Written by HOD student Barton Buechner
Future Faces of Fielding: Finding Fractal Fraternity
Reflections of New Student Orientation
The spring New Student Orientation (NSO) 2013 cohort of the Fielding Graduate University School of Human & Organizational Development (HOD) began with evident embodiment of diversity. Like a view through a kaleidoscope, each turn of the lens displayed patterns not previously apparent. After a week of enmeshment with faculty and student anchors, patterns of unity emerged as well, amid aspirations and predictions of growth and new discoveries.
The faces and places of this NSO also reflected Fielding’s strategic direction and drawing power; India and Great Britain via Egypt and Dubai, crossing north and south borders of Canada and Mexico, German-New York fusion and Santa Barbara Celtic, just touching upon a few exemplars of global mélange in the room. In one exercise organized by Susan Herrmann, participants tossed a tennis ball to each other with a greeting in their first or second non-English language, and passed instructions in intersecting tongues. The common language became laughter. Later, it was music, with three talented singers and a poet in the house. The outgoing interim dean of HOD, Margo Okazawa-Rey, bestowed the title of “beloved” to the new entrants, imprinted on a maroon and gold lanyard adorning each, lei-like as yet another symbol of sprouting unity.
Anticipations of emerging reality, and realities – holding a new passport to learning. Standing at the shore of a great sea, feeling like fish. Envisioning yoga for the mind, body and spirit: stretching, pushing, balancing. Leaving behind corporate pathologies for integral healing. Bald ambition of anticipated growth. Are we evolving yet?
We learned of new HOD program direction as Dottie Agger-Gupta takes the helm: Fielding is getting lean, no more deans. What will that mean? Tackling the task of learning the “new normal” of a Moodle-powered approach to scholarly collaboration from others just learning as well, the Spring NSO cohort absorbed presentations delivered for the first time in the new format and language as Felix fades. Faculty and student anchors resisted temptation to describe the comfortable "old ways" as we made sense of the new, together. Previously unfamiliar six-syllable words entered the conversation, and terminologies of diversity. Memories of the cold water of the “deep end” of pre-NSO gave way to forward motion of being in the swim.
In small groups, the metaphoric concept of “journey” grew legs in the sharing of spiritual pathways, intellectual meandering, and driving passion. Stories of quests and conquest, mysteries and revelations, and often deep pain came forward and merged in the growing “we-space” of community. Skeptical glances and furtive, longing gazes out the window at the Santa Barbara sea, sand and skyscapes became fewer, as attention and intention came into focus. As we inquired appreciatively, gifts were uncovered, explored, and shared. Commonalities built bonds, differences bespoke latent collaborations.
Like all NSO cohorts before, the group heard from the (sometimes wild) horse’s mouths of those ahead of us on this pathway. The Funky Pelican in search of the Red Fish. Seated around the fishbowl, second-person stories of scholars yet to meet, sages with gifts yet unimagined. Legends from the misty time of Casa de Maria, rituals of the fish and dolphins, learning to see in the other’s eyes the image of the “Changing Woman” of Chumash lore. Venerable Fielding godfather Don Bushnell spoke of the deep empirically-based and well-researched meaning underlying the “Fielding” identity, and the equally profound legacy of merry mischief, embodied by his much-anticipated “bubble dance.”
Much inspired, the class of spring 2013 returned the favor with satirical skits, featuring the sincere flattery of faculty emulation. Sly caricatures were met with knowing nudges and occasional howls as suckers were savored around the circle. What began days earlier with a staid and scholarly cocktail party ended as a dance of celebration. Singing and dancing; reflective, contemplative, anticipatory.
On parting, more reflections.
The heady and liberating transition from high-powered executive to being a student again…. And finding out how to hold both going forward. Balancing the need to manage, drive, make things happen with a gentler and contemplative questioning.
Previously clear goals now in question, dissolving to make space for something greater, yet still unknown. We brought too much baggage, set some aside to make space. Travel lightly on this path, pick up the stones and feathers that speak to you.
The existential angst of password resets tempered with the comfort of no longer being alone in the digital universe. Doubts erased. Open to love and be loved. The privilege of privileged information. To see each other for the first time. Going forward, we take each other with us. Who am I among these? Somebody….
The embodiment of our companions is more than the words on paper would have led us to believe. There is wisdom in that, the opening of an eye.
With that eye opening, we somehow find unexpected comfort in resting in the mystery of not knowing….yet….
Finally, love and appreciation for Jerry, the Snow atop the mountain of wisdom we are getting ready to climb.
Thank you to Jerry Snow for the photos. Click here to view album.
Barton Buechner came to Fielding because of its reputation for “activism, transformation, and scholarly engagement.” The military veteran had retired from the US Navy in 2008 and enrolled in Fielding in 2009, with a generally-framed academic agenda that has since gained shape and focus.
Connected Histories: Coaching and Fielding
By Leni Wildflower, HOD alumnus
When I began to write the book I had decided to call The Hidden History of Coaching, something fantastic happened. My research into the origins of coaching led me to a cluster of social, spiritual and intellectual movements that shaped much of what we associate with the progressive developments of the 60s and 70s. I found myself reconsidering personal experiences that had had a profound impact on me during those years.
At the same time, I began to think with new insight about a later stage of my life, my time at Fielding. Common threads began to emerge, linking all three: the values and principles of coaching, my own coming of age, and the institution that became my intellectual home as a student and a teacher for almost 20 years.
As a student in the 1960s I was deeply moved by the political, social, and cultural shifts that were emerging. I quit College to work for Students for a Democratic Society, living and doing community organizing in poor urban and rural communities. I became involved in the women’s movement, went to spiritual intensives, and read psychology extensively.
After raising a family while working full time, I entered Fielding as a PhD student. I thought of this as a distinct new phase in my life, though, like so many of my fellow students, I knew I was bringing with me a wealth of accumulated experience and personal knowledge. Coaching, as a professional activity and a subject of academic curiosity, came later still.
But in writing The Hidden History of Coaching, I began to see how much of what I was calling our “coaching heritage” was the same mix of influences out of which Fielding had grown. I began to sense an unexpected coherence in these different phases of my life and in the heritage I share with other Fielding alumni.
To take just two examples from The Hidden History:
On February 1, 1960, four black students in Greensboro, North Carolina sat down in the ‘whites only’ section of a Woolworth’s lunch counter and refused to leave. This took extraordinary courage. The next day 24 students returned to join the demonstration. Within a month, there were 70,000 sitting in all across the South. By July of that year, Woolworths had integrated its lunch counters.
Meanwhile at the Esalen Institute in Big Sur, California, people were gathering to discuss possibilities for human growth. This was a period of intellectual and social ferment when people were thrown together in unprecedented ways. Barriers were broken down. Gender roles were challenged, settled structural arrangements disrupted, moral lines redrawn. Esalen served as a prism, taking in light and refracting it in many directions.
Though times have changed, as Fielding alums, students, faculty and staff, it is important to remember how much we owe to this period. For a whole range of reasons, new possibilities for people were emerging. At the heart of these various movements was the idea that human beings could be greater, achieve more freedom, and accomplish more than had been commonly imagined.
Leni Wildflower has 20 years experience as an executive coach, author and educator, working in the US, UK, Europe, China and Latin America. Her passion as a coach is to inspire clients to reach new levels of clarity and effectiveness.
As an innovator and thoughtleader on coaching as a profession, a discipline and a craft, she developed the ground-breaking programme of evidence-based coach training at Fielding Graduate University in Santa Barbara, and co-edited the definitive The Handbook of Knowledge Based Coaching: From Theory to Practice. She is an expert on blended learning and online education.
To contact Leni Wildflower: firstname.lastname@example.org
Official announcement by The Washington State Access to Justice Board:Click here to view.
The Washington State Access to Justice Board is pleased to welcome their newest member, Marion Smith, EdD. Smith was appointed by the Washington Supreme Court for a three-year term through May 17, 2016.
A career-long urban educator, Smith has served educational communities in Las Vegas, Philadelphia and now Seattle. He is the principal at Lowell Elementary School, a pre-K through Grade 5 elementary school in Seattle, Washington that educates three distinct student populations: general education students, Low Incidence special education students with behavior, development, sensory and/or severe orthopedic impairments, and medically-fragile students. Smith’s work and professional practice is anchored in issues around advocacy, structural inequality and diversity, equity and social justice with a lens on K-12 urban education. He is a member of the Equity and Race Advisory Committee to the Superintendent of Seattle Public Schools.
Smith began his career with the Clark County school district in Las Vegas, Nevada, where he served in a variety of capacities: middle school and high school English teacher, AVID curriculum specialist and middle school dean of students. He was the founding director of culture at Young Scholars Frederick Douglass Charter School in Philadelphia, Pennsylvania before coming to Seattle to serve as assistant principal at Madrona K-8.His work toward confronting institutional bias and challenging convention in the education system, and in establishing community partnerships across disciplines will be helpful to the Access to Justice Board’s efforts to eliminate bias in the justice system and strengthen collaborative relationships in support of the Alliance for Equal Justice.
Smith holds an EdD in Education from the School of Educational Leadership & Change(ELC) from Fielding Graduate University, a MA in Education Administration, and a BS in Secondary English Education from the University of Nevada, Las Vegas. He has been accepted to Cohort 7 of the Executive Leadership Superintendent Program at Seattle University. The Access to Justice Board was established by the Washington Supreme Court in1994, and is administered by the Washington State Bar Association. The Access to Justice Board recognizes that access to the civil justice system is a fundamental right and works to achieve equal access for those facing economic and other significant barriers.
This is the twenty-first book written by Four Arrows, and Peter Lang Publishers claims Teaching Truly to be a first of its kind for educational publishing. After reviewing Teaching Truly, Noam Chomsky stated:
This enlightening book reminds us that the grim prognosis for life on this planet is the consequence of a few centuries of forgetting what traditional societies knew, and the surviving ones still recognize. We must nurture and preserve our common possession, the traditional commons, for future generations, and this must be one of our highest values, or we are all doomed. To regain this sensibility from those who have preserved it we must pay careful attention to their understanding and practices, especially their educational practices as brought to us in these thoughtful chapters.
Teaching Truly offers K-16 course-specific guidelines for helping teachers and students counter-balance mainstream education’s hegemonic influences with indigenous learning precepts. Guest authors contribute to six of the book’s thirteen chapters, one of which is doctoral ELC student and mentee of Four Arrows, Kathryn England-Aytes.
This is not the first Fielding student to have co-authored with Four Arrows. A number of students in Fielding’s neuropsychology program contributed to his book, Critical Neurophilosophy and Indigenous Wisdom and students from all three colleges contributed to his acclaimed text on alternative dissertations, The Authentic Dissertation. When asked about why he asked a student to contribute, Four Arrows replied:
I’m fortunate to be able at this stage of my career to get publishers interested in projects. One of my goals, besides getting people to rethink status-quo perspectives, is to give recognition to the one school that stands for challenging the stats-quo where needed, Fielding Graduate University. Since our students are a big reason for Fielding’s reputation, I love to not only use their expertise but also to give them first opportunities to get published whenever possible. Kathryn’s dissertation work offered a perfect opportunity for an introductory chapter for this book and I’m proud she has joined the more seasoned guest authors on the cover of the book.
As an anarchist educator, Four Arrows solicited a large number of noted critical educators to read and comment on his text. Although he admits that offering suggestions for non-Indian teachers to teach non-Indian students is sensitive and complex undertaking, it is full of opportunities to turn the dire situations facing our world around. It seems that many agree with this approach.
The sampling of reviews below reveals that Four Arrows has touched a nerve in both offering frank criticism of policy, standards and outcomes in mainstream education while offering a counter-balancing solution that can be used in complementary ways to existing curriculum for those teachers who dare:
Penetrating, fearless and practical, this book offers educators (and anyone else with an interest in our future) a way to create a better world—before it is too late!—Thom Hartmann
In my own work as an environmental activist, I’ve learned more from the indigenous environmental network than just about anyone else. If the Indigenous perspective can help even an old guy like me, then educators should be paying attention to what Four Arrows offers in this book. God knows we need some new ways of looking at things.—Bill McKibben
Teaching Truly is a singularly provocative book with the unsettling analysis that education is not about learning and economics is not about the well-being of society. As today’s institutions crumble in their dysfunction, Four Arrows draws upon tens of thousands of years of empirical data within Indigenous societies, crucial intelligence on what works and how to unleash the kind of learning that will help us become human beings present and in balance with Mother Earth.—Rebecca Adamson
At a time when mainstream education is viewed as impoverished and lacking in meaning, this engaging book invites educators to start a self-reflective dialogue on educational innovation stimulated and inspired by the indigenous wisdom. With humility, sensitivity and force, Teaching Truly gives rise to the possibility of transforming education from inside out.—Scherto Gill
In this provocative new book, Four Arrows takes a principled stand on behalf of a significant educational perspective that has long been buried by corporate and political interests, that of the continent’s primary people. We would surely live more balanced, respectful and grounded lives if 21st-century educators were to read this book and learn from its lessons. If we hope to pass along to our grandchildren a healthy 22nd century, we need a richer education than the ‘edupreneurs’ have provided us thus far.—Peter Smagorinsky
This new book by Four Arrows bridges a gap, allowing for a renewed flow of wisdom from American Indian cultures. This perspective has always been crucial to us at AERO and we hope many will be able to use it before our mainstream culture goes over a cliff.”—Jerry Mintz
This book needs to be taken seriously. It offers a perspective that has been missing in cultural storage and thinking promoted in public schools and universities and online learning systems. There are many reasons for learning from indigenous knowledge systems. It would be a mistake to read Teaching Truly as an appeal to going back in time, as the lessons to be learned from indigenous cultures are timeless.—C.A. Bowers
In Teaching Truly, Four Arrows draws a frighteningly accurate map of the known world, and the spiritual and material collapse that’s upon us: death and destruction at the heart of the liberal techno/imperial/capitalist juggernaut. Drawing on ancient and Indigenous ways of being and knowing Four Arrows offers a contemporary guide to what is to be done, and illuminates a path toward a future where schools might play a powerful role in truth-seeking, repair, and renewal for all children, youth, families, and teachers. After an encounter with Four Arrows, I reflected with renewed energy on the urgent questions that drive free people in pursuit of enlightenment and liberation: What are we? Why are we here? Where are we headed? How shall we live? What kind of world can we hope to inhabit? This handbook for teachers is a vibrant and essential text for anyone who wants to understand the broad dimensions of the mess we’re in and pursue a wise and practical pathway forward.—William Ayers
Four Arrows has cut to the core in Teaching Truly. Doing more than overcoming the omissions, misinterpretations, and outright fictionalization of our culture, traditions and spirituality that have been taught in American schools, he has put together generalizable teachings for specific subjects in ways that can point education toward achieving a more balanced world.—Tim Giago, Nanwica Kciji (Stands Up for Them)
To order a copy of Teaching Truly: A Curriculum to Indigenize Mainstream Education go to Amazon.com. All profits from this book will go to worthy American Indian educational associations and foundations.
Listen to Four Arrows radio interview on the Kevin Barret show: http://truthjihadradio.blogspot.mx/
Contact: Four Arrows, aka Don Trent Jacobs, PhD, EdD, http://www.teachingvirtues.net
The online university rankings are based on an a comprehensive national review of 43 regionally accredited graduate schools that offer 71 online master’s in psychology and allied human services careers.
Fielding’s School of Psychology acting dean, Kristine Jacquin, PhD, commented "I'm pleased that our media psychology master's program has been recognized as a good value. Others are learning what we already know -- that we have a great program. The faculty brings great experience, knowledge, and energy to the program. Faculty members are highly involved, making the online learning experience richer and more rewarding for students."
Fielding Graduate University Best Buy Ranking
Fielding Graduate University, a private non-profit university headquartered in Santa Barbara, CA, is a regionally accredited graduate and post-graduate institute. The university has been a leader in distance education since its’ founding as a distributed learning institute for adult scholar-practitioners in 1974.
“Given its unique pioneering role in developing distributed learning networks tailored to the needs of adult students, Fielding is a true educational-innovator among online grad schools,” says Get Educated founder, Vicky Phillips.
“The scholar-practitioner model developed by Fielding through the use of nationally distributed learning networks and study clusters has, in the last decade, become the venerated standard copied by newer online graduate schools nationwide” says Phillips, who has been researching online learning for more than two decades.
“Fielding’s top 20 ranking on the Get Educated national online master’s degree affordability survey reveals the school is committed to making higher education financially accessible to psychology professionals across the United States at a time when the debate over higher education cost and value has reached critical pitch.”
“Dedicated to bringing higher education to adult scholars in the communities where they live and work Fielding’s online Master’s in Media Psychology is a unique academic gem. Fielding blends affordability and quality by offering a low-cost, high social impact online learning program that is rooted in critical liberal arts traditional while simultaneously supporting practical new research on the transformative role of social, mobile and immersive media on personal and cultural identity.”
“Fielding’s master’s in media psychology, available 100% online, represents one of the most innovative online degree curricula Get Educated editors have reviewed in the last decade,” says Phillips. “Nothing has altered social and cultural identity more than digital media. Fielding’s online master’s allows researchers and practitioners to study how new media is being harnessed for social advocacy and political disruption as well as for commercial persuasion. The online media courses allow marketing professionals to study emerging trends, such as branding and trans-media storytelling, as they unfold in real time, online and across media channels. Break-through courses like the Psychology of Neuromarketing represent some of the first university sponsored efforts to explore the power, promise and perils of new media,” says Phillips “This program is a great online learning value in terms of its contribution to new media research and it extremely reasonable cost structure when compared to it national peers.”
Online Master’s Costs Rising
According to the national online learning survey the average cost, tuition and online education fees included, for a professional master’s in human services (regionally accredited) is $27,416. Fielding’s online Master’s in Media Psychology ranks #19 and is significantly lower.
Fielding’s media psychology program director, Garry Hare, PhD, stated, “Graduate education is only a best buy if the program is a truly valuable educational experience. Our media psychology faculty has designed an innovative, contemporary and very participatory curriculum. The result prepares our graduates for rewarding careers centered on the social impact of digital media and mobile communications.”News Archive
"Strategic Enrollment Management Quarterly" includes an article by Monique Snowden, Associate Provost for Academic and Enrollment Services at Fielding Graduate University
Article online ISSN: 2325-4750
Release of the new SEM Quarterly was announced during an official launch at the American Association of Collegiate Registrars and Admissions (AACRAO) Annual Meeting in San Francisco in April, 2013.
SEM Quarterly, published by AACRAO and Wiley Periodicals, provides knowledge and insight into the ongoing evolution of strategic enrollment management. SEMQ bridges the gap between theory and practice with articles by thought leaders and practitioners who address the emerging dynamics of SEM, including: executive-level leadership, leading strategies, internationalization, research, academic orientation, and current trends.
The inaugural issue of SEMQ features articles by Don Hossler, professor of educational leadership and policy studies at Indiana University, Bloomington; David Kalsbeek, senior vice president for enrollment management and marketing at DePaul University; Monique Snowden, associate provost for academic and enrollment services at Fielding Graduate University; Larissa Savitskaya, deputy to the president for student recruitment and admissions at JSC KIMEP University; and other contributers including Bob Bontrager, senior director of AACRAO Consulting and SEM Initiatives and editor of SEM Quarterly.
Snowden's article is one of two under the Leading Strategies section. Editor Bob Bontrager, writes in his welcome:
Joining me in this venture over the coming months will be thought leaders both from within and outside the ranks of enrollment managers. The lead article in this inaugural issue is authored by two of the most prominent players in the SEM movement, Don Hossler and David Kalsbeek. Hossler and Kalsbeek offer a cogent review of the history, current state, and future of SEM, to be further illuminated by other articles in this issue and those to come. Monique Snowden from the Fielding Graduate University addresses enrollment logics and discourses that impact SEM practices, particularly in North American higher education institutions. Her article in this issue will be of broader SEM interest but sets the stage nicely for future articles highlighting leading strategies in the profession.
Monique L. Snowden, PhD, is the associate provost for academic and enrollment services and adjunct faculty in the School of Human and Organizational Development at Fielding Graduate University in Santa Barbara, CA.
Snowden is an engaged leader and scholar-practitioner in AACRAO. She is the current chair of the AACRAO Graduate and Professional School Issues Committee, member of the AACRAO Public Policy Advisory Committee, and former chair the AACRAO Distinct Programs Populations Committee and Standardization of Postsecondary Education Electronic Data Exchange (SPEEDE) Committee. She recently authored a chapter entitled, “SEM in the Post-baccalaureate Context” in Strategic Enrollment Management: Transforming Higher Education, released in August 2012. She holds a doctorate degree in communication, with an emphasis in organizational communication. Her current academic research interests include examining the communicative role and impact of professional associations on professional identity, knowledge and practice.News Archive
As cited by SAGE and the Urban Affairs Association release date: 28-Mar-2013
SAGE and the Urban Affairs Association announce the winner of the UAA-SAGE Activist Scholar Award
Winner to give a plenary lecture at the 2013 Urban Affairs Association Annual Conference
SAGE and the Urban Affairs Association (UAA) are pleased to announce that Dr. Kitty Kelly Epstein is the 2013 winner of the UAA-SAGE Marilyn Gittell Activist Scholar Lecture Series and Award. Dr. Epstein will be honored at the 2013 UAA Annual Conference held in San Francisco, CA April 3-6, 2013.
Set up in 2010, the Activist Scholar award honors the legacy of the late scholar and urban affairs activist, Dr. Marilyn Jacobs Gittell. It is awarded annually to an urban scholar who has engaged in field-based research that incorporates direct engagement with local residents and organizations in the city of the Association conference.
"I was astonished to discover that there is actually an award for being a scholar-activist!" Epstein commented. "Organizing and analyzing with the other folks who live in my city is a great privilege. If we all do a lot more organizing, we might eventually be able to end the racial wealth gap and sustain humanity in joyous, equitable cities all over the world"
Dr. Epstein is a Professor of Education and Urban Studies at Holy Names University and Fielding Graduate University. She recently served a four-year tenure as Director of Educational Policy and Resident Engagement for the Mayor of Oakland. Her 2012 book, Organizing to Change a City, captures the results and insights drawn from her service to the city. In a previous book, A Different View of Urban Schools, she advocated for more ethnically accurate curriculum materials and greater teacher diversity in California schools. Through a combination of scholarship and her various service and community organizing efforts, she has shown a deep commitment to equity and meaningful change in urban communities.
Dr. Marilyn Gittell was a remarkable scholar, political scientist, and education reformer. She wrote seminal works on urban participation, was the founding editor of Urban Affairs Quarterly – presently titled Urban Affairs Review – SAGE's first journal and the leading academic journal in the field of urban research, and was an impassioned participant in one of the most controversial social experiments of her time – New York City school decentralization. She was deeply committed to training young urban scholars of color and women, and taught them to understand the workings of democracy from the ground up, using the methods of field research.
"SAGE is honored to recognize a scholar who embodies the passion and dedication to urban affairs as did the late Marilyn Gittell," stated Michele Sordi, Vice President, SAGE. "Dr. Epstein is a powerful, present-day example of the real-world impact of scholarship in creating and maintaining a healthy society. We congratulate her on receiving this year's Marilyn Gittell Activist Scholar Award, and look forward to hearing her remarks at the Urban Affairs Association Annual Conference in San Francisco."
The UAA Annual Conference unites key scholars and activists to explore how to understand urban challenges, to create effective public policy, and to memorialize the legacy of Marilyn Gittell. The theme for this year's conference is "Building the 21st Century City: Inclusion, Innovation, and Globalization." On Friday, April 5, Dr. Epstein will give a formal plenary lecture detailing her work, its findings, and implications for practice and policy.
To view the general program for the UAA Annual Conference, click here: http://urbanaffairsassociation.org/conference/conference2013/program/general-schedule/
For a detailed description of the sessions, click here: http://uaa43rd2012a.sched.org/
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets. Since 1965, SAGE has helped inform and educate a global community of scholars, practitioners, researchers, and students spanning a wide range of subject areas including business, humanities, social sciences, and science, technology, and medicine. An independent company, SAGE has principal offices in Los Angeles, London, New Delhi, Singapore and Washington DC. http://www.sagepublications.com
The Urban Affairs Association is dedicated to creating interdisciplinary spaces for engaging in intellectual and practical discussions about urban life. Through theoretical, empirical, and action-oriented research, the UAA fosters diverse activities to understand and shape a more just and equitable urban world. http://urbanaffairsassociation.org/News Archive
Fielding Graduate University Evidence-Based Coaching program director Francine Campone, EdD, MCC, MAC, publishes article in Choice magazine titled, "Leading By Supporting: Coaching clients to reinvent roles and rules"
In this article, Campone identifies coaching as an effective mechanism for leaders to enhance employee performance "as guides for quality control without an evaluative role...leaders present a different coaching challenge as they learn to help staff improve their performance on specific tasks without direct supervisory authority."
Campone describes the concept of change as “ripples in a pond”:
Change is a process and, as such, may need to be facilitated in stages. I often conceive of a coaching plan as ripples in a pond...the challenge was where to toss the first pebble and how to ensure that the ripples eventually reached all the way to the shore. The client’s initial measures of success were framed in terms of evidence of more trust: staff seeking out information or asking for her advice or assistance, rather than avoiding her; more staff input and feedback in the team meetings she facilitated. With this as a starting point, the strategy for the coaching engagement emerged as three successive “ripples.”
Campone is an executive and personal coach and coach educator. She specializes in coaching professionals to stretch into the requirements and expectations of executive leadership. Since 2001, Campone has coached men and women in corporate, education and nonprofit sectors, with extensive experience in helping women executives find their voice and become strategic leaders. Her coaching focuses on helping leaders to acquire the skills to clearly articulate vision; generate engagement and commitment; facilitate change within organizations and to communicate clearly and effectively. Specific communication coaching has helped leaders change from confrontational to collaborative styles and to learn how to effectively hold difficult conversations and give effective performance feedback. Previous clients include leaders in Xerox Corporation, Rio Tinto, Earth Share, NetAid, CASA and the Calvert and Kellogg Foundations.
Campone has provided academic leadership to the Evidence-Based Coaching Program for four years, ensuring currency of evidence and research in the curriculum and program activities. She has designed and teaches course in evidence-based coaching theory, coaching research methods and the uses of case study.News Archive
Fielding’s Malmö Jam at Media Evolution City in Sweden: Learning, Sharing, Action, & Building Communities of Purpose
Malmö, Sweden, May 30 – June 2, 2013
Members from all areas of the Fielding learning community are gathering for this dynamic learning session. Led by Human and Organizational Development (HOD) faculty facilitators Fred Steier and Dottie Agger-Gupta, the learning model for the event can be linked to foundational and advanced knowledge area assessments in systems, praxis, media, and other specialized studies.
This conference is set to take place in Media Evolution City. For this event, HOD European cluster and co-connects Heidi Forbes öste and Sergej Van Middendorp, developed the concept for this conference with global media leaders who are affiliated with Media Evolution. The Media Evolution Community is a membership-based community of media related companies, large and small. Their mission is to foster connections and collaboration between innovators, entrepreneurs, companies and universities. It is a dynamic example of an emerging and new form of organizing and collaboration fit for our 21st century challenges. One of the key challenges facing such collaborative communities is the ability to move beyond the community of interest and the community of practice to form communities of purpose. The purpose is to solve particular client challenges, often in temporal organizations, without resorting to old forms of enterprise and organization that stifle opportunities for solutions. Participation will be both face-to-face and remotely via GoToMeeting.
Malmo Jam: Click here for more information.
See the following links for more information on the Media Evolution participants:
Media Evolution: Where the Media Industries meet for Innovation and Growth: http://www.mediaevolution.se
Members from Academia, Digital games, Film, Communications,
Learning, Media technology, Music, Public sector, Publishing, TV, and the Web: http://www.mediaevolution.se/en/members
The May 30 and 31st sessions are reserved for Fielding students and alumni. Guests and potential students are welcome to join June 1 and 2. To pre-register please email: email@example.com.
**There is no registration fee, but all participants and guests are encouraged to pre-register no later than March 31, 2013**
Please email Dottie by March 31 to pre-register for in-person or remote participation: firstname.lastname@example.org
Gontkovsky brings more than 15 years of professional experience in clinical practice, research, teaching, and administration to his new position at Fielding. He has published more than 75 professional articles, books, book chapters, and book reviews and has given more than 125 presentations at local, state, national, and international conferences.
Gontkovsky serves as a reviewer for numerous journals and professional organizations in the areas of psychology, neuropsychology, medicine, health, and rehabilitation. He is the former president of the Mississippi Psychological Association and former chair of the Education and Training Committee of Division 12 of the American Psychological Association. Gontkovsky presently serves on the Continuing Education Committee of Division 22 of the American Psychological Association and the Ethics Committee of the Nebraska Psychological Association.
Q & A:
-What are your main responsibilities in this position as director of the Neuropsychology Postdoctoral Program here at Fielding (for those that are not familiar with this program/position)?
As listed in my formal job description, principle responsibilities include recruitment, orientation of new students, budget management, program advising, and program oversight.
-What is it about Fielding that interested you the most to apply for this position?
I have had very favorable experiences in the past with individuals affiliated with the Fielding Neuropsychology Program. One of my first supervisors in neuropsychology was also a Fielding faculty member at the time. I have a colleague/friend who completed the Neuropsychology Postdoctoral Certificate at Fielding and spoke very highly of the program. I also hired a Fielding Neuropsychology Postdoctoral Certificate graduate in my prior position as head of the Department of Psychology at The Nebraska Medical Center, and I was very pleased with his work.
-What brought you to the Palo Alto/SF area from –(where were you before?)
I had been in Omaha, Nebraska for about 3½ years prior to coming to California and was the head of the Department of Psychology as well as the Pain Management Program at The Nebraska Medical Center. For several years, I have been looking to move to California. When I was offered the opportunity by Home Care Assistance, a private company based in Palo Alto, to develop a new non-pharmacological intervention program for individuals with cognitive impairment, I jumped at the chance. The approach, known as the Dementia Therapeutics Method, is based on the scientific literature and utilizes cognitive training/rehabilitation, sensory stimulation, social stimulation, dietary changes, physical exercise, stress management strategies, and recreational activities in an effort to slow the decline of progressive brain diseases/disorders and delay onset of new symptoms in areas of the brain which have not yet been affected.
- You are quite a prolific writer and presenter (numerous journals and professional organizations in the areas of psychology, neuropsychology, medicine, health, and rehabilitation), what are some of your most recent publications and presentations? What are you currently working on?
Below are my five most recent publications, two presently in press.
Killebrew, A. E., Smith, M. L., Nevels, R. M., Weiss, N. H., & Gontkovsky, S. T. (in press). Pregnancy among African American adolescent females in the southeastern United States: A review of the literature and an examination of the associations between peer substance use before sex, peer number of children, and parental influence and substance use before sex and history of pregnancy. Journal of Child and Adolescent Substance Abuse.
Nevels, R. M., Williams, B. E., & Gontkovsky, S. T. (in press). Paroxetine—the antidepressant from hell? Probably not, but caution required. Psychopharmacology Bulletin.
Gontkovsky, S. T. (2012). Auditory/verbal learning and memory deficits among individuals with traumatic spinal cord injuries may be attributable to undocumented traumatic brain injuries. Functional Neurology, Rehabilitation, and Ergonomics, 2(1), 9-16.
Ryan, J. J., Gontkovsky, S. T., Kreiner, D. S., & Tree, H. A. (2012). Wechsler Adult Intelligence Scale-Fourth Edition performance in relapsing-remitting multiple sclerosis. Journal of Clinical and Experimental Neuropsychology, 34(6), 571-579.
Umfleet, L. G., Ryan, J. J., Gontkovsky, S. T., & Morris, J. (2012). Estimating WAIS-IV indexes: Proration versus linear scaling in a clinical sample. Journal of Clinical Psychology, 68(4), 390-396.
My current ongoing research projects are looking at accurate identification of the neuropsychological deficits associated with multiple sclerosis, the influence of cognition on the ability of individuals with multiple sclerosis to maintain employment, the differential sensitivity of neurocognitive screening instruments in assessing individuals undergoing inpatient rehabilitation, and the under-recognized drug interactions that may occur with methylphenidate.
-What are you looking forward to now that you are at Fielding? What are you looking forward to contributing to the students and the program in general?
I am working diligently at marketing right now and hoping to increase enrollment in the Neuropsychology Postdoctoral Certificate Program. As I said, I have had great experiences with individuals who have completed the program, and I think many more people could benefit from the training if they only knew about it.
School of Psychology acting dean, Kristine Jacquin, PhD, commented, "The School of Psychology is pleased to have Dr. Gontkovsky join our esteemed faculty as director of the neuropsychology postdoctoral program. Gontkovsky brings valuable experience and training to this position and I am confident he will enhance this already stellar program."
Click here to view: Neuropsychology Postdoctoral Certificate Program Brochure