Donna Schnorr

Donna Schnorr, PhD, most recently co-directed and directed the Doctorate in Educational Leadership at California State University, San Bernardino (CSUSB) for the past six years (2012-2018). The program received strong accolades during an external review in 2016-2017 where the reviewers commented “Our review found that there are many strengths in the program. Their commitment to continuous learning, evidenced by the many self-evaluations and strategic plans to implement change, is outstanding and worthy of accolades. The quality of the dissertations is high. The materials to support students, and their responsiveness to student feedback by providing additional services is also meritorious. These have led to a very strong retention rate. There was an enthusiasm among those we interviewed, no matter what role they played in the program.” 
 
Dr. Schnorr is a professor of research, human development, and psychology. Since 1998, she has successfully written United States Department of Education sponsored research oriented grants that have totaled 24 million dollars. She has been the invited guest speaker by the U.S Department of Education where she has presented her school based research and data collection system to Gear Up grant recipients around the country. Dr. Schnorr has authored published research oriented articles in many blind reviewed journals such as the Journal of Career Development, The School Counselor, and Advances in School Mental Health Promotion. She also has published book chapters such as “Applying the career adaptability model with academically at-risk youth”, in R. Nata (ed.), Progress in Education, Hauppauge, NY: NOVA Science Publishers Incorporated as well as “Building resilience in schools”, in R. Christner, R. Menuti & A. Freeman (Eds.), Cognitive-Behavioral Interventions in Educational Settings:  A Handbook for Practice. Routledge, NY. She recently co-authored a book titled Thesis and Dissertation Guide: Theory and Applied Practice. Cognella Academic Publishing. She has extensive experience in k-12 and university settings as that pertains to conducting applied research with the view of transforming practice. Most recently, Dr. Schnorr engaged in a district wide study that explored the connection between teachers’ emotional self-regulation and their perceived relationships with students.