Derron Hilts

Derron Hilts serves as Assistant Professor and Chair of the School Counseling Department within Niagara University's College of Education. A National Certified Counselor (NCC) and National Certified School Counselor (NCSC), he holds leadership roles including Chair of Chi Sigma Iota International’s Excellence in Counseling Research Grants Committee and RAMP® reviewer for the American School Counselor Association.

His educational background includes:

• Ph.D. in Counseling and Counselor Education, Syracuse University (2022)
• M.S.Ed. in School Counseling, Duquesne University (2017)
• B.S. in Psychology, SUNY Fredonia (2015)

Dr. Hilts' research examines systemic factors in school counseling through three interconnected lenses: leadership practices (particularly transformational models), comprehensive program implementation (including RAMP designation), and student-to-counselor ratio impacts on educational equity. His work consistently investigates how ecological factors—from school climate to racial composition—shape counseling effectiveness, with notable emphasis on pandemic-era adaptations and multicultural competence development.

His 14+ peer-reviewed publications reveal evolving research trajectories: early work (2019-2021) established foundational barriers to program implementation, while 2022-2025 studies developed predictive models linking leadership to outcomes and conducted statewide policy analyses. Current projects demonstrate sophisticated methodological progression toward mixed-methods examinations of racial equity in counselor resource allocation.

Dr. Hilts actively mentors graduate students through practicum and internship supervision while teaching core courses including EDU 653 (Foundations and Ethics) and EDU 662 (Program Administration). His $24,000+ research funding supports investigations into counselor ratios and program effectiveness, complemented by university service as Faculty Development Committee Co-Chair and Institutional Review Board member.

Recognized for exceptional teaching with high student evaluations praising his engaging, inclusive approach and responsive mentorship, he has received awards for professional service and student guidance. His advising philosophy emphasizes challenging students while providing empathetic support and professional humor.