Focus Magazine July 2023

FOCUS

for students | faculty | alums | staff | trustees | & friends of fielding

July 2023

Social & Ecological Justice

President

Katrina S. Rogers, PhD

Managing Editor

Kaylin R. Staten

Editor

Carol Warner

Art Director

Rob Grayson, Boone Graphics

Graphic Design

Studio B at 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

About the Cover: Change is rooted in collaboration and cooperation. The Fielding community and world at large must work together to build a strong and bright future for ecological and social justice.

© 2023 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.

FIELDING UNIVERSITY PRESS’ DRIVING SOCIAL

WANDA WHITESIDE, EDD, USES THE STAGE FOR SOCIAL CHANGE

OD&L STUDENTS RECEIVE REAL - LIFE CLIENT EXPERIENCE/ FIELDING OFFERING NEW MASTER’S DEGREE

ALUMS RECEIVE DIANNE KIPNES SOCIAL INNOVATION AWARD

THANK YOU FOR YOUR SUPPORT

SCHOOLS AND PROGRAMS

MASTER'S AND CERTIFICATE GRADUATES

A LETTER FROM THE PRESIDENT

My early career days focused on international environmental policy, which involved both teaching and research. On the teaching side, the focus was on international treaties, such as the Montreal Protocols, which led to significant progress in forestalling the depletion of the ozone layer, and the law of the sea treaty, where negotiations did not conclude but the ideas within are more or less mutually enforced. On the research side, I took graduate students to the United Nations in Geneva, Switzerland, where we heard the early discussions of the Intergovernmental Panel on Climate Change, still a nascent concept. An important aspect of environmental policy at the international level was the early recognition that negative environmental impacts fall disproportionately on those most vulnerable, specifically poorer countries that receive the world’s cast-off items, ranging from computers and fast fashion, to garbage and nuclear waste. A recent study found that communities of color are likely to be more polluted and downwind of pollution sources (Professor Julian Marshall quoted in The Guardian, March 8, 2023). A stark example of this fact is that the most polluted air in the country is in Bakersfield, CA, specifically the eastern section, which was one of the only parts of the city where Black people could live due to redlining and other forms of racism.

To address this type of structural inequality, the term environmental justice was coined and meant to reveal such inequities and seek to redress them. Dr. Robert Bullard, a distinguished professor of urban studies and environmental policy at Texas Southern University, is credited with coining this term. At the core of his considerable scholarship is a social justice premise — he calls upon us to use such research to reduce environmental, social, racial, and health disparities.

In my work at a prominent business school, we called such work “the greening of business.” In a curriculum I helped to create, we taught emerging leaders about environmental racism and tools to remediate such racism. For example, we focused on establishing metrics for companies to use in supply chain management and discussed ways to analyze the life cycle of products, and to create more humane and conscious labor practices. We exhorted leaders of cities, towns, and countries to confront water issues, air pollution, and other environmental problems detrimental to healthy thriving and flourishing for all humans. We were making two salient arguments that you will see repeated here in this issue as we lay out the many Fielding stories of social and ecological justice. Our first point was that many types of injustice are interrelated, i.e., racism makes worse environmental degradation in communities of color, which leads to poorer health outcomes. Our second idea was that each of us, in our own professional sphere, can make choices that promote social and ecological justice. It is a matter of intention grounded in solid research and community practice.

As I read over this issue of FOCUS, I am struck anew by the deep commitment of all Fielding community members to strive for using the tools of our different social science disciplines to advance justice. In these stories, we see the power of collective action to make a positive social difference. May the people on these pages uplift and challenge us in equal measure.

With kind regards,

Katrina S. Rogers, PhD President

BOARD OF TRUSTEES

Karen S. Bogart, PhD, Board Chair President, Smith Bogart Consulting

Santa Barbara, CA, United States

Gary Wagenheim, PhD, Vice Chair and Treasurer Adjunct Professor, Beedie School of Business

Simon Fraser University

Vancouver, BC, Canada

Patricia Zell, JD, Secretary Partner, Zell & Cox Law

Santa Barbara, CA, United States

Dorothy Agger-Gupta, PhD Faculty Trustee

Victoria, BC, Canada

Michael Ali, PhD Chief Digital and Information Officer Omega Engineering

Norwalk, CT, 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, PhD, 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

Anthony Greene, PhD Faculty Trustee

Carolina Shores, NC, United States

Linda Honold, PhD

President, Vision in Action

Milwaukee, WI, United States

Judith Katz, EdD Executive Vice President Emeritus

The Kaleel Jamison Consulting Group

Washington, D.C., United States

Katrina S. Rogers, PhD ex officio President, Fielding Graduate University

Santa Barbara, CA, United States

Maria Viola Sanchez, PhD Student Trustee

Westlake Village, CA, United States

Connie Shafran, PhD Clinical Psychologist

Malibu, CA, United States

Nicola Smith, JD Faculty Trustee

Berkeley, CA, United States

Ivory A. Toldson, PhD Director, Education Innovation and Research at the NAACP

Washington, D.C., United States

Trustee Emerit

Nancy Baker, PhD

Karin Bunnell, PhD

Michael 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

2023 DESIGNATED AS FIELDING’S GLOBAL ECOLOGICAL AND SOCIAL JUSTICE YEAR

To commemorate our 49th Anniversary, the President’s Sustainability Advisory Council designated 2023 as our Fielding Global Ecological and Social Justice Service Year throughout the world. In March, Fielding’s annual Call Across the Globe also centered on Sustainability: Acting for Social and Ecological Justice.

Fielding is a community that acts to secure the sustainability of our biodiverse ecosystem, health equity, society, and culture.  The President’s Sustainability Advisory Council consults with the president on environmental and social sustainability matters that align with the university’s mission and values. Our colleagues on the President’s Sustainability Advisory Council would like to inspire acts of kindness and service in the interests of social and ecological justice.

The purpose of this service-year designation is to collect stories of Fielding community members engaged in service in their communities. We know from scholarly research that it only takes a small number of people to create the conditions for positive social change. When people take collective action, their communities benefit.

Fielding is a higher education institution committed to the overall development of student-practitioners who have a raised awareness and consciousness of their kinship with all living and non-living entities of this earth. We will continue to center sustainability on the ethics of Indigenous knowledge and approaches to learning, relating, and collaborating with all environmental partners who have a vested interest in just and sustainable communities. This includes Indigenous Elders; diverse communities; artists; storytellers; researchers; students; and plant, animal, and mineral life. Our framework envisions a future where representation is broad and forward-thinking while honoring the past and building a just, equitable, and vibrant future. This encompassing view aspires to a more socially just and inclusive future for all.

Examples of Service:

• Activities such as cleanup days, neighborhood bird counts (such as Project Feeder Watch), invasive plant removal, and creating a natural lawn.

• Volunteering for any nonprofit organization. Examples could include homeless shelters, animal shelters, food banks, literacy volunteers, organizations that focus on specific illnesses, local environmental groups, and so on.

Share Your Stories:

Whenever you volunteer in your community this year, send us a paragraph at media@fielding. edu about your experience. Please include photos. Stories will be posted on our website, social media, and other communications channels.

Learn More:

fielding.edu/about/office-of-the-president/sustainability-advisory-council

Fielding Staff Council, in collaboration with the Fielding Faculty Senate and Santa Barbara Channelkeeper, hosted an East Beach cleanup during the Jan. 2023 Global Winter Session.

STATE OF DIVERSITY 2023

In February 2023, the Office of the President and the Office of Diversity, Equity, and Inclusion hosted the second annual State of Diversity Address. This event discussed current diversity efforts and recent accomplishments at Fielding, where we are, how we compare nationally to other institutions, and where we plan to move forward in the coming year and beyond. This presentation was the collective effort of the Fielding community, drawing upon qualitative and quantitative data that emphasizes the work of individual programs and units committed to expanding our diversity efforts.

THE PATH FORWARD

Ground work in data and context and target solutions

Focus on systems change, programs, and services

INSTITUTIONAL DEI HIGHLIGHTS 202223

Listen to and act with community

Value

Search Advocate Program

Search Advocate Community of Practice

Bias Claims Response Team

President’s Commission on Indigenous Affairs

Nexus Partnerships

Diversity Awards

Diversity Communications

Data Capture

Student Support

New DEI Website

STUDENT HIGHLIGHTS

Black Student Association

Navajo Nation Cohort

3 Practice Circle Dialogue (Daniel Kalvig and Christie Harrison)

Veterans’ Student Association (Christine St. Clair) and Inaugural Veterans’ Day Acknowledgment

Discord Platform (Shana Pote)

FGUIJA

Paradigm Shifters

STUDENT DATA & ASSESSMENTS

• Every data dashboard now has a set of DEI filters (Retention, Graduation, Withdrawals, Etc.)

• Students of Color, Students with a Disability added as new DEI filters

• Upcoming: Gender identity and new success measures will be added for 2023-24

KEY METRICS*

Fall 2022 Enrollment: 1,055 students

Enrolled Students of Color: 42%

Fielding’s Overall 2-year Doctoral Retention rate: 69% Doctoral 2-year Retention Rate for Students of Color: 65%

Median Time to a Doctoral Degree for Students of Color: 6.4 years

Race/Ethnicity of Students of Color*

STUDENT DATA & HUMAN RESOURCES

• 1/3 of staff certified as DEI Search Advocate

• DEI question added to staff Performance Mapping process

• New diversity sites for job postings

The JEDI Strategic Plan 2022-23 is available at www.fielding.edu/diversity-equity-and-inclusion-dei

THE STATE OF HIGHER EDUCATION OUTLINED IN NEW BOOK, HIGHER EDUCATION IN A CHANGING WORLD

hanging dynamics, from accreditation to unsustainable economic models, have forced colleges and universities to examine their fundamental principles while also grappling with the changing needs of the national and globalized workforce, including the shift to online learning. At the same time, the diversification of the American population challenges higher education institutions to serve all students across racial, ethnic, gender, and age boundaries.

Fielding University Press’ Higher Education in a Changing World, aims to provide knowledge and insight for anyone seeking to understand and adapt to the rapid pace of change in the 21st century higher education space.

CEdited by Drs. Orlando L. Taylor, Nicole Retland, and Katherine McGraw, Higher Education in a Changing World was written as a guide to an industry in a constant stage of change.

Authored by nearly 50 higher education scholars and leaders from across the spectrum of higher education, the book tackles issues, such as the global challenges facing higher education leadership; how institutions can thrive in a competitive environment; the opportunities of international outreach; initiatives to advance greater diversity and equity; the key role played by HBCUs and other special focused institutions; rethinking traditional STEM education; and how to foster transformative experiences for students.

Higher Education in a Changing World is available in print and e-book formats on Amazon and other booksellers.

STUDENT DONICA HARPER AND FACULTY ANTHONY “AGEE” GREENE RECEIVE INAUGURAL CLINICAL PSYCHOLOGY DEI AWARD

The Clinical Psychology Program’s Diversity, Equity, and Inclusion (DEI) Award recognizes the contributions students and faculty make to advance DEI work. Clinical Psychology student Donica Harper and core faculty Anthony “AGee” Greene, PhD, are the inaugural award recipients.

“It was an honor to be nominated and receive the inaugural award,” Donica said. “As students, we often do not think we can make as much of a difference as those in leadership. However, throughout my time at Fielding, my voice has been one that individuals were willing to hear and learn from. This award is a motivational opportunity to continue doing the work that means so much to me.”

The field of clinical psychology has much work to do to embrace and advance DEI values in academia.

“To win this inaugural DEI faculty award is really appreciated because it suggests that my commitment has been seen by others,” said Dr. Greene. “The fact that this award has evolved suggests that we are getting better at valuing DEI work, which, hopefully, will continue to make things better. I believe that the majority, though not all, have come to recognize that we must evolve our approaches to include Indigenous worldviews and practices. We are still learning what that means and how to accomplish it. I think that academia is poised for another paradigm shift in clinical psychology in order to incorporate more decolonized epistemology and pedagogy. This, to me, is the future of DEI in academic psychology.”

To learn more about the DEI work at Fielding, visit: www. fielding.edu/diversity-equity-and-inclusion-dei

MARIE FIELDER: A PORTRAIT SHOWCASES LIFE AND WORK OF INFLUENTIAL ACTIVIST AND FOUNDING FIELDING TRUSTEE

WDr. Fielder and encourages research that addresses today’s educational and social problems.

Marie Fielder: A Portrait is available in print ($19.95) and e-book versions ($9.95) on Amazon and other booksellers.

JENNY JOHNSON-RILEY, PHD

ritten by Jenny Johnson-Riley, PhD, and published through Fielding University Press, Marie Fielder: A Portrait showcases how Dr. Marie Fielder, who was the first African American woman with a doctorate to teach in the San Francisco Bay Area, influenced public education in California and throughout the nation. Dr. Johnson-Riley, a Fielding alum who works in the treatment and prevention of sexual violence field in Washington State, describes Dr. Fielder's incalculable achievements in this 94-page publication.

A strong advocate for social justice, Dr. Fielder facilitated interracial community dialogues in the aftermath of the Birmingham Church Bombings in 1963 and the assassination of Dr. Martin Luther King, Jr. in 1968 to de-escalate violence and promote community healing. Through her vision and commitment to racial justice during her 60-year career, Dr. Fielder inspired many and left an indelible mark on the entire nation.

“I'm a big believer in learning from history, and particularly in learning from the work of prior activists,” said Dr. Johnson-Riley. “We don’t have to reinvent the wheel or think we are the first generation that's ever had to deal with a particular issue. We can learn a lot and improve our own effectiveness and understanding as social change agents when we learn from prior activists.”

Dr. Fielder was an instrumental member of Fielding’s Board of Trustees when Fielding was founded in 1974. The Marie Fielder Center for Democracy, Leadership, and Education, founded in 2016, honors the legacy and work of

CASL FELLOWS ADVANCE STEM, LEADERSHIP SKILLS AT HBCUS, OTHER INSTITUTIONS

The Center for the Advancement of STEM Leadership (CASL) allows STEM higher education leaders in HBCUs to reposition their leadership from the margins to the center of broadening participation and active agents in research, practice, and discourse.

Housed within Fielding’s Marie Fielder Center for Democracy, Leadership, and Education, CASL began in 2016 as a joint enterprise, with generous funding from the National Science Foundation’s Historically Black Colleges and Universities Undergraduate Program (HBCUUP), a $9 million, five-year grant. CASL is a collaborative partnership involving Fielding Graduate University, along with the University of the Virgin Islands (UVI), North Carolina A&T State University (NCA&T), and the Association of American Colleges and Universities (AAC&U). In addition to being a partner in this work, Fielding Graduate University manages the national office in Washington, DC. In this capacity, Dr. Orlando L. Taylor, co-Principal Investigator, serves as the Executive Director and Dr. Nicole Retland, Director of Operations, runs the day-to-day operations of the Center.

CASL, through its partnerships and 67 affiliate institutions, seeks to understand the nature of HBCU leadership, document it, and use it to produce new STEM leaders at HBCUs and other institutions. It addresses

pressing issues through research, outreach, strategic initiatives, and education.

The annual CASL Fellows Program furthers participants’ leadership practices and a vision for a more diverse and inclusive STEM field, and CASL Fellows lean into their authenticity and legitimacy. Since 2017, CASL has had four cohorts of STEM faculty participate as CASL Fellows, comprised of 64 individuals. In late 2022 and throughout 2023, CASL has hosted three residencies for its latest cohort.

Sabita Saldanha, PhD, Assistant Professor of Biology at Alabama State University, 2021-22 CASL Fellow, and 2022-23 CASL Fellows Program Coach, said she wanted to blend her STEM expertise and research with more polished leadership skills, extended grant opportunities, and personal growth.

"CASL enriched me in many ways and helped me identify who I am and what I can do to achieve the things I want,” Dr. Saldanha said. “I was more research-oriented but had developed a fondness for teaching, and I’ve always wanted to come up with ways to help students understand STEM better. I likely wouldn’t have had the experiences and opportunities I’ve had without being a part of this program, and CASL has been an eye opener for me in terms leadership, especially in a large university setting. We can be leaders in different areas within the

SABITA SALDANHA, PHD TONYA SMITH-JACKSON, PHD, CPE BRYAN KENT WALLACE, PHD

organization – no matter where we find ourselves.”

Tonya Smith-Jackson, PhD, CPE, Provost and Executive Vice Chancellor for Academic Affairs at North Carolina A&T State University and 2017-18 CASL Fellow, said the program helped further teaching, research, and engagement on her own campus and transformational work.

“I realized that I needed to fully commit to academia because that is where I saw the most opportunity to transform people and minds, share knowledge, and provide opportunities,” Dr. Smith-Jackson said. “CASL really focused on centering HBCUs as institutions of influence and not as shadows of an age where we were simply discriminated against. HBCUs are great spaces for Black people to grow and develop.”

Bryan Kent Wallace, PhD, Dean of Graduate Studies and Assistant Professor of Psychics at Fisk University and 201920 CASL Fellow, has a long educational and professional background in STEM. His work allows math and other STEM aspects to be more accessible to underserved minorities.

“CASL was the icing on the cake that gave me this broad understanding,” Dr. Wallace said. “I have focused on leadership in STEM and other CASL-led initiatives that have really led to my successes to the point. I cannot separate everything that has happened in my career after CASL without saying that CASL played a significant role in the new perspectives and opportunities.”

To explore lasting impacts of the CASL Fellows Program in increasing the confidence, ability, understanding, and awareness of leaders regarding broadening participation in STEM, a survey was administered to CASL Fellow alums in early 2023. Survey findings show that the CASL Fellows program has been successful in meeting the goal to increase the capacity of HBCU leaders for Broadening Participation (BP) in STEM. Additionally, several respondents have engaged in various activities associated with leading for broadening participation since their engagement as Fellows, including seeking and receiving funding for BP projects, engaging with other CASL Fellows or leaders/staff, and receiving promotions. Through the open-ended responses, many respondents described specific aspects of the CASL Leadership Fellows Program to which they attribute aspects of their growth as leaders.

A FIRST IN FIELDING’S HISTORY: MEMBERS OF THE BLACK STUDENT ASSOCIATION

RECEIVE THE STUART C. TENTONI OUTSTANDING

PROFESSIONAL DEVELOPMENT PROGRAM AWARD

Four psychology graduate students and Black Student Association members, Tahlia Bragg (PhD ’23), Donica Harper, Brianna Downey, and Sheila Turner, and Clinical Psychology faculty Konjit Page, PhD, were collectively the recipients of the American Psychological Association’s (APA) 2022 Stuart C. Tentoni Outstanding Professional Development Program Award. APAGS — the graduate student arm of APA, representing one-third of all membership —presents this prestigious award and honors the best professional development student presentation at the annual APA convention.

While this article cannot capture the entire experience of Dr. Bragg, Donica, Brianna, Sheila, and one of BSA's advisors, Dr. Page, it offers an insight into the courageous journey that is only one of the many these new career psychologists will undertake to transform their field.

The award-winning project, "@#%$ Your Sorry: Black Womxns’ Reflection on the APA’s Formal Apology," provided differing reactions and commentary, from a Black Womxn’s perspective, about the APA’s “Apology to People of

Color for APA’s Role in Promoting, Perpetuating, and Failing to Challenge Racism, Racial Discrimination, and Human Hierarchy in the U.S.” A response to the APA’s apology statement, the presentation was also a reflection on the experiences of these Black Womxn psychologists in training, and the oppressive educational system, and its impact on their early career journies.

The presentation was conceived by now alum Tahlia Bragg, PhD, and designed in collaboration with student members of BSA. For graduate students who work and have families, engaging in this thought-provoking and courageous project required a commitment.

“When we came together for our brainstorming meeting, there was synergy, and yet we all knew we could share our individual authentic voices, professional and training experiences as part of the panel,” Dr. Bragg said.

The panel not only addressed the APA’s apology statement but allowed each member to share their unique narratives.

“As a Black femxle student, I realized that this panel gave me a unique opportunity to utilize not only my voice but also my experiences and training to share my current journey toward becoming a psychologist in training,” Donica said. “It took a lot of energy to find a way to articulate what has been and is currently being expected from us as professionals. But, once I was on the panel, it was clear I could still be professional and also authentic to my narrative. I decided at that time that I was going to say the things we needed to say, and in the way we need to say it.”

The subsequent award brings a multitude of meanings and reflections.

“It was the first APA convention since COVID-19 where I was presenting in person,” Brianna said. “That was meaningful for me to be back in person and on a panel

engaging with my favorites in a room packed with attendees — how cool is that? My husband was there, and he saw me in my professional role, and so that was meaningful, too.”

The presentation was a surreal moment for each of them.

“People were lying on the floor taking notes, and I remember thinking, ‘Wow, people are writing down things that we are saying, nodding their heads in agreement, and there is standing room only with people leaking into the hallway,” Donica said. “We did not anticipate the award or the charged connection with the attendees, but receiving their praise and kind words and the award was validating. We felt proud that we remained authentic in what we wanted to say and the manner in which we said it.”

In sharing her reflections about the meaning of the award, Sheila said: “This is a talented group that I worked with. Our voices were recognized, and I hope that more individuals will take notice and realize that there's work to be done at APA, in the psychology field, and educational institutions.”

Dr. Konjit Page, faculty member who co-shares the award, said that “this award acknowledges the best professional development presentation of all APAGS presentations submitted for the APA convention. Additionally, as it is the first year that Fielding students have won this award, it holds further significance. I cannot be more pleased about this accomplishment for our students.”

Dr. Bragg, Donica, Brianna, and Sheila attribute their success to their collaboration as members of the Black Student Association at Fielding.

“As a first-year, stay-at-home new mom, it was hard for me to stay connected to my program. BSA provided me

with academic and social support and helped me feel grounded,” Brianna said.

Donica added that being part of BSA has allowed new opportunities to emerge.

“As a current BSA President and past Vice President, this group opened doors that I didn't know it could open. It is a safe space where I can be myself,” Donica said.

Adding to the conversation, Sheila said: “BSA speaks to the collectivist nature of Black people, offering support and family. Because of them, I stayed in the program. We are not in competition; a win for one is a win for everyone.”

As for future research plans, the four awardees are already working on a research project as part of their fellowship appointment with the Marie Fielder Center for Democracy, Leadership, and Education. They want to explore how the APA’s apology statement influenced other graduate students of color, specifically Black students, and what it was like to read it.

DR. TAHLIA BRAGG, DR. KONJIT PAGE, BRIANNA DOWNEY, DONICA HARPER (NOT PICTURED: SHEILA TURNER)

AN INTERVIEW WITH ALUM TAHLIA BRAGG, PHD, THE INAUGURAL PRESIDENT OF THE BLACK STUDENT ASSOCIATION

When Dr. Tahlia Bragg started her doctoral journey at Fielding, little did she know that she would become the inaugural president of the Black Student Association — the first university-wide, student-led group.

The Black Student Association grew out of an African American student affinity group in the School of Psychology in 2016. In July of that year, Alton Sterling and Philando Castile were brutally murdered by the police. The tragedy coincided with Fielding’s Session in Chicago, Ill. Many Black students wanted to participate in the protests against police brutality in downtown Chicago but were discouraged by the Fielding administration due to safety concerns. As a result, the students came together on the sidelines of the Session to process the violence against African American people and create a supportive community.

As a new student in the program and someone with organizational management experience, Dr. Bragg was nominated to become the president of the then African American Student Association in 2017. In 2019, because of the initiative by a Black student from the Caribbean, the African American Student Association became Black Student Association (BSA), a more inclusive space for all students who identify as direct descendants of the African diaspora.

“There is a question of why we use the word ‘student’ and not ‘students.’ My hope is that everyone who comes and joins our Association feels like they are getting an experience unique to them as an individual. And yet, we operate as a collective,” Dr. Bragg said. “The success of the Black Student Association is a result of the brilliance current active members demonstrate. Black students often have similar experiences in the Ivory Tower that academia still exists today.”

A trailblazer and organizer, she received outstanding recognition, in collaboration with her peers and one of BSA’s advisors, Konjit Page, PhD: winning the American Psychological Association’s 2022 Stuart C. Tentoni Outstanding Professional Development Program Award.

This award and the 2022 APA Conference presentation, "@#%$ Your Sorry: Black Womxns’ Reflection on the APA’s Formal Apology," were meaningful to Dr. Bragg on multiple levels.

“The award is confirmation of the importance of celebrating Black authenticity — as a Black woman, I use curse words to emphasize my point,” she said. “I don’t think that I could have expressed the message that I wanted to if I couldn’t speak authentically, where I felt secure in my Blackness and in my womanhood. The award is an important message to Black people and People of Color that you need to say and stand on what you genuinely mean. Don’t let academia tell you what to say.”

In 2023, several months after she graduated from Fielding, Dr. Bragg received an appointment to the new Affiliate cohort of the Boston University Center for Antiracist Research, founded by Dr. Ibrahim X. Kendi. Her current research focuses on deconstructing race as a variable. Aside from aspiring to become a subject-matter expert in researching racial disparities in Alzheimer’s disease and Alzheimer’s disease-related dementias with an emphasis on chronic traumatic encephalopathy (CTE), Dr. Bragg shared that her goal is to “relay my work back to help my community find equity and greater accessibility in mental health and medical settings.”

When not researching, Dr. Bragg is still involved with Fielding and is now working to establish a Black Alumni Association at our university.

TAHLIA BRAGG, PHD

EVIDENCE BASED COACHING PROGRAM NAMES

NEW DIRECTOR, DR. OKOKON UDO

Fielding recently welcomed the new Director of Evidence Based Coaching: Okokon Udo, PhD, PCC, CPCC, CMC. Dr. Udo is an expert in international change management, leadership, diversity, equity, and inclusion.

Previously, Dr. Udo was an associate faculty member within Fielding’s EBC program. Over time, he has reinvented himself in a multitude of roles and sectors, from healthcare, nonprofit organizations, faculty at five different universities, and entrepreneur – to name a few. He is also the founder and CEO of Soul Engineering, LLC.

Although his roles have over time, some facets never changed, including his focus on coaching in the health, wellness, and leadership realms and an emphasis on DEI and systems change. In fact, coaching and supporting others have been part of the fabric of Dr. Udo’s life since elementary school.

One reason Dr. Udo was attracted to Fielding was the overarching sense of belonging.

"I have, in my own version of success, been able to navigate these complex systems that are out there in the world, but there is a spot in my life that has always been presented with this gap,” Dr. Udo said. “I am often in settings where I look around, and there's nobody like me. That could be in the role of leadership or the context of work that I am in, or the conference I'm attending. After a while it's like, ‘This is so much work to get the information and go home and translate it for myself. There's nobody to partner with.’

“At Fielding, it’s the opposite. There's this comfort of knowing I am not the token Black or Person of Color or one of two in a system but part of many representative and

very diverse beings and voices. At Fielding, I have found my people. We do something that has always mattered to me –the blend of the head and the heart. Here at Fielding, I meet people who are doing rigorous academic work and yet do not lose sight of the human-being element.”

Dr. Udo has a myriad of macro and micro goals for the EBC program, including a focus on EBC faculty writing projects, a future ICF Level 3 accreditation, providing training and certification in group coaching, coaching supervision and mentor coaching, and continuing to build the EBC program to benefit scholar-practitioners. He also sees Fielding as a springboard for lifelong learning, both in and out of the classroom.

“We are in an environment where people are striving to do and be their best selves," he said. You are being called forth to do things in a different way because of the modeling around you in the EBC program. We do not follow the traditional educational pedagogy, where students were seen as empty vessels to be filled, and it was presumed students knew nothing. At Fielding, the faculty members are also lifelong learners alongside the students. We invite students to bring themselves into the classroom, and they are validated, and stretched. Their knowledge, experiences, successes, and failures are part of adult learners and have a place at Fielding. We welcome them all because we as faculty come in the same way.”

"We are in an environment where people are striving to do and be their best selves. You are being called forth to do things in a different way."

ALUM CARRIE SPELL -

HANSSON, PHD, BUILDS UP FEMALE LEADERS AND ADVOCATES FOR GLOBAL CHANGE IN HER WORK, CONTINUED RESEARCH

Resilience in successful women leaders, especially those who have experienced disrespect, is the focus of Carrie SpellHansson, PhD (HD, ‘22)’s work.

At an early age, she became aware of how detrimental lack of respect was for a female professional and only saw it escalate in the post-pandemic workplace.

“My journey started when I was a child,” Dr. Spell-Hansson said. “As a future woman of African descent growing up in the United States, it was obvious that there was an imbalance in terms of how people were being treated, and I did not understand that, nor could I accept it. I remember when I was five years old, sharing with my parents that when I grew up, I was going to change the world. Since then, I have learned that I can change the world, even if it’s only one person at a time.”

Dr. Spell-Hansson's experience of adversity in corporate positions, as well as frustrations with inequitable barriers and the status quo, led her to create The Folke Institute for Transformative Learning. The Folke Institute (TFI) is a transformational consulting firm specializing in leadership, change management, and diversity, equity, and inclusion.

“I needed a bigger room to play in. I was playing in rooms too small

where I couldn’t be heard,” she said. “I couldn’t bring all of myself and my knowledge and my desire for change into these other environments, so I realized I needed to start my own company.”

Through The Folke Institute, Dr. Spell-Hansson and her team empower organizations and drive profitable business growth with a suite of innovative learning techniques, tools, and workshops that help individuals and organizations achieve success in today’s global workforce.

Dr. Spell-Hansson provides a transformational experience to her clients with her personable demeanor, ability to navigate tough conversations and wide-ranging expertise in statistics, finance, neuroscience, and other skill sets. Her academic and personal journey has its own signature resilience.

“I was a single mother, and I went back to school to complete my undergraduate degree when my son was four,” Dr. Spell-Hanssen said.

“I remember studying at night and saying, ‘I’m going to get a PhD one day.’ This was 40 years ago, but I had planted a seed.”

After working in various positions and earning a master's degree, she attended a Fielding session in the mid-1990s and realized that Fielding

was a perfect theoretical and practical fit for her. She enrolled in 2002 and then embarked on a 20-year journey, earning a second master's degree two-thirds of the way through the program and graduating with her PhD in Human Development in 2022. She started and stopped as life got in the way; however, the desire and drive to finish her doctoral degree burned like an ember in her heart and mind.

Dr. Spell-Hansson's dissertation and subsequent work with resilience and respect stems from decades of work in diversity, equity, and inclusion. She is continuing her scholarly work as an Institute for Social Innovation Fellow at Fielding, as well as an Affiliate Member of the Respect Research Group at the University of Hamburg, Germany.

“Fielding helped me understand that I am both a scholar and practitioner,” she said. “Fielding is a beacon for people who are seeking a way of being able to express themselves. It’s a place where finding your voice can happen.”

DR. ANDREAS MILES - NOVELO BLENDS HIS OWN PASSIONS, EXPERTISE TO MEDIA PSYCHOLOGY FACULTY ROLE

One of Media Psychology program’s newest faculty additions is Andreas Miles-Novelo, PhD. Dr. Miles-Novelo started his Fielding journey as an adjunct faculty member and began full-time in August 2022 after earning his PhD in psychology and humancomputer interaction from Iowa State University.

Dr. Miles-Novelo's interest in Fielding’s cutting-edge Media Psychology program began after a moment of serendipity. He became aware of Fielding after learning that current faculty member Karen Shackleford, PhD, was a former graduate student of his adviser at Iowa State. When an adjunct position opened, he jumped at the opportunity to work at Fielding.

“I really started to consider Fielding as a place that I would want to stay,” he said. “I was really excited about the process — not only for the remote capacity of it — but that Fielding is forward thinking with distributed learning. I also really believe in the commitment to DEI and social justice issues and how those are a central part of the curricula, research programs, and the way faculty think and present themselves. I couldn’t imagine being at another institution where I wasn’t always thinking about those.”

Dr. Miles-Novelo began his career and emphases of study in the realm of sexual assault, but his areas of interest and expertise expanded throughout his graduate and doctoral journey. As he worked on his dissertation, “Media Effects Research: Examining Violent Video Game Effects in a Publicly Available Sample,” he began to weave his long-

standing affinity for video games with media psychology theories, new technologies, and research methods.

Dr. Miles-Novelo is particularly interested in broad media effects as they pertain to behavioral outcomes such as aggression, stereotype formation, and political attitudes. His research has focused on virtual reality, video games, and the climate crisis.

“I really try to think about human behavior from a causeand-effect standpoint,” he said. “I’m really interested in external factors that influence people’s behaviors, perceptions, feelings, and cognitions. I think that has been helpful for me, not only as a psychologist, but also as an advocate to look at the world and how we can make things better for the greatest number of people.”

He partnered with his dissertation adviser, Craig Anderson, PhD, on the book, Climate Change and Human Behavior: Impacts of a Rapidly Changing Climate on Human Aggression and Violence. He aims to continue his work while also instructing the next iterations of scholarpractitioners who want to use applied media psychology in their own careers.

“I'm just really happy to be here and am enthusiastic about all the work that is going on here at Fielding,” he said. “You can't get better training than here at Fielding, which means it's going to be intense and difficult – but also rewarding. There's nowhere else to get the skills you need and to be among a group of people who are pioneers in the field.”

“I’m really interested in external factors that influence people’s behaviors, perceptions, feelings, and cognitions.”

IN THE NEWS

FIELDING’S 49TH ANNIVERSARY AND CALL ACROSS THE GLOBE

Fielding commemorated its 49th Anniversary with the Call Across the Globe on March 9. This year’s theme, Sustainability: Acting for Social and Ecological Justice, further celebrated Fielding’s 2023 Global Ecological and Social Justice Service Year. The video recording is available on our YouTube channel. Submit your volunteer stories and photos to media@fielding. edu, as we are collecting 50 stories in advance of our 50th Anniversary in 2024.

PRESIDENTIAL OP-ED CENTERS ON URBAN LEADERS IN AMERICA

President Katrina S. Rogers, PhD, and President Ronald Mason, Jr., JD (University of the District of Columbia) penned an op-ed for EvoLLLution: “A New Kind of Education for Urban Leaders in America.” Read the full op-ed at fielding.edu/news.

S. Bryant, PhD, for “her outstanding efforts in applying her work as a psychologist, advocate, and educator at the intersection of education and psychology to her scholarship and leadership during the past two decades.” (Pictured: Provost Wendi Williams, PhD; Tiffany Parisi, Clinical Psychology doctoral student; and April Harris-Britt, PhD, Clinical Psychology Doctoral Faculty at the APA’s Council of Representatives in February 2023.)

Center was established through the generous support of Anne Alonso, PhD, and her husband Ramon. Its goal is to encourage a greater understanding of the value of psychodynamic psychotherapy.

PROVOST WILLIAMS AWARDED PRESTIGIOUS APA PRESIDENTIAL CITATION

Provost Wendi Williams, PhD, was awarded an APA Presidential Citation from APA President Thema

FIELDING ALUM AND TRUSTEE ZABRINA EPPS, PHD, SELECTED AS 2023 EMERGING FELLOW

Zabrina Epps, PhD (Human and Organizational Systems, ‘22), was selected as one of six fellows to participate in the 2023 Emerging Fellows Program with the Association of Professional Futurists (APF). The two-year program is an opportunity to network with and be mentored by prominent and up-and-coming futures and strategic foresight practitioners around the globe.

NAVAJO NATION PARTNERSHIP FEATURED ON SPEAKING OF EDUCATION PODCAST

The Speaking of Education podcast featured a conversation with Barbara Mink, PhD (Fielding), and Miranda Haskie, PhD (Diné College) representing the partnership between Fielding Graduate University and the Navajo Nation.

$6,000 RAISED AT MAGIC FEET COMPETITION AT

JANUARY 2023 GLOBAL SESSION

AMY TAYLOR,

PHD, NAMED NEW DIRECTOR OF ALONSO CENTER

Clinical Psychology faculty member Amy Taylor, PhD, is the new director of the Alonso Center for Psychodynamic Studies. The Alonso

We raised $6,000 during the 2023 Happy Feet event at our January 2023 Global Session in Santa Barbara. This amount is the largest raised in the last five years. Congratulations to the San Francisco PDS for raising the most money and the Northwestern PDS for winning the Most Creative Award. Special thanks to President Katrina S. Rogers, PhD, for her significant match during this year’s event.

BRIDGET BRADY RECEIVES INAUGURAL FIELDING DIRECTOR PROFESSIONAL DEVELOPMENT GRANT

Bridget Brady, Registrar and Director of Curriculum Services, received the inaugural Fielding Director Professional Development Grant ($1,000) to present at the American Association of Collegiate Registrars and Admissions Officers (AACRAO) conference.

FIELDING AUTHORS IN PRINT

Provost Wendi S. Williams, PhD, authored Black Women at Work: On Refusal and Recovery, Praeger, 2023.

Paul L. Dann, PhD (Human and Organizational Systems, ‘08), authored Managing and Leading Nonprofit Organizations: A Framework for Success, Wiley, 2022.

Julie Benesh, PhD (Human and Organizational Systems, ‘11), authored About Time, Cathexis Northwest Press, 2022.

Beth Fisher-Yoshida, PhD (Human and Organizational Systems, ‘00), authored New Story, New Power: A Woman’s Guide to Negotiation, Bold Story Press, 2023.

ALUM STEVEN HASSAN, PHD, FEATURED IN SEVERAL NATIONAL INTERVIEWS

Alum Steven Hassan, PhD (Organizational Development and Change, '20), was featured in several interviews promoting the Hulu series, “Stolen Youth: Inside the Cult at Sarah Lawrence.” One of those interviews included NPR’s “How did a group of Sarah Lawrence roommates end up in a cult? ‘Stolen Youth’ charts terrifying path.”

Patrick Roden, PhD (Human Development, ‘07), authored Women, Aging & Myths: 10 Steps to Loving Your Long Life, Skye Blue Press, 2022.

Kinsley Titchener (ELC EdD student) authored The Boy with Many Hearts through Lulu.com, 2022.

FIELDING UNIVERSITY PRESS’ DRIVING SOCIAL INNOVATION COMPLEMENTS SOCIAL JUSTICE AND OTHER VALUES

Fielding University Press recently released Driving Social Innovation: How Unexpected Leadership Is Transforming Society, a publication that weaves the subject of leadership in varying contexts and guides readers in managing social changes, precarity, and uncertainty in a changing and transforming world.

Edited by Marie Sonnet, PhD, Theresa Southam, PhD,

mind is essential. The kind of leaders that arose out of the chapter proposals were not the heroic leaders. These were not the leaders of white-male privilege. In many cases, these were leaders that are unexpected leaders, and those core values really resonated with them.

and

Patrice Rosenthal, PhD,

the book centers on how individuals and organizations can bring leadership and social innovation to our communities and organizations when we live amid powerful forces beyond our control. This collection of chapters rewards the reader with surprise and insight into why unexpected leadership matters.

How does this work tie into social justice and other core values and conversations?

PATRICE: Social justice – what that looks like and how it can be achieved – is at the center of this monograph. The purpose of the book is to explore how precarity in the world drives the need for social innovation, and how social innovation can rise in unexpected ways and forms. This links, in turn, to ongoing conversations about leadership. Particularly, it shows how contemporary forms of leadership are presenting different faces, forms, and intentions compared to traditional leadership of the hierarchical and “heroic” kind.

MARIE: Also, Fielding and the Institute for Social Innovation are about creating a more just and sustainable world. The “more just world” component means a lot to us. It's why I came to Fielding, and I suspect Theresa was attracted similarly. We wanted to continue the ISI’s work and accelerate and accentuate that mission among the ISI Fellows, all of whom have that common connection. It seemed like a productive idea that would also advance the Institute, as well as Fielding's core mission.

THERESA: Every group has a right to the ability to experience belonging and be with each other, living in concern for other species. To be able to play, to be able to control one's own environment. Having all these things in

How will this book help real people in real situations as they drive social innovation in their own environments? How do you hope it will drive change?

PATRICE: This book is a piece of scholar-practitionership in that it integrates cutting-edge scholarship on leadership, social innovation, and social justice with reflection-on-action in diverse contexts. It can help spur curiosity about needs and possibilities in various contexts, frame problems and possibilities in productive ways, and pose specific kinds of actions and programs to drive innovation. Through evaluation of programs and ideas, the book can be a resource both for creating and coursecorrecting approaches to social innovation.

MARIE: We want people to know that whatever you're doing in your circumstance is leading. You are a leader, and I don't think we often recognize everyday moments as leadership. We think of it as something more, something less, or maybe something that doesn’t have importance to be considered leadership. But, you are leading, and that can mean everything in your circumstance, community, or organization. You can change lives, and possibility creates community, social, and innovative change beyond what you might realize.

Driving Social Innovation is available through Fielding University Press. Read the full interview at fielding.edu/ news.

MARIE SONNET, PHD THERESA SOUTHAM, PHD PATRICE ROSENTHAL, PHD

ALUM WANDA WHITESIDE, EDD, USES THE STAGE FOR CROSS - SECTIONAL SOCIAL CHANGE

Wanda Whiteside, EdD (Leadership for Change, '23) is changing lives through storytelling.

As the Artistic Director of Live Garra Theatre in Silver Spring, Maryland, she tells stories culturally specific to the African American heritage, with broader social and ecological justice themes that are cross-sectional and universal.

“I’ve always been preparing for this moment: pursuing a degree of this caliber, seeking the brass ring, the pinnacle of higher learning,” she said. “I’ve been a student all my life, from the time I can remember and understood what learning meant and exploring and finding out about the world. My background is theatre, and as a young sixth grader, I played Dorothy in, “The Wizard of Oz”, and sang my heart out. As a freshman, I studied at the Boston Conservatory of Music. Today, I’m still singing and creating pictures on stage.”

Live Garra Theatre was created from a serendipitous moment on her mother’s birthday. Her mother had passed away, but Dr. Whiteside whispered a prayer to her when it appeared as though her theatre would have to close its doors. She flipped to her mother’s page, in her daily inspirational book, and the word “garra” titled the page. To the Brazilian people, it means “to hold on, to persevere, and to go the distance.” She then changed her theatre’s location and name.

“It’s always been inside me, like a fire that burns,” Dr. Whiteside said. “I have to continue to tell this story. To Live Garra and to never give up.”

Behind the curtain, Dr. Whiteside battled lung cancer twice – the second time was after she began her studies at Fielding. She had been in remission for almost five years when doctors discovered another tumor. She credits faculty member Jenny Edwards for encouraging her every step of the way.

Live Garra Theatre’s production of “Dry Bones,” written by Ivy Hawkins and the origin of Dr. Whiteside’s research, is a complex story about "returning citizens," their families, and the thriving social conditions which they must navigate. The production of “Soul II Soul: What Makes a Poet Breathe?” recognized Black History Month in 2023 with “ascending citizens” taking the stage. Dr. Whiteside also has performed “Nepantla Place,” which she created for her Fielding praxis work in the community. She played Effie, a homeless woman who survives on the streets with a distinct – while wise and mystic – story to tell.

Dr. Whiteside said she still has a multitude of stories to bring to the masses.

Live Garra’s 2023-2024 season, “North of the Drinking Gourd,” will encompass the creation of the new musical, “The Window King: A Brooklyn Village Songbook.”

“I want to reinforce the value of diversity, equity, and inclusion by addressing critical social-life issues in our society as a scholar-practitioner,” she said. “I am passionate about making a difference in people’s lives. So, I’ll continue to Live Garra and persevere, onward through the breach, into the clearing – esprit de corps!”

OD&L STUDENTS RECEIVE REAL - LIFE CLIENT EXPERIENCE DURING CAPSTONE COURSE

Students in the M.A. in Organizational Development and Leadership program have an opportunity to put theories and learnings into real-world practice.

The OD&L program’s seven-week capstone allows students to work with nonprofit, governmental, and other organizations across the United States on critical issues.

“It is a great opportunity for Fielding to contribute and show impact in the community,” said Jarrod Schwartz, EPG, OD&L faculty. “Here is this incredible resource of highly skilled and now highly trained OD professionals who could be available to organizations who otherwise might not be able to afford a consultant of this caliber to help them with a critical issue.”

Erika Welsing and Michelle Salvado worked with the organization Connected Learning on its succession planning.

“It's a matter of taking all that you've learned and actually applying it to a real-life client,” Erika said. “I think it helps to build so much confidence in doing that as you work through issues and successes with your client. For me, it was always like the imposter syndrome, where I asked if I could really do this. We have the knowledge and skills to do this with real clients.”

The organizations also benefit from the students’ support and services.

“The work together continues to ripple out and positively impact us," said Cassy Brezner, Board chair of the Santa Barbara Response Network. “The student provided such rich material, information, and guidance for me to bring to our Board of Directors to continue our journey with creating a stronger foundation and building toward a sustainable future. To me it seems having an outside person conduct one-on-one interviews offered honest reflections on our Why and reinvigorated our Board. Her support with transition planning was invaluable, especially since this is uncharted territory for our current Board.”

FIELDING'S NEW MASTER OF ARTS IN INFANT, CHILD, AND FAMILY MENTAL HEALTH AND DEVELOPMENT

Mental health awareness and solutions are at the forefront of today’s society. The Infant Mental Health (IMH) Crisis impacts children from birth to eight years old, their families, and their communities.

With that in mind, 2023 marks the first time Fielding offered its Master of Arts in Infant, Child, and Family Mental Health and Development.

This innovative degree is designed to support clinicallybased, as well as education-based, professionals to better understand and work with social, emotional, and developmental demands and needs of families. It provides both theory and practice for today’s scholar-practitioner across a myriad of disciplines, including: mental health, early intervention, early childhood education, medical health (nurses, nurse practitioners, and physicians), and

allied health professions (occupational therapists, physical therapists, speech language pathologists).

"There really is a crisis in the country for professionals who are working with all these populations,” said Nina Newman, PhD, Infant and Early Childhood Development faculty. “The pandemic escalated these problems, but it certainly didn't create all the issues that were on the rise in early childhood. There are certain behavioral issues, especially expulsion rates, in early childhood settings. Children in preschool and early education are likely to be expelled at 3.6 times the rate of those from K-12 combined. Educators don’t necessarily have the tools they need to work with the families and the children that they're encountering. So, this degree is driven out of that need.”

ALUMS JENNY FREMLIN, PHD, AND KRISTIN PALMER, EDD, RECEIVE DIANNE KIPNES SOCIAL INNOVATION AWARD

Two alums can now add the mantle of 2023 Dianne Kipnes Social Innovation Award to their repertoires and work. Jenny Fremlin, PhD (Media Psychology, ‘12), and Kristin Palmer, EdD (Education, '15), will advance their work in their respective fields in 2023-2025.

Dr. Fremlin’s project, “Enabling Women to Self-Advocate for Better Sexual Health Care,” gives special attention to women across diverse demographic groups with healthcare access challenges. Dr. Fremlin’s award will support her research for Glyciome LLC to analyze language and beliefs that negatively impact young women’s ability to seek provider education around genital diseases, such as those that causally link to genital cancers. It is expected that her research will result in the design of a prototype mobile e-health app that women can confidently use for self-care and to foster more productive, efficient healthcare, no matter their background or health literacy.

Dr. Palmer will use her award to partially fund her project,

“Providing Skills Training to Women Entrepreneurs in Africa’s Leading Ladies Community.” This partnership project with DeAfrica (Distance Education for Africa), Coursera, and the University of Virginia, will support mentors for African women enrollees in online business courses over a two-year period. Dr. Palmer’s work will include research to assess the impact of mentoring and online community-building efforts on networking and entrepreneurship learning outcomes.

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.

JENNY FREMLIN, PHD KRISTIN PALMER, EDD

THANK YOU FOR YOUR SUPPORT

WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMS, AND THE UNIVERSITY AS A WHOLE.

The following list in alphabetical order reflects all contributions and pledges received from November 11, 2022, to April 30, 2023. Contact Elena Nicklasson at giving@fielding.edu with any questions, corrections, or feedback.

Muhammad Abubakar

Phyllis Acadia

Dorothy & Niels AggerGupta

Seval Aksu

Casey Altomaro

Dorothy Andrews

Patricia Arredondo

Ana Barrio

Holly Bearden

Suzanne Begin

John Bennett & Eric Johnson

Issis Betts-Jimenez

Scheherezade & Don Black

Karen & Zac Bogart

Romagne & Paul Boucher

Alma Boutin-Martinez

Judith Boykin-Mccarthy

Phyllis Braxton-Frierson

Whitney Breer

Elizabeth Brown

Linda & Karl Bruce

Deborah Bucci

Taylor Bucher

Barton Buechner

Karin Bunnell & MB

Bettencourt

Jenna Caccese

Dana Chapman

Peri Chickering

Kathryn Coates

Alaya Dannu

Lori Davidson

Allison Davis-White Eyes

Lynne DeMartini

Elsa & Daniel Distelhorst

Ashley Dorsey

Tiffany Duffing

Tamara Duke

Marine Dumas

Michelle Elias Farny

Jessica Emick-Seibert

Fariba Enteshari

April Fallon & Rama Rao

Gogineni

Joe Ferguson

Divina Fernandez

Dino Ferrare

Tiffany Field

Arline Fireman

Jennie Franck

Marilyn Freimuth

Jeanne Gavrin

Kathy Geller

Melissa George Tracy Gibbons

Francesca Girod

Susan Goldberg

Isabella Gondek

Donna & Russell Goodman

Scott Gordon

Jay Grant

Jaqueline Green

Anthony Greene

Lisa Hall

Elisabeth Hand

Marc Hanlan

Elizabeth Hardy & Rick

Omlor

Jessica Hargreaves

April Harris-Britt

Kimberly & Don Harrison

Sherry & Robert Hatcher

Anne Hatcher Berenberg

Raymond Hawkins

Jamie Hernon

Ellen Hersh

Linda Honold

Kae Hutchison

Johnson & Johnson

Daniel Kalvig

Judith Katz & David Levine

J. Gwen Kennedy

Rachel Elizabeth King

June Klein

Zieva & Marc Konvisser

Lisa Koss

Marti Kranzberg

Marquerite Laban

Margaret Lagarde

Katherine & John Lui

Hilary Lyn Sierra Lynch

Sarah MacDougall

Galen Maness

Laura Markos

Giovanna Martinez

L. Risa Martyn

Barbara Mather

Robert Mathieu

Pamela Mattsson

Mary Maxwell

Katherine McGraw

Sarah Smith Orr & Robert McLaughlin

Harpal Mehmi

Carolyn Meyer

Andreas Miles-Novelo

Montecito Bank & Trust

Sara Moore

Nicole Moreland

Iris Nafshi

Nicole Nagle

Andrew Nesbit

Lynn Newman

Elena Nicklasson

Courtney Norris

Dianne & Carl Oliver

Alayne Ormerod

Beverly Palley

Kay Payne

Krista Marie Pederson

Shawna Peterson

Korinne Peterson

Sally Peterson

Shana Pote

Kelly Ramsey

Adrienne Randolph

Falcon Rankins

Joan B. Read

Rebecca Reese

Jennifer Rice

Maria Ritter

Leesa M. Riviere

Katrina S. Rogers

Marcia Ruben

Barry Rubin

Marguerite Samms

Maria Viola Sanchez

Deborah Scearce-Miles

Alexis Schmitz

Lori Schneider

Kesiah Scully

Dale Severance

Constance & Jay Shafran

Oluyemi Sholotan

Mary Shuttleworth

Judith Silverstein

Lillian Simmons & Carl

Samson

Juliann Smendzuik-O'Brien

Nicola Smith

Greta Smith Garcia

Kaylin Staten

Denise Stephens

Judith Stevens-Long & Laurence Severance

Thalia Stevenson

Yi Sun

Orlando Taylor

Ivory Toldson

Patricia Bianca Torres

Sue Treppenhauer

Lynne Valek

Connie Veazey

Mary Jean Vignone

Lisa Vogelman

Kimberly Wade

Gary Wagenheim

Kelly Walk

EveLyn Wedge

Rachel Weintraub

Nancy Weisman

Darlene Wheeler

Wendi Williams

Christopher Womack

Marjorie Woo

Sharna Wood

Timothy Yamasaki

Michelle Zeiser

Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community. Below are our contributions made in honor of others.

In Honor of

Sherry L. Hatcher, PhD & Robert Hatcher, PhD

Bryan Lopes

Judy Witt, PhD & Kathy Tiner, PhD

Wonder Women Katrina Rogers, PhD & Elena

Nicklasson

In Memory of

Patricia Hodges, PhD

Lee Mahon, EdD

Barnett Pearce, PhD

Tahlia Bragg, PhD

Allison Davis-White Eyes, PhD

Brianna Downey

Mariah Gaines

Etta Marie Greene

Shania Greenwood

Donica Harper

April Harris-Britt, PhD

Julie Jackson, PhD

Tryphena Jenkins

Johnnie King Scales

Shirreka Mackay

Konjit Page, PhD

Korinne Peterson

Nicole Retland

Sheila Turner

Wendi Williams, PhD

Contact Elena Nicklasson, Director of Development and Community Relations, about how you can make an impact at Fielding through a planned gift: 805.898.2926 or giving. fielding.edu.

SCHOOLS AND PROGRAMS

SCHOOL OF LEADERSHIP STUDIES

DOCTORAL DEGREES

EdD, Leadership for Change

PhD, Human Development

PhD, Organizational Development & Change

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, Organization Development & Leadership

CERTIFICATE

Evidence Based Coaching

SCHOOL OF PSYCHOLOGY

DOCTORAL DEGREES

PhD, Clinical Psychology

Concentrations

Forensic Psychology

Health Psychology

Neuropsychology

Social Justice & Diversity

PhD, Infant and Early Childhood Development

Concentrations

Developmental, Individual Differences, Relationships (DIR®) Reflective Practice & Supervision

PhD, Media Psychology

Concentrations

Positive Psychology & Media Psychology & Audience

Engagement

Social Media Research

PhD Psychology

MASTER’S DEGREE

MA, Applied Media Psychology

MA, Infant, Child, & Family

Mental Health & Development

CERTIFICATES

Clinical Psychology, Postbaccalaureate

Media Psychology (Media

Neuroscience or Brand Psychology & Audience Engagement)

Neuropsychology Specialization Training Program

Respecialization in Clinical Psychology, Postdoctoral

CENTERS AND INITIATIVES

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.

The Center for the Advancement of STEM Leadership (CASL) seeks to reposition leadership at HBCUs from the margins to the center of broadening participation in research, practice, and discourse in STEM higher education.

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.

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

MASTER’S AND CERTIFICATE GRADUATES

APRIL 21 – OCTOBER 31, 2022

CORRECTION:

In our January 2023 issue of FOCUS Magazine, the following Master’s and Certificates Graduates were unintentionally left off the overall list on page 29:

SCHOOL OF PSYCHOLOGY

Master of Arts in Media Psychology

Christopher H. Batcheller

Zoe Broussard

Angela Lai-Ting Chan

Julie Flores

Carol E. Hirashima

Sarah Hughes

Sharka Stuyt

Certificate in Neuropsychology Specialization

Malgorzata Borawska-Popielarz

Elixmahir Davila-Marrero

Trevor Paul Hjertaas

Mariana Ivanovic

Deborah Lee Kirsten

Abraham J. Lopez

Eleanor Joy Murphy

Nicole Vale

Taoxin Zeng

Richard Zumwalt

Postbaccalaureate Certificate in Clinical Psychology

Meredith Isabelle Bailey

Nancie Begun

Tina Marie Berg

Makeda Bishop

Quinton Castleberry

Holly Jo Collins

Kathleen Marie DelVecchio

Julie Nicole Dismang

Keiatta J. Garcia

Luzmary Gonzalez

Haleigh Claire Harris

Jessica Harrison

Anh Ho

Elizabeth Hopkins

Stephanie Ioannou

Zara Jassim

Ariana Shakeria Jenkins

Kimberly Jo Keiser

Sydney Keller

Cassidy Caroline Kirk

Lisa Kromer

Sarah Jane Leavitt

Danielle Litz

Cristina Marie Lugo

Eddy Hing Kwok Ma

Sydney Mitchell

Ying Kalin Mo

Erica Nagy

Viveca Danielle Patterson

Le Mo Pino

Louise Rootes

Julia May Salmon

Courtney Searle

Zakariya Sheikh

Priyadarshini Shirahatti

Priyanka Sunder

Catherine Wemette

Juan Alejandro Velez Roman

Chanelle Janette Yoder

SCHOOL OF LEADERSHIP STUDIES

Master of Arts in Organizational Development & Leadership

Elizabeth Kinsfather

MASTER’S AND CERTIFICATE GRADUATES

NOVEMBER 1, 2022 - MAY 2, 2023

SCHOOL OF LEADERSHIP STUDIES

Master of Arts in Organizational Development & Leadership

Amy Diane Allen

Michelle Amos

Nicole Bennett

Pamela Dewar

Marika Eleazard

Allison Erskine

Lois Helen Gabitous

Erin Grothues

Shatoya Jasmaine Hayes

Michelle Marie Ramer Kinkade

L. Willington Lange

Jesus Jaime Lara

Jeffrey Lowndes

Joseph Martorano

Christina Millikin

Kimberly Hardin Moyer

Michelle Salvado

Dorel Shanon

Kathleen Ann Simpson

Susan Solt

Ignacio Vargas, Jr.

Petra Josephine Villa

Alexander Joseph Wallash

Erika Welsing

Carla Wright

Brandon Zaslow

Master of Arts in Human Development

Whitney Renee Breer

Kelly Capra

Katelyn Durham

Julie Hammar

Craig David Kielburger

Sarah Rath Kith

Michele LaFleur Leaver

Nicole Susan Scales Lindberg

Pamela Knight Mattsson

Keeley Mitchell

Andrea Suzanne Newcomb

Susan Reynolds

D'eborah D. Williams

Clarissa Winslow

Master of Arts in Organizational Development & Change

Raquel Cosden

Denise Dziwak

Kristina Ann Galvez

Berdine Trish Japsi

Donna Murdoch

Lynn Marie Sanchez

Polly Sun

Brittany Julis Taylor

Lorraine A. Williams

Master of Education

Earl Nathaniel Crawford, Jr.

Angelita Ann Darwin

Shawn Edmontson

Ann Marie Salisha Galbraith

Daniel Garcia

Frank Tyler Gidney

Ian A. Jenkins

Valerie Denice Johnson

Kimberly Renee Jones

Daniel Kalvig

Hendrik Roelof Krabbendam

Micheline D. Lambert

Juliet Jordan Lowery

Andrea Jean McKenna

Kathy Medina

Michael S. Moates

Acinta Monteverde

Kean O'Brien

Akane Rose Orlandella Ogren

Michael L. S. Parks

Kelly Renee Ramsey

Michael Rothman

Peggie Ann Russell

Alicia Scott

Yvette Strickling

NaTasha Tarleton

Elizabeth Velarde

Kamille A. White

Wanda Whiteside

Edwin R. Woodley

Adrienne Wyatt

Karen Min Zong

Certificate in Evidence Based Coaching

Gabriela Alvarado-Zavala

Jocelyn Chan

Julian Morris Chender

Gail Cunningham

Myra D'Souza

Coral Edwards

Jade Enrique

Hana Rose Jacover

Tracy Melinda Keene

David Z. Koszka

Steve Manderscheid

L. Risa Martyn

Keondria McClish

Robert M. McManus

Ta Lynn Mitchell

Kate O'Neill

Anthem Salgado

Brett Searle

Tara Jean Sedlacek

Oluyemi Adejoke Sholotan

Rebecca Vernice Silva-Faville

Mayra Valdez

Eve Graham Weber

Emily Wolfkiel

SCHOOL OF PSYCHOLOGY

Master of Arts in Applied Media Psychology

Jordan Alexander Brown

Saidu Ibrahim Sinlah

Master of Arts in Infant & Early Childhood Development with an emphasis in Mental Health & Developmental Disorders

Anna Marie Barthen

Taiisha Aleta Calbert-Foster

Leonna Campbell

Yungchin Chang

Monica Frank

Aretha Hampton

Alicia Adrienne Kachadourian

Bjorg Tomasdottir Lesueur

Linda Maloney

Joshua Metz

Mary Ann Gaby O'Connell

Sarah Nicole Partin

Colette Ann Ryan

Julie Lorraine Sanborn

Kamelia Rouhani Slankard

Al'Teria Styles

Carmen Vasquez

Master of Arts in Psychology with an emphasis in Clinical Psychology

Kayvon Afsarifard

Camela Sherril Barker

Natalie Bowers

Dustin Todd Burton

Jennifer Gail Caccese

Sarah Jean Chernoff

Kasey Rose Connors-Beron

Illysa Hamlin

Melissa Duckworth Johnson

Yuval Joseph Kernerman

Maia M. King

Yani Machado-Gonzalez

Michiko Matsuba

Janine M. Ray

Christina St. Clair

Roy Tegrarian

Collin Addonice Weekes

Master of Arts in Psychology

Autumn Banks

Edith Romero-Cabral

LaTanya Tolan

Master of Arts in Psychology with an emphasis in Media Psychology

Holly Joan Beavon

Steven Bond

Stacy M. Griffin

Andrew John Reynolds

Mayra Ruiz

Julie Rose Watson

Certificate in Media Psychology with emphases in Brand Psychology & Audience

Management & Media

Neuroscience

Andrea Harrison

Certificate in Media Psychology with an emphasis in Brand Psychology & Audience

Management

Erin Kirsten Stein

Certificate in Media Psychology with an emphasis in Media

Neuroscience

Amanda Clark-Martin

Colby Jake Lindsey

Tracey Lynn Myers

Certificate in Neuropsychology Specialization

Kun-Yueh Hsieh

Postbaccalaureate Certificate in Clinical Psychology

Morgan Baumgartner Courtnee Clark-Evans

Dominique Dowell

Darren Dressler

Nicholas James Dunn

Madison Eliot

David Ellis

Alisha Marie Elzie

Victoria Ribas Ferrer

Kaila E. Folk

Brooke Ann Foor

Mira Fountain

Nicola Francis

Megan Gammon

Faith Ella Gooch

Vanessa Harris

Sonja Hillman Suchy

Jason M. Hufft

Carly Marie Jones

Makyla Jones

Ryan Lebert

Tamara Nicole Meister

Jeffery A. Moss

Steven Eric Moya

Cheyenne Neukomm

Alexis Riddick

Seema Sharma

Nicauris Y. Ubiera

Khandi Khadigh White-Tolbert

Ashley Whitworth

Certificate of Respecialization in Clinical Psychology

Elizabeth Susan Athens

DOCTORAL GRADUATES

NOVEMBER 1, 2022 – MAY 2, 2023

SCHOOL OF LEADERSHIP STUDIES

EDUCATION

Vanessa A. King Love, EdD What Is the Impact of Dramatic Arts Participation on African American Males in Special Education

LEADERSHIP FOR CHANGE

Martha S. Guy, EdD Sacred Learners in Navajo Head Start: What Teachers Need to Know for Working With Children With Disabilities.

Michael Steven Moates, EdD Trauma-Patient Communication: First Responder Perspectives on Utilizing Spontaneous Hypnosis as an Adjunct to Standard Emergency Medical Care.

Peggie Ann Russell, EdD Heart Wisdom in Higher Education: Student Perspectives on How Universities Cultivate Compassion, Respect, and Empathy.

Kerri Ray Valencia, EdD Emphasizing Sociocultural Competence in Multilingual Learner Teacher Training.

Andrés J. Versage, EdD Testimonio for Equity: How Engaging With Latinx Families Can Guide EquityBased School Reform.

Wanda Whiteside, EdD Theatre for Social Change: Breaking the Yoke of Prison Life Together and Taking a Last Look at the Yard Full of "Dry Bones." HUMAN DEVELOPMENT

Rebecca Andree, PhD Exploring the Developmental Nature of Connections: A Study of Perspectival Action Developmental Patterns in HighQuality Connections.

Mai M. Assaf, PhD

The Impact of Humor in the Lives of

Humanitarian Aid Workers: A Narrative Inquiry.

Algie LaKesa Bond, PhD Parents' Perspective of the Doctorpatient Relationship in the Aftermath of Childhood Obesity Diagnoses.

William Patrick Brown, PhD

The Transformation of Meaning - Gregory Bateson and the Semiosphere.

Gary Dunahoo, PhD

The Stories and Developmental Stages of Men Who Have Become Allies With Women in Senior Leadership within the Foursquare Church.

Kathryn Ann Eaker, PhD Whose Search Is It? American Adoptive Parents and the Complexity of Searching for Birth Parents in China.

James Robert Parker, IV, PhD Assessing the Vertical Development of Organizations.

Jeffrey Alan Schneider, PhD Making Meaning of the Meaning in Our Lives: Exploratory Study of Relationship Between Adults' Psychosocial Maturity and Their Personal Meaning-in-Life.

Laura Sherwood, PhD

Why Art Matters: Dismantling Dominant Narratives Through Art and Digital Feminist Activism.

Tani-Kaye Kawehionapua Sorensen, PhD Coaches' Perspectives on Pair Coaching.

ORGANIZATIONAL DEVELOPMENT & CHANGE

Cathy Ames Turner, PhD

The Lion Speaks: A Qualitative Study of Formerly Incarcerated African American Men's Experiences of Family and Community Reintegration.

Christopher Brabon, PhD How Do Coaches and Supervisors

Experience Learning and Development in the Supervisory Relationship?

Deborah Jane Bucci, PhD Worker Experiences of Wellbeing in a Coworking Space.

Yuanfang Chen, PhD

Self-Actualization in Midcareer Transition: Multinational Corporation Executives in China.

Leah Cohen, PhD

Flexible Work Arrangements and Millennial Engagement: A Study of the Engagement Outcomes of the Perceptions, Tools, and Usage of Flexible Work Arrangements.

Theo M. Hunt, PhD

Visual Management Tools Shifting Cultures in OD Interventions: A Systematic Critical Incident Analysis of Dashboard and Whiteboard Implementation.

Priscilla Mezrahi, PhD

Barriers and Possible Solutions for Implementing Humane Education in New York State's Elementary Schools.

Leesa Monique Riviere, PhD

Building Bridges Through the Times Model Framework: Analysis of Imposter Phenomena and Social Emotional Learning on Underresourced FirstGeneration Students Entering PostSecondary Education and Action Steps for Success.

Cassie Rockwell, PhD

Finding Meaning in Transformational Change: Long Term Recovery in Alcoholics Anonymous.

Rosalma Zubizarreta-Ada, PhD

Facilitators' Insights From the Vorarlberg Citizens' Councils: A Qualitative Research Study on the Process of Collaborative Meaning-Making.

SCHOOL OF PSYCHOLOGY

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

Torrian Brent, PhD

Reflective Supervision in Early Childhood Education: How One Program Used the Intervention During the COVID-19 Pandemic.

Lidia Bueno, PhD

A Look at the Immigrant Community and Their Parenting Ideology: A Phenomenological Study of Latinx Immigrant Parents.

Grace C. Kodama, PhD

Navigating the Needs of Children with Selective Mutism: A Qualitative Look at the Parent Experience Through a Bioecological Lens.

Elizabeth T. Osten, PhD

Mother-Child Connectedness in Autistic and Neurotypical Preschoolers: Connection Coder Validity and Reliability.

Graciela Rodriguez Garcia, PhD

Sociolinguistic Reflective Practice as a Source of Vicarious Resilience Among Bilingual-Bicultural Professionals Working With Young Children and Their Immigrant Families.

Anne Marie Sisk, PhD

An Investigation of Structured Play Strategies to Elicit Quality Joint Engagement in Preschoolers With Autism.

Josetta Caterina Thomae, PhD

Practitioner Perspectives on the Comparative Effectiveness and Equity of Telehealth and In-Person Service Delivery in Early Intervention.

Gilda Torabian, PhD

Parental Burnout's Influence on Parental Neglect and Violence During the COVID-19 Pandemic and the Protective Effect of Perceived Social Support.

EveLyn M. Wedge, PhD

Parents of Young Children Report Increased Anxiety and Fears Associated With the COVID-19 Pandemic.

Mariel E. Zeccola Swan, PhD Perceptions of Parent-Implemented Autism Intervention Online.

Michelle Lee Zuzock, PhD

The Relationships Among Compassion Fatigue, Reflective Functioning Capacities, and Compassion Satisfaction Within Mental Health Therapists.

PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSYCHOLOGY

Martin E. Corell, PhD Volunteer First Responders: Media Effects in an Enduring Trauma Event.

Raphael Osita Ezeh, PhD Effects of an Edutainment Narrative on Nigerian Undergraduates' Knowledge, Attitudes, Perceived Self-Efficacy, and Behavioral Intention Toward Academic Corruption.

Jay Grant, PhD Digital Capitalizing and Its Relationship to Belongingness.

Meghann Cathern Ryan, PhD Online Bereavement: Using Facebook to Process and Cope With Loss.

PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY

David H. Aitken, PhD Does Repeated Mental Rehearsal Enhance the Effectiveness of Implementation Intentions for Self-Control?

Deon Victoria Allen, PhD

An Examination of Cynicism, Antisocial Practices, and Ego Strength: Personality Traits Affecting Police Excessive Use of Force.

Tahlia L. Bragg, PhD Stress Exposure During Childhood and Adolescence as Risk-Factors for Early Advanced Cognitive Aging in African-

Americans.

Nicole L. Brundige, PhD

High Gender Role Conflict and Stigma by Association in Husband/Male Life Partner Caregivers of Women With Alzheimer's Disease: Effects on Vulnerability to SelfIsolation.

Cheryl Ann Burns, PhD

Body Image and Relational Satisfaction Within a Sample of Gay, Married Men.

Angela M. Chamberlain, PhD

The Spiritual Identity of Women Coping With Infertility in a Religion Stressing Fertility.

Alexander Cloarec, PhD Dream Intensity and Personality.

Cheryl Giacomelli, PhD

Disordered Eating in Males: A Test of Modified Labeling Theory.

Brook Lynn Gillaspi, PhD

Childhood Physical Abuse and Unit Support As Moderators of PTSD in Combat-Exposed Women.

Sarah Ann Grimmer, PhD

When Perceived Physician Burnout Leads to Family Burnout: How Secondary Emotional Trauma Impacts Physician Spouses.

Abigail Marie Hafer, PhD

The Impact of Victim and Offender Military Association and Juror Attitudes on Judgments in Sexual Assault Trials.

Brian James Hanson, PhD

An Examination of Adaptive Functioning in Previously Institutionalized Children Adopted From Russia.

Kimberly J. Kowalik, PhD

Media-Influenced Perceptions of Female Offenders: Comparative Analysis of Gender and Offense.

Heidi L. Marsolek, PhD

Perceived Attachment to Unit and Post-Discharge Adjustment in Combat Veterans.

Jeremy Morton, PhD

The Adult Gun Violence Assessment: Initial Validation Based on the Characteristics of Active Shooters.

Jacqueline Christi Nagy, PhD

The Mediating Role of Adult Attachment Style in the Relationship Between Interpersonal Trauma and Attachment to Objects.

Jadwiga Otto, PhD

Mothers' Experiences of Raising Their Young Adult Sons With Optimal Outcome in Autism Spectrum Disorder.

Courtney Julia Hughs Shoemaker, PhD

Letters of Recovery: Intergenerational Communication by Women in Recovery From Anorexia Nervosa.

Holly Nichole Summers, PhD

Adaptive Pathways of Fetal Alcohol Spectrum Disorder: Examining Perceived SelfCompetence.

Cruz A. Tovar, PhD

Psychological Distress Associated With Acculturation in Latinx Youth.

Latonia Mechella Wade, PhD

Mental Health Care Providers' Experiences

Utilizing Cognitive Behavioral Therapy for Insomnia to Treat Active-Duty Service Members With PTSD and Insomnia.

SuzAnna Jolene Waters, PhD

Impact of Timing of Childhood Abuse on Adolescent Aggression As Mediated by a Maturity Gap.

PSYCHOLOGY

Kathy C. Burson, PhD

Early Detection of Decline in Executive Functioning in Alzheimer's, Frontotemporal, and Lewy Body Dementia.

Brittney L. Roberson, PhD

Predictors of Concussion Reporting Intent and Concussion Reporting Behavior Among Active Duty U.S. Army Soldiers: Application.

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