Dr.  Roselind    Bogner

Dr. Roselind Bogner

Assistant Professor of Education

Office Location:
Academic Complex, 329F
Office Hours:
Contact for Appointment


Dr. Roselind Bogner is a licensed mental health counselor and the Director of the School Counseling program at Niagara University. While in this position, she was instrumental in developing new courses and establishing an updated 48 credit hour School Counseling Master’s degree program. Her educational credentials include: Doctor of Philosophy in Counselor Education (SUNY at Buffalo), Certificate of Advanced Studies in School Administration (SUC at Fredonia), Masters in Elementary Education (SUNY at Buffalo), and Bachelor of Arts in Psychology (SUNY at Buffalo). She is also a Certified Peer Program Educator (CPPE), trainer and consultant for the National Association of Peer Program Professionals (NAPPP).

Dr. Bogner’s career in education began as a teacher of the sixth grade, followed by her position as a school counselor in the high school and middle school of the Lake Shore Central School District in Western New York.  Due to her extensive experiences in schools she has been dedicated to creating courses that provide breadth and depth of topics related to developing the skills essential for graduate students entering the schools as competent school counselors in grades pre-k through twelve. All graduate students have field placements in a variety of school districts during three of the four semesters of full-time study.  In October, 2011 she received the “Career Achievement Award” from the New York State School Counselor Association in recognition of her outstanding record of service to the profession and her substantial and ongoing contributions to her students,  place of employment, colleagues and community.

Over the past decade Dr. Bogner has conducted approximately 40 workshops, staff development seminars, as well as local, state and national conference presentations. In addition she has served in many professional leadership positions, such as: member for nine years on the Niagara University’s Program and Assessment Committee (four years as the chairperson), which analyzes and approves new and revised curriculum for the College of Education; member of  the editorial board for the New York State School Counselor Journal for four years, which is published by the New York State School Counselor Association (NYSSCA); Vice President for Professional Development for the New York Counselors Association (NYCA) (two years); vice president for Alpha Lambda chapter of Delta Kappa Gamma International Society for Women in Education (three years); and Secretary and founding board member of NAPPP (three years).  In July 2012 Dr. Bogner was elected to the position of  Vice President of the New York State Career Development Association, which is a division of the National Career Development Association (NCDA).

In March 2011 the National Association of Peer Program Professionals (NAPPP) issued a proclamation of appreciation naming Roselind a “National Role Model in the Peer Program Field” because she was “instrumental in helping to make NAPPP a viable and major contributor to excellence in peer program professionalism.  By her expertise in training both peer program professionals and youth, by her creation and sharing of materials for operation of peer programs and for her exemplary service to the NAPPP Board of Directors”.

Dr. Bogner's professional presentation and research topics include: Creating and Implementing Career Development Programs; College and Career Readiness Preparation; Common Core State Standards; Promoting STEM Careers;  Developing and Implementing Peer Helper Programs Which Enhance School Counseling Programs; Strategies for Promoting Asset Development in Youth; and Developing and Implementing Comprehensive School Counseling Programs.

Since the inception of the Common Core Learning Standards (2011), which have been adopted by almost all of the states in the US; she has been focusing her research on devising strategies for infusing career development activities within the schools (k-12). During the 2011 summer she developed a model program for middle school students using interactive and experiential teaching strategies which connected career and college readiness standards with career development standards.  During her 2012-2013 sabbatical she will be conducting research in this critical area of concern, as well as collaborating with ACT in a validation study of a new assessment, ENGAGE Teacher Edition.