Fielding Graduate University News

Fielding's Media Psychology Program Leaves an Impression on Digital Hollywood

Posted by Hilary Molina on Wed, Nov 04, 2015
 by Tunisha Singleton, MA - Current PhD Student | Fielding Graduate University | Co-Chair - APA Div 46 Student Committee |  Member - APA Div 46, 47 | http://www.linkedin.com/pub/tunisha-singleton/85/43a/a82

tunisha_digital_hollywood.jpg

Fielding Graduate University made their presence felt at Digital Hollywood in Marina Del Rey, California. Digital Hollywood is a reputable conference in the convergence of entertainment and technology, bringing together the field’s top executives and developers. As a sponsor of the four-day summit, Fielding Graduate University’s Media Psychology program supportively added to the event by bringing fresh perspectives and specialists in cutting-edge fields.

digital_hollywood_hogg_and_rutledge.jpgDigital Hollywood is among the world’s best venues combining technology research and design. The setting became a perfect fit for media psychology’s scholar-practitioner model that aims to understand the psychological impact of media use and creation. Over 25 members of Fielding's media psychology community were present, including prospective and current students, alumni, and faculty.

Director of the Media Psychology PhD Program Jerri Lynn Hogg, PhD, was in attendance and noted that the overall experience was beneficial for both parties. “Patterns in media and new technology emerged in many of the panel discussions,” said Dr. Hogg. “While industry experts work to figure out how to use content and make new platforms, researchers from our program can provide this type of information by explaining the psychology behind it. So it was very energizing to connect industry developers with researchers.”

Digital Hollywood is broken up into multiple tracks emphasizing a particular area within entertainment and technology. A few tracks, for example, include: “Immersive Entertainment: From Movie Theatres to Interactive Surfaces," “The Women’s Summit & Festival: Content, Discussion, & Recognition,” and “Virtual and Augmented Reality: From Sense of Presence to Full Embodiment.” Panels are designed to focus on a specific topic under each theme with speakers who have exceled in that particular field. And representatives from Media Psychology were not only in attendance, but were also called to lead as pioneering examples.

Director of the Media Psychology Masters and Certificate Program, Garry Hare, PhD, moderated a panel titled “AR – VR and the Human Brain: The Impact of Neuromarketing on the Real-Time Design of Immersive Entertainment and Advertising Productions.” Exploring the cognitive science behind the visualization of complex data offered opportunities to showcase the innovative work of Media Psychology graduates.

“Students and faculty experience first hand innovations in immersive media, augmented reality and the future of both mass market and targeted productions,” said Dr. Hare. “Presentations by faculty on media neuroscience and the creation of AR applications were extremely well received, opening the door for future featured panels, presentations, Dr._Christophe_Morin.jpgreal-time research and collaborative product development.”

Leading the way on marketing neuroscience is Fielidng media psychology faculty member Christophe Morin, PhD, whose presentation was filled with stimulating and cutting-edge information that rang new to Digital Hollywood. As CEO of neuromarking agency SalesBrain, Dr. Morin believes that the psychology of neuromarketing is indispensable to the Digital Hollywood community. “The field of neuromarketing offers research methods that measure and predict the effect of media on our nervous system” said Dr. Morin. “I was pleased to see that content producers and marketers are very interested in the field of media neuroscience because our research can explain and predict the effect of advertising, games, and even movies on the brain.”

Interest in neuromarketing and other critical areas were expressed through the consistent flow of attention received at Fielding’s interactive information booth. Maintained over the course of the entire conference, faculty and alumni were able to showcase Fielding’s Media Psychology’s new certificate program with two new specialized concentrations - Media Neuroscience or Brand Psychology and Audience Engagement. Under each specialized focus, the three-course certificate allows industry professionals to gain an understanding of the "why" and "how" behind their work by applying psychological theory.

Fielding media psychology faculty member and Director of the Media Psychology Research Center Pamela Rutledge, PhD, spent several hours interacting with Digital Hollywood’s advertising and creative professionals about the new emphasis of Brand Psychology. “This certificate is designed to help you connect with the consumer and take advantage of the socially-connected, 24/7 world we live in,” said Dr. Rutledge. “Entertainment and technology is not just about the tools...it’s about human behavior. Media environments change. New technologies emerge. But human needs and goals do not. So here you’ll learn to apply psychology to develop and deliver a brand identity and core story that captures your audience’s wants.”

For the Fielding to sponsor Digital Hollywood, several positive outcomes can arise including careers for alumni, research projects for faculty and internships for current students. Third year media psychology doctorl student Matthew Price remarked on how significant it is for Fielding to be present at these events and how valuable it was to be in attendance, “Digital Hollywood was a terrific opportunity for me to network with industry luminaries and examine my place academically and professionally in a real world setting. I think this is one of the truest benefits of an education from Fielding; exposure to the industry and an opportunity to apply our education in a constructive environment."

The Fielding community received an overall enthusiastic reception from Digital Hollywood participants with high anticipation for returning to the next seasonal event. Taking advantage of the high profile opportunity provided by Digital Hollywood’s setting, faculty and alum showcased their unique approach to methodology, production research, and content creation. Doctoral, masters, and certificate programs alike - the Media Psychology program represented Fielding Graduate University well as a formidable leader in higher education, research, and applied innovation.

 

 

 

Tags: Media psychology, technology, psychology, fielding faculty, social media, digital learning, Distributed education, fielding graduate university, distance education, APA Div 46, PhD

Fielding Signs Partnership Agreement With the University of the Virgin Islands

Posted by Hilary Molina on Wed, Aug 19, 2015

Fielding Graduate University is partnering with the University of the Virgin Islands (UVI) who also reached agreements with the University of St. Maarten, Philipsburg, St. Maarten; the Council of Community Colleges of Jamaica, Kingston, Jamaica; Nantong University, China; Yangzhou University, China; and the University of Nebraska at Omaha.

UVI MOU Fielding

 

Photo courtesy of University of the Virgin Islands

Back row left to right: Dr. Orlando Taylor, Fielding VP of Strategic Initiatives; Dr. Linda Thomas, UVI Dean, School of Education; Dr. James S. Maddirala, UVI Associate Provost for Graduate, Global and Academic Affairs; Dr. Stephen Reames, UVI Dean, School of Business; Dr. Dorothy Agger-Gupta, Program Director, Fielding School of Human & Organizational Development ; Dr. Habtes Yegin, UVI Professor of Education. Front row left to right: Dr. Camille McKayle, UVI Provost; Dr. David Hall, UVI President ; Dr. Katrina Rogers, Fielding President; Dr. Linda Honold, Chair, Fielding Board of Trustees.

Each of the agreements, known as memoranda of understanding (MOU), are unique and share a spirit of cooperation and understanding. UVI’s MOU with Fielding is intended to establish mutually beneficial collaborations in academic programs, research, the pursuit of grants, continuing education, and certificate programs. “The common goal of the MOUs is to enhance the UVI experience, either by having students from other parts of the world in the classroom here at UVI or by having UVI students sit in the classrooms around the world,” said UVI Provost Dr. Camille McKayle, “A 21st Century education needs to be a global education. UVI graduates will find themselves in work environments with people from around the world, actually and virtually. UVI aims to prepare them for that environment by giving them opportunities to see that world so that it is a less daunting place.”

The general objective of the agreement with Fielding is to engage in long-term collaboration in fields that are compatible with the orientation and expertise of each institution. The MOU provides for possible collaborations involving a PhD collaborative program in leadership with agreed upon credits transferable from one institution to the other. This collaboration will target, though not exclusively, Fielding’s Schools of Human and Organizational Development and School of Education Leadership for Change. Students will be able to study several concentrations including, academic leadership, political leadership, ecological justice leadership and health leadership.

According to the MOU other possible collaborations include:

  • Joint courtesy/adjunct faculty appointments to support PhD degree programs at each institution
  • Faculty exchanges
  • Continuing education opportunities on selected topics
  • Faculty development in competency based education and/or prior learning assessments
  • Faculty development and technical support in instructional design
  • Joint research activity in areas of mutual interest and expertise
  • Joint applications for external grants in areas of mutual interest and expertise
  • Possible establishment of a formal center or institute on leadership and diversity to house Fielding/UVI activity possibly in conjunction with Fielding’s Institute for Social Innovation or Fielding’s new Marie Fielder Center on Democracy, Leadership and Education.
  • Joint marketing and student recruitment domestically and internationally
  • Periodic Fielding residencies in the Virgin Islands; UVI residencies in Santa Barbara, CA

The MOU is for three years with an automatic renewal unless terminated.

Fielding Graduate University President Katrina Rogers, PhD stated, “We are honored to be working with the University of Virgin Islands to support our mutual goals to develop leadership across the globe for the complex, often difficult conditions, our graduates will face over the course of their careers.  We look forward to many years of a partnership to create effective educational offerings for students that assist them in attaining their professional goals and provide skills and knowledge for their lifetime.”

Tags: globalization, educational leadership, Organizational development, fielding faculty, Competency Based Education, Distributed education, fielding graduate university, graduate education, human development, institue for social innovation, scholar practitioner

Fielding Awards Honorary Degree to Michael B. Goldstein, JD

Posted by Hilary Molina on Mon, Aug 03, 2015

Convocation 2015 8541 mike and katrina resized 600On July 19, 2015, Fielding Graduate University President Katrina Rogers, PhD, conferred the honorary doctorate of humane letters on Michael B. Goldstein, JD, co-chair of the Higher Education practice of Cooley LLP. In awarding this distinction, Dr. Goldstein joined other honorees including globally-known educator Paolo Friere, civil rights activist Marie Fielder, renowned psychologist Bob Goulding, LGBTQ advocate Lynn Lukow and inspired educator Eddie Seashore.

During the hooding and conferral of the degree, President Rogers reflected on Dr. Goldstein’s accomplishments, “He is a pioneer in the development of the legal environment in higher education, a counselor at the highest levels of legislation, a leader in championing creative approaches to higher education and an advocate of the highest ideals of learning as a means towards a more just and sustainable future for humanity.”

Following the conferral, Dr.Goldstein delivered the commencement address to the Fielding Summer Session 2015 graduates titled “The Importance of Timing and Convergence: Learning to Love Competency Based Learning.” In his remarks, Dr. Goldstein pointed to the barriers to learning based not on time-in-seat but demonstrated competencies, proposing the creation of what he termed a “super-accreditor specifically for the purpose of reviewing and evaluating non-time-based approaches to teaching, learning and documenting competencies.”

Dr. Goldstein served a total of 23 years as a Fielding trustee, including as itsMike GoldsteinConvocation 2015 8575 resized 600 chair, before retiring from the board in 2015. In 2012, the board created the Michael B. Goldstein Endowed Board Scholarship for Dissertation Research Advancing Social Justice, in recognition of his longtime service as a trustee and distinguished leader. This scholarship supports research by Fielding doctoral candidates on topics that further the achievement of a specific aspect of social justice. President Rogers appointed Dr. Goldstein as co-chair of Fielding’s newly organized President’s Advisory Council.

Dr. Goldstein is the founder and headed the education practice at Dow Lohnes, which merged with Cooley in 2014. Dr. Goldstein is a pioneer in the development and rational regulation of online, competency based, and other nontraditional modes of learning, including the creation of innovative approaches to combining the resources of the nonprofit, public, and for-profit sectors to improve access to quality higher education. He is the 2014 recipient of WCET’s Richard Jonsen Award for leadership in e-learning and is widely recognized for his distinguished service to many higher educational organizations.

Before entering private law practice, Dr. Goldstein was Associate Vice Chancellor for Urban and Governmental Affairs and Associate Professor of Urban Sciences at the University of Illinois-Chicago. Prior to that, he was an Assistant City Administrator and the Director Of University Relations for New York City. Dr. Goldstein holds a BA from Cornell University, a JD from New York University and was a Loeb Fellow at the Graduate School of Design, Harvard University.

Tags: social justice, educational leadership, conference, Competency Based Education, leadership, Distributed education, national session, higher education, fielding graduate university, graduate education, scholar activist, scholar practitioner

Fielding Ranks in Top 20 Most Innovative Degree Programs in 2014

Posted by Hilary Edwards on Fri, Oct 10, 2014

Fielding Graduate University's PhD in Clinical Psychology- Neuropsychology Concentration - Ranks in the Top 20 Most Innovative Graduate Psychology

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Degree Programs in 2014

OCTOBER 10, 2014, http://www.bestpsychologydegrees.com/top/innovative-graduate-psychology-degree-programs/: As competition becomes increasingly intense for jobs in psychology, it is more important than ever for students to choose graduate psychology degree programs that provide an edge in the workforce. Although many practicing psychologists are deciding to put off retirement, and psychology jobs are growing at the rate of just three percent, the Center for Workforce Studies still reports that 5,000 new psychology doctorates are handed out annually. In order to help you get the most out of your training and beat out the competition for a limited number of jobs, we’ve identified a set of highly innovative graduate-level psychology degree programs for you to consider. Most of the programs described below assume that you’ve already earned a psychology master’s degree.

At this time, the three fastest growing areas of the field are thought to be neuropsychology, industrial-organizational psychology, and geropsychology, so we put special emphasis on including programs with offerings in those areas. In addition, our editors also sought to highlight the following types of programs.

1) Those whose faculty is among the most highly cited in the field.

2) Those that have shown exceptional progress in the area of diversity.

3) Those with at least some online offerings.

Click here for the complete article by http://www.bestpsychologydegrees.com.

Tags: APA, psychology, Distributed education, clinical psychology, fielding graduate university, graduate education, distance education

Fielding Acquires Doctoral Program

Posted by Hilary Edwards on Fri, Aug 29, 2014

Fielding Graduate University Acquires the Doctoral Program in Infant and Early Childhood Mental Health and Developmental Disorders from The Interdisciplinary Council on Development and Learning

IECD Brochure Fielding Graduate University has recently acquired a nationally recognized doctoral program in infant and early childhood development from The Interdisciplinary Council on Development and Learning (ICDL). This graduate program is dedicated to redefining and promoting each child's development to his or her fullest potential. The retitled PhD program, Infant and Early Childhood Development with an emphasis in mental health and developmental disorders, remains a multi-disciplinary doctoral program specializing in conditions such as autism spectrum, sensory integration, attention deficit hyperactivity disorder, and mood disorders. This program is the only program in the world to award such a combined PhD degree.

Infant mental health, as defined in the World Association for Infant Mental Health Handbook (2000), addresses “the social and emotional well-being of infants and their caregivers and the various contexts within which caregiving takes place” (Fitzgerald & Barton, 2000, p.21). Because infant development is woven into an emergent, active system of relationships, each class in the program emphasizes human relationships as the fulcrum around which all coursework is built.

A unique aspect of this graduate program, which was conceptualized by Stanley Greenspan, PhD, is to link different disciplines within a relationship-based developmental framework. Students study multiple factors affecting an infant’s and family’s wellbeing within a multi-disciplinary framework including mental health, education, occupational therapy, physical therapy, speech and language development, and the neurosciences.  The faculty teaches typical and atypical infant and family development using a curriculum that includes physiological, emotional, cognitive, behavioral, social, and cross-cultural perspectives. “ICDL has been proud to offer this program since 2007 and we look forward to the ongoing development of the program at Fielding” says the ICDL CEO, Jeffrey Guenzel. “This is a vital program that will continue to advance the field.”

President Katrina Rogers, PhD, commented, “We are so pleased to partner with ICDL in acquiring this high quality, nationally recognized and unique graduate program. Their areas of expertise are profound in the world of infant and childhood development. This new degree program will add to our array of offerings as we expand our footprint to serve this special population.”

Current students enrolled in the program come from several core disciplines including psychology, social work, counseling, psychiatry, occupational therapy, physical therapy, speech and language, and education. The students are attracted to this program because of the multidisciplinary individualized approach, and a distributed model that allows students to maintain their work life, family, and community responsibilities.

Don Cohon, PhD, president of ICDL Graduate School since 2012, remarked, “The ICDL Graduate School community is thrilled to announce that our program is becoming part of Fielding Graduate University, a WASC accredited institution of higher learning. The joining of our two schools achieves a long term goal of ICDL that will allow students the opportunity to obtain a PhD from an accredited university. ICDL and Fielding share a commitment to excellence in providing an interdisciplinary educational experience that draws upon a collaborative participatory approach to learning, and values the individuality of children, families, and communities. We are excited to be working together to provide our students with the knowledge and skills to make a significant positive impact on the field of infant and early childhood development.”

The PhD Infant and Early Childhood Development with an emphasis in mental health and developmental disorders program at Fielding Graduate University will begin in September 2014 with the existing students, and will enroll new students for the summer term beginning in April 2015.  For information call 805-898-4026 or email iecdadmission@fielding.edu.

Tags: educational leadership, Distributed education, fielding graduate university, teacher education

Competency Based Education and Fielding

Posted by Hilary Edwards on Mon, Jun 02, 2014

Competency Based Education and Fielding

people at computer resized 600Fielding is poised to lead a national conversation on its application to doctoral education.

From the Office of President Katrina Rogers, PhD

As competency based education has become a subject of interest to many institutions across the country, especially for baccalaureate and masters study, Fielding Graduate University is poised to lead a national conversation on its application to doctoral education. Regardless of degree type, competency based education (CBE) addresses issues critical to the long-term vitality of higher education including access, time to degree, and affordability.

In contrast to the American model of doctoral education based on apprenticeship in research and required seminars in a standardized curriculum, forty years ago Fielding pioneered an alternative model based on concepts of adult learning, or andragogy. Formalized by one of our founding faculty members, Malcolm Knowles, the androgogical approach to doctoral education emphasizes mentoring, self-directed and self-paced learning, and assessment of prior learning. These are some of the core elements of CBE.

The application of CBE to doctoral education is complex since the required learning can be both technical and precise while also requiring abstract and conceptual skills. Depending on academic content, knowledge and skill acquired through prior work and professional experience may be readily assessed in relation to degree requirements. Similarly, students’ previous formal education may be leveraged through advanced experience to satisfy higher level learning such as is required in doctoral education.

The work of faculty in this mixed model of assessing learning can require an uncoupling of faculty roles in defining the curriculum, mentoring, and assessing learning. For more technical curricula, such as in science and engineering, these roles may remain bundled together while in professional, social science and humanities fields the functions can be uncoupled to take advantage of the potential benefits to students of following a CBE, or mixed CBE and traditional, path to the degree.

Accredited by WASC and various professional associations, Fielding Graduate University was founded in 1974 as a non-profit, independent graduate school for the adult learner.  Representing progressive education, Fielding’s learning was modeled on competency-based concepts. Located around the country, Fielding students create learning contracts with individual faculty mentors in knowledge areas required for various doctoral degrees. Students and faculty meet periodically in workshops and local clusters to advance and demonstrate learning. Faculty mentors’ primary role is to assess learning rather than teach in a traditional format.

The requirements of regional and professional accreditation created an evolution in Fielding’s education such that we now have a mix of traditional and CBE approaches to doctoral education. Currently, the focus of CBE experiments is on baccalaureate and masters education, yet the concepts have important application to doctoral education as well. Given its history and now mixed-model of educational delivery, Fielding is in a particularly advantageous to examine the role of CBE in doctoral education and assess its promise to address important issues of access, affordability and degree completion.

 

Tags: Competency Based Education, Distributed education, higher education, fielding graduate university, graduate education

Just Announced: Katrina Rogers, PhD, Named President of Fielding

Posted by Hilary Edwards on Thu, Nov 07, 2013

Katrina President's OfficeThe Board of Trustees of Fielding Graduate University is pleased to announce Katrina Rogers as President

This is a message sent on the behalf of the Board of Trustees of Fielding Graduate University to the entire Fielding community:

On behalf of the Board of Trustees of Fielding Graduate University, I am pleased to announce that the board has unanimously voted today to appoint Katrina Rogers as our new president. We take this action on the basis of our observations that she has exceeded both the internal and external performance expectations that we previously set and has demonstrated the qualities of leadership that the board desires in our president.  We believe that in taking this action at this time it further positions Fielding to be a significant player in the rapidly evolving discourse that is transforming education across the globe. Please join me and the entire board in congratulating President Rogers.

- Russ Goodman-Chair, Board of Trustees


Tags: Distributed education, higher education, fielding graduate university, graduate education

Fielding Graduate University Announces APA Accreditation Renewal

Posted by Hilary Edwards on Tue, Aug 20, 2013

Fielding Graduate University: APA Accredited Since 1991

Fielding Graduate University is pleased to announce that the American Psychological Association (APA) has renewed its accreditation for the doctoral PhD program in Clinical Psychology. Fielding offers the only APA accredited clinical psychology doctoral program utilizing a distributed learning model. This program in the School of Psychology has been continually accredited by the APA since 1991.

The APA’s Commission on Accreditation commended the program in each of its areas of review, including, program resources, program self-assessment and quality enhancement, and the program’s philosophy, objectives and curriculum plan.

The report cited student-faculty relations as a “major strength of the program is its positive regard of its students, and its belief in their rights to courtesy, respect, collegiality, and sensitivity.” Fielding’s president, Katrina Rogers, PhD, stated, “Our clinical psychology program has served students and communities around the country for forty years, and we are pleased that APA has continued to affirm the quality of the program and its faculty. We are proud of our students, alumni, and faculty who continue to meet the highest of standards set by APA in a discipline that is so critical to the health and well-being of all societal members.”

The report also praised the School of Psychology’s value of diversity stating “the program recognizes the importance of cultural and individual difference and diversity in the training of psychologists…the program’s training mission is also committed to ensuring coverage of issues of diversity, requiring not only a formal course on multicultural diversity, but also the infusion of diversity throughout many aspects of the formal curriculum as well as informal, extra-curricular activities.”  

Fielding pioneered a distance education model comprised of blended and distributed learning that has served adult professionals for forty years. By creating flexible opportunities for individuals with career, family, and community responsibilities to achieve their advanced educational goals, Fielding’s community of scholar-practitioners helps define the future of psychology at every level—from theory to practice and research. Incorporating both intensive face-to-face interactions with online dialogue and other distance learning methodologies makes Fielding’s Clinical Psychology program accessible to students across the nation.

In a message to the Fielding community, President Katrina Rogers wrote:

I just want to acknowledge the hard work and dedication of the clinical psychology faculty members for the many ways in which they continue to strengthen the program, support our students’ intellectual development, and contribute to making our program the best in the country.

In the letter, APA staff wrote:

“The program has made a compelling argument and is to be commended.  The program has a clearly specified philosophy of education and training, compatible with the mission of its sponsor institution and appropriate to the science and practice of psychology.  The program demonstrates a commitment to excellence through self-study, which assures that its goals and objectives are met, enhances the quality of professional education and training obtained by its students, and contributes to the fulfillment of its sponsor institution’s mission.”

Fielding Graduate University is an accredited nonprofit leader in blended graduate education, combining face‐to‐face and online learning. Our curriculum offers quality degrees and courses for professionals living and working anywhere in the world. Fielding’s faculty members represent a breadth of scholarship and practice in the fields of educational leadership, human and organizational development, and clinical and media psychology. Maintaining Fielding’s reputation for quality programs, faculty are mentors and guides to self‐directed students who use their skills to become powerful, and socially‐responsible leaders in their communities, workplaces, and society.

#FieldingU

#PhD

#PSY


Tags: APA, Distributed education, clinical psychology, fielding graduate university

Fielding Graduate University President Richard Meyers announces his retirement

Posted by Hilary Edwards on Tue, Nov 06, 2012

Fielding Graduate University President Richard Meyers announces his retirement

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Provost Katrina Rogers to be acting president designee beginning summer 2013

Fielding Graduate University president, Dr. Richard Meyers, announced at the Board of Trustees meeting in Santa Barbara, CA, on Saturday, November 3, 2012, that he will not seek extension of his contract, which ends December 31, 2013. Dr. Meyers stated, “My vision has been to leave the university in a secure financial position with a future plan. My focus has been on increased shared governance, enhanced programs and degrees that prepare students to be more socially responsible, international components that make Fielding of value globally, and increased recognition of Fielding’s unique role in higher education.”

Dr. Meyers has a long and distinguished career in higher education, with over three decades serving as a university president.  He began his journey as a founding dean in Ridgecrest, CA at Cerro Coso Community College, then transitioned to president three years later as one of the youngest college presidents in the nation at that time. His distinguished career continued at Pasadena City College, Western Oregon University, and Webster University in St. Louis, and in all instances Dr. Meyers was responsible for significant increases in each university's endowment, enrollment, and expansion. Fielding Graduate University was Dr. Meyers' fifth presidential appointment in higher education, of which he states “Fielding is so extraordinarily unique.  My service here continues to be a labor of love…I am honored to add my name to the illustrious list of visionary leaders that preceded me.”

Throughout his career, Dr. Meyers received numerous awards and honors and distinguished himself as a champion of gender equity, race relations, shared governance and international education.  He developed international campuses and programs, was a Fulbright scholar in Egypt, received an honorary doctorate from Kansai University in Osaka, Japan for his work in science and culture, helped numerous women break through the “glass ceiling,” and was honored by the NAACP. He holds a music degree from De Paul University as well as masters and doctorates in instructional technology and psychology from University of Southern California. Following his retirement from Fielding, Dr. Meyers and his wife, Yakko, will continue to be an active part of the Santa Barbara community.

The Board accepted Dr. Meyers’ announcement with deep appreciation for his efforts on behalf of Fielding.  Chairman of the Board of Trustees, Michael Goldstein, JD, commented, “Dr. Meyers’ service to the university during a period of great upheaval in global higher education has helped position Fielding Graduate University to continue its pioneering role as the best graduate school for adult learners.” Dr. Meyers will step down as president at the end of the Fielding Graduate University Summer 2013 All-School Session in Washington, DC, July 2013, at which time Provost Katrina Rogers, PhD, will become Acting President Designee. 

Dr. Rogers currently serves as provost and senior vice president at Fielding.  In the educational and nonprofit sectors, Dr. Rogers has held many positions including as executive, consultant, board member, and teacher.  She led the European campus for Thunderbird School of Global Management in Geneva, Switzerland, for a nearly a decade, working with international organizations such as the Red Cross, the World Trade Organization, and the European Union as well as companies such as Renault, Nestlé, Club Med, Levi-Strauss, and Disneyland Paris.

Dr. Rogers is a leader in the field of conservation, most notably with the Grand Canyon Trust and the Arboretum, both located in Arizona.  She led conservation projects in rural communities, lobbied Congress for stronger environmental legislation, and participated in restoration work in the US, China, and Costa Rica.  In the course of her work, Dr. Rogers raised more than $20 million in grants and donations for conservation efforts throughout the country.

Dr. Rogers has served as board president for the Environmental Fund of Arizona and currently serves as a trustee for the Public Dialogue Consortium and the Toda Institute for Global Policy and Peace Research.  She was a student Fulbright scholar for two years in Germany at the University of Tubingen and received the prestigious Bundeskanzler post-doctoral fellowship from the Alexander von Humboldt Foundation.  As for her upcoming role at Fielding, Dr. Rogers states, “I am honored that the President and the Board has placed their trust in me and our community as we build a future for Fielding based on our strong learning model for adult learners, informed by the relationships between our faculty and students.”

Mr. Goldstein announced: “The Board will immediately start the process leading to the selection and appointment of the next president of Fielding Graduate University.  As a first step, the Board will seek the input of the Fielding community respecting the characteristics desired of our future president.”

Tags: educational leadership, graduate fellows, community college, Distributed education, higher education, fielding graduate university, graduate education, Fulbright

Veteran's Advocate Brockton Hunter to speak in Santa Barbara

Posted by Ari Morguelan on Wed, Oct 31, 2012

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Fielding Graduate University is proud to host Brockton D. Hunter, a nationally recognized expert on Post-Traumatic Stress Disorder (PTSD) impacts on combat veterans, as he presents “Echoes of War: The Combat Veteran in the Criminal Justice System” on Thursday, November 15th from 5:00pm-6:30pm at the Santa Barbara Jury Assembly Room in Santa Barbara, 1108 Santa Barbara Street. The public is invited to attend this free presentation, made possible by an Emerging Needs Grant from the Fund for Santa Barbara and the Santa Barbara County Superior Court.

Mr. Hunter is an attorney and former Army Scout who is recognized throughout the United States for his work on behalf of veterans in criminal courts. He drafted Minnesota’s landmark Veterans Sentencing legislation and has consulted for the Obama Presidential Transition Team, the Department of Defense, and the Department of Veterans Affairs.

PTSD is recognized as a common side-effect of war: 20% of the 2.6 million Americans returning home from service in Afghanistan and Iraq are expected to suffer from its effects. Mr. Hunter will discuss the history of PTSD including ties to criminal behavior and lessons to be learned by those involved in the administration of criminal justice.  He will also examine how criminal charges serve as an opportunity to identify and assist troubled veterans, enabling them to return to their communities as assets instead of liabilities.

Veterans Treatment Courts are gaining national recognition as a tool to help identify and treat PTSD in combat veterans.  A local effort, led by the Honorable George Eskin, with support from Fielding Graduate University’s Institute for Social Innovation and other community stakeholders, is working to develop and implement the best approach to supporting Santa Barbara County veterans while protecting public safety.

The Institute for Social Innovation partnered with the Santa Barbara County Superior Court, Santa Barbara Women Lawyers, Santa Barbara County Bar Association, and the Common Ground Santa Barbara Homeless Advocacy Project to sponsor this event.  1.5 hours of MCLE Substance Abuse credit are available to attendees. Please email sbwl.admin@gmail.com for information on MCLE credit.

For more details about the event, please contact:
James Kyriaco Jr, MPA, Project Manager, Institute for Social Innovation
Phone: (805) 898-2906                              
Email: jkyriaco@fielding.edu

 **Please click here for flyer**

Tags: disaster mental health, Marketing, adult learning, Distributed education, higher education, fielding graduate university