2014 Dean’s Report S CH O O L O F LE AD E RS H IP A N D EDU C ATI ON SC I E N C E S
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Action Research Presentations Abroad
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Are Health and Wellness Programs in Schools Impacting Student Outcomes?
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Counseling Partners with Duncans, Jamaica
Awards and Recognition Select Awards and Recognition
Awards Presented by SOLES
• US News and World Report ranked SOLES in top 10% of graduate schools of education
REMARKABLE LEADERS IN EDUCATION November 8, 2014
• American Association of Colleges for Teacher Education (AACTE) presented Award in Support of Global Diversity to SOLES’s Department of Learning and Teaching • Classroom of the Future Foundation presented the Visionary and Outstanding Leadership Award to Dean Paula Cordeiro • Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation approved for Clinical Mental Health Counseling • Save the Children presented Research Fellowship to doctoral student Maria Kelly • University Council for Education Administrators (UCEA) selected doctoral student Kai Thomas as a Jackson Scholar • Marine Corps Heritage Foundation presented the Doctoral Dissertation Fellowship to doctoral student Marianne Waldrop • American Educational Research Association (AERA) presented Kathleen Gallagher ‘13 (PhD) with Outstanding Dissertation Award • International Society for Technology in Education (ISTE) presented Diana Neebe ’08 (MEd) with the 2014 Outstanding Young Educator Award • American College Personnel Association (ACPA) named Paige Haber-Curan ’11 (PhD) as an Emerging Scholar
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2014 Honorees: Hugh “Bud” Mehan, PhD; Beatriz Villarreal, EdD; Harry Weinberg, EdD; Sharon Whitehurst-Payne, PhD; Christopher Yanov, MA OUTSTANDING LEADERSHIP BOOK AWARD Presented by the Department of Leadership Studies 2013 Outstanding Leadership Book Award Presented to Thomas Cronin and Michael Genovese for Leadership Matters: Unleashing the Power of Paradox 2014 Outstanding Leadership Book Award October 30, International Leadership Association Conference 2014 Finalists: Advances in Global Leadership (Joyce S. Osland, Ming Li and Wang Ying), Humble Inquiry (Edgar H. Schein), Leadership by Resentment (Ruth Capriles) and The Transforming Leader (Carol S. Pearson).
Letter from the Dean Dear SOLES Community, This September marks the beginning of my final academic year as Dean of SOLES. I did not come by this decision lightly. SOLES has been my home and it has been my pleasure to serve as Dean. The search for a new Dean of SOLES is underway with plans to introduce the new Dean next spring. In July, I’ll begin a six month sabbatical and then I’ll return to the faculty in January, 2016. I am so proud of the growth and impact of this school over the past 16 years, and the many relationships we have formed in the international community. In just this past year alone, we have held
Dean Cordeiro’s Farewell Tour Join us for a farewell reception in one of the following regions: • Boston
• Orange County
• Imperial County
• Riverside County
• Los Angeles
• San Diego
• North County San Diego
• San Francisco
More information will be sent shortly.
17 global studies courses, welcomed 33 different nationalities of students, and have alumni working in 31 countries around the world. Our faculty, students, and centers have researched a wide range of topics from mobile technology in learning environments to the needs of children of seriously wounded warriors to yoga programs in schools. In the coming year, we will be recognizing our next round of remarkable leaders in education, hosting the International Leadership Association’s annual conference, and awarding the Outstanding Leadership Book Award. I hope you will join me at one of our many events over the course of this coming year- be sure to follow me or SOLES on Twitter or Facebook to keep apprised of the details. Also, please be sure to join me at one of the stops on my farewell tour, listed to the left. Sincerely, Paula A. Cordeiro, EdD Professor and Dean School of Leadership and Education Sciences University of San Diego
Dean’s Office administration
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Experiential Education We offer more than a classroom education. We provide opportunities for our students to share their knowledge with others and affect change both locally and around the world. These experiences contribute to the learning and professional preparation process for our students.
Action Research Presentations Abroad
A student at Pegasus Primary in Oxford writing a final copy from her draft book after touring visiting SOLES students around the campus.
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Action Research (AR) is an integral part of programs in all of SOLES’ academic departments. Each spring, students participate in our annual research symposium showcasing their AR work to members of the university and the local educational community. In July 2014, several students presented their AR projects abroad at Waseda University in Tokyo, Japan, and St. Clare’s, Oxford in the United Kingdom. In Tokyo, the presentation focused on investigating mindfulness. In Oxford, the presentation themes focused on high order thinking and the effect of gamification on student motivation in science. Presenting to an international audience helps students improve their practice as future educators and add a global perspective while building their professional knowledge.
Students Pass Legislation to Protect Youth Athletes As part of our nonprofit advocacy course, a group of students founded the Alliance for Background Checks in Youth Sports (ABC Youth Sports). This coalition of individuals, organizations, government agencies, and community businesses advocates on behalf of youth and sports programs. ABC Youth Sports called for a statewide policy, “Safe at School, Safe on the Field”, requiring all youth sports league chapters to conduct the same background checks used by California public school sports programs. Using the strategy they learned in their advocacy class, the students developed and launched the campaign. After a successful visit to legislators’ offices in Sacramento, the bill was sponsored by eight assemblymen and two senators. It was then signed into law by Governor Jerry Brown and went into effect January 2014.
Jessica Green, Jennifer Tracy, Daniel Romero, Laura Purdom, Mariah Gayler and Alicia Sebastian with Advocacy co-teacher Howard Wayne (center) during their lobbying visit to Sacramento.
“sponsored ...the bill was by eight
assemblymen and two senators, then signed into law by Governor Jerry Brown...
”
Teaching Collaborative Care in Jordan In Amman, Jordan, students from the Department of School, Family and Mental Health Professions worked with physicians from the United Nations Relief and Works Agency (UNRWA) for Palestinian Refugees, providing basic information on mental health screening and assessment in primary care. Students taught the physicians basic treatment skills such as behavioral activation. They also presented on and discussed topics including behavioral activation, stigma, collaborative care, therapeutic techniques and crisis management. These physicians will use this knowledge to provide better care for their patients.
Outside the United Nations Relief and Works Agency (UNRWA) in Amman, Jordan
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Evaluating the Impact of Technology in one of the Nation’s Largest Districts Mobile Technology Learning Center (MTLC), Department of Learning and Teaching
MTLC completed the first of a three-year evaluation of the Houston Independent School District’s (HISD) one-to-one PowerUp Initiative. Over this time, HISD will provide a laptop to every high school student at its 44 campuses. MTLC’s evaluation will help HISD develop a greater understanding of how technology can be used to engage students and improve student achievement. This evaluation will monitor the program’s implementation, track changes in
instruction, assess the short-term outcomes on teaching and learning, and examine the sustainability of the initiative. Based on the research findings, MTLC will design competencybased professional learning to meet the needs of HISD’s diverse teaching force, to facilitate teacher development of high quality digital content and to prepare principals to lead their schools effectively through the digital transformation.
Over three years, starting in 2013-2014, HISD will provide a laptop to every high school student at its 44 campuses
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Are Health and Wellness Programs in Schools Impacting Student Outcomes? Center for Education Policy and Law (CEPAL), Department of Leadership Studies
Public schools throughout the U.S. are considering new ways to physically and emotionally support students. The Encinitas Union School District (EUSD), for example, is exploring replacing or supplementing traditional PE programs with yoga-based health and wellness programs. CEPAL has been using a mixed-methodological study to explore the potential effects these programs may have on student learning outcomes. The study incorporates stakeholder surveys, student biometric data and school-based indicators with yoga instructor, teacher, principal, district leader and parent interviews. Preliminary results suggest students who identified as “less fit” through the annual Fitnessgram reported liking yoga more than more fit students. This suggests yoga may be a conduit for physical activity for less-physically fit students. Since the EUSD study began in 2012, CEPAL has expanded this research into other schools across the country.
Research In addition to the projects underway in our six distinct research centers, students, faculty, staff and alumni are involved in research supporting the preparation of educational and community leaders.
Study on Children of Seriously Wounded Service Members Caster Family Center for Nonprofit and Philanthropic Research, Department of Leadership Studies Department of School, Family and Mental Health Professions
This first-of-its-kind nationwide assessment revealed five challenges that can have a significant impact on the social and psychological development of children of wounded service members: initial communication about the injury, understanding the severity of the parent’s injury, loss of childhood (child becoming the caretaker), diversion of attention, and social and community isolation. When a parent has been wounded in combat and these challenges are not properly addressed, they can have a lasting impact on children’s social, emotional, and academic development. While more than 400 organizations exist to assist seriously wounded service members and their families, the majority of the programs focus on the wounded service member, and often do not address
the longer-term needs of children and families. The study, commissioned by the Marine Corps Scholarship Foundation, found that there is a need for focused programs to address these challenges faced by family members, especially children.
Minority Male Community College Initiative Christopher Newman, PhD, Department of Leadership Studies
The Minority Male Community College Collaborative (M2C3), a minority male focused research center at San Diego State University, administers a research assessment tool, the Community College Survey of Men (CCSM). SOLES’ Dr. Christopher Newman, a faculty affiliate of M2C3, is using CCSM data to conduct a study of community college men who are pursing science or mathematics fields of study to investigate the relationship between respondents’ masculine identities (i.e. breadwinner orientation, competitive ethos, help-seeking behaviors, and their perception of school as a feminine domain), racial/ ethnic affinity, campus ethos (e.g. faculty-student interactions, validation, campus racial/gender climate, and social integration) and respondents’ reported academic self-efficacy. The results from this study will better inform community college leaders in developing targeted interventions for men of color and professional development workshops for faculty and staff members.
“studyThewillresults of this better inform One of many families forever changed by visible and invisible combat wounds
community college leaders...
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International Footprint Our reach is global, from student origins to faculty projects to alumni careers.
International Partners
Headquarter locations of our international partners
International Students
International students’ home countries
Faculty Engagement
Where faculty projects take place + Visiting scholars’ university locations
Alumni Impact
Where alumni are currently living and working
Student Programs
Where we had student courses this year
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Ghana, Burkina Faso & Liberia: SOLES faculty are working with Edify to transform schools (p. 12)
Mondragón, Spain: SOLES’ Global Center celebrates 20 years of international study in Mondragón
Amman, Jordan: Students trained physicians on mental health screening and assessment (p. 5)
Bali, Indonesia: 30 students participated in courses offered in cooperation with the Bali Institute Tokyo, Japan: Students presented their action research projects at Waseda University (p. 4)
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Evaluating the Issues and Challenges Faced by Local Catholic Schools with the Diocese of San Diego Participants in the Incubator for Education combine art and science to address San Diego’s water shortage.
Art of Science Learning Funded by the National Science Foundation, the Art of Science Learning is a national initiative that uses the arts to spark creativity in science learning and to develop a skilled 21st century workforce in STEM (science, technology, engineering and math). There are three arts-based incubators for STEM innovation across the country; San Diego, CA, Chicago, IL, and Worcester, MA. The Incubator for Innovation in Balboa Park, San Diego, brings together more than 100 community members- diverse in expertise, life, experience and age- to learn and apply innovation skills to one of the San Diego region’s most vexing challenges: the mismatch between the supply and demand of water.
Practitioners from SOLES’ Leadership Institute are working with the project’s management personnel and participants to develop intra- and interpersonal awareness and their capacity for systems thinking (e.g. to create awareness of the various sub-systems such as project mentors, community volunteers, and the other two project sites- Worcester, MA, and Chicago, IL). This organizational consulting uses features specific to our leadership program that focus on integrative leadership in addressing adaptive challenges. Additionally, the Leadership Institute will be leading a reflection debriefing for project participants to help them examine and learn from their experience.
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The partnership between SOLES and the Diocese of San Diego began with a study in the Center for Education Policy and Law (CEPAL) to explore the growing issues and challenges faced by local Catholic schools, including the steady decline of school enrollment and the recent closures of three K-8 schools. Commissioned by the Diocese, SOLES assisted in securing necessary funding. The study centered on providing a voice for Diocesan stakeholders, including pastors, principals, teachers, and parents, regarding their experiences with and perspectives of Catholic education in the Diocese of San Diego. CEPAL evaluated the current issues and challenges, identified foundational pieces the Diocese can build from for future sustainability and effectiveness, and made a list of 17 recommendations, many of which the Diocese has already implemented. The findings of the study and the work of the Diocese of San Diego can be found on sandiego.edu/cepal.
“consulting This organizational uses features
specific to our leadership program ...
”
Community Partners Regional, national and international partnerships help us to extend educational experiences, research access, and impact beyond our campus and local community.
NCCHC Leadership Fellows Program Finds Home at SOLES To address the lack of Hispanic leaders in American community colleges, SOLES and the National Community College Hispanic Council (NCCHC) have partnered to offer a Leadership Fellows Program to develop a pool of highly qualified Hispanic Leaders and assist them in attaining high-level positions in community colleges. The first SOLES cohort of 20 Hispanic community college administrators from around the country began the year-long Leadership Fellows Program this summer. Designed for those whose career interest focuses on assuming increasingly responsible administrative positions with the ultimate goal of becoming a community college president, this program trains leaders in organizational development and institutional effectiveness. The program includes two training seminars, the creation of an individu-
alized professional development plan, a mentoring relationship with a Hispanic community college leader, attendance at the NCCHC leadership symposium, and online participation.
The first cohort of the Leadership Fellows Program
MTLC Partners with Four Regional School Districts for EdTech Studies To understand how teachers and students use forms of mobile technology within one-to-one and bring your own device (BYOD) education models, the Mobile Technology Learning Center (MTLC) completed a series of in-depth case studies in four school districts across San Diego County. The studies explored factors that influence types of tools used and the associated educational outcomes, as well as how districts and school leaders can best support and develop their teachers’ facility and comfort with mobile technology. The four partner districts included Encinitas Union School District, Cajon Valley Union School District, Coronado Union School District, and Solana Beach School District. The studies identified a number of factors that affect the success of a technology integration. All four reports are available online at sandiego.edu/mtlc. 11
Community Partners Continued
Students with the girls of the Granville Place of Safety
Counseling Partners with Duncans, Jamaica Each summer, SOLES students travel to Duncans, Jamaica to use and further develop their multicultural counseling skills by working with youth, mental health professionals and educators. SOLES’ relationship with the community began with the Granville Place of Safety, a group home for girls who have experienced abuse or abandonment. Students learn how issues including gender, race, privilege, social economic status, historical trauma, and generational and regional identifications have shaped the present Jamaican culture in the course, Multicultural Counseling. This expanded perspective informs the students’ work with the girls from Granville Place of Safety. With their increased sensitivity and respect for Jamaican cultural diversity, they can more effectively build rapport and practice their counseling skills. The relationship has grown to include the entire Duncans community who knows and trusts our students. During summer 2014, the Career Development Across the Lifespan course was added to the summer experience and students were provided an opportunity to facilitate two careercounseling workshops with Duncans’ community members. They employed evidence-based practices in counseling interventions, assessments, and program evaluations with members of the community, adapting their workshops to use the lenses they learned in Multicultural Counseling.
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Train-the-Trainer Education Project for International Nonprofit Micro-Lender Edify The first train-the-trainer model for Edify was developed with the goal of being able to use it in all the countries in which Edify works. The model enables experienced personnel to show less-experienced instructors how to deliver modules to proprietors and head teachers of low-cost private schools. It builds the capacity of educators in Ghana, Liberia and Burkina Faso by developing a pool of competent instructors who can then teach the material to others. In 2013, 80 participants from 37 schools received the training from two teams of SOLES instructors, each consisting of one professor and two graduate students. Using evidence-based research literature from around the world, the training modules were developed by two SOLES faculty and seven masters and doctoral students. Each module includes one version for instructors (the trainers) and one for the learner (proprietor/head teacher) and consists of four modules delivered over three days. Just six months after the trainings, there is considerable evidence of learning transfer and transformative educational opportunities in all of the participating schools.
Where Are They Now? We are proud to recognize some of our new alumni and their recent career progressions.
Department of Leadership Studies LT. COL. JAMES DOBBS, PHD
Director, 7th Air Force Commander’s Action Group United States Air Force
JENNIFER FLEMING, MA
Programs Director City Heights Community Development Corporation
MELODIE MIRANDA, MA
Assistant Principal Eastern Senior High School District of Columbia Public Schools
MICHAEL CASTRONUOVO, MA
Homestay Coordinator American Language Institute San Diego State University Research Foundation
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1 3
AINI FANG, MEd
JESUS MORALES, MEd
Teacher Diplomatic Language Services United Arab Emirates
HUNTINGTON SIMMONS, MEd
10th Grade Humanities Teacher Del Lago Academy
ERIC CROSS, MEd
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Department of School, Family and Mental Health Professions
10 4
4
13
8
11
14
9
3 7
PAMELA WILLIAMS, MA
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ALEJANDRO CASTILLO, MA
12
NICHOLAS BOYD, MA
13
GREG SEIBERT, MA
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Elementary School Counselor Kathy Binks and Chaparral Schools Fontana Unified School District
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6
10
Marital and Family Therapist Intern Pediatrics and Internal Medicine Clinics UCSD Family Medicine
2
5
JULIE MELEKIAN, MA
Therapist, Eating Disorders Center for Treatment and Research Program UCSD Department of Psychiatry
Learning and Teaching Chinese Fellow Teacher Washington Yu Ying Public Charter School Washington, D.C.
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Science Teacher Albert Einstein Elementary
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2
Department of
JESSICA SCHWENK, MEd
Resource Teacher Montgomery Middle School Cajon Valley School District
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Clinical Research Coordinator Naval Center for Combat and Operational Stress Control Doctoral Student Florida State University
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By the Numbers SOLES is committed to sharing our assessment data and findings so that potential students and internal/external stakeholder groups have data to make informed decisions about our programs. Faculty, staff, and administrators use this information to make decisions regarding curriculum, instruction and program improvement. Summer/Fall 2013 Global Studies Courses in
within 6 months of graduation
Our Students Come From
17
33
Countries
74
%
of students have a new job
875
completed applications processed
On Our Team
36 11 Full Time Faculty
Research Associates
299
new students enrolled
625
MEd Online students for the 2013-2014 academic year
100 %
100 %
Performance Assessment for California Teachers (PACT)
Counseling Licensure Exam - School Counseling
Counseling Licensure Exam - Clinical Mental Health Counseling
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50
total graduate students We Offer
Pass Rates
98 %
Countries
100 % Marital and Family Therapy Licensure Exam - Marital and Family Therapy
13 8 5 2 1
Master’s Degree Programs Certificate Programs Credential Programs Undergraduate Minors Doctorate Degree
Department of Leadership Studies
Department of Learning and Teaching
102
New Students
104
New Students
243
Graduate Students Enrolled
196
Graduate Students Enrolled
9
Graduate Credentials Awarded
MA Leadership Studies
MA Nonprofit Leadership and Management
51
Graduate Credentials Awarded
13
Undergraduate Credentials Awarded
MEd Special Ed, Deaf & Hard of Hearing
MEd TESOL, Literacy and Culture
6
MA Higher Ed Leadership EdD (with SDSU)
16
93
New Students
186
Graduate Students Enrolled
26
MA Counseling, Clinical and Mental Health
Graduate Credentials Awarded
11
13
28
18
Department of School, Family & Mental Health Professions
75
53
68
Degrees Awarded
Degrees Awarded
Degrees Awarded
1
21
3
10
12 PhD Leadership Studies
MEd Curriculum and Instruction
MEd Math, Science and Tech Education
MEd Special Education
23
MA Counseling, School Counseling
34
MA Marital and Family Therapy
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In Memoriam We commemorate the lives of SOLES’ alumni, faculty and staff who have passed away.
Captain Walter Heinecke USN ’08
Debra Jo Leta Johnson ’03 ’10
Gary A. Neiger ’13
June 14, 1939 - May 24, 2014
December 1, 1951 - July 8, 2014
October 12, 1951 – March 9, 2014
Walt Heinecke, EdD completed his doctoral degree in Leadership Studies and served as an adjunct professor teaching leadership and organizational behavior.
Debra Jo Leta Johnson, PhD received her master’s of education and doctoral degree in Leadership Studies.
Gary A. Neiger completed his master’s degree in Leadership Studies and served as Director of Development from 2005 to 2013.
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Scholarship Report This summary highlights the ever-growing body of scholastic accomplishments created by SOLES faculty. Included here are journal articles, books, book chapters, monographs and editorial board memberships from the 2012-2013 and 2013-2014 academic years.
Faculty Scholastic Accomplishments Journal Articles
art: 21st century skills in practice. Science Scope, 35(9), 29-35.
Accurso, E.C., Garland, A.F., Haine-Schlagel, R., Brookman-Frazee, L., & Baker-Ericzen, M.J. (2014). Factors contributing to reduced caregiver strain in a publicly-funded child mental health system. Journal of Emotional and Behavioral Disorders. DOI: 10.1177/1063426614532948
Carey, J.C., Harrington, K., Martin, I., & Hoffman, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in rural and suburban Nebraska high schools. Professional School Counseling, 16, 100-107.
Alexandrowicz, V. (2012). Co-Guest Editor/Blind Reviewer. Special theme issue: Family, school, community engagement and partnerships. Teaching Education, Queensland University, Australia.
Carey, J.C., Harrington, K., Martin, I., & Stevenson, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in Utah high schools. Professional School Counseling, 16, 89-99.
Bearman, S., Garland, A.F., & Schoenwald, S.K. (2014). From practice to evidence in child welfare: Model specification and fidelity measurement of team decisionmaking. Children and Youth Services Review, 39, 153-159. Buczynski, S., & Fontichiaro, K. (2013). Classroom Connections: Inquiring minds. Book Links, 1-5. Buczynski, S., Ireland, K., Reed, S., & Lacanienta, E. (2012). Communicating science understanding through
Chang, M.J., Sharkness, J., Hurtado, S., & Newman, C.B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups? Journal of Research in Science Teaching, 51(5), 555-580. Donmoyer, R. (2014). The evaluation imagination: Elliot Eisner’s lost legacy. American Journal of Evaluation, 35(3), 442-452.
Donmoyer, R. (2014). What if educational inquiry were neither a social science nor a humanities field: Revisiting Joseph Schwab’s “The Practical” in the aftermath of the Science Wars. Education Policy Analysis Archives, 22(79/11), 1-18. Dorsey, S., Pullmann, M., Deblinger, E., Berliner, L., Kerns, S.E., Thompson, K., Unutzer, J., Weisz, J., & Garland, A. (2013). Improving practice in community-based settings: A randomized trial of supervision- study protocol. Implementation Science. Facer, D. C., Gallaway, F., Inoue, N., & Zigarmi, D. (2014). Creation and initial validation of the motivation belief inventory: Measuring leaders’ beliefs about employee motivation using four motivation theories. Journal of Business Administration Research, 3(1), 1-18. Fawley-King, K., Haine-Schlagel, R., Trask, E.V., Zhang, J., Garland, A.F. (2013). Caregiver participation in community-based mental health services for children receiving outpatient care. Journal of Behavioral Health Services and Research, 40, 180-190.
Garland, A.F., & Brookman-Frazee, L. (2013). Therapists and researchers: Advancing collaboration. Psychotherapy Research, 1-13. Garland, A.F., & Schoenwald, S.K. (2013). Use of effective and efficient quality control methods to implement psychosocial interventions. Clinical Psychology: Science and Practice, 20, 33-43. Garland, A.F., Accurso, E.C., Haine-Schlagel, R., Brookman-Frazee, L., Roesch, S., & Zhang, J.J. (2014). Searching for elements of evidence-based practices in children’s usual care and examining their impact. Journal of Clinical Child and Adolescent Psychology, 43(2), 201-215. Garland, A.F., Brookman-Frazee, L., & Gray, E. (2013). The role of parent characteristics in community-based medication treatment for children with disruptive behavior problems. Community Mental Health Journal, 49, 507-514. DOI 10.1007/s10597-0129514-1 Garland, A.F., Haine-Schlagel, R., Brookman-Frazee, L., Baker-Ericze, M.J., Trask, E.V., & Fawley-King, K. (2013).
Improving community-based mental health care for children: Translating knowledge into action. Administration and Policy in Mental Health and Mental Health Services, 40, 6-22.
Hansen, B. (2013). Internationalizing teacher education: One university’s journey from awareness to action. Journal of College Teaching and Learning, 10(4), 295-300.
Green, Z., & Bernal, A. (2013). Droning toward the boundless war. Peace Review, 25(2), 212-218.
Hansen, C. B. (2013). School-based peace education programs: An international showcase. The International Journal of Pedagogy and Curriculum, 19.
Green, Z., & Biernbaum, S. (2014). Virtual authority: Social networking media and group relations. Socio-analysis: Journal of Group Relations, 15, 1-16. Haine-Schlagel, R., Fettes, D.L., Garcia, A.R., Brookman-Frazee, L., & Garland, A.F. (2013). Consistency with evidence-based treatments and perceived effectiveness of children’s community-based care. Community Mental Health Journal, 50(2),158-163. DOI: 10.1007/s10597-012-9583-1. Hansen, B., & Buczynski, S. (2013). The teaching of inquiry-based science in elementary classrooms: A bi-national comparative reflection of U.S. and Lithuanian practices. International Journal of Higher Education, 2(3), 41-54.
Hubbard, L. (2014). The viability of combining academic and career pathways: A study of linked learning. Journal of Education for Students Placed at Risk 19(1), 1-19. Hubbard, L., & Martinez, L. (2013). Uncovering the hidden dynamics of power: School principals’ insight into school reform. Pensamiento Educativo:Journal of Latin American Educational Research, 51(1), 86-102. Hubbard, L., Datnow, A., & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. In Schildkamp, K., & Vanhoof, J. (Eds). International Studies in Educational Evaluation, 42, 54-62.
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Scholarship Report continued
Inoue, N. (2013). A cultural analysis of trends and directivity of U.S. teacher education and educational research: What can we learn from there? The Bulletin of Japanese Curriculum Research and Development, 35, 87-94. Inoue, N. (in press). Learning to overcome epistemological challenges: A case of a cross-cultural action research exchange program between the United States and Japan. Action Research. Johnson, R., & Jones, P. (2014). Identification of parental endorsement patterns: An example of the importance of professional attunement to the clinical-forensic risk markers in juvenile fire-setting and bomb-making. American Journal of Forensic Psychology, 32(2). Johnson, R., & Lee, J.J. (2013). Use of clinical mental health professionals in transition adjustment programs for OEF/OIF veterans as new police officer recruits. Proceedings of the American Academy of Forensic Sciences, 19, 494-495. Johnson, R. (2013). Forensic and cross-culturally responsive assessment using the DSM-5: Just the F.A.C.T.S. Journal of Theory Construction and Testing, 3(1), 18-22. Johnson, R. (2013). Bisopsychosociocultural perspective on ‘Operation Enduring Freedom/Operation Iraqi Freedom’ women veterans as civilian police officers: Mild traumatic brain injury and post-traumatic stress disorder challenges. International
Journal of Police Science & Management, 15(1), 45-50.
field. Journal of Nonprofit Education and Leadership.
Johnson, R. (2013). Clinical & forensic psychological applications of geoprofiling with juvenile fire-setters and bomb-makers. Journal of Forensic Research, 4(4).
Lattimer, H., & Kelly, M. (2013). Engaging Kenyan secondary students in an oral history project: Education as emancipation. International Journal of Educational Development, 33, 476-486.
Johnson, R. (2013). Forensic psychological issues from terrorism to officer-involved shootings: U.S. Border Patrol critical incident investigative teams. Proceedings of the American Academy of Forensic Sciences, 19, 483-484.
Lattimer, H. (2012). Agents of change: Teacher leaders strengthen learning for their students, their colleagues, and themselves. The Australian Educational Leader, 34(4), 15-19.
Johnson, R. (2013). Forensic psychological mindset of a terrorist: More questions than answers for public safety threat risk assessments. Security Journal. Doi: 10.105/sj.2013.6.1-13. Johnson, R., Boyd, N., Tran, L., & Wehrle, C. (2013). Collaborations between clinical mental health and police wellness units: A San Diego Police Department project. Proceedings of the American Academy of Forensic Sciences, 19, 495. Johnson, R., Kilbourne, S., & Beckenbach, H. (2013). Forensic psychological public safety risk assessment integrated with culturally responsive treatment for juvenile fire setters: DSM-5 implications. Journal of Criminal Psychology, 3(1), 49-64. Jones, J., & Donmoyer, R. (in press). The multiple meanings of social entrepreneurship/enterprise and their implications for the nonprofit
Martin, I., & Carey, J.C. (2012). Evaluation capacity within state-level school counseling programs: A cross-case analysis. Professional School Counseling, 15(3) 132-143. Martin, I., & Carey, J.C. (2014). A review of policy research concerning models for school counseling in the United States: Key findings and international implications. Journal of Asian Pacific Counseling, 4(2) 1-15. Martin, I., & Rallis, S. (2014). Building on strengths and addressing challenges: Enhancing external school counseling program evaluation. Journal of School Counseling, 12(10). Molina, S.C. (2013). The value of meaning-making and cultural knowledge for teachers working in culturally and linguistically diverse contexts. Journal of Teaching and Teacher Education, 1(1), 1-16.
18 | USD School of Leadership and Education Sciences | Dean’s Report 2014
Molina, S.C. (2013). Romanticizing culture: Teacher’s perceptions of the role of culture in the education of culturally and linguistically diverse students. CATESOL Journal, 24(1). Molina, S.C. (2013). Family, school, community engagement and partnerships: An area of continued inquiry and growth. Teaching Education, 24(2), 235-238. Molina, S., & Lattimer, H. (2013). Defining global education. Policy Futures in Education, 11(4), 414-422. Molina, S. C., Lagedrost, J. M., & Sundmacher, D. (2012). Scaffolding second language writing instruction for international students in a graduate level TESOL program in the United States: An action research study. Second Language Writing News.Palinkas, L.A., Weisz, J.R., Chorpita, B., Garland, A., Hoagwood, K.E., & Landsverk, J. (2013). Use of evidence-based treatments for youth mental health subsequent to a randomized controlled effectiveness trial: A qualitative study. Psychiatric Services. Quezada, R. (2012). Transforming into a multilingual nation: A qualitative analysis of México’s initiative to develop language teachers. MEXTESOL Journal, 70(3). Quezada, R. (2014). Family-school, community engagement and partnerships: Working with culturally diverse families. Multicultural Education.
Quezada, R., Alexandrowicz, V., & Molina, S.C. (Eds.). (2013). Family, community engagement and partnerships: An imperative for K12, and colleges of education in the development of twenty-first century educators. Teaching Education, 24(2).
Rowell, L. (2014). CARN 2012: Reflections of an action research instructor. In S. Hardy (Ed.), Proceedings of the 2012 Collaborative Action Research Network Conference: CARN Bulletin, 17, 19-22. Manchester, England: Manchester Metropolitan University.
Quezada, R., Alfaro, C. (2012). Cutting to the common core: Moving pedagogical mountains. The Journal of Communication and Education.
Rowell, L., Inoue, N., & Getz, C. (2014). Reflective practice and motion sickness: Thoughts on the first North American Action Research Study Day. Educational Action Research, 22(2), 251-269.
Quezada, R., Lindsey, R., & Lindsey, D. (2013). A culturally proficient lens: Five essential elements to achieve cultural proficiency and to ensure success for English-learning students. National Association for Elementary School Principals. Reed, G. (2012). Character vs. situational imperatives as the primary driver of unethical conduct: Implications for the study of leadership. Journal of Leadership, Accountability and Ethics, 9(4), 21-29. Reed, G. (2014). Toxic leadership, organizational climate and effectiveness. Air and Space Power Journal. Reed, G. (2014). The pen and the sword: Faculty management challenges in the mixed cultural environment of a war college. Joint Force Quarterly, 14-20. Rowell, L., & Hong, E. (2013). Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16, 158-171.
Spencer, J. (2012). Impediments to teaching for understanding: A case study of urban teachers’ implementation of rich mathematics problems. Educational Studies in Mathematics. Stinson, D. W., & Spencer, J. (Eds.). (2013). Privilege and oppression in the mathematics preparation of teacher educators. Journal of Urban Mathematics Education, 6(1). Williams, L. M., Johnson, E., & Patterson, J. (2013). The appropriate use and misuse of social media in MFT training programs: Problems and prevention. Contemporary Family Therapy: An International Journal, 35, 698-712. Williams, L. M., Ulm, N., & Banker, J.E. (2013). Addressing religious differences in couples: The Two Churches, One Marriage program. Journal of Family Psychotherapy, 24, 93-109.
Books, Book Chapters, Edited Books, Monographs Buczynski, S., & Hansen, B. (2014). The change leader in education: Roles and strategies in the differentiated environment. San Diego, CA: Bridgepoint Education. Buczynski, S. (2014). Information explorer junior: Designing a winning science fair project. Ann Arbor, MI: Cherry Lake Publishing. Cameron, E. (2013). Workplace Success Skills Test Review. In Counselor’s Guide to Career Assessment Instruments (6th Ed.). Broken Arrow, OK: National Career Development. Cameron, E. (2014). Confidentiality case vignette. In Counseling in the 21st century: Ethical practice. Thousand Oaks, CA: Sage. Cordeiro, P., & Cunningham, W. (2012). Educational Leadership: A Bridge to Improved Practice (5th Ed.) Boston, MA: Pearson. Donmoyer, R. (2014). Four things a student taught me. In Beard, K., Horsford, S., & Reed, L. (Eds.), Bringing the gifts. San Francisco, CA: Blurb, Inc.
Frazier, L.L., Bearman, S.K., Garland, A.F., & Atkins, M.S. (2014). Dissemination and implementation in children’s mental health: Closing the research to training gap. In Beidas, R.S., & Kendall, P.C. (Eds.), Dissemination and implementation of evidence-based practices in child and adolescent mental health (pp. 98-123). New York, NY: Oxford University Press.
Martin, I. (2012). Conceptual models. In Rallis, S.F., & Rossman, G.B. (Eds.), The Research Journey: Introduction to Inquiry. Thousand Oaks, CA: Sage.
practices in child and adolescent mental health (pp. 44-60). New York, NY: Oxford University Press.
Martin, I. (2014). Mapping United States school counseling program development: Past influences, current issues, and future directions. Verona, Italy: La Scuola Editrice.
Inoue, N. (2014). Social and personal development. In Goodman, G. S. (Ed.), Educational psychology reader: The art and science of how people learn (pp.447-464). New York: Peter Lang.
Molina, S. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. Charleston, SC: Create Space.
Spencer, J. (2013). The mathematical practices of those without power. In Berger, M., Brodie, K., Frith, V., & le Roux, K. (Eds.). Proceedings of the Seventh International Mathematics Education and Society. Cape Town, South Africa: MES 7.
Inoue, N. (2013). Achievement motivation, assimilation, decenter, locus of control, schema, Yin and Yang. In Keith. K.D. (Ed.), Encyclopedia of cross-cultural psychology. Hoboken, NJ: Wiley/Blackwell. Johnson, R. (2013). Forensic psychological evaluations for behavioral disorders in police officers: Reducing negligent hire and retention risks. In Heflgott, J. (Ed.), Criminal Psychology (Vol. 2). Santa Barbara, CA: Praeger. Johnson, R. (2013). Mental state at the time of the offense forensic psychological evaluation: Teresa Lewis death penalty case. In Heflgott, J. (Ed.), Criminal Psychology (Vol. 1). Santa Barbara, CA: Praeger.
Donmoyer, R. (2014). Researching leadership for social justice: Are some methods better than others? In Bogotch, I., & Shields, C. (Eds.), International handbook of educational leadership for social (in)justice. London: Springer Dordrecht.
Johnson, R. (2013). Using the DSM-5 and ICD-11 in forensic and clinical applications with children across racial and ethnic lines. In Koocher, G.P., Norcross, J.C., & Greene, B. A. (Eds.), Psychologists’ Desk Reference, 3rd Edition. New York, NY: Oxford University Press.
Estrada, A.U. (2014). Identifying strengths among immigrant youth with cultural artifacts. In Fineran, K., Houltberg, B., Nitza, A., McCoy, J., & Roberts, S. (Eds.), Group-work experts share their favorite activities: A guide to choosing, planning, conducting, and processing (Vol. 2). Alexandria, VA: Association for Specialists in Group Work.
Johnson, R. (2014). Ethnoracial factors in the U.S. prison system: Forensic psychological realities of correctional officers. In Bowman, S.W. (Ed.), Residential segregation and the construction of an incarcerated underclass: Historical Considerations. Santa Barbara, CA: Abc-Clio. Kemerer, F., & Sansom, P. (2013). California School Law (3rd Ed.). Redwood City, CA: Stanford University Press.
Molina, S. (2014). English for global citizens (Vol. 1). Bangkok, Thailand: Eastern Printing PLC. Molina, S.C. (2013). Linguistics for teaching English in multilingual classrooms: An introduction to fundamental concepts with practical strategies. Charleston, SC: Create Space. Nahavandi, A., Denhardt, R., Denhardt, J., & Aristegueta, M. (2014). Organizational Behavior. Thousand Oaks, CA: Sage Publishing. Quezada, R., & Cordeiro, P. (2014). Internationalization in educator preparation: Innovative practices to meet the global challenges of tomorrow’s schools. In Lee, J.C.K., & Day, C. (Eds.), Quality and Change in Teacher Education: Western and Chinese Perspectives. Hong Kong, China: Springer Press. Quezada, R. (2012). Internationalization of teacher education: Creating global competent teachers and teacher educators for the 21st century. Oxford, UK: Routledge. Quezada, R., Lindsey, R., & Lindsey, D. (2012). Culturally proficient practice: Supporting educators of English learning students. Thousand Oaks, CA: Corwin Press. Schoenwald, S.K., Chapman, J.E., & Garland, A.F. (2014). Capturing fidelity in dissemination and implementation science. In Beidas, R.S., & Kendall, P.C. (Eds.), Dissemination and implementation of evidence-based
Spencer, J. (2013). Views from the Black of the math Class. In Katz, M., & Rose, M. (Eds.), Public Education Under Siege. Philadelphia, PA: University of Pennsylvania Press. Walsh, J., Kemerer, F., Maniotis, L. (2014). The educator’s guide to Texas school law (8th Ed.). Austin, TX: University of Texas Press. Williams, L. M., Patterson, J., & Edwards, T. (2014). Clinician’s guide to research methods in family therapy: Foundations of evidence-based practice. New York: Guilford Press.
A complete scholarship report containing technical reports, conference proceedings and presentations, and grants and external funding is available on sandiego.edu/soles.
Editorial Board Memberships • Cameron, E. Editorial Board, Counseling Outcome Research and Evaluation • Ammer, J. Associate Editor, Reading and Writing Quarterly: Overcoming Learning Disabilities • Buczynski, S. Advisory Board, Science Scope • Cordeiro, P. Editorial Board, Journal of Law and Education • Cordeiro, P. Editorial Board, Journal of Teacher Education & Educators (Turkey) • Donmoyer, R. Editorial Board, Journal of Curriculum and Pedagogy • Donmoyer, R. Editorial Board, University Council of Educational Administration’s Journal of Cases in Educational Leadership • Edwards, T. Associate Editor, Families, Systems, & Health • Garland, A. Associate Editor and Editorial Board, Administration and Policy in Mental Health • Garland, A. Editorial Board, Journal of Emotional and Behavioral Disorders • Getz, C. Editorial Board, Engaging Pedagogies in Catholic Higher Education • Hansen, B. Editorial Board, The International Journal of Learner Diversity and Identities • Hubbard, L. Editorial Board, Journal of Education for Students Placed at Risk • Lattimer, H. Editorial Board, Inquiry in Education • Lattimer, H. Editorial Board, Unboxed: A Journal of Adult Learning in School • Newman, C. Editorial Board, Journal of African American Males in Education (JAAME) • Patterson, J. Advisory Editor, Families, Systems, & Health • Patterson, J. Advisory Editor, Journal of Marital and Family Therapy • Quezada, R. Editorial Board, Journal of Hispanics in Higher Education, • Quezada, R. Associate Editor, Teacher Education Quarterly • Quezada, R. Editorial Board, Teaching Education • Reed, G. Editorial Board, Parameters • Rowell, L. Editorial Board, Educational Action Research • Williams, L. Editorial Board, Journal of Couple & Relationship Therapy
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Donors We recognize, with gratitude and appreciation, the generosity of all of our donors. Their support of our vision for the School of Leadership and Education Sciences enables our students, faculty and alumni to continue to make an impact.
Lifetime Giving Benefactors Circle Raffaella (Perretta) ‘77 and John Belanich Caster Family Trust Diane and Rodney F. Dammeyer Conrad N. Hilton Foundation Joan and Irwin Jacobs Donald and Darlene Marcos Shiley Warren Family Foundation
Leadership Circle Alice Bourke Hayes Susan Fliedler and Paul Eichen The Fletcher Jones Foundation John J. McGee* Orca Fund at The San Diego Foundation Westreich Foundation
Executives Circle Thomas C. Ackerman Foundation Barnhart, Inc. Sandra Brue and Chris Carstens Greater San Diego Chamber of Commerce CAC Advisory Services, LLC The California Endowment Muriel H. Campbell*
Sandra M. ‘61 Cassell Farrell and Jerald F. Farrell Joseph F. Cloonan* and Paul I. Cloonan Patricia and Bert ‘61 Degheri Delawie Wilkes Rodrigues Barker Edify Brindle Erion Trust George Pardee Charitable Trust John Guido, M.D. Mari and Todd Gutschow William H. Hannon Foundation Fred J. Hansen Foundation Patricia M. Howe Amelia L. ‘59 and James O. Johnson Angelina K. (Kraemer) ‘59 and Fredrick Kleinbub LASH Foundation Mary E. ‘61* and Michael M. Lorch William D. Lynch Foundation For Children Douglas F. Manchester Virginia and Paul G. ‘78 Marshall, Jr. Melisa Reasner McGuire Advised Endowment Fund at the Rancho Santa Fe Foundation Mary F. (Fiorino) ‘61 and Michel J. Orradre PW Construction, Inc. Willa ‘66 ‘70 and David L. Ramsay The Sonima Foundation The James Irvine Foundation
Katherine Pardee Charitable Remainder Trust The Parker Foundation The San Diego Foundation Eleanore R. White*
Union Bank Foundation United Way of San Diego County The Viterbi Family Foundation of the Jewish Community Foundation Mary J. (Hall) and James Wiesler
Directors Circle
Scholars Circle
Bank of America Bravo Foundation Bruce T. Halle Family Foundation Coca-Cola Bottling Company Paula A. Cordeiro and David O’Brien The Fieldstone Foundation Marilyn and Kim Fletcher Girard Foundation Homebuilding Community Foundation The Johnson Family Foundation Candace and Vincent Kasperick ‘84 Kathleen ’91 and Ted Krohne Carol and George W. Lattimer Christina and Joseph E. ‘82 Matranga Rokenbok Fund at the San Diego Foundation The Sudberry Family Trust W. Scott McIntyre Fund at the San Diego Foundation Weingart Price Fund at the San Diego Foundation Mary A. (Woods) Scherr School Futures Research Foundation U.S. Bank
AKT, LLP Alethea Capital Management, LLC Alliance Healthcare Foundation Linnea and Frank V. Arrington* Lisa and Michael Auerbach Sherrill and Bob Baker Dana ’14 and J. Brandon Black Bank of America Charles & Ruth Billingsley Foundation Elizabeth F. Bradley Helmick ‘61 and Walter E. Helmick, Jr. The Burnham Foundation California Supported Living Network Capital One Eugenie C. and Jeffrey A. ‘04 Carlstead CBIZ, Inc. Kathryn A. Chapin* Chevron Corporation Sandra Chew Phillips Cox Communications Gloria G. ‘76 and Stoney L. De Ment Patricia M. and Daniel W. Derbes Jacqueline D.* and Edward F. DeRoche Dr. Joseph C. Rost* Trust
20 | USD School of Leadership and Education Sciences | Dean’s Report 2014
Isabella and Peter H. Dunn Edify Edmin.com, Inc. Anita V. Figueredo Ford Motor Company Gen-Probe, Inc. Edith A. ‘05 and David Glassey Lisa Braun and Jeffrey W. Glazer ‘94 Stephanie and Robert Gleason Hampton Inn San Diego The Harmon Family Foundation Lu Harmon* Valerie Jacobs Hapke and Norm Hapke Mary Ann Hester ‘72 Joanne and Philip Hwang Virginia ‘81 ‘85 and Robert Infantino, Sr. J. Dallas Clark Fund at The San Diego Foundation Jewish Community Foundation Maureen P. (Pecht) ‘64 and Charles G. ‘62 King Las Patronas Leichtag Family Foundation Elizabeth K. Mahan* Janie Marie and Jon L. Mangus Melinda M. and John T. Martin Jean H. (Hicks) ‘59 and Kenneth E. Miller Laureen and C. Edward ‘69 Miller, Jr. Mission Federal Credit Union Moss Adams, LLP
Nierman Family Fund of the Jewish Community Foundation Meili and Michael Pinto Price Family Fund of the The San Diego Foundation Raskob Foundation for Catholic Activities Robert & Howard Endowment Fund at the Rancho Santa Fe Foundation M. Constance ‘55 ‘61 Salerno Dillon Patricia A. (Friel) ‘57 and John M. Seiber Sempra Shinnyo-En Foundation Erin J. and Anthony F. ‘87 Smith Pamela M. Snyder Sonnenberg & Company, CPAs Maria “Gaby” G. and Richard Sulpizio Robert and Sheila Swanson Emilia S. Switgall* Target The Legler Benbough Foundation U.S. Bank Union Bank of California Foundation USD Auxiliary Carol Vassiliadis Vista Mesa LLC Raymond J. Volker ‘82 and Pamela (Leighton) Volker ‘73 ‘76 Weingart Foundation Therese Whitcomb ‘53
Annual Giving Patrons
Associates
Dean’s Circle
Lisa and Michael Auerbach Dana ‘14 and J. Brandon Black Diane and Rodney Dammeyer Edify Susan Fliedler and Paul Eichen ‘12 Fred J. Hansen Foundation The Joan and Irwin Jacobs Fund The James Irvine Foundation Valerie Jacobs Hapke and Norm Hapke Kasperick Family Charitable Gift Account Carol and George Lattimer John J. McGee* Orca Fund at the San Diego Foundation Mary (Woods) Scherr and Marvin Sippel Sempra Energy The Sonima Foundation The Sudberry Family Trust The Parker Foundation Westreich Foundation Union Bank
Alliance Healthcare Foundation Anklesaria Family Foundation The Burnham Foundation Capdevilla/Gillespie Foundation CBIZ MHM, LLC & Mayer Hoffman McCann P.C. Sandra Chew Phillips ‘68 Paula A. Cordeiro and David O’Brien Cumming Construction Management, Inc. Food Services Design Group Ann Garland and Saul Levine Stephanie and Robert Gleason Kirsten Hanson ‘07 Mara Hoover Virginia ‘81 ‘85 and Robert Infantino Sr. Jewish Community Foundation Jewish Women’s Foundation Heather A. Lattimer and Joseph W. Secondine, Jr. Pat Libby Alice Liu ‘11 William D. Lynch Foundation for Children Meghan M. Margetic ‘14 Jane D. and James T. McCarthy Metropolitan Area Advisory Committee MGO Certified Public Accountants Jean ‘59 and Kenneth Miller Moss Adams, LLP Afsaneh Nahavandi Nierman Family Fund of the Jewish Community Center Vanessa ‘12 and Michael ’11 Praggastis Pratt Memorial Fund M. Constance Salerno Dillon Sonnenberg & Company, CPA’s Kris and Matthew Spathas Mark A. Thompson ‘08 Union of Pan Asian Communities United Way of San Diego County Catherine ‘79 and John ‘78 Velotta Pat and Bob Whalen Christina P. Wilson ‘12 YH Advisors
Michelle L. ‘07 and Sean P. ‘06 Ahearne Shannon K. Anglea Stubblefield ‘05 Bernstein Global Wealth Management Lauren and James W. ‘96 Brennan Escondido Community Child Development Center Joan and David ‘77 Friedenberg Cheryl A. ‘98 Getz and Henry Pugh Debbie ‘83 and Robert Gough Karen L. Johnson ‘87 Karen and Norman Lee LSW Engineers Nicole Miller-Coleman ‘12 MRC 360 Qiana and Christopher Newman ‘04 Anna M. Plaster ‘10 Polito Eppich Associates, LLP Miles T. Sakaguchi ‘75 Douglas G. Warden Nancy L. and Lee M. Williams Kelly H. Zastrow ‘12 Sally Ann D. ‘76 ‘90 and James ‘78 ‘90 Zoll
Partners Alethea Capital Management LLC AKT, LLP Bank of America Jacquelyn Borck California Disability Services Association Edmin.com, Inc. Friends of the Water Conservation Garden The Todd and Mari Gutschow Family Foundation The Legler Benbough Foundation Michael & Christie Meehan Charitable Foundation Moss Adams, LLP Qualcomm Meili and Michael Pinto Rancho Santa Fe Foundation San Diego Housing Commission The San Diego Foundation Price Family Fund Laura Stoia ‘09 Pamela L. (Leighton) ‘73 and Raymond J. ‘82 Volker W. Scott McIntyre Foundation at the San Diego Foundation Wells Fargo Bank
Friends ABC-Clio Aetna Foundation, Inc. Donna Agan ’94 ‘01 Michel Anderson & Associates Lesley and John Askelson Jeanne L. ‘87 and Lawrence L. Atherton Jeannine M. (Kleszcz) Ballister ‘80 ‘82” Nancy and William Bamberger Marina Baroff Rose A. Baxter ‘11 Allison Bechill ‘11 Brian J. Becker ‘12 Paul A. Bochan ‘05 Carol L. Bos ‘13 Brenda S. Bothel ‘11 Steven D. Bourne ‘79 ‘80 Alane Boyd ‘10 Jeana G. ‘97 and Robert J. Buchanan Joan A. Buchanan ‘71 Burundi Friends International Business Roundtable for Education Foundation Alina ‘06 and Gabriel Caceres Freda P Callahan ‘62 and Lawrence S. Gritz
Scott T. Campbell ‘12 Muriel Campbell* Heather Carpenter ‘11 Elizabeth Castillo ‘85 ‘10 Grace and Hector Chaidez ‘12 Amanda and Ignacio Corona Kay E. Costilow ‘10 Kathleen and Ben ‘12 Coughlan Patricia E. Cowan ‘07 Diana M. Craft ‘72 Patricia E. (Price) ‘86 and Douglas C. Crone Jack S. Crumley, II Elaine B.(Bilko) Dawson ‘65 Gina M. Delapa ‘03 Kathleen M. Dennish ‘88 Linda and Sylvester Dews Sister RayMonda DuVall Michael Eichler Robert C. Emery ‘74 Geraldine and Zeb Evans Paige A. ‘08 and Roger Faulkner Laura K. Fleming ‘96 Charles J. Friedrichs ‘01 Stacie M. Freasier ‘09 and Derek N. Gates ‘08 Larry J. Gardepie Beth ’05 and Kevin Garofalo William P. Geddes Alan Gin Charles R. Girvin ‘01 Linda A. Gonzales ‘09 Karen Gould ‘13 Robert J. Gravina ‘89 Maureen ‘10 and Robert Guarcello Christine-Clayre Hafner ‘13 Suzanne M. (Whitaker) ‘81 ‘94 and Rick Hagan Haley J. Haggerstone Hefferman Memorial Hospital District Lynne Henkin Leslie A. Hennessy ’78 ‘14 Shelly L. ‘84 ‘96 and Brian Henton Renee C. Herrell ‘06 Peggy Hetherington Jean M. Hoeger ‘82 James J. Holt Jason R. Jarvinen ‘11 Liz and David Jewell Diane and Danny G. Johnson Debra J. Johnson ‘03 ‘10 Hyun Jung Joo ‘10 Jennifer A. Jones ‘08
Mary Ann (Daly) ‘56 and James J. Kennedy Kerry J. Kilber-Rebman ‘09 Alexander Kim ‘13 Maureen P. (Pecht) ‘64 ‘94 and Charles G. ‘62 ‘94 King Melissa N. ‘10 ‘12 and Brett H. ‘08 Kondrick Anajean Z. ‘85 and Peter M. Kopkowski Ellen Sargent and Louis W. Koucos Svetlana Krasynska ‘05 Colleen Krause Jessica L. Hanson York ‘13 Stefanie A. Kurtz-Harris ‘11 Elisabeth Landa ‘13 Diana M. Landis Francis D. Lang ‘11 Cherry and Adrian E. Lee Carrie A. Leising ‘07 Elaine M. Lewis ‘05 Persephone Lewis ‘09 Mary Olive Chambers Lien Lightbridge Hospice Foundation Sheryl A. ‘81 ‘84 Lorey-McAtee and E. Tracy McAtee Lauren Lukens ‘08 Mary C. ‘90 and Donald E. ‘90 MacInnes Helene Mandel ‘78 and Alex Johnson Anjanette A. Maraya-Ramey ‘12 Jeffrey M. McDonald ‘08 Mary McDonald Mental Health America of San Diego County Alicia Milla ‘14 Cara T. Miller ‘12 Mission Edge San Diego Susan E. Mitchell ‘94 Christina and Andre D. Murphy ‘02 Kathryn N. Myers ‘12 Susan Naujokaitis ‘10 Diana C. Neebe ‘08 Teresa F. (Falk) ‘59 and Paul J. Nelson Mark C. Nelson ‘02 Casey Nguyen ‘13 Kevin J. Nohelty ‘13 Carla J. Nolen ‘02 Nonprofit Management Solutions Dorothy L. O’Hagan ‘11 Dina Pacis ‘05 Lina L. Park ‘11 Esme and Peter E. ‘67 ‘72 Pitard Summer R. Polacek ‘13 Ellissia ‘66 and Phil H. ‘66 Price
Barbara J. Puhl ‘80 Laura Purdom ‘14 Karen Rado Joe V. Raffa ‘97 Jorge A. Ramirez ‘96 Jennifer J. Raulston ‘87 Lucy E. and George E. Reed Stacey A. Ridgeway ‘91 ‘95 Sandra L. and Bradley W. Roberson Alexis Rodriguez ‘13 Daisy Rodriguez ‘13 Debra Rogers Daniel Romero Olivia A. ‘76 ‘77 and Richard L. ‘78 Romero Alec Rynaski ‘12 Fernando M. Sanudo Drew Schlosberg Mary Jo Schumann Hallie Shere ‘13 Mary B. Shirley ‘92 ‘00 Kaye Skubinna ‘75 Teresa L. Smith ‘14 Rita and Darryl Solberg Kea C. Spurrier ‘14 Jody and Richard Stakelum ‘10 Rondi Stein ‘94 ‘06 and Roger Barrantes Gregory G. Stump ‘03 Linda G. ‘61 and Richard Thibodeau Sarah A. Thompson ‘13 Ann M. Trescott ‘09 Vicente A. Vargas ‘08 ‘09 M. Howard Wayne ‘72 Terri Wetterberg ‘11 Melinda B. Wilkes ‘11 Morgan Wilson ‘12 Ben Winkler-McCue ‘10 Samantha and James Wright ‘14 Jennifer and Michael Yebba Young Nonprofit Professionals Network Joan E. Zinser
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Peg Basom Associate Director, Educational Leadership Development Academy • PhD, Educational Administration and Adult Education, University of Wyoming • MS, Special Education, Southern Connecticut State College • BA, Liberal Arts/French Literature, St. Thomas University
Areas of Expertise Educational leadership, adult education, special education
Meenakshi Chakraverti Director, Leadership Institute • PhD, Social Anthropology, Cornell University • MA, Public Affairs, Princeton University • BA, Political Science, Wellesley College
Areas of Expertise Facilitative leadership development, dialogue training and facilitation, conflict management, program design, organizational consulting
Janice Cook
Michael Corke
Timothy Council
Julie Z. Cramer
Director, Educational Leadership Development Academy
Senior Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law
Director, Office of Admissions and Outreach
Senior Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law
• EdD, Educational Leadership, Northern Arizona University • MA, Educational Administration, San Diego State University
• PhD, Claremont Graduate University and San Diego State, Education Research Methodology
• BA, Liberal Studies, San Diego State University
• MA, Kinesiology, San Diego State University
Areas of Expertise
• BA, Psychology, San Diego State University
Educational leadership, school district leadership, strategic planning for education
Research Interests
• MEd, Postsecondary Education and Student Affairs, University of Southern California • BA, Political Science and Nonprofit Leadership and Management Certificate, University of San Diego
Areas of Expertise Student recruiting, admissions, financial aid, student yield and retention
Research methodology, mobile technology in schools, health and wellness in schools, student self-regulation, school reform, diversity in mentoring
• PhD, Leadership Studies, University of San Diego • MA, Leadership Studies, University of San Diego • BS, Business Administration, University of California, Berkeley
Research Interests or Areas of Expertise Alignment of pedagogy and learning environment, new school design, learning space design, charter school development
Veronica Garcia
Kristopher Hall
Mark Johnson
Maya Kalyanpur
Katie Martin
Ted Martinez
Social Sciences Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law
Assistant Professor, Department of School, Family and Mental Health Professions
Professor of Naval Science (PNS), Department of Naval Science
Associate Professor, Department of Learning and Teaching
Professional Learning Specialist, Mobile Technology Learning Center
Executive Director, NCCHC Leadership Fellows Program
• PhD, Counselor Education, University of Central Florida
• MS, Operations Analysis, Naval Postgraduate School
• EdD, Education, University of Southern California
• MA, Counseling, Seton Hall University
• GCM Management, Queensland University of Technology
• MA, Modern Indian History, Jawaharlal Nehru University, Delhi, India
• EdM, Education, Harvard Graduate School of Education
• BA, Psychology, St. Augustine’s College
• BBA, Finance, University of Notre Dame
• BA, English Literature, St. Stephen’s College, Delhi University, India
• BA, Psychology, University of California, Los Angeles
Areas of Expertise
Area of Expertise
Research Interests
Mental health stigma in military populations, counselors-in-training and multicultural skill development, educational applications for relationalcultural theory
Leadership and ethics
Intersection of culture and special/ inclusive education, families of children with disabilities from culturally and linguistically diverse backgrounds, international development and disability studies, disability policy
Research Interests School-to-prison pipeline, juvenile justice, critical media literacy, critical literacy, mobile technology integration, youth participatory action research
22 | USD School of Leadership and Education Sciences | Dean’s Report 2014
• PhD, Special Education, Syracuse University
• PhD, Teacher Leadership, University of Hawai’i, Manoa
• PhD, Higher Education Administration, University of Colorado at Boulder
• MEd, California State University, San Marcos
• MA, Business and Economics, Sul Ross State University
• BA, Liberal Studies Multiple Subject Teaching Credential, California State University, San Marcos
• BS, Business Education, Sul Ross State University
Areas of Expertise
Community college education, leadership development and training, K-20 linkages, Latino leadership and policy development
21st century learning, competencybased professional learning, systematic teacher collaboration and development, powerful learning experience design, one to one mobile technology
Areas of Expertise
Stephen Dickerson John Franey Associate Professor of Naval Science, Department of Naval Science • MS, Global Leadership, University of San Diego • BS, Spanish, Jacksonville University
Area of Expertise Leadership and management, leadership and ethics
Social Sciences Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law • PhD, Leadership Studies, University of San Diego • MA, Teaching, Learning and Leadership, California State University San Marcos
New Faculty, Administrators and Researchers To do great things, we must enlist great minds. The USD School of Leadership and Education Sciences welcomes these professionals to our team.
• BA, Folklore and Mythology, Harvard University
Areas of Expertise Program evaluation, educational leadership, instructional coaching, human development, educational reform, technology integrations, & professional development
Emily Rankin
Hans Peter Schmitz
Mary Jo Schumann Andria Shook
Tessa Tinkler
Director of Development
Associate Professor, Department of Leadership Studies
Associate Director, Caster Family Center for Nonprofit and Philanthropic Research • PhD, Social Psychology and Industrial Organizational Psychology, Wayne State University
Social Sciences Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law
Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law
• PhD, Leadership Studies, University of San Diego
• PhD, Education, University of California, Santa Barbara
• MA, Social Psychology, Wayne State University
• MA, Education, Loyola Marymount University
• MA, Education, University of California, Santa Barbara
• BS, Psychology, University of Wisconsin- Stephens Point
• BA, International Relations, University of Southern California
• BA, Psychology, University of California, Santa Cruz
Areas of Expertise
Areas of Expertise
Research Interests
Qualitative and quantitative research, survey design, focus group moderating, translating research into action, leadership, group dynamics, nonprofit sector
Health and wellness education
Project-based learning, informal learning environments, reducing educational inequality, and the use of data to improve educational outcomes
• EMBA, Claremont Graduate University • BA, International Relations and French, Scripps College
Areas of Expertise Fundraising, alumni relations, volunteer management, stewardship, marketing and social media
• PhD, Social and Political Sciences, European University Institute • MA, Political Science, History, European Ethnology, EberhardKarls-Universität
Areas of Expertise Nonprofit and philanthropic leadership, transnational NGOs
Major Brian Yanowski Assistant Professor of Military Science (APMS), Department of Military Science • MA, Public Policy and Administration, University of Missouri, Saint Louis (UMSL) • BS, Criminal Justice, Sam Houston State University
Area of Expertise: MSL 200 Instructor (Sophomore cadets)
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5998 Alcalรก Park San Diego, CA 92110-2942 Phone: (619) 260-4538 soles@sandiego.edu www.sandiego.edu/soles