NYSW Buffalo Niagara Chapter - Buffalo, NY - Women in Leadership

Women In Leadership

Women In Leadership NYS Women IncThe Buffalo Niagara Chapter of NYS Women, Inc. (BNC) is proud to partner with WKBW-TV to showcase successful local women who have given back to the Western New York community. “Women In Leadership” honorees are established women business owners or professional/working women who have exhibited leadership, enterprise, and excellence in their business or profession and give back to the Western New York or greater community. The goal of the program is to recognize women who have succeeded both in the business and charitable arenas and help inspire others to follow in their path.

Each month throughout the year a woman business owner or working woman will be featured on AM Buffalo. Each June, BNC and WKBW-TV will recognize all our honorees at an annual event.


Established woman business owner or working/professional woman who:

  • Exhibits leadership, enterprise, and excellence in their business;
  • Gives back to Western New York or greater community with volunteer service 

Women In Leadership Application PDF

LoriFebruary 2019 Honoree

Dr. Lori V. Quigley
VP for Academic Affairs and Chief Academic Officer - Medaille College, Buffalo NY

Dr. Lori V. Quigley is the VP for academic affairs and chief academic officer at Medaille College in Buffalo, NY. She earned her bachelor of arts from St. Bonaventure University, and her master’s and Ph.D. from Fordham University. She grew up on the Allegany territory of the Seneca Nation of Indians and is a member of the wolf clan.

Lori serves on the boards of the YWCA of Erie County and Health Sciences Charter School in Buffalo. Lori held a gubernatorial appointment on the NYS Minority Health Council (2010-2017). In 2004, Lori received a U.S. Presidential appointment to the National Advisory Council on Indian Education, serving as chairperson until June 2010. Lori was awarded the prestigious State University of New York Chancellor’s Award for Research and Scholarship in 2006, and was honored by the National Federation of Just Communities with the Community Leader in Education Award 2008. Lori received the Hackman Residency Award from the NYS Archives in July 2007, enabling her to research the history and sociological impact of the former Thomas Indian School. The documentary “Unseen Tears: The Impact of Native American Residential Boarding Schools,” for which she served as an advisor, was released in December 2009. Lori received a Bundled Arrow Award in 2016 from the Native American Community Services for her many contributions to the Native communities in WNY.

Throughout her career, Dr. Quigley has been afforded the opportunity to extend her expertise and talents to help her Native community revitalize and maintain their indigenous language. This past October, Lori was elected to the Board of Directors for the National Indian Education Association (NIEA). In 2006, she chaired the 13th Annual Stabilizing Indigenous Languages Symposium in Buffalo, NY. She served as the topical issue editor of the “Rural Special Education Quarterly” (Spring 2006), which featured several research-based articles on Native American students with special needs, including an article which she authored entitled Weaving Common Threads, focusing on the critical importance of culturally responsive methods of teaching. In addition, she has been the principal writer for several grants targeted at Native education initiatives, totaling nearly $4 million in funded awards.

Dr. Quigley’s academic leadership roles have involved articulating a vision for the future and building a culture of intellectual excitement to shape centers of excellence and distinction by establishing a diversified portfolio of programs. Her research interests include second language acquisition, culturally relevant methods of teaching, learning community theory and multigenerational trauma. In her work, Lori focuses a great deal of energy on the development and sustainability of programs that are socially just, culturally responsive, and aggressively seek to serve all students.