Fielding Graduate University News

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

Psi Chi Chapter of Fielding Graduate University Raises $1,800 for Big Brothers Big Sisters

Posted by Hilary Edwards on Mon, Mar 30, 2015

With only two weeks to fundraise, members, faculty and psychology students in the Psi Chi Chapter of Fielding Graduate University raised more than $1,800 for Big Brothers Big Sisters of Santa Barbara County.

By Melinda Johansson for the Family Service Agency |

Psi Chi check presentation Jan 2015 resized 600

This achievement, which includes a $500 match from Fielding Graduate University, sponsors a Big and Little match for one year.

“We are very thankful to Brothers Big Sisters of Santa Barbara County for all they do to support the emotional development of children,” said Jeanie Metivier, president of Fielding Graduate University Psi Chi Chapter. “We are thrilled to champion their work and appreciate Fielding Graduate University’s commitment and support of student organizations that make projects like this possible.”

Fielding Graduate University Psi Chi Chapter is a local chapter of Psi Chi, the International Honor Society in Psychology. The honor society is open to Fielding psychology students who have a 3.5 GPA or higher.

The mission of Psi Chi has several goals, one of which is to "promote ethical and socially responsible members and leaders." One way for members to learn social responsibility and leadership is through chapter service projects.

Big Brothers Big Sisters was selected as a service project for a few reasons, primarily because members had clinical or personal experiences with its programmatic results and wanted to support the emotional health and well-being of Santa Barbara County citizens.

Big Brothers Big Sisters is recognized as the single most effective prevention-based mentoring program in the United States. At-risk children ages 6 to 15 are carefully matched with caring adult mentors, who help them reach their full potential trough one-to-one relationships built on trust, friendship, consistency, support and guidance. In a recent national report titled The Mentoring Effect, it has been determined that young people who are mentored show improvements academically, socially and economically. These types of improvements are a direct result of the investment in our most valuable resource, our community’s children, which will lead to stronger and safer communities.

Locally, Big Brothers Big Sisters is a program of Family Service Agency.

— Melinda Johansson is the marketing manager for Family Service Agency.

Photo from left, Sean Whaley, Big Brother and Family Service Agency board member; Jeremy Jinkerson, vice president of the Psi Chi Chapter; Tiffany Duffing, secretary of the Psi Chi Chapter; David Edelman, vice president of advancement and development for Fielding Graduate University; April Harris-Britt, Ph.D., faculty sponsor for the Psi Chi Chapter, with daughter Aliyah Colin Lim, treasurer for the Psi Chi Chapter; and Jeanie Metivier, president of the Psi Chi Chapter. (Family Service Agency photo)


Tags: psychology, higher education, fielding graduate university, scholar activist

NCA Announces Orlando L. Taylor Distinguished Scholarship Award

Posted by Hilary Edwards on Mon, Mar 23, 2015

National Communication Association Establishes Distinguished Scholarship Award for Africana Communication in Honor of Association’s Past President Orlando Taylor

Released: 12-Mar-2015 10:30 AM EDT
Source Newsroom: National Communication Association
Newswise — WASHINGTON, DC (March 12, 2015)—The National Communication Association (NCA) announces the establishment of the Orlando L. Taylor Distinguished Scholarship Award in Africana Communication, named for the association’s 85th president, and the first African American to serve in that role.

“I am pleased that NCA has established an award to recognize such an important and consequential area of scholarship within our discipline, and I am especially pleased that it has been named for Orlando Taylor. Dr. Taylor has made significant contributions to the discipline of Communication and to our association over several decades. Significantly, he helped propel Communication to greater prominence in national higher education discussions during his tenure as the association’s first African-American president. I personally have great admiration for Dr. Taylor, and naming this award after him conveys well the stature of the award,” said NCA Executive Director Nancy Kidd.

The award will honor a scholar whose body of work demonstrates a sustained commitment to the study of African American and/or the African Diaspora communication and culture.

Orlando TaylorOrlando Taylor is Vice President for Strategic Initiatives and Research/Director of the Institute for Social Innovation at Fielding Graduate University. He is also a Senior Fellow at the Association of American Colleges and Universities (AACU). Headquartered in Fielding’s Washington, DC office, Dr. Taylor was the Founding President of the Washington, DC, campus of The Chicago School of Professional Psychology. Prior to these appointments, he spent more than 30 years at Howard University, where he was a Professor and also served in several senior leadership positions, including Dean of the School of Communications, Dean of the Graduate School, and Vice Provost for Research. “I am both humbled and honored to have the National Communication Association name this prestigious award in my honor,” Dr. Taylor said.

###

About the National Communication Association
The National Communication Association (NCA) advances Communication as the discipline that studies all forms, modes, media, and consequences of communication through humanistic, social scientific, and aesthetic inquiry. NCA serves the scholars, teachers, and practitioners who are its members by enabling and supporting their professional interests in research and teaching. Dedicated to fostering and promoting free and ethical communication, NCA promotes the widespread appreciation of the importance of communication in public and private life, the application of competent communication to improve the quality of human life and relationships, and the use of knowledge about communication to solve human problems.

For more information, visit natcom.org, follow us on Twitter at @natcomm, and find us on Facebook at www.facebook.com/NationalCommunicationAssociation.

Tags: scholar activist

Teach-In for Public Education K-12 and Beyond

Posted by Hilary Edwards on Thu, Jun 26, 2014

teach in

Teach – In for Public Education K-12 and Beyond:

A critical exploration and discussion about the future of public schools in the age of standardized tests, corporate reforms, and neo-liberal economics.

As part of its National Summer Session in Rosemont, IL, Fielding Graduate University invites the extended Chicago community to join the panel discussion titled Teach-In on Public Education—K-12 and Beyond, on July 16, 7-10 pm at The Westin O'Hare, 6100 N River Rd, Rosemont, IL 60018.  This evening program will provide a critical exploration and discussion about the future of public schools in the age of standardized tests, corporate reforms, and neo-liberal economics. This conversation will be led by distinguished scholar-activists Michelle Fine,PhD, and Ira Shor, along with organizers Regina Tuma, PhD (Media Psychology Faculty) and Kathy Tiner-Sewell, PhD (Program Director, Educational Leadership for Change). In the true spirit of a teach-in this event is open and inclusive. Educators, students, activists and anyone interested in participating, sharing and discussing this topic is encouraged to attend. 

Regina TumaThe Teach-In on Public Education—K-12 and Beyond will draw attention to corporate educational and testing reforms which are threatening the very idea of public education across the nation. “Corporate education and testing reforms have long ceased to be about improving the quality of learning in our public schools. There is a need to develop empowering narratives and a counter-critique to corporate testing reforms and their effects,” Tuma stated. 

Fine, Shor and Tuma are among the founding members of Montclair (NJ) Cares About Schools, an activist parent group working in coalition with civil rights groups, NAACP, and teachers to provide alternatives to the logic of corporate test reforms in Montclair. Tuma added: “Montclair is an interesting case.  It is a progressive, mixed, hip suburb near New York City and flanked by Newark to its south. It is known for creative, progressive education and the town fought a hard battle to desegregate its schools, creating a model magnet system and de-tracked classrooms. Ironically, it also happens to be home to a ‘who’s who’ in the national education reform movement. Many of our neighbors in Montclair have been influential in determining the course of national policy in education. That fact alone adds a different tone and dimension to the rhetoric in Montclair. Let’s just say that it makes for awkward glances at the supermarket.”

Tiner-Sewell sees this conversation as a natural extension of Fielding values: "Michelle and Ira bring with them their experience as critical scholars and activists. Their presence at Fielding is appropriate given Fielding’s values of social justice, equity, and diversity as these are embodied through our scholar-practitioner model.”  She further reflected, “Graduate students have been coming to Fielding for 40 years to become agents of change and establish communities of practice in their own locales. In the true spirit of a teach-in, we hope to raise critical awareness of these issues on education.”  Tiner-Sewell emphasized that these reforms have the capacity to redefine learning and redefine the role of public education in a democracy. “Regina and I agree that one outcome of the teach-in is to promote conversations that can help our society think about the role of quality public education in a democracy. We are excited by this collaboration with Ira and Michelle and our extended collaboration with the broader Chicago-area community.”

Michelle FineMICHELLE FINE is Distinguished Professor of Social Psychology, Women’s Studies and Urban Education at the Graduate Center, City University of New York (CUNY).  A highly influential educator and activist, her work addresses questions of social injustice that sit at the intersection of public policy and social research, particularly with respect to youth in schools and criminal justice.

Michelle has authored, co-authored, or edited more than 20 books, 70 chapters in key national and international volumes, and 80 journal articles. Her most recent book, with Michael Fabricant, is “The Changing Politics of Education: Privatization and the Dispossessed Lives of Those Left Behind.” A recognized pioneer in participatory action research, Michelle’s scholarship and activism address critical issues of what she calls “circuits of dispossession and resistance,” documenting how youth contend with, are affected by, and resist inequities and the rising “punishment paradigm” in prisons, schools, communities, and social movements.

Her activism includes serving often as expert witness in gender, race, and education discrimination cases, including test-based graduation requirements in urban districts. Most recently, Michelle has been intensely involved with MCAS - Montclair (NJ) Cares About Schools - an activist group of parents working with educators, labor and civil rights groups, in a struggle over corporate reform and testing in a racially integrated suburban school district.

Ira ShorIRA SHOR is a Professor of Rhetoric/Composition at the City University of NY’s Graduate Center (PhD Program in English) and in the Dept. of English at the College of Staten Island/CUNY. Shor started the new doctorate in Rhetoric/Composition at the CUNY Grad Center in 1993. There, he directs dissertations and offers seminars in literacy, Paulo Freire and critical pedagogy, whiteness studies, composition theory and practice, and the rhetorics of domination and resistance. At the College of Staten Island/CUNY, he teaches first-year writing, non-fiction, coming-of-age narratives, multicultural literature, and mass media. His 9 published books include a 3-volume set in honor of the late Paulo Freire, the noted Brazilian educator who was his friend and mentor: “Critical Literacy in Action” (college language arts) and “Education is Politics” (Vol 1, k-12, and Vol. 2, Postsecondary Across the Curriculum). Shor’s work with Freire began in the early 1980s and lasted until Freire’s unfortunate passing in 1997. He and Freire co-authored “A Pedagogy for Liberation in 1986”, the first “talking” book Freire published with a collaborator. Shor also authored the widely used “Empowering Education” (1992) and “When Students Have Power”(1996), two foundational texts in critical teaching. His “Critical Teaching and Everyday Life”(1980) was the first book-length treatment of Freire-based critical methods in the North American context. That book grew out of Shor’s teaching for Open Admission students in the City University in the 1970s, where he helped build an experimental writing program recognized as one of three successful efforts in higher education. Coming to the CUNY in 1971 after a PhD at Wisconsin, he experimented with critical literacy, taught Basic Writing for 15 years, and now teaches first-year composition and graduate courses. 

Born in 1945 in the South Bronx of New York City, Shor attended public schools. After graduating from Bronx Science High School, Shor attended the University of Michigan (BA, English, 1966), then the University of Wisconsin (MA, 1968, and PhD, 1971), both sites of student activism in the 1960s. His dissertation was on Kurt Vonnegut whose fiction stood against elitism, war, and cruelty. After finishing his PhD, Shor started teaching comp and basic writing at Staten Island Community College, then a 2-year unit of CUNY. He joined the CUNY faculty when the democratic policies of Open Admissions and free tuition were under attack. 

https://fieldingeducationalseriessummer2014.eventbrite.com  

#FieldingEduSS14


 

Tags: educational leadership, higher education, fielding graduate university, scholar activist, teacher education

Israeli Stories of Hope and Healing

Posted by Hilary Edwards on Wed, Jan 29, 2014

Living Beyond Terrorism: Israeli Stories of Hope and Healing

Fielding Alumna and Institute for Social Innovation Fellow, Zieva Konvisser, PhD (HOD '06), publishes book relaying the experience of survivors and relatives of survivors and victims discuss their life journeys – from terrorism to hope and optimism and from grief to meaning and healing.

Lving Beyond  book cover resized 600No one can forget the devastating aftermath of a suicide bomber detonating in a crowded bus. But what happens to the survivors of such indiscriminate and horrific attacks? Will the physical and emotional scars overwhelm them, or will they be able to transcend the traumatic experience and lead healthy and fulfilling lives? Many of those who survive are able to grow and thrive, as described in Living Beyond Terrorism. This book shares compelling stories of hope and healing, as told by ordinary people who – while riding in buses, dining in restaurants, shopping in markets, studying at colleges, visiting hotels, or walking along the street – suddenly became the innocent victims of indiscriminate terrorist attacks in Israel and in the West Bank, primarily between 2000 and 2006. Forty-eight survivors and relatives of survivors and victims discuss their remarkable life journeys; they speak not just of moving on with life as usual, but of moving forward with new purpose, contributing to society, and turning tragedy into action. They bear witness to their experiences in order to make sense of them as best as they can, and to help others.

The powerful stories in Living Beyond Terrorism are testimony to their inner strength and determination and inspire each of us as we meet the challenges in our lives.

Zieva resized 600Zieva Konvisser’s diverse career has evolved from pharmaceutical chemist to automotive executive to earning a post-retirement PhD in human development. As a fellow of the Institute for Social Innovation at Fielding Graduate University, her research focuses on the human impact of traumatic events, such as terrorism, genocide, war, and wrongful conviction. She has served on the National Commission on American Jewish Women and the boards of several community, philanthropic, and professional organizations and is currently on the international board of the Israel Center for the Treatment of Psychotrauma. Whether in the laboratory, the parts distribution center, the streets of Jerusalem, or the boardroom, she has always been driven by a commitment to make a positive difference in people’s lives and the communities in which they live and work

Format: Paperback
ISBN 10: 9652296430
ISBN 13: 9789652296436
Catalog Number: 9789652296436
Number of Pages: 256
Year Published: 2014

Living Beyond Terrorism can be purchased on Amazon.com.

Tags: disaster mental health, fielding graduate university, human development, scholar activist

Fielding Faculty Kitty Kelly Epstein, PhD, 2013 UAA-SAGE Activist Scholar Award Winner

Posted by Hilary Edwards on Thu, Apr 04, 2013

As cited by SAGE and the Urban Affairs Association release date: 28-Mar-2013

43rd UAA Conferencehttp://urbanaffairsassociation.org/conference/past-conferences/

SAGE and the Urban Affairs Association announce the winner of the UAA-SAGE Activist Scholar Award

Winner to give a plenary lecture at the 2013 Urban Affairs Association Annual Conference

Kitty Kelly EpsteinSAGE and the Urban Affairs Association (UAA) are pleased to announce that Dr. Kitty Kelly Epstein is the 2013 winner of the UAA-SAGE Marilyn Gittell Activist Scholar Lecture Series and Award. Dr. Epstein will be honored at the 2013 UAA Annual Conference held in San Francisco, CA April 3-6, 2013.

Set up in 2010, the Activist Scholar award honors the legacy of the late scholar and urban affairs activist, Dr. Marilyn Jacobs Gittell. It is awarded annually to an urban scholar who has engaged in field-based research that incorporates direct engagement with local residents and organizations in the city of the Association conference.

"I was astonished to discover that there is actually an award for being a scholar-activist!" Epstein commented. "Organizing and analyzing with the other folks who live in my city is a great privilege. If we all do a lot more organizing, we might eventually be able to end the racial wealth gap and sustain humanity in joyous, equitable cities all over the world"

Dr. Epstein is a Professor of Education and Urban Studies at Holy Names University and Fielding Graduate University. She recently served a four-year tenure as Director of Educational Policy and Resident Engagement for the Mayor of Oakland. Her 2012 book, Organizing to Change a City, captures the results and insights drawn from her service to the city. In a previous book, A Different View of Urban Schools, she advocated for more ethnically accurate curriculum materials and greater teacher diversity in California schools. Through a combination of scholarship and her various service and community organizing efforts, she has shown a deep commitment to equity and meaningful change in urban communities.

Dr. Marilyn Gittell was a remarkable scholar, political scientist, and education reformer. She wrote seminal works on urban participation, was the founding editor of Urban Affairs Quarterly – presently titled Urban Affairs Review – SAGE's first journal and the leading academic journal in the field of urban research, and was an impassioned participant in one of the most controversial social experiments of her time – New York City school decentralization. She was deeply committed to training young urban scholars of color and women, and taught them to understand the workings of democracy from the ground up, using the methods of field research.

"SAGE is honored to recognize a scholar who embodies the passion and dedication to urban affairs as did the late Marilyn Gittell," stated Michele Sordi, Vice President, SAGE. "Dr. Epstein is a powerful, present-day example of the real-world impact of scholarship in creating and maintaining a healthy society. We congratulate her on receiving this year's Marilyn Gittell Activist Scholar Award, and look forward to hearing her remarks at the Urban Affairs Association Annual Conference in San Francisco."

The UAA Annual Conference unites key scholars and activists to explore how to understand urban challenges, to create effective public policy, and to memorialize the legacy of Marilyn Gittell. The theme for this year's conference is "Building the 21st Century City: Inclusion, Innovation, and Globalization." On Friday, April 5, Dr. Epstein will give a formal plenary lecture detailing her work, its findings, and implications for practice and policy.

For a detailed description of the sessions, click here: http://uaa43rd2012a.sched.org/

SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets. Since 1965, SAGE has helped inform and educate a global community of scholars, practitioners, researchers, and students spanning a wide range of subject areas including business, humanities, social sciences, and science, technology, and medicine. An independent company, SAGE has principal offices in Los Angeles, London, New Delhi, Singapore and Washington DC. http://www.sagepublications.com

The Urban Affairs Association is dedicated to creating interdisciplinary spaces for engaging in intellectual and practical discussions about urban life. Through theoretical, empirical, and action-oriented research, the UAA fosters diverse activities to understand and shape a more just and equitable urban world. http://urbanaffairsassociation.org/

Tags: educational leadership, fielding graduate university, scholar activist