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 New Leaders Newsletter Ed.D. Program in Educational Leadership
January 2011, Vol 1:5Preparing California's Next Generation of Educational Leaders |
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Ed.D. Program Announcements
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Ed.D. program alumni Janet Egiziano has accepted a position at CSU Channel Islands (CSUCI) as Director of their Thousand Oaks Campus/Associate Director MBA program effective February 14. The position is through CSUCI's College of Extended Learning. In a unique organizational structure, CSUCI Extended Learning is housed in Academic Affairs and offers all of the University's graduate degrees. Not only is it highly visible, it is also a "pet project" of the University president. In this role, Dr. Egiziano will not only direct and grow the Thousand Oaks campus, she will also lead an effort that will bring and offer 6 undergraduate degrees to the campus of Santa Barbara Community College starting in fall 2011.
"The SFSU Ed.D. program laid the critical groundwork for success in this new position and gave me a level of credibility that my graduate degree did not. It challenged me academically, personally, and professionally. As a result, I feel fully prepared to tackle the challenges and opportunities that lie ahead. I am convinced that I would not have been given this new opportunity if I did not have my doctorate from SFSU."-- Janet Egiziano
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Join us in congratulating members of Cohort 2007 on the successful completion of their dissertations: Alexis S. Montevirgen (CONSCIOUSNESS, RESISTANCE, AND PRAXIS: COUNTER-NARRATIVES OF TRANSFORMATIVE LEADERS OF COLOR) and Matthew Harris (IMPACTFUL STUDENT LEARNING OUTCOMES OF ONE-TO-ONE STUDENT LAPTOP PROGRAMS IN LOW SOCIOECONOMIC SCHOOLS)!
We have added these two new dissertations to the Ed.D. archive; below you will find a link to these and the other dissertations from members of the Ed.D.'s 2007 cohort.
https://diva.sfsu.edu/users/eddsfsu/courses/dissertations
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Ed.D. Faculty Publications
Below is the final of a three-part series about the faculty of our doctoral program in educational leadership. The leadership program has forty faculty from six of the eight colleges within the University, serving as teachers, advisors, dissertation committee members and dissertation chairs.
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Barbara Henderson
 Publications Henderson, B., (2010). Mentorship of graduate teaching assistants: Effects on instruction and a space for preparing to teach adults. Studying Teacher Education, 6(3), 245-256.
* * * * * * Grants
Bay Area Teacher Training Institute (BATTI). This grant supports a public-private partnership that provides a Multiple Subjects teacher credential program for cohorts of assistant teachers employed in Bay Area independent schools. This training grant renews yearly, and graduates between 25-30 new teachers each year.
Principal Investigator: Barbara Henderson; 2010-2011
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Darlene Yee-Melichar
Publications
Peer-reviewed Article Yee-Melichar, D. (June 2010). Key Moment in History-1987: GSA Launches Minority Issues Task Force. Gerontology News, 6(1), 7.
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Book Yee-Melichar, D., Renwanz-Boyle, A., and Flores, C. (in press). Assisted Living Administration and Management: Effective Practices and Model Programs in Elder Care. New York: Springer.
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Book Chapters Yee-Melichar, D. (in press). Resilience in Aging: Cultural and Ethnic Perspectives. In B. Resnick et al. (Eds), Resilience in Aging: Concepts, Research, and Outcomes. New York: Springer. Yee-Melichar, D. (in press). Housing: Experts Corner -- Assisted Living. In K. Niles-Yokum and D.L. Wagner. The Aging Networks: A Guide to Programs and Services for Older Americans. New York: Springer. * * * * * *
Book Reviews Chou, F-Y. and Yee-Melichar, D. (in press). Critical Care Nursing of Older Adults: Bet Practices (3rd Ed.) edited by Marquis D. Foreman, Koen Milisen, and Terry T. Fulmer. Hahklotubbe, D. and Yee-Melichar, D. (in press). Health aspects of Again: The Experience of Growing Old (2nd Ed.) by Gari Lesnoff-Caravaglia. Hines, L.D. and Yee-Melichar, D. (in press). Nursing Homes and Assisted Living: The Family's Guide to Making Decisions and Getting Good Care (2nd Ed.) by Peter S. Silin. Madrigal, C. and Yee-Melichar, D. (2010). Human Behavior for Social Work Practice: A Developmental-Ecological Framework by Wendy L. Haight and Edward H. Taylor. Educational Gerontology: An International Journal, 36(7), 638-639. Prive, A. and Yee-Melichar, D. (2010). Guided Care: A New Nurse-Physician Partnership in chronic Care by Chad Boult, Jean Giddens, Katherine Frey, Lisa Reider, and Tracy Novak. Educational Gerontology: An International Journal, 36(6), 545-546. Redman, D. and Yee-Melichar, D. (in press). Health Promotion and Aging: Practical Applications for Health Professionals (4th Ed.) by David Haber.
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Norena Norton Badway
Publications
Badway, N.N. & Somerville, J.A.. (2011). Information needs perceived as important by leaders in Advanced Technological Education: Alignments with community college program improvement initiatives. Community College Journal of Research and Practice 35: 1-2.
Little, T., Badway, N.N. and Hargis, J. (2009, January) Student learning outcomes assessment in allied health education: Déjà vu. Journal of Faculty Development.
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Grants
National Science Foundation Advanced Technology Education: Pathways To, Through and Back Into Advanced Technological Education/ Targeted Research on Technician Education (2010-2013 - ($899,999). Investigation of curriculum and structure of ATE programs that support community college students to enter, continue through and complete, as well as return from underemployment or unemployment into advanced technological education.
National Science Foundation Advanced Technological Education: Informational Needs of Leaders in Advanced Technological Education (2009-2010) - $100,000 in collaboration with Madison Area Technology College. Investigation of research needs of ATE Center and Project Directors and Stakeholders.
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Robert Smith
 Publications
Smith, R. (2010).Conservatism and Racism and Why in America They are the Same. New York: State University of New York Press
A philosophical, historical, and empirical inquiry demonstrating the integral and inevitable connection between ideological conservatism and racism in the United States.
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Mitchell Marks
 Publications
Marks, Mitchell L. and Mirvis, Philip H. (2010). Joining Forces: Making One Plus One Equal Three in Mergers, Acquisitions, and Alliances (2nd Ed.) San Francisco: Jossey-Bass
Examines the human, cultural and organizational aspects of mergers, acquisitions and alliances.
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Marks, Mitchell L. (2010). "Facilitating Workforce Adaptation to Changing Global Work Realities." Proceedings of the 18th Annual International Conference of the Association on Employment Practices and Principles.
Reviews the impact of the global economic crisis and impact on employee well being and organizational effectiveness.
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Jozo Dujmović
 Publications
Dujmović, J.J., G. De Tré, and N. Van de Weghe, (2009). LSP Suitability Maps. Soft Computing. 14(5), 421-434.
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Dujmović, J.J. (2010). Automatic Generation of Benchmark and Test Workloads. Proceedings of the First Joint WOSP/SIPEW International Conference on Performance Engineering. San Jose, CA,
* * * * * * Dujmović, J.J. and D. Scheer. (2010). Logic Aggregation of Suitability Maps. Proceedings of the 2010 IEEE World Congress on Computational Intelligence. Barcelona, Spain.
* * * * * * Dujmović, J.J. and N. Luis. (2010). Benchmarking the Efficiency of Array Processing for Various Types of Language Processors. Proceedings of The Fifth International Conference on Software Engineering Advances. Nice, France.
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Spotlight: Daus-Magbual to Present Findings at AERA 2011
 Arlene Daus-Magbual (Ed.D Candidate), has been accepted to present her paper at American Educational Research Association. the paper is titled, Growing Our Own Hope: Narratives of Critical Filipina/o American Educators Pipeline. The presentation is slated for a Symposium titled, "Asian-American Teachers' Negotiation of their Racial Identity as Critical Educators". AERA received more than 11,000 submissions this year, so it is a considerable honor to be accepted for a paper presentation.
Pin@y Educational Partnerships (PEP) is a pioneering educational program that focuses on 'growing our own' educators. PEP builds a pipeline of educators founded on the principles of education as a form of memory, imagination, self-determination, and social justice. From its humble beginnings as an outreach program, PEP continues to teach courses that introduces K-doctoral level students to Ethnic Studies, specifically rooted within the histories and experiences of Filipina/o and Filipina/o Americans. PEP has also become a stepping-stone for many Filipina/o American undergraduate and graduate students to pursue paths toward teaching credential programs, graduate school, and doctoral programs. The heart of the PEP program is to serve the needs of students in realizing their potential and providing a critical and political approach toward education that integrates a students' social, cultural, and historical identity within the process of learning. Arlene's paper provides a critical hermeneutical and critical pedagogical exploration of identity, leadership and the expanding discourse of Filipina/o American Studies and the larger field of education. * * * * * *This paper proposal will be presented in a symposium Toward a Grounded Theory of Youth Civic Agency: A Comparative Analysis of Four ProjectsChair: Leticia Alvarez, University of UtahDiscussant: Wayne Yang, University of California, San Diego
Civic Agency in the Pin@y Educational PartnershipsPresentersAllyson Tintiangco-Cubales, Associate Professor, SF StateArlene Daus-Magbual, Doctoral Candidate, SF StateRoderick Daus-Magbual, Ed.D., University of San FranciscoHenry Francsico, M.A. Candidate, SF StateAlong with PEP Teachers and Students/Youth
AbstractThis symposium, a collaboration of university researchers, K-12 teachers, community leaders and K-12 students, presents four cases of youth civic agency in action. We take a sociocultural approach to our investigation that understands learning as changing participation over time in changing communities of practice. Specifically we examine how each site frames legitimate peripheral participation, how members become full participants, and the role that adults play in supporting youth development and social action. Through a combination of qualitative, quantitative and participatory research methods, our analysis of the four youth-centered projects reveals pedagogical and curricular strategies that encourage citizenship-as-practice and can be broadly applied across contexts both in classrooms and in extracurricular spaces to empower urban youth to revolutionary civic agency.
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We welcome your feedback and your ideas for what should be covered in this newsletter. Please send your thoughts to our newsletter editor, Tonesha Russell {tmr@sfsu.edu}.
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