Content Skip to content.
San Diego State University

Joint PhD Program in Education

February 2013 Newsletter



Student Spotlight – Tom De La Garza

One of the newest students in the SDSU/CGU Joint Ph.D. Program in Education is also an active member of the U.S. Military. Tom De La Garza started the program this year and is also 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.

Welcome to the program, Tom!


Tom De La Garza


New Arrival

Congratulations to Amber, program coordinator, and Jules Alatorre, on the birth of their son, Jules Maxwell Bejasa Alatorre!



Changes to IRB Process for Dissertations

Please be aware that the IRB approval process for dissertation research in the SDSU/CGU Joint Ph.D. Program in Education has changed. Previously, students were required to obtain approval from both SDSU and CGU separately.

Now, the program director at SDSU will review all dissertation research plans and assign those involving human subjects for review, on an alternating basis, to the IRB at either SDSU or CGU. However, the research must not exceed minimal risk.

Questions regarding the process should be directed to:


FAFSA Reminder

If you would like to be considered for financial aid next year, the 2013/2014 FAFSA is now available on the web at The priority deadline to be considered for need-based aid is March 2.



CGU Dissertation Award

Applications for the CGU Dissertation Award are currently being accepted. Current doctoral students in any field of study at CGU are eligible for consideration for these $10,000 awards.

This application and supporting documents must be submitted to Susie Guilbault in the Office of Financial Aid by 12:00 noon on Monday, April 1, 2013.



Dr. Helen R. Powell Dissertation Research Fellowship

The School of Educational Studies (SES) is pleased to announce a dissertation fellowship opportunity for SES students now working on dissertations in the area of elementary school curriculum. Through the generosity of an SES donor, some small grants are available for award this year to eligible SES students in the dissertation phase of their program, that is, those who have been advanced to candidacy.

The Dr. Helen R. Powell Dissertation Research Fund provides enrolled SES doctoral students at CGU help with support for dissertation research on topics which are creative and innovative in the field of elementary school curriculum (e.g. content, organization, teaching techniques, etc.). If this describes work that you are doing, the SES faculty invites you to submit a one-page statement briefly outlining your research problem, methods, and timeline for completion of study, and any out-of-pocket expenses you have incurred, or expect to incur, related to your research (transcription, transportation to/from research sites, relevant software for data analysis, postage, photocopying, etc.) to the SES office by Friday, March 8, 2013 in order to be considered.

If you have any questions or concerns, please contact Cece Gaddy (909/621-8317 or

Susan M. Daniels Scholarship

To celebrate and honor the important legacy of Dr. Susan M. Daniels at Claremont Graduate University and in recognition of the inspiring role she played for the disability community, Claremont Graduate University is pleased to offer the Susan M. Daniels Scholarship Fund.

The Susan M. Daniels Scholarship Fund has been established by the Kay Family Foundation in recognition of Dr. Daniels' work with the Kay Center for E-Health Research.

The purpose of the scholarship is to provide dissertation research support to a distinguished student pursuing a Doctoral degree studying in any program or school at Claremont Graduate University. The selected recipient will receive a scholarship award of at least $2,000.

Recipients of the Susan M. Daniels Scholarship will be selected by the Susan M. Daniels Scholarship selection committee. Applicants must have demonstrated particular excellence in and passion for disability research and have successfully defended their dissertation proposal within three months of application submission.


AERA Institute on Statistical Analysis for Education Policy

Deadline for applications: Monday, February 25, 2013

With support from the National Science Foundation (NSF), the AERA Grants Program announces a special AERA Institute on Statistical Analysis for Education Policy focused on Causal Inference. The Institute's goal is to help develop a critical mass of U.S. educational researchers using NCES and NSF data sets for basic, policy, and applied research. The Institute will be conducted jointly with an international group from Europe.


Causal inference has become a central issue in educational research. This includes inferring causality from the design of true randomized experiments, as well as how such inference can be approached in quasi-experimental, non-randomized studies. The focus of the 2013 Institute will be on these issues and the methodologies available to support causal inferences. The Institute will cover topics such as the design of randomized experiments and the difficulties of implementing them in educational settings as well as several approaches and methodologies for estimating causal inferences in situations where randomized studies are impossible or too costly. Such methodologies include propensity scores, regression discontinuity, instrumental variables, path analysis, and structural equation models, as well as related sensitivity methods. During the Institute examples will be provided in addition to working sessions in which participants will gain experience with implementing selected methods with real data.

Eligibility and Review Criteria

Advanced doctoral students and recent doctorates are especially encouraged to apply. Applicants must have completed at least one year of statistics courses at the doctoral level and have familiarity with multiple regression methods. Review criteria include: the applicant's statistical background to at least the intermediate level of multiple regression, computer literacy with knowledge of at least one statistical software package; experience in using a large-scale data set relevant to the research topic; substantive policy or practice interest in the focal research topic; and the Institute's fit with the applicant's career goals. Applications from historically underrepresented minority scholars are also strongly encouraged. Applicants may be U.S. citizens, U.S. permanent residents, or non-U.S. citizens working or studying at a U.S. institution. Please note that researchers who have attended the AERA Institutes on Statistical Analysis in prior years are not eligible to apply.

Participant Support

A select group of scholars will be chosen to participate in the Institute. Those selected for participation will receive support covering the Institute's fees, transportation, housing, and meals for the dates of the Institute. Participants must bring their own computer loaded with the statistical software of their choice.

Dates and Location

May 29-31, 2013, in Washington, DC

For more information, visit:


Association for Institutional Research Institute

With support from the National Science Foundation (NSF) and the National Center for Education Statistics (NCES), the Association for Institutional Research (AIR) operates the National Data Institute: Using Federal Data to Support Research on Science, Engineering, and Postsecondary Education. The Institute is an intensive introduction to NSF and NCES datasets and research methodologies using large-scale national data sources.

The Institute is open to:

  • Institutional research professionals who wish to increase their knowledge of national datasets and skills for using such data in their IR role on campus;
  • Faculty and graduate students with research interests in science, engineering, or postsecondary education;
  • Staff from state and national associations with interests in science, engineering, or postsecondary education data sources; and
  • Postsecondary education researchers from non-U.S. institutions (limited number of spaces available)

  • The online application process is open February 1 to March 21, 2013. For additional information and to apply, please visit

    Southern Education Foundation Internship

    The Southern Education Foundation (SEF), located in Atlanta, GA seeks an outstanding doctoral student intern for the summer of 2013. Students pursuing doctoral degrees in higher education or related fields are invited to apply. This opportunity is intended to expose promising graduate students between the ages of 20 and 32 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 27, 2013 and ends August 2, 2013. 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.

    Portrait of the Nation's 52 Million Hispanics

    The Pew Research Center has published a statistical profile of the U.S. Hispanic population. This profile, based on Pew Research tabulations from the Census Bureau's 2011 American Community Survey, features detailed characteristics of the U.S. Hispanic population at the national level. Topics covered include age, geographic dispersion, nativity, citizenship, origin, language proficiency, racial self-identification, living arrangements, marital status, fertility, schooling, health insurance coverage, earnings, poverty and other labor market outcomes. The data featured in the profile may be downloaded from the center's website.

    The statistical profile can be found here:

    Besides the new data on Hispanics, the Pew Research Center also released two new slideshows on immigrants and Hispanics in the United States. The slideshow on immigrants highlights key findings from the statistical profile of the foreign-born population in the United States, which was released last month.

    Here are the links to the slideshows:


    AERA Call for Conference Proposals: Education Research Conferences

    The AERA Education Research Conferences Program invites proposals for conferences that advance education research of the highest quality. Submissions for the spring cycle are due by 11:59 p.m. Eastern Time on March 5, 2013.

    The program's purpose is to foster the accumulation of knowledge, enhance dissemination, and encourage innovation. AERA supports conferences intended to break new ground in substantive areas of inquiry, stimulate new lines of study on issues that have been largely unexplored, or develop innovative research methods or techniques that can contribute more generally to education research.

    AERA research conferences may focus on conceptual, empirical, or methodological issues important to understanding the state of the knowledge and charting directions for future research. They may draw on diverse disciplines and fields of inquiry where there is relevant scientific and scholarly expertise.

    See the Call and Guidelines for Conference Proposals at:


    CA-NAME San Diego Regional Network Conference

    March 16, 2013

    You are invited to attend the California Chapter of the National Association for Multicultural Education, San Diego Regional Network's half-day conference, "Cultural Relevance in Schools: Why, how, and what?" on Saturday, March 16th, 2013 at San Diego State University. Keynote sessions will be presented by Dr. Valerie Ooka Pang (San Diego State University) and Vincent "Vinnie" Pompei (CESCaL).

    The conference offers participants the opportunity to gain knowledge, skills, and dispositions to reflect and act to further equitable educational opportunities in schooling around the topic of cultural relevance. Further, this educational conference provides an opportunity for educators to share work for social justice around the idea of cultural relevance and network to build community and momentum to realize shared equity goals. Conference sessions will address cultural relevance in science education, writing, math, bilingual education, and for LGBT students. Presenters from UCSD, SDSU, and USD will contribute.

    For more information, please visit:


    Understanding Native Epistemologies, Culture, and Social

    Structures to Support Native American Higher

    Education Success


    Student Affairs Drive-In Conference

    Friday, April 5, 2013 – 8:00am to 4:30pm at Cal Poly Pomona

    Native American Student Center, Cal Poly Pomona In collaboration with NASPA Indigenous Peoples Knowledge Community

    Our student affairs profession necessitates the importance of understanding the student populations that we serve. There has been a significant increase of Native American students attending postsecondary institutions; however, the population continues to remain the lowest in comparison to others. Further, being less than 1% at most public institutions there continues to persist a great lack of knowledge and understanding about how to support Native American students.

    The day-long drive in conference welcomes all student affairs practitioners, students in higher education programs, faculty and professional staff, cultural diversity coordinators, tribal education leaders and professionals, and counselors to network with fellow colleagues and gain new insights from experienced Native American researchers, professionals, and practitioners.

    A professional development opportunity for participants, the conference presentations will:

  • Highlight Indigenous cultural and social structures which will guide student affairs professionals and institutions in their work.
  • Identify commonalities and differences of Native American college student experiences in higher education. Inform at all levels on the current research and best practices to better understand and serve Native students at colleges and universities.


    AALHE 2013 Annual Conference

    June 3-5, 2013, Lexington, Kentucky

    The Association for the Assessment of Learning in Higher Education (AALHE) invites you to attend their 2013 Annual Conference, "Juggling Conflicting Priorities: Rethinking What We Thought"



    EPI Forum on Education & the Economy

    The Educational Policy Institute (EPI) is sponsoring an International Forum on Education & the Economy this March 21-23, 2013 in Orlando, Florida. The purpose of the Forum is to provide a space where education leaders and practitioners can dialogue about current issues in educational opportunity and excellence, with special focus on students who traditionally are underserved in our systems.

    For more information, please visit:


    The 3rd Annual Big 10 Summer Institute

    The 3rd Annual Big 10 Summer Institute will feature 2 three-credit courses, each of which will be taught by faculty members affiliated with Big 10's nationally-ranked graduate programs in higher education and student affairs. The 2013 Institute will be held at the University of Iowa. This is a one-of-a-kind opportunity to engage in intensive work with respected faculty members, network with graduate students from Big 10 and other universities, and enjoy early summer in a,br> world-class college town.

    The Institute is organized by Professor Christopher Morphew.

    Students enrolled in the 2011 and 2012 Institute courses described their experiences as simultaneously unique, fun, exhausting, exhilarating, and something they'd definitely recommend to their friends.

    Each of the three-credit courses will include a one-week residency, scheduled for May 20-24, 2013. On May 5th, prior to the residency, the students in each course will meet virtually with the co-instructors. At this point, the first written coursework will be assigned, to be due on the first day of the residency. A final course assignment will be due approximately two weeks after the residency.

    Beyond coursework and class meetings, the Institute will feature two organized dinners, and after-class meetings that allow participants to engage informally with their instructors and fellow students. Students and instructors from the two classes will also get together to debate and share policy-relevant ideas germane to the subject matter in both courses.

    For more information, visit:


    2013 On Course National Conference

    The upcoming 2013 On Course National Conference (April 26-27, 2013, Hilton Orange County/Costa Mesa, CA) offers over 60 excellent breakout sessions along with engaging keynote, pre-conference and closing sessions. Register soon since we reached our maximum capacity of 500 attendees last year.

    Designed for college educators in all disciplines, the On Course National Conference offers breakout sessions featuring innovative best practices in student success...from immediately usable instructional and counseling strategies to campus-wide programs that increase retention and student academic success. Do these approaches work? Yes! See published data at the On Course website: Learn great new strategies from educators who are changing the lives of their students and transforming their colleges into learner-centered institutions. Group discounts are available to reduce registration fees.

    For more information, visit:


    Call for Book Chapter Proposals on Underserved Asian

    Americans and Pacific Islanders in Higher Education

    Asian Americans and Pacific Islanders (AAPI) are the two fastest growing racial groups in the United States, as confirmed by 2010 U.S. Census data. At the same time, Southeast Asian Americans, Native Hawaiians and other Pacific Islanders, and low-income AAPIs continue to face inequalities in college access and degree attainment.

    Higher education researchers' decry for the lack of sufficient data and scholarship to generate greater understandings of the educational challenges, needs, and successes of these populations has resulted in recent modest and slowly-growing attention to the study of AAPIs. However, by and large, Southeast Asian Americans, Native Hawaiians and other Pacific Islanders, low-income AAPIs, and other underserved populations within this community continue to lack visibility in higher education inquiry, and there is continued need for research and scholarship that inform policies, programs, and practices that are designed to enhance the educational success of AAPI populations that are underserved in higher education.

    Amefil Agbayani, Director of Student Equity, Excellence and Diversity at the University of Hawai`i at Manoa, Doris Ching, Emeritus Vice President for Student Affairs of the University of Hawai`i System, and Samuel Museus, Assistant Professor of Educational Administration at the University of Hawai`i at Manoa seek proposals of chapters for inclusion in an edited book on underserved AAPI populations in higher education. The purpose of the book will be to excavate the voices of underserved AAPIs, with an emphasis on policies, ,pprograms, and practices that are designed to foster success among these AAPIs in higher education.

    Congruent with the aforementioned focus, chapter proposals should (1) be framed around serving one or more underserved AAPI populations in postsecondary education and (2) analyze a specific policy, program, or practice that can help foster success among these populations. We welcome both proposals that are based on analyses of empirical data and conceptual analyses of personal experience and existing theory and research.

    Persons interested in submitting a proposal may submit them via email by March 18, 2013 to Doris Ching at with the following information: name(s) and brief biographies of author(s), proposed chapter title, and a 1-2 page double-spaced abstract on the nature of the chapter. Questions may be forwarded to Doris Ching at or 808-294-1996.


    Call for Proposals - Journal of College Admission

    As the cost of tuition continues to rise, students and colleges are seeking more cost-effective ways to teach and share information. Taking advantage of current technology, students are now logging into classrooms, learning on their own schedules and participating in global learning from the comfort of their homes. Proponents say this evolution will bring a higher level of access to the educational realm, while those who are more skeptical challenge how well these courses prepare students for the workforce and for life.

    The Journal of College Admission seeks to expand this dialogue and is calling for articles about what school counselors tell students about courses/college online, how these offerings affect admission rates and the bottom line, how traditional classes are reshaping curricula for the Web, state requirements for high school graduation, open access policies, massive open online courses (MOOCs), online courses for advanced degrees, how to nonprofits can compete with for-profit offerings, and what the future of education looks like.

    Submit your articles to the Journal editor ( by February 25.

    Note: Documents in Portable Document Format (PDF) require Adobe Acrobat Reader to view. Download Adobe Acrobat Reader.