2017 DEAN’S REPORT SOLES, UNIVERSITY OF SAN DIEGO | 1
A NOTE FROM THE DEAN en years ago, Mother Rosalie Hill Hall became the home of the School of Leadership and Education Sciences (SOLES) at USD. Since that time, more than two thousand degrees have been awarded to our graduates, who have gone on to impact our local communities and beyond.
I invite you to experience SOLES firsthand by viewing the stories of our SOLES community members. These individuals truly embody our core values by making meaningful change in our diverse society.
Our SOLES community has much to be grateful for over the past year. SOLES was ranked in the top 100 among graduate schools of education, and our online graduate education program was ranked in the top 50 by U.S. News and World Report. Our alumni, faculty, students, centers and institutes were awarded numerous accolades. I invite you to experience SOLES firsthand by viewing the stories of our SOLES community members. These individuals truly embody our core values by making meaningful change in our diverse society. Thank you for your continued support of SOLES! Peace,
Nicholas Ladany, PhD Dean, School of Leadership and Education Sciences University of San Diego SOLES, UNIVERSITY OF SAN DIEGO | 1
RECOGNIZING 10 YEARS IN MOTHER ROSALIE HILL HALL
Beauty will attract them; goodness will lead them; but the truth will hold them. -Mother Rosalie Clifton Hill
he beautiful building we moved into in 2007 bears the name of one of the University’s founders, Mother Rosalie Hill. Mother Rosalie Hill is more than just a name on our building; she embodied the compassionate service and dedication to educational equity that is foundational to the mission and vision of SOLES. She’s also the co-founder of what is now the University of San Diego. In 1945, Bishop Charles F. Buddy and Mother Rosalie Clifton Hill, RSCJ stood on a hilltop and envisioned establishing a university in San Diego that would provide the best in sacred and secular learning. A few years later, their plans came to life. Mother Hill was the founding president of our precursor, the San Diego College for Women, and served as an honorary president until her death on Dec. 12, 1964. Without their commitment, perseverance and unquestionable genius, the University of San Diego and SOLES would not be what it is today.
In the 10 years we’ve been in Mother Rosalie Hill Hall.... 2,204 MA degrees have been awarded 183 PhD degrees have been awarded 2 | 2017 DEAN’S REPORT
That makes 2,387 counselors, educators, leaders, teachers, and therapists out in the community making a difference!
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+2476541t 48 INSTITUTES
VE
Y T I S R
DI
2016 - 2017
DEPARTMENTS
48.6% White
23.9% Hispanic/Latino
Events Hosted at Mother Rosalie Hill Hall
Major Events Hosted by SOLES
SOLES Alumni Events
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CENTERS
TOTAL STUDENTS
0.2% American Indian/Alaska Native 0.2% Native Hawaiian/Other Pacific Islander 4.2% Two or More 4.8% International 5.1% Black/African-American
6.3% Asian 6.8% Unknown
DEGREES AWARDED
PhD
MA Commissioning Officers NROTC San Diego
Graduates
NOTABLE RANKINGS U.S. News & World Report
U.S. News & World Report
U.S. News & World Report
Princeton Review
FINANCIAL AID & SCHOLARSHIP (numbers based on 2017 fall enrollment)
of Students on Financial Aid
of Students Earning Scholarships
in Financial Aid and Scholarships SOLES, UNIVERSITY OF SAN DIEGO | 5
CORE VALUES MULTICULTURALISM & SOCIAL JUSTICE
We believe in developing leaders, educators, counselors, and therapists who will advocate for equity and inclusion in the professional settings in which they serve. We believe in challenging all forms of discrimination, including race, class, gender, disability, sexual orientation, religion, in our local, national, and global community and in working as change agents to undermine oppression.
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hen Dr. Joi Spencer, associate dean at SOLES and associate professor in the Department of Learning and Teaching, thinks about multiculturalism and social justice, she travels back to her first time reading through the Narrative of the Life of Frederick Douglass. “I remember him writing about the danger he was in just by knowing how to read,” she said. “The key to his liberation was in his literacy, and that’s still true for students today, whether it’s literacy in math or the printed word.” An advocate of both education and opportunity, Spencer sees these things as paramount to the promotion of diversity, equality, and justice, and brings this advocacy to her work both in and out of the classroom. As a professor in SOLES, she helps her students learn how to teach math well--a concept that’s steadily in decline and having major repercussions. “Math is taught poorly in our country,” said Spencer. “Layer on top of that the fact that math is a lever to creating equality. People who have access to good math instruction, have a leg up and access to more opportunities, and the reverse is true for those who don’t. So as teachers,
we have to not only teach math in a way that kids can understand, but we also have to systematically understand the disadvantages students face and constantly strive to improve pedagogy.” Spencer’s other involvements reflect the same passion, especially her work as the founder of USD’s STEAM Academy. This camp, which helps demonstrate and promote the symbiotic relationship between the arts and sciences, is a weeklong event that offers children from all communities and socioeconomic backgrounds the chance to learn and play on USD’s campus. Spencer’s efforts haven’t stopped there, prompting her to help apply for a grant connected to the STEAM academy in partnership with the National Science Foundation. This grant will go toward funding a two-week academy where kids from minority and low-income populations will engage with STEAM-based learning at USD. This labor of love is just the tip of the iceberg for Spencer, with her other extracurriculars including serving as president of the California Association of Mathematics Teacher Educators (CAMTE) and a board member of the Elementary Institute of Science and Nativity Prep Academy, as well as designing and delivering professional
Education is a lever in society that can be used to bring about social justice. Teachers are on the front lines; there is no more important work.
development modules for school leaders in low-fee schools in Ghana, Liberia, Ethiopia and Rwanda. With each year, each class, each project, Spencer’s driving force is always a hope for progress. But true change, she says, isn’t merely a matter of altering behavior. “In order to move toward justice, we have to understand what injustice is and where it’s rooted,” she said. “We have socially engineered injustice and lack of opportunity through our systems and policies and structures, and now we have to reverse those things. And if we do, if we offer everyone access to the same opportunities and resources, I truly believe it would change the course of people’s lives;
it would change our entire landscape.” Fortunately, the classroom is exactly where Spencer believes this change can start. As a professor of aspiring mathematics teachers, she challenges her students to create a classroom that promotes equity and encourages them to think through the obstacles keeping equality at bay. “Hopefully, everyone in education cares about these things,” said Spencer. “Education is a lever in society that can be used to bring about social justice. Teachers are on the front lines; there is no more important work.”
THE IEE & MONARCH SCHOOOL: A COLLABORATION FOR SUCCESS ver the course of the 2016-2017 school year, the Institute for Entrepreneurship in Education (IEE) proudly partnered with the Monarch School, whose mission is to educate students impacted by homelessness. Their work and innovative approach in supporting homeless youth is celebrated throughout the San Diego community. In the coming 2017-2018 school year, the IEE will build upon this work by helping the Monarch School develop a comprehensive system for collecting and analyzing data, facilitate professional learning about data-driven practice, strengthen communication of progress and outcomes, and enhance the “life skills” pillars with a focus on the College and Career Readiness lab.
FACTS ABOUT IEE Worked with: 10 Districts/Orgs Serving 60 Schools Impacting 599 Educators and 43,292 Students SOLES, UNIVERSITY OF SAN DIEGO | 7
CORE VALUES CARE FOR THE WHOLE PERSON
Consistent with the USD Way statement, as a community, we pledge to respect the value and human dignity of each and every person. We are committed to treating everyone with courtesy and compassion so that they feel valued, cared for and respected. Our actions are grounded in our Catholic tradition of social justice and love for our community.
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uch of Victor Baez’s motivation as a school counselor comes from his experience with his own high school counselor. As a first generation college student, Baez sought her advice on college applications and scholarship opportunities, which helped him find full funding for his undergraduate degree. But in addition to the educational resources she provided, she offered the emotional support he needed as the first in his family to attend a university. That balance of caring for the whole person is what he now aims to bring to his own students.
directly into the workforce. By emphasizing the impact education can have on their well-being and helping them access opportunities available to them, he hopes to set them up for success, no matter what path they choose to pursue.
“I want to encourage my students to be their authentic selves and provide a space where we can work through things together,” he said. “There are a lot of underlying issues that affect academics, so I have to check in on how students are doing physically, mentally and emotionally to really understand what all is influencing their time at school.”
Among the many methods Baez uses to connect with his students is humor. While he knows it’s important to be mindful of each student’s mood, he also knows how much a smile or a good laugh, even in the midst of tough times, can ease the burden of whatever load they may be carrying. It’s this positive outlook that not only helps him with his work, but also with his own well-being.
Baez hopes to bring his own high school experience full circle, one day working with first generation college-bound students, as well as high school students seeking to go
“I want to help my students learn to find the answers to their challenges, advocate for themselves and develop skills that will help them socially and professionally,” said Baez. “Watching them work through those things, even if it’s just one student, makes my efforts worth it.”
“I can’t support someone else if I’m not taking care of myself,” he said. “I have to take time to recharge and reconnect, stay
My professors at USD cared for me as a whole person, not just my academic success, and that’s helped equip me to do the same for my students.
aware of my limits and always try to keep a positive attitude.” On the other hand, Baez also knows the importance of being willing to try new things and embrace the uncomfortable, as it’s in these experiences, he says, that he’s seen the most growth personally and professionally. In addition to encouraging his students to do likewise, he wants them to feel confident when it comes to asking for help – something he still does daily as both a school counselor and a student finishing up his coursework in clinical mental health counseling. In fact, it’s the encouragement he has received through his classes to practice vulnerability and seek guidance that continues to give him confidence in his work. “My classes weren’t just about how my work was going; they were about how I was doing as a person – how I was sleeping, eating and connecting with people in my life on a personal level,” said Baez. “My professors at USD cared for me as a whole person, not just my academic success, and that’s helped equip me to do the same for my students.”
STUDENT MENTORING he Depar tment of Leadership Studies Leadership Mentor Program (LMP) pairs undergraduate and master ’s students with professionals who can provide mentoring in areas such as networking, interpersonal skills and career development to better prepare students for their professional lives.
Congratulations to Anjanette Maraya-Ramey for receiving Mentor of the Year, also an alumna of SOLES MA in Nonprofit Leadership. She was nominated by her student Chanel Bradley.
Congratulations to Andrea Medina for receiving Student of the Year. She was nominated by her mentor Dr. Gloria Bader, an alumna of SOLES.
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CORE VALUES COMMUNITY ENGAGEMENT
We are committed to engaging with community partners at local, national, and global levels to build and sustain teaching, scholarship, and service opportunities for our faculty, students, and staff. Community engagement includes pursuit of mutuallyrewarding partnerships with community leaders, scholars, educators, and service providers. Such partnerships are essential for relevant and high quality practice training for our students, applied research opportunities, and fulfillment of our mission to serve.
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elping the community isn’t just part of Dr. Emily Young’s job--it’s what wakes her up in the morning. As executive director of the Nonprofit Institute at SOLES, Young works to find new ways of engaging with local nonprofits in an effort to improve the quality of life for people all across San Diego county. “Nonprofits often do what government and corporate entities either cannot or will not do, taking on society’s most pressing challenges, ranging from poverty and homelessness to educational disparities and climate change. At the Nonprofit Institute, we are committed to developing leaders and strengthening the organizations that are meeting those critical community needs,” said Young. Young and the Institute partner with the community in a myriad of ways, working together with SOLES faculty and graduate students to enhance the capacity of nonprofits serving the region. Through its leadership development programs, the Institute prepares students to not only take their in-class learning and apply it to meet various needs of local nonprofits, but also to meet the complex challenges they face in their own communities and
social circles. The Institute’s nonprofit training and consulting programs, such as the Nonprofit Academy, open the door for students to access over 100 local organizations, helping them build stronger board-staff relations, manage programrelated data and effectively implement strategic planning initiatives. And academic events hosted by the Nonprofit Institute each year invite the San Diego community in to talk about big issues, the implications of those issues and the role of nonprofits to address those issues. These lines of interaction, which only cover a few of the efforts Young oversees, are all aimed at one ultimate outcome. “Our dream is that every nonprofit leader in San Diego benefits from the training, education and research we provide, and that the organizations they lead are stronger and better able to make a broad impact in our neighborhoods, enhancing the quality of life for future generations in all communities of San Diego,” she said. Young’s involvement in the community isn’t just limited to her professional life. Outside of work, she’s stays involved in her own neighborhood, Imperial Beach, where she has helped raise money for
Our dream is that every nonprofit leader in San Diego benefits from the training, education and research we provide.
school programs and the local skate park, and contributes to beautification projects in partnership with other residents. She also serves on the boards of the International Community Foundation, Environmental Grantmakers Association, Price Scholarships and the San Diego International Airports Advisory Committee. A geographer by training, Young has long been interested in the relationship between people and the environment and creating a better shared home. This interest, coupled with her family’s history of dedication to public service, is what continually drives her to work with nonprofits to not only steward San Diego’s natural resources well, but also to strengthen the communities using those resources. And it is the values behind this work, she says, that keeps her and the organizations she partners with on the front lines of addressing the county’s and region’s most critical needs.
THE NONPROFIT INSTITUTE Founded in 2002, The Nonprofit Institute (NPI) provides education, training and research to strengthen organizations that help meet community needs.
We are not on the frontlines, but we are committed to developing those who are through:
700+ attendees at the State of Nonprofit Governance Symposium and Nonprofits and Philanthropy Summit
Leadership and Professional Education: We develop the next generation of leaders dedicated to making a positive difference in their communities through our applied learning and leadership programs.
120+ nonprofit organizations participating in The Nonprofit Academy
Community Building and Engaging Philanthropy: We provide hands-on assistance to nonprofits, philanthropy and other partners through community education and consulting. Research and Innovation: We drive innovation and solutions through research, forums and roundtables.
300+ fellows and other participants in the Institute’s Leadership Development Programs through the Conscious Leadership Academy, Encuentros, Hansen Summer Institute, MAAC, National Community College Hispanic Leaders Fellowship Program, and RISE 15+ partnerships with nonprofit and philanthropic organizations to provide data and analysis of key trends, as well as assist with program design and evaluation SOLES, UNIVERSITY OF SAN DIEGO | 11
CORE VALUES EXCELLENCE IN SCHOLARSHIP
We are committed to contributing to knowledge generation in our fields through creative and rigorous scholarship. Our strengths are in applied research grounded in and contributing to counseling and therapy, education, and leadership. We also seek to be effective translators of emerging scientific developments into practice through our scholarship and teaching.
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or Dr. Corinne Brion, finishing her doctorate in leadership studies was hardly the end of her scholarly journey. Rather, it opened the door to apply her knowledge where it intersects with her heart. As a postdoctoral student with the Global Center at SOLES, Brion works with the nonprofit organization Edify to bring leadership training and needs assessments to low-fee private schools throughout Africa. Working primarily in the countries of Ghana, Liberia, Ethiopia, Rwanda and Burkina Faso, she helps train local school and community leaders to improve learning conditions by creating a safe and inviting classroom culture and recruiting and retaining quality teachers. In addition to conducting trainings, Brion gathers research on the impact of these trainings on school administration, infrastructure and resources. And, in perhaps her favorite part of her role, she is able to work with schools as they take this knowledge and put it into action. This idea of applied learning is a concept close to Brion’s heart. So close, in fact, it is actually the focus of her dissertation, which
received the Outstanding Dissertation Award from the Department of Leadership Studies. Her research, focusing on the challenges associated with learning transfer, has had practical application of its own, helping Brion identify financial, political and cultural hardships that threaten progress, and better equip communities for the hard work that begins after training ends. “At the end of each training module, we ask each school to create an action plan, and I follow up to see how the implementation process is going,” she said. “The reward is when they send me those plans to change their schools and then share testimonies of how things have improved; the reward is in hearing their stories of passion and struggle and sacrifice and helping them however I can.” While Brion’s dream of working in Africa started long ago, it was through her graduate assistantship with the Global Center that she was able to start seeing that dream come to life. Working on a part-time basis with Edify and having the opportunity to travel to Africa every few months, she immediately felt a kinship with the land and the people.
I’ve found that it really does take a village to teach a kid or help someone get a Ph.D. And I’m incredibly thankful for my village at USD.
“On my first trip to Africa, something changed,” she said. “I can’t really explain it, but I knew it was my calling to work with the people there. Since then, everytime I go back, I fall in love with it a little bit more. I learn so much from the people there. I see their smiles and their thirst for knowledge, and it steals my heart. I can’t get enough of it.” The feeling is mutual, earning Brion the African nickname Wend Kuuni, or “God’s gift.” Her opportunity to bless and be blessed by the people of Africa is something that she
largely attributes to the support she received while a student at SOLES. More than the classes that helped equip her with knowledge and resources, Brion recognizes the team of peers, advisors and mentors all championing her to play her strengths and pursue her passion “I’ve found that It really does take a village – to teach a kid or help someone get a Ph.D.,” she said. “And I’m incredibly thankful for my village at USD.”
INTERNATIONAL EXPERIENCE Since 2009 all SOLES students have been required to full fill an international experience as part of their program. 178 students took part in one of our 15 international experiences offered in the following 12 different countries: GUATEMALA
BRAZIL
UNITED KINGDOM
TANZANIA
JAPAN
ECUADOR
MEXICO JAMAICA
CHILE
SPAIN ITALY KENYA SOLES, UNIVERSITY OF SAN DIEGO | 13
CORE VALUES
e would like to share with you three faculty members who truly demonstrate Excellence in Teaching and what their current and past students have to say about them.
ANN GARLAND, PhD EXCELLENCE IN TEACHING
We are committed to excellence in educating our students in our graduate and undergraduate programs. SOLES faculty provide innovative and responsive instruction, meaningful practical learning with opportunities for critical thinking, and high quality mentoring for all our students. We strive to graduate students who will be exemplary representatives of SOLES and leaders in their professions. 14 | 2017 DEAN’S REPORT
Professor and Department Chair, Counseling & Marital and Family Therapy Dr. Ann Garland was this year’s recipient of the University Professorship. University Professors are those who have demonstrated outstanding scholarly achievements in teaching and research supporting the mission and goals of the university. One tenured faculty member from SOLES is eligible to receive this award once every three years.
I have been fortunate to have Dr. Garland as one of my teachers for a class on therapeutic interventions for children and adolescents, which is one of her areas of expertise. Dr. Garland presents information to the class in a way that is both engaging and accessible. She is clear in her presentations and provides concrete examples from her own practice and from her extensive research background. She frequently checks in with students to see if we have questions and asks for our thoughts and opinions along the way. Dr. Garland also provides us with the opportunity to practice our therapy skills through class exercises that simulate real therapy sessions. She is an effective coach, providing us with practical tips and suggestions in real time. She is clearly invested in our learning, and passionate about the subject matters she teaches.
Dr. Ann Garland has been an outstanding professor to have in class. She creates opportunities to work on real life scenarios through role playing, where she gives immediate feedback to help better our skills. Incorporating these types of activities in class helps me feel better prepared for my work as a future clinician. Dr. Garland’s lectures are not only thoughtfully created but are presented in a way that keeps us all engaged, giving us the ability to open a dialogue on concepts we want to know more about. I feel really lucky to have her as a professor.
-Jami Rosenthal, Marital and Family Therapy Student
-Gloria Saldana, Marital and Family Therapy Student
SARINA MOLINA, PhD Associate Professor, Department of Learning & Teaching
Dr. Molina has, over the past three years, been an important and relevant figure to me. Her mentorship during my two years as a masters’ student at the University of San Diego was fundamental in preparing me to be a versatile professional in the education and TESOL fields. She also paved the way for my being on a path toward further study and research. As an instructor, PhD student, and a USD alumna, I have more than once sought her counseling, expertise and suggestions, and her response was always prompt, constructive and encouraging. I firmly believe this sentiment is extensive to my other colleagues who have also been exposed to her. It has been a privilege and a pleasure to work with Dr. Molina. -Carolina Rostworowski Stocco, ‘16, MEd TESOL, Literacy and Culture
Dr. Molina likes to tell her students a story about a time she asked a young Thai girl what she wanted to be when she grew up. The Thai girl responded, “A ladder.” When prompted, she explained that she wanted to help lift people to the places they are trying to reach. Dr. Molina strives to be the strongest, sturdiest ladder for those around her – her goal being that she helps her students on their way to success. She epitomizes everything a good teacher is: selfless, humble, hardworking, innovative, supportive, and loving. I cannot imagine a more perfect educator that represents the “Excellence in Teaching” core value. -Emily Meyers,‘15, MEd TESOL, Literacy, and Culture
CHRISTOPHER NEWMAN, PhD Associate Professor, Department of Leadership Studies
Dr. Newman is a phenomenal educator because he orchestrates a culture of connection in the classroom. This unique culture encourages students to be
vulnerable, think outside the box, engage in respectful discourse, and be supportive of fellow students. He invests in the individuality of students and helps them explore their passion areas. I felt intimidated by and insecure about my action research project, but Dr. Newman made me believe in my work by helping me dig deeper, refine my strategies, and find my voice in the project. He innovates to design new courses or to reinvent existing courses in order to keep raising the bar to benefit his students. Most importantly, Dr. Newman doesn’t stop at his investment in us as students, but rather he keeps going to invest in us as human beings. Dr. Newman is a truly sensational professor and advisor and I feel very fortunate to have been a beneficiary of his compassion and expertise. -Devin Gregory, ‘13, MA Higher Education Leadership
Throughout my time in the Higher Education Leadership program, I admired Dr. Newman for his ability to lead in an authentic way, as he was able to do so effectively and effortlessly. I went to Dr. Newman whenever I needed advice with academics, as a paraprofessional, or personal matters. He did a excellent job at drawing out the bigger picture and helping me understand my role and purpose. He pushed and challenged me to do things I would never consider doing and go places I would never imagine going. But most importantly, his non-judgmental demeanor and personality always made me feel welcomed, comfortable and appreciated, which is why I believe Dr. Newman is a living example of excellence in teaching. -Carrington Lemon ‘17, MA Higher Education Leadership SOLES, UNIVERSITY OF SAN DIEGO | 15
NEW FACULTY & NEW ROLES
NEW FACULTY Suzanne Stolz Assistant Professor, Department of Learning and Teaching
Rebekka Jez Assistant Professor, Department of Learning and Teaching
Sara Hass Professor-of-Practice, Department of Counseling & Marital and Family Therapy
James Fabionar Assistant Professor, Department of Learning and Teaching
Nedeljko Golubovic Assistant Professor, Department of Counseling & Marital and Family Therapy
NEW ROLES Sarina Molina Associate Professor, Department of Learning and Teaching
Christopher Newman Associate Professor, Department of Leadership Studies
Heather Lattimer Full Professor, Department of Learning and Teaching
Erika Cameron Associate Professor, Department of Counseling & Marital and Family Therapy
Michele McConnell Academic Director for Online MEd Program, Department of Learning and Teaching
Ian Martin Director of Counseling Program, Department of Counseling & Marital and Family Therapy
Mariko Peshon Postdoctoral Teaching Fellow, Department of Leadership Studies
Joshua Grant NROTC Logistics Supply Chief
Serena Pariser Assistant Director of Field Experiences, Department of Learning and Teaching
Kim Hunt Research Assistant, Caster Center
NROTC AT USD In April at the 2017 Change of Command ceremony, CAPT Mark S. Johnson retired after 30 years of Naval Service and CAPT Edwin D. Kaiser took command of NROTC San Diego Consortium.
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2016-2017 AWARD HIGHLIGHTS
FACULTY & ALUMNI AWARDS Marsha McDonald, MA ‘86, was a 2017 Honoree for the Author E. Hughes Career Achievement Award. Ann Garland, PhD, professor and department chair, was this year’s recipient of the University Professorship. University Professors are those who have demonstrated outstanding scholarly achievements in teaching and research supporting the mission and goals of the university. Jaime Brown, MED ‘05, was named one of five County Teachers of the Year at the 27th Annual Salute to Teachers event hosted by the San Diego County Office of Education and Cox Communications. The City of San Diego and The Nonprofit Institute received the 2017 International Economic Development Council Gold Award for city partnerships with educational institutions, for their unique and innovative Nonprofit Academy. Sandra Buczynski, PhD, associate professor, was presented with the “Best Research Paper” award at the sixth annual International Conference on Education and E-Learning held in Singapore in Sept. 2016. The awarded paper, titled, “An Urban School District’s 21st Century Teaching Vision: Integration and Readiness to Incorporate Technology,” was co-authored with Kai Mathews, a recent PhD graduate of SOLES.
OUTSTANDING STUDENT AWARDS Department of Learning and Teaching Duc Le, Teaching English to Speakers of Other Languages Jannelle Marquez, Online Master of Education Molly Powell, Master’s Credential Cohort Program: Special Education Sarah Hicks, Master’s Credential Cohort 2-year program Tess Nunn Eves, Curriculum & Instruction Outstanding Action Research Madison O’Mara, Master’s Credential Cohort Sharon Goldstein, Online Master of Education Xian Ling, Teaching English to Speakers of Other Languages Department of Counseling & Marital and Family Therapy Jodie Spanos, Marital and Family Therapy Miguel Martinez, Clinical Mental Health Counseling Taylor Wagonseller, School Counseling Excellence in a Research Project Lilia Salas, School Counseling Department of Leadership Studies Ashley Adams, Master’s in Leadership Studies Marcus Carrigan, Higher Education Leadership Trinh Le, Nonprofit Leadership and Management Outstanding Action Research and Capstone Ana Barbara Rogerio, Higher Education Leadership-Action Research Project of the Year Justin Maidenberg, Leadership Studies-Capstone Project of the Year Corinne Brion, William P. Foster Outstanding Dissertation Award SOLES, UNIVERSITY OF SAN DIEGO | 17
2017 GRANTS
Maya Kalyanpur, PhD, professor and department chair, was awarded a Fulbright Fellowship grant for 2017 - 2018 to pursue her research on “Understanding Learning Disability and Dyslexia in the Indian Educational Context.” Odesma Dalrymple, PhD (Engineering), Yaoran Li, PhD (SOLES), Perla Myers, PhD (Mathematics), Vitaliy Popov, PhD (SOLES), and Joi Spencer, PhD (SOLES), were awarded a National Science Foundation AISL (Advancing Informal STEM Learning) grant for their study, “Bridging the World of Work and Informal STEM Education.” The project seeks to promote sustained science, technology, engineering, and mathematics interest among middle school students in primarily Hispanic-serving areas. Laura Deitrick, PhD, Associate Director of The Nonprofit Institute, received a San Diego Workforce Partnership grant to conduct a pre- and post-labor market analysis regarding San Diego County’s nonprofit sector jobs. Mary Jo Schumann, PhD, Director of Research at the Caster Family Center for Nonprofit and Philanthropic Research, received grants from the following: • MUFG Union Bank Foundation to supplement the ongoing evaluation of their grant making • Military Transition Support Project to supplement the ongoing 3-year program evaluation of zero8hundred, a San Diego nonprofit that helps veterans and their families successfully transition to civilian life. • Salvation Army – Sierra Del Mar Division to conduct a formal and systematic assessment of the “Club 60” Senior Nutrition Program • Nash and Associates to conduct teen pregnancy prevention research • Blue Star Families to assist in creating a “Military Funder Roadmap” that will identify best practices and keys for success when funding The Institute for Entrepreneurship in Education, received sponsorship from the Microsoft program TEALS for the Spark Speaker Series, Fostering Innovation & Equity in our Schools. The University of San Diego’s School of Leadership and Education Sciences (SOLES) and the College of Arts and Sciences received a grant from the California Commission on Teacher Credentialing (CTC) to create an innovative teaching credential program on campus. In partnership with the San Diego Community College District, the Integrated Teacher Preparation Program will address the shortage of mathematics and science teachers throughout the state of California.
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FACULTY SCHOLASTIC ACCOMPLISHMENTS
Books, Book Chapters, Edited Books, Reports Campbell, C., Mata, C., & Galloway, F. (2017). Meeting today’s higher education goals via the National Center for Education Statistics’ postsecondary sample surveys (NCES 2017-401). Washington, DC: National Postsecondary Education Cooperative. Cordeiro, P. A., & Brion, C. (2016). School leadership in developing nations: Strengthening the capacity of low-free independent schools. In L. Gomez-Choma, A. Lopez-Martinez, & I. CandelTorres (Eds.), Proceedings of the 9th International Conference of Education, Research and Innovation (pp. 7072-7080). Cordeiro, P. A., & Brion, C. (2016). Women entrepreneurs in low-fee private schools in West Africa. In L. Gomez-Choma, A. Lopez-Martinez, & I. Candel-Torres (Eds.), Proceedings of the 9th International Conference of Education, Research and Innovation (pp. 7081-7090). Deitrick, L., Durnford, J., & Young, E. (2017). Annual report: State of nonprofits in San Diego. San Diego, CA: The Nonprofit Institute, University of San Diego. Dietrick, L., Schmitz, H. P., Lam, M., Trull, C., & Tinkler, T. (2016). Annual report: State of nonprofits and philanthropy in San Diego. San Diego, CA: Caster Family Center for Nonprofit and Philanthropic Research, University of San Diego. Donmoyer, R. (2016). Leadership research and practice: Competing conceptions of theory. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1-6). Donmoyer, R. (2017). Questioning postmodernism: Does it have anything to offer leadership fields? In G. Lakomski, S. Eacott, & C. Evers (Eds.), Questioning leadership: New directions for educational organizations (pp. 125-136). Oxford, U.K and New York, NY: Routledge Press. Edwards, T. M., Patterson, J., & Williams, L. (2017). Evidence-based practice with couples and families. In J. Carlson & S. Dermer (Eds.), The SAGE encyclopedia of marriage, family, and couples counseling (pp. 574-576). Hubbard, L., & Datnow, A. (2017). Bumping up against tradition: Successes and challenges of student centered learning. In G. Conchas & M. Gottfried (Eds.), Policy goes to school. New York, NY: Routledge. Ladany, N., Friedlander, M. L., Nelson, M. L. (2016). Supervision essentials for the critical events in psychotherapy supervision model. Washington, DC: American Psychological Association. Molina, S. C. (2017). English as an international language case study. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language. Bristol, UK: Multilingual Matters.
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Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. In P. Ng & E. Boucher-Yip (Eds.), Teacher agency and policy response in English language teaching (pp. 7-25). New York, NY: Routledge. Molina, S. C. (accepted). Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program. In Advocacy in English Language Teaching and Learning: Critical studies in multilingualism series. Molina, S. C. (in press). Mediating teacher candidate sense of agency in a community based adult English language program. Oxford, UK: Routledge. Nahavandi, A., & Krishnan, H. (2017). Indo-European leadership (IEL): A non-western leadership perspective. In J. L. Chin, J. E. Trimble, & J. E. Garcia (Eds.), Global and culturally diverse leaders and leadership: New dimensions, opportunities, and challenges for business, industry, education and society (pp.103-122). Binlgely, UK: Emerald Group. Rowell, L., Bruce, C., Shosh, J. M., & Riel, M. (2017). The Palgrave international handbook of action research. New York, NY: Palgrave Macmillan. Spencer, J. (2016). Moving from the outside in or what white colleagues need to do to get it right with their white students. In N.M. Russell, C.M. Haynes, & F. Cobb (Eds.), Interrogating whiteness and relinquishing power: White faculty’s commitment to racial consciousness in STEM classrooms (pp.223-226). New York, NY: Peter Lang. Spencer, J., & White, D. (2016). Learning to teach equity: Cases and commentaries on facilitating mathematics teacher professional development. In D.Y. White, S. Crespo & M. Civil (Eds.), Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms. Charlotte, NC: Information Age. Stolz, S. (2016). Disability community, policy, care and empowerment: “Growing up” at MDA camp and the shaky social contract. In R. Malhotra (Ed.), Disability politics in a global economy: Essays in honour of Marta Russell. New York, NY: Routledge.
Journal Articles Bartell, T. G., Wager, A. A., Edwards, A. R., Battey, D., Foote, M. Q., & Spencer, J. (2017). Toward a framework for research linking equitable teaching with SMP. Journal for Research in Mathematics Education, 48(1), 7-21. Berlin, N., Masaoka, J., & Schumann, M. J. (2017). Two-legged stool: New findings from California on nonprofits and overhead. Nonprofit Policy Forum, 8(2). Buchanan, J., Donmoyer, R., & Makokis, P. (2016). Access issues…and a bit more: A talking circle inspired discussion. Learning Landscapes, 9(2), 105-125. Corbett, L., Deitrick, L., & Marano, M. (2017). The nonprofit academy: Building strong nonprofits to drive economic development. The IEDC Economic Development Journal. Datnow, A., & Hubbard, L. (2015). Teachers’ use of data to inform instruction: Lessons from the past, prospects for the future. Teachers College Record, 117(4), 1-26. Desta, M., Deyessa, N., Fish, I., Maxwell, B., Zerihun, T., Levine, S.,… & Garland, A. F. (2017). Empowering preschool teachers to identify mental health problems: A task-sharing intervention in Ethiopia. Mind, Brain and Education, 11, 32-42. Dinaro, A., & Stolz, S. (2017). Strength in vulnerability. Illinois ASCD Quarterly Journal, 63(1), 18-23. Garland, A.F., Lebensohn-Chialvo, F., Hall, K.G., & Cameron, E.R.N. (2017). Capitalizing on scientific advances to improve access and quality of children’s mental health care. Behavioral Sciences and Law, 35, 337-352. Geary, D., Nicholas, A., Li, Y., & Sun, J. (2017) Developmental change in the influence of domain-general abilities and domainspecific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109, 680-693. Getz, C., & Assefa Tessema, K. (2017). Educating leadership students to become active participants in their discourse communities. Journal of Leadership Education, 16(1), 64-80. Harper, S. R., & Newman, C. B. (2016). Surprise, sensemaking, and success in the first college year: Black undergraduate men’s academic adjustment experiences. Teachers College Record, 118(6), 1-30.
Hong, E., Part, R., & Rowell, L. (2017). Children’s and teacher’s conceptions of creativity: Contradictions and implications in classroom instruction. In Beghetto, R. A. & Sriraman, B. (Eds.), Creative contradictions in education: Cross disciplinary paradoxes and perspectives (pp. 303-331). Basel, Switzerland: Springer International. Kalyanpur, M. (2016). Inclusive education policies and practices in the context of international development: Lessons from India and Cambodia. Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 3/2016, 16-21.
Newman, C. B. (2016). Minority engineering programs at the multiculturalism crossroads: A multiple case study of two historically white public research universities. Journal for Multicultural Education, 10, 217-233. Patterson, J., Edwards, T. M., & Vakili, S. (2017). Global mental health: A call for increased awareness and action in marriage and family therapy. Family Process. Popov, V., Van Leeuwen, A., & Buis, S. (2017). Are you with me or not? Temporal synchronicity, and transactivity during CSCL. Journal of Computer Assisted Learning, 33, 424-442.
Lam, M., Klein, S., Freisthler, B., & Weiss, R. E. (2013). Child center closures: Does nonprofit status provide a comparative advantage? Children and Youth Services Review, 36, 525-534.
Schmitz, H. P. (2016). Review panel on ‘The taming of democracy assistance: Why democracy promotion does not confront dictators’. ISSF Roundtable, 8(18) 14-16.
Lam, M., & McDougle, L. (2016). Community variation in the financial health of human service nonprofits: An examination of organizational and contextual effects. Nonprofit and Voluntary Sector Quarterly, 45, 500-525.
Shiffman, J., Schmitz, H. P., Berlan, D., Smith, S. L., Quissell, K., Gneiting, U., & Pelletier, D. L. (2016). The emergence and effectiveness of global health networks: Findings and future research. Health Policy and Planning, 31(supplement 1), i110-i123.
Li, Y., & Geary, D. (2017) Children’s visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2), e0172046.
Spencer, J. & Molina, S. (2017). Mentoring graduate students through the action research journey using guiding principles. Educational Action Research.
Li, Y., Jeff, A., & Casillas, A. (2017). Relating psychological and social factors to academic performance: A longitudinal investigation of high poverty middle school students. Journal of Adolescence, 56, 179-189.
Stadnick, N., Chlebowski, C., Baker-Ericzen, M., Dyson, M., Garland, A., & BrookmanFrazee, L. (2017). Psychiatric comorbidity in ADS: Correspondence between mental health clinician report and structured parent interview. Autism: International Journal of Research and Practice, 21, 841-851.
Libby, P., Deitrick, L., & Mano, R. (2017). Exploring lobbying practices in Israel’s nonprofit advocacy organizations: An application of the Libby lobbying model. Administrative Sciences, 7(4), 37. Molina, S. C. (2016, December). Developing reflective practitioners through action research in TESOL. Teacher Education Interest Newsletter. Molina, S. C. (2016). The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4(1), 61-69. Mou, Y., Li, Y., Hoard, M., Nugent, L., Chu, F., Rouder, J., & Geary, D. C. (2016). Developmental foundations of children’s fraction magnitude knowledge. Cognitive Development, 39, 141-153. Nahavandi, A. (2016). Threshold concepts and culture-as-meta-context. Journal of Management Education, 40, 794-816.
Trask, E. V., Fawley-King, K., Garland, A. F., & Aarons, G. A. (in press). Client report of delivery of common elements in usual care and the association to satisfaction. Journal of Child and Family Studies. Vance, F. (2016). Understanding adolescents’ skill-building in the after-school context. Journal of Youth and Society. Wood, J. L., & Newman, C. B. (2017). Predictors of faculty-student engagement for black men in urban community colleges: An investigation of the Community College Survey of Men (CCSM). Urban Education, 52, 1057-1079. Zigarmi, D., Galloway, F., & Roberts, T. (2016). Work locus of control, forms of motivational regulation, employee work passion, and work intentions: An empirical investigation of an appraisal model. Journal of Happiness Studies.
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DONORS
Kevin Dooley ‘93, Director of Development Each year we are proud to list our donors who support a variety of scholarships, initiatives and academic programming. What we are able to accomplish at SOLES with these gifts is immense, and we are thankful in equal measure for the generosity of the University of San Diego’s alumni, foundations, business partners and friends. Our students, professors and alumni are reaching for, and achieving their dreams, and it is due to donors like those listed here. If you would like to invest in our students and our programming, please contact Kevin Dooley, Director of Development at (619) 260-4283 or kevindooley@sandiego.edu.
LIFETIME GIVING FOUNDER Frank Alessio Moises Baron Victoria Baron ‘94 William Barulich Rafaela Belanich ‘61, ‘77 Dana Black ‘14 Sandra Brue ‘66 Christopher Carstens Sandra Cassell Farrell ‘61 Paula Cordeiro Rodney Dammeyer Richard Davis
Bert Degheri ‘61 Kim Fletcher Ron Fowler John Guido Alice Hayes Robert Hoehn Robert Infantino Irwin and Joan Jacobs Amelia Johnson ‘59 Keith Johnson Fredrick Kleinbub Angelina Kleinbub ‘59
Carol Lattimer Douglas Manchester Paul Marshall ‘78 Joseph Matranga ‘82 Mary Orradre ‘61 Rosalie Parkman ‘58 Willa Ramsay ‘66, ‘70 Mary Scherr Darlene Shiley Ruth Westreich Mary Wiesler
Philip Hwang Ginger Infantino ‘81, ‘85 Charles King ‘62 and Maureen King ‘64 C. Edward Miller ‘69 Paul Nierman Michael Pinto
Patricia Seiber ‘57 Robert Swanson Carol Vassiliadis Pamela Volker Raymond Volker Patricia Whalen Terry Whitcomb
Peter Dunn Cheryl Getz ‘88 Jeffrey Glazer ‘94 Robert Gleason Tony Hsu Janie Mangus John Martin
Kenneth Miller David O’Brien ‘16 M. Constance Salerno Dillon ‘55 Peter Sibley Pamela Snyder ‘67 Richard Sulpizio
BENEFACTOR Michael Auerbach Robert Baker Jeffrey Carlstead ‘04 Daniel Derbes ‘07 Edward DeRoche Glenn Ferguson Norm Hapke
FELLOW R. Donna Baytop Allen Baytop Jacquelyn Borck Elizabeth Bradley Helmick ‘61, ‘89 Sandra Chew Phillips ‘68 Gloria De Ment ‘76
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PATRON Jennifer Anklesaria ‘88 Jimmy Anklesaria ‘85 Karen Berger ‘97 Josh Billauer Rachel Borgatti Cathe Burnham ‘13 Freda Callahan ‘62 Ian Campbell Isobel Degnan
Fran Dolan ‘63 Jacqueline Fitzpatrick ‘89, ‘96 James Gase ‘73, ‘81 William Geddes Wendy Gillespie Rick Hagan Suzanne Hagan ‘81, ‘94 Timothy Haidinger Eunsook Hong
Jennifer Jeffries ‘94 George Reed Pat Libby Lonnie Rowell Teresa Liberatore Gase ‘73 Laura Stoia ‘09 Luis Maizel Catherine Velotta ‘79 Mary McDonald John Velotta Rowena Naidl ‘59 Sheryl White Coreen Petti John Yochelson Joseph Preimesberger ‘84, ‘96 Jennifer Preimesberger ‘85, ‘89, ‘00
ASSOCIATE Robert Andrzejewski Michael Antieri Henri Ardantz Sally Bennett-Schmidt ‘84, ‘97 Ernest Borunda ‘66 Alfred Bowden ‘02 William Brandt Diane Canedo ‘67 Alberta Casey ‘55 Thomas Cesarini ‘07, ‘16 Mary Olive Chambers Lien ‘63 Manuel Cordeiro Diana Craft ‘72 Renee Fitzgerald ‘06 Evelyn Francuz
Joan Friedenberg David Friedenberg ‘77 Augustine Gallego Ann Garland Steven Gelb Edith Glassey ‘05 Debbie Gough ‘82 Stuart Grauer ‘89 Kai Haber Kirsten Hanson Garcia ‘07 Leslie Hennessy ‘78, ‘14 Peggy Hetherington Lea Hubbard Karen Johnson ‘87 Christopher Kozo
Edward Kujawa Elaine Lewis ‘16 Valerie Livesay ‘06, ‘13 Patricia Lowry ‘81, ‘84 Mary Lyons Bernadette Maldonado ‘10, ‘16 Judy Mantle Susan Mitchell ‘94 Michael Mona M. Ruth Mulvaney Afsaneh Nahavandi Christopher Newman ‘04 Scott O’Mara ‘70 Kevin Petti ‘06 Vanessa Praggastis ‘12
Mary Scott ‘90 Karen Semler ‘71 Susanne Stanford ‘75 Rondi Stein ‘94, ‘06 Mark Thompson ‘08 Joan Zinser Richard Vorst Carolyn Walker Christina Wilson Emily Young Kelly Zastrow ‘12 Susan Zgliczynski James Zgliczynski Sally Ann Zoll ‘76, ‘90
SOLES, UNIVERSITY OF SAN DIEGO | 23
DONORS
ANNUAL GIVING FOUNDER Fidelity Charitable Gift Fund Fred J. Hansen Foundation
Irwin and Joan Jacobs
FELLOW Edify Kasperick Family Charitable Gift Account
Carol A. Lattimer NOYCE Foundation
PATRON Michael D. Auerbach The Corley Foundation
Raymond J. Volker ‘82
ASSOCIATE Robert L. & Ginger ‘81, ‘85 Infantino San Diego Foundation
San Diego Gas & Electric Company
MEMBER Ernest Borunda ‘66
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Mary Lyons
FRIENDS ABC-Clio Linda Acosta ‘08 Chris Adams Ashley C. Adams ‘10, ‘17 Deena Aladray-Holcomb ‘88 Patricia Alvarez De Los Cobos Nicole Assisi ‘02, ‘06 Tania Fatima Azevedo ‘02 Gary R. Birkenbeuel Carol Bos ‘13 Amy Brothers ‘11 Michael Angelo A Camacho ‘16 Molly Marie Carlson ‘14 Elizabeth A. Castillo ‘85, ‘10 Mary Olive Chambers Lien ‘63 Belinda L. Christensen ‘89, ‘93 Amanda Elise Cisneros Maribel Compagnone ‘93 Amanda J. Corona ‘17 Gino Correa Diana M. Craft ‘72 Chad J. Czerniak ‘95 Carli A. Danaher
Kevin W. Dooley ‘93 Judith Ann Dowdy ‘04 Brian Duffy Pamela Evenden Jenny K. Ferrone ‘03 Fitz Nonprofit Consulting Laura K. Fleming ‘96 Stacie M. Freasier ‘09 Beth Garofalo ‘05 Olivia Gil-Guevara ‘06 Marina Gil ‘08 Aimee L. Glotz ‘09, ‘10 Robert J. Gravina ‘89 David Haimovich Becky L. Hames ‘08 Robert B. Hardaway Jr. Jeanne M. Heaphy ‘83 Leah M. Hearnsberger ‘96 William L. Hennrikus Steven D. Hernandez ‘88 Minh-Ha T. Hoang ‘96, ‘01 Jamie E. Hobart ‘95 Brent M. Hodges ‘93
Marci C. Hubal ‘91, ‘93 LaPorcha M. Ingram ‘15 Danny G. Johnson Nicholas Kajimoto ‘11 Andrew Kasiske David Lang Patricia A. LaVoire ‘05 Persephone D. Lewis ‘09 Teresa A. Liberatore Gase ‘73 Valerie T. Livesay ‘06, ‘13 Lotus Leadership Institute Brittany Love Atlantide Maria Mangin ‘17 Peter Maribei ‘16 Mary H. Matteucci ‘91 Julia McBride Kalena M. Michalec Kathleen F. Mikitka-Gomez Lauri A. Miville ‘94 Sonya A. Mohamed ‘17 Anthony J. Morales Torres ‘07 Adrienne Y. Moreland ‘78, ‘79 Nani J. Naish ‘05
Reyes L. Quezada ‘83 Adriana Rivas-Sandoval Daisy Rodriguez ‘13 Olivia A. Romero ‘76, ‘77 Janice Rowland Anita M. Ruesterholtz ‘76, ‘77 Roberto Santillan ‘85 Cynthia R. Short ‘88 Linda P. Spuck Eleni Mary Stang ‘16 Gregory G. Stump ‘03 Richard Sulpizio Jessica Szumski Alyssa Thompson Kimdinh Tran Adina Veen ‘10 Nhi Tuong Vu Shanelle A. Watkins Andrew D. Westfall Holly N. Whalen ‘08 Ebony R. Wiley Glenn Wilhite
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www.sandiego.edu/soles Mother Rosalie Hill Hall • 5998 Alcalá Park • San Diego, CA 92110-2492 • (619) 260-4538