Our program students come with a rich mix of academic, professional, and life experiences from various sectors of education, business, government, social services, and other professional domains. Check out their stories down below.
Community College Leadership
Camisha Parker, Community College Leadership
Faculty Mentor: Dr. Felecia Commodore
F3 Research Project - Equity-mindedness emphasizes institutional responsibility to create equity and directs practitioners to focus on what they can do to close equity gaps. Rather than attribute inequities in outcomes to student deficits, being equity-minded involves interpreting inequitable outcomes as a signal that practices are not working as intended. This research project will focus on the intersectionality of equity-mindedness and leadership.
GEROME BELL
Assistant Professor of Counseling | Suffolk County Community College, New York
Share an experience about the Summer Institute
As someone who has never lived on campus, I was less than excited about living on campus as an adult learner. That quickly changed on move-in day. I began to meet faculty, staff, and fellow classmates who had been instrumental in my success in the program the academic year prior.
In addition to the class meetings, our professional development workshops with community college presidents, government officials, and Ph.D. students further along in their program were an invaluable part of Summer Institute.
Share an experience about your cohort.
Even before meeting in person, my cohort has been one of my greatest resources. As a first-generation student, many of my close friends and family do not understand the juggling act of being a working Ph.D. The shared experience among my cohort of managing various responsibilities has been key to my success in the program.
My favorite experience with my cohort was the gathering off campus during Summer Institute. It gave us an opportunity to get to know each other outside of our research interests and identities as a student.
What attracted you to ±¬ÁϹÏ?
As an out-of-state student from Long Island, NY, I was attracted to the design for working professionals, the program includes scaffolding for your dissertation alongside your coursework. The classes meet synchronously and ±¬ÁÏ¹Ï is a reputable institution. The cohort model became the best thing that I never knew I needed.
KAITLYN CURRY
Associate Professor of Mathematics | SUNY-Orange, New York
Share an experience about Summer Institute
Since the rest of the courses are offered virtually, Summer Institute is a critical part of the doctoral program. I gained so much knowledge during my time on campus, well beyond what was learned in the classroom. The relationships that are built, conversations that take place, and networking that occurs at Summer Institute cannot be replicated in the virtual world.
Why are you seeking a Ph.D.?
I am enthusiastic about the community college mission. We make a difference in the lives of our students. The Ph.D. in Community College Leadership will not only prepare me for the next step in my career, but it will also help me be a better community college professor.
What attracted you to ±¬ÁϹÏ?
The program at ±¬ÁÏ¹Ï was highly recommended by colleagues who graduated from the program. After looking into ±¬ÁÏ¹Ï myself, I was confident that the high-quality online program and affordable cost was unmatched at other institutions.
The program faculty are extremely supportive and genuinely want students to succeed. I have felt very welcome in the ±¬ÁÏ¹Ï community by all of the faculty and staff.
GERARD D'ENTREMONT
Community Innovation Lead | Nova Scotia Community College, Canada
Share an experience about Summer Institute.
The Summer Institute allows students to engage in critical thought through pertinent programs and to understand and practice research methodologies that can be focused and tailored to your research topic and used as part of your dissertation. The formal learning should not overshadow the informal interaction with your cohort, guest speakers, and other colleagues over the two weeks during the summer institute who share a wealth of experience in leadership that you can apply in your line of work. My classmates will become life-long friends.
Why are you seeking a Ph.D.?
Developing a critical understanding of leadership concepts and the issues that affect the advancement of community colleges was something I was deeply interested in learning. My career aspirations in a leadership position at a community college drew me to this program as it had all the essential elements to provide me with the knowledge and skills to advance my leadership role.
What are your experiences with program faculty?
The CCL program faculty mentor, lead and engage students in real-world experiences related to topics affecting community colleges. They are keenly aware of the work/life balance of the course workload and provide assignments and feedback that you can reflect on throughout your program.
GWEN HOUSTON (VA)
Student Resources & Career Services Advisor | New River Community College, Virginia
Share an experience about your cohort
As impostor syndrome tried to highjack my experience, my cohort members instantly reassured, supported, and helped me get back on track. The relationship-building and team bonding the cohort model offers are desirable aspects of ±¬ÁϹÏ's CCL program.
Why are you seeking a Ph.D.?
As an aspiring community college leader, I seek a Ph.D. to help grow my administrative skills, enhance my community college leadership knowledge base, and conduct invaluable research on relevant issues that inform the development of future educational leaders.
What attracted you to ±¬ÁϹÏ?
As a product of the Virginia Community College System (VCCS), I am personally invested and wholeheartedly committed to the community college mission and philosophy of equity, open access, community outreach, and education and/or training options for all. Similarly, ±¬ÁϹÏ's CCL Doctoral Program was attractive to me because of the commitment to diversity, equity, and inclusion, accessibility through synchronous virtual classes, cohort model, outstanding reputation, and the community college focus.
My experiences with the CCL faculty have been extraordinarily pleasing. I have felt incredibly encouraged and supported since day one. I received first-rate guidance and assistance even before becoming an official CCL student. The program faculty genuinely cares about its students' success and the CCL program's reputation.
ERIN SHERMAN (TX)
Vice President for College Services | Northwest Vista College, Texas
Share an experience about Summer Institute.
The Summer Institute provided an environment for focused scholarship and fellowship. The coursework and activities encouraged inquiry, built upon prior knowledge and experience, and further developed shared communities of support. The relationships developed throughout the Summer Institute are central components of foundational programmatic and professional support.
Share an experience about your cohort.
I am blessed to share this adventure with Community College Leadership cohort 20! Throughout the Summer Institute, a diverse group of individuals came together to build structures of support and encouragement. Each member of the cohort is juggling multiple complex responsibilities, and the relationships we formed solidified that we are in this TOGETHER.
What attracted you to ±¬ÁϹÏ?
I selected the Ph.D. CCL based on program reputation and academic rigor integrated with support structures. The program is designed to support practitioners engaged in personal and professional growth to tackle the complex challenges facing community colleges. The curriculum is engaging and challenges traditional concepts, thinking, and being.
What are your experiences with program faculty?
The faculty are passionate about the mission of the community college and tackling the wide array of complexities facing institutions. The faculty are encouraging and willing to challenge and support you to be better and do better. The comprehensive support of the faculty provides a foundation for challenging previous assumptions and growing personally and professionally to advocate for our communities.
BRENT VIA (VA)
Associate Director of Career Services | Northern Virginia Community College, Virginia
Share an experience about Summer Institute.
Connecting with classmates outside of formal classroom instruction was undoubtedly one of my personal highlights during Summer Institute! Learning about their institutions, the challenging work they take on daily, and their viewpoints about the current state of community colleges is something that I found extremely valuable and thought-provoking. I will keep what I heard and learned with me as I progress in my career.
Share an experience about your cohort.
I am in continuous awe of my cohort's dedication to improving the institutions at which they work, and the students with whom they have dedicated their careers to helping. I learn something new each time I have a discussion with a fellow cohort member and find myself constantly writing down ideas that I can implement. Moreover, they are all down to earth, fun people, who I will consider friends for life as we continue to engage in this important work.
Why are you seeking a Ph.D.?
I am seeking a Ph.D. to play a larger role in improving America's community colleges. Although these institutions play a vital role in the communities we serve, there improvement is needed. I want to use what I learn throughout this program to improve policies and assist in the ability for community colleges to maximize and further spread the impact of the important work being done on campuses.
What are your experiences with program faculty?
I was originally concerned that it would be difficult to form meaningful relationships with faculty due to the primarily online modality of the program. However, I have found the complete opposite to be true. The faculty are dedicated to ensuring each student is successful in the program and willing to support students at every step of the doctoral student journey.
Camisha Parker, Community College Leadership
Faculty Mentor: Dr. Felecia Commodore
F3 Research Project - Equity-mindedness emphasizes institutional responsibility to create equity and directs practitioners to focus on what they can do to close equity gaps. Rather than attribute inequities in outcomes to student deficits, being equity-minded involves interpreting inequitable outcomes as a signal that practices are not working as intended. This research project will focus on the intersectionality of equity-mindedness and leadership.
GEROME BELL
Assistant Professor of Counseling | Suffolk County Community College, New York
Share an experience about the Summer Institute
As someone who has never lived on campus, I was less than excited about living on campus as an adult learner. That quickly changed on move-in day. I began to meet faculty, staff, and fellow classmates who had been instrumental in my success in the program the academic year prior.
In addition to the class meetings, our professional development workshops with community college presidents, government officials, and Ph.D. students further along in their program were an invaluable part of Summer Institute.
Share an experience about your cohort.
Even before meeting in person, my cohort has been one of my greatest resources. As a first-generation student, many of my close friends and family do not understand the juggling act of being a working Ph.D. The shared experience among my cohort of managing various responsibilities has been key to my success in the program.
My favorite experience with my cohort was the gathering off campus during Summer Institute. It gave us an opportunity to get to know each other outside of our research interests and identities as a student.
What attracted you to ±¬ÁϹÏ?
As an out-of-state student from Long Island, NY, I was attracted to the design for working professionals, the program includes scaffolding for your dissertation alongside your coursework. The classes meet synchronously and ±¬ÁÏ¹Ï is a reputable institution. The cohort model became the best thing that I never knew I needed.
KAITLYN CURRY
Associate Professor of Mathematics | SUNY-Orange, New York
Share an experience about Summer Institute
Since the rest of the courses are offered virtually, Summer Institute is a critical part of the doctoral program. I gained so much knowledge during my time on campus, well beyond what was learned in the classroom. The relationships that are built, conversations that take place, and networking that occurs at Summer Institute cannot be replicated in the virtual world.
Why are you seeking a Ph.D.?
I am enthusiastic about the community college mission. We make a difference in the lives of our students. The Ph.D. in Community College Leadership will not only prepare me for the next step in my career, but it will also help me be a better community college professor.
What attracted you to ±¬ÁϹÏ?
The program at ±¬ÁÏ¹Ï was highly recommended by colleagues who graduated from the program. After looking into ±¬ÁÏ¹Ï myself, I was confident that the high-quality online program and affordable cost was unmatched at other institutions.
The program faculty are extremely supportive and genuinely want students to succeed. I have felt very welcome in the ±¬ÁÏ¹Ï community by all of the faculty and staff.
GERARD D'ENTREMONT
Community Innovation Lead | Nova Scotia Community College, Canada
Share an experience about Summer Institute.
The Summer Institute allows students to engage in critical thought through pertinent programs and to understand and practice research methodologies that can be focused and tailored to your research topic and used as part of your dissertation. The formal learning should not overshadow the informal interaction with your cohort, guest speakers, and other colleagues over the two weeks during the summer institute who share a wealth of experience in leadership that you can apply in your line of work. My classmates will become life-long friends.
Why are you seeking a Ph.D.?
Developing a critical understanding of leadership concepts and the issues that affect the advancement of community colleges was something I was deeply interested in learning. My career aspirations in a leadership position at a community college drew me to this program as it had all the essential elements to provide me with the knowledge and skills to advance my leadership role.
What are your experiences with program faculty?
The CCL program faculty mentor, lead and engage students in real-world experiences related to topics affecting community colleges. They are keenly aware of the work/life balance of the course workload and provide assignments and feedback that you can reflect on throughout your program.
GWEN HOUSTON (VA)
Student Resources & Career Services Advisor | New River Community College, Virginia
Share an experience about your cohort
As impostor syndrome tried to highjack my experience, my cohort members instantly reassured, supported, and helped me get back on track. The relationship-building and team bonding the cohort model offers are desirable aspects of ±¬ÁϹÏ's CCL program.
Why are you seeking a Ph.D.?
As an aspiring community college leader, I seek a Ph.D. to help grow my administrative skills, enhance my community college leadership knowledge base, and conduct invaluable research on relevant issues that inform the development of future educational leaders.
What attracted you to ±¬ÁϹÏ?
As a product of the Virginia Community College System (VCCS), I am personally invested and wholeheartedly committed to the community college mission and philosophy of equity, open access, community outreach, and education and/or training options for all. Similarly, ±¬ÁϹÏ's CCL Doctoral Program was attractive to me because of the commitment to diversity, equity, and inclusion, accessibility through synchronous virtual classes, cohort model, outstanding reputation, and the community college focus.
My experiences with the CCL faculty have been extraordinarily pleasing. I have felt incredibly encouraged and supported since day one. I received first-rate guidance and assistance even before becoming an official CCL student. The program faculty genuinely cares about its students' success and the CCL program's reputation.
ERIN SHERMAN (TX)
Vice President for College Services | Northwest Vista College, Texas
Share an experience about Summer Institute.
The Summer Institute provided an environment for focused scholarship and fellowship. The coursework and activities encouraged inquiry, built upon prior knowledge and experience, and further developed shared communities of support. The relationships developed throughout the Summer Institute are central components of foundational programmatic and professional support.
Share an experience about your cohort.
I am blessed to share this adventure with Community College Leadership cohort 20! Throughout the Summer Institute, a diverse group of individuals came together to build structures of support and encouragement. Each member of the cohort is juggling multiple complex responsibilities, and the relationships we formed solidified that we are in this TOGETHER.
What attracted you to ±¬ÁϹÏ?
I selected the Ph.D. CCL based on program reputation and academic rigor integrated with support structures. The program is designed to support practitioners engaged in personal and professional growth to tackle the complex challenges facing community colleges. The curriculum is engaging and challenges traditional concepts, thinking, and being.
What are your experiences with program faculty?
The faculty are passionate about the mission of the community college and tackling the wide array of complexities facing institutions. The faculty are encouraging and willing to challenge and support you to be better and do better. The comprehensive support of the faculty provides a foundation for challenging previous assumptions and growing personally and professionally to advocate for our communities.
BRENT VIA (VA)
Associate Director of Career Services | Northern Virginia Community College, Virginia
Share an experience about Summer Institute.
Connecting with classmates outside of formal classroom instruction was undoubtedly one of my personal highlights during Summer Institute! Learning about their institutions, the challenging work they take on daily, and their viewpoints about the current state of community colleges is something that I found extremely valuable and thought-provoking. I will keep what I heard and learned with me as I progress in my career.
Share an experience about your cohort.
I am in continuous awe of my cohort's dedication to improving the institutions at which they work, and the students with whom they have dedicated their careers to helping. I learn something new each time I have a discussion with a fellow cohort member and find myself constantly writing down ideas that I can implement. Moreover, they are all down to earth, fun people, who I will consider friends for life as we continue to engage in this important work.
Why are you seeking a Ph.D.?
I am seeking a Ph.D. to play a larger role in improving America's community colleges. Although these institutions play a vital role in the communities we serve, there improvement is needed. I want to use what I learn throughout this program to improve policies and assist in the ability for community colleges to maximize and further spread the impact of the important work being done on campuses.
What are your experiences with program faculty?
I was originally concerned that it would be difficult to form meaningful relationships with faculty due to the primarily online modality of the program. However, I have found the complete opposite to be true. The faculty are dedicated to ensuring each student is successful in the program and willing to support students at every step of the doctoral student journey.
Higher Education
PRESTON REILLY, COHORT 2016
M.S. Higher Education Florida State University
"I was looking for a reputable program on the East Coast that allowed me to continue working with students while pursuing my degree full-time. ±¬ÁϹÏ's faculty were very accommodating and the program offers a strong balance of research, theory, and practice. The Summer Institute and interacting closely with the CCL Program was also a major draw."
Preston Reilly worked in student activities for five years prior to becoming a full-time Ph.D. He currently works as a GA in the Dean of Students Office advising Student Government Association.
Preston's research interests include: Belonging, campus traditions, student success, and student affairs professional development.
COURTNEY JANE BELMONTE, COHORT 2017
M.P.S. Clinical Psychology, Concentration: Higher Education
"Initially, I was hesitant about transitioning from the field of psychology to education; however, the program's cognate courses allow students to take courses offered by other departments relevant to education to suit student's personal interests."
Courtney Jane currently teaches at Christopher Newport University and works as a Graduate research assistant at ±¬ÁϹÏ.
Courtney Jane's research interests include Adjunct faculty teaching quality and strategies and their impact on undergraduate student academic achievement.
AMY KURFIST, COHORT 2016
M.B.A. Marketing, Indiana University Kelley School of Business| B.S. Mass Communications Study, Boston University
"I chose to return to school for my Ph.D. in higher education when I realized that I needed to change the course of my career and pursue my passion for higher education administration. I selected ±¬ÁÏ¹Ï for the opportunities I would be afforded in terms of class selection, GA work, and the overall community atmosphere of the program."
Amy spent the majority of her career working in the Investment Banking industry as a Corporate Access professional.
Amy's research interests include: Entrepreneurship education and the impact of entrepreneurship on economic development, Alumni relations, branding, marketing, and communications; Organizational strategy and change; Philanthropy, civic engagement, and fundraising.
JENN GRIMM, COHORT 2015
M.Ed. College Student Personnel, Ohio University | B.B.A. Marketing and Human Resource Management, Ohio University
"I decided to pursue a Ph.D. in higher education to further my knowledge base and open up future career opportunities in university administration. I chose ±¬ÁÏ¹Ï because I was excited for the opportunity to pursue a degree in higher education administration with a cognate in educational psychology and program evaluation. The knowledge I have gained through the program has made me a better and more intentional practitioner in my work for the university, and it has opened-up opportunities to pursue research interests in my career field."
Jenn currently serves as the Director of the Peer Educator Program in the Center for High Impact Practices at ±¬ÁϹÏ, overseeing peer tutoring, peer academic coaching, and peer-assisted study sessions for undergraduate ±¬ÁÏ¹Ï students.
Jenn's research interests include: Peer education and Supplemental Instruction; Completion and transfer; Student success, well-being, and development; and Teaching, learning, and assessment.
PRESTON REILLY, COHORT 2016
M.S. Higher Education Florida State University
"I was looking for a reputable program on the East Coast that allowed me to continue working with students while pursuing my degree full-time. ±¬ÁϹÏ's faculty were very accommodating and the program offers a strong balance of research, theory, and practice. The Summer Institute and interacting closely with the CCL Program was also a major draw."
Preston Reilly worked in student activities for five years prior to becoming a full-time Ph.D. He currently works as a GA in the Dean of Students Office advising Student Government Association.
Preston's research interests include: Belonging, campus traditions, student success, and student affairs professional development.
COURTNEY JANE BELMONTE, COHORT 2017
M.P.S. Clinical Psychology, Concentration: Higher Education
"Initially, I was hesitant about transitioning from the field of psychology to education; however, the program's cognate courses allow students to take courses offered by other departments relevant to education to suit student's personal interests."
Courtney Jane currently teaches at Christopher Newport University and works as a Graduate research assistant at ±¬ÁϹÏ.
Courtney Jane's research interests include Adjunct faculty teaching quality and strategies and their impact on undergraduate student academic achievement.
AMY KURFIST, COHORT 2016
M.B.A. Marketing, Indiana University Kelley School of Business| B.S. Mass Communications Study, Boston University
"I chose to return to school for my Ph.D. in higher education when I realized that I needed to change the course of my career and pursue my passion for higher education administration. I selected ±¬ÁÏ¹Ï for the opportunities I would be afforded in terms of class selection, GA work, and the overall community atmosphere of the program."
Amy spent the majority of her career working in the Investment Banking industry as a Corporate Access professional.
Amy's research interests include: Entrepreneurship education and the impact of entrepreneurship on economic development, Alumni relations, branding, marketing, and communications; Organizational strategy and change; Philanthropy, civic engagement, and fundraising.
JENN GRIMM, COHORT 2015
M.Ed. College Student Personnel, Ohio University | B.B.A. Marketing and Human Resource Management, Ohio University
"I decided to pursue a Ph.D. in higher education to further my knowledge base and open up future career opportunities in university administration. I chose ±¬ÁÏ¹Ï because I was excited for the opportunity to pursue a degree in higher education administration with a cognate in educational psychology and program evaluation. The knowledge I have gained through the program has made me a better and more intentional practitioner in my work for the university, and it has opened-up opportunities to pursue research interests in my career field."
Jenn currently serves as the Director of the Peer Educator Program in the Center for High Impact Practices at ±¬ÁϹÏ, overseeing peer tutoring, peer academic coaching, and peer-assisted study sessions for undergraduate ±¬ÁÏ¹Ï students.
Jenn's research interests include: Peer education and Supplemental Instruction; Completion and transfer; Student success, well-being, and development; and Teaching, learning, and assessment.