Service to University

Full-time faculty members, individually and as a group, share responsibility for the governance of the University at various levels. This responsibility shall be exercised by regularly attending and taking part in meetings of the program, department and school, and by being available for the work and assignments of departmental and institutional committees, councils, and other work groups.

- NDNU Faculty Handbook

For several years, I was an adjunct lecturer with no formal status. Then, for approximately seven years, I was a substitute for Judith Greig, Ed.D., who was serving in a variety of positions (i.e., fundraising, assistant to the president). In 2003, when Judith Greig was hired as Dean of the School of Education and Leadership, my position was formalized and I was offered a full-time position and classified as an Associate Professor and, as a result, was placed in the tenure track.

University Governance

In 2004-5, I volunteered for two committees: Planning and Budget, chaired by Tom Hannen; and Diversity, chaired by Lucille Sansing, who was assisted by Bobby Vaughn. In addition, I was asked by Jack Oblack to serve on the Teacher Effectiveness Committee. My reason for agreeing to the request is that I am concerned about the number of students who complain about the repetitiveness of their classes. Unfortunately, many professors rely primarily on lecture, research papers, and tests to articulate their ideas. Today's students, stimulated from birth by TV, CD, etc. need, in my opinion, a more multi-sensory interactive environment. This committee has begun its faculty development with an analysis of students' writing skills, plus suggestions for strengthening and improving. I look forward to continued involvement on this committee. (See letter from George Klemic.)

The Planning and Budget Committee meets very third week, plus four day-long retreats. The purpose of the committee is to regularly review the annual budget before it is presented to the Board of Trustees, to make recommendations on the expense allocations, and to plan for long-term needs (i.e., the Ralston Bridge; the football field; deferred maintenance, and technological upgrades). Unfortunately, the university is in a challenging financial situation. As a result, stringent recommendations have often been made. However, the university is working diligently to increase enrollment of the undergraduate population, as well as more effectively market present graduate programs. I believe NDNU is a little recognized jewel and am committed to helping the outside community recognize that. (See letter from Henry Roth, Chair.)

The Diversity Committee meets every other week; its purpose is to examine regularly the needs/wants of diverse students both academically and socially. For the past several years, students at NDNU have issued complaints about both of these situations. One goal of the committee is to raise awareness of unconscious attitudes, habits, and beliefs of professors, staff, and students. This fall a diversity workshop, presented by Crossroads, will be available for all NDNU employees. Because this is a topic about which I am very concerned, I have done some additional research in order to provide my students with both cultural information and personalized data that will encourage the shifting of traditionally held beliefs, perceptions, and paradigms to more open-ended ones. So, for example, I require my psychology students to go to www.implicit.harvard.edu and take the Race Implicit Association Test (Race IAT). Based on the timing of your response, you will be given a classification of strong pro-white association to moderate pro-white association to pro-black association. My students are intrigued and frequently dumbfounded by the results. This test reveals that our unconscious attitudes may be utterly incompatible with our stated conscious values. This testing opportunity allows us to analyze and reflect on our actions in spontaneous situations. I want my students to move beyond what the majority of the people in the world do - which is listen with their eyes. (Please see Judith Greig's letter for verification; also Joan Rossi's letter.)

New Student Recruitment and Interaction

For the past three years, I have been the speaker at the College of Education/ Leadership admissions evening. In each instance, I spoke to some aspect of emotional intelligence and tied it to university attendance. In 2003, it was on the subject of optimism and how and why the university builds optimistic students. In 2004, it was on empathy and the contribution it makes to enriched university relationships. In 2005, it was on motivation and how university support helps build determination and perseverance. I look forward to contributing in 2006. (See this Letter from Judith Greig about the workshop.)

Program Director

I also serve as Program Director and advisor for the students in the Reading Program Certificate, the Reading Program Credential, and the Reading Program Master's Degree. There are 30 students in the three programs that were originated by Joan Rossi, previous program director and advisor. When taking over this assignment, I called each of the students on the phone to share my appointment and am in the process of individual conferences to ensure their continued commitment to the program. I am excited about being involved in this valuable program. (Here is the course schedule for the Reading Program).

Coaching/Mentoring

Over the past several years I have frequently been asked by students, either in the program or recently graduated, to coach and mentor them in their new or continuing careers. I have asked one student, Josh Bloom, Gunn High School Chemistry and Physics Instructor, to represent this group of individuals. I am happy to report that these students frequently return to NDNU to work on their Master's Degrees.

Kids' Turn

Approximately one year ago, Judith Greig, then Dean of the School of Education and Leadership, approached me with a request. Claire Barnes, Executive Director of Kids' Turn, was looking for an individual to help them update their anger management lessons and add emotional intelligence research/strategies as appropriate. I volunteered to find a graduate student to supervise, or that could complete such a project. Kris Govani, multiple-subject credential candidate was selected. Since then, Kris and I have collaborated with supervisors from Kids' Turn, plus visited classes in order to have the necessary background/data for augmenting lessons. Moreover, we scheduled ourselves to teach a class in order to analyze if the ideas/approaches we were contemplating would work with this group of youngsters at Juvenile Hall. The rewriting of the 14 lessons is to be completed by the end of fall semester, 2005. (Click here to read a sample lesson.)

Update as of 10/06

See letter on history of work at NDNU from Joan Rossi.

University Governance

Since entering the tenure track in 2003, I have worked diligently to be fully involved with the governance of the university. I have attended faithfully both school and department meetings (meeting the first and second Tuesday of each month). In addition, I have become more involved with the faculty's representative arm (i.e., the Senate).

I have continued my committee/council work by continuing to serve on the Planning and Budget Committee, chaired by acting CFO, Pam Kawaguchi, and the Diversity Council, headed by Judy Greig, Provost. In addition, I volunteered to serve on the Educational Effectiveness Training Task Force, headed by George Klemic, and was involved in the development of the rubric for writing and oral communication. This committee worked weekly in order to be adequately prepared for the WASC visit. And the committee rejoiced in the very positive feedback from the WASC representatives.

Academic Advising

In any class I teach, I formally offer my counseling/advising service to my students. As a result, I am frequently asked to meet with my students regarding a variety of issues: conflicts with master teachers, personal and family crises/concerns, career possibilities, professional development options, etc. In any one year, I can find myself becoming a mentor to students who have completed their credential program but would like further support in their beginning careers. During the 2006/07 year, I will be working with the following students (e.g. Kris Govani, Brian Tuomay, Aline Privet) at their request.

I also find students frequently asking me to be a sounding board for a concern/issue/ conflict in which they find themselves (e.g. Katherine Roddy, Jessica Bouret, Kathleen Brody, Jessie Hamlin, Maria Thomas, etc.). My purpose here is to listen, provide objective feedback, and brainstorm win-win solutions.

Substitute for Colleagues

The FYI program, during the 2006/07 school year, is investigating a variety of new topics being broadcast on the news and in the press. One topic being investigated is empathy - a sub-category of emotional intelligence. As this is a special interest of mine, I was asked by the FYI team to present a lesson on empathy to each of five different classes (see letter from Vincent Fitzgerald). Therefore, I constructed a lesson utilizing multi-media and hands-on materials to examine the difference between empathy, sympathy, and pity, listening skills required, and the steps between a “novice empathizer” and an “expert empathizer.” The majority of these sessions were conducted during October, 2006.

Civic Involvement

As a result of my interests (i.e., building better teachers, emotional intelligence, etc.), I am often asked to serve on a number of boards. Presently, I am a member of the Six Seconds' Board of Trustees, and am both a Board of Trustees' member and Chair of the Education Committee for Odyssey School, an independent school for gifted middle school students located in San Mateo, CA.

Student Recruitment/Interaction

While not formally involved in student recruitment, I am pleased and honored to “brag” about the individual attention and concern each student will receive at NDNU at any presentation or speaking engagement with which I am involved. I see the NDNU credentialing program as a “jewel” among options available.

Evidence:

Letter from Barbara Kammerlohr

Letter from Judith Greig

Letter from Joan Rossi

Letter from Josh Bloom

Letter from Henry Roth

Letter from George Klemic

Email with a student teacher

Kids' Turn sample lesson