2015 Dean’s Report SCHOOL OF LEADERSHIP AND EDUC ATION SCIENCES
New Beginnings Letter from Dean Cordeiro
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he start of each school year brings the promise of so much potential. The atmosphere of Hill Hall fills with excitement and the promise of new beginnings. This year is even more notable for me as I begin my six month sabbatical before returning to the SOLES faculty. And SOLES welcomes its fourth dean, Dr. Nicholas Ladany. Over the past 17 years, we’ve made great strides together: We have celebrated more than 4,000 graduates, built a home for SOLES in Mother Rosalie Hill Hall, added eight new degree programs, and launched USD’s first online master’s degree program. We also founded nine centers and two institutes, created a new academic department, moved into the top 10% of graduate schools of education as ranked by US News and World Report and hosted the inaugural SOLES Jeffersonian Dinner. Five years ago we wrote a strategic plan, which we accomplished in three years. We then wrote another plan, that we have also surpassed, as you will see in the pages that follow. As you likely know, global education is a passion of mine and I’m extremely proud of the work that
Letter from Dean Ladany SOLES has done to contribute to the international and cross-cultural education of our students and faculty. Since 2009, all SOLES degree students participate in an international experience through the Global Center as a requirement for graduation. In addition, the Cordeiro Global Research Endowment Fund was established to support faculty and students conducting research on international themes or studying another language. Continuing my commitment to global education, I am honored to now serve as the Dammeyer Distinguished Professor of Global Leadership and Education. Serving as the dean of SOLES and working with the students, faculty, staff, alumni, and community has been a privilege and an honor. We have accomplished so much together. Thank you for your continued support of SOLES. Please stay in touch! Paula A. Cordeiro, EdD Professor and Dean (1998-2015) School of Leadership and Education Sciences University of San Diego @deancordeiro
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’m thrilled to be at the University of San Diego and to serve as the Dean of SOLES. SOLES is a model school into which a traditional school of education can transform, and Paula Cordeiro has been an inspirational leader. The strong commitment to multiculturalism and social justice; innovative programming; global engagement; and multidisciplinary and interdisciplinary approaches to education are SOLES’ signature strengths. I look forward to working with the talented students, faculty, and staff; the dedicated donors and partners; the highly accomplished alumni; and the supportive USD administrators, in leading the advancement of this tradition of excellence. Kind regards, Nicholas Ladany, PhD Dean School of Leadership and Education Sciences University of San Diego @deanladany
Dean Ladany Introduction
Nicholas Ladany arrived as the new Dean of SOLES in July 2015. Watch the full video and read more about him at sandiego.edu/ solesdean
What first attracted you to SOLES?
What do you see yourself first diving into?
SOLES is a model school, and one that traditional education schools can transform into. SOLES is the future of schools of education. No longer can schools stay narrowly focused, such as only operate in relation to K-12 education. Rather they must be interdisciplinary
Of course the first phase of any new leader is to listen and learn. It’s also important to assess the current strengths and look for avenues of innovation. For example, strengthening the connection with the Catholic Diocese and the Catholic education community
and multidisciplinary. And SOLES has done that. In addition, the strong commitment to multiculturalism and social justice is very compelling and fits with my professional and personal interests.
holds promise. The second potential area of innovation is creating further links to the international community. There’s a lot of work SOLES has done internationally and just seeing ways that we can strengthen those as well is very exciting to me.
Tell us something about you personally. I’m very excited to be in San Diego. The weather is terrific. It’s nice to do a lot of outdoor things. I’m looking forward to walking around campus and meeting people. In particular, I’m looking forward to meeting the SOLES communitystudents, faculty, and alumni.
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Strategic Directions In 2011-2012, the faculty, administration and members of the SOLES advisory board undertook a significant long term planning process which resulted in the SOLES Strategic Directions for 2012-2015. In the final years of Dean Cordeiro’s leadership, SOLES surpassed all the goals laid out in this plan. The four main initiatives in this plan are: addressing societal challenges, teaching excellence, intellectual influence and promoting sustainability. The following sections are dedicated to the progress made in each category.
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Strategic Directions
Addressing Societal Challenges
As a prominent education and human services school we must confront important social justice issues. SOLES’ strategic plans called for us to make an impact by expanding the reach of our centers and institutes and engaging the greater San Diego community. We have marshalled academic expertise from across the disciplinary spectrum, producing research and programming. We’ve made advancements in preparing students for the workplace of the 21st century, meeting the leadership and management needs of the nonprofit and public sectors, addressing the social-emotional needs of our community through clinical work, and addressing teaching and learning issues locally, nationally and globally.
First-of-its-kind Technology Needs Assessment of San Diego County Schools
The full report can be found at sandiego.edu/mtlc.
The Mobile Technology Learning Center (MTLC) completed a comprehensive study of technology use and availability in San Diego County school districts in February 2015. The study evaluated the availability of internet and technology devices, teacher training related to technology, and student use of mobile learning devices such as iPads and netbooks.
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ased on findings from this first-of-its kind study, as a whole, San Diego County schools lack the classroom technology to consistently prepare students for the future. Among the key findings from the study: •
Only 9% of high school students and 11% of middle school students have full-time access to a mobile device.*
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Aging infrastructure and devices was reported as the greatest challenge among school districts (58%), followed by bandwidth (42%), and technology costs/lack of funding (24%).*
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School districts cited professional development (teacher training) as their greatest need (47%), followed by devices (26%), infrastructure (21%), technical support (18%) and bandwidth (16%). *
Based on findings that one of the greatest needs for districts implementing technology is effective professional development for teachers, the MTLC is partnering with school districts around the county to provide strategic direction and support for the redesign of professional learning. The MTLC professional learning team supports leaders and teachers in developing active learning environments to maximize learning opportunities for students through the use of mobile technology using a student-centered approach. This approach fosters both effective technology integration and student critical thinking, problem-solving, and collaboration skills, in order to prepare students to be successful today and in their future education and careers. *School districts may have chosen more than one response.
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Strategic Directions > Addressing Societal Challenges
Leadership Institute Building Capacity Throughout San Diego Established in 2001 to improve the study and practice of leadership so that individuals, organizations and communities can better meet the adaptive challenges facing them, the Leadership Institute provides educational programs, research opportunities and a learning community that develops leaders from a variety of professions.
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orking with the San Diego Foundation’s Center for Community Engagement, SOLES’ Leadership Institute conducted a learningoriented coaching engagement with the Great Neighborhood Challenge. In 20 neighborhoods across the county, graduate students worked as emerging coaches to build interest in, and capacity for, the practice of leadership and community engagement. The Great Neighborhood Challenge program was designed to promote social equity and address local quality of life issues by helping to build leadership and organization around specific projects which ranged from festivals to public art to healthy eating programs. Through the Leadership Institute, the students provided reflective assessment to track the projects’ development and strengthen community engagement.
LEADERSHIP INSTITUTE DEPARTMENT OF LEADERSHIP STUDIES
Bridging leadership theory and practice.
Center For Adaptive Leadership
Center For Women’s Leadership
Center For Leadership Development
Leadership for Change Conferences
Women in Higher Education Leadership Summit (WHELS)
Workshops and consulting in organizational and leadership capacity development
Tavistock / GR workshops Advanced systems work BOB & BART
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Women’s Voices, Women’s Visions (WaVE) The SHE Experience: A Leadership Adventure for Women Girls Leadership Development
At the heart of the Leadership Institute is the commitment to improve the study and practice of leadership and further the understanding of the dynamic nature of leadership, while connecting innovative research with real-world application.
Scholars hip and Practice
RISE FELLOWS
Inaugural class of RISE Urban Leadership Fellows
Community-based leaders from historically underserved, urban areas of San Diego have the opportunity to build their skills, capacity and networks through the Urban Leadership Fellows Program. The goal is to advance meaningful and sustained change for their communities and our region. Created through a partnership between the Leadership Institute and RISE San Diego, and launched in the spring of 2014, the program will graduate 20-24 fellows each year. Using an adaptive leadership approach that promotes active engagement and deep reflection, the program focuses on the personal and professional development of each fellow through intensive forums, development and implementation of a selfselected community project, as well as coaching and peer learning throughout the fellowship year. Through deep reflection and experiential learning,
the fellows discover untapped strengths, develop skills to make informed community interventions, and build individual and collective capacity to challenge old patterns that inhibit effectiveness. Through their participation, RISE Urban Leadership Fellows become equipped to take effective and sustainable action to transform San Diego’s urban communities for current and future generations. Dr. Zachary Green, associate director of the Leadership Institute and professor of practice in the Department of Leadership Studies at SOLES, is the faculty lead for the program.
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Rahmo Abdi
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Dennis-Michael Broussard
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Ruthie Carrillo
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Albert Clark
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Jose Cruz
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Ralph Dimarucut
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Rashida Hameed
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Brandon Harrison
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Divina Hernandez
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Stephen Heverly
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Darnisha Hunter
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Keryna Johnson
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Travis Kemnitz
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Christopher Knighten
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Tamara Muhammad
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Alyssa Osian
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Khea Pollard
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Ferchil Ramos
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Victor Sanchez
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Andrew Simmerman
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Karina Spilker
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Cynthia Suero-Gabler
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Jerrica Sykes
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Herbert Taft
Chat with the fellows and the communities they are serving by following #RiseChat on Twitter.
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Strategic Directions > Addressing Societal Challenges
Annual Nonprofit Governance Symposium Develops San Diego’s Board Members and Leaders
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ore than 300 nonprofit professionals and board members attended the annual Nonprofit Governance Symposium, offered by SOLES’ Institute for Nonprofit Education and Research, to learn about nonprofit best practices and hone their skills. Now in its 12th year, the symposium offers workshops, seminars and lectures that explore internal and external strategies and systems to improve knowledge, methods, tools and relationships for nonprofit board members and leadership. This year, the theme was Common Sense Governance, inspired by the near-end of the San Diego Opera, and featured a panel discussion comprised of the board members who saved it from closure. Proceeds from the event benefit the Nonprofit Leadership and Management Program’s scholarship fund, raising more than $50,000 in 2015.
Dean Paula Cordeiro, Pat Libby, Marjory Kaplan
KALEIDOSCOPE AWARD FOR EXCEPTIONAL GOVERNANCE
The highlight of each event is the awarding of the Kaleidoscope Award for Board Excellence. Each year the Kaleidoscope Award committee, comprised of faculty and alumni of the Nonprofit Leadership and Management Master’s Program, honor a nonprofit organization that exemplifies
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excellent board governance. Moving from one kaleidoscope lens to another is critical for any organization, yet it is not easy. It requires new thinking and new approaches, the foundation for which the symposium offers workshops and training, and this award recognizes.
Improving Mental Health Care for Service Members and their Families
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nspired by a strong military presence in San Diego and the need for mental health professionals to learn more about working effectively with members of the military and their families, the Department of Counseling & Marital and Family Therapy hosted Serving Those Who Serve, a conference for mental health professionals. Attendees from around the county learned new ways to effectively work with service members, networked with others to become better equipped to deal with this growing need, and were inspired to improve services available to the military.
An interactive and engaging environment, the conference included keynote addresses from Dr. Heidi Kraft, an Iraq war veteran and former active duty Navy clinical psychologist, and Marjorie Morrison, CEO and founder of PsychArmor Institute. Breakout sessions explored topics including moral injury, mental health stigma in the military, and mind body medicine. The conference also focused on understanding the military culture, providing training resources for professionals, understanding the perspectives on mental health challenges, and addressing the stages of military life.
Kristopher Hall, PhD, assistant professor, keynote speakers Marjorie Morrison, LMFT, LPCC and Heidi Kraft, PhD, and Ann Garland, PhD, department chair for Counseling & Marital and Family Therapy
ALUMNI SPOTLIGHT
Sarah Raskin ’12 (ELDA), Principal
Stacey Rawson ’13 (MA), Counselor
EPHIPHANY PREP CHARTER SCHOOL
SOLES is well represented at Epiphany Prep Charter School, a K-8 school serving students in the economically disadvantaged Encanto area of San Diego. Sarah Raskin, chief academic officer and founding principal, and Stacey Rawson, school counselor, have created a student-centered environment, and associate professor Dr. Ian Martin serves on its board. In 2013, 75% of its 4th-7th grade students had been expelled or suspended multiple times from their previous schools. Epiphany’s approach to discipline is based on positive behavior intervention systems, explicit social-emotional learning instruction and restorative justice. Rather than assigning consequences for poor behavior, Epiphany’s administration facilitates sessions with students to determine solutions to problems, address underlying concerns and work collectively toward tangible outcomes. In its first two years, suspensions decreased by 54%. Epiphany’s mission is to prepare students for college, career and life success. Rawson prepares students to transition to top rated high schools by meeting individually with all 8th grade students and their families to explore options that will best fit their college plans. Additionally, students are coached through the application and enrollment process, including school visitations, interviews and auditions. 8
Strategic Directions
Teaching Excellence
Innovation is in the DNA of SOLES. We created the first Leadership Studies doctoral program in the nation, we were the first education school in the nation to require that all students complete an international experience, and we have students from all three departments conducting action research projects annually. SOLES is nimble, which enables us to be highly responsive to our community and stakeholders by evolving our existing programs and curriculum, adding new degree or certificate programs, and hiring faculty with new specializations and expertise in areas that are in-demand from employers.
Evolving Curriculum Curriculum at SOLES is a living thing, constantly evolving to address external changes and best prepare our students for their careers after graduation. These changes are driven by assessment data from students and alumni, information from potential employers, and faculty expertise about trends in higher education in their respective fields.
A 83% of students say SOLES’ programs increased their level of CULTURAL COMPETENCE
new PhD specialization, Teaching, Learning & Leadership, was created this year by the Department of Learning and Teaching (DLT) and the Department of Leadership Studies (DLS). Combining the strengths of DLS and DLT, this program addresses the lack of opportunities for educators who wish to take up leadership roles at their school or district, support the long term growth of K-12 teachers through teacher education and professional development, or further their own learning. Funded by a USD Internal Assessment Grant, the Department of Learning and Teaching examined assessment results from alumni, employer and
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student exit surveys and conducted a full curriculum audit of all its courses. To address the areas identified - integration of technology in planning, teaching and assessment, classroom management, and teaching to a diverse population of students - the DLT provided faculty with professional development opportunities and shared research on best practices. Syllabi were revised and rubrics were developed to measure new outcomes. Using data and continuing to evaluate instruction is an ongoing process that will continue to strengthen our students’ educational outcomes. The Master in Leadership Studies recently underwent a curricular change to reaffirm the degree’s professional focus where we provide students with theoretical and conceptual foundations and emphasize application to prepare them to work in the field of their choice. Similarly, the Department of Leadership Studies is in the final phases of a revision of the PhD curriculum that started with a review of comparable and aspirational PhD programs around the world
Expanding the Capacity of Educators with Special Education Students ONLINE MED PROGRAM
has grown by more than
500%
since it began in 2013.
along with internal assessment data. The revised curriculum will reaffirm the three broad areas of self-awareness, research skills and leadership theory that shape the degree. Just three years ago the counseling and marital and family therapy (MFT) programs joined under one department: the Department of Counseling & Marital and Family Therapy. This year the Clinical Mental Health Counseling specialization received accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP), becoming one of only three such clinical mental health programs in California and joining the School Counseling specialization and the MFT program with existing national accreditation. For each of these programs, practicum and fieldwork training is arguably the most important training experience, and we’re able to offer very diverse opportunities thanks to our partner organizations – while many are long-standing partnerships, we’re thrilled to welcome many new partners, doubling the offerings for students in recent years.
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ducators will have an opportunity to deepen their understanding of best teaching practices for children with learning disabilities through a new fellows program. Beginning in fall of 2015 with educators from local San Diego schools, the Johnson Family Foundation has funded a fellows program through the SOLES Department of Learning and Teaching. The cohort will reflect on their teaching practices and learn how cultural and social contexts influence students’ achievement and affect their behavior. In a continuation of the annual symposium on inclusion in K-12 education, the fellows program will host guest scholars who will present some of the most important issues in the area of learning disabilities. These events will be open to the public, and Johnson Fellows will receive additional support through workshops immediately following
the events. Additionally, they will use an online networking medium to facilitate fellowship and collaboration, and will present their self-reflections and changes in practice at the end of the program. TEMPLE GRANDIN
At the start of the 2014-2015 school year, the Johnson Family Foundation hosted Temple Grandin for the annual Symposium on Inclusion in K-12 Education. Grandin, a livestock behavior scientist, software engineer, autism advocate and educator, spoke about the differences between the autistic brain and those of non-autistic people, and about the challenges and benefits of living with autism.
Lindsay Langford, Brian Johnson, Temple Grandin, Keith Johnson, Dean Cordeiro, Kelly Johnson, and Lea Hubbard, chair of the Department of Learning and Teaching.
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New Faces & Positions Lea Hubbard
Marcus M. Lam
Professional Learning Specialist, Mobile Technology Learning Center
Chair, Department of Learning and Teaching
Assistant Professor, Department of Leadership Studies
• MEd, Education and Multiple Subject Teaching, University of California, San Diego • BA, Liberal Studies, University of California Riverside
• PhD, Sociology, University of California, San Diego • MA, Sociology, University of California, San Diego • BA, Sociology, University of California, San Diego
• PhD, Social Welfare, University of California, Los Angeles • MA, Public Policy, University of California, Los Angeles • BS, Public Policy, Occidental College
Paula A. Cordeiro
Anne Keicher
Heather Lattimer
Dammeyer Distinguished Professor, Global Leadership & Education
Project and Research Assistant, Institute for Entrepreneurship in Education
Associate Dean
Kim Cawkwell
• EdD, Administration, University of Houston, Texas • MEd, TESOL, Rhode Island College • BS, Education, Bridgewater State University, Massachusetts
• MA, Higher Education Leadership, University of San Diego • BA, Political Science, University of San Diego
• EdD, Teaching and Learning, University of California, San Diego • MA, Social Studies Education, Stanford University • BA, Social Studies, Harvard University
Diana Cornejo-Sanchez
Nicholas Ladany
Floriencia Lebensohn-Chialvo
Professional Learning Specialist, Mobile Technology Learning Center
Dean, School of Leadership and Education Sciences
• MEd, Education, Language Literacy and Culture, University of San Diego • BA, English and Spanish, University of San Diego
• PhD, Counseling Psychology, University at Albany, State University of New York • BS, Psychology, University of Maryland
Assistant Professor, Department of Counseling & Marital and Family Therapy
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• PhD, Clinical Psychology, University of Arizona • BA, History, Latin American Studies, University of Arizona
ALUMNI SPOTLIGHT
Ronald Lancia ’04 (MEd) ’13 (PhD) Teacher
Melissa Mitcham
Emily Roth
Academic Scheduler and Operations Coordinator
Professional Learning Specialist, Mobile Technology Learning Center
TEACHER OF THE YEAR
• BA, San Diego State University
• MEd, Buffalo State University • BA, Elementary Education, University of San Diego
Ronald Lancia was honored as one of San Diego Unified School District’s three 2015 Teachers of the Year. Lancia, who teaches language arts, film, yearbook and AVID, has taught at Mission Bay High School for 11 years.
Ron Ottinger
JoHanna Simko
Informal Sciences Affiliate, Center for Education Policy and Law
Professional Learning Specialist, Mobile Technology Learning Center
• BA, English Literature, Amherst College
• MEd, High Tech High Innovative Graduate School, School Leadership • BA, San Diego State University, Education
Vitaliy Popov
Lorri Sulpizio
Post-doctoral Researcher, Mobile Technology Learning Center
Director, Leadership Institute
• PhD, Educational Technology, Wageningen University and Research Center • MS, Education Sciences, Moscow State University of Agricultural Engineering • BS, Educational and Learning Sciences, Moscow State University of Agricultural Engineering
• PhD, Leadership, University of San Diego • MA, Sports Psychology, San Diego State University • BA, English, Cal Poly San Louis Obispo
In addition to his classes, Lancia has developed a program called After-school Center for Excellence and Support (ACES), which offers students consistent academic support and provides a place for students to gather after classes in an emotionally supportive environment. Three years ago it began as a voluntary lunchtime writing program and has now grown to include all subject areas with 14,750 student visits in two years of operation as an after school program. Students can ask questions that they don’t feel comfortable asking in the classroom, advocate for themselves, and form positive relationships with teachers and administrators. Lancia now moves on as a finalist for the countywide Teacher of the Year competition, and will be recognized by the San Diego County Office of Education in October. SOLES Alumni: Have you recently been recognized or honored? Email Kathleen Coughlan at kcoughlan@sandiego.edu. 12
Strategic Directions
Intellectual Influence
A vibrant intellectual environment is essential for any prominent school, and is directly related to the quality and influence of the scholarship of the school’s faculty. SOLES has created a strong foundation for scholarship, with more and greater projects initiated each year, gaining wide-spread recognition.
ALUMNI SPOTLIGHT
Otto Cocino ’09 (MA) Director of Compliance MAAC PROJECT
Goal-Setting Curriculum Helps Students Achieve
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new curriculum created by Dr. Ian Martin, assistant professor in the Department of Counseling & Marital and Family Therapy, helps school counselors teach 3rd – 12th grade students about how to set and achieve their own goals. Finalized last year, the program was piloted in seven 5th-8th grade classrooms in three schools within the Santee School District. Each classroom used the curriculum for eight weeks, teaching students the 10 key program principles. Each week within the pilot, the students worked toward the same academic, social or personal goals, and tracked their progress. The curriculum allows for selfregulated learning, so the students understand how they learn, build motivation, and increase their accountability. Short-term changes
in school engagement and classroom climate were measured pre and post curriculum intervention. The pilot results are currently being analyzed with a report anticipated in the fall of 2016. The curriculum offers a baseline program of principles and processes for educators to build upon with their own strengths and creativity. For example, in the pilot, counselors and teachers worked collaboratively to incorporate additional design elements like inspirational quotes, social skills activities and Jeopardy-style games. This flexibility allows practitioners to have a sense ownership over the process and play to their strengths.
The colorful, modern, and engaging design of the materials help to personalize the process for participating students.
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Otto Cocino and a team of students created a comprehensive compliance plan for his employer Metropolitan Area Advisory Committee on AntiPoverty of San Diego County (MAAC) Project as part of their ethics course in the nonprofit leadership master’s program. MAAC, which serves more than 35,000 individuals throughout San Diego annually, offers programs to maximize self sufficiency for individuals and families. It is subject to requirements from city, county, state, and federal regulations, so MAAC’s leadership saw great value in the plan, implemented most of the recommendations and promoted Cocino to director of compliance. In addition to overseeing audits and maintaining MAAC’s contracts, Cocino has developed an ethics hotline, training for employees, and works closely with the audit and compliance committee of the board of directors on all reporting. Moving forward, Cocino is striving to reach beyond compliance and has taken on an Efforts to Outcomes (ETO) initiative to track progress toward strategic goals and evaluate key elements to better the organization. SOLES Alumni: Have you used your USD education to better your workplace? Email Kathleen Coughlan at kcoughlan@sandiego.edu.
International Conference Hosts
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ince the inception of the International Leadership Association (ILA) the Department of Leadership Studies (DLS) has been an involved member of the organization, each year having many faculty and students present at the annual conference. Hosted by SOLES’ DLS, the 2014 conference boasted the largest number of attendees and submissions in the history of the conference.
OUTSTANDING LEADERSHIP BOOK AWARD
In recognition of leadership as a valued practice and that people can be effective agents of change in whatever position they hold, the Department of Leadership Studies has established the Outstanding Leadership Book Award to honor thought leaders in the field.
The theme, Conscious Leadership, was developed by the SOLES host team, and aligns with the values of the department, SOLES and USD. SOLES faculty take care to align their work with their personal values, and give great care and attention to the work they do with their communities and with their students.
Celebrating the Power to Influence Thought This year’s award was presented to Humble Inquiry: The Gentle Art of Asking Instead of Telling by Edgar Schein at a special ceremony during the ILA annual conference.
Dr. A.T. Ariyaratne, conference keynote speaker, and Dr. Cheryl Getz, SOLES professor and conference chair.
To watch the interview with Edgar Schein or read more about the Outstanding Leadership Book Award, including past recipients, please visit sandiego.edu/leadership-book-award.
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Strategic Directions
Sustainability
ALUMNI SPOTLIGHT
In our role as higher education professionals, it is our responsibility to advance sustainability and sustainable practices in our business operations and the education of our students.
Diana Neebe ’08 (MEd) Teacher / Instructional Technology Peer Coach PUBLISHED AUTHOR
Diana Neebe and SOLES’ adjunct faculty member Jen Roberts have published Power Up: Making the shift to 1:1 teaching and learning, a practical guide drawing from their research and teaching experience. The book, published by Stenhouse publishers, describes the changes to pedagogy, planning, classroom organization, time management, and collaboration required to have a successful 1:1 classroom, offers advice with classroom examples and addresses teacher concerns. It was released at the International Society for Technology in Education (ISTE) conference in June.
Sustainability at SOLES
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n collaboration with the University-wide sustainability efforts, we are committed to developing practices and policies to reduce the carbon footprint of SOLES’ students, faculty, staff, and facilities. In addition to the solar panels on our roof, composting in all kitchen and lounge areas, paperless meetings, and an annual sustainability contest, you’ll witness our sustainability efforts. •
Many of our conferences have gone green, offering materials electronically with printed copies only by request
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Our communications, such as this Dean’s Report and Horizon’s, the alumni newsletter, are electronically delivered*
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Events utilize electronic-only registration and check-ins
Solar Panels Photo: Del Dickson
*If you’ve received a paper version of this report and would prefer to only receive an electronic version, please email dfoster@sandiego.edu with your request. If you’d like to receive the SOLES e-newsletter, please email kcoughlan@sandiego.edu with your request. 15 USD School of Leadership and Education Sciences Dean’s Report 2015
At last year’s ISTE conference, Neebe received the 2014 Outstanding Young Educator award, which recognizes individuals who are transforming learning, teaching and leading in the digital age. Neebe teaches English and is an instructional technology peer coach at Sacred Heart Preparatory School, an independent high school in the Silicon Valley, where she has helped to design the school’s professional development program. SOLES Alumni: Have you recently published an article, book or book chapter? Email Kathleen Coughlan at kcoughlan@sandiego.edu.
SOLES 2014-2015 Advisory Board
SOLES is very fortunate to have a highly engaged and committed Advisory Board comprised of community, education and business leaders, and alumni from throughout San Diego county. As liaisons from the community, advisory board members provide insight and advise the dean on SOLES’ programs and community outreach. They also serve as ambassadors and advocates for SOLES in the community.
Name Title/Affiliation Michel Anderson ’83
Owner, Michel Anderson & Associates
Victoria Baron ’94
Licensed Family Therapist, CEO, “Get a Personal Assistant”
Alina Caceres ’06
Director of Sales and Marketing, Procede Software
Rodney Dammeyer
President, CAC Advisory Services
Sue Ebner ’78 ’87
Worldwide Partner, Mercer
Joan Friedenberg
Community Volunteer
Wendy Gillespie
President and CEO, Frontier Trading, Inc./ Starhawk Productions
Todd Gutschow
Founder, Todd and Mari Gutschow Family Foundation
Kirsten Hanson Garcia ‘07 (PhD)
Entrepreneur
Norm Hapke, Jr.
Board Member, Jacobs Family Foundation and the Jacobs Center for Neighborhood Innovation
William D. Lynch Drew Schlosberg
Dorothy Smith, Ed.D. Former Member and President, Board of Education,
San Diego City Schools; Professor, San Diego City College (Retired)
Rebecca Smith ’93
Senior Recruiter, Eastridge Workforce Solutions
Darryl O. Solberg
Partner, Hecht, Solberg, Robinson, Goldberg & Bagley LLP
Matt Spathas
Partner, SENTRE Partners
Linda P. Spuck
CTFA, Vice President, Union Bank
Founder, William D. Lynch Foundation
Laura Stoia ’09
Community Volunteer and Writing Coach
Community and Public Relations Director, San Diego Union Tribune
Bob Watkins
President & CEO, R.J. Watkins & Company
Ritz Sherman
Regional Manager, Apple, Inc.
John Yochelson
President, Building Engineering and Science Talent (BEST)
Peter Sibley
CEO, EDmin.com
Sally Zoll, Ed.D ’76 ’90 CEO, United Through Reading
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Jeffersonian Dinner SOLES hosted our first Jeffersonian dinner- an evening of informed conversation, transformative connections, and dinner- with a twist. At 12 tables placed throughout Mother Rosalie Hill Hall, more than 120 guests participated in conversations around one of nine topics, pre-selected by them and hosted by a SOLES faculty member. In Jeffersonian-style, only one conversation occurred at each table, with only one person speaking at a time. Generously underwritten by the James Irvine Foundation, this event was one of a series of farewell events hosted in honor of Dean Cordeiro’s final year as dean of SOLES.
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Scholarship Report
The ever - growing body of scholastic accomplishments by our faculty is a testament to the thought leadership / intellectual capital nurtured within our academic departments. Included here are journal articles, books, book chapters, monographs, and editorial board memberships from the 2014-2015 academic year.
Faculty Scholastic Accomplishments Journal Articles Accurso, E. C., Garland, A. F., HaineSchlagel, 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. Advance online publication. Bartell, T. G., Wager, A. A., Edwards, A. R., Battey, D., Foote, M. Q., & Spencer, J. (2014). Toward clarifying the role of equity research and SMP. Manuscript under review, Journal for Research in Mathematics Education. Bearman, S. K., 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. Buchanan, J., Donmoyer, R., Makokis, P. (2014). Access stories and a bit more: A talking circle inspired discussion of what happened when a doctoral student decided
to study an indigenous group’s approach to leadership. Manuscript under review, Leadership. Buczynski, S., & Thomas, K. (2014). An urban school district’s 21st century teaching vision: Integration and readiness to incorporate technology. Manuscript under review, Urban Education. Cameron, E., Meyer, D., & Pangelinan, J. (2014). Internship experiences of female mental health trainees in a therapeutic school setting. Manuscript under review, The Professional Counselor. Cameron, E. (2015). Hidden causalities of war: Children and families of seriously wounded service members. Manuscript under review, Journal for Counseling and Development. Carlson, R. G., Guttierrez, D., Daire, A. P., & Hall, K. G. (2014). Does the frequency of speaker-listener technique use influence relationship satisfaction? Journal of Psychotherapy Integration, 24(1), 25-29.
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). 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. Educational Policy Analysis Archives, 22(8), 1-18. Facer, D., Galloway, F., Inoue, N., & Zigarmi, D. (2014). Creation and initial validation of the motivation beliefs inventory: Measuring leaders’ beliefs about employee motivation using four motivation theories. Journal of Business Administration Research, 3(1), 1-18. Fawley-King, K., Trask, E., Calderon, N. E., Aarons, G. A., & Garland, A. F. (2014). Implementation of
an evidence-based parenting programme with a Latina population: Feasibility and preliminary outcomes. Journal of Children’s Services, 9(4), 295-306.
Gelb, S. A. (in press). [Review of the book The incomplete child: An intellectual history of learning Disabilities, Scot Danforth]. History of Education Quarterly.
Hansen, C. B. (2014). Oral history project: Lithuanian students study the past to gain skills for the future. The International Journal of Education, 6(3), 119-131.
Garland, A. F., Accurso, E. C., Haine-Schlagel, R., BrookmanFrazee, 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.
Greene, J. H., Barden, S. M., Richardson, E. D., & Hall, K. G. (2014). The influence of film and experiential pedagogy on multicultural counseling self-efficacy and multicultural counseling competence. Journal of the Scholarship of Teaching and Learning, 14(5), 62-78.
Harris, F., Wood, J. L., & Newman, C. B. (in press). An exploratory investigation of the effect of racial and masculine identity on focus: An examination of White, Black, Mexicano, Latino, and Asian men in community college. Culture, Society & Masculinities.
Garland, A. F., Taylor, R., BrookmanFrazee, L., Baker-Ericzen, M. Haine-Schlagel, R., & Wong, S. (in press). Does race/ethnicity influence physician decision-making for diagnosis and treatment of childhood disruptive behavior problems. Journal of Racial and Ethnic Health Disparities.
Hall, K. G., Barden, S., & Connelly, A. (2014). A relational cultural framework: Emphasizing the therapeutic alliance in multicultural pedagogy. The Professional Counselor, 4(1), 71-83. Advance online publication.
Gelb, S. A. (in press). [Review of the book Acts of conscience: World War II, mental institutions and religious objectors, by Steven J. Taylor]. Intellectual and Developmental Disabilities.
Hall, K. G., & Richardson, E. (2014). Multicultural microskills: Implementation on an existing design. Journal for International Counselor Education, 6(1), 75-89.
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., Datnow, A. & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. Studies in Educational Evaluation, 42, 54-62. Hubbard, L., & Martinez, R. L. (2014). Power dimensions of school reform: The limitations of governance systems. Pensamiento Educativo, 51(1), 86-102.
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Scholarship Report > Faculty Scholastic Acomplishments
Inoue, N. (2014). Learning to overcome epistemological challenges: A case of a cross-cultural action research exchange program between the United States and Japan. Action Research, 13(2), 154169. Advance online publication. 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), 25-42. Johnson, R., Fessler, A., Wilhelm, M., & Stepensky, A. (2014). Risk assessment of school police officers in addressing public safety related to school violence: A biopsychsocialcultural perspective. Journal of Forensic Research, 5(1). Johnson, R. (2014). Towards a forensic psychological evaluation of juvenile fire setters: Parent power. Journal of Forensic Research, 5(1). Jones, J., & Donmoyer, R. (in press). The multiple meanings of social entrepreneurship/enterprise and their implications for the nonprofit field. Journal of Nonprofit Education and Leadership. Kalyanpur, M. (2014). Distortions and dichotomies in inclusive education for children with disabilities in Cambodia in the context of globalization and international development. International Journal of Disability, Development and Education, 61(1), 80-94.
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., & Carey, J. C. (2014). Development of a Logic Model to Guide Evaluations of the ASCA National Model for School Counseling Programs. The Professional Counselor, 4(5), 455-466. Martin, I., & Rallis, S. (2014). Building on strengths and addressing challenges: Enhancing external school counseling program evaluation. Journal of School Counseling, 12(10), 1-29. Molina, S. (2014). English for global citizens. Bangkok, Thailand: Eastern Printing PLC. Molina, S. C. (2014). Growing up as a global nomad: Problematizing nativeness in an era of World Englishes. NNEST Newsletter: The Newsletter of the Nonnative English Speakers in TESOL, September 2014. Molina, S. C. (2015). Mediating teacher learning through dialogical learning spaces integrated in a practicum experience. Journal of Teaching and Teacher Education, 3(1), 57-70. Molina, S. C. (in press). Navigating social responsibility alongside migrant workers in an ESOL classroom. Social Responsibility Special Interest Newsletter. Molina, S. C., & Manasse, M. (2014). Mentor text 2: Supporting community college ESOL students
find voice through scaffolded reading opportunities. Manuscript under review, The CATESOL Journal. Nahavandi, A., Roche, J. F., & McWilliams, V. (2014). Clones in the executive suite: Gender and educational diversity and the financial crisis. Manuscript under review, Journal of Corporate Social Responsibility. Newman, C. B. (2014). Rethinking race in faculty-student interactions and mentoring relationships of African American undergraduate engineers and computer science majors? Manuscript under review, Journal of Women and Minorities in Science and Engineering. Newman, C. B., Wood, J. L., & Harris, F. (in press). Black men’s perceptions of sense of belonging with faculty members in community colleges. Journal of Negro Education. Patterson J., & Vakili, S. (2014). Relationships, environment, and the brain: How emerging research is changing what we know about the impact of families on human development. Family Process, 53(1), 22-32. Reed, G. (2014). The pen and the sword: Faculty management challenges in the mixed cultural environment of a war college. Joint Force Quarterly, 72,14-20. Reed, G. (in press). Ethics of followership and expression of loyal dissent. Public Integrity. Reed, G. (in press). Leadership Style, organizational climate and effectiveness. Air and Space Power Journal.
19 USD School of Leadership and Education Sciences Dean’s Report 2015
Rowell, L., Inoue, N., & Getz, C. (2014). Reflective practice and motion sickness: Thoughts on the first North American Action Research Study Day. Education Action Research, 22(2), 251-26. Quezada, L. R. (2014). Family, school, & community partnerships: Working with culturally diverse families. Multicultural Education, 21(3/4), 2-4. Quezada, L. R. (in press). Developing faculty leaders in teacher education. Issues in Teacher Education. Schmitz, H. P. (2014). Addressing non-communicable diseases (NCDs): the role of the United States government, philanthropies, and civil society. Dialogue Magazine, 7, 23-24. Schmitz, H. P. (2014). [Review of the book Importing democracy: The role of NGOs in South Africa, Tajikistan, and Argentina, by Julie Fisher. Nonprofit and Voluntary Sector Quarterly, 44(1), 195-8. Schmitz, H. P. (2014). [Review of the book Socializing states: Promoting human rights through international law, by R. Goodman & D. Jinks. Perspectives on Politics,12(4), 93-4. Sudano, L., Patterson, J., & Lister, Z. (2014). Collaboration between two institutions: A teamwork case study. Manuscript under review, Families, Systems, and Health. Willams, L., Patterson, J., & Edwards, T. (2014). Attitudes, skills, and knowledge: The ingredients to becoming a research-informed clinician. Family Therapy,13(5), 24-27.
Williams, L. M., Patterson, J., & Edwards, T. (2014). Ingredients to becoming a research-informed clinician: Knowledge, attitudes, and skills. Family Therapy, 13(5), 24-27. Wood, J. L., Harris III, F., & Newman, C. B. (2014). The effect of campus ethos factors on action control (focus): An exploratory examination of men of color in community college. Manuscript under review, Journal of College Student Development. Zigarmi, D., Galloway, F., & Roberts, T. (2014). A structural covariance analysis of employee work passion. Manuscript under review, Journal of Happiness Studies.
Books, Book Chapters, Edited Books, Monographs: Baker-Ericzen, M. J., Jenkins, M. M., Park, S., & Garland, A. F. (in press). Clinical decision-making in community children’s mental health: Using innovative methods to compare clinicians with and without training in evidence-based treatment, child and youth care forum. Buczynski, S. (2014). Information explorer junior: Designing a winning science fair project. Ann Arbor, MI: Cherry Lake Publishing. Buczynski, S., & Hansen, B. (2014). The change leader in education: Roles and strategies in the differentiated environment. San Diego, CA: Bridgepoint Education.
Cameron, E. (2014). Confidentiality case vignette. In Counseling in the 21st century: Ethical Practice. Thousand Oaks, CA: Sage Publications. Chavira, D. A., Drahota, A., Garland, A. F., Roesch, S., Garcia, M., & Stein, M. B. (in press). Feasibility of two modes of treatment delivery for child anxiety in primary care, behaviour research and therapy. Cordeiro, P. (2014). Executive summary: Train-the-trainer education project for Edify Ghana. San Diego, CA: University of San Diego, SOLES Global Center. Corke, M., Shook, A., Galloway, F., & Franey, J. (2014). Yoga in public schools: Evidence from the Encinitas Union School District’s Yoga Program, 2012-2013. San Diego, CA: University of San Diego, Center for Education Policy and Law. Deitrick, L., Durnford, J., Narwold, A., Galloway, F., & Schumann, M.J. (2014). Causes count: The economic power of California’s nonprofit sector. San Francisco, CA: California Association of Nonprofits. Donmoyer, R. (2014). Researching leadership for social justice: Are some methods better than others? In I. Bogotch & C. M. Shields (Eds.), International Handbook of Educational Leadership for Social (In)Justice (pp. 141-160). London, England: Springer Dordrecht. Donmoyer, R. (2014). Four things a student taught me. In K. Beard, S. Horsford, & L. Reed (Eds.), Bringing the gifts. Blurb, Inc. Edwards, T. M., Patterson, J., Scherger, J., & Vakili, S. (2014). Policy
Scholarship Report > Faculty Scholastic Acomplishments
and practice: A primer on the past, present, and future of healthcare reform in the United States. In J. Hodgson, A. Lamson, T. Mendenhall, & R. Crane (Eds.), Medical family therapy: Advanced applications (pp. 343-356). New York, NY: Springer.
of Action Research (3rd ed.). Los Angeles, CA: Sage Publications.
Edwards, T., Patterson, J., & Williams, L. (in press). Evidence-based practice for family therapists. In J. Carlson & S. Dermer (Eds.), The Sage encyclopedia of marriage, family and couples counseling. Thousand Oaks, CA: Sage Publications.
Inoue. N. (2015). Confessions of an educational researcher: Overcoming cognitive dissonance about action research. In S. Caillier & H. Lattimer (Eds.), Surviving and thriving with teacher action research: Reflections and advice from the field. New York, NY: Peter Lang Publishing.
Garety, P., & Edwards, T. M. (2014). Psychological interventions for schizophrenia. In Living with schizophrenia, World Mental Health Day 2014 (pp. 20-21). Occoquan, VA: World Federation for Mental Health. Gelb, S. A. (in press). Evolutionary anxiety, monstrosity, and the birth of normality. In C. Dudley Marling & A. Gurn (Eds.), Deconstructing the normal curve and reconstructing education. New York, NY: Peter Lang Publishing. Hansen, C. B., Buczynski, S., & Plunkett, K. (2015). Curriculum and teaching for the 21st century. Manuscript accepted for publication, San Diego, CA: Bridgepoint Education. Inoue, N. (2014). Social and personal development. In G. S. Goodman (Ed.), Educational psychology reader: The art and science of how people learn (pp. 447-464). New York, NY: Peter Lang Publishing. Inoue, N. (2015). A cross-cultural approach with East-Asian epistemology: Developing soft skills in action research. In H. BradburyHuang (Ed.), The SAGE Handbook
Inoue, N. (2015). Beyond actions: Psychology of action research for mindful educational improvement. New York, NY: Peter Lang Publishing.
Johnson, R. (2014). Ethnoracial factors in the U.S. prison system: Forensic psychology realities of correctional officers. In S. W. Bowan, Color behind bars: Racism in the U.S. prison system (Vol. 2, pp. 311-338). Santa Barbara, CA: Praeger Publishing. Kalyanpur, M. (in press). Cultural reciprocity in home-school collaboration within international contexts. In E. C. Lopez, S. G. Nahari, & S. L. Proctor (Eds.), The handbook of multicultural school psychology. New York, NY: Routledge Press.
Lattimer, H. & Caillier, S. (Eds.). (2015). Surviving and thriving with teacher action research: Reflections and advice from the field. New York: Peter Lang.
Rao, S., & Kalyanpur, M. (Eds.). (in press). South Asia and disability studies: Redefining boundaries and extending horizons. New York, NY: Peter Lang Publishing.
Leonard, J., Spencer, J., Bullock, E., & Walker, E. (2014). Closing faculty ranks: Black women mathematics education faculty navigating across career stages. In B. Polnick & B. Irby (Eds.), Girls and women of color in STEM: Navigating the double bind. Manuscript under review.
Schmitz, H. P. (2014). Non-state actors in human rights promotion. In A. Mihr & M. Gibney (Eds.), The Sage handbook of human rights (pp. 352-72). London, England: Sage Publications.
Molina, S. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. Charleston, SC: Create Space. Quezada, R. (2014). Internationalization of teacher education: Creating global competent teachers and teacher educators for the 21st Century. Oxford, UK: Routledge, Taylor & Francis. (Original work published 2010) Quezada, R., Alexandrowicz, V., & Molina, S. (Eds.). (2014). Family, school, community engagements and partnerships: Theory and best practices. London, England: Taylor & Francis.
Kalyanpur, M. (in press). Mind the gap: Special education policy and practice in India in the context of globalization. In S. Rao & M. Kalyanpur (Eds.), South Asia and disability studies: Redefining boundaries and extending horizons. New York, NY: Peter Lang Publishing.
Quezada, R., & Cordeiro, P. (in press). Internationalization in teacher education in the US: Innovative programs and practices to meet the global challenges of tomorrow’s school. Lanham, MD: Rowman & Littlefield.
Lattimer, H. (2014). Real world literacies: Discipline based reading, writing, listening and speaking to prepare high school students for success in college, career, and community. Urbana, IL: National Council of Teachers of English.
Quezada, R., Lindsey, R., & Rodriguez-Valls, F. (2014). Teaching and supporting migrant children of farmworker families: A cultural proficiency approach. Manuscript under review. Thousand Oaks, CA: Corwin Press.
Schumann, M.J., Nash Cameron, E., Deitrick, L., Reed, G., & Doroliat, D. (2014). Study on children of seriously wounded service members. San Diego, CA: Caster Family Center for Nonprofit and Philanthropic Research, University of San Diego. Spencer, J. (in press). White faculty members as pathways through STEM hegemony. In N. M. Russell, C. M. Haynes, & F. Cobb (Eds.), Interrogating whiteness and relinquishing power: White faculty’s commitment to racial consciousness in STEM classrooms. New York, NY: Peter Lang Publishing. Spencer, J., & Hand, V. (in press). The racialization of mathematics education. In L. Drakeford (Ed.), The Race Controversy in American Education. Santa Barbara, CA: Praeger Publishing. Williams, L. M. (2014). Communication training, marital enrichment, and premarital counseling. In J. Wetchler & L. Hecker (Eds.), An introduction to marriage and family therapy (2nd ed., pp. 401-430). New York, NY: Routledge
Editorial Board Memberships: Ammer, J.
Lattimer, H.
Cordeiro, P.
Editorial Board Unboxed: A Journal of Adult Learning in Schools
Associate Editor Reading & Writing Quarterly: Overcoming Learning Disabilities
Editorial Board San Diego Union Tribune
Garland, A. F.
Associate Editor Administration and Policy in Mental Health and Mental Health Services
Gelb, S. A.
Consulting Editor Intellectual and Developmental Disabilities Editor Review of Education
Getz, C.
Editorial Board Engaging Pedagogies in Catholic Higher Education
Inoue, N.
Editorial Board International Journal for Transformational Research
Johnson, R.
Editorial Board International Journal of Psychology and Counselling
Editorial Board Inquiry in Education
Patterson, J.
Editorial Board Journal of Marital and Family Therapy Editorial Board Family System and Health
Quezada, L. R.
Associate Editor Teacher Education Quarterly Editorial Board Catholic Education Journal Editorial Board Journal of Hispanic Higher Education Editorial Board Teaching Education Editorial Board School Community Journal
Reed, G.
Editorial Board Parameters
Williams, L. M.
Editorial Board Journal of Couple and Relationship Therapy
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Donors Lifetime Giving Benefactors Circle Caster Family Trust Diane and Rodney F. Dammeyer Conrad N. Hilton Foundation Joan and Irwin Jacobs NOYCE Foundation Donald* and Darlene Marcos Shiley Warren Family Foundation
Leadership Circle Jack Adams* Alice Bourke Hayes Susan Fliedler and Paul Eichen ‘12 Fred J. Hansen Foundation John J.* and Gerry M. McGee Trust Estate The Fletcher Jones Foundation Orca Fund at The San Diego Foundation Westreich Foundation
Executives Circle Thomas C. Ackerman Foundation Barnhart, Inc. Bill and Jeanne Barulich Sandra Brue and Chris Carstens Greater San Diego Chamber of Commerce CAC Advisory Services, LLC The California Endowment Community College Leadership Muriel H. Campbell* Sandra M. ’61 Cassell Farrell and Jerald F. Farrell Joseph F. Cloonan and Paul I. Cloonan Patricia and Bert ’61 Degheri Brindle Erion Trust Edify John Guido, M.D. Mari and Todd Gutschow William H. Hannon Foundation Patricia M. Howe The James Irvine Foundation
Annual Giving The Johnson Family Foundation The Paul Tudor Jones Family Foundation Katherine Pardee Charitable Remainder Trust Candace and Vincent ’84 Kasperick Angelina K. (Kraemer) ’59 and Fredrick Kleinbub LASH Foundation William D. Lynch Foundation For Children Douglas F. Manchester Virginia and Paul G. ’78 Marshall, Jr. Melisa Reasner McGuire Memorial Fund The Mozilo Family Foundation Mary F. (Fiorino) ’61 and Michel J. Orradre George Pardee Charitable Trust The Parker Foundation PW Construction, Inc. Willa ’66 ’70 and David L. Ramsay Roman Catholic Diocese of San Diego Eleanore R. White* Richard P. Woltman
Directors Circle Vicki ’94 and Moises Baron 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 Virginia ’81 ’85 and Robert Infantino, Sr. Carol and George W. Lattimer Christina and Joseph E. ’82 Matranga W. Scott McIntyre Fund at the San Diego Foundation Weingart Price Fund at the San Diego Foundation
Rokenbok Fund at the San Diego Foundation Mary A. (Woods) Scherr and Marvin Sippel School Futures Research Foundation U.S. Bank Union Bank of California Foundation United Way of San Diego County The Viterbi Family Foundation of the Jewish Community Foundation
Scholars Circle 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 Brandon Black The Legler Benbough Foundation Charles & Ruth Billingsley Foundation Elizabeth F. Bradley Helmick ’61 and Walter E. Helmick, Jr. California Supported Living Network Capital One Eugenie C. and Jeffrey A. ’04 Carlstead CBIZ, Inc. Kathryn A. Chapin* Chevron Corporation 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 Isabella and Peter H. Dunn Edmin.com, Inc. Anita V. Figueredo Ford Motor Company Cheryl Getz ’98 and Henry Pugh Gen-Probe, Inc. Lisa Braun and Jeffrey W. Glazer ’94 Hampton Inn San Diego The Harmon Family Foundation Lu Harmon*
21 USD School of Leadership and Education Sciences Dean’s Report 2015
Valerie Jacobs Hapke and Norm Hapke Hervey Family Fund at the San Diego Foundation Mary Ann Hester ’72 Joanne and Philip Hwang Jewish Community Foundation Maureen P. (Pecht) ’64 and Charles G. ’62 King Las Patronas Leichtag Family Foundation Mary E. ’61* and Michael M. Lorch Elizabeth K. Mahan* Janie Marie and Jon L. Mangus Laureen and C. Edward ’69 Miller, Jr. Mission Federal Credit Union Moss Adams, LLP Annie Navarra Nierman Family Fund of the Jewish Community Foundation Meili and Michael Pinto Price Family Fund of the The San Diego Foundation Robert & Howard Endowment Fund at the Rancho Santa Fe Foundation J. Dallas Clark Fund at The San Diego Foundation Patricia A. (Friel) ’57 and John M. Seiber 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* U.S. Bank USD Auxiliary Carol Vassiliadis Pamela (Leighton) ’73 ’76 and Raymond J. ’82 Volker Vista Mesa LLC Weingart Foundation Ruth and Stanley Westreich Therese Whitcomb ’53
Patrons
Associates
Lisa and Michael Auerbach Bill and Jeanne Barulich Bravo Foundation Diane and Rod Dammeyer Fred J. Hansen Foundation Virginia ’81 ’85 and Robert Infantino, Sr. The James Irvine Foundation The Joan and Irwin Jacobs Fund The Legler Benbough Foundation JP Morgan Chase & Co. The Johnson Family Foundation Candace and Vincent ’84 Kasperick The Mozilo Family Foundation NOYCE Foundation San Diego Gas and Electric Company Union Bank Foundation The Whitman Institute
American Endowment Foundation Anklesaria Family Foundation Debbie McGraw-Block and Vernon R. ’77 Block Carol ’81 and Ernest ’66 ’69 ’81 Borunda Vicky ’90 and Alfred Bowden ’02 Brandt Company, Inc. Elizabeth Castillo ’85 ’11 Sandra Chew ’68 and Paul G. Phillips Cox Communications David Dolgen Erin Sacco Pineda, CPA For Purpose Law Group Joan and David ’77 Friedenberg FundPal Ann Garland and Saul Levine Cheryl A. Getz ’98 and Henry Pugh Glazer Foundation Stephanie and Robert Gleason Debbie L. ’83 and Robert J. Gough Stephanie Halper Leslie A. Hennessy ’78 ’14 and Randy Kunkel Jewish Community Foundation KidsEcoClub, Inc Jean H. (Hicks) ’59 and Kenneth E. Miller Mission Edge San Diego Rhonda Helene and Michael J. Mona Jr. Afsaneh Nahavandi Nierman Family Fund Gale and Scott ‘70 O’Mara Coreen and Kevin ’06 Petti Pratt Memorial Fund Price Philanthropies Foundation Rancho Santa Fe Foundation Samuel I. & John Henry Fox Foundation Sean and Kyle Imagine Fund Sonnenberg & Company, CPA’s Susanne Stanford ’75 and Thomas Matthews ’75 Laura Stoia ’09
Partners AKT, LLP Jacquelyn Borck Cahalin Family Foundation, Inc. CPM LTD INC Paula A. Cordeiro and David O’Brien EDMIN.com, Inc. Wendy Gillespie Todd and Mari Gutschow Family Foundation Valerie Jacobs and Norm Hapke Linda and Mel Katz Michael and Christie Meehan Charitable Foundation Moss Adams, LLP Meili and Michael Pinto Willa ’66 ’70 and David L. Ramsay Pamela (Leighton) ’73 ’76 and Raymond J. ’82 Volker W. Scott McIntyre Fund at the San Diego Foundation Walden Environment, Inc. Wells Fargo Pat and Bob Whalen
We recognize, with gratitude and appreciation, the generosity 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.
Josh Tegart The Samuel Lawrence Foundation Mark Thompson ’08 The United Way of San Diego County Beatriz Valencia ’04 Lynda P. ’02 and Jorge A. Vargas Catherine A. (Buehler) ’79 and John J. ’78 Velotta Mary J. (Hall) and James Wiesler William D. Lynch Foundation for Children YH Advisors John Yochelson
Dean’s Circle Aetna Foundation, Inc. Michelle ’07 and Sean ’06 Ahearne Deirdre and Michael Alpert R. Donna M. (Dawkins) and Allen B. Baytop Betty Beyster Joan A. (Pesely) ’71 and Jimmie Buchanan California Latino Superintendents Association Lizet Campos ’01 Joy Chesbrough-Berry ’07 Amanda and Ignacio Corona Edward DeRoche Julianne D’Angelo ’76 ’83 and Professor Robert C. Fellmeth Jacqueline J. ’89 ’96 and Barry C. Fitzpatrick Teresa (Liberatore) ’73 and James D. ’73 ’81 ’91 Gase Stacie Freasier ’09 and Derek Gates ’08 William P. Geddes Girard Foundation Barbara and John Gruener Eileen and William L. Hennrikus Jennifer ’95 and Timothy ’95 Lynch Andrea McMullen ’14 Mary Lou and Donald ’73 Meagher Qiana Jackson and Christopher ’04 Newman
Emily Rankin Rondi J. ’94 ’06 Stein and Roger Barrantes
Friends ABC-Clio Robyn L. Adams ’11 Dede and Michael Alpert Daniela Alvarado ’12 Lisa Andaleon ’14 Michel Anderson ’83 Shannon K. (Anglea) ’05 and Marc Stubblefield Marie Antonio-Tanner ’00 Lesley and John Askelson Jeanne ’87 and Lawrence Atherton Rob Atterbury Steven Avina ’11 and Nichi Ellorin Gloria Bader ’87 Jeannine M. (Kleszcz) ’80 ’82 and John Ballister Audrey Barrett ’08 M. Erika and Kevin M. ’95 Barrett Margaret Basom Rose Baxter ’11 Joanne and John ’69 Beckman Dave Beza ’15 Kathleen Bigler ’93 Jessica Bird ’15 Paul Bochan ’05 Steven Bourne ’79 Lea ’02 and Jeffrey Bouton Paul Bredeson Lauren and James W. ’96 Brennan Traci Brooks ’07 Stephanie ’10 and Desmond Browne Cathe Burnham ’13 Alina (Hutchison) ’06 and Gabe Caceres Freda P. (Vella) ’62 Callahan Gritz and Lawrence S. Gritz Lara and Roberto Calvo ’94 Edith and George ’84 Cameron Francine and Kevin Carlson Molly Carlson ’14 Barbara (Teas) Carolan ’97
Constance Carroll Thomas Cesarini ’07 Janet ’90 and Maarten Chrispeels Claudia A. (Little) ’73 and David S. Christensen Margaret and John Clark Otto Cocino ’09 Bink Cook Rosa Cota ’98 and Antonio Morales Flores Kathleen ’15 and Benjamin ’12 Coughlan Diana M. ’72 and Robert E. Craft Patricia E. (Price) ’86 and Douglas C. Crone Jack S. Crumley Ann DeBaets Gilbride Kathleen Dennish Linda and Sylvester Dews Patricia A. Dixon ’71 ’75 Robert Donmoyer Heather (Manley) ’02 ’05 and Kevin ’93 Dooley Bonnie Ann Dowd ’03 Teresa Drew ’15 Margaret Dunbar ’84 RayMonda DuVall Christina Dyer and Steven McCann Todd Edwards Susan Flieder and Paul Eichen ’12 Lynn Eldred ’00 Geraldine ’08 and Zeb Evans Jan Ferree ’06 Rita (Gogo) Flynn ’62 Devon Foster Charles Friedrichs ’01 Fred J. Galloway Larry Gardepie Shanda Garmon ’75 Beth ’05 and Kevin Garofalo Mary Gearhart Alan Gin Nancy and Charles ’01 Girvin Jeffrey Gobeli John Godfrey ’15 Aolfo Gonzales ’96 Tobin Gramyk ’16
Sally and Stuart R. ’89 Grauer Michael Grove ’95 Priscila Sarti-Guerrero and Javier ’95 Guerrero Maureen ’10 ’15 and Robert Guarcello Christine-Clayre Hafner ’13 Haley Haggerstone ’14 Jessica Hanson York ’13 Nancy Hanssen and Jack Vellis Rosemary Happold May ’00 ’10 and Eric Harris Patricia Harvard-Hinchberger ’88 Lynne and Larry Henkin Kim Herbstritt Renee Herrell ’06 Peggy Hetherington Kevin Holt Marisa Huppert Sandra C. Ishikawa Suganda and Sree Iyer ’12 Louise Janus ’80 Jason Jarvinen ’11 Gloria Johnston Jennifer Jones ’08 ’15 Maya Kalyanpur Patricia Kealy ’94 Barbara K. and Professor Frank Kemerer Alexander Kim ’13 Rita King ’88 Evelyn A. Kirkley Paula Krist Jessica Krone ’08 Paige Labourdette Pick ’15 Francis Lang ’11 Karen and Norman Lee Sharon LeeMaster and Parley Leemaster Pat Libby and Michael Eichler Damen Lopez Hector Lopez Sheryl A. ’81 ’84 Lorey-McAtee and E. Tracy McAtee Mary ’90 and Donald ’90 MacInnes Mary Martel ’96 Melinda Martin
Melinda Marie and John T. Martin Janine Mason ’86 ’11 Connie Matsui Yvonne and Kevin McClure ’04 Jeffrey McDonald ’08 Judy McDonald Michael McDonnell Kecia ’00 and Joe McManus Vance Mills Susan E. Mitchell ’94 Christina and Andre Murphy ’02 Mark Nelson ’02 Barbara and Charles Nicholson ’78 Nonprofit Management Solutions North County Lifeline, Inc. Carolyn ’79 and Garry Nunes Dorothy O’Hagan ’11 John O’Sullivan ’15 Alberto Ochoa Cynthia Olmstead Michael Osoff ’10 Kay ’93 and Steven Owens Lina L. Park ’11 and Dae Lee Desiree Pavlik ’15 William Pickens Richard Plank ’06 Caroline Dorman-Popp and Jeffrey Popp ’11 Jody Priselac Susan ’12 and David Pyke Karen Rado Jorge Ramirez ’96 Lucy E. and George E. Reed Sandra and Bradley Roberson ’94 Taylor Peyton Roberts ’14 Juan Roche Paul Rohrbacher ’90 Rokenbok Educational Fund at the San Diego Foundation Daniel Romero ’14 Olivia ’76 and Richard ’78 Romero Laurie Rubel Simi ’10 and Edison Rush III Monica K. ’08 Santos and Fred Julian Barbara Schatzer Drew Schlosberg Amber Setter ’07
Liz Shear and David Jewell Isabel Shetler ’90 Dorothy Smith Rita and Darryl Solberg Linda Spuck Isabel Stenzel Byrnes Suzanne Stolz James Stone ’10 Adrienne A. Sweeting ’62 Michael Terry Linda G. ’61 and Richard Thibodeau Kimberly Thomas ’10 Maria Todaro ’11 Maria Torres ’09 Mariam True Hal Urban Sharon Van Bruggen ’13 Nancy Vera ’15 Marguerite ’71 and William Vogel Voices for Children Richard ’93 and Marguerite A. Vorst Harry and Rosamond Weinberg Morgan Wilson ’12 Maria and Ben Winkler McCue ’10 Karin Winner Jama Yacub ’11 Diane ’71 and Donald E. Yerkes YNPN San Diego Kelly E. (Holmes) ’12 and Daniel Zastrow Jana Zawadzki ’13 Susan M. and James B. Zgliczynski Jack Zimmerman ’74 Sally ’78 ’96 and James ’76 ’96 Zoll
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