ACPA’s Voices of Inclusion medallions, co-chairing the ASCA case-study competition, and serving as the Educational Initiatives chair for ASCA’s 2016 Annual Conference. Acosta has also authored numerous articles and chapters for academic publications, and he was a co-editor of a book focused on student conduct in the residence halls as part of a collaboration between ASCA and the Association of College and University Housing Officers – International (ACUHO-I). He believes in the power of education to uplift communities and change lives, which drives and centers the work he does.
Danielle Morgan Acosta (she/her), PhD is a passionate and collaborative student affairs practitioner and leadership educator of more than 15 years, focused on facilitating change, social justice, and student and staff development. She currently serves as the associate dean of students for Engagement and Belonging at Clark University, where she oversees orientation, student leadership and programming, identity student engagement and access, and wellness education programs and services. Acosta has also worked at Florida State University as the interim-director of Student Engagement and director of Student Governance & Advocacy at Florida State University, where she supported student government, the identity-based student unions, the Allies & Safe Zones program, and the strategic vision and crafting of a vibrant and inclusive undergraduate student experience. In Residence Life at Salem State University, she supported RHA and student programming, student leadership development and training, and the first-year experience.
A first-generation college graduate, Acosta earned her undergraduate degree at Clark University, holds masters’ degrees from Clark University and Salem State University and received her PhD from Florida State University, where she conducted a phenomenological exploration of how female undergraduate student leadership is influenced by divorce during childhood. She has taught undergraduate courses in leadership and change and prepared dozens of trainings regarding leadership, inclusion, systemic change, and student voice. She has written and presented on governance and funding structures, leadership and change, cross-cultural advising, social capital and Twitter, first-year experience programs, and university inclusion efforts.
Her professional involvement expands to ACPA-College Student Educators, International, where she has served in formal roles, including the Standing Committee for Graduate Students and New Professionals chair, ACPA Foundation trustee associate, Phyllis Mable Emerging Leaders Institute faculty member, convention chair, and three-time member of the Governing Board, most recently concluding her ACPA presidency in 2022.
Laura L. Arroyo (she/her/hers), EdD, recently joined the University of California Santa Cruz as the associate vice chancellor for Colleges, Housing, and Educational Services.
Before moving into the associate vice chancellor role, she served as the assistant vice chancellor for Transitions and Academic Partnerships at the University of Colorado Boulder. Prior to which she was the director for Housing Administration, overseeing a multifaceted portfolio which supported students living both on and off campus. She also served within Residence Life at UC Boulder supporting academic partnership integration, and the learning occurring outside of the classroom within the residential environment. Arroyo has worked in higher education for more than 20 years at a variety of institutions across the nation, both public and private.
She earned her doctorate in Educational Equity with a concentration in Urban and Diverse Communities from the University of Colorado Denver, and she holds bachelor’s and master’s degrees within Clinical Social Work. Arroyo’s academic and research interests include issues of equity and justice within higher education, co-curricular approaches to student learning, living learning community development, and third space theory. She is very involved within national higher education organization leadership through ACPA, including previous roles leading the Commission for Housing and Residential Life as well as serving on the ACPA Governing Board. Currently, she serves on the ACPA Foundation as the vice president and committee chair. Arroyo is a proud first-generation college student and cares deeply about building leadership pathways for students and staff, and supporting students within the many transitions they experience throughout their collegiate journey.
Kelly Brochu (she/her), EdD, currently serves as assistant to the president for special projects at Regis College. In this role, Brochu works across divisions to scaffold offerings that serve adult learners and post-traditional learners, while bolstering institution partnerships and leading the University Enrollment Working Group. She has also served as an adjunct faculty member for master’s-level and doctoral-level coursework in leadership and higher education disciplines. Brochu previously served in leadership roles for Regis College’s COVID-19 testing and vaccination compliance policies and procedures, pre-college programming, and residence life initiatives. Outside of Regis College, she has served the National Association of Student Personnel Administrators (NASPA) in various leadership roles for several years, including as chair of the Adult Learner and Students with Children Knowledge Community. Brochu’s doctoral research, titled “Wearing Multiple Hats towards the Graduation Cap: Navigating Role Conflict through a Master’s Degree in Higher Education” was also recognized by NASPA as a recipient of the 2021 Orientation, Transition, and Retention Knowledge Community Research Award.
Brochu was a first-generation college student who received her doctorate in Higher Education Leadership at Regis College. She received her bachelor’s degree in English Communications, with minors in Psychology and Theology, at Emmanuel College and then her master’s degree in Higher Education and Student Affairs from Salem State University.
Lee A. Brossoit, EdD, recently retired from his role as the assistant vice president at Salem State University. In this position, he directly supervised and served as lead of the Center for Academic Excellence, a comprehensive academic support division focused on student success. In this role, he oversaw Academic Advising, First Year Experience, Retention Services, Disability Services, TRIO, Summer Bridge, Upward Bound, Tutoring, Supplemental Instruction, Veteran Affairs, Student Transition and Engagement Program, Mapworks, and Peer Mentoring. Prior to serving in this role, he held the following positions: assistant provost, assistant dean of Graduate Admissions, assistant dean of students and director of Residence Life. He was the founder of the Master of Education in Higher Education in Student Affairs program at Salem State University and holds the rank of visiting professor.
Brossoit has more than 30 years of experience in Academic Affairs and Student Affairs, including working at Stony Brook University, Syracuse University, and Buffalo State College. Brossoit has lectured extensively in the areas of multicultural issues and social justice, retention of college students, violence against women, alcohol abuse, and the impact of racism on college progression. He received his Doctor of Education degree in Higher Education Administration from the University of Massachusetts at Boston and holds bachelor and masters’ degrees in Education from the State University of New York College at Buffalo.
Nate Bryant, EdD, recently retired from his 35-year career in higher education. He most recently served as the vice president of Student Success at Salem State University. In this role, he oversaw the areas of Enrollment Management, Student Life, Marketing and Communications, Public Relations, Athletics, and the Center for Academic Excellence. Prior to this role as vice president, he served as the interim president at North Shore Community College. Other areas of responsibilities over the course of his 30 years include chief of staff to the president, and overseeing the areas of Admissions, Financial Aid, Multicultural Affairs, Student Support Services, Civic Engagement, External Affairs, and Grants. Additionally, Bryant has considerable experience in in the areas of fundraising, crisis management, strategic planning, and diversity, equity, and inclusion. In 2021, he was named one of the 50 Most Influential People of Color in Higher Education in the Commonwealth of Massachusetts.
Bryant holds a Bachelor of Science in Business Administration and Master of Science in Education from Salem State University, and a Doctor of Education in Higher Education Leadership from the University of Massachusetts Boston. Additionally, he attended Harvard University’s Graduate School of Education, Institute for Educational Management, an institute focused on leadership for senior level administrators in higher education.
A resident of Salem, Mass., Bryant has served his community in various capacities, including on the Salem School Committee for eight years. He currently sits on the boards of Salem Hospital, Essex National Heritage Commission, Corporator of Marblehead Bank, and the Race and Equity Task Force for the cities of Salem and Beverly, Mass.
Kim Burns, EdD, work is informed by adult learning theory, appreciative inquiry, emotional intelligence, systems thinking, her commitment to social justice, and her extensive experience as a community college administrator. For 26 years, Burns served in leadership positions in the Massachusetts community college system. Most recently, she was the dean of Academic Innovations and Professional Development at Northern Essex Community College where she led the development of the first competency-based education associate degree in the state. She also facilitated leadership development and strategic planning programs aimed at helping individuals and groups achieve their goals by leveraging their strengths. Burns has also taught as an adjunct instructor in the Higher Education graduate program at Merrimack College.
She is an associate certified coach (ACC) with the International Coaching Federation, a certified DiSC facilitator, and certified appreciative inquiry facilitator. Burns earned a Doctor of Education in Higher Education Administration from the University of Massachusetts Boston, a Master of Arts in Community/Social Psychology from the University of Massachusetts Lowell, and a Bachelor of Arts in Psychology at the University of Massachusetts Dartmouth.
Tiffani Curtis, EdD, serves as an adjunct for the Springfield College Educational Leadership doctoral program. Currently, Curtis serves as the interim assistant superintendent of public schools in Bloomfield, Conn.
Curtis joined the education profession in 1992 as a Teach For America corps member in Los Angeles, Calif. She has served as a middle and elementary school teacher, an instructional coach for preschool and elementary school teachers, the founding principal of an elementary school in Las Vegas, Nevada, and a turnaround principal in Albany, N.Y. As a school leader, she was charged with creating sustainable school systems that supported teacher retention, practitioner development, school-based leadership, and diverse learner populations. She recently lead the Office of Talent Management at Hartford Public Schools and she served as a school supervisor and chief of schools for a public school district in Massachusetts.
Curtis holds a Bachelor of Science in Business from the University of Southern California (USC). She continued at USC and earned a Master of Arts in Teaching and Doctor of Education from the Rossier School of Education where she studied K-12 educational leadership with a focus on urban school settings.
Damita A. Davis, PhD, serves as the chief diversity officer at SUNY Brockport. In this role, Davis
serves as the advisor to the president on initiatives and issues related to equity, diversity, inclusion, and campus climate as well as provide consultation, support, and advice to deans, senior leaders, and supervisors. Additionally, she provides vision and leadership to effectively integrate inclusion into the work of SUNY Brockport and facilitates the prioritization of equity, diversity, and inclusion efforts at the university.
Prior to arriving at Brockport in 2021, Davis was the associate director for Diversity and Inclusion in the Office for Institutional Diversity at Boston College. In this role, she coordinated the University Affiliates Program, designed the curriculum, and facilitated the Cultural Competence Engagement Modules training program. Davis was responsible for education and training for all faculty and staff.
In her, 20-plus years in higher education, Davis developed diversity education programs and initiatives for students, faculty, and staff; drafted policy; and designed an international travel course. Additionally, she served as a guest lecturer, instructed a doctoral-level course, presented at regional and national conferences, and presented more than 100 trainings and workshops.
Davis received both her bachelor's (1997) and master's (2002) degrees from The University of Rhode Island. She also earned her doctorate in Higher Education from the University of Massachusetts at Boston in 2023. Her research focused on the leadership approach of Black women college presidents at four-year PWIs.
Timothy Ecklund, PhD, currently serves as the chief partnerships officer/higher education consultant with MindArch Health. Ecklund
has more than 35 years of experience in student affairs administration and has significant experience in dean of students, student success, residential life, student auxiliary services, campus life, orientation and first-year programs, student conduct, counseling, health service, and Title IX and Clery compliance. He has worked at large and midsize public universities as well as small private liberal arts colleges. He has been successful building comprehensive student affairs programs and developing learning communities and other high-impact programs designed to enhance student development and success.
Ecklund started his career working in different roles as a residential life professional at Illinois State University, the University of Illinois Urbana-Champaign, and the University at Buffalo. Most recently, he served as the assistant vice president for Student Success at Hartwick College. Previously, he served as assistant vice president and dean of students and Campus Life at Utica College, the AVP/dean of students at Stony Brook University and AVP for Campus Life at SUNY Buffalo State. He is a 2012 recipient of the American College Personnel Association (ACPA) Annuit Coeptis Award for service to the profession of student affairs, the 2016 Outstanding Contribution to the Profession Award by the College Student Personnel Association New York, and a 2019 ACPA Diamond Honoree. Ecklund has held several leadership roles in ACPA and NASPA, including as ACPA conference general programs co-chair, two terms as the chair of NASPA Faculty Fellows, and a trustee for the ACPA Foundation. He has extensive experience teaching graduate students serving as an affiliate assistant professor of higher education at Buffalo State University, the University at Buffalo, and Stony Brook University. His research agenda includes Native American college student development, creating multicultural change, and first-year student success.
Ecklund earned a Doctor of Philosophy in Higher Education Administration from the University of Buffalo, a Master of Science in Student Personnel Administration from Buffalo State, and his Bachelor of Arts from the State University of New York at Geneseo in Psychology and Elementary Education.
Judith T. Herzberg (she/her), PhD, has more than three decades of experience in higher education. She is associate professor of Human Services at Springfield College in Springfield, Mass. Her research and teaching have focused on diversity, ethics, and leadership. She has also taught at Rutgers University School of Education where, in the Multicultural Institute for Educators, she developed the curriculum and initiated a multicultural community speakers’ program that gave educators the opportunity to meet with external stakeholders from their communities. She also developed an array of programs to address diversity issues on campus for the Multicultural Affairs Office. Through her DEI consulting firm, she trained K-12 teachers throughout the state of New Jersey.
Herzberg is currently working with the Anti-Defamation League and the Jewish Federation of Western Massachusetts on community initiatives to address antisemitism and racism. She is also involved with the Diversity, Equity, and Inclusion committee of the National Organization of Human Services, where she is developing position papers for the profession. Herzberg’s PhD dissertation investigated the ways that academic programs in human service were teaching social change theories and strategies that would effectively address structural social problems. She has authored a textbook and a number of articles that concern racism in higher education and the scope of practice for human service professionals.
Keith Lezama, EdD, has 15-plus years of experience serving as a visionary leader in K-12 and higher education creating comprehensive, rigorous, and systematic educational programming. In his current role, he serves as vice president for Diversity, Equity, and Inclusion, adjunct faculty member, chair of the Inclusion, Diversity Equity, and Access through Action Committee, and coordinator and primary instructor in the DEI certificate program at Emmanuel College in Boston.
Lezama currently holds a seat on the National Association of Diversity Officers in Higher Education Committee for professional development.
Lezama is the co-founder and co-chief empowerment officer of L&P Educational Services, an organization that was established to redefine educational communities to be conscious of the role race and culture play in pedagogy and leadership practices.
He is also the founder of the Building Bridges, a Historically Black Colleges and Universities (HBCU) event in Boston. The program is committed to ensuring students have greater access and opportunity to attend HBCUs and has served more than 800-plus students. The program hosts more than 20-plus HBCU admission representatives for a three-day event that offers informational sessions, a college fair, and on-site interviews that have produced more than 200 on-the-spot acceptances and awarded more than $250,000 in scholarships.
He holds a Bachelor of Liberal Studies with a concentration in Education from Emmanuel College, a master's degree in Educational Leadership from Simmons University, and a Doctor of Education in Educational Leadership from Northeastern University.
Asia Lyons, EdD, is the founder and lead designer at Lyons Educational Consulting LLC. In partnership with communities, organizations, and schools, Lyons Educational Consulting supports co-creating truly inclusive environments that assist Black educators toward self-actualization through wellness spaces. Lyons brings a wealth of practical and academic knowledge to her role. She has served as a K-12 educator in the Denver Metro Area and an adjunct professor at the esteemed University of Colorado - Denver School of Education and Human Development. Additionally, she has worked as a school partner specialist, collaborating with schools and nonprofits across the Denver Metro Area to provide communities with resources aimed at closing the access gap for Black children and children of color. Her research is a testament to her unwavering commitment to addressing critical issues. Lyons’ doctoral studies in Leadership for Educational Equity, with a concentration in Urban and Diverse Communities, delve into the profound impact of racism-related stress and racial battle fatigue on Black educators and their families.
As a reciprocal gesture to Black educators, she co-founded and co-facilitates the Black Educator Wellness Cohort, conducting free monthly wellness sessions in the Denver Metro area. Lyons has shared her insights at prestigious platforms such as SXSW EDU, Harvard Graduate School of Education, The State of Black Learning, and the National Board of Certified Counselors Symposium, raising awareness about the well-being of Black educators. Finally, she is the co-host of The Exit Interview: A Podcast for Black Educators, which focuses on amplifying the lived experience of former Black educators. The podcast hopes to inform school district administrators, teachers' unions, families, educators, and others interested in better understanding the challenges of retaining Black people in education.
Jesus Montoya Jr., PhD, is the associate director for Retention Services at Salem State University. As a first-generation college student, Montoya draws on his personal experiences to inform and shape his practice. He utilizes university data to help identify institutional barriers, working closely with students, faculty, and staff to capitalize on opportunities to adapt current practice to provide more equitable experiences and outcomes for students.
Montoya has more than 15 years of professional higher education experience. His introduction to student affairs was Residence Life. He was a resident assistant while earning his undergraduate degree, worked as a graduate residence director for Greek Life Housing and traditional residence halls while earning his graduate degree, and began his professional career in higher education as a residence hall director at Salem State University. Post-RD life, Montoya worked in Housing Operations and is currently working in Retention Services using education technology to support student success and retention.
He attended the University of the Pacific where he earned his Bachelor of Science in Business Administration (Marketing Management) and Master of Arts in Educational Administration (Student Affairs). Montoya recently completed his PhD from the University of Massachusetts Boston.
Kevin S. Piskadlo, Ph.D. (he/him) currently serves as the associate vice president for Student Affairs and dean of students at Stonehill College in Easton, Mass. As a senior leader in the division, Piskadlo directly oversees the departments of Community Standards, Counseling Services, First-Year Experience & Leadership Development, Residence Life, and Student Engagement.
Committed to the field of student affairs, Piskadlo has been intimately involved with several longitudinal projects centered on the experience of new professionals in the field. This collaboration with student affairs scholars and practitioners across the country has resulted in several national presentations and authored chapters in two books on this important topic.
Since 2011, Piskadlo has taught aspiring student affairs leaders in a variety of graduate courses, most regularly an introductory course in student development theory, as a visiting professor in the Higher Education in Student Affairs program at Salem State University and as an adjunct instructor at Merrimack College. Additionally, he has served as a mentor and job coach for dozens of new professionals and has managed graduate students in a variety of practicums.
Before arriving at Stonehill in 2012, Piskadlo spent nine years at Bentley University (2003-2012) serving as the assistant dean of Academic Services and director of the Undergraduate Academic Advising Center after starting his career in the Mendoza College of Business at the University of Notre Dame (1999-2003). He has a Doctor of Philosophy in Higher Education from the University of Massachusetts Boston, a Master of Science in College Student Personnel from Miami University, and a Bachelor of Arts in Politics from Catholic University.
Pat Rissmeyer, PhD, is a higher education executive with 30 years of experience as a college dean, associate vice president, and vice president at Emmanuel College in Boston, Mass., and Canisius College in Buffalo, N.Y.
Rissmeyer earned her PhD at the University of Buffalo where she wrote her dissertation on the successful transition to college for African American students on predominantly white campuses. She earned her undergraduate degree in Secondary Education (English) and Special Education at the University of Hartford. Although her professional journey led her to higher education administration, she feels a kinship with student-centered educators at all levels.
Rissmeyer has taught courses in student affairs administration, leadership, women's issues, and college student success. She has authored chapters in several books and delivered numerous conference presentations. She has held leadership positions in the National Association of Personnel Administrators, serving on the editorial board of the Journal of Student Affairs Research and Practice, on the Regional 1 Advisory Board, and on the NASPA Parents Study Research Team.
Rissmeyer is deeply committed to student success, particularly for historically underrepresented students. Over the course of her career, she has led initiatives to ensure representation and support for students at University of Massachusetts, Amherst, Mass.; Saint Mary’s College, Notre Dame, Indiana; Canisius College, Buffalo, N.Y., and Emmanuel College, Boston, Mass.
She currently works as a higher education consultant, and a community volunteer. She serves on the Town of Hadley (Mass.) Committee on Diversity, Equity, and Inclusion and on the Springfield College Advisory Committee for the PhD in Educational Leadership.
David Rudder, PhD, dean of Professional Studies at Regis College, is responsible for building and coordinating the systems of integration between our employer partners, departments across the college, and educational vendors to deliver workforce development certifications and online bachelor completion degree programs. Previously, he served as the associate dean for the School of Social Work and Professional Studies at Springfield College. His tenure as a senior administrator provided him with a wealth of opportunities and knowledge management in curriculum/program design and evaluation, working with faculty and students on scholarly research, and financial oversight for campus operations.
His research interests focus on the integration and welfare of marginalized groups to navigate and excel in educational and social service systems. Rudder has more than 20 years of providing technical assistance and serving on boards and committees in nonprofit organizations. He served as a board member on multiple charter schools and the YMCA Resource Center of Delaware. During his time in western Massachusetts, he has volunteered for the Holyoke Safe Initiative, Holyoke Hub, YMCA of Springfield, Providence Ministries, and as a Department for Children and Families community representative for foster care review. Rudder resides in Springfield with his wife and two daughters.
Sara Scribner, PhD, is a former inclusive special education educator with a passion for creating more just educational experiences for all students, including students with disabilities. As a public school teacher, she co-taught across a variety of grade levels for students with complex support needs. Her research utilizes a critical lens and her interests include inclusive best practices, the intersections between "disability" and other forms of marginalization in schools, supporting students with challenging behavior in general education classrooms, classroom community and membership, and preparing inclusive social justice-oriented teachers. Scribner formerly served as an assistant professor of Special Education at Springfield College and is now an assistant professor of Special Education and the Special Education graduate program coordinator at Plymouth State University. Alongside her work with emerging educators, she also collaborates with families and/or school districts to evaluate current special education services and provide recommendations for ways to create more inclusive learning environments.
Scribner holds a Doctor of Philosophy in Inclusive Special Education, a Certificate of Advanced Studies in Disability Studies, a Master of Science in Inclusive Special Education-Multiple/Severe Disabilities and a Bachelor of Science in Inclusive Elementary and Special Education, all from Syracuse University. When not working, she loves to spend time outside: hiking, stand-up paddleboarding, kayaking, snowshoeing, and many other activities, usually with her two large dogs.
JW Tabacchi, EdD, has worked in the field of student affairs for more than a decade at both public and private colleges. He currently works at Penn State University-New Kensington as the director of Student Affairs. In this role, he oversees the Student Affairs Department that consists of Athletics, Career Services, Counseling Services, Health Services, International Student Services, Student Life, and Transportation Services. The department also oversees the CARE Team, Behavior Threat Management Team process, Student Conduct process, and Title IX. Prior to joining Penn State-New Kensington, Tabacchi served in a variety of roles at Point Park University, including the director of Student Activities, director of Student Conduct, director of Student Development, and assistant dean of Student Affairs. Additionally, he served as an interim director for the offices of Orientation, Career Development, and Title IX. At both institutions, he has led assessment, retention, and strategic planning efforts.
Tabacchi received his Bachelor of Arts from the University of Valley Forge, Master of Arts from Indiana University of Pennsylvania, and Doctor of Education from the University of Pittsburgh. He has held a variety of leadership roles within the American College Personnel Association (ACPA) and is currently the president of the ACPA Foundation.
Daniel R. Walsh, PhD, has worked at the primary, secondary, and tertiary levels of education for more than 30 years. He is currently serving as an English Language Fellow with the U.S. State Department in Perú where he provides professional learning to Peruvian teachers of English. Prior to this position, he was a teaching faculty in the Department of Educational Policy Studies (EPS) at the University of Wisconsin - Madison. There, he taught undergraduate foundations courses, such as School and Society and Race, Ethnicity, and Inequality in American Schools, as well as a graduate teacher education course in social and cultural policy analysis.
Prior to joining EPS, Walsh held various leadership roles in the New York City Department of Education, including director of Multilingual Learners, director of Teaching & Learning, principal, and senior director of Professional Learning. He has 10 years of classroom ESL teaching experience in K-5, high school, and community college settings in both the U.S. and abroad. He also was a founding team member of The International High School @ Prospect Heights, a school specifically designed to meet the academic and social needs of recently arrived immigrant students learning English. Additionally, he has published in the field of immigrant education and culturally sustaining pedagogy, including a co-authored book, titled "Humanizing Education for Immigrant and Refugee Youth: 20 Strategies for the Classroom and Beyond" and “Youth Participatory Action Research as Culturally Sustaining Pedagogy,” which won the Theory Into Practice “Best Article Award” in 2018. In what feels like a prior life, he worked in Residence Life and New Student Orientation at SUNY New Paltz and Oberlin College.
Walsh holds a Bachelor of Arts in Political Science from SUNY Binghamton, a Master of Science in Ed. in TESOL from SUNY New Paltz, and an MPhil and PhD in Urban Education from the CUNY’s Graduate Center. He is certified in New York state as a school building leader and school district leader. Currently, he lives in Cusco, Perú, with his pup Dakota and recently hiked the Incan Trail to Machu Picchu!
Charmaine L. Wijeyesinghe, EdD, is an educator and author who has worked with colleges, universities, and organizations on issues of social justice, racial and social identity, intersectionality, and conflict resolution for more than 35 years. Her professional background reflects 13 years in student affairs and positions such as staff associate to the vice chancellor of student affairs and assistant ombudsperson at the University of Massachusetts Amherst and dean of students at Mount Holyoke College. Wijeyesinghe received her Doctor of Education from the School of Education at the University of Massachusetts at Amherst and her 1992 dissertation on multiracial identity produced one of the earliest ecological models of racial identity development. This tool was adopted into the anti-bias curriculum of the Anti-Defamation League (ADL).
Wijeyesinghe's writing explores a range of social justice topics, most notably racial identity development and intersectionality. She served as editor or co-editor for five volumes, including Enacting Intersectionality in Student Affairs (2017), Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice (2021), and The Complexities of Race: Identity, Power, and Justice in an Evolving American (2021). Her writing mirrors the arc of her thinking, meant to expand knowledge while also questioning it. Wijeyesinghe’s scholarship has been recognized by awards given by the National Conference on Race and Ethnicity in American Higher Education (NCORE) and ACPA.
Wijeyesinghe has presented more than 150 sessions at NCORE, ACPA, ISPRC, the Teachers College Round Table, NAME, and AAC & U. Currently, her seminars focus on intersectionality, rethinking core concepts within identity and racial identity development, and using writing and publishing to promote social justice. She enjoys engaging current and emerging scholars, practitioners, and students in the exploration of questions that will support what she sees as “our wandering and our wondering” for years to come.
