2
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
3
FOCUS
Winter 2020
a letter from our
President
Katrina S. Rogers, PhD
Associate Director, Media & Communications Starshine Roshell
President
Art Director Audrey Ma
FOCUS is published by Fielding Graduate University 2020 De la Vina St. Santa Barbara, CA 93105
INSIDE THIS ISSUE
FIELDING.EDU Please send reader responses to Starshine Roshell at sroshell@fielding.edu © 2020 Fielding Graduate University. All rights reserved. No portion of this publication may be reproduced in any form without prior written permission from Fielding Graduate University.
4
BOARD OF TRUSTEES
5
ABOUT FIELDING
6
SCHOOLS & PROGRAMS
7
FELL IN LOVE AT FIELDING
8
INCUBATOR FOR DEMOCRATIC ENGAGEMENT
9
14
10
16
POWER OF THE PEOPLE
BOOKS BY FIELDING AUTHORS
11
SHAKING THINGS UP
12
RESEARCHING VOTER FRAUD & INCLUSION
13
TEACHING CIVIC ENGAGEMENT
ACHIEVEMENTS
BEYOND ELECTORAL POLITICS
17
PART OF THE CONVERSATION
18
‘SHOWING UP’ FOR A CAUSE
19
REPAIRING TRUST IN AN EMBATTLED CITY
DEVELOPMENT
20
YOUR PHILANTHROPIC IMPACT
22
FIELDING SUPPORTERS
24
AN INVESTMENT IN FIELDING’S FACULTY
25
MASTERS & CERTIFICATE GRADUATES
26
DOCTORAL GRADUATES
How relevant is a college education anyway? Do community engagement and civic discourse “politicize” and “indoctrinate” students? These are questions being raised across American society today. For example, a recent Pew study (2018) found that while 72 percent of Democrats felt that college has a positive effect on the nation, 58 percent of Republicans and Republican-leaning Independents said that colleges and universities have a negative effect on the way things are going in the country. Under such conditions, some university presidents – particularly at public universities – have been reluctant to speak out on controversial issues, lest they offend donors, trustees, or elected officials. However, if educators can’t promote civil discourse and dialogue in a polarized environment … then who can?
In my new book, Democracy, Civic Engagement, and Citizenship in Higher Education: Reclaiming Our Civic Purpose, my co-author, Wil-
liam Flores, and I invited 25 university presidents and directors of civic engagement centers to explore how people can activate themselves and others to collective action. Their writings further deepen a fundamental founding principle of our nation – which is that educated and engaged citizens are essential to the health of democracy.
As we enter a new decade, this
issue of FOCUS is devoted to Fielding community members who are fostering an active democracy throughout the nation. You’ll find stories about
how our Human & Organizational Development program has, since its inception, been hatching ideas to bolster democracy; about students, staff, faculty, and alumni who study, work, and volunteer their time to ensure that marginalized populations have a voice in their communities; and about how ideas of democracy are growing and changing even as you read these words. We offer these pages as an opportunity for reflection – and to spark each one of us to think about our role as active citizens. The inspiring stories herein offer a vision of democracy that parallels Fielding’s own vision of graduate education: that of an informed and empowered community where justice is valued and opportunity abounds.
KATRINA S. ROGERS, PHD President
“Educated and engaged citizens are essential to the health of democracy.”
2
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
3
FOCUS
Winter 2020
a letter from our
President
Katrina S. Rogers, PhD
Associate Director, Media & Communications Starshine Roshell
President
Art Director Audrey Ma
FOCUS is published by Fielding Graduate University 2020 De la Vina St. Santa Barbara, CA 93105
INSIDE THIS ISSUE
FIELDING.EDU Please send reader responses to Starshine Roshell at sroshell@fielding.edu © 2020 Fielding Graduate University. All rights reserved. No portion of this publication may be reproduced in any form without prior written permission from Fielding Graduate University.
4
BOARD OF TRUSTEES
5
ABOUT FIELDING
6
SCHOOLS & PROGRAMS
7
FELL IN LOVE AT FIELDING
8
INCUBATOR FOR DEMOCRATIC ENGAGEMENT
9
14
10
16
POWER OF THE PEOPLE
BOOKS BY FIELDING AUTHORS
11
SHAKING THINGS UP
12
RESEARCHING VOTER FRAUD & INCLUSION
13
TEACHING CIVIC ENGAGEMENT
ACHIEVEMENTS
BEYOND ELECTORAL POLITICS
17
PART OF THE CONVERSATION
18
‘SHOWING UP’ FOR A CAUSE
19
REPAIRING TRUST IN AN EMBATTLED CITY
DEVELOPMENT
20
YOUR PHILANTHROPIC IMPACT
22
FIELDING SUPPORTERS
24
AN INVESTMENT IN FIELDING’S FACULTY
25
MASTERS & CERTIFICATE GRADUATES
26
DOCTORAL GRADUATES
How relevant is a college education anyway? Do community engagement and civic discourse “politicize” and “indoctrinate” students? These are questions being raised across American society today. For example, a recent Pew study (2018) found that while 72 percent of Democrats felt that college has a positive effect on the nation, 58 percent of Republicans and Republican-leaning Independents said that colleges and universities have a negative effect on the way things are going in the country. Under such conditions, some university presidents – particularly at public universities – have been reluctant to speak out on controversial issues, lest they offend donors, trustees, or elected officials. However, if educators can’t promote civil discourse and dialogue in a polarized environment … then who can?
In my new book, Democracy, Civic Engagement, and Citizenship in Higher Education: Reclaiming Our Civic Purpose, my co-author, Wil-
liam Flores, and I invited 25 university presidents and directors of civic engagement centers to explore how people can activate themselves and others to collective action. Their writings further deepen a fundamental founding principle of our nation – which is that educated and engaged citizens are essential to the health of democracy.
As we enter a new decade, this
issue of FOCUS is devoted to Fielding community members who are fostering an active democracy throughout the nation. You’ll find stories about
how our Human & Organizational Development program has, since its inception, been hatching ideas to bolster democracy; about students, staff, faculty, and alumni who study, work, and volunteer their time to ensure that marginalized populations have a voice in their communities; and about how ideas of democracy are growing and changing even as you read these words. We offer these pages as an opportunity for reflection – and to spark each one of us to think about our role as active citizens. The inspiring stories herein offer a vision of democracy that parallels Fielding’s own vision of graduate education: that of an informed and empowered community where justice is valued and opportunity abounds.
KATRINA S. ROGERS, PHD President
“Educated and engaged citizens are essential to the health of democracy.”
4
FOSTERING DEMOCRACY | FOCUS Winter 2020
A BOU T FIE LDING
VISION EDUCATING LEADERS, SCHOLARS, AND PRACTITIONERS FOR A MORE JUST AND SUSTAINABLE WORLD
MISSION
BOARD OF TRUSTEES
FOR A COMMUNITY OF SCHOLAR-PRACTITIONERS WITH A DISTRIBUTED LEARNING MODEL GROUNDED IN STUDENT-
DRIVEN INQUIRY AND LEADING TO ENHANCED KNOWLEDGE. Keith Earley, PhD, JD
President, Smith Bogart Consulting, Santa Barbara, CA
Principal, Early Interventions, LLC, Rockville, MD
Gary Wagenheim, PhD Vice-Chair
Zabrina Epps, PhD
Nancy Baker, PhD Treasurer
Senior Council, Cooley LLP, Washington, DC
Adjunct Professor, Beedie School of Business, Simon Fraser University, Vancouver, BC Diplomate in Forensic Psychology, Half Moon Bay, CA
Patricia Zell, JD Secretary
Partner, Zell & Cox Law, Santa Barbara, CA
Student (HOD), Laurel, MD
Michael B. Goldstein, JD
Anthony Greene, PhD
Faculty Member, Gainesville, FL
Elizabeth Hardy, PhD
Michael Ali, PhD
Elizabeth A. Hardy, Ph.D., LLC. Oakwood, OH
Dorothy Agger-Gupta, PhD
Executive Vice President, The Kaleel Jamison Consulting, Group, Inc. Washington DC
Chief Digital and Information Officer, Omega Engineering, Norwalk, CT Faculty Member, Victoria, BC
Manley Begay, PhD
Professor, North Arizona University, Flagstaff, AZ
John Bennett, PhD
Professor, Queens University of Charlotte, Charlotte, NC
Judith Katz, EdD
Otto Lee, EdD
President, Los Angeles Harbor College, Wilmington, CA
Wayne Patterson, PhD
Professor, Computer Science, Harvard University, Washington DC
Katrina S. Rogers, PhD ex officio
President, Fielding Graduate University, Santa Barbara, CA
Maria Sanchez, PhD
Student (Media), Westlake Village, CA
ACADEMIC EXCELLENCE We commit to the highest quality scholarship, research, and practice // COMMUNITY
va lue s
Karen Bogart, PhD Chair
WE PROVIDE EXEMPLARY INTERDISCIPLINARY PROGRAMS
We support a collaborative learning environment built on inclusion and mutual respect
// DIVERSITY We commit
to having a faculty, staff, and student body that is diverse and inclusive. We embrace and celebrate the wisdom, knowledge, and experiences of our diverse community
// LEARNER-
CENTERED EDUCATION We create an interactive
STUDENTS 988 Women: 76% Men: 24% Age Range 23–83 Enrollment:
Indian 2% American or Alaska Native
4% Asian or 17% Black African American
11% Hispanic or Latino 51% White 5% Two or More Races 2% Race/Ethnicity Unknown 1
8% International Students 2
experience that responds to the interrelated personal and professional lives of our students
// SOCIAL JUSTICE We
commit to advancing equality and justice in our university, and in the local, national, and global communities impacted by our work
// TRANSFORMATIONAL LEARNING We inspire a
re-examination of one’s world view and underlying assumptions to enable a deeper understanding of self and society.
1 Data as reported to the Integrated Postsecondary Education Data System (IPEDS). 2 Grouped together in IPEDS as Race/Ethnicity Unknown
FACULTY Total Faculty: 137 Total Staff: 85 Students-to-Faculty:7:1
4
FOSTERING DEMOCRACY | FOCUS Winter 2020
A BOU T FIE LDING
VISION EDUCATING LEADERS, SCHOLARS, AND PRACTITIONERS FOR A MORE JUST AND SUSTAINABLE WORLD
MISSION
BOARD OF TRUSTEES
FOR A COMMUNITY OF SCHOLAR-PRACTITIONERS WITH A DISTRIBUTED LEARNING MODEL GROUNDED IN STUDENT-
DRIVEN INQUIRY AND LEADING TO ENHANCED KNOWLEDGE. Keith Earley, PhD, JD
President, Smith Bogart Consulting, Santa Barbara, CA
Principal, Early Interventions, LLC, Rockville, MD
Gary Wagenheim, PhD Vice-Chair
Zabrina Epps, PhD
Nancy Baker, PhD Treasurer
Senior Council, Cooley LLP, Washington, DC
Adjunct Professor, Beedie School of Business, Simon Fraser University, Vancouver, BC Diplomate in Forensic Psychology, Half Moon Bay, CA
Patricia Zell, JD Secretary
Partner, Zell & Cox Law, Santa Barbara, CA
Student (HOD), Laurel, MD
Michael B. Goldstein, JD
Anthony Greene, PhD
Faculty Member, Gainesville, FL
Elizabeth Hardy, PhD
Michael Ali, PhD
Elizabeth A. Hardy, Ph.D., LLC. Oakwood, OH
Dorothy Agger-Gupta, PhD
Executive Vice President, The Kaleel Jamison Consulting, Group, Inc. Washington DC
Chief Digital and Information Officer, Omega Engineering, Norwalk, CT Faculty Member, Victoria, BC
Manley Begay, PhD
Professor, North Arizona University, Flagstaff, AZ
John Bennett, PhD
Professor, Queens University of Charlotte, Charlotte, NC
Judith Katz, EdD
Otto Lee, EdD
President, Los Angeles Harbor College, Wilmington, CA
Wayne Patterson, PhD
Professor, Computer Science, Harvard University, Washington DC
Katrina S. Rogers, PhD ex officio
President, Fielding Graduate University, Santa Barbara, CA
Maria Sanchez, PhD
Student (Media), Westlake Village, CA
ACADEMIC EXCELLENCE We commit to the highest quality scholarship, research, and practice // COMMUNITY
va lue s
Karen Bogart, PhD Chair
WE PROVIDE EXEMPLARY INTERDISCIPLINARY PROGRAMS
We support a collaborative learning environment built on inclusion and mutual respect
// DIVERSITY We commit
to having a faculty, staff, and student body that is diverse and inclusive. We embrace and celebrate the wisdom, knowledge, and experiences of our diverse community
// LEARNER-
CENTERED EDUCATION We create an interactive
STUDENTS 988 Women: 76% Men: 24% Age Range 23–83 Enrollment:
Indian 2% American or Alaska Native
4% Asian or 17% Black African American
11% Hispanic or Latino 51% White 5% Two or More Races 2% Race/Ethnicity Unknown 1
8% International Students 2
experience that responds to the interrelated personal and professional lives of our students
// SOCIAL JUSTICE We
commit to advancing equality and justice in our university, and in the local, national, and global communities impacted by our work
// TRANSFORMATIONAL LEARNING We inspire a
re-examination of one’s world view and underlying assumptions to enable a deeper understanding of self and society.
1 Data as reported to the Integrated Postsecondary Education Data System (IPEDS). 2 Grouped together in IPEDS as Race/Ethnicity Unknown
FACULTY Total Faculty: 137 Total Staff: 85 Students-to-Faculty:7:1
6
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Schools & Programs SCHOOL OF PSYCHOLOGY Doctoral Degrees
PhD, Clinical Psychology Concentrations Forensic Psychology Health Psychology Neuropsychology Social Justice & Diversity PhD, Media Psychology
Concentrations
Brand Psychology & Audience Engagement Positive Psychology & Media Social Impact of Mobile Media & Immersive Technology
SCHOOL OF LEADERSHIP STUDIES
Doctoral Degrees
MA, Media Psychology
EdD, PhD, PhD, PhD,
Leadership for Change Human Development Infant & Early Childhood Development Organizational Development & Change
Concentrations
Community College Leadership for Change Creative Longevity & Wisdom Dual Language Evidence Based Coaching Inclusive Leadership for Social Justice Leadership of Higher Education Systems Media, Technology, & Innovation Organization Development Reflective Practice/Supervision Somatics, Phenomenology, & Communicative Leadership Sustainability Leadership
Master’s Degrees
Master’s Degrees Certificates
Clinical Psychology, Postbaccalaureate Forensic Psychology Media Psychology (Media Neuroscience or Brand Psychology & Audience Engagement) Neuropsychology, Postdoctoral Respecialization in Clinical Psychology, Postdoctoral
Alumni Michelle and Dennis Reina are partners in life and business
I
t’s not unusual that our graduates find their professional calling while studying at Fielding. But it’s not every day they find their soulmate, too. Alumni Dennis Reina, PhD, and Michelle Reina, PhD, met on the dance floor at a Fielding retreat while both were studying Human & Organization Systems in the early 1990s. They fell in love, married two years later, and have been partners in both life and business ever since. At just 26 years old, Michelle Chagnon had been running operations for a global company and became disillusioned. “I was growing bored with the cyclical nature of operations,” she said, “and I became intrigued with organizational development and psychology. I thought maybe I needed a master’s degree.” She was introduced to Charlie Seashore, who handed her a Fielding brochure and said, “You need to go for your PhD!”
Dennis Reina came to Fielding wanting to learn about the theoretical constructs behind trust. He had spent years leading people on climbing tours in Yosemite National Park. “When you are on those big walls in Yosemite,” he says, “you have (your belayers’) lives in your hands and they have your life in their hands. I knew trust from a visceral and kinesthetic point of view, but I wanted to understand the academic context of it.”
executives globally on how to implement their research-based trust-building method across organizations. They’ve published two bestselling books on trust, and have been published in the Wall Street Journal, New York Times, Forbes, Fortune, and Inc. Magazine.
Both started on the same day in new-student orientation but it wasn’t until four years later, during a research session in Research Triangle, NC, that they truly connected. There was a lounge in the hotel where students were gathering, Bruce Springsteen’s “Dancing in the Dark” was playing – and the rest is history. Now 27 years later, the couple is so connected, they finish each other’s sentences in telling their life story:
They’ve worked hard to build their company– and also to bring balance to their lives; they take extensive vacations and protect their weekends.
Dennis: We met on the dance floor and we danced all night …
The Institute for Social Innovation helps individuals, nonprofits, businesses, and government organizations create effective, efficient, sustainable, and just solutions to societal problems via research, leadership, and organizational development.
Michelle: … for 3 straight hours …
The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society.
Certificates
The Alonso Center for Psychodynamic Studies aims to expand the application of psychodynamic ideas, treatments, and principles both within the Fielding community and the larger society.
Comprehensive Evidence Based Coaching Evidence Based Coaching for Organization Leadership Organizational Development & Leadership
Fell in Love at Fielding
CENTERS & INITIATIVES
MA, Infant & Early Childhood Development MA, Organizational Development & Leadership
7
Dennis: … and it was love at first sight … Michelle: … and we’ve been dancing ever since. They married in 1993, with retired Fielding faculty Leo Johnson officiating their Vermont wedding. They co-founded Reina Trust Building Consultants firm, where they coach The Reinas at Fielding in 1991
“We play to each other’s strengths,” Dennis says. “I’m more of a detail/tactical person and Michelle is big picture/strategic.”
“We’ve learned to cultivate boundaries so that everything we do isn’t work, work, work,” Michelle says. “I can’t imagine working with anybody else. It’s been natural, and a real privilege and blessing, to have Dennis as my partner in life and business.” Fielding remains an integral part of what they do every day. “Our life’s work started at Fielding, and we tell that story all around the world,” says Michelle, adding that they begin their five-day professional Reina Trust Assessment Certification Program by sharing their personal back story: “We met and fell in love on the dance floor, and our doctoral journey gave birth to our life’s work.” •
6
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Schools & Programs SCHOOL OF PSYCHOLOGY Doctoral Degrees
PhD, Clinical Psychology Concentrations Forensic Psychology Health Psychology Neuropsychology Social Justice & Diversity PhD, Media Psychology
Concentrations
Brand Psychology & Audience Engagement Positive Psychology & Media Social Impact of Mobile Media & Immersive Technology
SCHOOL OF LEADERSHIP STUDIES
Doctoral Degrees
MA, Media Psychology
EdD, PhD, PhD, PhD,
Leadership for Change Human Development Infant & Early Childhood Development Organizational Development & Change
Concentrations
Community College Leadership for Change Creative Longevity & Wisdom Dual Language Evidence Based Coaching Inclusive Leadership for Social Justice Leadership of Higher Education Systems Media, Technology, & Innovation Organization Development Reflective Practice/Supervision Somatics, Phenomenology, & Communicative Leadership Sustainability Leadership
Master’s Degrees
Master’s Degrees Certificates
Clinical Psychology, Postbaccalaureate Forensic Psychology Media Psychology (Media Neuroscience or Brand Psychology & Audience Engagement) Neuropsychology, Postdoctoral Respecialization in Clinical Psychology, Postdoctoral
Alumni Michelle and Dennis Reina are partners in life and business
I
t’s not unusual that our graduates find their professional calling while studying at Fielding. But it’s not every day they find their soulmate, too. Alumni Dennis Reina, PhD, and Michelle Reina, PhD, met on the dance floor at a Fielding retreat while both were studying Human & Organization Systems in the early 1990s. They fell in love, married two years later, and have been partners in both life and business ever since. At just 26 years old, Michelle Chagnon had been running operations for a global company and became disillusioned. “I was growing bored with the cyclical nature of operations,” she said, “and I became intrigued with organizational development and psychology. I thought maybe I needed a master’s degree.” She was introduced to Charlie Seashore, who handed her a Fielding brochure and said, “You need to go for your PhD!”
Dennis Reina came to Fielding wanting to learn about the theoretical constructs behind trust. He had spent years leading people on climbing tours in Yosemite National Park. “When you are on those big walls in Yosemite,” he says, “you have (your belayers’) lives in your hands and they have your life in their hands. I knew trust from a visceral and kinesthetic point of view, but I wanted to understand the academic context of it.”
executives globally on how to implement their research-based trust-building method across organizations. They’ve published two bestselling books on trust, and have been published in the Wall Street Journal, New York Times, Forbes, Fortune, and Inc. Magazine.
Both started on the same day in new-student orientation but it wasn’t until four years later, during a research session in Research Triangle, NC, that they truly connected. There was a lounge in the hotel where students were gathering, Bruce Springsteen’s “Dancing in the Dark” was playing – and the rest is history. Now 27 years later, the couple is so connected, they finish each other’s sentences in telling their life story:
They’ve worked hard to build their company– and also to bring balance to their lives; they take extensive vacations and protect their weekends.
Dennis: We met on the dance floor and we danced all night …
The Institute for Social Innovation helps individuals, nonprofits, businesses, and government organizations create effective, efficient, sustainable, and just solutions to societal problems via research, leadership, and organizational development.
Michelle: … for 3 straight hours …
The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society.
Certificates
The Alonso Center for Psychodynamic Studies aims to expand the application of psychodynamic ideas, treatments, and principles both within the Fielding community and the larger society.
Comprehensive Evidence Based Coaching Evidence Based Coaching for Organization Leadership Organizational Development & Leadership
Fell in Love at Fielding
CENTERS & INITIATIVES
MA, Infant & Early Childhood Development MA, Organizational Development & Leadership
7
Dennis: … and it was love at first sight … Michelle: … and we’ve been dancing ever since. They married in 1993, with retired Fielding faculty Leo Johnson officiating their Vermont wedding. They co-founded Reina Trust Building Consultants firm, where they coach The Reinas at Fielding in 1991
“We play to each other’s strengths,” Dennis says. “I’m more of a detail/tactical person and Michelle is big picture/strategic.”
“We’ve learned to cultivate boundaries so that everything we do isn’t work, work, work,” Michelle says. “I can’t imagine working with anybody else. It’s been natural, and a real privilege and blessing, to have Dennis as my partner in life and business.” Fielding remains an integral part of what they do every day. “Our life’s work started at Fielding, and we tell that story all around the world,” says Michelle, adding that they begin their five-day professional Reina Trust Assessment Certification Program by sharing their personal back story: “We met and fell in love on the dance floor, and our doctoral journey gave birth to our life’s work.” •
8
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
HOD: AN INCUBATOR FOR DEMOCRATIC ENGAGEMENT By faculty Keith Melville, PhD
H Dr. Keith Melville
igher education is widely regarded today as a private good, a means of preparing for successful careers and bolstering one’s professional credentials. While a majority of colleges and universities recognize a civic purpose in their mission statements, most have drifted away from it. As a result, graduate students who are drawn to advanced degree programs as a way to acquire knowledge and skills that enable them to address major social issues more effectively are frequently frustrated when they discover that these programs are narrowly focused on academic learning and research skills.
One of our intentions in Fielding’s Human & Organizational Development (HOD) program has been to offer a different kind of graduate program, one that features a commitment to developing the skills and dispositions required of citizens in a democracy. In dozens of ways
– including Fielding’s Institute for Social Innovation, and a certificate program in Dialogue, Deliberation, & Public Engagement – the HOD program has been a leader in featuring core democratic practices. In recent years, HOD faculty members have developed new areas of concentration that address key dimensions of social change and social justice, including diversity and sustainability. In these ways and others, including the launch of the Marie Fielder Center for Democracy, Leadership
and Education, Fielding is offering its students opportunities to learn about civic issues and engage in public problem-solving.
THE DEMOCRACY REINVENTION PROJECT Our challenge today – at a moment when the democracy project is more fragile than at any time since the 1930s – is to clarify and strengthen this program’s commitment to its civic mission. Escalating partisan clashes and rising concern about the erosion of democratic norms have fueled concern that higher education is neglecting its public purposes. Working with a group of college and university presidents convened by the Kettering Foundation, Fielding’s president Katrina Rogers is playing an active role nationally to renew higher education’s commitment to its civic mission (see Books, page 10). Within Fielding, it is more important than ever for faculty to help students prepare for active and effective participation in democratic life. Over the
past half century, many of us have been lulled into complacency, into taking democracy and the vitality of its principles and practices for granted, so it is difficult to comprehend how fragile it has become, and the extent to which
democratic norms have eroded and institutional guardrails have been breached. Given the turmoil in today’s political climate, it is tempting to focus mainly on what isn’t working in American public life and give up on politics. However, anyone who aspires to join the “thinking class” is obliged to move beyond a counsel of despair. The HOD program’s identity as a community of scholar-practitioners requires that we strive to understand as clearly as possible what is going wrong with the democracy project. No less important, we need to be intensely practical and actionoriented to advance the movement for democratic renewal.
While it is not often featured in news accounts, a multi-faceted civic reinvention movement is emerging. That will be the focus of a seminar I will offer in the Spring trimester with John Dedrick of the Kettering Foundation, who is an associate HOD faculty member. I have had the privilege of working with John and other colleagues at Kettering for several decades on a core problem that is particularly timely and urgent today: What does it take for democracy to work as it should? In this
seminar, we will explore eight key challenges in the nation’s political process and what citizens are doing to repair, renew, and reinvent the democracy project. •
9
P OW E R of the PE OPLE Student Susan J. Eddington tells story of united neighbors who fought back
I
n the months after the catastrophic destruction of Hurricane Katrina in 2005, the government needed a way to manage the rapidly accumulating waste. Their solution: create toxic landfills
“They said, ‘Oh, no, no, no – you’re not going to do that in our neighborhood!’” she says. “They knew there had to be landfills but they didn’t want to bear the burden when the government decided to forgo the laws
New Orleans homes in roof-high waters after Hurricane Katrina (AP photo)
in the neighborhoods of New Orleans East, which are populated primarily by people of color. What happened next is a story of environmental justice and collective empowerment – a story that Fielding Media Psychology student Susan J. Eddington felt compelled to tell. “It’s an inspiring story of what people can achieve when they work together,” she says.
After Katrina, she said, residents were already so down and out from the devastating floods, that the city’s decision to locate toxic landfills in minority neighborhoods put them over the edge.
requiring safety precautions. They also argued that other communities should be considered instead of concentrating the landfills in communities of color.
“They battled the city, state, and federal government – and they won. They came together and were able to beat them back.” Eddington, who grew up in that section of New Orleans, knew this David-andGoliath tale would make a fascinating documentary. She researched the story for a Fielding course on immersive media strategy with faculty Jean-Pierre Isbouts, conducting scholarly research and creating a video for investors. Since then, she has written the script and brought a finance person on board to raise funds through the Louisiana State tax credits program. Her documen-
tary, “Against the Odds: The Power of the People to Overcome,” is expected to wrap in the fall of 2021. Activism isn’t new to Eddington; she grew up in a politically involved family. “I worked on my first campaign at 12 years old,” she says; her mother was active in the women’s movement and her father in Republican Party politics.
“A lot of people don’t believe that you can affect change,” she says, “but you do have power. You can take on
the system and win – but it requires collective agency. When you work together, you can be successful.” Eddington wants to do more films in this same
“When there’s an issue, we get in there and do something about it.”
As an adult, she has spent her career working in public affairs and media relations for the Republican National Committee, training elected officials in communications strategy, and successfully lobbying for support of Martin Luther King, Jr.’s birthday as a national holiday. “When I got to Fielding, I learned about the science behind the work that I’ve always done and care so much about,”
she says. “That’s been incredible for me. When I came across this concept of community agency and efficacy, those were issues I wanted to explore more.” She hopes her film will inspire other communities that it’s possible to stand up to things that seem bigger and more powerful than you.
Susan Eddington is a Media Psychology student.
vein. “I’d like to do an Against the Odds series,” she says, “showing other examples where people moved from the sidelines to get engaged in creating meaningful change. “It happens.” •
A post-Katrina landfill on the edge of New Orleans East (NYT photo)
8
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
HOD: AN INCUBATOR FOR DEMOCRATIC ENGAGEMENT By faculty Keith Melville, PhD
H Dr. Keith Melville
igher education is widely regarded today as a private good, a means of preparing for successful careers and bolstering one’s professional credentials. While a majority of colleges and universities recognize a civic purpose in their mission statements, most have drifted away from it. As a result, graduate students who are drawn to advanced degree programs as a way to acquire knowledge and skills that enable them to address major social issues more effectively are frequently frustrated when they discover that these programs are narrowly focused on academic learning and research skills.
One of our intentions in Fielding’s Human & Organizational Development (HOD) program has been to offer a different kind of graduate program, one that features a commitment to developing the skills and dispositions required of citizens in a democracy. In dozens of ways
– including Fielding’s Institute for Social Innovation, and a certificate program in Dialogue, Deliberation, & Public Engagement – the HOD program has been a leader in featuring core democratic practices. In recent years, HOD faculty members have developed new areas of concentration that address key dimensions of social change and social justice, including diversity and sustainability. In these ways and others, including the launch of the Marie Fielder Center for Democracy, Leadership
and Education, Fielding is offering its students opportunities to learn about civic issues and engage in public problem-solving.
THE DEMOCRACY REINVENTION PROJECT Our challenge today – at a moment when the democracy project is more fragile than at any time since the 1930s – is to clarify and strengthen this program’s commitment to its civic mission. Escalating partisan clashes and rising concern about the erosion of democratic norms have fueled concern that higher education is neglecting its public purposes. Working with a group of college and university presidents convened by the Kettering Foundation, Fielding’s president Katrina Rogers is playing an active role nationally to renew higher education’s commitment to its civic mission (see Books, page 10). Within Fielding, it is more important than ever for faculty to help students prepare for active and effective participation in democratic life. Over the
past half century, many of us have been lulled into complacency, into taking democracy and the vitality of its principles and practices for granted, so it is difficult to comprehend how fragile it has become, and the extent to which
democratic norms have eroded and institutional guardrails have been breached. Given the turmoil in today’s political climate, it is tempting to focus mainly on what isn’t working in American public life and give up on politics. However, anyone who aspires to join the “thinking class” is obliged to move beyond a counsel of despair. The HOD program’s identity as a community of scholar-practitioners requires that we strive to understand as clearly as possible what is going wrong with the democracy project. No less important, we need to be intensely practical and actionoriented to advance the movement for democratic renewal.
While it is not often featured in news accounts, a multi-faceted civic reinvention movement is emerging. That will be the focus of a seminar I will offer in the Spring trimester with John Dedrick of the Kettering Foundation, who is an associate HOD faculty member. I have had the privilege of working with John and other colleagues at Kettering for several decades on a core problem that is particularly timely and urgent today: What does it take for democracy to work as it should? In this
seminar, we will explore eight key challenges in the nation’s political process and what citizens are doing to repair, renew, and reinvent the democracy project. •
9
P OW E R of the PE OPLE Student Susan J. Eddington tells story of united neighbors who fought back
I
n the months after the catastrophic destruction of Hurricane Katrina in 2005, the government needed a way to manage the rapidly accumulating waste. Their solution: create toxic landfills
“They said, ‘Oh, no, no, no – you’re not going to do that in our neighborhood!’” she says. “They knew there had to be landfills but they didn’t want to bear the burden when the government decided to forgo the laws
New Orleans homes in roof-high waters after Hurricane Katrina (AP photo)
in the neighborhoods of New Orleans East, which are populated primarily by people of color. What happened next is a story of environmental justice and collective empowerment – a story that Fielding Media Psychology student Susan J. Eddington felt compelled to tell. “It’s an inspiring story of what people can achieve when they work together,” she says.
After Katrina, she said, residents were already so down and out from the devastating floods, that the city’s decision to locate toxic landfills in minority neighborhoods put them over the edge.
requiring safety precautions. They also argued that other communities should be considered instead of concentrating the landfills in communities of color.
“They battled the city, state, and federal government – and they won. They came together and were able to beat them back.” Eddington, who grew up in that section of New Orleans, knew this David-andGoliath tale would make a fascinating documentary. She researched the story for a Fielding course on immersive media strategy with faculty Jean-Pierre Isbouts, conducting scholarly research and creating a video for investors. Since then, she has written the script and brought a finance person on board to raise funds through the Louisiana State tax credits program. Her documen-
tary, “Against the Odds: The Power of the People to Overcome,” is expected to wrap in the fall of 2021. Activism isn’t new to Eddington; she grew up in a politically involved family. “I worked on my first campaign at 12 years old,” she says; her mother was active in the women’s movement and her father in Republican Party politics.
“A lot of people don’t believe that you can affect change,” she says, “but you do have power. You can take on
the system and win – but it requires collective agency. When you work together, you can be successful.” Eddington wants to do more films in this same
“When there’s an issue, we get in there and do something about it.”
As an adult, she has spent her career working in public affairs and media relations for the Republican National Committee, training elected officials in communications strategy, and successfully lobbying for support of Martin Luther King, Jr.’s birthday as a national holiday. “When I got to Fielding, I learned about the science behind the work that I’ve always done and care so much about,”
she says. “That’s been incredible for me. When I came across this concept of community agency and efficacy, those were issues I wanted to explore more.” She hopes her film will inspire other communities that it’s possible to stand up to things that seem bigger and more powerful than you.
Susan Eddington is a Media Psychology student.
vein. “I’d like to do an Against the Odds series,” she says, “showing other examples where people moved from the sidelines to get engaged in creating meaningful change. “It happens.” •
A post-Katrina landfill on the edge of New Orleans East (NYT photo)
10
FOSTERING DEMOCRACY | FOCUS Winter 2020
B O O KS by
Fielding Authors
Fielding University Press
Edited by President Katrina Rogers and William Flores, this collection of insights from 25 university leaders throughout the nation takes a hard look at the state of American democracy today through the lens of higher education.
“Early founders of our nation such as Thomas Jefferson, James Madison, and Benjamin Franklin believed that educated and engaged citizens were essential to democracy,” says President Rogers. “The book is part of a broader effort by university presidents and foundations to re-claim that democratic tradition, which in itself necessitates broad transformation of higher education institutions.”
Other publishers
SHAKING THINGS UP
PhD, and Provost Monique Snowden, PhD
The Quiet Profession: Supervisors of psychotherapy By late alum and faculty Anne Alonso, PhD
Leonardo da Vinci’s Mona Lisa: New perspectives By faculty Jean-Pierre Isbouts, DLitt
and impacts–public policy
F
orty-two days is a long time to sleep in the mud. But that’s what Lenneal Henderson did – because change doesn’t come easy, and protest isn’t often comfortable.
Dr. Henderson was just 21 years old when he set up camp in one of the 3,000 tents on the National Mall in May of 1968 in protest of poverty in the U.S.
Henderson had been studying at the University of California, Berkeley, when he was recruited for the protest by its organizer, Dr. Martin Luther King, the previous year. Dr. King never got to see his Poor People’s Protest; he was assassinated a month before it began. But Henderson and thousands of others carried on anyway, naming their encampment Resurrection City, and demonstrating for six weeks – 29 days of which it dumped rained on them. “It was an incredible experience, almost indescribable,” Dr. Henderson told the Smithsonian Magazine in 2018. “People from all kinds of back-
grounds, and all over the country came together: Appalachian whites, poor blacks, American Indians, labor leaders, farm workers from the West, Quakers. It was just an incredible coalition in the making.”
Now Henderson, PhD, teaches policy analysis in Fielding’s EdD in Leadership for Change program, helping students understand the importance of – and how to navigate – public policy. Left to Right: Trust Repair: It is possible! By alum Wendy Fraser, PhD // The Cult of Trump: A leading cult expert explains how the President uses mind control By student Steven Hassan // Thriving
A to Z: Best Practice to Increase Resilience, Satisfaction, and Success By alum Lynn Schmidt, PhD // Waking Up While Black: How a Jamaican border-dwelling bredda makes meaning of his Camino De Santiago pilgrimage By alum Akasha, PhD // Borderline Beautiful By faculty Jason Ohler, PhD // The Ultimate Neuromarketing Research Guide: Neuroscience, methods, and ethics By adjunct faculty Christophe Morin, PhD // Color Him Father By alum Larry Drake, PhD // Sing a Rhythm, Dance a Blues: Education for the liberation of black and brown girls By alum Monique Morris, EdD // Self as Coach, Self as Leader: Developing the best in you to develop the best in others By alum Pam McLean, PhD
11
Faculty Lenneal Henderson teaches –
“I’m a big believer in civic engagement,” he says. “Shakes things up from time to time.”
The Fielding Scholar-Practitioner: Voices from 45 years of Fielding Graduate University Edited by President Katrina Rogers,
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Dr. Lenneal Henderson is faculty in the Leadership for Change program. (Eli Meir Kaplan photo, Smithsonian)
decision, he researched, wrote, and starred in a one-man play about Justice Thurgood Marshall. What spurred this life of rigorous involvement in academics, public policy, and the arts? “My inspiration was my late parents,” says Dr. Henderson, “who were awardwinning community activists.” They taught him the core principles of civic engagement – namely that citizens should drive public policies, that policy should empower citizens to do for themselves, that all ages should be civically engaged, that civic engagement works best when it’s inclusive, and that civic culture needs occasional adjustments to maintain its effectiveness. It’s been 50 years since Dr. Henderson spent a month and a half on the soupy National Mall – but his inclination to “shake things up” hasn’t changed. The best way to make an impact, he says, is with “leader-
ship at the grass-roots level who are instigators, perpetrators, facilitators, and agitators – and who just won’t back off.” •
“Most of the educational programs we have are determined by public policy,” he says. “If we want to reform education, we have to look at the existing policies and ask if we need to revise or add to statutes and executive orders that deal with education.” The oldest of seven kids, Dr. Henderson grew up in project housing in New Orleans and San Francisco, and now lives in the Tidewater region of Virginia – which gives him access to the many government agencies with which he has consulted. A Fellow of the National Academy of Public Administration, he has worked for the U.S. Department of Energy, U.S. Department of State, and Environmental Protection Agency. “I had the privilege of working on the Obama transition team when he was first elected,” he says. In addition to lecturing or presenting papers on economic development, organizational theory, national resource policies, urban dynamics, and racial and ethnic studies in numerous foreign countries from Chile to Kosovo to Ethiopia, Dr. Henderson is a playwright and actor. To commemorate the 50th anniversary of the Brown v. Board of Education Supreme Court
Dr. Henderson with School of Leadership Studies Department Chair Barbara Mink, PhD, left, and Provost Monique Snowden, PhD
10
FOSTERING DEMOCRACY | FOCUS Winter 2020
B O O KS by
Fielding Authors
Fielding University Press
Edited by President Katrina Rogers and William Flores, this collection of insights from 25 university leaders throughout the nation takes a hard look at the state of American democracy today through the lens of higher education.
“Early founders of our nation such as Thomas Jefferson, James Madison, and Benjamin Franklin believed that educated and engaged citizens were essential to democracy,” says President Rogers. “The book is part of a broader effort by university presidents and foundations to re-claim that democratic tradition, which in itself necessitates broad transformation of higher education institutions.”
Other publishers
SHAKING THINGS UP
PhD, and Provost Monique Snowden, PhD
The Quiet Profession: Supervisors of psychotherapy By late alum and faculty Anne Alonso, PhD
Leonardo da Vinci’s Mona Lisa: New perspectives By faculty Jean-Pierre Isbouts, DLitt
and impacts–public policy
F
orty-two days is a long time to sleep in the mud. But that’s what Lenneal Henderson did – because change doesn’t come easy, and protest isn’t often comfortable.
Dr. Henderson was just 21 years old when he set up camp in one of the 3,000 tents on the National Mall in May of 1968 in protest of poverty in the U.S.
Henderson had been studying at the University of California, Berkeley, when he was recruited for the protest by its organizer, Dr. Martin Luther King, the previous year. Dr. King never got to see his Poor People’s Protest; he was assassinated a month before it began. But Henderson and thousands of others carried on anyway, naming their encampment Resurrection City, and demonstrating for six weeks – 29 days of which it dumped rained on them. “It was an incredible experience, almost indescribable,” Dr. Henderson told the Smithsonian Magazine in 2018. “People from all kinds of back-
grounds, and all over the country came together: Appalachian whites, poor blacks, American Indians, labor leaders, farm workers from the West, Quakers. It was just an incredible coalition in the making.”
Now Henderson, PhD, teaches policy analysis in Fielding’s EdD in Leadership for Change program, helping students understand the importance of – and how to navigate – public policy. Left to Right: Trust Repair: It is possible! By alum Wendy Fraser, PhD // The Cult of Trump: A leading cult expert explains how the President uses mind control By student Steven Hassan // Thriving
A to Z: Best Practice to Increase Resilience, Satisfaction, and Success By alum Lynn Schmidt, PhD // Waking Up While Black: How a Jamaican border-dwelling bredda makes meaning of his Camino De Santiago pilgrimage By alum Akasha, PhD // Borderline Beautiful By faculty Jason Ohler, PhD // The Ultimate Neuromarketing Research Guide: Neuroscience, methods, and ethics By adjunct faculty Christophe Morin, PhD // Color Him Father By alum Larry Drake, PhD // Sing a Rhythm, Dance a Blues: Education for the liberation of black and brown girls By alum Monique Morris, EdD // Self as Coach, Self as Leader: Developing the best in you to develop the best in others By alum Pam McLean, PhD
11
Faculty Lenneal Henderson teaches –
“I’m a big believer in civic engagement,” he says. “Shakes things up from time to time.”
The Fielding Scholar-Practitioner: Voices from 45 years of Fielding Graduate University Edited by President Katrina Rogers,
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Dr. Lenneal Henderson is faculty in the Leadership for Change program. (Eli Meir Kaplan photo, Smithsonian)
decision, he researched, wrote, and starred in a one-man play about Justice Thurgood Marshall. What spurred this life of rigorous involvement in academics, public policy, and the arts? “My inspiration was my late parents,” says Dr. Henderson, “who were awardwinning community activists.” They taught him the core principles of civic engagement – namely that citizens should drive public policies, that policy should empower citizens to do for themselves, that all ages should be civically engaged, that civic engagement works best when it’s inclusive, and that civic culture needs occasional adjustments to maintain its effectiveness. It’s been 50 years since Dr. Henderson spent a month and a half on the soupy National Mall – but his inclination to “shake things up” hasn’t changed. The best way to make an impact, he says, is with “leader-
ship at the grass-roots level who are instigators, perpetrators, facilitators, and agitators – and who just won’t back off.” •
“Most of the educational programs we have are determined by public policy,” he says. “If we want to reform education, we have to look at the existing policies and ask if we need to revise or add to statutes and executive orders that deal with education.” The oldest of seven kids, Dr. Henderson grew up in project housing in New Orleans and San Francisco, and now lives in the Tidewater region of Virginia – which gives him access to the many government agencies with which he has consulted. A Fellow of the National Academy of Public Administration, he has worked for the U.S. Department of Energy, U.S. Department of State, and Environmental Protection Agency. “I had the privilege of working on the Obama transition team when he was first elected,” he says. In addition to lecturing or presenting papers on economic development, organizational theory, national resource policies, urban dynamics, and racial and ethnic studies in numerous foreign countries from Chile to Kosovo to Ethiopia, Dr. Henderson is a playwright and actor. To commemorate the 50th anniversary of the Brown v. Board of Education Supreme Court
Dr. Henderson with School of Leadership Studies Department Chair Barbara Mink, PhD, left, and Provost Monique Snowden, PhD
12
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Researching Voter Fraud & Inclusion By alum Greg Williams, PhD, HOD, 2019
I
n U.S. elections, the wealthy have more representation than everyone else. For example, on Election Day, the wealthy have more flexibility to leave work to vote. In 2014, the U.S. General Accountability Office found that stricter voting requirements reduced turnout more among college-aged registrants and those who had registered to vote less than one-year prior than among those registered at least 20 years earlier. Further, they found that stricter requirements decreased Black voter totals more than those of Whites. It also showed that while 93% of Whites owned driver’s licenses – which serve as voter ID – only 79% of Blacks did. This disproportionate representation impairs democracy and economic inequality.
Having lived much of my life in the far northeastern corner of Tennessee, I have witnessed society’s lack of inclusion firsthand. While working as a stockbroker before entering graduate study, I came to realize the seriousness of social and economic injustice and the way the nation’s power structure perpetuated the system to preserve the status quo. I believed one way to resolve the problem was to increase the number of voting Americans – but the polarization revolving around the right to vote was an obstacle. For instance, voter-ID proponents claim that compelling voters to present photo-identification cards prevents fraud; opponents argue that widespread voter fraud is absent and that laws requiring ID cards suppress the turnout of historically disenfranchised groups.
In my dissertation, How Can Truth-Claims of Voter Fraud Influence Public Policy? A Political Discourse Analysis, I asked, “How do proponents of strict voter-ID laws frame their cases for relevant legislation?” and “Where does the research originate that they cite in state legislative hearings to support their claims?”
Alum Marilyn Price-Mitchell invests in ‘tomorrow’s change makers’
M
arilyn Price-Mitchell wasn’t always an engaged citizen. She grew up in a white, homogenous, middle-class Michigan suburb and unaware of any turmoil outside of it. But her vision of the world exploded in 1967, when the Detroit riots took place during her first year at the University of Detroit.
Now she is a developmental psychologist and researcher who coaches parents, schools, and youth organizations on nurturing young people for roles in civil society and democracy.
1. arguing that their opponents willfully undermine democracy with voter fraud
“Us” from the fraudulent voting “Others”
4. manipulating legislators with
“The question I had was from a human development perspective,” she says: “What are we doing as
adults, parents, schools, and communities to nurture young people to become engaged in democracy? That became the topic
of my dissertation.”
She studied the life stories and qualities of 40 young people who were outstanding examples of actively engaged citizens, and found that they all had eight characteristic in common: empathy, curiosity, sociability, resilience, self-awareness, integrity, resourcefulness, and creativity.
Tomorrow’s Change Makers: Reclaiming the Power of Citizenship for a New Generation, and devel-
2. fostering solidarity, dividing
3. cultivating racism
It was at Fielding that Dr. PriceMitchell began researching youth civic engagement.
Since graduating in 2010, she wrote a book,
oped a website, RootsofAction.com, that offers resources on youth development around these eight strengths. The site gets over 2 million visitors per year.
Research shows that strict ID policies are a way to suppress voting among specific demographic groups.
urgent warnings
5. buttressing their arguments with anec-
dotes, biased sources, and demonstrable lies
By analyzing testimonial letters to a statelegislature committee hearing, my political discourse analysis revealed that voter-ID proponents dehumanize the alleged perpetrators of voter fraud (often called “illegals”) by using language such as “diseased” “others” who are “stealing our way of life.” My qualitative research, which I’ve presented at both the International Institute for Qualitative Methodology’s 2018 Qual-World Interactive Virtual Conference and the American Political Science Association’s 2019 Political Networks Conference at Duke University, shows how proponents persuade their audience. It supports quantitative studies linking crime, immigration, and political dysfunction to the public narrative.
Dr. Greg Williams is a Human & Organization Development alum.
TEACHING CIVIC ENGAGEMENT
“I became so aware of the need to get to know people who are different from ourselves,” says Price-Mitchell, PhD, who began volunteering in the inner city and helped launch a coffee house that invited conversations about race and social change.
My five primary findings showed how voter-ID proponents bolster their claims:
It predicts when anti-immigrant views may lead to beliefs in widespread voter fraud, and shows how voter-ID advocates succeed in depicting their supporters as victims. My research examines how racial and ethnic intolerance triggers such deceptive practices and reveals that voter-ID proponents cite no empirical data that support their many misleading – and often categorically false – truth claims. Voter suppression via strict ID policy is one way to marginalize specific demographic groups. Two other strategies that I hope to research involve gerrymandering and campaign finance laws (e.g., Citizens United). I also want to investigate how mass media create and challenge expertise claims and how their audiences “consume” the competing knowledge claims. I am currently writing a paper titled, “Pulling Back the Wizard’s Curtain: How the Fear of Voter Fraud Became Unfurled,” that I hope to publish in a journal. •
13
like her who believe that active citizenship begins during childhood and adolescence and that investing in youth fosters social change and innovation.
“It’s not just kids who are civically engaged who develop these abilities,” says Dr. Price-Mitchell, a Fellow at Fielding’s Institute for Social Innovation. “These are the abilities that help all
“I’m heading towards the latter part of my life and I began to ask the question, ‘What do I want to leave behind?’” she says. The answer extended beyond her own children and family to the legacy of her life’s work. “My work has become an important part of who I am and what I believe.
Working with kids and teens has given her an optimistic view of the future.
“It’s part of my civic mission in life.” •
kids thrive in life – and becoming civically engaged is one of the results of growing healthy youth.”
“You need citizens who are curious, who challenge the status quo, who can make an argument,” she says. “And when you can get kids involved in their early years, it sticks. If you can make an engaged citizen out of a 9th grader, they’ll still be one when they’re 70, 80, and 90.”
dissertation level or faculty engaged in research on a topic that furthers our understanding of K-12 positive youth development and/or education. She hopes her gift will inspire others
“It’s pretty amazing, the depth of how young people think today compared to how I was thinking when I was their age,” she says. “They’re very much aware of global society; they see an interconnection of things we didn’t see 50 years ago. And when they get involved and committed to solving some of today’s problems, there’s nothing that stops them.” This year, she made a gift to Fielding to establish the Price-Mitchell Endowed Fund for Youth Research, which will support students at the
Top Right: The eight interconnected competencies that Dr. Price-Mitchell discovered are proven drivers of personal, academic, career, and life success. Bottom Right: Dr. Marilyn Price-Mitchell is a Human & Organization Development alum and a Fellow of the Institute for Social Innovation.
12
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Researching Voter Fraud & Inclusion By alum Greg Williams, PhD, HOD, 2019
I
n U.S. elections, the wealthy have more representation than everyone else. For example, on Election Day, the wealthy have more flexibility to leave work to vote. In 2014, the U.S. General Accountability Office found that stricter voting requirements reduced turnout more among college-aged registrants and those who had registered to vote less than one-year prior than among those registered at least 20 years earlier. Further, they found that stricter requirements decreased Black voter totals more than those of Whites. It also showed that while 93% of Whites owned driver’s licenses – which serve as voter ID – only 79% of Blacks did. This disproportionate representation impairs democracy and economic inequality.
Having lived much of my life in the far northeastern corner of Tennessee, I have witnessed society’s lack of inclusion firsthand. While working as a stockbroker before entering graduate study, I came to realize the seriousness of social and economic injustice and the way the nation’s power structure perpetuated the system to preserve the status quo. I believed one way to resolve the problem was to increase the number of voting Americans – but the polarization revolving around the right to vote was an obstacle. For instance, voter-ID proponents claim that compelling voters to present photo-identification cards prevents fraud; opponents argue that widespread voter fraud is absent and that laws requiring ID cards suppress the turnout of historically disenfranchised groups.
In my dissertation, How Can Truth-Claims of Voter Fraud Influence Public Policy? A Political Discourse Analysis, I asked, “How do proponents of strict voter-ID laws frame their cases for relevant legislation?” and “Where does the research originate that they cite in state legislative hearings to support their claims?”
Alum Marilyn Price-Mitchell invests in ‘tomorrow’s change makers’
M
arilyn Price-Mitchell wasn’t always an engaged citizen. She grew up in a white, homogenous, middle-class Michigan suburb and unaware of any turmoil outside of it. But her vision of the world exploded in 1967, when the Detroit riots took place during her first year at the University of Detroit.
Now she is a developmental psychologist and researcher who coaches parents, schools, and youth organizations on nurturing young people for roles in civil society and democracy.
1. arguing that their opponents willfully undermine democracy with voter fraud
“Us” from the fraudulent voting “Others”
4. manipulating legislators with
“The question I had was from a human development perspective,” she says: “What are we doing as
adults, parents, schools, and communities to nurture young people to become engaged in democracy? That became the topic
of my dissertation.”
She studied the life stories and qualities of 40 young people who were outstanding examples of actively engaged citizens, and found that they all had eight characteristic in common: empathy, curiosity, sociability, resilience, self-awareness, integrity, resourcefulness, and creativity.
Tomorrow’s Change Makers: Reclaiming the Power of Citizenship for a New Generation, and devel-
2. fostering solidarity, dividing
3. cultivating racism
It was at Fielding that Dr. PriceMitchell began researching youth civic engagement.
Since graduating in 2010, she wrote a book,
oped a website, RootsofAction.com, that offers resources on youth development around these eight strengths. The site gets over 2 million visitors per year.
Research shows that strict ID policies are a way to suppress voting among specific demographic groups.
urgent warnings
5. buttressing their arguments with anec-
dotes, biased sources, and demonstrable lies
By analyzing testimonial letters to a statelegislature committee hearing, my political discourse analysis revealed that voter-ID proponents dehumanize the alleged perpetrators of voter fraud (often called “illegals”) by using language such as “diseased” “others” who are “stealing our way of life.” My qualitative research, which I’ve presented at both the International Institute for Qualitative Methodology’s 2018 Qual-World Interactive Virtual Conference and the American Political Science Association’s 2019 Political Networks Conference at Duke University, shows how proponents persuade their audience. It supports quantitative studies linking crime, immigration, and political dysfunction to the public narrative.
Dr. Greg Williams is a Human & Organization Development alum.
TEACHING CIVIC ENGAGEMENT
“I became so aware of the need to get to know people who are different from ourselves,” says Price-Mitchell, PhD, who began volunteering in the inner city and helped launch a coffee house that invited conversations about race and social change.
My five primary findings showed how voter-ID proponents bolster their claims:
It predicts when anti-immigrant views may lead to beliefs in widespread voter fraud, and shows how voter-ID advocates succeed in depicting their supporters as victims. My research examines how racial and ethnic intolerance triggers such deceptive practices and reveals that voter-ID proponents cite no empirical data that support their many misleading – and often categorically false – truth claims. Voter suppression via strict ID policy is one way to marginalize specific demographic groups. Two other strategies that I hope to research involve gerrymandering and campaign finance laws (e.g., Citizens United). I also want to investigate how mass media create and challenge expertise claims and how their audiences “consume” the competing knowledge claims. I am currently writing a paper titled, “Pulling Back the Wizard’s Curtain: How the Fear of Voter Fraud Became Unfurled,” that I hope to publish in a journal. •
13
like her who believe that active citizenship begins during childhood and adolescence and that investing in youth fosters social change and innovation.
“It’s not just kids who are civically engaged who develop these abilities,” says Dr. Price-Mitchell, a Fellow at Fielding’s Institute for Social Innovation. “These are the abilities that help all
“I’m heading towards the latter part of my life and I began to ask the question, ‘What do I want to leave behind?’” she says. The answer extended beyond her own children and family to the legacy of her life’s work. “My work has become an important part of who I am and what I believe.
Working with kids and teens has given her an optimistic view of the future.
“It’s part of my civic mission in life.” •
kids thrive in life – and becoming civically engaged is one of the results of growing healthy youth.”
“You need citizens who are curious, who challenge the status quo, who can make an argument,” she says. “And when you can get kids involved in their early years, it sticks. If you can make an engaged citizen out of a 9th grader, they’ll still be one when they’re 70, 80, and 90.”
dissertation level or faculty engaged in research on a topic that furthers our understanding of K-12 positive youth development and/or education. She hopes her gift will inspire others
“It’s pretty amazing, the depth of how young people think today compared to how I was thinking when I was their age,” she says. “They’re very much aware of global society; they see an interconnection of things we didn’t see 50 years ago. And when they get involved and committed to solving some of today’s problems, there’s nothing that stops them.” This year, she made a gift to Fielding to establish the Price-Mitchell Endowed Fund for Youth Research, which will support students at the
Top Right: The eight interconnected competencies that Dr. Price-Mitchell discovered are proven drivers of personal, academic, career, and life success. Bottom Right: Dr. Marilyn Price-Mitchell is a Human & Organization Development alum and a Fellow of the Institute for Social Innovation.
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
15
ACHIEVE ME NT S
10 / 2 019
IECD faculty Jenny Edwards keynotes at the International Alliance for Invitational Education World Conferences.
Alum Monique Morris releases her documentary “Pushout: The Criminalization of Black Girls in Schools,” based on her book.
ClinPsy faculty Dan Holland receives American Psychological Association’s Distinguished Professional Contributions to Institutional Practice award.
6 / 2 019
9 / 2 019 Alumni Aiden Hirshfield (not pictured) and Colette Schabram join Fielding “Perspectives on Pride” panel with Jim Obergefell, plaintiff in the 2015 Supreme Court case legalizing marriage equality.
Trustee Karen Bogart joins a panel on gender parity with State Senator who wrote bill requiring California boards to include a woman. EBC student Debra Hamilton receives Gold Level MEECO Designation for Creating a Coaching Culture at Fulton Financial Corporation, presented by Terry Hildebrandt.
Trustee Judith Katz, left, received the Outstanding Article award at ODNet for her article on adding inclusion to AI algorithms.
3 / 2 019
8 / 2 019
ClinPsy faculty Sandy Drob is named an honorary member of The New York Association for Analytical Psychology.
President Katrina Rogers convenes university leaders at DC’s National Press Club to discuss higher ed’s role in strengthening democracy.
Trustee Mike Goldstein is appointed to the U.S. Distance Learning Association Hall of Fame for outstanding engagement in development/delivery of distance learning programs.
HOD faculty Fred Steier receives the Norbert Wiener Award of the American Society for Cybernetics, for outstanding contributions to the field.
Alum and children’s rights advocate Kate McAlpine (left) wins first-ever Remarkable Woman Award from the Women Leaders Association.
Alum Carol Parker Walsh gives a TEDx talk on “What did you leave behind?” about stepping away from the need to conform.
5 / 2 019 MediaPsy director Jerri Lynn Hogg speaks to social psychology, personality and behavioral psychology students at Yale University.
Alum and adjunct faculty Linda Durnell keynotes at Predictive Analytics Symposium in Philadelphia.
4 / 2 019
L4C faculty Four Arrows wins Audience Favorite Trophy in 45th annual World Championship Old Time Piano Contest at the University of Mississippi.
Alum Ann Marie Gallo receives the Massachusetts Association for Health, P.E., Recreation & Dance’s highest honor, the 2019 Joseph McKenney Award.
Alum Elvira Teller receives 2019 Catherine H. Jacobs Outstanding Faculty-Lecturer Award at CSU Dominguez Hills.
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
15
ACHIEVE ME NT S
10 / 2 019
IECD faculty Jenny Edwards keynotes at the International Alliance for Invitational Education World Conferences.
Alum Monique Morris releases her documentary “Pushout: The Criminalization of Black Girls in Schools,” based on her book.
ClinPsy faculty Dan Holland receives American Psychological Association’s Distinguished Professional Contributions to Institutional Practice award.
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9 / 2 019 Alumni Aiden Hirshfield (not pictured) and Colette Schabram join Fielding “Perspectives on Pride” panel with Jim Obergefell, plaintiff in the 2015 Supreme Court case legalizing marriage equality.
Trustee Karen Bogart joins a panel on gender parity with State Senator who wrote bill requiring California boards to include a woman. EBC student Debra Hamilton receives Gold Level MEECO Designation for Creating a Coaching Culture at Fulton Financial Corporation, presented by Terry Hildebrandt.
Trustee Judith Katz, left, received the Outstanding Article award at ODNet for her article on adding inclusion to AI algorithms.
3 / 2 019
8 / 2 019
ClinPsy faculty Sandy Drob is named an honorary member of The New York Association for Analytical Psychology.
President Katrina Rogers convenes university leaders at DC’s National Press Club to discuss higher ed’s role in strengthening democracy.
Trustee Mike Goldstein is appointed to the U.S. Distance Learning Association Hall of Fame for outstanding engagement in development/delivery of distance learning programs.
HOD faculty Fred Steier receives the Norbert Wiener Award of the American Society for Cybernetics, for outstanding contributions to the field.
Alum and children’s rights advocate Kate McAlpine (left) wins first-ever Remarkable Woman Award from the Women Leaders Association.
Alum Carol Parker Walsh gives a TEDx talk on “What did you leave behind?” about stepping away from the need to conform.
5 / 2 019 MediaPsy director Jerri Lynn Hogg speaks to social psychology, personality and behavioral psychology students at Yale University.
Alum and adjunct faculty Linda Durnell keynotes at Predictive Analytics Symposium in Philadelphia.
4 / 2 019
L4C faculty Four Arrows wins Audience Favorite Trophy in 45th annual World Championship Old Time Piano Contest at the University of Mississippi.
Alum Ann Marie Gallo receives the Massachusetts Association for Health, P.E., Recreation & Dance’s highest honor, the 2019 Joseph McKenney Award.
Alum Elvira Teller receives 2019 Catherine H. Jacobs Outstanding Faculty-Lecturer Award at CSU Dominguez Hills.
16
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
PART OF THE
BEYOND ELECTORAL POLITICS
CONVERSATION
Exploring new forms of democracy By student Rosalma Zubizarreta-Ada
A
s a “child of the ‘60s,” I’ve always felt electoral politics are insufficient for the kinds of changes our society needs. Instead, I have
felt a great affinity for massive countercultural movements, large-scale civil disobedience, and new kinds of organizations. While the first phase
of my professional life included translations, bilingual teaching, curriculum materials development, and case management, I have identified primarily as a social-change activist.
Rosalma Zubizarreta-Ada is a Human & Organization Development student.
I first became aware of other approaches to democracy beyond electoral politics in 2002, while helping my friend and fellow activist Tom Atlee edit his book The Tao of Democracy. Citizen Juries, Citizen Consensus Councils in Denmark, and the Macleans’ experiment in Canada are all examples where a microcosm of the larger society is brought together to explore a public
policy issue, and their work subsequently informs the larger system. At the time, I was also completing a master’s in OD at Sonoma State University, falling in love with Benjamin Barber’s vision of Strong Democracy, and becoming inspired by Pearce and Littlejohn’s Moral Conflict:
methodology I practice and teach, as their “operating system,” in conjunction with World Café. These are featured on the website of Democracy R&D, a new global network of sortition-based deliberative democracy projects.
ment also makes sense. As activists, we know that it often takes non-violent direct action to gain a seat at the collaborativeproblem-solving table. At the same time, many different kinds of activism
tive culture. As she points out, we desperately need protective actions to halt the destruction – whether we are blocking the clearcutting of the Amazon or protesting efforts to disenfranchise voters. We also need creative actions that
When Social Worlds Collide.
After working as an independent OD consultant for over a decade, primarily with small businesses, non-profits, and local government, I began doctoral studies at Fielding in 2014. In the meantime, the field of deliberative democracy continued (and continues!) to expand. From the National Issues Forum sponsored by Kettering Foundation and Public Agenda founded by Daniel Yankelovich, to the Public Conversations Project (now Essential Partners) and Study Circles (now Everyday Democracy), a host of researchers, practitioners, and non-profits in the U.S. have engaged in projects that bring together regular people in a supportive context to explore differences and find common ground on public-policy issues. There have also been significant deliberative democracy experiments taking place in other parts of the world. For my dissertation, I will be exploring participatory public policy councils in Vorarlberg, Austria; these councils use Dynamic Facilitation, a group
At 26, staff member Steven Auclair is already longtime advocate
I
n June of 2019, the rainbow flag was hoisted over the Port of Hueneme. It was the first time in history that the Pride flag had flown over any government building in Ventura County, Calif. Thanks to a proclamation that Fielding staff member Steven Auclair helped to draft, seven of the county’s cities acknowledged Pride Month last year. Many of the LGBTQ+ residents who attended the council meetings where the proclamations were made said they’d never been to a council meeting before, believing their councilmembers weren’t supportive of them.
“Now,” said Auclair, “they felt like it was a safe space for them.”
One significant change since I started at Fielding: In 2014, activism and deliberative democracy inhabited two worlds that seemed largely separate. These days, we are seeing some significant overlap; Citizens’ Assemblies are one of the three major demands of Extinction Rebellion, a growing direct-action movement. While surprising in some ways, this develop-
are needed right now, with regard to democracy.
There is a great need to protect our current system from being dismantled – even as, simultaneously, new forms of democracy are being created. Joanna
Macy, Buddhist scholar and systems thinker, makes this point in her tri-partite model of the “Great Turning” toward a regenera-
give birth to new systems, whether it’s solar and wind power, or more participatory forms of democracy. Last but not least, we need to attend to our connections with Spirit and with one another, to nourish our work and make it sustainable. All of these, together, are needed for effective social transformation. •
Zubizarreta-Ada (above) leading a workshop in Austria on participatory democracy, and (left) in Germany on Focusing & Dynamic Facilitation (Elmar Kruithoff photo)
17
It’s one of his proudest achievements in a life that, at just 26 years old, has already been packed with public service. The thrill of making a real difference in people’s lives is what brought Auclair to Fielding. “Seeing
academia engaged in and having a direct impact in the community is fulfilling for me,” he says. As a record specialist in the Registrar’s office, he manages the diplomas of Fielding graduates. “I like that – helping students celebrate their years of work. It doesn’t come easy to everybody, and a lot of our students are first in their families to get graduate degrees.”
we had this moment where we said, ‘We could just go join them. Let’s be a part of that.’ So we hopped in the car and went.” He protested for two nights, at the end of which one of the detained travelers was released. “I saw that
these collective actions could really have an impact,” he says, “and that was very empowering to me.”
Back home in Port Hueneme, Calif., he became Auclair, who has a master’s in Higher Eduactive with the local Democratic party, where he cation Leadership, was a first-generation is president of the Get Out the Vote committee, college-student himself – one who had to learn has worked on re-election campaigns, has been self-advocacy to ensure his own path to a qualappointed a commissioner on the City’s Citizen ity education. He has a learning disability and Advisory Commission, and been elected as a the special education program at his childhood Party Assembly Delegate – a role that allowed school district was one of the lowest performing him to attend a state convention and meet with in California. In order to fight for his rights, his Presidential candidate Amy Klobuchar. mother began learning about public policy – and he followed her lead. He attended the Youth “I’ve been given so many opportunities that Leadership Forum for Students with Disabilities other people like me haven’t – people who are in Sacramento and joined state-wide advisory gay, multi-ethnic or first-gen college graduates,” councils for California’s disability policies. Taksays Auclair. “It would be a disservice to the ing a cue from the disability rights slogan, “Noth- communities I belong in for me not to be ing about us without engaged.” • us,” Auclair has come to believe: “If I can be a part of the conversation, I should be.”
Auclair didn’t stop there. Once he got a taste for advocacy, he began speaking up for others. In January of 2017, when President Trump banned travel to the US from several predominantly Muslim countries, Auclair learned about a protest at Los Angeles International Airport. “My family was watching the news on TV and
Above: Auclair helped organize a Lights for Liberty protest against migration detention camps and ICE raids. Left: Auclair, left, being appointed to the Citizen Advisory Commission.
16
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
PART OF THE
BEYOND ELECTORAL POLITICS
CONVERSATION
Exploring new forms of democracy By student Rosalma Zubizarreta-Ada
A
s a “child of the ‘60s,” I’ve always felt electoral politics are insufficient for the kinds of changes our society needs. Instead, I have
felt a great affinity for massive countercultural movements, large-scale civil disobedience, and new kinds of organizations. While the first phase
of my professional life included translations, bilingual teaching, curriculum materials development, and case management, I have identified primarily as a social-change activist.
Rosalma Zubizarreta-Ada is a Human & Organization Development student.
I first became aware of other approaches to democracy beyond electoral politics in 2002, while helping my friend and fellow activist Tom Atlee edit his book The Tao of Democracy. Citizen Juries, Citizen Consensus Councils in Denmark, and the Macleans’ experiment in Canada are all examples where a microcosm of the larger society is brought together to explore a public
policy issue, and their work subsequently informs the larger system. At the time, I was also completing a master’s in OD at Sonoma State University, falling in love with Benjamin Barber’s vision of Strong Democracy, and becoming inspired by Pearce and Littlejohn’s Moral Conflict:
methodology I practice and teach, as their “operating system,” in conjunction with World Café. These are featured on the website of Democracy R&D, a new global network of sortition-based deliberative democracy projects.
ment also makes sense. As activists, we know that it often takes non-violent direct action to gain a seat at the collaborativeproblem-solving table. At the same time, many different kinds of activism
tive culture. As she points out, we desperately need protective actions to halt the destruction – whether we are blocking the clearcutting of the Amazon or protesting efforts to disenfranchise voters. We also need creative actions that
When Social Worlds Collide.
After working as an independent OD consultant for over a decade, primarily with small businesses, non-profits, and local government, I began doctoral studies at Fielding in 2014. In the meantime, the field of deliberative democracy continued (and continues!) to expand. From the National Issues Forum sponsored by Kettering Foundation and Public Agenda founded by Daniel Yankelovich, to the Public Conversations Project (now Essential Partners) and Study Circles (now Everyday Democracy), a host of researchers, practitioners, and non-profits in the U.S. have engaged in projects that bring together regular people in a supportive context to explore differences and find common ground on public-policy issues. There have also been significant deliberative democracy experiments taking place in other parts of the world. For my dissertation, I will be exploring participatory public policy councils in Vorarlberg, Austria; these councils use Dynamic Facilitation, a group
At 26, staff member Steven Auclair is already longtime advocate
I
n June of 2019, the rainbow flag was hoisted over the Port of Hueneme. It was the first time in history that the Pride flag had flown over any government building in Ventura County, Calif. Thanks to a proclamation that Fielding staff member Steven Auclair helped to draft, seven of the county’s cities acknowledged Pride Month last year. Many of the LGBTQ+ residents who attended the council meetings where the proclamations were made said they’d never been to a council meeting before, believing their councilmembers weren’t supportive of them.
“Now,” said Auclair, “they felt like it was a safe space for them.”
One significant change since I started at Fielding: In 2014, activism and deliberative democracy inhabited two worlds that seemed largely separate. These days, we are seeing some significant overlap; Citizens’ Assemblies are one of the three major demands of Extinction Rebellion, a growing direct-action movement. While surprising in some ways, this develop-
are needed right now, with regard to democracy.
There is a great need to protect our current system from being dismantled – even as, simultaneously, new forms of democracy are being created. Joanna
Macy, Buddhist scholar and systems thinker, makes this point in her tri-partite model of the “Great Turning” toward a regenera-
give birth to new systems, whether it’s solar and wind power, or more participatory forms of democracy. Last but not least, we need to attend to our connections with Spirit and with one another, to nourish our work and make it sustainable. All of these, together, are needed for effective social transformation. •
Zubizarreta-Ada (above) leading a workshop in Austria on participatory democracy, and (left) in Germany on Focusing & Dynamic Facilitation (Elmar Kruithoff photo)
17
It’s one of his proudest achievements in a life that, at just 26 years old, has already been packed with public service. The thrill of making a real difference in people’s lives is what brought Auclair to Fielding. “Seeing
academia engaged in and having a direct impact in the community is fulfilling for me,” he says. As a record specialist in the Registrar’s office, he manages the diplomas of Fielding graduates. “I like that – helping students celebrate their years of work. It doesn’t come easy to everybody, and a lot of our students are first in their families to get graduate degrees.”
we had this moment where we said, ‘We could just go join them. Let’s be a part of that.’ So we hopped in the car and went.” He protested for two nights, at the end of which one of the detained travelers was released. “I saw that
these collective actions could really have an impact,” he says, “and that was very empowering to me.”
Back home in Port Hueneme, Calif., he became Auclair, who has a master’s in Higher Eduactive with the local Democratic party, where he cation Leadership, was a first-generation is president of the Get Out the Vote committee, college-student himself – one who had to learn has worked on re-election campaigns, has been self-advocacy to ensure his own path to a qualappointed a commissioner on the City’s Citizen ity education. He has a learning disability and Advisory Commission, and been elected as a the special education program at his childhood Party Assembly Delegate – a role that allowed school district was one of the lowest performing him to attend a state convention and meet with in California. In order to fight for his rights, his Presidential candidate Amy Klobuchar. mother began learning about public policy – and he followed her lead. He attended the Youth “I’ve been given so many opportunities that Leadership Forum for Students with Disabilities other people like me haven’t – people who are in Sacramento and joined state-wide advisory gay, multi-ethnic or first-gen college graduates,” councils for California’s disability policies. Taksays Auclair. “It would be a disservice to the ing a cue from the disability rights slogan, “Noth- communities I belong in for me not to be ing about us without engaged.” • us,” Auclair has come to believe: “If I can be a part of the conversation, I should be.”
Auclair didn’t stop there. Once he got a taste for advocacy, he began speaking up for others. In January of 2017, when President Trump banned travel to the US from several predominantly Muslim countries, Auclair learned about a protest at Los Angeles International Airport. “My family was watching the news on TV and
Above: Auclair helped organize a Lights for Liberty protest against migration detention camps and ICE raids. Left: Auclair, left, being appointed to the Citizen Advisory Commission.
18
FOSTERING DEMOCRACY | FOCUS Winter 2020
‘ SHOW ING UP ’
For a Cause
Faculty Connie Corley volunteers as lobbyist for Alzheimer’s research
W
hen Connie Corley, PhD, began studying gerontology more than 40 years ago, it was still a new field. Back in the 1980s – before there was Google – she helped create the first information database for Alzheimer’s Disease, at Duke University Medical Center. People could type in a question about the disease and get an answer on the screen.
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
“It made me feel like I could make a difference,” Dr. Corley says.
“We are a democracy! We go there and tell them what’s important. They listen to who shows up – and if we don’t show up, they’re going to listen to someone else!”
Dr. Corley is now taking part in a University of Southern California study that’s examining the role of exercise and cognitive stimulation on maintaining healthy brains. She was undergoing an MRI test as part of that study when she had a “lightbulb” moment: “I’m here helping advance science,” she thought, “that was no doubt possible due to the increased funding through advocacy: a double win!” •
Technology has come a long way since then – but managing Alzheimer’s hasn’t gotten much easier. “Alzheimer’s is one of the top causes of death in older people,”
says Dr. Corley, who is Lead Faculty in Fielding’s Creative Longevity & Wisdom concentration. “All these years, with the research that’s been done, there are very few drugs to help to control the symptoms. There’s no cure, no known cause, and no definitive ways to prevent it.
Dr. Corley isn’t just speaking from an academic perspective. Her own mother died from the disease last year, so she’s seen firsthand the toll it can take on a person, and a family. Dr. Corley (right) and fellow Alzheimer’s Forum advocates after meeting with Congressman Ted Lieu
So when Dr. Corley learned in 2015 that the Alzheimer’s Association recruits volunteers each year to lobby federal lawmakers to devote more funding toward Alzheimer’s research, she signed up to join them. More than 1,000 volunteers descend on Washington, DC, in March of each year – all wearing purple sashes in honor of Alzheimer’s awareness. All 50 states are represented.
I
t was a volatile moment in Dr. Ned Pettus Jr.’s hometown of Columbus, Ohio. In 2016, the controversial police shooting of an African American man left the black community angry and mistrustful of city leadership. When cops shot and killed a 13-year-old black boy six weeks later – and it was learned the boy had only been carrying a BB gun – the anger grew into a roiling outrage.
Pettus, PhD, was born and raised in Columbus, the 14th largest city in America, and had served a decade as its first African American Fire Chief before retiring in 2012. But the city’s white mayor, Andrew Ginther, lured him out of retirement and named him Public Safety Director in the hopes that Dr. Pettus’ community roots and ability to build consensus would help repair the relationship between Columbus’ police and its black neighborhoods. “I needed someone who could build bridges,” Mayor Ginther told the Columbus Dispatch. “He is all that I could ask for.”
“They do a whole day of training to get us up to speed on the issues,” she says, then they head to Capitol Hill to ask members of Congress if they will cosponsor bills to fund further research. “The success of a bill is very dependent on its cosponsors,” says Dr. Corley, who has shaken hands with Maine Senator Susan Collins and met with California Congressman Ted Lieu, a regular on MSNBC, and other members of Congress. “Alzheimer’s has been historically underfunded compared to other major causes of death like heart disease and cancer. But so many people have had their lives touched by dementia and Alzheimer’s, so it’s pretty easy to get people in Congress to pay attention to it.”
Alum Ned Pettus helped rebuild bridges between police and public
“As one of the pastors put it to the mayor, ‘You’re on the precipice of this entire city exploding,’” Dr. Pettus recalls.
“That’s why we need the research. If we don’t have people engaging in research, we can’t progress.”
“I’ve gone to Alzheimer’s support groups both for myself when my mother developed dementia,” she says, “and just as a learner in the 1980s.”
Repairing Trust in an Embattled City
Dr. Corley has been on this trip four times now – on her own dime – and she plans to go again in 2020. “Every time I’ve gone, there has been a record increase in funding,” she says – including a $425 million increase in 2018. The Alzheimer’s Association attributes the bump, in part, to the compelling work of its committed volunteers.
And build bridges he did.
Dr. Connie Corley
“We were out talking to these communities within 24 hours,” says Dr. Pettus, who met with the leaders of the NAACP, the Baptist alliance, and other groups. “Part of what kept everything and everyone settled was my ability to be a straight shooter with these leaders in the black community.”
Over the years – years in which Dr. Pettus had served as president of the Metropolitan Fire Chiefs Association, as well – he earned a reputation for fairness, and for listening.
“It all boils down to trust and legitimacy: When you lose the trust, you can be in the right, but it will be questioned and possibly even protested,” says Dr. Pettus, who helped the city understand the public’s desire for fair and accountable policing, and helped the public understand how city administration operates. “I was able to help both sides put themselves in the other person’s place, and my communication didn’t come across as condescending.”
transparent about our goals, priorities, and rationale.” His work as Public Safety Director is not over yet. Dr. Pettus is working to double the diversity in Columbus’ police and fire departments over the next 10 years, and to break down the silos in which those departments have historically tended to work. “It has not been an easy three years, but for the last two, things have tremendously settled down,” says Dr. Pettus, who serves as the city’s acting mayor when the elected mayor is out of town. “I feel proud that I have been accepted and trusted by blacks and whites in my community, and that our mayor shows his value of my opinion.” •
Columbus’s success in repairing the relationship between the police and the public was so successful that they got calls from other cities like Baltimore and Charlotte, which had faced similar protests, asking how they’d managed it. What does Dr. Pettus feel is his greatest accomplishment? “Collaboration – which is what my dissertation from Fielding was on,” says the alum, who graduated in 2016 with a doctorate in Human & Organizational Systems. “The ability to collaborate with groups and leaders, to find common interest, to be open and
Top: Downtown Columbus, Ohio Bottom: Dr. Net Pettus is a Human & Organization Development alum.
19
18
FOSTERING DEMOCRACY | FOCUS Winter 2020
‘ SHOW ING UP ’
For a Cause
Faculty Connie Corley volunteers as lobbyist for Alzheimer’s research
W
hen Connie Corley, PhD, began studying gerontology more than 40 years ago, it was still a new field. Back in the 1980s – before there was Google – she helped create the first information database for Alzheimer’s Disease, at Duke University Medical Center. People could type in a question about the disease and get an answer on the screen.
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
“It made me feel like I could make a difference,” Dr. Corley says.
“We are a democracy! We go there and tell them what’s important. They listen to who shows up – and if we don’t show up, they’re going to listen to someone else!”
Dr. Corley is now taking part in a University of Southern California study that’s examining the role of exercise and cognitive stimulation on maintaining healthy brains. She was undergoing an MRI test as part of that study when she had a “lightbulb” moment: “I’m here helping advance science,” she thought, “that was no doubt possible due to the increased funding through advocacy: a double win!” •
Technology has come a long way since then – but managing Alzheimer’s hasn’t gotten much easier. “Alzheimer’s is one of the top causes of death in older people,”
says Dr. Corley, who is Lead Faculty in Fielding’s Creative Longevity & Wisdom concentration. “All these years, with the research that’s been done, there are very few drugs to help to control the symptoms. There’s no cure, no known cause, and no definitive ways to prevent it.
Dr. Corley isn’t just speaking from an academic perspective. Her own mother died from the disease last year, so she’s seen firsthand the toll it can take on a person, and a family. Dr. Corley (right) and fellow Alzheimer’s Forum advocates after meeting with Congressman Ted Lieu
So when Dr. Corley learned in 2015 that the Alzheimer’s Association recruits volunteers each year to lobby federal lawmakers to devote more funding toward Alzheimer’s research, she signed up to join them. More than 1,000 volunteers descend on Washington, DC, in March of each year – all wearing purple sashes in honor of Alzheimer’s awareness. All 50 states are represented.
I
t was a volatile moment in Dr. Ned Pettus Jr.’s hometown of Columbus, Ohio. In 2016, the controversial police shooting of an African American man left the black community angry and mistrustful of city leadership. When cops shot and killed a 13-year-old black boy six weeks later – and it was learned the boy had only been carrying a BB gun – the anger grew into a roiling outrage.
Pettus, PhD, was born and raised in Columbus, the 14th largest city in America, and had served a decade as its first African American Fire Chief before retiring in 2012. But the city’s white mayor, Andrew Ginther, lured him out of retirement and named him Public Safety Director in the hopes that Dr. Pettus’ community roots and ability to build consensus would help repair the relationship between Columbus’ police and its black neighborhoods. “I needed someone who could build bridges,” Mayor Ginther told the Columbus Dispatch. “He is all that I could ask for.”
“They do a whole day of training to get us up to speed on the issues,” she says, then they head to Capitol Hill to ask members of Congress if they will cosponsor bills to fund further research. “The success of a bill is very dependent on its cosponsors,” says Dr. Corley, who has shaken hands with Maine Senator Susan Collins and met with California Congressman Ted Lieu, a regular on MSNBC, and other members of Congress. “Alzheimer’s has been historically underfunded compared to other major causes of death like heart disease and cancer. But so many people have had their lives touched by dementia and Alzheimer’s, so it’s pretty easy to get people in Congress to pay attention to it.”
Alum Ned Pettus helped rebuild bridges between police and public
“As one of the pastors put it to the mayor, ‘You’re on the precipice of this entire city exploding,’” Dr. Pettus recalls.
“That’s why we need the research. If we don’t have people engaging in research, we can’t progress.”
“I’ve gone to Alzheimer’s support groups both for myself when my mother developed dementia,” she says, “and just as a learner in the 1980s.”
Repairing Trust in an Embattled City
Dr. Corley has been on this trip four times now – on her own dime – and she plans to go again in 2020. “Every time I’ve gone, there has been a record increase in funding,” she says – including a $425 million increase in 2018. The Alzheimer’s Association attributes the bump, in part, to the compelling work of its committed volunteers.
And build bridges he did.
Dr. Connie Corley
“We were out talking to these communities within 24 hours,” says Dr. Pettus, who met with the leaders of the NAACP, the Baptist alliance, and other groups. “Part of what kept everything and everyone settled was my ability to be a straight shooter with these leaders in the black community.”
Over the years – years in which Dr. Pettus had served as president of the Metropolitan Fire Chiefs Association, as well – he earned a reputation for fairness, and for listening.
“It all boils down to trust and legitimacy: When you lose the trust, you can be in the right, but it will be questioned and possibly even protested,” says Dr. Pettus, who helped the city understand the public’s desire for fair and accountable policing, and helped the public understand how city administration operates. “I was able to help both sides put themselves in the other person’s place, and my communication didn’t come across as condescending.”
transparent about our goals, priorities, and rationale.” His work as Public Safety Director is not over yet. Dr. Pettus is working to double the diversity in Columbus’ police and fire departments over the next 10 years, and to break down the silos in which those departments have historically tended to work. “It has not been an easy three years, but for the last two, things have tremendously settled down,” says Dr. Pettus, who serves as the city’s acting mayor when the elected mayor is out of town. “I feel proud that I have been accepted and trusted by blacks and whites in my community, and that our mayor shows his value of my opinion.” •
Columbus’s success in repairing the relationship between the police and the public was so successful that they got calls from other cities like Baltimore and Charlotte, which had faced similar protests, asking how they’d managed it. What does Dr. Pettus feel is his greatest accomplishment? “Collaboration – which is what my dissertation from Fielding was on,” says the alum, who graduated in 2016 with a doctorate in Human & Organizational Systems. “The ability to collaborate with groups and leaders, to find common interest, to be open and
Top: Downtown Columbus, Ohio Bottom: Dr. Net Pettus is a Human & Organization Development alum.
19
DEVELOPMENT
Your
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
NEW SCHOLARSHIPS
Philanthropic
NANCY WERMUTH FRANCKE MEMORIAL ALUMNI AWARD
In honor and memory of her sister, Fielding HOD alum Nancy Wermuth Francke, Barb Mather established a fund to support a recent Fielding graduate who is working in the area of health education, with a particular desire to serve the underprivileged or undereducated.
Impact
TWO NEW CLINICAL PSYCHOLOGY STUDENT SCHOLARSHIPS
Clinical Psychology doctoral student Cosha Peterson aspires to become a pediatric psychologist, and hopes to work with underserved children and those with Autism spectrum disorder. She received an award from the Dr. Dori Pelz-Sherman Memorial Scholarship Fund. “It is heartwarming that my efforts with young children are recognized through this scholarship,” she said. “I appreciate you so much!”
KJELL RUDESTAM HONORARY AWARD
Student Nancy Amirkhanian is an aspiring psychologist whose research interests are in immigration and related stress. Nancy recently received The Dr. Sherry L. Hatcher Honorary Scholarship in recognition of her creative and impactful research on mental health support for immigrant children who grew up in the U.S.
Upon his retirement from Fielding in early 2019, at which time he was honored with a Lifetime Achievement Award for Distinguished Service, Kjell Rudestam, PhD, established a scholarship fund in appreciation of Fielding’s Clinical Psychology Program. Fifty-two Fielding alumni, including Kjell’s mentees, contributed $15,000 in support of this scholarship. The scholarship is an annual award of $2,000 to individual students during the fall scholarship cycle. The scholarship will be awarded to outstanding doctoral students in the Clinical Psychology Program at Fielding who have contributed substantially to Fielding’s psychology community, with priority given to students demonstrating financial need.
STEPHEN RUFFINS MEMORIAL SCHOLARSHIP
BETWEEN 9.1.2018 AND 8.30.2019, FIELDING AWARDED $466,616 IN SCHOLARSHIP FUNDS TO 188 STUDENTS.
183 students applied for scholarships and 111 students received a scholarship during at least one term. 72 applicants did not receive a scholarship in any term. By supporting Fielding you can ensure that more scholarship funds are available to students.
Fielding faculty Debra Bendell Estroff and her spouse, Ron Estroff, established the Stephen Ruffins Memorial Scholarship in memory of their dear colleague and friend, Fielding faculty Stephen Ruffins. The scholarship will help students defray costs of travel and accommodations at National Session. Clinical psychology doctoral students who maintain good academic standing, and are primary caregivers, are eligible. The scholarship can be awarded to students-parents of young children and/or children with disabilities, and/or students-primary caregivers of close family members (e.g. elderly parents).
TWO NEW FACULTY RESEARCH FUNDS PRICE-MITCHELL ENDOWED FUND FOR YOUTH RESEARCH
Established by alum Marilyn Price-Mitchell, PhD, who graduated from the Human & Organizational Development program in 2010, this supports students at the dissertation level or faculty engaged in research on a topic that furthers our understanding of K-12 positive youth development and/ or education. Leadership for Change doctoral student Aftan Wright’s dissertation is an autoethnography of a black special-education student earning a college degree. She received a dissertation research scholarship from Fielding. “It has been a long road for me, and to receive this scholarship after advancing to doctorate candidate overwhelms me with joy,” she said. “Sometimes it feels as if there are so many doors in the way of my success. Your faith in me and my academic aspirations is remarkable. I appreciate you holding a key.”
PRESIDENT KATRINA S. ROGERS FACULTY RESEARCH FUND
Inspired by the recent $1,000,000 gift to Fielding from 1998 School of Psychology alumna Dianne Kipnes, PhD, Fielding President Katrina S. Rogers has made a personal $100,000 pledge to establish this fund. Thanks to Dr. Rogers’ support as well as gifts from alumni whom she has mentored, there will now be $45,000 available each year for faculty research projects.
5
1 2 3 4 5
21
REASONS
to support Fielding Your Gift Provides Access. Quality education is expensive. Scholarships make education possible for many who would not otherwise have the opportunity to pursue their goals, and have their voices heard. Fielding’s Mission Matters. Your gift supports Fielding’s innovative approach to education, and its mission to educate leaders, scholars, and practitioners for a more just and sustainable world. Insights into Fielding. Your annual contribution gives you access to Fielding news, publications, and updates on the funds and scholarships you support at the university. Tax benefits in Canada and the U.S. Your charitable contribution to Fielding is tax-deductible. There are many ways you can make a gift to Fielding, while also benefitting from it. Research Fosters Change. Your support enables more faculty-led collaborative and community-based research, which in turn promotes positive social change.
DEVELOPMENT
Your
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
NEW SCHOLARSHIPS
Philanthropic
NANCY WERMUTH FRANCKE MEMORIAL ALUMNI AWARD
In honor and memory of her sister, Fielding HOD alum Nancy Wermuth Francke, Barb Mather established a fund to support a recent Fielding graduate who is working in the area of health education, with a particular desire to serve the underprivileged or undereducated.
Impact
TWO NEW CLINICAL PSYCHOLOGY STUDENT SCHOLARSHIPS
Clinical Psychology doctoral student Cosha Peterson aspires to become a pediatric psychologist, and hopes to work with underserved children and those with Autism spectrum disorder. She received an award from the Dr. Dori Pelz-Sherman Memorial Scholarship Fund. “It is heartwarming that my efforts with young children are recognized through this scholarship,” she said. “I appreciate you so much!”
KJELL RUDESTAM HONORARY AWARD
Student Nancy Amirkhanian is an aspiring psychologist whose research interests are in immigration and related stress. Nancy recently received The Dr. Sherry L. Hatcher Honorary Scholarship in recognition of her creative and impactful research on mental health support for immigrant children who grew up in the U.S.
Upon his retirement from Fielding in early 2019, at which time he was honored with a Lifetime Achievement Award for Distinguished Service, Kjell Rudestam, PhD, established a scholarship fund in appreciation of Fielding’s Clinical Psychology Program. Fifty-two Fielding alumni, including Kjell’s mentees, contributed $15,000 in support of this scholarship. The scholarship is an annual award of $2,000 to individual students during the fall scholarship cycle. The scholarship will be awarded to outstanding doctoral students in the Clinical Psychology Program at Fielding who have contributed substantially to Fielding’s psychology community, with priority given to students demonstrating financial need.
STEPHEN RUFFINS MEMORIAL SCHOLARSHIP
BETWEEN 9.1.2018 AND 8.30.2019, FIELDING AWARDED $466,616 IN SCHOLARSHIP FUNDS TO 188 STUDENTS.
183 students applied for scholarships and 111 students received a scholarship during at least one term. 72 applicants did not receive a scholarship in any term. By supporting Fielding you can ensure that more scholarship funds are available to students.
Fielding faculty Debra Bendell Estroff and her spouse, Ron Estroff, established the Stephen Ruffins Memorial Scholarship in memory of their dear colleague and friend, Fielding faculty Stephen Ruffins. The scholarship will help students defray costs of travel and accommodations at National Session. Clinical psychology doctoral students who maintain good academic standing, and are primary caregivers, are eligible. The scholarship can be awarded to students-parents of young children and/or children with disabilities, and/or students-primary caregivers of close family members (e.g. elderly parents).
TWO NEW FACULTY RESEARCH FUNDS PRICE-MITCHELL ENDOWED FUND FOR YOUTH RESEARCH
Established by alum Marilyn Price-Mitchell, PhD, who graduated from the Human & Organizational Development program in 2010, this supports students at the dissertation level or faculty engaged in research on a topic that furthers our understanding of K-12 positive youth development and/ or education. Leadership for Change doctoral student Aftan Wright’s dissertation is an autoethnography of a black special-education student earning a college degree. She received a dissertation research scholarship from Fielding. “It has been a long road for me, and to receive this scholarship after advancing to doctorate candidate overwhelms me with joy,” she said. “Sometimes it feels as if there are so many doors in the way of my success. Your faith in me and my academic aspirations is remarkable. I appreciate you holding a key.”
PRESIDENT KATRINA S. ROGERS FACULTY RESEARCH FUND
Inspired by the recent $1,000,000 gift to Fielding from 1998 School of Psychology alumna Dianne Kipnes, PhD, Fielding President Katrina S. Rogers has made a personal $100,000 pledge to establish this fund. Thanks to Dr. Rogers’ support as well as gifts from alumni whom she has mentored, there will now be $45,000 available each year for faculty research projects.
5
1 2 3 4 5
21
REASONS
to support Fielding Your Gift Provides Access. Quality education is expensive. Scholarships make education possible for many who would not otherwise have the opportunity to pursue their goals, and have their voices heard. Fielding’s Mission Matters. Your gift supports Fielding’s innovative approach to education, and its mission to educate leaders, scholars, and practitioners for a more just and sustainable world. Insights into Fielding. Your annual contribution gives you access to Fielding news, publications, and updates on the funds and scholarships you support at the university. Tax benefits in Canada and the U.S. Your charitable contribution to Fielding is tax-deductible. There are many ways you can make a gift to Fielding, while also benefitting from it. Research Fosters Change. Your support enables more faculty-led collaborative and community-based research, which in turn promotes positive social change.
DEVELOPMENT
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
FOUNDERS CIRCLE
Thank You for your Support
WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMNI, AND THE UNIVERSITY AS A WHOLE. The following list in alphabetical order reflects all contributions and pledges received from May 1, 2019, to October 20, 2019. Contact Elena Nicklasson at giving@fielding.edu with any questions or feedback.
Anonymous Ron Aarons Adobe Dorothy & Niels Agger-Gupta Pauline Albert Michael Ali Deon Allen Cathy Ames Dorothy Andrews Carrie Arnold Michelle Bancroft Debra Bendell Estroff & Ron Estroff John Bennett Marcella Benson-Quaziena Romagne Boucher Alma Boutin-Martinez Deborah Bucci Dang Chonwerawong Irvin Clark Claude Cloutier Jane & Paul Cohen Connie Corley Craig Crawford Valerie Davis Christa Drakulic Keith Earley Michelle Elias Raphael Ezeh Dino Ferrare Myrna Frank & Howard Dubowitz Cynthia & Joel Freeman Marilyn Freimuth Benjamin Fuller James Gilooly Russell & Donna Goodman
Anthony Greene Carlos Grijalva Jacob Hanks Elizabeth Hardy & Rick Omlor Kimberly & Don Harrison Raymond Hawkins Sharon Hawley Leonard Haynes Cary Holt Linda & Reynolds Honold Nick & Hanneke Isbouts Jean-Pierre Isbouts & Cathie Labrador Don Jacobs Kerul Kassel Miriam Kassel Judith Katz & David Levine June Klein Toni Knott Lois LaShell & Alan Guskin Judy Lee Tony LeTrent-Jones Cassandra Lindell Jacqueline Lynch Barbara Mather Charles McClintock & Carol Wilburn McCune Foundation Kathleen McNulty Barbara Mink Patricia Mojdara Melody Montano Montecito Bank & Trust Elena Nicklasson Jennifer Peterson Marilyn Price-Mitchell Angelina Prince
Elin Pye Joan Read Stephen Redmon Marjeta Ritchie Katrina Rogers & William Cherry Marcia Ruben Kjell & Janice Rudestam Pamela Rutledge Maria Viola Sanchez Judith Schoenholtz-Read Pearl Seidman Constance & Jay Shafran Julia Shaw Tom & Ronna Sherman Monique Snowden Marie Sonnet & Robert Berklich Rebecca Stafford Judith Stevens-Long & Larry Severance Leila Sullivan Anna Szabados The Kaleel Jamison Consulting Group, Inc. Union Bank Nancy & Sidney Unobskey Mary Jean Vignone Eliza von Baeyer Mary Ann Von Glinow Virginia VonReichbauer Dennis White Heinz Willebrand Tyrone Williams Marjorie Woo Timothy Yamasaki Pamela Young Patricia Zell & Michael Cox
HO N O RA RY AND MEMO RIA L GIFTS ACK N OW LEDG E IMP O RTA N T PEOPL E I N O U R LIVES AND I N TH E FIELD IN G COMMUNITY IN HO N O R OF
Dang (Ruttanatip) Chonwerawong Judith Orloff Katrina Rogers
IN MEMO RY OF
Norman & Ursula Davis Sophie Williams Duncan Boomer Von Glinow Lee Mahon Stephen Ruffins Jack & Harriett Savage
B EQUESTS & OTH ER PL ANNED G I FTS Fielding thanks those who have generously designated Fielding in their wills or have made a planned gift to ensure Fielding’s future.
Anonymous
D’Ann Downey
Paige and Don Marrs
Judith Silverstein
Pauline Albert
Nanine Ewing
Barbara A. Mather
James E. Skibo
Natalie Ammarell
Jeff Frakes
Nicola Smith
Peggy Azad
Leola Furman
Charles McClintock & Carol Wilburn
Nancy Lynn Baker
Kathy Geller
John L. Bennett
Tracy Gibbons
Valerie Bentz
John Gladfelter*
Marvin & Linda Branch
Michael Goldstein
Juanita Brown Lynn Bursten Don D. Bushnell Christine Clark
Sharon Hawley-Crum Linda Honold Roberta Jensen Anne Kratz
Kelly Clark
Diana Kunkel & Trish Cleary
Anna DiStefano
Sarah N. MacDougall
FO UND ERS CI RCLE M EM B ERSHI P B ENEFI TS:
• • • •
Free Fielding publication annually Updates directly from the University Leadership Team Invitations to special events at the university Recognition opportunities
T HE FLEXI B I LI T Y O F A P LA NNED GI FT : • You are free to alter your plans at any time. • You can structure your gift in different ways: a specific amount of money, piece of property, or percentage of your estate. • You retain control over your assets should you need them during your lifetime. CO NTACT ELENA NI CKLASSO N, D I RECTO R O F D EV ELO P M ENT, A B O UT HOW YO U CA N M A KE A N I M PACT AT FI ELD I NG T HRO UGH A P LA NNED GI FT : 8 05 . 898 . 2926 O R GI V I NG@FI ELD I NG. ED U
Sara Miller McCune Pamela S. Meyer
Carol Sommerfield Ted J. Takamura
Mary Lou Michael
Roland* & Charlotte Troike
Eileen Morgan
Pam Van Dyke
Christi Olson
Marjorie Woo
Wendy Overend
Patricia Zell
Marilyn Price-Mitchell Kathleen Randolph Katrina Rogers Paul and Nancy Shaw Andrea L. Shields
*Deceased We welcome Marjorie Woo to the Circle.
23
DEVELOPMENT
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
FOUNDERS CIRCLE
Thank You for your Support
WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMNI, AND THE UNIVERSITY AS A WHOLE. The following list in alphabetical order reflects all contributions and pledges received from May 1, 2019, to October 20, 2019. Contact Elena Nicklasson at giving@fielding.edu with any questions or feedback.
Anonymous Ron Aarons Adobe Dorothy & Niels Agger-Gupta Pauline Albert Michael Ali Deon Allen Cathy Ames Dorothy Andrews Carrie Arnold Michelle Bancroft Debra Bendell Estroff & Ron Estroff John Bennett Marcella Benson-Quaziena Romagne Boucher Alma Boutin-Martinez Deborah Bucci Dang Chonwerawong Irvin Clark Claude Cloutier Jane & Paul Cohen Connie Corley Craig Crawford Valerie Davis Christa Drakulic Keith Earley Michelle Elias Raphael Ezeh Dino Ferrare Myrna Frank & Howard Dubowitz Cynthia & Joel Freeman Marilyn Freimuth Benjamin Fuller James Gilooly Russell & Donna Goodman
Anthony Greene Carlos Grijalva Jacob Hanks Elizabeth Hardy & Rick Omlor Kimberly & Don Harrison Raymond Hawkins Sharon Hawley Leonard Haynes Cary Holt Linda & Reynolds Honold Nick & Hanneke Isbouts Jean-Pierre Isbouts & Cathie Labrador Don Jacobs Kerul Kassel Miriam Kassel Judith Katz & David Levine June Klein Toni Knott Lois LaShell & Alan Guskin Judy Lee Tony LeTrent-Jones Cassandra Lindell Jacqueline Lynch Barbara Mather Charles McClintock & Carol Wilburn McCune Foundation Kathleen McNulty Barbara Mink Patricia Mojdara Melody Montano Montecito Bank & Trust Elena Nicklasson Jennifer Peterson Marilyn Price-Mitchell Angelina Prince
Elin Pye Joan Read Stephen Redmon Marjeta Ritchie Katrina Rogers & William Cherry Marcia Ruben Kjell & Janice Rudestam Pamela Rutledge Maria Viola Sanchez Judith Schoenholtz-Read Pearl Seidman Constance & Jay Shafran Julia Shaw Tom & Ronna Sherman Monique Snowden Marie Sonnet & Robert Berklich Rebecca Stafford Judith Stevens-Long & Larry Severance Leila Sullivan Anna Szabados The Kaleel Jamison Consulting Group, Inc. Union Bank Nancy & Sidney Unobskey Mary Jean Vignone Eliza von Baeyer Mary Ann Von Glinow Virginia VonReichbauer Dennis White Heinz Willebrand Tyrone Williams Marjorie Woo Timothy Yamasaki Pamela Young Patricia Zell & Michael Cox
HO N O RA RY AND MEMO RIA L GIFTS ACK N OW LEDG E IMP O RTA N T PEOPL E I N O U R LIVES AND I N TH E FIELD IN G COMMUNITY IN HO N O R OF
Dang (Ruttanatip) Chonwerawong Judith Orloff Katrina Rogers
IN MEMO RY OF
Norman & Ursula Davis Sophie Williams Duncan Boomer Von Glinow Lee Mahon Stephen Ruffins Jack & Harriett Savage
B EQUESTS & OTH ER PL ANNED G I FTS Fielding thanks those who have generously designated Fielding in their wills or have made a planned gift to ensure Fielding’s future.
Anonymous
D’Ann Downey
Paige and Don Marrs
Judith Silverstein
Pauline Albert
Nanine Ewing
Barbara A. Mather
James E. Skibo
Natalie Ammarell
Jeff Frakes
Nicola Smith
Peggy Azad
Leola Furman
Charles McClintock & Carol Wilburn
Nancy Lynn Baker
Kathy Geller
John L. Bennett
Tracy Gibbons
Valerie Bentz
John Gladfelter*
Marvin & Linda Branch
Michael Goldstein
Juanita Brown Lynn Bursten Don D. Bushnell Christine Clark
Sharon Hawley-Crum Linda Honold Roberta Jensen Anne Kratz
Kelly Clark
Diana Kunkel & Trish Cleary
Anna DiStefano
Sarah N. MacDougall
FO UND ERS CI RCLE M EM B ERSHI P B ENEFI TS:
• • • •
Free Fielding publication annually Updates directly from the University Leadership Team Invitations to special events at the university Recognition opportunities
T HE FLEXI B I LI T Y O F A P LA NNED GI FT : • You are free to alter your plans at any time. • You can structure your gift in different ways: a specific amount of money, piece of property, or percentage of your estate. • You retain control over your assets should you need them during your lifetime. CO NTACT ELENA NI CKLASSO N, D I RECTO R O F D EV ELO P M ENT, A B O UT HOW YO U CA N M A KE A N I M PACT AT FI ELD I NG T HRO UGH A P LA NNED GI FT : 8 05 . 898 . 2926 O R GI V I NG@FI ELD I NG. ED U
Sara Miller McCune Pamela S. Meyer
Carol Sommerfield Ted J. Takamura
Mary Lou Michael
Roland* & Charlotte Troike
Eileen Morgan
Pam Van Dyke
Christi Olson
Marjorie Woo
Wendy Overend
Patricia Zell
Marilyn Price-Mitchell Kathleen Randolph Katrina Rogers Paul and Nancy Shaw Andrea L. Shields
*Deceased We welcome Marjorie Woo to the Circle.
23
DEVELOPMENT
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
AN INVESTMENT IN
Masters & Certificates
Fielding’s Faculty Board chair and alum Karen Bogart, PhD, shares why she contributed to the new President Katrina S. Rogers Faculty Research Fund
Q. Tell us a about your Fielding history.
A. Fielding has been a core part of my life since 2009, when I entered its Human Organization Systems doctoral program. After 25 years in business and human resources management, I had transitioned into business consulting, teaching, and company/not-for-profit organization board service. I wished to explore the intersection of corporate governance and social responsibility, and I also wanted to ensure that my studies fit with my family’s needs. Fielding’s scholar-practitioner emphasis and distributed learning model satisfied all my objectives. I enjoyed my four years as a Fielding student. I maximized learning opportunities in my courses, interactions with faculty, peer learning and friendships, cluster and national session participation, and serving as a Student Governance Rep within the program. I graduated in 2013, and the following year I was elected to the Board as a Public Trustee and have served since that time. My board service is a commitment to Fielding’s vitality, social justice mission, adult learning pedagogy, and impact. Q. What is the significance of a gift like this?
A. The President Katrina S. Rogers Faculty Research Fund is an extraordinary investment in Fielding’s faculty and their continued development as leading scholars. As a recognized scholar, President Rogers knew the influence that research and related knowledge creation can have in shaping new thinking, policy, and practice. She believed that this investment in the faculty and their research efforts will advance their scholarly and professional impact, and simultaneously broaden Fielding’s academic recognition. Q. Why is faculty research such an important part of what we do at Fielding?
A. This new fund will provide financial support to research, discovery, knowledge creation, and provide opportunities for related faculty publications, grants, and presentations. It will advance the recognition of Fielding’s
25
G RA D UAT ES MAY 2, 2019 – NOVEMBER 1, 2019
faculty as scholarly leaders in their respective fields. It also will fund the involvement of student and alumni researchers that work with Fielding’s faculty. That in turn will provide them with opportunities for further study, writing, and speaking. Q. Why did you feel personally compelled to contribute to the fund?
A. I see the importance of faculty research in promoting an innovative and relevant curriculum and student learning experience as well as heightening external respect and recognition in academic and professional communities. Faculty research attracts students, new sources of funding and partnership, and builds external recognition for both the faculty member and the university. I see this fund as a critical investment in Fielding’s scholarly capabilities. Accordingly, as an alumna, I give to this fund as a means of enhancing Fielding’s current and future capabilities and influence. Q. What are some faculty research projects you’ve seen at Fielding that have inspired you?
A. I get excited whenever faculty members or students share their research projects. They exude their curiosity, desire to know more, and intended research plans. Their passion for knowledge development inspires me. Given my specific interests, I am particularly interested in faculty research in ecological and social justice, governance, and public policy and practice.
IF YOU WISH TO CONTRIBUTE THE PRESIDENT KATRINA S. ROGERS FACULTY RESEARCH FUND, YOU CAN DO SO ONLINE AT GIVING.FIELDING.EDU.
SCHOOL OF LEADERSHIP STUDIES MASTER OF ARTS IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Jason P. Miller Sean-Paul Veilleux CERTIFICATE IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Caroline A. Adams Karen Mullings CERTIFICATE IN EVIDENCE BASED COACHING FOR ORGANIZATION LEADERSHIP Joan Flora CERTIFICATE IN COMPREHENSIVE EVIDENCE BASED COACHING Meredy Benson Rice Shari L. Bowles Gibbons Jacqueline Buckley Richard Chastain Virginia Ehrlich Sarah F. Gevirtz
Renay H. Henderson Nies Denise M. Horato Dwane L. Jones Wendy W. Kleinfeldt Kelly M. Mack, PhD Deborah A. Meyers Natalie D. Murray
SCHOOL OF PSYCHOLOGY MASTER OF ARTS IN MEDIA PSYCHOLOGY Emile L. Bradshaw Martin E. Corell Grace P. Macvey Devin Omoto Mayra Ruiz CERTIFICATE IN MEDIA PSYCHOLOGY WITH AN EMPHASIS IN BRAND PSYCHOLOGY & AUDIENCE ENGAGEMENT Marc A. Brousseau Rachael Cohen Claudia Paola Cuautle Macias Starshine Roshell
CERTIFICATE IN CLINICAL NEUROPSYCHOLOGY Allen J. Blair Caroline C. Blair Robin Carter-Visscher Carter J. Cloyd, PsyD Candrick C. DarkaShade Yoon Joh, PhD Nicole E. Kostiuk Betty L. Van Steenwyk CERTIFICATE OF RESPECIALIZATION IN CLINICAL PSYCHOLOGY Eric D. Powell Ann M. Tedesco POSTBACCALAUREATE CERTIFICATE IN CLINICAL PSYCHOLOGY Kasey R. Connors-Beron Chelsea E. Embrey Jessica M. Hargreaves Athika H. Karolia Cora S. Maymon Tamea F. Ryan Caroline A. Thomason
DEVELOPMENT
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
AN INVESTMENT IN
Masters & Certificates
Fielding’s Faculty Board chair and alum Karen Bogart, PhD, shares why she contributed to the new President Katrina S. Rogers Faculty Research Fund
Q. Tell us a about your Fielding history.
A. Fielding has been a core part of my life since 2009, when I entered its Human Organization Systems doctoral program. After 25 years in business and human resources management, I had transitioned into business consulting, teaching, and company/not-for-profit organization board service. I wished to explore the intersection of corporate governance and social responsibility, and I also wanted to ensure that my studies fit with my family’s needs. Fielding’s scholar-practitioner emphasis and distributed learning model satisfied all my objectives. I enjoyed my four years as a Fielding student. I maximized learning opportunities in my courses, interactions with faculty, peer learning and friendships, cluster and national session participation, and serving as a Student Governance Rep within the program. I graduated in 2013, and the following year I was elected to the Board as a Public Trustee and have served since that time. My board service is a commitment to Fielding’s vitality, social justice mission, adult learning pedagogy, and impact. Q. What is the significance of a gift like this?
A. The President Katrina S. Rogers Faculty Research Fund is an extraordinary investment in Fielding’s faculty and their continued development as leading scholars. As a recognized scholar, President Rogers knew the influence that research and related knowledge creation can have in shaping new thinking, policy, and practice. She believed that this investment in the faculty and their research efforts will advance their scholarly and professional impact, and simultaneously broaden Fielding’s academic recognition. Q. Why is faculty research such an important part of what we do at Fielding?
A. This new fund will provide financial support to research, discovery, knowledge creation, and provide opportunities for related faculty publications, grants, and presentations. It will advance the recognition of Fielding’s
25
G RA D UAT ES MAY 2, 2019 – NOVEMBER 1, 2019
faculty as scholarly leaders in their respective fields. It also will fund the involvement of student and alumni researchers that work with Fielding’s faculty. That in turn will provide them with opportunities for further study, writing, and speaking. Q. Why did you feel personally compelled to contribute to the fund?
A. I see the importance of faculty research in promoting an innovative and relevant curriculum and student learning experience as well as heightening external respect and recognition in academic and professional communities. Faculty research attracts students, new sources of funding and partnership, and builds external recognition for both the faculty member and the university. I see this fund as a critical investment in Fielding’s scholarly capabilities. Accordingly, as an alumna, I give to this fund as a means of enhancing Fielding’s current and future capabilities and influence. Q. What are some faculty research projects you’ve seen at Fielding that have inspired you?
A. I get excited whenever faculty members or students share their research projects. They exude their curiosity, desire to know more, and intended research plans. Their passion for knowledge development inspires me. Given my specific interests, I am particularly interested in faculty research in ecological and social justice, governance, and public policy and practice.
IF YOU WISH TO CONTRIBUTE THE PRESIDENT KATRINA S. ROGERS FACULTY RESEARCH FUND, YOU CAN DO SO ONLINE AT GIVING.FIELDING.EDU.
SCHOOL OF LEADERSHIP STUDIES MASTER OF ARTS IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Jason P. Miller Sean-Paul Veilleux CERTIFICATE IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Caroline A. Adams Karen Mullings CERTIFICATE IN EVIDENCE BASED COACHING FOR ORGANIZATION LEADERSHIP Joan Flora CERTIFICATE IN COMPREHENSIVE EVIDENCE BASED COACHING Meredy Benson Rice Shari L. Bowles Gibbons Jacqueline Buckley Richard Chastain Virginia Ehrlich Sarah F. Gevirtz
Renay H. Henderson Nies Denise M. Horato Dwane L. Jones Wendy W. Kleinfeldt Kelly M. Mack, PhD Deborah A. Meyers Natalie D. Murray
SCHOOL OF PSYCHOLOGY MASTER OF ARTS IN MEDIA PSYCHOLOGY Emile L. Bradshaw Martin E. Corell Grace P. Macvey Devin Omoto Mayra Ruiz CERTIFICATE IN MEDIA PSYCHOLOGY WITH AN EMPHASIS IN BRAND PSYCHOLOGY & AUDIENCE ENGAGEMENT Marc A. Brousseau Rachael Cohen Claudia Paola Cuautle Macias Starshine Roshell
CERTIFICATE IN CLINICAL NEUROPSYCHOLOGY Allen J. Blair Caroline C. Blair Robin Carter-Visscher Carter J. Cloyd, PsyD Candrick C. DarkaShade Yoon Joh, PhD Nicole E. Kostiuk Betty L. Van Steenwyk CERTIFICATE OF RESPECIALIZATION IN CLINICAL PSYCHOLOGY Eric D. Powell Ann M. Tedesco POSTBACCALAUREATE CERTIFICATE IN CLINICAL PSYCHOLOGY Kasey R. Connors-Beron Chelsea E. Embrey Jessica M. Hargreaves Athika H. Karolia Cora S. Maymon Tamea F. Ryan Caroline A. Thomason
26
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Doctoral Graduates
PSYCHOLOGY WITH EMPHASIS IN CLINICAL PSYCHOLOGY
William Paul Ahern, PhD
The Comparative Study of Cognitive Hardiness in Baby-Boomer, Generation X, and Millennial Generation Police Officers
Christopher F. Akins, PhD
Predicting Imminent Suicide Risk Among U.S. Military Veterans: Incremental Predictive Validity of the Brief Agitation Measure Over Traditional Risk Factors & Clinical Judgment
MAY 2, 2019 – NOVEMBER 11, 2019
SCHOOL OF LEADERSHIP STUDIES LEADERSHIP FOR CHANGE
Lei Huang, EdD
Implementing Humanistic Education in Chinese Schools by Using a LearnerCentered Approach
Nicholas A. Parisi, EdD
Distributed School Leadership: A Narrative Inquiry
Tyrone Williams, EdD
Truancy Reduction Advocacy Plan (TRAP)
Mary L. Kahn, EdD
Are Instructional Rounds the Solution to Revitalizing Professional Development? A Mixed Method Analysis of Teacher-Led Rounds Focused on Improving Student Oral Language Production
Ellema A. Neal, EdD
A First-Person Phenomenologically Informed Case Study in Life Coaching Client Abuse
James W. Ptak, EdD
From Chaos to Individual and Collective WellBeing: A Worldview Transformation (Engaging Concentration Activated Transformation within Soliloquy) HUMAN & ORGANIZATIONAL SYSTEMS
Howard L. Hostrander, PhD
Civilian Perceptions of Veterans Benefits: A Qualitative Review
Adriana Perez, PhD
The Stories Our Leaders Tell: A Collection and Compilation of Stories of Leadership
David W. Warner, PhD
Bridging Cultural Challenges: Examining How U.S. Foreign Service Officers Can Navigate Overseas Assignments Utilizing Cultural Intelligence
Christopher A. Womack, PhD
Andriana Eliadis, PhD
Carrie J. Howton, PhD
Christopher W. Sheppard, PhD
Riwa Kassar, PhD
Personality Characteristics of Post-Soviet Russian Adolescents
Salvatore P. Carbonaro, PhD
Lorraine Crockford, PhD
Sherri A. Malouf, PhD
The Impact of the Implicit Social Elements on the Quality of the Leader-Follower Relationship
Ryan P. McCarty, PhD
How Do Adult Children Decision-Makers Experience the Search for Long-Term Care/ Eldercare? A Narrative Study
Charles C. Ugo, PhD
Who Am I Now? The Impact of Dissent on the Dissenting Priest in the Roman Catholic Church
ORGANIZATIONAL DEVELOPMENT & CHANGE
Tetyana Azarova, PhD
A Mindful Inquiry into the Meaning of Individual Inspiration in a Period of Personal Challenge
Kristen R. Boilini, PhD
Exploring the Influence of Developmental Theory in Highly Effective Teaching: A Mixed Methods Study
Aaron S. Duncan, PhD
Developing Dynamic Capabilities in Emerging Industries: A Qualitative Study of the Microfoundations of Dynamic Capabilities
The Impact of Managerial I-Thou Mindset on Managing Employee Underperformance INFANT & EARLY CHILDHOOD DEVELOPMENT WITH EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS
Robin Hauge, PhD
In Search of the Main Ingredients of Autism Therapies --A View from the Inside: A Phenomenological Study
Guenet N. Jackson, PhD
The Impact of Kindergarten Students’ Executive Functions on Academic Success: A Secondary Data-Analysis on At-Risk Children
Robin L. Treptow, PhD
Pediatricians’ Implicit Bias Towards Newborns with Trisomy 21: Merging Vignette Survey and Implicit Association Test (IAT) Methods
SCHOOL OF PSYCHOLOGY PSYCHOLOGY WITH EMPHASIS IN MEDIA PSYCHOLOGY
Aiden N. Hirshfield, PhD
Using Instagram and Selfies to Explore Body Image in Gender Diverse Individuals
Melody A. Stotler, PhD
Gamers Defining Gamers: Exploring Gamer Identities and the Subculture from Their Perspectives
Nikole K. Roberts, PhD
The Mediating Role of Schemas in the Relationship of Perceived Adversive Childhood Events and Chronic Low Back Pain
Colleen M. Kerr, PhD
A Life World Inquiry into First Responders’ Experience of Trauma While in the Course of Duty
Men’s Gender Role Conflict as a Moderator of the Relationship Between Substance Use Severity and Emotion Regulation Difficulties
The Psychological Experience of Orthodox Jews in Bereavement
HUMAN DEVELOPMENT
Pete Longhurst, PhD
The Effects of the Social Imposition of Stigma and Self-Stigma on Convicted Sex Offenders: A Phenomenological Study
Ydalith G. Rivera-Perez, PhD
The Relationship Between Behavior Problems, Language Development, and Parental Stress in Children with Autism
The Impact of Aging, Poverty, Health Behaviors, and Community Engagement on Depression in African American Women in Rural Communities
A Critical Examination of 21st Century Cyberbullying in New Jersey
Sandrine Hildembrand, PhD
Deborah Pozarnsky, PhD
The Influence of Health Locus of Control on Organ Donor Intention and Registration
Todd J. Hoffman, PhD
Leading Through Turbulent Times & Crises: What Human Attributes Play a Role in the Ability of Women Leaders to Navigate Crises in Their Organizations? Career Resilience: Exploring the Experience of Midcareer Professionals During Career Transition
Keri J. Herlan, PhD
Mothers of Children with Autism Spectrum Disorders Are More Demonstrative (Achievement-Oriented) than Imitative with Their Children
Daniel P. Osborn, PhD
Impact of Racial Stereotypes and Socioeconomic Class on Black Jurors Judging Black and White Defendants
Erica A. Brooks, PhD
African-American Men: A Critical Examination of the Dynamics Involving Their Decision to Pursue or not Pursue Screening for Prostate Cancer
Anthony M. Aceste, PhD
Bea F. Hayes, PhD
Life Narratives of Vulnerable Adolescents: The Heroes with Whom They Identify
Moral Reasoning as a Moderator of the Relationship Between Post-Traumatic Stress, Shame and Guilt, and Self-Efficacy for Alcohol Abstinence
Carnell A. Colebrook-Claude, PhD
Development and Validation of the Adolescent Internal Environmental Locus of Control Scale (AINELOC)
Shannon Cutshall, PhD
Rape Culture, Intimate Partner Violence, and Sexual Violence: A Pilot Study of an Educational Intervention for Mental Health Professionals
Lynne D. DeMartini, PhD
The Recovery Process for People with Serious Mental Illness Who Have Experienced Incarceration
Daryl L. Farrow, PhD
Perceived Racism and Africultural Coping Styles as a Moderator for Psychological Distress Outcomes Among Young African American Men & Women
Blake M. Gilbert, PhD
School to Prison Pipeline: The Role of Relationship Quality in School Suspension and Expulsion and Adult Criminality
Perceived Discrimination Mediates the Association Between Skin Color and School Misconduct in Immigrant School Children
Ivett Lillard, PhD
Stigma of Mental Health Among Soldiers
L. Melissa Lippincott, PhD
Music Preferences and Personality Traits in Adults
Gennea N. Moore, PhD
An Examination of the Relationships Among External Weight Bias, Internal Weight Bias, Social Support, Leisure-Time Exercise, & Exercise Self-Efficacy
Latrease R. Moore, PhD
Criminal Thinking: The Influence of Childhood Exposure to Familial Legal Involvement
Adam M. O’Neil, PhD
Conceptualizing Mastery: A Thematic Analysis of the Long Term Pursuit Towards Performance Excellence
27
Predicting Symptomatic Use Among Retail Cannabis Users
Daryl W. Tilghman, PhD
Griselda Villalobos, PhD
Reintegration Experiences of OEF/OIF/ OND Veterans in the U.S.-Mexico Border Region: An Interpretative Phenomenological Analysis
Dawn M. Wear, PhD
The Relationship Between CHC Stratum I & II Cognitive Abilities as Measured by the Wechsler Intelligence Scales for Children, Fourth Edition, & Mathematics Achievement as Measured by the Woodcock-Johnson III Broad Math Cluster
Irina Zilberfayn, PhD
Role of Executive Dysfunction in Social Communication in Autism Spectrum Disorder
26
FOSTERING DEMOCRACY | FOCUS Winter 2020
FIELDING GRADUATE UNIVERSITY | www.fielding.edu
Doctoral Graduates
PSYCHOLOGY WITH EMPHASIS IN CLINICAL PSYCHOLOGY
William Paul Ahern, PhD
The Comparative Study of Cognitive Hardiness in Baby-Boomer, Generation X, and Millennial Generation Police Officers
Christopher F. Akins, PhD
Predicting Imminent Suicide Risk Among U.S. Military Veterans: Incremental Predictive Validity of the Brief Agitation Measure Over Traditional Risk Factors & Clinical Judgment
MAY 2, 2019 – NOVEMBER 11, 2019
SCHOOL OF LEADERSHIP STUDIES LEADERSHIP FOR CHANGE
Lei Huang, EdD
Implementing Humanistic Education in Chinese Schools by Using a LearnerCentered Approach
Nicholas A. Parisi, EdD
Distributed School Leadership: A Narrative Inquiry
Tyrone Williams, EdD
Truancy Reduction Advocacy Plan (TRAP)
Mary L. Kahn, EdD
Are Instructional Rounds the Solution to Revitalizing Professional Development? A Mixed Method Analysis of Teacher-Led Rounds Focused on Improving Student Oral Language Production
Ellema A. Neal, EdD
A First-Person Phenomenologically Informed Case Study in Life Coaching Client Abuse
James W. Ptak, EdD
From Chaos to Individual and Collective WellBeing: A Worldview Transformation (Engaging Concentration Activated Transformation within Soliloquy) HUMAN & ORGANIZATIONAL SYSTEMS
Howard L. Hostrander, PhD
Civilian Perceptions of Veterans Benefits: A Qualitative Review
Adriana Perez, PhD
The Stories Our Leaders Tell: A Collection and Compilation of Stories of Leadership
David W. Warner, PhD
Bridging Cultural Challenges: Examining How U.S. Foreign Service Officers Can Navigate Overseas Assignments Utilizing Cultural Intelligence
Christopher A. Womack, PhD
Andriana Eliadis, PhD
Carrie J. Howton, PhD
Christopher W. Sheppard, PhD
Riwa Kassar, PhD
Personality Characteristics of Post-Soviet Russian Adolescents
Salvatore P. Carbonaro, PhD
Lorraine Crockford, PhD
Sherri A. Malouf, PhD
The Impact of the Implicit Social Elements on the Quality of the Leader-Follower Relationship
Ryan P. McCarty, PhD
How Do Adult Children Decision-Makers Experience the Search for Long-Term Care/ Eldercare? A Narrative Study
Charles C. Ugo, PhD
Who Am I Now? The Impact of Dissent on the Dissenting Priest in the Roman Catholic Church
ORGANIZATIONAL DEVELOPMENT & CHANGE
Tetyana Azarova, PhD
A Mindful Inquiry into the Meaning of Individual Inspiration in a Period of Personal Challenge
Kristen R. Boilini, PhD
Exploring the Influence of Developmental Theory in Highly Effective Teaching: A Mixed Methods Study
Aaron S. Duncan, PhD
Developing Dynamic Capabilities in Emerging Industries: A Qualitative Study of the Microfoundations of Dynamic Capabilities
The Impact of Managerial I-Thou Mindset on Managing Employee Underperformance INFANT & EARLY CHILDHOOD DEVELOPMENT WITH EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS
Robin Hauge, PhD
In Search of the Main Ingredients of Autism Therapies --A View from the Inside: A Phenomenological Study
Guenet N. Jackson, PhD
The Impact of Kindergarten Students’ Executive Functions on Academic Success: A Secondary Data-Analysis on At-Risk Children
Robin L. Treptow, PhD
Pediatricians’ Implicit Bias Towards Newborns with Trisomy 21: Merging Vignette Survey and Implicit Association Test (IAT) Methods
SCHOOL OF PSYCHOLOGY PSYCHOLOGY WITH EMPHASIS IN MEDIA PSYCHOLOGY
Aiden N. Hirshfield, PhD
Using Instagram and Selfies to Explore Body Image in Gender Diverse Individuals
Melody A. Stotler, PhD
Gamers Defining Gamers: Exploring Gamer Identities and the Subculture from Their Perspectives
Nikole K. Roberts, PhD
The Mediating Role of Schemas in the Relationship of Perceived Adversive Childhood Events and Chronic Low Back Pain
Colleen M. Kerr, PhD
A Life World Inquiry into First Responders’ Experience of Trauma While in the Course of Duty
Men’s Gender Role Conflict as a Moderator of the Relationship Between Substance Use Severity and Emotion Regulation Difficulties
The Psychological Experience of Orthodox Jews in Bereavement
HUMAN DEVELOPMENT
Pete Longhurst, PhD
The Effects of the Social Imposition of Stigma and Self-Stigma on Convicted Sex Offenders: A Phenomenological Study
Ydalith G. Rivera-Perez, PhD
The Relationship Between Behavior Problems, Language Development, and Parental Stress in Children with Autism
The Impact of Aging, Poverty, Health Behaviors, and Community Engagement on Depression in African American Women in Rural Communities
A Critical Examination of 21st Century Cyberbullying in New Jersey
Sandrine Hildembrand, PhD
Deborah Pozarnsky, PhD
The Influence of Health Locus of Control on Organ Donor Intention and Registration
Todd J. Hoffman, PhD
Leading Through Turbulent Times & Crises: What Human Attributes Play a Role in the Ability of Women Leaders to Navigate Crises in Their Organizations? Career Resilience: Exploring the Experience of Midcareer Professionals During Career Transition
Keri J. Herlan, PhD
Mothers of Children with Autism Spectrum Disorders Are More Demonstrative (Achievement-Oriented) than Imitative with Their Children
Daniel P. Osborn, PhD
Impact of Racial Stereotypes and Socioeconomic Class on Black Jurors Judging Black and White Defendants
Erica A. Brooks, PhD
African-American Men: A Critical Examination of the Dynamics Involving Their Decision to Pursue or not Pursue Screening for Prostate Cancer
Anthony M. Aceste, PhD
Bea F. Hayes, PhD
Life Narratives of Vulnerable Adolescents: The Heroes with Whom They Identify
Moral Reasoning as a Moderator of the Relationship Between Post-Traumatic Stress, Shame and Guilt, and Self-Efficacy for Alcohol Abstinence
Carnell A. Colebrook-Claude, PhD
Development and Validation of the Adolescent Internal Environmental Locus of Control Scale (AINELOC)
Shannon Cutshall, PhD
Rape Culture, Intimate Partner Violence, and Sexual Violence: A Pilot Study of an Educational Intervention for Mental Health Professionals
Lynne D. DeMartini, PhD
The Recovery Process for People with Serious Mental Illness Who Have Experienced Incarceration
Daryl L. Farrow, PhD
Perceived Racism and Africultural Coping Styles as a Moderator for Psychological Distress Outcomes Among Young African American Men & Women
Blake M. Gilbert, PhD
School to Prison Pipeline: The Role of Relationship Quality in School Suspension and Expulsion and Adult Criminality
Perceived Discrimination Mediates the Association Between Skin Color and School Misconduct in Immigrant School Children
Ivett Lillard, PhD
Stigma of Mental Health Among Soldiers
L. Melissa Lippincott, PhD
Music Preferences and Personality Traits in Adults
Gennea N. Moore, PhD
An Examination of the Relationships Among External Weight Bias, Internal Weight Bias, Social Support, Leisure-Time Exercise, & Exercise Self-Efficacy
Latrease R. Moore, PhD
Criminal Thinking: The Influence of Childhood Exposure to Familial Legal Involvement
Adam M. O’Neil, PhD
Conceptualizing Mastery: A Thematic Analysis of the Long Term Pursuit Towards Performance Excellence
27
Predicting Symptomatic Use Among Retail Cannabis Users
Daryl W. Tilghman, PhD
Griselda Villalobos, PhD
Reintegration Experiences of OEF/OIF/ OND Veterans in the U.S.-Mexico Border Region: An Interpretative Phenomenological Analysis
Dawn M. Wear, PhD
The Relationship Between CHC Stratum I & II Cognitive Abilities as Measured by the Wechsler Intelligence Scales for Children, Fourth Edition, & Mathematics Achievement as Measured by the Woodcock-Johnson III Broad Math Cluster
Irina Zilberfayn, PhD
Role of Executive Dysfunction in Social Communication in Autism Spectrum Disorder
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