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image: Christa Boske

Dr. Christa Boske, Ed.D.

Associate Professor 316-i White Hall

Area: FLA - EDAD
vita [pdf]

As Program Coordinator and Associate Professor of PreK-12 Educational Administration, Christa works to encourage school leaders to promote humanity in schools, especially for children and families from  historically disenfranchised populations. Christa's line of inquiry focuses on the intersections of the cognitive and affective domains of school leadership with a particular focus on how school leaders transform their sense of self to lead for social justice and equity in schools. This line of inquiry is organized into three specific areas of interest: A) The influence of beliefs and attitudes on school practices, B) Pedagogical practices and programmatic structures within preparation programs, and C) The study and support of school leaders as they address social justice issues within their school communities. Over the last two years, Christa has worked with the National Association for the Advancement of Colored People (NAACP), Esperanza, Minority Male Achievement, Ambition Limitless, Honor Good Deeds, Dare2Care, Human Rights Campaign (HRC), Gay Lesbian Straight Education Network (GLSEN), Parents Family and Friends of Lesbians and Gays (PFLAG), Equality Ohio, American Civil Liberties Union (ACLU), Northeast Ohio Diversity Center, Sistah Sinema, Welcoming Schools, CANAPI, Medina Out, and over 45 school leaders and teachers to create free workshops promoting culturally responsive practices and policies to make school safe for all children. Christa's most recent research has been published in journals including: Journal of School Leadership, International Journal of Multicultural Education, Journal of Research, Leadership and Education, Journal of Cases in Educational Leadership, Multicultural and Technology Journal, Journal of Curriculum Theorizing, High School Journal, International Journal of Educational ManagementPlanning and Changing, Academic Exchange Quarterly, Journal of Educational Considerations, National Council of Professors in Education Administration Yearbook, and Connexions. She has also presented more than 50 national/international presentations and published over 20 book chapters. Two recent chapters include, "Clashing epistemologies: Reflections on change, culture and the politics of the professoriate" in Jean-Marie & Normore's (2010) "Educational leadership preparation: Innovation and interdisciplinary approaches to the Ed.D. and graduate education" (Palgrave MacMillan), as well as "Creating social justice leaders: Building bridges between school leaders and communities they serve" in Carolyn Shield's (2012) "Transformative Leadership" (Peter Lang). Christa co-edited a book with Dr. Autumn K. Tooms (2010) titled Bridge leadership: Connecting educational leadership and social justice to improve schools (Information Age Publishing). She had two edited books published in the fall/winter of 2012, which included: 1) Educational leadership: Building bridges between ideas, schools and nations(Information Age Publishing) and 2) Global leadership for social justice: Taking it from the field to practice (co-edited with Dr. Sarah Diem) (Emerald Publishing). Christa has two new exciting books coming out in winter 2014 and spring of 2015 (co-editor Dr. Azadeh Osanloo), because, for the first time, these books incorporate the voices of children, families, teachers, school leaders, community organizers, and scholars. These publications include: Students, teachers, and leaders addressing bullying in schools (Sense Publishing) and Living the work:  Promoting social justice and equity work in schools around the world (Emerald Publishing). Christa also serves on several editorial boards, is the Chair of the coillege's Diversity Committe, and is the Kent State University Plenum Representative for The University Council of Educational Administration. You can also connect with her @

image: Chinasa Elue

Dr. Chinasa Elue

Assistant Professor 316 E White Hall

Area: FLA - EDAD
vita [pdf]

My research agenda focuses on issues of educational access and equity for underserved student populations across the P-20 continuum.  My research consists of three interconnected lines of inquiry. The first strand of my research agenda explores the college choice decisions of marginalized students, specifically, rural student populations, and the different factors that impact their college choice decisions. My second line of inquiry explores issues of educational access for immigrant student populations. Lastly, my third line of inquiry examines how law and policy, research, and practice connect to explore issues that impact the educational opportunities for marginalized student populations

image: Rosemary Gornik

Dr. Rosemary Gornik

Assistant Professor 316-L

Area: FLA - EDAD

Rosemary Gornik earned a bachelor’s degree in Elementary Education in 1973 from Ohio University, and a masters in Educational Administration in 1983 from Cleveland State University.  She completed the Case Western Reserve Professional Fellows Program in 1998, and earned her Ph.D in Curriculum and Instruction from Kent State University in 2003.  Rosemary started teaching elementary school in 1973, and became an elementary school principal in 1985.  From 1991 through 2011, she served as a central office administator in the areas of curriculum, instruction and assessement, and retired as superintendent in 2013.  Rosemary worked as an adjunct professor at Kent State University from 2003 through 2011 and joined the faculty full time after retireing from K-12 service in 2013.  

Rosemary has expertise in developing and implementing new strategies to enhance education programs, with skills in designing and implementing school reform initiatives, anticipating evolution, and implementing change.  She has success in motivating, empowering, and leading others, and the ability to establish and maintain long-term collaborative relationships with schools and community representatives.  

Rosemary spent 2 years developing a program that encourages teachers to embrace and exemplify a professional identity that is disciplined, scholarly, and intellectual. This innovative vision in education enables students, teachers and administrators to build their capacity to journey through curriculum by engaging in balanced, holistic learning.  Students acquire a deep understanding of subject matter while cultivating an understanding of the personal and social responsibilities of democratic living.  Rosemary strives to develop teachers who are creative, critically-thinking problem-solvers who can then, in turn, lead and empower their students to blossom into creative, critically-thinking problem-solvers themselves. In addition, Rosemary helped develop and teach courses for a Teacher Leader Endorsement Program (TLEP) pilot program that gives teachers in the state of Ohio an endorsement on their license to become a Teacher Leader.  Her publications include:

Co-Author (book), Transformative Curriculum Leadership 3rd Edition with James
Henderson.  Upper Saddle River, NJ: Pearson.
Principal Author (chapter), Transformative Curriculum Leadership:  Inspiring Democratic Inquiry Artistry ~  inCurriculum Work as Public Moral Enterprise: After the “Renaissance. Edited byRubén A. Gaztambide-Fernández, James Thomas Sears. Boulder, CO:  Rowan & Littlefield.
Principal Author (chapter), Personal and Structural Challenges  ~  in  Curriculum Wisdom:  Educational Decisions in Democratic Societies by James Henderson and Kathleen Kesson.  Upper Saddle River, NJ:  Merrill/Prentice Hall.
Contributing Author (chapter), Transformative Curriculum Leadership 2nd Edition by James Henderson and Richard Hawthorne. Upper Saddle River, NJ:  Merrill/Prentice Hall.
Principal Author (chapter), Power of  Public Engagement:  A Beacon of Hope for  America’s Schools . Edited by William G. O’Callaghan.  Columbus, OH:  Mohican Institute Press.  

image: Catherine Hackney

Dr. Catherine Hackney

Dr 316 White Hall

Area: FLA - EDAD

vita [pdf]