Taran Cardone, Ph.D. [C 16] 2023
From the abstract:
"This study focuses on better understanding students and their internal worlds through conceptual metaphor theory and sensory language. Using a phenomenological and arts-based approach, I examined students’ metaphorical constructions of their college experiences and the sensory language and information informing those constructions. By engaging participants in a multimodal process to re-see their experience through connoisseurship and criticism, I explored the following research questions: How do students metaphorically structure their college experience? What sensory language do college students use to describe the metaphorical dimensions of their college experience? How does sensory information shape the metaphorical structuring of their college experience? Through conversations centered on participant-generated images and chosen sensory language, I identified five complex metaphors that represented participants’ constructions of their college experience: college is an unwieldy package; college is up, forward, and out; college is current and future nostalgia; college is a prism; and college is a movie and peers are the soundtrack. By considering these themes, it may be possible for educators to better partner with diverse learners to design personally meaningful experiences that support student development and success."
I chose the Antioch University PhD in Leadership and Change program because it aligned with my authentic self. The world needs more authentic people who show up as themselves, living their strengths, doing what comes most naturally to them. My entire vocation—no matter the field or position—is centered around this belief. My mission is to help others remember their magic and show up as their authentic selves. I bring this outlook and purpose with me to every environment I find myself.
I combine a variety of approaches, ideas, and interests especially my background in adult development (self-authorship in particular), transformative learning, and conceptual metaphor theory. I also bring in my expertise with restorative practices, and various personality assessments including my work as a Gallup-Certified Strengths Coach. I listen and ask questions to see where I can be of service and then partner with individuals and communities to imagine what’s possible when they author and design their own lives. The participants in my study taught me the critical role that metaphors play in shaping learners' perspectives and experiences. They showcased the enormous value of metaphors for exploring perceptions, beliefs, identities, and actions central to meaning making and transformative possibility.
My previous work as a student affairs educator led to my focus on learners in the collegiate environment. I served on three college campuses including as Leadership Coordinator at Miami University (Ohio), Director of Student Life Curriculum & Residential Staff Development at Lehigh University, and Director of Strengths-Based Learning / Director of the Office for Learning Partnerships at Virginia Tech. I also created a model of practice known as personal learning design, which helps learners design and maximize their experiences. To implement this approach, I collaborated with student affairs divisions on two campuses to oversee bLUeprint at Lehigh University and ExperienceVT at Virginia Tech. It was a joy to support learners in using their strengths, reflecting on what mattered to them, and sharing those reflections in the form of their bLUeprints and ExperienceVT maps. I also developed and facilitated living-learning communities, which combined personal and group coaching, and the entrepreneurial work of supervising, marketing, recruiting, fundraising, and coordinating an organization.
I first landed in Higher Education because I experienced the power of transformative learning environments myself. I studied Speech Communication (BA) and Spanish Language and Literature (BA) with a minor in Italian Language and Literature. I was intrigued with the way humans communicate and the many ways they were similar and different. I became so involved on campus that I was taken with the idea of supporting young adults in their development and studied Student Affairs in Higher Education (MS) at Miami University (OH). In my professional work, I saw the importance of leadership and change for improving learners' experiences, which led me to studying Leadership and Change at Antioch University (MA and PhD).
I have since expanded my perspective and work beyond higher education through coaching, entrepreneurship, consulting, and podcasting. As it turns out, there are human beings who desire transformation . I believe that transformation is contagious and, when one person changes, it changes everything. And when we transform together in community, we change the future and become more fully human.
Kathy Eggert, Ph.D. [C 18] 2023
From the abstract:
"The United States continues to experience unprecedented deaths related to the opioid epidemic. Efforts to address the epidemic remain hampered by war-on-drugs policies that stigmatize people who use drugs and create barriers to accessing evidence-based treatments, particularly methadone maintenance treatments (MMT). Despite 50 years of research regarding MMT, it remains highly regulated, and arguably the most stigmatized treatment. The punitive regulatory structure of MMT remained unchanged until emergency waivers were initiated during the COVID-19 pandemic. The study used an exploratory, critical phenomenological approach to examine the intersection of culture and regulation on the lived experiences of 26 addiction counselors who provide treatment for opioid use disorder employing MMT. The phenomenon is examined through lenses of structural competency, cultural healthcare capital, structural racism, and self-determination theories. Using individual interviews, the study investigated whether counselors perceived, conveyed, or enacted stigma in treating those receiving MMT. The study explored whether the pandemic-era regulatory changes shifted counselors' perceptions of the treatment. Findings indicated that counselors enacted and mitigated stigma, two-thirds expressed moderate to high levels of stigma. Counselors perceived and enacted stigma by expressing frustrations regarding programs that embraced harm reduction strategies fearing approaches enabled symptomatic behaviors. They also expressed frustrations with patients’ symptomatic behavior as reflected in paternalistic attitudes and feeling compelled to surveil patients’ behaviors. A number of factors aligned with counselors’ stigmatizing beliefs and attitudes: their pre-career negative experiences with methadone, personal abstinence-based recovery, recovery- oriented training, and/or their lack of exposure to information about the origins of the methadone regulatory structure. Stigmatization was enacted through labeling, discrimination, social exclusion, and the counselors’ use of power. Counselors who mitigated the stigmatized identities of patients held whole-person views and were more likely to have personally utilized methadone. Counselors’ reactions to the loosening of MMT regulations were mixed, most welcomed some level of change. Regulation changes, however, did not significantly impact counselors’ attitudes. This finding, coupled with counselors' stigmatizing behaviors, appears grounded in the socio- historic, racially-biased cultural roots of MMT. Counselors' mitigation of stigma offers implications for future studies focused on abating ingrained cultural stigmatization of methadone and people who utilize it."
Eggert’s sustained commitment to working with people with opioid use disorder was birthed during the height of the HIV/AIDs epidemic and has shaped her research interests and scholarship. As a practitioner-scholar focused on the intersection of regulatory structures, culture, stigma, and practice implications, Eggert has presented her research to the College on Problems of Drug Dependence entitled Lived Experiences of Addiction Counselors: A protocol exploring stigma in a time of regulatory change. She has collaborated on numerous research publications, including the most recent publication, Xylazine in the drug supply: Emerging threats and lessons learned in areas with high levels of adulteration published in the International Journal of Drug Policy.
Eggert holds a Bachelor of Arts in Psychology from Albertus Magnus College, a Master of Arts in Psychology from Connecticut College, a Master of Social Work from the University of Connecticut, a Master of Arts in Leadership and Change and Ph.D. in Leadership and Change from Antioch University.
Kathy lives with her husband, Henry, in Connecticut, where they share a passion for horticulture.
Chanté Meadows, Ph.D. [C 18] 2023
From the abstract:
"This study explored the experiences of African American mental health clinicians’ during the intersecting crises of the Black mental health crisis, the highly publicized racial tension tied to extrajudicial violence and over-policing of Black Americans, and the COVID-19 pandemic. The pandemic started a global crisis that affected millions of people’s physical and mental health and overall well-being. Shared trauma explores the duality of mental health clinicians’ personal and professional experiences. Grounded in critical race theory and models of trauma, this study explores Black mental health clinicians’ lived experiences and lessons. This is an interpretive phenomenological study with narrative interviews of 10 mental health clinicians who provided services to at least 50% Black clientele before the advent of COVID-19. The study explored how Black mental health clinicians providing mental health care fared, personally and professionally, during COVID-19 and with racial upheaval: How did they adapt their lives and practices? What did they learn personally and professionally during these crises? Data were collected in individual qualitative interviews and analyzed using Saldaña’s first-cycle and second-cycle thematic coding model. Themes that emerged were (a) anxiety and fear regarding the unknown of COVID-19; (b) anger towards the continued racism and over-policing and killing of the Black community; (c) the importance physical activity and therapy as a clinician as means of self-care (d) connection to others to help with emotional support and the isolation of COVID-19; (e) transitioning to telehealth from in-office clinical services; (f) increase in demand of services, and (g) increase in demand for the expertise of Black clinicians, specifically. Understanding the lived experiences of Black mental health clinicians during these crises informs future practices of clinicians by teaching how to optimize health and well-being for self-care and not to burn out. The findings also encourage the development of more clinicians of color to serve the Black community and clients with trauma-informed and racially-informed care. "
|William E. Keating, Ph.D. [C 18] 2023|
From the abstract:
"This study examined the perspectives of master-level clinical mental health providers and members of leadership at a Community Mental Health Center (CMHC) in New Hampshire, to understand clinician and leadership perspectives as to why master-level providers choose to continue working at CMHCs. Most prior research on turnover in such organizations has focused on why so many leave their positions, however this study instead focuses on factors related to the decision to stay at a specific CMHC in an urban area of New Hampshire. A single case study method was utilized to focus on masters-level mental health care providers with additional interviews with leadership at the CMHC. Some of the findings that will be explored is what draws providers to community mental health centers, the importance of connections with colleagues and leadership, and aspects of why master-level providers stay. The study contributes to the understanding of clinician retention in community mental health centers and provides recommendations for master-level providers, CMHC leadership, and clinical mental health educators. Some of the overarching themes that surface from the data were around why clinicians remain in the CMHC, the reasons why providers do the work they do each day, the draw to CMHC, and reasons why people master-level providers consider leaving a CMHC. Connections with leadership and supervisor were very important in why clinicians want to stay at the CMHC. Licensure contracts were also an area that was explored in this research. Clinicians and members of leadership provided their perspective on licensure contracts and the implementation of the contracts."
|Elana Micahl Haviv, Ph.D. [C 18] 2023|
From the abstract:
"The purpose of this study was to identify the preconditions that inspire courageous action through exploration of the choices made by four classroom teachers in Bosnia and Herzegovina. Each educator had made the decision not only to teach during or after the 1992–1995 war and genocide in their country, but to do so in ways that went against official post-war teaching guidelines. Although there are a vast number of studies on courage in literature, there is little research that includes teachers who remained in their classrooms during wartime or chose to enter their classrooms in transitional societies after their communities experienced a war and genocide. Bricolage researchers investigate topics in exploratory ways beyond the standard and accepted sensemaking tactics to reveal unique outcomes that may have previously existed but have not yet had light shed upon them. As the bricoleur, I threaded three divergent topics: courage, a violent history, and sharing of personal narratives through the five senses. The teachers shared a range of artifacts with me, which created the foundation of this study. These three topics, although vastly different from one another, when merged provided insight into the pre-conditions needed to encourage courageous action. Stories, artifact photos or other materials are included within the dissertation as well as a digital archive I created. The archive includes the anecdotes, artifacts and historical context as a supplemental element to support the study and serve as a window to the wartime and post-war teacher experiences."
|Sharon Wamble-King, Ph.D. [C 18] 2023|
From the abstract:
There is a paucity of theorizing concerning leadership enactments performed by African American women. The performances have been marginalized and obscured within the Western leadership canon as they fall outside its epistemological boundaries; they have also been sidelined within Critical Leadership Studies. This study employed Afrocentricity as a decolonizing paradigm and Africology as the research methodology to describe and define a leadership phenomenon enacted by African American women. Setting aside Western conceptions of leadership, focus groups of African American women examined video excerpts of Africana women’s oral performances through an Africological lens. Participants’ Afrocentric-oriented perceptions sparked collective storytelling and Meaning-Making regarding their lived experiences of African American women who mobilize and energize others employing spiritually-anchored, embodied, affective approaches to engagement. Centering the African American women’s culturally distinct ways of being, knowing, and doing, the participants’ collective narratives were used to identify the four elements of the leadership phenomenon which included: spirituality, knowing, orality, and embodiment. A framework emerged from the data reflecting the interconnected, interrelated, interdependent, Afro-circular dynamism of the enactment’s elements and their characteristics; it served as the foundational architecture upon which to construct a theory of Empowered Presence, a culturally-distinct, spiritually-anchored, holistically-embodied performance of galvanizing, mobilizing, and engaging others within the collective. This study not only expands Western leadership theorizing but provides the groundwork for Afrocentric researchers to enhance decolonizing approaches to investigate African American women’s leadership within a Africological methodological framework.
|Trisha Swed, Ph.D. [C 18] 2023|
From the abstract:
Trisha Swed is a leadership development practitioner and consultant with experience teaching and researching communication and education. Working with many different groups of people, Trisha has a soft spot for youth development. Her recent work explores ways youth leaders can implement community change through tools like dialogue, conflict process, philanthropy, and informal education. In one of her joint projects, Resolution Partners Program, Trisha supports building programs and community experiences which foster intergenerational learning and repairing relationships between Philadelphia Police and systems-involved youth. Trisha has been in communal education for eleven years and has a record for helping communities start new programs and reimagine existing ones. She has experience working with communities throughout the United States and Israel.
In addition to her consulting work, Trisha teaches at Temple University in the Klein College of Media and Communication and West Chester University in the Department of Communication. Trisha has been teaching for seven years and, in 2022, was acknowledged as an Instructor Extraordinaire at Temple University. In her time at these institutions, Trish has the pleasure of teaching core communication classes, public speaking, and conflict classes and supporting creative, independent student projects for students. She has also helped consult on university rubric practices and certifying course materials.
Trisha lives in Philadelphia with her husband, two cats, and a Corgi named Al. When she is not working with youth, you can find her hiking, reading a book, working on a new art project, or watering her plants.
|Stephanie L. Fox, Ph.D. [C 19] 2023|
From the abstract:
Dr. Stephanie Fox is a licensed mental health counselor, substance use disorder professional, credentialed clinical supervisor, and registered yoga instructor. She also serves as an adjunct professor in addiction studies and substance use disorder treatment. Dr. Fox currently works as the director of operations for a mental health treatment facility, and previously served in direct care and clinical leadership positions in mental health and substance use disorder treatment programs. Dr. Fox holds a bachelor's degree in psychology from Seattle Pacific University and a master’s degree in counseling psychology from The Seattle School of Theology and Psychology. During the second year of her graduate training Dr. Fox completed a 200-hour yoga instructor training with the intent to integrate aspects of the practice into her clinical work. Dr. Fox continues to research and develop integrative approaches to mental health treatment, provider and workplace development, improving mental healthcare systems, and leadership practice within the mental healthcare field.
|Tyler Guy Olson, Ph.D. [C 14] 2023|
From the abstract:
Tyler “Ty” Olson, PhD, is driven by meaningful and mission-driven work aligned with his values. He finds deep meaning in supporting efforts and organizations committed to adult education and development, that promote social equity and justice, and empower individuals and communities to engage conflict constructively and thrive.
Ty currently serves as an interim Associate Dean of Liberal Arts and Social Sciences of the Metropolitan Campus of Cuyahoga Community College (Tri-C) in Cleveland, Ohio (since November 2022). Additionally, he manages the Conflict Resolution and Peace Studies program at Tri-C, which he has overseen since 2013. In addition to serving in these roles, he regularly adjunct teaches courses on conflict engagement (i.e., conflict resolution, management, and transformation), peace studies, and civic engagement and service learning. He is a founding partner of (re)Frame Conflict, LLC (est. 2018), which works with individuals and organizations to support constructive and equitable processes for engaging and addressing conflict. Much of his work as a practitioner and consultant over the past decade has focused on identity and values-based conflicts within organizations and communities (i.e., race, religion, gender, and politics).
Ty grew up in the Pacific Northwest (Washington and Oregon states) and then relocated to Cleveland, Ohio, in early 2013 to work at Tri-C. From 2007 to 2009, he worked as an English literature teacher at a bilingual middle school in Honduras, Central America. This experience solidified his passion for education and inspired him to pursue a career focused on conflict resolution and transformation. In addition to living in Honduras for two years, he has traveled extensively in Latin America, Africa, and North America.
From 2021 to 2022, Ty participated in the Cleveland Leadership Center’s Advanced Leadership Institute program, which “provides mid-level, community-minded professionals the space, skills, knowledge, and connections to collaborate on creating experiences that transform our community for the better.” In 2022, he received the American Association of Political Science (APSA) Community College Faculty Award for teaching and work in conflict resolution and peace studies at Tri-C and in the community.
In addition to a PhD in Leadership and Change from Antioch University, Ty holds an MA in Leadership and Change from Antioch University (2020), an MA in Conflict Resolution, with a concentration in Peace and Justice Studies from Portland State University (2012), and a BA in Religion from George Fox University (2007).
Ty’s core aim is to empower individuals and organizations to critically understand political, social, and interpersonal conflict to support individuals and communities in reframing conflict as an opportunity for constructive change and growth at the individual, organizational, and community levels.
|Katherine Penn Lampley, Ph.D. [C 17] 2023|
From the abstract:
Katie Penn Lampley, Ph.D., is an organizational development and diversity, equity, and inclusion practitioner with 25+ years of experience in various industries, most notably Higher Education and Financial Services. As the VP and Chief Diversity & Inclusion Officer at Bentley University, Katie leads institution-wide strategic efforts to advance the University’s commitment to inclusive excellence. Her portfolio includes the Office of Diversity & Inclusion and the Office of Equal Opportunity & Institutional Equity. Katie collaborates with campus leaders to identify and implement strategic initiatives, build capacity through professional development, and ensure accountability and compliance efforts for professional and administrative staff, faculty, and students.outreach.
Katie’s passion for organizational change and diversity work stems from learning to navigate the many dualities in her life. Raised in the US Virgin Islands, Katie embraces her Caribbean and American cultural heritage. She also identifies as bi-racial with white Irish and black Afro-Caribbean ancestry. The experience of resisting the labels and binaries used to categorize others has informed her approach to developing inclusive learning environments and cultures in her professional life.
Katie holds an MBA with a concentration in Marketing from the University of North Carolina – Chapel Hill and a B.S. in Economics and Finance from Bentley University. Her research interests include inclusive workplace culture and the creation of brave spaces in higher education.
|Christopher T. James, Ph.D. [C 19] 2023|
From the abstract:
Dr. Christopher James is currently leading his leadership and performance coaching business which inspires and guides individuals to achieve success. He leverages his prior professional experiences at postsecondary institutions to instruct those how to fully embrace their educational experiences by maintaining high GPAs and taking advantage of internships, study abroad, and extracurricular activities. His passion focuses on aiding minoritized populations in realizing their potential and executing their purpose. Dr. James holds a bachelor’s degree in Psychology from East Stroudsburg University and a master’s degree from New York University in Applied Psychology and Antioch University in Leadership and Change. He constantly pursues personal and professional development through books, conferences, and podcasts. As a first-generation college student, he has been shown support throughout his doctoral journey by those closest to him. Dr. James is excited to take on the next chapter of his life by growing the number of lives he impacts through his business and community outreach.
|Lisa Marie Gick, Ph.D. [C 12] 2023|
From the abstract:
After 25 years at Macy’s Inc., most recently as Vice President of Employee Engagement for the enterprise, Dr. Lisa Gick is currently Assistant Professor of Management and Leadership at Mount St. Joseph University, and Director of the University’s Master of Science in Organizational Leadership program. She is a certified Leadership Coach through Georgetown University, with a PCC designation through the International Coaching Federation. Lisa is also owner of [curious]® leadership + change agency, a researched-based, creative agency deepening organizational commitment to work culture and leader impact. Her research is focused on the notion of emergence as it relates to leader capacity, strategy, and organizational development in the modern world.
Lisa presents regularly on leadership and the organizational experience globally and is a collaborative researcher and co-author of a chapter on leader identity development in the book Theorizing Women in Leadership: Insights and Contributions from Multiple Perspectives and a chapter on leading in the liminal space in Adaptive Leadership in a Global Economy: Perspectives for Application and Scholarship.
Lisa holds a Master of Science degree from Miami University in College Student Personnel Services, and both a Master’s degree and PhD from Antioch University in Leadership and Change. Her dissertation research involved a 2-phase, mixed methods study exploring the curious capacity of leaders and instrument validation for its measurement. More information about Lisa and her consulting practice can be found at www.TheCuriousAgency.com.
Dr. Lisa Gick’s LinkedIn: https://www.linkedin.com/in/lisa-gick-phd-pcc-01a26910/
|Paula C. Lowe, Ph.D. [C 15] 2023|
From the abstract:
Dr. Paula C. Lowe experiences mind wandering to be a vital part of her creative work in educational psychology and leadership and change as well as her story telling as an artist and poet. Truth be told, she mind wanders often. When stuck on solutions that don’t fit, she lets thoughts pop up. When in the early stages of writing, she intentionally begins with a blank page and maybe there comes a character wearing a red backpack. She remembers doing this in grade school, looking out the window to the corn fields, watching a farmer start up his tractor. Across decades as a professional in educational psychology, she has found schools, workplaces, even families have held discouraging biases about off-task thinking, even considering those who mind wander as evidencing attention deficit. Lowe conducted her research to inform this bias, studying this thought process and learning about its importance to individuals as well as leaders. Her inquiry confirmed that mind wandering is a common type of thinking working adults do and connects us to people, ideas, and events in places and temporality beyond the moment we are in. As said aptly by J. R. R. Tolkien, “not all those who wander are lost.” Lowe believes we cannot teach or learn or work or lead without recognizing and incorporating the realities of off-task thought that she found occurred one out of every two times when a participant was randomly asked, “are you mind wandering right now.” Her findings support that mind wandering is a valuable and co-existent thought process that cannot be extracted from an individual’s daily life.
Dr. Lowe has been helping others for many years. She consulted, developed learning programs, and conducted research for various constituencies, i.e., Head Start, military, at-risk, working families, urban and rural schools, corporations, universities, and more. Her book on parents helping parents, CarePooling, reached a national audience and served army communities stationed in Europe. Lowe’s educational programs include Parenting For Education, Choicercises, HomeWorks, Here’s Looking At You Two. She has trained thousands of people in multi-day settings, directed educational curricula evaluations, served as a family therapist, and taught art to every age, always with a passion for helping individuals appreciate themselves and their potential.
Lowe’s next book, Those Thoughts: Mind Wandering in Daily Life, aims to help others learn about their mind wandering. She continues to publish poems in an assortment of literary journals and anthologies including The Iowa Review, River Styx, Poet Lore, Crosswinds, burntdistrict and many more. Six of her poems have been selected as finalists for poetry awards. Her book MOO (2014) was a finalist for the 2015 International Book Award in poetry. Lowe’s contributions include serving as a small press publisher and on boards of directors such as the TEACH Foundation and San Luis Obispo County Library Foundation.
Earning her PhD in Leadership and Change from Antioch University, Yellow Springs, OH, Dr. Lowe also holds two master’s degrees, the first in Educational Psychology from the University of Washington and the second in Leadership and Change from Antioch University. She attained her undergraduate degree in art education and art history at Augustana College, Rock Island, Illinois. Lowe studied graduate poetry at the University of Iowa and completed the story development credential at the University of Washington.
|Jane Feinberg, Ph.D. [C 14] 2023|
From the abstract:
Jane Feinberg is the Founder and Executive Director of Power of Place Learning Communities (PoP). For much of her career, she has supported mission-driven organizations in developing their communications, engagement, learning, and leadership capacities as a foundation for driving meaningful and sustained social change.
Feinberg began her career as a journalist and documentary producer. She developed, wrote, and produced for award-winning public television programs and series, such as “MacNeil/Lehrer NewsHour,” “The American Experience,” “Frontline,” “Long Ago & Far Away,” and PBS specials on Amelia Earhart and the Honorable Thomas P. O’Neil, Jr. She was also a writer/producer for the popular ABC-affiliate nightly newsmagazine “Chronicle," where she often covered social issues. Feinberg directed a two-year statewide media campaign for the ABC affiliate in partnership with the United Way of Massachusetts. The campaign, which won the coveted Service to America Award, elevated the importance of after-school programs to youth development and thriving communities.
In addition to her previous media work, Feinberg served as the Director of Communications and Press Secretary for the Boston Public Schools. She also served as Senior Associate for FrameWorks Institute in Washington, D.C., where she helped translate social science research about how Americans think about key social issues into messaging for senior leaders engaged in policy and program change. Feinberg was a strategist to school districts in northern New England that received funding from the Nellie Mae Education Foundation to embed student-centered philosophies and practices. She also served as Regional Partnership Lead for Reimagine Learning, a project of New Profit that focused on better supporting marginalized and minoritized students. This work led to the creation of the Essex County Learning Community (ECLC), which launched in 2018 with generous funding from the Peter and Elizabeth C. Tower Foundation. ECLC is the flagship program of Power of Place Learning Communities.
Feinberg is a Summa Cum Laude/Phi Beta Kappa graduate of the University of Minnesota, holds masters degrees from Boston University and Antioch University, and a PhD from Antioch University. Her research focuses on the relational dimensions of teaching and learning, with a particular emphasis on white teachers and students of color.
|Angela Wellman, Ph.D. [C 16] 2023|
From the abstract:
Angie Wellman is the Director of Belonging and Education for Student Life at The Ohio State University. In this role, she serves as a thought-partner with department colleagues on staff-focused belonging, inclusion and equity-minded initiatives, working to ensure that inclusion and equity are imbedded in our collective work. Angie facilitates community building and educational opportunities scaffolded to continuously develop team members’ capacity to effectively relate, work and lead across identity, cultures, and experiences. Additionally, she supports Student Life managers and supervisors in advancing a culture in which students and staff feel valued, included, and affirmed as integral parts of the university.
A licensed professional clinical counselor, Angie is also a lecturer in the College of Social Work and College of Education & Human Ecology at The Ohio State University. Before her work at Ohio State, Angie held the position of Executive Director at Kaleidoscope Youth Center. Prior to this, she led programming efforts at other non-profit organizations including Stonewall Columbus, Oriana House and an Akron-area YMCA.
Angie is a proud first-generation college graduate who earned her bachelor's degree from Kent State University, a Master of Science degree from the University of Dayton and a Doctor of Philosophy in Leadership and Change from Antioch University. An experienced scholar-practitioner, Angie’s ongoing research interests are in the cultivation of individual self-efficacy, institutional access, and organizational development.
|Sarah R. Villarreal, Ph.D. [C 14] 2023|
From the abstract:
Sarah is the daughter of postsecondary educators and herself has been a public higher education professional since 2001. She currently serves as Chief of Staff at California State University San Marcos, overseeing the Office of the President. In this role, Sarah provides strategic support and leadership for high-priority campus projects and initiatives and serves as the liaison to a variety of internal and external constituencies. Prior to Chief of Staff, Sarah held various positions at Cal State San Marcos including Associate Vice President for Community Engagement and Associate Dean of Extended Learning. Sarah began her higher education career at the University of California, Riverside.
Sarah’s research interests as a scholar practitioner include Latinx and first-generation student success and reducing equity gaps for historically underserved students. Sarah is the proud partner of a changemaker and K-12 leader, Dr. José Manuel Villarreal, and the proud mother of two amazing and caring children, Nathan and Noah Villarreal. Sarah holds a Ph.D. in Leadership and Change from Antioch University, an M.B.A. from the University of Redlands, and a B.A. in Psychology from the University of California, Los Angeles.