The Thomas A. Mulkeen Dissertation Award
Thomas A. Mulkeen was a professor at Fordham University who was hired as a consultant and shared his expertise with faculty at 成人大片as they designed and developed the EdD doctoral program in Educational Leadership. Tom was a leader within the Danforth Foundation initiative that sought to redesign and improve graduate programs in Educational Leadership. It was Tom who encouraged the doctoral program to focus the dissertation on practice-centered inquiry. Unfortunately, Tom passed away around the time that the 成人大片EdD program graduated the first students in 1994. In honor of his work, the EdD program faculty established this award in his honor. This award is given to the dissertation that best exemplifies practice-centered inquiry.
Criteria:
The Silverfield College of Education and Human Services will celebrate its Educational Leadership and Curriculum and Instruction doctorate recipients with an annual presentation of the prestigious Thomas Mulkeen Award, tentatively scheduled to take place during the SCOEHS Convocation. The Award is given to the graduate whose doctoral dissertation best exemplifies practice-centered inquiry in educational leadership or curriculum and instruction. An ad-hoc group of the doctoral teaching faculty will evaluate the submitted dissertations based on the following criteria:
- Conceptually clear and important problem or hypotheses;
- Comprehensive review of applicable literature;
- Utilization of appropriate and methodologically sound approach;
- Cogent analysis of data;
- Clear discussion of the importance and relevance of the study;
- Scholarly writing style and appropriate documentation (citations and references in APA style);
- Potential of the inquiry to influence education practice.
Information about the next nomination window is shared here when it is available.
2025 Recipient of the Thomas Mulkeen Award for the Doctoral Dissertation that Best Exemplifies Practice-Centered Inquiry
Dr. Brandi Winfrey
Dr. Brandi Winfrey understands the power behind amplifying the voices of students, faculty and staff who are seeking to make a meaningful impact on the world. She has always believed that storytelling plays a prominent role in how we connect and build community with individuals who are both alike and different from ourselves. Over the last 15 years, Brandi has dedicated her time and talents to helping foster a stronger sense of institutional affinity for members of campus communities. Her dissertation, "Leaving It All Behind," used an exploratory approach to narrative inquiry to deepen understanding and raise questions about the ways that state laws may impact the lived experiences of state employees with specific focus areas. Her research offers thought-provoking considerations for leaders and administrators at all levels, particularly those who are committed to supporting their staff in substantial ways. Resonances (findings) suggest that how leaders show up for their staff in pivotal moments may positively or negatively inform the overall experiences of staff.
Past Recipients of the Thomas Mulkeen Award for the Doctoral Dissertation that Best Exemplifies Practice-Centered Inquiry
2024
Dr. Valentina Bongiovanni
Dr. Haley Vogel
2023
Dr. Shaneka Ferrell
Dr. Laura Mayberry
2022
Dr. Laurie Hoppock
Chair: Dr. David Hoppey
Dr. Jennifer Shepard
Chair: Dr. Diane Yendol-Hoppey
2021
Dr. Lee Anderson Louy
Chair: Dr. David Hoppey
Dr. Jennifer Perkins
Chair: Dr. Amanda Blakewood Pascale
2020
Cheryl Mobley Gonzalez
Chair: Dr. Anne Swanson
Megan McMillan
Chair: Dr. David Hoppey
Kristen Duffney
Chair: Dr. Daniel Dinsmore, Ph. D
Raine Osborne Jr.
Chair: Dr. Daniel Dinsmore, Ph. D
2018
Sarah Friswold-Atwood
Chair: Dr. Daniel Dinsmore, Ph. D
Anthony Mortimer
Co-Chairs: Dr. Carolyn Ali-Khan, Ph. D. and Dr. Daniel Dinsmore, Ph. D
2017
Travis Henderson
Chair: Anne K. Swanson, Ph. D
2016
Shawn Brayton
Chair: Elinor A. Scheirer, Ph.D.
2015
Mai Keisling
Chair: Christopher Janson, Ph. D.
2014
Trudy Abadie-Mendia
Chair: Katherine L. Kasten, Ph.D.
Tavy Wells
Chair: Larry G. Daniel, Ph. D.
2013
William Ganza
Chair: Katherine Kasten Ph.D.
Jevetta Stanford
Chair: Katherine Kasten Ph.D.
2012
Janie Smalley
Chair: Katherine Kasten, Ph.D.
2010
Jeane Richards
Chair: Larry G. Daniel, Ph.D.
Teaching for Cultural Competence: Preferred Strategies of Baccalaureate Nursing Faculty
2009
Robert Todd Parrish
Chair: Katherine Kasten, Ph.D.
2008
Angela Garcia Falconetti
Chair: Joyce T. Jones, Ph.D.
James Young
Chair: Cheryl Fountain, Ph.D.
2007
Gigi M. David
Chair, Katherine M. Kasten, Ph.D.
2006
Cynthia S. Jacobs
Chair -- Katherine M. Kasten, Ph.D.
2005
LaDonna K. Morris
Chair – Larry G. Daniel, Ph.D.
2004
Claribel Torres-Lugo
Co-Chairs: Warren A. Hodge, Ph.D. and Larry G. Daniel, Ph.D.
Principal’s Assessment of Florida’s Accountability Model: A Descriptive Overview of School Factors Associated with High-Stakes Accountability
2003
John A . Frank
Chair: Charles M. Galloway, Ed.D.
2002
Joel Whitt Beam
Chair: Thomas S. Serwatka, Ph.D.
2001
Margo L. Martin
Chair: Thomas S. Serwatka, Ph.D.
The Connection Among Computer-Mediated Communication, Course Completion Rate, and Achievement in Relation to Distance Education and the English Composition Student
2000
Kathryn M. Krudwig
Chair: Robert J. Drummond, Ed.D.
1999
Judith B. Poppell
Chair: Katherine M. Kasten, Ph.D.
The Effect of School Desegregation on an Historically Black High School
1998
Madelaine M. Cosgrove
Chair: Katherine M. Kasten, Ph.D.
The Impact of Professional Development School Activities on Classroom Teachers’ Sense of Efficacy and Classroom Practice
1996
Linda Rhea Hunter
Chair: Robert J. Drummond, Ed.D.
1995
Jeanne E. Borstein
Chair: Elinor A. Scheirer, Ph.D.
The Effects of Cooperative Learning on the Attitudes and Achievement of Academically Talented Secondary Students
1994
Paige V. French
Co-chairs: Charles M. Galloway, Ed.D., Katherine M. Kasten, Ph.D.
The Roles of School and Advisory Councils in School Improvement: A Case Study in Policy Interpretation