Educational History
BA, Macalester College; MAEd, University of Phoenix; EdD, American College of Education
Professional Highlights
Dr. Evora Baker earned a B.A. in History from Macalester College, an M.A. in Secondary Education from the University of Phoenix, and a Doctorate in Educational Leadership from the American College of Education. Currently serving as the Director of the TRIO Program at Shepherd University, Dr. Baker oversees two college access programs with a combined budget of $2.6 million, funded through U.S. Department of Education grants. TRIO grants provide educational services to secondary and post-secondary students who are first-generation college students, income-eligible, and/or have documented disabilities.
Research
Baker, E. M. (2020). College administrators who self-identify as first-generation college graduates: A phenomenological study. American College of Education.
Farris, M. (2022). Barriers for Learners in Postsecondary Education in the Age of COVID: A Hermeneutic Phenomenological Study (Dissertation). (Methodologist)
Anderson, C. (2025). Unveiling the impact of intersectionality on teacher retention in high need schools: A basic qualitative study. American College of Education. (Dissertation Committee Member)
Barnette, L. (2025). A qualitative case study of leadership development practices for sustainable growth in mid-range performing high schools in Cobb County. American College of Education. (Dissertation Committee Member)
Beaty-Rogers, A. (2025). A qualitative phenomenological study on microaggressions and racial bias impacting African American women in School Leadership. American College of Education. (Dissertation Committee Member)
Botella, H. (In Progress). Creating and implementing assessment framework for Georgia high school math teachers: A qualitative Case Study. American College of Education. (Dissertation Committee Member).
Brouwer, P. (2025). A qualitative case study on the perceived benefits of mentoring post-COVID 19 religious educators to mitigate resignation because of stress and burnout. American College of Education. (Dissertation Committee Member)
Butler, S. (2025). School leaders and central office executives’ perceptions and experiences with budgeting and the alignment of academic achievement: A qualitative case study. American College of Education. (Dissertation Committee Member)
Callahan, B. (2025). The impact of formal mentoring programs on principal retention in urban schools in Ohio: A qualitative case study. American College of Education. (Dissertation Committee Member)
Gibson, N. (2025). Understanding the host-country teacher and their retention: A qualitative case study. American College of Education. (Dissertation Committee Member)
Gill-Williams, N. (In Progress). A basic qualitative study: Exploring experiences of collaborative leadership practices and policies related to mental well-being. American College of Education. (Dissertation Chair)
Higgins, N. (2025). Middle school student perspectives concerning learning in the FrameVR Metaverse Platform in a face-to-face educational environment: An exploratory case study. American College of Education. (Dissertation Committee Member)
Moniz-Tran, J. K. (2025). The cultural intelligence and perspectives of a Kumu: A qualitative case study. American College of Education. (Dissertation Chair)
Rittenhouse, M. (In Progress). The impact of decision-making on staff climate: A basic qualitative study. American College of Education. (Dissertation Chair)
Wittum, L. (2025). Leading technological change in education: A basic qualitative research study of schools in Mid-Michigan. American College of Education. (Dissertation Committee Member)
Personal Highlights
Dr. Baker has built an extensive career dedicated to empowering underserved populations in post-secondary education and advocating for youth through targeted programming. She has also contributed to academia by teaching in Shepherd University’s First Year Experience program, College Student Development and Administration (CSDA), and Educational Leadership Graduate programs. Additionally, she has served as Adjunct Faculty, Dissertation Chair, and Committee Member for the Doctoral Program in Educational Leadership at the American College of Education
Fields of Expertise
Dr. Baker’s research interests include first-generation college students, equal access to higher education, underrepresented populations in higher education, students with disabilities accessing post-secondary education, and leadership theories. Her areas of expertise encompass grant writing, qualitative research, higher education, access and affordability of post-secondary education, and leadership. Dr. Baker also has more than 20 years experience as a grant writer.
Quote
Everything that is meant for you…is meant for you. Oftentimes you just need to employ a little grit and determination.”