GEVIRTZ GRADUATES READY TO TAKE ON THE WORLD ...LAUNCH University of California, Santa Barbara 2020-2021 The Magazine of the Gevirtz Graduate School of Education GEVIRTZ GRADUATES

LAUNCHUniversity of California, Santa Barbara 2020-2021

The Magazine of the Gevir tz Graduate School of Educat ion

GEVIRTZ GRADUATES READY TO TAKE ON THE WORLD

Dean JeffreyMilem

AssociateDeanforAcademics DanielleHarlow andFacultyDevelopment

AssociateDeanforResearchandOutreach JillSharkey

AssociateDeanandFacultyEquityAdvisor RichardDurán

DirectorofCommunications GeorgeYatchisin

DevelopmentDirector JohnHammond

ContributingWriter/CommunicationsAssistant KiaraActis ZoëBowlus

GraphicDesign CeciliaMartini-Muth

Launch

TheMagazineoftheGevirtzGraduateSchoolofEducation

In this issue:

1 LetterfromtheDean,JeffreyMilem

2 TheSchool’sStrategicPlanSwingsintoAction

4 AdvancingEquityattheSchoolandBeyond

6 BuildingTelehealthandCommunityintheMidstofaPandemic

8 IntroducingtheCenterforEvaluationandAssessment

10 HelenNeville:ARacialJusticeJourney

12 FacultyHonors,Distinctions,andAwards,2019-20

14 GevirtzSchoolFellowships,2019-20

16 AlumniHonors,2019-20

17 DonorHonorRoll2019-20

Launchispublishedannuallyforthealumni,friends,anddonorsofUCSantaBarbara’sGevirtzSchool.

GevirtzSchool|UniversityofCalifornia|SantaBarbara,CA93106-9490 (805)893-5789|[email protected]|www.education.ucsb.edu

©GevirtzGraduateSchoolofEducation,UCSB

On the cover: One more way to celebrate some of our 2020 graduates, even if they didn’t get a commencement ceremony because of COVID-19.

GevirtzGraduateSchoolofEducation

LAUNCH 1 GEVIRTZ GRADUATE SCHOOL OF EDUCATION

DearMembersofthe GGSECommunity,

IwritetoyouatatimewhentheworkwedoattheGevirtzSchoolhasneverbeenmoredramaticallynecessary.Theinternationalpandemichaslaidbaretheinexcusableinequalityofourhealthcaresystemwhilealsohighlightingtheimportanceofscienceeducationandcriticalthinking.Millionsmarchinginthestreetsforracialjusticehavemadeclearthatitislongpasttimeforourcountrytocometogripswithitsracisthistory.Wehaveneverhadmoreworktodotoprovidementalhealthcare,tomakeat-homelearningassuccessfulaspossible,tofurtherscholarshipthatleadsdirectlytoeducationalequalityforall.

Iamfortunatetoleadacommunitythatmakestremendousimpact,helpingtoinformandimproveresearch,policy,andpracticeineducationandappliedpsychology.Wearecommittedtotacklingthesemostcrucialissuesofourage.

Considerthis2020-21issueofLaunch/Re:Launch as asnapshotofwhatwehavedoneandhopetodo.YouwillbeintroducedtoDr.TarekAzzamasherollsoutthenewandverymuchneededCenterforEvaluationandAssessment.Anotherofthisissue’sstorieslooksattheexcitingchangestotheSchoolthatarepartofournewStrategicPlan.Toadapttothetimes,welooktocreatenewprograms,bothatthegraduateandtheundergraduatelevels.Wehopetoannounceourfirstundergraduatemajorinthenextfewyears,onewithdiversity,socialjustice,andcommunityserviceatitscore.

Launch alsooffersourmanifestoforhowtoworktodismantleracism.Themagazinealsolaysoutsomeofourfirststepsinthisessentialeffort:developingbilingualtherapyandeducatingourselvesinanti-racism.What’smore,thisissuefeaturesaprofileofalumnaDr.HelenA.Neville,aforemostscholar-educator-activistintheareasofraceandracism.Herworkisachallengetousalltodomoreanddobetter.

TheSchoolhasalsobeenquicktorespondtotheCOVID-19crisis.In Launch youwillreadhowourpsychologicalservicestrainingclinichassteppedboldlyintotheemergingworldoftelehealth.Re:Launch capturesthreedifferentresearchperspectives:fifteen

ofourgraduatestudentsareworkingonarangeofprojects,includingassessingmentalhealthinBlackandLatinxcommunitiesinthecontextofCOVID-19andcivilunrest;threeofourappliedpsychologyfacultyareadaptingwhattheyknowaboutschoolpsychologyandtraumatostrengthenmentalhealth;andeightmembersoftheschooltookpartinajournal-writingproject,creatingapowerfulfirst-personhistoryofthepandemic.

IassumemanyofyoualreadyknowthebelovedDr.JulesZimmer,whoservedonthefacultyformorethan30years,halfofthatasdean.I’dberemisstoleaveoutsomeverybiggoodnews—IamthefirsttoholdthenewJulesZimmerDean’sChairattheSchool.Thechairrepresentsoursharedvaluesofacademicexcellence,friendship,generosity,visionandacommitmenttothefuture—allvaluesJuleshimselfembodies.

Inclosing,there’sonlysomuchonemagazinecancapture,soweinviteyoutolearnevenmorebyvisitingourwebsite(education.ucsb.edu)—whereamongotherthingsyoucanreadmorefromDr.Nevilleanddiveinto alltheCOVID-19journalentries.

Bestwishes, JeffMilem

LETTER FROM DEAN JEFFREY MILEM

(l-r)FormerDeansNormBoyanandJulesZimmerwithDeanMilematanemeritilunchin2018.


THE SCHOOL’S STRATEGIC PLAN SWINGS INTO ACTION

Following Dean Milem’s charge, faculty, staff and students came together in numerous meetings, planning sessions, and work groups during 2018-19 to chart a collective version of the School’s future. The resultant Mission for this new five-year strategic plan is:

1. Toconductscholarlyinquiryintoeducationandappliedpsychology,especiallyintocommunityresponsestotheopportunitiesandchallengesposedbyindividual,economic,linguistic,andculturaldiversityinourmulticulturalsociety;

2. Toeducatescholarresearchersandscholarpractitionerstoaddresseducationalopportunitiesandchallengesarisingfromdiversity;

3. Todevelopandmaintainexemplaryprogramsthatserveasmodelsforteaching,research,andservice.

Asawaytoaccomplishallthreepointsofthemission,theSchooliscurrentlydevelopingitsfirstundergraduatemajor.ThismajorchangeattheSchool,punintended,“Stemsfromthedesiretomakeimportantcontributionstotheuniversitythroughthedesignandimplementationofanundergraduatemajorthatdrawsuponourexpertiseasscholarsineducation,literacy,research,evaluationandpolicy,socialjustice,communityservice,appliedpsychologyandhumandevelopment,”saysDeanMilem.“Thisvisionisdrivenbyourdesiretoberesponsivetoallmembersofourstateandnation;tocreatetheconditionsthatwillallowustoachieveeducationalandsocialjustice;andtoprepareteachers,scholars,andpractitionerswhowillprovideleadershipintheseefforts.”

There’slittledoubttheundergraduatebodyofUCSantaBarbarawouldbeeagertotakeadvantage

ofaGevirtzSchoolmajor.Rightnow,theSchooloffersthetwomostpopularminorsoncampus—AppliedPsychologyandEducationalStudies.“TheMinors,however,onlyallowforstudentstotakeafewcourses,notafullrigorousMajorthatwouldpreparethemforfutureopportunities,”pointsoutProfessorShaneJimerson,whohasledtheworkgroupdevelopingthenewmajor.“Therearenootherdepartmentsoncampusthatcanprovidethecontent,knowledge,andpreparationthatwecan.”

Thatnewmajor—withanofficialnamestilltocome—willbebuiltaroundfourfocusareas:HumanDevelopment;DiversityandSocialJustice;Research,Evaluation,andPolicy;andFieldworkandCommunityService.StudentsgraduatingwiththisnewB.A.couldpursuecareersinfieldssuchasscholarship,teaching,therapy,socialwork,advocacy,policyplanning,government,andcommunitysupportforchildrenandfamilies.

Nothing drives the need for the new major more than the values captured in the 2020-2024 strategic plan. These values include:

• EmbracingourresponsibilityasaMinority–ServingInstitution(MSI)tocatalyzethestrengthsofdiversityandaddressthechallengesofourcomplexworld.

• Teachingleaderswhowillhelpbuildequitablecommunitieslocallyandglobally.

• Transformingschoolandcommunity–basedsystemstobetterservevulnerablepopulations.

• Collaboratingwithinterdisciplinaryandcommunitypartnerstoconductimpactful,respectful,equity–servingandcommunity–engagedserviceandresearch.

StudentsintheMajorworkingthroughthefourfocusareaswillalsobeacrucialpartofseveralnewinitiativesattheSchool,includingtheCenterforEvaluationandAssessment(seeanarticleaboutthisprojectonp.8),theCenterforPubliclyEngaged


ScholarshipledbyDr.VictorRiosfromSociology andDr.RebecaMirelesRiosfromEducation, andthenascentHardingUniversityPartnership SchoolCommunityResourceCenter.

TheSchoolhopesthatthenewMajorwillbejoinedwithotherprogrammaticchangesoverthenextfewyears(thereisalongapprovalprocessattheSchool,University,andevensystemlevelthatwilltakesometime,nodoubtcomplicatedbytheCOVID-19pandemic).TheSchoolisalsoconsideringexpandingitsofferingofMaster’sdegrees,andisalreadyintheprocessofreinstatingaterminalM.Ed.inSchoolPsychology.

“WithshortagesofschoolpsychologistsextensivelydocumentedintheStateofCaliforniaandnationally,theDepartmentofCounseling,Clinical,andSchoolPsychologyworkinggroupdeterminedthattheMastersinEducationandcredentialprogramwillmeetacriticalandurgentneedforschoolpsychologistspreparedtomeettheneedsofdiversechildrenandfamiliesacrossthestateofCalifornia,nationally,andinternationally,”Dr.Jimerson,aschoolpsychologisthimself,makesclear.Theneedforawaveofschoolpsychologistscouldn’tbemoreevident,giventheAmericanSchoolCounselorAssociationrecommendsa250-to-1student-to-counselorratioandtheCaliforniastateaverageis609-to-1.

“Our privilege as educators is our willingness and ability to work to

influence and transform scholarship and service for the betterment of society,” Dean Milem has said.

“I look forward to the paths ahead.”


TheGevirtzSchoolhashistoricallybeenguidedbyanunwaveringcommitmenttoimprovingtheknowledgebaseabouteducationalandappliedpsychologyissues,providingprofessionaldevelopmentforthefutureleadersof

publiceducation,andensuringhighqualityeducationforallofournation’schildren.RecenteventsinthecountryhaveledtheSchooltore-commititseffortstosocialjusticeandracialequity.Therearemanywayswehopeto

accomplishsuchwork,startingwithastatementbytheschooldeanspostedonJune2,2020.

ADVANCING EQUITY AT THE SCHOOL AND BEYOND

TakingActiontoDismantleRacism: AMessagefromtheGevirtzSchoolDeansOverthepastweeks,wehavewitnessedthesenselessandviolentdeathsofAhmaudArbery,whowasshotandkilledbywhitesupremacistswhofeltentitledtoconfronthimaboutbeingintheneighborhoodinGlynnCounty,Georgiawherehewasjogging;BreonnaTaylor,ablackwomaninLouisvillewhowasshoteighttimesbypolicewhofiredintoherhomemorethan20timeswhileshelayinherbed;andthemurderofGeorgeFloyd,whoselifewesawslipawayashelayhandcuffedandfacedownonthepavementwhileawhitepoliceofficekneeledonhisneck

withhisfullweightfornearlynineminutesasMr.Floydcriedoutforhelpsayingthathecouldnotbreathe.

Thesehorrificactsremindusofthelasting,insidiouseffectsofracismandwhitesupremacyinourcountry.Theyaretheoutcomeofentrenchedsocietalmaladiesthatwemustconfrontandresolvethroughimmediateactionwhilewesimultaneouslypursuelonger-termstrategiesthatfacilitatesystemic,structuralchanges.MembersoftheGevirtzSchoolcommunitystandbehindcallsforconstructiveandlegalactionsthatwilldeliversocialjusticeforthwithtothose

whoharmmembersofourcommunity.Andasimportantly,andconsistentwithourrecentlyestablishedstrategicplan,wereaffirmourresponsibilityanddutyasaschool,asteachersandscholars,andpublicservantstouseeducationresearch,practice,andpolicytoolstodismantleracismandpromotethewell-beingofourmanydiversecommunities.

Consistentwithourstrategicplanvisionto“bealeaderinaddressingpressingsocialjusticeissuesthroughinterdisciplinarycollaborationsgroundedineducationalandappliedpsychologicalresearch,teaching,andservice,”theGevirtzSchoolwill:

• Embedsocialjusticeconcernsascentralpartsofourcurriculumbycriticallyexaminingournation’shistoryofeducationalinequities,massincarceration,statesanctionedviolence,andinadequateaccesstoqualityhealthcare.

• Increasethediversityofourhiresandhiresofpersonswhoseworkfocusesonthepursuitandattainmentofsocialjustice.

InJune,UCSBstudents,staff,andfacultymarchedinsupportofBlackLivesMatter.(credit:Dr.GlennBeltz)


AndrésConsoliMakestheCaseforBilingualTherapists

EducatingtheSchool inAntiracism

Dr.AndrésConsolioftheDepartmentofCounseling,ClinicalandSchoolPsychologymadethecaseforthecriticalimportanceofbilingualtraininginarecentarticlepostedbytheAmericanPsychologicalAssociation.Herearesomeexcerptsfromthearticle,whichcanbefoundatapa.org/members/content/bilingual-training.

Competence for any professional can only come from appropriate education, training, and experience, Consoli says. For bilingual psychologists, the legs of that tripod need to rest firmly in both languages, because the prospective client population ranges from, in this case, using only Spanish—or only English—to being fully bilingual.

And Spanish must be an integral part of the psychology curriculum, including “discipline-specific courses delivered in Spanish,” bilingual practicums, and supervision in Spanish, he says.

“Thetimeforbilingualtrainingislongoverdueinaprofessioninwhichpeoplemaketheirlivingtalking,”Consolisays.Headds,“Multiculturalcompetenceandmulticulturalhumilityarecrucialvariablesinthedeliveryofmentalhealthservices.”

Eveninsummer,teacher’slovelearning.FollowingthemurderofGeorgeFloydandthe#BLMmovementtheTeacherEducationProgram(TEP)engagedinlearningmoreaboutdiscriminationandsystemicracisminourcountry.AssistantTeachingProfessorAmberMoranledthewaytoorganizeareadinggroupof28TEPfacultyexaminingIbramX.Kendi’sHow To Be an Antiracist.Thediscussionsessionssofar,Moransays,havebeen“anaturalspaceforustopauseandreallyreflect.Thebookhasdoneagreatjoboflayingoutdifferentlensesonracism.We’redevelopingacommonlanguagethatwillbesuperhelpfulaswemoveforward.”Notonlywilltheyconsideractionplansoncethebookisfinishedandfullyconsidered,butit’salsojustthefirststepofsuchdeliberation—soontheentireGevirtzSchoolmightbeworkinginreadinggroups,too.

• ExaminedisparitieswithinourownSchoolanddevelopactionplansthatallowustofacilitateeducationalequity,access,andsuccessforallstudents,staff,andfaculty.

• Expandourcollaborationswithschools,communitygroups,andgovernmentagenciestomoveforwardanagendaofsocialandeducationaljusticeinourcommunities.

Finally,weinviteallmembersoftheGevirtz,UCSB,local,national,andinternationalcommunitiestoworkwithustofocusourindividualandcollectiveactiontodismantleracismandtranscendissuesofeducationalandsocialinequity.

TheSchooliscommittedtoafullslateoftheDean’sLecturesonEducation,Diversity,andDemocracy,likethiseventin2018.

JeffreyF.Milem,Dean RichardDurán,AssociateDean DanielleHarlow,AssociateDean

JillSharkey,AssociateDean BrianaVillaseñor,AssistantDean


BUILDING TELEHEALTH AND COMMUNITY IN THE MIDST OF A PANDEMIC

Whatatherapysessionlookedlikepre-COVID.

March14,thedaythatChancellorHenryYangannouncedremoteinstructionforspringquarter,wasalsothedaythattheHosfordClinicstaffsaid,“COVID-19willnotstopusfromprovidingtherapy.”Withinonemonth,thefacultyweretaskedwithswitchingfromin-personservicestocompletelyremoteservicesforallthreespecialtyclinicsatHosford.ThisprocesswasmadepossiblethroughthehardworkoftheHosfordClinicandUCSantaBarbara,aswellasthelargercommunityofpsychologistsacrossthecountry.

FormerHosfordClinicDirectorHeidiZetzer,whojuststeppeddownfromherpostinJune,playedavitalroleinbuildingtelehealth.Thisprocessincludedacquiringthebesttechnologytopracticetelehealth,creatingpoliciesandproceduresthatmetthestandardofcare,andtrainingpersonnel.Herexcellentleadership,andtheresearcheffortsoftheclinicstaff,madethismonumentaltasknotonlypossible,butahugesuccess.CurrentClinicDirector

SteveSmithsays,“TheworkHeidihasdoneisnothingshortofheroic.”

Anessentialpartofbuildingtelehealthwasacquiringthetechnologynecessarytodeliverremotetreatment.Ateamofexpertswasneededtonavigatehowtoemailclientssecurely,videoconferencewithclientsandstudentclinicians,andaccessclientrecordsthroughanelectronichealthrecordsystem.ItwasalsoimportantthattheequipmentandsoftwaremetHIPAArequirementsprotectingpatientinformation.ShannonRivard,DepartmentofCounseling,ClinicalandSchoolPsychologyAdministrator,DyanWirt,ClinicAdministrator, DougDrury,UCSBITStrategist,SamHorowitz,UCSBChiefInformationSecurityOfficer,anda fullcomplementofUCSBITspecialistsworkeddiligentlytohavethetelehealththerapyprogramreadybyApril.

ThetransitiontoavirtualformatcreatedchallengesinregardstotrainingstudentcliniciansandconductingtherapyoverZoom.Zetzerpointsoutthatthetrainingofpsychologistsandtheprovisionofcliniciansisveryrelationalandbuiltonpersonalconnections.Sheexplains,“OverZoom,itishardertobuildandmaintaintheserelationshipsbecause


POSITIVE AND PAINFUL EMOTIONS CO-OCCUR

Decades of research has shown that even seasons of lifedominated by deep suffering, such as bereavement oracute trauma can include moments of positive emotionalreprieve. Experiencing positive emotion amid theseperiods of stress promotes better long-term outcomes,including less depression and stronger social bonds.

1. CREATING POSITIVE MOMENTS

Sometimes we need to consciously schedulesituations or activities likely to make us feelgood. We can try for any positive emotion,including (but not limited to) curiosity, calm,amusement, joy, hope, gratitude, and/or love.

2. PROBLEM-FOCUSED COPING

Some of life's problems are too big or toocomplex to solve alone. In these times, we canrefocus on solvable tasks (e.g. making dinner,picking up medicine) within the unsolvableproblem. Keep tasks small and incremental;What is the first step of the first step?

3.FINDING MEANING + NOTICING THE GOOD

In times of chronic stress, many peopleinfuse new or deeper meaning into otherwiseordinary daily events. A walk in the sun or aphone call with a loved one may elicit deepergratitude than before,

HONORING + ALLOWING PAINFUL EMOTIONS

Remember that chronic avoidance of emotional pain canworsen distress in the long-run. Noticing, describing,allowing, and accepting uncomfortable and painfulemotion is an important part of coping with extendedcrises. No matter what emotional experiences you arehaving, try to treat yourself with understanding andwithout judgment. You're coping and that is good enough.

What good is feeling good ?POSITIVE COPING IN A TIME OF CRISIS

Emotional balance is allowing for a full range of pleasant and painful feelings

Positive emotion coping strategies can include:

SELECTED REFERENCESBonanno, G. A., Moskowitz, J. T., Papa, A., & Folkman, S. (2005)Folkman,S.& Moskowitz, J. T. (2000); Fredrickson, B. L. (2001);

Tugade, M. M., & Fredrickson, B. L. (2007).

C A R O L A C K E R M A NP O S I T I V E P S Y C H O L O G Y C L I N I C

youlosetheinformalinteractions,suchasstudentsstoppingintomyofficetoaskaquestion,orseeingthemaroundthebuilding.”Similarly,SmithexplainedthattherapyoverZoomisquiteanadjustment,asthelossofbodylanguageandface-to-faceinteractionmakesithardertogetafullsenseofthepatient.“Ilovedoingtherapyinperson,”hestates,“Ifinditeasierasatherapisttoconnectwithpeopleintheroomwithme.”

Thatsaid,throughoutthetransitiontoavirtualformat,theclinicianshavealsofoundmanypositiveaspectsofworkingremotely.Smithseestelehealthasservingtheclinicwellinthefuture.“Ahugebenefitofthetelehealthserviceisbeingabletoaccessclientsacrossthestate,andservealargerpopulationthatcouldnotbereachedbefore,”heexplains.MiyaBarnett,DirectoroftheParent-ChildInteractionTherapyClinic(PCIT),statedthatPCIT,whichisamodelforcoachingparents,hastranslatedwelloverZoom.Intheclinic,therapistsstandbehindaone-waymirrorandobserveandcoachparentsinteractingwiththeirchild.ThetransitiontoZoomworkedseamlesslybecausethetherapistswerealreadyaccustomedtoconductingtherapyintwodifferentrooms.What’smore,Barnettpointsoutthat“beingabletoobservefamiliesintheirhomeenvironmentisanespeciallyrewardingexperience.”

Astheclinicsunderwentmanychanges,thefacultyandstafffoundanimmenseappreciationfortheircolleagues’commitmenttoeachother’swell-being.Zetzeradmitsthatatfirstshewonderedifitwouldbemorebeneficialtoclosetheclinicfortheacademicyeartotakemoretimeto

navigatetelehealth.“Luckily,IhavecolleaguesatUCSBandthroughoutthecountrywhodirectorsuperviseinpsychologytrainingclinics,”shesays.“Theirperspective,wisdom,sharedresources,andreassurancemadeallthedifferenceandhelpedmemoveforwardwithbuildingtelehealthservices.”

Duringthisglobalpandemic,thesupervisorsatHosfordClinicdevelopedanewfoundappreciationfortheresilienceofthosearoundthem.Thestudentcliniciansshowedresiliencebyadoptingatelehealthsystemallwhilebeingphysicallyandemotionallyimpactedbythepandemic,Anti-Blackracism,racialinjustice,threatstothecompletionoftheireducationandsupervisedclinicaltraining,threatstoDACA,andthreatstoLGBTQIrights.Thelarger

communityofpsychologistsacrossthecountrydemonstratedresiliencebyvolunteeringinformationwhilescramblingtodeveloptheirowntelehealthsystems.Theclinicdirectors,administrators,andsupervisorsdisplayedresiliencebydevelopingatelehealthprogramfromscratchinordertoprovidehelpandhealingtopatientsinatimeofuncertainty.Zetzerstates,“Whilethe‘tele’partoftelementalhealthiswhatgenerallygetsemphasized,itisthehumanaspectoftheworkthatdeservesthemostattention.”


TAREK AZZAM LEADS THE NEW CENTER FOR EVALUATION AND ASSESSMENT

TarekAzzam,AssociateProfessorintheDepartmentofEducationandDirectorofthejustestablishedCenterforEvaluationandAssessment(CEA)attheGevirtzSchool,realizesprogramevaluationisfarfromaneutraltool.“Iconductedasurveyofevaluators,”herecalls,“andaskedthem,‘Howoftenareyouaskedbyclientstomodifyyourfindings?’Theanswerwas76%ofthetime—it’sverycommon.”AshockinganswerlikethatfeedsAzzam’smission,though.“That’swhyIwanttotrainevaluators,astherearelotsoflegal,ethical,andpoliticalconcerns,”hesays.“Ifyou’rejusttrainedtodoresearch,yourarelylearnaboutthoseissues.”

Forwhileorganizationsalwayswanttoclaimtheyaremovingtoevidence-baseddecision-making,sometimesthatevidencedoesn’ttellthemwhattheywanttohear.Azzam,then,notonlyhastodesignausefulevaluationbutalsohastosellitsefficacy,evenifhehastodeliverlessthana100%goodnews.“Ifanevaluationisdevelopedinaresponsibleandusefulway,itcanmaketheprogrammoreeffective,”hesays.“Itcanalsohighlightsocialinequitiesandputalightonissuesotherwiseignored.”

Azzamgivesapertinentexample,relatingthestoryofatimeheevaluatedastudentretentionprogramatanun-namedhighereducationinstitution.Thatinstitutionwashappytohearthetreatmentgroupperformedbetterthanthecontrolgroup,butitwaslesshappytoheartheresultsofadditionalanalysis:lookingattheresultsbyethnicity,Latinosinthetreatmentweredroppingoutatanevenhigherratethanthoseinthecontrolgroup.“Furtheranalysisshowedthementorsintheprogramdidn’thavethesamebackgroundastheirmentees,”Azzamrecalls,“sotheyunintentionallyassumedeveryonecameinwiththesamelevelofculturalcapital.”Theseevaluationresultsledtochangesintheprogram,andafterrecruitingmorefirst-generationscholarmentors,are-evaluationshowedtheinitialissuewassolved.

SolvingsocialproblemsiswhatdrewAzzamtoevaluationinthefirstplace,whenhewasanundergraduateatUCSantaBarbara(yes,he’saGaucho).Whilehewasalwaysinterestedinresearch,heexplains,“Iwasinterestedinresearchforsocialbetterment,toassistcommunitiesandvulnerablepopulations.”HewasfortunatetoworkwithlegendaryprofessorDr.DaphneBugentalinthePsychologyDepartmentonresearchexaminingtheeffectivenessofachildabuseprogramandhewashooked.Unfortunately,BugentalpassedawayayearbeforeAzzamjoinedtheGGSEfaculty,sohenevergottoworkwithherasacolleague.

Azzam,whojoinedtheGGSEfacultyin2019,cametoUCSBfromClaremontGraduateUniversity,wherehehadbeenAssociateProfessorandone-timedirectorofTheEvaluators’Institute.Heinsistshestilllovesthework,saying,“Istillgetakickoutofit,”inparticularbecauseheconsistentlydevelopscutting-edgemethodologiesandapproaches,warningthatoneofthebigpitfallsisassumingonetypeofevaluationfitsallsituations.HealsowelcomesthemovementtowardcertifyingevaluationsthathasoccurredinternationallyincountrieslikeCanada,NewZealand,andJapan.

AssociateProfessorTarekAzzamisthedirectorofthenewCenterforEvaluationandAssessment.


Evaluationcanbeusefulandsuccessful,heclaims,“Whenthere’sstakeholderbuy-in,whenit’sresponsivetoinformationalneedsoftheprogram,andwhenit’sviewedascredible.”Thepoliticaledgetoevaluationcan’tbeignored—beforeitbeginsallpartieshavetoagreeonwhatresultsmightsignalsuccess.Hepointstothenationalevaluationofabstinence-onlysexeducationasanexample.Theevaluatorsknewpeoplehaddefinitebeliefsgoingin,“Sotheyformedanadvisorycommitteefrombothcampsandthatgroupagreedonthemethodsandmeasuresfirst,”herelates.Theevaluationfoundabstinence-onlysexeducationhadnoeffects—itdidn’tpreventpregnanciesbutalsodidn’tincreaseSTDsinteens.Sobothgroupscameawayabitdisappointedwiththeresults,eveniftheevaluationledtotheendtofederalfundingofsuchprograms.“Whenyouhavesomethingcontroversial,youdon’tignoreit,”hesumsup.“Youanticipateitthatitmightblowupandplanforitasmuchaspossible.”

HisplansfortheCEAaretripartite.First,theCenterwillprovideevaluationservicestobothUCSBandtheregionalcommunityandeventuallybeyond.Second,itwillbeahubtotrainevaluators,tohelpbuildevaluationcapacityfororganizations.Third,itwillconductresearchtodevelopnew

methodologies—forexampleAzzamiscurrentlyexploringhowcrowdsourcingcanalleviateissuesoftimeandmoneyduringevaluations.Cantheybeusedascontrolgroups?Asawaytovalidateinstruments?

Overall,hisgeneralpitchtoapossibleorganizationsumsuphisandtheCenter’sapproach.“Itellthem,‘Icandothecheck-the-boxevaluation,butitwon’tbethatusefultoyou,’”hesays.

AzzamhasworkedonevaluatingprogramsliketheInternationalBaccalaureateMiddleYearsProgramme.(Credit:InternationalBaccalaureate)

“ “Whynottrytofigureoutandcollectandreportrelevantandusefulinformationtohelpcontinuethedevelopmentofyourprogramandrespondtoemergingneeds?Thisisthetypeofinformationthatwouldbemosthelpfulforyouasdecisionmakers.


Alumna Helen A. Neville (Counseling Psychology, Ph.D., ’93) is a force for transformation. A professor of Educational Psychology and African American Studies at the University of Illinois at Urbana-Champaign, she is a national leader in the areas of race, racism, and racial identity, and diversity issues related to well-being. From being a past President of APA Division 45, the Society for the Psychological Study of Culture, Ethnicity, and Race, where she founded the Radical Healing Collective, to co-editing/authoring eight books and (co)-authoring over 90 journal articles and book chapters, Neville has built a career of social justice work.

Launch had such a fruitful interview with Dr. Neville that we can only feature two of her crucial answers here; please go online (education.ucsb.edu/news/2020/alumna-helen-neville-launch-2020-full-interview) to read the full discussion. Here she replies to the issues:

How does white supremacy make itself known in the classroom? In therapy?

Insteadofusingthetermwhitesupremacy,Iliketotalkaboutitasthemythofwhitesupremacy.Thisunderscoresthefacttheideaofsupremacyisafalseone;instead,thereisamyththatwhiteindividualsandwhitesystemsandwhiteculturearesuperiortoBlackandLatinxandAfro-LatinxandvariousdifferentAsianandIndigenouscommunities.

So,whatdoesthislooklikeintheclassroom?Themythofwhitesupremacyshowsupinthecontentofthecourse—what’sonthesyllabus,theassignedreadings,thetheoriesdiscussed,andthetopicscovered.Itreflectstheperson’sapproachtothespecifictopic.Itislessaboutwhoiscoveredinthecourse,butratherwhoisnotincludedandwhy?Ifaneducatordoesnotspecificallysay,“Iadoptananti-racist,socialjusticeoriented,ordecolonizedapproachtoteaching,”thenmanytimesthestructureandcontentofthecoursesupportthemythofwhitesupremacy.

Howweaseducatorscommunicateandhowweexpectstudentstocommunicatefitsintothisnotionofthemythofwhitesupremacy.Forexample,thequestion“whydon’twehaveacivildiscussion?”,oftenisdesignedtosilencepeople’saffectaroundtheiroppression.Inessence,thequestionencouragespeoplenottoexpressangeroverracialandotherformsofoppression.Imbeddedinthequestion,also,istheassumptionthatnamingracismandanti-Blacknessisnotpartofthecivildiscourse.

Blackstudents,indigenousstudents,andotherstudentsofcolorfeelsilencedintheclassroominotherwaysaswell.Raceorethnicityorracismarerarelydiscussedandwhentheyarediscussedthosepopulationsarepathologizedortheirexperiencesareminimized.Andwhenthereisconflictintheroomoverincidentsordiscussions,manytimesfacultydon’thavetheskillsetortrainingtointervene.Somestudentsmightsayincrediblyinsensitivethingsthatgetuncheckedorunchallengedbytheteacherorotherstudents.Thisfurthersilencesstudentsofcoloranditcreatesanunsafelearningenvironment.

DR. HELEN A. NEVILLE: A RACIAL JUSTICE JOURNEY


Wearelivinginamomentoftremendouschaosandpain.But,havingsaidthat,IamsoinspiredbytheradicalandrevolutionarylovethatIseeoutthere.Peoplefeelsopassionatelyaboutjustice,aboutanti-Blackness,theimportanceofaffirmingBlacklivesthattheyarecontinuingtodemonstrateforatleastthreemonthsafterthemurderofGeorgeFloyd.Iviewthataslove;peoplearesocommittedtoourcollectivehumanitythatwearewillingtofightandstruggleforjusticeinthemidstofaglobalhealthpandemic.Thatgivesmehope.

ButwhatalsogivesmehopeisthatIcomefromalonghistoryofpeoplewhohaveresistedoppression,whohaveworkedandfoughthardtotransformoursocietysothatIcouldhavesomeoftheopportunitiesthatIhavenow,sothatwehaveasocietythatisthismuchclosertorealizingdemocracy—we’renotthereyet,butitisajourney.

IalsobelievethatIoweittofuturegenerationstoholdontothisfight.Toknowthattomorrowisgoingtobebetterforthem.Ithinkthatgivesmehopeandmotivationandprovidesmewithmeaning.Ialsounderstandthatatoolofracialoppressionistotrytomakeusfeelpowerlessandhopeless,andIwillnotsuccumbtothat.Icanseeallkindsofpossibilitiesinmyfuture,inourcollectivefuture.Thesepossibilitiesincludeliberation,andfreedom,andjoy.

Paralleltotheclassroomishowthemythofwhitesupremacyshowsupintherapy.Onewayisatherapist’scaseconceptualization.Ifatherapistfocusessolelyonindividualbehaviorandindividualactionsthataredecontextualizedfromtheclient’slivedexperience,theydon’ttakeintoconsiderationtheclient’sracialandothersocialidentities,theirclassbackground,andtheneighborhoodinwhichtheygrewup.Asaresult,thetherapistmightpathologizetheclientoridentifythesourceofanxietyordepressionsolelywithinthepersonasopposedtowithintheenvironment.Anotherwayisadoptingaracialcolorblindapproachtoconductingtherapy.Thisiswherefolksmightsay,“Iseeallofmyclientsashumanbeings,Idon’twanttostereotypethem;Ijustwanttofocusonthemandtheirindividualselves.”Thiswouldbefineifwelivedinanidealworld.Unfortunately,wedon’tliveinanidealworldwhereraceandracismdonotmatter.Whentherapistsviewclientsasindividuals,thatisoftenpairedwiththemnotexploringclients’racialorethnicorculturalselves;thetherapistsareessentiallydenyingthatpartoftheirclients’lives.Whatendsuphappeningisthatpeopledon’tfeelcompletelyseenorrecognizedintherapy.

Anotherwayinwhichweseethemythofwhitesupremacyoperatingistheassumptionthatindividualorgrouptherapyisthegoldstandardwayofpromotingmentalhealth.Weshouldalsotrainappliedpsychologiststoworkincommunitiesandtointerveneatastructuralandsystemlevel.Ifwefindthatourclientsareexperiencingracialtrauma,whatarewedoingaspsychologiststotransformthosetoxicandhurtfulpracticesandenvironmentsthatarerootedinracism?

Does the current moment, despite growing out of violence and pain, give you hope?


FACULTY HONORS, AWARDS, AND BOOK PUBLICATIONS, 2019-2020

Diana Arya waspromotedtoAssociateProfessor.

Miya Arya wasawardedaHellmanFellowshipforthestudy,“InterpersonalAutonomicPhysiologyinParent-ChildInteractionTherapy.”

Charles Bazermanwaspresentedthe2020CCCCExemplarAwardfromTheNationalCouncilofTeachersofEnglish(NCTE).Healsoco-edited,withBlancaYanethGonzálezPinzón,etal.Conocer la escritura: investigación más allá de las fronteras; Knowing Writing: Writing Research across Borders (UniversidadJaveriana,Bogota,2019).

Ann CarlylepublishedthebookIt Makes Sense! Using Number Paths and Number Lines to Build Number Sense(MathSolutions,2020).

Alison CerezoguesteditedaspecialissueoftheJournal of Latinx PsychologythatfocusedonLatinxLGBTQissues;theissuewasthefirstevercollectionofpapersonsexualandgenderdiverseLatinxs.CerezowasalsoawardedaHellmanFellowshipforthestudy,“TrackingtheImpactofDailyStressfulEventsonMentalDistress,AlcoholandTobaccoUseinSexualMinorityWomen.”

Andrés ConsoliwaselectedtoserveasVicePresidentforInternationalAffairsfortheSocietyofCounselingPsychology(SCP),Division17oftheAmericanPsychologicalAssociation.

Andrew Fedders wasappointedtoserveastheUCRepresentativefortheSpecialEducationCaliforniaTeachingPerformanceAssessment(CalTPA)DesignTeam.

Michael FurlongwasappointedAssociateEditorofbothEducational and Developmental Psychologist and Journal of Positive School Psychology.

Danielle Harlowwasnominatedfora2020MargaretT.GetmanServicetoStudentsAward.

Tania IsraelpublishedBeyond Your Bubble: How to Connect Across the Political Divide(AmericanPsychologicalAssociation,2020).

Shane Jimersonwastherecipientofthe2020TrainersofSchoolPsychologists(TSP)OutstandingTrainerAward.JimersonwasalsonamedtheneweditorofSchool Psychology ReviewandisPresidentoftheSocietyfortheStudyofSchoolPsychology.Jimersonalsopresentedthe2020NationalAssociationofSchoolPsychologistsDistinguishedLecture;thetitleofhistalkwas“BetheChange:TakingtheLeadtoDiversifyourProfession.”

Maryam Kia-KeatingwaspromotedtoFullProfessor.

Jin Sook Lee receiveda2019-20OutstandingGraduateMentorAwardfromUCSantaBarbara’sAcademicSenate.

Steven Smith wasappointedchairoftheDepartmentofCounseling,ClinicalandSchoolPsychologyandtheDirectoroftheHosfordCounseling&PsychologicalServicesClinic.SmithwasalsopromotedtoFullTeachingProfessor.

Ty VernonwaspromotedtoAssociateProfessor.

Heidi ZetzerwaselectedasSecretaryoftheSocietyofCounselingPsychology(SCP),Division17oftheAmericanPsychologicalAssociation.ZetzeralsoreceivedtheSantaBarbaraCountyPsychologicalAssociationLegacyAwardforherachievementsinMentoringandtheClinicalSupervisionfieldofPsychology.


Jeffrey MilemwasappointedasamemberoftheUCProvost’sAdvisoryCouncilonEducationalEquity.MilemwasalsoelectedtotheBoardofDirectorsfortheSantaBarbaraEducationFoundation(SBEF).

Melissa Morgan waspromotedtoFullProfessor.ShewasalsoelectedFellowoftheSocietyforCounselingPsychologyofAPA.

Mathew Quirkwaspromotedto FullProfessor.

Russell RumbergerwasappointedtotheResearchAdvisorySubcommitteeforthedevelopmentoftheCaliforniaCradle-to-CareerDataSystem.

Tine SloanwasappointedtotheResearchAdvisorySubcommitteeforthedevelopmentoftheCaliforniaCradle-to-CareerDataSystem.SloanwasalsopromotedtoFullTeachingProfessor.

GEVIRTZ SCHOOL FELLOWSHIPS 2019-2020

EndowedinPerpetuity Martha Aldridge Promise Award MarthaAldridgewasaUCSBstaffmemberfrom1961untilherdeathin1986.ThePromiseAward,establishedinherhonorbyherfriends,family,andcolleagues,isgiventotopcredentialcandidatesintheTeacherEducationProgramtoassistwiththetransitiontotheirfirstteachingpositioninelementaryeducation.

The Donald R. Atkinson Diversity Enhancement Award ThisawardisinhonorofProfessorEmeritusDonaldR.Atkinsonforhis30yearsofservicetotheprofessionofcounselingpsychology.Duringhistenure,ProfessorEmeritusAtkinsonwasdedicatedtomakingtheGevirtzSchoolonethatisaffirmingtoall.Theawardisgiventosupportstudentresearchoradissertationintheareaofmulticulturalcounselingpsychology.

The Cynthia and Frederick Brinkmann Fellowship GenerouslysupportsstudentspursuingteachingcredentialsintheTeacherEducationProgram.

The Dorothy M. Chun and Joseph Polchinski Fellowship Supportsqualifiedgraduatestudent(s)enrolledintheinterdisciplinaryEmphasisinAppliedLinguisticswhoarestudyingsecondlanguageacquisitionandclosely-relatedtopics.

The Dorman Commons Fellowship EstablishedinmemoryofDormanCommons,pastpresidentoftheCaliforniaBoardofEducation,thisfellowshipsupportsfinancialaidforgraduatestudentsintheSchoolofEducationwhoareclassroomteachersorprofessionaleducatorsreturningtoworkonadvanceddegrees.

The Marika Ann Critelli Memorial Fellowships for Community Service EstablishedinmemoryofMarikaAnnCritelli,thisfellowshiphighlightsoneofthecorevaluesoftheTeacherEducationProgram—thatofcommunityservice.Itsupportscredentialcandidateswhohaveshownacommitmenttoprovidingcommunityservice,eitherthroughtheirowneffortsand/orbyprovidingopportunitiesforK-12studentstoengageinactivitiesthatbenefitlocalorglobalcommunities.

The James D. and Carol N. Dixon Graduate Fellowships SupportsMAorPh.D.studentswithafocusonreadingstudiesand/orthebroaderfieldofliteracystudies.ThereisaselectionpreferenceforEducationDepartmentstudentswhoareinvolvedinReadingClinicactivities.

The Priscilla and Susan Drum Memorial Endowed Fellowship EstablishedinmemoryofPriscillaDrum,aProfessorintheSchoolofEducationfrom1976-1994,andhersisterSusan.Thefellowshipsupportsqualifiedgraduatestudent(s)pursuinganMAorPh.D.withafocusonLiteracyintheEducationDepartment.Prioracademicmeritsarenotaneligibilityrequirement;however,recipientsdodemonstrateprospectivepromiseasscholars.Selectionpreferenceisgiventostudentswhohaveperseveredthroughhardshipsanddemonstratedgritinthepursuitoftheirvisionofbecomingscholars.

The Delaine A. Eastin Fellowship SupportsstudentstopursueanMAorPh.D.inEducation.Qualifiedrecipientshaveacademicpromiseandarethefirstintheirfamilytoattendgraduateschool(“firstgeneration”).Whentherearemultipleeligiblecandidates,preferenceisgiventofemalestudents.

The Peggy Fredericksen Memorial Fellowship PeggyFredericksenreceivedherB.A.inElementaryEducationfromUCSantaBarbarain1951.ShethenpursuedacareerteachingelementaryschoolinSantaBarbaraandLongBeach.ThisfellowshipfundhasbeencreatedtohonorandsustainhermemoryandpassionforK-12educationbysupportingTeacherEducationProgramcandidates.

The Gevirtz Fellowship GevirtzFellowshipsareawardedfromanendowedfunddedicatedtosupportingGGSEprograms,activities,andstudentswhoshowpromiseforhavingapositiveimpactonpubliceducation.StudentsfromallareasoftheGevirtzSchoolareeligible.ThisfellowshipismadepossiblebythegenerosityandlegacyofDonandMarilynGevirtz.

The Phillip and Helen Green Travel Fellowships EstablishedinmemoryofPhillipandHelenGreen.Thefellowshipsupportsacademicconferencerelatedtravelforgraduatestudents,withapreferenceforgraduatestudentsdoingclassroomresearchthatsupportsdemocraticpracticesandequityofaccessforimmigrantandsecondlanguagestudentsfromworkingclassbackgrounds.AnoverarchinggoalofthisfellowshipistomakevisiblescholarlyworkthatuncoverseffectivepracticesthatsupportstudentsingainingaccesstoAmericansociety.

The Vivian Guerrier “Hope” Fellowships ThisfellowshiphonorslongtimeGevirtzSchoolstaffmemberVivianGuerrier,whodiedinAugust2007,aftermorethanadecadeofservicetotheGGSEandtheTeacherEducationProgram.TheVivian

Manyofthe2019-20fellowsattheFellowshipBreakfastheldtohonortheminJanuary2020.


Guerrier“Hope”Fellowshipsrecognizeandencouragecredentialcandidateswhopersevereinspiteofhardshipstoaccomplishtheirvisiontobecomeeducatorsandwho,likeVivian,inspireotherswiththeircourageandintegrity.

The Thomas G. Haring Memorial Fellowship EstablishedinmemoryofThomasG.Haring,amemberoftheGraduateSchoolofEducationfacultyandrenownedresearcherandteacher.Hisresearchandteachingfocusedonindividualswithseveredisabilities.Dr.Haringwascommittedtoimprovingthelotofindividualswithspecialneedsineducationandthecommunity.Thefellowshipsupportsstudentswithafocusontheeducationofindividualswithspecialneeds,withattentiontosocialandappliedcognitivebehavioranalysisinintegratededucationalandcommunitysettings.

The James Hong Memorial Research Fund Fellowship EstablishedinmemoryofUCSBstudent,JamesHong.ThisfundsupportsgraduatestudentsinGGSE’sDepartmentofCounseling,Clinical,andSchoolPsychologywhoarepursuingresearchonat-riskyouthandschoolviolence,withthegoalofhelpingtopreventviolenceandpromotesafety.

The Patty Hopkins-Acos Memorial Fellowship ThisfellowshipsupportsTeacherEducationProgramstudentsworkingtowardtheEducationSpecialistCredential,whodemonstratetheprofessionalandpersonaldedicationexemplifiedbyPattyHopkins-Acosthroughouthercareerwithspecialneedschildren.Thisfellowshiprecognizesandencouragesfuturespecialeducationteacherswho,likePatty,inspireotherswiththeirexcitementaboutteaching,compassion,irrepressibleenergy,courage,integrity,andsenseofhumor.

The Ray E. Hosford Memorial Fund Fellowship EstablishedinmemoryofRayE.Hosford,ProfessorofEducation,thisfundsupportsmerit-basedgraduatefellowshipsfordoctoralstudentsinCounselingPsychology,preferablygoingtothosepursuingresearchinSocialLearningTheory.

The Dr. J Student Teacher Fellowships TheDr.JStudentTeacherFellowshipshonorthelegacyofDr.RichardJamgochian,formerDirectoroftheTeacherEducationProgram.From1968-1991,“Dr.J”wasanenthusiasticandtirelessadvocateforteachereducation.RecipientsofthefellowshipshowpromiseasfutureteachersandexemplifytheidealsthatDr.Jpromoted.AccordingtoDr.J,learningtoteachshouldbeacollegialendeavor.Hejudgedteachingtobebothascienceandanart,andheencouragedteacherstoengageinon-goingself-examinationandprofessionaldevelopmenttomaintainskillsinbothendeavors.

The Gale and Richard Morrison Fellowship EstablishedbyGevirtzSchoolProfessorandDeanEmeritus,GaleMorrison,andherhusbandRichardMorrison’69,thisfellowshipisawardedtotopapplicantstotheGevirtzSchooltopursueaPh.D.,ordeservingstudentswhohaveadvancedtoPh.D.candidacyandareworkingontheirdissertations.

The Special Education Fellowship Supportsaspiringspecialeducationteacherswhoarededicatedtoalong-termprofessionalcommitmentofworkinginschoolsettingswithstudentswhoqualifyforspecialeducationservices,aswellaswiththeirfamilies.

The Dr. Sabrina Tuyay Memorial Fellowship Fortwelveyears,untilheruntimelydeathinJune2005,Dr.SabrinaTuyaytaughtLiteracy/LanguageArtsMethodsandProcedurescoursesintheTeacherEducationProgram.ThismemorialfellowshipacknowledgesteachercandidateswhohaveshownacommitmenttoprovidingthoughtfulliteracyandEnglishlanguageinstructiontoelementary-ageand/orspecialeducationstudents.WhatdistinguishedSabrinawasherpassionatededicationtoensuringthatteachersbecomecriticalthinkersandrisktakers,leaderswillingtopushboundariessothatallstudentscanoptimallylearntoreadandwriteandthink.

AnnuallyFundedFellowshipsThe Lubchenco-Gaines Fellowships SupportsacandidateintheTeacherEducationProgramincludingasinglesubjectcredentialcandidatewithafocusonbiologyandhasdemonstratedfinancialneed,andamultiplesubjectcredentialcandidatewhoisafirst-generationcollegegraduateandhasdemonstratedfinancialneed.

The Glikbarg Family Foundation Fellowship SupportsTeacherEducationProgramstudentswhohavemadeacommitmenttoteachinalow-income,ethnicallydiversecommunitywherestudentshistoricallymaynotcompletehighschoolandwherededicatedteachingcanpositivelyaffectthefutureforotherwisedisadvantagedstudents.

The Alumni Fellowship Funds for Education, CCSP, and TEP Graduate Students GevirtzSchoolalumniestablishedthreefundstosupportfuturegenerationsofstudentswhowillsoonjointhemasgraduates.Thesefundsareintendedtohelpoffsettherisingcostsoftuition.

PEAC Community Fellowship for Education ThisisanewpartnershipamongtheGevirtzSchool’sTeacherEducationProgram,SantaBarbaraUnifiedSchoolDistrict(SBUSD),theJames S. Bower Foundation,andSBUSD’sProgramforEffectiveAccesstoCollege(PEAC—whichsupportsstudentsfromtraditionallyunderservedbackgroundswiththeacademicandsocio-emotionalsupportsnecessarytoreachcollege).Thefundingprovidesfull-ridefellowshipstoPEACgraduates(orcloselyaffiliatedstudents)whohavecompletedtheirundergraduatedegrees,wishtoearntheirteachingcredentialsintheGevirtzSchool,andultimatelyreturntotheirhomecommunityasateacherinSBUSD.SBUSDcomplimentsthesefull-ridefellowshipswithfirstrightofrefusalonappropriatejoboffers—uponenteringTEP—tobefinalizedafterthesuccessfulcompletionoftheirteachingcredentials.WithgeneroussupportfromtheHelen and Will Webster Foundation,wewereabletoexpandthisprogramandofferafourthfellowshipthisyear.



Sky Adams(TEP,SST/Biology,M.Ed.,’16)hasbeennamedthefirstwomendirectorofSantaBarbaraHighSchool’saward-winningComputerScienceAcademy.

Reem A. Alfrayan(Education,Ph.D.,’14)wasappointedtheExecutiveDirectorattheG20SaudiSecretariat.

Miles Ashlock (Education,MA,’11),UCSantaBarbara’sActingAssociateDean&Director,OfficeofStudentLife,wasnominatedfora2020MargaretT.GetmanServicetoStudentsAward.

Leesa Beck (Education,Ph.D.,’16)wasappointedDirectorofSummerSessionsatUCSantaBarbara.

Andrew Choi (CCSP,Ph.D.,’19)wonthe2020AmericanBoardofProfessionalPsychology(ABPP)Dr.ArthurNezuDiversityDissertationAwardandthe2020APAEdwinB.NewmanGraduateResearchAwardforhisdissertationonbisexualhealth.

Andrés Consoli(CCSP,Ph.D.,’94)waselectedtoserveasVicePresidentforInternationalAffairsfortheSocietyofCounselingPsychology(SCP),Division17oftheAmericanPsychologicalAssociation.

Andrew Fedders (Education,Ph.D.,’11)wasappointedtoserveastheUCRepresentativefortheSpecialEducationCaliforniaTeachingPerformanceAssessment(CalTPA)DesignTeam.

James Ford(Education,Ph.D.,’13)wasappointedasChiefofStafffortheDivisionofAcademicPlanningatUCBerkeley.

Michael Furlong (Education,Ph.D.,’80)wasappointedAssociateEditorofbothEducational and Developmental Psychologist and Journal of Positive School Psychology.

Grace Gengoux (CCSP,Ph.D.,’08)publishedProfessional Well-Being: Enhancing Wellness Among Psychiatrists, Psychologists, and Mental Health Clinicians(AmericanPsychiatricAssociationPublications,2020).

Amber Gonzalez (Education,Ph.D.,’13)wasgiventenurebytheDepartmentofChildDevelopmentatCaliforniaStateUniversitySacramento.

Kim Johnson (TEP,SST/Mathematics,M.Ed.,’99)andherhusbandJackJohnsonfundtheExploreEcologyinitiative,whichhostedtheSantaBarbaraEdibleEducationSymposiumonOctober11and12.

Don Lubach(Education,Ph.D.,’97)wasappointedUCSantaBarbara’sAssociateOmbuds.Healsowasnominatedfora2020MargaretT.GetmanServicetoStudentsAward.

Levi Maaia(Education,Ph.D.,’18)directedthefilmMaking It in CubathathighlightsCuba’scultureofingenuity.

Nicole Merino(Education,Ph.D.,’10)wasappointedthenationaldirectorofedTPA(anassessmentandsupportsystem

usedbyteacherpreparationprogramsthroughouttheUnitedStates)atStanfordUniversity.

Jasmine (McBeath) Nation (Education,Ph.D.,’19)washiredasanAssistantProfessorofLiberalStudies,ScienceSpecialistatCalPolyCollegeofScience&Mathematics.

Meagan O’Malley (CCSP,Ph.D.,’11)wasgiventhe2019RisingStarAwardbytheSacramentoStateAlumniAssociation.ShealsoreceivedpromotiontoAssociateProfessorofSchoolPsychologywithtenureatCaliforniaStateUniversity,Sacramento.

Sarah Elizabeth Pelangka (Education,Ph.D.,’11)wasnamedtheChildrenServiceProvideroftheYearbytheAutismSocietyVenturaCounty.

April Regester (Education,Ph.D.,’09)waspresentedwitha2019TASH(aninternationalleaderindisabilityadvocacy)BoardofDirectorsAward.

Carolyn Ross (TEP,SST/English,M.Ed.,’01)wasnamedastheGoletaChamberofCommerce2019EducatoroftheYear.

Katie Tucciarone (Education,MA,’05)wasselectedbyfellowstaffmembersforthe2020GevirtzGraduateSchoolofEducationStaffCitationofExcellenceAward.

Ty Vernon (CCSP,Ph.D.,’10)waspromotedtoAssociateProfessor.

Chryss Yost(Education,Ph.D.,’18)wasnamedthecoordinatoroftheHardingUniversityPartnershipSchoolCommunityResourceCenter.

GEVIRTZ SCHOOL ALUMNI HONORS 2019-20

GraceGengouxwithhernewbook, Professional Well-Being: Enhancing Wellness Among Psychiatrists, Psychologists, and Mental Health Clinicians.


DONOR HONOR ROLL

$1,000,000+Anonymous

$100,000 - $999,999 TheJamesS.BowerFoundationTheGilbertJ.MartinFoundationTheElaineF.StepanekFoundation

$25,000 - $99,999Anonymous(3)NaturipeBerryGrowers,Inc.RanchoLaPurisima

TinaHansenMcEnroe’89and PaulV.McEnroe

SBAllianceforCommunityTransformationTheSpencerFoundationMichael*H’11andAnneSmithTowbesTheHelen&WillWebsterFoundation

Alec’76andClaudia’75Webster

$5,000 - $24,999BankofAmericaCharitableGiftFundCynthia’68,’76and

FrederickBrinkmannHenryandInellChaseDr.CarolandJamesDixonThePeterDouglasFoundation

PeterDouglasHonorableDelaineEastin’71Dr.AnnLippincott’83,’99and

NedEmerson’65FidelityCharitableGiftFundThePeterJ.FrenkelFoundation

StephanandTerriFrenkelKristinKirbyandKevinWhelan,

in memory of Robert G. KirbyAmyWendelandDanielMeiselGaleandRichardMorrisonNoKidHungrySantaBarbaraFoundationScholarshipFoundationofSantaBarbaraRudiSchulteFamilyFoundation

Ms.BertaSchulteSchwabFundforCharitableGivingTheTowbesFoundation

$1,000 - $4,999AnonymousCharlesAlvaCaliforniaMasonicFoundationCushmanFamilyFoundation

Louisa’93andStewart’93Cushman

Dr.Kellie’91andDavidDeLozier,in honor of Blake Kneuer

SallyLeeDuncanMantooth

EdwardE.Escobedo’71,’73Dr.JudithL.GreenRobinandVikkiHuntDrs.AnnaandPetarKokotovicMontecitoBank&TrustStuartFoundationCarolD.Young’64Dr.JulesZimmerand

CarolynCogan’59,’73,’83

$100 - $999Dr.ToddR.AvellarJessicaSmithandKevinBrineCALM-ChildAbuseListeningMediationDrs.JeanandDavidCampbellHonorableLoisG.CappsSunny’86,’08andMichaelCrandellDr.JerryN.andMrs.RemyCurtisNancy’93andDr.JohnDonerDr.WendyC.Eichler,

in honor of Dr. Heidi ZetzerDavidFagerDavid’66andLinda’67FormanDonnaFranklinAlekandChristineHaidosHarriettandEltonHankinsDr.ElisaHernandez’12andMiguelLozaPingH.Ho,in memory of Ray HosfordFrancesandErwinHorningMargaretHuppHuronConsultingGroupDr.StaceyJ.KyleKarenLaubhanDr.AricaA.Lubin’00,’09CarolMatternJessieMcMillanClaireandThomasMoyesNationalAutomobileDealersCharitable

Foundation,in memory of Dennis E. Franks

Dr.SusanR.OpasJohnA.Parmentola,Ph.D.and

Mrs.JaneLangridgeChristineandRonaldPerrisDr.GwenC.RigbyStephanieRodgersGwenRodmanJohnandMaryRomoPeggyandJonRussellPatriciaandThomasSandersCarolSchwyzerRichardandPattiShavelsonDr.Ying-LanChang,Dr.I-HsingTan,

andKevinTanKevinTsung

$25 - $99Anonymous,in honor of Dr. Heidi ZetzerMarciaandStephenBoydDr.Su-JeChoCarolandBobColeCharleneFitzgeraldEdwinaandAlbertGolightlyDr.MarkL.andMrs.AnnyseGrossRosemarieandGeorgeHodsdonDr.RachelJ.Hopsicker,

in honor of Dr. Heidi ZetzerRobertandWhitneyIngersollMireyaLaraDr.PatriciaH.andMr.RandallMartinLindaMillikenandGeorgeDennisDennisandCarolynNaimanBarbaraPiszczekJohnandMarthaPowersDr.SusanJ.RocqueReverendMargaretE.andMr.DavidSelfDr.RoseHayden-Smithand

Mr.WilliamSmithLydiaSwansonJohnTamkunandRenateDeuringMr.andMrs.RonaldL.ValinskyDr.ShihweWang,

in honor of Dr. Heidi Zetzer

*deceasedH Honorary

Duringthe2019-2020academicyear,thecombinedgenerosityofalmost200donors–including71alumni,57parentsandfriends,8facultyandstaffmembers,currentUCSantaBarbaraFoundationtrustees,and28foundationsandorganizations–supportedstudentfellowships,impactfulresearch,andclinical/programmaticactivitiesintheGevirtzSchool.

Generous Gift Funds Jules Zimmer Dean’s Chair An anonymous million dollar gift has created the Jules Zimmer Dean’s Chair to honor the longtime faculty member and former dean. Current Dean Milem says: “Our school will reap the benefit of this philanthropic investment in perpetuity—for that I am eternally thankful.”

Documents

GEVIRTZ GRADUATES READY TO TAKE ON THE WORLD ...LAUNCH University of California, Santa Barbara 2020-2021 The Magazine of the Gevirtz Graduate School of Education GEVIRTZ GRADUATES