The SDL Advanced Certificate program is designed for candidates seeking to become administrators at the district level (superintendents). This 12-hour program includes coursework in negotiations, superintendency, and central office leadership. NY SDL certification requires these 12 hours and 60 total graduate credits.

The SDL certificate program is also offered in a hybrid format, with some class sessions and some online work. SDL classes meet three times each semester on Saturdays, alternating by semester between the SBU Buffalo Center and the main campus in Olean.

With the permission of the program director, up to three (3) credit hours may be transferred into this program. 

SDL program requirements

Admission to the program requires:

  • Master’s degree in education or a certification-related area, with a 3.0 GPA or better
  • Teacher or school counselor certification, SBL certification recommended
  • Three years of K-12 school experience

Contact Information
If you wish to apply to this program, please contact the Graduate Admissions Office at St. Bonaventure University at (716) 375-2021 or for graduate admission materials.

For more information regarding certification in school administration, please contact the program director:

Dr. Darlene McDonough
Plassmann Hall B42
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-4026

News, Publications & Research

More News

Dodge, Autumn M.

Titles/Responsibilities Assistant Professor
Academic School
School of Education
Academic Department Literacy
Contact Information Office Phone: (716) 375-2387
Office Location/Hours Office: Plassmann Hall, B34
Courses Taught

Fall 2013 at St. Bonaventure University:

  • READ 560: Literacy in the Content Areas
  • READ 525: Problems in Secondary School Literacy
  • READ 501: Theories and Foundations of Literacy
Academic Degrees
  • Ph.D., Michigan State University, 2013
    Educational Psychology and Educational Technology with Language and Literacy Specialization
  • M.A., Monterey Institute of International Studies, 2007   
    Teaching English to Speakers of Other Languages (TESOL)
  • B.A., Albion College, 2004   
    English Literature/Journalism
Other Education
Professional Background
  • Substitute Teaching, Kindergarten – Eighth Grade—Spring 2008
    CS Staffing Solutions (Lansing and Flint, MI)
  • Independently Contracted Tutor, High School Students—Spring, Summer 2008
    Rise and Shine Tutoring, LLC (Lansing, MI) 
  • Teacher Trainer: Teacher Training Workshops—Summer 2006
    Yibin, Sichuan Province, China/US Peace Corps Volunteer
  • Cross Cultural Facilitator: Cross-cultural Workshop—Fall 2006
    Chengdu University, Sichuan Province, China/US Peace Corps Volunteer
  • Teacher Trainer: Teacher Training Workshops—Summer 2005
    Sichuan Normal School, Sichuan Province, China/US Peace Corps Volunteer


  • Dodge, A. (2013). From research to practice: Understanding self-regulation.
  • Dodge, A. M., Husain, N., & Duke, N. K. (2011). Connected kids? K-2 children’s use and understanding of the Internet. Language Arts, 89(2), 86-98.


  • Michigan State University College of Education Dissertation Completion Fellowship Award. (2012).

Conference Presentations:

  • Dodge, A., & Kato, C. (2013). Building a sense of community within and outside the classroom: Two instructors’ reflections on integrating Facebook into face-to-face instruction. Barcelona, Spain: EDULEARN Conference.
  • Dodge, A. (2012). Understanding and Use of the Internet: A Comprehensive Review Across Childhood and Adolescent Development. San Diego, California: Literacy Research Association Conference.
  • Dodge, A. (2012). Relationship of self-efficacy and anxiety to elementary students’ reading comprehension. Dissertation proposal presented at Michigan State University Literacy Colloquy.
  • Halladay, J., & Dodge, A. M. (2009). Reading “over their heads”: Profiles of second graders reading difficult texts. Albuquerque, New Mexico: National Reading Conference.
Teaching Philosophy
Current Research Interests/Projects

Dissertation Research: Relationship Among Reading Self-Efficacy, Reading Anxiety, Internalizing Problem Behaviors and Reading Comprehension Performance

Other Interests/Community Involvement

I joined the St. Bonaventure University School of Education faculty in the fall of 2013 as an Assistant Professor of Reading/Literacy. This fall, I teach READ 560: Literacy in the Content Areas at St. Bonaventure University's Buffalo Center Campus in Hamburg, READ: 525: Problems of Literacy in the Secondary Schools on-campus, and READ 501: Theories and Foundations of Literacy online. 

Prior to joining the St. Bonaventure community, I was a doctoral student studying Educational Psychology with a Specialization in Language and Literacy at Michigan State University where I served as a research assistant for the College of Education's Cognitive Development Lab, an editorial assistant for the Journal of Literacy Research, a graduate instructor of undergraduate teacher education courses, and a graduate instructor of Master's literacy courses for Michigan State University's Master's program in Teaching and Curriculum. I also volunteered at St. Thomas Aquinas school assisting their reading specialist in administering reading assessments for grade K-8 students and volunteered with my therapy dog at the East Lansing Public Library and Mt. Hope Elementary School where we sat with and encouraged young children as they read books aloud.  

Before beginning my doctoral studies, I completed my Master’s degree in Teaching English to Speakers of Other Languages (TESOL) at the Monterey Institute of International Studies. Midway through my Master’s program, I served in the U.S. Peace Corps as a teacher of English at Chengdu University in Sichuan Province, China for two years. My teaching experience in China served as my TESOL Master’s practicum and continues to inform my views, practices, and goals for literacy education, especially as related to culturally and linguistically diverse literacy learners. 

My dissertation research concerned the relationships between cognitive and affective factors and reading comprehension performance among elementary students. Specifically, I examined the relationships between reading self-efficacy, reading anxiety, internalizing problem behaviors, and reading comprehension performance in grades 4 and 5 students.