SOLES 2015 Report Highlights Progress

2015 Dean’s Report
SCHOOL OF LEADERSHIP AND EDUCATION SCIENCES

Letter from Dean Ladany
I’m thrilled to be at the
University of San Diego and
to serve as the Dean of SOLES.
SOLES is a model school into
which a traditional school of
education can transform, and
Paula Cordeiro has been an inspirational leader.
The strong commitment to multiculturalism
and social justice; innovative programming;
global engagement; and multidisciplinary and
interdisciplinary approaches to education are
SOLES’signature strengths.
I look forward to working with the talented
students, faculty, and staff; the dedicated donors
and partners; the highly accomplished alumni; and
the supportive USD administrators, in leading the
advancement of this tradition of excellence.
Kind regards,
Nicholas Ladany, PhD
Dean
School of Leadership and Education Sciences
University of San Diego
@deanladany
Letter from Dean Cordeiro
The start of each school year
brings the promise of so
much potential. The atmosphere
of Hill Hall fills with excitement
and the promise of new
beginnings. This year is even more
notable for me as I begin my six month sabbatical
before returning to the SOLES faculty. And SOLES
welcomes its fourth dean, Dr. Nicholas Ladany.
Over the past 17 years, we’ve made great strides
together: We have celebrated more than 4,000
graduates, built a home for SOLES in Mother
Rosalie Hill Hall, added eight new degree programs,
and launched USD’s first online master’s degree
program. We also founded nine centers and two
institutes, created a new academic department,
moved into the top 10% of graduate schools of
education as ranked by US News and World Report
and hosted the inaugural SOLES Jeffersonian
Dinner. Five years ago we wrote a strategic plan,
which we accomplished in three years. We then
wrote another plan, that we have also surpassed, as
you will see in the pages that follow.
As you likely know, global education is a passion
of mine and I’m extremely proud of the work that
SOLES has done to contribute to the international
and cross-cultural education of our students and
faculty. Since 2009, all SOLES degree students
participate in an international experience through
the Global Center as a requirement for graduation.
In addition, the Cordeiro Global Research
Endowment Fund was established to support
faculty and students conducting research on
international themes or studying another language.
Continuing my commitment to global education,
I am honored to now serve as the Dammeyer
Distinguished Professor of Global Leadership
and Education.
Serving as the dean of SOLES and working with
the students, faculty, staff, alumni, and community
has been a privilege and an honor. We have
accomplished so much together.
Thank you for your continued support of SOLES.
Please stay in touch!
Paula A. Cordeiro, EdD
Professor and Dean (1998-2015)
School of Leadership and Education Sciences
@deancordeiro
New Beginnings
1 USD School of Leadership and Education Sciences Dean’s Report 2015

2
Dean Ladany Introduction
What first attracted you to SOLES?
SOLES is a model school,
and one that traditional
education schools can
transform into. SOLES is
the future of schools of
education. No longer can
schools stay narrowly
focused, such as only
operate in relation to K-12
education. Rather they
must be interdisciplinary
and multidisciplinary.
And SOLES has done
that. In addition, the
strong commitment to
multiculturalism and
social justice is very
compelling and fits with
my professional and
personal interests.
What do you see yourself first diving into?
Of course the first phase
of any new leader is to
listen and learn. It’s also
important to assess
the current strengths
and look for avenues
of innovation. For
example, strengthening
the connection with
the Catholic Diocese
and the Catholic
education community
holds promise. The
second potential
area of innovation is
creating further links
to the international
community. There’s a lot
of work SOLES has done
internationally and just
seeing ways that we can
strengthen those as well
is very exciting to me.
Tell us something
about you personally.
I’m very excited to be in
San Diego. The weather
is terrific. It’s nice to do
a lot of outdoor things.
I’m looking forward to
walking around campus
and meeting people.
In particular, I’m looking
forward to meeting
the SOLES community-
students, faculty, and
alumni.
Nicholas Ladany
arrived as the new
Dean of SOLES in
July 2015. Watch the
full video and read
more about him
at sandiego.edu/
solesdean

Strategic Directions
In 2011-2012, the faculty, administration and
members of the SOLES advisory board undertook a
significant long term planning process which resulted
in the SOLES Strategic Directions for 2012-2015.
In the final years of Dean Cordeiro’s leadership,
SOLES surpassed all the goals laid out in this plan.
The four main initiatives in this plan are: addressing
societal challenges, teaching excellence, intellectual
influence and promoting sustainability. The following
sections are dedicated to the progress made in
each category.

4
Addressing
Societal
Challenges
As a prominent education and human services school we must confront important social justice issues.
SOLES’ strategic plans called for us to make an impact by expanding the reach of our centers and
institutes and engaging the greater San Diego community. We have marshalled academic expertise from
across the disciplinary spectrum, producing research and programming. We’ve made advancements in
preparing students for the workplace of the 21st century, meeting the leadership and management needs
of the nonprofit and public sectors, addressing the social-emotional needs of our community through
clinical work, and addressing teaching and learning issues locally, nationally and globally.
First-of-its-kind Technology Needs Assessment of San Diego
County Schools
The Mobile Technology Learning Center (MTLC)
completed a comprehensive study of technology use
and availability in San Diego County school districts
in February 2015. The study evaluated the availability
of internet and technology devices, teacher training
related to technology, and student use of mobile
learning devices such as iPads and netbooks.
Based on findings from this first-of-its kind
study, as a whole, San Diego County schools
lack the classroom technology to consistently
prepare students for the future.
Among the key findings from the study:
• Only 9% of high school students and 11% of
middle school students have full-time access to
a mobile device.*
• Aging infrastructure and devices was reported
as the greatest challenge among school
districts (58%), followed by bandwidth (42%),
and technology costs/lack of funding (24%).*
• School districts cited professional development
(teacher training) as their greatest need (47%),
followed by devices (26%), infrastructure (21%),
technical support (18%) and bandwidth (16%). *
Based on findings that one of the greatest needs
for districts implementing technology is effective
professional development for teachers, the MTLC
is partnering with school districts around the
county to provide strategic direction and support
for the redesign of professional learning. The MTLC
professional learning team supports leaders and
teachers in developing active learning environments
to maximize learning opportunities for students
through the use of mobile technology using a
student-centered approach. This approach fosters
both effective technology integration and student
critical thinking, problem-solving, and collaboration
skills, in order to prepare students to be successful
today and in their future education and careers.
*School districts may have chosen more than one response.
The full report can be found at sandiego.edu/mtlc.

Strategic Directions > Addressing Societal Challenges
Leadership Institute Building Capacity Throughout San Diego
Established in 2001 to improve the study and practice
of leadership so that individuals, organizations and
communities can better meet the adaptive challenges
facing them, the Leadership Institute provides
educational programs, research opportunities and
a learning community that develops leaders from a
variety of professions.
Working with the San Diego Foundation’s
Center for Community Engagement,
SOLES’Leadership Institute conducted a learning-
oriented coaching engagement with the Great
Neighborhood Challenge. In 20 neighborhoods
across the county, graduate students worked as
emerging coaches to build interest in, and capacity
for, the practice of leadership and community
engagement. The Great Neighborhood Challenge
program was designed to promote social equity
and address local quality of life issues by helping to
build leadership and organization around specific
projects which ranged from festivals to public art to
healthy eating programs. Through the Leadership
Institute, the students provided reflective
assessment to track the projects’development and
strengthen community engagement. Scholarship and Practice
At the heart of the Leadership Institute is the
commitment to improve the study and practice of
leadership and further the understanding of the dynamic
nature of leadership, while connecting innovative
research with real-world application.
Leadership for Change Conferences
Tavistock / GR workshops
Advanced systems work
BOB & BART
Center For
Adaptive Leadership
Center For
Leadership Development
Workshops and consulting in
organizational and leadership
capacity development
Center For
Women’s Leadership
Women in Higher Education
Leadership Summit (WHELS)
Women’s Voices, Women’s
Visions (WaVE)
The SHE Experience: A Leadership
Adventure for Women
Girls Leadership Development
LEADERSHIP INSTITUTE
DEPARTMENT OF LEADERSHIP STUDIES
Bridging leadership theory and practice.

6
Inaugural class of RISE Urban Leadership Fellows
RISE FELLOWS
• Rahmo Abdi
• Dennis-Michael Broussard
• Ruthie Carrillo
• Albert Clark
• Jose Cruz
• Ralph Dimarucut
• Rashida Hameed
• Brandon Harrison
• Divina Hernandez
• Stephen Heverly
• Darnisha Hunter
• Keryna Johnson
• Travis Kemnitz
• Christopher Knighten
• Tamara Muhammad
• Alyssa Osian
• Khea Pollard
• Ferchil Ramos
• Victor Sanchez
• Andrew Simmerman
• Karina Spilker
• Cynthia Suero-Gabler
• Jerrica Sykes
• Herbert Taft
Community-based leaders from historically
underserved, urban areas of San Diego have the
opportunity to build their skills, capacity and
networks through the Urban Leadership Fellows
Program. The goal is to advance meaningful and
sustained change for their communities and our
region. Created through a partnership between
the Leadership Institute and RISE San Diego, and
launched in the spring of 2014, the program
will graduate 20-24 fellows each year. Using an
adaptive leadership approach that promotes
active engagement and deep reflection, the
program focuses on the personal and professional
development of each fellow through intensive
forums, development and implementation of a self-
selected community project, as well as coaching
and peer learning throughout the fellowship year.
Through deep reflection and experiential learning,
the fellows discover untapped strengths, develop
skills to make informed community interventions,
and build individual and collective capacity to
challenge old patterns that inhibit effectiveness.
Through their participation, RISE Urban Leadership
Fellows become equipped to take effective and
sustainable action to transform San Diego’s urban
communities for current and future generations.
Dr. Zachary Green, associate director of the
Leadership Institute and professor of practice in the
Department of Leadership Studies at SOLES, is the
faculty lead for the program.
Chat with the fellows and the communities they are serving by following #RiseChat on Twitter.

Strategic Directions > Addressing Societal Challenges
Annual Nonprofit Governance
Symposium Develops
San Diego’s Board Members
and Leaders
More than 300 nonprofit professionals
and board members attended the annual
Nonprofit Governance Symposium, offered
by SOLES’ Institute for Nonprofit Education
and Research, to learn about nonprofit best
practices and hone their skills. Now in its 12th
year, the symposium offers workshops, seminars
and lectures that explore internal and external
strategies and systems to improve knowledge,
methods, tools and relationships for nonprofit
board members and leadership. This year, the
theme was Common Sense Governance, inspired
by the near-end of the San Diego Opera, and
featured a panel discussion comprised of the
board members who saved it from closure.
Proceeds from the event benefit the Nonprofit
Leadership and Management Program’s
scholarship fund, raising more than $50,000
in 2015.
KALEIDOSCOPE AWARD FOR EXCEPTIONAL GOVERNANCE
The highlight of each event is the awarding of
the Kaleidoscope Award for Board Excellence.
Each year the Kaleidoscope Award committee,
comprised of faculty and alumni of the Nonprofit
Leadership and Management Master’s Program,
honor a nonprofit organization that exemplifies
excellent board governance. Moving from one
kaleidoscope lens to another is critical for any
organization, yet it is not easy. It requires new
thinking and new approaches, the foundation
for which the symposium offers workshops and
training, and this award recognizes.
Dean Paula Cordeiro, Pat Libby, Marjory Kaplan

8
ALUMNI SPOTLIGHT
EPHIPHANY PREP CHARTER SCHOOL
SOLES is well represented at Epiphany Prep Charter
School, a K-8 school serving students in the economically
disadvantaged Encanto area of San Diego. Sarah
Raskin, chief academic officer and founding principal,
and Stacey Rawson, school counselor, have created a
student-centered environment, and associate professor
Dr. Ian Martin serves on its board.
In 2013, 75% of its 4th-7th grade students had been
expelled or suspended multiple times from their
previous schools. Epiphany’s approach to discipline is
based on positive behavior intervention systems, explicit
social-emotional learning instruction and restorative
justice. Rather than assigning consequences for poor
behavior, Epiphany’s administration facilitates sessions
with students to determine solutions to problems,
address underlying concerns and work collectively
toward tangible outcomes. In its first two years,
suspensions decreased by 54%.
Epiphany’s mission is to prepare students for college,
career and life success. Rawson prepares students
to transition to top rated high schools by meeting
individually with all 8th grade students and their
families to explore options that will best fit their college
plans. Additionally, students are coached through the
application and enrollment process, including school
visitations, interviews and auditions.
Sarah Raskin ’12
(ELDA), Principal
Stacey Rawson ’13
(MA), Counselor
Improving Mental Health Care for Service Members
and their Families
Inspired by a strong military presence in
San Diego and the need for mental health
professionals to learn more about working
effectively with members of the military and
their families, the Department of Counseling
& Marital and Family Therapy hosted Serving
Those Who Serve, a conference for mental health
professionals. Attendees from around the county
learned new ways to effectively work with service
members, networked with others to become
better equipped to deal with this growing need,
and were inspired to improve services available to
the military.
An interactive and engaging environment, the
conference included keynote addresses from Dr.
Heidi Kraft, an Iraq war veteran and former active
duty Navy clinical psychologist, and Marjorie
Morrison, CEO and founder of PsychArmor
Institute. Breakout sessions explored topics
including moral injury, mental health stigma
in the military, and mind body medicine. The
conference also focused on understanding the
military culture, providing training resources for
professionals, understanding the perspectives
on mental health challenges, and addressing the
stages of military life.
Kristopher Hall, PhD, assistant professor, keynote speakers Marjorie Morrison, LMFT, LPCC and Heidi Kraft,
PhD, and Ann Garland, PhD, department chair for Counseling & Marital and Family Therapy

Evolving Curriculum
Curriculum at SOLES is a living thing, constantly
evolving to address external changes and best prepare
our students for their careers after graduation. These
changes are driven by assessment data from students
and alumni, information from potential employers,
and faculty expertise about trends in higher education
in their respective fields.
Anew PhD specialization, Teaching, Learning
& Leadership, was created this year by the
Department of Learning and Teaching (DLT) and
the Department of Leadership Studies (DLS).
Combining the strengths of DLS and DLT, this
program addresses the lack of opportunities for
educators who wish to take up leadership roles
at their school or district, support the long term
growth of K-12 teachers through teacher education
and professional development, or further their
own learning.
Funded by a USD Internal Assessment Grant, the
Department of Learning andTeaching examined
assessment results from alumni, employer and
student exit surveys and conducted a full curriculum
audit of all its courses. To address the areas identified
- integration of technology in planning, teaching
and assessment, classroom management, and
teaching to a diverse population of students - the
DLT provided faculty with professional development
opportunities and shared research on best practices.
Syllabi were revised and rubrics were developed to
measure new outcomes. Using data and continuing
to evaluate instruction is an ongoing process that
will continue to strengthen our students’educational
outcomes.
The Master in Leadership Studies recently
underwent a curricular change to reaffirm the
degree’s professional focus where we provide
students with theoretical and conceptual
foundations and emphasize application to prepare
them to work in the field of their choice. Similarly,
the Department of Leadership Studies is in the
final phases of a revision of the PhD curriculum
that started with a review of comparable and
aspirational PhD programs around the world
Teaching
Excellence
Innovation is in the DNA of SOLES. We created the first Leadership Studies doctoral program
in the nation, we were the first education school in the nation to require that all students
complete an international experience, and we have students from all three departments
conducting action research projects annually. SOLES is nimble, which enables us to be
highly responsive to our community and stakeholders by evolving our existing programs
and curriculum, adding new degree or certificate programs, and hiring faculty with new
specializations and expertise in areas that are in-demand from employers.
of students say SOLES’ programs
increased their level of
CULTURAL COMPETENCE
83%

10
Expanding the Capacity of Educators with Special
Education Students
Educators will have an opportunity to deepen
their understanding of best teaching practices
for children with learning disabilities through a
new fellows program. Beginning in fall of 2015
with educators from local San Diego schools, the
Johnson Family Foundation has funded a fellows
program through the SOLES Department of
Learning and Teaching. The cohort will reflect on
their teaching practices and learn how cultural and
social contexts influence students’achievement
and affect their behavior.
In a continuation of the annual symposium on
inclusion in K-12 education, the fellows program
will host guest scholars who will present some of
the most important issues in the area of learning
disabilities. These events will be open to the
public, and Johnson Fellows will receive additional
support through workshops immediately following
the events. Additionally, they will use an online
networking medium to facilitate fellowship and
collaboration, and will present their self-reflections
and changes in practice at the end of the program.
Lindsay Langford, Brian Johnson, Temple Grandin, Keith Johnson, Dean Cordeiro, Kelly
Johnson, and Lea Hubbard, chair of the Department of Learning and Teaching.
ONLINE MED PROGRAM
has grown by more than
500%
since it began in 2013.
At the start of the 2014-2015 school year,
the Johnson Family Foundation hosted
Temple Grandin for the annual Symposium
on Inclusion in K-12 Education. Grandin,
a livestock behavior scientist, software
engineer, autism advocate and educator,
spoke about the differences between the
autistic brain and those of non-autistic
people, and about the challenges and
benefits of living with autism.
TEMPLE GRANDIN
along with internal assessment data. The revised
curriculum will reaffirm the three broad areas of
self-awareness, research skills and leadership theory
that shape the degree.
Just three years ago the counseling and marital and
family therapy (MFT) programs joined under one
department: the Department of Counseling &
Marital and Family Therapy. This year the Clinical
Mental Health Counseling specialization received
accreditation from the Council for Accreditation
of Counseling and Related Educational Programs
(CACREP), becoming one of only three such clinical
mental health programs in California and joining
the School Counseling specialization and the MFT
program with existing national accreditation. For
each of these programs, practicum and fieldwork
training is arguably the most important training
experience, and we’re able to offer very diverse
opportunities thanks to our partner organizations
– while many are long-standing partnerships, we’re
thrilled to welcome many new partners, doubling
the offerings for students in recent years.

New Faces & Positions
Paula A. Cordeiro
Dammeyer Distinguished Professor,
Global Leadership & Education
• EdD, Administration, University of
Houston, Texas
• MEd, TESOL, Rhode
Island College
• BS, Education, Bridgewater State
University, Massachusetts
Marcus M. Lam
Assistant Professor, Department
of Leadership Studies
• PhD, Social Welfare, University of
California, Los Angeles
• MA, Public Policy, University of
California, Los Angeles
• BS, Public Policy, Occidental College
Lea Hubbard
Chair, Department of Learning
and Teaching
• PhD, Sociology, University of
California, San Diego
• MA, Sociology, University
of California, San Diego
• BA, Sociology, University of
California, San Diego
Nicholas Ladany
Dean, School of Leadership
and Education Sciences
• PhD, Counseling Psychology,
University at Albany, State
University of NewYork
• BS, Psychology, University of Maryland
Floriencia Lebensohn-Chialvo
Assistant Professor, Department
of Counseling & Marital and Family
Therapy
• PhD, Clinical Psychology,
University of Arizona
• BA, History, Latin American Studies,
University of Arizona
Heather Lattimer
Associate Dean
• EdD, Teaching and Learning,
University of California, San Diego
• MA, Social Studies Education,
Stanford University
• BA, Social Studies, Harvard University
Kim Cawkwell
Professional Learning Specialist,
Mobile Technology Learning Center
• MEd, Education and Multiple Subject
Teaching, University of California,
San Diego
• BA, Liberal Studies, University of
California Riverside
Diana Cornejo-Sanchez
• MEd, Education, Language
Literacy and Culture,
• BA, English and Spanish,
Anne Keicher
Project and Research Assistant,
Institute for Entrepreneurship
in Education
• MA, Higher Education Leadership,
• BA, Political Science,

12
ALUMNI SPOTLIGHT
TEACHER OF THE YEAR
Ronald Lancia was honored as one of San Diego
Unified School District’s three 2015 Teachers of
the Year. Lancia, who teaches language arts, film,
yearbook and AVID, has taught at Mission Bay High
School for 11 years.
In addition to his classes, Lancia has developed a
program called After-school Center for Excellence
and Support (ACES), which offers students
consistent academic support and provides a place
for students to gather after classes in an emotionally
supportive environment. Three years ago it began
as a voluntary lunchtime writing program and has
now grown to include all subject areas with 14,750
student visits in two years of operation as an after
school program. Students can ask questions that
they don’t feel comfortable asking in the classroom,
advocate for themselves, and form positive
relationships with teachers and administrators.
Lancia now moves on as a finalist for the countywide
Teacher of the Year competition, and will be
recognized by the San Diego County Office of
Education in October.
SOLES Alumni: Have you recently been recognized or
honored? Email Kathleen Coughlan at
kcoughlan@sandiego.edu.
Ronald Lancia ’04 (MEd) ’13 (PhD)
Teacher
Ron Ottinger
Informal Sciences Affiliate,
Center for Education Policy and Law
• BA, English Literature,
Amherst College
Vitaliy Popov
Post-doctoral Researcher, Mobile
Technology Learning Center
• PhD, EducationalTechnology,Wageningen
UniversityandResearchCenter
• MS, Education Sciences, Moscow State
University of Agricultural Engineering
• BS, Educational and Learning Sciences,
Moscow State University of Agricultural
Engineering
JoHanna Simko
• MEd, High Tech High Innovative
Graduate School, School Leadership
• BA, San Diego State University,
Education
Lorri Sulpizio
Director, Leadership Institute
• PhD, Leadership,
• MA, Sports Psychology,
San Diego State University
• BA, English, Cal Poly San Louis
Obispo
Melissa Mitcham
Academic Scheduler and
Operations Coordinator
• BA, San Diego State University
Emily Roth
• MEd, Buffalo State University
• BA, Elementary Education, University
of San Diego

Intellectual
Influence
A vibrant intellectual environment is essential for any
prominent school, and is directly related to the quality
and influence of the scholarship of the school’s faculty.
SOLES has created a strong foundation for scholarship,
with more and greater projects initiated each year,
gaining wide-spread recognition.
ALUMNI SPOTLIGHT
MAAC PROJECT
Otto Cocino and a team of students created a
comprehensive compliance plan for his employer
Metropolitan Area Advisory Committee on Anti-
Poverty of San Diego County (MAAC) Project as part of
their ethics course in the nonprofit leadership master’s
program. MAAC, which serves more than 35,000
individuals throughout San Diego annually, offers
programs to maximize self sufficiency for individuals
and families. It is subject to requirements from city,
county, state, and federal regulations, so MAAC’s
leadership saw great value in the plan, implemented
most of the recommendations and promoted Cocino
to director of compliance.
In addition to overseeing audits and maintaining
MAAC’s contracts, Cocino has developed an ethics
hotline, training for employees, and works closely with
the audit and compliance committee of the board of
directors on all reporting. Moving forward, Cocino is
striving to reach beyond compliance and has taken
on an Efforts to Outcomes (ETO) initiative to track
progress toward strategic goals and evaluate key
elements to better the organization.
SOLES Alumni: Have you used your USD education to
better your workplace? Email Kathleen Coughlan at
Otto Cocino ’09 (MA)
Director of Compliance
Goal-Setting Curriculum Helps Students Achieve
Anew curriculum created by Dr. Ian Martin,
assistant professor in the Department of
Counseling & Marital and Family Therapy, helps
school counselors teach 3rd – 12th grade students
about how to set and achieve their own goals.
Finalized last year, the program was piloted in seven
5th-8th grade classrooms in three schools within
the Santee School District. Each classroom used the
curriculum for eight weeks, teaching students the
10 key program principles.
Each week within the pilot, the
students worked toward the
same academic, social or personal
goals, and tracked their progress.
The curriculum allows for self-
regulated learning, so the students
understand how they learn, build
motivation, and increase their
accountability. Short-term changes
in school engagement and classroom climate were
measured pre and post curriculum intervention.
The pilot results are currently being analyzed with a
report anticipated in the fall of 2016.
The curriculum offers a baseline program of
principles and processes for educators to build
upon with their own strengths and creativity. For
example, in the pilot, counselors and teachers
worked collaboratively to incorporate
additional design elements like
inspirational quotes, social skills
activities and Jeopardy-style games.
This flexibility allows practitioners
to have a sense ownership over the
process and play to their strengths.
The colorful, modern, and engaging design of
the materials help to personalize the process for
participating students.

14
International Conference Hosts
Since the inception of the International
Leadership Association (ILA) the Department
of Leadership Studies (DLS) has been an involved
member of the organization, each year having
many faculty and students present at the annual
conference. Hosted by SOLES’DLS, the 2014
conference boasted the largest number of
attendees and submissions in the history of the
conference.
The theme, Conscious Leadership, was developed
by the SOLES host team, and aligns with the values
of the department, SOLES and USD. SOLES faculty
take care to align their work with their personal
values, and give great care and attention to the
work they do with their communities and with
their students.
Dr. A.T. Ariyaratne, conference keynote speaker, and Dr. Cheryl
Getz, SOLES professor and conference chair.
To watch the interview with Edgar Schein or read more about the Outstanding Leadership Book Award, including past recipients, please
visit sandiego.edu/leadership-book-award.
OUTSTANDING LEADERSHIP BOOK AWARD Celebrating the Power to Influence Thought
In recognition of leadership as a valued practice
and that people can be effective agents
of change in whatever position they hold,
the Department of Leadership Studies has
established the Outstanding Leadership Book
Award to honor thought leaders in the field.
This year’s award was presented to Humble
Inquiry: The Gentle Art of Asking Instead of Telling
by Edgar Schein at a special ceremony during the
ILA annual conference.

Sustainability
In our role as higher education professionals, it is our responsibility to advance sustainability
and sustainable practices in our business operations and the education of our students.
Sustainability at SOLES
In collaboration with the University-wide
sustainability efforts, we are committed to
developing practices and policies to reduce the
carbon footprint of SOLES’students, faculty, staff,
and facilities. In addition to the solar panels on our
roof, composting in all kitchen and lounge areas,
paperless meetings, and an annual sustainability
contest, you’ll witness our sustainability efforts.
• Many of our conferences have gone green,
offering materials electronically with
printed copies only by request
• Our communications, such as this Dean’s
Report and Horizon’s, the alumni newsletter,
are electronically delivered*
• Events utilize electronic-only registration and check-ins
Solar Panels Photo: Del Dickson
ALUMNI SPOTLIGHT
PUBLISHED AUTHOR
Diana Neebe and SOLES’adjunct faculty
member Jen Roberts have published Power Up:
Making the shift to 1:1 teaching and learning, a
practical guide drawing from their research and
teaching experience. The book, published by
Stenhouse publishers, describes the changes to
pedagogy, planning, classroom organization,
time management, and collaboration required
to have a successful 1:1 classroom, offers advice
with classroom examples and addresses teacher
concerns. It was released at the International
Society for Technology in Education (ISTE)
conference in June.
At last year’s ISTE conference, Neebe received the
2014 Outstanding Young Educator award, which
recognizes individuals who are transforming
learning, teaching and leading in the digital age.
Neebe teaches English and is an instructional
technology peer coach at Sacred Heart Preparatory
School, an independent high school in the Silicon
Valley, where she has helped to design the school’s
professional development program.
SOLES Alumni: Have you recently published an article,
book or book chapter? Email Kathleen Coughlan at
Diana Neebe ’08 (MEd)
Teacher / Instructional Technology Peer Coach
*If you’ve received a paper version of this report and would prefer to only receive an electronic version, please
email dfoster@sandiego.edu with your request. If you’d like to receive the SOLES e-newsletter, please email
kcoughlan@sandiego.edu with your request.

16
SOLES
2014-2015
Advisory Board
SOLES is very fortunate to have a highly engaged and committed Advisory Board
comprised of community, education and business leaders, and alumni from
throughout San Diego county. As liaisons from the community, advisory board
members provide insight and advise the dean on SOLES’ programs and community
outreach. They also serve as ambassadors and advocates for SOLES in the community.
Michel Anderson ’83 Owner, Michel Anderson & Associates
Victoria Baron ’94 Licensed Family Therapist, CEO,
“Get a Personal Assistant”
Alina Caceres ’06 Director of Sales and Marketing, Procede Software
Rodney Dammeyer President, CAC Advisory Services
Sue Ebner ’78 ’87 Worldwide Partner, Mercer
Joan Friedenberg Community Volunteer
Wendy Gillespie President and CEO, Frontier Trading, Inc./
Starhawk Productions
Todd Gutschow Founder,Todd and Mari Gutschow Family Foundation
Kirsten Hanson Entrepreneur
Garcia ‘07(PhD)
Norm Hapke, Jr. Board Member, Jacobs Family Foundation and the
Jacobs Center for Neighborhood Innovation
William D. Lynch Founder, William D. Lynch Foundation
Drew Schlosberg Community and Public Relations Director,
San Diego Union Tribune
Ritz Sherman Regional Manager, Apple, Inc.
Peter Sibley CEO, EDmin.com
Dorothy Smith, Ed.D. Former Member and President, Board of Education,
San Diego City Schools; Professor,
San Diego City College (Retired)
Rebecca Smith ’93 Senior Recruiter, EastridgeWorkforce Solutions
Darryl O. Solberg Partner, Hecht, Solberg, Robinson,
Goldberg & Bagley LLP
Matt Spathas Partner, SENTRE Partners
Linda P. Spuck CTFA, Vice President, Union Bank
Laura Stoia ’09 Community Volunteer and Writing Coach
Bob Watkins President & CEO, R.J. Watkins & Company
John Yochelson President, Building Engineering and
Science Talent (BEST)
Sally Zoll, Ed.D’76’90 CEO, United Through Reading
Name Title/Affiliation

SOLES hosted our first Jeffersonian dinner- an
evening of informed conversation, transformative
connections, and dinner- with a twist. At 12 tables
placed throughout Mother Rosalie Hill Hall, more
than 120 guests participated in conversations
around one of nine topics, pre-selected by
them and hosted by a SOLES faculty member. In
Jeffersonian-style, only one conversation occurred
at each table, with only one person speaking at
a time. Generously underwritten by the James
Irvine Foundation, this event was one of a series of
farewell events hosted in honor of Dean Cordeiro’s
final year as dean of SOLES.
Jeffersonian
Dinner

18
Faculty Scholastic Accomplishments
Journal Articles
Accurso, E. C., Garland, A. F., Haine-
Schlagel, R., Brookman-Frazee, L., &
Baker-Ericzen, M. J. (2014). Factors
contributing to reduced caregiver
strain in a publicly-funded child
mental health system. Journal of
Emotional and Behavioral Disorders.
Advance online publication.
Bartell, T. G., Wager, A. A., Edwards,
A. R., Battey, D., Foote, M. Q., &
Spencer, J. (2014). Toward clarifying
the role of equity research and SMP.
Manuscript under review, Journal for
Research in Mathematics Education.
Bearman, S. K., Garland, A. F., &
Schoenwald, S. K. (2014). From
practice to evidence in child
welfare: Model specification and
fidelity measurement of team
decisionmaking. Children and Youth
Services Review, 39, 153-159.
Buchanan, J., Donmoyer, R.,
Makokis, P. (2014). Access stories and
a bit more: A talking circle inspired
discussion of what happened
when a doctoral student decided
to study an indigenous group’s
approach to leadership. Manuscript
under review, Leadership.
Buczynski, S., & Thomas, K. (2014).
An urban school district’s 21st
century teaching vision: Integration
and readiness to incorporate
technology. Manuscript under
review, Urban Education.
Cameron, E., Meyer, D., &
Pangelinan, J. (2014). Internship
experiences of female mental
health trainees in a therapeutic
school setting. Manuscript under
review, The Professional Counselor.
Cameron, E. (2015). Hidden
causalities of war: Children and
families of seriously wounded
service members. Manuscript
under review, Journal for
Counseling and Development.
Carlson, R. G., Guttierrez, D., Daire,
A. P., & Hall, K. G. (2014). Does
the frequency of speaker-listener
technique use influence relationship
satisfaction? Journal of Psychotherapy
Integration, 24(1), 25-29.
Chang, M. J., Sharkness, J., Hurtado,
S., & Newman, C. B. (2014). What
matters in college for retaining
aspiring scientists and engineers
from underrepresented racial
groups? Journal of Research in
Science Teaching, 51(5), 555-580.
Donmoyer, R. (2014). Elliot Eisner’s
lost legacy. American Journal of
Evaluation, 35(3), 442-452.
Donmoyer, R. (2014). What if
educational inquiry were neither
a social science nor a humanities
field?: Revisiting Joseph Schwab’s
“The Practical”in the aftermath of
the science wars. Educational Policy
Analysis Archives, 22(8), 1-18.
Facer, D., Galloway, F., Inoue, N.,
& Zigarmi, D. (2014). Creation and
initial validation of the motivation
beliefs inventory: Measuring
leaders’beliefs about employee
motivation using four motivation
theories. Journal of Business
Administration Research, 3(1), 1-18.
Fawley-King, K., Trask, E., Calderon,
N. E., Aarons, G. A., & Garland,
A. F. (2014). Implementation of
an evidence-based parenting
programme with a Latina
population: Feasibility and
preliminary outcomes. Journal of
Children’s Services, 9(4), 295-306.
Garland, A. F., Accurso, E. C.,
Haine-Schlagel, R., Brookman-
Frazee, L., Roesch, S., & Zhang, J.
J. (2014). Searching for elements
of evidence-based practices
in children’s usual care and
examining their impact. Journal
of Clinical Child and Adolescent
Psychology, 43(2), 201-215.
Garland, A. F., Taylor, R., Brookman-
Frazee, L., Baker-Ericzen, M.
Haine-Schlagel, R., & Wong, S. (in
press). Does race/ethnicity influence
physician decision-making for
diagnosis and treatment of childhood
disruptive behavior problems. Journal
of Racial and Ethnic Health Disparities.
Gelb, S. A. (in press). [Review
of the book Acts of conscience:
World War II, mental institutions
and religious objectors, by
Steven J. Taylor]. Intellectual and
Developmental Disabilities.
Gelb, S. A. (in press). [Review of
the book The incomplete child:
An intellectual history of learning
Disabilities, Scot Danforth].
History of Education Quarterly.
Greene, J. H., Barden, S. M.,
Richardson, E. D., & Hall, K. G.
(2014). The influence of film
and experiential pedagogy
on multicultural counseling
self-efficacy and multicultural
counseling competence. Journal
of the Scholarship of Teaching
and Learning, 14(5), 62-78.
Hall, K. G., Barden, S., & Connelly,
A. (2014). A relational cultural
framework: Emphasizing
the therapeutic alliance in
multicultural pedagogy. The
Professional Counselor, 4(1), 71-83.
Advance online publication.
Hall, K. G., & Richardson, E.
(2014). Multicultural microskills:
Implementation on an existing
design. Journal for International
Counselor Education, 6(1), 75-89.
Hansen, C. B. (2014). Oral history
project: Lithuanian students
study the past to gain skills for the
future. The International Journal
of Education, 6(3), 119-131.
Harris, F., Wood, J. L., & Newman,
C. B. (in press). An exploratory
investigation of the effect of
racial and masculine identity on
focus: An examination of White,
Black, Mexicano, Latino, and
Asian men in community college.
Culture, Society & Masculinities.
Hubbard, L. (2014). The viability
of combining academic and
career pathways: A study of linked
learning. Journal of Education for
Students Placed at Risk, 19(1), 1-19.
Hubbard, L., Datnow, A. & Pruyn, L.
(2014). Multiple initiatives, multiple
challenges: The promise and pitfalls
of implementing data. Studies in
Educational Evaluation, 42, 54-62.
Hubbard, L., & Martinez, R. L. (2014).
Power dimensions of school reform:
The limitations of governance systems.
PensamientoEducativo,51(1), 86-102.
Scholarship
Report
The ever - growing body of scholastic accomplishments by our faculty is a testament to the thought
leadership / intellectual capital nurtured within our academic departments. Included here are journal
articles, books, book chapters, monographs, and editorial board memberships from the 2014-2015
academic year.

Scholarship Report > Faculty Scholastic Acomplishments
Inoue, N. (2014). Learning to
overcome epistemological
challenges: A case of a cross-cultural
action research exchange program
between the United States and
Japan. Action Research, 13(2), 154-
169. Advance online publication.
Johnson, R., & Jones, P. (2014).
Identification of parental
endorsement patterns: An example
of the importance of professional
attunement to the clinical-forensic
risk markers in juvenile fire-setting
and bomb-making. American Journal
of Forensic Psychology 32(2), 25-42.
Johnson, R., Fessler, A., Wilhelm,
M., & Stepensky, A. (2014). Risk
assessment of school police
officers in addressing public safety
related to school violence: A
biopsychsocialcultural perspective.
Journal of Forensic Research, 5(1).
Johnson, R. (2014). Towards a
forensic psychological evaluation of
juvenile fire setters: Parent power.
Journal of Forensic Research, 5(1).
Jones, J., & Donmoyer, R. (in
press). The multiple meanings of
social entrepreneurship/enterprise
and their implications for the
nonprofit field. Journal of Nonprofit
Education and Leadership.
Kalyanpur, M. (2014). Distortions
and dichotomies in inclusive
education for children with
disabilities in Cambodia in the
context of globalization and
international development.
International Journal of
Disability, Development and
Education, 61(1), 80-94.
Martin, I., & Carey, J. C. (2014). A
review of policy research concerning
models for school counseling in
the United States: Key findings and
international implications. Journal of
Asian Pacific Counseling, 4(2), 1-15.
Martin, I., & Carey, J. C. (2014).
Development of a Logic Model
to Guide Evaluations of the
ASCA National Model for School
Counseling Programs. The
Professional Counselor, 4(5), 455-466.
Martin, I., & Rallis, S. (2014).
Building on strengths and
addressing challenges: Enhancing
external school counseling
program evaluation. Journal of
School Counseling, 12(10), 1-29.
Molina, S. (2014). English
for global citizens. Bangkok,
Thailand: Eastern Printing PLC.
Molina, S. C. (2014). Growing up
as a global nomad: Problematizing
nativeness in an era of World
Englishes. NNEST Newsletter: The
Newsletter of the Nonnative English
Speakers in TESOL, September 2014.
Molina, S. C. (2015). Mediating
teacher learning through dialogical
learning spaces integrated
in a practicum experience.
Journal of Teaching and Teacher
Education, 3(1), 57-70.
Molina, S. C. (in press). Navigating
social responsibility alongside
migrant workers in an ESOL
classroom. Social Responsibility
Special Interest Newsletter.
Molina, S. C., & Manasse, M.
(2014). Mentor text 2: Supporting
community college ESOL students
find voice through scaffolded
reading opportunities. Manuscript
under review, The CATESOL Journal.
Nahavandi, A., Roche, J. F., &
McWilliams, V. (2014). Clones
in the executive suite: Gender
and educational diversity and
the financial crisis. Manuscript
under review, Journal of
Corporate Social Responsibility.
Newman, C. B. (2014). Rethinking
race in faculty-student interactions
and mentoring relationships of
African American undergraduate
engineers and computer science
majors? Manuscript under review,
Journal of Women and Minorities
in Science and Engineering.
Newman, C. B., Wood, J. L., & Harris,
F. (in press). Black men’s perceptions
of sense of belonging with faculty
members in community colleges.
Journal of Negro Education.
Patterson J., & Vakili, S. (2014).
Relationships, environment,
and the brain: How emerging
research is changing what
we know about the impact of
families on human development.
Family Process, 53(1), 22-32.
Reed, G. (2014). The pen and
the sword: Faculty management
challenges in the mixed cultural
environment of a war college.
Joint Force Quarterly, 72,14-20.
Reed, G. (in press). Ethics of
followership and expression of
loyal dissent. Public Integrity.
Reed, G. (in press). Leadership
Style, organizational climate
and effectiveness. Air and
Space Power Journal.
Rowell, L., Inoue, N., & Getz, C.
(2014). Reflective practice and
motion sickness: Thoughts on
the first North American Action
Research Study Day. Education
Action Research, 22(2), 251-26.
Quezada, L. R. (2014). Family,
school, & community partnerships:
Working with culturally
diverse families. Multicultural
Education, 21(3/4), 2-4.
Quezada, L. R. (in press). Developing
faculty leaders in teacher education.
Issues in Teacher Education.
Schmitz, H. P. (2014).
Addressing non-communicable
diseases (NCDs): the role of
the United States government,
philanthropies, and civil society.
Dialogue Magazine, 7, 23-24.
Schmitz, H. P. (2014). [Review of
the book Importing democracy:
The role of NGOs in South Africa,
Tajikistan, and Argentina, by Julie
Fisher. Nonprofit and Voluntary
Sector Quarterly, 44(1), 195-8.
Schmitz, H. P. (2014). [Review of the
book Socializing states: Promoting
human rights through international
law, by R. Goodman & D. Jinks.
Perspectives on Politics,12(4), 93-4.
Sudano, L., Patterson, J., & Lister,
Z. (2014). Collaboration between
two institutions: A teamwork case
study. Manuscript under review,
Families, Systems, and Health.
Willams, L., Patterson, J., & Edwards,
T. (2014). Attitudes, skills, and
knowledge: The ingredients to
becoming a research-informed
clinician. Family Therapy,13(5), 24-27.
Williams, L. M., Patterson, J., &
Edwards, T. (2014). Ingredients to
becoming a research-informed
clinician: Knowledge, attitudes, and
skills. Family Therapy, 13(5), 24-27.
Wood, J. L., Harris III, F., &
Newman, C. B. (2014). The
effect of campus ethos factors
on action control (focus): An
exploratory examination of men
of color in community college.
Manuscript under review, Journal
of College Student Development.
Zigarmi, D., Galloway, F., & Roberts,
T. (2014). A structural covariance
analysis of employee work
passion. Manuscript under review,
Journal of Happiness Studies.
Books, Book Chapters,
Edited Books,
Monographs:
Baker-Ericzen, M. J., Jenkins, M.
M., Park, S., & Garland, A. F. (in
press). Clinical decision-making
in community children’s mental
health: Using innovative methods to
compare clinicians with and without
training in evidence-based treatment,
child and youth care forum.
Buczynski, S. (2014). Information
explorer junior: Designing a winning
science fair project. Ann Arbor,
MI: Cherry Lake Publishing.
Buczynski, S., & Hansen, B.
(2014). The change leader in
education: Roles and strategies in
the differentiated environment. San
Diego, CA: Bridgepoint Education.
Cameron, E. (2014). Confidentiality
case vignette. In Counseling in the 21st
century: Ethical Practice. Thousand
Oaks, CA: Sage Publications.
Chavira, D. A., Drahota, A., Garland,
A. F., Roesch, S., Garcia, M., &
Stein, M. B. (in press). Feasibility of
two modes of treatment delivery
for child anxiety in primary care,
behaviour research and therapy.
Cordeiro, P. (2014). Executive
summary: Train-the-trainer
education project for Edify Ghana.
San Diego, CA: University of San
Diego, SOLES Global Center.
Corke, M., Shook, A., Galloway,
F., & Franey, J. (2014). Yoga in
public schools: Evidence from the
Encinitas Union School District’s Yoga
Program, 2012-2013. San Diego,
CA: University of San Diego, Center
for Education Policy and Law.
Deitrick, L., Durnford, J., Narwold,
A., Galloway, F., & Schumann, M.J.
(2014). Causes count: The economic
power of California’s nonprofit
sector. San Francisco, CA: California
Association of Nonprofits.
Donmoyer, R. (2014). Researching
leadership for social justice: Are
some methods better than others?
In I. Bogotch & C. M. Shields
(Eds.), International Handbook of
Educational Leadership for Social
(In)Justice (pp. 141-160). London,
England: Springer Dordrecht.
Donmoyer, R. (2014). Four things
a student taught me. In K. Beard,
S. Horsford, & L. Reed (Eds.),
Bringing the gifts. Blurb, Inc.
Edwards, T. M., Patterson, J.,
Scherger, J., & Vakili, S. (2014). Policy

20
and practice: A primer on the past,
present, and future of healthcare
reform in the United States. In J.
Hodgson, A. Lamson, T. Mendenhall,
& R. Crane (Eds.), Medical family
therapy: Advanced applications (pp.
343-356). New York, NY: Springer.
Edwards, T., Patterson, J., & Williams,
L. (in press). Evidence-based
practice for family therapists. In J.
Carlson & S. Dermer (Eds.), The Sage
encyclopedia of marriage, family
and couples counseling. Thousand
Oaks, CA: Sage Publications.
Garety, P., & Edwards, T. M. (2014).
Psychological interventions for
schizophrenia. In Living with
schizophrenia, World Mental Health
Day 2014 (pp. 20-21). Occoquan, VA:
World Federation for Mental Health.
Gelb, S. A. (in press). Evolutionary
anxiety, monstrosity, and the
birth of normality. In C. Dudley
Marling & A. Gurn (Eds.),
Deconstructing the normal curve
and reconstructing education. New
York, NY: Peter Lang Publishing.
Hansen, C. B., Buczynski, S., &
Plunkett, K. (2015). Curriculum
and teaching for the 21st
century.
Manuscript accepted for
publication, San Diego, CA:
Bridgepoint Education.
Inoue, N. (2014). Social and personal
development. In G. S. Goodman
(Ed.), Educational psychology
reader: The art and science of how
people learn (pp. 447-464). New
Inoue, N. (2015). A cross-cultural
approach with East-Asian
epistemology: Developing soft skills
in action research. In H. Bradbury-
Huang (Ed.), The SAGE Handbook
of Action Research (3rd ed.). Los
Angeles, CA: Sage Publications.
Inoue, N. (2015). Beyond actions:
Psychology of action research for
mindful educational improvement.
New York, NY: Peter Lang Publishing.
Inoue. N. (2015). Confessions of an
educational researcher: Overcoming
cognitive dissonance about action
research. In S. Caillier & H. Lattimer
(Eds.), Surviving and thriving with
teacher action research: Reflections
and advice from the field. New
Johnson, R. (2014). Ethnoracial
factors in the U.S. prison system:
Forensic psychology realities
of correctional officers. In S. W.
Bowan, Color behind bars: Racism
in the U.S. prison system (Vol. 2,
pp. 311-338). Santa Barbara,
CA: Praeger Publishing.
Kalyanpur, M. (in press). Cultural
reciprocity in home-school
collaboration within international
contexts. In E. C. Lopez, S. G. Nahari,
& S. L. Proctor (Eds.), The handbook
of multicultural school psychology.
New York, NY: Routledge Press.
Kalyanpur, M. (in press). Mind
the gap: Special education policy
and practice in India in the
context of globalization. In S. Rao
& M. Kalyanpur (Eds.), South Asia
and disability studies: Redefining
boundaries and extending horizons.
New York, NY: Peter Lang Publishing.
Lattimer, H. (2014). Real world
literacies: Discipline based reading,
writing, listening and speaking
to prepare high school students
for success in college, career, and
community. Urbana, IL: National
Council of Teachers of English.
Lattimer, H. & Caillier, S. (Eds.).
(2015). Surviving and thriving
with teacher action research:
Reflections and advice from the
field. New York: Peter Lang.
Leonard, J., Spencer, J., Bullock, E.,
& Walker, E. (2014). Closing faculty
ranks: Black women mathematics
education faculty navigating
across career stages. In B. Polnick
& B. Irby (Eds.), Girls and women of
color in STEM: Navigating the double
bind. Manuscript under review.
Molina, S. (2014). Teaching English
in local and global contexts: A
guidebook for beginning teachers in
TESOL. Charleston, SC: Create Space.
Quezada, R. (2014).
Internationalization of teacher
education: Creating global competent
teachers and teacher educators
for the 21st
Century. Oxford, UK:
Routledge, Taylor & Francis.
(Original work published 2010)
Quezada, R., Alexandrowicz,
V., & Molina, S. (Eds.). (2014).
Family, school, community
engagements and partnerships:
Theory and best practices. London,
England: Taylor & Francis.
Quezada, R., & Cordeiro, P.
(in press). Internationalization
in teacher education in the US:
Innovative programs and practices
to meet the global challenges
of tomorrow’s school. Lanham,
MD: Rowman & Littlefield.
Quezada, R., Lindsey, R., &
Rodriguez-Valls, F. (2014).
Teaching and supporting migrant
children of farmworker families:
A cultural proficiency approach.
Manuscript under review. Thousand
Oaks, CA: Corwin Press.
Rao, S., & Kalyanpur, M. (Eds.). (in
press). South Asia and disability
studies: Redefining boundaries
and extending horizons. New York,
NY: Peter Lang Publishing.
Schmitz, H. P. (2014). Non-state
actors in human rights promotion.
In A. Mihr & M. Gibney (Eds.),
The Sage handbook of human
rights (pp. 352-72). London,
England: Sage Publications.
Schumann, M.J., Nash Cameron, E.,
Deitrick, L., Reed, G., & Doroliat, D.
(2014). Study on children of seriously
wounded service members. San
Diego, CA: Caster Family Center
for Nonprofit and Philanthropic
Research, University of San Diego.
Spencer, J. (in press). White
faculty members as pathways
through STEM hegemony. In N.
M. Russell, C. M. Haynes, & F. Cobb
(Eds.), Interrogating whiteness and
relinquishing power: White faculty’s
commitment to racial consciousness
in STEM classrooms. New York,
NY: Peter Lang Publishing.
Spencer, J., & Hand, V. (in press).
The racialization of mathematics
education. In L. Drakeford (Ed.),
The Race Controversy in American
Education. Santa Barbara,
CA: Praeger Publishing.
Williams, L. M. (2014).
Communication training, marital
enrichment, and premarital
counseling. In J. Wetchler & L. Hecker
(Eds.), An introduction to marriage
and family therapy (2nd
ed., pp.
401-430). New York, NY: Routledge
Editorial Board Memberships:
Ammer, J.
Associate Editor
Reading & Writing
Quarterly: Overcoming
Learning Disabilities
Cordeiro, P.
Editorial Board
San Diego Union Tribune
Garland, A. F.
Associate Editor
Administration and Policy
in Mental Health and
Mental Health Services
Gelb, S. A.
Consulting Editor
Intellectual and Developmental
Disabilities
Editor
Review of Education
Getz, C.
Editorial Board
Engaging Pedagogies in
Catholic Higher Education
Inoue, N.
Editorial Board
International Journal for
Transformational Research
Johnson, R.
Editorial Board
International Journal of
Psychology and Counselling
Lattimer, H.
Editorial Board
Inquiry in Education
Editorial Board
Unboxed: A Journal of Adult
Learning in Schools
Patterson, J.
Editorial Board
Journal of Marital and
Family Therapy
Editorial Board
Family System and Health
Quezada, L. R.
Associate Editor
Teacher Education Quarterly
Editorial Board
Catholic Education Journal
Editorial Board
Journal of Hispanic
Higher Education
Editorial Board
Teaching Education
Editorial Board
School Community Journal
Reed, G.
Editorial Board
Parameters
Williams, L. M.
Editorial Board
Journal of Couple and
Relationship Therapy
Scholarship Report > Faculty Scholastic Acomplishments

Lifetime Giving
Benefactors Circle
Caster Family Trust
Diane and Rodney F. Dammeyer
Conrad N. Hilton Foundation
Joan and Irwin Jacobs
NOYCE Foundation
Donald* and Darlene Marcos Shiley
Warren Family Foundation
Leadership Circle
Jack Adams*
Alice Bourke Hayes
Susan Fliedler and Paul Eichen‘12
Fred J. Hansen Foundation
John J.* and Gerry M. McGee
Trust Estate
The Fletcher Jones Foundation
Orca Fund at The San Diego
Foundation
Westreich Foundation
Executives Circle
Thomas C. Ackerman Foundation
Barnhart, Inc.
Bill and Jeanne Barulich
Sandra Brue and Chris Carstens
Greater San Diego Chamber
of Commerce
CAC Advisory Services, LLC
The California Endowment
Community College Leadership
Muriel H. Campbell*
Sandra M. ’61 Cassell Farrell
and Jerald F. Farrell
Joseph F. Cloonan and
Paul I. Cloonan
Patricia and Bert ’61 Degheri
Brindle Erion Trust
Edify
John Guido, M.D.
Mari and Todd Gutschow
William H. Hannon Foundation
Patricia M. Howe
The James Irvine Foundation
The Johnson Family Foundation
The Paul Tudor Jones Family
Foundation
Katherine Pardee Charitable
Remainder Trust
Candace and Vincent ’84 Kasperick
Angelina K. (Kraemer) ’59 and
Fredrick Kleinbub
LASH Foundation
William D. Lynch Foundation
For Children
Douglas F. Manchester
Virginia and Paul G. ’78 Marshall, Jr.
Melisa Reasner McGuire
Memorial Fund
The Mozilo Family Foundation
Mary F. (Fiorino) ’61 and
Michel J. Orradre
George Pardee Charitable Trust
The Parker Foundation
PW Construction, Inc.
Willa ’66 ’70 and David L. Ramsay
Roman Catholic Diocese of San Diego
Eleanore R. White*
Richard P. Woltman
Directors Circle
Vicki ’94 and Moises Baron
Bank of America
Bravo Foundation
Bruce T. Halle Family Foundation
Coca-Cola Bottling Company
Paula A. Cordeiro and David O’Brien
The Fieldstone Foundation
Marilyn and Kim Fletcher
Girard Foundation
Homebuilding Community
Foundation
Virginia ’81 ’85 and Robert
Infantino, Sr.
Carol and George W. Lattimer
Christina and Joseph E. ’82 Matranga
W. Scott McIntyre Fund at the
San Diego Foundation
Weingart Price Fund at the
Rokenbok Fund at the
Mary A. (Woods) Scherr and
Marvin Sippel
School Futures Research Foundation
U.S. Bank
Union Bank of California Foundation
United Way of San Diego County
The Viterbi Family Foundation of the
Jewish Community Foundation
Scholars Circle
AKT, LLP
Alethea Capital Management, LLC
Alliance Healthcare Foundation
Linnea and Frank* V. Arrington
Lisa and Michael Auerbach
Sherrill and Bob Baker
Dana ’14 and Brandon Black
The Legler Benbough Foundation
Charles & Ruth Billingsley
Foundation
Elizabeth F. Bradley Helmick ’61 and
Walter E. Helmick, Jr.
California Supported Living Network
Capital One
Eugenie C. and Jeffrey A. ’04 Carlstead
CBIZ, Inc.
Kathryn A. Chapin*
Chevron Corporation
Gloria G. ’76 and Stoney L. De Ment
Patricia M. and Daniel W. Derbes
Jacqueline D.* and Edward
F. DeRoche
Dr. Joseph C. Rost* Trust
Isabella and Peter H. Dunn
Edmin.com, Inc.
Anita V. Figueredo
Ford Motor Company
Cheryl Getz ’98 and Henry Pugh
Gen-Probe, Inc.
Lisa Braun and Jeffrey W. Glazer ’94
Hampton Inn San Diego
The Harmon Family Foundation
Lu Harmon*
Valerie Jacobs Hapke and
Norm Hapke
Hervey Family Fund at the
Mary Ann Hester ’72
Joanne and Philip Hwang
Maureen P. (Pecht) ’64 and
Charles G. ’62 King
Las Patronas
Leichtag Family Foundation
Mary E. ’61* and Michael M. Lorch
Elizabeth K. Mahan*
Janie Marie and Jon L. Mangus
Laureen and C. Edward ’69 Miller, Jr.
Mission Federal Credit Union
Moss Adams, LLP
Annie Navarra
Nierman Family Fund of the
Meili and Michael Pinto
Price Family Fund of the
The San Diego Foundation
Robert & Howard Endowment Fund
at the Rancho Santa Fe Foundation
J. Dallas Clark Fund at
The San Diego Foundation
Patricia A. (Friel) ’57 and
John M. Seiber
Shinnyo-En Foundation
Erin J. and Anthony F. ’87 Smith
Pamela M. Snyder
Sonnenberg & Company, CPAs
Maria“Gaby”G. and Richard Sulpizio
Robert and Sheila Swanson
Emilia S. Switgall*
U.S. Bank
USD Auxiliary
Carol Vassiliadis
Pamela (Leighton) ’73 ’76
and Raymond J. ’82 Volker
Vista Mesa LLC
Weingart Foundation
Ruth and Stanley Westreich
Therese Whitcomb ’53
Annual Giving
Patrons
Lisa and Michael Auerbach
Bill and Jeanne Barulich
Bravo Foundation
Diane and Rod Dammeyer
Fred J. Hansen Foundation
Virginia ’81 ’85 and Robert Infantino, Sr.
The James Irvine Foundation
The Joan and Irwin Jacobs Fund
The Legler Benbough Foundation
JP Morgan Chase & Co.
The Johnson Family Foundation
Candace and Vincent ’84 Kasperick
The Mozilo Family Foundation
NOYCE Foundation
San Diego Gas and Electric Company
Union Bank Foundation
The Whitman Institute
Partners
AKT, LLP
Jacquelyn Borck
Cahalin Family Foundation, Inc.
CPM LTD INC
Paula A. Cordeiro and David O’Brien
EDMIN.com, Inc.
Wendy Gillespie
Todd and Mari Gutschow Family
Foundation
Valerie Jacobs and Norm Hapke
Linda and Mel Katz
Michael and Christie Meehan
Charitable Foundation
Moss Adams, LLP
Meili and Michael Pinto
Willa ’66 ’70 and David L. Ramsay
Pamela (Leighton) ’73 ’76 and
Raymond J. ’82 Volker
W. Scott McIntyre Fund at the San
Diego Foundation
Walden Environment, Inc.
Wells Fargo
Pat and Bob Whalen
Associates
American Endowment Foundation
Anklesaria Family Foundation
Debbie McGraw-Block and Vernon
R. ’77 Block
Carol ’81 and Ernest ’66 ’69 ’81
Borunda
Vicky ’90 and Alfred Bowden ’02
Brandt Company, Inc.
Elizabeth Castillo ’85 ’11
Sandra Chew ’68 and Paul G. Phillips
Cox Communications
David Dolgen
Erin Sacco Pineda, CPA
For Purpose Law Group
Joan and David ’77 Friedenberg
FundPal
Ann Garland and Saul Levine
Cheryl A. Getz ’98 and Henry Pugh
Glazer Foundation
Stephanie and Robert Gleason
Debbie L. ’83 and Robert J. Gough
Stephanie Halper
Leslie A. Hennessy ’78 ’14 and
Randy Kunkel
KidsEcoClub, Inc
Jean H. (Hicks) ’59 and Kenneth E.
Miller
Mission Edge San Diego
Rhonda Helene and Michael J. Mona Jr.
Afsaneh Nahavandi
Nierman Family Fund
Gale and Scott‘70 O’Mara
Coreen and Kevin ’06 Petti
Pratt Memorial Fund
Price Philanthropies Foundation
Rancho Santa Fe Foundation
Samuel I. & John Henry Fox
Foundation
Sean and Kyle Imagine Fund
Sonnenberg & Company, CPA’s
Susanne Stanford ’75 and Thomas
Matthews ’75
Laura Stoia ’09
Donors

3
Josh Tegart
The Samuel Lawrence Foundation
Mark Thompson ’08
The United Way of San Diego County
Beatriz Valencia ’04
Lynda P. ’02 and Jorge A. Vargas
Catherine A. (Buehler) ’79 and John J.
’78 Velotta
Mary J. (Hall) and James Wiesler
William D. Lynch Foundation for
Children
YH Advisors
John Yochelson
Dean’s Circle
Aetna Foundation, Inc.
Michelle ’07 and Sean ’06 Ahearne
Deirdre and Michael Alpert
R. Donna M. (Dawkins) and Allen B.
Baytop
Betty Beyster
Joan A. (Pesely) ’71 and Jimmie
Buchanan
California Latino Superintendents
Association
Lizet Campos ’01
Joy Chesbrough-Berry ’07
Amanda and Ignacio Corona
Edward DeRoche
Julianne D’Angelo ’76 ’83 and
Professor Robert C. Fellmeth
Jacqueline J. ’89 ’96 and Barry C.
Fitzpatrick
Teresa (Liberatore) ’73 and
James D. ’73 ’81 ’91 Gase
Stacie Freasier ’09 and
Derek Gates ’08
William P. Geddes
Girard Foundation
Barbara and John Gruener
Eileen and William L. Hennrikus
Jennifer ’95 and Timothy ’95 Lynch
Andrea McMullen ’14
Mary Lou and Donald ’73 Meagher
Qiana Jackson and Christopher ’04
Newman
Emily Rankin
Rondi J. ’94 ’06 Stein and Roger
Barrantes
Friends
ABC-Clio
Robyn L. Adams ’11
Dede and Michael Alpert
Daniela Alvarado ’12
Lisa Andaleon ’14
Michel Anderson ’83
Shannon K. (Anglea) ’05 and Marc
Stubblefield
Marie Antonio-Tanner ’00
Lesley and John Askelson
Jeanne ’87 and Lawrence Atherton
Rob Atterbury
Steven Avina ’11 and Nichi Ellorin
Gloria Bader ’87
Jeannine M. (Kleszcz) ’80 ’82 and
John Ballister
Audrey Barrett ’08
M. Erika and Kevin M. ’95 Barrett
Margaret Basom
Rose Baxter ’11
Joanne and John ’69 Beckman
Dave Beza ’15
Kathleen Bigler ’93
Jessica Bird ’15
Paul Bochan ’05
Steven Bourne ’79
Lea ’02 and Jeffrey Bouton
Paul Bredeson
Lauren and James W. ’96 Brennan
Traci Brooks ’07
Stephanie ’10 and Desmond Browne
Cathe Burnham ’13
Alina (Hutchison) ’06 and Gabe
Caceres
Freda P. (Vella) ’62 Callahan Gritz and
Lawrence S. Gritz
Lara and Roberto Calvo ’94
Edith and George ’84 Cameron
Francine and Kevin Carlson
Molly Carlson ’14
Barbara (Teas) Carolan ’97
Constance Carroll
Thomas Cesarini ’07
Janet ’90 and Maarten Chrispeels
Claudia A. (Little) ’73 and David S.
Christensen
Margaret and John Clark
Otto Cocino ’09
Bink Cook
Rosa Cota ’98 and Antonio Morales
Flores
Kathleen ’15 and Benjamin ’12
Coughlan
Diana M. ’72 and Robert E. Craft
Patricia E. (Price) ’86 and Douglas C.
Crone
Jack S. Crumley
Ann DeBaets Gilbride
Kathleen Dennish
Linda and Sylvester Dews
Patricia A. Dixon ’71 ’75
Robert Donmoyer
Heather (Manley) ’02 ’05 and Kevin
’93 Dooley
Bonnie Ann Dowd ’03
Teresa Drew ’15
Margaret Dunbar ’84
RayMonda DuVall
Christina Dyer and Steven McCann
Todd Edwards
Susan Flieder and Paul Eichen ’12
Lynn Eldred ’00
Geraldine ’08 and Zeb Evans
Jan Ferree ’06
Rita (Gogo) Flynn ’62
Devon Foster
Charles Friedrichs ’01
Fred J. Galloway
Larry Gardepie
Shanda Garmon ’75
Beth ’05 and Kevin Garofalo
Mary Gearhart
Alan Gin
Nancy and Charles ’01 Girvin
Jeffrey Gobeli
John Godfrey ’15
Aolfo Gonzales ’96
Tobin Gramyk ’16
Sally and Stuart R. ’89 Grauer
Michael Grove ’95
Priscila Sarti-Guerrero and
Javier ’95 Guerrero
Maureen ’10 ’15 and Robert
Guarcello
Christine-Clayre Hafner ’13
Haley Haggerstone ’14
Jessica Hanson York ’13
Nancy Hanssen and Jack Vellis
Rosemary Happold
May ’00 ’10 and Eric Harris
Patricia Harvard-Hinchberger ’88
Lynne and Larry Henkin
Kim Herbstritt
Renee Herrell ’06
Peggy Hetherington
Kevin Holt
Marisa Huppert
Sandra C. Ishikawa
Suganda and Sree Iyer ’12
Louise Janus ’80
Jason Jarvinen ’11
Gloria Johnston
Jennifer Jones ’08 ’15
Maya Kalyanpur
Patricia Kealy ’94
Barbara K. and Professor Frank
Kemerer
Alexander Kim ’13
Rita King ’88
Evelyn A. Kirkley
Paula Krist
Jessica Krone ’08
Paige Labourdette Pick ’15
Francis Lang ’11
Karen and Norman Lee
Sharon LeeMaster and Parley
Leemaster
Pat Libby and Michael Eichler
Damen Lopez
Hector Lopez
Sheryl A. ’81 ’84 Lorey-McAtee and E.
Tracy McAtee
Mary ’90 and Donald ’90 MacInnes
Mary Martel ’96
Melinda Martin
Melinda Marie and John T. Martin
Janine Mason ’86 ’11
Connie Matsui
Yvonne and Kevin McClure ’04
Jeffrey McDonald ’08
Judy McDonald
Michael McDonnell
Kecia ’00 and Joe McManus
Vance Mills
Susan E. Mitchell ’94
Christina and Andre Murphy ’02
Mark Nelson ’02
Barbara and Charles Nicholson ’78
Nonprofit Management Solutions
North County Lifeline, Inc.
Carolyn ’79 and Garry Nunes
Dorothy O’Hagan ’11
John O’Sullivan ’15
Alberto Ochoa
Cynthia Olmstead
Michael Osoff ’10
Kay ’93 and Steven Owens
Lina L. Park ’11 and Dae Lee
Desiree Pavlik ’15
William Pickens
Richard Plank ’06
Caroline Dorman-Popp and Jeffrey
Popp ’11
Jody Priselac
Susan ’12 and David Pyke
Karen Rado
Jorge Ramirez ’96
Lucy E. and George E. Reed
Sandra and Bradley Roberson ’94
Taylor Peyton Roberts ’14
Juan Roche
Paul Rohrbacher ’90
Rokenbok Educational Fund at the
Daniel Romero ’14
Olivia ’76 and Richard ’78 Romero
Laurie Rubel
Simi ’10 and Edison Rush III
Monica K. ’08 Santos and Fred Julian
Barbara Schatzer
Drew Schlosberg
Amber Setter ’07
Liz Shear and David Jewell
Isabel Shetler ’90
Dorothy Smith
Rita and Darryl Solberg
Linda Spuck
Isabel Stenzel Byrnes
Suzanne Stolz
James Stone ’10
Adrienne A. Sweeting ’62
Michael Terry
Linda G. ’61 and Richard Thibodeau
Kimberly Thomas ’10
Maria Todaro ’11
Maria Torres ’09
Mariam True
Hal Urban
Sharon Van Bruggen ’13
Nancy Vera ’15
Marguerite ’71 and William Vogel
Voices for Children
Richard ’93 and Marguerite A. Vorst
Harry and Rosamond Weinberg
Morgan Wilson ’12
Maria and Ben Winkler McCue ’10
Karin Winner
Jama Yacub ’11
Diane ’71 and Donald E. Yerkes
YNPN San Diego
Kelly E. (Holmes) ’12 and Daniel
Zastrow
Jana Zawadzki ’13
Susan M. and James B. Zgliczynski
Jack Zimmerman ’74
Sally ’78 ’96 and James ’76 ’96 Zoll
We recognize, with gratitude and appreciation, the generosity of our donors. Their support of our vision for the
School of Leadership and Education Sciences enables our students, faculty and alumni to continue to make an impact.
22

5998 Alcalá Park
San Diego, CA 92110-2942
Phone: (619) 260-4538
soles@sandiego.edu
www.sandiego.edu/soles

SOLES 2015 Report Highlights Progress

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