Dr. Breana Bayraktar (EdD ‘22) exemplifies the scholar-practitioner model at the heart of Manhattanville University’s Doctor of Education program.
She currently serves as an Educational Developer at the Stearns Center for Teaching and Learning, and as Affiliate Faculty in the Higher Education Program, at George Mason University, where her work centers on faculty development, reflective teaching, and student learning. Through both scholarship and practice, Dr. Bayraktar is shaping how educators grow, adapt, and thrive in an evolving higher education landscape.
For Dr. Bayraktar, the 15th Anniversary of the EdD program holds meaningful personal significance. She entered Manhattanville’s dissertation completion (online) cohort during the height of the COVID-19 pandemic. Though online education is called “remote,” and she only set foot on campus for graduation, she never felt at a distance from Manhattanville; described her cohort as a deeply supportive community that continues to stay connected through sustained peer relationships. For her, the anniversary represents an opportunity for alumni with very different pathways and experiences to reconnect, reflect, and celebrate the people who shaped their doctoral journeys.
When asked to describe the EdD program in one sentence, Dr. Bayraktar described it as “very supportive, while also providing space for each of us as individuals to explore and grow.” She characterized the program’s legacy in three words: building, kindness, and challenge. She noted that Manhattanville is intentionally focused on building a new generation of well-prepared educators and leaders, while fostering genuine care—something she feels is often missing in higher education. At the same time, she emphasized that the doctoral program consistently challenged students to push themselves intellectually and develop into stronger scholars and professionals.
One of Dr. Bayraktar’s most vivid memories from the program centers on a foundational academic struggle many doctoral students face—understanding the distinction between theoretical and conceptual frameworks. Initially confusing, the distinction became clear and was a recurring touchstone throughout her time in the program. The importance of frameworks and lenses later evolved into a teaching moment, as she now helps her own graduate students navigate these same challenges. What once felt overwhelming has become a point of reflection, growth, and humor—symbolic of her doctoral transformation.
Dr. Bayraktar’s dissertation, Finding Their Way: A Grounded Theory Study of Higher Education Faculty Development, emerged directly from her professional experience as a community college professor transitioning into faculty development work. She became increasingly interested in understanding why faculty often leave professional development sessions inspired; yet, struggle to implement what they learn. Her study followed a cohort of faculty who participated in a structured professional development program with intentional follow-up and community support.
Through her research, she revealed that community was essential for sustained faculty growth. Faculty thrived when they could reflect, collaborate, and share challenges within a supportive peer group. At the same time, she found persistent tension between the desire for community and the lack of time faculty felt they had to fully engage in it. This tension continues to inform her work today as she seeks to design guided, structured learning communities that balance support with realistic professional demands.
Today, Dr. Bayraktar brings her research to life at George Mason University, a large, research-intensive institution where she works full-time in faculty development. She designs programming aligned with institutional priorities while remaining deeply grounded in pedagogy, reflective practice, and student learning. She often describes her approach as “meeting faculty where they are”—using engaging and timely topics such as artificial intelligence, academic integrity, and educational technology to draw faculty in, while intentionally embedding deeper conversations about teaching, relationships, and learning beneath the surface.
Her leadership style emphasizes relationship-building and personal outreach. Whether inviting faculty into workshops, helping departments create small learning cohorts, or collaborating across disciplines, she believes real professional growth begins with trust, connection, and consistency. Even at a large university, she remains committed to cultivating the kind of close-knit academic communities that sustain long-term engagement.
Dr. Bayraktar’s current research agenda continues to evolve alongside her professional practice. She serves as the principal investigator on a statewide grant examining artificial intelligence and teaching, supporting faculty-led classroom research across multiple institutions. She is also engaged in collaborative research exploring feedback practices and alternative grading approaches. Across all of these projects, her focus remains constant: strengthening the relationships between instructors and students, and ensuring that teaching remains central to the mission of higher education.
To learn more about the doctoral program, we invite you to attend an upcoming info session
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The “EmpowerEdD Leadership Fund” Fund was established in 2015 to pay it forward to the Manhattanville University Doctoral Program. We thank you for your generosity and support of the Doctoral Program in Educational Leadership!
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Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
