The Odyssey Online, a digital magazine produced by Antioch University Santa Barbara students, has released a video showreel that depicts the interests and talents of several students in the Bachelor of Arts program.
In addition, BA students can still sign up for COM 332 – Online Odyssey: Digital Magazine Publication with Jim Murray for the Winter Quarter.
Antioch University Santa Barbara is offering a free Reading Instruction Competence Assessment (RICA) Review Workshop on Saturday, Dec. 6 from 9 a.m.-noon in room 343 at the AUSB campus at 602 Anacapa Street.
This workshop, hosted by AUSB adjunct faculty Dr. Ann Lippincott, is designed for students working toward a credential who have not yet passed the RICA requirement.
Please RSVP before the event to Kelly Pena.
RICA is a part of California’s effort to improve student reading skills. State law requires the California Commission on Teacher Credentialing to administer the RICA to develop prospective teachers to deliver high-quality reading instruction to students. Click here to learn more about RICA.
Four more Master of Education students at Antioch University Santa Barbara presented their educational project portfolios on November 15 as part of the “Public Conversations with Critical Friends” series, an updated formulation of the more traditional master’s thesis defense. Four other MEd students previously presented their projects in September.
The four students – Amelia Horner, Lindsay Johnson, Janet Lemons, and Angela Sturgeon – presented their year-long Inquiry Projects on the topics listed below.
Titles and Abstracts of MEd Inquiry Projects:
Amelia Horner: Importance of and Ways to Integrate Art Within Elementary School Multiple Subject Classrooms
“The purpose of this inquiry project is to illustrate the importance of integrating art within elementary school multiple subject classrooms, and ways in which it can be integrated. By sharing my personal experiences and passion for various art forms I hope to establish a classroom culture where students use art materials as a vehicle to learn various academic subjects such as Social Science, Math, and Language Arts. My proposed lesson style would utilize project based learning, classroom routines, and provide various forms of learning opportunities designed to address multiple intelligences as described by Howard Gardener. Lastly, this inquiry project focuses on teaching a rounded arts education which flourishes when students are taught Art History, art criticism, and aesthetics alongside the discipline of creation. When students are taught those four pieces of art education together they learn how to appreciate creative efforts, express their response to specific works, and develop their own personal aesthetic.”
Lindsay Johnson: Sustaining School Gardens as Outdoor Classrooms in Santa Barbara County Elementary Schools
“This study looks at the importance of gardens as outdoor classrooms on Elementary School campuses. I chose this project because of my passion for outdoor and environmental education. This topic is very relevant to me because I work for an organization that recently adopted one of the largest school garden programs in the nation. I am learning the logistics of operating thirty two school gardens in nine school districts with thirteen Garden Educators administering garden and nutrition based curriculum to approximately eight thousand elementary aged students. During this work, I have taken the time to look at myself as a leader of a local non-profit organization while examining the partnerships and interactions within the community that have developed myself and the organization to where we are today.”
Janet Lemons: How Am I As A Positive Mentor/Teacher Going to Advocate for Students in Foster Care
“It is important for teachers to understand the obstacles students have who are placed in foster care. This study has confirmed that there are a high percentage of foster care students that have attended seven or more schools between their elementary and high school years. This research assists teachers in recognizing how vital it is for students in foster care to have at least one positive role model in their lives. Students in foster care who have a mentor have a higher success rate in school than those that do not have a mentor as a positive role model. After meeting with community members affiliated with the foster care system and teachers in both the Goleta and Santa Barbara School Districts I have discovered that teachers need to establish consistency in their classroom for children who face challenges of volatile homes. It is imperative that teachers have routines and structure to help make the foster care student feel safe and secure. This helps build confidence in their daily life. It is essential to keep lines of communication open between the relationships built between the teacher and foster parent as well as all the court mandated Social Workers and Child Appointed Special Advocates. This will help to plan and provide services for foster care students. The findings confirm how important my role is as a teacher to be a positive mentor to foster care students. With the evidence I have found I believe my commitment will lead to a higher success rate of foster care students graduating from high school and going onto college.”
Angela Sturgeon: Mapping the Future: Geo-Literacy in the Elementary Classroom
“This inquiry project supports my belief that geo-literacy is at the core of global understanding and that, as a teacher, I have a responsibility to prepare my students to be citizens of our globally interconnected world. The focus of my inquiry was “how can I help increase students’ geographical knowledge so that they learn to recognize the relationships between people, places, and environments both locally and globally?” I looked at the five themes of geography, the current state and national geography standards, and historical and current research on geography teaching. I collected numerous children’s books that can be used to develop children’s geographical knowledge. I also collaborated with teachers and other experts in order to learn more about the current state of geography teaching in elementary schools. My project proposes that we teach with maps and globes at hand and incorporate the study of geography across all content areas so that our students learn to identify and make connections between themselves and other people and places in the world.”
Antioch University Santa Barbara is excited to announce a partnership with KCRW, Southern California’s flagship NPR affiliate broadcasting in Santa Barbara as KDRW at 88.7 FM.
Under the partnership, KCRW will inhabit space on the AUSB campus in downtown Santa Barbara, which will allow AUSB students – particularly in the Bachelor of Arts program concentrations of Communication & Media and Marketing – to have exposure to and work with a professional media organization to enrich their studies as well as KCRW’s operations.
The partnership between AUSB and KCRW, which began in November, also will lead to collaboration on community events, the first of which will be “Antioch in Conversation: Water – Is Santa Barbara All Dried Up?” on Dec. 12. KCRW’s Warren Olney and a panel of local experts will discuss the state’s historic drought and Santa Barbara’s sustainable future. Tickets to the event, which is also co-sponsored by The Independent, are free and open to the public, but space is limited (RSVP here).
Antioch University Santa Barbara held a Veterans Day reception on Tuesday, Nov. 11 in Community Hall on campus.
All AUSB alumni, students, faculty, and staff were invited to the reception honoring the U.S. military veterans and families of the AUSB learning community.
AUSB proudly supports veterans and recently became a Yellow Ribbon Program participant. The Yellow Ribbon Program provides men and women who have served honorably in the United States armed services with tuition assistance at private educational institutions. As a Yellow Ribbon Program participant, AUSB makes additional funds available for student-veterans’ education through direct tuition grants without an additional charge to their GI Bill entitlement. In addition, credit is given for military training and experience, and attendees have the ability to transfer as many as 80 college credits into AUSB.
View photos from the reception on our Facebook page:
Antioch University Santa Barbara is pleased to announce the appointment of Barbara Greenleaf as Director of Institutional Advancement. In this position, she will be responsible for community outreach, development, and alumni affairs.
Barbara comes to AUSB with a strong background in development and communications. As a consultant she helped numerous nonprofits reach their financial goals through a strategic combination of personal appeals, advertising, public relations, and event planning.
Barbara is enthusiastic about her new affiliation. “I’ve been consulting at AUSB for more than two years, during which time I’ve come to deeply admire its mission, programs, students, faculty, and staff,” she said. “I look forward to helping this wonderful institution realize its full potential as an educational force in Santa Barbara.”
She is the author of six books, numerous magazine and newspaper articles, and several award-winning speeches. Upon graduation from Vassar College, she worked at The New York Times and then went on to become a contributing editor at McCall’s magazines. Her other corporate experience includes Conoco, an energy conglomerate, and VideoStar Connections, a satellite communications firm. She did graduate work at the Hunter School of Urban Planning.
Barbara also has an impressive track record as an entrepreneur, having launched Greenleaf Video, Inc. and Strategic Communications in both Los Angeles and Santa Barbara. She founded the much-lauded Santa Barbara Jewish Film Festival. As a community volunteer Barbara works with the Dons Net Café at Santa Barbara High School and serves on the board of the More Mesa Preservation Coalition.
“Barbara brings a great skill set to our campus,” said AUSB President Nancy Leffert, PhD. “Exuberant and effective, she will be an excellent advocate for AUSB’s mission. I am delighted with her transition from consultant to full member of our senior staff.”
Dalia Ruiz, a student in the Doctor of Psychology in Clinical Psychology (PsyD) program at Antioch University Santa Barbara, has been chosen to present at the International Society for Traumatic Stress Studies’ (ISTSS) 30th annual meeting.
In a poster format, Dalia will present “An Application of Developmental Theories to Understand the Impact of Trauma on Latino Children.” The presentation will center on understanding the effect of trauma and interpersonal violence on Latino children based on age, motor and cognitive abilities, and cultural factors with the goal of developing more effective treatment approaches. She is scheduled to present on Friday, Nov. 7 at the conference in Miami, Florida.
“I have always had a love for children, and it was my initial interest in children and my curiosity on childhood trauma that pushed me to enroll in a doctoral program,” Dalia said. “At Antioch, I have been taught that contextual/systemic influences are crucial factors in lifespan development. Ultimately, it is this perspective that has led to my idea of exploring the specific factors for Latino children as they relate to witnessing interparental violence.”
The overall theme of the ISTSS meeting – “Healing Lives and Communities: Addressing the Effects of Childhood Trauma Across the Life Span” – is a perfect fit for Dalia’s area of study, and she said AUSB’s intimate environment is helping her prepare.
“Being able to participate in small classes has helped sharpen my communication and presentation skills and has given me the confidence needed to be able to undertake this,” Dalia said. “In the end, however, it has been the instructors’ support and emphasis on fostering every student’s own special interest that has made this possible.”
For more information on the ISTSS meeting, visit www.istss.org.
Marianne D’Emidio-Caston, Acting Chair of the Graduate Education Program at AUSB, presented “Educating Teachers to Inspire Moral Development through the Arts” at the California Council on Teaching Education’s Fall 2014 conference in San Diego on Oct. 25.
“(The presentation) supports AUSB graduate education and credential programs’ mission to advocate for elementary school classrooms as caring learning communities where children reach their full potential as self-motivated, resilient learners,” Marianne said. “Creativity through the arts energizes learning with self expression.”
The conference described Marianne’s presentation further: “Even without explicit instruction, influences on moral development are inescapable in school contexts because of the powerful relationships that occur throughout schooling – relationships that may or may not foster a strong sense of caring and fairness. This institute will explore classroom teaching for moral development as an inherent function of public schools, using various artistic media. Participants will engage in thoughtful inquiry into the moral side of teaching Common Core State Standards (CCSS) using graphic and performing arts, as well as linguistic forms of artistic expression. Teacher educators will leave the institute with a more explicit notion of how integration of the arts can be used in course settings to engage teacher candidates in thinking about the important role they can play in the moral lives of their own students while they are addressing the CCSS.”
Antioch University Santa Barbara’s Master of Arts in Clinical Psychology program presents “Healing Trauma Through the Body-Mind Connection” on Saturday, Nov. 15 from 9:30 a.m. to 4:30 p.m. in the Community Hall on campus.
Wendy Elliott, MA, LPCC, SEP, BC-DMT, will lead the seminar, co-sponsored by the National Association of Social Workers (NASW) Santa Barbara chapter, which will focus on how to heal trauma through the body-mind connection.
Drawing from the emerging field of somatic psychology and interpersonal neurobiology, this workshop provides participants with a basic understanding of how awareness, body, breath, mindfulness, and movement are integrated in the therapy session.
Participants in the workshop will:
- Gain understanding in the fields of somatic psychology, somatic experiencing, dance-movement therapy, and mindfulness based psychotherapy.
- Understand the neurophysiology of emotions and behavior.
- Observe the connection between the nervous system, cognitive schemas, and emotional self-regulation.
- Summarize how the stress response and unresolved trauma influence emotions, thoughts, beliefs, and body.
- Learn to integrate awareness and movement techniques with other psychotherapy approaches.
Presenter Wendy Elliott is a licensed counselor, board certified dance movement therapist, and somatic experiencing practitioner. She is an adjunct faculty member at AUSB and also has a holistic psychotherapy practice in Ojai. She offers professional trainings that focus on how the mind-body connection may be supported within the psychotherapeutic context.
Space is limited so please click here to register. General admission to the seminar is $110. The cost for NASW and CAMFT members as well as AUSB alumni is $90, and the cost for current AUSB students is $60. The cost includes snacks and six Continuing Education Units. Please pay at the door by cash or check payable to NASW Santa Barbara.
Learn about future events in the AUSB-NASW Seminar Series.
The first cohort of 16 students from Antioch University Santa Barbara’s inaugural 10-month Women & Leadership Certificate Program graduated on Saturday, October 11, 2014.
Certificates were presented by AUSB President Nancy Leffert, PhD, and Program Director Judy Bruton, JD, MSW, in a ceremony on the downtown Santa Barbara campus’ rooftop, following several groupings of student panel presentations. Visit AUSB’s Facebook page to view photos from the panels, certificate presentation, and celebration.
AUSB’s innovative W&L Program supports career advancement through Values-Based Leadership across professional and community contexts, with a hybrid curriculum that combines virtual learning and three on-campus weekend residencies (which took place in January, May, and October of 2014, for this cohort).
“I’m so impressed by the passion of the students who completed this program,” said Dr. Leffert. “They already have begun to apply the skills and knowledge they gained to projects in their communities and careers to help foster leadership and confidence in women.”
Throughout the year, each student collaborated with peers, faculty, and community mentors to develop and implement an Experiential Leadership Project, which were presented during the graduation reception panels.
In her introduction, project faculty Polly Chandler, remarked, “As [the W&L students] worked on their projects, they discovered their leadership style and their leadership voice.”
One graduate, who attended W&L from Fairfax, VA, created a program targeted at female high school seniors in her area to encourage careers in law enforcement. The first group of students completed the program to rave results, and it is now serving as a model for other programs in nearby cities. Another graduate created a leadership program for women at her place of employment, Deckers Outdoor Corporation, which attracted close to 150 women for the first event. A third student created a program similar to W&L supporting the empowerment and leadership of girls in Thousand Oaks, CA.
“The Women & Leadership Program helped me discover my next career move and gave me the confidence that women look out for each other and do great things in each other’s light,” said graduate Sonia Barbey.
During the graduation reception, many of the students shared that they were initially apprehensive about the program; some saying that they hadn’t worked well with other women in the past, while others lacked confidence in leadership positions going in. However, every single graduate said that they received immeasurable value from their experience. Among the assembled guests were several women from the community who had been invited by graduates to consider participating in a future cohort.
“Perhaps today instead of a glass ceiling, we have a more porous ceiling,” said Dr. Leffert. “But as long as there is any type of barrier at all, there is a need for this program, and I’m thrilled that this first group of students are working for positive change.”
The program’s inaugural graduates were: Esther Aguilera, Bonnie Baranoff, Sonia Barbey, Lisa Cardoso, Jill Dumain, Sarah Ettman-Sterner, Jean Flanagan, Cassie Gibson, Keri Goldberg, Kim Heidt, Alisha Holley, Phyllis Krekel, Nicole Louderback, Julie McGloin, Trudie Olsen-Curtis, and Tracey Ryan. While a majority of students came from a corporate environment, several were from the political and non-profit arenas.
“The W&L program taught me that leadership is more than just being a good leader,” said graduate Kim Heidt. “Leadership is how you show up in life, it is part of your DNA and refining it becomes essential as we build our communities, our families and our careers. Now I am more present, a better listener, more empathetic, and I learned how to set healthy boundaries with my time and my schedule.”
For more details about the Women & Leadership Certificate Program, or to register for an upcoming Information Session, visit www.antiochsb.edu/wal.
With the beginning of Fall Quarter, we want you to show off your Antioch pride with the launch of AUSB’s new Instagram contest!
Take your AUSB items – water bottles, sweatshirts, reusable bags, etc. – to your favorite Santa Barbara spot and post a photo to Instagram with the hashtag #antiochsb by Monday, Oct. 27. We’ll pick a favorite to receive a $25 gift card from Book Ends Cafe and the runner-up will get a $10 gift card from The French Press. We’ll repost some of your shots to our Instagram account throughout for inspiration!
The contest is open to all AUSB students, faculty, alumni, and staff.
Need some AUSB swag to enter? Just drop by the Admissions Office and one of our friendly advisors will be happy to hand some out!
We look forward to seeing your photos – be creative, have fun, and good luck!
The Antioch University Santa Barbara MEd program hosted “Professional Conversations” on Sept. 20, an updated formulation of the more traditional master’s thesis defense.
Four students – Danielle Dzoga, Lauren Fernandez, Marlen Limon, and Amy Rosen – presented their year-long Inquiry Projects to an audience of faculty, graduate students, and professionals from the Santa Barbara community who work within the fields examined by each. Presentations were interactive, lively, and demonstrated a developed “Theory of Practice” and mastery of the field.
The next series of Professional Conversations will be held on Saturday, Nov. 1. Those interested in attending should contact Dr. Damian Corbin Jenkins or Dr. Marianne D’Emidio-Caston, as space is limited and by invitation only.
Titles and Abstracts of MEd Inquiry Projects:
Danielle Dzoga: How Can I Help Students to Develop a Life-long Love of Learning?
The thesis was created while attending the Antioch University MEd program. During this program I was a full time student as well as a Student Teacher at two different alternative schools on the Central Coast. I was able to both teach and observe in these classrooms. I have drawn the conclusions presented in this project by synthesizing the work of theorists with my observations and experiences in the classroom. This project has allowed me to more clearly define my teaching practice. I have found that in order to foster a life-long love of learning in students, it is crucial to make the classroom as well as the student’s experiences more appropriate for children. This manifests in many ways including creating a safe and inviting environment, teaching by providing context and encouraging self-guided inquiry, and maintaining a fun environment where students have the opportunity to explore their interests.
Lauren Fernandez: Making Connections: An Inquiry into How Technology Can Differentiate Instruction and Connect Students with Learning
This inquiry project explores how technology can be utilized in the classroom to differentiate instruction and connect students with the learning. I have come to see firsthand (through extensive literature review and action research) how effectively technology can differentiate instruction with multiple intelligences and learning styles in mind. If utilized with a clear objective, in the hands of the student, and addressing multiple intelligences and learning styles, technology can be a very effective tool for student engagement and learning. Students will become autonomous, self-directed learners, and will be prepared to thrive in the 21st century workplace.
Marlen Limon: An Inquiry on How Different Teaching Approaches Inform My Practice as a Teacher in the Making
In this project, I examine traditional and alternative teaching approaches to inform my practice as a teacher in the making. Evidence from educational research, action research, collection and analysis of artifacts, and collaboration with community members reveal similarities and differences amongst these two teaching approaches. Some of these differences include the effects on the type of school environments found in both teaching approaches, attitude towards students, types of community building in the classroom, and classroom structure and layout. Interviews with community members showed the overlap in the teachers’ values for education and teaching however, their philosophies are enacted differently in the classroom in both traditional and alternative settings. The results of this inquiry project helped me focus the strategies and methods that I will use into my own practice as I begin my first year teaching. My Theory of Practice includes the teacher being the facilitator in the classroom, creating an active and positive learning environment, using subject matter as a tool for life-long learning and students learning to apply the content to the world beyond the classroom.
Amy Rosen: Strategies for and Outcomes of Creating a Sense of Community in the Classroom
Throughout this project, I explore the strategies for and outcomes of creating a sense of community within a contained classroom setting. Evidence from educational research, action research, collection and analysis of artifacts, and collaboration with community members reveals that taking the steps to create a sense of community within the classroom is an essential part of student wellbeing and learning. Strategies include providing choice, autonomy, responsibilities, collaborative projects, recognizing individuality within the group, maintaining a communal space, and fostering open dialogue. Findings show that the outcomes of these strategies are students who develop empathy and interpersonal skills, better their academics, and decrease problem behaviors and substance abuse.
Antioch University Santa Barbara (AUSB) is proud to announce its participation in the Yellow Ribbon GI Bill Education Enhancement Program, also known as the Yellow Ribbon Program, an initiative established by the Post-9/11 Veterans Educational Assistance Act of 2008. The program helps fund expenses that exceed the tuition and fees payable under the Post-9/11 GI Bill, allowing eligible veterans to attend AUSB at a reduced cost.
The Yellow Ribbon Program provides men and women who have served honorably in the United States armed services with a tuition reimbursement stipend at private educational institutions. As a Yellow Ribbon Program participant, AUSB will make additional funds available for student-veterans’ education through direct tuition grants, without an additional charge to their GI Bill entitlement. Credit is given for military service, and attendees have the ability to transfer up to 80 college credits.
“While Antioch already has a solid track record of providing educational programs to veterans, our status as an official Yellow Ribbon school will increase our reach and visibility into the veteran community and make it easier for them to make an Antioch education a reality,” said Nancy Leffert, PhD, president of AUSB.
“The Yellow Ribbon Program broadens student’s higher education choices by eliminating or softening what is often the number one barrier: cost of attendance,” said Sharisse Estomo, director of admissions at AUSB. “With cost being less of a factor in the decision-making process, students can base their decision to attend a private school like AUSB on the institution being the best all-around fit.”
For more information about the Yellow Ribbon Program at AUSB, including eligibility requirements, visit antiochsb.edu/yellowribbon or contact Sharisse Estomo at 805-962-8179, ext. 5113 or sestomo[at]antioch.edu.
Dr. Kia-Keating received both his doctorate in Human Development and Psychology and his Master’s degree in Developmental Research Methodology from Harvard University and earned a Master’s degree in Counseling Psychology from Northwestern University. For his postdoctoral training, he focused on understanding genetic and environmental contributors to mental health at the Department of Psychiatry at the University of California, San Diego.
Prior to joining Antioch University Santa Barbara, Dr. Brett Kia-Keating taught at the University of California, Santa Barbara and National University.
Antioch University Santa Barbara (AUSB) has been awarded a Department of Education (ED) Title III grant in the amount of $1.6 million for the establishment of a five-year initiative supporting low-income and minority student retention and degree completion.
Title III grants are allocated to support educational institutions in the expansion of their capacity to serve low-income and minority students by providing funds to improve and strengthen academic quality and institutional management. As a Hispanic Serving Institution, AUSB was eligible to compete for Title III funds. The institution was among 35 higher education institutions nationally, and one of only four in California, to receive funds under the U.S. Department of Education’s Strengthening Institutions Program.
The Federal funds, totaling $1.6 million over the next five years for AUSB’s College-to-Career initiative, represents 73% of the program’s $2.2 million cost; the remaining 27% will be paid with non-Federal funds.
AUSB’s successful grant application is consistent with President Obama’s priorities to increase the number of Baccalaureate degrees awarded to lower-income and Hispanic students and to prepare them with the job skills necessary for employment after graduation, and thus enabling the U.S. to compete more successfully in the global job market.
“This grant reflects AUSB’s dedication to increasing diversity and access to higher education,” said President Nancy Leffert. “I’m incredibly excited that AUSB will be able to strengthen the things we already do well and provide the additional supports that will assist our students in launching their careers after graduation.”
The innovative and multi-faceted College-to-Career program will offer additional student services support for those students who may be at-risk of not completing their degree as well as enhancing academic success and degree completion through proactive advising and accessible writing and math tutoring.
“The Title III grant award will also enable us to emphasize the development of job skills and the employability of our graduates through a cooperative work education program,” said College-to-Career program director Dr. Catherine Radecki.
To enhance the career readiness of AUSB’s graduates, the program will include the development of community worksites and internships that offer students relevant work experience, job skills, and career mentoring. In addition, it will feature career assessment and advising and training in employment skills, such as resume preparation, job interview practice, and networking with potential employers.
AUSB serves a diverse student body, the majority of who have transferred from Santa Barbara City College and other regional community colleges in order to complete their Bachelor’s degree. The program will utilize best practice strategies to increase degree completion among students of whom English may not be their first language.
“As a Trustee of AUSB’s Board of Trustees’ and chair of its Hispanic Outreach Committee, I am extremely proud that the U.S. Department of Education has recognized our efforts to serve underrepresented, low-income students,” said Patricia Chavez Nunez. “This grant will enable us to provide more services and promote even greater student success.”
AUSB will initiate the first phase of the College-to-Career program immediately. For more information about AUSB’s Bachelor of Arts Completion Programs, scholarships, and admissions, visit www.antiochsb.edu/admissions or call the Admissions Office at (805) 962-8179.
Excitement was in the air on Tuesday as almost 50 new students began their journey in the MA in Clinical Psychology program at Antioch University Santa Barbara.
When program chair Dr. Elizabeth Wolfson asked the students to introduce themselves along with one word to describe their feelings at the moment, “excited” was one of the most-used. “Eager,” “determined,” and “ready” were also common, while one student’s response of “weird” generated laughs throughout the room.