Focus Magazine: Scholar-Practitioner, July 2022

FOCUS for students

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faculty

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alumni

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staff

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trustees

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& friends of fielding

July 2022

FOCUS

January 2022

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A LETTER FROM THE PRESIDENT

President Katrina S. Rogers, PhD Editor Carol Warner Production Manager Elena I. Nicklasson Art Director Rob Grayson, Boone Graphics Graphic Design Studio B @ Boone Graphics

Focus is published by Fielding Graduate University 2020 De la Vina Street Santa Barbara, CA 93105 FIELDING.EDU Please send reader responses to media@fielding.edu © 2022 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.

BOARD OF TRUSTEES

TRUSTEE SPOTLIGHT

INAUGURAL STATE OF DIVERSITY

ALUMNI DEI LEADERSHIP

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KNIPES AWARD RECIPIENT

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BUILDING PRACTITIONER SKILLS IN THE VUUCA WORLD

NEW FIELDING ENDOWMENT

IN THE NEWS

FIELDING AUTHORS IN PRINT

EXTRAORDINARY LEADER HONORED

THANK YOU FOR YOUR SUPPORT

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LIBRARY ENDOWMENT

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SCHOLARSHIP AWARDS

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MA STUDENT - DEI PRACTITIONER

ANTISEXIST

CHANGE YOUR QUESTION, CHANGE YOUR LIFE

HOW TO BECOME A PUBLISHED SCHOLAR PRACTITIONER

SCHOOLS & PROGRAMS

MASTERS & CERTIFICATE GRADUATES

DOCTORAL GRADUATES

ABOUT FIELDING

FIELDING GRADUATE UNIVERSITY | Fielding.edu

A LETTER FROM THE PRESIDENT

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wenty years ago, as I stood on the shores of a then-full Lake Powell in southern Utah, I asked an ecologist about the possibilities of restoring the landscape beneath the water. According to old journal accounts, a treasure trove lay beneath Lake Powell: a wealth of cultural artifacts from Indigenous peoples and rich ecological systems that sustained many plants and animals of the desert southwest. This is what the ecologist told me that day about a restoration, “We don’t know because we haven’t asked the scholarly questions to help us understand the practical implications.”

If their answer rings familiar, it is because it describes what we as scholar-practitioners and practitionerscholars in clinical psychology bring to complex situations. In the social sciences, both phrases refer to the practical application of scholarly knowledge. Whether the word scholar is first or second in the terminology, the idea is that an iterative process of inquiry and discovery takes place. Insights from what we experience and do in the world become prompts for scholarly questions. Research that poses new ideas or reveals insights helps us deepen our practice.

Fielding has a long tradition and a proud history of training highly talented students who become scholarpractitioners. Faculty members and academic leaders have documented the importance of how this knowledge is created and used. In 2007, our then Provost Anna DiStefano, with clinical psychology professor Kjell Rudestam and HOD professor Robert Silverman, wrote: “The term scholar-practitioner expresses an ideal of professional excellence grounded in theory and research, informed by experiential knowledge, and motivated by personal values, political commitments, and ethical conduct. Scholar-practitioners are committed to the well-being of clients and colleagues, to learning new ways of being effective, and to conceptualizing their work in relation to broader organizational, community, political, and cultural contexts. Scholar-practitioners explicitly reflect on and assess the impact of their work. Their

professional activities and the knowledge they develop are based on collaborative and relational learning through active exchange within communities of practice and scholarship (Encyclopedia of Distributed Learning, 2007).”

In a recent publication, our Dean of the School of Psychology, Dr. Kristine Jacquin, pointed out, “With its substantial focus on research productivity, our clinical psychology doctoral program is based on a ScholarPractitioner Model (Handbook of Online Learning, Fielding University Press, 2021, p. 531).” In both examples, there is a recognition that Fielding’s singular contribution to the scholarly community is preparing and training scholar-practitioners.

Many of our students choose Fielding for its adultcentered, distributed learning platform. Students also come to the university because they have questions and passions they want to unleash in a supportive learning environment, where multiple epistemologies co-exist and are shared. Standing on the shores of Lake Powell in early spring, the view is of a depleted reservoir. However, after 20 years of drought, Indigenous cultural artifacts have begun to reappear, and ecological systems are rejuvenating at a fast pace. Perhaps decades from now, scholarly questions and practices will help us understand the human-natural world connection and dependency.

In this edition of Focus, note the consistent pattern and reference to scholarly knowledge that informs and activates. As some in our learning community discuss and write, we seek to be scholars, practitioners, and activists eager to build a better world—and prepared to offer knowledge-based approaches to complex phenomena.

Think about your practice and the new scholarly questions that are in formation.

I wish you a peaceful summer.

With kind regards,

Katrina S. Rogers, PhD President

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FOCUS | July 2022

BOARD OF TRUSTEES Karen S. Bogart, PhD, Board Chair President, Smith Bogart Consulting Santa Barbara, CA, United States

Anthony Greene, PhD Faculty Trustee Gainesville, FL, United States

Gary Wagenheim, PhD, Vice Chair Adjunct Professor, Beedie School of Business Simon Fraser University Vancouver, BC, Canada

Linda Honold, PhD President, Vision in Action Milwaukee, WI, United States

Patricia Zell, JD, Secretary Partner, Zell & Cox Law Santa Barbara, CA, United States

Judith Katz, EdD Executive Vice President Emeritus The Kaleel Jamison Consulting Group Washington, D.C., United States

Russ Goodman, MBA, Treasurer Retired Regional President, Sares-Regis Group Lake Sherwood, CA, United States

Dianne Kipnes, PhD Psychologist, private practice Edmonton, AB, Canada

Dorothy Agger-Gupta, PhD Faculty Trustee Victoria, BC, Canada

Katrina S. Rogers, PhD ex officio President, Fielding Graduate University Santa Barbara, CA, United States

Michael Ali, PhD Chief Digital and Information Officer Omega Engineering Norwalk, CT, United States

Maria Viola Sanchez, PhD Student Trustee Westlake Village, CA, United States

John Bennett, PhD Professor, Queens University of Charlotte Charlotte, NC, United States Keith Earley, PhD, JD Principal, Earley Interventions, LLC Rockville, MD, United States Zabrina Epps, MPM Student Trustee Laurel, MD, United States Tracy Fisher, PhD Director, Center for Social Justice & Civil Liberties Riverside, CA, United States Michael B. Goldstein, JD Managing Director Center for Higher Education Transformation Tyton Partners Washington, D.C., United States

Connie Shafran, PhD Clinical Psychologist Malibu, CA, United States Nicola Smith, JD Faculty Trustee Berkeley, CA, United States Trustee Emeriti Karin Bunnell, PhD Michael B. Goldstein, JD Russ Goodman, MBA Bo Gyllenpalm, PhD Linda Honold, PhD Otto Lee, EdD E. Nancy Markle Fred Phillips, PsyD* Margarita Rosenthal, PhD* Connie Shafran, PhD Nancy Shapiro, PhD *Deceased

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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TRUSTEE SPOTLIGHT RUSS GOODMAN, MBA

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leader in property acquisition, real estate development, product design, marketing, and charitable organizations, Russ Goodman first joined Fielding’s Board of Trustees during President Judy Kuipers’s tenure. He has over 40 years of experience in real estate development and held executive positions with Dart Kraft, Inc. ( formerly Dart Industries). He was Executive Vice President and Partner with the Voit Companies before joining Sares-Regis Group. A graduate of Stanford University, Mr. Goodman holds a Master’s Degree in Business Administration from the Anderson School at UCLA. What are you reading now?

I am simultaneously reading five books: The Homeboy Way: A Radical Approach to Business and Life by Thomas Vozzo. The Homeboy Industries are located in Los Angeles and represent an example of a successful gang intervention, rehabilitation, and re-entry program.

Superforecasting: The Art and Science of Prediction by Philip E. Tetlock and Dan Gardner. Everybody has to make predictions: in business, politics, and life. Experts contributing to the book have credentials in math, artificial intelligence, and technology. Forecasting is a skill everybody needs to have.

Dark Star Safari by Paul Theroux is an excellent account of his journey through Africa from Cairo to Cape Town.

Silver Lake Bohemia: A History by Michael Locke. Silver Lake is an enclave in Los Angeles where, since the 1900's, many creative people have lived, including some of the most famous mid-century modern architects. Three of the architects described in the book were involved in designing the three houses I lived in.

State of Terror by Hillary R. Clinton and Louise Penny.

This book is a political-mystery novel that just came out. It is interesting to read it now as we see some of the political events unfolding in the world today.

What are the highlights of serving on Fielding’s Board of Trustees?

I first joined the Board in 2006. My neighbor, Bernie Luskin, PhD, served as an advisor to then-President Kuipers. Then, I was one of the largest developers in Santa Barbara County. At that time, the university was discussing how to manage properties it owned, and I advised President Kuipers on strategies around these properties.

As a result, the university kept its real estate, and it appreciated over time. Shortly after, I joined the Board.

In 2016, I served as Board Chair and then retired. I joined the Board again in 2020, and I chair the strategic development subcommittee and help envision Fielding’s future, including the recent affiliation with Rowan Global.

Fielding trustees are very smart, experienced, and collaborative people. They work congenially together.

Anybody can disagree, and it is safe to provide critique and alternative approaches to the issues we discuss.

We almost always reach a consensus, and most final decisions are approved unanimously. It rarely happens Continued on page 26

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FOCUS | January 2022

INAUGURAL STATE OF DIVERSITY AN INTERVIEW WITH FIELDING’S VP OF DIVERSITY, EQUITY, AND INCLUSION, ALLISON DAVIS-WHITE EYES, PHD

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ielding hosted its inaugural State of Diversity in February 2022. The event integrated the collective efforts of the Fielding community, drawing upon qualitative and quantitative data, and on a focused conversation with student constituents, alumni, faculty, staff, and the Board of Trustees. The event laid a foundation for future annual State of Diversity events and the work ahead in the DEI space.

The hard work lies in defining the issue and addressing and implementing changes. Fielding is not unlike other institutions. With regard to DEI, many universities are concerned with the same issues Fielding is grappling with, such as student loan debt or hiring diverse faculty. There are unique opportunities to move toward and we need to be courageous, vulnerable, and have grace. At the end of the day, we must ask ourselves, are we bold enough?

What does it mean for a university to practice inclusion?

How does Fielding compare to other universities moving toward DEI practices? Should we compare ourselves?

What are some of Fielding’s Office of DEI endeavors and accomplishments in the last six months?

To me, inclusion is more than just counting heads. It is about making heads count, which means that everyone matters. We are working not only to make Fielding more just and equitable, but the world as well. As I reflect on what it means for a university to practice inclusion, it comes down to ensuring that everyone feels they matter and belong. This requires the work of the whole institution; you cannot just be a cheerleader. The work of diversity, equity, and inclusion is everyone’s responsibility.

As for comparing Fielding to other institutions and whether we should engage in such comparison, I believe that the best measure to measure against is not other institutions, rather it is more important to measure against our own values. This requires honest self-reflection and assessments.

When we don’t meet our expectations, we must ask: where did we miss the mark? And what do we need to do to aim truer and closer to our goal? People often get confused and conflate critique with criticism. Criticism is easy, but critiquing one’s work or institutional culture requires finesse, reflexive thought, and a commitment to an ethic of care.

We held our Inaugural State of Diversity address in February of this year, and we will hold this annually. In that address, we laid down a foundation and a strategic path forward.

We have a new partnership with Rowan Global, and we have worked to develop and expand our partnerships with Tribal Nations through our Land Acknowledgment and Commitment to Action with the Chumash Nation. In addition, there is more energy and engagement around decolonizing the curriculum and engaging with students so that their ideas are incorporated into some of our efforts.

One good example is a proposal from graduate student Donica Harper for a Black Excellence Academy. We realize it may take some time to identify a good grant to support this nascent idea, but that is the work of DEI, to find those opportunities and to create opportunities that lead to the success of everyone. We have started getting our Fielding community into the search advocate program and will soon have a cadre of trained search advocates. This is important, particularly as we think about Fielding’s upcoming searches.

Last, we will be launching some new committees to advance other areas of our strategic plan. We are excited to see this work get started and look forward to applying the energy

FIELDING GRADUATE UNIVERSITY | Fielding.edu

and commitment of our Fielding community to actualizing our potential.

What does it mean to practice DEI as a global university?

This is a great question and one that particularly interests me. There is a growing shift in this work that sees itself as part of a global commons. This is particularly important for an institution that has a distributed learning model. DEI has moved to an understanding that to be truly relevant, one must acknowledge that one cannot have the local without the global; they are interconnected. In part, this shift is due to the seismic shift in worldview that is rapidly happening across the globe. Climate challenges, as well as the COVID-19 pandemic, have forced humanity to realize that the inequities across the world are held in common by us all. Therefore, it is incumbent upon each of us as individuals to commit to healing our world. As we think about DEI in a global context, we will need to focus on systems, individuals, communities, and the interplay between all of these and the environment. This means changing our worldview from a materialist to a post-materialist mindset. This is a profound shift in thinking for many, and perhaps even disturbing, but if we are thinking about equity, by its very nature, equity calls upon all of us to think in these inter-related ways.

Are there any new system changes planned to focus on diversity and inclusion at Fielding?

For Fielding, we are looking at short-range, mid-range, and long-range systems changes. In the short range, we are looking to diversify our searches and identify new and novel ways to recruit and retain diverse talent. In addition, we will be looking to implement some amazing workgroups that

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will help us identify systemic next steps and actions. Our mid-term changes involve the good foundational work of my predecessors in championing a decolonized and inclusive curriculum. We have this good foundation from which to build, and we will do so with the understanding that as the world changes, so will our curriculum—we must be fluid and adaptive. This will take time and will be an iterative process. Other mid-term systems changes will be the creation of learning opportunities around bias incidents and the creation of a bias incident response team. Last, I would say our long-range systems changes involve the systemic change of higher education itself, of which Fielding is a part. As an institution that prides itself on experimental design in andragogy, Fielding should continue to position itself as the institution that continues to test and deliver an education that expands the boundaries of the mind, spirit, and human potential of every Fielding community member.

What other points of pride can we focus on or highlight?

Honestly, there are so many points of pride; however, I would say the biggest point of pride is the Fielding community itself. This community is unlike any other that I have had the honor to work with, in that the Fielding Collective is truly anchored in its values. It is an honor to be with individuals who are deeply committed and passionate about social change and still have the sort of optimism and faith in humanity that we can and will do better.

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FOCUS | July 2022

DIVERSITY, EQUITY, INCLUSION, AND ACCESSIBILITY (DEI&A) AMBASSADOR CERTIFICATE Format: Remote or Face-to-Face Length: Six months Facilitators: Expertise in diversity and inclusion, executive leadership, human resources, law enforcement, higher education, and health care.

The National Diversity Collaborative, Inc. has launched the DEI&A Certificate training in partnership with Fielding’s Institute for Social Innovation (ISI).

The curriculum includes mediation, conflict across cultures, implicit bias, micro-aggressions, organizational branding through diversity, problemsolving capacity, acceptance of differences, assessments, and inclusive innovation.

The National Diversity Collaborative, Inc. serves organizations and leaders by facilitating communication across differences, inclusion, and acceptance of everyone’s worldviews; and as

a result, improving organizational productivity and employee job satisfaction.

William White, EdD (2001), Fielding alum and CEO of the Collaborative: “Building on Fielding’s scholarpractitioner model, the Diversity, Equity, Inclusion, and Accessibility Certificate Program connects scholarly knowledge with practical application to support working professionals in the advancement

of their DEI&A skills. Through our partnership with Fielding’s Institute for Social Innovation, we expect to produce 5,000 quality diversity professionals nationwide in five years.”

Fielding alumni, faculty, students, and staff receive a 25% discount when they sign up for the program.

Upcoming cohort start dates: August 22 and October 25, 2022.

ALUMNI CURRENTLY SERVING AS DEI LEADERS

BARBARA B. ADAMS, PSYD, 1998, MA IN ORGANIZATION DESIGN & EFFECTIVENESS Founder and Chief Learning Officer at GAR (Gender, Age, & Race) Diversity Consulting, LLC

TONY BYERS, PHD, 2006, HUMAN AND ORGANIZATIONAL SYSTEMS Chief Inclusion and Diversity Officer at Spenser Stuart

DONNA L. RICHEMOND, PHD, 2011, HUMAN AND ORGANIZATIONAL SYSTEMS Chief of Diversity, Equity, and Inclusion with Montgomery County, Pennsylvania

FIELDING GRADUATE UNIVERSITY | Fielding.edu

ALUM AIDEN HIRSHFIELD, PHD, RECEIVES 2022 DIANNE KIPNES SOCIAL INNOVATION AWARD

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EDIA PSYCHOLOGY PROGRAM ALUM AIDEN HIRSHFIELD, PHD'19 IS THE 2022 RECIPIENT OF THE DIANNE KIPNES SOCIAL INNOVATION AWARD.

The Dianne Kipnes Fund for Social Innovation was established in 2016 with an exceptional gift from Clinical Psychology alum Dianne Kipnes, PhD'98. The Fund currently supports alumni projects that demonstrate innovation and collaboration for improving the lives of individuals, organizations, and/or communities.

“When we invest in alumni research, we support their advancement as scholar-practitioners. As change-makers, they, in turn, advance projects benefiting the communities they serve. It is no longer just about the Fielding circle. It is about improving social and environmental conditions for the members of our society,” says Director of Alumni Relations Hilary Lyn about the significance of the Dianne Kipnes Social Innovation Award for alumni and Fielding’s commitment to lifelong learning.

The award will partially fund Dr. Hirshfield’s project, "Providing Critical Support for ASL Interpreters in the Mental Health Setting." The project goals are to support and offer additional educational opportunities to American Sign Language (ASL) interpreters who face considerable occupational stress and financial challenges.

In his proposal, Dr. Hirshfield indicated that his project could potentially support and impact a community of 10,000 certified interpreters and more than three million deaf and hard-of-hearing individuals in the United States.

Where do you live and work now?

I work remotely and live near Portland, Oregon, close to Mt. Hood, where I look out to National Forest land. It is very conducive to research and program development, being in a rural location.

What inspired your work?

I was inspired by my desire to advocate for a “fringe” group or a niche community. ASL interpreters are dedicated and unseen first responders.

They are embedded in all areas of our society. There are three million deaf and hard-of-hearing individuals in the United States. Additionally, my work with The Gracious Mind helped me realize that these people are very dedicated and end up being marginalized identities, both them and the people they serve.

How do you hope to impact people?

There are unseen emotional, mental, and physical demands in the ASL community of interpreters. They must have a high level of cultural competence, to begin with.

Further, they are expected to advocate for themselves in a job setting. They pay out-of-pocket for any support, including their mental health and educational support.

How will this award and funding benefit your current work?

The award will help make access to courses equitable: there will be payment for educators in this setting. The funding means that every single penny goes to developing and hosting courses. The payment for students is set up on a sliding scale.

What would you say is your greatest passion?

Being Queer and trans-identified, my passion is personally investing myself in marginalized communities. I thrive on having challenging conversations.

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BUILDING PRACTITIONER SKILLS IN A VUCA WORLD

BY KEITH RAY, PHD | PROGRAM DIRECTOR, ORGANIZATION DEVELOPMENT & LEADERSHIP

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n an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world, organizations need knowledge and skills to bring people together to create a better future. We have designed Fielding’s Master of Arts in Organization Development & Leadership (MA-ODL) program to help people develop that knowledge and those skills.

Completely reimagined and redesigned, the MA-ODL program is an intensive, one-year program designed for busy working professionals. The program consists of six modules, each lasting seven weeks. Since OD is an interdisciplinary field, we have incorporated five foundational areas in each module: leadership; data analytics; communication; organization development; and diversity, equity, and inclusion (DEI). This design allows students to view each critical area of organization development, such as organizational culture, through the five foundational areas.

One unique aspect of this program is that each module is facilitated by a faculty team, comprised of multi-specialist scholar-practitioners. By engaging with a group of diverse faculty, students can benefit from various experiences and perspectives.

The program’s curriculum is broad and deep, incorporating theories and methods that span OD’s historical principles to current post-modern theories of organizations and change.

Grounded in theory, the program emphasizes pragmatic skills to apply these theories to real-world problems by employing increasingly complex simulations that build toward engaging with real organizations in a capstone project.

Students in the MA-ODL program are broadening their knowledge and honing their skills in organization development and leadership disciplines. This knowledge and these skills will be used in their chosen fields to enable positive change in a volatile, uncertain, complex, and ambiguous world.

Dr. Melissa Michaels is the Founder and Director of SomaSource Educational Programs, Golden Girls Global, and Golden Bridge. For the past 34 years, she has worked at the intersection of somatics, youth development, social justice, and rites of passage. What began as a process that helped her unwind her extreme trauma and move into creative leadership has evolved into a time-tested process for growing healthy humans in the community. Her team created body-centered, rite-of-passage processes for hundreds of young people from the largest favela in Brazil to college campuses across the United States, from refugee settlements in East Africa to the United Nations.

Golden Girls Global grew out of the experiences of over 30 women working with girls in silos around the world.

These women’s longing for collective education and alliance seeded this initiative. The project supports coming-of-age girl circles. It creates educational and entrepreneurial opportunities for marginalized young leaders who want to make positive pathways for themselves and future female-identified leaders.

Another unique feature of the MA-ODL program is that the curriculum is delivered via a modern learning management system. The system, called Learning Pool, allows students to obtain all articles, videos, and even podcasts, directly through a web browser, saving time and streamlining the experience.

Continued on page 26

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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MA STUDENT - DEI PRACTITIONER

SASHALLA LEMOND IS A STUDENT IN COHORT TWO OF THE NEW MASTER’S PROGRAM IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP (MA-ODL) AT FIELDING. SHE SERVES AS THE MANAGING DIRECTOR AT FEDERAL HOME LOAN BANK OF SAN FRANCISCO IN THE DIVERSITY, EQUITY & INCLUSION OFFICE. ONE OF THE REASONS SHE CHOSE TO DO DEI IN A FULL-TIME CAPACITY IS THAT SHE FEELS IT IS HER CALLING, AND SHE IS PASSIONATE ABOUT THIS WORK. How did you end up at Fielding?

After doing DEI for a few years in a full-time capacity, I wanted to understand better how I could enhance my skill set as a DEI practitioner. I became more curious about the different organizational development methodologies, specifically in the leadership aspect.

I searched LinkedIn and saw many alums in the human resources and DEI fields from Fielding, so I looked into the organizational change courses they were offering and just knew right then and there that Fielding would be my home.

I’m curious how your time at Fielding thus far has influenced your approach to your work?

I’ve been able to apply what I’ve been learning immediately to my work. Based on the course work, I can already draw from the different types of systems, theories, and cultural frameworks to assess an organization’s culture to understand better what a consultant should be looking at to get results and a clearer view of how to do my job.

Each course has a special place in my heart. In one of the first courses I took, we learned the importance of using the self as an instrument, which was helpful, especially for the DEI work. This course prompted me to consider becoming more objective within this field and incorporate self-care to avoid becoming drained.

The organizational culture course was exciting because of the big focus on DEI at the bank. The course exposed me to different kinds of literature that I hadn’t encountered before in this line of work—which was eye-opening. Also, learning about the systems aspect of change has sparked my curiosity about using these methodologies in the DEI work.

How do you balance your studies, life, and work priorities?

I’m constantly re-prioritizing things, but I always try to make sure family is number one. If I’m a little bit off track, I’ll re-prioritize quickly. I don’t necessarily get the formula great all the time, but I’m always trying.

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FOCUS | July 2022

ANTISEXIST: CHALLENGE SEXISM, CHAMPION WOMEN’S RIGHTS

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o raise the issue of sexism, Fielding alum Lynn Schmidt, PhD (HOD 2009 and EBC 2012), wrote Antisexist: Challenge Sexism, Champion Women’s Rights, and Create Equality. The book explores what sexism is, how it harms women and girls, one’s role in perpetuating sexism, and how to stop it. Dr. Schmidt is the awardwinning author of six books, and Antisexist is an important addition to her previous research and work.

“When I became a doctoral student at Fielding, I was especially interested in women and their career derailment. At that time, most researchers on this topic only asked men what they thought about the issue. It became apparent that we needed to hear women’s voices,” shares Dr. Schmidt.

Reflecting on her Fielding journey and the university’s scholarpractitioner model, Dr. Schmidt says: “I learned that good research is critical, good writing is essential, and giving a voice to others is transformative. Fielding is a place where I was able to ignite my passion.”

Antisexist includes 11 essays and over 20 anonymous short stories that provide examples of sexism. The stories in the book are from a diverse group of women and men from around the world. “The stories bring the data to life. They also help us understand and manage sexism,” says Dr. Schmidt. She posits that we all have sexist biases, either implicit or explicit.

To show the full impact of sexism, Dr. Schmidt created the Four Outcomes of Sexism framework, which illustrates that our biases about women and girls lead to microaggression, discrimination, harassment, and violence. Though we cannot eliminate our biases, we can learn to manage them.

The purpose of Antisexist is to paint a realistic and comprehensive picture of sexism. For example, globally, only 27% of management roles are held by women, and the percentage has remained the same since 1995.

Harassment, discrimination, and violence are increasing, as is the wage gap.

"Antisexist provides a road map that we can all use to create a safer and more equitable world for women and girls. That is my goal for the book.

I plan to write more scholar-practitioner books, but next, I would like to work on a historical fiction novel that shares women’s untold stories.”

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FIELDING GRADUATE UNIVERSITY | Fielding.edu

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CHANGE YOUR QUESTION, CHANGE YOUR LIFE Alum Marilee Adams, PhD'86 shares insights on Question Thinking.

Marilee Adams became a student at Fielding in the early 1980’s to pursue a career in clinical psychology. Several decades later, she would become an executive coach, organizational development consultant, founder of the Inquiry Institute, and author. Recently, Dr. Adams returned to Fielding and is now a Fellow at the Institute for Social Innovation.

Much to her surprise, her books would sell out internationally. Her book Change Your Questions, Change Your Life: 12 Powerful Tools for Leadership, Coaching, and Results was published this year in its fourth edition. This edition includes a companion workbook.

How was it to be one of the early Fielding students?

What is your secret to becoming a successful published author?

I was attracted to the idea of a graduate school that focused on adult learners. I was among the early Fielding students who had the privilege to learn from its founders—Hallock Hoffman, Frederic Hudson, and Renata Tesch. My advisor was the late Bill Friedman. Because he was so influential in my academic journey, I dedicated my third book— Teaching That Changes Lives: 12 Mindset Tools for Igniting the Love of Learning—to him.

I’d had a private practice for 25 years when I wrote my first book, a cognitive-behavioral psychology textbook. In the process, I developed a theory of thinking and practice. When I asked my business brother what he thought of the book, he said he could only get through the first chapter, so I realized that I should write a book rooted in theory, but more practical and accessible to everyone.

I describe my Fielding exerience as the perfect mix of intellectual rigor and emotional support, which is not what you find in a traditional doctoral program setting. The balance of learning and having a nurturing community made a difference in my learning journey. I am glad to know that Fielding follows the model centered on supporting adult learners in their educational goals.

Change Your Questions, Change Your Life became an international bestseller, translated into 24 languages. I live solidly in clinical psychology, organizational development, and the educational worlds. I have discovered a passion for thinking about questions, and how changing questions can change our lives, transform organizations, and inspire positive change. My work

has recently moved into the diversity, equity, and inclusion spaces, and I am excited about the opportunities ahead.

What are the three things you want readers to know about your new book?

First, asking questions is about how you can learn and relate to people.

The book helps people become more natural question-askers.

Second, people usually do not realize that they think with questions. When you understand how your thinking occurs, you create opportunities for your development.

Third, our mindsets are greatly influenced by the questions we ask. By thinking about the questions we ask, we develop an inquiring mindset.

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HOW TO BECOME A PUBLISHED SCHOLAR PRACTITIONER

By Managing Editor, Fielding University Press, and Faculty Emeritus Jean-Pierre Isbouts, D.Litt.

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henever I give workshops on publishing, I will invariably get the question: what does it take to become an author?

And more importantly, is it possible to survive and prosper in that role? My answer is always the same: it takes a compelling idea; the ability to write fluid and persuasive narrative; a deep sense of persistence; and, not incidentally, a bit of luck.

In the meantime, however, Amazon had disrupted the standard paradigms of the publishing industry. The result was a vast consolidation of American and international publishers, to the point that there are now only three or four major publishers in the world today. Even National Geographic is now owned by Disney. Ironically, this has made it much more difficult to pitch and sell a book to a publisher. Book proposals have to go through layers of editorial review, and even when accepted, they no longer garner the type of advances that were the norm just 15 years ago.

My own experience bears this out. In the late 1990's, I was introduced to the Hollywood actor Charlton Heston. We may have been at opposite spectra politically, but creatively we hit it off. Together we produced Charlton Heston’s Voyage Through the Bible. That experience rekindled my interest in biblical archaeology, which I had studied as a graduate student. It gave me the idea of writing a book about the stories of the Bible from a purely historical perspective, by placing them in a social, political, and cultural context. My agent Peter Miller shopped it to all the leading publishers in New York, but they all passed. It would have been easy to drop the whole thing, but Peter persisted. Eventually, he talked to Lisa Thomas at National Geographic, and she asked me to prepare an outline. This I did—the outline eventually became a mammoth 100-page document—and she decided to commission the work. The result was the 2006 publication of my first major book, The Biblical World, which became a major bestseller and is now in its fourth print. That success allowed me to write several other books for National Geographic, including In the Footsteps of Jesus (2011); Who’s Who in the Bible (2014), and The Archaeology of the Bible (2016).

In other words, it has become more difficult to survive and prosper as an author, unless you can articulate a truly original idea. That is one reason why nine years ago, President Katrina Rogers and I decided to start a press activity at Fielding. It would enable our alumni to publish their dissertation work in collaboration with our faculty, as well as with scholars around the globe. Since then, we have published the work of more than 70 students, as well as over 100 scholars outside of Fielding, in addition to our faculty. It is a modest but important initiative to help our alumni on their way to becoming published scholar-practitioners.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FIELDING ENDOWMENT SUPPORTS LIFELONG EXPERIENTIAL LEARNING

By Alum Pauline J. Albert, PhD (HOS 2009) biographies of significant figures from Jesus to Leonardo Da Vinci. Dr. Isbouts is currently working on his 27th book.

One of his early work experiences was as a tour guide in Europe, and he continues to provide both literal and virtual tours, most recently through his best-selling courses for The Teaching Company.

Celebrating the establishment of the Jean-Pierre Isbouts Endowed Fund for Lifelong Learning Left to right: President Katrina S. Rogers, PhD, Jean-Pierre Isbouts, D. Litt, & Pauline J. Albert, PhD.

Attending Fielding Graduate University is a privilege.

Our school’s degree and certificate programs usually transform the dedicated learner. But, might there be a way for non-degree-seeking students to experience what is often quipped by alumni as a “Fielding fix”? Might Fielding expand its reach and both share the scholar-practitioner research of its students and develop experiential travel opportunities to learn, grow, and share with people who believe in lifelong learning?

In gratitude for my personal Fielding experiences, I was inspired to “pay it forward“ and provide the lead funding for a new endowment entitled "The Jean-Pierre Isbouts Endowed Fund for Lifelong Learning." The fund has two goals. The first is to expand opportunities for Fielding alumni to publish their research through Fielding University Press, and the second is to expand Fielding’s reach and donor base through exciting travel experiences.

Both are unique because Faculty Emeritus Jean-Pierre Isbouts, D.Litt., animates these two projects.

Dr. Isbouts is not only a beloved professor at Fielding; he is also a best-selling author, historian, and filmmaker. His expertise spans a wide range of topics from those in this book The Ultimate Visual History of the World to studies and

Recently appointed Faculty Emeritus, Dr. Isbouts remains engaged and eager to support students and alumni publishing their work through Fielding University Press, founded in 2013. This new endowment provides workshops by Dr. Isbouts to support students in turning their dissertation research into publishable books. The endowment also offers matching grants for publishing through Fielding University Press. Since its founding, Fielding University Press has published works by over 100 scholars, and this endowment aims to make the press more sustainable.

Universities need to expand their reach in these challenging times, and Fielding is no exception.

The university’s long-term sustainability depends on building awareness and offering alumni and potential donors ways of experiencing Fielding’s commitment to lifelong learning.

While on a recent Fielding tour in Egypt, half of the participants were not Fielding students, alumni, or staff; they were friends and family of Fielding members interested in learning and growing through travel.

Dr. Isbouts and our local Egyptologist, Amani Abbas, worked together, providing us with a rich experience.

The first trip in 2019 took us from Rome to Jerusalem

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FOCUS | July 2022

on a Regent Cruise, where Jean-Pierre served as the onboard lecturer and supported the onsite learning of our small Fielding group, partnering with local guides. I have been blessed with many trips to other countries, but never have I experienced the extensive expertise that Dr. Isbouts shares with his fellow travelers.

What a joy and privilege to travel with Dr. Isbouts and his wife, Cathie. We are traveling to Florence in 2022, and future adventures are planned to Vienna, Barcelona, and Paris. We hope to deepen current friendships and build new ones that expand opportunities for people to enjoy a Fielding lifelong learning experience.

The first workshop for supporting alumni in turning their dissertations into published books was offered in February of this year. Subsequent sessions are being offered in

May, August, and December. These workshops welcome current students, as well. The lessons from this series, which will occur annually, will support the publication of the incredible research performed by Fielding’s scholarpractitioners. Sharing this research expands the university’s influence by exposing the larger world to the fine work of our scholars. The travel portion of this endowment is aimed at deepening and growing relationships. Both projects aspire to broaden Fielding’s reach and support its financial sustainability.

Building an endowment takes gifts of all sizes. I hope you will consider joining me and participating in some way to support Fielding’s goals to make lifelong learning a reality for ever-broader audiences. Experiential learning changes minds and hearts, making our world more welcoming.

TO DONATE TO THE JEAN - PIERRE ISBOUTS ENDOWED FUND FOR LIFELONG LEARNING VISIT GIVING.FIELDING.EDU OR CALL 805.898.2926.

JOURNEY OF A LIFETIME

Photos: Courtesy of Larry Severance

TRAVEL WITH JEAN-PIERRE ISBOUTS, D. LITT., PRESIDENT KATRINA S. ROGERS, PHD, AND YOUR FIELDING FRIENDS. SEPTEMBER 2022 | FLORENCE, ITALY SEPTEMBER 2023 | VIENNA, AUSTRIA SEPTEMBER 2024 - FIELDING’S 50TH ANNIVERSARY | PARIS, FRANCE Reserve your spot today by writing to giving@fielding.edu

IN THE NEWS

FIELDING GRADUATE UNIVERSITY | Fielding.edu

SUZANNE AMES, EDD'15, IS APPOINTED PRESIDENT OF PENINSULA COLLEGE

SHEILA BERGMAN, PHD'15, IS APPOINTED EXECUTIVE DIRECTOR OF CATALINA MUSEUM FOR ART AND HISTORY

TELLETHA VALENSKI, EDD'21, IS APPOINTED DIRECTOR OF WEST CAMPUS AT SAN JUAN COLLEGE

RICHARD YAO, PHD'09, IS APPOINTED PRESIDENT OF CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS

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MARCIA RUBEN, PHD'07, IS APPOINTED TENURED FACULTY AT GOLDEN GATE UNIVERSITY

ELIZA VON BAEYER, PHD'21

I have been making my way down the list of things I put off while working on my PhD and have been slowly marking them off one by one. Recently, the two big items to accomplish were getting back to using my art studio, where I make collage art and jewelry, and reorganizing the shelves in my office.

So, the two things came together when I found a pile of FOCUS magazines on one of my shelves. I challenged myself to create a collage using just the FOCUS magazines.

More of my collages can be found here: www.instagram.com/ indiegodesigns

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FOCUS | July 2022

FIELDING AUTHORS IN PRINT

Faculty Emeritus Kjell Rudestam, PhD, Faculty Emerita Judith SchoenholtzRead, EdD, & Monique Snowden, PhD co-edit Handbook of Online Learning in Higher Education (2021)

Paul L. Dann, PhD’08 authored Managing and Leading Nonprofit Organizations: A Framework for Success (2022)

Marc Hanlan, PhD'17 authored Change Management for a Change (2022)

Sherri Malouf, PhD'19 co-authored Science and the LeaderFollower Relationship (2021)

Yabome Gilpin-Jackson, PhD’12, co-edited The Palgrave Handbook of Learning for Transformation (2022). Authors include Faculty Emerita Placida Gallegos, PhD; Human & Organizational Development Faculty Member Abigail Lynam, PhD; Akasha Saunders, PhD'18; and Retired Faculty Steve Schapiro, EdD, among others.

Susan E. Mazer, PhD'11, authored Patient-Privacy: When It Matters (2021)

Fielding Faculty Member Wahinkpe Topa (Four Arrows) co-authored Restoring the Kinship Worldview (2022)

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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AN OUTSTANDING LEADER HONORED FIELDING PRESENTS JANET GARUFIS, PAST TRUSTEE AND CHAIRMAN AND CEO OF MONTECITO BANK & TRUST, WITH AN HONORARY DOCTORAL DEGREE IN HUMANE LETTERS.

T

he Honorary Doctorate Degree is the most significant honor bestowed upon selected distinguished individuals who merit special recognition for achievements and distinction in a field or activity consistent with the Vision, Mission, and Goals of the Fielding Graduate University.

When we shared our hope to present the Honorary Doctorate to Ms. Garufis, Congressman Salud Carbajal (MA 2003) responded: “I had the privilege to serve on Fielding's Board of Trustees in 2003-2004 after I completed my Master's degree. Ms. Garufis also served on Fielding's Board of Trustees and continues to be the university's friend. I also know Ms. Garufis as an extraordinary leader in our community: she gives through her service with several local Santa Barbara organizations. Ms. Garufis is always present at community events, whether to celebrate or to work out a crisis. She is a caring citizen, and I am thrilled to hear Fielding plans to recognize her service and leadership with the Honorary Doctor of Humane Letters.”

“Compassionate, distinguished, and exemplary are three words that embody the many contributions Janet Garufis has made to our community and our university.

We are grateful to be able to rely on her wisdom and her commitment to our mission of lifelong learning, social justice, and advancement for individuals, organizations, communities, and society. It is with great honor that we will confer an Honorary Doctorate of Humane Letters to signify the immense impact she has had on Fielding Graduate

University,” says President Katrina S. Rogers, PhD. Reflecting on the importance of education and the Honorary Doctorate, Ms. Garufis shares: “As a lifelong learner, I value education in many ways. Education can allow you to reinvent yourself. When I think about my own story, coming to Santa Barbara and getting the PhD twenty years ago had been the opportunity for me to reinvent myself for the next chapter of my life. I was disappointed when it didn’t work. But here we are. The Honorary Doctorate Degree is not the way I thought I’d get a PhD, but it is all the more meaningful to me—in a full-circle way.”

The occasion marks the creation of the Janet Garufis Endowed Scholarship in Leadership, supporting students in doctoral and master’s degree programs in Fielding’s School of Leadership Studies who reside in Santa Barbara and Ventura Counties.

“Scholarships represent a leap of faith. Having faith in yourself is what gets you to the next place, and believing that you can do it. I am a product of scholarship. Providing a scholarship is also a leap of faith for the donor—those who believe deeply that education is an important empowerment tool for everybody. There’s the saying “to those of us who’ve been given much, much is expected.”

The scholarship motivated me to keep pursuing my education, to keep being the best I could be, because somebody I don’t even know made it possible for me to be here. I believe that’s true for other recipients of scholarships: to know that there are people out there who believe that “you can do it,” makes all the difference,” says Ms. Garufis.

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FOCUS | July 2022

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 NOVEMBER 1, 2021 TO APRIL 30, 2022. CONTACT ELENA NICKLASSON AT GIVING@FIELDING.EDU WITH ANY QUESTIONS, CORRECTIONS, OR FEEDBACK. Dorothy & Niels Agger-Gupta Pauline J. Albert Todd & Allyson Aldrich Richard Appelbaum Evelyn Beck Meredith Beitz John Bennett & Eric Johnson Philip Bergey Scheherezade & Don Black Karen & Zac Bogart Patricia Boham Alma Boutin-Martinez Beverly & Jacob Bowles Judith Boykin-McCarthy Nadine Braunstein Cheryl Brown Bradley Brown Robert & Patty Bryant Karin Bunnell & MB Bettencourt Joseph & Janet Bush Tony Byers Lindsay Cahn Jina Carvalho Robin Cash Clarion Research, Inc. Joanne Cobb Mariah Cotnoir Jenene Craig David B. Peterson Foundation Allison Davis-White Eyes Anna DiStefano & Deborah Karoff Michael Dowland Vance Dubberly Marine Dumas Nadra Ehrman Zabrina Epps April Fallon & Rao Gogineni Dino Ferrare Tiffany Field Anne Flett-Giordano Kristin Flickinger Melody Fortenberry

Krista Freece Christine Garvey Jeanne & Edward Gavrin Tracy Gibbons Susan Goldberg Marsha Goldman Michael & Jinny Goldstein Russ & Donna Goodman Anthony Greene Carlos Grijalva Chad Hamill Marc Hanlan Christina & Paul McEnroe Harley-Davidson Foundation, Inc. Kimberly & Don Harrison Christine Hartman Nancy Hassett Sherry & Robert Hatcher Anne Hatcher Berenberg Victoria & Bob Hazard Cleo Hill Carol Hirashima Daniel & Deidra Holland Linda & Reynolds Honold Michelle Horowitz Rebecca Housel Anne Howard Kae Hutchison Jean-Pierre Isbouts & Cathie Labrador Nancy Edwards Johnson Peter & Gerd Jordano Johnson & Johnson Ruthellen Josselson Judith Katz & David Levine Gwen Kennedy James Knight Kristi Kohnke Zieva & Marc Konvisser Ronald Latimer James Lazarus Tomás Leal & José Cox Barbara Leary Judy Lee

Eugenia Lennon Barbara Lindemann Christina Lomeli Tracy Long Bryan Lopes Susan Love Katherine Lui Hilary Lyn Sarah MacDougall Kelsey Maloney Myrna Marcus Angela Marks Paige & Don Marrs Bob Marshall Katherine McGraw Kathleen McNulty Charles McClintock & Carol Wilburn Zyrka Metcalfe Carolyn Meyer Elisabeth Montgomery Kathryn Moraga Eileen Morgan Danielle Mused Lynn Newman Elena I. Nicklasson Carl & Dianne Oliver Megan Orloff Jeffrey Osborne Gail Osherenko Pacifica Graduate Institute Pantheon TV Beverly Palley Raj Parikh Holly Peterson Foundation James S. Peterson Foundation Michael A. Peterson Foundation Shirley Peterson Jeff Pittman Planned Parenthood, Central Coast Coalition David Porter Ellen Porter Honnet Nancy & Kurt Ransohoff

Joan Read Matthew Rector Rebecca Becky Robert Riordan Leesa Riviere Minka Robinson Stevens Katrina S. Rogers & William Cherry Sybil Rosen Dana Rosenberg Kara & Bill Rosenberg Marcia Ruben Shaila Ruparel Santa Barbara City College Foundation Arnold Schaffer Maryan Schall Lori Schneider Neal Schweber Dale Severance Karen Shackleford Constance & Jay Shafran Veronica Siegel Frederic & Barby Siegel Judith Silverstein Juliann Smendzuik-O'Brien Katherine Smith Jean Smith Timothy Stanton Bruce Stevens Judith Stevens-Long & Larry Severance Debra Stewart Sonja Sullivan Orlando L. Taylor Amy Taylor Kelly Thomasson Ellie Tuazon Elsie Uffelmann Lynne Valek Sergej Van Middendorp Connie Veazey Gary Wagenheim Bonnie Wall-Lievsay Dahna Weber Dahna

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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DR. DIANNE KIPNES LIBRARY CELEBRATES NEW GIFT Maynard Seider & Sheila Weinberg Lawrence Weinstein Maureen White David Blake Willis Prema Windokun Mary-Frances Winters & The Winters Group, Inc. Christopher Womack Timothy Yamasaki Patricia Zavala Ziv Family Charitable Fund Debbie & Leon Zoller Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community In Honor of Janet Garufis Sherry Hatcher, PhD Tesa Leon In Memory of Marie Fielder, PhD Bill Friedman, PhD Szabi Ishtai Zee, PhD Malcolm Knowles, PhD Eleanor Komet Jason Ohler, PhD Sam Osherson, PhD Nolan Penn, PhD Stephen Ruffins, PhD Will Scofield Sabina Spielrein

I

n May 2022, Fielding received a generous commitment from The Dianne and Irving Kipnes Foundation and launched a fundraising campaign for the Dr. Dianne Kipnes Library Endowment.

Dianne Kipnes, PhD, 1998 School of Psychology alumna and convocation speaker for Fielding’s summer 2016 graduation ceremony, and her spouse, Mr. Irving Kipnes, gave $1,000,000 to establish the Dr. Dianne Kipnes Library Endowment. The Endowment will support the Library’s operational needs, prioritizing digital collections, additional volumes on psychodynamic psychotherapy, and alumni access to the Library collections.

Previously, Dr. Kipnes shared that she believes that libraries are essential to human development and academic learning. She added: “The education of Fielding students is of particular importance because of the influence graduates will have on both individuals

and groups. It is, therefore, essential that our Library has current research and written material whether in print, periodicals, or digital collections. We aspire to build the best Library that we can. I hope you will join me in making this happen.”

Thanks to the previous generous gift of $1,000,000 in 2018 from the Kipnes Foundation, the Library is named the Dr. Dianne Kipnes Library in perpetuity.

Board Chair Karen S. Bogart, PhD, shared: “This gift is an excellent example of how alumni express their commitment to the success of our students. I am pleased to share that several Trustees have contributed in response to Dr. Kipnes’s call to support our Library while the Endowment grows.”

Further, when you give to the Library today, Dr. Kipnes will match your donation 1:1, up to $250,000. Let us secure the Library’s success for the generations of Fielding students and alumni together!

AWARD

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FOCUS | July 2022

2021 SCHOLARSHIP AWARDS

$510,297

total awarded in scholarships in 2021 (calendar year)

$184,000 to incoming students $326,297

to current students

42 scholarship programs were available to students 158

scholarships were awarded to

111 students through the Common Scholarship Application ($274,145)

96 scholarships were awarded to 73 students through donor-funded award programs ($157,145) 205 scholarships awarded to 201 students through Fielding funds – i.e., Provost Achievement, ODLX Scholarships, Fielding Graduate University, Fielding Research Grant, Navajo Cohort MOU, and HBCU Scholarship ($353,152)

250 students received a scholarship award of any kind Range of Awards: $500 - $12,970 Median Award: $1,500 Average Award: $1,695 We were able to award 30.4% of the total scholarship award program applications submitted, up from 23.8% in 2020. 52% of applicants received an award, up from 33.7% in 2020.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

SCHOOLS & PROGRAMS SCHOOL OF LEADERSHIP STUDIES

SCHOOL OF PSYCHOLOGY

CENTERS AND INITIATIVES

DOCTORAL DEGREES

DOCTORAL DEGREES

EdD, Leadership for Change PhD, Human Development PhD, Organizational Development & Change

PhD, Clinical Psychology Concentrations Forensic Psychology Health Psychology Neuropsychology Social Justice & Diversity

The Institute for Social Innovation helps individuals, nonprofits, businesses, and government organizations create effective, efficient, sustainable, and just solutions to social problems via research, leadership, and organizational development.

Concentrations Coaching Community College Leadership for Change Creative Longevity & Wisdom Dual Language Inclusive Leadership for Social Justice Leadership of Higher Education Systems Media, Technology & Innovation Organizational Development Somatics, Phenomenology & Communicative Leadership Sustainability Leadership

MASTER’S DEGREE MA, Organizational Development & Leadership CERTIFICATE Evidence Based Coaching

PhD, Infant & Early Childhood Development Concentrations Developmental, Individual Differences, Relationships (DIR®) Reflective Practice & Supervision PhD, Media Psychology PhD, Media Psychology Concentrations Brand Psychology & Audience Engagement Positive Psychology PhD, Psychology MASTER’S DEGREE MA, Media Psychology CERTIFICATES Clinical Psychology Postbaccalaureate Media Psychology (Media Neuroscience or Brand Psychology & Audience Engagement) Neuropsychology Specialization Training Program Respecialization in Clinical Psychology, Postdoctoral

The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society.

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.

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FOCUS | July 2022

MASTER’S & CERTIFICATE GRADUATES

OCTOBER 11, 2021 - APRIL 22, 2022 SCHOOL OF LEADERSHIP STUDIES Master of Arts in Organizational Development & Leadership William John Butcher Jacquelyn Leah Fedo Hyunjeong Lee Certificate in Comprehensive Evidence Based Coaching Laura Kay Berenstain Maria Brockhaus Nickolas D'Agostino Kathryn Isham Dorton Alana Sosnova Epstein Rafik George Haddad Andrea Harrison Monique Y. Henderson Alisha Rie Herrick Abigail Jones Joshua Reginald Leach Hyunjeong Lee Rachael Lesslie Noreen Rose MacMahon Hallie McPhee-Johnston John S. Polascik Connie Rawson Patricia J. Rogers Virendra Rex Vase Ryan Jeremy Wallace Certificate in Evidence Based Coaching for Organization Leadership Michelle Amos Judy Hawkins Adriana Figueroa Jones Certificate in Organizational Development & Leadership Kazuteru Kuroda

SCHOOL OF PSYCHOLOGY Master of Arts in Media Psychology Shaghayegh Hosseinpour Leslie Poston Daniel Joseph Reed Emanuel Ruiz Janet Stewart Certificate in Media Psychology with an emphasis in Brand Psychology & Audience Management and Media Neuroscience Monica Jacqueline Cervantes Certificate in Media Psychology with an emphasis in Brand Psychology & Audience Management Luke Hilde Certificate in Neuropsychology Specialization Janet Eleanor Baumann Postbaccalaureate Certificate in Clinical Psychology Darrick Brown Patricia Louise Douglas Monica N. Echols Brian Jayakumar, Esq. Lilnetria Johnson Melissa Alexandra Law Edith Romero-Cabral Shira Service Robert Arden Sigala Tasha Raquel Wilson

FIELDING GRADUATE UNIVERSITY | Fielding.edu

DOCTORAL GRADUATES OCTOBER 11, 2021 - APRIL 22, 2022 SCHOOL OF LEADERSHIP STUDIES

Victoria Terterian, PhD Meditation and Delaying Gratification with Preschool Children: A Case Study.

LEADERSHIP FOR CHANGE

Gemma Valentina, PhD A Suffering Soul on a Redemptive Journey: An Autoethnographic Examination of Henri Nouwen's Encounter With Rembrandt's Painting the Return of the Prodigal Son.

Lester Earl Johnson, EdD Cultural Diversity at Historically Black Colleges: Honoring African American Students and Embracing Others.

Marjorie Alice Trueblood, EdD Sensemaking of Dual Crises: How Student Affairs Professionals Make Meaning of COVID-19 and Racial Inequality.

Sherman Vernon, EdD Enhancing Confidence and Performance in the Academic Arena through Personal Gifts/ Abilities.

Kristine Waters, EdD I Remember What It Feels Like to Be Alive! An Arts-based Ethnographic Study Exploring the Effects of Improvisation on Communication of Patients in Treatment for Substance Abuse Disorders.

HUMAN DEVELOPMENT Denver NeVaar, PhD A Pursuit of Holistic Self, Using the Phenomenon of Spiritual but Not Religious, the Symbiotic Triad of Holistic Health, and Sister Who, a Sacred Clown and TwentyFirst-Century Nun. Shellie Rosen, PhD Patient Activation in East Asian Medicine.

Whitney Paige Strohmayr, PhD Women's Experiences of Intuition: A Phenomenological Exploration.

SCHOOL OF PSYCHOLOGY INFANT & EARLY CHILDHOOD DEVELOPMENT WITH AN EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS

Gail Patricia Wilson, PhD Makerspaces: Making STE(A)M Work in Urban Spaces.

Jeanette Lynn Luedders Jones, PhD Caregiver Responses to an Intervention Focusing on Interoceptive Awareness in Their Infants and Toddlers.

HUMAN & ORGANIZATIONAL SYSTEMS

Krystal Vermeire, PhD Improving Attention to School Tasks through Movement Play.

Shveta Miglani, PhD Examining the Role of Organizational Insiders in Influencing Newcomer Adjustment: An Organizational Ethnographic Study in the Tech Industry.

PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY

ORGANIZATIONAL DEVELOPMENT & CHANGE Mohammad A. Alarja, PhD The Lived Experience of Syrian Muslim Refugees Resettled in Portland, Oregon.

Lisa Louise Buckley, PhD Making Meaning of Loss and Limitation through Hope: A Developmental Stage Perspective.

Kimberly VanBuren, PhD Wellness Program Participation.

Eliza Corinna von Baeyer, PhD Picturing a New Life: An Arts-based Inquiry into the Lived Experiences of Tibetan Women Who Resettled in Ottawa, Canada.

Van Tu Ly, PhD Asian Parents Living in the U.S. and Their Perspectives on Creativity and Problem Solving in Their Young Child.

Angelina Jovan Prince, PhD Exploring Moderators and Factors that Influence the Impact of Child Sexual Abuse on Internalizing and Externalizing Behaviors.

Kanthi C. Raja, PhD Recreating Self: Maternal Identity in South Asian American Women.

Julie A. Riley, PhD Exploring the Emotional Dimensions and Coping Processes of Living with Mitochondrial Disease in Emerging Adulthood.

Lesli G. Allen, PhD The Social, Emotional, and Spiritual Experiences of Parents of LGBTQ+ Children within the LDS Church: A Qualitative Study.

Sharon Eileen Schonteich, PhD Through Infertility, In Vitro Fertilization into First-time Motherhood (An Evolving Model).

Leysa D. Cerswell, PhD Dimensions of Well-Being and Challenge for Syrian Emerging Adults in Canada with Refugee Backgrounds: Their Stories.

Mark Allen Zappone, PhD Nature-Induced Peacefulness: A Preliminary Grounded Theory of Female Victims of Domestic Violence.

Kizzy H. Dixon, PhD Disordered Eating Behaviors in African America Women.

PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSCYHOLOGY

Stacie Lloyd, PhD Psychological Barriers to Patient Participation in Nonpharmacological Chronic Pain Management: Application of the Theory of Planned Behavior.

Amy Lopez, PhD Examining Black and White Children's Symptom Severity and Type of Primary Caregiver Concern at the Time of First Autism Diagnosis.

Patricia J. Maxwell, PhD Creating Social Change Using Twitter.

Patrick E. McNabb, PhD The Underpinnings of Transmedia Engagement for Prosocial Change: Using the Vygotskian Zone of Proximal Development, Scaffolding, and More Knowledgeable Other to Understand the Transmedia Structure of East Los High, Season 1.

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FOCUS | July 2022

TRUSTEE SPOTLIGHT CONTINUED

in other organizations. Unfortunately, with the pandemic, we’ve missed in-person meetings of the Board, including presentations by students and meetings with faculty and staff. During those four days together, magic would happen. Still, we get to connect and enjoy working together via Zoom now.

One of my favorite highlights is attending Fielding graduations. I get inspired hearing graduates' stories and how Fielding changed their outlook on life. They are not just graduates but scholar-practitioners going out to change the world.

a need to provide graduate degrees to adult learners in a distributed environment. The model has worked extraordinarily well.

Fielding is constantly changing and growing, and it is ahead of many discussions in the education industry today. One of its treasures is faculty members, who’ve been thought leaders and had excellent careers worldwide. They come to Fielding because they want to teach differently and share their knowledge and skills with adult learners in new and innovative ways that would not be possible in a traditional university setting.

What do you think the world needs to know about Fielding?

Fielding is unique. The university was founded by a California-based group of intellectuals in 1974 who saw

BUILDING PRACTITIONER SKILLS IN A VUCA WORLD CONTINUED

Part of the Golden Girls Global initiative is working closely with core leaders to support the well-being and education of next-generation leaders in their communities around the world. Together, they form a strong community, a movement of girls going to school and actualizing their dreams. They recognize the power and dignity of who they are regardless of what they eat for lunch and where they come from. They realize that there are no limits to where they can go.

Dr. Michaels shared: “With great respect for the spirit of this award, I write. Dr. Libby Douvan was a pioneer and humanitarian in her work as a scholar-practitioner. Our work with hundreds of young women coming of age in highly diverse and challenging environments mirrors Dr. Douvan’s devotion. We are a global team of emerging

feminist leaders dedicated to growing generations of embodied, educated, and empowered young women who can transform their communities from the inside out.”

FIELDING GRADUATE UNIVERSITY | Fielding.edu

VALUES ACADEMIC EXCELLENCE We commit to the highest quality scholarship, research, and practice.

COMMUNITY We support a collaborative learning environment built on inclusion and mutual respect.

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ABOUT FIELDING VISION Educating leaders, scholars, and practitioners for a more just and sustainable world.

MISSION We provide exemplary interdisciplinary programs for a community of scholar-practitioners with a distributed learning model grounded in student-driven inquiry

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.

and leading to enhanced knowledge.

ENROLLMENT:

1146

WOMEN MEN

23%

AGE RANGE:

77%

22 -82

LEARNER-CENTERED EDUCATION We create an interactive 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.

2%

AMERICAN INDIAN OR ALASKA NATIVE

5%

ASIAN

17%

BLACK OR AFRICAN AMERICAN HAWAIIAN OR PACIFIC ISLANDER

0% 12%

HISPANIC OR LATINO

49%

WHITE 6%

TWO OR MORE RACES

2%

RACE/ETHNICITY UNKNOWN* NON - RESIDENT ALIEN

TRANSFORMATIONAL LEARNING

INTERNATIONAL STUDENTS*

We inspire a re-examination of one’s world view and underlying assumptions to enable a deeper understanding of self and society.

FACULTY: STAFF:

81

1% 6%

169

STUDENT TO FACULTY RATIO:

10:1

*Grouped together in IPEDS as Race/ Ethnicity Unknown. Aggregated data based on census data as reported to Integrated Postsecondary Education Data System (IPEDS).

2020 DE LA VINA STREET SANTA BARBARA, CA 93105 FIELDING.EDU

NETWORK AND CONNECT WITH OVER 6,000 ALUMNI WORLDWIDE BY BECOMING A MEMBER OF THE FIELDING ALUMNI ASSOCIATION!

OPEN TO ALUMNI, STUDENTS, AND FACULT Y. Membership options begin at free lifetime memberships, including access to the alumni directory, a free Zoom account, a robust alumni library, and more.

Begin taking advantage of your benefits today!

Visit alumni.fielding.edu For more information, contact Director of Alumni Relations Hilary Lyn at alumnirelations@fielding.edu.