American College of Education (ACE) is excited to introduce our 2026 Faculty Award for Excellence recipient, Dr. Amalio Nieves! As a dissertation coordinator for our Doctoral Research department, he guides doctoral candidates through the rigor of ideating, researching and completing their dissertation. Nieves’ career in educational leadership is marked by experience at every level – from teaching and administration to district leadership and more. We were thrilled to chat with him and hear more about his impactful career.
ACE: Congratulations on receiving the 2026 Faculty Award for Excellence! What does this honor mean to you?
Dr. Amalio Nieves (AN): Receiving the Faculty Award for Excellence is incredibly humbling. While individual recognition is meaningful, I view this award as a reflection of the many students, colleagues and mentors who have shaped my own journey as an educator. Throughout my career, I have believed that our greatest responsibility is to help others discover what they are capable of achieving. Knowing that my work has made a positive difference in the lives of doctoral candidates and the faculty members I serve is the most rewarding part of receiving this recognition.
ACE: Tell us about your career path and what led you to ACE.
AN: My career has always centered on educational leadership and creating opportunities for students, educators and others to succeed. Growing up in Chicago, I experienced firsthand how education can transform the trajectory of a person’s life, even when circumstances present significant challenges. Education did more than change my life. It changed what I believed was possible for my life. Those experiences shaped my belief that every individual has tremendous potential and that caring educators who believe in their students can change lives.
Education did more than change my life. It changed what I believed was possible for my life. Those experiences shaped my belief that every individual has tremendous potential and that caring educators who believe in their students can change lives.
Dr. Amalio Nieves, Dissertation Coordinator at ACE
I have served as a teacher, school administrator, district leader and assistant superintendent, with each role reinforcing the importance of supporting both people and systems. Those experiences naturally led me to higher education, where I realized I could extend my impact by preparing future leaders and researchers. ACE’s mission of making high-quality education accessible resonated deeply with me, and I was excited to become part of an institution that empowers working professionals to reach their goals while maintaining rigorous academic expectations.
ACE: You were the first-ever assistant superintendent for life skills in the nation. What was it like to pioneer that position, and how do you feel you made an impact in this role?
AN: Serving as the nation’s first assistant superintendent for life skills was both exciting and deeply meaningful. The role provided an opportunity to rethink how school systems support the whole person by recognizing that teaching and learning are strengthened when students and adults feel safe, supported, connected, engaged and valued.
Bringing together areas such as life skills, school counseling, health services, athletics and student well-being under one unified vision helped create a more intentional foundation for academic, social, emotional and personal growth. Building something that had never existed required innovation, collaboration and a willingness to challenge traditional organizational structures.
Looking back, I believe the greatest impact came from helping create systems and structures that placed people at the center of decision-making while empowering educators to work across disciplines in new and meaningful ways.
ACE: How has serving as an educational leader translated into your work in higher education?
AN: Leadership has taught me that success is built through relationships, clear communication and a commitment to continuous improvement. Those same principles guide my work with doctoral candidates and faculty every day. I believe every person has potential, and with the right support, encouragement and guidance, each individual can continue growing and achieving meaningful goals.
Rather than simply evaluating work, I strive to coach, mentor and help others develop the confidence and skills needed to become independent scholars and leaders in their respective fields.
Dr. Amalio Nieves, Dissertation Coordinator at ACE
Rather than simply evaluating work, I strive to coach, mentor and help others develop the confidence and skills needed to become independent scholars and leaders in their respective fields. My experiences as an educational leader have also allowed me to connect research to real-world practice, helping students understand how their work can influence leadership, strengthen professional practice and improve outcomes in schools, organizations, communities, health care settings and beyond.
ACE: What do you enjoy most about supporting students who are completing a dissertation?
AN: The dissertation represents one of the most challenging and transformative experiences in a student’s academic journey. I enjoy helping candidates move beyond simply completing a requirement to recognizing the value of the contribution they are making to their profession. There is something incredibly rewarding about watching someone gain confidence as a researcher, overcoming obstacles they once thought were impossible and ultimately earning the title of doctor.
The dissertation is not the finish line. It is a beginning; the foundation for a lifetime of leadership, inquiry and service. Seeing students reach that moment, embrace the impact they can have on their profession and begin to see the possibilities beyond the dissertation brings me great joy and remains one of the true highlights of my work. Having experienced the life-changing power of education myself, there is something especially meaningful about helping others discover opportunities they may never have imagined for themselves.
ACE: Your students describe you as encouraging, supportive and responsive. They also mention how you go above and beyond, offering thoughtful, meaningful and clear feedback. How do you approach setting students up for success in their doctoral journeys?
AN: I believe high expectations and genuine support go hand in hand. I often describe this as being a warm demander, someone who cares deeply about students while also holding them to the level of rigor I know they are capable of achieving.
Throughout my own schooling experience, I was fortunate to have adults who served as warm demanders in my life, individuals who challenged me, encouraged me, and helped shape the educator and leader I became. The belief and encouragement of caring educators can open doors that once seemed out of reach, and I strive to provide that same encouragement to every student I have the privilege of mentoring.
Students deserve honest, detailed feedback that not only identifies areas for improvement but also explains the reasoning behind those suggestions, so they continue developing as scholars. A doctorate is not the destination. It is the beginning of a scholar’s responsibility to improve practice, influence leadership and serve others through research. My feedback is intended to help students develop that mindset, not simply complete an assignment.
I also recognize that many doctoral students are balancing careers, families and countless responsibilities outside the classroom. My goal is to create an environment where students know they are challenged, supported and never alone in the process. When students develop confidence in their own abilities, they become stronger researchers and leaders.
My goal is to create an environment where students know they are challenged, supported and never alone in the process. When students develop confidence in their own abilities, they become stronger researchers and leaders.
Dr. Amalio Nieves, Dissertation Coordinator at ACE
ACE: Similarly, your team notes your integral and highly-valued work as well as how you have strengthened faculty communication, enhanced team morale and contributed to improved candidate outcomes. How does it feel knowing you make such a great impact?
AN: That kind of feedback means a great deal because I firmly believe education is a team effort. Some of the most meaningful work happens behind the scenes through collaboration, sharing ideas and supporting one another so that everyone can be successful. If I have been able to contribute to stronger communication, improved processes or a more positive environment for faculty and students, then I feel I have fulfilled an important part of my role. I learn just as much from my colleagues as I hope they learn from me, and I value the culture of collaboration we continue to build together.
ACE: What advice would you give to those aspiring to higher education faculty positions?
AN: Remember that teaching extends far beyond delivering content. Great faculty members challenge students to think critically, ask meaningful questions and discover their own potential. Continue learning, remain curious and never lose sight of the people behind the research and assignments.
The goal of doctoral education is not simply to earn a degree. The goal is to develop scholars whose research improves practice and whose leadership improves lives. Every interaction is an opportunity to encourage someone, build confidence and help shape the next generation of leaders. The lasting impact of this work is often measured not by what we teach but by how we inspire others to grow.
American College of Education offers affordable doctoral programs designed with flexible courses where you can reach your career goals and contribute original research to your field through guided dissertation coursework and the support of dedicated faculty.
