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San Diego State University

Joint PhD Program in Education

March 2014 Newsletter

Casesa, Madrigal-Chinolla and Nguyen Selected for 2014 AERA Annual Meeting

Three students in the CGU/SDSU Joint Ph.D. Program in Education, Rhianna Casesa, Paula Madrigal-Chinolla and Annie Nguyen, have been selected to present at the 2014 American Educational Research Association Annual Meeting that will be held in Philadelphia, Pennsylvania April 3 - 7, 2014.

Rhianna Casesa will be presenting her paper entitled 'Equity and Access to the Common Core State Standards: A Biliteracy Approach to Preparing Pre-service Teachers' in the symposium session entitled 'Project CORE: Transforming Education for English Language Learners'. Rhianna will also be presenting her paper entitled 'Their Story, Their Voices: The Role of Culturally Relevant Pedagogy in Developing Bicultural Identity' in the roundtable session entitled 'Teacher Research: Exploring Student Engagement and Motivation'. Rhianna is a third-year student in the joint Ph.D. program. Her research interests include bicultural identity development, biliteracy/bilingualism, and belongingness.

Paula Madrigal-Chinolla will be presenting her paper entitled 'Online Student Interventions for the California High School Exit Exam (CAHSEE): Does It Work for Students With Disabilities?' in the roundtable session entitled 'Evaluating High School Support Structures and Instruction'. Paula's research interests includes issues of social justice for the historically underserved groups such as Latinos, English Learners, and Students With Disabilities (SWD) in the U.S. educational systems and the analysis of high performing Latino San Diego county middle and high schools, and Educational Effectiveness Research (EER). She has 8 years of experience as a teacher in; algebra courses for students with mild/moderate disabilities, and as an AVID teacher. She currently holds a position as in intervention coordinator specialist (CIS) for a high school site and has experience with; parent committees, school committees, professional development for teachers, organization of student interventions, Single Plan for Student Achievement, and managing different types of funding.

Annie Nguyen will be presenting her paper entitled 'Cultivating Academic Success: Experiences of High-Achieving Second-Generation Vietnamese American College Students' in the symposium entitled 'Supporting Asian Americans in Higher Education: Diversity, Resilience, and Achievement'. Annie Nguyen is a third-year student in the joint doctoral program. She has worked with high school and college students as an academic and career guidance counselor. Her research interests include multicultural education, diversity and equity issues, as well as the educational achievements and experiences of first-generation, low-income students of color.

Congratulations Rhianna, Paula and Annie!

Rhianna Casesa  Paula Madrigal-ChinollaAnnie Nguyen 

Pictured above:

Rhianna Casesa

Pictured above:

Paula Madrigal-Chinolla

Pictured above:

Annie Nguyen

Martin to Present at Christians on Diversity in the Academy Conference

David Martin, a student in the CGU/SDSU Joint Ph.D. Program in Education, has been selected to present at the 5th National Christians on Diversity in the Academy Conference held at Azusa Pacific University on March 26–27, 2014. The presentation was developed with the encouragement of Dr. Mary Poplin, CGU School of Education faculty member, as part of the CGU course: Exploring Judeo-Christian Knowledge across the Disciplines. Dr. Poplin will also be the plenary speaker at the conference.

David's presentation entitled 'Genetically Modified Foods: Have We Gone Too Far?' investigates how human beings have been engaged in agriculture for millions of years. Hybridization was undertaken to increase crop yields, protect against disease, and sometimes just because we could. With the introduction of genetically modified (GMO) foods in the 1970s, the debates began: What are the historical, religious, and educational impacts for our decision to engage in this different method of crop and food production? Are there corporate and community interests that should be considered when addressing this topic in open forums and the classroom? Have we gone too far? This presentation describes a historical, religious, ethical and teaching approach for biology. Participants will explore how a collaborative approach also provides discourse opportunities for History, English, Religion, and Mathematics.

David is a credentialed mathematics teacher and has taught junior high and high school earth science and biology, in addition to mathematics. David's research interests include classroom discourse and the role it plays in teaching and learning mathematics and science.

Congratulations David!

David Martin

Picture above: David Martin 

Mudrick Presents at International Conference on Heritage/Community Languages (UCLA)

Breann Mudrick, a student in the CGU/SDSU Joint Ph.D. Program in Education, presented a paper at the Second International Conference on Heritage/Community Languages held at The University of California, Los Angeles (UCLA), March 7 - 8, 2014 ( Breann presented the paper, entitled 'Assessing the Language Proficiencies of Prospective Bilingual/Dual-Language K-12 Teachers: Towards a Professionally Relevant Framework', with Dr. Cristian Aquino-Sterling, SDSU College of Education faculty, and with Perla Cárdenas and Mr. Julio Estrada, undergraduate SDSU students in Psychology and Spanish who are also part of the SDSU Faculty-Student Mentor Program. The paper focused on the author's working professionally relevant framework for assessing and evaluating the Spanish language proficiencies of prospective K-12 bilingual/dual-language teachers, and examined the challenges and opportunities of using ACTFL's Oral Proficiency Interview by Computer (OPIc) to assess the oral language competencies of prospective bilingual teachers who are also characterized as Heritage Language Learners of Spanish.

Breann is a first-year student in the CGU/SDSU Joint Ph.D. Program in Education. Prior to coming to San Diego, Breann was studying towards her MA in Contemporary Hispanic Studies, while working and teaching at Oregon State University as an instructor of Spanish. Currently, Breann is researching and working alongside faculty in the School of Teacher Education Program such as Dr. Cristian Aquino-Sterling and Dr. Valerie Ooka Pang. Breann's research interests include: Multicultural Education and Heritage Language Learners, Implications for Curriculum and Policy for Teacher Preparation Programs and Student Perseverance in Higher Education.

Congratulations Breann!

Breann Mudrick

Pictured above: Breann Mudrick 

De La Garza, Iffland, Nguyen and Valentini Present at CGU Research Conference

Four students in the CGU/SDSU Joint Ph.D. Program in Education presented research at the 15th Annual CGU Research Conference "Embracing Connections in Times of Global Stress" held on January 24, 2014 in Claremont, California.

Tom De La Garza presented his research entitled 'Radio Literacy in Afghanistan: Reaching and Teaching Underserved Populations'. Aaron Iffland presented his research entitled 'Sexual Identity, Race and Resiliency Among College Students'. Annie Nguyen presented her research entitled ' Academic Support: Factors Impacting 2nd Generation Vietnamese American Students'. Brian Valentini presented his research entitled 'History, Culture, Society, and Special Education in South Korea & the U.S.'

Rudy Espinoza, Executive Director for Leadership for Urban Renewal Network, was the keynote speaker at the conference luncheon.

Great job Tom, Aaron, Annie and Brian!

Aaron Iffland, Tom De La Garza, Annie Nguyen and Brian Valentini

Pictured above (L to R): Aaron Iffland, Tom De La Garza, Annie Nguyen and Brian Valentini

Nguyen Presents at 2013 NAME Conference

Annie Nguyen, a student in the CGU/SDSU Joint Ph.D. Program in Education, recently presented at the National Association for Multicultural Education (NAME) Conference held in Oakland, California in November 2013. Annie participated in a paper panel and presented her paper entitled 'Opportunities and Barriers: The Academic Achievement of 2nd Generation Vietnamese American College Students'.

Way to go, Annie!

Casesa and Lafferty Present at 2013 CCTE Conference

Rhianna Casesa and Karen Lafferty, students in the CGU/SDSU Joint Ph.D. Program in Education, presented at the 2013 California Council on Teacher Education Conference held in San Diego, California in October 2013.

Rhianna presented as part of the SDSU Project CORE team that included Dr. Cristina Alfaro, SDSU College of Education faculty member and Project CORE Director, and Alexandra Hunt, Project CORE research assistant. The title of their presentation was 'Teacher Education, English Learners, and the Common Core: A Triangular Collaborative Model of Professional Development' and focuses upon Project CORE SDSU, a federally-funded grant aimed at improving the education of English Learners in the Common Core Era.

Karen presented with Charlane Starks, a doctoral candidate at University of the Pacific. Their presentation was entitled 'Examining Support for Doctoral Students at CCTE Member Institutions'. The purpose of this study was to gauge current levels of support for doctoral students at California Council on Teacher Education (CCTE) member institutions and make recommendations for preparing future teacher educator faculty. Karen is a third-year student in the San Diego State/Claremont Graduate University doctoral program and a high school teacher in the Poway Unified School District. Her research interests include teacher education, the curriculum change process, and clinical practice.

Congratulations Rhianna and Karen!

Charlane Starks & Karen LaffertyRhianna Casesa

Pictured above:

Charlane Starks & Karen Lafferty

Pictured above: Rhianna Casesa

Saydee Awarded Grant from U.S. Department of Defense

Farid Saydee, a fourth-year student in the CGU/SDSU Joint Ph.D. Program in Education, was awarded a $112,200 grant from the National Security Language Initiative (NSLI) STARTALK Program of the U.S. Department of Defense (DOD). The grant supports the maintenance and improvement of Less Commonly Taught Languages including Dari and Persian among heritage speakers residing in San Diego, California. Through the Language Acquisition Resource Center at San Diego State University, Farid will direct the program which offers teacher-training workshops and a pre-college student summer camp for 2014.

STARTALK is funded through the DOD's NSLI that aims at improving teaching and learning of those languages that are critical to the U.S. national and international interests. Farid would like to acknowledge the guidance and mentorship he received from Professor Cynthia Darche Park in ED 814 during Fall 2012 and into Spring 2013 which contributed to his achieving the level of quality necessary to make the grant submission competitive this year.

Sayad Farid Saydee is 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!

Farid Saydee
Pictured above: Farid Saydee

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 Katie Lopez in the Office of Student Services (Financial Aid) by 12:00 noon on Tuesday, April 1, 2014.

AERA 2014 Annual Meeting

April 3-7, 2014

Philadelphia, Pennsylvania

The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas -- from early education through higher education, from digital learning to second language literacy. It is where to encounter ideas and data that will shape tomorrow's education practices and policies, and where to connect with leading thinkers from the U.S. and around the world.

You are invited to the 2014 Annual Meeting for five rewarding days of ideas, engagement, networking, and professional advancement. In this unparalleled era of inquiry and change in education research, practice, and policy, this year's focus on innovation is timely and relevant.

For more information, please visit:

2014 CRSEA Conference

The 2014 Critical Race Studies in Education Association (CRSEA) Conference will be held in Nashville, Tennessee at the Vanderbilt Law School on May 28 – 30, 2014. CRSEA is a collective of scholar activists committed to the larger project of racial justice in schools within the P-20 spectrum.

American Council on Education's (ACE) Research Associate Program

Position Title: Graduate Research Associate

Stipend: $24,000 ($3,000 per month)

Appointment: September 1, 2014 – April 30, 2015

Deadline: March 15, 2014

The American Council on Education's (ACE) Research Associate Program is designed to provide graduate students a 'real-world' policy research and analysis experience within a leading Washington, D.C. higher education association. ACE Graduate 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. Three positions are available for the 2014-2015 academic year. To learn more about ACE, visit

Housed in the Center for Policy Research and Strategy (CPRS), the Graduate Research Associate's primary responsibility is to work with ACE staff to conceptualize, design, conduct, and/or disseminate research in support of ACE issue areas, programs, and services. This includes collaborative and timely research conducted across ACE departments (e.g., Internationalization and Global Engagement, Lifelong Learning, Leadership Programs, Government and Public Affairs). Graduate Research Associates are expected to attend regular research meetings, colloquia with senior leadership, and internal and external meetings as pertinent to research assignments and overall professional interest.

Grant Opportunity--Reducing Inequality

William T. Grant Foundation

The Foundation supports high-quality research that enhances our understanding of the programs, policies, and practices that reduce inequalities in youth development.


The next deadline for submission of letters of inquiry is May 6, 2014, at 3:00 p.m. EST. You may begin your application for this deadline starting March 1, 2014. The following deadline is August 5, 2014.

The Foundation will host two webinars for applicants interested in reducing inequality. The first was held on March 5, 2014, and archived video will be posted when it is available. The second will be held on March 14, 2014, from 3:00 to 4:00 p.m.

2014 Emerald/HETL Education Outstanding Doctoral Research Award

HETL is happy to announce the official launch of the Emerald/HETL Education Outstanding Doctoral Research Award Program.

This program will serve as a vehicle to recognize and showcase some of the highest caliber educational doctoral research in the world. In addition, HETL has a number of exciting research and publishing projects currently in progress as well as several international events slated for the coming years. HETL invites you to submit your best research articles (or creative works for the Anthology) for possible inclusion in one of our publications (JARHE, IHR, MCE, Anthology) and to get involved any of our many activities.

Call for Manuscripts

Special Quantitative Reasoning/Literacy Assessment Theme Collection for the January 2015 issue of Numeracy

The National Numeracy is soliciting papers for a theme collection on Quantitative Reasoning and Literacy assessment to be published in a forthcoming issue of Numeracy (ISSN 1936-4660), an open-access, peer-reviewed, electronic journal.

Manuscripts intended for the theme collection will need to be submitted through the Numeracy website at by April 15, 2014.

Call for Proposals

2014 Assessment Institute

The Assessment Institute is seeking proposals for the 2014 conference to be held in Indianapolis October 19 - 21, 2014. Please consider submitting a proposal by March 28. They would be particularly pleased to receive proposals addressing any of the topics listed in the bullet points below.

  • Accreditation
  • Assessment in General Education
  • Assessment in All Major Fields
  • Assessment Methods
  • Assessment in Community Colleges
  • Institution-Wide Data Collection/Use National Institute for Learning Outcomes Assessment (NILOA)
  • Use of Technologies in Assessment

    To submit a proposal, go to:

    For more information, please consult our website:

    Call for Proposals

    CAEL 2014 Conference

    You are invited to submit a program proposal for the 2014 The Council for Adult and Experiential Learning (CAEL) conference; the online form for submitting proposals to present at the CAEL International Conference, "Mobilize Learners. Revolutionize Assessment". You may submit a workshop or informational roundtable proposal until March 21, 2014.

    The 2014 Conference will be held November 12-14, at the Sheraton Hotel and Towers in Chicago. They will be celebrating CAEL's 40th anniversary at the conference in November.

    Call for Papers

    16th Annual International Conference on Education

    The Education Research Unit of the Athens Institute for Education and Research (ATINER) organizes its 16th Annual International Conference on Education, May 19-22 2014, Athens, Greece.

    The aim of the conference is to bring together scholars and students of education and other related disciplines. You may participate as panel organizer, presenter of one paper, chair a session or observer. Papers (in English) from all areas of education are welcome. Selected papers will be published in a Special Volume of the Conference Proceedings or Edited Books as part of ATINER's education book series.

    For more information, please visit:

    The deadline for submission is April 1, 2014.

    Call for Proposals

    (Tentative) Latina and Latino College Access and Choice: Critical Findings and Theoretical Perspectives for a Changing Demographic

    Edited by Patricia A. Pérez, Ph.D., California State University, Fullerton & Miguel A. Ceja, Ph.D., California State University, Northridge

    Given demographic shifts, the underrepresentation of Latina and Latino students in higher education, and the importance of a college degree with regard to future job growth, publication of this anthology is both timely and critical to addressing the Latina and Latino college opportunity process. We welcome submissions that document the nuances related to how Latina and Latino students are exposed to, negotiate, and ultimately access (or not) higher education. The goal of this edited volume is to gain a better understanding of how Latina and Latino students engage in (or are engaged by) college choice practices to highlight intervention points to increase Latina and Latino college-going, and ultimately, enhance degree attainment. We invite theoretically and empirically informed contributions from varying research traditions across all disciplines.

    Deadline for proposals: March 31, 2014.

    The IRIS Impact Studies Initiative Overview

    The IRIS Impact Studies Initiative will provide support and assistance to doctoral students or faculty interested in conducting research about the effect of IRIS resources used in teacher education and/or professional development.

    To ensure high-quality studies, the IRIS Center will make available to each funded project consultation services offered by a national expert in research design and analysis. In addition, limited financial support is available for expenses related to conducting the research in question. Budgets should not exceed $5,000 and cannot be used to cover tuition, or salaries or stipends for lead researchers. Likewise, funding cannot be used to pay for travel or conference expenses, though such assistance will be considered upon successful completion of the Impact Study in question. The IRIS Center anticipates supporting five studies annually.

    Eligible applicants must be permanent U.S. residents and be either faculty members or advanced doctoral students enrolled at postsecondary institutions in the United States. In the case of doctoral students, a signed letter of support from their major faculty advisor is required; these faculty advisors will be recognized as the main supervisor of the research and our primary contact for assessing the progress of the study.

    The deadline for proposals is March 15, 2014 (11:59 p.m. PST). Only complete applications will be considered. Applicants will be notified of funding decisions by May 1, 2014, and projects will commence July 1, 2014, or during the Fall academic term. The second round of competition will be held January 15, 2015. We expect studies to be completed by December 31, 2014. Directors of successful studies will be provided with additional support for a national conference presentation.

    Applications must be submitted online via the IRIS Website ( or Applicants who need assistance or who have questions about the application process can contact us at or 866-626-4747.

    To read more about the IRIS Impact Studies—and to begin filling out your application and budget request—please visit the IRIS Center Website at:

    Call for Chapters

    Title (tentative): Models of Success: How historically Black Colleges and Universities survive the economic recession (under contract: Information Age Series)

    Edited by: Shametrice Davis, Ph.D. & Walter Kimbrough, Ph.D.

    Conceptual/Theoretical Approach: This edited book will contain chapters related to the excellent management and leadership practices currently taking place at historically Black colleges and universities (HBCUs) in the context of the economic recession. Conceptually, accepted chapters will demonstrate asset or strengths-based content in an effort to go against the deficit perspective often placed on these institutions during this difficult fiscal era. Theoretically, accepted chapters will utilize critical frameworks (i.e., Critical Race Theory) in which to contextualize the content. The goal of this book is to highlight successful operations at HBCUs from management, leadership, and administrative standpoints in a manner that is not comparative of or overly reliant upon dominant literature, standards, or theories.

    Call for Papers

    The Journal of Transformative Leadership and Policy Studies (JTLPS)

    With this call, JTLPS invites scholars to submit papers on a range of topics pertinent to STEM Education, Educational Leadership and Policy Studies in Education. We are interested in manuscripts on promising STEM Education and Educational Leadership Policy initiatives and projects that are in place in California, and in other states along with their results. We encourage articles that deal with the integration of technology and engineering within math and science as well as the leadership focused practices that are the driving force across disciplines. We also have a special interest in programs and topics that address the foundations for STEM success in the elementary grades.

    In line with our Journal's mission, we seek submissions that address the preparation and development of P-20 educational leaders. We encourage papers that focus on strategies for increasing the number of students who pursue and succeed in STEM majors and courses. Finally, we invite articles on methods to increase the number and quality of elementary and secondary school teachers prepared in STEM disciplines, and beyond.

    JTLPS aims to publish two issues per year, Fall and Spring. Manuscripts will be accepted on an ongoing basis.

    For more information, please visit:

    Call for Chapters

    Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms

    Co-Edited by: Nicole M. Russell, Ph.D., Chayla M. Haynes, Ph.D. and Floyd Cobb, Ph.D.

    The book seeks to link issues of inclusion to teacher excellence (P-20) by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom (Haynes, 2013). We invite scholars who support national goals related to increasing racial minorities' participation in STEM, diversifying the STEM labor force, and enhancing the sociopolitical and economic capital of this population. While we recognize that developing a racial consciousness is critical to all strands of education, we encourage faculty who teach in STEM departments (i.e. mathematics, science, and engineering) as well as faculty who teach in STEM education (training pre-service teachers seeking licensure in secondary mathematics and science).

    This book will have three sections and each chapter will follow a similar format by opening with a powerful vignette which illustrates the "ah ha" moment about social inequity that has subsequently and most significantly influenced their scholarship and teaching. Scholars interested in submitting a manuscript for Section II, which calls upon up and coming White faculty who specifically teach in the STEM system and who want to advance scholarship and teaching regarding STEM equity, should craft a 500 word abstract (maximum) of forthcoming scholarly work. For more information about abstract criteria or this publication, please contact Dr. Nicole M. Russell at Abstracts must be submitted by March 30th via email to Dr. Nicole M. Russell as well.

    Call for Applications

    2nd International Summer School in Higher Education Studies

    The Institute of Education at National Research University - Higher School of Economics in Moscow invites earlier career researchers, institutional researchers, and doctoral students, to apply to the upcoming 2nd International Summer School in Higher Education Studies. 2014 Theme: "Who are the Students in Higher Education? Changing Roles, Changing Systems, Changing Lives."

    Applicants with backgrounds in all relevant fields (sociology, economics, political science, education, psychology, public administration, management, etc.) are encouraged to apply. The Summer School will take place on June 8-14, 2014 in St. Petersburg, Russia.

    The deadline for applications is March 20, 2014. To apply you will need to submit online:

  • An application form
  • A 500-1000 word summary in English of any current research project dealing with higher education (you will be expected to present this at the Summer School), including the objectives of the study, its theoretical/conceptual framework, methodology/design, and significance.
  • Recent curriculum vitae detailing your education and work experience, publications, other professional activities.

    More information about the Summer School 2014 can be found here: