Scholarly Leaders: Celebrating the EdD-LOC Program's Newest Doctors and Dissertations

The Moody School of Education at Baylor University proudly celebrates the successful Problem of Practice dissertation defenses of our Summer 2026 Doctor of Education in Learning and Organizational Change (EdD-LOC) cohort.

Rather than completing standard capstone projects, EdD-LOC candidates execute a comprehensive research dissertation. These scholar-practitioners investigate multifaceted organizational challenges through rigorous empirical methods, grounding their findings in high-level theory to drive meaningful, evidence-based change. Their research delivers valuable insights that advance leadership practices across diverse sectors, including corporate enterprise, healthcare systems, higher education, government, and community advocacy.

“The work our students put into these dissertations is remarkable,” says Dr. Marquita Foster, Graduate Program Director. “Doing formal research while working full-time as a leader isn't easy, but this cohort met that challenge head-on. They’ve generated real, data-driven insights that will make a tangible difference in their fields.”

Summer 2026: Successful Dissertation Defenses

The following scholars have successfully defended their Problem of Practice Dissertations and have completed their requirements. As such, they have earned the title of Doctor.

Kaitlyn Berry: Social Emotional Learning and Classroom Climate: A Qualitative Single Holistic Case Study Examining Canine Therapy in a K-5 Suburban Public Elementary School (Chair, Dr. Kiera Warren)

Michael J. Brogen: Exploring Missions Organization Leaders’ Perceptions on Mitigating Preventable Attrition Among Global Workers Using Power-Load Margin: A Qualitative Case Study (Chair, Dr. Stefan Vaughn)

Kristy V. Delony: Paraprofessionals’ Experiences in a Grow Your Own Alternative Teacher Certification Program in a Texas School District: A Holistic Single Case Study (Chair, Dr. Margareta Knopik)

Mark Ellis: A Quantitative Examination of Self-Efficacy, Authentic Leadership, and Leadership Effectiveness Among Leaders at an Institution Experiencing Systemic Change (Chair, Dr. Shelby D. Vaughn)

Erika García Reyes: Ni uno sin el otro: An Embedded Qualitative Case Study on Teacher-Principal Collaboration to Sustain Equity in Dual Language Programs at AYER Independent School District (Chair, Dr. Amy M. Sloan)

Keegan Gold: Empowered to Move: A Single Case Study of Employee Perceptions and Experiences with Workday Physical Activity in Higher Education (Chair, Dr. Brenda K. Jones)

Elena Hood: Transforming Classrooms: A Qualitative Holistic Single-Case Study Unveiling the Need for Trauma-Informed Training for Educators at One Rural School in San Diego County (Chair, Dr. Kellie M. Dixon)

Antonio Jarmon Hornsby, Sr: Awakening Wakanda: Exploring Black IT Professionals' Perceptions of Organizational Culture and Climate Toward Advancement in the Workplace (Chair, Dr. Kellie M. Dixon)

Evan J. Hunt: Psychosocial Predictors and Experiences of Collegiate Student-Athlete Burnout in a Small Private College: An Explanatory Sequential Mixed Methods Study (Chair, Dr. Anne Steketee)

TJ Johnson: Exploring the Career Progression of Black Female Officers to Senior Leadership Positions in the U.S. Army: A Qualitative Single Case Study (Chair, Dr. Amy M. Sloan)

Amber Jones: It Takes a Village: A Qualitative Case Study Exploring Parents' Perspectives on Black Girls’ Social-Emotional Development within Queens Empowerment Academy (Chair, Dr. Kellie M. Dixon)

Eric L. Klingensmith: A Qualitative Study of Teachers’ Perceptions of School Leaders’ Effectiveness in Creating a Shared Vision and Cultivating Trust Through Transformational Leadership (Chair, Dr. Laila Y. Sanguras)

Christy Mactavish: Transformative Professional Learning in PreK–12 Protestant Christian Schools: A Quantitative Study Examining Predictors of Faculty Faith and Learning Involvement (Chair, Dr. Shelby D. Vaughn)

Renata Souza Maricevich: Plastic Surgeon Mentor and Mentee Perceptions on the Impact of Mentorship: A Multiple Case Study (Chair, Dr. Jessica Meehan)

Maria Fernanda Martinez-Donaus: "On My Own": A Qualitative Single Case Study on Latinx Students' Experiences Navigating Financial Aid in Brownsville, Texas (Chair, Dr. Kellie M. Dixon)

Jennifer Rosi Moreno Calix: Bridging Environments: A Qualitative Single Case Study Exploring the Role and Practices of School Counselors in Texas Through the Lens of Ecological Systems Theory (Chair, Dr. Kellie M. Dixon)

David Overstreet: A Comparative Examination of Social Cognitive Levels between Traditional and Hybrid Trained Paramedics in Central Texas: A Quantitative Study (Chair, Dr. Shelby D. Vaughn)

Michelle R. Pippin: Breaking the Glass Windshield: A Qualitative Single Case Study with Embedded Units Examining Women's Perceptions of the Life Course Factors Influencing Their Career Paths in the U.S. Independent Automotive Repair Industry (Chair, Dr. Amy M. Sloan)

Alejandro A. Quirino: The Authorship of Emerging Adulthood: A Single Case Study on Meaning-Making Among Undeclared First-Generation College Students at a South Texas Public Institution (Chair, Dr. Margareta Knopik)

Malekah Salim-Morgan: What About the Children? A Case Study Exploring an Urban School Principal’s Use of Culturally Responsive Leadership Practices after Receiving a Large Number of Students Displaced Due to School Closures (Chair, Dr. Brenda K. Jones)

Gisela Salinas : Bridging the Literacy Divide: A Qualitative Case Study Exploring K-2nd Grade Teachers’ Preparedness and Instructional Practices in Early Literacy Instruction (Chair, Dr. Kellie M. Dixon)

Kerri M Scroope: Recalculating Math Instruction: A Qualitative Holistic Single-Case Study on the Crossdisciplinary Influence of Lesson Study at a California Charter School (Chair, Dr. Amy M. Sloan)

Michael A. Simmons: "Why Are We Still Drowning?" A Qualitative Case Study Exploring Determinants of Mental Health Service Utilization Among African Americans in the Rural South (Chair, Dr. Shelby D. Vaughn)

Marcia L Troyer: Exploring Job Satisfaction and Retention of School Business Leaders in Wisconsin: A Quantitative Analysis Using Herzberg’s Two-Factor Theory (Chair, Dr. Corina Kaul)

Robb Warfield: A Qualitative Study of Christian School Leaders’ Perceptions on Rapid Growth, Organizational Culture, and Shared Values (Chair, Dr. Shelby D. Vaughn)

Gina Weekley: Culture is King: An Exploratory Qualitative Case Study Examining Culturally Responsive Teaching to Address Educational Disparities in an Urban Iowa High School (Chair, Dr. Laila Y. Sanguras)

Tiffanie Williams-Brooks: A Qualitative Single Case Study exploring Self-Efficacy Among Black Female Leaders Navigating Microaggressions and Gendered Racism in Outpatient Mental Health Clinics (Chair, Dr. Kellie M. Dixon)

Latasha Jean Williams: The Transformative Learning Experiences of Former U.S. Foster Youth Across Higher Education: A Qualitative Embedded Single-Case Study (Chair, Dr. Shelby D. Vaughn)

Diana Rosa Ybañez: Expectancy-Value of Education for Hispanic Dual Enrollment Charter School Alumni from Economically Disadvantaged Backgrounds: A Qualitative Study (Chair, Dr. Shelby D. Vaughn)

Tynelia Young: The Day the Teacher Didn't Quit: A Qualitative Holistic Single Case Study on the Resiliency of K-12 Teachers in Central Texas (Chair, Dr. Laila Y. Sanguras)

Courtney L. Yunt: Behind the Blue Door - A Single Case Study Exploring Parent and Staff Perceptions of Youth Development at an Oklahoma Boys & Girls Club (Chair, Dr. Amy M. Sloan)

The Pathway to Doctor

Having successfully defended their research before a faculty committee and walked the stage at commencement, these leaders have completed their doctoral journey. They now hold the title of Doctor—a designation that reflects their status as subject-matter experts and scholarly leaders. 

We congratulate our newest EdD-LOC alumni on reaching this distinguished academic milestone and look forward to the impact they will continue to make.

ABOUT MOODY SCHOOL OF EDUCATION

For more than 100 years, the Moody School of Education has advanced Baylor’s mission across the globe while preparing students for a range of careers focused on education, leadership, and human development. With more than 70 full-time faculty members, the school’s growing research portfolio complements its long-standing commitment to excellence in teaching and student mentoring. Baylor’s undergraduate program in teacher education has earned national distinction for innovative partnerships with local schools that provide future teachers deep clinical preparation. Likewise, the Moody School of Education’s graduate programs have attained national recognition for their exemplary preparation of research scholars, educational leaders, innovators and clinicians. Visit the Moody School of Education website to learn more.

ABOUT BAYLOR UNIVERSITY

Baylor University is a private Christian University and a nationally ranked Research 1 institution. The University provides a vibrant campus community for more than 20,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 100 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. Learn more about Baylor University at www.baylor.edu.