2014 SOLES' Dean's Report

2014 Dean’s ReportSCHOOL OF LEADERSHIP AND EDUCATION SCIENCES

Action Research Presentations Abroad

Are Health and Wellness Programs in Schools

Impacting Student Outcomes?

Counseling Partners with Duncans, Jamaica

P04 P06 P12

2 | USD School of Leadership and Education Sciences | Dean’s Report 2014

Awards and Recognition

Select Awards and Recognition

• US News and World Report ranked SOLES in top 10% of graduate schools of education

• American Association of Colleges for Teacher Education (AACTE) presented Award in Support of Global Diversity to SOLES’s Department of Learning and Teaching

• Classroom of the Future Foundation presented the Visionary and Outstanding Leadership Award to Dean Paula Cordeiro

• Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation approved for Clinical Mental Health Counseling

• Save the Children presented Research Fellowship to doctoral student Maria Kelly

• University Council for Education Administrators (UCEA) selected doctoral student Kai Thomas as a Jackson Scholar

• Marine Corps Heritage Foundation presented the Doctoral Dissertation Fellowship to doctoral student Marianne Waldrop

• American Educational Research Association (AERA) presented Kathleen Gallagher ‘13 (PhD) with Outstanding Dissertation Award

• International Society for Technology in Education (ISTE) presented Diana Neebe ’08 (MEd) with the 2014 Outstanding Young Educator Award

• American College Personnel Association (ACPA) named Paige Haber-Curan ’11 (PhD) as an Emerging Scholar

Awards Presented by SOLES

REMARKABLE LEADERS IN EDUCATION November 8, 2014

2014 Honorees: Hugh “Bud” Mehan, PhD; Beatriz Villarreal, EdD; Harry Weinberg, EdD; Sharon Whitehurst-Payne, PhD; Christopher Yanov, MA

OUTSTANDING LEADERSHIP BOOK AWARDPresented by the Department of Leadership Studies

2013 Outstanding Leadership Book Award Presented to Thomas Cronin and Michael Genovese for Leadership Matters: Unleashing the Power of Paradox

2014 Outstanding Leadership Book Award October 30, International Leadership Association Conference 2014 Finalists: Advances in Global Leadership (Joyce S. Osland, Ming Li and Wang Ying), Humble Inquiry (Edgar H. Schein), Leadership by Resentment (Ruth Capriles) and The Transforming Leader (Carol S. Pearson).

3

Letter from the Dean

This September marks the beginning of my final academic year as Dean of SOLES. I did not come by this decision lightly. SOLES has been my home and it has been my pleasure to serve as Dean. The search for a new Dean of SOLES is underway with plans to introduce the new Dean next spring. In July, I’ll begin a six month sabbatical and then I’ll return to the faculty in January, 2016.

I am so proud of the growth and impact of this school over the past 16 years, and the many relationships we have formed in the international community. In just this past year alone, we have held

17 global studies courses, welcomed 33 different nationalities of students, and have alumni working in 31 countries around the world. Our faculty, students, and centers have researched a wide range of topics from mobile technology in learning environments to the needs of children of seriously wounded warriors to yoga programs in schools. In the coming year, we will be recognizing our next round of remarkable leaders in education, hosting the International Leadership Association’s annual conference, and awarding the Outstanding Leadership Book Award.

I hope you will join me at one of our many events over the course of this coming year- be sure to follow me or SOLES on Twitter or Facebook to keep apprised of the details. Also, please be sure to join me at one of the stops on my farewell tour, listed to the left.

Sincerely,

Paula A. Cordeiro, EdD Professor and Dean School of Leadership and Education Sciences University of San Diego

Dean’s Office administration

Dean Cordeiro’s Farewell Tour Join us for a farewell reception in one of the following regions:

• Boston

• Imperial County

• Los Angeles

• North County San Diego

• Orange County

• Riverside County

• San Diego

• San Francisco More information will be sent shortly.

Dear SOLES Community,


Experiential EducationWe offer more than a classroom education. We provide opportunities for our students to share their knowledge with others and affect change

both locally and around the world. These experiences contribute to the learning and professional preparation process for our students.

Action Research Presentations Abroad Action Research (AR) is an integral part of programs in all of SOLES’ academic departments. Each spring, students participate in our annual research symposium showcasing their AR work to members of the university and the local educational community. In July 2014, several students presented their AR projects abroad at Waseda University in Tokyo, Japan, and St. Clare’s, Oxford in the United Kingdom. In Tokyo, the presentation focused on investigating mindfulness. In Oxford, the presentation themes focused on high order thinking and the effect of gamification on student motivation in science. Presenting to an international audience helps students improve their practice as future educators and add a global perspective while building their professional knowledge.

A student at Pegasus Primary in Oxford writing a final copy from her draft book after touring visiting SOLES students around the campus.

5

“ ...the bill was sponsored by eight assemblymen and two senators, then signed into law by Governor Jerry Brown...”

Jessica Green, Jennifer Tracy, Daniel Romero, Laura Purdom, Mariah Gayler and Alicia Sebastian with Advocacy co-teacher

Howard Wayne (center) during their lobbying visit to Sacramento.

Students Pass Legislation to Protect Youth AthletesAs part of our nonprofit advocacy course, a group of students founded the Alliance for Background Checks in Youth Sports (ABC Youth Sports). This coalition of individuals, organizations, government agencies, and community businesses advocates on behalf of youth and sports programs. ABC Youth Sports called for a statewide policy, “Safe at School, Safe on the Field”, requiring all youth sports league chapters to conduct the same background checks used by California public school sports programs. Using the strategy they learned in their advocacy class, the students developed and launched the campaign. After a successful visit to legislators’ offices in Sacramento, the bill was sponsored by eight assemblymen and two senators. It was then signed into law by Governor Jerry Brown and went into effect January 2014.

Outside the United Nations Relief and Works Agency (UNRWA) in Amman, Jordan

Teaching Collaborative Care in JordanIn Amman, Jordan, students from the Department of School, Family and Mental Health Professions worked with physicians from the United Nations Relief and Works Agency (UNRWA) for Palestinian Refugees, providing basic information on mental health screening and assessment in primary care. Students taught the physicians basic treatment skills such as behavioral activation. They also presented on and discussed topics including behavioral activation, stigma, collaborative care, therapeutic techniques and crisis management. These physicians will use this knowledge to provide better care for their patients.


Are Health and Wellness Programs in Schools Impacting Student Outcomes? Center for Education Policy and Law (CEPAL), Department of Leadership Studies

Public schools throughout the U.S. are considering new ways to physically and emotionally support students. The Encinitas Union School District (EUSD), for example, is exploring replacing or supplementing traditional PE programs with yoga-based health and wellness programs. CEPAL has been using a mixed-methodological study to explore the potential effects these programs may have on student learning outcomes. The study incorporates stakeholder surveys, student biometric data and school-based indicators with yoga instructor, teacher, principal, district leader and parent interviews. Preliminary results suggest students who identified as “less fit” through the annual Fitnessgram reported liking yoga more than more fit students. This suggests yoga may be a conduit for physical activity for less-physically fit students. Since the EUSD study began in 2012, CEPAL has expanded this research into other schools across the country.

Over three years, starting in 2013-2014, HISD will provide a laptop to every high

school student at its 44 campuses

Evaluating the Impact of Technology in one of the Nation’s Largest DistrictsMobile Technology Learning Center (MTLC), Department of Learning and Teaching

MTLC completed the first of a three-year evaluation of the Houston Independent School District’s (HISD) one-to-one PowerUp Initiative. Over this time, HISD will provide a laptop to every high school student at its 44 campuses. MTLC’s evaluation will help HISD develop a greater understanding of how technology can be used to engage students and improve student achievement. This evaluation will monitor the program’s implementation, track changes in

instruction, assess the short-term outcomes on teaching and learning, and examine the sustainability of the initiative. Based on the research findings, MTLC will design competency-based professional learning to meet the needs of HISD’s diverse teaching force, to facilitate teacher development of high quality digital content and to prepare principals to lead their schools effectively through the digital transformation.

7

ResearchIn addition to the projects underway in our six distinct research centers, students,

faculty, staff and alumni are involved in research supporting the preparation of educational and community leaders.

Study on Children of Seriously Wounded Service MembersCaster Family Center for Nonprofit and Philanthropic Research, Department of Leadership Studies Department of School, Family and Mental Health Professions

This first-of-its-kind nationwide assessment revealed five challenges that can have a significant impact on the social and psychological development of children of wounded service members: initial communication about the injury, understanding the severity of the parent’s injury, loss of childhood (child becoming the caretaker), diversion of attention, and social and community isolation. When a parent has been wounded in combat and these challenges are not properly addressed, they can have a lasting impact on children’s social, emotional, and academic development. While more than 400 organizations exist to assist seriously wounded service members and their families, the majority of the programs focus on the wounded service member, and often do not address

the longer-term needs of children and families. The study, commissioned by the Marine Corps Scholarship Foundation, found that there is a need for focused programs to address these challenges faced by family members, especially children.

“ The results of this study will better inform community college leaders...”

One of many families forever changed by visible and invisible combat wounds

Minority Male Community College InitiativeChristopher Newman, PhD, Department of Leadership Studies

The Minority Male Community College Collaborative (M2C3), a minority male focused research center at San Diego State University, administers a research assessment tool, the Community College Survey of Men (CCSM). SOLES’ Dr. Christopher Newman, a faculty affiliate of M2C3, is using CCSM data to conduct a study of community college men who are pursing science or mathematics fields of study to investigate the relationship between respondents’ masculine identities (i.e. breadwinner orientation, competitive ethos, help-seeking behaviors, and their perception of school as a feminine domain), racial/ethnic affinity, campus ethos (e.g. faculty-student interactions, validation, campus racial/gender climate, and social integration) and respondents’ reported academic self-efficacy. The results from this study will better inform community college leaders in developing targeted interventions for men of color and professional development workshops for faculty and staff members.


International FootprintOur reach is global, from student origins to faculty projects to alumni careers.

International PartnersHeadquarter locations of our international partners

International StudentsInternational students’ home countries

Faculty EngagementWhere faculty projects take place + Visiting scholars’ university locations

Alumni ImpactWhere alumni are currently living and working

Student ProgramsWhere we had student courses this year

9

Tokyo, Japan: Students presented their action research projects at Waseda University (p. 4)

Amman, Jordan: Students trained physicians on mental health screening and assessment (p. 5)

Bali, Indonesia: 30 students participated in courses offered in cooperation with the Bali Institute

Mondragón, Spain: SOLES’ Global Center celebrates 20 years of international study in Mondragón

Ghana, Burkina Faso & Liberia: SOLES faculty are working with Edify to transform schools (p. 12)


Art of Science Learning Funded by the National Science Foundation, the Art of Science Learning is a national initiative that uses the arts to spark creativity in science learning and to develop a skilled 21st century workforce in STEM (science, technology, engineering and math). There are three arts-based incubators for STEM innovation across the country; San Diego, CA, Chicago, IL, and Worcester, MA. The Incubator for Innovation in Balboa Park, San Diego, brings together more than 100 community members- diverse in expertise, life, experience and age- to learn and apply innovation skills to one of the San Diego region’s most vexing challenges: the mismatch between the supply and demand of water.

Practitioners from SOLES’ Leadership Institute are working with the project’s management personnel and participants to develop intra- and interpersonal awareness and their capacity for systems thinking (e.g. to create awareness of the various sub-systems such as project mentors, community volunteers, and the other two project sites- Worcester, MA, and Chicago, IL). This organizational consulting uses features specific to our leadership program that focus on integrative leadership in addressing adaptive challenges. Additionally, the Leadership Institute will be leading a reflection debriefing for project participants to help them examine and learn from their experience.

Evaluating the Issues and Challenges Faced by Local Catholic Schools with the Diocese of San DiegoThe partnership between SOLES and the Diocese of San Diego began with a study in the Center for Education Policy and Law (CEPAL) to explore the growing issues and challenges faced by local Catholic schools, including the steady decline of school enrollment and the recent closures of three K-8 schools. Commissioned by the Diocese, SOLES assisted in securing necessary funding. The study centered on providing a voice for Diocesan stakeholders, including pastors, principals, teachers, and parents, regarding their experiences with and perspectives of Catholic education in the Diocese of San Diego. CEPAL evaluated the current issues and challenges, identified foundational pieces the Diocese can build from for future sustainability and effectiveness, and made a list of 17 recommendations, many of which the Diocese has already implemented. The findings of the study and the work of the Diocese of San Diego can be found on sandiego.edu/cepal.

“ This organizational consulting uses features specific to our leadership program ...

”

Participants in the Incubator for Education combine art and science to

address San Diego’s water shortage.

11

Community PartnersRegional, national and international partnerships help us to extend educational

experiences, research access, and impact beyond our campus and local community.

NCCHC Leadership Fellows Program Finds Home at SOLESTo address the lack of Hispanic leaders in American community colleges, SOLES and the National Community College Hispanic Council (NCCHC) have partnered to offer a Leadership Fellows Program to develop a pool of highly qualified Hispanic Leaders and assist them in attaining high-level positions in community colleges. The first SOLES cohort of 20 Hispanic community college administrators from around the country began the year-long Leadership Fellows Program this summer.

Designed for those whose career interest focuses on assuming increasingly responsible administrative positions with the ultimate goal of becoming a community college president, this program trains leaders in organizational development and institutional effectiveness. The program includes two training seminars, the creation of an individu-

alized professional development plan, a mentoring relationship with a Hispanic community college leader, attendance at the NCCHC leadership symposium, and online participation.

MTLC Partners with Four Regional School Districts for EdTech StudiesTo understand how teachers and students use forms of mobile technology within one-to-one and bring your own device (BYOD) education models, the Mobile Technology Learning Center (MTLC) completed a series of in-depth case studies in four school districts across San Diego County. The studies explored factors that influence types of tools used and the associated educational outcomes, as well as how districts and school leaders can best support and develop their teachers’ facility and comfort with mobile technology. The four partner districts included Encinitas Union School District, Cajon Valley Union School District, Coronado Union School District, and Solana Beach School District. The studies identified a number of factors that affect the success of a technology integration. All four reports are available online at sandiego.edu/mtlc.

The first cohort of the Leadership Fellows Program


Train-the-Trainer Education Project for International Nonprofit Micro-Lender EdifyThe first train-the-trainer model for Edify was developed with the goal of being able to use it in all the countries in which Edify works. The model enables experienced personnel to show less-experienced instructors how to deliver modules to proprietors and head teachers of low-cost private schools. It builds the capacity of educators in Ghana, Liberia and Burkina Faso by developing a pool of competent instructors who can then teach the material to others.

In 2013, 80 participants from 37 schools received the training from two teams of SOLES instructors, each consisting of one professor and two graduate students. Using evidence-based research literature from around the world, the training modules were developed by two SOLES faculty and seven masters and doctoral students. Each module includes one version for instructors (the trainers) and one for the learner (proprietor/head teacher) and consists of four modules delivered over three days. Just six months after the trainings, there is considerable evidence of learning transfer and transformative educational opportunities in all of the participating schools.

Counseling Partners with Duncans, Jamaica Each summer, SOLES students travel to Duncans, Jamaica to use and further develop their multicultural counseling skills by working with youth, mental health professionals and educators. SOLES’ relationship with the community began with the Granville Place of Safety, a group home for girls who have experienced abuse or abandonment. Students learn how issues including gender, race, privilege, social economic status, historical trauma, and generational and regional identifications have shaped the present Jamaican culture in the course, Multicultural Counseling. This expanded perspective informs the students’ work with the girls from Granville Place of Safety. With their increased sensitivity and respect for Jamaican cultural diversity, they can more effectively build rapport and practice their counseling skills.

The relationship has grown to include the entire Duncans community who knows and trusts our students. During summer 2014, the Career Development Across the Lifespan course was added to the summer experience and students were provided an opportunity to facilitate two career-counseling workshops with Duncans’ community members. They employed evidence-based practices in counseling interventions, assessments, and program evaluations with members of the community, adapting their workshops to use the lenses they learned in Multicultural Counseling.

Community Partners

Continued

Students with the girls of the Granville Place of Safety

13

1

2

3

Where Are They Now?We are proud to recognize some of our new alumni and their recent career progressions.

Department of Leadership Studies

LT. COL. JAMES DOBBS, PHD 1Director, 7th Air Force Commander’s Action GroupUnited States Air Force

JENNIFER FLEMING, MA 2Programs Director City Heights Community Development Corporation

MELODIE MIRANDA, MA 3Assistant PrincipalEastern Senior High School District of Columbia Public Schools

MICHAEL CASTRONUOVO, MA 4Homestay Coordinator American Language InstituteSan Diego State University Research Foundation

Department of Learning and Teaching

AINI FANG, MEd 5Chinese Fellow Teacher Washington Yu Ying Public Charter SchoolWashington, D.C.

JESUS MORALES, MEd 6Teacher Diplomatic Language Services United Arab Emirates

HUNTINGTON SIMMONS, MEd 710th Grade Humanities Teacher Del Lago Academy

JESSICA SCHWENK, MEd 8Resource TeacherMontgomery Middle SchoolCajon Valley School District

ERIC CROSS, MEd 9Science TeacherAlbert Einstein Elementary

Department of School, Family and Mental Health Professions

JULIE MELEKIAN, MA 10Therapist, Eating Disorders Center for Treatment and Research ProgramUCSD Department of Psychiatry

PAMELA WILLIAMS, MA 11Marital and Family Therapist InternPediatrics and Internal Medicine ClinicsUCSD Family Medicine

ALEJANDRO CASTILLO, MA 12Elementary School Counselor Kathy Binks and Chaparral SchoolsFontana Unified School District

NICHOLAS BOYD, MA 13Clinical Research CoordinatorNaval Center for Combat and Operational Stress Control

GREG SEIBERT, MA 14Doctoral StudentFlorida State University

8

7

9

4

5

6

10

11

12

13

14


By the NumbersSOLES is committed to sharing our assessment data and findings so that potential students and internal/external

stakeholder groups have data to make informed decisions about our programs. Faculty, staff, and administrators use this information to make decisions regarding curriculum, instruction and program improvement.

299new students

enrolled

625total graduate

students

Countries Countries

Global Studies Courses in Our Students Come From

MEd Online students for the 2013-2014 academic year

17 33

50

36Full Time Faculty

Research Associates

Performance Assessment for California

Teachers (PACT)

Counseling Licensure

Exam - School Counseling

Counseling Licensure

Exam - Clinical Mental Health

Counseling

Marital and Family Therapy Licensure Exam

- Marital and Family Therapy

98%

%

11

74

100 100 100% % %

Pass RatesOn Our Team

Summer/Fall 2013

875completed

applications processedWe Offer

Master’s Degree Programs

Credential Programs

Doctorate Degree

Certificate Programs

Undergraduate Minors

13

5

1

8

2

of students have a new job

within 6 months of graduation

15

New Students New Students New Students

Graduate Students Enrolled Graduate Students Enrolled Graduate Students Enrolled

Graduate Credentials AwardedGraduate Credentials Awarded Graduate Credentials Awarded

Undergraduate Credentials Awarded

102 104 93

243 196 186

519 26

13

Department of Leadership Studies

Department of Learning and Teaching

Department of School, Family & Mental Health Professions

MA Higher Ed Leadership

MA Leadership Studies

PhD Leadership Studies

EdD (with SDSU)

MA Nonprofit Leadership and Management

MEd TESOL, Literacy and Culture

MEd Special Education

MEd Math,

Science and Tech

Education

MA Marital and Family Therapy

MA Counseling, School Counseling

MA Counseling, Clinical and Mental Health

MEd Special Ed, Deaf & Hard of Hearing

MEd Curriculum and Instruction

10

3

6

21

13

34

23

11

Degrees Awarded

28

1216

18

1

75

Degrees Awarded

53

Degrees Awarded

68


In MemoriamWe commemorate the lives of SOLES’ alumni, faculty and staff who have passed away.

Captain Walter Heinecke USN ’08

June 14, 1939 - May 24, 2014

Walt Heinecke, EdD completed his doctoral degree in Leadership Studies

and served as an adjunct professor teaching leadership and organizational

behavior.

Debra Jo Leta Johnson ’03 ’10

December 1, 1951 - July 8, 2014

Debra Jo Leta Johnson, PhD received her master’s of education and doctoral

degree in Leadership Studies.

Gary A. Neiger ’13

October 12, 1951 – March 9, 2014

Gary A. Neiger completed his master’s degree in Leadership Studies and

served as Director of Development from 2005 to 2013.

17

Scholarship ReportThis summary highlights the ever-growing body of scholastic accomplishments created by SOLES faculty. Included here are journal articles, books, book chapters, monographs and editorial board memberships from the 2012-2013 and 2013-2014 academic years.

Faculty Scholastic Accomplishments

Journal Articles Accurso, E.C., Garland, A.F., Haine-Schlagel, R., Brookman-Frazee, L., & Baker-Ericzen, M.J. (2014). Factors contributing to reduced caregiver strain in a publicly-funded child mental health system. Journal of Emo-tional and Behavioral Disorders. DOI: 10.1177/1063426614532948

Alexandrowicz, V. (2012). Co-Guest Editor/Blind Reviewer. Special theme issue: Family, school, community en-gagement and partnerships. Teaching Education, Queensland University, Australia.

Bearman, S., Garland, A.F., & Scho-enwald, S.K. (2014). From practice to evidence in child welfare: Model spec-ification and fidelity measurement of team decisionmaking. Children and Youth Services Review, 39, 153-159.

Buczynski, S., & Fontichiaro, K. (2013). Classroom Connections: Inquiring minds. Book Links, 1-5.

Buczynski, S., Ireland, K., Reed, S., & Lacanienta, E. (2012). Communicat-ing science understanding through

art: 21st century skills in practice. Science Scope, 35(9), 29-35.

Carey, J.C., Harrington, K., Martin, I., & Hoffman, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in rural and suburban Nebraska high schools. Professional School Counsel-ing, 16, 100-107.

Carey, J.C., Harrington, K., Martin, I., & Stevenson, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in Utah high schools. Professional School Counseling, 16, 89-99.

Chang, M.J., Sharkness, J., Hurtado, S., & Newman, C.B. (2014). What matters in college for retaining aspiring scientists and engineers from under-represented racial groups? Journal of Research in Science Teaching, 51(5), 555-580.

Donmoyer, R. (2014). The evaluation imagination: Elliot Eisner’s lost legacy. American Journal of Evaluation, 35(3), 442-452.

Donmoyer, R. (2014). What if educa-tional inquiry were neither a social sci-ence nor a humanities field: Revisiting Joseph Schwab’s “The Practical” in the aftermath of the Science Wars. Edu-cation Policy Analysis Archives, 22(7-9/11), 1-18.

Dorsey, S., Pullmann, M., Deblinger, E., Berliner, L., Kerns, S.E., Thompson, K., Unutzer, J., Weisz, J., & Garland, A. (2013). Improving practice in com-munity-based settings: A randomized trial of supervision- study protocol. Implementation Science.

Facer, D. C., Gallaway, F., Inoue, N., & Zigarmi, D. (2014). Creation and initial validation of the motivation belief inventory: Measuring leaders’ beliefs about employee motivation using four motivation theories. Journal of Business Administration Research, 3(1), 1-18.

Fawley-King, K., Haine-Schlagel, R., Trask, E.V., Zhang, J., Garland, A.F. (2013). Caregiver participation in community-based mental health services for children receiving outpa-tient care. Journal of Behavioral Health Services and Research, 40, 180-190.

Garland, A.F., & Brookman-Frazee, L. (2013). Therapists and researchers: Advancing collaboration. Psychother-apy Research, 1-13.

Garland, A.F., & Schoenwald, S.K. (2013). Use of effective and efficient quality control methods to imple-ment psychosocial interventions. Clinical Psychology: Science and Practice, 20, 33-43.

Garland, A.F., Accurso, E.C., Haine-Schlagel, R., Brookman-Fra-zee, L., Roesch, S., & Zhang, J.J. (2014). Searching for elements of evidence-based practices in children’s usual care and examining their impact. Journal of Clinical Child and Adolescent Psychology, 43(2), 201-215.

Garland, A.F., Brookman-Frazee, L., & Gray, E. (2013). The role of parent characteristics in community-based medication treatment for children with disruptive behavior problems. Community Mental Health Journal, 49, 507-514. DOI 10.1007/s10597-012-9514-1

Garland, A.F., Haine-Schlagel, R., Brookman-Frazee, L., Baker-Ericze, M.J., Trask, E.V., & Fawley-King, K. (2013).

Improving community-based mental health care for children: Translating knowledge into action. Administration and Policy in Mental Health and Mental Health Services, 40, 6-22.

Green, Z., & Bernal, A. (2013). Droning toward the boundless war. Peace Review, 25(2), 212-218.

Green, Z., & Biernbaum, S. (2014). Virtual authority: Social network-ing media and group relations. Socio-analysis: Journal of Group Rela-tions, 15, 1-16.

Haine-Schlagel, R., Fettes, D.L., Garcia, A.R., Brookman-Frazee, L., & Garland, A.F. (2013). Consistency with evidence-based treatments and perceived effectiveness of children’s community-based care. Community Mental Health Journal, 50(2),158-163. DOI: 10.1007/s10597-012-9583-1.

Hansen, B., & Buczynski, S. (2013). The teaching of inquiry-based science in elementary classrooms: A bi-national comparative reflection of U.S. and Lithuanian practic-es. International Journal of Higher Education, 2(3), 41-54.

Hansen, B. (2013). Internationalizing teacher education: One university’s journey from awareness to action. Journal of College Teaching and Learn-ing, 10(4), 295-300.

Hansen, C. B. (2013). School-based peace education programs: An inter-national showcase. The International Journal of Pedagogy and Curriculum, 19.

Hubbard, L. (2014). The viability of combining academic and career pathways: A study of linked learning. Journal of Education for Students Placed at Risk 19(1), 1-19.

Hubbard, L., & Martinez, L. (2013). Uncovering the hidden dynamics of power: School principals’ insight into school reform. Pensamiento Educativo:Journal of Latin American Educational Research, 51(1), 86-102.

Hubbard, L., Datnow, A., & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. In Schildkamp, K., & Vanhoof, J. (Eds). International Studies in Educational Evaluation, 42, 54-62.


Scholarship Reportcontinued

Inoue, N. (2013). A cultural analysis of trends and directivity of U.S. teacher education and educational research: What can we learn from there? The Bulletin of Japanese Curriculum Re-search and Development, 35, 87-94.

Inoue, N. (in press). Learning to over-come epistemological challenges: A case of a cross-cultural action research exchange program between the Unit-ed States and Japan. Action Research.

Johnson, R., & Jones, P. (2014). Iden-tification of parental endorsement patterns: An example of the impor-tance of professional attunement to the clinical-forensic risk markers in juvenile fire-setting and bomb-mak-ing. American Journal of Forensic Psychology, 32(2).

Johnson, R., & Lee, J.J. (2013). Use of clinical mental health professionals in transition adjustment programs for OEF/OIF veterans as new police officer recruits. Proceedings of the American Academy of Forensic Scienc-es, 19, 494-495.

Johnson, R. (2013). Forensic and cross-culturally responsive assess-ment using the DSM-5: Just the F.A.C.T.S. Journal of Theory Construc-tion and Testing, 3(1), 18-22.

Johnson, R. (2013). Bisopsychoso-ciocultural perspective on ‘Operation Enduring Freedom/Operation Iraqi Freedom’ women veterans as civilian police officers: Mild traumatic brain injury and post-traumatic stress disorder challenges. International

Journal of Police Science & Manage-ment, 15(1), 45-50.

Johnson, R. (2013). Clinical & forensic psychological applications of geoprofiling with juvenile fire-setters and bomb-makers. Journal of Forensic Research, 4(4).

Johnson, R. (2013). Forensic psy-chological issues from terrorism to officer-involved shootings: U.S. Border Patrol critical incident investigative teams. Proceedings of the American Academy of Forensic Sciences, 19, 483-484.

Johnson, R. (2013). Forensic psycho-logical mindset of a terrorist: More questions than answers for public safety threat risk assessments. Security Journal. Doi: 10.105/sj.2013.6.1-13.

Johnson, R., Boyd, N., Tran, L., & Weh-rle, C. (2013). Collaborations between clinical mental health and police wellness units: A San Diego Police Department project. Proceedings of the American Academy of Forensic Sciences, 19, 495.

Johnson, R., Kilbourne, S., & Becken-bach, H. (2013). Forensic psycholog-ical public safety risk assessment integrated with culturally responsive treatment for juvenile fire setters: DSM-5 implications. Journal of Crimi-nal Psychology, 3(1), 49-64.

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.

Lattimer, H., & Kelly, M. (2013). En-gaging Kenyan secondary students in an oral history project: Education as emancipation. International Journal of Educational Development, 33, 476-486.

Lattimer, H. (2012). Agents of change: Teacher leaders strengthen learning for their students, their colleagues, and themselves. The Australian Educational Leader, 34(4), 15-19.

Martin, I., & Carey, J.C. (2012). Evalua-tion capacity within state-level school counseling programs: A cross-case analysis. Professional School Counsel-ing, 15(3) 132-143.

Martin, I., & Carey, J.C. (2014). A review of policy research concerning models for school counseling in the United States: Key findings and inter-national implications. Journal of Asian Pacific Counseling, 4(2) 1-15.

Martin, I., & Rallis, S. (2014). Building on strengths and addressing chal-lenges: Enhancing external school counseling program evaluation. Journal of School Counseling, 12(10).

Molina, S.C. (2013). The value of meaning-making and cultural knowledge for teachers working in culturally and linguistically diverse contexts. Journal of Teaching and Teacher Education, 1(1), 1-16.

Molina, S.C. (2013). Romanticizing culture: Teacher’s perceptions of the role of culture in the education of culturally and linguistically diverse students. CATESOL Journal, 24(1).

Molina, S.C. (2013). Family, school, community engagement and part-nerships: An area of continued inquiry and growth. Teaching Education, 24(2), 235-238.

Molina, S., & Lattimer, H. (2013). De-fining global education. Policy Futures in Education, 11(4), 414-422.

Molina, S. C., Lagedrost, J. M., & Sundmacher, D. (2012). Scaffolding second language writing instruction for international students in a gradu-ate level TESOL program in the United States: An action research study. Sec-ond Language Writing News.Palinkas, L.A., Weisz, J.R., Chorpita, B., Garland, A., Hoagwood, K.E., & Landsverk, J. (2013). Use of evidence-based treat-ments for youth mental health sub-sequent to a randomized controlled effectiveness trial: A qualitative study. Psychiatric Services.

Quezada, R. (2012). Transforming into a multilingual nation: A quali-tative analysis of México’s initiative to develop language teachers. MEX-TESOL Journal, 70(3).

Quezada, R. (2014). Family-school, community engagement and partner-ships: Working with culturally diverse families. Multicultural Education.

Quezada, R., Alexandrowicz, V., & Molina, S.C. (Eds.). (2013). Family, community engagement and partnerships: An imperative for K12, and colleges of education in the development of twenty-first century educators. Teaching Education, 24(2).

Quezada, R., Alfaro, C. (2012). Cutting to the common core: Moving ped-agogical mountains. The Journal of Communication and Education.

Quezada, R., Lindsey, R., & Lindsey, D. (2013). A culturally proficient lens: Five essential elements to achieve cultural proficiency and to ensure success for English-learning students. National Association for Elementary School Principals.

Reed, G. (2012). Character vs. situa-tional imperatives as the primary driv-er of unethical conduct: Implications for the study of leadership. Journal of Leadership, Accountability and Ethics, 9(4), 21-29.

Reed, G. (2014). Toxic leadership, organizational climate and effective-ness. Air and Space Power Journal.

Reed, G. (2014). The pen and the sword: Faculty management challenges in the mixed cultural environment of a war college. Joint Force Quarterly, 14-20.

Rowell, L., & Hong, E. (2013). Academic motivation: Concepts, strategies, and counseling approach-es. Professional School Counseling, 16, 158-171.

Rowell, L. (2014). CARN 2012: Reflec-tions of an action research instructor. In S. Hardy (Ed.), Proceedings of the 2012 Collaborative Action Research Network Conference: CARN Bulletin, 17, 19-22. Manchester, England: Man-chester Metropolitan University.

Rowell, L., Inoue, N., & Getz, C. (2014). Reflective practice and motion sickness: Thoughts on the first North American Action Research Study Day. Educational Action Research, 22(2), 251-269.

Spencer, J. (2012). Impediments to teaching for understanding: A case study of urban teachers’ implemen-tation of rich mathematics problems. Educational Studies in Mathematics.

Stinson, D. W., & Spencer, J. (Eds.). (2013). Privilege and oppression in the mathematics preparation of teacher educators. Journal of Urban Mathematics Education, 6(1).

Williams, L. M., Johnson, E., & Patterson, J. (2013). The appropriate use and misuse of social media in MFT training programs: Problems and prevention. Contemporary Family Therapy: An International Journal, 35, 698-712.

Williams, L. M., Ulm, N., & Banker, J.E. (2013). Addressing religious differ-ences in couples: The Two Churches, One Marriage program. Journal of Family Psychotherapy, 24, 93-109.

19

Books, Book Chapters, Edited Books, MonographsBuczynski, S., & Hansen, B. (2014). The change leader in education: Roles and strategies in the differentiated environment. San Diego, CA: Bridge-point Education.

Buczynski, S. (2014). Information explorer junior: Designing a winning science fair project. Ann Arbor, MI: Cherry Lake Publishing.

Cameron, E. (2013). Workplace Suc-cess Skills Test Review. In Counselor’s Guide to Career Assessment Instru-ments (6th Ed.). Broken Arrow, OK: National Career Development.

Cameron, E. (2014). Confidentiality case vignette. In Counseling in the 21st century: Ethical practice. Thousand Oaks, CA: Sage.

Cordeiro, P., & Cunningham, W. (2012). Educational Leadership: A Bridge to Improved Practice (5th Ed.) Boston, MA: Pearson.

Donmoyer, R. (2014). Four things a student taught me. In Beard, K., Hors-ford, S., & Reed, L. (Eds.), Bringing the gifts. San Francisco, CA: Blurb, Inc.

Donmoyer, R. (2014). Researching leadership for social justice: Are some methods better than others? In Bogotch, I., & Shields, C. (Eds.), International handbook of educational leadership for social (in)justice. London: Springer Dordrecht.

Estrada, A.U. (2014). Identifying strengths among immigrant youth with cultural artifacts. In Fineran, K., Houltberg, B., Nitza, A., McCoy, J., & Roberts, S. (Eds.), Group-work experts share their favorite activities: A guide to choosing, planning, conducting, and processing (Vol. 2). Alexandria, VA: Association for Specialists in Group Work.

Frazier, L.L., Bearman, S.K., Garland, A.F., & Atkins, M.S. (2014). Dissemina-tion and implementation in children’s mental health: Closing the research to training gap. In Beidas, R.S., & Kendall, P.C. (Eds.), Dissemination and imple-mentation of evidence-based practices in child and adolescent mental health (pp. 98-123). New York, NY: Oxford University Press.

Inoue, N. (2014). Social and personal development. In Goodman, G. S. (Ed.), Educational psychology reader: The art and science of how people learn (pp.447-464). New York: Peter Lang.

Inoue, N. (2013). Achievement motivation, assimilation, decenter, locus of control, schema, Yin and Yang. In Keith. K.D. (Ed.), Encyclopedia of cross-cultural psychology. Hoboken, NJ: Wiley/Blackwell.

Johnson, R. (2013). Forensic psy-chological evaluations for behavioral disorders in police officers: Reducing negligent hire and retention risks. In Heflgott, J. (Ed.), Criminal Psychology (Vol. 2). Santa Barbara, CA: Praeger.

Johnson, R. (2013). Mental state at the time of the offense forensic psychological evaluation: Teresa Lewis death penalty case. In Heflgott, J. (Ed.), Criminal Psychology (Vol. 1). Santa Barbara, CA: Praeger.

Johnson, R. (2013). Using the DSM-5 and ICD-11 in forensic and clinical applications with children across racial and ethnic lines. In Koocher, G.P., Norcross, J.C., & Greene, B. A. (Eds.), Psychologists’ Desk Reference, 3rd Edition. New York, NY: Oxford University Press.

Johnson, R. (2014). Ethnoracial factors in the U.S. prison system: Forensic psychological realities of correctional officers. In Bowman, S.W. (Ed.), Residential segregation and the construction of an incarcerated under-class: Historical Considerations. Santa Barbara, CA: Abc-Clio.

Kemerer, F., & Sansom, P. (2013). Cal-ifornia School Law (3rd Ed.). Redwood City, CA: Stanford University Press.

Martin, I. (2012). Conceptual models. In Rallis, S.F., & Rossman, G.B. (Eds.), The Research Journey: Introduction to Inquiry. Thousand Oaks, CA: Sage.

Martin, I. (2014). Mapping United States school counseling program development: Past influences, current issues, and future directions. Verona, Italy: La Scuola Editrice.

Molina, S. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. Charleston, SC: Create Space.

Molina, S. (2014). English for global citizens (Vol. 1). Bangkok, Thailand: Eastern Printing PLC.

Molina, S.C. (2013). Linguistics for teaching English in multilingual class-rooms: An introduction to fundamental concepts with practical strategies. Charleston, SC: Create Space.

Nahavandi, A., Denhardt, R., Den-hardt, J., & Aristegueta, M. (2014). Organizational Behavior. Thousand Oaks, CA: Sage Publishing.

Quezada, R., & Cordeiro, P. (2014). Internationalization in educator preparation: Innovative practices to meet the global challenges of tomorrow’s schools. In Lee, J.C.K., & Day, C. (Eds.), Quality and Change in Teacher Education: Western and Chi-nese Perspectives. Hong Kong, China: Springer Press.

Quezada, R. (2012). International-ization of teacher education: Creating global competent teachers and teacher educators for the 21st century. Oxford, UK: Routledge.

Quezada, R., Lindsey, R., & Lindsey, D. (2012). Culturally proficient practice: Supporting educators of English learning students. Thousand Oaks, CA: Corwin Press.

Schoenwald, S.K., Chapman, J.E., & Garland, A.F. (2014). Capturing fidelity in dissemination and imple-mentation science. In Beidas, R.S., & Kendall, P.C. (Eds.), Dissemination and implementation of evidence-based

practices in child and adolescent mental health (pp. 44-60). New York, NY: Oxford University Press.

Spencer, J. (2013). The mathematical practices of those without power. In Berger, M., Brodie, K., Frith, V., & le Roux, K. (Eds.). Proceedings of the Seventh International Mathematics Education and Society. Cape Town, South Africa: MES 7.

Spencer, J. (2013). Views from the Black of the math Class. In Katz, M., & Rose, M. (Eds.), Public Education Under Siege. Philadelphia, PA: University of Pennsylvania Press.

Walsh, J., Kemerer, F., Maniotis, L. (2014). The educator’s guide to Texas school law (8th Ed.). Austin, TX: Uni-versity of Texas Press.

Williams, L. M., Patterson, J., & Edwards, T. (2014). Clinician’s guide to research methods in family therapy: Foundations of evidence-based prac-tice. New York: Guilford Press.

A complete scholarship report containing technical reports, conference proceedings and presentations, and grants and external funding is available on sandiego.edu/soles.

Editorial Board Memberships • Cameron, E. Editorial Board, Counseling Outcome Research and

Evaluation

• Ammer, J. Associate Editor, Reading and Writing Quarterly: Overcoming Learning Disabilities

• Buczynski, S. Advisory Board, Science Scope

• Cordeiro, P. Editorial Board, Journal of Law and Education

• Cordeiro, P. Editorial Board, Journal of Teacher Education & Educators (Turkey)

• Donmoyer, R. Editorial Board, Journal of Curriculum and Pedagogy

• Donmoyer, R. Editorial Board, University Council of Educational Administration’s Journal of Cases in Educational Leadership

• Edwards, T. Associate Editor, Families, Systems, & Health

• Garland, A. Associate Editor and Editorial Board, Administration and Policy in Mental Health

• Garland, A. Editorial Board, Journal of Emotional and Behavioral Disorders

• Getz, C. Editorial Board, Engaging Pedagogies in Catholic Higher Education

• Hansen, B. Editorial Board, The International Journal of Learner Diversity and Identities

• Hubbard, L. Editorial Board, Journal of Education for Students Placed at Risk

• Lattimer, H. Editorial Board, Inquiry in Education

• Lattimer, H. Editorial Board, Unboxed: A Journal of Adult Learning in School

• Newman, C. Editorial Board, Journal of African American Males in Education (JAAME)

• Patterson, J. Advisory Editor, Families, Systems, & Health

• Patterson, J. Advisory Editor, Journal of Marital and Family Therapy

• Quezada, R. Editorial Board, Journal of Hispanics in Higher Education,

• Quezada, R. Associate Editor, Teacher Education Quarterly

• Quezada, R. Editorial Board, Teaching Education

• Reed, G. Editorial Board, Parameters

• Rowell, L. Editorial Board, Educational Action Research

• Williams, L. Editorial Board, Journal of Couple & Relationship Therapy


DonorsWe recognize, with gratitude and appreciation, the generosity of all of our donors. Their support of our vision for the School of Leadership and Education Sciences enables our students, faculty and alumni to continue to make an impact.

Lifetime Giving

Benefactors CircleRaffaella (Perretta) ‘77 and John

BelanichCaster Family TrustDiane and Rodney F. DammeyerConrad N. Hilton FoundationJoan and Irwin JacobsDonald and Darlene Marcos ShileyWarren Family Foundation

Leadership CircleAlice Bourke HayesSusan Fliedler and Paul EichenThe Fletcher Jones FoundationJohn J. McGee*Orca Fund at The San Diego

FoundationWestreich Foundation

Executives CircleThomas C. Ackerman FoundationBarnhart, Inc.Sandra Brue and Chris CarstensGreater San Diego Chamber of

CommerceCAC Advisory Services, LLCThe California EndowmentMuriel H. Campbell*

Sandra M. ‘61 Cassell Farrell and Jerald F. Farrell

Joseph F. Cloonan* and Paul I. Cloonan

Patricia and Bert ‘61 DegheriDelawie Wilkes Rodrigues BarkerEdifyBrindle Erion TrustGeorge Pardee Charitable TrustJohn Guido, M.D.Mari and Todd GutschowWilliam H. Hannon FoundationFred J. Hansen FoundationPatricia M. HoweAmelia L. ‘59 and James O. JohnsonAngelina K. (Kraemer) ‘59 and

Fredrick KleinbubLASH FoundationMary E. ‘61* and Michael M. LorchWilliam D. Lynch Foundation

For ChildrenDouglas F. ManchesterVirginia and Paul G. ‘78 Marshall, Jr.Melisa Reasner McGuire Advised

Endowment Fund at the Rancho Santa Fe Foundation

Mary F. (Fiorino) ‘61 and Michel J. Orradre

PW Construction, Inc.Willa ‘66 ‘70 and David L. RamsayThe Sonima FoundationThe James Irvine Foundation

Katherine Pardee Charitable Remainder Trust

The Parker FoundationThe San Diego FoundationEleanore R. White*

Directors CircleBank of America Bravo FoundationBruce T. Halle Family FoundationCoca-Cola Bottling CompanyPaula A. Cordeiro and David O’BrienThe Fieldstone FoundationMarilyn and Kim FletcherGirard FoundationHomebuilding Community

FoundationThe Johnson Family FoundationCandace and Vincent Kasperick ‘84Kathleen ’91 and Ted KrohneCarol and George W. LattimerChristina and Joseph E. ‘82 MatrangaRokenbok Fund at the San Diego

FoundationThe Sudberry Family TrustW. Scott McIntyre Fund at the

San Diego FoundationWeingart Price Fund at the

San Diego Foundation Mary A. (Woods) ScherrSchool Futures Research FoundationU.S. Bank

Union Bank FoundationUnited Way of San Diego CountyThe Viterbi Family Foundation of the

Jewish Community FoundationMary J. (Hall) and James Wiesler

Scholars CircleAKT, LLPAlethea Capital Management, LLCAlliance Healthcare FoundationLinnea and Frank V. Arrington*Lisa and Michael AuerbachSherrill and Bob BakerDana ’14 and J. Brandon BlackBank of AmericaCharles & Ruth Billingsley FoundationElizabeth F. Bradley Helmick ‘61 and

Walter E. Helmick, Jr.The Burnham FoundationCalifornia Supported Living NetworkCapital OneEugenie C. and Jeffrey A. ‘04 CarlsteadCBIZ, Inc.Kathryn A. Chapin*Chevron CorporationSandra Chew PhillipsCox CommunicationsGloria G. ‘76 and Stoney L. De MentPatricia M. and Daniel W. DerbesJacqueline D.* and Edward F.

DeRocheDr. Joseph C. Rost* Trust

Isabella and Peter H. DunnEdifyEdmin.com, Inc.Anita V. FigueredoFord Motor CompanyGen-Probe, Inc.Edith A. ‘05 and David GlasseyLisa Braun and Jeffrey W. Glazer ‘94 Stephanie and Robert GleasonHampton Inn San DiegoThe Harmon Family FoundationLu Harmon*Valerie Jacobs Hapke and

Norm HapkeMary Ann Hester ‘72Joanne and Philip HwangVirginia ‘81 ‘85 and Robert

Infantino, Sr.J. Dallas Clark Fund at The San Diego

Foundation Jewish Community FoundationMaureen P. (Pecht) ‘64 and

Charles G. ‘62 KingLas PatronasLeichtag Family FoundationElizabeth K. Mahan*Janie Marie and Jon L. MangusMelinda M. and John T. MartinJean H. (Hicks) ‘59 and

Kenneth E. MillerLaureen and C. Edward ‘69 Miller, Jr.Mission Federal Credit UnionMoss Adams, LLP

Nierman Family Fund of the Jewish Community Foundation

Meili and Michael PintoPrice Family Fund of the The San

Diego FoundationRaskob Foundation for Catholic

ActivitiesRobert & Howard Endowment Fund

at the Rancho Santa Fe FoundationM. Constance ‘55 ‘61 Salerno DillonPatricia A. (Friel) ‘57 and

John M. SeiberSempraShinnyo-En FoundationErin J. and Anthony F. ‘87 Smith Pamela M. SnyderSonnenberg & Company, CPAsMaria “Gaby” G. and Richard SulpizioRobert and Sheila SwansonEmilia S. Switgall*TargetThe Legler Benbough FoundationU.S. BankUnion Bank of California FoundationUSD AuxiliaryCarol VassiliadisVista Mesa LLCRaymond J. Volker ‘82 and Pamela

(Leighton) Volker ‘73 ‘76Weingart FoundationTherese Whitcomb ‘53

21

Annual Giving

PatronsLisa and Michael AuerbachDana ‘14 and J. Brandon BlackDiane and Rodney DammeyerEdifySusan Fliedler and Paul Eichen ‘12Fred J. Hansen FoundationThe Joan and Irwin Jacobs FundThe James Irvine FoundationValerie Jacobs Hapke and Norm HapkeKasperick Family Charitable

Gift AccountCarol and George LattimerJohn J. McGee*Orca Fund at the San Diego FoundationMary (Woods) Scherr and

Marvin SippelSempra Energy The Sonima Foundation The Sudberry Family TrustThe Parker FoundationWestreich FoundationUnion Bank

PartnersAlethea Capital Management LLCAKT, LLPBank of AmericaJacquelyn BorckCalifornia Disability Services AssociationEdmin.com, Inc.Friends of the Water Conservation

GardenThe Todd and Mari Gutschow Family

FoundationThe Legler Benbough FoundationMichael & Christie Meehan

Charitable FoundationMoss Adams, LLPQualcommMeili and Michael PintoRancho Santa Fe FoundationSan Diego Housing CommissionThe San Diego Foundation Price

Family FundLaura Stoia ‘09Pamela L. (Leighton) ‘73 and

Raymond J. ‘82 VolkerW. Scott McIntyre Foundation at the

San Diego FoundationWells Fargo Bank

AssociatesAlliance Healthcare FoundationAnklesaria Family FoundationThe Burnham FoundationCapdevilla/Gillespie FoundationCBIZ MHM, LLC & Mayer Hoffman

McCann P.C.Sandra Chew Phillips ‘68Paula A. Cordeiro and

David O’BrienCumming Construction

Management, Inc.Food Services Design GroupAnn Garland and Saul LevineStephanie and Robert GleasonKirsten Hanson ‘07Mara HooverVirginia ‘81 ‘85 and Robert

Infantino Sr.Jewish Community FoundationJewish Women’s FoundationHeather A. Lattimer and

Joseph W. Secondine, Jr.Pat LibbyAlice Liu ‘11William D. Lynch Foundation

for ChildrenMeghan M. Margetic ‘14Jane D. and James T. McCarthyMetropolitan Area Advisory

CommitteeMGO Certified Public Accountants Jean ‘59 and Kenneth MillerMoss Adams, LLPAfsaneh Nahavandi Nierman Family Fund of the

Jewish Community CenterVanessa ‘12 and Michael

’11 PraggastisPratt Memorial FundM. Constance Salerno Dillon Sonnenberg & Company, CPA’sKris and Matthew SpathasMark A. Thompson ‘08Union of Pan Asian CommunitiesUnited Way of San Diego CountyCatherine ‘79 and John ‘78 Velotta Pat and Bob WhalenChristina P. Wilson ‘12YH Advisors

Dean’s CircleMichelle L. ‘07 and Sean P. ‘06 AhearneShannon K. Anglea Stubblefield ‘05Bernstein Global Wealth ManagementLauren and James W. ‘96 BrennanEscondido Community Child

Development CenterJoan and David ‘77 Friedenberg Cheryl A. ‘98 Getz and Henry PughDebbie ‘83 and Robert GoughKaren L. Johnson ‘87Karen and Norman LeeLSW EngineersNicole Miller-Coleman ‘12MRC 360Qiana and Christopher Newman ‘04Anna M. Plaster ‘10Polito Eppich Associates, LLPMiles T. Sakaguchi ‘75Douglas G. WardenNancy L. and Lee M. WilliamsKelly H. Zastrow ‘12Sally Ann D. ‘76 ‘90 and

James ‘78 ‘90 Zoll

FriendsABC-ClioAetna Foundation, Inc.Donna Agan ’94 ‘01Michel Anderson & AssociatesLesley and John Askelson Jeanne L. ‘87 and Lawrence L. Atherton Jeannine M. (Kleszcz) Ballister ‘80 ‘82”Nancy and William BambergerMarina BaroffRose A. Baxter ‘11Allison Bechill ‘11Brian J. Becker ‘12Paul A. Bochan ‘05Carol L. Bos ‘13Brenda S. Bothel ‘11Steven D. Bourne ‘79 ‘80Alane Boyd ‘10Jeana G. ‘97 and Robert J. BuchananJoan A. Buchanan ‘71Burundi Friends InternationalBusiness Roundtable for Education

FoundationAlina ‘06 and Gabriel CaceresFreda P Callahan ‘62 and Lawrence

S. Gritz

Scott T. Campbell ‘12Muriel Campbell*Heather Carpenter ‘11Elizabeth Castillo ‘85 ‘10Grace and Hector Chaidez ‘12Amanda and Ignacio CoronaKay E. Costilow ‘10Kathleen and Ben ‘12 CoughlanPatricia E. Cowan ‘07 Diana M. Craft ‘72Patricia E. (Price) ‘86 and

Douglas C. CroneJack S. Crumley, II Elaine B.(Bilko) Dawson ‘65 Gina M. Delapa ‘03Kathleen M. Dennish ‘88Linda and Sylvester DewsSister RayMonda DuVallMichael EichlerRobert C. Emery ‘74Geraldine and Zeb EvansPaige A. ‘08 and Roger FaulknerLaura K. Fleming ‘96Charles J. Friedrichs ‘01Stacie M. Freasier ‘09 and Derek N.

Gates ‘08Larry J. GardepieBeth ’05 and Kevin GarofaloWilliam P. GeddesAlan Gin Charles R. Girvin ‘01Linda A. Gonzales ‘09Karen Gould ‘13Robert J. Gravina ‘89Maureen ‘10 and Robert GuarcelloChristine-Clayre Hafner ‘13 Suzanne M. (Whitaker) ‘81 ‘94

and Rick HaganHaley J. Haggerstone Hefferman Memorial Hospital DistrictLynne HenkinLeslie A. Hennessy ’78 ‘14Shelly L. ‘84 ‘96 and Brian HentonRenee C. Herrell ‘06Peggy HetheringtonJean M. Hoeger ‘82James J. HoltJason R. Jarvinen ‘11Liz and David JewellDiane and Danny G. JohnsonDebra J. Johnson ‘03 ‘10Hyun Jung Joo ‘10Jennifer A. Jones ‘08

Mary Ann (Daly) ‘56 and James J. Kennedy

Kerry J. Kilber-Rebman ‘09Alexander Kim ‘13Maureen P. (Pecht) ‘64 ‘94 and

Charles G. ‘62 ‘94 KingMelissa N. ‘10 ‘12 and Brett H. ‘08

KondrickAnajean Z. ‘85 and Peter M.

KopkowskiEllen Sargent and Louis W. KoucosSvetlana Krasynska ‘05Colleen KrauseJessica L. Hanson York ‘13Stefanie A. Kurtz-Harris ‘11Elisabeth Landa ‘13Diana M. LandisFrancis D. Lang ‘11Cherry and Adrian E. LeeCarrie A. Leising ‘07 Elaine M. Lewis ‘05Persephone Lewis ‘09Mary Olive Chambers LienLightbridge Hospice FoundationSheryl A. ‘81 ‘84 Lorey-McAtee and

E. Tracy McAteeLauren Lukens ‘08Mary C. ‘90 and Donald E. ‘90 MacInnesHelene Mandel ‘78 and Alex JohnsonAnjanette A. Maraya-Ramey ‘12Jeffrey M. McDonald ‘08Mary McDonald Mental Health America of

San Diego CountyAlicia Milla ‘14Cara T. Miller ‘12Mission Edge San DiegoSusan E. Mitchell ‘94Christina and Andre D. Murphy ‘02Kathryn N. Myers ‘12Susan Naujokaitis ‘10Diana C. Neebe ‘08Teresa F. (Falk) ‘59 and Paul J. NelsonMark C. Nelson ‘02Casey Nguyen ‘13Kevin J. Nohelty ‘13Carla J. Nolen ‘02Nonprofit Management SolutionsDorothy L. O’Hagan ‘11Dina Pacis ‘05Lina L. Park ‘11Esme and Peter E. ‘67 ‘72 PitardSummer R. Polacek ‘13Ellissia ‘66 and Phil H. ‘66 Price

Barbara J. Puhl ‘80Laura Purdom ‘14Karen RadoJoe V. Raffa ‘97Jorge A. Ramirez ‘96Jennifer J. Raulston ‘87Lucy E. and George E. ReedStacey A. Ridgeway ‘91 ‘95Sandra L. and Bradley W. RobersonAlexis Rodriguez ‘13Daisy Rodriguez ‘13Debra RogersDaniel RomeroOlivia A. ‘76 ‘77 and Richard

L. ‘78 Romero Alec Rynaski ‘12 Fernando M. SanudoDrew SchlosbergMary Jo SchumannHallie Shere ‘13Mary B. Shirley ‘92 ‘00Kaye Skubinna ‘75Teresa L. Smith ‘14Rita and Darryl SolbergKea C. Spurrier ‘14Jody and Richard Stakelum ‘10Rondi Stein ‘94 ‘06 and

Roger BarrantesGregory G. Stump ‘03Linda G. ‘61 and Richard ThibodeauSarah A. Thompson ‘13Ann M. Trescott ‘09Vicente A. Vargas ‘08 ‘09 M. Howard Wayne ‘72Terri Wetterberg ‘11Melinda B. Wilkes ‘11Morgan Wilson ‘12Ben Winkler-McCue ‘10Samantha and James Wright ‘14Jennifer and Michael YebbaYoung Nonprofit

Professionals NetworkJoan E. Zinser


Peg BasomAssociate Director, Educational Leadership Development Academy• PhD, Educational Administration

and Adult Education, University of Wyoming

• MS, Special Education, Southern Connecticut State College

• BA, Liberal Arts/French Literature, St. Thomas University

Areas of ExpertiseEducational leadership, adult education, special education

Meenakshi ChakravertiDirector, Leadership Institute• PhD, Social Anthropology,

Cornell University

• MA, Public Affairs, Princeton University

• BA, Political Science, Wellesley College

Areas of ExpertiseFacilitative leadership development, dialogue training and facilitation, conflict management, program design, organizational consulting

Janice Cook Director, Educational Leadership Development Academy• EdD, Educational Leadership,

Northern Arizona University

• MA, Educational Administration, San Diego State University

• BA, Liberal Studies, San Diego State University

Areas of ExpertiseEducational leadership, school district leadership, strategic planning for education

Michael CorkeSenior Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law• PhD, Claremont Graduate

University and San Diego State, Education Research Methodology

• MA, Kinesiology, San Diego State University

• BA, Psychology, San Diego State University

Research InterestsResearch methodology, mobile tech-nology in schools, health and wellness in schools, student self-regulation, school reform, diversity in mentoring

Timothy Council Director, Office of Admissions and Outreach • MEd, Postsecondary Education

and Student Affairs, University of Southern California

• BA, Political Science and Nonprofit Leadership and Management Certificate, University of San Diego

Areas of ExpertiseStudent recruiting, admissions, financial aid, student yield and retention

Ted MartinezExecutive Director, NCCHC Leadership Fellows Program• PhD, Higher Education

Administration, University of Colorado at Boulder

• MA, Business and Economics, Sul Ross State University

• BS, Business Education, Sul Ross State University

Areas of ExpertiseCommunity college education, leadership development and training, K-20 linkages, Latino leadership and policy development

Veronica GarciaSocial Sciences Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law• EdD, Education, University

of Southern California

• EdM, Education, Harvard Graduate School of Education

• BA, Psychology, University of California, Los Angeles

Research InterestsSchool-to-prison pipeline, juvenile jus-tice, critical media literacy, critical lit-eracy, mobile technology integration, youth participatory action research

Kristopher HallAssistant Professor, Department of School, Family and Mental Health Professions• PhD, Counselor Education,

University of Central Florida

• MA, Counseling, Seton Hall University

• BA, Psychology, St. Augustine’s College

Areas of ExpertiseMental health stigma in military populations, counselors-in-training and multicultural skill development, educational applications for relational-cultural theory

Mark Johnson Professor of Naval Science (PNS), Department of Naval Science• MS, Operations Analysis,

Naval Postgraduate School

• GCM Management, Queensland University of Technology

• BBA, Finance, University of Notre Dame

Area of ExpertiseLeadership and ethics

Maya Kalyanpur Associate Professor, Department of Learning and Teaching• PhD, Special Education,

Syracuse University

• MA, Modern Indian History, Jawaharlal Nehru University, Delhi, India

• BA, English Literature, St. Stephen’s College, Delhi University, India

Research Interests Intersection of culture and special/ inclusive education, families of children with disabilities from culturally and linguistically diverse backgrounds, international development and disability studies, disability policy

Katie MartinProfessional Learning Specialist, Mobile Technology Learning Center• PhD, Teacher Leadership,

University of Hawai’i, Manoa

• MEd, California State University, San Marcos

• BA, Liberal Studies Multiple Subject Teaching Credential, California State University, San Marcos

Areas of Expertise21st century learning, competency-based professional learning, systematic teacher collaboration and development, powerful learning experience design, one to one mobile technology

Julie Z. Cramer Senior Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law• PhD, Leadership Studies,

University of San Diego

• MA, Leadership Studies, University of San Diego

• BS, Business Administration, University of California, Berkeley

Research Interests or Areas of ExpertiseAlignment of pedagogy and learning environment, new school design, learning space design, charter school development

23

Stephen Dickerson Associate Professor of Naval Science, Department of Naval Science• MS, Global Leadership,


• BS, Spanish, Jacksonville University

Area of ExpertiseLeadership and management, leadership and ethics

John FraneySocial Sciences Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law• PhD, Leadership Studies,


• MA, Teaching, Learning and Leadership, California State University San Marcos

• BA, Folklore and Mythology, Harvard University

Areas of ExpertiseProgram evaluation, educational leadership, instructional coaching, human development, educational reform, technology integrations, & professional development

Emily RankinDirector of Development • EMBA, Claremont

Graduate University

• BA, International Relations and French, Scripps College

Areas of ExpertiseFundraising, alumni relations, volunteer management, stewardship, marketing and social media

Hans Peter SchmitzAssociate Professor, Department of Leadership Studies • PhD, Social and Political Sciences,

European University Institute

• MA, Political Science, History, European Ethnology, Eberhard-Karls-Universität

Areas of ExpertiseNonprofit and philanthropic leadership, transnational NGOs

Mary Jo SchumannAssociate Director, Caster Family Center for Nonprofit and Philanthropic Research• PhD, Social Psychology and

Industrial Organizational Psychology, Wayne State University

• MA, Social Psychology, Wayne State University

• BS, Psychology, University of Wisconsin- Stephens Point

Areas of ExpertiseQualitative and quantitative research, survey design, focus group moderating, translating research into action, leadership, group dynamics, nonprofit sector

Andria ShookSocial Sciences Research Associate, Mobile Technology Learning Center and Center for Education Policy and Law• PhD, Leadership Studies,


• MA, Education, Loyola Marymount University

• BA, International Relations, University of Southern California

Areas of ExpertiseHealth and wellness education

Tessa TinklerResearch Associate, Mobile Technology Learning Center and Center for Education Policy and Law• PhD, Education, University of

California, Santa Barbara

• MA, Education, University of California, Santa Barbara

• BA, Psychology, University of California, Santa Cruz

Research InterestsProject-based learning, informal learning environments, reducing educational inequality, and the use of data to improve educational outcomes

Major Brian YanowskiAssistant Professor of Military Science (APMS), Department of Military Science• MA, Public Policy and

Administration, University of Missouri, Saint Louis (UMSL)

• BS, Criminal Justice, Sam Houston State University

Area of Expertise: MSL 200 Instructor (Sophomore cadets)

New Faculty, Administrators and Researchers

To do great things, we must enlist great minds. The USD School of Leadership and Education Sciences welcomes these professionals to our team.

5998 Alcalá Park San Diego, CA 92110-2942 Phone: (619) 260-4538 [email protected] www.sandiego.edu/soles

Documents

2014 SOLES' Dean's Report