Create the Future of Learning as a Learning Experience Designer

Join us and meet faculty, students, and alumni to learn more about the Northeastern LXDT program and what it takes to enter and excel in learning design.

We will discuss how our programs allow you to apply what you learn immediately through ongoing experiential opportunities.

Excel as a Leader in Higher Education 

Ready to elevate your career, amplify your impact, and transform the future of higher education?

Learn about our master’s and certificate programs in higher education administration. We will discuss our experience-based learning model, and recent alumni will share how they gained in-demand skills to power their professional trajectory.

Teaching Today in K12 Schools

Discover the exciting teaching and learning happening in K12 schools today and how you can start your teaching career or expand your skills in our MAT and MEd programs.

Elevate Your Future: Discover Northeastern University’s Graduate School of Education Master’s Programs

Unlock the doors to your academic and professional potential by joining us for a discussion that will introduce you to our range of master’s and certificate programs.

Alumni Spotlight: Pat Jackson, Law and Policy Doctoral Graduate 2022

Shelter is more than having a roof over your head. One woman’s journey from homelessness to the corner office.

Pat Jackson, EdD, graduated from the Doctor of Law and Policy (DLP) program in 2022 and is now the Executive Director of Habitat for Humanity of Greater Providence and East Bay, a nonprofit organization that provides housing support services to over 175k people.

Prior to this, Jackson was the Interim Executive Director for Brockton Development authority, a quasi-public agency in Massachusetts focused on the economic revitalization and community development for the city residents, a population of more than 100,000.

In Rhode Island, along with major city power brokers and elected officials, Jackson helps make decisions about commercial and residential real estate investments. She also advocates for people who are experiencing homelessness and develops programs to benefit low- and moderate-income households.

Her dedication to serving others and her commitment to those who are experiencing homelessness is more than a job. It’s personal.

The Difficult Journey

When Jackson was eight years old, she and her family experienced homelessness. They lived in their car and in shelters where it was mandatory to check in every evening and check out the next morning. Her father suffered from a substance use disorder, making it difficult for her mother to afford rent on her own and meet the needs of their six children.

That cycle of uncertain housing and insecurity ended when Jackon’s mother got a job at one of the best places to work at the time in Kansas City, Kansas—the Proctor and Gamble factory.

Education and Academic Credentials

When Jackson became an adult, she moved to Parkville Missouri, a fifteen-minute journey from her birthplace in Kansas City. She received her bachelor’s degree in public administration from Park University, a small local college that identifies social responsibility as one of its core values. After graduation from Park University, Jackson worked at Tyson Foods.

On a whim in 2015, she took a vacation trip to Boston and as she ended an enjoyable duck boat tour with friends, the duck boat stopped downtown. Jackson alighted and went to a Dunkin Donuts to grab a drink. After purchasing a coffee, on her way out of the store, she said,

That’s when my life changed.”

As she left the Dunkin Donuts store, Jackson bumped into someone, spilling her coffee all over the other woman’s shirt. She apologized and gave the woman, named is Sasha, her phone number with a promise to buy her a new shirt. Sasha called while Jackson was still in Boston, and they had ‘a couple more dates’. Jackson says, “I did buy her that new shirt!”

After Jackson returned home, she stayed in close contact with Sasha. They began a long distant relationship and in 2016, Jackson quit her job at Tyson’s and moved to Boston.

Jackson didn’t know anything about Northeastern or CPS before she applied. But she always knew that she wanted to continue her education and get her master’s degree; she was just waiting for the opportunity. Sasha, who grew up in Roxbury right next to the Northeastern campus, told her about Northeastern’s legal studies program. Jackson applied, got accepted, and concentrated on a Business Law degree. She then went on to become a Double Husky, obtaining her doctorate in 2022.

It was an amazing onboarding experience,” Jackson said. The advisor said ‘hey, we have a Law program and I think you’d be a great fit’ and I applied and got in and the professors were so supportive. Advisors really can shape your life!”

Jackson liked the fact that the Doctor of Law and Policy program was aimed at experienced professionals seeking to effect change through a deeper understanding of the origins, development, implementation and analysis of legal and public policy decisions.

Jackson identified three classes in the program that helped her the most in her current role:

“The way [DeLeo] talks about tackling some of the tougher policies and the need for both sides of the aisle to work together for a more common and purposeful goal was inspiring.”

Pat Jackson

Since graduating with her PhD, Jackson is particularly intentional about applying the learnings from her courses and fellow classmates. Today, she is a champion for challenging the assumptions of what it means to experience homelessness.

Mentors and Cohorts

“The assumption that ‘once you’re housed, the problems will go away’ is false. Take a young woman, named Jane, who is homeless with a drug addiction. If you give her a home, it doesn’t mean her drug addiction will go away. I believe there should be something to help her with her addiction so she can stay in her housing. We talk about how many people we house but we don’t talk about recidivism, how many times the same person comes back through the system. Housing services demand additional wrap-around services, and that’s what I advocate for, because I’m looking for real results.”

In Massachusetts, the current model is a ‘Housing First’ philosophy. Jackson thinks this can be improved but she also sees that it’s making a positive impact.

“The housing system is similar to the penal system,” she said, “if we keep seeing people coming back, we should be focusing on what we need to do to prevent them from coming back again.”

Jackson also recognizes the importance of having a mentor and an advocate to help identify jobs, transportation options, substance use disorders and mental health programs when needed.

On the advocacy front, Jackson is currently working with several legislators to advance opportunities in the state to make progress. She has also teamed up with several local activists to visit the state house and talk about affordable home ownership and changes to the landscape of neighborhood design,

“I’m all about building the neighborhood to establish the village,” she said.

Advice for Prospective Law and Policy Students

Asked what advice she might impart of prospective students, Jackson said:

“The spectrum for what you can do with this degree is so wide. This program helps shape the way that you look at work from a macro level. It enables you to be an advocate and dig deep to find out what you are willing to fight for and where you are willing to advocate for change.”

Pat Jackson

As for what higher education institutions like CPS and Northeastern can do for housing advocacy, Jackson has thoughts on that, too.

In our program curriculum, it’s important to start these conversations earlier. For me, we didn’t start this conversation until my senior year. So, it’s the institution taking proactive steps towards inclusivity, making sure they include the people who reside in these neighborhoods in the planning of the curricula and identifying the real-world issues around every topic. And giving that a platform in the classroom.

She said that individuals who are keen to become active beyond the classroom can consider joining the boards of local Community Development Committees (CDCs), join the local NAACP or action firms that have housing and legislative meetings, attend public meetings, and make sure they stay informed.

She says, “Go to ‘advocacy day’ at the state house and speak out against things. Don’t let issues like this die.”

Sara Ewell named Chair of the Delegates Council for Carnegie Project on the Education Doctorate

Sara Ewell, Associate Dean of Faculty Affairs, began her role as Chair of the Delegates Council for the Carnegie Project on the Education Doctorate (CPED) last month. This prestigious leadership position speaks to Sara’s commitment to advancing scholar-practitioner research with real-world impact for the EdD program – not only at Northeastern but around the country and the world.

CPED is an international network of 135+ schools of education leading the charge to transform the Education Doctorate. According to its website:

Members are committed to rethinking advanced educational preparation through improved EdD program designs that offer academic rigor, practical impact, applied research, and value. CPED, the first action-oriented effort working to distinguish the EdD from the PhD, defines the EdD as one that prepares educators to become Scholarly Practitioners who can apply appropriate and specific practices, generate new knowledge, and steward the profession.

Elected as the Delegate Chair-Elect for CPED in Fall 2022, Sara’s tenure as the chair started in January 2024. In this role, Sara will also serve on the Board of Directors for CPED from January 2024 to December 2025.

More information:

  1. https://www.cpedinitiative.org/deans-delegates-council
  2. https://www.onlineeddprograms.com/leadership-interviews/dr-sara-ewell

Call for Proposals: “AI for All” Week, April 1-5

The What.

The Offices of the Provost and Chancellor are organizing a weeklong series of lectures, interactive sessions, and trainings designed for our undergraduate and graduate students across the network to introduce and enhance their knowledge of AI and its many application areas.

“AI for All” week will begin Monday, April 1st with a plenary session. From Tuesday, April 2nd through Thursday, April 4, we want to provide a rich menu of offerings that students will select from across multiple domain areas during 60-80-minute timeslots. While we anticipate most of these will be in 2 sessions from 6:00-9:00 pm Eastern US time, we also encourage events at campuses in other time zones that may be at more appropriate local times. The week will end Friday, April 5 with a closing event to reflect on the sessions and discuss future activities around AI for the university system.

Call for Proposals

We invite faculty and student groups to submit a short proposal to deliver one of the sessions held during the Tuesday through Thursday evening time slots (or at other times, if appropriate). Proposals should describe experiential sessions that will help our students learn about different aspects and applications of AI, showcase faculty expertise and research directions, and student groups engaged in AI-related activities, particularly emphasizing AI in practice. Session content should be 60-80 minutes and can include multiple formats such as collaborations with industry partners and external experts, panel discussions, and hands-on activities.

We will select proposals for sessions that:

Proposals are due by Friday, Feb. 16th using the proposal link. We will route all submissions to the appropriate academic dean, and if the proposer is located at a regional campus, we will also route them to the respective regional dean for review.

Proposers will be notified by Monday, Feb. 26th whether their proposal has been accepted. For those sessions selected, we’ll work closely with the proposer, the academic dean, and the campus dean to ensure scheduling and modality preferences are coordinated.

Please feel free to contact Becky Collet ([email protected]) if you have any questions.

GSE faculty publish a two-volume book sharing the national impact of “action research”

When students graduate with their EdD at Northeastern’s College of Professional Studies, they have already made an impact. That’s because the EdD program is centered on principles of “action research” and the dissertations involve comprehensive research, as well as thoughtful implementation.

Doctoral Hooding Ceremony for CPS in Matthews Arena on May 11, 2017. Photo by Adam Glanzman/Northeastern University

Sara Ewell, Joe McNabb, and Joan Giblin collaborated on a comprehensive overview of national research led by EdD students around the country. This two-volume book highlights the work of graduate students whose EdD programs share Northeastern’s partnership with the Carnegie Project on the Education Doctorate (CPED) – an international organization dedicated to transforming the Education Doctorate into the Professional Practice Doctorate in Education.

According to its website:

“Members are committed to rethinking advanced educational preparation through improved EdD program designs that offer academic rigor, practical impact, applied research, and value. CPED, the first action-oriented effort working to distinguish the EdD from the PhD, defines the EdD as one that prepares educators to become Scholarly Practitioners who can apply appropriate and specific practices, generate new knowledge, and steward the profession.”

The books are available at Information Age Publishing: https://www.infoagepub.com/authors/joe-mcnabb

We sat down with one of the collaborators, professor of practice and full-time faculty member, Joe McNabb, to learn more about the importance of this work and the value of Northeastern’s EdD program.

Q: What is “action research”

Action research is really at the heart of how we establish the EdD as an advanced professional degree — such as a Doctor of Nursing Practice (DNP) or Doctor of Psychology (PsyD) — versus a PhD which is more of an academic research degree. It moves away from traditional research by taking the step beyond just making recommendations, to actually implementing change based on rigorous research findings. For EdD students, when they graduate with their doctorate, they are armed not only with a degree but with a story of how their research resulted in meaningful change with significant impact.

Q: Why is this approach to “action research” so important?

Action research can empower all administrators in higher education to engage more effectively in resolving challenges in colleges and universities.

The first volume of the work we published, Faculty Development: Achieving Change Through Action Research, presents a compelling collection of chapters that explore faculty development through the lens of action research, tackling a diverse array of challenges with innovative solutions. Chapters include Cragg’s investigation into the barriers preventing faculty from implementing digital formative assessments in a top-tier business school highlights crucial issues of self-efficacy and time. Brewer’s examination of developmental English courses offers insightful structural and pedagogical strategies to enhance student success.

The second volume, Taking Action: Creating Sustainable Change in Student Affairs is an insightful compilation that utilizes action research to tackle complex issues in student development and support. Through a series of chapters, the volume delves into various facets of student life and administration, offering valuable findings and recommendations such as Tresselor-Gelok’s exploration of leadership styles in student affairs and Bevins’ work that highlights the benefits of peer-mentoring for first-generation students’ financial resource access.

Q: How did you decide what students to include in the book?

We did an open call for book chapters and reviewed all the proposals. Those that we kept were those that really demonstrated the impact of action research. We looked for highly rigorous research as well as measurable impact. The call was answered by universities across the country who are part of the CPED network, and the results were truly moving.

Q: Why did CPS decide to join the CPED network?

Sara Ewell was the vision for moving in this direction. We wanted our students to do something with their degree instead of just getting a piece of paper. She really created this vision in 2017 and 2018. We introduced the program in Fall 2018 — pivoting away from the traditional model so our students can take away high-impact skills.

This is even more meaningful when you consider the mean age of our students is 43. Most are mid-career professionals who are looking for ways to not only advance their careers, in higher ed, K-12, or non-profit spheres but make an impact. We have students from all over the country, representing community colleges, private liberal arts colleges, specialized colleges in fashion and design, prestigious global research universities, and Ivy League and public research universities. It really is a broad and diverse network of seasoned professionals generating remarkable work.

Progress never ages: Award-winning EdD student shines new light on ways to dismantle barriers to higher education

When Mark Scheinbaum receives his doctoral hood at the College of Professional Studies’ graduation ceremony this May, he may just be the oldest EdD graduate in the college. 76 years young, Mark has been in pursuit of his doctoral degree off and on for much of his life. It was in part because of the challenges he faced as a first-generation student, balancing the demands of life and family with his educational aspirations, that his doctoral thesis centered on access to higher ed. Specifically, for those who have been historically marginalized.

The result of that research culminated in a documentary video that has subsequently been recognized by several national and international film competitions, most recently winning the Prague International Film Festival for the Best Student Film.

According to Mark, one of the most salient takeaways from his research demonstrated the need to stop minimizing the nuance of individual needs such as intersectionality, language, physical limitations, and financial challenges, and start to listen to the stories that encompass a patchwork of multiple barriers.

This is particularly true in today’s political climate, Mark added, where programs such as affirmative action or DEI initiatives are increasingly under fire.

A resident of Florida, Mark notes that in his home state the misperception around programs such as these center on a wildly incorrect assumption that they represent some kind of “free ticket” at the expense of others.

While some of these programs may open doors to access what may have previously been out of reach for some prospective students, these programs are not a panacea for systemic barriers, It’s so important that people have a much more nuanced understanding of how difficult it is for so many to not just get into school, but finish with a degree.

Mark Scheinbaum

In all of the interviews he conducted with six first-generation students at institutions across different parts of the country, he found that the motivation and inspiration that got them all over the finish line was their ability to dig deep to find motivation, make connections, and build relationships with people who could be a resource for the incredible financial, logistical, and mental load of education while working and caring for a family.

Sitting down with Mark, he shared why this research was so important to him and what he hopes institutions like Northeastern and others will learn from it.

What inspired you to research first-gen students from historically marginalized communities?

I was inspired by the strength and dedication of my fellow first-generation students.

Growing up in New York at a time when first-generation students such as myself often received free tuition at the City University of New York (CUNY) has always inspired me to be a proactive advocate of fighting educational barriers for underserved students. But the monumental shift that took place during the pandemic where we transitioned to online classes was the catalyst for re-focusing my doctoral research in this realm.

Overwhelmingly, my school is first-generation – reportedly the highest percentage in the United States. We were able to craft online study groups, and live video final presentations, and when family and health issues emerged (we had several students whose family members died during the pandemic), we had cohorts do “live intros” to pre-recorded videos or PowerPoint presentations. The bottom line is that the creation of a “pass/fail/incomplete” option by the provost created a demonstrable increase in collaborative efforts, substantive caucus performance, and “fun” with lasting collegial relationships created because every weekly activity was not producing questions of, “What is my grade?” First-generation and international students who are often the only members of their household to graduate from high school, and who feel pressured to “show me your report card,” or answer the question “Why did you only get a ‘B’?” were submitting work products that were superior to the face-to-face class, and certainly, other courses where the instructor would “teach to the test.”

Thus, if the worst pandemic in 102 years could enable first-generation students from a broadly self-identified group of Historically Marginalized Communities (HMCs) to move closer to their bachelor’s degrees, and become motivated to fulfill post-graduate and professional school desires, why not deeply examine the literature and research existing or (sadly) lacking in this investigation?

What most surprised you about this research?

I was most surprised by the six amazing interviewees who recounted—in very specific detail—how self-motivation, superior academic achievement, and myriad variables ultimately motivated them to apply to graduate school. While debate rages about the “fairness” of programs such as affirmative action or DEI, none of these represent any kind of “free ticket” to success. I was really impressed by just how critical it is to examine the intersectionality of language, physical limitations, and financial challenges, and really listen to the complex stories of multiple barriers faced by first-gen students.

What major thing do you think needs to change to make access to higher ed more equitable for all learners?

Top administrators, especially at the graduate and professional level, need to enhance and enrich DEI training, not eliminate the discipline (as in Florida), and actively build bridges with undergraduate programs in Historically Marginalized Community (HMC) recruiting.

Deeper training for advisers and mentors, counselors, graduate school recruiters, and paid and unpaid graduate school marketers organizing “career fairs” or workshops needs to include the broadest definitions of self-identified HMC members. For example, the Nicaraguan woman coming to the United States because her sexual orientation endangered her in her home country; settling in a Brazilian neighborhood in Miami where she had to perfect Portuguese before achieving fluency in English; diagnosed with cancer and unable to afford any health insurance, and attempting to find funds for transportation to dialysis for her mom three days a week, is not defined by a “category.” Graduate and professional schools stereotyping Latinx undergraduates, for example, as best suited for nursing, social work, counseling, dietary and nutritional specialties, no matter what the student’s actual passions for engineering, medicine, or architecture might be, play into historical and systemic barriers, that are the essence of the much-maligned subject of critical race theory.

Anything else you’d like to add?

As an older student, there were moments when financial and family responsibilities, mounting student loans, and an entire summer term missed because of eye surgery, brought me close to quitting. My chair, my GSERA colleagues, and an unexpectedly generous grant from the savior of the entire project: Dr.Karl Reid, and his NU Office of Diversity, Equity, and Inclusion, allowed me to assemble the professional production and post-production talent needed to complete my doctoral research.

I am so grateful for the support I received and am invested in identifying ways that I can take what I have learned to reduce the burden and barriers for graduate education for more HMC members.

Alumni Spotlight: Denise Reid: Double Husky, and A Collector of ‘Firsts’

A “Double Husky” is someone who attains more than one degree at Northeastern University.

In Denise Reid’s case, as the ‘Double Husky’ Associate Director of Communications, Social Media, and Brand Management for the College of Professional Studies (CPS), she helps the college understand the value of the online community. And she understands our mission, from more than one perspective.

In the last decade, Reid has applied her unique life experience to strategic action for Northeastern University on the digital front. She graduated with an MBA from D’Amore Mckim School of Business while working full-time to build and manage the university’s social media platforms. She grew these platforms to valuable size, and she continues to build on these strengths.

Reid was born in Boston and raised by her parents, Dwayne and Bridgette, both Jamaican immigrants. When she was just ten years old, her father was deported after being racially profiled and harassed by a client who hired his livery service. The entire family was forced to return to Jamaica, where Reid continued her education at a private school. She said, “My parents weren’t wealthy, but they always prioritized education for their kids.”

Five years later, at 15 years old, Reid was sent back to Boston by her parents to attend high school. She said,

“They thought it was best to send me back and my mom was like ‘You need to go to college’. While she didn’t go herself, she knew the value of it [education].”

She moved in with her grandparents who resided in Dorchester, and she attended Boston Public School (BPS). Her re-emigration was a difficult transition. “I live between two different worlds. I’m Jamaican but was born here. So, the Jamaicans are like ‘You’re not Jamaican’ and I’m like ‘but I am.’ Then I move back to the States and the Americans are like ‘You’re not American’ and I’m like ‘But I am’.”

While at BPS, Reid experienced a curriculum that was less rigorous than it was in Jamaica, and she soon found herself enrolled in advanced placement (AP) classes for the duration of her high school years. She said, “By my senior year, I attended [a prominent Boston-based university] through a partnership program that my principal championed. I received college credit for English 101 and English 102 courses and every day, we were allowed to leave school at BPS to attend class on university campus and this experience gave me a window into college and for the first time.” she said.

During this time, Reid experienced another ‘first’. “Unfortunately, my time in the partnership program also gave me a window into the world of ‘microaggressions’. Some of the professors treated us differently, and it was the first time I really felt marginalized.” Reid describes professors assigning books about poor inner-city circumstances and then expecting the teens to relate to its subject matter directly.

“They would intensely ask, ‘How do you feel when you read stuff like this?’ I’m looking at this professor like ‘I didn’t realize that you thought I was poor!’ It was the first time I felt that a narrative was being pushed on me from the outside. And then I started to wonder, ‘Is this really how the world sees me, or am I just being painted this way?’” Reid says that this experience also prepared her with expectations of going to a predominantly white institution as a Black student. She said, “I realized I needed to learn how to navigate that.”

So I started to take responsibility over my own narrative because I didn’t want people to place that on my authentic identity. If you’re going to know me, you will learn that from me and not what you think you learned from TV or wherever

DENISE REID

Reid said, “This was the first time I could identify with my father’s struggle because he came to the U.S. as a ‘whole citizen’ earning a living as a cab driver and one encounter with a customer led to him having to defend himself in an environment where they essentially forced him to plead guilty to charges that ultimately got him deported.” She said, “They were forcing my dad to be a person he wasn’t, and in my classroom as a high schooler, some painted me to be who they thought I was, and that was the first time I realized all of this.”

After graduating high school, Reid applied to a program called ‘Bottom Line’ which provides college counseling for inner-city youth. The program identified and secured scholarships that paid the way for Reid’s first year at St. Johns University in Queens, New York. But she failed to secure funding for the second year. “It was a diverse college and I loved being immersed in all the cultures,” she said.

Without the ability to pay after that second year, Reid returned to Boston in 2010 and began working in retail at places like Forever 21 and H&M – and she felt depressed. Resolved to resume her education, she soon enrolled at Bunker Hill Community College in Boston. “I decided to just take one class,” she said.

That one class turned into two, then three.

Introduction to Northeastern

In 2011, a friend who worked at the Northeastern Office of Student Employment called to see if Reid wanted to work a summer job in that department. She jumped at the chance. The office’s executive assistant went on maternity leave and that provided Reid the opportunity to extend her employment there. While in that role, two things happened: a large digital media project presented itself and they asked Reid to work on it, and the former executive assistant did not return from her second maternity leave of absence. At 19, Reid landed her first full-time job working on digital media strategy at Northeastern.

That’s when Reid enrolled in the Organizational Communication bachelor’s program at CPS, made possible by the program’s evening course schedule. She recalls, “Balancing a full-time job with studying didn’t really give me the full experience of being a college student; I was able to do a couple of things in my job that did prove helpful to the program, but I didn’t feel like I walked away with a strong skill set that made me an immediately attractive candidate in my field.” she said.

In 2018, Reid became the first person in her family to attain a bachelor’s degree.

Still working in the Student Employment office, Reid decided to use her free time to network. “I got more involved in committees at Northeastern, like NU Dream (for Black and Brown faculty) and other things. There are so many groups on campus to explore,” she said.

By the end of the year, her boss recommended her for a full-time role in the Residential Life Offices for digital media. “Around that time across most industries, people were underestimating or just not understanding the value of social media but they also understood that they needed to have it, so my job included doing budgets and operational tasks in addition to the social media part,” she said. Reid built the office’s first social media platform, and in December 2019, she was asked to work at CPS as the college’s Student Engagement Manager, a role that was an amalgamation of communications, events, and social media. Just like she had done at Residential Life, Reid built out the college’s first comprehensive social media platform for the college and is still growing its audience.

She also thought about going back to school. In January 2020, Reid enrolled in the Master of Business Administration with a concentration in marketing. “Just in time for the pandemic!” she jokes.

Shortly after both her master’s program and the COVID pandemic began, George Floyd was murdered and the country rallied behind Civil Rights advocacy and Black Lives Matter protests. Reid, alongside Earlene Avalon, established CPS’s first Equity and Inclusion Council to advise the Dean. That initiative yielded the college’s first DEI Director, a role appointed to Magali Feruzi.

This was a challenging time for Reid.

“I enrolled in my MBA so excited to get the support of a collaborative environment and that was all gone as we migrated to online learning in isolation. By the end of my first year, I contemplated quitting, and I almost did!”

– Denise Reid

Reid took a hiatus from her studies in the first semester of 2021. “It was just a lot. I needed to take time for myself; I had to process all of it. But when I saw how many credits I had left to finish, I saw that I was halfway there and realized ‘I can’t give up now!’”, she said.

Reid graduated with her MBA in May 2023. She was the first in her family to attain a master’s degree.

Credited with crafting CPS’s first social media strategy, and now equipped with knowledge of the strategic framework to go even further in her career, Reid had successfully established a powerful Instagram presence on the student side and the CPS Dean asked her if she could do the same for the entire college.

In 2022, Reid stepped into her current role as Associate Director of Communications, Social Media, and Brand Management.

I love making each of our social platforms powerful drivers of our key message of access and opportunity to education that transforms futures. Social media is about storytelling, experimenting, and finding community in relatability. I leaned into my own personal narrative to make this happen for CPS, and I realized when I started our Instagram, as a student myself, that what I am actively going through is relatable to our student population.”

Denise Reid

“I believe the strength of our college is the power to storytell. It really transforms the future. This college always seems to have the genetic makeup of resilience. Students that come through here, faculty and staff, are resilient leaders, and their stories not only deserve to be told but telling their stories keep the door open for those who may not otherwise see their way out of their circumstances.” she said.