DOCSLIB.ORG

Examining the Systemic Effects of Relational Trust and Network Trustworthiness on School Community: a Multi-Site Case Study of Three Independent Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examining the Systemic Effects of Relational Trust and Network Trustworthiness on School Community: a Multi-Site Case Study of Three Independent Schools University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2013 Examining the Systemic Effects of Relational Trust and Network Trustworthiness on School Community: A Multi-Site Case Study of Three Independent Schools Stephanie Barnes Ogden University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Educational Leadership Commons Recommended Citation Ogden, Stephanie Barnes, "Examining the Systemic Effects of Relational Trust and Network Trustworthiness on School Community: A Multi-Site Case Study of Three Independent Schools. " PhD diss., University of Tennessee, 2013. https://trace.tennessee.edu/utk_graddiss/2603 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Stephanie Barnes Ogden entitled "Examining the Systemic Effects of Relational Trust and Network Trustworthiness on School Community: A Multi-Site Case Study of Three Independent Schools." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Pamela A. Angelle, Major Professor We have read this dissertation and recommend its acceptance: Bruce J. MacLennan, Susan Newsom, Gary C. Ubben Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Examining the Systemic Effects of Relational Trust and Network Trustworthiness on School Community: A Multi-Site Case Study of Three Independent Schools A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Stephanie Barnes Ogden December 2013 ii Copyright © 2013 by Stephanie Barnes Ogden All rights reserved. iii DEDICATION This dissertation is dedicated to my nearest relations, whose influence is so profound as to leave me searching for a stronger term. My parents, James and Vera Barnes, transmitted the DNA defining my physical being and faithfully nurtured the spiritual and cognitive structures that define my character. To the extent that we invest ourselves in elevating the individuals and communities we influence, my brother James and I deliver a good return on the lessons in love entrusted with us by our parents. Robert and Julie Webb profoundly influenced my view of leadership within empowering school communities. They translated their family motto, Leaders Not Men, into a school community in which every member was invested with a leader’s ownership for personal and professional excellence. Their ideal of servant leadership resonates within and is amplified by alumni of all walks of life. Within me, that ideal is expressed in a life commitment to reach across social boundaries to develop and sustain inspiring and empowering school communities, “to transmit this place not only not less but greater and more beautiful than it was transmitted to me” (Athenian Code). So entwined with me as to seem the other half of my person, my husband Tim Ogden has enacted such commitment to my dreams and support for my projects that it would be impossible to say that this dissertation is not at least partially his, or that any success I might achieve as an educational leader will not be directly owing to his wholehearted investment. Tim probably appreciates the justice of everything I have just said, but he likely has little idea of how his integrity amplifies my own ideals and constrains my ethical decision-making. We together are so much more than either alone. Our children Tim, Stephen, and Laura Ogden educated my heart as no one else could. In relationship with them, I learned how overwhelmed my parents must have been by their love for my brother and me, and now Tim and Mara for Noemi. I only hope that the spiritual and educational heritage pulsing in my own heart will resonate with sufficient force within theirs to project the values of honor and integrity into their families and professional spheres of influence. We will all die one day, but in genuine, transformative relationships we all will have truly lived what it means to be created in God’s image. iv ACKNOWLEDGEMENTS I am deeply indebted to my committee as I complete this project. Dr. Pamela Angelle, my chair, inducted me into Leadership Studies with my first course in Educational Philosophy and guided me through the program that helped me to construct the theoretical framework for this study. Dr. Angelle’s high expectations and unyielding press for excellence both inspired and impelled me to do my best work. Demonstrating that we are all stronger in relationship than alone, Dr. Angelle supported me through challenges with data analysis by connecting me with Dr. Corey DeHart and through the tragic loss of a committee member by connecting me with Dr. Susan Newsom. Dr. Angelle’s acute eye for detail and impeccable sense of academic style were invaluable in crafting and revising this dissertation into its final form. Dr. Vincent Anfara helped me to refine my construct of knowledge and my understanding of experimental design as he guided me through those aspects of my program of study. As a student in Dr. Anfara’s Mixed Methods class, I traveled to California to perform a preliminary case study of one of the schools ultimately included in this study. His comment written on the final paper submitted for that class illustrates how Dr. Anfara’s directness made us all better: “This writing is rich and thick, but this is not a case study.” As I wrote the final page of this study, I thought to myself, “Dr. Anfara is going to love this!” I am saddened that he will never read it and grateful for his influence. Dr. Bruce MacLennan’s extraordinary generosity in creating two courses in complex systems, essentially just for me, can never be repaid directly. Looking for systemic effects to explain the mutual accountability in communities governed by trust-based capacity building rather than command and control would have been impossible without the theoretical foundation provided by Dr. MacLennan. Connecting the body of research on the evolution of the social capital of trust in schools as a systemic effect with theories of complex systems in diverse fields enriches this present study and convinces me of the broader applicability of its findings. I am immeasurably enriched by and grateful for the wisdom emergent from our relationship. Dr. Susan Newsom’s willingness to step forward and join my committee as the project was nearing the finish line is deeply appreciated. I admire Dr. Newsom’s integrity in assuring that the project honors universal human dignity. I am inspired by her commitment to forwarding understanding of how educators and schools might better draw out the potential within all learners. I am grateful for this new relationship and the promise of ongoing collaboration. Dr. Gary Ubben’s patience and wisdom in guiding our cohort through the ephemeral transition from classroom students to educational leaders and academic scholars are highly valued. I appreciate Dr. Ubben’s practical advice on establishing priorities. Our entire cohort is emerging with degrees and intact and growing families, including a v spouse, four babies, a daughter-in-law, and a grandchild not with us when we began. I also appreciate Dr. Ubben’s exemplary professionalism as he practiced the professorial equivalent of wait time, refraining from imposing his own opinions in our policy classes so that we might fully engage with the process of developing and revising our own positions. I am not only better informed, but better equipped by our relationship. I would like to acknowledge and thank Dr. Corey DeHart for sharing his expertise on Data Analysis and Mrs. Bobbie Bell for transcription assistance. I must also express my gratitude to my principal, Becky Ashe, and my colleagues at the L&N STEM Academy, whose encouragement and practical support made it possible for me to complete this dissertation while we were building a school. Finally, I must acknowledge my debt to my cohort: Dr. Jessica Chambers, Dr. Lon Fox, Dr. Jeff Knox, and Dr. Amie Rumph. Our shared metamorphoses unite us as family as we fly our separate ways, working to make the educational landscape more beautiful and effective. vi ABSTRACT Within the broader context of accountability imposed from beyond our schools, this mixed methods, multi-site case study investigated the development of relational trust and trustworthy relationships as internal accountability structures within three independent schools replicating responsible independence on the scale of the school as trustworthy freedom on the scale of the individual. Interviews, observations, artifacts, sociograms, and surveys were analyzed to identify teacher and administrator perceptions of structures supporting relational trust, accountability to community standards, and sustainable trust- based cultures. Survey data were also analyzed for corresponding evidence of organizational conditions associated with school improvement: teacher orientation to innovation, teacher commitment to school
Load more

Recommended publications
  • Title: the Distribution of an Illustrated Timeline Wall Chart and Teacher's Guide of 20Fh Century Physics
    REPORT NSF GRANT #PHY-98143318 Title: The Distribution of an Illustrated Timeline Wall Chart and Teacher’s Guide of 20fhCentury Physics DOE Patent Clearance Granted December 26,2000 Principal Investigator, Brian Schwartz, The American Physical Society 1 Physics Ellipse College Park, MD 20740 301-209-3223 [email protected] BACKGROUND The American Physi a1 Society s part of its centennial celebration in March of 1999 decided to develop a timeline wall chart on the history of 20thcentury physics. This resulted in eleven consecutive posters, which when mounted side by side, create a %foot mural. The timeline exhibits and describes the millstones of physics in images and words. The timeline functions as a chronology, a work of art, a permanent open textbook, and a gigantic photo album covering a hundred years in the life of the community of physicists and the existence of the American Physical Society . Each of the eleven posters begins with a brief essay that places a major scientific achievement of the decade in its historical context. Large portraits of the essays’ subjects include youthful photographs of Marie Curie, Albert Einstein, and Richard Feynman among others, to help put a face on science. Below the essays, a total of over 130 individual discoveries and inventions, explained in dated text boxes with accompanying images, form the backbone of the timeline. For ease of comprehension, this wealth of material is organized into five color- coded story lines the stretch horizontally across the hundred years of the 20th century. The five story lines are: Cosmic Scale, relate the story of astrophysics and cosmology; Human Scale, refers to the physics of the more familiar distances from the global to the microscopic; Atomic Scale, focuses on the submicroscopic This report was prepared as an account of work sponsored by an agency of the United States Government.
    [Show full text]
  • The Official Boarding Prep School Directory Schools a to Z
    2020-2021 DIRECTORY THE OFFICIAL BOARDING PREP SCHOOL DIRECTORY SCHOOLS A TO Z Albert College ON .................................................23 Fay School MA ......................................................... 12 Appleby College ON ..............................................23 Forest Ridge School WA ......................................... 21 Archbishop Riordan High School CA ..................... 4 Fork Union Military Academy VA ..........................20 Ashbury College ON ..............................................23 Fountain Valley School of Colorado CO ................ 6 Asheville School NC ................................................ 16 Foxcroft School VA ..................................................20 Asia Pacific International School HI ......................... 9 Garrison Forest School MD ................................... 10 The Athenian School CA .......................................... 4 George School PA ................................................... 17 Avon Old Farms School CT ...................................... 6 Georgetown Preparatory School MD ................... 10 Balmoral Hall School MB .......................................22 The Governor’s Academy MA ................................ 12 Bard Academy at Simon's Rock MA ...................... 11 Groton School MA ................................................... 12 Baylor School TN ..................................................... 18 The Gunnery CT ........................................................ 7 Bement School MA.................................................
    [Show full text]
  • Speaker Information 2019 WLSA Global Educators Conference
    Speaker information 2019 WLSA Global Educators Conference Page | 1 Gail BERSON Title: Director of College Counseling Institution: Lycée Français de New York Biography: Gail Berson is the Director of College Counseling at the Lycée Français de New York. She has more than 40 years of experience in college admission, student financial services, and counseling. A magna cum laude graduate of Bowdoin College, she earned her master’s degree at Emerson College. She served as Vice President for Enrollment/Dean of Admissions. n and Financial Aid at Mount Holyoke and Wheaton Colleges, as Director of Admission at Mills College (CA), interim college counselor at Rocky Hill School (RI), and has consulted broadly at a variety of colleges and independent schools. Ms. Berson, who has been a frequent speaker on college admission, is a former trustee of the College Board and currently volunteers for the World Leading Schools Theresa BLAKE Association (WLSA) where she presented sessions at their summer programs in Shanghai, China and on Jeju Island and in Seoul, Korea. She also served as a past president of the Bowdoin Alumni Council and in leadership roles for her class reunions. During vacations, she enjoys spending time with family and friends at her home on Nantucket. Title: Director of Social and Emotional Learning Institution: Appleby College Biography: Theresa Blake, M.Ed. CAPP, is the Director of Positive Education at Appleby College and is responsible for increasing faculty capacity to foster student wellbeing through theory and practice of Positive Education. Throughout her very successful teaching career, she has taught Mathematics, Sciences and French as a Second Language, and has served in multiple leadership capacities including Department Head of Languages, Director of Senior School and Director of Social and Emotional Learning (SEL).
    [Show full text]
  • James T. Hubbell 930 Orchard Lane Santa Ysabel, CA 92070 760‐765‐0171 Phone 760‐165‐3427 Fax [email protected]
    James T. Hubbell 930 Orchard Lane Santa Ysabel, CA 92070 760‐765‐0171 phone 760‐165‐3427 fax [email protected] www.hubbellandhubbell.com EDUCATION Cranbrook Art Academy – Bloomfield Hills, Michigan – 1955‐56 Whitney Art School – New Haven, Connecticut – 1952 Choate School, Wallingford, Connecticut – 1950 SELECTED COMMISSIONS Buildings: Hubbell Compound – Santa Ysabel, CA – eight buildings – 1958 to present Elfin Forest Recreational Reserve Interpretive Center ‐ 2009 Shelter Island, San Diego Unified Port District – San Diego, CA – Pavilion – 2006, 2007 Crest Earth Discovery Park ‐ Nature Interpretive Center ‐ 2005 Home Remodel – Friday Harbor, WA – two buildings – 1997 to 2004 School – Tijuana, Mexico – 1990 to 1996, 2003 Guest House – Orcas Island, WA ‐ 1998 Beaton Residence – Jamul, CA – 1997 Gay Residence – Julian, CA – 1991 Brooks/Conheim Guest House – La Jolla, CA – 1990 Vint Residence – Del Mar, CA – 1983 to 1984 Sea Ranch Chapel – Sea Ranch, CA – 1984 Triton Restaurants – San Diego and Cardiff, CA – 1975 & 1978 Stained Glass Windows and Doors (Public): National City Library – National City, CA – window ‐ 2009 Piedmont Community Church – Piedmont, CA – windows – 1978 & 2008 Community United Methodist Church of Julian – Four stained glass windows and doors – 2006‐2007 Briercrest Park, City of La Mesa – Two stained glass windows – 2005 Julian Library, County of San Diego – Interior gate of iron, bronze, stained glass ‐ 2004 Rancho La Puerta – Tecate, Mexico – doors, windows, fireplace, and railings – 1985, 2003 Cultural Council ‐
    [Show full text]
  • October 2012.Indd
    Concrete Masonry Association of California and Nevada October 2012 CMU PROFILES IN ARCHITECTURE Mission Lutheran Church Ministry Center Photo: Martinez-Kuch Architects Why Masonry? www.whymasonry.org Featured in this issue: 1 Ventura High School Field House 2 The Mix @ Monterey 3 Mission Lutheran Church Ministry Center 4 Copeland Donahue Theater 5 Ocean Beach Comfort Station 6 Fresno State Aquatics Center 7 Cheateau Fromage 8 Los Angeles County Fire Station 194 9 Fairway Chevrolet and GMC Automotive Dealerships 10 San Mateo Fire Station No. 23 11 CMACN Producer Members 12 2013 Design Awards Schedule 12 VENTURA HIGH SCHOOL FIELD HOUSE VENTURA, CALIFORNIA ARCHITECT: times for home and visiting teams, boys and girls PE, DOUGHERTY + DOUGHERTY ARCHITECTS, LLP multiple sports activities in the stadium and as an academic 3194-D Airport Loop Drive facility for PE curriculum. The conference room that Costa Mesa, CA 92626 highlights the west side of the building is used by the PE and coaching staff, offering them inspiring views. The Brian Paul Dougherty, FAIA, LEED® AP decks and balconies that surround the building provide additional meeting space and multi-function support for pre Principal and post game celebrations. STRUCTURAL ENGINEER: Why Masonry? The heart of the building design is Lee George, S.E. its sustainable development philosophy. Utilizing concrete GENERAL CONTRACTOR: masonry units (CMUs) as the principal building material Viola Constructors, Inc. was central to meeting the sustainable goals of this project. MASONRY CONTRACTOR: Selected for its recycled content, high thermal mass, integral Reyes Masonry Contractors, Inc. finish, ability to withstand earthquakes and the day to day use of the facility, it is exposed on the interiors and exteriors BLOCK PRODUCER: to complement the high tech finishes of the structure.
    [Show full text]
  • Andrew A. Farke, Curriculum Vitae
    ANDREW A. FARKE CURRICULUM VITAE – 1 ANDREW A. FARKE Augustyn Family Curator of Paleontology Phone: 909-482-5244 Raymond M. Alf Museum of Paleontology Fax: 909-621-4582 1175 West Baseline Road Email: [email protected] Claremont, CA 91711 USA EDUCATION 2008 Ph.D., Anatomical Sciences, Stony Brook University, New York. 2003 B.Sc., Geology, South Dakota School of Mines and Technology, Rapid City. PROFESSIONAL EXPERIENCE 2015 – present Director of Research and Collections, Raymond M. Alf Museum of Paleontology, Claremont, California. 2008 – present Augustyn Family Curator, Raymond M. Alf Museum of Paleontology, Claremont, California. Implementing field- and museum-based research program, curating paleontological collections, assisting in exhibit redesign, supervising volunteers and assistant curators, managing website and social media, engaging in public outreach. 2008 – present Instructor, Science Department, The Webb Schools, Claremont, California. Teaching classes in paleontology in collaboration between high school and museum. 2006 Instructor, Occupational Therapy Program, College of Health Related Professions, State University of New York Downstate, Brooklyn. Taught lecture and dissection- based lab in human gross anatomy for the portions of the course concerning the trunk and lower limbs. 2004 – 2005 Graduate Teaching Assistant, Department of Anatomical Sciences, School of Medicine, Stony Brook University, New York. Taught dissection-based lab section of gross human anatomy for two semesters, to first-year medical students. 1999 – 2003 Paleontology Laboratory, Museum of Geology, South Dakota School of Mines and Technology, Rapid City. Assisted in basic paleontological lab techniques, such as mechanical preparation, microfossil picking, latex molding, plaster and epoxy casting, and curation of specimens. 2000 Department of Entomology, National Museum of Natural History, Washington D.C.
    [Show full text]
  • Christina Dur´On
    CHRISTINA DURON´ [email protected] (909) 731 – 0932 https://cduron.info ACADEMIC EMPLOYMENT Postdoctoral Research Associate Aug 2019 – May 2022 Department of Mathematics, University of Arizona High School Teacher Aug 2013 – June 2019 Mathematics Department, The Webb Schools of California RESEARCH INTERESTS Network Theory; Network Dynamics; Statistical Analysis and Modeling of Complex Networks; Mathematical-Biology EDUCATION Claremont Graduate University May 2019 Ph.D. in Mathematics • Thesis: The Distribution of Betweenness Centrality in Exponential Random Graph Models • Advisors: Dr. Ami Radunskaya (Professor, Pomona College) and Dr. Johana Hardin (Professor, Pomona College) University of Washington June 2013 Master’s in Applied Mathematics Swarthmore College May 2012 Bachelor of Arts in Mathematics; Minor in Computer Science PUBLICATIONS ∗ 4. Duron´ C. (2021). Linear Algebra, Computational. Wiley StatsRef: Statistics Reference Online (eds N. Balakrishnan, T. Colton, B. Everitt, W. Piegorsch, F.Ruggeri and J.L. Teugels). https://doi.org/10.1002/9781118445112.stat00459.pub2 3. Duron´ C. (2020). Heatmap Centrality: A New Measure to Identify Super-Spreader Nodes in Scale-Free Networks. PLoS ONE, 15(7): e0235690. doi: 10.1371/journal.pone.0235690 2. Duron´ C, Pan Y, Gutmann D.H., Hardin J, & Radunskaya A. (2019). Variability of Betweenness Centrality and Its Effect on Identifying Essential Genes. Bulletin of Mathematical Biology, 81(9): 3655 – 3673. doi: 10.1007/s11538-018-0526-z 1. Pan Y, Duron´ C, Bush E.C., et al. (2018). Graph Complexity Analysis Identifies an ETV5 Tumor-Specific Network in Human and Murine Low-Grade Glioma. PLoS ONE, 13(5): e0190001. doi: 10.1371/journal.pone.0190001 ∗ Authors are ordered by contribution.
    [Show full text]
  • What Will Claremont Be Like In... 2025?2025? T Has the WILD Been Taken out of Claremont’S Wilderness Park?
    almanacalmanac2013-14 Claremont COURIER What will Claremont be like in... 2025?2025? t Has the WILD been taken out of Claremont’s WILDerness Park? Claremont development: t Are we getting squeezed? ALMANAC 2013-2014 7 2025: Change is inevitable... Claremont can be a shining example ooking to the sprouting up have the right idea, heading for the yards future, more of people with an over- Lspecifically abundance of fruit and shar- the next dozen years, ing the pickings with those in need. Persis Newland—an Ms. Newland said she intuitive who gives would love to see another readings at Kindred development: More young people organizing to culti- Sprits, a Claremont vate senior citizens’ land, healing center she helping them reap the fresh, co-owns with her healthy produce they need. COURIER photo illustration/Steven Felschundeff The choice to garden, to husband Chuck—sees patronize farmer’s markets the world as striking a new balance. Women to play a bigger role and to buy organic produce will become more cru- She predicts the masculine energy that has Ms. Newland predicts other manifestations of cial as more food becomes subject to scientific tam- prevailed for many years, typified by the Unit- more feminine, communal thinking such as more pering, Ms. Newland predicts. ed States’ ongoing state of war and the current women in politics, greater care for the planet and “Looking at genetically-modified food, all of our sink-or-swim economic climate, will be tem- greater concern for society’s most vulnerable mem- bodies are having to adjust to it,” she points out.
    [Show full text]
  • What Can I Do with a Black Studies Degree?: 700 Answers
    1 What Can I Do With A Black Studies Degree?: 700 Answers 5th Edition Robert Fikes, Jr., Librarian Emeritus San Diego State University 2019 2 The interdisciplinary field of Blacks Studies—alternatively called African American Studies, Afro-American Studies, Africana Studies, Pan African Studies, or Black World Studies, depending on the school where it is offered---is a relative newcomer on the academic scene and its proponents have had to defend its theoretical underpinnings and practicality, something which the traditional liberal arts fields are also challenged to do but not to the same extent. Since the establishment of the nation’s first Black Studies department in 1968 at San Francisco State University, and despite the wide acceptance and institutionalization of Black Studies in academia, there still remains the nagging question about its ability to produce outstanding citizens equal in quality to individuals who as undergraduates majored in, say, history or English or art. Black Studies has now been around long enough to notice its handiwork: men and women constructively contributing to society, employed in a wide variety of professions. It is a difficult task to compile a list of noteworthy people who majored in Black Studies because there are so many who could easily qualify. This list merely scratches the surface. Black Studies attracts a broad spectrum of interested scholars. Not only persons of African descent, but also persons of European, Asian, Latino, Middle Eastern, and Native American descent are represented in the list. Some of those mentioned are virtually household names or have received considerable local or regional attention.
    [Show full text]
  • What Can I Do with a Black Studies Degree?: 1000 Answers
    1 What Can I Do With A Black Studies Degree?: 1000 Answers 6th Edition Robert Fikes, Jr., Emeritus Librarian San Diego State University 2021 2 The interdisciplinary field of Blacks Studies—alternatively called African American Studies, Afro-American Studies, Africana Studies, Pan African Studies, or Black World Studies, depending on the school where it is offered---is a relative newcomer on the academic scene and its proponents have had to defend its theoretical underpinnings and practicality, something which the traditional liberal arts fields are also challenged to do but not to the same extent. Since the establishment of the nation’s first Black Studies department in 1968 at San Francisco State University, and despite the wide acceptance and institutionalization of Black Studies in academia, there still remains the nagging question about its ability to produce outstanding citizens equal in quality to individuals who as undergraduates majored in, say, history or English or art. Black Studies has now been around long enough to notice its handiwork: men and women constructively contributing to society, employed in a wide variety of professions. It is a difficult task to compile a list of noteworthy people who majored in Black Studies because there are so many who could easily qualify. This list merely scratches the surface. Black Studies attracts a broad spectrum of interested scholars. Not only persons of African descent, but also persons of European, Asian, Latino, Middle Eastern, and Native American descent are represented in the list. Some of those mentioned are virtually household names or have received considerable local or regional attention.
    [Show full text]
  • What Can I Do with an African American Studies Minor?
    What Can I Do With A Black Studies Major? 500+ Answers 4th Edition, 2015 Robert Fikes, Jr., Librarian San Diego State University The interdisciplinary field of Blacks Studies—alternatively called African American Studies, Afro-American Studies, Africana Studies, Pan African Studies, or Black World Studies, depending on the school where it is offered---is a relative newcomer on the academic scene and its proponents have had to defend its theoretical underpinnings and practicality, something which the traditional liberal arts fields are also challenged to do but not to the same extent. Since the establishment of the nation’s first Black Studies department in 1968 at San Francisco State University, and despite the wide acceptance and institutionalization of Black Studies in academia, there still remains the nagging question about its ability to produce outstanding citizens equal in quality to individuals who as undergraduates majored in, say, history or English or art. Black Studies has now been around long enough to notice its handiwork: men and women constructively contributing to society, employed in a wide variety of professions. It is a difficult task to compile a list of noteworthy people who majored in Black Studies because there are so many who could easily qualify. This list merely scratches the surface. Black Studies attracts a broad spectrum of interested scholars. Not only persons of African descent, but also persons of European, Asian, Latino, Middle Eastern, and Native American descent are represented in the list. Some of those mentioned are virtually household names or have received considerable local or regional attention. It is interesting to note which schools have produced large numbers of high achievers on the list, and rather surprising to learn that many medical professionals first earned degrees in Black Studies.
    [Show full text]
  • The Changing Face of the East Mojave Desert
    The Changing Face of the East Mojave Desert Robert E. Reynolds, Editor LSA Associates, Inc. 1650 Spruce Street, Suite 500 Riverside, California 92507 and Abstracts from the 2001 Desert Symposium California State University, Desert Studies Consortium Department of Biological Science California State University, Fullerton Fullerton, California 92834 in association with The Western Center for Archaeology & Paleontology Western Center Community Foundation 1160 University Avenue, Suite G Riverside, California 92521 April 2001 Table of Contents The Changing Face of the East Mojave Desert: Field Trip Guide ........................................................................... 3 Robert E. Reynolds Vertebrate Ichnostratigraphy of the Glen Canyon Group (Jurassic) in Zion National Park, Utah ...........15 Joshua A. Smith and Vincent L. Santucci Bird Footprints from the Miocene of California .........................................................................................................21 William A.S. Sarjeant and Robert E. Reynolds Neogene Erosional Surfaces in the Northeastern Mojave Desert, California .................................................41 Robert E. Reynolds and James Calzia Kelso Depot ..............................................................................................................................................................................44 Valerie Prehoda A Field Investigation of the Clark Mountain Fault Complex, San Bernardino County, California ..........46 David R. Jessey, Don W. Tarman, Miho
    [Show full text]