Colleague vol 30, iss 1 (spring:summer 2013)

Spring/Summer 2013 Volume 30, No. 1

PEPPERDINE UNIVERSITY Graduate School of Education and Psychology

Breaking Barriers Inspiri ng

Change INSIDE: Servant Leadership: The Blessings Behind Sacrifice | The Transformational Power of Travel

L ette r From t he D e a n

Through the years, we have heard countless students share how their time at Pepperdine University Graduate School of Education and Psychology has been transformational. In this issue we explored the stories of two alumnae who have not only seen great personal growth but have impacted the lives of many through their commitment to their communities.

Kanika White (EdD ’08) was one of the youngest principals in the Compton Unified School District (CUSD). Raised in the foster care system, White went on to excel in education and has spent the past 15 years working to improve education in the CUSD. She is still one of only seven in the district with her doctorate.

Betty Uribe (EdD ’12) came to the United States with hardly any possessions. She watched her mother work long hours and it motivated her to push for a life that would allow her to support her family. Today she is making a difference in her community as the vice president of business and personal banking with California Bank and Trust and as the executive director of her own nonprofit, Hispanic Outreach Taskforce.

At Pepperdine we do more than just confer degrees. We want our alumni to combine their life experience with the connections they make here to improve our local and global communities. It is our privilege to play a role in our students’ personal and professional journeys and we look forward to hearing more stories about lives changed.

Margaret J. Weber, PhD Dean

Fe a tures

12 Breaking Barriers; Inspiring Change

Departments 02 News 30 Class Notes 31 Self-Care

18 Servant Leadership:

The Blessings Behind Sacrifice

By Emma Gibson

Perspectives 22 Social Entrepreneurship Leads to Out-of-this-World Adventure 24 Minecraft Challenge League: Computational Thinking Among Middle School Students

By Linda G. Polin

26 The Transformational Power of Travel: One Man’s Journey to Find His Life Purpose

By Michael Bennett

28 Student Transformation Through Social Media – How iRemix Changed My Seniors

By Kip Glazer

PEPPERDINE UNIVERSITY Graduate School of Education and Psychology Spring/Summer 2013 Volume 30, No. 1

Managing Editor Veronica Orozco Director of Alumni Relations Claudette LaCour

Administration Dean Margaret J. Weber Associate Dean, Psychology Robert A. deMayo Interim Associate Dean, Education Martine Jago

Creative Director Brett Sizemore Art Director Lizabeth Waldvogel Production Manager Jill McWilliams Photographer Ron Hall Copy Editor Vincent Way Contributing Writers Michael Bennett Emma Gibson Kip Glazer Robert Martellacci Ana Ottman Linda G. Polin

The Pepperdine Colleague© is published two times per year by the Graduate School of Education and Psychology and the Office of Alumni Relations. The opinions expressed in the Colleague do not necessarily reflect those of the University or its administration.

Please send address changes and alumni updates to: Pepperdine Colleague GSEP Alumni Office 6100 Center Drive, 5th Floor Los Angeles, CA 90045 Tel. 310.568.5664 E-mail: gsepalum@pepperdine.edu To contact the Colleague editor, e-mail gsepedit@pepperdine.edu.

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GSEP NEWS Superintendent Advisory Council Names

Dr. Tom Johnstone Superintendent of the Year The GSEP Superintendent Advisory Council has named Tom Johnstone (EdD ’97) superintendent of the Wiseburn School District, as the 2013 GSEP Superintendent of the Year.

Johnstone assumed the helm of the Wiseburn School District in 2008, after more than 28 years of service in the Lennox School District where he launched his education career as a middle school social studies teacher. He went on to assume roles as a school counselor, an elementary assistant principal and principal, and a director of curriculum. He also served 10 years as the assistant superintendent of human resources.

“I love working in the field of education, and every day of my 33-year career has had an impact on my role as a superintendent,” said Johnstone. “I feel like the luckiest man in the world, as I continue to work in the wonderful Wiseburn community in taking education here to an even higher level of excellence.”

Johnstone’s nomination for the annual award came from GSEP Emeritus Professor of Education, Diana Hiatt-Michael, who oversaw Johnstone’s doctoral dissertation in 1997.

“I have nothing but superlatives to share regarding Johnstone’s leadership capability and commitment to the education of every child,” said Hiatt-Michael in her nomination letter.

“He expects the best from everyone and they deliver because he serves as the role model and supporter.”

Highlights of Johnstone’s achievements: • In 2012 he secured legislation to develop a unified high school district and purchased land to build a high school.

• As assistant superintendent in the Lennox School District, the district saw many students accepted into top universities throughout the country including Harvard.

• His doctoral dissertation on parent involvement in school has been cited by numerous researchers and policymakers and was the basis of national parent involvement legislation and grants.

Johnstone earned his bachelor’s degree in history at the University of Santa Clara, a master’s degree in Latin American history from UCLA, and a master’s degree in counseling from Loyola Marymount University. He received a doctorate in institutional management in 1997 from GSEP. Nominees were evaluated based on how well they demonstrated success in the following six areas: visionary leadership, instructional leadership, family and community involvement, ethical leadership and building leadership capacity, organizational management, and advocacy.

The Superintendent Advisory Council is a consortium of district superintendents who gather four times a year for training, advocacy, and discourse regarding issues related to education.

The superintendents also advise GSEP on teacher credentialing, administrative training, and master’s and doctoral programs.

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EDOL Student Dawn Garrett Recognized for Advancing Science, Technology, Engineering, and Math (STEM) Education Dawn Garrett, a current student in GSEP’s Doctor of Education in Organizational Leadership program, was one of 12 California women recognized as “Leading Women in STEM.” Honorees were announced at the California STEM Summit which took place October 15 and 16 in San Diego, California.

The Leading Women in STEM awards acknowledge women’s achievements in advancing innovative and effective STEM (science, technology, engineering, and math) education initiatives across the state and serving as exemplary role models for California women and girls.

Garrett, SAS (space and airborne systems) operations director at Raytheon, was awarded for her leadership in advancing critical areas of STEM education including adoption of Next Generation Science Standards, strengthening STEM teacher pathways, advocating for strengthened public-private partnerships and alignment of resources, and ensuring all California students have access to high-quality STEM during out-of-school time.

“The California STEM Learning Network is proud to honor these highly accomplished education, industry, nonprofit, and civic leaders for their innovative and successful efforts to create world-class STEM education across California,” said Chris Roe, California STEM Learning Network CEO. “Their leadership will ensure that our next generation of leaders is truly reflective of the great diversity and talent that we have in our state.”

The summit is organized by the nonprofit California STEM Learning Network (CSLNet), which works to bring systemic change to how STEM is taught and learned in California in order to prepare the nation’s most STEMcapable graduates.

GSEP NEWS

GSEP Alumnus Scott Mortensen Completes 1,000-Mile Journey Across the Arctic Ocean In the summer of 2012, Master of Arts in Learning Technologies alumnus Scott Mortensen (MA ’10) completed a record-breaking journey across the Arctic Ocean.

Mortensen, an Atlantic Ocean rower, was part of a four-man crew that spent 41 days at sea and traveled 1,000 miles across the Northwest Passage in a specially outfitted rowboat.

No one had ever rowed across the Arctic Ocean as the route has only recently thawed enough to be navigable. The crew faced many obstacles including Arctic storms that kept them anchored for 11 days at one point in their journey.

In addition to the personal challenge the adventure presented, one of the main goals of the voyage was to raise awareness about climate change and how it is affecting the Arctic. The team collaborated with Adventurers and Scientists for Conservation to identify data collection opportunities along the route for further research.

The team’s voyage was documented in hundreds of hours of video footage and still photography. Footage from Mortensen’s forthcoming film, Into Thin Ice, can be seen at scottmortensen.com.

Mortensen is an adventure filmmaker, marketer, and social entrepreneur who oversees profitable ventures for stakeholders, people, and the planet. In addition to participating in humanitarian missions across the globe, he has climbed Mount Everest and biked across the United States.

GSEP Professor and Student Recognized by California Council on Teacher Education for Commitment to Bilingual Education

Reyna Garcia-Ramos, professor in the Master of Arts in Education program at the Pepperdine University Graduate School of Education and Psychology, and Emma Colmenares, a student in her last phase of the Master of Arts in Education with Teaching Credential program, have both been recognized by the California Council on Teacher Education (CCTE) for their work in bilingual education. CCTE is the largest and most comprehensive forum for educator preparation in the state, representing nearly every program in California with members from across the entire learning-toteach continuum.

Garcia-Ramos was honored with a Distinguished Teacher Award which acknowledges outstanding university educators involved in the preparation, induction, and professional development of future teachers. Her work focuses on addressing the widening academic gap of English learners in California's public school system.

Colmenares received the Graduate Student Fund Award for her research project on the literacy development of bilingual children in dual-language programs. She presented her work at the CCTE annual conference, held April 11-13, 2013 in San Jose, California.

At GSEP, Garcia-Ramos has been instrumental in establishing university-school partnerships that allow future teachers extensive learning experiences with English learners. She leads the Pepperdine chapter of the California Association of Bilingual Education (CABE), a nonprofit organization formed to promote bilingual education and quality educational experiences for all students in California.

Colmenares was also the recipient of the 2012 Carlos Penichet Teachership Award from CABE. She was selected as the award recipient for Region 3 at the 2012 annual conference in Sacramento, California. In addition to being recognized for their work, Penichet Teachership Award winners receive $2,000 in scholarship monies to pursue bilingual authorization.

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GSEP NEWS

Third Annual COASTAL Run/Walk Supports At-Risk Youth in Los Angeles

COASTAL Children’s Outreach: Advancing Social Transformation and Learning

5k/10k Walk/Run Many of the 2.5 million children in Los Angeles endure serious social, economic, and mental health challenges, inhibiting them from realizing their fullest potential. Each January, GSEP seeks to improve future generations by providing children with the support, aid, and resources that lead to a prosperous adulthood through our annual Children’s Outreach: Advancing Social Transformation and Learning (COASTAL) 5K/10K Walk/Run and Kiddie Fun Run. This year’s run welcomed nearly 800 members of the Southern California and Pepperdine communities. Through the generosity of our participants and sponsors, COASTAL raised several thousand dollars, supporting our endeavors to improve K-12 preparation in underserved areas, counseling for underprivileged families, and caring for homeless children. To that end, Pepperdine partners with LAUSD’s Holmes Avenue Elementary School, a Title I urban school located within the Pueblo Del Rio Housing Project to develop special education programs that strengthen student learning.

Additionally, Pepperdine provides one-on-one counseling for children at the Union Rescue Mission’s (URM) residential facility for homeless mothers and children, Hope Gardens. Hope Gardens is the largest and oldest transitional living center for homeless families, located in Sylmar, California. GSEP clinical psychology students provide mental health services to URM, a longtime community partner. University funds also supported a summer expressive arts and drama program for at-risk middle school kids developed and led by graduate students studying the use of expressive arts in therapy.

“The community support that we receive for COASTAL is truly uplifting. Participation spans beyond Pepperdine constituents to include local businesses, families, and running groups. Members of the surrounding area look forward to the event and want to be involved in the positive impact that this race brings to underserved populations,” said Margaret Weber, dean of GSEP. “Turnout increases with each subsequent run and we look forward to growing participation and increasing our reach to the children and community in Los Angeles.”

The annual benefit takes place in January at Dockweiler State Beach. For more information, please visit: gsep.pepperdine.edu/coastal

EDOL Academic Chair June Schmieder-R amirez

Selected to Present at the Global Mindset Development in Leadership and Management Conference

June Schmieder-Ramirez, academic chair for the Doctor of Education in Organizational Leadership (EDOL), was chosen to present her paper on leadership development in EdD program curriculum at the Global Mindset Development in Leadership and Management Conference on September 22, 2012. The conference is held three times a year in Ontario, California.

Her study, “A Program to Develop the Global Leader: The PAACCE Model,” proposes a new model for the EdD degree based on rethinking leadership. It focuses on the concepts of leadership that have evolved over the last 20 years.

“The leader of today depends much more on the organization and the consideration of the internal and external environment,” Schmieder-Ramirez said. “Leader as transformer, inspirer, and enabler of the vision are concepts of leadership that have taken more of the center stage during the past 20 years.”

Schmieder-Ramirez’s methodology included reviewing more than 130 journal articles about general leadership theory, sending online surveys to EdD professors, and reviewing 18 organizational leadership EdD doctoral programs.

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Through the study, Schmieder-Ramirez identified the following attributes that should be included in an EdD organizational leadership program: personal, analysis (skills), alliances, complexity, creativity, and environment the PAACCE Model).

“The leader of tomorrow can certainly emerge as a leader without an EdD, or any other degree. Nevertheless, new EdD programs must stress these areas if they are going to be viable for the leaders of tomorrow,” Schmieder-Ramirez said. “Leaders must be more nimble regarding thinking about strategic vision, responding to organizational change, and remaining sensitive to an ever-changing environment.”

Schmieder-Ramirez has extensive leadership experience in both education and business. She was instrumental in designing and launching the EDOL program at Pepperdine University and has served as academic chair for the last several years.

For more information on the EDOL program, visit: gsep.pepperdine.edu/doctorate-organizational-leadership

GSEP NEWS EDOL Students Selected to Present at Management Conference Current EDOL students Amanda Green, Kaveh Houshmand Azad, and Christopher A. Najera were selected to present their papers at the Society for the Advancement of Management (SAM) annual conference. Held in March 2013 in Arlington, Virginia, the conference theme was “Making a Difference: Shaping the Future.”

“Making a Difference:

Shaping the Future.”

Azad’s paper was titled, “Baldrige Performance Excellence Model: An Organizational Approach for Nurturing Success and Sustainability of Performance Improvement Initiatives.”

Green presented her paper on “Action Learning Through Employee Volunteer Programs.” Najera’s presentation was “Developing Leaders Through a Technology-Supported Model Hybrid EdD Program” (authored along with June Schmieder-Ramirez and Paul Sparks).

Alumna Lori Gottlieb

Examines How Therapists Attract Clients in New York Times Article Lori Gottlieb (MA ’10), a clinical psychology alumna and best-selling author, had an article published in the November 23, 2012 edition of the New York Times. The article, “What Brand Is Your Therapist?” described Gottlieb’s observations and experiences on the value of finding a niche and how to brand oneself as a therapist in order to bring in new clients.

According to Gottlieb’s research, the American Psychological Association reported in 2010 that the number of patients receiving psychological interventions in 2008 had dropped 30 percent from 11 years earlier. This decline lead many therapists to hire branding consultants to change the way they presented themselves to potential clients.

Gottlieb was hesitant to try this approach, but when her appointment book was not filling up she gave in and sought outside help. The consultant recommended finding a specialty or an untapped niche market and providing life-coaching services.

Life-coaching, or consulting as Gottlieb prefers to call it, allows her to speak to clients across the country, not just in California where Gottlieb is restricted to practice. While she somewhat embarrassingly admits to enjoying the feeling of being able to help someone in a single consultation session, she also wondered about the long-term results.

“I felt a little bit like Lucy with her psychiatrist stand in Peanuts,” Gottlieb said. “These consultations remained superficial, and they always ended on a high note, with clients telling me how helpful they were. But I wondered how long those feelings would last.”

As for Gottlieb’s online presence, the consultant recommended making it more personal so that potential clients could feel connected. She had her website professionally designed but not by a company that specialized in therapist branding. She did write her own copy and took on a much more casual tone than she had originally planned.

Other therapists Gottlieb spoke to mentioned employing such marketing tactics as offering 20-minute sessions instead of the traditional 50 minutes, blogging about pop culture to seem more “normal,” and offering instant-messaging therapy.

“If we give modern consumers the efficiency and convenience they want, we also have to silence our nagging sense that we may be pandering to our patients rather than helping them,” Gottlieb said. “The more we continue in this direction of fast-food therapy— something that feels good but isn’t good for you, something palatable without a lot of substance—the more tempted many of us will be to indulge.”

Find the complete article at: nytimes.com

SAM’s goal is to build bridges among academics and practitioners to share management expertise and develop new management ideas. To learn more about the organization, visit: cob.tamucc.edu/sam

What Brand Is Your Therapist?

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GSEP NEWS

Professor Eric Hamilton Receives Educational Innovation Research Grant

Eric Hamilton, professor of education at GSEP, has received a $300,000 grant to lead a Science Across Virtual Institutes (SAVI) research collaboration comprising 16 separate research groups in the United States and Finland. The collaboration is funded by the U.S. and Finnish governments. According to SAVI project summaries, the American team “explicitly seek[s] to find ways to bring to our country advances and ways of approaching STEM education that have succeeded in Finland.”

Eight groups from each country have paired up to work on separate educational innovation projects, focusing on sustaining learning engagement. The aim, Hamilton

says, is to get the projects to work together to create breakthroughs in the area of learner engagement.

“If you have a way to reliably assess the spectrum of engagement, then you have a better way to understand whether a particular approach is good not only on paper, but in practice,” Hamilton said. “It becomes very powerful if you can routinely document high levels of absorption or immersion.”

Among the tools and approaches the teams are researching are textbooks with digital dynamic text that make content easier for learners to navigate; software that carries on dialogue with students, which learns

and becomes more sophisticated as time goes on; learning-focused video games; and video production carried out by both teachers and students.

“We want to adapt to the learner and keep the learner connected,” Hamilton said.

“The relationship between engagement and learning is not well specified, but you can’t experience high-powered learning without high-powered engagement.”

If these research efforts succeed, they promise to bring more worthy, humane, and productive outcomes to K-16 education in both countries and in the many other international collaborations represented in the project.

GSEP Welcomed Leadership Development

Pioneer and Author Kevin Cashman Kevin Cashman, leadership development pioneer and author of Leadership from the Inside Out visited the GSEP campus in November 2012. Drawing upon his 25 years of experience as a best-selling author, noted speaker, and coach to thousands of senior executives and senior teams in more than 60 countries, Cashman offered valuable insights into his extensive research on leadership and career development. The lecture was hosted by the EdD in Organizational Leadership program.

One of the foremost experts on leadership, Cashman founded the Executive to Leader Institute® and has written five books and numerous articles and papers on the topic.

He has been featured in the Wall Street Journal, Chief Executive, Human Resource Executive, Fast Company, Strategy & Leadership, Oprah, CNN, National Public Radio, and other national media. Formerly the host of his own radio talk show, Cashman is currently a leadership columnist for Forbes.com.

A frequent keynote speaker at conferences and corporate events, Cashman is a Senior Fellow of the Caux Round Table, a global consortium of CEOs dedicated to enhancing principle-based leadership internationally. He is also a board member for the Center for Ethical Business Cultures fostering ethical leadership in corporations. He earned his degree in psychology from St. John’s University.

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GSEP NEWS

Anti-R acism Writer and Educator Tim Wise

Presents at Sixth Dean's Distinguished Lecture Series

GSEP hosted its sixth installment of the Dean's Distinguished Lecture Series (DDLS) in October with speaker Tim Wise, educator and author of White Like Me (recently updated and rereleased).

Wise is among the most prominent anti-racist writers and educators in the United States. Named one of “25 Visionaries Who Are Changing Your World”

by Utne Reader in 2010, he has spoken in all 50 U.S. states, on more than 800 college and high school campuses, and to community groups across the nation.

Wise is the author of six books, including Dear White America: Letter to a New Minority. He has also lectured internationally in Canada and Bermuda on issues of comparative racism, race and education, racism and religion, and racism in the labor market.

The lecture and question-and-answer period heightened the awareness of the harmful effects of racism and privilege. Wise also delineated the difference between individual prejudice and institutional bias and how stereotypes impact daily decision making.

The DDLS is designed to help Pepperdine students, faculty, and guests learn strategies to implement within a clinical practice, educational institution, or employment setting. These topics are essential for creating equality in a multicultural, competent society.

For more information on future DDLS events or to see video from past speakers, visit: gsep.pepperdine.edu/deans-lecture

Dean’s Distinguished Lecture Series

Examines Human Trafficking

At a time when more people than ever before are enslaved somewhere on the planet, Aaron Cohen is a slave hunter— working to find and free human beings from various forms of bondage. Cohen and his Abolish Slavery Coalition cofounder and executive director, Richard Leger, are unique assets to government agencies, think tanks, and anti-slavery organizations.

On Thursday, September 6, 2012, students, faculty, alumni, and guests were afforded a personal look into the plight of human trafficking. Cohen shared how he navigates the oppressive territory of pimps and drug lords. Posing as a sex tourist, he slips into brothels, urged by madams to select from a lineup of women and girls as young as six. Sometimes he saves them from their captors, but more often than not he must leave them behind, taking only the evidence he hopes will eventually lead to their rescue.

Leger is a trained weapons specialist who utilizes this knowledge to manage and consult with governmental and nongovernmental security before, during, and after covert field investigations to safely rescue enslaved trafficking victims around the world.

Generously sponsored by Susan (EdD ’86) and Don Rice, the Dean’s Distinguished Lecture Series (DDLS) brings leading agents of change to GSEP to discuss the challenges and opportunities in servant-leadership in communities across the world.

Created in 2010, the DDLS helps support the GSEP mission of educating students to inspire lasting change in their communities and lead lives of purpose, service, and leadership.

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GSEP NEWS

GSEP Psychology Professor Publishes Two Articles in the Journal Psychotherapy

David N. Elkins, Professor Emeritus of Psychology, published two articles in a special section of the December 2012 issue of Psychotherapy, a publication of Division 29 of the American Psychological Association (APA).

The special section, titled "The Renewal in Humanism: A Roundtable Discussion," featured 14 articles by leading voices in psychotherapy practice, training, and research. Contributors discussed the renewal in humanistic perspectives that are taking place in the behavioral, psychodynamic, and humanistic-existential traditions along with the implications of that renewal for the future of psychotherapy.

Elkins contributed two articles: "Toward a Common Focus in Psychotherapy Research" and "The Humanistic and Behavioral Traditions: Areas of Agreement and Disagreement." The latter focused on the extensive scientific evidence that the human elements of therapy—the personal and interpersonal elements—are the most powerful determinants of emotional healing.

“In other words, what is most important appears to be the nature and characteristics of the therapist, the client, and their relationship,” Elkins said. “This may be the most important issue in contemporary psychotherapy research, training, and practice.”

To view the articles, visit the APA website: psycnet.apa.org

GSEP Professor Featured in DISCOVER Magazine for MoodKit App Drew Erhardt, professor of psychology, was featured in the January/ February 2013 issue of DISCOVER Magazine along with his colleague Edrick Dorian (PsyD ’03), a GSEP alumnus.

The article, “The Happiness App,” highlighted the MoodKit app that Erhardt and Dorian codeveloped. MoodKit is a smartphone app that helps to treat depression and related psychological conditions. The app was developed based on cognitive behavioral therapy the idea that depression enables patterns of behavior that serve to reinforce the condition.

“Being depressed can cause us to look at our situation in distorted, unhelpful ways,” Erhardt said. “And we tend to pull back from activities that might otherwise boost our mood, like exercise, interacting with others, and going to enjoyable places.”

Clinical studies have shown cognitive behavioral therapy to be an effective treatment, on par with antidepressant medications but without the medications’ side effects. The MoodKit app works by prompting users to link their moods, activities, and thoughts. As opposed to reading a book on overcoming depression, the advantages of using the app stem from the phone itself, which offers interactivity, ubiquity, and privacy.

Erhardt is a licensed psychologist whose teaching interests include child and adult psychopathology, cognitive-behavioral therapy, and clinical interventions with children and adolescents. He earned his doctorate in clinical psychology from UCLA. To read the article visit: bit.ly/moodkit

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EDOL Student Mark Orlando Selected to Present at Global Conference on Education Current EDOL student Mark Orlando was selected to present his paper on sustained giving opportunities for universities at the Global Conference on Education. Held in May 2013 at the University of Riverside, the international conference is dedicated to the advancement of education theory and practices.

His paper, “A Change Plan for Sustaining Giving Opportunities in Ensuring the Preservation of a University Brand,” explores a strategic change plan for sustainable giving opportunities to replenish immediate departmental needs and to maximize projected yearly budgets for a university.

The plan is facilitated through John Kotter’s Eight-Stage Model in leading change, while a comprehensive evaluation employs Donald L. and James D. Kirkpatrick’s "Four Levels": reaction, learning, behavior, and results, to measure the transformational success of fundraising productivity.

Orlando is an assistant editor for the Journal of Nonsignificant Differences and creative development and social media marketing manager for Elsevier’s Technology in Society.

GSEP NEWS

ELAP Student Presents at Annual Charter School Conference

Faneeza Mohamed, a current doctoral student in educational leadership, administration, and policy (ELAP), was selected to present at the 20th annual California Charter School Conference held in March 2013 in San Diego, California.

The conference seeks to inspire academic excellence, operational integrity, and unity among charter schools in California.

Mohamed’s paper, "Parent Initiative: An Action Research Project," investigated strategies to increase parental involvement in the academic program at Watts Learning Center. The goals of the action research project were to identify parents’ academic needs, implement strategies to support parents’ academic progress, and create a data-driven system to support parents’ continued academic needs.

MALT Alumna Named 2013 National

Online Teacher of the Year

Renee Citlau (MA ’03), an online teacher at Cypress High School and a lead online teacher for the Anaheim Union High School District, has been named 2013 National Online Teacher of the Year. This honor is awarded annually by the Southern Regional Education Board (SREB) and the International Association for K-12 Online Learning (iNACOL).

The National Online Teacher of the Year (NOTY) award recognizes an outstanding educator for exceptional contributions to online K-12 education and dedication to enhancing and sharing best practices across the field.

“Online learning incorporates 21st-century skills such as collaboration, critical thinking, and creativity. I can use images, make word analogies, create a cartoon or animation, record a live lesson, or add audio to help them remember,” Citlau said. “Students from different demographic regions collaborate on projects despite geographic and cultural barriers that might otherwise keep them apart.”

As the National Online Teacher of the Year, Citlau will represent the online learning field at several professional conferences and other events, sharing her expertise and insight with audiences across the country, including iNACOL's Blended and Online School Symposium (October 27-30, 2013 in Orlando, Florida).

“Teachers working in online and blended learning environments are pioneering personalized education for their students,” said Susan Patrick, president and CEO of iNACOL. “Renee Citlau exemplifies the very best of the professionalism, curiosity, and entrepreneurial spirit that have led to the development of a new generation of teaching tools and methods that optimize and transform learning in these new school models.”

Citlau is a Leading Edge Certification trainer and active member of Computer-Using Educators (CUE), the International Society for Technology in Education (ISTE), and iNACOL. In 2012 she won the CUE and California Learning Resource Network Online Teacher of the Year Award. In 2008 she was Cypress High School's Teacher of the Year.

For example, a survey revealed that 52 percent of parents were interested in receiving writing support. As a result, a parent workshop committee was formed and a six-week writing program was offered.

The research results confirmed that systematic academic support for parents has a positive impact on the parent-teacher relationship, and thus on student learning.

ELAP Alumnus Selected as

Special Education Administr ator of the Year Joseph Green (MA ’99, MA ’02, EdD ’11), special education administrator in the Los Angeles Unified School District (LAUSD), was selected as the Association of California School Administrators (ACSA) Special Education Administrator of the Year for Region 16.

The award recognizes Green’s consistent efforts to support educational goals for LAUSD students. Green was celebrated at the annual Administrators of the Year Awards Banquet in May 2013 in downtown Los Angeles.

ACSA Region 16 serves the LAUSD, which is the largest public school system in California.

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GSEP NEWS Academic Conference Celebrated Women’s Wisdom on International Women’s Day On March 7-8, 2013, GSEP hosted its inaugural Digital Women’s Project (DWP) conference, "Celebrate Women’s Wisdom: Life Journeys."

Held at the Omni Hotel in downtown Los Angeles during International Women’s Day, the conference welcomed attendees from across the nation and engaged the experiences, wisdom, and research of renowned female leaders from around the globe.

Keynote speakers were global leaders in media and journalism, law, business, academe, nonprofit, and governmental sectors, including: Joyce M. Davis, president of the World Affairs Council of Harrisburg, award-winning journalist, and media consultant; Linda M. Thor, chancellor of the Foothill-De Anza Community College District; Nana M. E. Magomola, chair of Nelson Mandela Children's Hospital Board in South Africa; and Janet Z. Giele, Professor Emerita of Sociology, Social Policy, and Women’s Studies at the Heller School for Social Policy and Management of Brandeis University. Each shared their unique experience on how they have juggled high-profile, professional careers with family and personal commitments. Their compelling perspectives and journeys moved and inspired audiences.

One of the speakers, Janet Giele, was presented with an award in recognition of her achievements in the field of women and family policy.

Moving forward, future recipients will be presented with the Dr. Janet Z. Giele Award.

Faculty Authors

Giele was honored to receive the award and had the following comments about the DWP. “Pepperdine's use of the life-course perspective is unique in focusing on women's leadership and successes and the individual stories that make their achievements possible. This is very different from much of the prevailing scholarship that focuses either on oppression or privilege. The DWP emphasizes the positive forces of values, social support, adaptability, and unusual drive that enable outstanding women to forge their own innovative paths.”

Crystal Jensen, a DELT (EdD in Learning Technologies) student, was excited to meet the woman who developed the framework that her dissertation is based on and was grateful for the opportunity to discuss her work with Giele.

“Dr. Giele was very generous to share her time and expertise,” Jensen said. “She is an altruistic, humble, kind, 78 year-old genius, whose work has and will continue to completely empower the lives of all women.”

The conference was led by GSEP dean Margaret J. Weber and is part of her academic research initiative to explore the work-life balance issues of women from a global perspective. The Digital Women’s Project has three aims: research, a digital library/website, and an annual academic conference. Learn more at: gsep.pepperdine.edu/

digital-womens-project

Alumni Authors

Diana Hiatt-Michael

Dr. Susan I. Dyer (PsyD ’04)

Promising Practices for Fathers' Involvement in Children's Education (Family-SchoolCommunity Partnership Issues)

The I Factor

A timely collection of sound research addresses father involvement in their children's education. The book visits a lesser-known side of parent involvement, the side of fathers' active engagement with their children's education in the home and that is less visible in the schools. Their contributions from preschool to career decision-making and accessibility to their children's education are covered in 10 chapters, focusing on in-depth research from Canada to Argentina, from Korea to Africa.

Promising Practices for Engaging Families in Literacy (Family-School-Community Partnership Issues) Literacy skills are required at all levels of education from preschool through adulthood.

This volume provides suggestions and support to improve parent/child involvement in literacy activities from preschool through teacher education programs. Research is provided to reinforce the documented practices that increase student academic achievement through improved literacy skills across academic areas.

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Coauthored with Paul Weinberg, the book gets back to basics on what’s been missing from personal relationships all along. Specifically, this book is about intimacy, a fresh take on a very old subject and a new way of looking at a forgotten idea. The search for old-fashioned intimacy and the deeper level of connection that most people talk about wanting in their personal relationships, but struggle to find in our modern-day lives is explored.

Dennis Palumbo (MA ’98, Counseling Psychology) Night Terrors The third book in the Daniel Rinaldi mystery novel series finds Rinaldi applying his therapeutic skills to a former FBI secret agent, Lyle Barnes, who suffers from night terrors after a career of tracking down serial killers. This grisly psychological thriller has high stakes while maintaining emotional complexity as Rinaldi weighs his loyalty to his patients against his faith in the FBI.

People who graduate from the Pepperdine University Graduate School of Education and Psychology are passionate about forming connections and taking actions that improve our world.

Why I Give...

Many of you have provided a richer experience to Pepperdine students and continue to advance the school’s position as an

“I give because Pepperdine helped me fulfill my dreams of receiving both master’s and doctoral degrees. The environment is both nurturing and inspiring, and I continue to use the leadership skills learned.”

Dr. Claudette S. McLinn (MS '03, EdD '06)

Pepperdine Education Associate

innovator in the fields of education and psychology through your generous gifts.

Our diverse opportunities to give back meet you where you are, making it easy for you to contribute.

"I give to Pepperdine because I know it will make a difference.

I give because I value discourse and want to support others in the process of educational attainment that will lead to effective change in the world. I give because I care.”

Anthony J. Garrison-Engbrecht (MA '08)

Recent Graduate, Pepperdine Donor

"We give because education is essential to an individual’s personal development and to meaningful access to and participation in our society. My wife and I have been privileged to have experienced the best of education and have enjoyed fulfilling and successful careers.”

To learn how you can give, contact your advancement officer, Kerri Cissna-Heath at 310.258.2880 or kerri.heath@pepperdine.edu.

pepperdine.edu/giving

Dr. Hasty Arnold ('61, EdD '85) and Dr. Grace Arnold

Heritage Society, Pat Lucas Center for Teacher Preparation Education Associate

24255 Pacific Coast Highway Malibu, CA 90263 GSEP Colleague Spring/Summer 2013 11

"Excuses don't explain our shortcomings, lack of effort, or our full commitment to ourselves."

Breaking Barriers

Inspiri ng

hange

C

12 GSEP Colleague Spring/Summer 2013

Foster kid. African-American. Girl.

Kanika White (EdD ’08) never let these descriptions hold her back from living a life of meaning. Fortunately for her and the countless children she has influenced in her 15 years in education, White didn’t let any obstacles affect the way she saw herself and her potential to impact the world.

M

any adults look back at their school years and fondly remember a teacher or two. Not everyone can say that a teacher, especially a first grade teacher, set them on a path that would change their life.

“Sometimes I’d come to school and my hair wouldn’t be combed nicely. It was evident to Miss Cooper that there wasn’t an adult helping me get ready in the morning,” White said. “An African American first grade child needs a little help with a whole head full of thick hair!”

“If you asked any of my classmates, they’d probably tell you that Miss Cooper was mean,” White said. “I remember her as a large woman, with strong features and boy was she strict—very intimidating to a 40-pound first grader.”

Miss Cooper asked White to come to school early with her hair tools and products and she would do White’s hair before the other kids showed up for class.

Miss Cooper was not shy about delivering reprimands but she was equally judicious in rewarding good behavior.

A strong word could just as easily be replaced with ginger snaps. White still thinks of Miss Cooper every time she catches the scent of ginger.

Having an inattentive mother might seem like a reasonable excuse for a young girl to miss a homework assignment, but that wasn’t how Miss Cooper saw things. If White tried to blame her mother for a missed assignment, Miss Cooper would remind White that her mother was not in her first grade class and it was White’s responsibility to do her work.

“She would ask us if we knew why we were receiving our “Miss Cooper taught me that excuses weren’t sufficient,” punishment or our reward. We would have to articulate White said. “They didn’t explain our shortcomings, lack that to her,” White said. “That began the process of of effort, or our full commitment to ourselves.” learning to be accountable for your own behavior and what was expected of you.”

This valuable lesson stayed with White throughout her school years. Despite being placed in the foster system, For White, the hard lessons of becoming accountable for White continued to excel and graduated from the her own decisions and actions were more difficult than Compton Unified School District for the typical 6-year-old. She lived with a mother (CUSD) at the top of her who abused alcohol and drugs and was high school class. typically left to fend for herself.

GSEP Colleague Spring/Summer 2013 13

She confidently began her college career at California State University, Long Beach but quickly realized that she was not as prepared for the next level of education as she had thought.

“I realized that even though I had always been on the university prep track in school, there were definite gaps in my education,” White said. “I had not been exposed to the same resources or experiences that some of my fellow students had been fortunate enough to have access to.”

The realization planted the seed that would lead her to become an educator. She started thinking about how she might be able to make a difference in the education system. By the time White completed her undergrad degree, the seed had blossomed and she decided she wanted to start making a difference in education in her old neighborhood.

“I started as a kindergarten teacher because I wanted to capture students at a young age,” White said.

“When I saw the low expectations and sub-standard practices in the system, I knew I wasn’t going to effect change fast enough with just one classroom.”

White became a resource teacher where she could influence several teachers but she wasn’t satisfied with only impacting one school. She moved up to a district-level position as an administrator and started working with 16 different schools. During her time with the district, she worked closely with the school principals and aspired to gain school-site experience.

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“I think my overall purpose is to inspire others to believe. If they see everything being within the realm of possibility then so much more can be accomplished for the children.�

GSEP Colleague Spring/Summer 2013 15

Her first assignment as a school principal was at Lincoln Elementary in Los Angeles. The school was in danger of being shut down. With only 300 children enrolled and an academic performance index (API) rating of 600, the future looked bleak.

“The way I saw it was there was only one way to go and that was up,” White said. “I could see the potential and possibility.”

White’s solution was to retrain the teachers so they understood not only what to teach but how to teach it. In the two years that White was principal, the school’s API rating improved by 100 points, and within three years, the school was no longer in danger of being closed.

“I remember teachers saying, ‘We’ll never be in the 700s and now they are in the 800s. They’re believers now,” White said. “I think my overall purpose is to inspire others to believe. If they see everything being within the realm of possibility then so much more can be accomplished for the children.”

After two years at Lincoln, White was promoted to Clinton Elementary, a brand-new school with approximately 1,000 students in Compton.

“I felt comfortable leaving Lincoln at that time because there had been a total shift in the organizational culture,” White said. “Once you inspire someone and they’re able to see possibility, to live it, to believe it, then it’s time to move on to the next challenge and start the process all over again.”

White credits her approach to leadership to the Education Leadership, Administration, and Policy (ELAP) program at GSEP. It is through the program that she not only learned more about her personal strengths, but also how to develop the strengths of those around her.

“I don’t have to lead from the forefront,” White said. “If I have the right people in the right places, I can lead from any chair.”

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In addition to ensuring her staff is professionally prepared and technologically equipped to help students succeed, White fosters open communication between parents, school staff, and herself.

“I make sure I’m accessible to the parents whether they have a concern or if they are just curious about what their children are learning,” White said. “In this predominately Latino neighborhood, I’ve also made it a priority to take time to learn more about the cultural traditions of the community.”

As for her relationship with the students, it is reminiscent of the one she had with Miss Cooper.

“There are students in my school facing their own struggles and I don’t let them make excuses or create barriers for themselves,” White said.

White’s ability to go into a failing school and see a brighter future came from her faith and the positive encouragement of a GSEP professor. From her days in the ELAP program, White remembers Dr. Bob Paul’s class and the way he would encourage students to be greater optimists and to always find a way to say yes. Each class also ended in prayer, an important element in her spiritual life, which White said has helped her overcome life’s obstacles.

“Life is filled with hills and valleys but faith allows us to tap strength from our fears,” White said. “I am okay with where I’ve come from because I know it was all by design—a design I didn’t understand—but it’s shaped who I am and how God can use me to help other people.”

A few years into her teaching career, White visited her former school to thank Miss Cooper. Unfortunately, Miss Cooper had passed away only a year or two prior.

Disappointed, White was comforted by the knowledge that Miss Cooper was also a woman of faith.

“Back then you could still pray for your students and Miss Cooper prayed for us often,” White said. “I wanted her to know how much she had inspired me to teach but I sensed she already knew and I had made her proud.”

"I am okay with where I’ve come from because I know it was all by design—a design I didn’t understand—but it’s shaped who I am and how God can use me to help other people."

GSEP Colleague Spring/Summer 2013 17

18 GSEP Colleague Spring/Summer 2013

Servant

By Emma Gibson

Leadership The Blessings Behind Sacrifice At a young age, Betty Uribe (MBA ’00, EdD ’12), was pulled away from her comfortable existence to a new country where she had to grow up quickly. Education was her ticket to transforming not only her family’s life but also the future of people she had yet to meet.

Uribe’s first experience of servant leadership was modeled by her mother. After arriving in the United States from Colombia at the age of 12 with her mother, three brothers, and no money, Uribe watched her mother put her family’s needs above her own comfort.

“My mother had a great life in South America, and she sacrificed all of it so that we could grow up in a better environment,” Uribe said. “She was so strong.

She worked in sweat shops and on assembly lines.

Seeing her go through so much made me want to give her everything.”

While her mother worked long hours, Uribe helped support her family by cleaning houses and babysitting. Since Uribe could speak English, she also learned to manage the finances and served as an interpreter for her mother.

Despite her extra responsibilities, Uribe still managed to focus on her studies. She received her

bachelor’s degree from San Diego State University, and began a career in banking. She went on to earn her MBA from the Graziadio School of Business and Management at Pepperdine. Last year she received her Doctor of Education in Organizational Leadership (EDOL) from GSEP. “My parents were always givers, but that didn’t crystalize for me as ‘servant leadership’ until I actually got into the EDOL program,” Uribe said. “During the dissertation process, I looked into my own leadership style and at how my life could be more meaningful.”

Uribe is now executive vice president of business and personal banking with California Bank and Trust and also extends her leadership as the president of the nonprofit, Hispanic Outreach Taskforce. The organization is tasked with improving the quality of life for residents of Whittier, Santa Fe Springs, Pico Rivera, Los Nietos, and neighboring communities through programs that promote education, health, economic development, financial literacy, and the arts.

“The Hispanic Outreach Taskforce is so passionate about providing education and tools to kids that are underserved and really want to get an education,” Uribe said. “When you see kids who are brilliant but have no way to get themselves to college and we’re able to get them there, it feels like it will have mattered that I lived.”

GSEP Colleague Spring/Summer 2013 19

“I had to take a hard look at myself—the good, the bad, and the ugly and understand that the greatest leaders are those who realize that when you want to be an authentic leader, you have to dig deep.”

Although Uribe was able to provide for her mother until she passed away and is now able to give back to others in need, Uribe continues to make sacrifices.

As a wife and mother, Uribe has given up on luxuries such as television and sleeping in late.

“I get to work early so that I can leave early and go to my daughter’s basketball games,” Uribe said. “Things like that take priority.”

Uribe notes that managing time and sticking to ironclad priorities are particularly poignant issues for women. Prior to beginning the EDOL program, she hosted a gathering for friends and family to let them

20 GSEP Colleague Spring/Summer Fall/Winter 20122013

know that she would be largely unavailable for the duration of the program.

“As women, we take on a lot,” Uribe said. “I’ve learned to say yes to myself and no to others. I say no now, but I can be there, and be better, later.”

Her desire to be better is what led her to the EDOL program. She had already been effecting change in the organizations she was working in and knew Pepperdine would help her achieve more. What she did not expect, was the personal transformation she would undergo.

“I’m very conscious of the fact that I am a vessel,” Uribe said. “God works through me; it isn’t just me.”

“I had to take a hard look at myself—the good, the bad, and the ugly and understand that the greatest leaders are those who realize that when you want to be an authentic leader, you have to dig deep,” Uribe said. “The program causes you to get very clear on what your vision is, where you’re going, and what you want in your life.”

Uribe felt at home at Pepperdine and still feels that way. To her, the alignment between the school’s vision for students and the community demonstrates the concept of “equally yoked” from 2 Corinthians 6:14.

God and prayer have been central elements in Uribe’s life, whether she was deciding on pursuing her education or preparing to have a difficult conversation with an employee.

“I’m very conscious of the fact that I am a vessel,” Uribe said. “God works through me; it isn’t just me.”

Uribe’s mother sacrificed much for her children and inspired her daughter to excel. Now, Uribe is able to pay it forward by modeling servant leadership in her corporate role and through the people served by her nonprofit.

GSEP Colleague Spring/Summer 2013 21

G S E P perspectives

Social Entrepreneurship Leads to

Out-of-This-World Adventure As a child, Derek Pelland dreamt of becoming an astronaut. When Pelland learned that the Mars Desert Research Station was seeking people to take part in a Mars-landing simulation, he jumped at the chance of a lifetime.

Created to help develop key knowledge in preparation for human Mars exploration, the Mars Desert Research Station strives to determine whether it is possible to live and conduct field science in the harsh Martian landscape. Missions take place in a vast expanse of rocky terrain in Utah, and the organization regularly recruits volunteers in a variety of capacities.

Pelland applied for the crew position of executive officer.

When he landed the job, he found that his experience in the Master of Arts in Social Entrepreneurship and Change program at GSEP was immediately useful.

“I knew the position was something where I could leverage all my different experiences,” Pelland said.

“Everything I’ve been learning at Pepperdine has been about team dynamics, strategizing, and target audience.”

Pelland’s knowledge of connecting to an audience helped him find sponsors willing to contribute the funds he needed to participate. He also developed a social media campaign in Los Angeles and managed outreach and media components from the very small capsule where he spent the two-week mission.

Although the crew was confined in close quarters, Pelland said that the group fostered good working relationships and handled sleep deprivation well. He often cooked for the six-person crew, and implemented some social practices around mealtimes to develop friendships and a sense of team spirit.

“The rules were no computers at the table, and everyone had to be at the table even if they weren’t eating,”

22 GSEP Colleague Spring/Summer 2013

Pelland said. “Everyone looked forward to the meals and we had really amazing conversations at the table.”

When the assignment was over, Pelland wasted no time beginning a new adventure. By press time, he will have

G S E P perspectives spent the first part of 2013 in Nepal, carrying out the new job with the United Nations Office of the High plans he created as his global leadership experience: Commissioner for Human Rights. observing and devising ways to improve upon the operations of a preschool that teaches both Nepali and English. “I enjoy being able to be a part of sending the right image to the rest of the world,” Pelland said. “The U.S. is not The school is run by V.I.S.P.E., an Italian nonprofit orgaalways perceived in a pleasant light, and I want to show nization that provides care and meals for children who everyone that we do care.” would otherwise be home alone and trains parents to be on-site teachers.

Pelland credits Pepperdine with having shaped his goals “In Nepal school begins at age 6, so children younger than and ambitions by providing real-life examples through his classes, although his motivation to advocate for others that are often left at home to fend for themselves while comes from his faith. their parents work,” Pelland said. “The operation wants to grow bigger, but they also want to make sure the process is a good one.”

Pelland has always aspired to work for international organizations. Not long after he returns from Nepal, Pelland will head to Geneva, Switzerland, to begin a

“I do feel that there’s a strong connection with God that gives me what I need to do more,” Pelland said. “I am a big believer in the fact that those who can get things done need to do so for the people who can’t do it for themselves.”

“Everything I’ve been learning at Pepperdine has been about team dynamics, strategizing, and target audience.”

GSEP Colleague Spring/Summer 2013 23

G S E P perspectives

Minecr aft Challenge League: Computational Thinking Among Middle School Students

By Linda G. Polin, PhD Davidson Endowed Professor of Education and Technology, GSEP

Imagine a computer game so popular that it had over one million downloads before it was even for sale. Instead of a “shoot ’em up and conquer multiple levels” model, this game is a buildable world based on a simple set of ideas: find resources, make tools, create machines, and construct things. The game is Minecraft, and its features make it an ideal sandbox for introducing students to a set of skills commonly referred to as computational thinking. With this goal in mind, a team of GSEP Doctor of Education in Learning Technologies (EDOL) students and I launched the Minecraft Challenge League.

The idea behind the Minecraft Challenge League is to invite middle school students to explore computational thinking and problem solving within a constructible virtual world. This is accomplished through after-school collaborative and competitive game play in the Minecraft virtual environment. As the software continues to grow

The idea behind the Minecraft Challenge League is to invite middle school students to explore computational thinking and problem solving within a constructible virtual world.

24 GSEP Colleague Spring/Summer 2013

and develop, it manages to hold on to the basic idea of building tools to create a virtual world.

Computational thinking was coined by MIT educator Seymour Papert in 1993. He connected the concept to the kind of thinking and analysis typically associated with computer programming and mathematics. The concept disappeared in the intervening decade, but was resurrected in 2006 by computer science scholar Jeannette Wing who asserted that computational thinking was an overlooked yet critical skill set for the 21st century.

Wing’s call for computational thinking was seen by many educators as an important access point for increasing participation in science, technology, engineering, and math (STEM) majors and careers. The computational thinking required for Minecraft players is an opportunity to involve and engage students who typically turn away from STEM subjects at the middle school age. We expect students to acquire and recognize in themselves the ability to use process skills to solve complex and interesting problems.

In addition to the actual game world, we set up a program website where students can interact in forums, read news about the server, and post pictures and movies of their constructions. We also support a wiki where students contribute what they know about Minecraft and edit entries (I’ve already had one of mine edited by a seventh grader).

One of the most rewarding aspects of the project has been witnessing how it has evolved over a few short months. For example, while we initially imagined it as an after-school club, two of the participating schools decided to embed it into their science courses. Schools also compete with each other up to four times a year in increasingly sophisticated Minecraft challenges. Our

G S E P perspectives

project team structures and hosts the competitions, the first of which took place in November 2012.

Just a few months in, we’ve already seen promising results from the Minecraft Challenge League. The league now serves over 40 students, grades six through eight, in three middle schools (two in California and one in Missouri). I’m looking forward to expanding it to other schools.

For more information, visit: minecraft.net and gsep.pepperdine.edu

Begin your career as a mental health professional serving the Latina/o communities.

The Pepperdine University Graduate School of Education and Psychology is proud to introduce the Master of Arts in Clinical Psychology with an Emphasis in Marriage and Family Therapy with Latinas/os. Administered through Aliento, The Center for Latina/o Communities at the Irvine Graduate Campus, this new program offers: 4 20-student enrollment each year to participate as a modified cohort 4 26 units of Latina/o-specific LMFT courses 4 Experiential Spanish-language development courses for beginners and advanced students

aliento.pepperdine.edu

Now accepting applications for Fall 2013.

Call (866) 503-5460 to speak with your psychology program recruiter, Nicole Bassett-Goodkind.

GSEP Colleague Spring/Summer 2013 25

G S E P perspectives

The Tr ansformational Power of Tr avel: One Man’s Journey to Find His Life Purpose

By Michael Bennett (MBA '06, EdD '13), EdD

The first time I traveled outside this country was when I was 19 years old. During six transformational weeks in Costa Rica for a study abroad program, I managed to fall in love for the first time, learn Spanish, get hit by a car, and figure out what I wanted to do with the rest of my life.

Adventure-travel experiences—those in which people engage in physical, cultural, social, and/or spiritual activities that are outside of their normal comfort zones—can be a powerful way for individuals to reconnect to themselves, rediscover their passions, and learn how they can be of service. Not surprisingly, adventure travel has long been associated with increased levels of self-awareness, personal development, and transformation.

The process of exploring other places, peoples, cultures, and histories inevitably leads to introspection, reflection, and self-discovery. Yet, despite the known benefits of travel, little empirical evidence had been found of the critical elements of travel-related personal transformations, particularly among adults.

While working towards my doctorate in organizational leadership at Pepperdine, I was once again challenged to find what it was that I wanted in life. I was struggling at a job that I didn’t like, and I couldn’t figure out where to focus my upcoming doctoral dissertation research. I decided to once again head out on the road—this time to Europe—to visit a friend and find a fresh perspective.

During an intense and dangerous hike along the jaggededge of the Austrian Alps, I had my epiphany: I wanted to help other people work through the same struggles I was experiencing, namely finding purpose, passion, and meaning in life.

transformational learning processes

26 GSEP Colleague Spring/Summer 2013

G S E P perspectives

adventure-travel experiences

Fast-forward almost three years, and my completed doctoral research hints at a pattern for transformational learning processes in adults as a result of adventuretravel experiences. My analysis of interview data collected from individuals who had life-changing personal transformations from adventure-travel experiences identified key themes critical for transformational learning in adults.

The catalyst for transformations turns out to be when the individual adventurer reconnects to the self.

Regardless of the type of adventure, the subsequent process of reflection, introspection, and meaning-making from these experiences ultimately led each person to reconnect with themselves in a powerful way.

Furthermore, these findings suggest that intentionally designing education programs around the transformational learning process has the potential to increase the likelihood of participants experiencing transformational learning through adventure travel.

Armed with this knowledge, I started a new kind of adventure-travel company—one whose mission is to “inspire and empower personal transformations

through purposeful adventure-travel experiences.” My company, Muddy Shoe Adventures, combines travel, physical adventures, cultural interactions, facilitated group discussions, and personal reflection. Our goal is to empower our clients to reconnect to themselves, create a vision of the life that they want, and develop a plan for how they are going to make that dream a reality.

Muddy Shoe Adventures already has several trips planned for 2013, such as Utah and Colorado, and many more scheduled for 2014, including Bali, Norway, Peru, and Switzerland. Travel industry thought leaders such as the Adventure Travel Trade Association have requested we present our model and findings at upcoming conferences and tour operators are enthusiastically reaching out to partner with us in designing innovative adventure programs around the world.

Perhaps most importantly, I have once again found my purpose in life. I know that in helping others who are struggling to find their life passions, I am living up to Pepperdine’s ideals of purpose, service, and leadership.

To learn more, visit muddyshoeadventures.com

GSEP Colleague Spring/Summer 2013 27

G S E P perspectives

Student Transformation Through Social Media

How iRemix Changed My Seniors

By Kip Glazer, Current Student, EdD in Learning Technologies

Social media was both the place where an important opportunity presented itself and the source of the transformation for my students. When I responded to a post on the DELT (EdD in Learning Technologies) Facebook page, I connected with Tracy Edwards, DELT Cadre 15. We began working on an idea to connect her sixth grade students in Chicago, Illinois, with my 12th grade students in Bakersfield, California.

28 GSEP Colleague Spring/Summer 2013

The idea to connect students from across the country came from a keynote speech delivered by Dr. Sheridan Blau at the 2010 California Association of Teachers of English conference. Blau argued for an instructional practice that allowed the students to become their own teachers. Since hearing that speech, I’ve been looking for a way to make this a reality. Tracy introduced me to the iRemix website which offered the perfect solution to take my instructional strategies to the next level.

I set up a series of assignments before my 12th graders were incorporated into the iRemix website. They

G S E P perspectives

wrote resumes and cover letters to be reviewed by

More importantly, I am witnessing my students becom-

the research team at DePaul University and created

ing leaders with social consciousness. After reading so

introduction videos to be shared with the Chicago sixth

many tragic stories of gun violence and murder written

graders. When they finally gained access to the iRemix

by the sixth graders, my students are actively seeking

website in January 2013, each of my students was

out ways to make a real difference in their mentees’

assigned at least five Chicago students to mentor.

lives. That empowerment stems from the mentor

Once a week at the computer lab, my students read, comment on, and edit their mentees’ writing and multimedia. The students are also asked to reflect on their interactions and make suggestions to improve the iRemix website.

The most telling benefit from this iRemix project is that my students are becoming more cognizant of their own writing errors. They’ve expressed the desire to gain more grammar knowledge (which in turn forced me

responsibility they were given. We are teaching our young people that they are capable of making a difference and giving them the tools to do so in a safe and guided environment.

Since the launch of this project, our iRemix project was featured on the KQED Mind/Shift blog and local media outlets. This project would not have been possible without the Pepperdine community that brought Tracy and me together.

to expand my instructional repertoire). They are also

For more information about the project, contact

becoming extremely savvy in leveraging technology as

Kip Glazer at kip.glazer@pepperdine.edu.

a form of expression. To provide writing feedback to their mentees, several students have gone so far as to create podcasts and videos.

"We are teaching our young people that they are capable of making a difference and giving them the tools to do so in a safe and guided environment."

GSEP Colleague Spring/Summer 2013 29

G S ECPl a perspectives ss N o tes

Alumni ’12 Candi Clark (EdD ’12) was appointed assistant superintendent for business services at the Castro Valley Unified School District.

Huili Julie Kong (MA ’12) was hired at Irvine Chinese School in fall 2012.

Gretchen Hudson (MA ’12) has opened a private practice in Yorba Linda, California. Her primary specialty is treating eating disorders and behavior modifications in adolescents.

’11

Charles Austin (EdD ’11) coauthored a paper, "The Epersona: Improving Online Communication and Developing Efriendships,” which was published in the December 2012 issue of the Business Education Innovation Journal.

Nancy Barker (EdD ’11) was named director of curriculum and instruction at Ventura Unified School District. She previously served as principal at Poinsettia Elementary School.

Amartya De (MA ’11) teaches at Hillview Middle School at Menlo Park, California. In addition, he coaches debate at Mountain View Los Altos High School, and the math competition team at Hillview.

Megan Marcus (MA ’11) was named winner of Harvard Education Innovation Pitch Competition. Megan placed first in Harvard’s Education Innovation Pitch Competition for her business idea, FuelEd.

’10

Lori Gottlieb (MA ’10) wrote a featured article in the New York Times titled “What Brand Is Your Therapist?”

’09 Ellen “Lani” Fraizer (EdD ’09) was appointed senior advisor in development of the Young Education Leaders program spearheaded by the British Council and Microsoft.

Jacqueline Sanderlin (EdD ’09) was recently featured on The Ellen DeGeneres Show for her efforts in the transformation of Foster Elementary School in Compton, California.

30 GSEP Colleague Spring/Summer 2013

’08

’97

John Gillham (MA ’98, EdD ’08) was appointed interim assistant dean of arts and sciences at Ohio Northern University in October 2012. He is also an assistant professor of education.

Tom Johnstone (EdD ’97) has been named the 2013 GSEP Superintendent of the Year by the GSEP Superintendent Advisory Council. He currently serves as the superintendent of the Wiseburn School District.

Nathan Mellor (MDR ’05, EdD ’08) has been appointed vice president for community engagement and chief of staff for Oklahoma Christian University.

’07 Robert Martellacci (MA ’07) served on the advisory board for the Content in Context International Forum in Washington, D.C., hosted by the Association of Education Publishers.

Devin Vodicka (MS ’04, EdD ’07) was selected as the superintendent for Vista School District.

’06 Leo Mallette (MBA ’85, EdD ’06) published in the Journal of Case Studies in Education, a Cabell’s-listed peer-review journal. Leo’s manuscript is titled “Dissertation Leadership Knowledge Transfer Using Sparsely Connected Networks with Bidirectional Edges: Case Study of Chester Hayden McCall, Jr., His Dissertation Advisors, and His Students.”

’03

Edrick Dorian (PsyD ’03) and GSEP professor of psychology Drew Erhardt were mentioned in the article by David Freedman, “The Happiness App,” in DISCOVER Magazine for their MoodKit app.

’99

Thelma Day (EdD ’99) chaired the International Delta Sigma Theta sorority's centennial kickoff celebration which included a float in the 2013 Tournament of Roses parade in Pasadena, California.

Sharon Sutton (MS ’88, EdD ’99) is the coordinator of technology and outreach at the UCLA Lab School, bringing a hands-on philosophy to her duties by ensuring that students have access to one of the most important tools in 21st-century education. Because of the school's role as an elementary-education demonstration school of best practices, modeling the most effective uses of technology is critical to its mission.

’91

Linda Kaminski (MS ’91) was appointed to superintendent at Azusa Unified School District in July 2012.

’75

Gaydelle Lang (MA ’75) was named senior advisor for charter school turnaround by Texas Commissioner of Education Michael Williams.

Students and Faculty Jessica Boro (MS ’09) alumna and current doctoral student was recognized as the 2012 Pepperdine GSEP Waves of Service Award honoree for her leadership as head of instruction at Valor Academy, a charter school in Arleta, California.

Lisa Cooper, current ELAP doctoral student, was named assistant principal of discipline, attendance, and activities at Culver City High School (CCHS).

Previously, Cooper served CCHS students as an at-risk and guidance counselor.

Kevin Claypool, current EDOL student, recently founded the Yellow Elephant Company, where he serves as a consultant along with his business partner Steven Moore.

Robert deMayo, associate dean and professor of psychology at GSEP, received an award for Distinguished Service to the Division of Education and Training for the California Psychological Association (CPA).

Derek Pelland, a current master’s student in social entrepreneurship and change, was chosen to participate in the Mars Desert Research Station (MDRS) which includes living in Mars-like conditions in southern Utah. (See story on page 22.)

Jennie Wright, current ELAP doctoral student, was promoted to principal in Lawndale School District at William Green Elementary School.

G S E PS eperspectives l f - C a re

The Top 10 Life Lessons I’ve Learned at CadreCamp ©

By Robert Martellacci (MA ‘07)

1. Take time out to augment your expertise. Get away from dayto-day activities each year to engage in your own professional learning, connect with colleagues, and envision your future. Use this time to reflect and recharge.

2. It’s about the people, not the technology. The cross-cadre collaboration amongst alumni allows for meaningful conversations and connections. In the classroom, technology can enhance learning after solid student connections are in place.

3. Surround yourself with people smarter than you. I was

The yearbook message from my 12th grade English teacher read: “The only sign of life is growth.”

This message was at the forefront of my mind when I decide to apply to the Master of Arts in Learning Technologies (MALT) program at GSEP. As I reflect back on this learning adventure, I am inspired by fellow alumni, professors, and new GSEP students. I feel extremely privileged to have expanded my community of practice (COP) well beyond my expectations, and I’ve added some amazingly successful, dedicated, and smart people to my circle of friends and colleagues as a result of the MALT program.

CadreCamp© is a five-day leadership workshop held at the Drescher Graduate Campus in Malibu for students in the MALT program. My CadreCamp© experience gave me a deeper appreciation for the educational technology profession and the critical role practitioners play in nurturing and leading the digital learning revolution.

It became crystal clear to me during the learning adventure that my work is about the people, not the technology. These are my top 10 life lessons from CadreCamp©.

honored to be surrounded by many bright and passionate alumni and students from a wide range of careers in education from K-20 to military college. It was inspirational to observe how fellow alumni have achieved success and how they’ve used their Pepperdine experience in the world.

4. Broaden your personal learning network (PLN) beyond your comfort level. Connections often come from unexpected people and places. Part of the richness of professional development and learning is expanding your network beyond what you thought possible. This will likely involve stepping outside your comfort zone.

5. Develop listening skills. CadreCamp© has taken my professional development to a new level. I experienced deeper learning by listening to fellow cadre members share their transformation.

6. Lead by example. We were challenged to change the world upon graduation from GSEP. CadreCamp© reinforced the important role we play in education as technology leaders. I’ve come back to Canada more passionate and appreciative of the opportunity to learn and grow thanks to my fellow alumni and former professors.

7. Keep the learning curve steep. As a lifelong learner, this is my personal tagline. I encourage you to create your own personal learning philosophy to inspire yourself and others.

8. Innovate. With the digital revolution upon us, we have the opportunity to drive the transformation and challenge old conventions. I’ve returned to Canada with incredible ideas that emerged from my collaboration with fellow cadre members that will help me both personally and professionally.

9. Problem-solve. Applying the Action Research oriented approach from the MALT program to my business has infused a culture of continuous improvement.

Remember that our work is a process, not just a destination.

10. Connect to success. This is my company tagline. I thrive on nurturing the growth and success of our education and industry partners through MindShare Learning. We always look for a win-win.

GSEP Colleague Spring/Summer 2013 31

Strength in Numbers As a GSEP alumnus, you are part of a powerful network that includes more than

20,700 GSEP alumni

&

98,600 Pepperdine alumni worldwide.

The Pepperdine Alumni Association is here to help you stay connected to your classmates, faculty and other alumni through special events, University publications, and social media.

Learn how you can take full advantage of your Pepperdine University affiliation by contacting the Alumni office at: 310.568.5649 or gsepalum@pepperdine.edu.

VISIT gsep.pepperdine.edu and get connected today!

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