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San Diego State University

Joint PhD Program in Education

December 2013 Newsletter

Yenpasook Publishes in National Teacher Education Journal

Marissa Yenpasook, a student in the SDSU/CGU Joint Ph.D. Program in Education, recently had her manuscript accepted for publication in a nationally refereed journal. Her article, entitled "One, Two, Three, Go: Aiding Teachers in Assessing for Student Depression", appears in the Fall 2013 Special Technology Issue of The National Teacher Education Journal.

This article discusses resources, such as mobile technology, that classroom teachers can use to effectively identify students experiencing depression and ultimately increase the support of both students and teachers.

Marissa gained a better understanding of the publishing process by taking the ED 895: Research & Publishing course during the Spring semester, taught by Dr. Valerie Pang and assisted by Karen Lafferty.

Congratulations Marissa!

Marissa Yenpasook 


Pictured above: Marissa Yenpasook

Chism Publishes in National Forum of Applied Education Research Journal

Blake Chism, a student in the SDSU/CGU Joint Ph.D. Program in Education, along with Dr. Valerie Ooka Pang, has published a juried article in the National Forum of Applied Education Research Journal. The research entitled "Transforming Education and Supporting Equity Through Opportunity To Learn Standards" presents an Opportunity Learn Standards framework that identifies a systemic approach to schooling. The model adapted by Blake takes into account teacher quality, student background, fiscal resources as inputs, and measures achievement, participation and attitudes as outcomes. Blake and Dr. Pang believe that Opportunity to Learn presents a holistic framework that can be used to direct educational leaders to address the achievement gap and develop programs aimed at providing equity in schools. Without using a comprehensive organizational process of assessment, equity and equality in education will not be delivered to students, especially those who are members of marginalized communities.

Blake specializes in equity in leadership, technology in schools, and educational assessment. He currently works as an educational consultant for Dell Computer Services focusing on technology integration in K-12 schools and higher education.

Congratulations Blake!

Blake Chism

Pictured above: Blake Chism

Peterson Publishes in Unboxed

Brett Peterson, a student in the SDSU/CGU Joint Ph.D. Program in Education, recently published an article in Unboxed: A Journal of Adult Learning in Schools. The article is titled: "Uncovering the Progressive Past: The Origins of Project Based Learning." In it, Brett looks at the history of Project Based Learning and its impact on his own institution: High Tech High in San Diego.

The article can be found at:

Brett came to The Gary and Jerri-Ann Jacobs High Tech High in 2002, where he taught several courses ranging from German to World Religions, and his passion for history has never diminished. In addition to enjoying his time as a Humanities teacher, Brett was named the director of HTH in the spring of 2007.

His belief that teaching and learning go hand-in-hand guided him as he earned a master's degree in history from the University of San Diego and a master's degree in curriculum design from UCSD. Before coming to San Diego he earned a B.A. in History from the University of Notre Dame.

Congratulations Brett!

Brett Peterson 
Picture above: Brett Peterson

Harrison Honored as Professional of the Year

Irvin Harrison, a student in the SDSU/CGU Joint Ph.D. Program in Education, was recently honored as the UC American Indian Counselor & Recruiters Association Professional of the Year. The award was presented at the 2013 Native American Professional Development Conference (NAPDC) held at UC Riverside on October 12, 2013.

Each year, the UC American Indian Counselor & Recruiters Association honors an individual for his or her dedication to the field of higher education. The Professional of the Year award is given to a higher education professional for his or her demonstrated leadership and management skills. This individual is selected for his or her dedication in providing quality services and support programs for Native American students.

Irvin Harrison is Navajo and originally from the Dzilth-Na-O-Dith-Hle area of the Navajo Nation, just south of Farmington, NM. Irvin's maternal clan is Many Hogan born for the paternal clan, Red Cheek. His parents are Harry and Lucy Harrison.

Irvin presently works as the Coordinator of the Native American Student Center at California State Polytechnic University, Pomona (Cal Poly Pomona). He previously worked as director of the Native American House at the University of Illinois, Urbana-Champaign. Prior to UIUC, he served as instructor for the Native American Scholars & Collaborators Project at San Diego State University, while working as an administrative coordinator at Active Living Research, a national program of the Robert Wood Johnson Foundation, in San Diego, California.

Irvin is a founding member and the first national chair of the National Association of Student Personnel Administrators (NASPA) Indigenous Peoples Knowledge Community (IPKC). He continues to serve on the IPKC Leadership as the Southern California Region 6 IPKC representative. He is actively involved in the Inter-Tribal Education Collaborative, a membership of local colleges and universities in the greater Inland Empire area that support Native American college preparedness. He was also appointed to the San Manuel Band of Mission Indians, Program Partnership Advisory Committee (PPAC) for the Endowed Chair - Native Studies Program at the University of Redlands. He served as a faculty member at the 2013 NASPA Dungy Leadership Institute at Iowa State University, a mentoring program for undergraduate students pursuing student affairs careers. NASPA has also recognized his leadership efforts with the Rising Star Award and the New Professional Award. This year, he was also recognized with a Transformational Leadership & Scholarship Award at the 2013 Native American Student Affairs Symposium at South Dakota State University.

Irvin received his master's degree in Postsecondary Educational Leadership at San Diego State University, and his undergraduate degree at the University of New Mexico where he graduated with honors distinctions and was inducted into Phi Beta Kappa and Phi Kappa Phi honorary societies. His dissertation topic will be researching bicultural/multicultural identity development and experiences of Native American college students.

Congratulations Irvin!


 Irvin Harrison

Pictured above: Irvin Harrison

Saydee to Present at 2014 NCOLCTL

Sayad Farid Saydee, a student in the SDSU/CGU Joint Ph.D. Program in Education, has been selected to present a paper at the 2014 National Council Of Less Commonly Taught Languages (NCOLCTL) annual conference in Chicago, Illinois in April 2014.

The paper, entitled "Loss of Culture, Loss of Language", is based on a study of his that voices Afghan parents' concerns about the disappearance of Dari and Pashto languages and identifies the contributing factors that lead to language loss and maintenance. This study uses a reversing language shift (RLS) perspective to identify factors that have contributed to the slow erosion of Dari and Pashto languages within the Afghan community in San Diego and recommends options to keep these languages alive.

Sayad Farid Saydee is also the program director and curriculum developer of the Afghan Language and Culture Program at the Language Acquisition Resource Center in San Diego State University and a fellow of the California World Language Project (CWLP). He often presents seminars on best practices in teaching and learning foreign languages. In addition, He is also an American Council on the Teaching of Foreign Languages (ACTFL)--Dari and Pashto oral proficiency tester.

Congratulations Farid!


  Sayad Farid Saydee


Pictured above: Sayad Farid Saydee 

De La Garza Wins SDSU War Memorial Writing Contact

Tom De La Garza, a student in the SDSU/CGU Joint Ph.D. Program in Education, recently won the SDSU War Memorial Committee Annual Writing Contest. Tom was invited to read his submission entitled "Risen Aztecs" at the SDSU War Memorial Wreath-Laying Ceremony held on October 25, 2013.

Those in attendance at the ceremony included Tim Young, president of the SDSU Alumni Association, Elliot Hirschman, president of San Diego State University, and key-note speaker Brigadier General Robert L. Cardenas, USAF (retired).

Tom De La Garza is a lieutenant colonel in the United States Army. Tom's most recent position was as the deputy director of the Special Warfare Education Group, United States Army at the John F. Kennedy Special Warfare Center and School in Fort Bragg, North Carolina.

Tom is also a graduate of the Armor Officer Basic Course, the Infantry Mortar Leader Course, the Infantry Officer Advanced Course, the Combined Arms Services Support School, the Defense Language Institute Foreign Language Center (Portuguese), the Special Operations Low Intensity Conflict Program at the Naval Postgraduate School, the Command and General Staff Officer Course, the Psychological Operations Officer Qualification Course, and the Advanced Regional Analysis Course (Latin America). He holds a B.A. in Political Science from UCLA, an A.A. in Portuguese from the Defense Language Institute Foreign Language Center, and an M.S. in Defense Analysis (Irregular Warfare) from the Naval Postgraduate School.

Congratulations Tom!

Tom De La GarzaTom De La Garza 

Pictured above: Tom De La Garza

Pictured above: Tom De La Garza
Dr. Rafaela Santa Cruz,  Tom De La Garza & Dr. Valeria PangTom De La Garza

Pictured above (L to R): Dr. Rafaela Santa Cruz,

Tom De La Garza & Dr. Valeria Pang

Pictured above: Tom De La Garza

Dr. Cheng Honored

Dr. Li-Rong Cheng, an alumna of the SDSU/CGU Joint Ph.D. Program in Education, has been chosen as the president-elect of the International Association of Logopedics and Phoniatrics. Dr. Cheng will serve on the executive committee of the association for four years.

Additionally, she recently received the highest award bestowed by the American Speech-Language-Hearing Association--Honors of the Association. This award signifies Dr. Cheng's contributions to the speech-language-hearing field.

Dr. Cheng graduated from the program in 1984. She completed her dissertation, An Ethnographic Study of Language Impaired Preschoolers using a Naturalistic Instrument, under the direction of Dr. Hawley and Dr. Trueba at SDSU and Dr. Poplin and Dr. Douglass at CGU.

Dr. Cheng serves as managing director of the Confucius Institute in the SDSU College of Arts and Letters and as a member the Campanile Foundation Board. Internationally recognized in her profession in terms of teaching, research and community service, her contributions to the internationalization of SDSU include three decades of building collaboration between the university and major partners in China and Taiwan.

Congratulations Dr. Cheng!

San Diego State University

Student Research Symposium 2014

March 7 - 8, 2014

The Student Research Symposium (SRS) is a two-day event to recognize the outstanding scholarly accomplishments of SDSU students. The SRS provides a public forum where SDSU students present their research, scholarship, or creative activities. Presentations, oral or poster, are organized by academic disciplines with divisions for undergraduate, master's and doctoral students.

Ten Presidential Awards of $500 each will be made to recognize outstanding achievement in original scholarship. These graduate and undergraduate students will go on to represent SDSU at the CSU Student Research Competition in May 2014. Dean's Awards ($250) will be made to two students from each college, Provost Awards ($150) will be made for twelve outstanding poster presentations, and ten additional undergraduate poster and oral presentations will receive ($150 Division of Undergraduate Studies Awards. In addition, winners may receive additional cash awards for topics including diversity, international or library/special collections research or scholarship.

Dr. Santa Cruz strongly encourages all of you to submit an application to present either preliminary or completed original research. This is an opportunity to develop your research presentation skills and enhance your professional profile.

SRS participants should plan to attend the reception and award ceremony on Saturday, March 8, 2014.

Registration is now open. You must register by midnight February 3, 2014.

SDSU Spring 2014 Schedule

For a schedule of the SDSU Spring 2014 courses available, please click here.

Last Call for Volunteers

NABE 2014 Conference

San Diego, California

The 2014 NABE conference will be held in San Diego, California on February 12-15, 2014. Student who volunteer can attend the entire conference for free.

The deadline to volunteer, however, is December 31, 2013.

If interested, please contact Dr. Christina Alfaro at

AIR Dissertation Grants

With support from the National Science Foundation (NSF), the National Center for Education Statistics (NCES), and the National Postsecondary Education Cooperative (NPEC), the Association for Institutional Research (AIR) operates two grant programs that support research on a wide range of issues of critical importance to U.S. higher education.

To qualify for funding, proposal submissions must meet one or more of the following criteria:

  • Use data from one or more of the national datasets of NCES and NSF— Research topics may cover a wide range of policy- or practice-related issues.
  • Address the 2014 NPEC Focus Topic: "Noncredit Instructional Activity at Postsecondary Institutions." A national taxonomy of definitions does not yet exist in the scope of noncredit activity, and a wide variety of educational activities could be encompassed in such a definition.

    Dissertation Grants: Doctoral students are eligible for dissertation grants of up to $20,000 for one year to support dissertation research and writing under the guidance of a faculty dissertation advisor.

    For more details, please visit:

    Proposals must be submitted electronically. The deadline for proposal submission is expected to be January 9, 2014 (11:59 p.m. EST). Applicants will be notified of funding decisions in April, 2014. Funding is expected to be available June 2014.

    Point Foundation LGBTQ Scholarships

    DEADLINE: January 22, 2014

    Point Foundation is the nation's largest scholarship-granting organization for lesbian, gay, bisexual, transgender and queer (LGBTQ)students of merit. Individuals are eligible to apply if they are enrolled in either an under-graduate or graduate program beginning or continuing in the fall of 2014.

    For more information, please visit:

    Al Qasimi Foundation Internship Program

    The Internship Program at the Al Qasimi Foundation is open to undergraduate and graduate students working on any area in public policy for a period of up to three months. It is ideal for students planning to attend graduate school or seeking to apply their studies through practical research. The Foundation provides a supportive learning environment, and effort is made to expose interns to various aspects of the organization.

    Assigned projects provide hands-on, meaningful opportunities to contribute to the Foundation's work through activities such as literature reviews, field work, quantitative/qualitative data gathering and analysis, and multimedia projects. Furnished accommodation and a small stipend to cover the cost of living are provided during the internship. Plane tickets and other expenses are the responsibility of the intern.

    Additional information including internship applications and volunteer interest forms can be found in the Careers section of the Al Qasimi Foundation website:

    Sheikh Saud Bin Saqr Al Qasimi Foundation for Policy Research

    Doctoral Research Grants

    The Sheikh Saud Bin Saqr Al Qasimi Foundation for Policy Research seeks to conduct and promote high quality research to help inform policy makers in Ras Al Khaimah (RAK), the United Arab Emirates (UAE), and broader Gulf region. To this end, the foundation welcomes proposals from scholars in a wide range of disciplines and professional fields that address issues related to its research priority areas of education, public health (social dimensions), and urban development and planning.

    Doctoral Research Grants are open to Ph.D. students from all nationalities studying at an accredited university in the UAE or abroad. The grant financially supports doctoral candidates (ABD) in the research phase of their dissertation who want to focus their data collection and analysis on issues relevant to RAK and the UAE. The grant covers all student expenses, including return economy airfares, accommodation in the UAE for up to 12 months, cost-of-living stipend, and assistance with the research. Recipients are expected to produce one to two working papers regarding their research for public dissemination. Up to two grants are awarded annually.

    To apply for a grant please visit the Al Qasimi Foundation website:

    Fulbright-Clinton Fellowship

    The J. William Fulbright-Hillary Rodham Clinton (Fulbright-Clinton) Fellowship is a component of the Fulbright U.S. Student Program. Fulbright-Clinton Fellows serve in professional placements in foreign government ministries or institutions and gain hands-on public sector experience in participating foreign countries while simultaneously carrying out an academic research/study project.

    Inaugurated in 2012 as the Fulbright Public Policy Fellowship, it was renamed in 2013 to honor former Secretary of State Hillary Rodham Clinton. U.S. Embassies, Fulbright Commissions (where applicable), and host-country governments coordinate appropriate professional placements for candidates in public policy areas including, but not limited to agriculture, economic development, education, energy, environment, finance, information technology, justice, public health, and public finance.

    Candidates must be in receipt of a master's or J.D. degree by the beginning of the Fellowship or be a Ph.D. student who is enrolled at the time of application and throughout the Fellowship. Applicants must also have at least two years of professional experience related to public policy.

    Jack Kent Cooke Dissertation Fellowship Award

    Call for Applications

    The Jack Kent Cooke Foundation is pleased to announce that the application has opened for the Jack Kent Cooke Foundation Dissertation Fellowship Award.

    In 2014, the Foundation will award six fellowships of up to $25,000 to advanced doctoral students completing dissertations that further the understanding of the educational pathways and experiences of high-achieving, low-income students.

    Please note that applicants must have successfully completed all pre-dissertation requirements, and although the applicants' graduate study may be in a diverse range of academic disciplines (e.g., policy studies, economics, psychology, education), their topic must be tied to the Foundation's mission of advancing the education of exceptionally promising students who have financial need. Details can be found on the Foundation's website:

    The deadline is February 4, 2014.

    The University of Texas at Austin

    Women's & Gender Studies Postdoctoral Fellow

    Location: Austin, Texas

    The Center for Women's & Gender Studies at the University of Texas at Austin: Two-year Embrey Family Foundation Post-Doctoral Fellowship for the academic years 2014-2015 and 2015-2016. This position is a keystone of the Center's Embrey Family Foundation Critical Human Rights Initiative. The field is open and the strongest candidates will be appointed regardless of specialization. Annual Teaching Load: One undergraduate WGS core course, one graduate WGS core course, and one upper-division topics course related to the candidate's research, per two-semester academic year (2:1 or 1:2).


    Applicants must have received their Ph.D. within the last three years. The successful candidate will demonstrate ability and interest in teaching core courses in our undergraduate major and M.A. programs and in contributing to program development and intellectual community in the Center for Women's and Gender Studies. Candidates who can contribute to our Embrey Critical Human Rights Initiative will receive special consideration.


    To apply, please send a letter of application, curriculum vitae, dissertation abstract, and brief description of current research agenda to Interfolio. Three letters of recommendation must be sent separately through Interfolio.

    Deadline: January 1, 2014

    Apply here:

    American Council on Education's Summer Research Associate Program

    Position Title: Summer Research Associate

    Stipend: Full-time: $7,500; Part-time: $3,750

    Appointment: May 15, 2014 – July 31, 2014; two full-time positions (35 hours per week) and one part-time position (20 hours per week)

    The American Council on Education's (ACE) Summer Research Associate Program is designed to provide graduate students a 'real-world' policy research and analysis experience within a leading Washington, DC higher education association. ACE Summer Research Associates will have a unique opportunity to work with national experts and explore a wide array of higher education topics such as federal policy, internationalization and globalization, leadership development, diverse student populations, and education attainment and innovation. One part-time and two full-time positions are available for the 2014 summer term.


    The primary responsibility of a Summer Research Associate will be to work with ACE staff to conceptualize, design, produce, and disseminate research in support of ACE's various programs and services. Research Associates will be expected to attend monthly seminars with senior leadership and attend additional internal and external meetings as needed.


    Successful applicants will have the following skills and abilities:

  • Currently enrolled in or recently completed an accredited graduate or doctoral degree program
  • Knowledge of current issues in higher education
  • Strong analytic skills
  • Excellent written and oral communication skills
  • High energy with the ability to multi-task
  • Enjoy working in a fast pace collaborative environment.

    To apply: If you are interested in pursuing this opportunity, please go to ACE's web site and see the "employment" page. Please submit a one-page letter of interest and current resume by February 1, 2014.

    Southern Education Foundation Higher Education Doctoral Internship

    The Southern Education Foundation (SEF), located in Atlanta, GA seeks an outstanding doctoral student intern for the summer of 2014. Students pursuing doctoral degrees in higher education or related fields are invited to apply. This opportunity is intended to expose promising graduate students to career opportunities in the non-profit higher education sector while gaining experience that compliments a program of study.

    For more than 145 years SEF has made outsized contributions to improving education at all levels, from pre-kindergarten through higher education. SEF works to improve equity, excellence, and opportunity in education nationally. Research, policy analysis, advocacy, and programs are the primary means through which SEF pursues its mission.

    The doctoral intern will work to assist the development of SEF's higher education programs and related research projects. Primary areas of focus for this summer include improving capacity of Minority-Serving Institutions (MSIs) to conduct systematic assessments of student learning, improving developmental education, and academic program innovation at MSIs. Students interested in this opportunity should have working knowledge and genuine interest in Minority-Serving Institutions and the students most likely to attend them.

    The internship begins May 26, 2014 and ends August 1, 2014. SEF will offer a stipend of $4,500 and a reimbursement for travel to Atlanta. Prospective students must be enrolled in a graduate program having completed at least 24 credit hours and submit: 1) a letter of interest describing professional goals; 2) two letters of recommendation from program faculty and; 3) a copy of all postsecondary transcripts.

    Deadline for application materials is March 7, 2014.


    Call for Submissions

    Journal of Student Financial Aid

    The National Association of Student Financial Aid Administrator's (NASFAA) peer-reviewed Journal of Student Financial Aid (JSFA), published three times a year since 1971, is the only journal to focus on works of significance in all areas of postsecondary student financial assistance. They invite the submission of manuscripts that report original research findings; editorial opinions on policy issues; and book reviews. They encourage submissions from diverse methodological and conceptual perspectives with implications for the practice of financial aid administration. They require that all submissions include a concluding section titled, "Implications for Practice," in keeping with their mission. They are committed to providing timely and relevant information to our readers as well as a transparent and professional process for authors. As such, authors can expect a decision on their manuscript within eight weeks, including timely information about the status of the manuscript as it undergoes review.

    For more information, please visit:

    Call for Submissions

    Research & Practice in Assessment

    Research & Practice in Assessment (RPA) is currently soliciting articles and book reviews for its summer 2014 issue. The focus of the issue will address the role of qualitative methods in higher education assessment. Manuscripts should provide empirical, theoretical, or applied frameworks that examine ways in which various qualitative approaches contribute to the field of higher education assessment. Manuscripts should be submitted no later than March 1st and must comply with the RPA Submission Guidelines:

    Call for Submissions

    LEARNing Landscapes Journal

    Please consider submitting to the fourteenth issue of LEARNing Landscapes Journal ( entitled Inclusive Education: Socially Just Perspectives and Practices. The deadline for submissions is February 1st, 2014.

    The journal, edited by Lynn Butler-Kisber of McGill University, is peer-reviewed, online, and open access. We welcome work from a wide range of educational stakeholders including university academics, practitioners, community leaders and students. Submissions in a variety of representational formats are welcome.

    In addition to the more than twenty peer-reviewed submissions in each issue we also feature, by invitation, the reflections of a number of eminent scholars. Maya Angelou, Jerome Bruner, Mihaly Csikszentmihalyi, Elliot Eisner, Howard Gardner, Madeleine Grumet, Nel Noddings, Vivian Paley, Seymour Papert & George Markowsky, and David Sousa, among others, have been published to date.

    Details about the submission process are included in the Call for Submissions located at

    Call for Papers

    Global Education Review

    Volume 4, No.3, September, 2015

    OER, MOOC, DOCC, SPOC: The Changing Face of Content Delivery in Education

    Both K-12 education and higher education are undergoing what could prove to be a sea change in the delivery of course content and information through the use of freely available shared instructional resources, commonly referred to as OER (Open Education Resources). The model is evolving so quickly, that there are scarcely enough letters in the alphabet for all of the acronyms that are being used to describe its various permutations. One of these, MOOC (for Massive Open Online Course) has captured the imagination of both the educational community and the public in general. But others floating around include SPOC (Self Paced Open Course) and DOCC (Distributive Open Collaborative Course). This issue of Global Education Review will examine the impact and implications of the OER movement, as well as practical considerations for those considering adopting an OER approach to course delivery in K-12 and higher education.

    Submissions should address some or all of these questions:

  • What approaches have you used toward adoption of OER at your institution or in collaboration with other institutions?
  • What practical advice can you offer to others considering adoption of OER?
  • How does the adoption OER impact issues of academic freedom and the proprietary rights of faculty?
  • What is the impact of OER on for-profit education businesses, such as publishers of textbooks and other instructional materials?
  • How does one deal with issues of "quality control" in the world of OER?
  • Who are the beneficiaries of OER?
  • Whose interests are not being adequately served through the OER movement?

    If you are working on or have completed an original study not previously published on the topic of Open Education Resources suitable for inclusion in a thematic issue entitled The Changing Face of Content Delivery in Education, please email an abstract of no more than 250 words in response to this message with GER Proposal as the subject line. All submissions will be reviewed for suitability. If deemed appropriate, you will be invited within 10 days to submit a full paper.

    Please send an abstract of no more than 250 words to co-editors HMiller@Mercy.Edu and JJay@Lincolnu.Edu. Abstracts will be reviewed for suitability for inclusion. You will receive a response within ten days. Full papers are due by September 30, 2014.

    Call for Chapter Proposals

    Title: Student Involvement & Academic Outcomes: Implications for Diverse College Student

    Editors: Donald Mitchell, Jr., Ph.D., Krista Soria, Ph.D., Elizabeth Daniele, M.S. (Technical/Managing Editor), and John Gipson, M.Ed. (Technical/Managing Editor)

    Editors' Affiliations: Grand Valley State University, University of Minnesota-Twin Cities, Syracuse University, Purdue University

    Proposal Submission Deadline: January 1, 2014

    Student Involvement & Academic Outcomes: Implications for Diverse College Student Populations has the opportunity to be considered a groundbreaking text for discourse about college student involvement. While there are several texts and theories that have explored college student involvement, such texts have not explicitly linked student involvement to tangible academic outcomes (i.e., GPAs, course grades, retention rates, graduation rates).

    Further, this edited volume will document academic outcomes for diverse student populations, populations that now make up a significant portion of college students, and according to the National Science Foundation, will become the majority of college students by 2025.

    Themes within the edited volume include:

  • Theoretical and Research Advancements/Considerations
  • High-Impact Involvement
  • Student Organization Involvement
  • Institutional Involvement (e.g., advising centers, tutoring groups, mentoring, etc.)
  • Employment and Post-College Outcomes
  • Family-Friends Involvement


    The editors are seeking proposals for the following topics related to academic outcomes:


  • Theoretical and Research Advancements/Considerations for Native American/American
  • Institutional Involvement (e.g., advising centers, tutoring groups, mentoring, etc.) and
  • Family-Friends Involvement for Latino/a students

    Researchers and practitioners are invited to submit, on or before January 1, 2014 at 5:00 PM (EST), a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by January 31, 2014 about the status of their proposals. April 1, 2014 is the anticipated due date for submitting full chapters. All full chapters will be reviewed on a blind review basis. Contributors may also be requested to serve as reviewers for this project. Inquiries and Submissions (MS Word document [.doc only]) can be forwarded electronically to: Donald Mitchell, Jr., PhD. at:

    4th Annual International Conference on Education & E-Learning

    Call for Papers

    The 4th International Conference on Education and E-Learning will be held in Bangkok, Thailand on August 25-26, 2014.

    Conference Theme

    The use of technology in education has revolutionized learning. Shifting beyond traditional mode of education, the integration of technology has become an advantage for students with specific needs. E-learning brings forth a flexible and accessible mode of education. Further the use of technology also bridges the gap of learning across borders.

    With e-learning, students can have the access to other universities and academic resource materials from other countries, thereby broadening the knowledge base of students. Given these advantages, it is pivotal to deliberate upon the development of technology use in education.

    For more on topics of interest, important dates, to submit your paper or register for the conference, visit:

    43rd Annual NABE Conference

    February 12-15, 2014

    San Diego, California

    Celebrating 43 years of Educational Excellence in Bilingual Education, the National Association for Bilingual Education (NABE) conference is the largest gathering of parents, teachers, administrators, policy makers, future teachers, and professors dedicated to serving bilingual and English Language Learners in the United States.

    The annual meeting has expanded beyond the field of bilingual education to include 21st Century Learning, Title l , Title lll , Pre-School, Dual Language, Foreign Languages, especially the critical languages, English as a Second Language, Gifted and Talented programs, Sheltered Instruction, Heritage Language Programs, and other approaches for multilingual students from Pre-K to grade 16.

    The Annual NABE Conference not only provides workshops and discussions on hot topics in the bilingual multicultural world, but it also brings together leaders whose knowledge and experience you can tap into for the benefit of your business, educational pursuit, career goals, and personal development. Take advantage of the education and networking opportunities, no matter what captures your attention you're sure to find it in with NABE in CALIFORNIA!

    For more information, please visit:

    5th International Conference on New Horizons in Education

    Call for Papers

    Paris, France

    June 25-27, 2014

    The International Conference on New Horizons aims to provide a multinational platform where the latest trends in education can be presented and discussed in a friendly environment with the aim to learn from each other. Prospective presenters are encouraged to submit proposals for papers and posters/demonstrations that offer new research or theoretical contributions. Presentations should be in Italian, Turkish, English, Czech, German, French, Spanish, Portuguese and Russian languages and should address both theoretical issues and new research findings. Furthermore if the presenter is unable to attend the oral presentation, video presentations are available.

    For further information on how to submit, please refer to the Paper Submission section on the INTE website. For paper guidelines, please refer to the Paper Guidelines section. INTE 2014 conference is supported by Sakarya University and TASET.

    Abstract Deadline : June 13, 2014

    Full Article Deadline : June 16, 2014

    Registration Fee Deadline : June 16, 2014

    For more information, please visit:

    16th Annual ILA Global Conference

    Call for Proposals

    October 30 - November 2, 2014

    San Diego, California

    The Call for Proposals (CFP) for the International Leadership Association's 16th Annual Global Conference is now open. The ILA's conferences are known for the diversity of presentations, cross-sector pollination, and cutting-edge information. The program team seeks submissions that offer multiple perspectives from the global community.

    The submission deadline is February 1, 2014.

    The theme is "Conscious Leading for Global Change: Emergence of Our Collective Realities."

    For more information, please visit:

    NACAC's 70th National Conference

    Call for Proposals

    Share your insight, expertise or research with your peers by submitting a proposal for the National Association for College Admission Counseling (NACAC) 70th National Conference. Presenting at the national conference provides you the unique opportunity to teach, collaborate with and learn from colleagues from an array of backgrounds. The NACAC National Conference will take place September 18-20, 2014 in Indianapolis, Indiana.

    Submissions are welcome from all relevant counseling professionals and must be received electronically on or before January 6, 2014.

    Visit the call for proposals website for detailed information regarding conference structure, presenter requirements, proposal submission, selection process, rules of participation, and FAQs.

    NCTM 2014 Research Conference

    April 7-9, 2014

    New Orleans, Louisiana

    The Research Conference is sponsored by the NCTM Research Committee and the Special Interest Group on Research in Mathematics Education of the American Educational Research Association.

    The NCTM Research Conference serves multiple purposes. First, it annually brings researchers together to examine and discuss current issues in mathematics education. Second, it is a chance for researchers to receive feedback on their work and to benefit from exposure to alternative points of view. Third, the Research Conference is an opportunity to capitalize on the collective wisdom available when researchers and practitioners come together to discuss mathematics education and research. Finally, the Research Conference affords beginning scholars opportunities to interact and network with veteran researchers in the field.

    Session types include research symposia, and interactive paper, discussion, and poster sessions. Wednesday sessions will be open to anyone registered for the 2014 National Council of Supervisors of Mathematics (NCSM) Conference, or the 2014 Annual Meeting and Exposition, consistent with NCTM's commitment to linking research and practice.

    For more information, please visit:

    2nd Biennial eCOTS

    Call for Proposals


    May 19-23, 2014

    Proposals for the second biennial Electronic Conference on Teaching Statistics (eCOTS) are now being accepted. eCOTS will take place online from May 19-23, 2014. The conference will be hosted by the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE). eCOTS has been designed to focus on undergraduate-level statistics education (including AP Statistics), with a target audience of statistics teachers. eCOTS seeks to provide a virtual meeting space for educators to share ideas, teaching methods, and research results, and it is hoped that eCOTS will be a forum where statistics educators from around the world can network and connect as they learn how to incorporate new ideas, methods, and resources into their existing courses or programs. The registration fee for attending eCOTS will be $25. This is the total cost to attend as many sessions as you would like!

    The eCOTS 2014 themes are: "Teaching from Big Data," "The Impact of the Common Core," and "Bridging the Disciplines"

    For more details on these themes and on the structure of the conference (including information about how to submit a break-out session and/or poster proposal), please visit the following site:

    ASCD 69th Annual Conference and Exhibit Show

    March 15-17, 2014

    Los Angeles, California

    Attend one of the most informative and engaging professional development events for educators at every level.

    The conference theme, @Every Learner: Someday Is Now, highlights the necessity to prepare our learners to be creative, critically minded, and compassionate citizens. It is our moral imperative.

    The conference will showcase ideas and best-practice strategies that are driving student achievement, and it will unlock ways to boost your own teacher and leadership effectiveness. Choose from more than 350 sessions, or extend your experience by attending any of our Pre-Conference Institutes along with the conference.

    Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner.

    2014 CSSHE Annual Conference

    Call for Proposals

    The Canadian Society for the Study of Higher Education (CSSHE) will hold its annual conference May 26-28, within the Congress of the Humanities and Social Sciences, hosted by Brock University in the lovely Niagara Region.

    Submissions will be made through the Open Conference System (OCS) at

    2014 AIR Forum

    Call for Proposals

    The Association for Institutional Research Forum (annual conference), May 26-30, 2014, in Orlando, Florida, will include over 1,900 attendees and 400 sessions. The Call for Proposals is now open, and you are invited you to submit a proposal for consideration. This is your opportunity to share your knowledge and scholarship and shape the discussion at the premier conference for institutional research, effectiveness, and assessment professionals.

    AIR is accepting submissions for concurrent sessions, panels, discussion groups and posters to provide maximum opportunities for participation. Multiple submissions are allowed and multiple presenters are encouraged. The deadline for proposal submissions is October 24, 2014.

    For more information, please visit:

    2014 Modern Modeling Methods (M3) Conference

    The Modern Modeling Methods (M3) conference is an interdisciplinary conference designed to showcase the latest statistical modeling methods and to present research related to these methodologies. The third annual M3 conference will be held May 20-21, 2014 at the University of Connecticut. Keynote speakers for the 2014 conference will include Bengt Muthen and Sophia Rabe-Hesketh. On May 19th, Bengt Muthen will offer a full day preconference workshop on Advances in Mplus, and on May 22nd, David Kaplan will offer a full day post-conference workshop on Bayesian Methods for the Social and Behavioral Sciences.

    M3 is currently soliciting both methodological research papers and papers that illustrate methodological techniques in the area of modeling, broadly defined. Papers related to multilevel modeling, structural equation modeling, mixture modeling, longitudinal modeling, and item response theory are especially encouraged. Given the interdisciplinary focus of the conference, it is completely acceptable to present papers that have been published or presented elsewhere. Presenters may select the length of the session that they prefer: 30 minutes, 60 minutes, or 90 minutes. They also welcome proposals for multi-paper symposia on thematically grouped topics. Generally, symposia sessions will be 90 minutes in length.

    There are three different types of presentations: Paper sessions (in which authors submit a paper), Symposia (in which a group of authors submit a set of related talks/papers), and posters. Proposals for symposia should be include titles, authors, and brief descriptions/abstracts for all of the paper presentations within the symposium. Symposium proposals may be longer than 1000 words if needed, but they should be less than 2000 words. In addition, they will hold a poster session and reception on May 21st. Graduate students are also encouraged to submit proposals, especially poster sessions. All proposals should be submitted electronically; the electronic submission process will be available October 1st.

    Proposals for the 2014 conference are due January 20th, 2014. Notifications of presentation status will be emailed by February 18th, 2014.

    For more information, please visit:

    International Universities Networking Conference

    The Eastern European University Association is honored to invite you to participate in the Third Annual International Universities Networking Conference on May, 12-14 2014 in St. Petersburg, Russia. In 2014 year the conference theme will be Eurasia, its latest news and analytics, market demands and cooperation possibilities.

    The IUNC 2014 is the first and unique conference in HE offering a network building as a main conference tool, which gives participants an opportunity to achieve their collaboration and partnership goals easily and efficiently.

    The IUNC 2014 will highlight cutting-edge tendencies in the sphere of higher education in Eurasia and will bring together more than 300 universities from across the globe.

    The IUNC 2014 aims to broaden relations between institutions from different countries and create world-wide peer-level interaction network. The special focus of the event is collaboration with universities of Eurasia. The conference will also provide higher education professionals with an opportunity to present and discuss their interests in friendly and engaging environment.

    For more information and to register, visit

    Invitation to Ecuador Higher Education Study Tour

    Dates: June 4 - June 14, 2014

    Faculty Leader: Dr. Raul Leon (Eastern Michigan University)

    Early Bird Registration: March 1, 2014

    Program Cost: Faculty and Administrators (2,500) / Graduate Students ($2,300)

    This academic tour will take place in Quito, the country's capital, home to over 30 institutions of higher education. This tour will provide students, administrators, and faculty, with the opportunity to examine higher education in Ecuador during a time of unprecedented reform, which has drawn attention from the region as Ecuador seeks to transform the nature of their educational system. Today, Quito stands as one of the oldest cities in Latin America, with the best preserved colonial center in the world. Our host city was named one of the TOP 10 destinations to visit across the world in 2013. Dr. Leon is an Assistant Professor of Leadership and Counseling at Eastern Michigan University.

    For more information, please visit:

    Education and Social Reform Summer study in South Africa 2014

    Location: Cape Town and Tshwane (formerly Pretoria), South Africa

    Dates: July 1 - July 29, 2014

    The Department of Administration, Leadership, and Technology at New York University offers an intensive study abroad program that focuses on education reforms that have been implemented following major social reforms in South Africa. Researchers, government officials, and other knowledgeable presenters share their experiences and what they have learned from the process. The program consists of daily lectures and seminars. There are opportunities for site visits and to meet people who are grappling with reform issues on a daily basis.

    The program is relevant for people with broad interests in education reform issues, including educational administrators, teachers, researchers, policy analysts, and anyone interested in learning about other cultures and other educational systems. The program covers k-16 and is offered by Professor Teboho Moja, a native of South Africa who had been involved in the policy reforms immediately post apartheid.


    • Gray background
      Blake Chism, along with Dr. Valerie Ooka Pang, has published a juried article in the National Forum of Applied Education Research Journal.
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      Marissa Yenpasook recently had her manuscript accepted for publication in The National Teacher Education Journal.
    • Gray background
      Brett Peterson recently published an article in Unboxed: A Journal of Adult Learning in Schools.
    • Gray background
      Irvin Harrison was recently honored as the UC American Indian Counselor & Recruiters Association Professional of the Year.
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      Sayad Farid Saydee has been selected to present a paper at the 2014 National Council Of Less Commonly Taught Languages (NCOLCTL) annual conference in Chicago, Illinois in April 2014.
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      Tom De La Garza recently won the SDSU War Memorial Committee Annual Writing Contest.