Doctoral Student Profiles

Jorge Abril Sanchez

Originally from Avilés, Asturias, Spain, I moved to the United States in 2001 after earning a BA in English Philology from the Universidad de Oviedo. My initial journey brought me to the University of Massachusetts Amherst through a student exchange program, where I completed coursework in pedagogy, methodology, and language acquisition—credits that contributed toward my Spanish teaching certification (CAP). What began as a one-year academic experience quickly evolved into a long-term commitment: I pursued and completed an MA in Hispanic Literature and Linguistics at UMass in 2004.

Following this, I began doctoral studies at the University of Chicago, specializing in Spanish Literature with a concentration in the Spanish Golden Age and Renaissance. In 2009, I transitioned from my PhD program—having reached ABD status—to begin teaching at the collegiate level. Over the next decade, I held academic appointments at Reed College (2009–2010), Wake Forest University (2010–2012), and the University of New Hampshire (2012–2018) as a visiting professor and lecturer.

In 2018, I shifted to secondary education, where I have since taught English, Spanish, and French in various middle and high schools across New Hampshire, including in Lebanon, Candia, Windham, Northwood, Epping, and currently, Exeter. Recognizing that key educational decisions are often made at the administrative level, I pursued further studies in Education at the University of New Hampshire, earning an MA in Educational Studies in 2021—just one month after completing a PhD in English Literature from my alma mater in Asturias.

Since beginning my doctoral work at UNH, my research has centered on multicultural and multilingual approaches to education, with a strong emphasis on social justice in the classroom, and leadership and policy in our school districts. I am particularly interested in examining how the creation, retention, or elimination of administrative roles in Diversity, Equity, and Inclusion (DEI) over the past decade has influenced both curricular content and school culture, all within the broader context of ongoing political pressures at the local, regional, and national levels.

Safaa Bilal

I am a graduate student at the University of New Hampshire with a strong interest in education, social justice, and child development. I hold a master’s degree in Global Studies (International Relations) from Roskilde University in Denmark and a bachelor’s degree in business. My research and professional experiences have centered on inclusive and formative education, with a particular focus on neurodiverse children and the development of equitable learning practices. At UNH, I am continuing to explore how educational systems can support all learners in reaching their full potential, drawing on interdisciplinary approaches from education, psychology, and community development. Outside of research, I love spending time in nature, trying out gluten-free recipes, and finding creative ways to make learning fun for everyone.

Kendra Bostick

I am completing my Ph.D. in Education at the University of New Hampshire, where my research examines how experiential learning influences youth's social, emotional, and cognitive development. My scholarship focuses on how connection-driven team-building experiences cultivate belonging, improve student engagement, and well-being for youth. 

I am the Founder & CEO of Kikori, a social impact company expanding access to experiential Social Emotional Learning in schools across the United States and globally - and winner of the Social Venture Innovation Challenge and Holloway Competition. Through Kikori's platform, training and Digital Citizenship, Safety, and Wellness curriculum, Kikori provides educators with research-backed tools to foster emotionally safe, inclusive learning environments where all students can thrive. 

I earned my undergraduate and Master of Social Work degrees from the University of Michigan and later completed a Master's degree in Education focused on experiential learning. A Licensed Clinical Social Worker, I previously supported youth in schools and therapeutic settings in Detroit, Chicago, and abroad. Bilingual in Spanish and having worked, volunteered, and traveled in over 30 countries, I believe that when educators intentionally build community, connection, and belonging, it creates the foundation that allows every learner to realize their full potential. 

Christian Carmody

I received my bachelor's degree in mathematics from the University of Vermont and a master's in education from the University of New Hampshire. After founding and running an education nonprofit for three years, I spent five years teaching high school mathematics. I am currently pursuing a Ph.D. in Curriculum and Instruction at UNH under the supervision of Dr. Ruth Wharton-McDonald and serve as a Senior Researcher at the Research Institute for Learning and Development, working with Dr. Lynn Meltzer. Most recently, I was a Guest Lecturer for Oxford Royale’s Summer School Program at Yale.  I’ve also been featured as a guest lecturer for the popular event series, Lectures on Tap, where speakers give thought provoking lectures inside of bars.

My research examines whether intellectual humility is a motivational factor in students’ decisions to speak up or remain silent during classroom discussions, and how this factor may be influenced by environmental cues, particularly when instructors model intellectually humble behavior.

Marie Collins

I am currently pursuing my PhD in Teacher Education and Curriculum theory.  My dissertation research aims to illuminate the experiences of teachers laboring and learning in American public schools, drawing on a critical ethnographic methodology; portraiture. I hope to use this work to advocate for the need to treat organizational level teacher learning as a curricular endeavor, signaling the need to include teacher voices and consider workplace conditions within the learning design. I hold a BA in Music Education, an M.Ed in elementary education, and a graduate certificate in Feminist Studies, all from UNH. My early career was spent teaching internationally at an American school in Abuja, Nigeria followed by a community school in Abidjan, Cote d'Ivoire. At both schools, I collaborated with colleagues & students to build sustainability programs. Eventually I moved into a teacher educator & curricular design role, which brought me back to UNH to pursue my PhD. 

Outside of my studies, I work as a graduate advisor to the Sustainability Institute and a graduate assistant to the Graduate School Student Affairs Team here at UNH. I am also the co-founder of a NH non-profit, Cultivate. We organize two major community events each summer; Farm-a-Q, which takes place at Tuckaway Farm in Lee, and The New England BIPOC Festival, which takes place at Strawbery Banke Museum in Portsmouth.  Finally, I coach high jump at Noble High School in South Berwick, Maine. I am an aunt to four rambunctious nieces, a mother to a dog aptly named Wahala [trouble], a partner to a health care provider, and one of the least organized gardeners you will ever meet.

Jonathan Constable

Although I earned my M.Ed. in Higher Education Administration from Northeastern University in 2017, I consider myself a University of New Hampshire Wildcat through and through. I completed my B.A. in English Literature at UNH in 2014 and am now pursuing a Ph.D. in Education with a specialization in Leadership and Policy Studies. My research centers on post-secondary career services—an area deeply connected to my professional role as Career Director for UNH’s College of Liberal Arts. UNH is a truly special place to work and learn. My wife, closest friends, and most inspiring colleagues are all part of my journey here, and for that, I am deeply grateful.

Elizabeth DiLuzio 

I am a seasoned leader in evaluation, research, and capacity building, with extensive experience across multiple sectors. Currently a Senior Evaluator at the Behavioral Health Improvement Institute at Keene State College, I manage a seven-project portfolio aimed at improving behavioral health outcomes, leading a team of evaluators and analysts to deliver evidence-based insights that drive systemic improvements. I also serve as a Lead Curator for the American Evaluation Association, where I disseminate key findings and trends in evaluation practice, furthering thought leadership in the field. 

My commitment to education and capacity building is evident in my role as an Adjunct Professor at New York University, where I teach courses on program evaluation and quantitative methods. I recently launched Data Jam, a learning community for building evaluators' quantitative skills/ 

A recurring theme throughout my career is my dedication to advancing diversity, equity, and inclusion (DEI). My Ph.D. research at the University of New Hampshire explores the history and current state of DEI in the tech industry and explores education-based strategies for closing longstanding gaps. 

When I'm not working, I can be found rowing on the Merrimack, clicked into my road bike, or on a place to my next adventure with my husband and son. 

Kristin Eberl 

I am a Ph.D. student in Education at the University of New Hampshire, where my research interests are looking at how nature-based modalities can support student and educator wellness through integrated and place-based social and emotional learning curriculum. I currently hold a NH state license in school counseling and earned an M.Ed. in Counseling from UNH (2008) and a B.A. in Interpersonal and Relational Communications from Edinboro University of Pennsylvania (2004). In my current position, as a Field Specialist for Youth Behavioral Health & Wellness with UNH Extension, I’ve cocreated a school-based wellness program, All-Terrain Learning Adventures (ATLAS), through a partnership program with the Southeast land Trust of New Hampshire. Together, we work to engage area school districts in Next Generation Science Standards; Collaborative for Academic, Social and Emotional Learning (CASEL) Framework; and New Hampshire’s Work Study Practices to build the next generation of land stewards by connecting students and staff with self, others, and the land. I look forward to expanding this work through targeted research, and bridging theory and practice to for greater accessibility and understanding amongst school law and policymakers.   

diana gonzalez 

I am a Licensed Clinical Social Worker, Licensed Addiction Counselor, and Animal-Assisted Social Worker. While also maintaining a small private practice, I am also acting as a Graduate Assistant within the University of New Hampshire as I progress through my PhD in Experiential Education. New York born and bred, I ventured out to Colorado to complete my masters in social work from the University of Denver. A lifetime Girl Scout, camp counselor, and adventurer, I seel to utilize experiential and hands-on additions to my more traditional talk-based therapies. For my work in academia, I seek to develop programming to support and uplift future BIPOC leaders in the wilderness and adventure communities.

Xuening Hu 

I am originally from China and am currently pursuing my doctoral degree in Education at the University of New Hampshire under the supervision of Associate Professor Andrew Coppens. My research focuses on educational psychology, with particular emphasis on children's agency, active learning choice mechanisms, and cross-cultural comparative studies in informal educational environments. I am passionate about exploring the intersections between culture, psychology, and education to contribute to more effective and culturally responsive educational practices. My research seeks to bridge Eastern and Western educational perspectives, offering insights that can enhance our understanding of how children learn and develop across diverse cultural settings. 

Cayce Jones 

I am a PhD in Education candidate investigating connections between high-impact practices, ePortfolios, and the First Destination Survey (FDS). In addition to my part-time studies at UNH, I am the Career Director in the Peter T. Paul College of Business & Economics. Before UNH, I studied English (B.A.) and Higher Education (M.A.) at Boston College. While at BC, I also rowed for the BC Men's Crew (Rowing) team. I am passionate about supporting neurodiverse college students from classroom to career; increasing access to experiential learning; and Universal Design for Learning (UDL) for student success at all levels—my goal is to combine these passions to create a more equitable and sustainable future for both students and higher education professionals. 

Kamala Nasirova 

I am Kamala Nasirova from Azerbaijan, currently pursuing my dissertation under the Dissertation Year Fellowship with the supervision of Dr. Suzanne Graham. My dissertation focuses on school funding and student achievement in New Hampshire through a longitudinal analysis.

Throughout my time at the University of New Hampshire (UNH), I have served as a Graduate Research and Teaching Assistant in the College of Liberal Arts (COLA), working under the guidance of several professors. I also worked at the Carsey School of Public Policy with Dr. Jessica Carson as a Graduate Research Assistant on multiple early childhood projects.

In addition, I have had the opportunity to collaborate with several organizations, including the UNH Sustainability Institute in partnership with New Hampshire Businesses for Social Responsibility, the Oyster River School District with NH Listens, the Center for Assessment, and the National Center on Education and the Economy.

Before beginning my Ph.D. journey at UNH, I completed my master’s degree at Saint Michael’s College in Vermont, where I also completed an internship at the Vermont Agency of Education.

Christopher Paris 

I earned Master’s degrees in History (2000), English (2008), and Educational Studies (2023). I am currently a Ph.D. student in Education at the University of New Hampshire focusing on leadership and policy studies under the guidance of Dr. Paula Salvio. Over my career, I taught English Language Arts at the middle and high school levels. I also taught writing at the college level and presently teach Introduction to Educational Studies here at the University. Earlier in my career, I also spent several years as a test developer in the educational assessment. My research at the University focuses on social emotional learning (SEL), positive behavior interventions and supports (PBIS), and multitiered systems of support for behavioral health (MTSS-B), particularly with regard to how policies and practices intended to improve school climate and support the social, emotional, behavioral, and academic (SEB) needs of the whole child impact educational experiences and outcomes.

Olesia Pavlenko 

I am a Ph.D. student in Education at the University of New Hampshire. My research examines how technology, multimodality, and game-based approaches enhance language learning and literacy development in multilingual contexts. I have published in Language Learning & Technology and TESOL Journal, with forthcoming chapters in Routledge volumes on digital game-based learning and language assessment. I teach courses on linguistic diversity, bilingualism, and culturally responsive pedagogy and co-facilitates professional development for K-12 teachers. My recent leadership and service have included roles in graduate governance and professional organizations such as AERA and TESOL. My broader goal is to design equitable, technology-enhanced learning environments that empower multilingual learners and educators in the age of AI. 

Benjamin Phinney 

NH-born, NH-based elementary school teacher and current UNH doctoral student in the Education Department. My scholarship takes a critical look at childhood, personhood and identity with a particular focus on how non-personhood is currently institutionalized in early life (and how that can be remedied, particularly through public school curriculum). When I’m not teaching, reading or on campus, you can usually find me running, swimming, or relaxing in the sun with some headphones on.

Cristiane Scott 

I am a Ph.D. in Education candidate exploring self-awareness in the context of teaching with focus on intentional adaptation in teaching practices. I am a graduate assistant with the Clinical Experience Office at the UNH Education Department. As a GA, I support students enrolled in programs that can lead to an initial teaching license. My work ranges from administrative tasks, to planning and preparing workshops and events, to documenting progress through a student's program. 

I am originally from Brazil, where I worked as a public school teacher for over ten years. I earned a bachelor's degree in Portugese, English and Literature from the Universidade Estadual de Alagoas and an M.Ed. from Boston University. 

Outside of academia, I write fiction. I have two published adult fiction books, Todos os Rios se Dirigem para o Mar (2005, self-published, in Portuguese only) and The Language of Belonging (2016, Holland House Books). 

Matt simon

I am pursuing a doctorate in Education, where my research examines how institutions of higher education can collaborate to develop workforce pipelines for emerging industries through the lens of game theory. My research interests include inter-institutional strategy, governance, and higher education mergers and acquisitions.

My career has spanned youth development, engineering, technology commercialization, global business leadership, and higher education. Today, I serve as Executive Director of the UNH Biotechnology Innovation Center, Executive Director of the ReGen Valley Common Campus, and Executive Director of Enterprise Integration and Operations for USNH's Rural Health Transformation Hub. As Principal Investigator for two federal grants and Co-Principal Investigator for a third, I help lead more than $100 million in workforce development and innovation initiatives. I have earned bachelor's degrees in the Administration of Justice and Electrical Engineering and an MBA. My work is driven by a passion for developing collaborative models that strengthen higher education, regional economies, and emerging industries.

Shikha singh

I am joining the Department of Education at the University of New Hampshire as a Ph.D. scholar, bringing over 20 years of experience in teaching, curriculum development, and school leadership. I hold a Master of Education in Educational Leadership from Oxford Brookes University, UK, where my dissertation explored leadership practices during the COVID-19 pandemic, with a focus on crisis management, equity, and digital transformation. 

My professional background spans primary to secondary education, including senior roles such as Principal and Academic Coordinator in India, and instructional roles in the UK. With additional postgraduate degrees in English and History, my interdisciplinary approach informs my research interests in educational leadership, inclusive practices, and innovation in pedagogy. 

Throughout my career, I have demonstrated a sustained commitment to advancing educational equity and community engagement, complemented by my volunteer work with organizations such as OXFAM UK and Feeding India. 

At UNH, I aim to contribute meaningfully to research that addresses contemporary challenges in education and to collaborate with faculty and peers in shaping responsive and impactful learning environments. 

Victoria White 

I am a New Hampshire native, and I have been involved in the UNH community for several years. I graduated from UNH with my Bachelor of Science in Social Work in 2019 and my Master of Social Work in 2020. I currently work full-time as a Senior Academic Advisor at the University Advising Center at UNH, and I am a PhD student in Education Department with a focus on Leadership & Policy Studies in Higher Education. My research interests include the college major selection process, career development for college students, access to higher education, and college student success. When I am not spending time studying, you can find me hiking in the White Mountains with my husband and dog, spending time with friends and family, and traveling as much as possible.