CPED Board of Directors
Stanton Wortham, PhD - Chair
Stanton Wortham is the Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development at Boston College. He was formerly the Berkowitz Professor of Education at the University of Pennsylvania, where he also served as Interim Dean twice. He earned his B.A. with highest honors from Swarthmore College and his Ph.D. from the University of Chicago in Human Development. His research applies techniques from linguistic anthropology to study interaction, learning and leadership development in classrooms and organizations. Books include Learning Identity, Bullish on Uncertainty, and Discourse Analysis beyond the Speech Event. He has most recently done research with Mexican immigrants, and his book Migration Narratives will be published in late 2020. He has been a W.T. Grant Foundation Distinguished Fellow and an American Educational Research Association Fellow, and he is a member of the National Academy of Education. He has received the American Educational Research Association Cattell Early Career Research Award and the University of Pennsylvania Lindback Award for Distinguished Teaching. In both research and practice, he and his colleagues at Boston College are implementing a broad vision of “formative education,” in which educators are responsible for fostering the development of whole people, including interrelations among intellectual, interpersonal, emotional, ethical, and spiritual dimensions.
Gaëtane Jean-Marie, PhD - Immediate Past Chair
Gaëtane Jean-Marie, Ph.D. is dean of the College of Education at Rowan University. Prior to Rowan, she was the Dean of the College of Education at the University of Northern Iowa, she was a department chair and professor of educational leadership at the University of Louisville and held a faculty position at the University of Oklahoma and Florida International University. Dr. Jean-Marie’s research focuses on educational equity & social justice in K–12 schools, women and leadership in P-20 system, and leadership development and preparation in a global context. She has over 90 publications which include books, book chapters, and academic articles in peer-reviewed journals. Her most recent co-edited book is Comparative International Perspectives on Education and Social Change in Developing and Developed Nations (2015, Information Age). She is the recipient of the 2017 Distinguished Career Alumni Award from her alma mater.
Kofi Lomotey, PhD - Secretary
Dr. Kofi Lomotey is the John Bardo and Deborah Bardo Distinguished Professor of Educational Leadership at Western Carolina University. For nearly 50 years -- as a scholar and as a practitioner -- he has focused on the education of Black people. At the higher education level, he has been a university professor, department chair, provost, president and chancellor. He has been a founder, teacher and administrator at three independent African-centered schools.
Alma Dolores Rodríguez, PhD - Treasurer
Dr. Alma Dolores Rodríguez is Dean of the College of Education and P-16 Integration at The University of Texas Rio Grande Valley (UTRGV). She received her Doctor of Education degree from The University of Houston. Her research and scholarship focus on the improvement of teacher preparation programs with an emphasis on meeting the needs of Latina/o emergent bilingual students, teachers, and communities. Dr. Rodriguez was president of the Texas Association of Teacher Educators (TxATE) and served on the board of the Consortium of State Organizations for Texas Teacher Education (CSOTTE). She is currently a member dean of Deans for Impact and of the Texas Association of Colleges of Teacher Education (TACTE). In the summer of 2020, Dr. Rodríguez was appointed to serve on the State Board of Educator Certification (SBEC) in the state of Texas.
Carole Basile, PhD
Carole G. Basile is the Dean of the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University (ASU). As Dean at ASU, her work has centered on redesigning the education workforce and workplace--creating models for strategic staffing—all to drive working and learning environments that support the need for learning in new economy.
She is currently working with education organizations nationally and internationally to design new systems for educators and their students and enable organizational change away from the traditional grammar of schooling.
Her background in educator preparation is extensive, with over 30 years working in higher education. Her experience stems from early experiences in business and an understanding of how workforce design and development is needed to change the way schools’ staff and operate. With this background, she is currently developing a new blueprint for educator preparation to address the current needs of the overall workforce through accessible, flexible, and responsive systems.
She has published numerous articles, books, book chapters, and technical papers. Her books include: A Good Little School; Intellectual Capital: The Intangible Assets of Professional Development Schools; and co-authored, Next Education Workforce: How Team-Based Staffing Models Can Support Equity and Improve Learning Outcome.
She is an invited speaker at national and international conferences and meetings about Next Education Workforce and is committed to scaling change for learners, educators, and communities.
Her community work is also extensive as she has actively partnered with many schools and school districts, community and youth serving organizations, and businesses to create access and opportunity for all children and youth. She currently serves on the boards of Education Reimagined, Verse Video, Carnegie Project for the Education Doctorate, and Teach for America Phoenix.
William Crawley, PhD
Dr. William Crawley was appointed founding dean of the University of West Florida College of Education and Professional Studies in 2014. Dr. Crawley is an innovative leader, author, and presenter whose research has informed his work in the classroom and as an academic administrator. With leadership at the core of his work, Dr. Crawley’s research interest has led him to be extensively involved in public-service and community-based initiatives, where he has served as the principal investigator for multi-million-dollar projects.
Chinaka S. DomNwachukwu, PhD
Chinaka S. DomNwachukwu is professor and Dean of the James R. Watson & Judy Rodriguez Watson College of Education at California State University San Bernardino (CSUSB). He exercises the academic and administrative oversight over the college of 3 departments 6 teaching credentials, 11 master's degree programs, and a doctoral program in educational leadership. He also has direct oversight of the Doctor of Education (EDD) Program. Dean DomNwachukwu is actively involved with the community and external constituencies that the university serves in the Inland Empire region of Southern California. Among the Dean’s primary initiatives at CSUSB is a minority teacher pipeline program that focuses on recutting, training, and deploying African American and Hispanic males into the K-12 classrooms. Prior to coming to California State University, San Bernardino, Dr. DomNwachukwu served as a professor of Multicultural Education and as Associate Dean at Azusa Pacific University School of Education. Among his many publications is An Introduction to Multicultural Education: From Theory to Practice (2010), and Multicultural Education in an Age of Globalization: Compelling Issues for Education (2019).
Sara Ewell, PhD
Sara Ewell, PhD, is the Associate Dean of Faculty for the College of Professional Studies. She previously served as the Assistant Dean of Faculty and Student Affairs, Director of the Doctor of Education, and Teaching Professor at the Graduate School of Education. During her tenure in the Graduate School of Education, she chaired nearly 100 dissertations and led the redesign of the EdD that was awarded the 2022 Carnegie Project on the Education Doctorate Program of the Year. She has published extensively on professional doctorates, experiential teaching and learning and action research.
Sara serves as a reviewer for professional journals and conferences and volunteers for various community-based organizations and the Traumatic Brain Injury Association. Sara founded the Disability Alliance, an affinity group for faculty and staff with disabilities at Northeastern in 2022.
Joseph Flessa, PhD
Joseph Flessa is Professor of Educational Leadership and Policy and Associate Dean, Programs at the Ontario Institute for Studies in Education of the University of Toronto. Before earning his PhD at the University of California, Berkeley, he was a public school teacher in Texas and director of an international school in Mexico. His scholarship focuses on urban educational policy and politics, comparative educational administration, and school leadership and policy with an emphasis on leadership practices in Ontario and Latin American schools. At OISE he helped develop the First Nations Schools Principals’ Course, is core faculty of the Centre for Leadership and Diversity. and is widely regarded as an exemplary teacher and dedicated doctoral supervisor. In 2021, he was awarded OISE’s Distinguished Contributions to Teaching Award.
Gretchen Givens Generett, PhD
Dr. Gretchen Generett is a distinguished scholar, academic leader, and advocate for social justice in education whose career spans more than two decades. Currently serving as the Dean of the School of Education at Duquesne University in Pittsburgh, Pennsylvania, she also holds the Noble J. Dick Endowed Chair in Community Outreach. Her leadership at Duquesne is characterized by a deep commitment to educational equity, community engagement, and the transformative power of education. She has been involved with CPED since 2006.
Dr. Generett began her tenure at Duquesne University in 2008 as an Associate Professor in the Department of Educational Foundations and Leadership, later earning full professorship in 2018. Over the years, she has held multiple leadership positions, including Chair of the Department of Educational Foundations and Leadership and Director of the UCEA Center for Educational Leadership and Social Justice. Her appointment as Dean in 2021 followed a successful term as Interim Dean. These roles have allowed her to shape institutional policies and programs that align with her values of inclusivity, critical pedagogy, and community collaboration.
Her academic journey began at Virginia Polytechnic Institute and State University, where she served as Assistant Professor in the Department of Teaching and Learning. She continued to build her scholarly career at George Mason University and Robert Morris University, taking on roles that increasingly emphasized research and leadership. An international perspective was added to her experience during her tenure with the Japanese Education and Teaching (JET) Program in Shimabara, Nagasaki, Japan, where she taught English to high school students.
Throughout her career, Dr. Generett has held several fellowships, including the Education Policy Fellowship with the Education Policy and Leadership Center (EPLC), the Barbara A. Sizemore Fellowship at Duquesne, and a Community Partnership Fellowship at the University of Pittsburgh’s Center for Urban Education. These fellowships reflect her national reputation and unwavering focus on community-based educational reform.
Dr. Generett is also a recognized leader in professional organizations. She served as President of the American Educational Studies Association (AESA) in 2021–2022, after holding successive roles as President-Elect and Vice President. Her leadership in AESA illustrates her commitment to advancing interdisciplinary dialogue and critical inquiry in the field of education. Currently, Dr. Generett serves on numerous boards and advisory committees including SSB Bank, Green Building Alliance (secretary), Pittsburgh Community Broadcasting Corporation, Pittsburgh Scholar House (chair), Contemporary Craft, Education Policy and Leadership Center, and Lexia Community Advisory Board.
Her scholarship is deeply rooted in themes of race, equity, identity, and leadership. She has authored and edited numerous peer-reviewed books, journal articles, and book chapters, including The American Dream for Students of Color: Barriers to Educational Success and Taking Up Equity Leadership: A Guide for Building Equity-Focused Schools and Systems. Her work has been featured in Urban Education, Educational Forum, and the Journal of Transformative Education, among others. She is also known for innovative educational resources such as Community Story-Mapping – The Pedagogy of the Griot, reflecting her interest in culturally responsive pedagogy.
Her impact has been widely recognized through numerous awards, such as the Alan Lesgold Award for Excellence in Urban Education, and multiple Faculty Awards for Excellence in Teaching and Service from Duquesne University’s School of Education. She is frequently invited to speak and participate in national and regional panels and conferences that address pressing educational challenges.
A scholar-practitioner at heart, Dr. Generett bridges the gap between academic theory and practical application. Her career exemplifies a lifelong dedication to empowering communities through education, mentoring emerging leaders, and challenging systemic barriers that hinder educational equity.
Paul LeMahieu, PhD
Paul G. LeMahieu is senior advisor to the president at the Carnegie Foundation and graduate faculty in the College of Education, University of Hawai‘i – Mānoa. LeMahieu served as superintendent of education for the State of Hawai‘i, the chief educational and executive officer of the only state system that is a unitary school district, serving 190,000 students; prior to that he was undersecretary for educational policy and research for the State of Delaware. He has been president of the National Association of Test Directors and vice president of the American Educational Research Association. He served on the National Academy of Sciences' Board on International Comparative Studies in Education, Mathematical Sciences Board, National Board on Testing Policy, and the National Board on Professional Teaching Standards.
Paul’s current professional interests focus on the adaptation of improvement science methodologies for application in networks in education. He is a co-author of the book Learning to Improve: How America’s Schools Can Get Better at Getting Better (2015), and lead author of the volume Working to improve: Seven approaches to quality improvement in education (2017). He is currently working on a book entitled Assessing to improve: Practical measurement for improvement (forthcoming).
Paul has a doctorate (Ph.D.) from the University of Pittsburgh, a master’s (M.Ed.) from Harvard University, and a bachelor’s (A.B.) from Yale College.
Nathan Murata, PhD
Dr. Murata is a Full Professor in the Kinesiology and Rehabilitation Science (KRS) department, University of Hawaii at Manoa and Dean of their College of Education.
He has co-authored two textbooks, produced numerous publications and local, state, national and international presentations. He has secured over $3.5 million dollars in U.S. DOE, Office of Special Education and Rehabilitation Programs training grants, and contracts worth over $1.5 million from the State of Hawaii, Department of Health focusing on the Hawaii Concussion Awareness and Management Program (HCAMP) in collaboration with the Hawaii Department of Education. Currently, he is Co-PI for HuTT808 project along with colleagues from UMASS, Lowell on Reducing Head Impacts for Hawaii High School football players. Working within the context of Adapted Physical Education, and with the support of external partners, he organized the first Interscholastic high school basketball games featuring both students with disabilities and those who are at-risk called Friday Night Prime Time.
Dr. Murata has been on the CPED Deans Council since its inception in 2019.
Jill A. Perry, PhD
Jill Alexa Perry is the Executive Director for the Carnegie Project on the Education Doctorate. She has an appointment as Research Associate Professor in the School of Education at the University of Pittsburgh. A graduate of the University of Maryland, she received her PhD in International Education Policy. Dr. Perry’s research focuses on professional doctorate preparation in education, organizational change in higher education, teacher professionalization, and teacher issues both nationally and internationally. She has over 18 years of experience in leadership and program development in education and teaching experience at the elementary, secondary, undergraduate, and graduate levels in the US and abroad. She is a Fulbright Scholar (Germany) and a returned Peace Corps Volunteer (Paraguay). Dr. Perry is the chair of the Research & Innovation Advisory Board of the International Higher Education Teaching and Learning Association.
Eboni M. Zamani-Gallaher, PhD
Eboni M. Zamani-Gallaher is a Professor and the Renée and Richard Goldman Dean of the School of Education at the University of Pittsburgh. She previously served as the school's Associate Dean for Equity, Justice, and Strategic Partnerships, where she advanced strategies for equitable collaborations by deepening teaching practices, enhancing programmatic offerings, and reimagining community engagements. She is also the Executive Director of the Council for the Study of Community Colleges (CSCC), a national organization dedicated to advancing the study and practice of community colleges in the United States. Prior to her role at Pitt, she was a Professor at the University of Illinois Urbana-Champaign, where she directed the Office for Community College Research and Leadership (OCCRL) from 2015–2022, securing over $10 million in grants and contracts.
Zamani-Gallaher’s contributions to education have earned her numerous accolades. She is a 2022 American Educational Research Association (AERA) Fellow and the recipient of the 2022 Diverse Champions Award from Diverse Issues in Higher Education. She has also received the 2021 Bruce D. Nesbitt African American Cultural Center Faculty of the Year Award and the 2020 Distinguished Senior Scholar Award at Illinois. Her other honors include the 2019 Community College Research and Scholarship Award from NASPA, the 2019 NISTS Transfer Catalyst Award, and the 2018 Senior Scholar Award from ACPA. She was also recognized with the Founder’s Service Award from ASHE’s Council on Ethnic Participation in 2018 and the 2017 Senior Scholar Award from CSCC, among others. Zamani-Gallaher holds a BS and MS in psychology from Western Illinois University and a PhD in educational organization and leadership from the University of Illinois Urbana-Champaign.
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