Every leadership transition brings an opportunity to build on what already exists while imagining what comes next. This fall, Temple University’s College of Education and Human Development (CEHD) welcomes two new department chairs who are embracing that opportunity, each guided by their own experiences, values and vision for the future.

Ben Torsney is department chair for psychological studies in education (PSE), while Maia Cucchiara now leads the department of policy, organizational and leadership studies (POLS). Although their professional journeys have taken different paths, their conversations reveal a shared belief: strong departments are built through people, collaboration and a commitment to helping others succeed.

For Torsney, accepting the position was less about seeking a title and more about taking on a new challenge after many years at Temple.

Asked what inspired him to become department chair, "It was time for something new," he said.

Torsney promises to lead with authenticity. He recognizes that leaders don't come with all the answers, but need to create an environment where others can do their best work.

“We have a lot of smart people that are good at their job,” he said. “My goal is just to let them do what they do.”

With similar enthusiasm, Cucchiara shared her journey to becoming a leader began with a desire to address inequality and expand opportunities for marginalized communities. After college, she worked as a community organizer in rural Louisiana as she considered a career in law or education. Ultimately, she chose education, citing her belief that the field offered the opportunity to make a direct difference in people’s lives.

That same purpose continues to shape her work today.

As an ethnographer, Cucchiara studies education through the experiences of the people living it. Her recent work has shifted from focusing solely on the challenges facing urban education to examining promising practices that empower students and strengthen schools.

Both chairs describe leadership as a practice rooted in relationships.

For Torsney, that means building a department culture where people genuinely enjoy coming to work.

“I want to lead a department where I want to work,” he said. Torsney hopes to support PSE faculty as they continue refining programs, adapting to changes in higher education and preparing students for meaningful careers.

For Cucchiara, leadership begins with community.

“I want us to get to know each other and appreciate each other,” she said, describing her hopes for POLS. She said she believes the department is filled with remarkable faculty and staff whose work deserves greater visibility, and she hopes to create more opportunities for collaboration, especially during a time when higher education faces financial and organizational challenges.

Similarly, their perspectives on students align.

Torsney said he hopes every student graduates with a deeper understanding of human behavior and the ability to apply that knowledge beyond the classroom.

“If you’re not getting that from the department,” he said, “then we’ve messed up.”

Cucchiara draws inspiration from Temple’s graduate students, many of whom spend their days working in schools and communities, bringing those experiences back into the classroom. She admires their optimism and determination to connect theory with practice rather than viewing them as separate worlds. She shared her hope that every student leaves the department feeling supported, knowing they were cared for as individuals rather than simply moving through a program.

Each chair also sees something distinctive about their department’s role within CEHD.

For Torsney, PSE helps students understand why people think, learn and behave the way they do. He is particularly excited about the department’s growing emphasis on human development, community engagement and applied research and evaluation—areas he believes will continue expanding opportunities for students while addressing real-world challenges.

For Cucchiara, POLS examines education with a wide lens. The department explores leadership, organizations and policy to understand how systems create meaningful change.

“If you’re someone who wants to think systemically,” she said, “we’re the place.”

Outside their professional roles, both leaders find balance in simple ways. Torsney enjoys reading with a cup of coffee and spending time with his daughter. Cucchiara recharges by reading, hiking and spending time outdoors.

As they begin this next chapter, Torsney and Cucchiara both share a common vision for their CEHD academic departments—and that includes ensuring students feel valued, faculty feel supported and collaboration creates opportunities for meaningful learning and lasting impact. For the CEHD, their appointments represent more than new leadership; they reflect a continued investment in the people and relationships that shape the college’s future.