Glen L. Sherman, Ph.D.

Glen L. Sherman, Ph.D.

Glen L. Sherman Sherman, Ph.D. , Ph.D.

Psychology I Associate Professor and Department Chairperson

Email: gsherman@steu.eduPhone: (973) 290-4104

Prior to arriving at Saint Elizabeth University in 2021, Dr. Sherman was Associate Vice President and Dean of Students at William Paterson University, where he oversaw multiple student offices in the division of student affairs and previously served as Director of Counseling, Health and Wellness.

Prior to that, he worked as a psychologist in multiple clinical settings, including college counseling, hospital psychiatry (both inpatient and outpatient), and substance abuse treatment. He also worked as a clinical manager in a managed behavioral healthcare company.

He is a clinical psychologist who received his Ph.D. from Duquesne University, an existential-phenomenological program. He also earned an M.A. in philosophy at Binghamton University. He has published several peer-reviewed journal articles and a full-length book exploring the intersection of student affairs and various topics in philosophy and psychology (see publication list).

Research Interests

  • The meaning of well-being in higher education
  • The intersection of existential-phenomenology with higher education
  • Comparative considerations in qualitative research methods
  • The history and philosophy of psychology

Publications

  • Sherman, G. L. (2025). Integrating phenomenology and critical realism in qualitative research in psychology. Journal of Theoretical and Philosophical Psychology, 45(3), 280-295. https://doi.org/10.1037/teo0000315
  • Sherman, G.L. (2023). Implications of Günter Figal’s hermeneutical philosophy for phenomenological qualitative psychological research. Journal of Phenomenological Psychology, 54, 178-198.
  • Sherman, G.L. (2022). Learning objectives reconsidered in light of Existential-Phenomenology and Mindfulness. In Aaron Zimmerman (Ed.), Problematizing the Profession of Teaching from an Existential Perspective. Information Age Publishing.
  • Sherman, G.L. (2021).  Well-being at the crossroads of the unconscious, preconscious, and reason in higher education. International Journal of Applied Psychoanalytic Studies, 18(1), 58-74. https://doi.org/ 10.1002/aps.1674
  • Sherman, G.L. (2021).  Transformative learning and well-being for emerging adults in higher education. Journal of Transformative Education, 19(1), 29-49. https://doi.org/10.1177/1541344620935623 
  • Sherman, G.L. (2020). Existentialism and higher education: A renewed intersection in well-being.  Journal of Humanistic Psychology, 64(3), 504-522. https://doi.org/10.1177/0022167820917231
  • Sherman, G.L. (2016). Service Learning in Light of Emmanuel Levinas. Studies in Philosophy and Education, 35(5), 477-492.
  • Sherman, G.L. (2014). Refocusing the self in higher education: A phenomenological perspective.  New York: Routledge/Taylor and Francis Group.
  • Sherman, G.L. (2011). Hermeneutics and the traditions of student development and learning. Journal of College and Character. 12, (2), doi: 10.2202/1940-1639.1729
  • Sherman, G.L. and Nagy, M. A. (2011). Alcohol prevention in the early 21st century. In NASPA knowledge communities: Celebrating ten years of educating for lives of purpose, (pp.10-11).
  • Sherman, G. (2009). Martin Heidegger’s concept of authenticity: A philosophical contribution to student affairs theory. Journal of College and Character, 10 (7), doi: 10.2202/1940-1639.1440
  • Martone, J.  A. and Sherman, G. L. (2008). Five ways to build an effective alcohol prevention program. Leadership Exchange, 6 (2), 30-31.
  • Bonner, C. and Sherman, G.  (1986). Phenomenology and psychiatry: Duquesne conference considers the conjunction. Theoretical and Philosophical Psychology, 6 (1), 68-70.