Fielding Graduate University News

Policing Black and Brown Communities: Dynamics of Race, Class and Gender

Posted by Hilary Edwards on Wed, Jul 15, 2015

Policing Black and Brown Communities: A Discussion about Dynamics of Race, Class and Gender

SS15_Ed_Series_graphic-policeIn the current national conversation about police activity and brutality, especially in low income neighborhoods of people of color, we recognize that there are intersecting issues of racial classification, economic class, as well as gender and gender expression at work on our streets. Through a panel of local experts and activists on various aspects of this situation, along with Fielding Graduate University faculty, a discussion titled Policing Black and Brown Communities: Dynamics of Race, Class and Gender will focus on the debate over the right-wrong, police-citizen, for police-against police debates to a deeper analysis. Understanding the historical relationships between identified groups (eg. racially, economically, gender-based) and law enforcement in this country can help us more clearly identify paths of action to promote social justice for all peoples, rather than demonizing them based on categorical status.

As part of its National Summer Session in Rosemont, IL, Fielding Graduate University invites the extended Chicago community to this educational discussion tonight, Wednesday, July 15, 2015 from 7–9 pm at the Westin O’Hare in Rosemont, IL. This event is free and open to the public.

GUEST PANELISTS

Monique W. Morris, EdD

monique-1Morris is an author and social justice scholar with more than 20 years of professional and volunteer experience in the areas of education, civil rights, juvenile and social justice.  Dr. Morris is the author of Black Stats: African Americans by the Numbers in the Twenty-First Century (The New Press, 2014), Too Beautiful for Words (MWM Books, 2012); and Pushout: The Criminalization of Black Girls in Schools (The New Press, 2016), a forthcoming book on the criminalization of Black girls in schools. She has written dozens of articles, book chapters, and other publications on social justice issues and lectured widely on research, policies, and practices associated with improving juvenile justice, educational, and socioeconomic conditions for Black girls, women, and their families.

Morris is co-founder of The National Black Women’s Justice Institute; a lecturer for Saint Mary’s College of California and an adjunct professor for the University of San Francisco. She is a 2012 Soros Justice Fellow, the former vice president for Economic Programs, Advocacy and Research at the National Association for the Advancement of Colored People (NAACP) and the former director of Research for the Thelton E. Henderson Center for Social Justice at the UC Berkeley Law School. Morris has also worked in partnership with and served as a consultant for state and county agencies, national academic and research institutions, and communities throughout the nation to develop comprehensive approaches and training curricula to eliminate racial/ethnic and gender disparities in the justice system. Her work in this area has informed the development and implementation of improved culturally competent and gender-responsive continua of services for youth.

Morris’ research intersects race, gender, education and justice to explore the ways in which Black communities, and other communities of color, are uniquely affected by social policies. Among other publications, Morris is the author of "Representing the Educational Experiences of Black Girls in a Juvenile Court School" (Journal of Applied Research on Children, 2014); "Sacred Inquiry and Delinquent Black Girls: Developing a Foundation for a Liberative Pedagogical Praxis" (In Understanding Work Experiences from Multiple Perspectives, edited by G.D. Sardana and Tojo Thatchenkery, 2014); Educating the Caged Bird: Black Girls and the Juvenile Court School (Poverty & Race, PRRAC, 2013) and Race, Gender and the School to Prison Pipeline: Expanding Our Discussion to Include Black Girls (African American Policy Forum, 2012). Her 2008 study, A Higher Hurdle: Barriers to Employment for Formerly Incarcerated Women (UC Berkeley School of Law), which is one of the first testing studies to examine the impact of a criminal record or period of incarceration on the employment outcomes of women, was referenced in a special report commissioned by Congressman Danny K. Davis (D-IL).

Morris is a member of the OJJDP National Girls Institute Expert Panel and the California Board of State and Community Corrections’ Committee on Reducing Racial and Ethnic Disparity. She is also an advisory board member for Global Girl Media, Oakland and regular contributor to Ebony.com.

Chairty Tolliver

Tolliver is the Founder and Project Director of Black on Both Sides. A seasoned and nationally recognized youth development specialist, Tolliver grew up in the Englewood neighborhood of Chicago. She is a foster mother, writer, and spoken word artist, and former director of one of the largest and oldest organizing groups in Chicago, Southwest Youth Collaborative. In over thirteen years in the field of Youth Development, she has worked on campaigns on a broad range of issues, including fair housing, labor rights, school reform, prison reform, and LGBT youth rights. In 2012 she was selected as one of seven activists nationwide to receive the Alston Bannerman Fellowship, and is a 2013 George Soros Senior Justice Fellow. Charity identifies as a Black woman and mother, and uses feminine pronouns. She is not youth-identified, although the UN Declaration on the Rights of Youth might disagree.

Chacyln Hunt

Hunt is an attorney and police misconduct organizer in Chicago and works with youth of color and their experiences with police. Her project integrates civil rights education with research and legal strategy driven by the kids' everyday experiences with law enforcement. The students she works with participate in role plays and produce interviews with their classmates. We (a group of professionals) spend months with the kids learning from them, and helping them gain a critical distance from their experiences in order to advocate for police accountability.             

For more information about this and other Fielding Educational Series sessions, please visit fielding.edu/events.

Tags: gender empowerment, EdD, Education Doctorate, diversity, organizational change, conversation, leadership, adult learning, national session, fielding graduate university, human rights, criminal justice

Fielding Awarded the Carnegie Community Engagement Classification

Posted by Hilary Edwards on Thu, Jan 08, 2015

Fielding Graduate University Awarded the Carnegie Foundation Advancement of Teaching for Community Engagement Classification

The Carnegie Foundation for the Advancement of Teaching has selected Fielding Graduate University as one of 240 U.S. colleges and universities to receive its 2015 Community Engagement Classification.

Carnegie CEC digital seal resized 600Colleges and universities with an institutional focus on community engagement were invited to apply for the classification, first offered in 2006 as part of an extensive restructuring of The Carnegie Classification of Institutions of Higher Education. Unlike the Foundation’s other classifications that rely on national data, this is an “elective” classification—institutions participated voluntarily by submitting required materials describing the nature and extent of their engagement with the community, be it local or beyond. This approach enabled the Foundation to address elements of institutional mission and distinctiveness that are not represented in the national data on colleges and universities. “The importance of this elective classification is borne out by the response of so many campuses that have demonstrated their deep engagement with local, regional, national, and global communities,” said John Saltmarsh, director of the New England Resource Center for Higher Education (NERCHE). “These are campuses that are improving teaching and learning, producing research that makes a difference in communities, and revitalizing their civic and academic missions.”

Fielding President Katrina Rogers, PhD, noted, “Our leadership sees community engagement as one of the key values of the institution. It is reflected in our strategic plan and the ways in which Fielding manifests community engagement through its mission and educational enterprise. We define community engagement as the actions that we take as an institution and through our graduates to create positive social change using the best research and practice. Our stated values support community engagement in various ways, emphasizing community building internally and externally, diversity, learner-centered education, social justice, and transformational learning.”

Fielding Graduate University was founded in 1974 as an independent non-profit graduate school, dedicated to learning for experienced, mid-career adults. Fielding’s student population consists of 1,200 with 130 faculty members all across the United States. Long before the internet, Fielding invented a pedagogical model that enabled individuals to participate in high quality graduate learning from a distance and in small groups in their communities. Fielding’s vision then and now is based on the notion that adults deserve access to graduate learning that they can apply in their communities as they study, and not only when they finish. From the beginning, Fielding expected its students to be engaged in their communities, taking from their educational experience the more relevant theories to address local issues.

Fielding’s vision for their students role in community engagement is two-fold: 1) to build a high level of knowledge and skills for their graduates to be effective in collaboration and change work; and 2) to enact through their centers and curricula the multiple ways in which Fielding can make a contribution to society. Fielding’s community engagement-focused efforts are most apparent within Fielding’s Institute for Social Innovation (ISI). The ISI’s mission and function is to turn knowledge into action for the workplace and local communities. The programs currently under the ISI include: the Women’s Network for Gender Empowerment, the Nonprofit Leadership Certificate, the World Cafe, and Evidence-Based Coaching certificates. The ISI’s Center for Public Life, is funded by a grant from the Kettering Foundation to support the Center’s services to local non-profits in the central coast region of California.

The Foundation, through the work of the Carnegie Commission on Higher Education, developed the first typology of American colleges and universities in 1970 as a research tool to describe and represent the diversity of U.S. higher education. The Carnegie Classification of Institutions of Higher Education (now housed at Indiana University Bloomington's Center for Postsecondary Research) continues to be used for a wide range of purposes by academic researchers, institutional personnel, policymakers and others.

A listing of the institutions that hold the Community Engagement Classification can be found on NERCHE’s website.

Tags: educational leadership, organizational change, evidence based coaching, higher education, fielding graduate university, graduate education, human development, institue for social innovation, Carnegie Project

Becoming a Leader: A Hermeneutic Phenomenological Study of the Lifeworld of Nelson Mandela

Posted by Hilary Edwards on Tue, Oct 07, 2014

shirley knobel resized 600

Fielding alumna Shirley Knobel, PhD (HOD '14), was selected as the Overall Award Winner of the Student Research Colloquium as a part of the 2014 Organization Development Network Annual Conference based on her paper titled "Becoming a Leader: A Hermeneutic Phenomenological Study of the Lifeworld of Nelson Mandela"

INTRODUCTION

My research question emerged from my lived experience of Nelson
Mandela. I had the privilege of knowing him personally through the Nelson Mandela Children’s Fund – a charity that Mandela established during his term of office as President of South Africa. I selected the lifeworld of Nelson Mandela as the subject of my PhD dissertation research because in my experience he demonstrated an unparalleled ability to lead, reconcile, and transform a broken society.

This dissertation study looks at the lived experience of Nelson Mandela and explores how the structures of his lifeworld shaped his choices and actions and ultimately influenced his destiny as a leader. This approach required a broad lens that encompasses the three main concepts underlying the inquiry: leadership, lifeworld phenomenology, and hermeneutics. While the leadership literature is relevant to this study, so too is lifeworld phenomenology, and in particular Alfred Schutz’s theory regarding the structures of the lifeworld and its significance for social action (Schutz & Luckmann, 1973).

Click here to read Knobel's paper: Becoming a Leader: A Hermeneutic Phenomenological Study of the Lifeworld of Nelson Mandela

#FieldingAlumni

Tags: organizational change, Organizational development, fielding graduate university, graduate education

1974-2014: Fielding Graduate University Celebrates 40 Years

Posted by Hilary Edwards on Mon, Mar 03, 2014

40th Anniversary LOGO resized 600

Founded in March 1974 in Santa Barbara, CA, The Fielding Institute (now Fielding Graduate University) Celebrates its 40th Year in Higher Education

Fielding Graduate University is the realization of the vision of three founders: Frederic Hudson, Hallock Hoffman, and Renata Tesch. The founders, all distinguished higher education administrators and educators, in their respective capacities as president, executive vice-president, and dean of education, each contributed an essential ingredient to the establishment of the university. Many other key individuals, through their diligence, hard work, and firm belief in the national need for mid-career professional education, gave substance to the dream.

The founders envisioned a nationally recognized graduate school, which would serve mid-careerFounders Photo professionals who wanted to pursue an advanced degree but whose educational and professional objectives could not be met by traditional institutions of higher education. The founders succeeded in their mission. Their success was predicated on two basic, but at the time, rather advanced notions. First, they recognized that changing demographics were altering the nature of society, particularly the world of higher education.

More often than not, the founders speculated, students seeking advanced degrees would be mid-career adults who wanted to enhance their established academic and professional skills; who, in many cases, would be committed to effecting a mid-life career change; and all of whom, by the nature of their quest for a quality graduate education at mid-life, would be interested in being part of a lifelong learning community.

Second, the founders realized that adults learn new tasks and accrue knowledge in ways that differ significantly from those of adolescents and young adults. The traditional pedagogical method of education - active teacher, passive learner - would not be appropriate to this new experiment in adult professional education. To accommodate and capitalize upon the learning styles of its student, Fielding developed a rigorous, supportive learning model that today remains flexible, adult-centered, self-directed, task-oriented, and competence-based.

In the Fielding archives, an original document  written by founder Frederic Hudson outlines the beginning of Fielding's history:

History and Background of The Fielding Institute

Fielding was founded in March 1974, as a graduate school in education and psychology designed to serve the educational interests of professional persons in mid-career.  Fielding is new, small, and specialized. We chose two fields in which neither buildings nor equipment are especially important, in which our fascination with human beings and their learning, feeling and knowing could be the focus of our attention. We made our programs “external”—not to be carried on in our environment, but to be accomplished by our Students in connection with their own lives and work, in their own surroundings.

Fielding serves a distinct population: mature professional persons in mid-career. We aim to assist intelligent, competent adults to attain goals of their own, and to measure their achievements by their own increases in competence and knowledge.

Frederic Hudson and Hallock Hoffman first met on a committee established by the Western College Association to advise a study on the meaning of baccalaureate degrees. Subsequently, Frederic Hudson became associated with Laurence University, an external graduate program school. Dr. Hudson, asked Hallock Hoffman and Renata Tesch to join him as faculty members...Resigning from Laurence, we set up Fielding, in part to satisfy our desires to create a program of which we could be proud, and in part to fulfill our responsibilities to a group of students who had been studying with us at Laurence and who were in danger of being stranded by our departure.

Several of those students joined us by enrolling during the founding period of Fielding; their support enabled us to become a functioning school in a much shorter time than would otherwise have been possible. 19 of these students so far have graduated, because they were already at an advanced stage in their studies (with us as their program supervisors)when they entered the Fielding program. Of subsequent students who enrolled initially in Fielding, 10 Master of Arts students and 11 doctoral students have graduated.

The Institute was organized as a non-profit educational corporation in California in March, 1974. We obtained state and federal tax exemption shortly thereafter. We raised the necessary capital and completed the requirements for (a)(3)recognition under the then California education code in July, 1974. Since licensing is important for many of our psychology Students, we applied for and were successful in obtaining (a)(2) Approved status under the State Board of Education in July, 1975.(“Approved status” is now described by California Education Code 94310(b)). Our graduates are now eligible to be examined for the state licenses that may be obtained with “approved” school education. This includes the license as psychologist under the Psychology Examining Committee of the Board of Medical Examiners and the license for Marriage, Family and Child Counselors, from the Board of Behavioral Science Examiners, both of California. Some state agencies, however, are governed by laws that limit their licenses to graduates of “accredited”schools, and for such students, Fielding is presently not serviceable.

Our first students were enrolled in the Education Program. Our individual learning contract curriculum was different from Laurence’s traditional curriculum; but the Laurence transfer students were able to continue the studies they had begun within our Education Program. The Master of Arts Program had its first admission in the summer of 1974. The Psychology Program enrolled its first Students in the fall of 1974. The MA Plan 3 Program, a program to prepare enrollees for admission to the Psychology Doctoral Program, was initiated in 1976. At that same time, we began discussing the possibility of a cooperative program in Human Development with Pacific Oaks College. These discussions led to the present program in which Students in our Education Program can specialize in Human Development, taking course work from, doing research with, and being for some purposes supervised by the faculty of Pacific Oaks College. The first Students enrolled in this program in 1977. A smaller cooperative program with the REM Institute of Cleveland, Ohio, enables REM Students to enroll simultaneously in our MA plan 3 program, and permits them to use the REM faculty as Field Faculty Advisors, teachers and trainers. Student first enrolled in the MA program in 1976.

We did not raise any sizable amount of money in connection with founding Fielding. From the beginning we have believed that the Institute should support itself from current tuition income. The capitalization necessary for (a)(3) recognition was developed through a generous gift of educational films from the Encyclopedia Britannica Educational Corporation. The founding officers drew no salaries for the first several months and only partial salaries for the following year. We have been on full salary since September 1975, and in March 1976, the Focus MagazineTrustees agreed that Fielding’s income was now sufficient to begin paying some of the officers’ salaries previously deferred. About half of this, the Corporation’s only debt, has now been paid.

The financial success of Fielding is thus a function of its ability to serve its students; and that equation is one we wish to preserve. We think it is healthy for us to be delivering educational services in exchange for payment; we do not want capital or endowment that would enable us to shift our primary attention away from services to students. We are creating reserves that ultimately will equal one year’s budget.

The financial success of Fielding is a direct outcome of the number of our enrollments. These have grown steadily, in accord with careful plans.

 

 

To read more about the history of Fielding through the stories of faculty and alumni, click here to view the special edition of FOCUS Magazine: Fielding Graduate University Special Edition: FOCUS Magazine

If you would like to receive a copy of Focus Magazine, please email your name and address to [email protected].

Tags: educational leadership, psychology, organizational change, Organizational development, fielding graduate university, graduate education, distance education

Save the Dates:Rocky Mountain Virtual Research Retreat, Nov 2-3, 2013

Posted by Hilary Edwards on Mon, Oct 21, 2013

Fielding Graduate University is Pleased to Announce the Annual Rocky Mountain Virtual Research Retreat 

RMVRR Save the Date Nov 2 3 2013

Learn valuable research skills via GoToMeeting!

Click here to download the full program and sign in information.

Who Can Attend?  ELC, HOD, and SoP Students, Faculty, Alumni, and Prospects  

Questions? Please email Jenny Edwards ([email protected]).

Session 1—Saturday, Nov. 2, 2013

Research Design - Mark Scanlon-Greene, ELC Faculty
In this session, we will examine the process of turning our ideas into a research study.  We will look at matching the questions we hope our study will answer or the phenomena we want to better understand to the research method(s) that are the best fit for our needs.  The session will begin with an overview of research methods, and then we will see how we can determine which method (or combination of methods) is best for our dissertation.  Appointments can also be scheduled for individual consultation after the session.


Decolonizing Epistemologies and Methodologies - Margo Okazawa-Rey, HOD Faculty
How do you know what you know? What is “real” knowledge? How has research been employed for both colonial and liberatory projects? We will explore these questions and more during this session through conversation about key concepts and principles that challenge and provide alternatives to positivist perspectives and values about ways of knowing and research.


Perspectives on Narrative Approaches to Research on Trauma 
Connie Corley, PhD, Bart Buechner, MA, & Zieva Konvisser, PhD, School of HOD
Based on the work of three researchers who have studied Holocaust survivors, war veterans, and survivors of terrorism, this presentation will address the following:
1.  Overview of narrative research and trauma, including theoretical perspectives;
2.  Narrative research methods—what are they and how used with other cultures of inquiry (e.g., CMM, phenomenology, quantitative survey research); and
3.  Role of narrative as therapy—prospects for healing.


Research in Media and Social Change - Jean-Pierre Isbouts, Media Psychology Faculty
Jean-Pierre will provide an overview of qualitative research with a focus on hermeneutics, text criticism, and oral inquiry as they pertain to media artifacts. He believes that it is not possible to analyze human creativity, including media and artifacts, by purely statistical means. Ergo, any doctoral student who wishes to look at the interaction of individuals or communities with media or creative expression in whatever form will need to penetrate the motives and Gestaltung behind the origination of such artifacts, which statistical instruments alone cannot accomplish.


Analyzing Quantitative Data with IBM Statistical Package for the Social Sciences (SPSS): Part One - Jenny Edwards, ELC Faculty
In this seminar, you will learn how to:
· Set up a codebook
· Enter data into SPSS
· Ensure that the data have been entered correctly
· Run descriptive statistics
· Manipulate the data
Prior to the seminar, please download the trial version from www.spss.com. It will last for two weeks.


Using Indigenous Research Methodology: Perspectives and Values for YOUR Research Project (Even if it is not about Indigenous Peoples) - Four Arrows, ELC Faculty
This seminar will introduce students to ways the growing field of Indigenous Research Methodology can enhance your work as a doctoral student interested in significant change agentry in education and in the world at large, especially that which engages social/ecological justice and diversity issues. Topics covered will include rethinking the purpose of the dissertation; focusing on how knowledge is legitimized; creating new levels of insight; understanding alternative ways of knowing and research; and ending colonizing and oppressive assumptions.
Recommended Reading:
Teaching Truly: A Curriculum to Indigenize Mainstream Education
The Authentic Dissertation: Alternative Ways of Knowing, Research and Representation


Critiquing a Peer-reviewed Research Article- Marie Farrell, HOD Faculty
In this session, we will take two typical articles found in peer-reviewed journals in Human and Organizational Development. One will focus on a qualitative descriptive study, the other on an empirical study. The two articles will be posted in advance to allow for participants to familiarize themselves with the topic and the elements the researchers include.

Session 2—Saturday, Nov. 2, 2013

Advanced Library Research Methods - Elizabeth Borghi, Instruction and Reference Librarian
This session will provide you with the techniques required to be a more independent and skilled researcher in the library. Specifically, you will learn how to conduct advanced searches in FASTSearch; how to conduct in-depth research in individual databases using tools like Boolean operators, limiters, thesauri, and subject terms; and how to construct a research strategy. We will also cover basics on how to use EndNote to manage your citations and bibliographies. If you have any research questions or topics you’d like us to demonstrate at the session, please email them to [email protected] before November 1. 


Writing An Action Research Dissertation - Rodney Beaulieu, ELC Faculty
In this session, we will review some possible ways to frame and organize an action research dissertation, following a traditional five-chapter format: introduction, literature review, research methods, research findings, and discussion.  


Research Design - Mark Scanlon-Greene, ELC Faculty
In this session, we will examine the process of turning our ideas into a research study.  We will look at matching the questions we hope our study will answer or the phenomena we want to better understand to the research method(s) that are the best fit for our needs.  The session will begin with an overview of research methods, and then we will see how we can determine which method (or combination of methods) is best for our dissertation.  Appointments can also be scheduled for individual consultation after the session.


Writing a Grant to Fund Your Dissertation Research - Barbara Freeman, ELC Alumna
The aim of this presentation is to help participants write a winning grant proposal to help fund their dissertation research. Over the past decade, Dr. Barbara Freeman, the session facilitator, has raised close to $10 million to fund the research and development of her digital educational interventions for K-12 students. In this session, she will share specific strategies that can improve one’s probability of success. Participants will gain an understanding of how to identify funding organizations that may take a genuine interest in their research proposal. They will also learn how to make a compelling argument regarding the significance of their work, clearly articulate the research basis of their work, and ensure consistency between the core of their dissertation and research plan. Using an interactive case study approach, we will explore issues, including defining the research question, selecting the appropriate research design and data analysis methodology, assessing learning outcomes and performance measures, employing formative and summative evaluation techniques, and ensuring fidelity of implementation.


Analyzing Quantitative Data with IBM Statistical Package for the Social Sciences (SPSS): Part Two - Jenny Edwards, ELC Faculty
In this seminar, you will learn how to:
· Choose the correct statistical procedure to use
· Use graphs to describe and explore the data
· Check assumptions for the various statistical procedures that we will be covering
· Run correlations and partial correlations
· Run Chi-Square
· Run inferential statistics such as paired-samples t-tests, independent samples t-tests, and one-way Analysis of Variance
Prior to the seminar, please download the trial version from www.spss.com. It will be good for two weeks.


Zotero and Other Aps to Make Writing Easier - Jennifer Frank, ELC Alumna
Learn to use Zotero for organizing your references for classes and the dissertation, as well as other apps for writing.
 
Special SUNDAY Global Pre-Session Event Sunday, Nov. 3

7 am-9 am Pacific / 8 am-10 am Mountain / 9 am-11 am Central / 10 am-12 noon Eastern / 3 pm-5 pm UK Greenwich / 4 pm-6pm Europe / 11pm-1 am China

Spirit and Work–Research and Practice -with Pauline Albert, Lenneal Henderson, Rick Moody, Stephen Murphy-Shigematsu, and David Blake Willis 

How do we make better social worlds by bringing our spiritual selves to our work and research? We draw on the wisdom of Saints Francis and Clare of Assisi, Confucius, Rumi, and Krishna, as well as contemporaries such as Barnett Pierce, Charlie Seashore, Marshall Ganz, Edward Said, and others as we discuss how to do research that brings a spiritual dimension into our work along with traditional analytical approaches. We engage in learning how CMM, use of self, and public narratives can be useful in integrating our inner lives into our actions in the world. Welcome to our exploration of bringing spiritual dimensions to our work and research!!

Session 3—Sunday, Nov. 3, 2013

Evaluating Scholarly Literature - Leila González Sullivan, ELC Faculty
In this session, students will learn the purpose of a literature review in the context of a scholarly paper or their chosen dissertation topic and review the components of an article that should be evaluated before including the article in a paper.  They will analyze selected articles, examine reference lists for leads to other articles and discuss the proper structure for a literature review. Applications to the students’ dissertation work will be emphasized throughout.


Focus Groups: Organizing, Conducting, and Analyzing - Kathy Tiner, ELC Faculty
This session will be an introduction to the use of Focus Group Interviews as a data collection tool.  Included in this interactive session will be information on the following:
· Why Focus Groups?
· Practical tasks using focus groups
· Developing questions for focus groups
· Facilitating focus groups
· Analyzing and reporting focus group results


Ethical Perspectives on Doing Research Outside the US - Margo Okazawa-Rey, HOD Faculty
What happens when “Americans” conduct research outside US culture, languages, and ways of being and doing? We will explore this overarching question with emphasis on ethics and ethical dilemmas.


Understanding the IRB Process - Mike Meraz, IRB Administrator and Jenny Edwards,
ELC IRB Member
The Institutional Review Board (IRB) is a committee charged with the oversight of all research with human subjects conducted at Fielding to ensure that the rights of participants are adequately protected.  The IRB Administrator (Mike Meraz) and IRB Member (Jenny Edwards) will offer a brief overview of Research Ethics and clarify the role the IRB plays in the dissertation process.  Students will be provided with a comprehensive description of the IRB process from submission through the closing of their study. If you have questions about the IRB, email [email protected]


Writing Outside of Pages and Word: Using Non-Linear Tools to Research, Write, and Collaborate - Gigi Johnson, ELC Alumna
Programs like Word and Pages often lock us into linear metaphors of work.  In Word, we can use the Reference tool to see an outline down the left side, but that tends to be the level of iterative connection it brings. There are other ways to connect and create new combinations with our long-term work. We will focus on EverNote, Scrivener, and other visualization tools to work on writing and research in image-driven settings, as well as concept maps and iPad-based apps.  We will examine how we can gather research over the long haul, connect our work together in new ways, and use these tools as group tools to collaborate with other scholar/practitioners.  We will look at not just how to gather ideas for dissertations, but how to start gathering ideas together earlier in KAs and other professional work for long-term research and writing flow.


Charting the Course for a Smooth Doctoral Journey - Kay Hensler Phelps, ELC Alumna
Join ELC alumna, Dr. Kay Phelps, for a roundtable session on practical tips and support that will enhance your doctoral journey. Topics include:
• A search focus with the studies
• Arranging for focus groups and interviews
• Preparing for the Institutional Review Board
• Managing work, research, and family and...
• Taking care of yourself in the process!


Fill in the Blanks for a Strong Academic Paper - Jennifer Frank, ELC Alumna
Well-written academic papers follow a format that easily conveys your ideas to the reader. The problem is that most writers either don't know or don't follow that format. Jennifer Frank is an ELC graduate who works as a writing tutor and instructor. In this presentation, you will learn the basic structure that works for everything from a five-paragraph essay to a full-length dissertation. When you approach academic papers using this common framework, all you have to do is fill in the blanks with your ideas.
 

Session 4—Sunday, Nov. 3, 2013

Using Venn Diagrams - Anna DiStefano, ELC Faculty
In this seminar, we will play with Venn diagrams as a way of organizing our thinking about a research question.  Using Venn diagrams can help us clarify the relationships among key concepts.  We can then use that clarity to organize a review of the literature more powerfully to make an argument.  On my sign-up site are two light-hearted examples of Venn diagrams.  Please also read the article by John Clarke before the seminar and, if possible, sketch out a Venn diagram or two about a research topic of interest to you.  While I will present a few key ideas at the beginning of the seminar, we will spend most of the time playing around with possible ways of organizing your ideas.


Research Design Basics, Correlation and Factor Analytic Basics, and Visual Presentation of Data - David Peterzell, SoP Faculty
Research Design Basics (45 minutes) will introduce the scientific method (problem, design, analysis, publication), and research methodologies (descriptive, correlational, experimental). Correlation and Factor Analytic Basics (45 minutes) will provide a simple, intuitive, non-computational introduction using individual differences data from my own research.  
Visual Presentation of Data (15 minutes) will provide simple tips for using graphs from the beginning to end of a research project. 


Writing Outside of Pages and Word: Using Non-Linear Tools to Research, Write, and Collaborate - Gigi Johnson, ELC Alumna
Programs like Word and Pages often lock us into linear metaphors of work.  In Word, we can use the Reference tool to see an outline down the left side, but that tends to be the level of iterative connection it brings.  There are other ways to connect and create new combinations with our long-term work. We will focus on EverNote, Scrivener, and other visualization tools to work on writing and research in image-driven settings, as well as concept maps and iPad-based apps.  We will examine how we can gather research over the long haul, connect our work together in new ways, and use these tools as group tools to collaborate with other scholar/practitioners.  We will look at not just how to gather ideas for dissertations, but how to start gathering ideas together earlier in KAs and other professional work for long-term research and writing flow.
 
Research in Virtual Environments: Challenges and Results - S. Mackenzie Glander-Dolo, HOD Alum
This session will critically analyze doing research in virtual environments using a Trust study in Second Life as an example. Recent studies indicate that emails and Twitter elicit mean and angry responses (Brennan & Ohaeri, 1999; Rui Fan, Jichang Zhao, Yan Chen, Ke Xu, 2013) more than any other emotion. These are generally asynchronous communication, so the question arises whether or not synchronous virtual environments are also impacted and impacting business and personal relationships. Using participants in Second Life (SL), this study looks particularly at trust relationships using mixed methods: a tool called Virtual Environment Interpersonal Trust Scale and interviews. Initial results and challenges along with a compilation of previous SL research will be reported. Students are welcome to send discussion questions ahead of time. Please send questions to [email protected]  


Fielding’s First Collaborative Dissertation:  1 + 1 = 3 with Mary Ann Burke, ELC Alumna and Kathy Norwood, ELC Alumna and EBC Faculty
Mary Ann and Kathy have just completed the first collaborative dissertation in the history of Fielding Graduate University. They will be giving an inside look at how this pioneering effort unfolded.  From its inception through the final product, they will talk about the benefits and potential pitfalls in undertaking a collaborative dissertation. Be prepared to “think outside the box” as they expand the horizons on dissertation possibilities. 
 
Analyzing Qualitative Data with the ATLAS.ti Qualitative Data Analysis Software Program - Jenny Edwards, ELC Faculty
Participants will learn to do the following tasks in the ATLAS.ti qualitative data analysis software program:
· Entering data
· Coding data
· Creating families of primary documents and codes
· Writing memos
· Producing output
· Creating networks
· Running searches using the Query Tool
· And many other tasks!
 

Click here to download the full program and sign in information.

Questions? email Jenny Edwards ([email protected]).


 
 
 
 
 
 

 

Tags: educational leadership, organizational change, qualitative research, fielding graduate university, research

Fielding alumni and current student to present at upcoming Systems Thinking in Action Conference

Posted by Hilary Edwards on Tue, Nov 06, 2012

Using the Power of an Organization's Natural Network

Fielding Graduate University alumni Joan Goppelt (HOD '09) and Keith Ray (HOD '09) with Act Too Consulting, Inc., will be presenting with current MOD student Samantha Cooprider with Learning as Leadership at the Systems Thinking in Action Conference November 12-14 in Indianapolis, IN.

Overview of the upcoming of "Using the Power of an Organization's Natural Network":

When embarking on organizational improvement, working “in” the system can be much more powerful than working “on” it. Organizations are not objects but rather are people in the constant act of organizing. As they organize toward accomplishing individual and collective goals, they create networks of interaction known as teams, groups, departments, etc. In this session, you will hear how change agents in one large organization used the power of their internal network to address the limits to growth encountered with most organizational initiatives. You will learn what research revealed about their process and how an understanding of complex adaptive systems guided their way.

Joan and Keith presented the highly successful scholar-practioner class titled Integrating Research & Practice at the last all-school Fielding Summer Session 2012 alumni track to a packed room of Fielding alumni, students, and faculty.

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Keith Ray, PhD, has over 20 years of experience in organization development, organizational research, strategic change, project management, software development, and systems engineering. In 2008, he co-founded Act Too Consulting, Inc., which provides organization development and research services to a variety of clients. Keith has a BS in physics and a doctoral degree in human and organizational systems from Fielding Graduate University. Keith is interested in complexity and narrative in organizations.

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Joan Goppelt, PhD, has over 25 years of experience in leadership development, organizational change, software development, and project management. In 2008, she co-founded Act Too Consulting, Inc., which provides organization development and research services to a variety of clients. Joan has a bachelor’s degree in mathematics, a master’s degree in computer science, and a doctoral degree in human and organizational systems from Fielding Graduate University. Her interests include collaboration, adult learning, and new concepts of leadership.

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Samantha Cooprider has been a facilitator, executive coach, and COO with Learning as Leadership (LaL) since 2000. She developed a Leadership in Action course at the University of California, Berkeley, and is a facilitator of LaL’s on-site We Lead leadership training program. Samantha has a BA from the University of California at Berkeley with a focus on leadership organizations and social change and is currently pursuing a master’s in organizational development at Fielding Graduate University.

 

For further information about the conference: http://www.systemsthinkinginaction.com/

 

 

 

 

 

Tags: educational leadership, organizational change, Organizational development, leadership, higher education, graduate education, research

Sustainability across the world: Fielding Graduate University Provost Katrina Rogers is busy raising awareness

Posted by Hilary Edwards on Thu, Oct 11, 2012

describe the imageFrom the United Nations Office at Geneva to the AARP Headquarters in Washington, DC, Provost Katrina Rogers is keeping busy building sustainability consciousness all over the world. Next stop: New York.

Fielding Graduate University Provost Katrina Rogers, PhD, keeps her passport handy as she travels the world presenting her latest research on sustainability. Her most recent visit was to the United Nations Office at Geneva (UNOG).  Housed at the Palais des Nations, the UNOG is the second largest United Nations center after the United Nations Headquarters in New York.  UN Secretary-General Ban Ki-moon called on all UN agencies, funds and programs to become climate neutral and 'go green' after recognizing that they can take measures in their daily operations to reduce their environmental impact. UNOG, maintains more than 1,600 staff and services more than 8,000 meetings every year, making it one of the busiest conference centers in the world. On World Environment Day in 2007, Secretary Ki-moon made public his ambition to make the United Nations more efficient in its operations: “I would like to see our renovated Headquarters complex eventually become a globally acclaimed model of efficient use of energy and resources. Beyond New York, the initiative should include the other United Nations headquarters and offices around the globe.”(http://www.greeningtheblue.org/our-approach/introduction/the-mandate)

Rogers’ engagement with UNOG began when Fielding Graduate University alumna Katrina Burrs, PhD, (HOD '97) introduced a colleague of hers from the UNOG. Rogers met Marie-Jose Astre, Senior Director of Training and Development of the UNOG, and during their conversation, Marie-Astre became enthusiastic about Rogers’ research on sustainability. Rogers was asked to participate as an outside consultant on a team called The Sustainable United Nations Unit (SUN), which houses a number of initiatives that influence the UN system and beyond. Rogers has spent the last few years working on this team as a http://www.greeningtheblue.org/resource to raise awareness of how to improve the sustainability performance of the UN system, and provide support to public sector organizations embarking on their own sustainability journeys. Based in part on work of the SUN unit along with several environmental and sustainable groups , Greening the Blue (http://www.greeningtheblue.org/) was launched in 2010 to communicate with all UN staff as well as external stakeholders. The aim is to raise awareness of the importance of sustainability throughout the UN system and highlight what’s been achieved, what’s happening next, and how staff can get involved.

Katrina UNOG resized 600In September of this year, Rogers addressed administrators and senior leaders who manage facilities, conferences, cafeterias, and information technology departments within the UNOG. Her primary focus was educating them about building internal personnel workshops based on the organizations’ set of initiatives and values.  She discussed techniques to become more effective and efficient in their processes and how to build sustainability awareness within their departments. In her presentation entitled “Building a Sustainable Organization: Tips, Tools and Trends,” Rogers stated: “An organization needs to follow a person through all of the cycles of sustainability. An organization usually starts the first step of building awareness, but it usually drops off with the final stage of providing feedback and support through positive reinforcement. Human beings tend to be more environmentally friendly in their home lives but not in their work lives. Why? The system of support at work. We need to think about how to link human sustainability to the workplace.” 

Rogers’ sustainability presentation continues this month when she will address Fielding Graduate University constituents and guests in New York City on Saturday, October 13th. On Monday, October 15th, at the AARP Headquarters in Washington, DC, Rogers will speak to AARP staff, guests and Fielding constituents about building sustainability awareness.

For more information about upcoming events, please contact [email protected].

 

Tags: organizational change, Organizational development, sustainability, leadership, international

Fielding alumnus Dr. Eli Sopow publishes in peer-reviewed book "Leading in Complex Worlds"

Posted by Hilary Edwards on Wed, Oct 10, 2012

Sopow Barbour Complex Worlds final cover web resized 600

Employees value fairness over experience

University of Canada management professor Dr. Eli Sopow published in the peer-reviewed book Leading in Complex Worlds by the International Leadership Association published by Jossey-Bass.

As reported from the University Canada West: A new study shows that in today’s rapidly changing world, employees want a boss who’s fair and has great communication skills much more than someone with a lot of experience. The results can have a direct impact on corporate hiring and promotion practices.

Sopow asked 620 employees in a large Canadian organization how important 21 different workplace behaviors were to them and how good a job was being done on each. A statistical analysis of the data then compared the results to how the employees rated their immediate supervisor.

At the top of the list of what’s important to employees is a boss who treats all employees fairly, has good communication skills, is trustworthy, is ethical, sets clear expectations, and holds all employees quickly accountable for actions. At the bottom of the importance list is a boss who has a long work history.

Sopow says that while having a boss with a long work history and experience is still important to employees, it is nowhere near as important as fairness, communication skills, trust and ethical behavior. For example, while 93 percent of employees agreed fair treatment is very important to them and 80 percent agreed having a boss with great communication skills is very important, only 33 percent agreed having an immediate boss with a long history of experience was very important.

“This study scientifically confirms what a lot of especially younger employees see everyday. They see managers and supervisors who’ve been around for sometimes 30 years but they haven’t advanced their skill sets or attitudes. Employees want leaders who are great communicators, who they can trust, who listen well, and who are adaptive to rapidly changing times,” said Sopow.

Sopow’s study also showed through statistical modeling which workplace factors were most strongly correlated to the top skills of fairness, being trustworthy, and being a good communicator.

The results show treating others fairly has a strong correlation to being willing to admit and correct mistakes, being trustworthy, making your expectations very clear, being a good communicator, and providing employees with positive recognition when a job is well done.

Sopow ('02) holds a doctorate in Human and Organization Systems from Fielding Graduate University in Santa Barbara, California.


For more information contact:

Dr. Eli Sopow [email protected]

To order, click here.

Tags: organizational change, learning

Fielding HOD alumna Kathleen Long, PhD, is interviewed for article in MITSloan Management Review

Posted by Hilary Edwards on Wed, Sep 12, 2012

Kathleen LongFielding Graduate University HOD alumna Kathleen Long, PhD, was interviewed in the business and management communities’ prestigious publication MITSloan Management Review for the article titled: Risky Business: How Data Analytics Can Help

Kathleen focuses an exciting extension of her dissertation research using a combination of behavioral analytics, Bayesian engineering and big data to help companies better determine and mitigate business risk.

The article states:

"A socio-cybernetician and behavioral scientist, Kathleen Long battles operational risk. As CEO of Montage Analytics, a Mountain View, Calif., consultancy offering risk assessment software services and analytic reports, Long has combined her training with the experience of Montage Analytic’s CTO, Doug Campbell, in Bayesian network design. The company helps organizations better understand and mitigate everything from risky business practices and employee fraud to the big, unwieldy, nearly undetectable risks referred to as “black swans.”

This isn’t an easy undertaking. Part of the problem, according to Long, is that not everyone knows how to define operational risk (if you can’t define it, you can’t guard against it). At the same time, the risk landscape is changing so fast that what happened yesterday is no longer a marker for what might happen tomorrow."

To read the full article, click here.

Tags: organizational change, leadership

Chapter in AACRAOs first comprehensive SEM publication since 2001 authored by Fielding associate provost Dr. Monique Snowden

Posted by Hilary Edwards on Wed, Aug 29, 2012

monique resized 600The American Association of Collegiate Registrars and Admissions Officers (AACRAO) announces new publication, Strategic Enrollment Management: Transforming Higher Education featuring a chapter authored by Dr. Monique L. Snowden, Associate Provost for Academic and Enrollment Services at Fielding Graduate University.

Nineteen chapter contributors share their wealth of expertise on topics ranging from student success, financial aid, the use of data and metrics, Strategic Enrollment Management (SEM) in the post baccalaureate context, international initiatives within SEM, constructive conflict, SEM as community, the role of executive leadership in SEM, personnel training, and SEM planning.

Monique holds an adjunct faculty appointment in Fielding’s School of Human and Organizational Development (HOD). Her current research interests include examining the communicative role and impact of professional associations on profession identity, knowledge and practice. She is an engaged scholar-practitioner leader in AACRAO, currently chairing the AACRAO Graduate and Professionals Schools Committee and serving on the Public Policy Advisory Committee.

AACRAO is a nonprofit, voluntary, professional association of more than 11,000 higher education admissions and registration professionals who represent more than 2,600 institutions and agencies in the United States and in over 40 countries around the world.

To order: Call (301) 490-7651

 

 

 

Tags: organizational change, Enrollment Technology, management education, higher education, graduate education