Graduate School of Education 2025 Boston Residency Presenters
Dr. Jared Auclair, Dean of the College of Professional Studies
Dr. Auclair serves as the Dean of the College of Professional Studies. Appointed in December 2024, Jared leads all academic and administrative functions of the college.
With more than a decade of experience at Northeastern, starting first as a post-doc and most recently, Vice Provost Research Economic Development and Director of Bioinnovation, Jared is a champion of innovation and collaboration and deeply values the promise that the College of Professional Studies brings to students as one of Northeastern’s most diverse and dynamic colleges committed to meet students where they are.
Prior to his role as Vice Provost Research Economic Development, Jared served as the Associate Dean of Professional Programs and Graduate Affairs in the College of Science, and still holds a faculty appointment in the Department of Chemistry and Chemical Biology. His past experience with the College of Professional Studies includes leadership on a variety of economic and workforce development and research programs, including PlusOne, a dynamic program that gives students the opportunity to accelerate their education by earning both a bachelor’s and master’s degree in five years.
Dr. Corliss Thompson, Associate Dean for the Graduate School of Education
Dr. Corliss Thompson is a Teaching Professor serving as the Associate Dean of Graduate School of Education (GSE) at Northeastern University. Dr. Thompson previously served as the Assistant Dean of Academic Affairs in the GSE. Prior to becoming an administrator, Dr. Thompson taught in the Doctorate of Education and Masters of Education programs at Northeastern. In 2017, she was honored with the Excellence in Teaching Award for the College of Professional Studies.
As a scholar-practitioner, Dr. Thompson has consulted with leaders in higher education and non-profits on program evaluation and organizational development. She has led workshops and spoken to a wide range of audiences on educational access, leadership, education systems, and professional development. Dr. Thompson has presented her research on educational systems and teacher development at academic conferences and practitioner gatherings.
Dr. Thompson’s scholarship focuses on educational equity and effectiveness, including securing a National Science Foundation grant to enhance underrepresented students’ interest in STEM fields. Her research examines culturally responsive teaching practices and their impact on student outcomes.
Prior to working in higher education, Dr. Thompson was a program evaluator and elementary school teacher. She is actively involved in community service and serves on various boards and committees. Dr. Thompson holds a Ph.D. and M.A. in Education from the University of North Carolina at Chapel Hill and a B.S. in Elementary Education and History from UNC Greensboro.
Dr. Cherese Childers-McKee, Assistant Dean of Academic and Faculty Affairs and Associate Teaching Professor
Cherese Childers-McKee is the Assistant Dean of Academic and Faculty Affairs and Associate Teaching Professor in the Graduate School of Education at Northeastern University. Previously, she served as the Director of the Education Doctorate Program (EdD). Dr. Childers-McKee completed her Ph.D. in Educational Studies with a concentration in Cultural Studies at The University of North Carolina at Greensboro, her MEd in Education – Teaching English as a Second Language at the University of North Carolina at Charlotte, and her BS in Spanish at Wake Forest University. She also holds a graduate certificate in women’s and gender studies. Her research interests include Action and Community Engaged Research and Social Justice Education. Dr. Childers-McKee has conducted presentations and published papers on action research, youth participatory research, race and identity, interracial and intercultural relations, critical pedagogy, critical race and multiracial feminism, and teacher advocacy.
Dr. Mounira Morris, Director of Master’s Degree Programs and Associate Teaching Professor
Dr. Morris chairs Doctor of Education students on their dissertations, especially on topics related to diversity, equity, inclusion and belonging. Dr. Morris has held several administrative and faculty roles in higher education contributing to a depth of professional experience in diversity, social justice and student affairs which informs her teaching, chairing, writing, research, and professional practice. At Clark University, Dr. Morris served as Associate Dean of Students for ALANA (African, Latinx, Asian, and Native American) Student Support and as interim Director of Academic Advancement. She was Director of Diversity Affairs at Allegheny College and Associate Dean for Diversity at Earlham College.
Dr. Morris received her B.S. in Business Administration and M.S. in College Student Development and Counseling at Northeastern University. She obtained her Doctor of Education from the University of Massachusetts – Amherst. Dr. Morris is a member of several professional (for example, NASPA) and service organizations (such as, Sigma Gamma Rho Sorority, Inc.).
Alex Fronduto, DHS, Associate Teaching Professor
Alex Fronduto is an Associate Teaching Professor in the Graduate School of Education at Northeastern University’s College of Professional Studies. He serves as faculty lead for the Master of Education in Higher Education Administration program and chairs dissertations in the Doctor of Education (EdD) program. He holds a Bachelor of Science in Chemistry and Premedical and Health Studies and a Doctorate in Health Sciences from the Massachusetts College of Pharmacy and Health Sciences, as well as a Master of Education in Higher Education Administration from Northeastern University.
Dr. Fronduto’s research interests include supervision practices in higher education and the integration of experiential learning in online graduate coursework. He has presented nationally and regionally at conferences hosted by the American Association of Collegiate Registrars and Admissions Officers (AACRAO), the National Association for College Admission Counseling (NACAC), the New England Association for College Admission Counseling (NEACAC), and the Conference on Higher Education Pedagogy. His scholarship has been published in College & University and Strategic Enrollment Management Quarterly.
He is the current host of the AACRAO podcast Admit It, which explores topics in enrollment management, and is the founder of the Higher Education Networking Collective, a nonprofit professional organization dedicated to breaking down silos across institutions and fostering interinstitutional collaboration and connection. Prior to transitioning into academia full time, Dr. Fronduto spent a decade working in enrollment management at a private four-year university, with responsibilities that included student and staff supervision, recruitment, and visit/event management.
Dr. Daniel Serig, Assistant Teaching Professor
Dr. Serig is an Assistant Teaching Professor in the Graduate School of Education at Northeastern University in the doctoral concentration in higher education administration. He comes to the position after concluding his work as Vice President for Academic Affairs at Massachusetts College of Art and Design. Research interests include AI in education, curriculum design, assessment, pattern theory, and artistic research. Since 2002, Serig has been part of dozens of arts programming evaluations throughout the nation including the National Endowment for the Arts. Published works are in several education journals. He served as the Research Review section editor of Teaching Artist Journal for three years and served as editorial board member of the journals, Visual Inquiry: Teaching and Learning in Art and Art for Life. Serig presents nationally and internationally.
 | Dr. Amy Casi, Ed.D. NEU alum Dr. Casi brings over 25 years of extensive practical teaching and leadership experience to elementary education. She specializes in curriculum development, transformative school leadership, and integrating theory and practice to support learners of all ages. As the current Lead Teacher of Old Hammondtown School, she is passionate about fostering diverse and inclusive learning spaces and creating a supportive community of educators committed to effecting impactful change in education. |
 | Dr. Andrew Anderson, Assistant Academic Specialist Dr. Anderson is an academic specialist in the Graduate School of Education. His professional focus is student-centered learning and 21st-century skills-based on deep learning competencies, shared leadership, continuous improvement, and professional learning communities. Dr. Anderson is the principal of Barrington Middle School in Rhode Island, a high-performing school of 850 students and 90 staff, where he has collaborated with consultants and provided embedded training and coaching to all teachers on deep learning principles and the development of project-based learning opportunities connected to the United Nations Sustainable Goals. He was awarded a $200,000 competitive grant targeting student-centered learning and was involved in all aspects of a $64 million school construction project designed around deep learning principles. Throughout a given school year, Dr. Anderson’s middle School, Barrington Middle School, hosts nearly 100 visitors to see deep learning in action. He is a member of the New England League of Middle Schools and other professional organizations. He is also a National Institute for School Leaders (NISL) facilitator and presented at National Conferences across the Country. He lives in Rhode Island and teaches online. |
 | Dr. Annine Crystal, Assistant Teaching Professor Dr. Crystal serves as lead for the Innovative Teaching and Learning concentration. Dr. Crystal has served as a classroom teacher, instructional coach, building leader, curriculum supervisor, and most recently as the assistant superintendent of a mid-sized K-12 public school district. Her areas of interest include creating authentic and meaningful professional learning experiences for educators, coaching as a lever for change, Universal Design for Learning, and Action Research in the classroom. Dr. Crystal received her Master’s Degree in Psychology from Teachers College, Columbia University, and her Doctor of Education in Teaching and Learning from American International College. |
 | Mike Dean, Assistant Teaching Professor Michael J. Dean is the concentration lead for the Learning Analytics program within the Master of Education program, both designing and delivering the curriculum. His research interests are quantitative methods in education in general, and more specifically in cognitive diagnostic assessment models and the measurement of nontraditional academic outcomes in education. Previously, Dr. Dean served as a technical research advisor at the International Rescue Committee, a global humanitarian aid, relief, and development nongovernmental organization, and as the head of research at the International Baccalaureate, a nonprofit educational foundation offering international education programs to more than one million students worldwide. He has 20 plus years of experience as a teacher at the middle school, high school, and graduate levels in the U.S. and Cameroon. |
 | Dr. Rachel Deleveaux, Ed.D. NEU alum Dr. Deleveaux is a seasoned executive and thought leader with over 20 years of experience in organizational culture development, strategic advising, and equity-driven leadership. She is the founder of Transformative Culture Solutions, a consulting firm dedicated to helping organizations evolve through intentional strategy, inclusive practices, and sustainable culture change. Dr. Deleveaux holds a doctorate in Education from Northeastern University, where she focused her research on Curriculum, Teaching, Learning, and Leadership. Her scholarly work explores the intersections of predominantly white school culture, Black mentorship, and identity development, laying the groundwork for innovative approaches to student success and institutional transformation. In her current role as Assistant Vice President of Strategy, and Engagement at Simmons University, Dr. Deleveaux has led the development and implementation of a campus-wide bias reporting process, aligning systems and policies with the institution’s core values. She also designed and launched a nationally recognized mentoring program tailored to support Black students at predominantly white institutions. Dr. Deleveaux shares her expertise in the classroom as well. She teaches a business course at Simmons University that explores Inclusive Leadership across organizational structures, and serves as an Adjunct Professor at North Shore Community College, where she empowers first-year students—particularly those from underrepresented backgrounds—to navigate higher education with confidence and resilience. Rachel serves on several boards- including the Children’s Trust Fund, and lends her expertise to several regional and national councils focused on equity and inclusion. Across every role, Dr. Deleveaux remains deeply committed to building inclusive environments where individuals and communities can thrive |
 | Blaise Guerriero, active NEU student Over the past nine years, Blaise has combined his passion for advocacy and social justice with his love of academia. He has conducted and presented research on the relationships between HIV and social identities to minimize stigma surrounding the disease, looking at the importance of identity-based affinity groups among students and faculty of color in the STEM field, and is currently working on his dissertation focusing on food insecurity on college campuses. His goal throughout his professional and academic journeys has been, and will continue to be, to educate others on topics that have historically been overlooked and encourage others to use their voices to do the same. |
 | Joan Giblin, Associate Teaching Professor In addition to teaching at the college level since 2004, Dr. Giblin has held leadership roles in residence life, orientation programs, first year seminar, academic support programs, and academic advising as well as provided strategic leadership for student support and retention initiatives. Her publications include articles in the Journal of Applied Instructional Design, a book chapter on facilitating self-regulated learning, and an instructional text. Dr. Giblin has served on the executive board of the College Reading and Learning Association (CRLA) Northeast Chapter and serves as a master reviewer for the CRLA International Tutor Training Program Certification program. Her research has been presented at regional and national conferences, including the National College Learning Center Association, the College Reading and Learning Association, Mathematical Association of America’s MathFest, and the Joint Mathematics Meeting. Dr. Giblin’s research explores the development of academic self-regulation skills in college students through intentional instructional design. She also studies higher education administration. |
 | Shaunna Harrington Shaunna Harrington teaches in the Master of Arts in Teaching program and the Master of Education program, and is the faculty lead for the Learning & Instruction concentration. She began her career as a social studies teacher in the Boston Public Schools, and has continued to focus her teaching and activism on equity and justice in K-12 education. Her research area is history of education, and she has written and presented on a variety of topics from community schools created by Black parents and activists in Boston in the 1960s to American colonial education in the Philippines in the early 20th century. She is the President-Elect for the Massachusetts chapter of ASCD. |
 | Dr. Chris Unger, Teaching Professor Dr. Unger, with over 35 years of experience in education, is a teaching professor and co-directs the LEARN Lab at Northeastern University, where he collaborates with educators, schools, and systems to leverage AI to accelerate and enhance learning. He is also widely connected with a great number of schools and school leaders across the country, re-imagining the possibilities of teaching, learning, and schooling and publishes, presents, and engages in research on new designs of schooling, as well as counsels on a variety of innovation and AI research and advocay projects across the country. As a Teaching Professor in the Doctor of Education program, he specializes in reimagining education through the use of AI and learner-centered designs and practices. |
 | Criss Vo, active NEU student Criss currently teaches English at Golden West College, where he was honored with the Part-Time Professor of the Year award in 2023. In addition, Vo is pursuing his Doctor of Education at Northeastern University in Boston, focusing on AI literacy and its role in enhancing college students’ research and writing skills. Vo’s dissertation explores the importance of integrating AI literacy into the curriculum, and he is excited to deepen his expertise in educational leadership and innovation. Vo looks forward to relocating to New England upon completion of his doctoral studies in 2026. |
 | Dr. Dana Hill, Ed.D. NEU alum Dr. Hill is an experienced teacher of PreK-12 English learners in New York City. Following a degree in Cognitive Science – Psychology at the University of California Irvine, she went on to work with Americorps in a class of English learners. This work brought her to Teachers College, Columbia University, where she pursued a master’s degree in Teaching English to Speakers of Other Languages (TESOL). As a Filipino-American of a bilingual-bicultural background, Dr. Hill is passionate about working with students and families who are beginning to navigate the newcomer experience. Through her doctoral work at Northeastern University, Dr. Hill examined the many ways in which multilingual learners continue to be marginalized in mainstream spaces and implemented changes to address them in her school. |
 | Dr. Dixi Douville, Ed.D. NEU alum Dr. Douville is both a scholar and a practitioner with 37 years of nursing experience that she brought to Nursing education in 2011. Her doctoral study focused on the experience of the failed student, and institutional responses to student success and well-being. |
 | David Dawson II, active NEU student David Dawson II has built a career in higher education as a student services and operations administrator over seventeen years. His professional development is supported by developing genuine connections with colleagues, a drive for lifelong learning, and a desire to see people succeed. David has earned a Bachelor’s degree from Indiana University (B.A., English) and two Master’s degrees from Northeastern University (M.Ed. Higher Education Administration, M.S. Corporate & Organizational Communication). David is the Associate Director of PhD programs for the College of Arts, Media, and Design at Northeastern University and a current student in the Doctorate of Education program with an Integrative Studies concentration. |
 | Charles Kilfoye, Ed.D., Assistant Teaching Professor Charles Kilfoye, EdD is an Assistant Teaching Professor in the Graduate School of Education’s Doctor of Education program. He leads the Workplace Learning concentration in the doctoral program. Dr. Kilfoye has provided strategic leadership to develop, implement and enhance student-centered unified learning strategies, services and support for online learning, experiential learning, industry partnerships, and learner success for graduate and undergraduate students. His primary area of interest is the ideation and implementation of emergent approaches to workforce innovation, including building talent pipelines between industry and higher education, establishing experiential pathways for career starters and career advancers, upskilling and re-skilling workers for emergent industries, expanding and optimizing diversity and inclusion pathways, and empowering rising professionals to become change agents for workplace learning and development. He recently served as Assistant Vice Chancellor of Industry Relations and Talent Pathways at Northeastern University, supporting cooperative education, employer partnerships, and experiential learning. Prior, he was Assistant Vice President of Learner Success, leading academic & career advising, co-operative education, and experiential learning for CPS. Previously, Dr. Kilfoye was Senior Director of the Experiential Network and Senior Director of NU Online, both at Northeastern University. Before Northeastern, Dr. Kilfoye worked for two decades leading and innovating for workplace learning and online learning in the high-tech industry for Motorola, Digital Equipment Corporation, tech start-ups and small to medium-sized enterprises. Currently, he also serves as the Interim Associate Dean of Student Experience for the College of Professional Studies at Northeastern University. |
 | Dr. Lila Anna Sauls, Ed.D. NEU alum Dr. Sauls currently leads Homeless No More as its Chief Executive Officer and implements the organization’s initiatives, including community partnerships, programs, shelter operations, and the design and construction of affordable housing that directly affects the lives of homeless and at-risk families throughout South Carolina. With over 30 years in non-profit leadership, Dr. Sauls serves on numerous boards and committees and informally advises City, County, State, and congressional leaders on systemic issues such as education, wage equity, healthcare, transportation, and housing. She has spoken in front of numerous policy subcommittees. She has presented nationally on housing development, crisis management, and COVID-19 response in the nonprofit sector. She is an adjunct faculty member at the University of South Carolina and Columbia College. |
 | Dr. Mark Tarallo, Ed.D. NEU alum After a 29 year career in corporate technology, Dr. Tarallo is currently living his retirement dream on the adjunct faculty at the School of Business at The College of New Jersey. He teaches Organizational Behavior and Management Principles, and advises independent study students. A longtime veteran of working from home, Mark’s research interest focuses on remote workers and their need to take workday breaks for activities of their choosing. He is a staunch remote work advocate and believes that workers should be free to choose their work location and that organizations can benefit from hiring and embracing remote workers. Mark holds an Ed.D. in Organizational Leadership from Northeastern University, an MBA in Corporate Finance, an MAT in Secondary Education and BS in Accounting. |
 | Dr. Noor Ali, Assistant Professor Dr. Ali teaches undergraduate, graduate, and doctoral students. Ali serves as the Concentration Lead for Transformative School Leadership in the Ed.D. Program at Northeastern University. Dr. Ali has developed a micro theoretical framework, MusCrit as a subset of Critical Race Theory where she posits a framing for understanding the lived experiences of Muslim Americans. Her book is titled Counter-narratives of Muslim American Women: Making Space for MusCrit. She has published extensively on topics of MusCrit, racialization of religion, demystifying Critical Race Theory, leadership, social justice, experiences of BIPOC women in academia and leadership, and experiential learning in K-12 settings. A veteran teacher in K-8 education, Dr. Ali is also the Principal of Al-Hamra Academy where she has led several initiatives including teaching towards equity, experiential learning, inter-faith dialogue, citizen science, and STEM education. Dr. Ali also serves as a Commissioner for the New England Association for Schools and Colleges (NEASC), Commission of Independent Schools. She is actively involved in Diversity, Equity, and Inclusion (DEI) work with NEASC and the Town of Shrewsbury where she served on the DEI Taskforce. She has served as Board Member on the Shrewsbury Youth and Family Services and is often found actively engaged in inter-faith and community-based initiatives. Dr. Ali was elected as a Trustee to the Shrewsbury Public Library. She is also the author of One Teaspoon of Home a book of poetry in South Asian Literature. |
 | Sagar Rajpal, Associate Director for the Center for Spirituality, Dialogue, and Service at NEU Sagar Rajpal is originally from Mumbai (erstwhile Bombay), India, and graduated from Northeastern University with a Master of Science in Engineering Management in December 2017. He is dedicated to merging engineering and systems thinking with cultural and spiritual life throughout the Northeastern University system. He strives to bridge the gaWith operations in over 40 different cities across the world, Sagar works with a team of 70+ Advisors and Affiliates to help the NU community become engaged citizens, peacebuilders, and leaders equipped to tackle pressing global problems. |
 | Dr. Wendy Crocker, Part-Time Lecturer Dr. Crocker is a full-time faculty member from Ontario, Canada connected with the Transformative Teaching and Learning Concentration. She loves all things curriculum, teaching, and early childhood and serves as the lead instructor on the Social Justice course in the DIP program. |
 | Dr. Heidi Cheerman, Ed.D. NEU alum Dr. Cheerman is an award-winning Associate Clinical Professor in the Department of Physical Therapy, Movement and Rehabilitation Sciences (PTMRS) and Assistant Dean for Interprofessional Education (IPE) for Bouvé College of Health Sciences at Northeastern University. This nationally recognized therapist has over 20 years of clinical experience in the acute hospital, acute inpatient rehabilitation, and outpatient settings primarily treating individuals diagnosed with neurological dysfunction. Heidi’s doctoral research explored perceptions of faculty and students at a higher education Doctor of Physical Therapy program with a view to promoting meaningful Interprofessional Education (IPE) integration and reducing health disparities. |
 | Heather Craigie, active NEU student Heather Craigie is the Associate Director of the Center for Service-Learning and Social Action at John Carroll University. In this role, she coordinates student leadership development programs through academic service-learning, civic literacy initiatives, and advocacy-based internships throughout metro Cleveland. She recently defended her DiP, titled “Critical Consciousness Development through Community-Engaged Leadership in Higher Education.” |
 | Heather Dague, active NEU student Heather Dague is a Special Education district administrator in a public school district just outside New York City. She is committed to strengthening special education systems and promoting equitable access to services for all students. Her dissertation, “Beyond Compliance: Reframing the American K12 Special Education Experience”, examines how policy and practice can be transformed to more effectively support students, empower educators, and engage families. Outside of her professional work, Heather enjoys traveling and spending quality time with her husband and their three daughters |
 | JoAnne Spagnuolo, Ed.D. NEU alum Dr. Spagnuolo has worked in education for over a decade. She has worked as an administrator and an instructional coach where she trains educators by modeling practices, providing feedback, and delivering professional development. She earned her doctorate in education from Northeastern University with a concentration in curriculum, teaching, learning, and leadership. She completed her dissertation on facilitating teacher collaboration in order to implement social-emotional learning strategies. She also holds a Master’s degree in education from the University of Massachusetts Boston and a Bachelor’s degree in English from Boston University. In 2021, she completed a social-emotional learning facilitator certification. |
 | Dr. JoJo Jacobson, Ed.D. NEU alum Dr. Jacobson is the Director of Academic Support and Accessibility at Simmons University in Boston; they have worked in higher education for the past 17 years. They earned their Ed.D. in Higher Education Administration from Northeastern University in 2025, with their dissertation, “AI-Augmented Graduate Support: A Practical Model to Increase Belonging,” which explored innovative strategies to foster inclusion. A dedicated educator and researcher, they have presented on academic support innovations and the ethical use of AI in education at local and national conferences for the past five years. Dr. Jacobson is passionate about leveraging technology and inclusive practices to support diverse student populations and create equitable learning environments. |
 | Jon DeMarco, Ed.D. NEU alum After receiving his Doctoral Degree from Northeastern Dr. DeMarco became a school administrator and also started the Get Better Every Day Brand (trademarked). Get Better Every Day started with a sports focus and now encompasses all aspects of life, including the work DeMarco does in schools. |
 | Melissa A. Parenti, Assistant Director and Associate Teaching Professor Melissa A. Parenti, Ed.D., is an Associate Teaching Professor and Assistant Director in the EdD program in the Graduate School of Education. She joined Northeastern in 2016. Her areas of expertise include action research, teacher preparation, instructional coaching, and literacy development. Prior to entering higher education in 2011, Dr. Parenti served for 15 years as a classroom teacher, reading specialist, and consultant in K-12 school systems in the urban communities of Chicago, Los Angeles and New York City. Her most recent publications appear in the Impacting Education, Learning Disability Quarterly, Action Research Journal, Intervention School and Clinic, and The Reading Teacher. She has received three Excellence in Teaching awards at Northeastern and at St. John’s University. Dr. Parenti currently sits on the editorial review board for The Reading Teacher and serves as a reviewer for AERA and Impacting Education. At Northeastern, she served on the Faculty Academic Council for the College of Professional Studies and as Chair of the Faculty Development and Support Committee, as the Chair and member of the Professional Development & Support Committee for the College of Professional Studies All College Committee. Dr. Parenti’s research centers on improving equity and the quality of instruction in all classrooms — from high-need, low-resource K-12 schools to university settings – and action research curriculum. |
 | Christopher Lawrence, Academic Advisor Chris began his career as a high school chemistry teacher. He moved to higher education in 2021 working as the Assistant Director of Academic Services at the College of the Holy Cross. Chris holds an MEd in Education and a Graduate Certificate in Higher Education Leadership and Administration. In his spare time, he enjoys traveling and hanging out with his wife and dog. |
 | Leslie Winslow-Keats, Associate Director of Academic Advising Leslie started at Northeastern University in February 2020 in the Graduate School of Engineering as an Academic Advisor. Leslie joined the CPS Graduate School of Education in November 2023. Prior to joining Northeastern University, Leslie was the School of Management Academic Advisor for 4 years at Cambridge College. In Leslie’s career, she has appreciated the opportunity to engage with people to learn their story and what are their aspirations. It is exciting for Leslie to support people through the process of developing their action plans to implementation. Leslie enjoys spending time with family, being outside and traveling. |
 | Aimee Williams, Academic Advisor Aimee began her career in customer service roles. She moved into higher education in 2019, serving faculty and staff at Northeastern’s D’Amore-McKim School of Business in HR and Communications roles. Aimee has an MEd in Higher Education Administration. She is an empathetic and creative problem solver thriving on helping people find the best solutions for their needs by providing exceptional service. She enjoys reading, photography, and drinking way too much iced coffee. |
 | Melody Su, active NEU student Melody is an educator, program director, and consultant with a passion for fostering innovation and equity in education. Having lived and worked in five countries, she brings a unique perspective to her work in education, program management, and technology integration. Melody founded Episteme Nexus (EpNex), a consultancy that supports small-to-medium-sized enterprises and educators in program management, curriculum development, leadership development, and more. Through her podcast, EpNex: Education 360, Melody explores topics such as education, mentorship, technology, and entrepreneurship. Currently, Su is a doctoral candidate at Northeastern University, focusing her research on AI in education with a concentration in workplace learning. In addition to her academic pursuits, Melody serves as the treasurer and an active board member of the Graduate School Education Research Association (GSERA), contributing to research and community engagement in education. Outside of work, Su loves traveling, hiking, solving puzzles, and connecting with her Taiwanese heritage through experiences living and working in Asia and beyond. |
 | Michele Campbell, Ed.D. NEU alum placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text placeholder text |
 | Dr. Tyrone Newsome, Ed.D. NEU alum Dr. Newsome serves as faculty in the cooperative education department at Northeastern University’s D’Amore-McKim School of Business, where he provides career coaching and develops employer partnerships. With 25+ years in higher education spanning multiple student-centered domains, he focuses on removing barriers to student success. As co-chair of the National Association of Colleges and Employers’ Diversity, Equity, and Inclusion Committee, Dr. Newsome champions inclusive practices in career development. His educational background includes a Doctor of Education in Higher Education Administration from Northeastern University, enhancing his ability to address the intersection of technology and education. Dr. Newsome’s expertise in student development, career readiness, and educational leadership positions him as a valuable contributor to discussions on implementing generative AI across educational environments from primary education through workplace settings. |
 | Dr. Stefany Breton, Keynote Speaker and Part-Time Lecturer Dr. Breton is an advocate, educator, and researcher committed to transforming education for historically resilient communities. As Director of Advocacy Engagement at TNTP, she leads efforts to build and sustain a high-quality educator workforce. A former teacher, school leader, and state policy director, she has influenced policy across 400+ schools. Her research centers on the RISE framework, which reimagines how institutions support Black women in education. Dr. Breton also teaches education policy and leadership at Northeastern and Boston University. She holds degrees from Spelman College, UMass Amherst, and Northeastern University. Rooted in community, storytelling, and systemic change, Dr. Breton brings both strategy and heart to her work. |
 | Dr. Fatima Koura, Ed.D. NEU alum Dr. Koura completed her Doctor of Education (EdD) in December 2024, with research focused on the experiences of Muslim American women in higher education. Her work explores how race, gender, and faith shape student experiences within academic spaces. She is currently an English professor at Fairleigh Dickinson University. |
 | Wendy Langlois Williams, M.Ed. NEU alum Williams is a seasoned nurse and educator with a heart for healing and a clear-eyed approach to mental resilience. Grounded in evidence based practice and decades of experience, she bridges science, spirit, and practical care. Wendy designs workshops, courses, and learning communities that help people reconnect with the quiet wisdom beneath mental noise—restoring clarity, compassion, and sustainable well-being. Whether teaching professionals or supporting individuals, her presence invites insight, hope, and meaningful change. |