Tracy Mulvaney, Ed.D., is an adjunct professor in the Department of Educational Counseling and Leadership at Monmouth University. She previously served for six years as the assistant dean of the School of Education at Monmouth, overseeing assessment, accreditation, and supervising the Office of Certification, Field Placement, and School Partnerships. She came to Monmouth University from Arizona, where she served as the department chair for Education at Central Arizona College and participated in a Professor Exchange at Northeastern University, in Shenyang, China. She continues her love for study abroad at Monmouth by leading undergraduate students in programs to England and China.

Mulvaney received her Bachelor of Science in Rehabilitation and Special Education and her Master of Arts in Special Education from the University of Arizona. She also holds an Ed.D. in Educational Leadership from Northern Arizona University. She has held several positions within the Arizona Public School System, including cross categorical resource teacher, special education department chair (school based), principal of a day school program for students with emotional disabilities, and as district director of Alternative Programs. 

Her research interests include school change and innovation, empowering women in leadership, and evaluating study abroad programming.

Journal Articles

• Mulvaney, T., Lubniewski, K., Morales, W. (2023). Preparing Culturally Competent Teachers through Clinical Practices Abroad. School-University Partnerships: The Journal of the National Association for Professional Development Schools. 13(1).
• Henning, J.E., Bragen, B.F.  Mulvaney, T., George, W.O., III. (2018) A sustainable teacher residency: Designing paid internships for teacher education. School-University Partnerships 11(1). Retrieved from https://napds.org/member-onlyresources/.
• Henning, J.E., Bragen, B.F., Jr., Mulvaney, T., George, W.O., III, Duffy, G., Aldarelli, E., Grabowski, C., Harriott, W., Riddle, M., Falco, J., Heaney, P., Earle, C., Foster, L., & Borlan, C. (2018). The Monmouth University partnership: Redesigning practice. School-University Partnerships. School-University Partnerships: The Journal of the National Association for Professional Development Schools, (11) 1, 3-8.

Edited Books

• Mulvaney, T., George, W. O., Fitzgerald, J., & Morales, W. (Eds.). (2024). Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education. IGI Global. https://doi.org/10.4018/978-1-6684-9904-7.

Book Chapters

• Mulvaney, T., Meile Sullivan, D., Palumbo, A., Patterson, M. (2023). CHEERleadership: Culturally Competent, Holistic, Equity Minded, Empathetic, Responsive Educational Leadership. In Cager, B. (Ed.). Culturally Responsive Leadership for Academic and Social Equity and Justice in Schools. IGI Global. DOI: 10.4018/978-1-6684-7482-2.
• Mulvaney, T., Meile Sullivan, D., Palumbo, A., Patterson, M. (2023). CHEERleadership: Culturally Competent, Holistic, Equity Minded, Empathetic, Responsive Educational Leadership. In Cager, B. (Ed.). Culturally Responsive Leadership for Academic and Social Equity and Justice in Schools. IGI Global. DOI: 10.4018/978-1-6684-7482-2.
• Januszkiewicz,E., Martin, L. McNichol, J., Sainvilus, P., & Mulvaney, T. (2023). Social-Emotional Learning Spanning P-12 through Higher Education: SEL Instruction from Primary through Post-Secondary. In Rahimi, R., & Liston, D. (Eds.). (2023). Exploring Social Emotional Learning in Diverse Academic Settings. DOI: 10.4018/978-1-6684-7227-9.
• Mulvaney, T., Arciero, J., Bucior, E., Giron, E., (2023). P-12 Mentoring  through Critical Transitions for At-Risk, Rising Secondary, & Newcomer ELL students: SEL, Inclusivity, & Decreasing the Achievement Gap. In Rahimi, R., & Liston, D. (Eds.). (2023). Exploring Social Emotional Learning in Diverse Academic Settings. IGI Global. DOI: 10.4018/978-1-6684-7227-9.
• Mulvaney, T., D’Angelo, N., Scarinni, P. Schneck, M. (2023). Action-Based Research: High Impact Action Research Across Academic Settings. In El-Amin, A. (Ed.).  Elevating Intentional Education Practice in Graduate Programs. IGI Global. DOI: 10.4018/978-1-6684-4600-3.
• Youngblood Brown, T., Cornell, N.; Tevlin, J., Williams, D., Mulvaney, T. (2022). Inclusion, Diversity Belonging, Equity and Accessibility Principles on College Campuses. In  El-Abeni (Eds.) Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives. IGI Global. DOI: 10.4018/978-1-6684-4023-0.
• Connelly, A.; Pagano, S.; Rogers, B.; Mulvaney, T. (2022) Sense of Belonging in Higher Education: Developing and Measuring a Sense of Belonging Across Student Programs. In El-Abeni (Eds.). Implementing Diversity, Equity, Inclusion and Belonging Management in Educational Change Initiatives. IGI Global. https://doi.org/10.4018/978-1-6684-4803-8.
• Tranchina, D., Terenfenko, C., & Mulvaney, T. (2022). Inducing Long-Term, Positive Behavior Change: Leveraging Student Empowerment to Effect Long-Term Change. In I. Management Association (Ed.), Research Anthology on Interventions in Student Behavior and Misconduct (pp. 493-500). IGI Global. https://doi.org/10.4018/978-1-6684-6315-4.ch026
• Henning, J., George, W., Mulvaney, T., Bragen, B. (2021). Teacher Candidate: Paid Professional in a School. In Polly, D., Burns, R., Garin,E. Badlall, B, (Eds.). Preparing Quality Teachers: Advances in Clinical Practice. Information Age Publishing