COMMENCEMENT
Graduate School of Education and Psychology Education Division
Saturday, May Eighteenth, Two Thousand Twenty-Four Two Thirty in the Afternoon
Malibu, California
Marshal ERIC R. HAMILTON
Jan and Robert Davidson Endowed Professor of Education and Technology
Processional
Pomp and Circumstance (Elgar)
Invocation WEINA L. CHEN
Clinical Assistant Professor of Education
Class of 2014
Class of 2021
Pledge of Allegiance JENNACA L. COTTON
Visiting Instructor
Class of 2010, Seaver College
National Anthem SHARLETTA MICHELLE GREEN
Class of 2024
Presiding JAY L. BREWSTER
Provost
Presentation of Commencement FARZIN MADJIDI Speaker Dean
Class of 1988, Graziadio Business School
Class of 1991
Commencement Speaker PHILLIP C. McGRAW Psychologist
Presentation of Candidates FARZIN MADJIDI for Graduate Degrees
Doctor of Education in Educational Leadership, Administration, and Policy
Doctor of Education in Learning Technologies
Doctor of Education in Organizational Leadership
Doctor of Philosophy in Global Leadership and Change
Master of Arts in Social Entrepreneurship and Change
Master of Arts in Teaching
Master of Arts in Teaching English to Speakers of Other Languages
Master of Science in Leadership in Higher Education
Master of Science in Leadership in Pre-K to 12 Education
Master of Science in Learning Design and Technology
Master of Science in Organizational Leadership and Learning
Conferring of Degrees JAMES A. GASH President Class of 1993, Caruso School of Law
Benediction STEPHEN N. KIRNON
Program Chair, Master of Arts in Social Entrepreneurship and Change Class of 1989, Graziadio Business School Class of 2008
(The audience will rise for the benediction and be seated during the recessional.)
Recessional Pictures at an Exhibition (Mussorgsky)
The Graduate School of Education and Psychology Alumni Office invites you to a reception in Alumni Park following the commencement ceremony.
PHILLIP C. McGRAW
Phillip C. McGraw is one of the most widely recognized mental health professionals in the world, having gained early media attention with appearances on the Oprah Winfrey Show in the 1990s, followed shortly by his own talk show, Dr. Phil. With a talent for making complex psychological issues relatable to a wider audience, Dr. McGraw has gained the trust of millions of television viewers, using his decades of experience as a trained psychologist to help Americans navigate life’s challenges. Today he leads Merit Street Media, a news and entertainment network based in the Dallas/Fort Worth region that features his new show, Dr. Phil Primetime, alongside other original and syndicated content.
In addition to his extensive work in television, Dr. McGraw has also served as an advocate for many communities, offering a voice to improve the lives of children and those affected by violence. His former trial-science firm, Courtroom Sciences, Inc., has used his knowledge of forensic psychology to assist in legal cases, and he has testified before Congress as an expert on cyberbullying, opioid addiction, and other topics shaping society today. He and his wife also serve families through Court Appointed Special Advocates as well as through their own nonprofit, When Georgia Smiled.
Dr. McGraw was awarded the Presidential Citation by the American Psychological Association in 2006, and he has won two Emmys for his work as an executive producer. He hosts the interview podcast Phil in the Blanks and is the author of many books, including We’ve Got Issues, Relationship Rescue, and Family First. His collected works have been published in 39 languages, with more than 60 million copies in print.
Phillip McGraw earned his bachelor of arts in psychology from Midwestern State University in 1975. He received his master’s degree in experimental psychology in 1976, followed by a doctorate in clinical psychology in 1979, both from North Texas State University.
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DOCTORAL CANDIDATES BY HOODING FACULTY
Order of Procession
Doctor of Education and Doctor of Philosophy
Dr. Ebony Cain
ANDRE CRENSHAW
Faculty Exodus From Africa: Exploring the Experiences of African Academic Diasporic Faculty in the United States of America
RICKKAY KING
African American Vernacular English: A Qualitative Study on Its Use in American Foreign Language Classrooms
HASMEK SIWAJIAN
My Secret Struggle: Starving, Purging, and Numbing My Emotions. An Autoethnographic Analysis of My Lifelong Battle with Anxiety, Depression, and Eating Disorders
Dr. Kay Davis
ALECIA JONES
A Systematic Review of Adolescent Girls’ Perception of Body Image and Self-Esteem through Participatory Digital Storytelling Groups
ALI KOWSARI
A Quantitative Study on the Efficacy of Online and Hybrid Learning Formats as Related to the Success Indicators of Equity
RONIL PRASAD
Exploring the Role of the Theory of Planned Behavior and the Intention-Behavior Gap in the Adoption of Products and Solutions by B2B Organizations: An Analysis of Organizational Culture as Moderators or Mediators
HEATHER SAIGO
Examining Women’s Persistence in STEM: A Mixed Methods Study of Autonomy, Competence, Relatedness, and Sociocultural Influences on Women in Science, Technology, Engineering, and Mathematics
Dr. Danielle Espino
HAILLE TRIMBOLI
The Examination of Workplace Well-Being in the Context of Conversations on Artificial Intelligence
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TRAM VAN
Educators’ Experiences and Perspectives on Teaching Sexuality
Education to High School Students in Vietnam
STEPHANIE WANZA
Leadership in Social Service Nonprofit Organizations: An Interpretative Phenomenological Analysis of Executive Leadership High Attrition Levels and Proposals for Change
Dr. Shreyas Gandhi
ABDULMEHSEN ALNEMER
Examining the Kingdom of Saudi Arabia’s Tourism Sector and Assessing Its Potential Contributions in Achieving the Kingdom’s Vision 2030
WAFAA BARAKAT
An Examination of Emerging Technologies in Supply Chain Management and Their Impacts on Efficiency in the Automotive Industry
MARIANNE GOMIS
The Effectiveness of Administrative Leadership on Instituting Culturally Relevant Pedagogy in Secondary Education
BRIAN PARK
Perceptions of College/University Students on High School Science and STEM Courses
ROGENA THURBER
Navigating Leadership as a Black Woman in the United States Space Industry: An Exploration
Dr. Reyna García Ramos
XUANYI CHEN
AI Professional Development for Teachers and the TPACK Framework
Dr. Eric Hamilton
CAROL ANN CARSON
Reflections of Young Black Adults on the Ecological Systems and Educational Factors That Shaped Their High School Experiences within the Urban Communities of South Los Angeles
WOODSON HOBBS
How Political Elite Leverage Twitter to Polarize America
LIANE WEINTRAUB
Polarization and Civil Discourse in America: A Case Study of Respectful Dialogue as a Moderating Influence on Generation Z
Dr. Samaa Haniya
ALICE PAK
Revitalizing Online Learning: Teachers’ Perceptions on Boosting Online Engagement for K–12 Education
QUENNETTE S. TAYLOR
Black Women Leaders Bend but Don’t Break: A Qualitative Examination of Coping with Workplace Inequity in Fortune 500 Companies
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Dr. Dawn Hendricks
BREANNA WEBB
Obstacles and Supports Experienced by Foster Youth in Higher Education: Ventura County Community College
Dr. Martine Jago
NANCY ELLEN DODD
The Process of Spark in Creativity, Innovation, Crisis and Chaos, and Calling
MIRA FADEL
Building Resilience, Navigating Crises Since 2019: A Phenomenological Study of Leadership Factors Influencing Retail Business Owners in Lebanon
RACHEL LOFTON
Belief Systems Amongst Black Women: A Qualitative Study of Social Supports and Factors That Facilitate Pathways to Leadership Positions within Professional Sport
MONIQUE LUMAS-WRIGHT
Trauma Across Culture: A Phenomenological Study Exploring the Historical Effect of Colonialism, Genocide, and Resilience on Descendants of Indigenous Peoples in the United States
BONNIE NIXON
A Narrative Discourse on Large Global Corporations and Modern Slavery in Complex Supply Chains
SUSAN PATTIS
Women Entrepreneurs’ Work-Life Integration and Coping Strategies in China
TIFFANY WRIGHT
Examining the Role of Cultural Capital in Access and Equity for Female C-STEM Learners of Color
Dr. Stephen Kirnon
JAMES R. COLES III
Student Engagement in Model School Math: A Phenomenological Study of Student Perspectives at a Model Continuation High School
CECIL W. JOHNSON III
Global Workforce Dynamics: A Quantitative Analysis of Inclusion, Retention, and Performance Across United States and Japanese Cohorts in a Multinational Corporation
LYSA LYNNETTE LIGGINS
The Impact Social Support and Community-Based Programs Have on the Reduction of Recidivism
LASHAWN TAYLOR
Examining the Experiences of DEI Practitioners: A Look at the Racial Disparity in Policing of Black People and the Subsequent Need for Adaptive Leadership
LATONYA DENISE WILEY
Examining How Entrepreneurial Educators’ Perspectives and Lived Experiences Have Shaped Their Pedagogical Approaches in Secondary Education
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Dr. Doug Leigh
ALAN KEITH CALDWELL
A Phenomenological Study on Tokenism and Leadership Style of Black Executives in Corporate Organizations
SOORAJ SUSHAMA
Initiating Change in Care: Socially Assistive Robots
Dr. Leo Mallette
KIMBERLY GAYLE MERRITT
Using Hybrid, Blended Learning for Persistence in College Completion: The Da Vinci Extension (DVX) Program
Dr. Molly McCabe
KIMBERLY FAULKNER-CAMACHO
High School Counselor Perceptions of Trauma-Informed Professional Development and Implementation of Trauma-Informed Practices in Schools
DANIEL LOH
Teaching First-Generation Newcomers in Charter High Schools: Teachers’ Perceptions of Students’ Barriers, Teaching Practices and Strategies, and Teaching Supports
Dr. Gabriella Miramontes
YIHUA ZHANG
I Am New but Social: How and When Different Types of Social Networks Influence Newcomers’ Organizational Socialization
Dr. Gabriella Miramontes with Dr. Maria Brahme, Dr. Theresa Dawson, and Dr. Farzin Madjidi
BRITTNEY MICHELLE ELESE FINK
Not at the Expense of Me: Best Practices for Black Women Diversity, Equity, Inclusion, and Social Justice Practitioners in Higher Education
BRENDA GARCIA
Immigrant Mothers: A Testimonio
CRISTINA GONZÁLEZ
Breathing: A Story of Lifelong Learners’ Relationship to the Changing World
CARLA HAMILTON-YATES When Education and Qualifications Are Not Enough
COURTNEY LADDUSAW
The Ask: A Study Understanding the Motivations of Donors. The Best Strategies and Practices to Achieve Fundraising Success in Small Charitable Organizations
INVA LUMI
The Way Forward
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COLTON MANLEY
Leadership Best Practices in Fostering Collaboration for Transformative Change in International Nongovernmental Organizations: A Phenomenological Study
TAYLOR SYMONE MANUEL MOORE
Is It in the Job Description? Best Practices for School Psychologists’ Advocacy for Systemic Change Benefiting Black Students
JAMES McGIBNEY
Cybersecurity—The Human Element
NILOUFAR MIRHASHEMI
The Success Strategies of the Iranian American Women Who Initially Received Their Primary and/or Secondary Education in the Post-Revolution Iranian Education System in Attaining Higher Education Degrees in the United States
OSCAR NAVARRO
Success Factors and Challenges Faced by First- and Second-Year
Undergraduate Female Students in Computer Science-Related Majors
DAVID PLATT
Best Practices of Secondary Grades 6–12 Educators Teaching Physical Computing with Microcontrollers
TRISHAUNA PULOS
Making the Middle Matter: Reviewing Project-Based, Experiential, and Work-Based Instructional Strategies with Middle School Teachers
CANDICE RAYNOR
Best Practices for Addressing Invisible Labor among Black Faculty at Predominantly White Institutions
NOOSHA RAZMARA
Empowering the Next Generation: An Exploration into the Best Practices that Support the Advancement of Iranian American Female Leaders in Higher Education
ROSALYN SIMONE ROBINSON
Cultivating Change: School Leaders Implementing DEI Systems in K–12 Schools
JENNIFER ROGERS The Three Cs of Leadership
LINA SAFA
Successful Lebanese Women Leaders in Higher Education
Dr. Gabriella Miramontes with Dr. Maria Brahme, Dr. Farzin Madjidi, and Dr. Kelly Sullenberger
MAHER ABDELWAHAB
Strategic Framework for Achieving Successful Sustainable Tourism in Egypt
KAYLEIGH AXTELL
Strategies and Best Practices for Career Advancement for Female Officers in the United States Military
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SHARLETTA MICHELLE GREEN
Anchored in Faith, Soaked in Blood: Black Social Activists’ Strategies for Creating Equitable Policy in Education, Civil Rights, and Citizenship
BETHANY GRUBB
Physician Associate (PA) Leaders in Executive, Academic, and Clinical Roles: Consensus Building for a Novel Leadership Framework
LASCHANDA JOHNSON
Mastering the Void: The Secret Sauce of Black Female Leadership in the Ivory Tower
JESSE LLAMAS
The Art of Online Arbitrage: Essential Practices for Third-Party Sellers
MICHAEL LLAMAS
Blogging Mastery: Analyzing the Key Strategies Behind Successful Blogs
KARIN MOORE
Resilience in the Face of Sexism: Attracting, Retaining, and Promoting Women and Girls in STEM
WENDY PERKINSON
Empowering Black Women Professors Teaching within Predominantly White Institutions: Exploring Success Strategies and Best Practices Amidst Challenges
SUELEN SCHNEIDER DEMARIA
The Long-Lasting Credibility: A Leadership Model for Building Trust in Multinational Companies
KEVIN VANHOOK
A Practical Theology of Change: Community-Centered Leadership for Congregational Transformation in Evolving Contexts
Dr. Gabriella Miramontes with Dr. Maria Brahme, Dr. Farzin Madjidi, and Dr. Kevin Wong
CYDNEE CLARKE PATTERSON
What Is a Book?: Best Practices for Literacy Specialists to Engage K–5 Students in Reading Dr. Jennifer Miyake-Trapp
TERRANCE CAO
Understanding Needs: Facilitating Faculty Support for Formal Assessment Processes in Higher Education
AMBER VICTORIA STOKES
Faculty Support and Resource Seeking, A Collective Experience Amid the Covid-19 Pandemic: A Retrospective Dr. Kent Rhodes
DORCAS MWORSHO
Social Capital and Leadership Competencies of Recent Kenyan Immigrant Leaders in the United States and Canada: Relational, Structural, and Cognitive Perception
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JANAE ASALI OLIVER
Racialized Lived Experience and Equitable Decision-Making Among Philanthropic Leaders: A Narrative Inquiry
WESSAM TAREK REFAT
Emotional Intelligence and Teachers’ Performance in the Classroom in Cairo, Egypt
BARBARA NACHTMAN RODRIGUEZ
A Quantitative Analysis of the Empathy Leader Trait as a Moderator of Leadership Behavior
YUJUNG SEOL
Trust and Psychological Empowerment in Global Virtual Teams: Quantitative Ethnography Research
Dr. June Schmieder-Ramirez
MITCHELL GURICK
Learning Technology Professors’ Experiences with National Science Foundation (NSF) External Grant Funding in Higher Education
KIMBERLY McCALL
Beyond the Classroom: Unraveling the Impact of Student Engagement on Graduation Rates in New York City
NELU NEDELEA
Impact of Supervisors’ Person-Centered Listening on Sense of Belonging Among Occupationally Minoritized Healthcare Professionals
Dr. H. Eric Schockman
PANAGIOTE TSOLIS
Sustainable Tourism Development in Greece: A Phenomenological Study of Municipal Leaders
Dr. Paul Sparks
TIANSHI HAO
From Virtual Gaming to Virtual Teams: Best Practices for Leading Diverse Virtual Teams in a Global Organization
HAE RYUNG RINPOCHE KIM
Exploring Teachers’ Mastery and Use of Minecraft in the Classroom: A Survey of the Minecraft Teachers
WALLACE MICHAEL MAINS
Strategies for Transitioning from a Senior Military Leader to a Civilian Leader
Dr. Elio Spinello
MARY BROWN
A Quantitative Study Examining Psychological Safety During the Covid-19 Pandemic Restrictions—A US Healthcare Context
Dr. Paula Thompson
SHEREÉ BIELECKI
Photovoice as a Reflective Pedagogy for Undergraduate Community Psychology Students
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MANDY CHIEN
Perceptions of Classroom Technology Use Among Adult English Learners
CLAUDETTE RENAE SIMON
Pivotal Moments of Change for First-Generation High-Income Earners
Dr. Ricardo Vigil
DING WANG
Leadership Lessons Learned from Entrepreneurial Failure in China Under Pandemic Influence: A Phenomenological Study
Dr. Kevin Wong
YI LUCY LU
Promoting Interaction in the Hybrid Learning Environment: Challenges and Solutions for International Students in Higher Education
VAILET YARIJANIAN
Best Practices for Coaching Secondary School Teachers to Provide Social and Emotional Learning Support to Students
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THE ACADEMIC REGALIA
The academic regalia worn at college commencement exercises dates back to the Middle Ages, when scholarship was usually associated with a church or monastery. The influence of the church could be noted by the regular costume worn by the faculty and students, which consisted of clerical garb borrowed largely from the monastic dress of their day. Over the years, the simple hooded gown, or cassock, worn during this era evolved into a distinctive academic costume.
By the end of the 16th century, English scholars and students added birettas, floppy hats similar to berets, to their academic regalia. As fashionable educators tried to outdo each other with larger birettas, these hats finally had to be stuffed with cardboard to keep them from falling into their faces, thus giving birth to the concept of the mortarboard.
By the end of the 19th century, American universities and colleges standardized their academic costume, following the English tradition. Today, the distinctive caps, gowns, and hoods worn at college and university functions denote the institution granting the degree, the field of learning in which the degree was earned, and the level of the degree.
Today’s gown is usually black in color. The master’s gown has long pouchlike sleeves that were once probably used to carry books, while the doctoral gown is faced with panels of velvet down the front and three bars of velvet across each sleeve.
The hoods of monastic times have remained, becoming decorative symbols of the attainment of higher degrees. Worn around the neck and hanging down the back, the hood is emblematic of the nature and source of the degree held. The colors in the hood lining are the colors of the school conferring the degree—orange and blue for Pepperdine. The color of the border indicates the specialization attained by the wearer—light blue for education and white and royal blue for psychology. These colors are used for the edging of all hoods, and may also be used for the velvet facing and sleeve bars of the doctoral gown and the tassel on the master’s cap.
The modern cap may be a square mortarboard or a round, soft, flat velvet hat, which is reserved for the doctoral graduate. Both types bear a tassel, which may be black, gold, or colored, according to the scholarly field of the wearer.
Today’s academic regalia is profoundly symbolic of the reverence that is still held for the pursuit of knowledge and the achievement of scholarship.
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As a Christian university, Pepperdine affirms:
That God is
That God is revealed uniquely in Christ
That the educational process may not, with impunity, be divorced from the divine process
That the student, as a person of infinite dignity, is the heart of the educational enterprise
That the quality of student life is a valid concern of the University
That truth, having nothing to fear from investigation, should be pursued relentlessly in every discipline
That spiritual commitment, tolerating no excuse for mediocrity, demands the highest standards of academic excellence
That freedom, whether spiritual, intellectual, or economic, is indivisible
That knowledge calls, ultimately, for a life of service
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Accessible Seating
