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Doctoral Studies: Advancing Community College Leadership
Advancing Faculty and Student Success in Community College Career Technical Education
Updated March, 2025
Introduction
Education is more than just a pathway to knowledge—it is a transformative force that shapes lives, communities, and industries. As an Associate Dean of Career and Technical Education (CTE) and a doctoral candidate in Higher Education Leadership, I have dedicated my research to understanding complex challenges in student retention, faculty development, and leadership in community colleges. My doctoral studies have allowed me to bridge academic research with practical leadership strategies, ensuring that institutions can better serve students, faculty, and workforce partners in an ever-evolving landscape.
Courses Completed So Far:
Courses Currently in Progress:
Updated March, 2025
Introduction
Education is more than just a pathway to knowledge—it is a transformative force that shapes lives, communities, and industries. As an Associate Dean of Career and Technical Education (CTE) and a doctoral candidate in Higher Education Leadership, I have dedicated my research to understanding complex challenges in student retention, faculty development, and leadership in community colleges. My doctoral studies have allowed me to bridge academic research with practical leadership strategies, ensuring that institutions can better serve students, faculty, and workforce partners in an ever-evolving landscape.
Courses Completed So Far:
- Foundation of Doctoral Studies- In this course, learners gain understanding of the EdD program and insights into how cycles of inquiry and systems thinking are utilized to address problems of practice. Additionally, learners engage in critical thinking and communication while reflecting on their own personal learning and growth
- Dynamics of Organizational Development -Learners in this course continue the study of systems thinking and foundational leadership concepts and apply them to workplace environments. Learners examine systems thinking, use of systems tools, and inquiry and design cycles as ways to maximize available resources to solve problems under conditions of uncertainty and ambiguity. This course emphasizes the importance of evidence-based reasoning and critical analyses as essential skills of practitioners who plan action research interventions or engage in the design and implementation of any improvement process.
- Educational Leadership by Design- This course provides an introduction to fundamental systems principles and skills of leadership in organizations with a focus on continuous organizational learning and improvement processes. Learners apply personal values and behaviors and those of organizations. Learners use basic principles of systems thinking, systems mapping, and approaches to inquiry cycles in relation to leadership processes and organizational change. In addition, learners apply disciplines of learning organizations and a change model to a problem of practice to real-world leadership challenges.
- Investigating Problems of Practice- In this course, learners examine continuous improvement models, engage in an inquiry cycle, develop skills of data and information literacy, and collaborate with stakeholders to assess organizational needs and dynamics. Learners identify an organizational issue, collect and analyze relevant data, and develop valid inferences. Learners document the process utilized to tell the story of their research as a way to effectively share with stakeholders. This course requires obtaining an organizational site and completing site-based-related assignments.
- Leading a Culture of Learning and Inclusion- In this course, learners evaluate the role of culture in supporting an organization's ability to learn, improve, and successfully adapt to a changing environment, and the leader's role in shaping it. Learners analyze patterns of behaviors within organizations, as well as the knowledge, skills, and dispositions of the inclusive leader that support values of diversity and equity in organizational culture and in organizational development and improvement processes. Additionally, learners examine the characteristics and theoretical bases of cultural awareness, sensitivity and responsiveness, and their roles in achieving the goals of a learning organization.
Courses Currently in Progress:
- The Future of Educational Leadership - Learners in this course demonstrate leadership skills that support the ability to exercise influence regardless of position in an organization and the importance of deep knowledge and understanding of internal and external environmental factors impacting an educational organization. This course emphasizes ongoing learning about current research and future trends in education in a rapidly changing environment. Learners also examine social influence and communication skills, commitment rather than compliance, empowerment of others, creative practice, and management of self, along with a robust professional knowledge base as they consider ways to build the capacity of an organization to envision its future.
- Research Design for Practitioners- In this course, learners are introduced to research approaches, designs, and methods with a focus on the needs of educational leaders. Learners assess conceptual and theoretical foundations of quantitative, qualitative, mixed methods, and action research designs and analyze a variety of research literature and journal articles through the lens of a practitioner. Learners acquire the knowledge necessary to assess the applicability of research and theoretical literature to practice and become critical consumers of research. Learners apply course concepts to the design of an action research study relevant to the learner's organization. Prerequisite(s): EDD-FPX8030. Cannot be fulfilled by transfer.
What I Have Learned So Far
1. Foundations of Doctoral Studies: Inquiry and Systems Thinking
My doctoral journey began with an exploration of systems thinking and cycles of inquiry, which are fundamental to addressing problems of practice in higher education.
✔ Applying systems thinking to analyze institutional challenges holistically.
✔ Developing critical thinking and communication skills essential for leadership.
✔ Reflecting on personal leadership growth to inform professional practice.
This course set the foundation for evidence-based reasoning and continuous learning, which I have since expanded upon in my research.
2. Investigating Problems of Practice: Data-Driven Decision Making
A core component of my doctoral work has been developing a systematic approach to identifying, analyzing, and addressing institutional challenges.
✔ Using continuous improvement models to assess and refine institutional strategies.
✔ Engaging in inquiry cycles to systematically examine issues and implement data-driven solutions.
✔ Enhancing information literacy to interpret and apply both qualitative and quantitative data.
✔ Collaborating with stakeholders to ensure that institutional needs and improvement efforts are aligned.
Through site-based research, I have applied these principles to student retention in CTE programs, utilizing institutional data, faculty interviews, and student feedback to develop actionable strategies that support student persistence and workforce alignment.
3. Leading a Culture of Learning & Inclusion: Building Institutional Capacity
Strong leadership requires shaping an inclusive and adaptive organizational culture that fosters learning, innovation, and equity. This course expanded my understanding of:
✔ The role of organizational culture in learning and institutional growth.
✔ Leadership strategies that promote diversity, equity, and inclusion, creating a culture where all students and faculty feel valued and supported.
✔ Patterns of behavior within institutions, analyzing how implicit biases, historical structures, and leadership decisions shape organizational effectiveness.
✔ Cultural responsiveness and sensitivity, ensuring that community colleges serve diverse student populations equitably and effectively.
These insights have deepened my understanding of how leadership impacts student retention, faculty engagement, and institutional success.
4. Dynamics of Organizational Development: Driving Change with Systems Thinking
Expanding on my early coursework, this course reinforced how leaders can maximize available resources to solve institutional problems under conditions of uncertainty.
✔ Applying systems tools and inquiry cycles to drive institutional change.
✔ Understanding organizational development in higher education through the lens of evidence-based reasoning.
✔ Designing and implementing action research interventions to support faculty engagement, student success, and institutional effectiveness.
This course enhanced my ability to evaluate complex systems and implement sustainable change within community colleges.
5. Educational Leadership by Design: Leadership in Organizational Change
This course provided a comprehensive framework for leadership in higher education, with a focus on:
✔ Applying personal and organizational values in leadership decision-making.
✔ Using systems mapping and inquiry cycles to analyze institutional challenges.
✔ Applying learning organization principles and change models to real-world leadership challenges.
By integrating these approaches into my leadership practice, I have developed a strong foundation for driving continuous improvement and institutional innovation.
6. Student Retention in CTE Programs
Retention is a key performance metric in higher education, particularly in CTE programs, where students balance academics with work and personal responsibilities. My research has revealed that financial barriers, academic preparedness, course scheduling conflicts, and access to student support services significantly influence student persistence.
Through qualitative and quantitative analysis, I have identified solutions such as:
7. Addressing Male Underrepresentation in CTE
While many CTE fields traditionally attract male students, certain programs (health sciences, early childhood education, etc.) struggle with male enrollment. My research explores how gendered career perceptions and societal expectations shape enrollment patterns.
To increase male participation, I have examined:
✔ The role of marketing and outreach efforts in breaking down stereotypes.
✔ The impact of faculty and industry mentorship programs in guiding male students into non-traditional fields.
✔ The importance of campus culture and career exploration initiatives in encouraging diverse participation.
By applying systems thinking and leadership strategies, community colleges can develop inclusive recruitment efforts to increase male representation in these essential fields.
8. The Future of Educational Leadership: Preparing for Change (Course in Progress)
As I continue my doctoral work, I am currently exploring:
✔ The role of educational leaders in shaping the future of learning institutions.
✔ How social influence, communication, and empowerment affect organizational success.
✔ How leaders can build institutional capacity to respond to an evolving educational landscape.
This course is helping me align institutional strategies with emerging trends and research, ensuring that my leadership remains forward-thinking and adaptive.
9. Research Design for Practitioners: Building a Strong Research Foundation (Course in Progress)
With a focus on developing research methodologies for educational leadership, this course is equipping me to:
✔ Assess conceptual and theoretical foundations of research in education.
✔ Analyze quantitative, qualitative, mixed-methods, and action research designs.
✔ Critically evaluate research literature to inform practice-based decision-making.
✔ Design an action research study that applies to my institution and professional practice.
This course will strengthen my ability to conduct and apply research to drive meaningful institutional change.
Bridging Research & Leadership in Community Colleges
My doctoral studies have reinforced a core belief: Research should drive institutional change. By combining qualitative insights, data analysis, and leadership strategies, I aim to transform community colleges into more effective, student-centered institutions. Through my research on CTE retention, faculty development, and ethical leadership, I am committed to developing actionable solutions that enhance student outcomes, support faculty, and strengthen institutional effectiveness. This ongoing journey of learning and leadership continues to shape my approach, ensuring that my work remains rooted in evidence-based strategies, ethical leadership, and a commitment to student success.
Why This Matters
Leadership in community colleges is dynamic, complex, and deeply impactful. Every decision made at the institutional level affects students, faculty, and the communities we serve. By engaging in research-driven leadership, I am committed to shaping innovative, equitable, and student-centered institutions that prepare learners for success in a rapidly evolving workforce.
1. Foundations of Doctoral Studies: Inquiry and Systems Thinking
My doctoral journey began with an exploration of systems thinking and cycles of inquiry, which are fundamental to addressing problems of practice in higher education.
✔ Applying systems thinking to analyze institutional challenges holistically.
✔ Developing critical thinking and communication skills essential for leadership.
✔ Reflecting on personal leadership growth to inform professional practice.
This course set the foundation for evidence-based reasoning and continuous learning, which I have since expanded upon in my research.
2. Investigating Problems of Practice: Data-Driven Decision Making
A core component of my doctoral work has been developing a systematic approach to identifying, analyzing, and addressing institutional challenges.
✔ Using continuous improvement models to assess and refine institutional strategies.
✔ Engaging in inquiry cycles to systematically examine issues and implement data-driven solutions.
✔ Enhancing information literacy to interpret and apply both qualitative and quantitative data.
✔ Collaborating with stakeholders to ensure that institutional needs and improvement efforts are aligned.
Through site-based research, I have applied these principles to student retention in CTE programs, utilizing institutional data, faculty interviews, and student feedback to develop actionable strategies that support student persistence and workforce alignment.
3. Leading a Culture of Learning & Inclusion: Building Institutional Capacity
Strong leadership requires shaping an inclusive and adaptive organizational culture that fosters learning, innovation, and equity. This course expanded my understanding of:
✔ The role of organizational culture in learning and institutional growth.
✔ Leadership strategies that promote diversity, equity, and inclusion, creating a culture where all students and faculty feel valued and supported.
✔ Patterns of behavior within institutions, analyzing how implicit biases, historical structures, and leadership decisions shape organizational effectiveness.
✔ Cultural responsiveness and sensitivity, ensuring that community colleges serve diverse student populations equitably and effectively.
These insights have deepened my understanding of how leadership impacts student retention, faculty engagement, and institutional success.
4. Dynamics of Organizational Development: Driving Change with Systems Thinking
Expanding on my early coursework, this course reinforced how leaders can maximize available resources to solve institutional problems under conditions of uncertainty.
✔ Applying systems tools and inquiry cycles to drive institutional change.
✔ Understanding organizational development in higher education through the lens of evidence-based reasoning.
✔ Designing and implementing action research interventions to support faculty engagement, student success, and institutional effectiveness.
This course enhanced my ability to evaluate complex systems and implement sustainable change within community colleges.
5. Educational Leadership by Design: Leadership in Organizational Change
This course provided a comprehensive framework for leadership in higher education, with a focus on:
✔ Applying personal and organizational values in leadership decision-making.
✔ Using systems mapping and inquiry cycles to analyze institutional challenges.
✔ Applying learning organization principles and change models to real-world leadership challenges.
By integrating these approaches into my leadership practice, I have developed a strong foundation for driving continuous improvement and institutional innovation.
6. Student Retention in CTE Programs
Retention is a key performance metric in higher education, particularly in CTE programs, where students balance academics with work and personal responsibilities. My research has revealed that financial barriers, academic preparedness, course scheduling conflicts, and access to student support services significantly influence student persistence.
Through qualitative and quantitative analysis, I have identified solutions such as:
- Proactive faculty mentorship to create stronger faculty-student connections.
- Flexible scheduling options, including evening, weekend, and hybrid courses.
- Targeted financial aid awareness campaigns to alleviate financial burdens.
7. Addressing Male Underrepresentation in CTE
While many CTE fields traditionally attract male students, certain programs (health sciences, early childhood education, etc.) struggle with male enrollment. My research explores how gendered career perceptions and societal expectations shape enrollment patterns.
To increase male participation, I have examined:
✔ The role of marketing and outreach efforts in breaking down stereotypes.
✔ The impact of faculty and industry mentorship programs in guiding male students into non-traditional fields.
✔ The importance of campus culture and career exploration initiatives in encouraging diverse participation.
By applying systems thinking and leadership strategies, community colleges can develop inclusive recruitment efforts to increase male representation in these essential fields.
8. The Future of Educational Leadership: Preparing for Change (Course in Progress)
As I continue my doctoral work, I am currently exploring:
✔ The role of educational leaders in shaping the future of learning institutions.
✔ How social influence, communication, and empowerment affect organizational success.
✔ How leaders can build institutional capacity to respond to an evolving educational landscape.
This course is helping me align institutional strategies with emerging trends and research, ensuring that my leadership remains forward-thinking and adaptive.
9. Research Design for Practitioners: Building a Strong Research Foundation (Course in Progress)
With a focus on developing research methodologies for educational leadership, this course is equipping me to:
✔ Assess conceptual and theoretical foundations of research in education.
✔ Analyze quantitative, qualitative, mixed-methods, and action research designs.
✔ Critically evaluate research literature to inform practice-based decision-making.
✔ Design an action research study that applies to my institution and professional practice.
This course will strengthen my ability to conduct and apply research to drive meaningful institutional change.
Bridging Research & Leadership in Community Colleges
My doctoral studies have reinforced a core belief: Research should drive institutional change. By combining qualitative insights, data analysis, and leadership strategies, I aim to transform community colleges into more effective, student-centered institutions. Through my research on CTE retention, faculty development, and ethical leadership, I am committed to developing actionable solutions that enhance student outcomes, support faculty, and strengthen institutional effectiveness. This ongoing journey of learning and leadership continues to shape my approach, ensuring that my work remains rooted in evidence-based strategies, ethical leadership, and a commitment to student success.
Why This Matters
Leadership in community colleges is dynamic, complex, and deeply impactful. Every decision made at the institutional level affects students, faculty, and the communities we serve. By engaging in research-driven leadership, I am committed to shaping innovative, equitable, and student-centered institutions that prepare learners for success in a rapidly evolving workforce.
