---

What inspires you?

I’m inspired by building teams where people feel seen and supported. In past roles, I’ve loved mentoring colleagues, clarifying goals, and creating spaces where staff felt safe to share concerns and new ideas. That’s why I prioritize leadership roles where I can develop others (and myself) while moving the institution’s mission forward.

I’m also inspired by witnessing students overcome obstacles, especially ones that feel impossible. I’ve seen learners balance work, family, and school with grit and grace. Their perseverance pushes me to design clearer processes, proactive outreach, and more compassionate policies. That sense of shared victory is what keeps me energized to continue working in student success.

What makes a great leader?

Great leaders are made through the self-aware and intentional practice of integrity, humility, vulnerability, compassion, and respect. The priorities of great leaders emphasize the value of an innovative vision, motivated mentorship, and clear communication. When surrounded by great leadership, individuals feel supported and appreciated while teams are clear about the culture and mission of an organization. Support and appreciation coupled with a clear vision of culture and mission to promote engagement and excellence.

Tell us about your most difficult challenge and how you overcame it.

A difficult professional challenge I experienced was the acquisition of Wesley College by Delaware State University in 2021. Although the acquisition came with a significant amount of change, the process taught me about remaining steadfast to meeting students where they are, even in times of significant uncertainty. Although Wesley College is no longer part of the higher education landscape in its original form, Delaware State University has established the Wesley College of Health and Behavioral Sciences. This establishment keeps the Wesley legacy alive while transforming the educational experience of future health care professionals in the First State.

Tell us about a time you felt truly proud of your work. What did you accomplish?

An experience I felt truly proud of was being a speaker in the Leadership Fellows Program for Soroptimist International, an organization that uses educational opportunities to promote the economic growth of women around the world, specifically North America, Latin America, and the Pacific Rim. The foundation of education allows women of various cultural and socioeconomic experience to secure economic opportunities that propel themselves and families to a more stable and secure future.

Danielle L. Archambault, Ed.D., is a higher education scholar-practitioner specializing in student success, retention, and inclusive teaching. Drawing on a doctorate in Higher Education from Wilmington University and advanced training in English, she has designed and taught a wide range of courses supporting first-generation, probationary, and STEM-intending students, with a strong focus on academic recovery and transition to college-level work. Her scholarship and presentations span transformative leadership, appreciative advising, early alert systems, and equity-centered classroom and customer service practices, and she has contributed to national conversations through AAC&U, NACADA, NCLCA, and other professional venues. Certified in Effective College Instruction (ACUE), Mental Health First Aid, and higher education customer service, Dr. Archambault is committed to creating affirming, data-informed learning environments that help diverse learners thrive

---

What inspires you?

I’m inspired by the people I work with every day and the students I serve—their grit, their dedication, and their willingness to step up and be brave when things get difficult. Serving in higher education, particularly at a community college, we know our students are often stepping into uncertainty in pursuit of growth and opportunity. Watching them rise to the moment—often while balancing work, family, and significant life challenges—reminds me how powerful resilience can be.

I am equally inspired by the people I work alongside, whom I have the privilege to lead and most importantly learn from. Their commitment and dedication to the students and willingness to collaborate and lean on one another for support inspires me to lead with the same level of purpose, trust, and compassion.

I am reminded daily that leadership is not simply about decision-making and outcomes, but about building authentic relationships, fostering a sense of belonging, and opening doors for others to recognize their potential. The progress I witness in our students and my team continually renews my sense of purpose and reminds me why this work matters.

What makes a great leader?

To me, true leadership is rooted in service—meeting people where they are; showing up for others in an authentic, respectful way; and creating a supportive environment where people feel like they belong and are able to succeed. In my current role as Vice President and Campus Director, I oversee a campus location where my primary focus is to provide clarity and direction to the campus community while staying grounded in our mission to serve students.

Working in higher education, especially at a community college, means remembering our purpose of creating opportunities for all individuals who come to us from various backgrounds, experiences, and walks of life. Leaders must remember that every person carries a story, and those stories matter. So great leaders listen and nurture a culture of trust and respect.

Leading is about the lives you touch and the environment you create to empower others to become the best versions of themselves. I learned quickly through experience that the golden rule applies-- when people feel respected, valued, and heard, they are more willing to step forward, share ideas, and contribute their talents in ways that ultimately advance our student-focused mission.

I believe a great leader knows that leadership is both a responsibility and a privilege. Leaders are not perfect and must embrace accountability and accept responsibility for successes and failures alike. On the continuum of leadership, there will be both. But, as one of my mentors used to say, “continue to stay curious, learn from the process, get up if you fall, and keep moving forward.”

Tell us about a time you felt truly proud of your work. What did you accomplish?

As I reflect on my 20 years at Delaware Tech, the moments that fill me with the greatest pride are those in which I’ve been able to positively impact students and contribute to their successes. As an instructor, I had the privilege of sharing real-world business lessons from my own experiences and entrepreneurial journey, witnessing many students graduate and launch businesses of their own. This has been extremely rewarding and purposeful work for me.

As I moved out of the classroom and into various leadership roles at the College, my impact on students was at a broader, institutional level. Most recently, in my role as Vice President and Campus Director, it has been especially rewarding to create beautiful, functional, and inspiring spaces on my campus for our students—because they deserve environments that reflect their value and potential. Over multiple years, in my current role, I have led and completed over $50 million in major construction and renovation projects, including the new Allied Health Center of Excellence, a new Student Success Center, an improved Café, and a revitalized campus courtyard. These efforts transformed a 50-year-old campus that was in need of significant uplift and modernization—an immense amount of work that took place while also navigating the many challenges of a global pandemic.

Together, we aligned stakeholders around common goals, maintained clear and consistent communication throughout each phase, and worked collectively to deliver high-quality outcomes while the campus remained fully operational. Leading and navigating the complexity and disruption of large-scale campus projects in a rapidly changing environment required a high level of coordination, adaptability, and trust across the team. While the work was challenging, it strengthened our collective leadership capacity and taught me important leadership lessons along the way. The result is a campus environment that is not only functional, but also beautiful and welcoming—a visible reflection of purposeful planning, teamwork, and a shared commitment to student success. Investing in our students means investing in their future, and this work represents something I am most proud of! 

Tell us about your most difficult challenge and how you overcame it.

One of the most challenging aspects of my leadership journey has been serving in a senior executive role while thoughtfully navigating the layered realities many women leaders carry—professional accountability, caregiving responsibilities, personal growth, and the often-unspoken societal expectations placed on women. As women, we sometimes feel that we have to do it all, do it perfectly, and do it alone. But this notion was deeply tested during the pandemic—a time that many individuals would point to as the most challenging years of their lives. For me, the pandemic brought my priorities into sharper focus and was a reminder that leadership is about building a culture of connection, clarity, and support—not about being perfect and accomplishing everything alone.

During this time, I was responsible for guiding large-scale campus construction and operations while ensuring continuity, safety, and stability for students and employees in an unprecedented and rapidly changing environment. At the same time, I was intentionally investing in my own growth and managing personal commitments that did not pause simply because the world had shifted. The challenge was not just managing competing priorities, but redefining leadership in a way that was sustainable, human-centered, and mission-driven.

Overcoming this challenge required me to unlearn the notion that leadership must be solitary or flawless. I learned to lead with both confidence and compassion—to prioritize what mattered most, set clear boundaries, trust my team, and model a culture where asking for support is a strength, not a weakness. By doing so, I created space for shared leadership, clarity, and resilience across the campus.

This experience fundamentally reshaped how I lead. It reinforced that effective leadership is not about doing everything alone, but about empowering others, leading with intention, and fostering an environment where people feel seen, supported, and aligned around a shared vision. The result was not only continuity during crisis, but a stronger, more connected campus community—one better positioned to serve students and fulfill our mission long into the future.

Dr. Lora A. Johnson has served as Vice President and Campus Director at Delaware Technical Community College’s Orlando J. George, Jr. Campus in Wilmington since 2017. In this role, she provides executive leadership and oversight for all instructional, financial, administrative, operational, development, and community engagement functions of the campus.

Dr. Johnson represents the College on several community and economic development boards, including the Delaware State Chamber Partnership Board, the New Castle County Economic Partnership, and  United Way of Delaware. She currently chairs the Delaware Manufacturing Extension Partnership (DEMEP) Board.

Since joining the College in 2004, Dr. Johnson has held a wide range of leadership roles, including collegewide entrepreneurship department chair, assistant vice president for marketing and public relations, director of human resources, director of communication and planning, and assistant campus director for both the Stanton and George Campuses. Her diverse experience reflects a comprehensive understanding of institutional operations and a sustained commitment to organizational excellence and student success.

Dr. Johnson earned a Doctor of Education in Higher Education and Leadership from Wilmington University, a Master of Business Administration in Marketing, and a Bachelor of Science in Business Administration from the University of Delaware. She is also a graduate of the College’s 2010 Leadership Development Program.

---

What inspires you?

I am deeply inspired by people who lead with compassion and choose to see the best in others. When we take the time to truly listen, understand, and support one another, we build resilience, foster growth and creativity, and unlock the potential to make a meaningful and lasting difference. That belief shapes both my personal and professional life.

My family has been my greatest source of strength and perspective. For 35 years, my husband and I have built a life grounded in faith, perseverance, and love—raising five children and now celebrating the joy of two granddaughters. Along the way, we have faced profound loss and significant health challenges within our family. Those experiences have strengthened our resilience, deepened our gratitude, and reinforced our commitment to face each day with purpose, courage, and hope.

Professionally, I have always been inspired by people who have earned advanced degrees. Years ago, I had the privilege of teaching a Geographic Information Systems (GIS) in Public Policy course for several years. Over more than 35 years of working with college students and municipal leaders, I have been inspired to guide them as they navigate the evolving field of GIS and equip them with the skills needed to secure meaningful careers upon graduation. I have also worked with municipal leaders to help them understand and leverage data effectively, empowering them to make informed decisions that strengthen and improve their communities.

What makes a great leader?

When I reflect on what defines a truly exceptional leader, I am grateful to have had Dr. Jerome Lewis as an example for more than 30 years. He led with encouragement and optimism, allowed for a flexible work schedule, and had a remarkable ability to connect with individuals from diverse backgrounds. A thoughtful listener and deeply empathetic leader, he was guided by a genuine desire to improve the world around him. He consistently brought out the very best in his colleagues and in everyone fortunate enough to work with him. In the face of challenges, he responded with unwavering grace and professionalism, setting a standard that many of us continue to aspire to.

Tell us about a time you felt truly proud of your work. What did you accomplish?

Upon reflecting on the projects I have been involved in, I find it difficult to select just one to highlight. Instead, I will share the projects I am most proud of and outline the accomplishments achieved through each.

From 1995 to 2000, I had the privilege of collaborating with Mr. Sandy Schenck of the Delaware Geological Survey on the mapping publication “Bedrock Geology of the Piedmont of Delaware and Adjacent Pennsylvania.” It remains one of the most technically challenging and rewarding

cartographic projects of my career. The map received First Place for Best Cartographic Map at the 2000 Towson University GIS Conference.

In 2008, I received the Delaware Geographic Community Service Award from the Delaware GIS Community. This is one of the highest honors a GIS professional can receive in Delaware.

Since 2020, I have been working with the Delaware Council on Farm and Food Policy to map community food resources to better understand and address food insecurity across the state. This initiative began during the COVID-19 pandemic, when school closures left many students without reliable access to meals. What started as an urgent response has evolved into an ongoing, data-driven effort to identify service gaps, locate vulnerable populations, and improve access to resources. In addition to spatial analysis, we are collaborating closely with Delaware’s agricultural community to increase access to fresh, local, and nutritious food. It is an honor to serve on this committee and to work alongside dedicated partners committed to strengthening food systems and improving food equity throughout our state.

Lastly, the Delaware Planning for Local Adaptation Needs (DE-PLANs) initiative integrates aging in place with emergency preparedness to strengthen resilience among older adults. The project has been supported by funding from the Delaware Emergency Management Agency, Delaware Sea Grant, and the Sustainable Coastal Community Initiative.

The connection between aging in place and emergency preparedness became especially clear during COVID-19. DE-PLANs uses Delaware-specific data, mapping applications, U.S. Census data, and GIS to build state and local capacity and inform policy decisions. This coordinated, data-driven approach enhances preparedness efforts and strengthens support for Delaware’s aging population.

Tell us about your most difficult challenge and how you overcame it.

Throughout my career, I have come to understand that challenges are not obstacles to avoid, but opportunities for growth. Professionally, my greatest challenge has been keeping pace with the rapid evolution of the GIS industry. With Esri leading innovation worldwide, continuous learning has been essential.

As a hands-on learner, I have embraced practical experience as my most effective path to mastery. In 1991, while one course short of completing my associate’s degree, I accepted a part-time position as a graphic artist. When my employer received a grant to implement a GIS

system, I took the initiative to learn it—teaching myself step by step, line of code by line of code. Within a year, I was hired full-time after discovering both my passion and my professional direction. I received my GISP Certification, which is for GIS Professionals.

Since then, I have remained committed to lifelong learning and to advancing GIS education. GIS professionals across Delaware and beyond continue collaborating with K–12 educators to provide standards-aligned lessons that introduce students to the power of spatial thinking and data-driven problem-solving. We hold a GIS Day event every year for 5th-grade students at the Air Command Mobility Museum in Dover, where students visit many stations to learn how GIS is used throughout the state.

On a more personal note, the past five years have been the most challenging—and transformative—of my life. In 2021, after three surgeries, I had a severe allergic reaction to anesthesia. During that time, I lost 30 pounds and lived with intense pain when standing or walking. For a long time, no one could determine the cause; answers finally came in 2025 through genetic testing.

Healing did not happen all at once. It came gradually—one year, one step, one small victory at a time. Through it all, I discovered the depth of my husband’s and my family’s love. I learned to advocate fiercely for my own health and to persevere even on the hardest days. Not every day was good, but I chose to find something good every day—and that choice gave me hope and perspective on what matters most in life. We are here to make a difference, build connections, and help one another.

In my pulmonary doctor’s office, there is a sign that reads, “Inhale, exhale, take a deep breath, and be grateful.” Those words have become a daily reminder of resilience and perspective.

Today, I am deeply grateful for the work that inspired me to get up every day and keep going and for the strength I gained through adversity.

Nicole Minni is an Associate Policy Scientist (GIS/Graphics Specialist) for the University of Delaware, Institute for Public Administration, Water Resources Center. She has 34 years of experience using GIS across a wide range of projects, which has enabled her to engage with State and local governments and their citizens. Some of these projects are Delaware Transportation Improvement Districts, Delaware Watersheds, Comprehensive Planning, Delaware Food Resource Connection, and Delaware Planning for Local Adaptation Needs (DE-PLANs).

Ms. Minni became a Certified GIS Professional in 2009. She has been recognized for her work in digital cartography and spatial analysis. Ms. Minni has taken first place in the Professional Map Gallery category at the Towson University GIS Conference in 2009, 2006, 2005, and 2000, and in 2013, took second place for the most attractive map at Burlington County’s GIS Day event. In 2008, Nicole received the Delaware GIS Community Service Award. She serves on several committees in Delaware: the Delmarva GIS Conference Committee, the Delaware GeoEducation Subcommittee/DGDC, and the GIS Day Committee (Co-Chair).

---

What inspires you? 

I am inspired by hearing the stories of others who have overcome obstacles to achieve their dreams. I am inspired by seeing my students and individuals I train experience “a ha” moments where they “get it.” I am inspired by passion, purpose, effort, grit, and determination. 

What makes a great leader? 

A great leader is one who incorporates trauma-informed practices into their daily lives and leads by example. They recognize that individuals give their best when they feel safe, trusted, and empowered collaborators (peers).   

Tell us about a time you felt truly proud of your work. What did you accomplish? 

I am truly proud of achieving my doctoral degree. I was the first female in my family to achieve that level of education and the second Dr. Berke (my brother was the first). 

Tell us about your most difficult challenge and how you overcame it. 

My most difficult challenge is overcoming my shyness and not allowing my introversion to always dominate. Cultivating my innate curiosity about people and my desire to hear their stories helps me deal with shyness and introversion. 

Debra L. Berke is a graduate of the University of Nebraska-Lincoln with a Bachelor of Arts degree in Sociology and a Master of Science degree in Human Development and Family Studies. She also holds a Ph.D. in Family Studies from the University of Delaware. Prior to joining Wilmington University in 2009, she taught family studies and women’s studies at Messiah College for 15 years. She also directed the Gender Studies Project at Messiah College. Dr. Berke has been a consultant for the Pennsylvania Commission on Crime and Delinquency and the State of Delaware. She has served as Chair of the Family Policy Section, Chair of the Education and Enrichment Section, and is currently President-Elect of the Board of Directors of the National Council on Family Relations. She also served as President of the Family Science Association. She is a member of the Board of Directors for Trauma Matters Delaware and an inaugural recipient of the Delaware Compassionate Champion Awards. Dr. Berke is a Certified Family Life Educator and the Director of Psychology Programs and the Center for Prevention Science at Wilmington University. 

 

---

What inspires me?  

Strong, honest, ethical people inspire me. People who do not sway in their values or beliefs in the face of challenges but stand firm, even when bending would be easier, more popular, or rewarded. It’s not perfection; it's character and conviction--a willingness to apologize when wrong, listen when inconvenient, and care when confronted. It’s inspirational because it is not easy!  

What makes a great leader?  

There is no leader without followers. A great leader understands that they have the power to influence and inspire followers with integrity and compassion, guided by a purpose and a moral compass that serves to elevate the organizations in which they work. Great leaders project a confidence that is less about them and more about what can be achieved through the development of great followers. Great leaders demonstrate a resilience that serves to propel them and their followers into a future with hope.  

Tell us about a time you felt truly proud of your work. What did you accomplish?  

Knowing your impact is its highest reward.  In my 30+ years in higher education, I have been blessed with the opportunity to stand in front of thousands of students, workshop participants, and conference attendees doing what I love, what I am passionate about, and that for which I truly believe I have been called. There is nothing more fulfilling than hearing from a student or workshop participant not so much about what they learned but more about what they APPLIED as a result! Today, as I lead the Center for Professional Development and Partnerships, my teaching continues. My goal is to spread the good news of Goldey-Beacom College! Literally teaching the business community and other organizational leaders in our State about our mission and vision, rooted in a long history of academic excellence and workforce development!  GBC is not just that “good little school”—we are a recognized College of Distinction! Our faculty, staff, leadership team and board of trustees are committed, united in helping our students “Achieve Greater!”  See...I’m doing it again. I just can’t help myself! How great is that?   

I’ve had students wish their managers were attending my class. I’ve received beautiful notes from grateful participants. But one of my favorite memories is when a student, still donned in cap and gown, was walking across campus, and I yelled, “Congratulations!”  They stopped in their tracks and said, “Thank you! I never thought I would ever get a degree, and here I am, with a Masters.” This is the work at Goldey-Beacom College that makes me most proud and truly humbled. 

Tell us about your most difficult challenge and how you overcame it?

Challenges are inevitable. For me professionally, being asked to step out of the security of the classroom and into this completely new role has been both a great honor and a great challenge. The confidence in my ability itself has been overwhelming. Perhaps like you, the greatest challenges are those that begin in your own head. And so, the best way to overcome those mostly self-imposed roadblocks? Pray and just start.  

Dr. Deanna M. Merritt, PhD, SHRM-CP, is a distinguished faculty member and the Director of the Center for Professional Development and Partnerships at Goldey-Beacom College. She holds a PhD in Human Resource Management and Organizational Behavior with a secondary area in Marketing. Additionally, she has a Master of Arts in English. With over 30 years of experience in higher education, Dr. Merritt is, first and foremost, a teacher, it is her calling. Her dedication to fostering professional growth and her commitment to educational excellence have earned her the prestigious Excellence in Teaching Award. Recognized as a leader among her peers, she has proudly served as Faculty Assembly co-chair.  

Throughout her tenure at Goldey-Beacom College, she has been instrumental in designing and implementing various professional development programs aimed at enhancing skills and advancing careers in diverse fields such as Management, Marketing, and Leadership.  

Dr. Merritt has led numerous initiatives and innovative partnerships, including the launch of the Advancing Digital Learning Symposium, which brings together educators, policymakers, and industry leaders to explore the transformative role of digital technology in education. Other work with Delaware’s Office of Women’s Advancement and Advocacy, DE DECA, the Delaware Restaurant Association and Delaware EPSCoR reflect the College’s values of Integrity, Excellence, Social Responsibility and Innovation and have significantly contributed to the Goldey-Beacom's mission of providing flexible, collaborative, and skills-based training solutions. 

---

What inspires you?

The butterfly is my personal metaphor for change and transformation. A caterpillar has to actually ‘unbecome’ as part of its metamorphosis. I love to create spaces that foster transformative moments. When I see the ‘aha’ or ‘aahh’ moment in someone’s eyes or experience its articulation in words, movement, or sound – I am inspired.  

Like our ever-expanding understanding of neuroplasticity, the human soul has amazing capacity to grow, change and evolve. I am moved when I have the opportunity to bear witness, and even the more when I can play a role in being a provocateur of change.

What makes a great leader?

A great leader is like a pot of gumbo. They bring a unique set of ingredients, all in the right proportions – and the spice if just right.  That pot has to simmer and marinate to allow all of the components to marry. A lot of tasting goes on, which allows for modifying portions to see if anything is missing. I’ll call that practice of taste-testing and modifying reflective agility in the context of leadership.  A great leader must have core capacities to vision, to delegate, to develop, to persist, to reflect, and to pivot. 

Early in my professional life, my Myers-Briggs inventory showed me to be an ENTJ. It fit. Sounded just like me. I took great pride in being task-oriented – always with the goal in mind. I had the perfect justification for why I exalted the goal above those needed to fulfill it.  Some of my most significant lessons have come from areas where I have fallen short and taken the risk to evolve. I had to learn that relationships matter. Connections count. All in the proper proportions.

Leading requires you to have a relationship with where you are heading, the path or context you are following – and most importantly – a connection to those who follow. You must ‘taste-test’ often: where are we, how are we, what do we need? The art and skill of reflective agility allows for a leader that knows themselves to determine which traits, approaches, and practices are necessary to ensure that everything in the pot (people, processes, goals, outcomes) has come together to form a cohesive experience for those who will take part.

Tell us about a time you felt truly proud of your work. What did you accomplish?

When I think of accomplishments that bring me a sense of pride, I think about my opportunity to develop a program called The Arts Integration Institute.  This program was developed at Christina Cultural Arts Center in Wilmington, Delaware. It was designed to be a tool to close the achievement gap amongst black and brown learners. The program pairs teaching artists with classroom teachers and assists the teachers in learning how to integrate arts learning into academic areas of language arts, math, science and social studies.  In the model, the teacher-artist pairs co-plan lessons that initially the artist will implement with the support of the teacher. The goal is to progress to co-leading lessons to eventually, the classroom teacher leads and the artist supports. 

That program is nearing 20 years in operation and is still operational, though I am no longer with the organization. The program has trained educators from pre-k through high school. Our most significant impact has tended to be in the pre-k though 8^th grade space.  The program has impacted 1000’s of students and hundreds of educators and teaching artists. Because the program also addressed social emotional learning and cultural awareness, all participants experienced a growth that superseded academic growth.

Tell us about your most difficult challenge and how you overcame it.

One of my most favorite words is Kujichagulia, a Swahili word than means self-determination: defining yourself, our selves, and defying the definitions others place on us. One of my most difficult challenges was a phase in my life where I allowed how others saw me to become how I saw myself. On a deeper level, this became a self-fulfilling prophesy and tainted my vision – which resulted in me sometimes seeing judgment where it didn’t exist or at levels that didn’t exist. I had to go inside. I had to own my faults and mistakes. And then I had to remind myself of who I am – why I inhabit this place called earth. I had reconnect with my purpose and my vision for myself. The result was a shift in careers, a realignment of focus, and a more graceful acceptance of my whole self – both the thorns and the rose.  

---

What inspires you?

I am most inspired by my interactions with students. I prefer to teach through engagement rather than lecture. My goal is to create a space where learning can happen for them, and for me. I learn a lot from my students. They open my eyes to fresh ideas and the issues we are facing.

I am also inspired by team-based work, shared responsibility, and engaging with people. I don’t think I am particularly strong in any area but I am able to convene people who have a variety of skills to work together.

I also get inspiration from the faculty we have at the University of Delaware and centers within the Biden School of Public Policy and Administration. The people and the work accomplished in the school is impressive. I appreciate working at a land grant university where we have an opportunity to make a difference in our community.

What makes a great leader?

It is absolutely essential for higher education leaders to have a commitment to future generations and lead us to a more sustainable society. Universities are where research occurs and policies are born. We need to commit to excellence and ethics and advancing the public good and we have to share and uphold these values and transfer them to future generations.

Tell us about a time you felt truly proud of your work.

I feel proudest when my students get awards and job placements. It is amazing to have a student move from a research assistant position to a tenure line at a university. It has an immediate impact.

I’m always excited about the research process and outputs. I’m also excited to publish the research results and share them with the community and others in the field. My role as a researcher is to translate what others do into lessons and best practices.

This year I am publishing a book based on 10 years of learning about sustainable management in the field of arts and cultural. The Overlooked Pillar Making a Case for Cultural Sustainability offers an original perspective on the sustainable-development discourse by emphasizing the importance of culture and cultural institutions in facilitating societal sustainability goals.

Tell us about your most difficult challenge.

Change and instability are always a challenge. Coping with change that is due to re-organization or a pandemic creates unique challenges. It is important to see the big picture and adapt. As a leader you have to provide stability, but also guide organizations though change and adaptation by facilitating mutual learning about change. Both adaptability and change require strong leadership and a vision.

In view, any crisis should be viewed an opportunity to learn and grow. Challenges are really opportunities to create something new and re-invent what we are doing. They offer us a chance to learn something new and go to the next level.

BIO

Dr. Alisa V. Moldavanova is Associate Professor and Director of the MPA Program at the Joseph R. Biden, Jr. School of Public Policy and Administration at the University of Delaware. Dr. Moldavanova’s work has been published in the Journal of Urban Affairs, The American Review of Public Administration, Public Management Review, Administration and Society, Public Administration and Development, Journal of Public Affairs Education, International Journal of Public Administration, and International Journal of Sustainability Policy and Practice.

She is the coeditor (with David H. Smith and Svitlana Krasynska) of The Nonprofit Sector in Eastern Europe, Russia, and Central Asia: Civil Society Advances and Challenges.

Dr. Moldavanova’s research investigates organizational sustainability in the context of public service organizations, the role of inter-organizational networks and other forms of social connectedness in enabling sustainable organizations, as well as how nonprofits and other public service organizations foster sustainable development in their local communities. Dr. Moldavanova also is conducting research on the role of civil society and nonprofit sector organizations in advancing democracy. Her research has been funded by the National Endowment for the Arts, Paul A. Volcker Endowment for Public Service Research – American Political Science Association, and Ford Fund (CommunityCorps Program).

Dr. Moldavanova’s degrees include:

PhD (2013, Honors), Public Administration, School of Public Affairs and Administration, The University of Kansas (Lawrence, KS)

MPA (2009), School of Public Affairs and Administration, The University of Kansas (Lawrence, KS)

PhD (2007), Psychology, Institute of Psychology of the National Pedagogy Academy of Ukraine (Kyiv, Ukraine)

BS (2000, summa cum laude), Psychology, Institute of Mathematics, Economics, and Mechanics, Odesa National Mechnikov University (Odesa, Ukraine)