Congratulations GSE Class of 2026

An accessible PDF of the commencement program for the UB Graduate School of Education Ceremony, including a listing of all graduates in the class of 2026, is available for download.  

Dr. Agosto, a GSE graduate, has dedicated more than three decades to Buffalo’s students. A tireless advocate for equity in arts education, she ensures that all students—regardless of background—have access to creative expression, rigorous learning and opportunity. Her leadership extends nationally through the National Art Education Association, and locally through her work co-founding Los Artistas del Barrio Buffalo, uplifting Latino/a/x artists and cultural heritage across Western New York.

An example of her impact is perhaps most visible—and enduring—right here in Foster Hall.

Through a powerful collaboration between GSE, Buffalo Public Schools and the Mayor’s Summer Youth Internship Program, Dr. Agosto helped bring to life the 53-foot mural that now rises four stories through this building’s stairwell. More than a work of art, it is a visual narrative of who we are. The mural weaves together themes of diversity, education, growth, connection, unity and inclusion—expressed through imagery of vines, pathways, hands and roots that reflect the interconnectedness of our community. It tells the story of GSE as a place where learning is transformative, where research and practice are deeply connected, and where every individual has the opportunity to grow and belong.

Rooted in her Mural Mania program, this project engaged young artists as thinkers, researchers and creators—transforming ideas into a lasting expression of GSE’s mission and values. Because of Dr. Agosto’s vision, this mural does more than fill a space—it tells our story and reflects our collective purpose for generations to come.

Now Dr. Agosto is once again partnering with GSE to fill the remaining walls of Foster Hall with K-12 artwork. As part of a small group of WNY Arts Education leaders, Dr. Agosoto is bringing her passion for Art and her belief in art education once again to GSE. I have no doubt that with Michele’s commitment and perspective the gallery project will also be a huge success.

Dr. Runfola has devoted more than 55 years to music education—as a public school educator, researcher, faculty member and administrator. Her career is defined not only by longevity, but by innovation and impact.

Early in her career, she collaborated with Edwin E. Gordon on foundational research that shaped the Content Sequences of Music Learning Theory, deepening our understanding of how children develop musical knowledge. She went on to break new ground by applying this theory beyond the classroom—designing music-based toys, some with patented features, and becoming the first to bring Music Learning Theory into the international mass-market toy industry.

Dr. Runfola’s work has consistently expanded access to music and learning. From advancing research on early childhood audiation and vocal development, to leading the creation of New York State arts assessments, she has helped ensure that students have meaningful opportunities to develop and demonstrate their talents. Her commitment to inclusion is equally profound, supporting initiatives that introduced hearing assistive technologies so that individuals with hearing loss can fully experience live music.

Through scholarship, innovation and a deep commitment to learners of all ages, Dr. Runfola has shaped both the theory and practice of music education, leaving a lasting impact on generations of students, educators and researchers.

During her tenure as Associate Dean of Academic Affairs, she first conceived the program we now know as UB Teach. Her vision laid the foundation for what has since become widely recognized as a gold standard in teacher preparation.

Maria’s thoughtfulness, generosity, and deep commitment to LAI and GSE make her so worthy of this award.

Joshua is recognized as an outstanding scholar-practitioner whose work reflects a deep commitment to research, practice and student success. As a full-time employee in the School of Social Work while pursuing doctoral studies, he has exemplified the balance of professional leadership and academic excellence.

His dissertation, “On the (In)Visibility of Care: Student-Parents and Graduate Education in the Era of Neoliberalism,” examines the impact of neoliberalism on graduate student-parents. Through interviews with 22 student-parents and 15 institutional agents in engineering and social work at a single institution, the study explored how disciplinary norms shaped by neoliberalism influence the experiences of student-parents in graduate education. The work represents a significant scholarly contribution and stands among the strongest dissertations produced within the program.

Throughout his time in the Graduate School of Education, Joshua remained actively engaged despite full-time professional responsibilities. He contributed to research examining the experiences of food-insecure student-parents at a research university and served as co-author on three resulting publications, including an article published in Journal of Higher Education, one of the leading journals in the field.

Joshua also contributed to teaching and mentorship efforts within the Higher Education program, serving as co-instructor for the doctoral Pro-Seminar in Fall 2021. His collaborative approach, intellectual rigor and dedication to student learning strengthened the experience for doctoral students and colleagues alike.

Across his academic and professional work, Joshua has approached each commitment with intentionality, rigor and care. His contributions to the Graduate School of Education and the School of Social Work reflect the values of scholarship, leadership and service, and position him for continued impact in the field.

Lucia’s work exemplifies the powerful connection between rigorous research and meaningful community impact. Through her work in GSE’s Alberti Center for Bullying Abuse Prevention, she has advanced initiatives, including implementing social-emotional learning programs and bullying prevention programs and trainings in partnership with schools. 

Her collaborative approach has produced tangible outcomes, including helping with a comprehensive school-wide climate and wellness evaluation for a local school which resulted in a peer-reviewed publication Equally important, Lucia is committed to ensuring research reaches those who can use it—regularly presenting at national conferences and contributing to practitioner-focused publications and trainings that translate findings into actionable strategies for educators and school psychologists. 

This integration of scholarship and partnership is further reflected in her dissertation work, conducted in close collaboration with Buffalo Public Schools. By evaluating a trauma-informed intervention for newcomer Puerto Rican middle school students, she elevated student voice while strengthening culturally responsive supports for historically underserved populations. 

Lucia’s impact extends beyond research. She has demonstrated sustained leadership and service at the university, regional, and national levels, including involvement in professional organizations such as the National Association of School Psychologists and the Psychological Association of Western New York. She is committed to mentoring peers and engaging educators and practitioners in critical conversations around student well-being. Her work reflects not only academic excellence, but a deep, ongoing commitment to communities and the meaningful application of research in practice.

Colleen’s work reflects a deep and sustained commitment to advancing inclusion and belonging through both research and practice. Her scholarship centers on understanding how students experience belonging in school and the critical factors that influence outcomes such as attendance and graduation. 

Through her research, Colleen identified a significant and often overlooked barrier: the impact of poverty on students’ ability to engage in school communities. Her findings show that students who rely on school transportation or live farther from school are less likely to participate in extracurricular activities—key experiences that foster connection and belonging. 

What distinguishes Colleen’s work is her commitment to translating these findings into actionable change. She has actively explored solutions to reduce these barriers, including rethinking school schedules to allow for daytime participation in clubs, improving transportation access and advocating for infrastructure changes that better support students. She has also emphasized the importance of strengthening family engagement and equipping educators with strategies to better support students at risk of disengagement. 

Colleen exemplifies the role of a scholarly practitioner—someone who not only studies issues of equity and belonging, but works to address these matters in meaningful, ways that strengthen communities and expand opportunity for all students.

Kristina’s research is both intellectually rigorous and deeply original, advancing knowledge while reshaping how that knowledge is produced. Her scholarship centers the narratives of Black professional women navigating natural hair identity within predominantly White institutions, bringing together conversations that have rarely been explored in tandem and elevating lived experience as essential to knowledge production. 

Her work stands out for its innovative methodology and conceptual depth. By combining narrative inquiry with photovoice, Kristina creates space for participants to share both stories and visual representations, enriching analysis and honoring embodied experience. She further integrates Black Feminist Thought, intersectionality and respectability politics in ways that generate new insights into how identity, professionalism and power are negotiated in higher education. 

The impact of her research is both scholarly and practical. Kristina’s findings illuminate how natural hair functions as a site of regulation, resistance and transformation, challenging traditional notions of professionalism and belonging. Her work offers clear, evidence-based recommendations to inform institutional policy and practice, particularly in advancing workplace equity and inclusive culture. 

Through conference presentations and active engagement in critical scholarly conversations, Kristina has demonstrated herself as a thoughtful and emerging scholar whose work reflects both academic excellence and meaningful contributions to the field.

Mary is recognized for her innovation, scholarly excellence and commitment to interdisciplinary learning. Her work reflects a thoughtful integration of research, teaching and service, with particular attention to the intersections of mathematics, music and education.

Her dissertation, How Students Apply Interdisciplinary Math and Music Instruction to Music Performance at a Summer Jazz Camp, demonstrates an innovative approach to exploring the relationship between mathematics and music. Drawing on her experience as both a mathematics educator and accomplished musician active in Buffalo’s jazz community, Mary examined connections that extend beyond traditional understandings of the disciplines. The project made creative use of theory, methodology and design to investigate learning across multiple forms and expressions.

Mary’s scholarship has been shared at local, national and international conferences, and she has a solo-authored article forthcoming in Mathematical Thinking and Learning.

Beyond her research, Mary has demonstrated a strong commitment to teaching and service. She actively integrates research and instructional practice, including serving as an instructor on research projects and teaching both mathematics and mathematics education courses. She contributes to the field through journal and conference review activities and service on committees focused on advancing equity in academia.

Outside the university, Mary remains deeply engaged in the community. She performs bass with several local bands and ensembles and is actively involved in her church and broader community initiatives.

Dr. DiCioccio exemplifies the goals of doctoral excellence within the Graduate School of Education through her commitment to impactful research, interdisciplinary innovation and service at multiple levels. Her work reflects a dedication to advancing learning while creating meaningful connections across disciplines and communities.

Dr. Fredrick is recognized for her exceptional mentorship, dedication to student development and commitment to fostering the next generation of scholars and practitioners. Through sustained guidance, collaboration and investment in student success, she has played a transformative role in shaping academic, professional and personal growth among her mentees.

Her mentorship often begins early in students’ academic journeys, creating meaningful opportunities for engagement in research, scholarship and professional development. Students working alongside Dr. Fredrick have been introduced to research activities including data analysis, conference presentations and scholarly contributions—experiences that build confidence and help establish pathways toward advanced study and doctoral work.

As students progress through their academic programs, Dr. Fredrick’s mentorship continues through individualized guidance, regular support and intentional development of research, writing and scholarly identity. She is recognized for helping students navigate challenges with resilience, reframing setbacks as opportunities for growth and encouraging persistence throughout the research process.

Dr. Fredrick is equally known for supporting ambitious goals and adapting mentorship to meet the evolving needs of her students. She approaches challenges with flexibility, problem-solving and encouragement while actively helping students identify additional resources and mentorship opportunities to strengthen their work and broaden their perspectives.

Beyond research mentorship, Dr. Fredrick creates experiences that extend learning into professional practice. She provides opportunities for students to engage in teaching, community-based initiatives, grant activities and applied experiences that help them develop as scholars, educators and psychologists.

Her influence extends beyond individual mentorship relationships. Dr. Fredrick is recognized for creating a supportive community of scholars through consistent care, dedication and investment in each student she mentors. Her approach reflects a commitment not only to academic achievement, but also to supporting students as whole individuals.

Through her mentorship, Dr. Fredrick has helped shape confident, resilient and well-prepared scholars and practitioners whose growth reflects the lasting impact of her guidance and leadership.