The Dr. Penny L. Hammrich Doctoral Student Colloquium series offer School of Education doctoral students an opportunity to share their original research and learn from their peers, faculty, and staff. Each month, one EdD and one PhD student presents their research at the Colloquium which is presented online through Zoom. These sessions help doctoral students to connect with each other and develop a peer community that is invaluable in supporting their journeys in the program. Each doctoral student presenter is also asked to write a Research Brief that relates to his or her presentation which is then included in an edited publication titled "Doctoral Student Research Briefs" published on the School of Education's website. The Research Brief is a way to disseminate our doctoral students' research as shared in the Colloquium in a concise format with relevance to education. Examples include preliminary or pilot studies, research explorations such as literature reviews, works-in-progress, research issues related to education, or completed research studies. 

2023-2024 Doctoral Colloquium Schedule

November 6, 2023

Validation Theory in Cybersecurity Education
Michael Klein, PhD student

A Delphi Method Study: Exploring and Identifying Foundation Skills for Surgeons to Transform Surgical Education
Marlene DeMaio, EdD student

This Colloquium was moderated by School of Education Professor Deanna Hill, PhD, JD.

December 4, 2023

Building Racial Consciousness: A Phenomenological Study of How White Teachers Learn and Practice Racial Literacy
Rebecca Epting, PhD student

Reconnecting Broken Bonds - A Case Study of One Middle School's Model For Reestablishing Effective Home and School Partnerships
Tamecah Pinkney, EdD student

This Colloquium was moderated by School of Education Professor MJ Tecce DeCarlo, EdD.

January 8, 2024

Evaluating the Impact of a PreK Gardening Professional Development Program on Teachers' Instructional Use
Casey Hanna, PhD student

Unmasking Barriers, Unleashing Potential-A Phenomenological Study on Academic Advisors' Implementation of Critical Support Systems for Black Male Student Athletes' Academic Success
London Thompson, EdD student

This Colloquium was moderated by Assistant Clinical Professor Larry Kaiser, PhD.

February 5, 2024

Unearthing CROPS: A Systematic Integrative Literature Review of Community-Based, Reciprocal, Out-of-School Programs in STEM (CROPS)
George Schafer, PhD student

Called to Teach: An Explanatory Sequential Study of Racism-Related Stress and Black Women’s Well-being in Higher Education Ecologies
Valdijah Ambrose-Brown, EdD

This Colloquium was moderated by Assistant Clinical Professor Michael Kozak, EdD.

March 4, 2024

From Segregation to Disproportionality: Dicrit's Contribution to Understanding Special Education's Legal and Historical Dimensions 
Tryphaena Hooper, PhD student

A Mixed Methods Approach to the Effectiveness of Corequisite Developmental Mathematical Classes 
John Hamman, EdD student

This Colloquium was moderated by School of Education Associate Dean for Diversity, Equity, and Inclusion, and Associate Professor, Christopher Wright, PhD.

April 1, 2024

May 6, 2024

A Case Study Exploring the Axiomatic Nature of Education through the Experiences of Black Prek-12 Educators 
Isaiah Lassiter, PhD student

Summer STEM Enrichment for Adolescent Girls: A Longitudinal Mixed-Methods Study 
Lara Taylor, EdD

The Penny L. Hammrich Doctoral Colloquium Series is named in memory of School of Education Dean Penny L. Hammrich PhD. During her time at Drexel, Dr. Hammrich left a lasting impression on the School of Education, earning the admiration and affection of her peers and students university-wide, and enhancing the School’s Student Services department to better cater to student needs. Dr. Hammrich pioneered various non-credit professional development programs through the School’s Education Passport initiative, providing working professionals with the opportunity to attain digital badges and microcredentials beyond their formal education. Most significantly, she deeply impacted her colleagues and students at Drexel. Dr. Hammrich consistently referred to the School of Education as her family. She maintained an open-door policy for faculty, staff, and students, offering unwavering support in helping them overcome any challenges they encountered.