Commencement 2025

Angela Cullen is an inspiring and dedicated educator with 27 years of service in the Buffalo Public Schools. She holds New York State certifications in Earth Science and General Science, as well as a School District Administrator license. She earned her BS in Geology, an MS in Educational Computing, and a Certificate of Advanced Study in Educational Leadership.

Angela began her teaching career in 1998 and soon after returned to her hometown of Buffalo to pursue her dream of serving in the Buffalo Public Schools. She taught Earth Science at Buffalo Traditional School and Middle Early College High School before taking on leadership roles in the district. From 2008 to 2016, she served in the Office of School Leadership, rising from Supervisor to Director, where she helped shape instructional practices across the district.

Since 2016, Angela has led the Research Laboratory High School for Bioinformatics & Life Sciences as Principal. There, she has built a rigorous, college-preparatory program rooted in scientific inquiry and community collaboration—connecting students with Buffalo’s vibrant science and medical communities.

Angela believes that strong relationships are the foundation of academic achievement. Her leadership is guided by a deep commitment to student success, community engagement, and fostering supportive learning environments.

Dr. Heather Jenkins ia a dynamic leader, educator, and advocate for educational equity. She currently serves as President and CEO of The Literacy Lab. With nearly 20 years of experience across K–12 schools, nonprofit organizations, and higher education, Dr. Jenkins has dedicated her career to creating equitable systems and expanding opportunity for historically underserved students.

Prior to her current role, Heather served in senior leadership at uAspire, including as Chief People & Equity Officer and Chief of Staff. There, she worked to build inclusive organizational culture and integrate equity across leadership, communication, and collaboration. Her earlier roles include Managing Director of Service Impact and Evaluation at City Year Boston and Director of Academics and Evaluation at Buffalo Prep—positions through which she shaped impactful, student-centered programming.

As President and CEO of The Literacy Lab, Heather leads a national nonprofit committed to resolving the literacy crisis by providing evidence-based instruction to young learners.

Founded in 2009, The Literacy Lab partners with schools and communities to ensure every child has access to the literacy skills needed for success in school and life. Its groundbreaking initiatives, including the Leading Men Fellowship, aim to diversify the education workforce and bring transformative learning to early childhood classrooms.

Dr. Jenkins holds a BA in psychology, an MS in education, a PhD in the sociology of education, and is certified in New York State district leadership.

Please join me in honoring Dr. Heather Jenkins for her visionary leadership and deep commitment to educational equity.

Kavitha is a two-time UB graduate, having also graduated from our Higher Education and Student Affairs program. During her time in the PhD program, Kavitha has demonstrated an exceptional commitment to research, teaching, and service, particularly in advancing equity and justice in higher education.

Her dissertation, Beyond Intersectionality: The Experiences of South Asian Indian Women Undergraduates in STEM, exemplifies her intellectual rigor and personal investment. Her committee was deeply impressed by her commitment to this understudied student population and her approach as a cultural insider—bringing both care and critical insight to the research process. Grounded in intersectionality, sense of belonging, and Desi critical race theory, her scholarship amplifies voices often overlooked in our field.

Kavitha’s research contributions include national conference presentations at ACPA and AERA and a peer-reviewed publication in New Directions for Higher Education, which ranked among the top 10% of most-read articles in that journal. Outside of her scholarship, Kavitha has taught undergraduate courses and served as a teaching assistant, alongside me, in a graduate-level HESA course—creating inclusive and dynamic learning spaces. She’s also mentored students for over 15 years, including high school youth from underrepresented communities in Buffalo and the larger Western New York region.

What makes Kavitha’s journey even more inspiring is how effortlessly she balanced her scholarly life with her roles as a wife, mother, mentor, and friend—approaching every facet of her life with compassion, grace, and drive.

A scholar-advocate in the truest sense, Yun transforms rigorous research into tangible social impact. Her work focuses on educational attainment, civic participation, and political engagement within Asian American communities. During the COVID-19 pandemic, she led vital voter engagement efforts with the Asian American Legal Defense and Education Fund, helping dismantle language and access barriers to civic participation. Her leadership in the 2022 Exit Poll and Poll Monitoring Project directly contributed to the creation of linguistically inclusive tools, increasing electoral participation among Chinese-speaking communities.

Yun also courageously responded to rising anti-Asian hate by co-organizing the #StopAsianHate initiative with The New School and launching Send Chinatown Love, a digital magazine spotlighting marginalized voices and small business owners affected by pandemic-era racial and economic disparities. Her community-centered art installation in Manhattan’s Chinatown further sparked vital conversations on justice and belonging.

Beyond New York City, Yun’s collaborative work in Orlando with Chinese immigrant communities has bridged generations, clarified policy misunderstandings, and empowered families with pathways to higher education.

What sets Yun apart is her rare ability to unite data, policy, activism, and heart. She does not simply study justice—she advances it. Her scholarship has informed policy, shaped public discourse, and uplifted communities across the country.

Yun Liang exemplifies the power of engaged scholarship. We are proud to recognize her as a changemaker whose work reflects the values and vision of the Graduate School of Education.

Dabralis is a standout student recognized not only for her academic achievements, but also for her unwavering commitment to creating inclusive, welcoming environments both in and out of the classroom. As a teacher candidate in the UB Teacher Residency Program, she has shown exceptional dedication to her students, her school community, and the broader values of educational equity and justice.

Throughout her fieldwork and student teaching experiences, Dabralis has exemplified what it means to lead with empathy, integrity, and purpose. She brings passion and creativity to her teaching, capturing her students’ interest through engaging content and meaningful classroom connections. Her efforts extend far beyond academics—she actively attends her students’ extracurricular events, works collaboratively with her mentor teachers, and builds trust with families and colleagues alike.

Dabralis’s clinical coach describes her as a resilient, adaptable, and compassionate educator—one whose intellect and heart are equally present in all she does. She approaches every opportunity with a growth mindset and a deep commitment to fostering belonging, making sure that every student feels seen, heard, and valued.

Her work in Buffalo Public Schools and her service to the university community reflect a tireless drive to support others and to uplift those around her. Dabralis models what inclusive teaching looks like in practice—thoughtful, student-centered, and rooted in care.

As she prepares to enter the teaching profession, we are confident that Dabralis will continue to make lasting contributions to her students and school communities. She represents the very best of what it means to be an educator.

Cara's scholarship exemplifies innovation, relevance and rigor. Her research explores restorative justice practices in rural K–12 education, giving voice to students, teachers and administrators in underrepresented school communities. Her dissertation, Perceptions of Restorative Justice: Exploratory Interviews with Administrators, Teachers, and Students in a Rural K–12 School Setting, aligns with national research priorities and addresses the disproportionate implementation of restorative practices in rural areas.

What distinguishes Cara’s work is her development of a sophisticated, theoretically grounded analytic framework. Drawing from the fields of dialogic education and restorative justice, she skillfully integrates concepts such as the conditions for voice, circle processes and restorative pillars to interpret classroom interactions and school culture. Her published and forthcoming scholarship reflects the depth of her analysis and the clarity of her academic voice.

Cara is a first author on a forthcoming book chapter with Springer and a co-author on two published journal articles, with two additional manuscripts currently under review. These accomplishments reflect her remarkable productivity and the high regard of her faculty mentors.

Throughout her graduate studies, Cara has demonstrated exceptional critical thinking, originality, and a commitment to equity-centered educational practices. Her work has the potential to drive meaningful change in how schools engage in restorative approaches, particularly in rural contexts where such practices are often overlooked.

Julianna Casella, a Presidential Fellow, has demonstrated exceptional scholarship, leadership, and service over the past four and a half years through her work as a doctoral student. She has excelled as a researcher, instructor, and mentor, and her contributions have left a lasting impact on the field of school psychology and the broader educational community.

Her research focuses on making schools safer and more supportive for all students. Julianna has contributed to major projects aimed at preventing bullying, harassment, and school violence—developing training programs, leading focus groups, analyzing data, and helping to secure grant funding. Her work combines academic rigor with real-world relevance and impact.

She has co-authored multiple journal articles, delivered 14 national conference presentations, and given 5 invited talks. Her excellence in research has been recognized by the American Psychological Association. Her dissertation explored the role of school psychologists in crisis prevention and school safety—an area of growing importance in today’s educational landscape.

Beyond her academic accomplishments, Julianna is known for her heart, leadership, and unwavering dedication to her community. She has mentored peers, led student organizations and research initiatives, and participated in state and national-level efforts focused on youth mental health. Her leadership roles have included serving as Vice President of the Student Affiliates of School Psychology (SASP) Chapter at UB, President and Treasurer of the Graduate Student Association within her department, co-chair of the National Association of School Psychologists’ Future Faculty Interest Group, and a planning committee member for the Graduate Student Research Symposium. She also served as the student representative to the Graduate School of Education Executive Committee.

Even while completing her internship in Maryland, Julianna remained a trusted source of guidance and collaboration for students and faculty alike. She is widely recognized for her energy, warmth, and remarkable work ethic.

As she begins her new role as an Assistant Professor at Yeshiva University, she leaves behind a legacy of excellence and inspiration.

Dr. Seong Won Han is more than an advisor—she is an extraordinary mentor whose wisdom, patience, and unwavering belief in her students have profoundly shaped their academic and personal development. Her guidance inspires growth not only as scholars but as individuals.

Dr. Han has played a pivotal role in supporting international students as they navigate new academic and cultural environments. She draws from her own experiences to help students acclimate to campus life, strengthen their academic writing, and build confidence in a new language and culture. Through her inclusive and compassionate approach, she ensures that all students feel seen, supported, and empowered.

What distinguishes Dr. Han’s mentorship is her commitment to cultivating independent thinkers. Rather than providing easy answers, she challenges students to explore varied approaches, think critically, and form their own conclusions. This process, while rigorous, fosters the development of scholarly independence—a vital skill that students carry into their professional lives.

Dr. Han is also deeply committed to building networks that are essential to academic and professional success, particularly for international students. She actively connects her mentees with alumni and senior scholars, opening doors to opportunities that might otherwise remain inaccessible.

Her dedication extends well beyond academic mentorship. During the pandemic, for instance, Dr. Han provided consistent and compassionate support to students facing personal and health challenges, reminding them to prioritize well-being and offering encouragement during difficult times.

She devotes countless hours to reviewing student work, preparing them for conferences, and supporting the publication process. Her mentorship emphasizes not only academic excellence but also the development of balanced, confident, and resilient scholars.

Dr. Han’s steady guidance has had a transformative impact on her students’ academic journeys, shaping them into the scholars they are today. Her influence is lasting and deeply appreciated.