Double the Determination: Sisters Earn Doctoral Degrees Together at Wilmington University
For sisters Jessica Shane and Caitlin Prince, pursuing doctoral degrees wasn’t part of either sister’s long-term plan. As many sibling stories do, it started with a challenge.
“I’ll do it if you do it,” Prince remembers telling her sister.
Shane eventually agreed, and what began as a conversation between sisters became a years-long journey through Wilmington University’s Doctor of Education (Ed.D.) in Educational Leadership program, culminating in both sisters defending their dissertations and earning the title of “doctor” on the same evening.
Today, the sisters not only share doctoral degrees but also work side by side at W.B. Simpson Elementary School, where they have spent years supporting students and fellow educators.
Prince teaches fourth grade in a shared academic model classroom, serving both special education and general education students. Meanwhile, Shane serves as an achievement liaison teacher, collaborating with teachers and administrators to support instruction, analyze student data, and strengthen schoolwide initiatives.
Despite their different roles, both are driven by the same goal: making a positive difference in the lives of students.
“What continues to motivate me as an educator is the opportunity to make a meaningful impact on both students and teachers every single day,” Shane said. “Seeing growth — whether it is a student gaining confidence academically or a teacher feeling supported in their practice — is incredibly rewarding.”
For Prince, the motivation also comes from continually pushing herself and her sister.
“Jessica and I have always been very competitive with one another,” Prince said. “We always strive to be the best, and we push each other, even if that means stepping outside of our comfort zones.”
Completing the Ed.D. in Educational Leadership
Shane and Prince previously earned bachelor’s and master’s degrees from Wilmington University, making the decision to return for doctoral study a natural one.
“I love the community at Wilmington and how everyone truly wants you to succeed,” Prince said. “I recommend this school to everyone I know.”
As full-time educators managing careers, families and doctoral coursework, both appreciated the flexibility and support built into the Ed.D. program.
The cohort model, in particular, became one of the defining aspects of their experience.
“We had an awesome cohort,” Prince said. “The cohort model that WilmU uses is amazing. We were able to develop lifelong friendships. Also, my advisor, Dr. Laura Hutchison, was phenomenal. She kept my head on straight when I felt like I was overwhelmed.”
For Shane, having her sister in the same program provided an additional layer of support.
“Many nights we would grab dinner and eat during class while balancing assignments, discussions and our busy schedules as educators,” she said. “Having someone who truly understood the demands of the program made a huge difference.”
The sisters attended classes together every Tuesday evening, shared notes when one had to miss class, and collaborated on projects while continuing to work together at the same elementary school.
About the Ed.D. in Educational Leadership
Wilmington University’s Doctor of Education (Ed.D.) in Educational Leadership prepares educators and school leaders to drive meaningful change in schools, districts, and educational organizations.
Designed for working educators, the program combines flexible coursework with a cohort model that fosters collaboration, networking, and peer support throughout the doctoral journey. Students choose from three paths of study:
- The Teacher Leader track is the only program of its kind in the region and supports the role of advanced practitioner in the K-12 classroom.
- The Building Leader track inspires candidates to problem-solve and enrich interactions among faculty and leadership on the school level.
- The District Leader track studies impactful change across the K-12 spectrum.
Students engage in applied research focused on real-world challenges in education, culminating in a Dissertation in Practice that addresses an issue directly connected to their professional experiences and leadership goals.
Through coursework, internships, and research, students develop the knowledge and leadership skills needed to influence policy, improve educational outcomes, and lead organizational change.
Their different personalities also helped keep each other on track.
“Jessica is more of the type A, get-things-done-right-away person, and I am more of the ‘why do today what you can do tomorrow’ type,” Prince said. “She was a constant reminder that I needed to get my work submitted.”
Research With Real-World Impact
Like many educators in Wilmington University’s Ed.D. program, the sisters focused their dissertations on challenges they encounter in their daily professional practice.
Prince’s dissertation explored ways to improve student writing through the use of rubrics and anchor texts.
“There is a huge deficit in students’ writing,” she said. “My students did an amazing job and showed such growth. I am so proud of them.”
Shane’s research centered on improving English language arts proficiency among low socioeconomic students through a volunteer mentoring program called Reading Rangers.
“I have seen firsthand how targeted support and positive relationships can significantly impact student growth and confidence,” Shane said.
Their doctoral research is already influencing change at their school. Prince has shared her findings with colleagues, who have implemented similar instructional strategies in their own classrooms, while Shane hopes her research encourages greater community involvement and literacy support for students.
The doctoral experience has also broadened their perspectives as educational leaders.
“Because of my internships at the building and district levels, I am able to think like a principal, as well as someone who works in the district office,” Prince said. “This has helped my decision-making skills and how I generally approach anything I do.”
One of the biggest lessons I learned throughout my doctoral journey is that support systems are everywhere if you are willing to ask for help and accept encouragement.
— Dr. Jessica Shane
Becoming “Doctors” Together
“It felt rewarding to celebrate such a major accomplishment together with the people who encouraged us along the way,” Shane said. “One of the best parts was being able to sit in and watch each other’s defenses while also participating in the discussion afterward. Since we understood the amount of work, dedication, and perseverance that went into the process, it made us even more proud of one another.”
“That was one of the coolest things I have ever experienced,” Prince added.
Their school community quickly joined the celebration, recognizing their accomplishment through social media shout-outs, thoughtful notes, and congratulations from students and colleagues.
“One of the most heartwarming parts has been the students’ reactions,” Shane said. “Hearing students excitedly call us ‘Doctor’ in the hallways with huge smiles on their faces has been such a rewarding experience.”
While the sisters plan to celebrate with a trip to the Bahamas, both remain focused on the future and on continuing to expand their impact as educational leaders.
For educators considering advanced study, both sisters offer similar advice: don’t be afraid to take the leap.
“One of the biggest lessons I learned throughout my doctoral journey is that support systems are everywhere if you are willing to ask for help and accept encouragement,” said Shane. “Whether it is family, classmates, coworkers, professors, or mentors, having people to support and motivate you can make a tremendous difference.”
“It is very scary at first and seems impossible,” Prince said, “but I promise you will get it done.”
And if possible, it doesn’t hurt to have a sibling by your side.
Learn more about the Ed.D. in Educational Leadership and the College of Education and Liberal Arts.
For sisters Jessica Shane and Caitlin Prince, pursuing doctoral degrees wasn’t part of either sister’s long-term plan. As many sibling stories do, it started with a challenge.
“I’ll do it if you do it,” Prince remembers telling her sister.
Shane eventually agreed, and what began as a conversation between sisters became a years-long journey through Wilmington University’s Doctor of Education (Ed.D.) in Educational Leadership program, culminating in both sisters defending their dissertations and earning the title of “doctor” on the same evening.
Today, the sisters not only share doctoral degrees but also work side by side at W.B. Simpson Elementary School, where they have spent years supporting students and fellow educators.
Prince teaches fourth grade in a shared academic model classroom, serving both special education and general education students. Meanwhile, Shane serves as an achievement liaison teacher, collaborating with teachers and administrators to support instruction, analyze student data, and strengthen schoolwide initiatives.
Despite their different roles, both are driven by the same goal: making a positive difference in the lives of students.
“What continues to motivate me as an educator is the opportunity to make a meaningful impact on both students and teachers every single day,” Shane said. “Seeing growth — whether it is a student gaining confidence academically or a teacher feeling supported in their practice — is incredibly rewarding.”
For Prince, the motivation also comes from continually pushing herself and her sister.
“Jessica and I have always been very competitive with one another,” Prince said. “We always strive to be the best, and we push each other, even if that means stepping outside of our comfort zones.”
Completing the Ed.D. in Educational Leadership
Shane and Prince previously earned bachelor’s and master’s degrees from Wilmington University, making the decision to return for doctoral study a natural one.
“I love the community at Wilmington and how everyone truly wants you to succeed,” Prince said. “I recommend this school to everyone I know.”
As full-time educators managing careers, families and doctoral coursework, both appreciated the flexibility and support built into the Ed.D. program.
The cohort model, in particular, became one of the defining aspects of their experience.
“We had an awesome cohort,” Prince said. “The cohort model that WilmU uses is amazing. We were able to develop lifelong friendships. Also, my advisor, Dr. Laura Hutchison, was phenomenal. She kept my head on straight when I felt like I was overwhelmed.”
For Shane, having her sister in the same program provided an additional layer of support.
“Many nights we would grab dinner and eat during class while balancing assignments, discussions and our busy schedules as educators,” she said. “Having someone who truly understood the demands of the program made a huge difference.”
The sisters attended classes together every Tuesday evening, shared notes when one had to miss class, and collaborated on projects while continuing to work together at the same elementary school.
About the Ed.D. in Educational Leadership
Wilmington University’s Doctor of Education (Ed.D.) in Educational Leadership prepares educators and school leaders to drive meaningful change in schools, districts, and educational organizations.
Designed for working educators, the program combines flexible coursework with a cohort model that fosters collaboration, networking, and peer support throughout the doctoral journey. Students choose from three paths of study:
- The Teacher Leader track is the only program of its kind in the region and supports the role of advanced practitioner in the K-12 classroom.
- The Building Leader track inspires candidates to problem-solve and enrich interactions among faculty and leadership on the school level.
- The District Leader track studies impactful change across the K-12 spectrum.
Students engage in applied research focused on real-world challenges in education, culminating in a Dissertation in Practice that addresses an issue directly connected to their professional experiences and leadership goals.
Through coursework, internships, and research, students develop the knowledge and leadership skills needed to influence policy, improve educational outcomes, and lead organizational change.
Their different personalities also helped keep each other on track.
“Jessica is more of the type A, get-things-done-right-away person, and I am more of the ‘why do today what you can do tomorrow’ type,” Prince said. “She was a constant reminder that I needed to get my work submitted.”
Research With Real-World Impact
Like many educators in Wilmington University’s Ed.D. program, the sisters focused their dissertations on challenges they encounter in their daily professional practice.
Prince’s dissertation explored ways to improve student writing through the use of rubrics and anchor texts.
“There is a huge deficit in students’ writing,” she said. “My students did an amazing job and showed such growth. I am so proud of them.”
Shane’s research centered on improving English language arts proficiency among low socioeconomic students through a volunteer mentoring program called Reading Rangers.
“I have seen firsthand how targeted support and positive relationships can significantly impact student growth and confidence,” Shane said.
Their doctoral research is already influencing change at their school. Prince has shared her findings with colleagues, who have implemented similar instructional strategies in their own classrooms, while Shane hopes her research encourages greater community involvement and literacy support for students.
The doctoral experience has also broadened their perspectives as educational leaders.
“Because of my internships at the building and district levels, I am able to think like a principal, as well as someone who works in the district office,” Prince said. “This has helped my decision-making skills and how I generally approach anything I do.”
One of the biggest lessons I learned throughout my doctoral journey is that support systems are everywhere if you are willing to ask for help and accept encouragement.
— Dr. Jessica Shane
Becoming “Doctors” Together
“It felt rewarding to celebrate such a major accomplishment together with the people who encouraged us along the way,” Shane said. “One of the best parts was being able to sit in and watch each other’s defenses while also participating in the discussion afterward. Since we understood the amount of work, dedication, and perseverance that went into the process, it made us even more proud of one another.”
“That was one of the coolest things I have ever experienced,” Prince added.
Their school community quickly joined the celebration, recognizing their accomplishment through social media shout-outs, thoughtful notes, and congratulations from students and colleagues.
“One of the most heartwarming parts has been the students’ reactions,” Shane said. “Hearing students excitedly call us ‘Doctor’ in the hallways with huge smiles on their faces has been such a rewarding experience.”
While the sisters plan to celebrate with a trip to the Bahamas, both remain focused on the future and on continuing to expand their impact as educational leaders.
For educators considering advanced study, both sisters offer similar advice: don’t be afraid to take the leap.
“One of the biggest lessons I learned throughout my doctoral journey is that support systems are everywhere if you are willing to ask for help and accept encouragement,” said Shane. “Whether it is family, classmates, coworkers, professors, or mentors, having people to support and motivate you can make a tremendous difference.”
“It is very scary at first and seems impossible,” Prince said, “but I promise you will get it done.”
And if possible, it doesn’t hurt to have a sibling by your side.
Learn more about the Ed.D. in Educational Leadership and the College of Education and Liberal Arts.
