Alumni Profiles
a
“ Education is a social process.
Education is growth. Education is
not a preparation for life; education
is life itself.” - John Dewey
b
Pacific Oaks Alumni Profiles
Table of Contents
2
About Pacific Oaks
3
Message from the President
4
Elmida Baghdaserians, Ed.D.
6
Mary Boege Chamberlain
8
ReGena M. Booze, Ph.D. 10
Shaun-Adrian Choflá
12
Martha Clark
14
Renatta Cooper
16
Joanne Diaz-Koegl, LMFT
18
Linnda Durré, Ph.D., LMHC
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50
Betty Frain, Ph.D., LMFT
Janet Gonzalez-Mena
Ruth Anne Hammond
Gail Jack
Andrew Kami
Marjam Karapetian
Michael S. Katzman
Christine Lamm, Ph.D.
Phaedra Ledbetter , Psy.D.
Mari A. Lee, LMFT, CSAT
Peggy Sisson
Andrew Smallman
William Sparks
Jayanti Tambe
Jeremy Tang
Suzanne Williamson
1
About Pacific Oaks
Pacific Oaks College is a not-for-profit,
accredited higher education institution offering
bachelor’s-completion, master’s, and certificate
programs in human development, counseling,
education, early childhood education, and
teacher credentialing. The school offers
classes at its main campus in Pasadena and
at a number of convenient instructional sites
throughout California, as well as online.
Founded more than 60 years ago by a small
group of Quaker families, Pacific Oaks College
has remained dedicated to the fundamental
Quaker principles of inclusion, social justice,
and the value of every human being. Three
basic concepts underlie the educational
philosophy at Pacific Oaks:
• that every individual has a
fundamental worth;
• that growth is a dynamic and
life-long process;
• and that every individual has a unique
identity and human potential.
2
Pacific Oaks Alumni Profiles
A Message From the President
As you think about applying to Pacific Oaks College, a review of the stories herein will provide
great inspiration and guidance. Our past informs our future, and this booklet is not just a snapshot
but a true testament from some of our best and brightest, and food for thought about differences
and commonalities; individualism and community, and much more. We offer cultural-centered
education, and it brings our community together in common cause. “The affect of cultural awareness
on emotional and mental health is a huge area of interest for me” (Joanne Diaz-Koegel, TV producer
and psychotherapist). “At PO students become advocates for democracy in education at school and
beyond” (Marjam Karapetian, publisher).
Within a fully democratic society, John Dewey once suggested, people would treat each other with
respect and would demonstrate a willingness to revise their views while maintaining a commitment
to cooperative action and experimental inquiry. To achieve this level of respect and commitment, we
need personal contacts, as he wrote in 1938 (in Experience and Education): “Basing education upon
personal experience may mean more multiplied and more intimate contacts… than ever existed in the
traditional school, and consequently more, rather than less, guidance by others. The problem then,
is: how these contacts can be established without violating the principle of learning through personal
experience. The solution of this problem requires a well thought-out philosophy of the social factors
that operate in the constitution of individual experience.”
You are welcome to contact these alumni, who have all volunteered to communicate and reach out,
and talk about their education and their lives. You may discover a mentor!
Yours truly,
Ezat Parnia, Ph.D., President
3
Elmida
Baghdaserians, Ed.D.
Bachelor of Arts
Human Development
1997
My mentor Melita Baumann, a
“
professor of child development, was a
graduate of PO. I also had a chance to
work in an ECE program the CEC (Child
Educational Center JPL/Caltech) where
many PO alumni were employed. I valued
greatly the training and opportunity to
reflect on my own life and experiences.
My degree and inspiration from the
educators with the wealth of experiences
they bring to the classroom, gave me
the confidence to obtain higher degrees.
I am fortunate to work in the field and
have been sending students to PO for
many years from various institutions that
I have worked for, such as community
colleges and the CSU system.
”
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Pacific Oaks Alumni Profiles
The education I was lucky to get gave me the skills
“
necessary to be a change agent in my own family, including
those overseas, and that kind of learning you don’t find
just any where! I am thankful.
”
Background
In the community college system, notably Glendale Community College, Elmida discovered her love for
child development. After transferring to PO and receiving her BA, with a specialization in Early Childhood
Education, she moved to Loyola Marymount University where she earned an MA in Educational Counseling.
In 2010 she earned her Ed.D. in Organizational Leadership, at Pepperdine University Graduate School of
Education and Psychology, with research on parenting and cultural issues.
Dr. Baghdaserians has experience working with children, families, and staff in a variety of capacities, first
as a teacher and later as an administrator of a school age program. She has also worked at a resource
and referral agency, domestic violence shelter, and has taught in higher education for 10 years, first as an
adjunct and currently as a tenured, full-time faculty member of child development at Los Angeles Valley
College. Additionally, she has served as an academic adviser at Cal State University, Northridge, and has
taught at PO. Both as a faculty member and as an academic adviser, Elmida’s passion is to help students
reach their goals and she enjoys coordinating special events for the department. In the past, she has been
involved in coordinating child abuse prevention seminars, Red Flags (Exceptional Learners), advising
sessions, and first aid/CPR.
In 2004 Elmida was elected to become a board member with the California Association for Child Life
Professionals. In 2006 she received the California Community College/Family Consumer Studies Grant
along with another colleague. She developed the Paraprofessional Training Academy at LAVC to train those
working with children diagnosed with Autism. In 2012 she was nominated for the Tau Alpha Epsilon Apple
Award for her commitment and teaching.
Elmida was born and raised in Tehran, Iran. Her family immigrated to the US after the revolution. She is
of Armenian descent, and fluent in Armenian, Farsi and English. After graduating from PO, she returned
to her home and family in Iran for some closure and for that she “could only find the courage with the help
of the education that I received.”
Independent Learning or Thesis Project
Thesis: “Culture and Parenting”
Speaking and/or Consulting Topics
Numerous topics
Contact
Phone:
Email:
(h) 818-790-0414; (w) 818-778-5502
baghdaes@lavc.edu
5
Mary Boege
Chamberlain
Master of Arts
Human Development
2008
PO offered me the chance to obtain
“
a degree and still work full time. There is
an emphasis on education and a strong
ethical mission of service to others. The
cohort process was the most valuable
experience; building friendships while
developing my own professional growth
and abilities increased my learning
tenfold. With my degree, I was able to
obtain my current job and move forward
very quickly to a management position in
our company’s quest for excellence with
Early Head Start ARRA funding in 2010.
The strongest part of the experience
was, and still is, the colleagues I have
been able to add to my work and
personal life; both fellow students and
teaching staff. We are all a part of a larger
world agenda of respect and service to
the world of education.
”
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Pacific Oaks Alumni Profiles
I have recommended the College to many colleagues
“
and teachers I mentor, when I see the drive necessary for the
PO process in the individual. It is not for everyone, I believe, and takes
a specific set of qualities to be able to self-pace one’s own learning and
achieve the most value from the PO experience.
”
Background
An advocate for early childhood educators, children, and families, Mary conducts training in all aspects
of child development, and especially Head Start. She specialized in her master’s degree in leadership in
education and human services, with a sub-specialization in college teaching of adults, and has a BS in
Organizational Behavior, University of San Francisco, 2005.
She is Early Head Start (EHS) service manager for Health and Family/Community Partnerships, Peninsula
Family Service, San Mateo. Starting there in 2009, directing the company’s childcare program for an
emergency shelter, she provided support and curriculum for children as their parents looked for work.
She managed teaching staff and, as a mental health interventionist, provided parents with training and
support. In 2010 she helped the company get EHS ARRA funds to provide childcare for 72 children, and was
interviewed on Channel 2. She is one of the major contributors to the company’s policies and procedures.
Mary designed the family partnership agreements for training for Family Advocates and Home Based Case
Managers. Her commitment to parents as the primary teachers for children and as instruments of change is
paramount. In 2011, Mary took charge of the Health Advisory Committee, developing the program, seeking
health professionals to attend, and advocating for families.
She has served in management in other CA organizations: CDI/CDC, Hayes CDC, San Jose; Santa Clara
Unified School District; Morgan Hill School Age, GoKids Inc. Gilroy and, from 1981-2003, ran her own
family day care business in San Jose. At one point she took charge of five different elementary schools to
enhance programs and prepared for the State compliance monitor reviews.
She is a member of the California Health Initiative, and has been accepted as a DANYA Observer for Head
Start Programs in Education for both EHS and HS. She received the Choices for Children Three Star Gold
Seal Award for family day cares; was a mentor in the Model Family Child Care Community Project; and
a member and observer of family childcare homes for National Association for Family Child Care
(NAFCC) accreditation.
Independent Learning or Thesis Project
“Where Do Early Care Directors Go From ‘Here’?”
(Advancement Beyond ECE Director)
Speaking and/or Consulting Topics
Staff Professional Growth; Head Start; PITC Environments; Early Education
Contact
Phone:
Email:
(h) 408-281-4622; (w) 650-403-4300
indy37@earthlink.net
7
ReGena M.
Booze, Ph.D.
Master of Arts
Human Development
1988
At PO I learned to embrace the ‘group
“
process.’ Although I am collectivistic by
nature and culture, I had learned in my
undergraduate years that the colleges/
professors valued individual work and
frowned upon anything that involved
group processes. At PO that collectivistic
behavior was highly encouraged
and nurtured! I especially liked the
accessibility of the instructors - they were
really ‘here’ for students! My degree also
prepared me to teach adults! I already
knew how to teach children and saw
that as my career trajectory. PO taught
me to look at life span development and,
in doing so I became a better teacher,
first to children, then to adults. This is a
unique school and we are dedicated to
providing a transformative educational
experience to all who want it.
”
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Pacific Oaks Alumni Profiles
Pacific Oaks has been a growing place for me.
“Inasmuch
as I have taught, I have also learned...
and it has been a labor of love.
I love what I do, and do what I love.
”
Background
ReGena is an African-American, and was born into a time of racial segregation and economic strife.
Growing up in Chicago, she had three childhood ambitions: 1) to go to Disneyland 2) to take care of her
mother and 3) own her own library. “Happily, I have achieved all of those goals and quite a few more.
However, none of my early aspirations involved becoming a teacher!” She is the eldest in her family and
therefore the “sage amongst her siblings.” She enjoys being part of family systems and making little pockets
of family wherever she goes.
During her formative years in Chicago, she learned about collectivistic ideology and, during her early
adulthood in California, learned to channel that into social activism. Throughout those years she also
learned to value learning just for the sake of knowing. “Thus I believe, unbeknownst to me, I was actually
preparing myself to teach.” She has been a classroom teacher since 1972 and her students have ranged in
ages from 14 days old to well over 80 years young.
ReGena came looking for a job at PO in 1982 and stayed! Starting in the Children’s School at PO, she worked
in the Child Care programs and the preschool. She moved into administrative duties at PO as the director
of Alumni Affairs, Housing, Placement, and Recruitment. Later she returned to the Children’s School as the
assistant director in the Child Care program. Joining the CORE College Faculty in 1988, ReGena is also the
collegiate advisor for students specializing in Early Childhood Education, Child Care, and Leadership in
Education. Her areas of specialization are child and adult development, mentoring, diversity, and antibias/
multicultural curriculum development and implementation.
ReGena also has an MA in Human and Organizational Development and a Ph.D. in Human Development
from the Fielding Graduate Institute. She has presented over 400 workshops at state, national, and
international educational conferences, Head Start agencies, public service and referral agencies, as well as
public and private schools, and the Oxford Round Table Discussion on Child Psychology.
Independent Learning or Thesis Project
ReGena has several projects based on the Nguzo Saba including, “Teaching Ujima: Examining Class Issues
That Emerge When Mentoring African American Women: How the Effects of Mentoring These Women
Affect Their Relationships Outside of Their Mentoring Circle”
Speaking and/or Consulting Topics
Antibias Curriculum; Multicultural Issues in Early Childhood Development; Emergent Curriculum;
Parent Education, Human Development; Stress Management; Effective Communications; Conflict
Resolution; the Development of Positive Self Esteem in Young Children; Identity Development in Biracial
Children; Celebrating Kwanzaa, and more.
Contact
Phone:
Email:
(w) 626-529-8232
rbooze@pacificoaks.edu
9
Shaun-Adrian
Choflá
Bachelor of Arts | Master of Arts
Human Development
2005, 2008
After a 15-year IT career, it was time to
“
pursue my dream of being an educator;
which I had avoided due to the heterosexist
stereotypes of gay, male teachers. I enrolled
when two PO alums said I belonged here,
since I was a passionate social activist. The
College teaches effective practice through
modeling, but the true learning is not simply
cognitive, but psychological – and certainly
emotional. I could safely reflect upon my
values, biases, privilege, and reinvention–
and how to advocate for others and myself.
I didn’t always completely understand the
transformative elements of my courses,
and felt varying degrees of disequilibrium,
as society and human development
were theoretically exposed. The personal
transformation speaks to the true power of
the experience, and is the common thread
that ties all alums together.
”
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Pacific Oaks Alumni Profiles
people (including hiring managers) in the ECE world have
“aMany
tremendous respect for PO. Organizations of early childhood
professionals, who share a similar philosophy of deep respect and
activism, are often PO graduates. This speaks volumes for the institution
and the genuine leaders it graduates.
”
Background
As a practitioner-scholar and social activist, now studying for his Ed.D., Shaun-Adrian helps people of all
ages with healthy development and personal transformations. He is executive director and senior behavior
analyst at Empathy Therapy, Sacramento, CA, and a professor at The National Hispanic University (San
Jose) and at PO. He focuses on undergraduate and graduate courses in child and human development, early
childhood education, and early intervention. He has worked with:
•
•
•
•
•
•
•
•
•
Children ages 18 months through 15 years of age on the Autism Spectrum
Homeless children learning basic literacy skills
Homeless adults working towards their GED
Infant, toddler, and preschool children in child care settings
Young children with severe problem behaviors
Elementary children in before- and after-school care
Older adults with various forms of dementia
Adults and children with varying abilities in various settings
Adult learners in a wide variety of schools, colleges, and corporate environments
“I love supporting others in their developmental and learning journeys, and view authentic relationships
as an important ingredient in healthy, therapeutic and learning communities. In educational institutions,
antiquated ways prevail. The tacit message is, ‘We know this isn’t good for children and families, but we’ve
always done it this way.’ This is not progress, but supporting the status quo.” Therefore, social activism
and advocacy is an essential ingredient of authentic education for Shaun-Adrian; whether simply sending
a message to a congressional representative, calling a corporation to protest a business decision, or
joining a peaceful demonstration. He invites you to review his tweets on social action movements in child
development and early childhood education, and follow his Twitter account and friend him on Facebook.
“Collaborating with and supporting my brothers and sisters in the community is an integral aspect of my
personal and professional life. It is the air that I breathe, food that I eat, and on many levels, it sustains me.”
Providing pro bono education consulting has also become a part of his career. He is typically involved with
families and organizations in varying degrees relating to education, authentic inclusion, and teaching strategies.
Independent Learning or Thesis Project
Retired Gay & Lesbian Couples: Exploring Their Concerns, Experiences, Needs, and Problems
Speaking and/or Consulting Topics
Behavior Intervention; Autism Intervention
Contact
Phone:
(h) 916-769-0903; (w) 916-455-1835 & 916-760-8243
Email:
schofla@nhu.edu; Yahoo/Blackboard IM: schofla
Web Site: www.shaunadrianchofla.com
11
Martha
Clark
Bachelor of Arts | Master of Arts
Human Development
1988, 1990
I came to PO in my 40’s, and my
“
sons were in their teens; to embark on
a different phase of life and think about
the contributions I could still make, now
that my one role as mother was winding
down. In my studies, I received the most
value from the introduction to andragogy,
transformational learning, learning about
empowerment, communication, critical
thinking, and anti-bias theory. The
strongest parts of the experience are the
learning communities, transformational
learning, and the opportunity to learn
about human development – one’s own,
along with theory. I started teaching at
PO in 1991 and, because of the classes,
I have insights for my life coaching
business. I enjoying adjunct teaching
and I’m still able ton have time for my
family, friends, grandchildren, hiking
and gardening.
”
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Pacific Oaks Alumni Profiles
provides a structure for personal growth and transformation,
“ POwhich
is at the heart of making a difference in the world.
Its commitment to social justice fills a need for students,
giving them skills to address social ills.
”
Background
On the core faculty in Human Development at PO from 1995-2009, Martha has been an adjunct since then,
and also works as a communication and life coach. Her passion is helping others improve their quality of
life through enhanced communication skills or a focus on attaining goals and lifelong dreams. She enjoys
helping people turn their lives around, using knowledge, support, motivation, and accountability. Two of
her favorite quotes are: “You cannot teach a man anything; you can only help him to find it within himself,”
by Galileo, and “Out beyond ideas of wrongdoing and rightdoing, there is a field. I will meet you there,” by
Jalal ad-Din Rumi.
Her approach to life coaching is inclusive. Coaching is useful when life “hits a bump,” and also when things
are going smoothly. It can be useful on a short-term basis, when things seem “stuck.” If you sense there
is more out there, if you’re going through transitions, wanting some things to change or be different in
your life, you might want to explore some of these issues with a life coach. Martha is also an advocate
for the benefits of nonviolent communication, as put forth by Marshall Rosenberg in his book Living
Nonviolent Communication. Martha notes: “To me it is a tool that helps me to live my life in a way that
works for me. There is a simplicity and beauty in it. It is something that is accessible and while it is a
moving target, continually challenging me, it is encouraging and doable. Nonviolent communication can
improve ANYONE’S life.”
Martha has created classes in “Communication and the Life Cycle,” “Advanced Studies in Communication,”
and “Human Development: The Elder Years.” She continues to teach “Early Childhood Themes and Lifecycle
Issues” and “Communication for Empowerment” as an adjunct professor. During her tenure as core faculty
Martha served as department chair of the Human Development program, adjunct faculty coordinator, chair
of the Student Learning Outcomes Committee, and as coordinator of the ABLE (now known as Credit for
Life Experience) admission option.
Independent Learning or Thesis Project
Masters’ Thesis: A Daily Living Skills Program for Teens
Speaking and/or Consulting Topics
Interpersonal Communication
Contact
Phone:
(h) 626-798-7030; (w) 626-798-7030
Email:
mclark@pacificoaks.edu
Web Site: www.mbc-coaching.com
13
Renatta
Cooper
Master of Arts
Human Development
1986
I came to PO at the recommendation
“
of Barbara Bowman, then President of the
National Association For the Education
of Young Children, a co-founder of the
Erikson Institute, and currently chief
early childhood education officer for the
Chicago Schools. I adore her! The PO
philosophy of being respectful to children
is from the Quaker belief that ‘There is
value in every individual.’ This applied to
children in an era when they were to be
seen and not heard. Children not allowed
to have an opinion were asked, “What do
you think is fair?” at PO Children’s School.
Now even programs that are not at all
developmental know that they should
at least be respectful. Doing so is part
of the Head Start and Early Head Start
Performance Standards. The impact of
this philosophy on the field is huge!
”
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Pacific Oaks Alumni Profiles
I have truly incorporated the PO Quaker value against
“
relentless self-promotion, that ‘There is that of God in everyone.’
And ‘There is strength, there is love and there is the potential for
truth in every person’.
”
Background
Renatta is president of the Board of Education of the Pasadena Unified School District. An education
advocate, she has dedicated her life’s work to children, and improving the quality of the district’s Child
Development programs. As a member of the Board, she has focused on early childhood education, closing
the achievement gap between groups of students, dual language learners, and strengthening engagement
of parents and the community. From 2007-11, academic achievement in PUSD rose by 59 points on the
Academic Performance Index, the dropout rate was reduced by half, and the themed College & Career
Pathways were created to link the business and cultural resources of the area with schools and students.
Named a YWCA Woman of Excellence in Education in 2003, and winner of their Racial Justice Award in
2008, Renatta is a recognized expert in early childhood education. She has served on the National Early
Childhood Advisory Board Scholastic, the Advisory Board of Curiosity Corner, Success for All Foundation,
the Advisory Board of the State of California Pre-K Guidelines committee, and others. She was awarded the
Marge Wyatt Advocacy Award from the Child Care Information Service in 2004.
Prior to her election to the Board, she taught graduate-level child development courses at PO, where she
helped create and fund the Hixon Center for Early Childhood. She served as a member of the First 5 L.A.
commission, the group that was formed with the passage of the state initiative headed by Rob Reiner to
fund the development of early childhood education centers in Los Angeles County, from 2001-05. She took
a leadership role in the development and passage of the $500 million Universal Preschool Initiative, the
$32 million Family Literacy Initiative, and the $27 million Workforce Development Initiative.
Since 2005, she has worked as an educational coordinator in the Los Angeles County Chief Administrator’s
Office. Renatta is the liaison between the County Office of Child Care and other organizations concerned
with strengthening the early childhood workforce to improve the educational outcomes of young children
in Los Angeles County.
Independent Learning or Thesis Project
Thesis: Saturday Infant Toddler Program
Speaking and/or Consulting Topics
Not at this time
Contact
Phone:
(w) 213-975-4453; (c) 626-644-3065
Email:
Cooper4kids@gmail.com
Web Site: http://pasadenausd.org
15
Joanne
Diaz-Koegl, LMFT
Master of Arts
Marriage and Family Therapy
2005
I loved that the College had the life
“
experience program (ABLE) since I did
not have my BA but I sure had a lot of
life experience. My degree and license
have contributed to my career, providing
a whole new life as a therapist and
the ability to pay it forward by helping
so many people in different areas. PO
does not have the archetypal, dyadic
teaching approach, but rather a strong
triadic approach; the student, the
professor’s teaching, and especially the
other students’ involvement. I learned so
much from my peers and as a professor
now I am continuously learning from
my students. I recommend the College
because of its mission statement and
triadic teaching. The student who puts in
the work gets a life changing experience
in return.
”
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Pacific Oaks Alumni Profiles
in a world very different from 10-20 years ago
“ Weandaretheliving
affect of cultural awareness on emotional and
mental health is a huge area of interest for me. Especially in
Los Angeles, media experts need to take this into consideration
and educate the public.
”
Background
As a TV producer for many years, Joanne had often been told that she missed her calling as a therapist
because of her natural ability to empathize. After she lost her husband in a car accident, a therapist, Pat
Sanora, a PO alumna, asked if she ever considered becoming a therapist. She was trying to find a way to
make sense of her loss and new life and, enrolled at PO, for the first time since her husband had passed
away, she felt “passion” return to her spirit.
Today Joanne is a psychotherapist and After Care Producer on “Dr. Drew’s Life Changers” for Telepictures
Inc., an adjunct professor at PO teaching communication skills at the graduate level with an emphasis on
multicultural counseling, and has a private practice in Pasadena. Her areas of focus are couples counseling,
premarital counseling, loss and grief, multicultural awareness, addiction, individual and personal growth
therapy/coaching and TV production consulting. Joanne has appeared on various talk shows discussing
parenting, loss and other topics. She is very discerning about the balancing act between what makes “good
TV” and guest’s regard. She is also knowledgeable about how news events relate to mental health. She has
had several articles published and is currently working on a book about losing a spouse at a younger age…
and discovering most grief books are geared toward more mature people.
From 1988-1998 she owned a successful exercise center and was featured on KABC and KTLA. During that
time she was also a producer with Witt/Thomas Productions and Paramount Studios, where she worked
on several sitcoms and talk shows including, “Entertainment Tonight,” “Solid Gold,” “Webster,” “Family
Ties,” “Empty Nest,” and “America’s Funniest Home Videos.” With a passion for improving the lives of
the undeserved, Joanne has also worked for the past 14 years with abused children, community resource
centers, on crisis management in school after a tragedy, and for the American Red Cross, volunteering in
shelters after hurricane Katrina. Joanne delights in combining both her “loves” of psychotherapy, and TV
media expertise in her professional life.
Independent Learning or Thesis Project
Thesis: “The Impact On The Surviving Spouse With Respect To Anticipated and Unanticipated Death”
Speaking and/or Consulting Topics
Loss and Grief; Communication Skills; Stress Management; Problems Between Immigrant Parents and
Acculturated Teens; Bullying; Addiction; Couples in Midlife Crisis; Infidelity; Skills to Improve Your
Marriage; Organization Skills; Woman After the Age of Forty; Helicopter Parents; Empty Nest Syndrome;
Weight and Self Image; Anxiety Issues; The Impact TV Has On Children
Contact
Phone:
(w) 626-792-0773
Email:
Jo4therapy@aol.com
Web Site: www.jkoegl4therapy.com/aboutus.html; www.linkedin.com/in/joannekoegl
17
Linnda
Durré, Ph.D., LMHC
Bachelor of Arts
Human Development
1970
I came to PO because it was the
“
only college with a major in Human
Development and a children’s school.
Its philosophy, curriculum, and the
combination of studying and then
working in the children’s yards were all
exactly what I sought. In my opinion as
a psychotherapist, the study of Human
Development is the basis for counseling
and psychotherapy. Having such a solid
foundation prepared me for my career.
When I applied to teach first grade in NJ
in 1972, they were impressed with my
degree and I was hired immediately. In
private practice, one of my clients was
head of the ECE Department for a large
city, and when she saw my diploma on
my wall, she replied excitedly, ‘Oh, you
graduated from Pacific Oaks! Now I know
I’m in good hands! I wish I could have
gone there!’
”
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Pacific Oaks Alumni Profiles
was small enough so I could to go to any professor, dean,
“orPOdepartment
chair to talk about anything. PO still seems as
comprehensive and in depth, with an outstanding reputation around the
world, and the degree impresses people in the fields
of psychology, human development, and ECE. I’m so happy
I earned my BA at Pacific Oaks.
”
Background
Linnda is a psychotherapist, international speaker, writer, author, columnist, professor, business
consultant, TV and radio talk show host; and a crisis intervention trainer for police departments. She
earned a Ph.D. in Psychology in 1977 from C.S.P.P. San Diego - now Alliant University. She earned three K-6
teaching credentials [NY, NJ, & CA.] An intern supervisor at UCF, she consults to attorneys and is an expert
witness regarding family counseling, child custody, sexual harassment and discrimination, and sexual abuse
by therapists. The latter was the topic of her 400-page dissertation, used to pass legislation in several states.
She appeared on Oprah, 60 Minutes, Today Show, O’Reilly, Daytime, Canada AM, Good Morning
America, and local and/or national news on NPR, PBS, CBS, ABC, NBC, CW, and Fox. Selected
from 200 applicants, she hosted and co-produced, “Ask The Family Therapist” on America’s Health
Network, associated with Mayo Clinic, and it aired from Universal Orlando. For nine months, she was
the psychotherapist on CW’s syndicated morning show, “The Daily Buzz.” She hosted and produced,
“Personal Success Hotline with Dr. Durré” on a PBS affiliate, “Let’s Talk with Dr. Linnda Durré” on
an NPR affiliate, and a celebrity interview radio show, “The Linnda Durré Show.” She has written and
hosted for the Disney Channel. She has written for Forbes, AOL, Monster, Orlando Business Journal,
A & U Magazine, Orlando Leisure Magazine, In Focus Magazine, Westside Today, and American
City Business Journals, www.bizjournals.com She writes a bi-monthly column about toxic bosses for
www.eBossWatch.com.
A member of Mensa, she was admitted to AFTRA, ASCAP, SAG, and to WGA - Writer’s Guild of America when she was 22 by selling a TV series to Aaron Spelling. She has written 18 screenplays and/or TV series,
three plays, short stories, songs, and published poems and political cartoons. Her book, Surviving the
Toxic Workplace: Protect Yourself Against the Co-Workers, Bosses, and Work Environments that Poison
Your Day, McGraw Hill, is available at Amazon, BN, Nook, and Kindle along with her previous book, Great
Relationships™ Manual.
Independent Learning or Thesis Project
Dissertation: “Sexual Relationships Between Female Clients and Male Therapists”
– Available on University Microfilm.
Speaking and/or Consulting Topics
Listed on her website at www.survivingthetoxicworkplace.com
Contact
Phone:
Email:
Web Site:
(cell) 407-739-8620; (w) 407-246-4681 and (cell) 323-333-1393
Linnda.Durre@gmail.com
www.survivingthetoxicworkplace.com; www.bizjournals.com; www.eBossWatch.com;
listed in www.experts.com
19
Betty
Frain, Ph.D., LMFT
Bachelor of Arts
Human Development | ECE
1971
I heard about PO from my community
“
college guidance counselor. He was
a Quaker and knew I was interested
in progressive education. I decided I
wanted to work a bit first. I was drawn
to apply to PO after working as an
aide in Head Start in Harlem, NYC. As
an aide I was trained at Bank Street
College. I learned more about PO from
the teachers there who recommended
it highly. I was particularly drawn to the
school because of its founding by six
Quaker families who were conscientious
objectors. I worked with Marilou Conner
in her yard with three-year-olds in 1969.
That was an experience I treasure. She
continued as my mentor until she died.
PO is the ‘Gateway to Lifelong Advocacy’
for children and families.
”
20
Pacific Oaks Alumni Profiles
I’ve continued friendships with students and have
“
an amazing support system that gives me knowledge and strength
to continue my work for peace and social justice around the world.
I consider it one of the greatest good fortunes of
my life to have been able to learn at PO.
”
Background
Dr. Frain is a marriage and family therapist with a Ph.D. in Human Development and MFCC from PO and
The Fielding Institute (1980), and has been helping people since 1965 (including nursery school teaching at
PO Children’s School in 1969). She is co-director of the Adult and Child Therapy Center of the North Bay,
Petaluma. As a specialist in family dynamics and recovery from trauma, she has offered many workshops/
presentations for the Department of the Defense, serving military families around the globe, including
Germany, Korea, Japan, Netherlands, Guam, Alaska, NYC, Washington, and San Diego. She was on the
emergency response team post 9/11, counseling survivors.
She has a long list of speaking/consulting engagements. Among her other specialties are parenting young
and grown children; play therapy for children, Eye Movement Desensitization and Reprocessing (EMDR),
hypnotherapy, stress reduction in any organization, Critical Incident Stress Debriefings, and preparing
people for surgery while fostering healing and adaptation. She is a co-author with Eileen Clegg of Becoming
a Wise Parent for Your Grown Child: How to Give Love and Support Without Meddling, and working on
another writing and video project supporting children and families with a disabled sibling, with Dr. Juliet
Rohde Brown. Dr. Brown is the interim chair of the Doctoral Program in Clinical Psychology and director
of Practicum at Antioch University, Santa Barbara. Betty recently presented a workshop on “Facing the
Dragons: Finding Meaning With a Special Needs Child in the Family,” with Dr. Brown at the International
Existential Psychology conference, Shanghai.
Her BA degree contributed to her consideration for work at the University of Colorado Health Sciences
Center, Denver, while earning her doctorate, because Drs. Henry and Ruth Kempe were familiar with PO
as was Dr. Rene Spitz. They instituted many progressive policies and programs at the hospital to foster
attachment and were interested in her service in their Child Life Program. They mentored her through her
Ph.D. along with Dr. Dane Prugh, child psychiatrist. Dr. Frain has helped many college interns, and taught
classes on Fostering Resilience.
Independent Learning or Thesis Project
Dissertation: “Coping Strategies: 10 Case Studies”
Speaking and/or Consulting Topics
Fostering Resilience in Children and Families
Contact
Phone:
Email:
Web Site:
(h) 707-888-8760; (w) 707-781-7425
dr.b.frain@sbcglobal.net
www.DrBettyFrain.com; www.becomingawiseparent.com;
www.linkedin.com/pub/betty-frain/4/36/934
21
Janet
Gonzalez-Mena
Master of Arts
Human Development
1976
Seeking a master’s, I got slick
“
brochures, but from PO I got a threepage, personal letter from Betty Jones
saying that I was just the kind of student
the College was looking for. I had
already noticed that when I went to
ECE conferences, the most impressive
people were from PO – either students
or teachers. It was very clear to me
that PO was offering exactly the kind of
education I was looking for. As a student,
I loved the connections I made – ideas,
knowledge, behavior, creativity, and of
course, personal relationships. As a
self-motivated learner, I really appreciated
the encouragement to follow my own
drummer rather than being manipulated
by grades and other academic
enticements. I learned so much while
getting my degree, and I didn’t stop
learning thereafter.
”
22
Pacific Oaks Alumni Profiles
I believe that my own motivation as a learner and the faculty’s
“
experience, knowledge, teaching skills, and encouragement was
what moved me on the path toward becoming a published author.
They were good models for me!
”
Background
Janet retired from full-time teaching of child and family studies at Napa Valley College, 1983-1998,
but continues as a self-employed writer, and trainer/consultant/adjunct at WestEd. By 1998 she
had written a textbook for practically every class she taught! Her favorite book is Diversity in Early
Care and Education: Honoring Differences, 4th edition, Washington DC: NAEYC and New York: McGrawHill, 2008.
Long before she knew about PO, she had discovered ECE and enrolled two of her children in a parentparticipation preschool (she had four at the time). Shortly after she became a Head Start volunteer. This
was 1966. She was hooked on ECE and wanted to be a preschool teacher! Community college ECE classes
sent her on the track. She went on to become a founder of a home-based bilingual preschool, and childcare director for the Family Service Agency of San Mateo County, before becoming a community college
professor. As part of that Agency job she administered a pilot project of therapeutic childcare for abused
and neglected children.
“I slipped into teaching college as a part timer with a vocational credential. I had a BA in English and
enough experience as a preschool teacher to count. But then things changed and I needed an MA. I couldn’t
be a full time teacher without it. That’s when I started searching and received Betty Jones’s letter. I also met
Magda Gerber around that time and fell in love with infants and toddlers!”
Other books include: Child, Family, and Community: Family-Centered Early Care and Education.
5th Edition, 2013. Infants, Toddlers, and Caregivers, 9th edition, (with co-author Dianne Eyer),
2012. Foundations: Early Childhood Educations in a Diverse Society, 5th Edition, 2011. Basics of
Developmentally Appropriate Practice: An Introduction for Teachers of Infants and Toddlers, (with Carol
Copple and Sue Brededamp). 50 Strategies for Working and Communicating with Diverse Families, 2010.
Making Links: A Collaborative Approach to Planning and Practice in Early Childhood Services with Anne
Stonehouse, American edition, 2008. Practice in Building Bridges (with co-author Intisar Shareef), 2008.
Independent Learning or Thesis Project
Thesis: “Infancy and Caregiving” published in 1979, and now in its 9th edition as Infants, Toddlers,
and Caregivers
Speaking and/or Consulting Topics
Diversity/Equity; Infants and Toddlers; Parents as Partners; Transformative Education.
Contact
Phone:
Email:
(h) 707-427-2291; (w) 707-427-2291
jgmena@earthlink.net
23
Ruth Anne
Hammond
Master of Arts
Human Development
1996
I came to Pacific Oaks College
“
because Magda Gerber, my mentor at
Resources for Infant Educarers (RIE),
taught at PO, and I wanted to learn more
from her. My education has enriched all
of my work and informed every aspect
of my life. It has helped me understand
how I was influenced by being part of
the dominant, mainstream American
culture, and how others’ experiences can
be so different from mine. I understand
the advantages and disadvantages of
being a child of the culture of power, and
I’m more able to appreciate the shifting
demographics in the U.S. What I learned
at PO helped me to be a better mother,
a relevant and sensitive ‘interpreter’ of
the culture for my children (who are now
grown and provide that service for me!).
”
24
Pacific Oaks Alumni Profiles
I loved the richness of the curriculum,
“
and the thesis process was deeply engaging and empowering.
It was a fulfilling mountain to climb and I was very happy
and proud to create something tangible from an idea.
”
Background
Ruth Anne works to improve the quality of infant care and education around the globe. She wrote Respecting
Babies: A New Look at Magda Gerber’s RIE Approach (Zero to Three, 2009), and specializes in infant/
toddler development and caregiving. She has led the PO Infant-Toddler/Parent Program in Pasadena since
1996, where she hosted Early Head Start socialization groups for years. Ruth Anne was president of the
Resources for Infant Educarers Board of Directors from 2005 to 2011 and is still a director and mentor/
teacher. She is senior adjunct professor in the Human Development Department of PO, and sits on thesis
committees for MA candidates. Ruth Anne has also served on the adjunct faculty at LA Mission college, and
LA City College. She continues her education in a bi-weekly study group on affective neuroscience with Dr.
Allan N. Schore of the UCLA David Geffen School of Medicine. She holds a BFA in Dance from Southern
Methodist University, and in her former life as a dancer, under the name Ruth Anne McCoy, she performed
in numerous musical theater productions.
As a certified RIE Associate (since 1993) she trains parents and professionals in the U.S. and abroad, and
facilitates Parent-Infant Guidance Classes in Pasadena, based on Gerber’s respectful approach. These
classes are a unique opportunity for parents and their babies and toddlers to come together with other likeminded families to learn to apply the approach. “As they gain confidence in themselves as parents and trust
in their babies as competent and intelligent, if immature persons, parents often say these weekly classes
become the most enriching, enjoyable and peaceful 90 minutes of their week.”
She has presented at: 13 RIE Conferences; Birth to Three Institute, Washington, DC, 2011; NAEYC
Conventions 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2010, 2011; the California AEYC Conference
1999, 2006, 2010, 2011, 2012; the Pikler Institute International Symposium, Budapest, Hungary, 2007;
Zero to Three NTI, Washington, DC, November 2005; Contra Costa Child Care Council/RIE Conference
2002; the California Department of Education Infant/Toddler Conference, 1999; and the SCAEYC Infant/
Toddler Conference as co-keynote speaker, 1998.
Independent Learning or Thesis Project
Thesis: RIE for Working Mothers
Speaking and/or Consulting Topics
Infant/Toddler Development & Care (RIE & Self-Regulation are favorite topics)
Contact
Phone:
(h) 626-298-6116; (w) 323-828-6546
Email:
ruthannehammond@gmail.com & rahammond@pacificoaks.edu
Web Site: www.respectingbabies.com
25
Gail
Jack
Master of Arts
Human Development
2005
I first heard about PO while working
“
at a large childcare facility. A coworker
was pursing her MA there and spoke
enthusiastically of her experience. I felt
I needed to increase my knowledge
and understanding in the field and was
encouraged that I would be able to
continue my full-time job while attending
school. The weekend sessions at the
campus in Oakland were the most valuable
(that campus is no longer). I was exposed
to many different points of view, which often
led to very lively and spirited discussions.
My MA has given me greater confidence
in my competency as an Early Childhood
professional and has led me to work as
an independent consultant and mentor
to other ECE professionals. I appreciated
the amazing fellow students at PO, the
strength and diversity of the faculty, and
the incredible support I received from my
academic advisor.
”
26
Pacific Oaks Alumni Profiles
For those who work full time,
“
it is very possible to fit in an academic program at PO.”
Background
Gail is an author and childcare director with a BA in Economics with Mathematics Minor from Mount
Holyoke College, MA, and her first master’s degree an MBA in Finance from Stanford (1970), followed by
her PO degree. She has more than 12 years of experience as an early childhood education administrator,
25 years experience in financial management and analysis, and 25 years experience in budget preparation
and monitoring. She is the author of The Business of Child Care–Management and Financial Strategies,
Delmar Publishing, 2004. The book gives early childhood students as well as EC Administrators a firm
grasp of the business and administrative skills required to run a financially stable child care center. Gail has
been a presenter at statewide conferences and county workshops.
As principal of Gail H. Jack Consulting, Santa Cruz, Gail brings to the table extensive experience consulting
to and mentoring small businesses. She provides financial and management consulting, and on-going
bookkeeping services. As a member of a County team she mentors and supports childcare administrators
and family childcare providers in budgeting, securing loans, setting rates, and managing financial records.
Gail has trained childcare providers in budgeting, personnel policies, parent handbooks and contracts.
As a court-appointed special advocate in Watsonville, she managed a caseload of 30 foster children,
assisted in training new volunteers, designed, implemented and managed a volunteer tutoring program.
She monitored 120 children in their schools. Other jobs have included office manager for the Children’s
Center of San Lorenzo Valley, owner of Good Sense Consulting, and executive director of the Stanford
Arboretum Children’s Center, Stanford University. At the latter Gail prepared, implemented and monitored
the annual budget, supervised five administrative and 35 teaching staff, and was responsible for parent and
community relations, fundraising, curriculum planning, and human resources.
Independent Learning or Thesis Project
Thesis: Looking at the Quiet Child in the Preschool Environment
Speaking and/or Consulting Topics
Financial and Human Resources Management in Small Business, Especially Childcare and Other
Nonprofit Organizations.
Contact
Phone:
Email:
(h) 831-471-9511; (w) 831-295-2756
jack.h.gail@gmail.com
27
Andrew
Kami
Master of Arts
Marriage and Family Therapy
2008
I was attracted to PO because of the
“
flexible scheduling and openness from
the professors. I was in the Marine Corps,
coming to class in uniform, and always
welcomed or given options to help support
my learning when away. Their belief in my
strengths and acceptance was the most
empowering. I am finishing my dissertation
in Clinical Psychology at Pacifica
Graduate Institute, but my MFT is what
has opened doors for me. I’m the clinical
director of the John Henry Foundation,
a supervising clinician for psychological
assessments within the Department of
Children and Family Services (DCFS), and
the Department of Mental Health. Finally,
my private practice in Costa Mesa and
Pasadena is filled with veterans and others
to whom I offer psychological support and
foundation. I am so very lucky.”
28
Pacific Oaks Alumni Profiles
PO and my professors helped me get my life back on
“
track after a devastating experience in Iraq. They were very
supportive of my background and culturally competent.
They were so open and patient.
”
Background
It has often been said that the greatest leaders have suffered, and that motivates them to succeed. Andrew’s
desire to counsel veterans and their families came from his own experience as an infantry platoon sergeant/
section head in the Marine Corps, and serving in more than 32 countries as both training NCO and in
combat. In Iraq his platoon was attacked, killing several, and he was sent to Germany for medical care.
A fellow marine in the next bed, with burns over most of his body, began to dictate a final letter to his wife
and children. When the letter turned into 50 pages of his life story, Andrew had an epiphany: “I realized that
right at the end of your life, it’s not the medication or morphine that matters. Nothing matters except having
someone hear your story.” He came home determined to share the stories of his fallen comrades with their
families and enrolled in the master’s program at PO.
While earning his degree, Andrew made the calls that every family dreads - that a loved one is gone. He also
worked with families of vets who returned with PTSD and other mental health issues. As a therapist now,
he still travels to provide counseling services for soldiers and families.
For the John Henry Foundation, he directs an intensive psychiatric program and is responsible for 20 staff,
is liaison to five schools - including UC Irving, CSU Fullerton, Alliant and Argosy - and is mental health
training contractor for the Santa Ana PD. Prior to this Andrew was a therapist at Hathaway-Sycamores,
and the Almansor Center. For the Asian American Drug Abuse Program he had subsequent jobs as a CARE
coordinator/community care counselor, gang/substance abuse counselor, and MFT intern/substance
abuse counselor. As the son of a Mexican mother and Japanese father, he speaks both languages. In private
practice, he treats Spanish and Japanese-speaking patients. He also conducts eight different psychological
tests for patients served by the Nicole Poliquin, M.D. corporation. Semper Fi Andrew!
Independent Learning or Thesis Project
Thesis: “Stress in Camouflage: Coping Mechanisms of Military Members”
Speaking and/or Consulting Topics
Trauma; Veterans; Psychopathology
Contact
Phone:
Email:
(h) 323-828-3627; (w) 714-554-8906
andrew_kami@yahoo.com
29
Marjam
Karapetian
Master of Arts
Human Development
1995
As a wife and mother of four children,
“
I needed a schedule to fit my life. My
interest in bicultural and multicultural
students, socio-political conditions
that influence schools and students,
teaching in a wholistic way, with integrated
subjects, led me to PO. I valued the
direct, open and respectful discussions
found in classes like the ‘Socio-Political
Contexts of Human Development’.
Students had the opportunity to talk
about and read books, as well as
articles, that addressed sensitive issues.
The anti-bias curriculum is invaluable in
preparing prospective teachers to work
in multicultural classes, with students
of another ethnicity or language, or with
special needs. The experiential nature
of classes helps students learn better
than memorization of factual information
and methodology. Students become
advocates for democracy in education at
school and beyond.
”
30
Pacific Oaks Alumni Profiles
The atmosphere of the school is conducive to learning
“without
the stress of traditional education. Students can
explore issues and areas of interest while hearing and learning
about other points of view.
”
Background
Marjam has a BA in Anthropology and English. She earned her MA in Bicultural Development and MultiSubject K-12 credential from PO. This has enabled her to teach at many developmental levels, including the
Gifted, within a variety of culturally diverse schools.
She taught in East LA, to students with Hispanic heritage, Asians, Russian, Middle Eastern, East Asian
students, as well as in an Armenian school and an Islamic School in Southern California. In all those schools,
her experience at PO learning about human development, the anti-bias curriculum, diversity, and inclusion
helped her create a community of understanding and respect in the classroom. In Northern California, she
taught English and Ancient History, as well as English as a Second Language to students from different
socioeconomic groups and educational backgrounds.
When the school she taught in closed, Marjam created a publishing company, WizdomInc, to help English
Language Learners acquire academic language and have equal access to the curriculum. Marjam wrote
bilingual academic dictionaries and glossaries in seven languages. They are now in more than 18 states.
See: www.wizdominc.com. Marjam also worked in conjunction with the Chamber of Commerce as part of
their English Learning Committee. As instructor she taught onsite ESL classes to local business employees.
The Sonoma County representative came to speak and give certificates to students who had raised their
test scores 40%. Articles appeared in Hispanic and business newspapers. NPR interviewed Marjam, and
portions of this are on the web site.
Marjam, as well as WizdomInc, relocated to Los Angeles in 2010. Since then, she has made presentations
to schools, showing how the dictionaries can help ELLs acquire academic language, offering to work with
teachers and students to increase comprehension of core subjects. Currently, she is seeking grants from
foundations to help schools acquire the dictionaries. Finally, she started a project called the “Inner City
Schools Project” in conjunction with Subud California at Los Angeles. Marjam collects school supplies,
books, art supplies, new clothes, and food to bring to three of Los Angeles’ inner city schools once a month.
Independent Learning or Thesis Project
Thesis: “Two Cultures Collide: The Armenians in Glendale,”
Speaking and/or Consulting Topics
How Pacific Oaks Prepared Me for My Work with ELLs
Contact
Phone:
(h) 866-607-4510; (w) 866-607-4510
Email:
marjam@wizdominc.com
Web Site: www.wizdominc.com; http://www.linkedin.com/pub/marjam-karapetian/10/70/4b8
31
Michael S.
Katzman
Master of Arts
Human Development
1985
I was initially attracted to PO because
“
of its history of founding by the Quaker
community at the time of WWII. The
pacifist beginnings must have been very
challenging, yet it managed to grow and
attract fine individuals of many different
persuasions. The creative spirit of the
PO institution and its people is infectious.
Child-centeredness is not a cookie
cutter approach. The idea that each
and every child is an individual with his/
her own learning style is both daunting
and exciting. Studying at PO has given
me more than a basic understanding
of human nature, behavior and
challenges we all face. Paying attention
to these (and other) realities help me to
provide the best care I can, whether in
technology or in the alternative/holistic
health care market.
”
32
Pacific Oaks Alumni Profiles
Compassion is a critical component in one’s life and work,
“
and not always easy to maintain, and the PO experience gives you
a foundation to bring that into one’s environment.”
Background
Michael’s educational journey and work are intertwined in a pattern, with PO at two vital turning points.
Starting in Bowling Green State University’s honors program (1969), then studying political science at
Hebrew University (Jerusalem, 1970-71), he went on to graduate from the University of Michigan in 1972
with a BSGS Concentration in Business Administration and Pre-Law. With a desire to teach, he then earned
California State teaching credentials from PO (1974) and worked as a teacher in elementary and ECE
classrooms in private schools in Pasadena and Santa Cruz.
He became interested in alternative healing techniques while living in Santa Cruz in the mid 1970’s, and
as assistant manager of one of the first natural foods and herb stores in the Monterey Bay area. In 1982
he received certification at the Heartwood Institute, for therapeutic massage with specialization in shiatsu
and acupressure. Michael was instrumental in the implementation of an acupressure program in the Santa
Cruz School System to help children with severe disabilities (and help their families). While earning his PO
degree with concentration in administration, he served as consultant and project coordinator in computer
technology and health education for the Santa Cruz County school system. He has five years of teaching
experience, with responsibilities for designing and implementing multi-cultural curricula.
Transitioning into the business world again, Michael worked as a product and marketing manager for a
variety of AT&T business units for 10 years before leaving in 1996. He managed product release activities for
computer networking hardware & software products, and coordinated customer and product requirements
and acted as business unit liaison with training & education organizations. Michael worked with a variety of
domestic & international vendors, including Microsoft, H-P and Cisco Systems. Through this experience, he
is now able to help individuals and small businesses with their networking, Internet and computer needs.
As the director of communications at Red Bank Acupuncture and Wellness Center LLC (wife-owned),
Michael manages the website as well as all advertising and marketing. He has successfully combined his
worlds of education and technology!
Independent Learning or Thesis Project
Thesis: Face to Face: Living Together in the Nuclear Age
Speaking and/or Consulting Topics
Cyber Behavior & Security in Education
Contact
Phone:
(h) 732-758-9611; (w) 732-758-1800
Email:
iammsk@healing4u.com
Web Site: www.healing4u.com
33
Christine
Lamm, Ph.D.
Master of Arts
Human Development & Teaching Credentials
1974
I enrolled because PO challenged the
“
status quo in education, and focused
on social justice and peace. I had
experienced the impact of institutional
racism in the South and wanted to gain
more knowledge to address that issue.
Critical discourse and inquiry teaching
was the hallmark of my education,
and some of the best minds were my
professors, and they are still my mentors.
There was a personal connection that
truly challenged you to move beyond your
comfort zone. I had experienced that in
Tennessee at Maryville College and was
really looking for that experience for my
graduate work. I remember my first class
with Betty Jones, in an old storefront
in Old Town Pasadena. It was the first
time she taught ‘The Teaching/Learning
Process’. That was a great beginning.
”
34
Pacific Oaks Alumni Profiles
I had the privilege of working closely with Cheryl Greer
“
and ReGena Booze while I was Dean of Children’s Services
and ReGena while I was Alumnae President for a year,
and they are exceptional.
”
Background
The MA was integral to Christine’s acceptance as an instructor at Fullerton College in 1974. She had a big
learning curve, but PO taught her how to learn and adapt and she became the chair of the department in
1975. Fullerton was also looking for someone who believed in community service and her various work in
Appalachia, Alternative Schools, Special Education, student teaching at the Mother’s Club in Pasadena, etc.
were pluses.
Chris left Fullerton for four years to serve as Dean of Children’s Services at PO, then went back to Fullerton
in 1992 as a professor in the Child Development and Educational Studies Department where she still is
today. In 1992 she had earned her Ph.D. at The Claremont Graduate School. She has published articles in
Claremont’s yearbook of the Claremont Reading Conference, entitled “Children as Problem Solvers: Voices
of Care and Justice in Your Children,” and “Anti-bias Lens: Creating Authentic Images Through Dialogue.”
Currently she coordinates the Fullerton College Dia de Los Muertos Celebration, KinderCaminata, Faculty
Senate Student Equity Committee, the FC Food Bank Collaborative and Umoja. Chris is a board member on
the Fullerton Collaborative, Concerned Educators for a Safe Environment (CEASE), the NonViolence in the
Lives of Children Project and OCAEYC. She was a founding member of the Southern California Council on
Black American Affairs, coordinator of the Orange County Peace Camp (1993-2008), and chair of Stand for
Children in Orange County. She has served two groups in depth. For the Orange County Association for the
Education of Young Children, she is chair of the Diversity and Peace Committee, and received awards for
outstanding professor of early education, leadership, and advocate for peace. For the California Association
for the Education of Young Children, she was chair of the Peace and Environmental Committee, coordinator
of The Advocacy Center, and received their “Commitment to Children Award.” She has also been honored
by Violence Prevention Coalition of Orange County with the “Ambassador of Peace” Award, as well as, the
Child Development Policy Institute, CEASE, and most recently KinderCaminata, Inc.
Independent Learning or Thesis Project
BS: “The Conscience Development of a Preschool Child Ages Four to Six”; MA: “Humanistic Approaches
to Teaching Reading: A Handbook for Teachers”; Ph.D.: “Children as Problem Solvers: Voice of Care
and Justice”
Speaking and/or Consulting Topics
Collaboration, Peace and Social Justice, Creating Equitable and Inclusive Classrooms for Learners of
Any Age.
Contact
Phone:
(h) 714-792-1029; (w) 714-992-7500; (c) 714-401-7605
Email:
christinelamm@sbcglobal.net or clamm@fullcoll.edu
Web Site: http://staffwww.fullcoll.edu/clamm
35
Phaedra
Ledbetter, Psy.D.
Master of Arts
Marriage and Family Therapy
1999
I came to PO because of its focus on
“
children, and proximity to Pasadena. It is
one of the only colleges in the country that
focuses exclusively on child development.
The small classes provided a good
balance between theory and clinical
work. The pedagogy inspired students
to become involved in the community,
advocate for change and work with
children. From my Master’s Thesis on
Horticultural Therapy, I learned to ask
my clients, ‘If you were a plant, what
would you be, where and how would you
grow’? Even the most troubled wildflowers
realize that they need sun, water and soil,
and some nurturing! Gardening helps
with depression, frustration, tolerance,
curiosity, social skills, empathy, planning,
mathematics, art, science and nutritional
awareness while inspiring physical fitness
for adults and children alike.
”
36
Pacific Oaks Alumni Profiles
Gardening is a metaphor for life, you learn so much about yourself
“while
nurturing and beautifying your world. Watering connects you
directly with the earth; weeding eliminates material destructive to growth;
planting generates new life and a plan for the future.
”
Background
In addition to her twins enrolled at the PO Children’s School, Phaedra’s passions are design, food, horticulture,
child psychology, and entertaining. The latter includes many charity events, at her extraordinary, 1905
Greene & Greene designed, Pasadena home. Her food styling, a work of art, is a feast for the eyes and soul!
If we’ve lost the joys of peaceful gardens, Phaedra advocates “Nurture Through Nature” and is helping to
bring back the joy with perhaps the “most opulent and eclectic private garden west of the Mississippi –
almost all of it edible.” (Pasadena Weekly 7/1/09). In the 19th century, Dr. Benjamin Rush, considered the
“father of American psychiatry” reported that garden settings held curative effects for people with mental
illness. Today this is an emerging practice.
In addition to her PO degree, she has a Psy.D. in Clinical Child Psychology (2011) from The Riess Davis
Graduate Center for Child Development and Psychotherapy, a BA from the University of Southern California
in International Relations, and an AA from FIDM in Interior Design. She has California licenses in both
Marriage and Family Therapy and Interior Design and is a Registered Horticultural Therapist and Master
Gardener. Phaedra speaks both Greek and Japanese fluently and studies French and Italian.
Phaedra appeared on the NBC “Morning Show” when she procured a $250,000 grant to develop and direct
The Children’s Horticultural Therapy Center at Descanso Gardens. She established a pilot mental health
agency in a garden setting and a multidisciplinary clinical training site for mental health professionals and
volunteers to work with special needs students in the Los Angeles and Pasadena Unified School District.
She was on the adjunct faculty at UCLA in the Landscape Architecture Department, and has also taught
adult cooking classes at Descanso Gardens, the Los Angeles County Fair and the Los Angeles Arboretum.
She has lectured at numerous conferences on Horticultural Therapy in the U.S. and Canada. As a food
photography stylist, her work has been featured in Food and Wine and Wynn Resort Magazines.
Independent Learning or Thesis Project
MA: “Nurture Through Nature” (1999) available at Pacific Oaks Library. Psy.D.: “Parental Disclosure
of Birth History in Gestational Surrogacy: Co-constructing a Developmentally-based Birth Narrative in
Female Children” (2011). Available at the Riess-Davis Library
Speaking and/or Consulting Topics
Nurture Through Nature; Horticultural Therapy Utilizing Psychoanalytic Principles; Archetypal Spaces;
Horticultural Therapy Pilot Program at Descanso Gardens; Gestational Surrogacy; Restoration of The
Robinson House, a Green & Green Treasure
Contact
Phone:
(h) 626-792-1400
Email:
Phaedra@phaedra.biz
Web Site: www.phaedra.biz
37
Mari A.
Lee, LMFT, CSAT
Master of Arts
Marriage and Family Therapy
2007
This degree was a foundational
“
step in a lifelong passion to work with
individuals wounded from traumatic
experiences. It enabled me to move
forward post licensure, founding Growth
Counseling Services in order to provide
focused recovery programs for sex and
love addicted clients. Further, it inspired
me to go through the intensive training
for certification as a CSAT (Certified
Sex Addiction Therapist). Also, my time
at PO and the educational process
supported a long-standing desire to write
a book, due out this fall 2012, Facing
Heartbreak: Steps Toward Recovery for
the Partners of Sex Addicts. My degree,
and specialized training and certification,
along with my workshops and speaking
engagements, has continued to open
doors in my career as a therapist and
provided a very rewarding experience.
”
38
Pacific Oaks Alumni Profiles
If you want a flexible program that focuses on social justice and
“
diversity, where there is a great deal of experiential learning, and you are
a self motivated person willing to take the lead in your own educational
experience, PO is worth looking into.
”
Background
Mari is a Licensed MFT, and a CSAT who trained with the renowned Dr. Patrick Carnes. She is the founder
of Growth Counseling Services, a private practice therapy and recovery center with offices in Pasadena and
Glendora, California. In addition to the clinical work she does with sex and love addicted clients, Mari leads
weekly recovery groups for both men and women, and has developed a cutting edge curriculum for the
partners and spouses of sexually compulsive clients.
She is a respected writer, speaker and presenter for the Society for the Advancement of Sexual Health
National Conference on “Trauma, Sex Addiction, and Affect Regulation” in La Jolla, California, September
2011; The International Institute for Trauma and Addiction Professionals Annual Symposium on
“Partners Trauma Recovery” in Scottsdale, Arizona, February 2012; The Professional Women’s Networking
Group on “Sex Addiction: Is it Real?” in La Canada, CA in June 2010; The Couples Connection workshop,
“Breaking Through: How to Speak Pink, How to Speak Blue” for Sacred Heart Church in Covina, California,
and the graduating MFT class [2010, 2011, 2012] at Azusa Pacific University on sexual addiction.
Writing has been a life long passion for Mari, and she has just completed her first book for the partners
of sexually addicted individuals with her colleagues and co-authors Stefanie Carnes, Ph.D., and Anthony
Rodriquez, LCSW, Facing Heartbreak: Steps to Recovery for the Partners of Sex Addicts available on
Amazon in the fall of 2012. “When you discover that the person you loved and trusted most in the world is
hiding a secret life, the result can be devastating. The healing process will take time regardless of whether
you decide to stay in the relationship or leave. The book weaves real life stories with practical therapeutic
advice and specific tasks.”
Additionally, Mari facilitates weekend communication workshops for men, women and couples. She
is currently working on a new book for women on healing self-image through balance, connection and
creativity while recovering from relationship and abandonment wounds, due out in 2014.
Independent Learning or Thesis Project
Thesis: “The Impact of Internet Pornography Addiction on the Female Significant Other”
Speaking and/or Consulting Topics
Sex and Love Addiction; Trauma; Sexual Abuse; Women’s Self Image/Esteem; Men and Shame
Contact
Phone:
Email:
Web Site:
(c) 818-521-4370; (w) 818-521-4370
marileetherapy@yahoo.com
www.marileetherapy.com;
http://www.linkedin.com/pub/mari-a-lee-ma-lmft-csat/6/a87/a51
39
Peggy
Sisson
Master of Arts
Human Development
2008
Over the years my path crossed with
“
PO and I always thought it might be a
school for me. Early on as the Pasadena
child care coordinator I worked with
PO on a grant application. Then one
day my son Stephen, a student there,
suggested I enroll and write my thesis on
Sudden Infant Death Syndrome. While I
was nervous about returning to school
I took his advice on both suggestions,
and have always been glad that I did.
PO was the best educational experience
of my life! Many of my colleagues are
also graduates and they agree – PO is
a special school that honors diversity,
the individual and interactive life-long
learning! The degree has opened
opportunities, and I’ve been a guest
speaker for classes at PO.
”
40
Pacific Oaks Alumni Profiles
It is a safe environment to share life experiences.
“
The interaction and involvement was always a plus in class.
It was not hours of hearing professors talk at you but rather talk with
you! They are skilled in engaging students!
”
Background
Peggy is childcare coordinator and senior citizen commission staff for the City of Pasadena, both in the
Human Services and Recreation Dept. For the latter, she conducts training programs and co-coordinates
the annual Conference on Aging, with the Pasadena Senior Center. This is attended by 1,200+ seniors,
80+ vendors, and includes 30 workshops and a high-profile keynote. Prior to her work for the City, she
served the Pasadena CofC in advertising and on the staff as community services director and Old Pasadena
business and professional association coordinator. Before this she was project coordinator for the
Metropolitan Cooperative Library System, including a MCLS State Library Grant - The First 3 R’s – Rock,
Rattle, and Read. This distributed information to new mothers on the importance of reading to their babies.
The project distributed 100,000 packets of information to 57 hospitals.
Peggy’s volunteer experience is too lengthy to list, but can be glimpsed via the awards she has received:
Arcadia Junior Women’s Club, District/Health Chairman, First Place 1976,1977; Arcadia Junior Women’s
Club, Junior Woman of the Year Award 1978; SIDS Foundation of Southern California Outstanding Service
Award 1977, 1978, 1983, 1985, 1995, 1999; volunteer PTA recognition from Jefferson Elementary School,
Jackson Elementary School PTA, Pasadena High School PTA; Pasadena City College PTSA PTA Honorary
Life Award (Golden Oak) 1997-98; Child Care Information Service Resource & Referral Volunteer
Recognition 1999, Community Service Award 2000, Conference Leadership Award 2003, Marge Wyatt
Advocacy Award 2006, Community Service Award/Sustainability Committee 2012; Children’s Educational
Center JPL, Community Service Award 2004; Altadena Christian Children’s Center, Community Partnership
Award 2009; Pasadena-Foothill Valley YWCA, Women of Excellence Award in Education 2003; Pasadena
Weekly Newspaper Readers Poll, Best City Employee 2005; Pasadena CofC, President’s Award & Certificate
of Appreciation/U.S. Senator Barbara Boxer, 2005.
Her current involvement includes the Child Care Information Service; LA County Child Care Planning
Committee; Pasadena City College Child Development Center; Pasadena Village Organizing Board; YWCA
Pasadena; Partnership for Children, Youth and Families; NAEYC, CAEYC & FOOHILL AEYC; Pasadena
City College PTSA; and Pasadena Tournament of Roses Association Auxiliary.
Independent Learning or Thesis Project
Thesis: “The Impact of Losing a Child to Sudden Infant Death Syndrome (SIDS) on Family Relationships
From the Mother’s Perspective”
Speaking and/or Consulting Topics
Senior Issues – The Pasadena Village (New Model to Enable Seniors to Stay in Their Homes); Importance
of Quality Early Childhood Education; Grieving - Loss of a Child
Contact
Phone:
Email:
(h) 626-796-4242; (w) 626-744-6939
psisson@cityofpasadena.net
41
Andrew
Smallman
Master of Arts
Human Development
1992
I was drawn to PO initially because
“
of its northwest campus located not
far from my home in the Seattle area.
What sold me on PO, though, was
the educational philosophy specific
to teacher training. The individualized
nature of my teacher training year
was easily what I valued the most,
specifically getting to work with some
gifted teachers. Without PO, my wife
and I would never have created our
school. The children touched by our
school would not be served in a unique
way. And I doubt I’d have the sense of
satisfaction and joy I feel because of the
work that I do. As much as it may sound
contradictory, the individualized nature of
the PO program in a community setting
made a huge impact on me.
”
42
Pacific Oaks Alumni Profiles
The social justice component of PO opened up my eyes
“
to many things I, a heterosexual, white, American male, had never
had to see. PO is unique in many ways, most specifically to social
justice; it’s an ideal school for many people.
”
Background
Andy thought it would be so simple. In his early 20’s he discovered he really enjoyed young people and had
a good rapport, and that a career working with children would provide him with meaning and purpose. So
Andy earned the credentials but, along the way, found that the way he wanted to work wasn’t possible in
any school setting he observed. “Teachers were extensions of boring textbooks. And students were passive
vessels, treated like mindless products on an antiquated assembly line.”
He luckily had friends at a progressive elementary school in Bellevue, Washington called The Little School.
He accepted a teaching job there that allowed him to put into practice some of his own ideas while attending
PO, and wrote his thesis about the experiences. But ultimately, the only way to advance these ideas further
was to start a school. So in 1994 he did that with his wife. With a core group of parents, they created Puget
Sound Community School (grades 6-12). Andy had two major goals: to work in a school that allowed him to
be fully himself with children, and allow the students to be free to choose what they would do in school. In
other words, no required academics. Andy also facilitates popular and innovative “kindness classes” on the
Internet and has gained quite a bit of publicity, including recommendations by well known authors Daniel
Pink and Deepak Chopra.
“Attending PSCS is like being in a healthy family. The adults create a structure and provide a setting to allow
healthy human development. The staff, then, do what good parents do. We see to it that our students are
in a loving, supportive environment and then we provide them opportunities. We surround our students
with fascinating adults - staff & volunteers - who love life and are eager to share their interests with young
people. Our students can’t help but get jazzed about life and want to grow and develop, overcome challenges
and improve themselves, just like babies and toddlers do in a healthy home.”
Independent Learning or Thesis Project
Thesis: “Facilitating Student Choice in an Upper Primary Classroom”
Speaking and/or Consulting Topics
Kindness; Student-Centered Education
Contact
Phone:
Email:
Web Site:
(h) 206-524-2777; (w) 206-324-4350
andy@pscs.org
www.pscs.org; http://andysmallman.com; http://kindliving.net;
www.linkedin.com/in/asmallman
43
William
Sparks
Bachelor of Arts
Human Development
1974
I came to PO for the small classes,
“
alternative learning for adults, and PO’s
focus on ‘the whole child’ philosophy.
What I learned at PO was: to observe
the multiple talents in children, watch
their reaction to teachers’ best efforts,
and how to change my teaching to fit the
child’s needs. I acquired the knowledge
of social systems that frame teachers
and families. My BA degree led to being
respected as a teacher who knew about
cognitive development, socio-emotional
development, the effects of class and
race bias and inclusion of special needs
children in high quality ECE programs.
”
44
Pacific Oaks Alumni Profiles
faculty envisions a just, inclusive society, helping students
“ The
gain the skills to change a child, family, school or system.
One basis for success in this area is communication and advocacy
with adults, and PO pays attention to this.
”
Background
Bill’s growth as an educator has swung between years of practice in classrooms, hours with families
discussing education/special education and attempting to change the policies that frame classroom and
parents’ choices.
He has taught both adults and children since 1975. Bill assisted in the development of the Anti-Bias
Education project. As Office of Intergroup Relations advisor for LAUSD, he designed the multicultural
education plan for students and professional development. He has served on the adjunct faculty in child
development and anti-bias education at East LA College, CSULA, Pacific Oaks College, and Glendale
Community College. Bill was special education transition teacher for Head Start to Kindergarten (LAUSD).
Publications include: Derman-Sparks, Louise and Sparks, William, Anti-Bias Curriculum Task Force
Member, Anti-Bias Curriculum: Tools for Empowering Young Children. National Association for the
Education of Young Children, Washington, D.C., 1990. Sparks, William, and Teachers Committee on
Central America, Wilfredo: Story of a Boy From El Salvador. Los Angeles, 1986. Derman-Sparks, Louise,
William Sparks and Carol Tanaka Higa, 1980, “Children, Race and Racism: How Race Awareness Develops,”
BULLETIN, Council on Interracial Books for Children, Vol. 11, Nos.1&2. Professional development manuals
include: Towards Unity and Achievement of African-America and Latino/Chicana Students, Leadership
Institute in Multicultural Curriculum.
Independent Learning or Thesis Project
Assisted in the development of the Anti-Bias Education project.
Speaking and/or Consulting Topics
Oral Language Development for Literacy, Anti-Bias Education, Inclusion of Special Needs Students
Contact
Phone:
Email:
(h) 626-676-8030
billsparks@effectiveroad.com
45
Jayanti
Tambe
Bachelor of Arts | Master of Arts
Human Development
2005, 2007
I came to PO recognizing my bias
“
and need for personal growth. I think
that I enjoyed the sessions of the
lifecycle class because it truly brought
to light why we were at PO and helped
us chart our journey. I am who I am
largely because of my journey at the
College, which helped me shape not
just my identity but also chart my future
in the field of child development. After
graduating, I obtained my Director
Permit from CCTC, California and went
on to direct two childcare programs
at Stanford University. I also became
the Child Family Resource Coordinator
there. I have also presented a
workshop on “Dual language Learning:
Supporting Multilingual Learners in the
Preschool Classroom” at the NAEYC
Institute (for three consecutive years).
”
46
Pacific Oaks Alumni Profiles
Piaget believed that the normal state of mind is one of
“
disequilibrium, or rather a state of moving equilibrium. According to
him, the tendency to seek equilibrium is always present - we are
constantly seeking to understand.
”
Background
One of her first classes as a PO student convinced Jayanti that PO didn’t just tout a mission of social justice
and inclusion, but actually “walked the walk.” She says that she experienced what the professor in her Social
Justice class referred to as disequilibrium. The work inspired her and her classmates to examine their views
and, sometimes, hidden biases. Jayanti says she realized that experiencing disequilibrium is a blessing.
“Unless we start looking at things from a different perspective,” she says, “our children will never learn to
do the same.”
Jayanti was just a young child when she first recognized the powerful impact of teachers. From the age of
seven she volunteered at Mother Teresa’s home in Calcutta and observed how the famous humanitarian
worked with young children. The experience struck a chord in Jayanti that followed her into her current
career as a preschool master teacher at Pacific Oaks Children’s School.
A recent example of her teaching involved a lesson about Michelangelo. After reading a story on his work,
Jayanti taped paper to the bottoms of tables so the children could lie on their backs and paint. Soon, these
young children began asking questions of each other: “What if someone doesn’t have hands?…What if they
don’t have feet?...How do they paint?” They found the answers to their own questions and soon she had a
classroom of children with paintbrushes in their mouths and between their toes.
Jayanti is accomplished in managing childcare centers and tailoring programs for diverse families.
She was instrumental in the Stanford Rainbow School being selected as one of the top ten NAEYC’s Engaging
Diverse Families exemplary early childhood education programs (EDF Project, NAEYC 2010). She was
a presenter at the PACE 41st Annual Education Conference: Multicultural Storytelling; and recipient
of the Rose Engel Award (CAEYC-2010) for innovation in teaching practices. She is a Peer Reviewer
for NAEYC Early Childhood Associate Degree Accreditation (ECADA). She also serves as an adjunct
instructor at De Anza College, Cupertino, and at Santa Monica College. She has trained teachers on Reggio
Emilia philosophy.
Independent Learning or Thesis Project
Reflective Teaching & Curriculum Webbing with Children’s Literature
Speaking and/or Consulting Topics
Kindergarten Readiness; Stress in Young Children; Dual Language Learning: Supporting Bilingual
Children in a Multilingual Classroom; Family Engagement in Preschool Programs
Contact
Phone:
Email:
(h) 408-655-8521
jtambe@yahoo.com; jtambe@pacificoaks.edu
47
Jeremy
Tang
Master of Arts
Human Development
2009
PO had small classes, accessibility
“
to professors, and emphasized learning,
not letter grades. Interactions with
my professors and classmates were
enlightening about social issues and
bring fond memories. Through these I
became a better critical thinker, and for
that I am so thankful. The PO experience
helped reshape me into the person I am
today. I have become a more confident
writer today thanks to PO. What I thought
was a weakness of mine, writing, has
become an inspiration to meet new
challenges. I am also glad I was able
to take four core Human Development
Classes, to expand my thinking and
perspectives. The degree helped me
earn additional income, and has given
me more options, if I ever decide to
teach in a community college.
”
48
Pacific Oaks Alumni Profiles
PO allows you to work at your own pace but, at the
“
same time you maintain your unique personality. The College
embraces cultural diversity and allows you to grow as a
person through acceptance.
”
Background
Jeremy came to PO in 2002, two years after earning his BA in Liberal Studies at California State University
San Marco, where he was co-valedictorian for A.S.P.I.R.E. (Academic Support for Intellectual Rewards
and Enhancement). Within three years, while gaining teaching experience, he had earned an Education
Specialist Credential (Mild/Moderate, Preliminary Level I), and Professional Clear Subject Credential with
CLAD. During this process he was a grade 1-3 reading tutor at Washington Accelerated School, Pasadena;
teacher assistant at Pio Pico Span School, Los Angeles; and volunteer in grade 1 at Cheremoya Avenue
Elementary School (special ed), Los Angeles, and at Descanso Gardens Horticulture Program for “Special
Needs” High School Students, La Canada, CA.
With his credentials Jeremy was able to work at Pio Pico Span as a special day class teacher, grades 2-4.
Some accomplishments included implementation of Response to Instruction and Intervention² (RtI²)
through Language! intervention curriculum; improvement of CST Math Scores for Special Ed subgroup
2008-2009 by 20 points from the previous year; co-development of FBA for students with behavior
problems; serving as co-chair for the 4th grade team; work on the School Choice Plan Writing committee;
and co-coordination of the Multicultural week-long fair.
Since 2010 Jeremy has been a grade 3-5 autism teacher at 4th Street Elementary School, East LA. He
collaborates with the general ed teachers to integrate students for mainstreaming into reading. He
implements Individualized Visual Schedules, and served as 4th Grade Level chairperson for two years.
Jeremy’s professional training includes: Treasures Training for 4th grade 2011; Structure The Learning
Environment For Individual Success Training 2011; Pearson Mathematics Training (Envision) and Open
Court Grades K-6; LAUSD Grant Writing Training Professional Development November 2008; Language!
Training 2008; AB466 Mathematics Professional Development, Grade 3, June 2007; and using Ji Ji Math.
Independent Learning or Thesis Project
Thesis: “An Ethnographic Study of Effective Writing Strategies For Students With
Mild/Moderate Disabilities”
Speaking and/or Consulting Topics
Speaking only
Contact
Phone:
Email:
(h) 323-497-1300
jeremyctang@yahoo.com
49
Suzanne
Williamson
Master of Arts
Human Development
2004
I was initially drawn to PO by the faculty
“
and alumni who are national leaders in the
field of early childhood. My most valuable
experience was learning to know myself
more deeply and better understand my
place in society, the power and privilege
I own, and how to use that to strengthen
the children, families, and advocates
I live and work with every day. I began my
journey with PO as a successful state and
national advocate. However, my degree
opened new doors, building stronger
personal relationships with national
leaders in the field. These important
relationships brought my work to a higher
level, which continues today. I found the
distance learning process challenging and
rewarding. The ‘Masters ABLE’ program
meets a critical need for many mid-career
professionals in the field.
”
50
Pacific Oaks Alumni Profiles
The faculty helped me to bring my work in social justice
“
to new levels. I graduated with a personal and professional support
system that stretches across the country and around the globe.”
Background
Suzanne is an early childhood advocate, speaker, author with 25+ years experience. She is the past president
of the National Association for Family Child Care and currently Executive Director of Monday Morning,
Inc., New Jersey, a professional childcare management service, overseeing 90+ family childcare providers.
She was the creator and national co-chair of Provider Appreciation Day, devoted to respect and recognition
of professionals in early care and education. This is a joint initiative between the National Association
of Child Care Resource & Referral Agencies and NAFCC. Sue was chair of the NJ Child Care Advisory
Council, and a Past President of the NJ Coalition of Infant/Toddler Educators, which launched the Better
Baby Care Campaign in 2002. “During my studies in the course ‘Ecology of working With Children,’ with
Professors Ed Greene and Katie Kissinger, I completed a full plan for the Campaign. It would not have been
as successful without that classwork.” Sue has been a writer, consultant for the Zero to Three, National
Infant and Toddler Child Care Initiative, and on their site www.zerotothree.org find her paper “Staffed
Family Child Care Networks: A Strategy to Enhance Quality Care for Infants and Toddlers.” She served on
the editorial board, Early Childhood News, 1998- 2006.
As an instructor at PO, Sue taught distance learning courses in “Leadership in Education,” “Working
With Adults,” “Infants and Toddlers as Members, Makers, Interpreters,” “Taking on Advocacy: Making
a Difference for Children, Families and Teachers,” “Writing Our Stories,” and “Models and Methods of
Family/School Collaboration.” Awards include: Maria Otto Award, 2011, National Association for Family
Child Care; Aletha Wright Award for Excellence in Early Care & Education, 2007, NJ Child Care Advisory
Council; Friend of NAFCC Award, 2001, National Association for Family Child Care; Helen Dooley
Edwards Award, March, 2000, Summit, NJ Chapter, National Federation of Business and Professional
Women; Outstanding Women in Somerset County Award, Somerset County Commission on the Status of
Women, March 1996; and the 1996 Professional Development Award, NJ Association for the Education of
Young Children.
Independent Learning or Thesis Project
Thesis: “Unexpected Outcomes: Researching Leadership Growth Through Provider Appreciation
Day Events”
Speaking and/or Consulting Topics
Family Child Care; Infant/Toddler Care; Professional Development for the Early Childhood Workforce;
Working with Families; Working with Mixed-Age Groups; Family Child Care Systems and Networks
Contact
Phone:
(w) 908-668-6840; (c) 908-313-2329
Email:
suewmson@aol.com
Web Site: http://www.mondayam.com/index.htm
51
Mission Statement
(Approved by the Board of Trustees on May 6, 2011)
Grounded in its social justice heritage,
Pacific Oaks College prepares students to
be culturally intelligent agents of change
serving diverse communities in the fields
of human development, education, and
related family studies.
*As a result of an institutionwide strategic planning process
that included faculty, staff, and student representation, Pacific
Oaks College has revised its mission statement. The language
of the new statement respectfully honors the historical
foundation of the college and strategically positions Pacific
Oaks College for future growth.
Like us on Facebook: Facebook.com/PacificOaks
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55 Eureka Street, Pasadena, CA 91103
phone (626) 529 8091 fax (626) 529 8102 www.pacificoaks.edu
Pacific Oaks is accredited by the Western Association of Schools
and Colleges (WASC), and has been since 1959.
Copyright © 2012 Pacific Oaks College
All rights reserved. No part of this publication may be reproduced by any means,
electronic or mechanical, including photocopying, without prior written permission from
Pacific Oaks College. Requests should be made in writing to Pacific Oaks College.
54
Pacific Oaks Alumni Profiles
Pacific Oaks College Alumni Profiles