ANNUAL REPORT
A CALLING
A CALLING
A
t The Chicago School, we work with the assumption that no phase of life, no sector of society, no incident of human interaction is immune to the benefits of psychology. Our work demonstrates the continuous evolution of the field, today encompassing a myriad of applications that were not envisioned in the recent past. The significance of the past year for us is that we were here— that in times of challenge facing individuals and families and organizations, we were in a position to do what we do best. To take action. To make a difference.
WE A COMMITMENT
HAVE BEEN AND WILL BE HERE
TAKING ACTION IN OUR COMMUNITY
AND OUR WORLD.
PAGE 2 | TCS ANNUAL REPORT 2008-09
A COMMITMENT
A
s veterans returned in record numbers from Iraq and Afghanistan, The Chicago School was here, training the mental health practitioners to treat the growing incidence of post-traumatic stress disorder. As company after company faced the painful task of downsizing, The Chicago School was here, coaching executives through the process and training counselors to address the needs of the newly unemployed and their families. As human service agencies grappled with the two-pronged challenge of shrinking budgets and mounting client loads, The Chicago School was here, filling service gaps and building capacity for the long term. As the need for psychology—and the unlimited potential it offers—continues to intensify, The Chicago School will be here, committed to a mission of service and community, innovative in its approach to unanticipated challenges, and fiscally robust at a time when many organizations are struggling.
TCS ANNUAL REPORT 2008-09 | PAGE 3
LIVING THE MISSION
From Boulder to vail to
Chicago Defining the engaged professional model of education Our 30th year was spent articulating The Chicago Model of Education, which builds on the Vail Model—long a cornerstone of our curriculum—and prepares a new breed of civically engaged, socially entrepreneurial professionals. It reflects the evolution of The Chicago School into a premier psychology university and carries with it an implicit challenge to students and alumni, employees and partners, benefactors and friends: Reach out. Engage. Take Action.
PAGE 4 | TCS ANNUAL REPORT 2008-09
LIVING THE MISSION
SPOTLIGHT: DR. DEANE RABE AVP for engagement and student affairs; steering committee chair
A
s The Chicago School began outlining plans for expansion and for the transformative growth we want our students to experience, Deane Rabe remembers a moment of epiphany.
Have we moved beyond Vail and the focus on training practitionerscholars? Have we created something truly unique? It was a question that Dr. Rabe and a faculty-staff steering committee tackled in a year-long exercise that defined the critical elements of a Chicago School education and, in the process, moved past their original charge to create a model for training psychologists. In its place, they designed a blueprint for preparing “engaged professionals,” multiculturally and professionally proficient individuals who play integral roles in their communities, who approach practice and scholarship from the broader view of innovators and problem solvers, and who use their disciplines to make a positive and lasting impact on the world.
THE FACTS Boulder Model: Prepares scientist-practitioners Limited to clinical psychology Focus on research Culminates in a Ph.D. Vail Model: Prepares practitioner-scholars Limited to psychology Focus on clinical practice Culminates in a Psy.D. Chicago Model: Prepares engaged professionals
TAKE ACTION
Applicable to many professions Focus on practice, community outreach, social change Culminates in a broad range of graduate degrees
Nurture our “engaged professional” model by providing an internship, practicum, or community service opportunity for a Chicago School student. Together, we can help your organization move forward, and you will know that you are contributing to the preparation of a psychology professional whose career will be devoted to taking action. Contact us at: engagement@thechicagoschool.org
TCS ANNUAL REPORT 2008-09 | PAGE 5
LIVING THE MISSION
a new kind of
school Using Applied Behavior Analysis to ensure success for every child
Tucked into an educationally and economically underserved community on Chicago’s West Side is Garfield Park Preparatory Academy (GPPA), the first school in Illinois with a curriculum designed solely on the use of applied behavior analysis (ABA) principles to help students become academically and socially successful children with promising futures. Operated by TCS in cooperation with the Chicago Public School system, GPPA provides a unique advantage for neighborhood families as well as a real-world training ground for our ABA and School Psychology students.
PAGE 6 | TCS ANNUAL REPORT 2008-09
LIVING THE MISSION
SPOTLIGHT: LESLIE CANHAM ABA student, GPPA teacher
A
s a Michigan public school teacher, Leslie Canham observed first hand the pessimism that characterizes some educators working with students from lowincome families.
“The attitude that there’s no hope for children from this environment was more than I could take,” she says. “At GPPA, we know that’s just not true.” A TCS student working toward her master’s in applied behavior analysis, Leslie teaches kindergarten at the new elementary school, applying proven practices that are fundamental to an ABA curriculum. “We’re all on the same page and will use identical techniques— incentives and positive reinforcement—to alter inappropriate behavior and maximize academic achievement,” she says of the GPPA staff. “It’s a powerful educational model.”
THE FACTS GARFIELD PARK PREPARATORY ACADEMY SERVES AN AREA IN WHICH: O nly four of every 10 East 8th graders are ready for high school. 9 8% of the population is classified as low income.
TAKE ACTION
O nly half of adults have high school diplomas.
Children learn best when they have the resources they need. You can help GPPA students stay at the top of their game by sending any of the following items to: Garfield Park Preparatory Academy, 3250 W. Monroe, Chicago, IL 60624: • Washable markers • Dry-erase markers • Colored pencils • Crayons • Composition notebooks
• #2 pencils • Pocket folders • Wide-lined spiral notebooks • Glue sticks
TCS ANNUAL REPORT 2008-09 | PAGE 7
LIVING THE MISSION
opening our DOORS to the
community Using forensic psychology to address social issues
With an eye on broadening impact and tackling significant social problems, our Forensic Psychology Department ramped up its roster of outreach initiatives. At our Chicago Campus, The Chicago School Forensic Center was launched, providing evidence-based services—among the few in Illinois—for adult offenders, victims, delinquent youth, and families indicated in child abuse or neglect. In L.A., students led Crisis Intervention Training for law enforcement and social service personnel, focusing on mental illness recognition, substance abuse, domestic violence, and post-traumatic stress. Community partnerships provide a foundation for civic engagement, while student trainees are challenged to think beyond short-term solutions and work toward systemic change.
PAGE 8 | TCS ANNUAL REPORT 2008-09
LIVING THE MISSION
SPOTLIGHT: DR. DARLENE PERRY FACULTY, Forensic Center executive director
W
hy do boys join gangs, and what does it take for them to quit? How does ethnicity and acculturation play a role in gang affiliation? In a project undertaken by the Forensic Center, Darlene Perry’s students tackled this question and evaluated the effectiveness of the Urban Life Skills program run by New Life Centers of Chicagoland. It is a grassroots approach that provides mentoring, gang intervention, and prosocial activities for gang-involved, courtadjudicated youth in Chicago’s Little Village neighborhood. Students were tenacious in their execution of the research, devoting every Friday evening—typically an active time for street gangs—to interviewing youth, parents, and mentors to better understand means of recidivism reduction and qualityof-life enhancement for high-risk youth.
“The true measure of their dedication came as they were conducting a focus group and shots rang out outside the window,” Dr. Perry says. “They didn’t miss a beat. They were going to get the job done.”
THE FACTS Chicago is home to 100,000 gang members, more than any other U.S. city. They outnumber police 10 to 1. I n L.A., almost 40,000 youth are involved in gangs; they are responsible for more than half the city’s homicides. In 2009, indications of child abuse or neglect were found in cases involving more than 26,000 Illinois children.
TAKE ACTION
Without evidence-based treatment, the 15,870 Illinois children in foster care wait an average of four years to be reunited with their families.
Do you know of a Chicago agency that works with delinquent youth or maltreated children? Or a Los Angeles organization that could benefit from Crisis Intervention Training? Our forensic psychology students can help make a significant difference in people’s lives. Contact us at: Forensic Psychology Department, The Chicago School– L.A. Campus: dwarner@thechicagoschool.edu 213.615.7203 The Chicago School Forensic Center, The Chicago School– Chicago Campus: dperry@thechicagoschool.edu 312.467.8610 TCS ANNUAL REPORT 2008-09 | PAGE 9
LIVING THE MISSION
CHANGING
LIVES ON THE WEST COAST new campuses where psychologistsin-training learn by doing The addition of campuses in Westwood and Irvine fueled the growth of our yearold Southern California presence and provided a new crop of aspiring professionals with hands-on training and strong community connections. In a new twist on its real-world experiential model, The Chicago School began offering students the opportunity to work in its on-site counseling centers, providing low-cost therapeutic services to underserved populations and learning the ropes of functioning as skilled psychology practitioners.
PAGE 10 | TCS ANNUAL REPORT 2008-09
LIVING THE MISSION
SPOTLIGHT: DR. MELODIE SCHAEfER ALUMNA; director, Counseling Centers
I
t was the commitment to serving marginalized populations that brought Melodie Schaefer to The Chicago School, first as a doctoral student, and two decades later as the professional psychologist who would transform TCSSouthern California’s newly acquired counseling centers. Six months into her new post, she has turned the Westwood and Irvine clinics—already two of the largest in California— into true community mental health centers that serve those most in need and provide an unparalleled breadth of highquality training opportunities for master’s and doctoral candidates. Under the supervision of practicing psychologists, students work with returning veterans, counsel UCLA liver transplant patients, provide individual and family therapy, and help clients address the challenges of addiction, grief, trauma, and disability.
“We may be nestled in a wealthy community,” Dr. Schaefer says of the Westwood center, “but we’re reaching out to many of the most impoverished populations in our area.”
THE FACTS MORE THAN 50,000 homeless occupy the streets around The Chicago School’s L.A. Campus— individuals desperately in need of a wide variety of services, including mental health care. DEVASTATING CuTS in social service funding have left tens of thousands of Southern California individuals and families without needed counseling services.
TAKE ACTION
AfTER ADOPTING PROPOSITION 36—which offers treatment as an alternative to jail for first-time drug abusers—California has faced a dire shortage of qualified substance abuse counselors to meet the mushrooming demand.
Our most effective initiatives involve collaborations with groups that, until recently, none of us knew existed. Do you know of an organization, an agency, or a business that needs help but isn’t getting it, or can’t afford it? We want to know if we can make a difference through services that include traditional psychotherapy or counseling for substance abuse, domestic violence, trauma, child and adolescent or elderly issues, parenting, and much more. Contact us at: Westwood Center: 1145 Gayley Ave., Suite 322, Los Angeles 310.208.3120 Irvine Center: 4199 Campus Dr., Irvine 949.737.5460
TCS ANNUAL REPORT 2008-09 | PAGE 11
LIVING THE MISSION
TACKLING THE
STIGMA EDuCATING THE COMMuNITY
The metamorphosis of a small family foundation into the Naomi Ruth Cohen Institute for Mental Health Education at The Chicago School carries with it a multitude of meanings. To Marilyn and Larry Cohen, it is a tribute to their daughter’s memory. To The Chicago School, it takes the notion of psychology education to a new level, as well as to new audiences. And to families struggling with devastating psychological disorders, it means access to what they need most: information, support, somewhere to turn.
PAGE 12 | TCS ANNUAL REPORT 2008-09
LIVING THE MISSION
SPOTLIGHT: BRANDY BAKER STUDENT, postdoctoral fellow
F
rom her “behind-the-scenes” vantage point—first as a clinical psychology student and more recently as a postdoctoral fellow—Brandy Baker has watched the Cohen Foundation evolve into an institute dedicated to the mission of its founders: eradicating the stigma that stalks families dealing with mental illness.
“Stigma exists because people don’t know enough about mental illness,” she says. “It’s a fear of the unknown.”
ONE IN fOuR u.S. ADuLTS suffers from a diagnosable mental disorder, but only 7% receive treatment. MORE THAN 5 MILLION AMERICANS suffer from bipolar disorder, but 50% never seek treatment because of the fear of being labeled “mentally ill.” MENTAL DISORDERS REPRESENT the leading cause of disability for ages 15-44.
TAKE ACTION
Brandy points to the foundation’s decision to reinvent itself as part of The Chicago School as a win-win. Working together, the two organizations will be in a position to accomplish so much more: regularly scheduled conferences for the public, smaller workshops for targeted populations, publication of a resource guide, and partnerships with agencies and schools that can facilitate spreading the message about mental illness even further.
THE FACTS
You can be part of the solution by educating your friends and colleagues about mental illness. Tell them: •
In the United States, more than 38 million suffer from anxiety or depression.
•
Each year, suicide accounts for 33,000 deaths. An estimated 12 to 25 attempted suicides occur for every suicide death.
•
Treatment is available for patients; support is available for loved ones.
TCS ANNUAL REPORT 2008-09 | PAGE 13
NIGERIA
TAKING ACTION AROUND THE WORLD
1:
“ The clinic I have been dreaming about has opened to the public for the first time. It is the first such psychological center in all of Nigeria. This dream formed the bedrock on which I stood and made many of the decisions I implemented when I was at The Chicago School. I am now convinced that anyone is capable of becoming what he or she dreams.”
SRI LANKA
LIBERIA
Dr. Providentia Marinze (Psy.D. ’05) – Onitsha, Nigeria
3:
2:
“ Most cultures don’t use counselors and so it’s difficult for them to understand that we can help them. I’ve had to be flexible and devise methods of counseling in ways that no textbook ever taught me.” Dr. Charles Barringer (Psy.D. ’98) U.N. Peacekeeping Operations – Monrovia, Liberia
“ I felt honored to be teaching and working with these gentle and humble ‘wounded healers,’ who have themselves suffered great personal losses of loved ones and property through war and the tsunami. The counseling field is brand new in Sri Lanka…we are teaching them techniques of counseling for the first time.”
MIDDLE EAST
Dr. Drake Spaeth, assistant professor, Clinical Counseling On a TCS trip to Batticaloa, Sri Lanka, where he helped train “barefoot counselors”
4:
“ The 7-year-old boy—a Palestinian refugee from Iraq—drew a picture of his family bunched together, holding on to one another, very small in the bottom right corner of a blank sheet of paper. He identified his parents and baby siblings, but when asked where he was, he just shrugged shoulders and shook his head. He communicated more to me about his experience of the world through that picture and motion than I would have thought possible.”
CHINA
Lindsay Doyle, Clinical Psy.D. student (Psy.D. '13) after a December 2008 trip to the Mideast, where TCS students engaged in an art project with Palestinian children in Ramallah, West Bank.
5:
“ Despite the confusion and challenges of adapting my western education to an eastern environment, I am using my Chicago School degree to provide individual therapy and organize confidence-development groups for depressive populations at Fudan University’s Mental Health Center.” Jie “Frances” Qian (M.A. ‘08) – Shanghai, China
N
ers from but only
CANS 50% f the ll.�
NT or
LIVING THE MISSION
TAKING ACTION AROuND THE WORLD At The Chicago School, taking action has
not been limited by geographical boundaries or cultural comfort zones. Recognizing the challenges inherent in a world that is increasingly interconnected yet characterized by the deepening divide between industrialized and developing societies, we are continually expanding our definition of community and our vision for change.
6:
NEW YORK
faculty, our administrators and
CHICAGO
Actions taken by our students and alumni, our trustees and benefactors provide eloquent testimony
jAMAICA
to the role that psychology can play in transforming lives. Their
10:
11: LIBERIA
words offer momentary glimpses into the character of the engaged PERu
professional, verbal snapshots of careers devoted to serving the
2
9:
“We are the school that broke the mold by saying professional psychology extends to almost every area of human endeavor and can be applied in every part of the world. Our approach to psychology education is unique–it is grounded in diversity, global perspectives, continuous innovation. Our students, faculty, and alumni are all taking actions that make a difference.” Dr. Michael Horowitz, president and CEO
7:
“Our plans to train human service professionals in Rwanda are a clear illustration of our global outreach. The genocide that occurred there left a deep emotional scar on all of its citizens. The Chicago School is uniquely qualified to develop educational programs to assist in that country’s goal of becoming a positive model for all of Africa.” Ricardo Grunsten, chair, Board of Trustees
CROAITA
6:
RWANDA
CHICAGO
greater good.
8:
“ We have the opportunity to create great international synergy in the field of neuropsychology.”
“
Dr. Lukasz Konopka, professor, Clinical Psychology on a partnership he helped create with the University of Zagreb and the Croatian Institute for Brain Research.
D C
RWANDA
9:
7:
“Our students will have the opportunity to provide psychological services—and provide them in ways that respond to unique cultural needs—for a clinic that cares for destitute, sick, and traumatized children from all over Peru.” Dr. Carroll Cradock, president, Chicago Campus
CHINA SRI LANKA
1:
10:
“Chicago School students who participate as professional delegates to the U.N. Commission on the Status of Women have opportunities to master the mechanics of advocating for mental health while learning the importance of the high-priority psychological dimensions of issues for the international community. At the core of this experience is the knowledge that you can make a big difference in the lives of fellow human beings.” Dr. Yael Danieli, distinguished professor, International Psychology International Society for Traumatic Stress Studies Representative to the United Nations
5:
3:
jAMAICA
MIDDLE EAST
4:
NEW YORK
NIGERIA
CROATIA PERu
LIBERIA
2:
8:
11:
“Having returned to my native Jamaica, I am introducing applied behavior analysis principles in my culture, working with inner-city youth diagnosed with oppositional-defiant behaviors and exploring the possibility of a collaboration with the International University of the Caribbean to introduce an ABA program here.” Geraldine Garwood (M.A. ’09) Kingston, Jamaica
INVESTING IN THE FUTURE
BUILDING RESOURCES A
s The Chicago School tightened its embrace of the “take action” mantra that so clearly characterized the year’s accomplishments, one fact became increasingly apparent: the impact that we had begun to have throughout the community had the potential to grow exponentially— with the addition of more resources and more strategic partnerships.
It was a realization that resulted in a two-pronged strategy: the expansion of our governing body into a national, professionally diverse, and increasingly influential Board of Trustees; and the creation of a comprehensive Institutional Advancement Office charged with marshalling the potential of the board and forging linkages with well-matched public and private funders. During the year, the board grew from 19 to 27 trustees and broadened its membership both geographically and professionally to include corporate executives and small business leaders, community organizers and entrepreneurs, and representatives from the scientific, media, and academic sectors. Following a national search, President Horowitz brought in fundraising veteran Timothy Shannon to lead a newly expanded Office of Institutional Advancement, and to spearhead efforts in donor cultivation and solicitation, corporate and foundation relations, government grants, and alumni affairs. A long-range development plan, which targets an ambitious array of projects, was put into play and, as the 2008-09 year came to a close, we stood poised for new and exhilarating opportunities to take action and bring about a positive impact in the communities we serve.
PAGE 18 | TCS ANNUAL REPORT 2008-09
INVESTING IN THE FUTURE
PROVIDING CUTTING-EDGE RESOURCES Dr. Terrence (Joe) Layng
T
he Chicago School has lofty goals for students enrolling at its newly opened elementary school. Despite its location in one of the city’s poorest and most educationally disadvantaged neighborhoods, teachers expect children to read in the first grade. All of them. One hundred percent.
Thanks to a gift from trustee Terrence (Joe) Layng, students at Garfield Park Preparatory Academy will have access to a revolutionary early literacy program that has taught almost 500,000 children—many of them from underserved backgrounds—to read. Its basis in applied behavior analysis (ABA) techniques fits perfectly with the school’s philosophy and its capacity for endless individualization guarantees what no one-size-fits-all approach can: that no child will fail. “Headsprout will take a non-reader through mid-second-grade level with under 30 hours of instruction,” says Dr. Layng, a professional psychologist and chief architect of the software. “Data show that a child who falls behind early will always have trouble keeping up. We’re not going to let that happen.” “This software is a brilliant example of the application of behavioral science to develop an efficient technology of teaching that works for almost everyone anywhere, routinely, safely, effectively,” says Dr. Charles Merbitz, ABA Department chair. “Its science-based approach puts much more powerful tools in the hands of teachers. Generally, we assume that any teacher can develop curricula at the same time as teaching and collecting milk money, but that’s not always the case. Headsprout is a system that guarantees success.” Donation of the interactive Headsprout Early Reading software is just one indication of Dr. Layng’s generosity when it comes to sharing his “time, talent, and treasure,” a widely held expectation of board members. Pitching in on another Chicago School partnership, he has been integral in the development of high school curriculum for the Chicago Academy of Advanced Technology, which will also use ABA learning strategies and will provide a training ground for Chicago School students. “I'm involved because of what's happening here,” Dr. Layng says. “More typical universities teach students more about esoteric theses than about being prepared for the real world. The Chicago School provides a unique environment for gaining the professional skills they really need.”
TCS ANNUAL REPORT 2008-09 | PAGE 19
INVESTING IN THE FUTURE
TCS 2008-09 DONORS
Gifts of up to $99
Sheldon Mazor
Judy Beaupre
Elana Lieberman
Richard & Donna Loundy
Anonymous
Rita McCleary
Arleen & Robert Blatt
Anonymous
Chuck Merbitz
John Carlsen (Psy.D. ’94)
Ms. Robyn Lieberman & Mr. Asher Kotz
Mr. Daniel Kelber & Ms. Laura Luckman
Ms. Nancy Albrecht
Katia Mitova
Paul Chance
Jo Lief
Michael & Sandra Miller
Robert & Patricia Atkins
Michael Mitzen
Susan Cherco
Janice Linn
Richard Niolon Deane Rabe
Susan Craig
Ms. Shana Lowitz: From the Donald Lovitz Memorial Fund IHO: Marilyn & Larry Cohen
Gail & Norm Cutler
Daniel & Carol Madock
Nathan & Marie Yellen Mr. & Mrs. Charles Weingarten
Freya Barr
Margie Morrison
Richard Bolnick
Douglas Morrison
Hugh Brodkey
Jamie Pasquale (Psy.D. ’00)
Laura Ann Brownstone & Clifford Qustel
Mr. James Cottle IHO: Bill & Judy Cottle
Darlene Perry
Ana del Castillo
James & Ann McNulty
James & Sydney Burstein
Roslyn Pollack
Chuck Merbitz
Jessica Cerniak
William & Gale Rattner
Mr. & Mrs. Marty & Joanna Denis
Alice Cottingham
Mr. & Mrs. Richard & Judith Rhodes
Angela Diaz Marilyn Faloon Naomi Feldman Shelia Fleming Anne Galioto (Psy.D. ’04)
Richard & Roberta Evans Martin & Martha Fleishman
Shirley & Fredrick Richter
Laury Franks
J. Breezer Rickey
Dr. & Mrs. Melvin & Patti Gerbie
Celena Roldan Gwen Satterfield Wendy Schiffman
Elizabeth Girouard (MA ’03)
Ms. Maria Garreton
Rabbi Michael Schwab
Claudelle Glasgow (Psy.D. ’06)
Tammy Garrity
James & Rita Shenin
Dr. Harvey & Inge Golden
Kathryn Giese
Louise & Paula Silverstein
Jeffrey Goldman
Ms. Gale Graubart-Roman
Michael & Ruth Sklar
Shivroup Grewal (Psy.D. ’05)
Santa Spector
Mr. & Mrs. Paul & Rosalie Greenberger
Ronald Mayta Spitz
Joan & Guy Gunzberg
James Statler
Alfred Gutman
Charles Stern
Jerome Hausman
Kurt Stiansen
Carol Howard
Lisa Stucke
Anne & Thomas Johnson
Terrill Stumpf
Larry & Janet Katz
Dr. Frank & Renee Summers
Jennifer Kelber
Brian Zboril
Mr. & Mrs. Jay Kopstein
Shelli Krinchko
Gifts of $100–$249
David Kroll
Mr. & Mrs. Robert & Hope Abels
Ms. Shirley E. Lahr IHO: Richard Wiley
Elana Liberman & Lorne Abramson
Thomas & Susan Laue
Mr. & Mrs. Daniel & Nina Baeza
Joan Liautaud (Psy.D. ’98)
Kevin & Kimberly Hand Babette Heller Maureen Hellwig Joan Hilby (Psy.D.’87) Anita & Martin Hurtig Kerri Huslebus Ellen Rosen Kaplan Bonnie Lance Ilene Lebovitz Ramona Lewis Marvin Lindsey & Beverly Merriweather Mr. & Mrs. Harvey Mantel Millie Marnin
IHO = In honor of
PAGE 20 | TCS ANNUAL REPORT 2008-09
John & Gloria Levin
Rosalie Price Ed & Jill Randell Louise Rosenblum Dawgelene Sangster Richard Sawislak Rebecca Stimson
Esther Saks Theodore Scholz
Rabbi Andrea London: Beth Emet Synagogue IHO: new partnership between TCS & NRC Gifts of $500–$999 Ronald O. Decker
Elizabeth VanDyke
Ric Estrada: Erie Neighborhood House
Robert & Sue Wieseneck
Robert Finkel
Joel & Lenore Wineberg
William & Anne Goldstein
Bobbe Wolf Nancy Yalowitz Elizabeth Yelen (Psy.D. ’03)
Michele Nealon-Woods (Psy.D. ’01) Dina Schenk & Lisa Gilmore Frank Seever
Gifts of $250–$499
Mark Williams
Anonymous Sylvia Babbin
Gifts of $1,000–$2,499
James Campbell
Patricia Breen
William & Judith Cottle
Eli Cohen & Rachel Fleishman
Harvey Arlene Coustan
William Barden Houston
Shayle Deanna Fox Seymour & Susan Frolichstein
Imani Pearls Foundation: Michelle Hoy-Watkins
Henry & Louise Greilshein
Jeff Keith
Magdalen Kellog
Law Debenture Trust
Barbara Kelly & Ruth Frey IHO: Jack Kelly
LPC Financial
Cathy Lazaurus Adele & Mark Liberman
George Mitchell Steven Nakisher (Psy.D. ’96)
INVESTING IN THE FUTURE
TCS 2008-09 DONORS
Tamara Rozhon Darcy Tannehill Gifts of $2,500–$4,999 Kevin Kotecki* Edward Bergmark Dean Chung Paul A. Dillon Brian Fabes Dorothy Farris Bruce Fox Linda Havard Michael Horowitz Louise Lane
In-Kind Gifts
Mr. & Mrs. Douglas & Jenny Patinkin
John DelMonaco* (Psy.D. ’96)
Philip J. Tobin Living Trust
Mary Pattiz
Field Foundation of Illinois
David Scott
Frank Bauer: Ranch Spur Foundation
Mr. & Mrs. Phil Utigard & Transwestern
Elizabeth Thompson
Terrence (Joe) Layng*
Info Visit Germany
Rev. Mary Tudela
Merchandise Mart
Carmen Velásquez Ted Weber
Gifts of $10,000–$24,999
Constance Williams
Creative Construction
Center for Labor & Community
Father Paul Foundation
Gifts of $5,000–$9,999
Gifts of $25,000–$99,999
Lawrence & Marilyn Cohen
Ricardo Grunsten & Family
Gifts of $100,000 & above
Terrence (Joe) Layng Headsprout Reading Software for Garfield Park Preparatory Academy John DelMonaco: Consulting Services
Naomi Ruth Cohen Foundation
Otto Kerner: Books and Journals to The Chicago School Library
Corporate Match Donations
Kevin Kotecki & Pabst Blue Ribbon: Beverage Donation
American Express Playboy Foundation RHR International
* Total giving includes value of in-kind gifts
BOARD OF TRUSTEES Ricardo Grunsten (Chair)
Dorothy Farris
Steven Nakisher, Psy.D.
Trustee Emeriti
Louise Lane (Vice Chair)
Bruce Fox, J.D.
Douglas Patinkin
Daniel Broadhurst
R. Edward Bergmark, Ph.D.
Linda Havard, M.B.A.
Mary Turner Pattiz, Ph.D.
Frank Seever, Ph.D.
Dean Chung, M.B.A.
Michael Horowitz, Ph.D.
David Scott, M.S.M.E
Theodore Weber, J.D.
Ronald Decker, J.D.
William Houston, M.S.M.
Elizabeth Thompson
Paul Dillon, M.S.
Kevin Kotecki, M.B.A.
Rev. Mary Tudela, M.B.A.
John DelMonaco, Psy.D.
Terrence Layng, Ph.D.
Carmen Velásquez, M.A.
Brian Fabes, Ph.D.
George Mitchell
Constance Williams, Ph.D.
ADVISORY BOARD, SOUTHERN CALIFORNIA CAMPUSES Norris Bernstein (Founding Chair)
Elizabeth T. Pierson
Matthew Gonzales
Karin Polachek
Jonathan Larsen
Joseph L. White, Ph. D.
TCS ANNUAL REPORT 2008-09 | PAGE 21
OUR GROWTH ENSURING FISCAL STABILITY
IN ENROLLMENT WAS
FUELED by strategic decisions to
broaden our reach through the addition of campuses and programs that reach new populations and address
PAGE 22 | TCS ANNUAL REPORT 2008-09
ENSURING FISCAL STABILITY
500
30 years OF DEGREES CONFERRED
450 400 350 300
413
During our first three decades, The Chicago School has granted 2,381 degrees, and in recent years has steadily increased the number of psychology professionals it produces—engaged professionals prepared to take action in their community and in their world.
361 354
276 234
250 200 148 150 102 100 29
36
1994-95
1995-96
1996-97
31
32
25
21
2000-01
33
1999-00
26
1998-99
24
1997-98
24
1993-94
1989-90
31
1992-93
22
1991-92
21
1990-91
23
1988-89
12
1987-88
03
15
1986-87
13
1985-86
50
72
0 2008-09
2007-08
2006-07
2005-06
2004-05
2003-04
2002-03
2001-02
1984-85
1983-84
Sources: For 1983-84 through 1987-88, TCS Alumni Directory (2003); for 1988-89 forward, U.S. Department of Education IPEDS (Integrated Postsecondary Education Data System) reports, http://nces.ed.gov/ipeds/ and Illinois Board of Higher Education, http://www.ibhe.org/. All year ranges cover the period of July 1st through the following June 30th with one exception. As of 2008-09, non-terminal master’s degrees conferred to Clinical Psy.D. students are awarded at the end of summer term, rather than spring term. Therefore, degrees conferred between August 2, 2008 and September 2, 2009 are represented.
2200 2000 1800
ENROLLMENT BY PROGRAM
2009
■ Clinical Psy.D.
Our record high of 2,009 students enrolled in fall 2008 represented almost a three-fold increase over fall 2003.
■ ABA M.A. ■ BCBA Cert ■ I/O M.A.
1600
■ Psychology M.A.
1200
■ Forensic M.A.
1057
■ School Psych Ed.S.
962
1000 800
■ Business Psy.D.
1327
1400
845
■ Counseling M.A. ■ ABA Psy.D.
683
600 400 200 0
FALL 2003
FALL 2004
FALL 2005
FALL 2006
FALL 2007
FALL 2008
NOTE: Program enrollment totals are based on academic content and do not reflect different delivery models (e.g., online vs. on-ground).
TCS ANNUAL REPORT 2008-09 | PAGE 23
ENSURING FISCAL STABILITY
More Campuses, More Programs, More Students, More Impact
STUDENTS BY CAMPUS
Just a few years ago, we were a one-campus, one-program, one-doctoral-degree institution. Our vision to dramatically expand our impact now manifests itself in ongoing geographic and programmatic diversification.
Fall 2007
Fall 2008
Summer 2009
■ Online 7% ■ Chicago/Grayslake 93%
■ Southern California 5% ■ Online 22% ■ Chicago/Grayslake 73%
■ Southern California 18% ■ Online 30% ■ Chicago/Grayslake 52%
ENROLLMENT
BY DEGREE LEVEL
PAGE 24 | TCS ANNUAL REPORT 2008-09
Fall 2008 ■ Certificate 3% ■ Education Specialist 7% ■ Doctoral 28% ■ Master’s 62%
ENSURING FISCAL STABILITY
50,000,000
■ Total Revenue ■ Operating Surplus ■ Net Assets
TOTAL REVENUE
In four years, revenue has almost quadrupled.
40,000,000
30,000,000
20,000,000
10,000,000
0 2004-2005 2005-2006 2006-2007 2007-2008
Unaudited 2008-2009
2004-2005
2005-2006
2006-2007
2007-2008
UNAUDITED 2008-2009
TOTAL REVENUE
11,390,948
15,231,799
19,857,859
27,362,841
41,113,577
OPERATING SURPLUS
1,564,469
3,016,514
3,075,614
1,560,010
1,955,525
NET ASSETS
5,245,015
8,261,535
11,337,149
12,920,497
17,316,743
ENDOWMENT
Despite a global economic crisis, the impact on The Chicago School—an institution that historically has not relied on endowment income for operational expenditures—was far less dramatic than at many peer institutions
5,000,000
4,419,350 3,828,383
4,000,000
3,463,303
3,000,000 1,827,611 2,000,000 1,013,712 1,000,000
0 2004-2005 2005-2006 2006-2007 2007-2008
ENDOWMENT
Unaudited 2008-2009
2004-2005
2005-2006
2006-2007
2007-2008
UNAUDITED 2008-2009
1,013,712
1,827,611
3,463,303
4,419,350
3,828,383
TCS ANNUAL REPORT 2008-09 | PAGE 25
EXCEEDING OUR GOALS
toward 2011 and becoming the premier school of professional psychology in the world
1:
Next Steps
Expanding our Horizons
Extend The Chicago School’s culture of innovation beyond traditional academic programs and create new opportunities that support continued financial stability and success. Milestones N ew campuses in Westwood and Irvine, Calif.; establishment of community mental health centers at both sites. • International initiatives undertaken in Sri Lanka, Croatia, Mexico, and China. • Ongoing expansion of our Online Campus, which grew to 880 students during its first full year of operation. •
E stablish TCS Foundation and a national plan for institutional advancement. • Create an administrative infrastructure to support expansion of international commitments. • Articulate organizationwide standards for key business processes and technology through a TCS Business Systems Task Force to ensure consistency and quality of administrative support functions. •
Priority no.
Priority no.
A STRATEGIC PLAN PROGRESS REPORT
3:
Raising the Bar
Continue to raise the standard of excellence in academic programs.
Next Steps O pen a campus in Washington, D.C., pending regulatory approval. • Acquire Pacific Oaks College, pending approval by the Western Association of Schools and Colleges. • Integrate and expand the newly acquired Santa Barbara Graduate Institute, and its leading-edge academic programs in somatic psychology and prenatal and perinatal psychology.
Priority no.
•
2:
Growing Smart
Manage growth so that adequate resources are generated and quality can be maintained across all programs. Milestones E stablishment of TCS Global to facilitate the growth of the endowment, acquisition of alternative sources of capital, and development of mission-driven domestic and international initiatives. • Creation of TCS Education System, an expanded nonprofit organizational structure that will allow us to build a collection of learning entities that share a common mission of preparing innovative, engaged, and purposeful agents of change who serve our global community. • Implementation of a “vital signs” protocol that allows us to monitor the viability of individual academic programs, and make timely decisions about resource allocations. •
PAGE 26 | TCS ANNUAL REPORT 2008-09
Milestones Development of TCS’ first Ph.D. programs: International Psychology and Organizational Leadership. • Completion of first full cycle of a new academic review process based on continuous improvement in student learning and program effectiveness. • C ompletion of the first Institutional Effectiveness evaluation. • Development of The Chicago School Model of Education, an innovative blueprint for preparing professionals who will be actively engaged in service and community. • T he appointment of deans of academic affairs at each campus to ensure the quality of instruction and learning, and to advance academic policies and priorities schoolwide. • Implementation of the Foundations program to improve student writing ability. • E xpansion of Faculty Council to include chapters for each campus. •
Next Steps I mplement The Chicago School Model of Education by infusing model elements into all aspects of instruction and co-curricular support. • Develop and support new delivery models, programs, and concentrations to support campus expansion goals. • Develop TCS Curriculum Library with access to all curriculum documents. • Develop a plan to support student preparation for and achievement of licensure. •
4:
Paving the Way for our Graduates
Increase support for students and alumni. Milestones E xpansion of support programs to students and alumni at our Southern California Campuses. • Increased use of eGo, a robust online community, to facilitate interaction among faculty, staff, students, and alumni. • Development of Southern California practicum and internship sites that emulate the successful community engagement efforts in Chicago. • Creation of the John Benitez Scholarship Fund to provide scholarship support for TCS students. • E xpansion of alumni outreach to include a presence on Facebook, LinkedIn, and Twitter. • Development of website for alumni of the former California Graduate Institute, which became part of The Chicago School in 2008. •
Next Steps D evelop a comprehensive, institutionwide compensation plan that will attract candidates and retain current employees. • E xpand The Office of Human Resources (HR) office to create business partners within the school. • Develop specialized training opportunities for highpotential employees. • Increase the use of HR technology. •
Priority no.
Priority no.
EXCEEDING OUR GOALS
6:
Collaborating for Change
Create and develop new partnerships with external constituencies. Milestones P artnership with the Chicago Public Schools to open Illinois’ first elementary school focused entirely on the use of applied behavior analysis principles. • Named to the President’s Honor Roll for Community Service for the second year. • Increased the number of pro bono and low-cost services provided to the community to a record 800,000 hours of service. • Became the first independent graduate school to join the Illinois Campus Compact, which fosters community service opportunities for students and partnerships between academic institutions and their communities. •
Next Steps C reate a digital course catalog to meet the needs of an increasingly technological generation of students. • Deliver enhanced online job search tools for students and alumni. • Deploy the eCollege distance learning service to improve delivery of online and blended courses. • Unveil a new alumni website. • Launch a student ambassador program encouraging students to build their leadership and philanthropic skills through participation in donor and alumni events.
Priority no.
•
5:
Next Steps D evelop community partnerships to support the Southern California Campuses. • Build on partnerships with public and private funding agencies to develop programs aimed at improving lives in the community. •
Investing in our own
Become known as the “Employer of Choice” in higher education. Milestones N amed to the Chronicle of Higher Education’s “Great Colleges to Work For.” • Development and implementation of programs that better serve employee needs and address issues of wellness and work-life balance. • Implementation of professional development opportunities for all employees. •
TCS ANNUAL REPORT 2008-09 | PAGE 27
CHICAGO CAMPUS 325 North Wells Street Chicago, IL 60654 312.329.6600 LOS ANGELES CAMPUS 617 West 7th Street Los Angeles, CA 90017 213.615.7200 IRVINE CAMPUS 4199 Campus Drive Irvine, CA 92612 949.737.5460 WESTWOOD CAMPUS 1145 Gayley Avenue, Suite 322 Los Angeles, CA 90024 310.208.4240 ONLINE CAMPUS www.thechicagoschool.edu