Interview with Catherine McGeehan, Ed.D., about Kutztown University's Online Education Doctorate (EdD) in Transformational Teaching and Learning

About Catherine McGeehan, EdD Catherine McGeehan is a Professor of Education at Kutztown University, where she serves as Director of the Education Doctorate (EdD) program and Coordinator of both the Reading Specialist and Instructional Coaching graduate programs. In these roles, she oversees admissions and student advising, develops course schedules, prepares annual data and assessment reports, and leads curriculum review and revision across the EdD, Instructional Coaching, and Graduate Reading programs.

Dr. McGeehan’s research has been published in The Reading Teacher, Literacy Research and Instruction, and the Journal of Digital Learning in Teacher Education, among other scholarly outlets. Additionally, Dr. McGeehan currently serves as Executive Secretary for the Association of Literacy Educators and Researchers (ALER). Her professional service also includes roles as Past President of the Delaware Valley Reading Association; Past President of the Keystone State Literacy Association—Teacher Educator (KSLA-TE) Special Interest Group; and former member of PAC-TE’s Keystone Consortium of Education Associations (KCEA). She remains an active member of several literacy organizations, including ALER, the International Literacy Association (ILA), and the Keystone State Reading Association (KSRA).

Dr. McGeehan earned a Bachelor of Science in Elementary Education from Penn State University, a Master’s in Education with Reading Specialist Certification from Cabrini College, and a Doctorate of Education in Reading from Widener University. Prior to her transition to higher education, she held multiple K–12 roles in both Radnor Township School District and the School District of Philadelphia, most recently serving as Literacy Coordinator for Radnor Township School District.

Interview Questions

[OnlineEdDPrograms.com] Could you please provide an overview of Kutztown University’s online EdD in Transformational Teaching and Learning? How is the program structured, and what are its key learning outcomes? How does the curriculum prepare students to uphold social justice and educational equity when leading transformational change in a wide variety of academic settings?

[Dr. Catherine McGeehan] Kutztown University’s online EdD in Transformational Teaching and Learning is a 54-credit doctoral program designed for educational professionals who seek to lead meaningful, equity-driven change in a wide variety of academic and organizational settings. The program is delivered fully online through synchronous evening classes held via Zoom, which allows students to engage in real-time dialogue, collaborative problem-solving, and faculty mentorship from any location. In addition, students participate in a highly engaging three-day summer residency that builds community, deepens scholarly inquiry, and strengthens the Leader–Scholar Community (LSC) model that anchors the entire program.

The program is intentionally sequenced so that students move through coursework in small cohorts, building strong professional networks that carry through to the dissertation stage. Coursework integrates research methodology, leadership theory, equity-focused practice, and site-based investigation. Each student belongs to a Leader–Scholar Community led by a faculty member who also serves as their dissertation chair. This model ensures continuity, individualized guidance, and a supportive peer group as students develop their research interests and leadership voice. Faculty who teach research methods, leadership, and content courses also serve as second or third readers on dissertations, meeting with students as needed to support quantitative analysis, qualitative design, or conceptual framework development.

Across the 54 credits, students work toward seven core learning outcomes that prepare them to lead transformational, research-driven improvement:

1. Foundations of Research – Students learn the essential components of educational and social science research — problem statements, conceptual frameworks, literature reviews, methodology, data analysis, findings, and implications — and learn to critique these elements in published studies.
2. Improvement and Innovation – Students identify areas for growth within schools and related professional settings, focusing on equitable outcomes and inclusive pedagogical practices that lead to measurable improvement.
3. Social Justice and Critical Theory – Coursework emphasizes the use of critical social theories to engage diverse stakeholders, make evidence-based curricular decisions, and advocate for multicultural and socially just educational practices.
4. Site-Based Inquiry – Students design and conduct rigorous investigations that use best practices from social science research, allowing them to address real problems of practice within their professional contexts.
5. Transformational Action – Students apply research findings to enact change—improving pedagogy, supporting colleagues’ professional development, and advocating for local and broader policy shifts that advance educational equity.
6. Leadership Development – Students engage in deep reflection using transformational leadership models to develop their capacity as leaders within their schools, districts, organizations, and communities.
7. Professional Network Building – Through cohort-based learning, residency experiences, and LSC mentorship, students cultivate professional networks across practitioner, leadership, and academic spheres.

A commitment to social justice and equity is woven throughout the curriculum rather than confined to a single course. Students examine inequitable structures, analyze educational policies and practices through critical theoretical lenses, and learn how to lead change that prioritizes access, representation, and inclusive learning environments. Through site-based projects, students apply these principles directly within their own schools and organizations, ensuring that advocacy and equity-driven leadership become integrated parts of their professional practice.

The combination of synchronous online learning, close-knit cohort communities, sustained faculty mentorship, and applied research experiences prepares graduates to become transformational leaders who can diagnose systemic challenges, design equitable interventions, and collaborate with stakeholders to create sustainable improvements across diverse educational settings.

[OnlineEdDPrograms.com] Kutztown University’s online EdD in Transformational Teaching and Learning is a member of the Carnegie Project on the Education Doctorate (CPED). What motivated you and your colleagues within the College of Education to join the CPED consortium? How did you work with CPED leadership to align the EdD in Transformational Teaching and Learning with CPED’s Framework and Guiding Principles for Program Design?

[Dr. Catherine McGeehan] Kutztown University’s College of Education sought membership in the Carnegie Project on the Education Doctorate (CPED) because we were deeply committed to re-envisioning our EdD as a professional practice doctorate that meaningfully bridges theory and practice. Prior to joining CPED, our faculty had identified a need to strengthen the program’s focus on transformational leadership, equity-centered problem solving, and the development of scholarly practitioners capable of leading systemic improvement efforts in schools, districts, and higher education settings. CPED’s mission and its well-established Framework for the Education Doctorate aligned closely with these goals and offered an evidence-based structure for redesigning our degree program.

Our motivation to join CPED was anchored in three priorities:

• Strengthening program coherence and identity. We wanted our EdD to be clearly distinct from research doctorates, emphasizing applied inquiry, improvement science, and the preparation of change agents.
• Engaging in national collaboration and peer review. CPED’s consortium model provided access to institutions engaged in similar redesign work, allowing us to learn from peers, share innovations, and benchmark program elements against national best practices.
• Ensuring the EdD responds to practitioner needs. CPED’s guiding principles helped us refocus the curriculum around problems of practice, practitioner inquiry, and authentic field-embedded learning experiences.

Working closely with CPED leadership has been integral to both the initial design and ongoing redesign of our program. Faculty regularly participate in CPED convenings, in-person institutes, and virtual workshops where consortium leaders provide targeted feedback on program goals, course sequencing, and capstone structures. As part of our program review process, CPED administrators also conducted an external audit at Kutztown University, offering valuable insights into our program strengths and areas for continued growth. Their guidance helped us refine our signature pedagogy; strengthen alignment with the CPED Framework’s emphasis on inquiry, equity, and transformational leadership; and develop a coherent Dissertation in Practice model grounded in applied research and sustainable organizational problem-solving.

Membership in CPED has significantly enhanced the quality and effectiveness of Kutztown’s online EdD in Transformational Teaching and Learning. Engagement in consortium meetings and cross-institutional working groups has exposed our faculty to innovative instructional models, assessment practices, and cohort-based support structures that now directly shape our program design. CPED has also expanded professional learning opportunities for faculty, deepening our collective capacity to mentor scholarly practitioners and contribute to national conversations about practitioner research, improvement science, and doctoral pedagogy. This collaboration has strengthened program coherence, improved dissertation mentoring processes, and elevated both the rigor and relevance of the curriculum.

Ultimately, our partnership with CPED has supported the creation — and ongoing refinement — of an EdD program that is not only aligned with national standards for professional practice doctorates, but also deeply responsive to the needs of educational leaders across our region. CPED membership continues to serve as a catalyst for reflection, innovation, and continuous improvement within the College of Education.

[OnlineEdDPrograms.com] Kutztown University’s EdD in Transformational Teaching and Learning is offered online, utilizing synchronous and asynchronous instruction. Could you please elaborate on the online learning technologies that this program uses to deliver course materials and facilitate interactions between students and faculty? Furthermore, what do the synchronous sessions entail?

[Dr. Catherine McGeehan] We have transitioned to a fully online program supported by a three-day summer residency that fosters community building and introduces students to the expectations of doctoral study. Our online coursework is delivered through a predominantly synchronous model, reflecting our scholars’ strong preference for real-time interaction with peers and faculty. Typically, at least 80% of each course meets live via Zoom, where breakout rooms are used intentionally to support small-group dialogue, collaborative problem-solving, and peer-to-peer learning — mirroring the interactive structures we would implement in a traditional classroom.

Asynchronous learning is facilitated through Desire2Learn (D2L), the university’s learning management system, where students access modules, readings, multimedia materials, and structured reflection activities. Faculty integrate a range of interactive educational technologies, including Mentimeter, Pear Deck, and Microsoft Teams, to promote engagement, formative assessment, and collaborative knowledge building.

[OnlineEdDPrograms.com] Students of Kutztown University’s online EdD in Transformational Teaching and Learning are required to attend one residency every July during their enrollment. Why are these residencies an important part of students’ learning experience? What activities do students engage in and what kinds of mentorship opportunities can they access during these residencies?

[Dr. Catherine McGeehan] The July residency is a cornerstone of Kutztown University’s online EdD in Transformational Teaching and Learning because it provides an intentional, high-impact learning experience that anchors students’ academic, relational, and professional development. Although our program operates primarily online, the residency creates the essential foundation for community-building, scholarly preparation, and early mentorship that supports student success throughout their doctoral journey.

The residency fulfills several key purposes. First, it fosters cohort cohesion and professional identity, allowing students to meet peers, faculty, and program leadership in-person. These relationships become central to students’ collaborative work during synchronous online courses and help reduce the isolation often associated with online doctoral programs. Second, the residency provides a structured academic and technological orientation, introducing students to program expectations, the CPED Framework, and the supports available to them as emerging scholarly practitioners.

Students engage in a variety of activities during the residency. Each cohort participates in:

• A full program orientation covering timelines, expectations, research milestones, and digital tools.
• Writing retreats focused on scholarly writing, argument development, literature synthesis, and APA 7th edition style.
• Community-building designed to enhance relational trust, promote collaborative inquiry, and strengthen the social and academic support systems that contribute to students’ successful progression through the program.
• Library system trainings led by university librarians on database navigation, advanced search strategies, citation management tools, and research organization.
• AI literacy workshops that help students use generative AI responsibly for brainstorming, drafting, and research support while adhering to ethical guidelines.
• Face-to-face coursework opportunities where select course sessions or mini-modules are delivered in person to deepen engagement and support hands-on learning.
• Interactive seminars on improvement science, transformational leadership, research design, and the development of Problems of Practice.
• Small-group collaboration sessions, writing circles, and cohort-based problem-solving experiences.

Mentorship is intentionally woven throughout the residency. Students meet potential faculty advisors and Dissertation in Practice chairs, participate in small-group advising meetings, and receive individualized feedback on emerging research interests. Advanced doctoral students and alumni join the residency to offer peer mentoring, share experiences about balancing professional and academic responsibilities, and provide insight into the dissertation process.

Together, these activities create an academically rigorous and relationally supportive environment that prepares students for success in an online EdD program. The residency ensures that students begin their doctoral work with strong scholarly foundations, a clear understanding of expectations, and a connected community of peers and mentors. It is a vital component of our program’s commitment to transformational teaching and learning and contributes significantly to the coherence, quality, and impact of the overall doctoral experience.

[OnlineEdDPrograms.com] For their culminating experience in the program, students research and write a dissertation. Could you elaborate on the types of research questions students investigate through their dissertation? How do faculty mentor and advise students during their dissertation work? Does the program embed dissertation work into the curriculum?

[Dr. Catherine McGeehan] The culminating experience in Kutztown University’s EdD in Transformational Teaching and Learning is the Dissertation in Practice, where students investigate a problem of practice directly connected to their professional context. The research questions our students pursue reflect the program’s emphasis on transformational leadership, equity-centered inquiry, culturally responsive practice, and applied research that leads to meaningful improvement in educational settings.

Graduates examine a wide range of issues impacting P–20 systems. Recent dissertations have focused on topics such as:

• Teacher burnout and misappropriated notions of “self-care”
• Culturally relevant and sustaining pedagogies for multilingual learners
• Equity-centered discourse in children’s literature and music education
• Trauma-informed teaching perspectives
• Transformative teacher learning during equity-focused professional development
• Student perspectives on school climate through photovoice
• Translanguaging practices in mathematics classrooms
• Mixed-race learner identity in K–12 schools
• Digital versus non-digital mathematics interventions and their impact on seventh-grade integer fluency
• DACA students’ persistence, mentorship, and pathways to achievement
• Cultural funds of knowledge in mathematics learning
• Teacher perceptions and implementation of evidence-based practices in general education classrooms
• Collaboration between environmental educators and school counselors to support the next generation of conservation and natural resources professionals

These examples represent the kinds of authentic problems of practice our students investigate — issues grounded in equity, instructional design, curriculum representation, student well-being, culturally sustaining pedagogies, and organizational systems. The research questions that emerge from these topics often explore how teaching practices, learning environments, professional development structures, or leadership approaches can be transformed to better serve diverse learners and communities.

The program embeds Dissertation in Practice development throughout the curriculum. Students begin identifying a potential problem of practice early in their coursework and progressively build the skills needed for rigorous inquiry. Key assignments include:

• A preliminary literature review and conceptual analysis
• A research design proposal
• A pilot or exploratory study
• Improvement science cycles (Plan–Do–Study–Act)
• Action research-based reflections tied to their professional context

Courses in mixed-methods design, qualitative and quantitative inquiry, improvement science, participatory research, and culturally sustaining leadership equip students with the methodological knowledge required to conduct transformative practitioner research.

Depending on their scholarly interests and organizational context, EdD candidates employ a range of methodologies, including:

• Action research
• Improvement science cycles
• Mixed-methods studies
• Qualitative case studies
• Critical and multimodal discourse analysis
• Photovoice and participatory methodologies
• Quantitative and quasi-experimental approaches

This methodological flexibility allows students to tailor their study to their unique problem of practice while maintaining rigor and alignment with CPED’s vision for scholarly practitioners.

Faculty mentorship is central to the dissertation process. Each student is paired with a Dissertation Chair and committee who guide them through refining research questions, selecting methodologies, ensuring ethical practice, analyzing data, and linking findings to transformational leadership and organizational change. Support includes:

• One-on-one advising
• Cohort-based research seminars
• Writing retreats
• Structured milestones and checkpoints
• Synchronous mentoring sessions
• Writing and research support through the library and academic services

Graduates consistently use their findings to influence change in their professional contexts. Their research has informed district equity plans, redesigned curriculum initiatives, shaped teacher professional development, improved instructional practices, supported culturally sustaining pedagogies, and strengthened organizational structures related to student well-being, multilingual learners, STEM instruction, and environmental education pathways.

[OnlineEdDPrograms.com] What role does faculty mentorship play in Kutztown University’s online EdD in Transformational Teaching and Learning? How can students make the most of these mentorship opportunities and support systems while in the program?

[Dr. Catherine McGeehan] Faculty mentorship is one of the defining strengths of Kutztown University’s online EdD in Transformational Teaching and Learning. Our program is intentionally designed around the Leader–Scholar Community (LSC) model mentioned earlier, which creates personalized, long-term mentorship structures that guide students from coursework through dissertation completion.

Each cohort is divided into small Leader–Scholar Communities led by a faculty member who serves as both the community facilitator and the dissertation chair. This structure ensures that students have a consistent, invested mentor who understands their professional context, research interests, and long-term goals. Because the LSC chair becomes the dissertation chair, mentorship begins early — well before students formally start their dissertation. This allows faculty to scaffold research skills, support topic refinement, and build trusting relationships that make the dissertation process more collaborative and less overwhelming.

Within each LSC, students also benefit from a supportive peer community. These small cohorts encourage ongoing dialogue, problem-solving, and accountability. Candidates read each other’s work, offer feedback, and normalize the challenges of doctoral research. Many students report that their LSC becomes their academic “home,” a space where they feel known, supported, and encouraged.

Beyond the LSC structure, the entire faculty functions as a network of mentors. Course instructors often serve as second or third dissertation readers, ensuring alignment between coursework and research. Our quantitative and qualitative methods faculty, for example, regularly meet with students who need additional support once they reach those methodological chapters. These instructors know the students from their coursework, which makes the transition into dissertation writing more seamless and confidence-building. Whether a student needs help refining a research question, interpreting data, or strengthening analytic writing, the faculty are intentionally present and accessible.

To make the most of these mentorship opportunities, students are encouraged to:

• Engage actively within their Leader–Scholar Community, ask questions, attend meetings, share drafts, and use the cohort as a collaborative think tank.
• Build a strong relationship with their LSC chair early in the program by seeking feedback, discussing interests, and being transparent about challenges.
• Take advantage of faculty expertise by reaching out to course instructors — especially in qualitative and quantitative research courses — before they encounter major hurdles in the dissertation process.
• Use peer support strategically, recognizing that cohort members can offer fresh perspectives, accountability, and motivation during different stages of the work.
• Be proactive and communicative, which allows faculty mentors to guide, redirect, and support their progress effectively.

Overall, mentoring in the EdD is not a single relationship but an interconnected system. The LSC model, embedded faculty support, and multi-reader dissertation structure ensure that students are surrounded by mentors who challenge, guide, and champion them from the very first semester to the final dissertation defense.

[OnlineEdDPrograms.com] For students interested in Kutztown University’s online EdD in Transformational Teaching and Learning, what advice do you have in terms of submitting a competitive application?

[Dr. Catherine McGeehan] For prospective students interested in Kutztown University’s online EdD in Transformational Teaching and Learning, the most competitive applications clearly demonstrate a strong sense of purpose, readiness for doctoral study, and a commitment to improving educational practice. We encourage applicants to approach their materials thoughtfully and intentionally.

• First, articulate a clear problem of practice. Strong applicants identify a meaningful issue within their own professional context — something connected to teaching, learning, leadership, equity, or organizational improvement. Applicants should describe why this issue matters, how it connects to their experience, and how they hope to investigate or address it through doctoral study.
• Second, highlight relevant professional experiences. Competitive applicants show evidence of leadership, instructional expertise, collaboration, or initiative within their educational setting. This does not require a formal leadership title; rather, we look for indications that the applicant is reflective, engaged, and eager to influence positive change.
• Third, demonstrate readiness for graduate-level writing and inquiry. The personal statement and writing sample should reflect clear organization, strong academic writing, and the ability to engage with scholarly ideas. We encourage applicants to use their writing to show curiosity, critical thinking, and a willingness to explore complex educational challenges.
• Fourth, secure strong letters of recommendation. Letters from supervisors, colleagues, or faculty members should speak to the applicant’s professional strengths, perseverance, communication skills, and potential to succeed in a rigorous doctoral program.
• Finally, convey alignment with the mission of the program. The most successful applicants express a genuine commitment to transformational teaching and learning, equity-driven leadership, and the development of scholarly practitioner skills. Applicants who can articulate how the EdD aligns with their long-term goals typically stand out in the review process.

Overall, competitive applications reflect clarity, authenticity, and a strong sense of purpose. We look for individuals who are eager to engage in meaningful inquiry, contribute to a collaborative cohort experience, and ultimately use their research to make an impact in their school, district, or educational community.

[OnlineEdDPrograms.com] Why is Kutztown University’s online EdD in Transformational Teaching and Learning unique and a particularly strong graduate degree option for students who want to step into leadership roles and advocate for social justice in diverse educational contexts?

[Dr. Catherine McGeehan] Kutztown University’s online EdD in Transformational Teaching and Learning is unique because it prepares scholarly practitioners who are equipped to lead meaningful change, advocate for equity, and transform educational systems from within. The program is intentionally designed for educators committed to social justice, culturally responsive leadership, and the continuous improvement of teaching and learning in diverse contexts.

One standout aspect of the program is its strong emphasis on equity-centered inquiry. Students engage deeply with issues such as culturally sustaining pedagogy, multilingual learner advocacy, trauma-informed practice, teacher well-being, community engagement, and diversifying curriculum — issues that mirror the real challenges educators face across P–20 settings. Through this lens, students learn to analyze systems, question inequities, and design solutions that elevate student voice and support historically marginalized communities.

Another distinctive feature is the program’s cohort model, which is further strengthened by our smaller Leader–Scholar Communities (LSCs). Each cohort is intentionally divided into LSC groups that remain together throughout the program. These small, mentor-led communities serve as the heartbeat of the program — spaces where students build trust, develop their scholarly identities, collaborate on research ideas, and support one another academically and personally. The LSC Chair also becomes each student’s Dissertation Chair, ensuring consistent, relationship-based mentoring and a deeply supportive environment for completing the Dissertation in Practice. Within these communities, students read one another’s work, provide feedback, problem-solve challenges, and advance steadily toward completion together.

Our recently redesigned curriculum further strengthens this structure. Dissertation development is now intentionally embedded from semester to semester, with each course contributing a specific component of the Dissertation in Practice. By pairing the course-embedded dissertation work with the ongoing support of the LSCs, students make consistent, meaningful progress and receive continuous feedback rather than confronting the dissertation as an isolated final task.

The program is also shaped by our involvement in the Carnegie Project on the Education Doctorate (CPED). Our curriculum — grounded in CPED’s guiding principles — prepares students with the tools needed for improvement science, action research, transformational leadership, and equity-focused problem solving. These skills position graduates to influence policy, lead professional development, redesign instructional systems, and advocate for socially just practices in diverse educational contexts.

What excites us most is the impact our students make. Their dissertations have informed district equity initiatives, shaped culturally sustaining instructional models, elevated student voices in climate and culture work, strengthened trauma-informed approaches, improved mathematics and literacy instruction, and supported multilingual learners and minoritized student populations. Students do not simply complete research — they create change.
Our alumni network is another major strength. Graduates remain active in mentoring new cohorts, collaborating on research, sharing professional expertise, and advancing equity-centered leadership in their districts and institutions. This expanding network forms a strong, intergenerational community of scholar-practitioners dedicated to transformational teaching and learning.

Overall, Kutztown’s EdD stands out as a powerful option for aspiring leaders because it combines rigorous inquiry, social justice advocacy, collaborative community structures, and relationship-centered mentoring. It prepares educators not only to understand complex problems of practice, but also to take action — confidently, ethically, and collectively — to transform the educational communities they serve.

Thank you, Dr. Catherine McGeehan, for your excellent overview of the many strengths of Kutztown University’s online EdD in Transformational Teaching and Learning, including its thoughtfully designed curriculum, intuitive LSC model, myriad of mentorship opportunities, and supportive embedded dissertation structure!