On Monday, June 18, 2018, the Antioch University Seattle School of Education hosted a New Student Orientation at the Kent School District offices for the first cohort of the Alternative Route to Teacher Certification (ARTC) Program.
The ARTC Program is an exciting new initiative that represents a strong partnership between Antioch University and the Kent School District. The program works to meet the needs of the district by promoting a “Grow Your Own” model in which paraprofessionals and other classified instructional staff currently working in the district have the opportunity to earn their teacher certification in one calendar year.
Students also earn an endorsement in either English Language Learners or in School Library Media–both areas of high need for the district. The program responds to the needs and schedules of KSD paraeducators, with classes offered on site in Kent at times that are most convenient for district professionals Moreover, the program will contribute to diversifying the teacher workforce in the district, and to building a larger pool of teachers that more closely represent the students that they are serving.
Nineteen of the twenty cohort members were present for Monday’s New Student Orientation. Kent School District officials and AUS Provost Ben Pryor welcomed the group and celebrated the program’s kickoff. The remainder of the event was designed to situate the new students within the ARTC program and to familiarize them with Antioch’s offices and systems. The evening also included wonderful opportunities for interaction and community-building. All of the participants were engaged in the activities and enthusiastic about year of learning ahead. They are eager to begin the work of becoming certified WA State teachers!
AUS Commencement 2018 celebrated our latest graduates’ transition from student to alumni, while also celebrating many others in our community, including the support systems that help our grads complete their degrees.
We are on Duwamish Land
One such celebration was the inclusion of globally-minded art pieces decorating Commencement, provided by local artist Doe Stahr of Deer Creek Studio. A pottery and textile artist, Stahr supplied AUS with 14 large textile paintings to display throughout commencement, including four on the main stage.
Stahr’s 30-year career as an artist is multicultural, informed by cultures from around the , and rooted in the indigenous artwork of the Pacific Northwest. Stahr herself is T’saawkaawkw of the Dakleweidee, Killer whale clan, and was adopted into the Killer whale clan in 1996 in Haines, Alaska.
Cedar Eagle, T’lingit Raven
As she and her husband Michael Clyburn set up her art displays before Commencement, Stahr explained how many of her different pieces were painted during specific moments in recent history and current events. For example, her website shows and describes a piece she created in response to the 50 year commemoration of the March on Washington. She infused this painting with African textile design styles and quotes from Dr. Martin Luther King, Jr. and quotes from the speakers at the commemoration event. She jotted down quotes while listening to the live radio broadcast. Each work of art is, in her words, “about the community that’s represented.”
Great Blue Wave, and global florals.
Some of the meanings behind her paintings are public, and some are kept personal, but all hold spiritual resonance. Most of her paintings feature repeating patterns, which tie into this spirituality. As she explained while setting up her art displays for AUS Commencement 2018, “The repetition is the prayer. I pray for all kinds of things. I pray for the historical moment that this piece may be anchored in.” With humor, she added, “And I pray that the paint doesn’t drip!”
African Kente Cloth
Her textile painting materials are also rooted in values of environmental and social justice, and sustainability. Each painting starts with a large sheet of polyester felt, manufactured from recycled plastic bottles. The paint and mixed media materials, such as buttons, are purchased from Northwest thrift stores “that serve the community.” For example, much of her recycled paint is purchased from a thrift store that helps support a local animal shelter.
The textile paintings are durable enough for outdoor display and were even, according to Deer Creek Studio’s website, “designed for use on round banquet tables.” When asked about this in person while setting up for the event, Stahr went one step further, explaining “These are designed for use on tables, just like these.”
Seminole designs from their micro quilting, and a Crow Tribe style piece
It was particularly good news to learn of the paintings’ durability, because two of her paintings were on display at the outdoor entrance to the Magnuson Park hangar that hosted AUS Commencement 2018. (Pictured here with two of the AUS event volunteers who helped direct students and guests to the door.) While Seattle weather was mostly sunny and mild that day, the afternoon also brought intermittent bursts of wind and rain lasting for a few minutes at a time.
On her collaboration with Antioch University Seattle, Stahr explained, “I am particularly honored to serve Antioch because of their mission, and the vivid diversity of their student body and faculty. This diversity is mirrored in my art, which seeks to serve our beautifully blended communities here in Western Washington.”
Master of Arts in Education (MAEd) students gathered this Monday evening, along with faculty members, family, friends, and classmates, to present their Capstone Inquiry Projects. For these projects, students conduct original, on-the-ground research over the course of three quarters and their presentations were therefore the culmination of hundreds of hours of hard work and perseverance. Students’ topics represented a wide range of educational issues, including: the benefits of higher education for women in the workplace, mindfulness for students with special needs, the impact of athletics on adolescent self-esteem, how issues of race and racism impact teachers of color, methods for retention and persistence of first-generation college students, and an exploration of academic issues facing students from East African countries.
The presentations inspired deep conversations about issues of educational equity and the importance of facilitating pedagogical experiences that respond to the needs and honor the assets of all students. The students who presented their work will soon be graduating and moving on to fulfilling careers in the field of education. The presenters all demonstrated a commitment to justice, equity, and supporting the unique needs of all learners.
Antioch University Seattle is live-streaming our 2018 Commencement ceremony during the event on Sunday, June 10 at 2:00pm. Please bookmark this page and return here for the live stream.
Our Commencement ceremony celebrates our latest graduates, and includes graduating students from September 2017, December 2017, June 2018, and September 2018.
Persons interested in learning more about Antioch University Seattle’s Commencement 2018 are encouraged to go to our Commencement Details page for more information.
AUS hosted a student group fair on May 4, 2018, organized by the Office of Student Life. Many student groups were represented at the event, with group leaders staffing tables in the AUS dining hub. Some groups offered free candy and free water, welcome treats in the cafeteria at any time. Other groups offered heartier fare, like vegan chili, cornbread, and a variety of cupcakes for a small fee, as a way to raise funds.
Fundraising at this event helped groups afford group activities, student museum scholarships, social justice outreach efforts, and more!
Antioch University Seattle offers a heartfelt thank you to our community for GIVING BIG for ALL and raising funds to support student scholars during Seattle Foundation’s annual GIVEBIG campaign on May 9th, 2018. Because of your generosity, we were able to raise over $1000 for our various scholarship funds.
We are excited to announce the winners of our incentive prizes:
Morgan B. – Bronze Leaf on our Leaf a Legacy Tree
Michael K. – Happy Hour with AUS Provost and CEO Dr. Ben Pryor, Academic Dean Jane Harmon Jacobs, and Dean of Students Shana Hormann
Jane HJ – Amazon Gift Certificate
Thank you for making our last GIVEBIG more meaningful than ever! Your commitment to our students is a commitment to our future leaders.
This year, Antioch University Seattle’s application for a “Partners for Veteran Supportive Campuses” Certificate was accepted by the Washington State Department of Veterans Affairs! This certificate will cover AUS for the 2018-2019 and 2019-2020 school years.
The Washington State Department for Veterans Affairs Partners for Veteran Supportive Campuses website explains that the goal of this certificate program is to:
“Increase awareness of veteran’s programs on and off campus”
“Provide staff members with a core set of veteran cultural competencies”
“Encourage campuses to implement best practices and policies designed to foster social support, acceptance, a welcoming environment, and a setting that meaningfully acknowledges the contributions of our veterans”
“Encourage veterans to use GI Bill benefits”
“Help veterans succeed in post-secondary education and training”
“Ensure staff and veterans have access to services through WDVA and its federal and local partners”
“Encourage the exchange of information between participating organizations to support veteran success”
In addition, in the words of this program, the certificate “is offered to any post-secondary education or training institution operating in Washington State as long as the institution is approved by a Washington State Approving Authority to accept GI Bill benefits.”
AUS School of Education faculty members Dr. Rachel Oppenheim and Dr. Jeana Hrepich presented at the annual meeting of the American Educational Research Association (AERA) on April 17, 2018 in New York City. They participated in the session, “Critical Curriculum Explorations Across Place(s) and Power” and their presentation was, “Exceeding Boundaries, Queering Repression: Educational Discourse and the Transgender Teacher Candidate.”
The paper that they presented was a qualitative case study with our University’s first transgender teacher candidate. They focused on ways of reimagining our institutional spaces and practices to account for and support transgender and genderqueer teacher candidates in their various school environments. Giving particular attention to language and power, they thought about ways in which representation works to undermine and sanction heteronormativity and cisnormativity, to the detriment of some but not others. They also engaged in self-reflexive work by situating their own identities in relation to the transgender teacher candidate with whom they worked.
Antioch University Seattle Dean of Students Shana Hormann, PhD, is presenting at the Pacific Northwest Regional Student Veteran Conference hosted by the University of Washington-Tacoma on April 20, 2018.
Hormann, along with her colleague and AUS Organizational Psychology alumna Kristin Cox, MA, will present on organizational trauma. Their presentation is titled “From Organizational Trauma to Organizational Resilience” and will focus on how unaddressed trauma can affect a team’s effectiveness and how leaders and team members can work together to overcome organizational trauma and strengthen individual and team resilience.
“Many of our student veterans have worked in teams that were traumatized,” Hormann says. “Research has focused on military service personnel and first responders’ compassion fatigue, PTSD, and secondary traumatic stress. However, there has been almost no focus on organizational trauma. The phenomenon is little understood, with responsibility and blame being on individuals with no recognition of the systemic nature of the trauma experienced. I hope this workshop will provide a lens, that is, concepts and language for people to understand their experiences from an organizational perspective.”
Hormann’s work with traumatized organizations began in 1998. Along with her colleague and co-author Pat Vivian, Hormann authored the book Organizational Trauma and Healing and set up a website for people who want to learn more about the phenomenon.
Deb Kachel, a long-time instructor in the School of Education who was recently hired as an Affiliate Faculty Member in the K-12 School Library Endorsement program, has been working with Keith Curry Lance, principal researcher at RSL Research Group, Colorado, tracking school librarian positions since 2000. Their research reports on the overall decline in nationally reported school librarian positions and studies the changing roles and job titles associated with the evolving position of a school librarian.
Kachel, who lives in southeastern Pennsylvania near Philadelphia, teaches the online school library courses: “Program and Collection Management” and “Promoting a Leading School Library Program.” She recently assisted in writing a grant that will fund scholarships for 40 candidates in the Alternative Route to Teacher Certification (ARTC) program that AUS is facilitating in partnership with the Kent School District.
AUS PsyD Chair, Dr. Jude Bergkamp, and a PsyD Research Fellow, Ms. Lindsay Thomas, presented a the Washington State South Sound (Deschutes) Psychological Association on March 15, 2018. This invited continuing education presentation was entitled “Social Privilege in Clinical Psychology” and introduced new clinical guidelines with a social justice focus. The presentation was attended by experienced clinical psychologists and was well received.
“Ms. Thomas did a dynamite job in presenting a tough topic to a group of experienced psychologists! We had fun honing our presentation and hope to incorporate future presentations into our research focusing on a developmental model of social privilege awareness. This is a nice example of productive student/faculty collaboration.”
On March 5 six teacher candidates in the Master of Arts in Teaching program presented their capstone projects. These projects precede student teaching, a 13 week experience in one classroom where candidates gradually take on more responsibility. The capstone itself is a multi-part project consisting of rigorous research, practical application, and goal setting.
Candidates who presented this year included Andrea Lauritsen [not pictured] and from left right, Spenser Heaton, Chris Thrift, Bryana Hoffman, Lauren Laughlin, and David Wellnitz. With the exception of Mr. Wellnitz, who will student teach in a middle level humanities classroom, all candidates will continue their studies in elementary schools.
Of the cohort, the Master’s Capstone course instructor, Dr. Jeana M. Hrepich said, in her opening remarks, “As I have listened to them talk and write about what brought them to teaching and why they stay, I am reminded of something master teacher Parker Palmer says, ‘Before I can tell my life what I want to do with it, I must listen to my life telling me who I am.’ Bryana worked with preschoolers for years before she came to our program. Spenser, too, worked with kids in after school and postgraduate programs. Chris, after a hard experience in a school years ago, quieted a voice inside him calling him to teach until it was too loud to ignore. Lauren has been a teaching artist for decades. David, a lifelong songwriter, has been teaching formally and informally, too. And Andrea has been working with kids for a number of years as well. Each of tonight’s teacher candidates listened to their life telling them what to do.”
This year’s candidates presented topics that were varied but related. Ms. Lauritsen reflected on her experiences in Tukwila schools in writing about culturally responsive pedagogies. Mr. Heaton described the powerful results of students interconnecting project based learning with mindfulness. Ms. Hoffman focused on practices for literacy engagement that lead to lifelong learning. Mr. Wellnitz presented on 21st-century-and-beyond participatory technologies and their vital role in classrooms. Ms. Laughlin expressed the need and benefits of art integration in the general classroom for all students. Mt. Thrift shared how classroom management and classroom environment are closely related to student success. Everyone’s work was learner-centered and imbued with constructivist theory.
At the end of the night candidates discussed questions from the audience and enjoyed the festivities with faculty, family, and each other. Everyone is thrilled to begin work in their student teaching classrooms!
AUS PsyD Chair, Dr. Jude Bergkamp, and his dissertation student, Shawn Curtis presented in early March at the American Psychological Association’s Division 41 Psychology & Law Society conference in Memphis, Tennessee. Dr. Bergkamp’s presentation was entitled “Applied Cultural Factors in Legal Competency to Stand Trial Evaluations: Two Cases of the Jinni.” Mr. Curtis’ presentation was based on his dissertation entitled, “The Examination of Cultural Influence in the Determination of Adjudicative Competency: A Grounded Theory.” The presentation was attended by forensic evaluators, attorneys, and academics in the field.
Dr. Bergkamp reports, “Shawn and I collaborated with University of Washington faculty and an Washington State forensic evaluator in preparation for this presentation. The presentation was well attended and received, with some promising future research opportunities developed. Shawn did a great job guiding the audience through his dissertation research as well. This is a great example of AUS PsyD student/faculty collaboration.”
Last Wednesday, March 14, 2018, Town Hall Seattle and ROLL CALL held a workshop at Antioch University Seattle on connecting across cultures in classrooms, in preparation for their #EducationSoWhite event.
TED-Ed Innovative Educators and #EducationSoWhite panelists Kristin Leong (an Antioch alum) and Marcos Silva facilitated an interactive conversation about identity and our schooling. Participants learned about the surprising commonalities between classroom experiences in Washington and Texas, then Leong and Silva will led participants in reflecting on their own experiences through interactive activities and conversation. The workshop concluded with actionable strategies for engaging in complex and necessary conversations about who we are and where we come from. The room was full, with educators and those interested in exploring the intersection of identity and schooling. Participants shared about their own histories in the classroom both as students and teachers, and learned how to engage with identity in ways that both celebrated and bridged their differences.
For Evan J. Peterson, writer and AUS BA program faculty, pop culture is a teacher. “It teaches what a culture wants, it teaches us what a culture is afraid of – and that’s everything from comic books to pornography. All of these things tell us what America really cares about versus what another country or what a subculture might care about,” he says.
Peterson’s fascination with pop culture enables him to find creative ways to get his students and his readers thinking about the complex social issues that underpin contemporary society. This quarter, for example, he’s teaching a course on graphic novels. “Graphic novels are books in a newer medium. It’s a literature class; we’re looking at how personal experience and culture shapes literature, and we’re looking through multiple lenses to examine these stories,” he says. Some of the graphic novels his students are studying are Art Spiegelman’s Maus, Marjane Satrapi’s Persepolis, and Alison Bechdel’s Fun Home, among others. “It can be challenging to narrow down the curriculum to teach this class, but I wanted all of the graphic novels to be game-changing and they all are,” Peterson says.
In his own writing, Peterson seeks to defy the conventional. He describes his fiction as “weird.” “It thrills me to tell someone a story in a way that they’ve never seen on the page before,” he says. In addition to fiction, he writes poetry and nonfiction. In all of these, he seeks to challenge the reader’s understanding of status quo by integrating issues of intersectionality into his work; this is where his passion for social justice is most prominent.
“What I do is perhaps subversive,” he says. “People might not recognize what’s going on. But I care deeply about social justice and I practice it through intersectionality, reminding readers that social justice issues show up for different people in very different ways.”
Recently, Peterson published a memoir, The PrEP Diaries: A Safe(r) Sex Memoir, which explores dating, hooking up, and living with the advent of Truvada PrEP, which is a revolutionary HIV medication that blocks transmission of the virus. Growing up in the 80s and 90s, Peterson says he had a crushing fear o f HIV and AIDS so when he learned about PrEP, he decided to try it. He used his own experiences to inform his writing of PrEP Diaries, as well as the experiences of others and the way they integrate the pill into their lives.
“It’s been amazing to get that book deal stemming from my journalism and have the opportunity to talk about PrEP and how history-making it is on a global scale,” Peterson says.
In his classroom, Peterson emphasizes the importance of diversity to his students through the works they read and discuss. “It’s important to me that diverse voices are represented in the canon.”
Of his experience teaching at Antioch, Peterson has good things to say. “It’s been wonderful teaching at Antioch. I love my students; they are so invested and bright and they’re such wonderful, caring people. It’s a joy to teach them.”
On Feb. 10, 2018, the AUS Psy.D. program, in collaboration with the AUS BA completion program, hosted a symposium entitled “Can you hear me now?: Bridging the gap between psychology and technology.” The event featured a panel of three experts who discussed the ways psychology intersects with technology. Panelist Dr. David Luxton reviewed the current research and ethics regarding the use of technology in psychotherapy, including smartphone apps, virtual reality, and therapy robots. Fulbright Scholar and entrepreneur, Jame Riggall, provided examples of successful application of virtual reality in pain management, physical rehabilitation, and exposure therapy. And lastly, Dr. Raffael Boccamazzo encouraged clinicians to destigmatize the use of technology in the field of psychology as well as offered pragmatic suggestions on how to incorporate technology into psychotherapy.
This event was the beginning an ongoing dialogue, along with research and development, addressing the future of technology and psychology. The event was well attended by professionals in both fields and research collaborations were established.
AUS MAEd alumna Kristin Leong is coming to campus on Wednesday, March 14, 2018 at 7:00 p.m. as a panelist for a Town Hall Seattle event!
This panel, “Classrooms in Color: An #EducationSoWhite Workshop,” is part of Town Hall Seattle’s larger #EducationSoWhite event series. These events bring together “dynamic education leaders” to “examine the impact of the culture gaps in our schools separating students and teachers.” While the primary #EducationSoWhite event will take place at Seattle University, the “Classrooms in Color” panel is taking place at Antioch University Seattle.
“Classrooms in Color” features Leong and her fellow TED-Ed Innovator Marcos Silva, for “an interactive conversation about identity and our schools.” Leong and Silva will give audience members “a behind-the-scenes look into how they brought their groundbreaking Innovation Projects to life.” Tickets are just $5 and they include admission to both this and the subsequent #EducationSoWhite event at Seattle University.
From her Town Hall Seattle bio: “Kristin is a 2018 Citizen University Fellow and is one of 30 international TED-Ed Innovative Educators of 2017. She is the founder of RollCallProject.com, which is an international project humanizing the gaps in race, gender, and sexual orientation separating students and teachers. Kristin is a former middle school teacher and three-term Washington State Teacher Leader.” Read more at http://www.kristinleong.com/
On Jan. 24, Antioch University Seattle’s School of Education hosted the third annual Multicultural Children’s Literature Celebration, which supports student access to literature by authors of color, especially literature that helps communities act on social justice issues and content.
Event attendees enjoyed a presentation by guest author Charles Waters, who, with co-author Irene Latham, wrote the book Can I Touch Your Hair? Poems of Race, Mistakes and Friendship. Waters discussed his history and his poetry-writing process, emphasizing the importance of hard work, perseverance, revision, and commitment to your craft. Waters, a New York City-based performance poet, also performed some of his poems.
“This was a wonderful event and an amazing learning opportunity for the teacher candidates in Antioch’s Master’s of Teaching program,” AUS School of Education director Rachel Oppenheim said. “The message of hard work and commitment that Waters shared speaks to the young students in our schools, as well as those training to be teachers.”
The evening also included a presentation by Lacresha Barry, the author of the curriculum guide for Can I Touch Your Hair?, and Kyla Crawford, an Antioch alumna and fourth-grade teacher. Both Barry and Crawford demonstrated the ways that teachers can utilize the book, both to teach content and to open up critical conversations with young people.
“The event was engaging and interactive,” Oppenheim said. “The conversations that it sparked about the importance of cross-racial dialogue and the lessons that it taught emerging teachers about having brave discussions with their students were important antidotes to the often divisive times we are living in.”
On Tuesday, January 23, 2018, Rachel Oppenheim, Director of the Antioch University Seattle (AUS) School of Education (SoE) and Carolanne Watness, Director of Field Experiences within the AUS SoE, participated in a “Day on the Hill” event along with other members of the Washington Association for Colleges of Teacher Education (WACTE). Oppenheim and Watness spent the day in Olympia meeting with legislators to advocate on behalf of public schools and teacher education. Their message to Washington lawmakers was clear: in order to help insure a robust and highly-qualified teacher workforce, the state must offer more support to both current and emerging educators. They argued that the state should lower the cost of becoming a teacher, through programs such as conditional scholarships and forgivable loans. They also argued that the state should maintain high standards for teacher education programs and should not create shortcuts that undermine quality teacher preparation in Washington.
Oppenheim and Watness met with Sen Takko, Rep Frame, and Rep Macri. Meeting face-to-face with Sen Takko was especially important for Watness, who lives part-time in his district. In her words, “He was knowledgeable about early learning funding, and very supportive of education funding. it was important to have this face-to-face conversation, and to introduce myself to him as a resource for upcoming issues that affect education.”
They also met with Sen Hasegawa, a proud graduate of Antioch University Seattle’s BA Program. Before sitting down to discuss teacher education, Sen Hasegawa showed off his Horace Mann and Distinguished Alumni Awards from Antioch, which are displayed prominently in his office and he affirmed our joint commitment to justice and equity. All of the lawmakers with whom Oppenheim and Watness met were receptive to their requests for support for Washington’s teachers and thanked them for their advocacy.
This WACTE Day on the Hill represented an important collaboration of the colleges of teacher education across Washington state. Altogether, WACTE members met with dozens of lawmakers and presented a clear, unified voice on behalf of eliminating barriers for teachers and maintaining high standards in teacher education
Curious about the newest ways psychology and technology intersect? AUS is hosting an event that explores these topics in depth, from multiple expert, contemporary perspectives.
The panelists are luminaries in their respective fields, doing highly influential work in ways that make concrete, positive changes in the real world. Even if you haven’t seen their names before, you have likely encountered some culture that they have influenced.
For example, if you’ve been to PAX Prime, Seattle’s largest video game convention, held each Labor Day Weekend, you’ve likely benefited from panelist Raffael Boccamazzo’s work. He’s the clinical director for Take This Project, who supply the AFK (away from keyboard) rooms at conventions such as PAX. AFK rooms are staffed by psychotherapists (often from AUS) and provide a quiet, soothing space within the sometimes overwhelming convention environment, for people to engage in self-care. Even PAX attendees who don’t utilize the AFK rooms themselves still likely benefit indirectly from the rooms’ helpful influence on the convention culture.
Another panelist who provides mental health resources in a technologically-informed way is David Luxton, Chief Science Officer at NowMattersNow.org. He’s a clinical psychologist on the cutting edge of web-based suicide prevention resources, as well as a frequent consultant on the subjects of telehealth, technology and mental health, as well as artificial intelligence, and more! He teaches in the UW School of Medicine.
The third panelist for this event is James Riggall, a Fulbright Visiting Scholar at Bellevue College. Riggall also owns and operates Bitlink, a self-described “team of creative technologists based in Launceston, Tasmania,” who are “passionate about exploring new ways of interacting with technology, and using it to do good in the world.” Riggall’s background includes teaching augmented reality, virtual reality, interface design and video game design; all fields of technology that benefit from an understanding of human psychology. Moreover, one of Bitlink’s many programs for social good is their operation of “school outreach and holiday programs to help the next generation of innovators wrap their heads around creativity, technology, and entrepreneurship.”
All three panelists for this event bring unique, experienced voices to the discussion of technology and psychology. Tickets are going fast, so RSVP as soon as you can!
The Antioch University Seattle (AUS) School of Education (SoE) was awarded a grant to support their work toward addressing systemic and educational disparities in Washington State. The purpose of the grant, entitled, “Pilot to Policy: Advancing Systemic Equity,” is to increase equity in educator preparation programs across the state and to inform broader policy connected to cultural responsiveness and equity.
The grant spans two years and will allow for deep, transformational work connected to racial equity, community engagement, and cultural responsiveness. As part of this work, the AUS SoE will convene a Committee of Community Advisors (CCA) to guide the AUS Master’s of Arts in Teaching (MAT) program toward practices that better reflect the perspectives and wisdom of our local and regional communities of color. AUS’s CCA will consist of education partners in local districts, community leaders and activists, advocates for immigrant and refugee students and families, and our own alumni of color who are teaching in the communities we hope to better serve. The CCA will have two roles: The first will be to help our faculty to review our foundational frameworks, policies, procedures, recruitment and retention practices, and field experiences with a community-centered, racial equity lens. The second role will be to provide guidance and mentoring to our teacher candidates in both on-campus courses and in their field experiences towards becoming culturally responsive, community centered teachers.
In addition, AUS faculty, along with other grantees, will participate in a work group over the course of the two years. Members will undergo trainings, report on progress, share learning and provide feedback, and serve as a collective committed to demonstrating results and best practices around this work.
The AUS SoE faculty care deeply about educational equity and want to make lasting changes in the program that can help it to better address the pressing issues facing education. Their proposal was selected based on the program’s commitment to advancing systemic equity and its ability to effectively pilot practices that will inform broader policy in relation to equity.
Chances are you have been affected by addiction in some way, whether it’s personally or professionally. Because it is a chronic disease, like diabetes or heart disease, there is no cure. However, it can be managed and people can, and do, recover.
Antioch University Seattle recently launched a new addictions concentration for students enrolled in the Clinical Mental Heath Counseling and Couple and Family Therapy programs. Faculty member and addictions specialist Lisa Rudduck is overseeing the concentration, which offers students an opportunity to learn the latest about how to work with clients struggling with addiction and their affected significant others. “The new addictions concentration will help students feel a lot more competent to go into individual sessions, family or couples’ sessions, and group sessions with clients who have addiction,” Rudduck says.
Addiction is a multidimensional issue, which effects a person biologically, psychologically, and socially. Commenting on the opioid epidemic, Rudduck says, “The reality is that opiate addiction and other addictions have been a major public health issue for a really long time. One of the things I love about having the addiction concentration available now is we have five whole classes to study and discuss the complicated relationships between our health care system, the pharmaceutical industry, the variety of opinions and views on addiction in the field of psychology, cultural issues, political issues, and even how the explosion of technology may be contributing to addiction. There is the issue of how to be effective in treating addiction, and then there are systemic and societal issues that we need to struggle with to really begin to understand “why” this has always been, and continues to be such a major public health issue”.
To be effective in counseling individuals struggling with addiction, understanding the relationship between trauma and addiction is necessary. “Learning how to work with clients who have a traumatized nervous system is imperative in addiction counseling because of the high correlation between trauma and addiction,” Rudduck says. “As a field, we have learned so much about the neuroscience of addiction and of trauma in the last twenty years. I am very dedicated to creating an addiction concentration that teaches trauma informed approaches as I want our students to be out front, leaders in the field”. She adds a reminder that successful treatment looks different from client to client and population to population. Being flexible is a key component to successful treatment.
On a practical level, the addictions concentration gives students an opportunity to specialize in something, making them more marketable in the field after graduation. The State of Washington recently passed a new set of rules that allows seven professions, including licensed mental health counselors and licensed marriage and family therapists to become Chemical Dependency Professionals via the “alternative learning” track. Where the previous rules required 45 credits of learning in order to become a CDP, for those seven professions, now only 15 are required. The addictions concentration meets those requirements. The ability to have two credentials opens the door to new internship sites and possibilities after graduation. For students interested in working in residential treatment centers in Washington, for example, being a CDP is a requirement.
The addictions concentration also fits in to Antioch’s social justice mission. Addiction is a stigmatized condition that often doesn’t get much empathy, compassion, or understanding. For students, the addictions concentration can help them develop these traits, making them better prepared to serve those who struggle with addiction. “There is a lot of shame and self-hate that people with addiction carry, and many times the addiction has robbed them of their purpose, their life force, and the gifts they have to give the world,“ Rudduck says. “If our students can be out in the community, and can see beyond the addiction and help people come out of the darkness, that’s what we’re all about.”
Even before winning a Latin Grammy this November, 2017 has been a busy year for AUS BA in Liberal Studies adjunct faculty Barrett Martin. His book The Singing Earth was published this year. His solo group The Barrett Martin Band is about to release a new album. He’s played live shows across the Pacific Coast (including the 25th anniversary celebration of AUS’s Belltown neighbor The Crocodile). A 2-hour concert of his was recently aired on The Seattle Channel’s Art Zone (streaming online for free). He was even filmed drumming for the Seattle episode of Anthony Bourdain’s current television show Parts Unknown, which aired in November 2017.
For his “Best Portuguese Language Rock or Alternative Album” Latin Grammy win, Martin played drums and percussion on Nando Reis’s album “Jardim-Pomar,” which Martin also co-produced and mixed alongside his frequent collaborator, Nirvana and Soundgarden producer Jack Endino.
Martin’s influence in the musical world is eclectic and wide-ranging. The Seattle Times recently called Martin “central to the creation of grunge in the 90s.” He is well-known for his work with several prominent Seattle bands including his aforementioned The Barrett Martin Group, as well as Walking Papers, Mad Season, Screaming Trees, Tuatara, Skin Yard, and the Levee Walkers. He has also recorded with R.E.M., Queens of the Stone Age, and many other bands. Local Seattle alternative newspaper The Stranger adds, “Barrett Martin is one of those treasured musicians—like Mickey Hart and Ginger Baker—who possess an omnivorous appetite for non-Western styles, in addition to rock, blues, folk, and jazz.”
A Conversation With Barrett Martin
To help the Antioch community get to know Martin as a teacher, in anticipation of his upcoming BA in Liberal Studies course, ENVC-4800, The Singing Earth: Music, Culture, and Environment, Martin took some time to speak about his relationship with Antioch, his teaching philosophy, and what students can look forward to in his class.
Martin, who holds a master’s degree in ethnology/linguistics/ethnomusicology from the University of New Mexico, has taught at many universities as a guest lecturer and when presenting academic papers. However, Antioch University Seattle is the first university to get to offer full classes taught by Martin.
When asked why he chose Antioch for this, he explained, “They picked me! I was contacted by the liberal arts department to come teach a class… They contacted me in 2010. But I liked Antioch because it was a very prestigious liberal arts school. The original one goes back to the 1850s. I just thought it was a good place for the way that I teach, which is about awakening the mind, and becoming a fierce advocate for humanity and the planet. And I feel like the Antioch philosophy and curriculum is really aligned with that.”
He added, “So for someone like me… a musician and producer and composer who’s active in the world, working with people, and making records, and playing shows, and deeply connected to indigenous people, and really world music in general, being aligned with an institution like Antioch is really conducive to that work… I can bring that work, and that experience into the classroom when I teach.”
When asked what students can expect when taking his class, he said, “Our class is going to be specifically about music, the environment, ecology, [and] the expression of culture through music. It’s a global survey, so we go around the world and look at certain different locations around the world in one quarter. At the end of the quarter, the students will have a pretty good idea of what world music is, how connected it is to the natural environment, and the cultures that come from those places [studied in the class].”
He added, “It’s the kind of class that applies to any of the liberal studies majors, because it’s about humanity, it’s about the environment, it’s about spiritual expression, it’s about ecology, it’s about art and expression. I mean it really, as an elective class, it falls into a lot of categories.”
When commenting on the value of the class as a source of cultural enrichment, Martin added, “Yes. I think that’s important! I mean, sometimes you need to take classes that are culturally enriching.”
Giving specific examples of the cultural enrichment in the class, Martin described teaching in a multimodality way in the classroom, to work with different student learning styles, by playing recorded music, showing videos, and assigning readings, including his own book The Singing Earth, which the class was named after.
When asked about his teaching philosophy, he added “I want to enlighten the minds of students, and put a fire in their heart to go out and make a difference in the world for the better. Whatever their skill is, whatever their talent is, whatever they feel passionate about, that’s their way of working in the world. All I want to do is just ignite that, and enlighten it a little bit more, so that whatever they decide to do, I’ve contributed a little bit to that fire.”
He also referred to his faculty profile teaching statement, “To liberate the mind and illuminate the student, so that they too have the courage to think and act with fierce, discriminating wisdom.” When it was read back to him, he said “That’s exactly it.”
AUS Couple and Family Therapy with Drama Therapy alumnus Todd Kulczyk is thriving as a psychotherapist and drama therapist in Iceland. After graduating in 2016, Kulczyk became licensed as an LMFTA in Washington State, but moved to Iceland to be with his husband.
He currently works as a psychotherapist and drama therapist with individuals, couples, and families through multiple organizations in Iceland, including Samökin 78 (an LGBTQIA+ organization), Hallgrímskirkja (a Lutheran church), and his private practice, Therapy Cooperative. A natural leader, Kulczyk was nominated to join the Association of Family Therapists in Iceland board in September, and now he’s on their committee to create educational standards for family therapy licensure in Iceland. He is also on the steering committee for the Nordic Art Therapies Conference for 2018.
Kulczyk was also invited by the University of Iceland to lead a two-day workshop on creative interventions with couples and families in November 2017. He also recently led Distant Voices, a drama therapy project that uses “an interactive narrative to visually recount stories of immigrants and asylum seekers allowing insight into different realities and experiences,” which was performed by the Icelandic community.
Beginning in the summer of 2018, the Antioch University Seattle School of Education is offering an Alternative Route to Teacher Certification (ARTC) Program in partnership with the Kent School District. This “Grow Your Own” program will enable paraprofessionals and other classified instructional staff in the district to remain in their positions while earning a teacher certification with an Elementary endorsement and an add-on endorsement in either School Library Media (SLM) or English Language Learners (ELL). All classes will be held on site in the Kent School District, and classes scheduled during the school year will be responsive to working professionals. Candidates will be able to earn your certification, endorsement, and master’s degree in one calendar year!
Antioch University Seattle’s School of Education has always been committed to social justice and to promoting diversity and equity in our local schools. The ARTC Program embodies that commitment by partnering with a local school district and working to meet that district’s needs. The program also promotes equity by helping the district’s diverse instructional staff become certified teachers, and working with them to better serve their community.
The ARTC Program is an innovative new initiative that represents a strong partnership between Antioch University and the Kent School District. The program works to meets the needs of the district by promoting a Grow Your Own model in which staff currently working in the district have the opportunity to earn their teacher certification, as well as an endorsement in an area of high need for the district. The program also responds to the needs and schedules of KSD paraeducators, with classes offered on site in Kent at times that are most convenient for district staff. Moreover, the program will contribute to diversifying the teacher workforce in the district, and to building a larger pool of teachers that more closely represent the students that they are serving.
The School of Education has received a large grant from the WA State Professional Educator Standards Board that will substantially offset tuition for students in the program. This is a wonderful opportunity for us to support paraeducators in Kent and to contribute to bringing more people of color and more linguistically diverse individuals into to the teacher workforce.
Join us for an evening with Charles Waters as the 2018 guest author for this year’s Multicultural Children’s Literature Celebration.
The School of Education at Antioch University Seattle is proud to continue its annual “Multicultural Children’s Literature Celebration.” The purpose of MCLC, now in its third year, is to support student access to literature by authors of color, especially literature that helps our communities act on social justice issues and content.
Last year we visited seven schools and donated 50 books by 2017 Caldecott and Coretta Scott King winner Javaka Steptoe. This year we are beyond excited to welcome Charles Waters as our 2018 guest author coming to Seattle January 22-26! Charles is a seasoned New York City-based performance poet whose coauthored book, Can I Touch Your Hair? Poems of Race, Mistakes and Friendship, is racking up multiple starred reviews, including this Kirkus starred review. They call the book, “A brave and touching portrayal worthy of sharing in classrooms across America.”
Charles will visit ten schools in the Seattle, Tukwila, and Tacoma school districts, with two of those schools sponsored by the Education department at Antioch. Teacher candidates in our MAT program will participate at one of these locations in sharing multicultural literature, and we will once again donate dozens of books to under-resourced school libraries throughout the Puget Sound area.
Additionally, Charles is presenting two evening events for adults. On Tuesday, January 23 at 5pm Charles will present a private workshop for educators through the Washington Language Arts Council, an affiliate of the National Council for Teachers of English, on the Antioch campus. On Wednesday, January 24 Charles will present at a public event hosted by Town Hall Seattle at 7pm at the Northwest African American Museum.
At Antioch we are committed to using “mirrors, windows, and sliding glass doors” to promote a more just future for students. We hope you will join us in promoting some of the very best voices on social justice in children’s literature in our Seattle community by attending public events, hosting Charles at your school, or purchasing Charles’s book through MCLC. For more information please contact AUS.firstname.lastname@example.org.
Antioch University Seattle Undergraduate Studies faculty member BJ Bullert received a $10,000 grant for her upcoming documentary. Bullert teaches courses in Antioch’s BA in Liberal Studies program. Sponsored by the Allied Arts Foundation, the short film explores the link between art, dance and the Space Needle’s feminine shape. It also celebrates women and honors feminine space and movement.
The film’s working title is Women Rising: The Space Needle and ‘The Feminine One.’ Architect Victor Steinbrueck was inspired to add curves to the original drawing of the Space Needle based on a wooden sculpture, “The Feminine One.” While it’s impossible to know for sure who was the model for “the Feminine One,” Cornish College was home to two influential modern dancers in the 1940s who traveled in the same social circles as artist David Lemon and architect Victor Steinbrueck. The film considers the possibility that Svvilla Fort (1917-1995), the first African American to graduate from Cornish, and Bonnie Bird (1914-1995), who taught at Cornish, inspired the sculpture that influenced the feminine shape of Seattle’s iconic symbol.
“I want the film to change the way the public looks at the Space Needle,” Bullert said. “And, like my films ‘Chief Seattle’ and ‘Fishermen’s Terminal,’ it will enhance public understanding of the arts, heritage and a plurality of Seattle identities during this period of rapid growth and change.”
This speculative film is a “what if” mystery told through on-camera interviews, archival footage, and improvised dance by women and girls from different generations and ethnic backgrounds. Partner artist Edna Daigre and her students keep the memory of Syvilla Fort alive with their improv melding of Afro Caribbean modern dance. Girls and women aged 9 to 90 move to music, finally planting their feet firmly on the ground to reach up to the sky in “The Feminine One” pose. A mix of shapes, sizes, ethnic backgrounds, and ages of women take charge in the spaces they’re in, whether they are in kitchens, behind a counter, or in their neighborhoods.
The film honors the spirit of Women Rising, coming full circle with a montage of Bird and Fort, women and girls today standing tall and proud. Some in pink hats gather at the base of the Space Needle to pay homage to the bronze nine-foot replica of “The Feminine One.” Together, they strike their poses to take on the future, recalling Syvilla Fort, Bonnie Bird, and other dancers who cherished liberation through dance.
“At a time when women have been demeaned by politicians and attacked by hostile forces, this film project serves as a creative affirmation to stand tall in the face of life’s challenges, honoring resilience and power, and claiming that power, like the tens of thousands who attended the Women’s March, the largest in Seattle history.” Bullert said. Her film will inspire her BA in Liberal Studies students and many more.
Congratulations to Antioch University Seattle Couple and Family Therapy core faculty member Kirk Honda, who recently published his book Multirole Clinical Supervision: Evidence, Reflections, and Best Practices. Honda was inspired to write about clinical supervision two years ago after a CFT student asked him about his philosophy of clinical supervision. He began writing a short paper on supervision but as he reviewed the research and reflected on his experiences in supervision, the paper slowly grew into a book.
Passionate about the topic of clinical supervision, Honda believes equipping supervisors with the skills and tools to supervise effectively is key to supervision success. “My life mission is to make a positive difference in the world, and helping the helpers is my humble effort toward meeting that mission,” he says.
In the book, Honda shares meaningful personal experiences around supervision that shaped how he thinks about clinical supervision in the field. “I was fired from my first internship by an abusive, ineffective supervisor who almost put an early end to my career as a therapist,” Honda recalls. Throughout the book, he writes about this experience and shares what he learned from it.
Along with his personal examples, and those from other supervisors and supervisees, Honda’s book can help readers learn about the evidence-based best practices of the 19 crucial roles in clinical supervision.
The Greater Seattle Business Association (GSBA), the world’s largest LGBTIA and allied chamber of commerce, and Antioch University Seattle’s (AUS) partner, held a fundraising event this month. The tasting event brought more than 900 community members together to enjoy food, wine, and entertainment. The gala raised over $950,000 for the GSBA Scholarship Fund, which awards scholarships to LGBTQIA and allied students who are committed to social justice and equality.
Antioch University Seattle was represented by Provost Ben Pryor, Director of Institutional Advancement Emmelyn Hart, and Director of Diversity Service Ron Harris-White, who attended the tasting.
“Antioch University Seattle is proud to support the GSBA and help promote diversity and equality in the community,” said Harris-White. “Our Antioch and GSBA students are truly the leaders of today and tomorrow! It is our legacy.”
Antioch University Seattle (AUS) PsyD in Clinical Psychology students Celia Arauz, Gwendolyn Barnhart, Jennifer Gross, and Amber Nipper— supported by AUS PsyD faculty Jude Bergkamp, Dana Waters, Mike Sakuma, and Michael Toohey—were first author on research posters displayed at the Washington State Psychological Association’s 2017 Fall Convention. The AUS PsyD student posters’ titles and subjects are as follows:
Arauz’s research is titled Differentiating Irritability from Anger and Aggression: An International Qualitative Examination of the Causes of Irritability, and it examines survey results from the following questions: “What causes your irritability?” and “When are you more likely to feel irritable?” to discover that “people tended to emphasize environmental and physiological causes for their irritability, which can help differentiate it from anger.
Barnhart’s research is titled Development of Foundational Clinical Skills and Experiential Growth from Crisis Clinic Work, and it extrapolates the learning experiences of mental health graduate students working as crisis clinic facilitators to highlight multiple benefits from this volunteer work. One such benefit is learning about the local resources available to mental health clients, and learning which types of resources are lacking and could use more support.
Gross’s research is titled Development of Political Identities, and it phenomenologically explores the political identity development of eight adults, four self-identified Republicans and four self-identified Democrats. Among the discoveries of this research: “Subjects’ political identity displayed a strong affinity to their parents’ political identity and they sought out social affiliations with peers and mentors who displayed similar political identities during their young adulthood.”
Nipper’s research is titled The Integration of Buddhism and Psychology: Western Clinical Psychology Students’ Exploration. From its description: “This qualitative study critically examines the integration of Buddhism and psychology with the lived experiences of four clinical psychology doctoral students, through a discussion of cultural appropriation. These students went on a 9-day meditation retreat and seminar in France studying Tibetan Buddhism, and how Tibetan Buddhism integrates with western psychology.”
Bringing research to a professional conference in one’s respective clinical field is a major accomplishment. In Arauz’s words, displaying her research in poster form at this conference “will be advantageous and help me to be more competitive when applying for an internship.”
In addition to being a feather in the cap of one’s curriculum vitae, bringing new, original research to a conference is also an opportunity to share the salient results of hard work with interested peers who can appreciate those results. The social atmosphere of an academic conference can be one of the most gratifying parts of the experience. For example, on the subject of being a PsyD student at this conference, Barnhart says “it was really great to be in a venue where there were a lot of different professionals who had expertise in a myriad of different areas of psychology.”
This love for studying one’s field and socializing with one’s academic peers can also extend to the grad school experience itself. When asked for some of her experiences as a PsyD student at AUS, Barnhart added “I love it. I love working in the clinic, I love getting trained for clinical work. Small class sizes are awesome, and we’re all pretty cohesive. It’s nice to be in the same class with all the same people. You can bounce things off of each other.”
Antioch University Seattle School of Education adjunct faculty Richard Katz was recently selected by the American Geographical Society (AGS) to return to their fall Symposium, the Geography 2050 conference, as a mentor to the 2017-2018 Geography Teacher Fellows. In 2016 Katz was an AGS Geography Teacher Fellow himself, which means he was one of the 50 geography teachers selected to attend the Geography 2050 conference. This year, 27 Geography Teacher Fellows from past years applied to attend this year. Only five of those 27 were selected to return to the conference, and Katz is one of them.
In the letter of congratulations that the AGS sent to Kats to notify him of his selection to return to the Geography 2050 conference, AGS told him, “You and the other four returning Geography Teacher Fellows will have the opportunity to interact with the new class of Geography Teacher Fellows, orient them to the event, and help them take advantage of everything the Symposium and follow-up programs have to offer… Since you have been selected to return to Geography 2050, your registration and all fees connected to the Symposium are covered by a generous grant from Boundless Spatial LLC.”
In the words of the 2016 press release announcing Katz’s initial appointment to the position of AGS Geography Teacher Fellow, the AGS explained “The AGS Fall Symposium is one of the most important and recognized geography/geospatial events in North America during the Fall Semester. Attendees include CEOs and senior executives from preeminent geospatial companies along with leading experts and representatives from government, not-for-profits, and academia.”
This press release also explained, “The Symposium will enable Teacher Fellows to gain valuable cutting edge content knowledge and awareness of the real-world geographic workplace skills demanded by today’s geospatial companies. The Teacher Fellows will have a unique opportunity to interact with, and become one of, the nation’s thought-leaders who are involved in the multi-year dialog about the future of geography.” It also included a quote from Dr. John Konarski, CEO of the American Geographical Society, who said “We are very pleased to be able to have Richard among 50 of the best teachers in the country join us.”
This month, Katz attended the Geography 2050 conference at Columbia University, in New York City. The conference theme was The Future of Mobility.
Antioch University Seattle’s (AUS) PsyD (Doctor of Psychology) program was conferred a period of five years for accreditation by the American Psychology Association (APA) on Friday, November 17, 2017. The APA is the premiere psychology organization in the United States, overseeing standards, practices, and research in both psychology and psychiatry to “benefit society and improve people’s lives”. The organization is affiliated with over 60 national and international associations and has been influential on decisions ranging from marriage equality to conduct in war. Antioch University Seattle is currently one of the only APA-accredited PsyD programs in clinical psychology in our geographic area.
More Opportunities Students graduating from an APA-accredited program have greater opportunities for job, research, and post-doctoral positions. As of 2017, the Association of Psychology Postdoctoral and Internship Centers (APPIC), the top psychology internship matching association, now only accepts students from APA-accredited programs. In the past two years, all AUS PsyD students who applied to APPIC internship were successfully matched.
Upon graduation, 80% of AUS PsyD students go on to licensure. Licensed graduates of accredited programs can leverage opportunities from the federal government, such as a federal provider placement program, as well as student loan forgiveness.
A Solid Foundation AUS’s PsyD program strives toward a competent breadth of knowledge and skills, resulting in strong, competent practitioners upon graduation. Students are assured close contact with and attention from faculty. Our cohorts are small enough that students get the attention they need and big enough to gain valuable, diverse experiences. Not only do students receive individualized attention, but smaller class sizes create more opportunity for faculty/student collaboration and research projects.
“Antioch’s programs succeed on the strength of their reputation and the quality of their graduates. Peer reviewers for the APA maintain the highest standards for education and training, and in their judgment, Antioch meets or exceeds those standards. This is testimony to our outstanding faculty and the excellence of our students who carry Antioch’s mission into the communities they serve.” –Benjamin Pryor, PhD, Antioch University Seattle Provost and CEO
Our program entails specific coursework devoted to social justice. AUS’s PsyD practicum focuses on improving the world for all its people, which is the bedrock of all Antioch University programs since its founding in 1864.
We welcome further inquiry into the PsyD program. Please contact our admissions office for more information about the PsyD program, or contact the PsyD Program Associate with specific questions.
Groves’ Vision Includes Significant Growth, Innovation, and Inclusion
William R. Groves, JD, who has served as Interim Chancellor of Antioch University since April 2016, has been named to the position on a permanent basis. As Chancellor, Groves is President and CEO of the University. Groves was formally appointed as the Chancellor during the Antioch Board of Governors quarterly meeting held in Keene, New Hampshire on October 27 and 28, 2017.
“I look forward to leading Antioch University toward a future of real and significant growth in a way that honors our social justice mission,” said Groves. “I am working with the Antioch community to grow our enrollment while honoring our 165-year history of educational innovation, and a commitment to educational access, affordability, and quality.”
No stranger to Antioch University, Chancellor Groves began at the institution in 2010 when he was hired to form Antioch’s first Office of General Counsel. Prior, he was a Managing Partner in the Springfield, Ohio, law firm of Martin, Browne, Hull & Harper, PLL, where he began his career in 1979. Throughout his 30-year career with the firm, Groves provided legal services to Antioch University and numerous local businesses, municipalities, non-profit organizations, universities and public school districts.
“The Board has a high level of confidence in Chancellor Groves and values his leadership and commitment to Antioch,” said Board of Governors Chair Charlotte Roberts. “We look forward to working collectively on his vision for growth and innovation that will secure our long-term future and mission.”
Groves received his bachelor’s degree summa cum laude, Phi Beta Kappa, with Honors in Government from Ohio University and his Juris Doctor from the Ohio State University Moritz College of Law. He is a member of the Board of Governors of the Ohio State Bar Association. He has also served as an officer and board member of numerous charitable and non-profit organizations. Groves is a former President of the United Way of Clark County (OH); former President of Planned Parenthood of West Central Ohio; and a member of the boards of the Springfield Symphony, Springfield Family YMCA, Clark State (OH) Community College Foundation, and the Rocking Horse Center, a Federally Qualified Health Center (FQHC) providing medical care to indigent children and adults in Clark County, Ohio.
“We are grateful for Chancellor Groves’ extraordinary efforts in achieving improved structures, strategies, and processes throughout the university during his time as Interim Chancellor,” said Board Vice Chair Paul Mutty. “He is deeply experienced at making tough decisions and managing people in a collaborative and transparent manner.”
“It is an important and exciting new era for Antioch University,” added Roberts.
About Antioch University
Since its founding in 1852, Antioch University has stayed at the forefront of higher education innovation, academic excellence, social progressivism and social justice. Among its distinguished alumni are noted civil rights leaders, Coretta Scott King and Eleanor Holmes Norton as well as two Nobel Laureates: Mario Capecchi (B.S. 1961), co-recipient of the 2007 Nobel Prize in Physiology or Medicine; and José Manuel Ramos-Horta (M.A., Peace Studies, 1984), co-recipient of the 1996 Nobel Peace Prize, and later President of East Timor (2007-2012).
Inspired by the work of its first President, pioneering educator Horace Mann, Antioch University provides learner-centered education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice. With campuses in Keene, New Hampshire; Los Angeles; Santa Barbara; Seattle; and Yellow Springs, Ohio, Antioch University is a bold and enduring source of innovation in higher education. Antioch University also includes a Graduate School of Leadership and Change and Antioch Online. The University is a private, nonprofit, 501(c)3 institution and continuously accredited by the Higher Learning Commission since 1927.
As a CFT, CMHC, or creative arts therapy student, it’s easy to feel overwhelmed when you start thinking about your upcoming internship. How do you choose a site that’s a good fit for you? When should your start applying? What do prospective internship sites look for in an applicant? All of these questions and more may be on your mind as you get closer to internship.
Michelle Byrd, MA, and Director of Clinical Training, offers some tips and tricks for making the internship preparation process a little smoother:
Know your plan of study! Be sure to check the CFT or CMHC handbook to make sure you have taken all of your prerequisite courses. Nothing is more frustrating than thinking you’re all set for internship only to discover you forgot about that one class you have to take before you can start.
Meet with your academic advisor more than the minimum times required. Checking in with your advisor regularly can help you make sure you’re on track and gives you an opportunity to build a valuable relationship with a faculty member.
Get familiar with the available resources. As an enrolled counseling student, you have access to the Clinical Training Hub in Sakai. This is a rich resource for practicum and internship information, including a list of current sites in your area.
Talk to other students. Your fellow students can share their internship experiences, which may lead you to a site that would be a good fit for you.
When you are considering sites, make sure your on-site supervisor is appropriately credentialed. There is a frequently updated list of approved supervisors in the Clinical Training Hub on Sakai, as well as instructions on how to get a new supervisor approved.
Get your therapy hours! Make sure you’ve completed the required 20 hours of personal therapy before you start your internship.
Make sure the site you’ve chosen can provide you with the hours you need. For example, if you are a CFT student, you’ll want to choose a site that has enough family clients to ensure you’ll get your 250 required relational hours.
Byrd also recommends that you start applying for internship at least two or three quarters before you want to start. Waiting until the last minute will make it more difficult to find a site that’s a good fit. In addition, some sites may only accept interns at certain times of the year, so it’s good to know well in advance where you’d like to apply.
Once you’re ready to begin applying, check the websites of the sites you’re considering. They may have applications online that you can fill out and submit. Many times, these applications are found under the Volunteer section.
When you’re applying to sites, be sure to have your resume and a cover letter ready and on hand. Many sites also require letters of recommendation, while others need contact information to speak to faculty, so be sure to talk with faculty about recommending before you begin applications. For your cover letter, Byrd says most sites want to know why you want to be a counselor. “Demonstrate that you’re curious and flexible,” she says. “You don’t need to know everything, just show you’re willing to learn.”
Following these recommendations can go a long way in alleviating your internship preparation stress and ensuring that you end up at site that is a good fit for your personality and therapeutic interests. If you have any questions about the process of applying, Byrd says she is happy to answer your questions. You can email her at email@example.com.
Investigative journalist Lucia Mimiaga visited Antioch University Seattle’s Designing Communication seminar in October 2017 on her way back from a special Hedgebrook writing retreat on Whidbey Island.
As the director of the investigative unit of El Debate, a major newspaper in Culiacán, Mimiaga is one of the only women journalists in the state, the birthplace of the violent Sinaloa drug cartel. Antioch students interviewed her about her life as a reporter. She described the hazards of being an investigative journalist in Mexico today, as well as the possibilities to make change through the stories she covers; stories of violence, poverty, but also, profiles of those fighting for positive alternatives.
Antioch University Seattle Masters of of Arts in Teaching alums Kyla Crawford (’17) and Tahirih Pirnia (’17) and Education Core Faculty Dr. Jeana M. Hrepich will present their research poster, “Art for Empathy’s Sake: Making the World Inclusive Again” at the annual conference for the National Council for the Social Studies November 17-19.
The research premise is that art has the potential to amplify empathic reactions for self as well as toward others. As an in-road to civic engagement, the presenters believe that both consumption and production of arts can inspire a movement of the heart that propels individuals to act. Swanger (1993) defines empathy as “the precursor of compassion that enables one to act on behalf of others” (p. 41). The researchers concur that arts-based inquiry may “leave us transformed, linked newly and empathically, to our fellow humans” (p.44).
The presenters will showcase a half dozen examples of “the arts” from their classrooms including spoken word, photography, visual art, and sculpture designed to propel students toward empathic conceptual understandings and actions. Drawing substantially on Maxine Greene, who writes about how the imagination can link us to others, lessons range from primary to middle level grades, and all take as a starting point the present moment in America, in which, according to recent data by the Southern Poverty Law Center, teachers are reporting both an increase in bullying as well as feelings of fear among children.
In opposition to emerging nationalistic rhetoric and policy, this research fully underscores its commitment to what Jeffers (2009) calls, “An openness to others and their ideas, or what can be called empathy, [which] is fundamentally important to art education, probably now more than ever, as students must learn to cross political, cultural, and religious divides if they are to understand increasingly accessible global images” (p. 19).
Kyla currently teaches fourth graders at Thorndyke Elementary School in Tukwila and Tahirih is a first grade teacher at Valhalla Elementary School in Federal Way.
Jeffers, C.S. (2009). “Within Connections: Empathy, Mirror Neurons, and Art Education. Art Education. 62(2), 21-24, 33-34.
Swanger, D. (1993). “The Arts, Empathy, and Aristotle.” The Journal of Aesthetic Education. 27(1), 41-49.
The last weekend in October, from Thursday, October 26, to Sunday, October 29, at Key Arena, Antioch University Seattle’s (AUS) psychology, counseling, and therapy graduate programs were on the frontlines of the Seattle Center Foundation’s fourth annual Seattle/King County Clinic. The clinic is a non-profit healthcare event, which gathers providers from around the state to provide free medical, dental, vision, and mental health services to underemployed and underinsured populations in the Seattle area.
Coordinated and directed by Dan Dodd, PsyD, AUS graduate students Melody Day, Lisa Holombo, Jennifer Law, Jesse Marshall, Samantha Spencer, Holly Wilder, and William Zogg, under the supervision of clinic director Doug Wear, PhD, clinical supervisor Dug Lee, PhD, and adjunct professor Dr. Dodd, provided mental health counseling services in a direct, face-to face clinical setting. The students, along with adjunct professor Joel Bell, PhD, also provided counseling and intervention services throughout the arena and to those waiting in line outside. “These are people who have been up for 28 hours, many are hungry and in pain.” says Dr. Dodd. “The students were there to assess and address their mental health needs as well as encourage the clients to continue through with their medical, dental, and vision services, and to provide support in managing their stress and anxiety.”
Overall, Antioch Seattle’s team provided clinical counseling for over 106 clients, and support/stress management services for 113 clients around the arena. Dr. Dodd has been participating in the clinic since its inception in 2014. “What strikes me,” he says, “is that the amount of patients served hasn’t lessened since then. Regardless of the number served, there’s still a population in need.”
Samantha Spencer shared her experience volunteering at the clinic this year: “I have personally never heard of anything like this: free vision, dental, and medical care. And many insurance providers do not cover dental or vision any longer. I am so thankful Antioch, among all the universities in Seattle, continues to display a sense of social justice by encouraging students to volunteer.”
She encourages her fellow students to take action: “Antioch Seattle’s commitment to social justice can include things such as volunteer work and involvement in politics to running workshops and living more compassionately in the world. I think this opportunity allowed me to apply the skills and education I learned in the classroom to genuine folks in Seattle. I wish more students would volunteer in the future because it is a humbling opportunity. I will never forget this experience and hope to volunteer in many years to come.”
For more opportunities as AUS students to volunteer, please contact your program chair:
Are you finishing your bachelor’s degree or thinking about finishing? Antioch University Seattle offers students prior learning credits. In a nutshell, this program allows you to earn college credit from your life experiences.
How It Works
Prior learning credits gives you an opportunity to mine from your personal and professional experiences and package what you learned from those experiences into the equivalent of a course. Once you’ve identified an experience that qualifies, you articulate that experience in a narrative form, giving you the opportunity to sharpen your writing skills. An evaluator in the field you’re writing about will read your work, and, upon confirming that you’ve demonstrated what you’ve learned, you earn college credit. You can earn up to 45 credits total in prior learning. Plus, prior learning credits are a great cost and time saver at $150 per credit.
“It can be empowering to realize that learning from experience is valued and comparable to what someone might have learned in an academic setting,” says Elizabeth Burke, who heads Antioch’s prior learning credits program.
Burke adds that a major benefit of prior learning credits is that it gives students the opportunity to connect your past with your future. For example, a student who worked in customer service and then goes back to school to be a therapist can see how the listening skills and desire to help she learned in her customer service career will be useful in her counseling career.
“Claiming what you learned and naming it empowers you to connect what you’ve done in the past with what you want to do in the future,” Burke says.
Luke Morrissey, a bachelor’s student at Antioch, received prior learning credits for his military experience, where he served as a combat medic. “Antioch respects students’ drives to learn what they know they want to learn and what they know they need to learn,” he says.
What Experiences Qualify?
Typically, life experience that took place after high school and before enrollment at Antioch may qualify for prior learning credits. Keep in mind, however, that the learning must be college level conceptual and transferable learning. The types of life experiences that qualify range from business to art to psychology. Examples of life experiences that past Antioch students have received credit for include:
Postpartum doula practices
Event planning, marketing, and management
Grief and suicide
Healing from trauma
Art exhibit curation
Empowerment through graffiti
Non-profit program development
Criminality and addiction
Early childhood education classroom management
Eating disorder treatments
In-home dementia care
Management and supervision
Basically, if you can demonstrate what you’ve learned from your life experience, there’s a good chance you can receive prior learning credit for it. One of the amazing things about the prior learning credits program at Antioch is that it gives students a chance to forge their own educational path, creating a rich academic experience that they wouldn’t get anywhere else.
“Antioch gives students a place and a permission to do what they want to do,” Burke says.
Antioch University Seattle’s Fred Landers, core faculty member and coordinator of the Drama Therapy program, recently had a book review published in the Drama Therapy Review. Landers reviewed Routledge International Handbook of Dramatherapy by Sue Jennings and Clive Holmwood. Landers notes that the handbook is “destined to be a valuable resource for students, professionals, and those who are curious about the field of dramatherapy.”
Throughout his review, Landers uses drama therapist Warren Nebe’s metaphor of the glass jar in our lives. A moth who emerges from a cocoon in a glass jar cannot fully grow its wings because it is limited by the fixed space of the jar. Similarly, we are often locked into certain patterns of behavior and ways of being due to the determined nature (glass jars) in our lives. Drama therapy helps clients alter their glass jars, freeing them from harmful behaviors, identities, and spaces. “This handbook is important because it inspires us in our work of transforming glass jars, be they personal identities, cultural spaces or structures in a drama therapy session, altering the jars’ dimensions and contours to support the process of becoming,” Landers writes.
*You may access the article for free through the library’s subscription if you’re a student or faculty.
From October 20-22, 2017, Dr. Jeana M. Hrepich displayed a research poster, Cultural Preservation & Asian Indian Children’s Literature at the International Board on Books for Young People regional conference in Seattle. Her research documents Asian Indian children’s literature by and about Asian Indian culture, and that especially focuses on preservation of cultural significance. This work was instigated by Kalpana M. Iyengar and Howard L. Smith’s question in a recent call for papers for the South Asian Review, “How do (children) construct their bicultural identities within the various spaces where they live?” Dr. Hrepich was curious about which texts help children in her case studies construct their bicultural, and in particular, their Asian Indian, identities. Conducting a small ethnographic study, Dr. Hrepich collected data about children’s desiring, engagement with, and connections to sample literature.
Dr. Hrepich’s work is based on the premise that “Children’s literature that reflects contributions, lifestyles, and values of ethnic groups will help children to have a better understanding of who they are and what contributions they can make” (Martinez & Nash, 1990). Using discussion strategies, she explored each child’s identity construction to available texts. Abundance of Asian Indian and Asian Indian American texts was obviously advantageous to children in this study. Because “multiethnic children’s books allow teachers and other adults to become more familiar with the cultural backgrounds of their students” (Ramirez & Ramirez, 1994), the ramifications of supply extends beyond the home. Dr. Hrepich documented several texts that appealed to children in her study.
This year’s IBBY conference theme was “Radical Change Beyond Borders: The Transforming Power of Children’s Literature in a Digital Age.” The IBBY conference is an international gathering of authors, scholars, teachers, librarians, and publishers.
A ribbon-cutting ceremony on Sept. 27 at Antioch University Seattle drew a crowd of more than 100 as students, faculty, alumni, and members of the community gathered to celebrate Antioch’s move to a beautiful new campus.
Guests enjoyed remarks from Antioch University Seattle Provost Benjamin Pryor, University Chancellor Bill Groves, and Steve Crandall, who serves on the University Board of Governors.
Crandall praised Antioch for its commitment to social justice. “Today, more than ever, we need value-driven organizations like Antioch University that model compassion, commitment, and community involvement,” he said. Crandall shared personal reflections on how Antioch has impacted him and people he’s known. “At Antioch, we believe in people no one else does and those people go on to do great things,” he said.
After the ribbon-cutting ceremony, guests enjoyed light refreshments and mingling, as well as several activities. In the art studio, Antioch faculty and art therapist Michael Buchert assisted guests as they created their own mandalas. Buchert also invited guests to further the conversation of social justice and multiculturalism by writing down actions they will take to advance social justice causes and increase cultural awareness. Responses included “Say ‘yes’ to other people’s choices,” “Don’t assume other people are like you,” “Acknowledge my privilege,” and “Meet new people and build new relationships”, among other ideas. Their responses were hung up on the wall in the art studio.
The social justice conversation continued in a panel discussion on homelessness. Panel participants and guests talked about solutions to homelessness, acknowledging that many of the current solutions in place in Seattle aren’t effective.
Ribbon-cutting celebrants also enjoyed touring the new campus, where they had an opportunity to visit classrooms, the library, and administrative offices. They admired the “Legacy Tree” adjacent to the library, which features beautiful wooden leaves of various sizes containing personalized inscriptions, memorials, and tributes to faculty, friends, and family. The “Leaf a Legacy” campaign gives donors an opportunity to support Antioch University Seattle programs and to be part of its rich history.
The concept design for a donor recognition wall honoring university donors was also unveiled at the event. Naming opportunities remain available for classrooms, study nooks, and the entire building.
Guests also toured the Antioch University Seattle Community Counseling and Psychology Clinic, which offers low-fee counseling services to individuals and families.
Before they left, guests were encouraged to leave their own mark on the new campus by contributing to a chalk wall in one of the hallways. The chalk wall features a large drawing of a tree with branches and roots and the questions “What makes a community?” and “What is your role in it?” Guests wrote their answers with colored chalk, highlighting community values such as love, empathy, compassion, and justice. The chalk wall currently serves as a reminder to students what the Antioch University Seattle community is all about.
Many people who earn a Master’s in Education (MAEd) degree go on to work in classroom and school administration settings. These are the types of careers most commonly associated with an MAEd degree. However, there are a wider variety of careers available to MAEd graduates. Thinking outside the box can uncover a multitude of ways that MAEd graduates can work outside of traditional school systems.
Zoos, aquariums, museums, and similar institutions often hire educational coordinators or education specialists at the MAEd level to organize educational curriculum for visitors. This can be a great opportunity to enrich the education of people of all ages and backgrounds, in vivid, interactive, and sometimes highly unusual environments.
MAEd graduates can work as organizational and corporate trainers, designing and implementing educational programs to help volunteers and employees acquire new skills such as procedures, policies, software, etc. in a variety of ways, such as face-to-face training events, or via group chats and conference calls.
MAEd graduates can create educational workshops and after-school programs that teach people crucial information, such as social skills learned through tabletop gaming and Drama Therapy, filmmaking skills to broadcast stories that need telling, and an appreciation for people across the lifespan through intergenerational programs.
MAEd graduates can use their master’s level credentials to advocate for curriculum changes at administrative and legislative levels, to help improve our existing systems in ways that enhance the quality of education that students receive.
MAEd graduates can work for or collaborate with social and environmental justice organizations at an upper level, to teach students in nontraditional learning environments, such as the Natural Leaders Network and Legacy Camps, with the Children and Nature Network.
MAEd graduates can draw from their graduate education to create high-quality content for educational programming, such as television shows, textbooks, documentary films, and more.
MAEd graduates can help drum up enthusiasm and sponsorship for scientific projects and similar causes by creating educational materials that teach the general public why the science behind the project or cause matters.
MAEd graduates can apply their nuanced understanding of American educational systems towards a career in the US government, working to develop educational policies at the county, state, and/or federal levels.
MAEd graduates with Drama Therapy specialization can become a Registered Drama Therapist (RDT), a unique career path that blends psychotherapeutic and educational principles with the healing power of theatrical exercises and performance art.
These are just ten examples of the many ways that an MAEd degree can unlock new opportunities in the working world.
Dr. Jeana M. Hrepich, Core Faculty and Associate Chair of the MA in Teaching program in the AUS School of Education, presented her paper “Ecofeminist Children’s Literature and Social Activist Teaching” at the American Association for Teaching and Curriculum‘s annual conference in Denver, October 5th, 2017. The theme of this year’s conference was “Ecology, Sustainability, Creativity, and Well Being.”
In her paper, Dr. Hrepich acknowledges that teachers across America who value social justice are grappling with how they can move forward given the political chasms in their communities. She writes, “The 2016 presidential election and the subsequent Trump presidency has normalized racism, sexism, violence, xenophobia and more oppressive thinking and practices. Curriculums that utilize ecofeminism and ecofeminist literature can address all this and more on a radical continuum.”
Dr. Hrepich’s paper suggests ecofeminisms and ecofeminist literature as a lens to promote sustainability, cooperation, balance, and interconnectedness as human and social justice values across various contingencies and political affiliations. Citing ecofeminist theories and demonstrating children’s literature interpreted through an ecofeminist lens, her goal is to help teachers gain access to radical conversations in their classrooms.
Some children’s literature cited in the presentation included Me…Jane by Patrick McDonnell, Zora’s Zucchini by Katherine Pryor, What Matters by Alison Hughes and Holly Hatam, The Branch by Mireille Messier, and Over and Under the Pond by Kate Messner. Dr. Hrepich modeled interpreting these texts through an ecofeminist lens that values interconnectedness of all things and the imperative for cooperation and balance for continued survival. “Who better than to lead the radical effort needed in order for the planet to survive” she asks, “than the children who inherit the earth?”
One of Mike Jahn’s goals after graduating from Antioch University Seattle’s Couple and Family Therapy program in June 2016 was to volunteer as a mental health worker to help those impacted by disasters. At the time, however, he had no idea how to begin working toward that goal.
Then, in the wake of Hurricane Harvey that devastated Houston in August, Jahn found his opportunity to help disaster victims. Jahn, who moved to Houston prior to internship (he found an internship site there), immediately took action when he saw the hurricane’s impact on the neighborhoods around him.
“I knew I wanted to use the information I learned at Antioch to help others who were affected by this natural disaster,” he says.
Jahn was inspired to become a counselor after his own process of going through counseling had changed him and enabled him to grow. When he began looking at schools, he appreciated Antioch’s class schedule flexibility and noted that Antioch stood out to him as being the top school in counseling. “Since I wanted to be at the top in my career, I knew that Antioch was where I had to go,” he says.
Throughout his time in the counseling program, Jahn learned how to listen to others without letting his own issues get in the way. He also learned not to take things personally. He credits Antioch with teaching him how to look deeper into client issues in order to help them see patterns and release self-blame, which opens the door to greater learning and lasting growth.
“I learned to have confidence in my ability to help others get through hard issues to a place of enjoying life,” Jahn says.
In Texas, that confidence in his ability led him to help others navigate the emotional aftermath of the hurricane. He helped co-found a support group, which joined with another group and met a local school for shelter, food, and clothing. When he saw a couple come in who looked like they were in shock from the events, Jahn immediately asked them if he could help them. They went to an area where they could talk privately and Jahn used solution-focused therapy to help them take on their new challenge with creativity. Jahn knew he wanted to help more people; he just needed to figure out how to find them.
Not long after, Jahn drove to an area that was no longer under water and began knocking on doors, asking people if they needed help. He introduced himself as a counselor and let them know he was a volunteer with a couple of organizations who had volunteers ready to help.
“Most people I spoke with were in a daze and some started crying,” he says. “They didn’t know what to do, where to start, and 95 percent of them did not have flood insurance.”
Jahn used solution-focused therapy with the flood victims. He talked to more than 100 homeowners in the week that followed, using that model of therapy to help them get through the shock of their loss. “Many of them lost almost everything ¾ they only had their lives left,” he recalls.
Days later, Jahn participated on a panel of speakers who addressed hundreds of hurricane victims. He talked about managing stress in the wake of a disaster and offered five free counseling sessions to anyone affected by the hurricane; he currently sees those who took him up on his offer in his private practice.
He continued knocking on doors in areas that were getting ready to rebuild, offering solution-focused therapy to those who needed it.
Feeling the call to help even more, Jahn signed up with the Red Cross as a mental health volunteer. Now, he visits communities around Houston with the Red Cross and talks with people who were affected by the flooding. Recently, he learned he can travel to Puerto Rico with the Red Cross for 12 days, doing the same work as a mental health volunteer that he has been doing in Houston. Volunteers are waiting for power to be restored so that the Red Cross can safely send them in to help the victims of Hurricane Irma.
Although he had an interest in disaster relief long ago, Jahn didn’t know how to offer mental health services to disaster victims until Hurricane Harvey struck. “Thanks to this experience, I now do. My plan is to volunteer once or twice a year with the Red Cross as a mental health counselor for the rest of my life. Thanks to Antioch, I have the skills to do that,” Jahn says.
The Antioch University Seattle School of Education is proud to sponsor an author talk by Stan Yogi and Linda Atkins on their book Fred Korematsu Speaks Up on Thursday, October 26, 2017 at 7:00 p.m. at Dearborn Park International School. All friends of Antioch are welcome to attend this free event in the library.
Fred Korematsu was a leader in speaking up for justice. According to the Fred T. Korematsu Institute, “In 1942, at the age of 23, [Korematsu] refused to go to the government’s incarceration camps for Japanese Americans. After he was arrested and convicted of defying the government’s order, he appealed his case all the way to the Supreme Court.” Although the Supreme Court ruled against him in 1944, documents that were hidden from the court were brought to bear on the case, which was overturned in 1983. Korematsu remained a lifelong activist.
The book by Stan Yogi and Laura Atkins is the first in the Fighting for Justice series by publisher Heyday Books. The Kirkus Review gave the book a starred rating, saying, “Written in free verse, Fred’s story engages in powerful bursts and shows how speaking out brings complex consequences. … Co-authors Atkins and Yogi raise good questions (such as, “Have you ever been blamed for something just because of how you look?”) that will inspire a new generation of activists.”
A story of racial profiling, Fred Korematsu’s life and activism is an important model for teachers and others committed to advancing racial equity, social justice, and human rights. The School of Education is pleased to help share Korematsu’s story of resistance and courage. Special thanks to Dearborn Park librarian Craig Seasholes for partnering with the SoE to make this event possible.
Antioch University Seattle School of Education Core Faculty Dr. Christie E. Kaaland recently won a victory for her profession, by successfully advocating for a return to stronger educational standards for certified school librarians.
As Dr. Kaaland explains, “Last May, the Washington State Professional Educators Standards Board voted to eliminate the requirement of taking any coursework at all for becoming a school librarian. The outcry was heard across the nation. Presidents of the American Library Association and American Association of School Librarians wrote letters of protest, as did dozens of educators in Washington.”
Specifically, the Washington State Professional Educator Standards Board (PESB) replaced the Pathway 3 route for becoming a school librarian, which requires librarians to complete an academic program in addition to taking an exam to be endorsed in Library Media, with a Pathway 1 route, which requires an exam only. Dr. Kaaland was among the educators and advocates who played an instrumental role in reestablishing Pathway 3 standards, now called “Program and Test Endorsements”, as the way to become a school librarian in Washington State.
Resuming this higher educational standard for earning a Library Media endorsement in Washington State is one that many in the education community feel passionately about. In the words of AUS’s School of Education Director and Core Faculty Rachel Oppenheim, librarians’ argument is that “the state should not be endorsing teachers as librarians simply because they have passed an exam. There is much more that goes into being a teacher librarian, and an entire program is necessary to teach all of those nuanced skills.”
In praise of Kaaland’s instrumental role in advocating for a return to more thorough educational standards for librarians, Oppenheim adds, “Christie was involved every step of the way… Christie and her colleagues demonstrated leadership and advocacy throughout this process.”
Antioch University Seattle (AUS) Couple and Family Therapy (CFT) and Play Therapy faculty are well represented at this year’s Washington Association of Marriage and Family Therapy. Not only is AUS CFT Chair and Core Faculty Dr. Jennifer Sampson coordinating the conference, which takes place Saturday, September 30, 2017 in Seattle, WA, but AUS faculty are featured in six out of twelve of the conference breakout sessions.
Specifically, the AUS faculty presenting breakout sessions are Jerry Saltzman, Cary McAdams Hamilton, Kate Reeves (in two breakout sessions), Michelle Finley, and Kim McBride.
Antioch University Seattle alumnus Ed Warnock, who earned an MA in Whole Systems Design OSR, is the CEO of The Perlan Project, a scientific organization dedicated to perfecting engineless glider flight at the edge of space for purposes of atmospheric research.
On September 3, 2017, The Perlan Project’s Mission II broke its 2006 Mission I record by reaching 52,172 feet above sea level in an engineless glider. The mission’s press release quotes Warnock, who said, “We are celebrating an amazing victory for aerospace innovation and scientific discovery today… We will continue to strive for even higher altitudes, and to continue our scientific experiments to explore the mysteries of the stratosphere. We’ve made history, but the learning has just begun.”
While the Mission II flight reached record-breaking heights, its technology is designed to soar even higher. Warnock told Wired, “We’re going to be able to fly level and maintain our altitude at 90,000 feet”.
The Perlan Project’s Mission II has two research themes. Research theme #1 is to study the exchange of heat, air mass, and chemicals between the troposphere and stratosphere, with a goal of improving climate change predictive models.
Research theme #2 is to directly measure the chlorine-based chemicals and ozone in the stratosphere, to better understand ozone depletion, which has already increased rates of skin cancer in Australia, under an ozone hole. These research goals are better served by flying craft without exhaust emissions, because aircraft emissions may skew data by contaminating samples.
The Perlan 2 glider has a wingspan of 84 feet, yet has a gross weight of 1800 lbs. The glider was designed to reach record-breaking heights by surfing on mountain waves in the Polar Vortex. “Winds in the Polar Vortex can reach speeds of 260+ knots allowing the mountain waves to propagate upwards into the stratosphere”.
As CEO of The Perlan Project, Warnock is helping further scientific exploration in ways that help answer some of the most critical scientific questions of our time, such as how quickly our climate is changing, and what can humanity do about it, as well as discovering greener ways to fly to the edge of space.
There’s been some skepticism in the field of art therapy; popularity aside, the distractions that figure into drawing digitally have, until recently, kept the practice out of the art therapist tool kit.
A tactile experience that lacks warmth and texture would surely disconnect rather than integrate a client’s mind, body, motion and thought, right?
Or would it?
In this age of portability and advancing technology, future forward research by Dr. Beth Donahue, Antioch University Seattle graduate and full-time Art Therapy faculty, addresses the cultural disconnect and provides evidence for the efficacy of digital media in the field of art therapy.
“People are increasingly using digital media to express their creativity and make meaning,” observes Donahue, who used an experimental, non-concurrent, multiple baseline single subject research design for her dissertation to examine, specifically, whether screens get in the way of therapeutic mandala creation.
According to Donahue, it’s the flow of the mandala that encourages mindfulness and distress tolerance; skills taught within the Dialectical Behavioral Therapy (DBT) intervention strategy and measured in relation to vicarious trauma & anxiety in Beth’s study.
As defined by DBT developer, Dr. Marsha Linehan, the term “dialectical” means a synthesis or integration of opposites. Beth walks this edge, providing Art Therapy MA students in the Clinical Mental Health Counseling (CMHC) and Couple & Family Therapy (CFT) programs, and their clients, tools that meet them where they live.
Pre- and post-mandala reports of anxiety were consistent among Beth’s “digital immigrants” and “digital natives;” research subjects born prior to 1965, and millennials alike, reported no decrease in treatment effect as a result of migrating from traditional to digital media mid-study.
Artistic talent and familiarity with the technology varied among Beth’s subjects, but across the board, the artistic limitations and technological advances of the platform reportedly “took the pressure off.”
“With the iPad, shapes can be designed with precision. And a client can ‘undo’ at any time,” explains Donahue.
“Using digital media in the art therapy session means that I have to let go of being a perfectionist,” reported one artist-subject in the efficacy study. And perhaps, as the Seattle skyline shifts and views of the Sound are further restricted, this reframe might be suggestive of a larger trend.
“Technology is a part of our clients’ future,” Dr. Donahue maintains. “Art Therapists will need to look for ways to embrace it, or risk being left behind.”
Dear Antioch Community,
As you know, President Trump and the Department of Homeland Security issued a memorandum on September 5, 2017, announcing that it would end the Deferred Action for Childhood Arrivals (DACA) program which has provided protection to over 800,000 individuals who were brought to the United States while they were children. Under the program, individuals must have clean criminal records, and be productive citizens of society. They are issued Employment Authorization Documents (EADs), and are expected to work or attend school.
It is estimated that over 10,000 of these “Dreamers” graduate from colleges or universities every year. Many have joined the military and are serving our country to keep us secure. In their own way, they have contributed to American society and to our economy. As consumers of goods and services, DACA recipients create jobs and stimulate the economy, paying an estimated $11.6B in taxes last year. America has been their home, they have grown up here and know no other country. They are Americans. Yet, with the end of DACA, Dreamers are subject to immediate loss of employment and deportation. This is not just an immigration issue. It is a human rights issue, tearing at the very fabric of our society, our values as a nation, and our sense of humanity. Therefore, Antioch University joins other higher educational institutions who have responded in almost universal condemnation of this action. We are united in calling upon Congress to immediately and permanently establish safeguards to protect and secure the status of all current and future enrollees under the DACA program.
Therefore, Antioch University joins other higher educational institutions who have responded in almost universal condemnation of this action. We are united in calling upon Congress to immediately and permanently establish safeguards to protect and secure the status of all current and future enrollees under the DACA program.
In the meantime, Antioch University remains committed to providing opportunity and access for all current and prospective students, regardless of their background, citizenship, heritage, or ethnicity. We are dedicated to protecting the security and privacy of all members of our community and will ensure that any current or future DACA students enrolled in our institution have the financial and other support necessary to continue and successfully complete their studies. Most important, DACA students need to know their legal rights. Therefore, Antioch University has prepared the attached list of resources.
We are a nation of immigrants. Virtually all of our families arrived in America seeking the same dreams. Through education, hard work and perseverance, they succeeded. The DACA Dreamers have done the hard work. We respectfully and emphatically call upon Congress to right this wrong.
William Groves, JD
Iris Weisman, EdD
Vice Chancellor for Academic Affairs & University Provost
Laurien Alexandre, PhD
Provost & CEO, Graduate School of Leadership & Change
Benjamin Pryor, PhD
Provost & CEO, Antioch University Seattle
Marian Glancy, PhD
Provost & CEO, Antioch University Midwest
Barbara Lipinski, PhD, JD
Provost & CEO, Antioch University Santa Barbara
Mark Hower, Ph.D.
Provost & CEO, Antioch University Los Angeles
Barbara Andrews, PhD
Provost & CEO, Antioch University New England
The 2017 Belltown Chalk Art Festival is coming to our neighborhood this Saturday, September 9! Antioch University Seattle Art Therapy Teaching Faculty Michael Buchert is one of this year’s featured artists.
In his artist bio on the festival website, Buchert says “I will begin inside the square with a single line as I always do, with no idea what will happen next. Then, the work will happen quickly, continuously, yet intentionally, and ends only when the piece lets me know that another mark needn’t be made. Each time I look upon a completed piece, I know that I have done my part to put an end to the cycle of violence.”
Bell Street, between 3rd and 4th Avenue (just one block from Antioch University Seattle), will be closed to traffic from 10:00 a.m. to 7:00 p.m. for the festival, during which time artists will create 10′ x 10′ works of art in the street using impermanent chalk pastel or tempera paint.
This August, the fall 2016 cohort in the Master’s in Teaching program presented their Master’s Capstone Projects, culminating four quarters of research and synthesis of theory and practice. Students elected to share selected topics from their capstone projects, including Vygotsky’s Zone of Proximal Development, Dewey’s notions of progressivism, social and emotional learning, and learning styles within the domain of differentiation. Teacher candidates reflected on their experiences in the classroom and their commitments to the fields they researched, followed by a Q & A with the audience.
The School of Education’s Master’s Capstone Project follows three field work experiences with students in grades K-8 and precedes a fifth quarter of student teaching. In it, students strive to represent their deeply felt and ever-evolving responses to the question, “What drives my pedagogy?” Projects are amply researched, carefully crafted documents that contain theoretical frameworks, evidence of theory in practice, and professional growth plans for future teaching. Students make substantial contributions to their own and each other’s growth as educators through the writing and sharing of their work.
This August, Antioch University Seattle (AUS) hosted an open house for our Leadership in Edible Education (LEE) program, inviting prospective students, alumni, faculty, and other community members to learn more about this exciting curriculum.
AUS’s Leadership in Edible Education program is a full Master of Arts in Education (MAEd) degree concentration (at 12-16 credits). This year long program is scheduled over four consecutive academic quarters, with options to start in either summer or fall quarter.
From left to right: LEE graduate Brian Gilbert from Beecher’s Cheese, Andrew Fly from 21 Acres Farm, and LEE Program Director Jonathan Garfunkel
As is often the case in our LEE program, this event included some wonderful, locally-sourced food, with bahn mi sandwiches and spring rolls from Vinason’s catering services, as well as volunteered food from some of the places where LEE alumni work: fresh tomatoes from 21 Acres Farm, and cheeses from Beecher’s in Seattle’s Pike Place Market.
Among LEE alumni in attendance was Brian Gilbert, head cheesemonger for Seattle’s world-class Beecher’s Cheese, who described his time as an LEE student as “one of the most fulfilling years of my life.”
LEE Program Director Jonathan Garfunkel explained that LEE curriculum brings students to a variety of local places where food happens, from farms to places of food distribution and food preparation. In Garfunkel’s words, the program explores “every which way we could think about food in education and schools.” LEE classes prepare teachers to pass on wisdom, experience, and knowledge about local food systems to their students in engaging, hands-on ways. Garfunkel also cited a famous Richard Bach quote, “We teach best what we most need to learn”, and added that in LEE “we eat what we most need to learn”.
Several years ago, while visiting Washington D.C., I boarded a bus to the Capitol Mall from a point located in a poorer section of the city. Upon boarding, I was greeted with blank facial expressions and slumped body language that spelled “exhaustion and despair”, most likely resulting from feeling the lifelong weight of poverty and racism. Being a white, fairly affluent stranger whose relatives openly exhibited anti-Black racism, I found myself struggling with a strong mix of emotions: Guilt, fear and alienation being the most prominent. My first inclination was to close down my empathy and desire to connect, thus violating my personal and professional commitment to assist in opening up channels of meaningful dialogue between members of marginalized and privileged groups and belying the tone of my work on social advocacy.
It was at this point that I noticed a young child, probably around two years of age, whose demeanor mirrored that of the adults around her. Although she was in close physical proximity to her mother, they seemed to be locked in their independent closed universes. Possessing an affinity and ease with children most likely led to my focusing attention on that young girl with a warm, relaxed, inviting smile. She caught my gaze and, for a short period, continued to manifest the same blank, unresponsive facial expression and body language, while continuously glancing back. A short time later a tinge of curiosity began to overtake her expression, and I could feel my smile deepen.
Soon thereafter, her eyes lit up a bit, and some playful expressions found their way into her face, expressions that I mimicked in a subtle manner with a heightened sense of playfulness on my face. She then upped the ante by making more strikingly playful expressions, which I met in a similar manner. Soon she began to make movements with her body and began to smile as I mimicked them, feeling my smile broaden and my facial expression brighten as it does when I enjoy playful bouts with my grandchildren and young clients.
As our mutual movements increased in intensity, other passengers, including the girl’s mother began to take note, smiles beginning to show on their faces. As my new playmate and I continued to unabashedly exaggerate our movements, the other passengers began to follow suit, ultimately leading to singing and dancing. By the time the bus approached my stop, the atmosphere on the bus became transformed into a celebratory one. As I (reluctantly, at this point) exited the bus I received many appreciative “good-byes”.
Effectiveness of Playfulness
Reflection on the playful connection described in this vignette provides clues regarding the effectiveness of playfulness as a vehicle to enhance family and clinical relationships. According to Schwartz and Braff (2012) play includes openness, novelty, flexibility, lightheartedness, cooperation, risk taking, trust, positive emotion, behavioral flexibility, and interpersonal connection. Many of these were present in the interaction described above. Playful connections that are healing contain an egalitarian element that tends to balance unequal power dynamics. When working with children in a clinical setting, a more egalitarian approach invites cooperation and connection.
An analysis of the factors contributing to the transformations that occurred on the bus that day might include a discussion of the implicit messages contained in the interactions and their likely impact on a number of core issues with which all humans seem to grapple. They can be conceptualized as the degree we feel that we are good, valuable, worthy of respect, etc; the degree to which we feel seen by and connected to others; the degree of personal power or sense of effectiveness; the degree of felt safety; the degree to which we feel hopeful; and the degree to which we are able to trust our perceptions of situations and think independently.
Struggles with these issues impact identity formation, our sense of our place in the world, and underlie, to some extent, most of our emotionally based issues and dysfunctional interactions. Addressing these issues with clients has become the core focus of my clinical practice, and I have found that the use of playfulness has been highly effective in helping clients to access and resolve them.
Healing Through Play
Returning to the vignette, one can visualize how, through play, I was offering an interaction that addressed these core issues. With a warm, relaxed, persistent gaze in my playmate’s direction and willingness to engage with her on terms that she set, I seemed to convey the message that I liked her, that she was valuable and important. By providing the room for her to relate to me on her terms and to take the lead in our interactions I most likely reinforced her sense of power.
My accurate mimicry of her movements and sounds indicated that I “saw” her, and most likely validated her effectiveness in communication even though it was non-verbal. Each time I reflected back to her these sounds and movements, she was able to engage her intellectual curiosity and creativity, defining what was playful for her and testing out responses to her sense of play.
Providing the room for young people to take the lead in play provides a welcome relief from the all-too-numerous situations where they do not have control. Her sense of power and effectiveness, coupled with my openness and vulnerability most likely contributed to my playmate’s sense of safety and trust, encouraging her to keep the connection with me and accelerate the playful interactions. Finally, in this scenario, our interaction invited my playmate and myself to experience hopefulness: The hope that people can connect in any context, at any time, and the hope that the image of white people can possibly be altered by those who have been so deeply marginalized by our domination. By the time I left the bus I no longer felt guilt, fear, or alienation and, by the response I received as I left, the atmosphere of despair had also been lifted.
Schwartz, R. & Braff, E. (2012). We’re no fun anymore: Helping couples cultivate joyful marriages through the power of play. New York:
Teaching Faculty, School of Applied Psychology, Counseling and Family Therapy SEE PROFILE
Having witnessed the horrific events of last weekend by torch-carrying white nationalists at the University of Virginia and in the city of Charlottesville, VA, it’s appropriate that citizens, institutions, and communities condemn and rebuke the hate-based, racist rhetoric of extremists groups such as the Ku Klux Klan and neo-Nazi organizations, and the violent actions of their followers. Another innocent person has been senselessly murdered as she marched in support of civil rights and equality. Heather Heyer is the latest victim of a long history of domestic terrorism, violence, and murder in this nation by white supremacists.
It is often the case that such Klan events target America’s colleges and universities. They are the melting pots of America and the bastions of democracy and equality. Antioch was the focus of a 2004 Klan march in Yellow Springs, Ohio. Our reputation as champions of racial equality is well known. In 1856, Antioch became one of the first universities in America to admit African-American students to learn side-by-side with white students. In pre-civil war America, this was nothing less than revolutionary. It would be over 100 years before federal laws would require the same result.
We have been fierce advocates for racial, ethnic, and gender equality and social justice since our inception 165 years ago. And for that reason, we have been a target of white nationalist groups.
It’s important, therefore, that we speak to our values and confront evil when we see it.
We condemn, in the strongest possible terms, the ideology and actions advocated and perpetrated by white nationalists, white Supremacists, and neo-Nazi organizations and individuals that resulted in the tragedy in Charlottesville this past weekend.
We condemn, in the strongest possible terms, the hate-filled racist ideology and violent actions that are part of our historical legacy as a nation, part of the fabric of our current culture, and which are extending their reach with profoundly disturbing vigor.
We call upon our President and national leaders to unequivocally condemn these movements of bigotry and intolerance and to strongly and unequivocally renounce any support from the alt-right movement, to specifically condemn and rebuke the Ku Klux Klan, David Duke, and other white nationalists, white supremacists and neo-Nazi organizations, and advise them that their organizations and members will receive no support or sanctuary from this administration and that their criminal actions and domestic terrorism will result in swift and harsh federal prosecution.
We call upon our President to purge from the White House any and all White House advisors and staff currently or formerly associated with the white nationalist or white supremacist movement, including Steve Bannon, co-founder of the alt-right, white nationalist website, Breitbart News; Steve Miller, a follower and mentee of white supremacist Richard Spencer; and Sebastian Gorka, who has extensive ties to anti-Semitic hate groups such as Vitez Order. The American people have a right to know that no such individuals are on the public payroll, or that they have the ear of the President in developing public policy.
We call upon the President to listen to the advice within his own political party to unequivocally retract his rhetoric normalizing the Ku Klux Klan or other white nationalists, white supremacists, or neo-Nazi organizations, as well as the rhetoric excusing the actions of their members. A young woman has been brutally murdered by a white supremacist thug. Antioch University stands against nationalism and white supremacy.
In the past several years, adult coloring books have landed in the main stream of society, and in doing so, they have helped to raise awareness towards the therapeutic benefits of art making. Traditionally, coloring has been an activity that many people associate with early childhood, however the research around adult coloring books has come to show a variety of mental health benefits.
Adult coloring books, not to be confused with participating in actual art therapy, has proven to be both therapeutic and beneficial as it becomes a form of mindfulness meditation (2). Studies have shown that adult coloring can be helpful for stress reduction, anxiety, depression, focus, and concentration. Additionally, adult coloring has also helped people to cope with other mental health disorders such as obsessive compulsive disorder, post-traumatic stress disorder, dementia, anger management, substance abuse, and eating and binging disorders (3).
Adult Coloring Books Have Real Benefit
You may be thinking, “How can coloring in a coloring book have such an impact on mental health?” Excellent question! Basically, the act of coloring becomes a self-soothing action that isn’t too complex, can be done anywhere, and is easy to access. When coloring an intricate design within an adult coloring book, both sides of the brain are engaged and focus is heightened (3). This occurs because the participant is creating balance, is choosing their color pallet, is problem solving and they are incorporating their fine motor skills, all simultaneously (3). As a result, coloring can provide a switch from negative thought and behavior patterns and to healthier, safer coping strategies. According to Neuropsychologist Dr. Stan Rodski, “tasks with predictable results, such as coloring or knitting, can often be calming” (1) and adult coloring books create a less intimidating platform for those who may not consider themselves to be natural artists (1).
Mandala Art For Transgender Pride
Mandalas are an example of an intricate design, and are popular themes in coloring books. Art therapy student, Beckett Weeks, drew a transgender pride mandala for Pride 2017, available for free download. Download the mandala, print it, and color as you see fit, and see if coloring provides you relaxation and mindful meditation.
Written by Art Therapy student, Jaimie Lyon. About being in AUS’s art therapy program, Jaimie says, “After nearly ten years of working towards pursing art therapy as a study, I am finally in my first quarter at Antioch University Seattle! I look forward to the developmental growth this program can offer and acquiring the skills needed to help guide other’s artistic explorations towards healthier lives.”
Dovey, D. (2015, October 8). The Therapeutic Science Of Adult Coloring Books: How This
Childhood Pastime Helps Adults Relieve Stress. Retrieved from
Kombucha, a fermented drink touted for its medicinal benefits, now greets customers from nearly every beverage shelf in the Seattle-metro Area, with more varieties than some sodas. It’s so ingrained in our beverage culture, the Seattle Seahawks have an official kombucha, Humm. And while the ‘buch is experiencing an upsurge in acceptance and popularity, it’s an ancient beverage brewed and consumed for hundreds of years, and is one of many traditional foods helping us achieve edible democracy.
What Is Food Fermentation?
Produced using a SCOBY (Symbiotic Colony of Bacteria and Yeast) to ferment sugar-sweetened tea, this probiotic drink is present in a variety of societies and their food cultures across east and Southeast Asia and the Americas. Methods of deliberate fermentation reflect natural processes of fermentation and are likely part of our history since before its recording.
Fermentation is the conversion of sugars and other carbohydrates into alcohol or preservative organic acids and carbon dioxide. In addition to creating alcoholic beverages and leavened bread, fermentation is used to enrich the diversity of flavors, aromas, and textures in food substrates; to preserve foods; to enrich the nutrient values of foods and to reduce anti-nutrients; and to reduce cooking time and associated fuel resources.
Food Fermenting Keeps Traditions Alive
As a form of food processing, fermentation may contribute to alternative modes of food production, processing, distribution, consumption, and management of post-consumption material in the current national and global system. Our current food systems rely heavily on industrial methods, huge chemical inputs, long-distance transportation, homogenization, and rapid consumption of empty calories and chemical additives, yielding enormous waste.
Kombucha, as virtually any food or drink, is possible to create from locally and sustainably-grown foods, either in community-situated enterprises or cottage industries, by groups or organizations serving the direct needs of its members, or in homes. Enduring relationships based on fair exchange arise out of the principle and practice of buying or acquiring locally from responsible producers and value-added producers.
In this web of relationships, cultural and culinary democracy have the chance to express themselves as long-lived special traditions in food preparation. These traditions are preserved and passed forward to future generations. And the opportunity for experimentation in each home or community is also present. A wide diversity of unique or distinctive recipes are generated by experimentation and relationship building, contributing to the gastromic wealth and nutritional resources enjoyed by individuals, families, and other social groups. A democracy of food options. An edible democracy.
Faculty Emeritus (retired Core Faculty), School of Education, Adjunct Faculty, School of Education SEE PROFILE
A series of classes, titled “Educating for the Resistance”, was offered last quarter in our Master’s of Education Program in direct response to the current US presidential administration and its threats to rights, liberties, and resources throughout the country and around the globe.
Each week a different speaker facilitated a session on an area under attack by the current presidential administration. Speakers provided action-oriented resources and discussed ways to aid in the resistance as citizens and educators. Topics included immigrants and refugees, prison rights and advocacy, organizing frameworks, mental liberation, and schooling in a “law and order” state. Students performed an action or act of resistance each week and posted it on the classroom “Wall of Resistance”. Members of the community were also given the opportunity to post their own actions on the wall.
Art Therapy faculty member, Michael Buchert, recently led the class in discussing the role of art and creativity in speaking truth to power and in maintaining one’s sense of self in times of personal strife and political turmoil. Exercises included making protest signs and listening to protest anthems.
“Educating the Resistance” was well received by students. For example, Katelyn Howell described the experience, saying, “It was such a great experience to analyze the power behind art and protest…Protest art has the ability to explain and emphasize a major issue within society, while only using a few words or a simple image…It was therapeutic to summarize all my feelings toward the current administration into six simple words.”
Student Debby Burns felt similarly: “Our guest speaker Michael Buchert, an Art instructor, spoke to us about the power of protesting. We were shown slogans from the 60s that are still unmet today. We then created our own protest signs that we will share with the class at quarter’s end.”
On the last day class, students hosted a gathering to mark the end of a fruitful and invigorating quarter! Students shared their final “vision board” projects and described some of the actions that they took over the course of the quarter and documented on the “Wall of Resistance.” It was a powerful discussion in which students discussed what they learned, how they plan to continue their advocacy, and how we might all engage in acts of resistance and activism moving forward.
Master of Arts in Education (MAEd) students recently gathered, along with faculty members, family, friends, and classmates, to present their Capstone Inquiry Projects. For these projects, students conduct original, on-the-ground research over the course of three quarters and their presentations were therefore the culmination of hundreds of hours of hard work and perseverance. Students’ topics represented a wide range of educational issues, including: Self-Esteem, Cultural Knowledge, and Academic Achievement in African American Adolescent Girls; Exploring Learning Environments with Kindergartners as Co-Researchers; Literary and Creative Writing Programs in Prisons; Veterans’ Perceptions of Gardening and Farming; and Improving Student Success in Math by Increasing Engagement with Technology.
In the words of MAEd student Dayna Codykramers, “The MAEd InquiryPresentation session felt like a celebration of our journey, as well as our learning. The poster session allowed me to answer participants’ individual questions about my research rather than guess what might be interesting to such a diverse community. I also enjoyed hearing about what my colleagues were passionate about in their research.”
MAEd student Shawn Welsh adds, “Having the opportunity to work on MAEd Inquiry presentations gives Masters students a chance to bring together real world issues and the ideas learned in academia. By doing so, our research and work allowed us to be agents of change in the educational field.”
The presentations inspired deep conversations about issues of educational equity and engaged, constructivist learning. All students who presented their work will soon be graduating and moving on to fulfilling careers in the field of education. The presenters demonstrated a commitment to justice, equity, and supporting the unique needs of all learners. They truly embody Antioch’s and the School of Education’s mission and values!
In a profession most readily associated with the printed word, school librarians have embraced what may seem like an unlikely tool.
Librarians in public schools across the country are mixing new technologies like iPads and the internet with old to teach their students fundamental skills, while also preparing them for the digital age. But their progress is threatened by a familiar problem in education: funding.
Read the rest of the article and learn what five expert librarians, including AUS’s Dr. Kaaland, have to say about mixing technologies and what schools need to help their libraries and students succeed.
Antioch University Seattle Core Faculty, Alumnus, and previous Chair of our Couple and Family Therapy program, Dr. Kirk Honda was recently consulted for an American Psychological Association featured article, “Coping With Challenging Clients”. This article appears both online and on page 55 in the print version of the July/August 2017 edition of Monitor on Psychology.
“Coping With Challenging Clients” opens with an anecdote from Honda about a time he experienced a “mini anxiety attack” while on the receiving end of hostile comments from two members (a father and daughter) of a therapy client family. He handled the situation by asking the clients to stop talking for a moment, giving himself a brief time out to calm down and collect his thoughts, and with the help of another member of the client family (the mother), he was able to repair his therapeutic relationship with the client family.
Honda advises the readers of this article to remember the importance of taking the high road when affected by client aggression, and to calm oneself rather than responding to hostility with hostility. Moreover, he argues that it can be fruitful to apologize to clients who are angry or dissatisfied with their therapists’ performance, “even if it doesn’t feel fair”. Honda says, “That can not only help de-escalate the situation, but can also further the ultimate goal of providing therapy”.
This June 29, 2017, Mark C. Russell, Core Faculty in our PsyD in Clinical Psychology program, and Establishing Director of our Institute of War Stress Injury, Recovery, and Social Justice, was once again published in the HuffPost.
A retired US Navy Commander and Military Clinical Psychologist, Russell is a tireless advocate for servicemembers and their communities, both during active service and after discharge. In this piece, he describes the power that the US military has in helping its servicemembers, and urges the military to take a leadership role in destigmatizing mental health care in the United States. In his words, “the military is so adept at changing attitudes that it’s not uncommon to hear of heroic self-sacrifices by individuals willing to eat an enemy’s hand grenade to protect their band of brothers and sisters”.
He also describes the complicated impact of discharging servicemembers with unidentified and/or untreated war stress injury back into civilian life, not only on the servicemembers themselves, but also the potential impact on veterans’ families, spouses, children, “and sometimes innocent by-standers”. Russell argues that identifying and treating war stress injury during military service, rather than waiting for servicemembers to transition into veteran life first, allows them to receive mental health treatment while connected to a military social support system, an “identity as a warrior”, and other benefits of military life.
2002 AUS School of Education alumna and current AUS Adjunct Faculty Kate Sipe was recently honored with a Green Lake Elementary PTA Golden Acorn Award, as well as a Davis Law Group, P.S. School Supplies Gift Program’s Golden Apple Award for outstanding contributions to her school community. In the past, Sipe has won numerous awards and grants as well, including the Sister Schools Teacher of the Year Award.
For the law office financial award, Sipe was nominated by Marleen Arenivar, the proud parent of a Green Lake student, who believes that Sipe spends hundreds of dollars of her own money each year on books as well as reading and math materials.
At the award ceremony, Sipe’s lasting contributions to Green Lake Elementary, where she currently teaches 3rd and 4th grade, were noted by parents and fellow teachers, as well as returning high school and middle school students. Included in those speeches was middle schooler Genevieve Lardizaba, who told Sipe, “Not only did you teach the fundamentals of learning, but you also taught us how to be good citizens. I remember when you taught us a lesson about the difference between equity and equality, a lesson that will stay with me for the rest of my life.”
Outgoing parent Katie Harris, whose children had Sipe for six years, added, “Every time I walked into her classroom, the students were engaged, managing themselves, empowered, and happy…She taught my children to be conscientious citizens of the world, to work hard, aim high…to be nurturing, caring, and to stand up for what’s right.”
The community-wide assembly included an original song, “In This Moment” written for Sipe by former parent, Jonathan Albert, and performed by the school’s parent-rock band, Mystery Meat.
The NES test is required for those who are pursuing teacher certification in the state of Washington. Antioch is offering free sessions to help prospective teachers prepare to be successful on the math portion of this test!
This series of workshops is designed to be a series of FREE informal (and fun!) test prep sessions for teacher candidates taking the Math portion of the NES. Feel free to come to one, several, or all sessions depending on your current level of Math confidence and skill. Topics to be covered include number properties & operations, algebra, measurement probability & statistics, and general problem-solving strategies.On this form, please indicate all of the sessions you are interested in attending. Sessions will be held Saturdays at the Antioch University Seattle Campus (AUS) from 10:00 a.m. to 2:00 p.m.
Summary of Session Topics
Saturday, July 8, 2017 – Practice Test 1
Saturday, July 15, 2017 – Number Properties and Operations
Saturday, July 22, 2017 – Algebra
Saturday, July 29, 2017 – Measurement and Geometry
Saturday, August 5, 2017 – Probability and Statistics
Saturday, August 12, 2017 – Practice Test 2
If you are interested in driving to campus, street parking is available for a fee. Alternately, AUS is located within walking distance of several bus routes, many of which have a stop at Third and Bell.
You are welcome to bring snacks. There will be a 30-minute lunch break. You can bring your lunch or purchase food from a nearby restaurant.
Interested students can register free online now through July 7th, 2017.
To celebrate Pride this month, AUS Art Therapy student, Beckett Weeks*, drew a mandala for everyone to color in as they see fit. He says of his design:
“The symbols in top and bottom center are the transgender symbol, and the symbols in the center circle are the Alchemical symbol for Mercury/Quicksilver. In Alchemy, Mercury was believed to be the “First Metal,” from which all other metals were derived, and in mythology Hermes/Mercury was one parent (along with Aphrodite/Venus) of Hermaphroditus, from whom we get the word “hermaphrodite.” Not a scientific or biologically accurate term for intersex people, but it is a term from Western mythology for people outside the gender binary.”
Grab the medium (markers, watercolors, colored pencils, etc.) of your choice, download the free mandala, print it out, and celebrate Pride!
Beckett attended the Columbus College of Art and Design before, inspired by his own experiences with therapy and art-making, transferring to the University of North Texas to pursue a degree in psychology. Before attending Antioch, Beckett was an art instructor at a children’s art studio and at a women’s rehab facility. Beckett is in seventh quarter of Antioch’s Clinical Mental Health and Art Therapy program; he currently lives under a bridge, where he enjoys making comic books and yelling at the internet.
Antioch University Seattle is live-streaming our Commencement 2017 ceremony during the event this Sunday, June 18, 2017, starting at 1:00 p.m.
Our Commencement ceremony celebrates our latest graduates, and includes graduating students from Fall 2016 through Summer 2017. Because of the limited space at our Commencement venue, Town Hall Seattle, each participating graduate will be guaranteed two (2) tickets, and have the option for getting more once all the RSVP’s are in. Our live stream of Commencement 2017 will help our students share their graduation with friends and family who are not able to attend Commencement 2017 in-person.
In addition to celebrating our graduates, Commencement 2017 will also feature a keynote address by Seattle City Counselor Debora Juarez, JD, and a speech by Joey Burgess, the winner of this year’s Distinguished Alumni award.
Debora Juarez is a lifelong legal and economic advocate for marginalized communities in the Pacific Northwest, such as working as Executive Director of the Governor’s Office of Indian Affairs under two of Washington State’s governors, and as an attorney who specializes in providing legal services to Native American tribes, on topics such as tribal-state inter-local agreements, gaming, and economic development.
Joey Burgess is a 2015 graduate of Antioch University Seattle, and he is also a co-founder of Guild Seattle, a dining and entertainment group which includes Lost Lake Cafe, who are well known in the Antioch University Seattle community for providing the food for our Women’s Education Program Soup Bowl events.
Persons interested in learning more about Antioch University Seattle’s Commencement 2017 are encouraged to go to our Commencement Details page for more information.
Rasheena Fountain and Tiffany Adams, Antioch University Seattle students in our MA in Education with Urban Environmental Education (UEE) program, recently collaborated on a story about their experiences at Islandwood. Fountain’s words and Tiffany’s photographs paint a picture:
“There we were: three people of color trekking through what looked to be an enchanted forest, welcoming us with assortment of tree branches covered in moss and carved paths. To get here, we had traveled our own long paths both literally and figuratively. My daughter and I are from Chicago and Tiffany from New York City. Yet, through our love of nature and educating others about the environment, Tiffany and I found ourselves gleefully charging through IslandWood’s beautiful campus, having just begun our journey in the Urban Environmental Education Masters program.”
In telling the story of their day, Fountain also adds information about how it can feel to be a student in AUS’s UEE program. “In our classes and in our practicums, we have searched for ways to explore the interconnectedness of nature everywhere. It is a concept that has opened my eyes to differing ways of teaching students about nature.”
Antioch University Seattle offers our MA in Education with Urban Environmental Education (UEE) in partnership with Islandwood. This ground-breaking master’s program addresses the theory and practice of urban environmental education, urban ecology, and community action and stewardship, and encourages diversity in the field of environmental education.
Visiting a tent encampment has been a regular feature of my course on homelessness in the past. I took my winter quarter class for a first-time visit to the Nickelsville Tiny House Village at the Lutheran Church of the Good Shepherd at 22nd and Union in Seattle.
Organized tent encampments in Seattle date back to 1988 and the numbers have grown, especially since 2000, to nine authorized encampments, primarily through the organizing efforts of SHARE/WHEEL and Nickelsville, in cooperation—after much foot-dragging—with the City of Seattle, as alternatives to living on the streets, in cars, or in shelters. Tiny houses are a recent innovation in these encampments. Smaller by definition than a living unit and not subject to zoning laws, they may be assembled in groups on relatively small lots.
We met with Sharon Lee, director of the Low-Income Housing Institute (LIHI), and Pastor Steve Olsen of the host congregation. LIHI has been providing consultation and case management services for the Nickelsville camps. “Tiny houses are a preferred option over tents for many reasons,” says Sharon Lee. “They provide better protection, they are insulated, some have heat, light and electricity, you can lock the door and windows, and you can get a good night’s sleep without worrying about your safety. Living in a tiny house allows a person to go to work or school, and gives them the ability to keep their belongings safe and secure.” (Crosscut, Jan. 4, 2017)
The students were impressed by the tiny houses. Overall, they felt that it was a more humane and, in many ways, more hopeful way to assist people experiencing homelessness. They noted a sense of dignity among the residents, the possibilities for creating community, and the advantage of having your own space and privacy that shelters and even tents don’t provide. While acknowledging that the houses were not a replacement for having your own house or apartment, they saw it as a positive interim step as long as the problem of homelessness continues to exist. The students are hopeful that the strategy will expand, and they saw how practical it can be for themselves to become involved in organizing groups to build a house. They all agreed: “It’s a tangible way I can help!”
There is now a template whereby church, school, community, other volunteer groups can construct tiny houses for about $2,200 for materials (Tiny House Assembly Instructions). There are currently six Tiny House Villages in Seattle, and the numbers are growing. The idea is catching on nationally, and the Wall Street Journal recently published an article (April 27) on their growth in Seattle, Portland, Denver, and other cities.
Adjunct Faculty, BA Degree Completion – Liberal Studies SEE PROGRAM
One of the major reasons that hoarding disorder is one of the most complicated mental health issues to treat is that is a co-occurring disorder, which means that it is almost always (92% of the time, in fact) shows up alongside another mental health diagnosis- like major depressive disorder or generalized anxiety disorder. The idea of co-occurring disorders helps guide the way we think about the behavior of people who are affected by them. We understand that the symptoms of one psychiatric disorder are highly intertwined with symptoms of the other.
The term co-occurring disorder (or dual or comorbid disorder) is typically used in the field of substance abuse treatment, referring to the idea that people who abuse substances like alcohol or drugs are likely to be struggling with another diagnosable mental health condition as well. For instance, if someone is struggling with alcoholism that is co-occurring with generalized anxiety disorder, we may explain that some of the behavior of abusing alcohol may be exacerbated, or made worse, when life gets particularly stressful and anxiety increases. From there, the outcomes of excessive alcohol use can create additional stress in a person’s life, which can further increase anxiety, thus increasing alcohol use. It’s a slippery slope.
Things are similar with hoarding disorder. By applying an understanding of co-occurring disorders, we can start to make sense about why efforts to address the symptoms of hoarding (like difficulty parting with items or excessively acquiring things) seem so difficult for the person struggling with them. For instance, if a person has co-morbid diagnoses of hoarding disorder and major depressive disorder, that person may really struggle with motivation to work on discarding items or struggle with paying attention and decision-making about their possessions. While symptoms of hoarding disorder do include having a difficult time parting with items, they do not include a lack of motivation, inattentiveness, or indecision. However, all three of those are symptoms of depression. In this case, the person’s depressive symptoms are making the symptoms of hoarding disorder even more challenging to manage.
There are a lot of diagnoses that can co-occur with hoarding disorder- in fact, almost any of them can. The most common ones are mood disorders (like depressive or bi-polar disorders) or anxiety disorders. Obsessive compulsive disorder (OCD) is a common co-morbid condition, as is attention deficit hyperactivity disorder (ADHD). We also see a fair amount of other types of diagnoses alongside hoarding disorder, including post-traumatic stress disorder (PTSD) or other types of organic brain illnesses, like dementia or schizophrenia. When symptoms of any of these other types of mental health diagnoses show up, it can make managing symptoms associated with hoarding to be a very difficult task.
As mental health professionals, we can use strategies developed for other co-occurring disorders in our effort to support our clients. By prioritizing treatment interventions that help reduce the most significant symptoms first, we can then work more easily on addressing the direct symptoms related to hoarding. For instance, if a client has a diagnosis of an anxiety disorder and is actively experiencing panic attacks, it would benefit the clinician to first work with the client on improving emotional regulation skills and distress tolerance prior to focusing attention on decision-making and discarding items.
By recognizing hoarding disorder as a co-occurring condition, we can help better understand the challenges people who hoard face and work with them to develop more effective approaches to treatment.
Antioch University is both humbled and proud to establish the Bruce and Arlene Crandall Social Courage Award, with its first grant slated for Fall 2017. Founded by Antioch University Board of Governors member Steve Crandall, the award will enable the research, planning, and testing of actionable ideas for sustainable community improvement proposed by Antioch University students. The award is named for Steve Crandall’s father, Colonel (Ret.) Bruce Crandall, and late mother, Arlene Crandall.
The Bruce and Arlene Crandall Social Courage Award will reduce the financial barrier between idea and action, and encourage recipients to break new ground in the promotion of social justice. The award also includes faculty, community, and alumni mentorship and support. Currently, the award has more than $53,000 in contributions and continues to grow with support from the community.
“This program is one way AUS students may take action and deliver on the commitment to social justice that they adopted when they accepted admission,” said Crandall, who pledged an initial $30,000 to the award program. “I look forward to the creative and innovative ways future award recipients apply the valuable knowledge and inspiration gained at AUS toward helping and inspiring others through entrepreneurism and community engagement.”
Colonel Bruce P. Crandall (Ret.) is a husband, father, explorer, pilot, Vietnam War hero, engineer, and civic leader. Colonel Crandall will participate in a Vietnam War panel discussion with former prisoner of war Captain Joseph Crecca, Jr., U.S. Air Force (ret.), and Joseph (Joe) L. Galloway, one of the best-known correspondents of the Vietnam War, on May 23rd at Shoreline College.
Colonel Crandall’s awards include two Distinguished Flying Crosses, a Bronze Star, a Purple Heart, and the Congressional Medal of Honor—the latter was earned for leadership and fearless courage in Vietnam as he “voluntarily flew his unarmed helicopter through a gauntlet of enemy fire, delivering desperately needed water and medical supplies….” He also made 16 trips to the front lines, transporting wounded to safety during a voluntary mission that even MedEvac pilots declined. His courage inspired other pilots to follow his example, multiplying the impact of the missions. Crandall remains committed to promoting the courage necessary for social justice to this day.
Arlene Crandall was also acknowledged in her lifetime. She was made an Honorary General by the US Army and an Honorary Admiral by the US Navy. She was awarded the Order of St. Joan D’Arc by the US Cavalry and Armory Association and the Honorable Order of Our Lady of Loreto by the Army Aviation Association. She passed away in 2010, leaving a legacy that continues to inspire.
Crandall Social Courage Award
The award reflects Antioch University’s commitment to providing educational access, healing, and social support to America’s veterans. In addition to this new award program, Antioch University Seattle also supports the Clemente Veteran’s Initiative, which draws upon the study of humanities to support American servicemen and women who are struggling with the transition to civilian life, as well as the Institute of War Stress Injuries, Recovery, and Social Justice, a nonprofit dedicated to transforming the military and national healthcare systems through the investigation and elimination of the preventable causes of behavioral health crises in military personnel, their families, and civilians affected by war.
About Antioch University:
Inspired by the pioneering work of 19th-century educator Horace Mann, Antioch University promotes higher education that incorporates the common good, values experiential learning, and fosters a diverse academic community. Antioch University provides learner-centered education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice.
Today, President Trump announced that the United States plans to withdraw from the Paris climate accord. We at Antioch University are both disheartened and concerned with this symbolic decision, as well as a lack of US leadership on global efforts to combat climate change.
Despite the efforts of the current administration to discredit climate science, opportunities for collaboration grow at the local level. We are proud to partner with our communities, which continue to focus efforts to respond and adapt to climate change.
Now, more than ever, we must be diligent and unrelenting in our work to protect the environment as we prepare for the continued effects of climate change.
Antioch University maintains our commitment to furthering social, economic, and environmental justice. We will continue our fifty-plus year history of training environmental policy-makers, environmental scientists, educators, and leaders to solve critical and emerging environmental challenges by delivering visionary, progressive, and interdisciplinary Environmental Studies programs.
About Antioch University Antioch University is an accredited, non-profit university and a bold and enduring source of innovation in higher education that serves adult students around the world, online, and from its five campuses in four states, in addition to its University-wide international and doctoral programs. Antioch University provides learner-centered education to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice. Antioch University has been accredited by the Higher Learning Commission since 1927.
Art therapy is changing lives in China. “Big Miao” Shimming showed us how.
The room was set in an intimate fashion, full of colorful cushions strewn on the floor in preparation for Miao’s presentation. Miao, affectionately known as “Big Miao” because of his height, visited Antioch University Seattle (AUS) in May of 2017 to seek professional training and guidance in the art therapy field. On May 17, Miao gave a presentation on his important work. AUS staff and students were so eager to engage with Big Miao, they began asking questions right away in the evening’s Q&A session.
Big Miao began working AUS’s Art Therapy Program after reaching out to Dr. Janice Hoshino, Chair of Art Therapy.
“I observed Janice working and knew I needed her training!” exclaimed Miao. Hoshino, reaffirmed his story.
“WABC [World of Art Brut Culture], Big Miao’s art studio, is collaborating with AUS to gain professional training from registered art therapists.”
Dr. Hoshino has already led two Art Therapy workshops in China in collaboration with Big Miao and is looking forward to future trips this summer.
Big Miao began as an art curator and artist specializing in oil painting. In 2009, he came across the Special Needs population, moving his heart and changing his life. Since then, he has been transforming the lives of hundreds of people with “special needs” through creative expression. Big Miao opened World of Art Brut Culture, an art studio in which children and young adults with special needs come after school to paint, free of cost.
The majority of the students they work with are on the autism spectrum, have cerebral palsy, or have other varying developmental impairments. In a video Miao showed, the students spoke about their artwork, their own process, and the impact WABC has had in their life. Their teachers (they are not professionally trained art therapists) also speak about the students’ progress and involvement with WABC.
Parents of the students are pleased with the visible progress their children are making, noting the tangible transformation creative expression has brought into their lives. One audience member commended Big Miao’s hard work: “It’s apparent you have a huge heart, honorable intent, and are doing a wonderful service to your community.”
WABC has now opened public art centers in eight different cities in China (including Beijing, Shanghai, Hangzghou, and Chengdu). They are collaborating with 32 different communities and schools and have served over one thousand children and families.
Big Miao plans various events and fundraisers, such as Cultural Creative Center, Dream of China, and Charity Night. These events have attracted large audiences and engaged the Chinese population.
The car company Infinity is a sponsor and has collaborated with the WABC students to create an art piece in their Beijing headquarters. WABC has also collaborated with various Chinese celebrities, pop stars, entrepreneurs, and CEOs. These events have brought healing and are changing how Chinese see and treat children with autism.
Through their work, WABC aims to foster a genuine connection between the Special Needs population and their Chinese community. They have empowered students to use their talents and have brought them closer to their dream of “being treated like everyone else.” There are 10 million people in China on the Autism Spectrum. There is a great need for psycho-education and awareness in China where people with special needs are not treated equally. Big Miao is among the first to do this kind of work in China, where most have no concept of art therapy.
“He is making inroads, paving the way, and doing fundamental work,” said AUS Drama Therapy faculty member Bobbi Kidder. “His progress is amazing!”
Despite this great progress, WABC and Big Miao recognize the road ahead still needs to be paved. There are still families who do not accept art therapy as a real treatment.
“Art therapy is a seed,” said Miao. “We are waiting for it to blossom.”
In order to gain more training and more empirical evidence to bring home to gain support, WABC partnered with Antioch University.
“We know art is powerful, transformative, and necessary,” said Miao, when asked how professional training can improve WABC. “However, we still have questions on technique, behavior, how to interact with families, fundamentals, how to gain all the therapeutic benefits of artistic expression, and how to properly raise awareness.”
Hoshino added, “The teachers in WABC are hungry to learn. I’ve done two trainings with them in China and over fifty people attended. My heart is really with this organization.” Both Antioch University Seattle and WABC are eager to share the benefits of Art Therapy with as many people as possible.
Big Miao concluded his presentation by showing his students’ stunning artwork. Big Miao smiled and happily invited AUS students to join him in China.
“We all have advantages and disadvantages,” said Miao. “Together we can make each other better!”
What we know of life is only where we have decided to rest with our questioning.*
This is not so much the story of the powerful American History Traveling Museum he showed up with in 2014; the unspoken truths that this year earned AUS graduate (2016) Delbert Richardson the National Education Association’s (NEA’s) prestigious Carter G. Woodson Award. It’s not really even about completing his Bachelor’s degree – the courage to finish what he started 40 years ago.
It’s the story of showing up in academia.
And the value of story in the mix.
Delbert’s is the blending of three stories, really. There is Richardson’s own Pacific Northwest narrative, which he describes as having been limited “by texts reviewed not by (his) African American peers, but by the peers of an oppressive culture.” A second strand came via Seguin, Texas; a legacy passed on by Delbert’s father. “There’s an expectation in the Native American and African American experience to give voice to the parts of our culture that are not honored by the community at large. I showed up at Antioch a second generation storyteller.”
In the blink of an eye between 1976 and his first class at Antioch, Delbert refined the stories from Seguin, supplementing them with the stories of African Americans from other small towns and big cities, narratives hidden on the back pages of newspapers and on late-night broadcasts. He conducted studies about studies – followed up to uncover the distinctly dark wind behind the wings of white heroes – and black heroes in their own right.
The third and critical thread in the braid of Delbert’s story involves another prominent African American Seattle artist and cultural custodian; Delbert met then AUS professor Dr. Marcia Tate Arunga at an MLK rally in 2013. They connected through their story-work; their roles as researchers. Delbert’s approach empowered his audience, something Marcia recognized from her own work – the work she continues today, helping to capture unspoken narratives with students in Seattle Schools. Tate Arunga knew well the struggle to fit in to academia and the barriers keeping the public from Richardson’s vision. It was Marcia’s mentoring that spirited Delbert toward returning to school.
Richardson frames his learning opportunity at AUS as uniquely powerful. “There is something extremely enriching about being among the very few African Americans in a class when issues are viewed through a multicultural lens.” The fishbowl approach to engaging – in Abnormal Psychology & Diversity, Power & Privilege course in particular – offered Delbert a refreshing departure from the controlled environment of traditional college classrooms. “Courses at AUS are structured such that all students are assessed by interacting and sharing. I had the opportunity to challenge classmates and even professors to consider issues of history and ‘normalcy’ through the lens of cultural, historical, generational trauma. You find out that our stories are more similar than different; that we’ve all been lied to. It’s a rich place to develop allies.”
As a candidate for the BA in Liberal Studies with Global & Social Justice Studies, Richardson had the uniquely Antioch opportunity to earn up to 45 of his 180 degree credits through the documentation of life experience – those steps between 1976 and 2014. He credits Dr. Phoenix Raine, former AUS instructor and evaluator of his WritingPrior Learning, with empowering him to find the value language. “I have the language now to connect with the administrators and teachers in academia that are the key to my audience.” Richardson’s approach now values his story. “I’ve learned to leverage it. I’m a community scholar now.”
For Richardson, the learning will continue. “As kids, we are so conditioned to believe what we are told; seeing those in power as powerful. The reflective practice I learned at Antioch stimulates young learners with curiosity and leads to more self-discovery. Seattle Public Schools has just adopted and begun to develop an Ethnic Studies requirement in the district. I’m looking forward to being a big part of that.”
Rather than teaching, the Founder, Creator, and Woodson Award-winning Curator seeks to learn with his scholars. What he offers is a fishbowl. “I’m committed to changing the world, one consciousness at a time.”
*Fran Peavey’s Strategic Questioning (1994) is among the powerful texts engaged with in Narrating Change, a story course at AUS that fulfills the Community Engagement and/or Social Justice Methodologies component of the BA program.
There are a number of reasons people become angry. Challenges at home, work, or on the road are common triggers that can lead someone to lash out or boil inside. And yet, sometimes we become angry with everything, including people or things we would normally be able to brush off. Anger, by its very nature, has us look outward to solve our problems. Yet, when we are angry with many things, it would be improbable – if not impossible – that we might be able to solve every problem. Most of us can identify with the moments when we are ready to explode at anything that comes near us. Think of parents of newborns who haven’t been sleeping, or that time you were really stressed. Or think of that time you were really hungry and especially crabby. Yes, I’m talking about being hangry.
My interests are in anger, aggression, and irritability. A lot of times people talk about reducing anger by figuring out how to solve the problem or by punching a pillow (which will actually make your anger and aggression worse in the long-term). However, when you are feeling irritable, these things won’t help. People often use the terms anger and irritability interchangeably. However, I’m going to ask that you think of them as two separate concepts. While anger is that tense emotion when your blood is boiling, irritability is the moment of grouchiness before you feel angry. When you are irritable you are more likely to become angry (which is why it is often associated with anger), but you might not be angry yet. For example, when you are hungry you might be irritable and will easily be angered, but you might not be angry yet. Similarly, when you are sleep deprived, hungry, or haven’t yet had your coffee you are likely to be irritable.
The reason for the distinction is important because when you are feeling angry, you might be able to reduce your anger by solving a problem. However, when you anger is a result of irritability, it would be more helpful to look for treatments that will first help you feel better. So next time you notice you are feeling angry at the world for no good reason (or are just looking for reasons to become angry), ask yourself what your body needs, and eat a sandwich, drink some water, exercise, get some fresh air, or get some sleep. You will feel better before you know it.
Michael J. Toohey, Ph.D.
Teaching Faculty, School of Applied Psychology, Counseling, and Family Therapy. SEE PROFILE
In a move that speaks directly to Antioch University Seattle’s (AUS) vision to build and serve inclusive communities, Antioch University Seattle has embarked upon a historic Diamond Academic Partnership with the Greater Seattle Business Association (GSBA), the largest LGBTQIA chamber of commerce in North America.
“Diamond Partnership represents the highest level of sponsorship,” said Travis Mears, Director of Development and Scholarship Programs for the GSBA. With this partnership, AUS finds itself in the company of Pacific Northwest corporate leaders like Microsoft and Alaska Airlines; sponsorship implies a very public investment.
“Ours is the first academic partnership of its kind with the GSBA,” said Emmelyn Hart, AUS Director of Institutional Advancement (IA). Hart is understandably excited by the news and looks forward to defining and refining this diamond in the rough.
The GSBA Scholarship Fund awards educational scholarships to lesbian, gay, bisexual, transgender, questioning, intersex, and allied undergraduate and graduate students who demonstrate strong academic abilities and who are actively involved in their school and community organizations.
“Antioch University’s values attract the kind of student GSBA supports, but we have local and global university recipients,” said Mears. “Students must be residents of the state of Washington, and they must be moving the needle forward for social justice.” Mears goes on to explain that the partnership at the Diamond level not only contributes significantly to the 3 million dollars awarded to these students annually, but also provides the business chamber opportunities as well.
Helping to define the thrust of this investment has been the long-time challenge of the AU Associate Vice Chancellor of IA, Dr. Dan Hocoy, whose conversations as acting Interim President back in 2015 with GSBA President and CEO Louise Chernin planted the seed for the partnership.
According to Hart, a task force is being assembled and a memorandum of understanding is being crafted to outline the terms and details of how the AUS investment in GSBA will be directed.
“Dan brought us together to facilitate this,” said Mears. “We have a leadership immersion weekend planned at Islandwood in August, and leaders from across sectors are charged with guiding best practices.”
In keeping with the AU mission and vision for engagement, investment in the GSBA Leadership Academy will promote the common good; task force members include AUS visionaries and members from Seattle University and University of Idaho, as well other small business and corporate leaders. “We have a truly unique opportunity,” said Mears. “We’re a business chamber focused on equality for all in a city with the fastest growing economy in the country. Working together with AUS, a university known nationally for its commitment to equity and inclusion, and it’s unique model, we see even greater potential for our scholars.”
“Both organizations have a desire to be part of the progressive change in the city, and both recognize that we are stronger as partners than alone,” noted Hocoy. But it was in discussions with Chernin regarding the challenge of providing scholarship recipients with supportive, developmental, cumulative, and competency-based leadership curriculum in addition to structure and content reflecting best practices that Antioch University Seattle’s strength as a partner crystallized.
GSBA scholarship recipients represent a diverse group with audacious dreams, as well as the skills and dedication to make them reality. According to Mears, though, the emotional impact of the scholarship program on participants rivals the financial. “For them it’s about having a community of people who believe in their ability to succeed.” And as a community, we shoulder responsibility for that continued support.
“This generation of leaders faces unique creative challenges,” said Hocoy. Transitioning personally while emerging professionally requires support and fresh thinking about the nature of support. “As many leadership and management programs have discovered, we know that the best leadership is authentic leadership. Leaders need to know who they are before they can lead.”
For the moment, according to Hart, the inaugural GSBA Leadership Academy intensive weekend at Islandwood might be compared to cutting-edge CE credits for working leaders with a job to do. “The academy will provide leadership training not only to support academic success but also to provide the tools for leadership once school is done.” The task force is also challenged to come up with a collaborative fundraising plan and essential, measurable, sensible, and simple metrics that will allow the GSBA Leadership Academy to be a lasting, evolving investment in the future.
Antioch University Seattle envisions that its graduates this spring will emerge with a heightened sense of their power and purpose and be prepared to put theory into practice. With the Run Like A Girl summer program, AUS Practicum & Internship students in Drama Therapy (DT) will run into the woods and pass this same vision into the very capable hands of middle school girls.
The phrase “like a girl” calls into question a girl’s capability. And the fact that this micro-aggression is so often tied to sports performance is doubly damaging. Run Like A Girl celebrates the power that sports can provide, developing in girls the intentional active strategies we all need to build self-confidence and seize the day.
Run Like A Girl (2004) filmmaker Charlotte Lettis Richardson (also a decorated runner) credits losing races with teaching her the most about herself. And in her 2011 memoir, Run Like A Girl, champion athlete Mina Samuels outed her fiercest opponent—the one within. This August, AUS’s own local theatre-sports star, AUS Drama Therapy Co-coordinator Bobbi Kidder, MA, RDT/BCT, shines a light on Like A Girl fierceness and the power of story with a reframed “On the Road” student field experience at Table Rock Foundation summer camps.
Since 2014, Kidder has noted the high percentage of young girls referred to Camp Phoenix, the camp at Table Rock Foundation that serves middle school kids from Oregon’s Jackson and Josephine Counties who have experienced severe trauma. Given the emotional and physical changes naturally at work in the bodies of ten- to thirteen-year-old girls, Bobbi thought a powerful camp to run like girls, with girls, and for girls might be in order.
Run Like A Girl offers AUS intern urbanites a rare regional view of rural life. And by confronting derogatory definitions of girlness and the effect societal shaming can have on self-image, they will champion the campaign that is changing the narrative.
Kidder is no stranger to programs that focus on social justice and empowerment. Run Like A Girl takes a page out of the playbook Kidder used for Inside/Out, a community ensemble with young women prisoners at Rogue Valley Youth Correctional Facility. “We set the stage for recognizing assets—we create and share stories about them.” Kidder’s practice, strongly based on Augusto Boal’s Theatre of the Oppressed, reframes concepts such as meaning, truth, and like a girl, and puts a voice to the oppressor within—sometimes multiple voices. Kidder calls it “performative.” “With Boal’s rainbow of desire aspect, we answer our own voices and silence the ones that hold us back.”
Alongside the camp’s Rainbow Grandmothers, and amidst the webs and native wisdom of a truly enchanted forest, it is intention and not service that Kidder and her interns provide. They will work together for moments of choice and potential, inspired by a quote from the Aboriginal elder and educator Lilla Watson: “If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.”
“Big Miao” Shimming is trying to revolutionize the way China engages with special needs children – and he’s reaching out to Antioch Seattle’s Art Therapy program to help. Shimming will be visiting AUS on May 16 – 17. The public is invited to attend Miao’s presentation on his important work on May 17 from 3-5pm.
Shimming’s visit is part of a developing relationship between Antioch Seattle’s Art Therapy program and Worldwide Art Brut Culture(WABC), a Shanghai-based NGO Shimming founded in 2009. With a mission to help special needs children express themselves through art, WABC has so far opened 20 learning centers across China and has more than 50 teachers.
Janice Hoshino PhD, chair of Creative Arts Therapy at AUS, has traveled to China several times over the past year in order to help WABC train its volunteer teachers in art therapy. She says the fact that WABC is rapidly increasing the number of areas and individuals it serves is an impressive accomplishment given China has a long history of stigmatizing and punishing people with mental disorders: “Despite recent reforms, it’s still not unusual for persons with psychiatric issues to be involuntarily institutionalized,” says Dr. Hoshino.
Hoshino says the reason art therapy is gaining acceptance in China, and the reason WABC specifically has been able to attract donors like the Gates Foundation, comes down to the transformative process of art-making. She described one 20-something individual who took part in a WABC art therapy training she was involved in: “This young man has been mute for much of his life, and by the end of the training he was talking.”
Beyond the power of art therapy, Hoshino also gives credit for WABC’s success to the outsized personality of its founder: “With his infectious enthusiasm, kind heart and ready laugh, Big Miao is the perfect ambassador for the program.”
GiveBIG is a 24-hour campaign to raise funds for nonprofit organizations serving Greater Seattle. Please consider making a gift to support Antioch University. Now, more than ever, your help is needed to prepare the next generation of socially responsible leaders.
Below are three easy ways to show your AUS pride during GiveBIG:
Make a gift. Doing big things doesn’t take much if everyone participates. Imagine if our entire community made a gift, of any size, for GiveBIG.
Spread the word. Share our message with with family, friends or old classmates.
Follow us on social media. Check our Facebook and Twitter accounts for GiveBIG and other updates.
Gifts made to Antioch University today through GiveBIG also come with rewards:
All donors will be entered into a random drawing for 3 items: Happy Hour with Ben Pryor, Jane Harmon Jacobs and Shana Hormann; a $50 Amazon gift card; and a “leaf” on the AUS Legacy Tree.
Donate $55 or more and you’ll receive an Antioch University license plate frame.
Donate $100 or more and receive your choice of an Antioch U t-shirt or tote bag.
Donate $250 or more and your name (or the inscription) will be added to a “leaf” on the Legacy Tree at AUS.
GiveBIG continues through 11:59 pm PT tonight. Thank you for supporting Antioch Seattle!
[UPDATE] 2:45 p.m. – Our Institutional Advancement team of Dan Hocoy and Emmelyn Hart will match the next $200 in donations!
[UPDATE] 1:30 p.m. – Ben Pryor will match the next $200 in donations!
Grant-funded urban ecology project will sustainably curtail polluted water runoff into Salmon Bay while building infrastructure and community
Seattle – Antioch University Seattle (AUS) and Urban Systems Design (USD) will celebrate the completion of a project that will reduce polluted runoff that drains into the city’s Salmon Bay each year. The East Ballard Greenstreet Project, will host a ribbon-cutting party on Saturday, May 20th from 1:30-2:30pm. Address: 1101 NW 57th Street, Seattle WA 98107.
The public is invited to attend the event and learn about the block of roadside rain gardens that were installed along 11th Avenue NW at 58th Street in Seattle’s East Ballard neighborhood. The project was funded through a $65,000 Russell Family Foundation grant as a pilot demonstration for future community-driven and environmentally-friendly drainage projects. The Duwamish Infrastructure Restoration Training (DIRT Corps) program, a green infrastructure job training program focused on women, people of color and other disadvantaged communities, completed the project installation in 2015 and has been monitoring the site for the past year. DIRT Corps crew will be on site to answer questions about green infrastructure.
“Our small natural drainage projects absorbs and filters the roadway runoff before it can reach the catch basin system, which directs runoff into Salmon Bay at the end of 11th Avenue NW,” said Cari Simson, project manager with Urban Systems Design, and adjunct faculty at AUS’ liberal studies Bachelor Completion program.
Managing roadway runoff is an important environmental consideration because it can easily transmit toxins and pollutants – such as vehicle exhaust particles, oil leaks, pet waste, garbage and other chemicals on roads and roofs – as it makes its way to the nearest catch basin, and ultimately the nearest waterbody. Polluted runoff enters the food chain and affects the health of marine creatures and the people who eat fish or shellfish.
The East Ballard Greenstreet Project was launched not only to offset pollution, but also show community, government and private groups how to work together to build rain gardens and use that experience to shape best practices for implementing similar projects elsewhere. “This project illustrates how at AUS we look below the surface to solve problems in sustainable ways that truly make a difference in our communities,” Simson said.
The Antioch University Seattle grads behind Wheelhouse Workshop are in the news again! Kotaku, a major online publication dedicated to “games and things serious gamers care about” recently published a piece about Wheelhouse Workshop, a therapy group that specializes in using tabletop games, including Dungeons & Dragons, as counseling tools.
Dungeons and Dragons is a J.R.R. Tolkien-inspired, books-based game first published in the 1970s. Players take on the role of specific characters they create in this world, such as “halflings” (essentially hobbits), elves, dwarves, and more, while the host of the game, the Dungeon Master or “D.M.” tells the players about the fictional world their characters are in, giving the players the opportunity to make creative choices based on the content of the story. The game is also recognized as culturally significant in the Seattle area; in 2016, Dungeons & Dragons was inducted into Seattle’s Museum of Pop Culture’s Science Fiction and Fantasy Hall of Fame.
Kotaku writes “Therapists have long used role-play to help their patients, inviting patients to role-play personal scenarios from friends’ or parents’ perspectives. But buying in can feel pretty lame without a good hook, or a fictional world’s distance from real-life. Because D&D is inherently cooperative and escapist, it urges players to reimagine the ways they interact with peers.” While Wheelhouse Workshop is not the only therapy group to incorporate Dungeons and Dragons, they are luminaries in the field, and have given talks at multiple gaming conventions, such as Emerald City Comic Con and PAX.
Adam Davis and Adam Johns are the co-founders of Wheelhouse Workshop, and both have earned master’s degrees from Antioch University Seattle. Davis earned his MAEd with a focus in Drama Therapy, and Johns earned an MA in couple and family therapy.
Save the date of Wednesday, May 10, 2017 to GiveBIG to Antioch University Seattle! This city-wide campaign is a one-day online giving event to raise funds for nonprofit organizations serving Greater Seattle. The 2017 theme is “Now. More Than Ever,” reflecting the urgent need to support nonprofits working to create greater equity and opportunity for all. The campaign is a great opportunity for our investors to stretch their generous gifts even further and supports our students’ academic experience.
Please join us on May 10th in this day of community generosity and support Antioch Seattle as it encourages innovative exploration and prepares the next generation of socially responsible leaders to dare to solve society’s most pressing challenges.
Early donations now open, so you can give today! Give Now!
All across the United States, Antioch University campuses are transforming the ideals of Earth Day into action.
In New England, Antioch alumna Hermine Levey Weston, RN MBA will be facilitating a workshop at the Green Health Academy to develop and identify fresh ideas to celebrate Earth Day specficaly in healthcare settings.
Meanwhile, on the West Coast, Antioch University Seattle will mark Earth Day with a bonfire and beach clean up. As the notoriously grey Northwest winters yield to spectacular summers, the Antioch Seattle Outdoors Club will help get the region ready at 5:00pm on Sunday, April 23rd at Golden Gardens Park. The club will provide firewood and s’mores but asks attendees to bring their favorite campfire treat.
In California, the Santa Barbara Earth Day Festival is celebrating 47 years of community activism, just as Antioch University Santa Barbara is celebrating their own 40th year of helping to steward the Earth.
At Antioch University Los Angeles, the Sustainability Committee and the Urban Sustainability Department recently sponsored two workshops in celebration of Earth Month. Presenters included Rashonda “Zoe Blaq” Bartney, a Certified UC Victory Gardener who created Urban Soul Farmer to encourage people to grow food and share healthy recipes; Mallory Burden, an Environmental Scientist for CalRecycle; and Lesha Siler, a Policy Associate for the LA Food Policy Council and staff liaison to the Working Groups on Urban Agriculture, Food Waste and Farmers Markets For All.
On April 15th, attendees also learned from professionals from a wide array of fields in the industry at a panel on Careers in Sustainability. Panelists Christina Hall, Executive Director OC Food Access Coalition and an Antioch Alum; Jeff O’Keefe, Supervising Sanitary Engineer with the State Water Resources Control Board Division of Drinking Water, Southern California Field Operations Branch; and Shavon Paige, Real Estate Officer at Los Angeles Department of Water and Power shared tips and tricks on how to stand out in this competitive and emerging job market.
Though Earth Day is a particularly active time at the University campuses, Antioch holds these ideas front and center year round as part of our core mission. Earth Day is a celebration of that commitment and a springboard for the year to come.
Antioch University Seattle is thrilled to share the news that one of our alumna, Aimie Vallat (along with Noah Dassel) is nominated for a Northwest Regional Emmy Award by the National Academy of Television Arts and Sciences. The nomination comes in recognition for, Present Moment, a documentary that Media Inc Magazine called, “An empowering film about courage, resilience and acceptance.”
The documentary is an insightful and compassionate portrait of a man coming to terms with Parkinson’s disease, incorporating it both into his sense of identity and into his determination to not only live, but live well.
The film was created by Vallat and Dassel’s production company, REEL WITNESS, which is “committed to creating a more resilient future by telling the stories of social change in our communities.”
“My passion for social justice filmmaking started when I was a college student living in South Africa in 1992.” Vallat says. “My first documentary project was to interview township residents to talk about the impact of receiving small business and home loans (we now call this micro-credit lending). It was an incredible experience witnessing first hand how a $20 dollar loan to sell vegetables could literally transform someone’s life. I left South Africa in 1994 energized and committed to a lifetime of working on social justice issues, and that has never really wavered…Now, with my production company, REEL WITNESS, my focus is about elevating a conversation around important social issues while looking at what is resilient and thriving in that story or person or organization. Staying alert to the places of growth and joy within any system of change has helped me stay motivated to keep doing this work after all these years.”
Vallat received her Master’s in Communication from Antioch University Seattle in 2009 and, for the past twenty years, has focused on issues of sustainability, social justice, and building thriving communities. She credits much of the success of Present Moment to local PBS station, KCTS 9, as well as to “Laila Kazmi for their unwavering support of our film and our local, Pacific Northwest filmmaking community.”
She goes on to describe her surprise and delight at the film’s success.
“What has happened since Present Moment’s release in 2015 has been a huge surprise for all of us. A few things really did change after making it; first off, I learned to trust and follow inspiration, wherever it might take you, without expectation. Secondly, as a family we sat down for the first time and talked frankly about the impact of Parkinson’s (PD) in all our lives. My sorrow prior to making the film of seeing my dad living with this disease has now lessened as we’ve been through this process together, and that was a very welcome and unexpected change.”
Present Moment has already received numerous other awards, and is a film festival favorite.
“All of those accolades have been a great surprise but it was never the intention when the film was made – to do the festival circuit etc. – but since we did end up doing following that path, it’s allowed more viewers to see the story and perhaps find some solace or a sense of connection. For that reason alone, I’m truly grateful that it’s been available to a much broader audience.”
The entire Antioch community wishes to extend our congratulations and joy at this achievement.
Press release by Vonem Creative about distinguished Antioch University Seattle alumnus Delbert Richardson:
MUSEUM FOUNDER WINS NATIONAL EDUCATION ASSOCIATION’S CARTER G. WOODSON AWARD
SEATTLE ― April 10, 2017 ― Delbert Richardson, Founder, Creator, and Curator of the American History Traveling Museum: The Unspoken Truths, was recently selected by the National Education Association (NEA) as the 2017 recipient of its prestigious Carter G. Woodson Award.
The NEA created the Carter G. Woodson Memorial Award to recognize the person, group, or institution whose activities in Black affairs significantly impact education and the achievement of equal opportunity.
In an email sent to notify Richardson of his selection, NEA President Lily Eskelsen García said, “…[W]e honor individuals like you [,] who have contributed to the human and civil rights goals and aspirations of Americans across the nation.”
Mr. Richardson will be officially recognized during the NEA’s 2017 Human and Civil Rights Awards Dinner, held in the Grand Ballroom of the Boston Convention and Exhibition Center. Nearly 2,000 attendees, in addition to NEA officers, Board of Directors, and leaders from all 50 states will be on hand for the July 1 event.
Of his amazing accomplishment, Richardson said, “My goal for the Museum has always been to tell the untold stories of American history, to help paint a picture of the African Diaspora that goes beyond what’s been learned from the history books.”
“Winning this award,” he continued, “will ensure that the Museum keeps growing and building, so that people – all people, regardless of race – can keep learning.”
About the American History Traveling Museum: The Unspoken Truths
The “Unspoken” Truths American History Traveling Museum chronicles the rich history of Africans in Africa prior to American Chattel Slavery, the experiences and impact of American Chattel Slavery, Jim Crow Era, and the many contributions African Americans have had on scientific, cultural, and technological (inventions) innovations in the U.S. and the world.
The Museum’s mission is to re-educate learners of all ages, in a manner that leads to self-restoration and community healing, with the eventual goal of implementing its teachings into school curricula, institutions, and organizations committed to cultural competence and social justice.
Antioch University Seattle Dean of Students Shana Hormann recently traveled to our sister school, Panjab University in Chandigarh, India, to give a lecture and later lead a workshop on organizational trauma, as part of an event organized by Panjab University’s Centre for Human Rights and Duties. From her workshop description:
“Organizational trauma is a collective experience that overwhelms the organization’s defensive and protective structures and leaves the entity temporarily vulnerable and helpless or permanently damaged. Traumatic events can be sudden, shocking, and throw the organization into turmoil. Organizational traumatization may also result from repeated damaging actions or the deleterious effects of the nature of an organization’s work. Unaddressed organizational trauma–whether sudden or cumulative–causes serious harm and can be catastrophic for organizations. It negatively impacts service delivery, compromises work with clients, and weakens the organization’s ability to respond to internal and external challenges. Over time the unhealed effects of trauma and traumatization compromise the organization’s fundamental health.”
Hormann’s lecture was organized under the Memorandum of Understanding between Antioch University Seattle and Panjab University, and was one of many talks given that day. The event also included powerful words from Professor Swarnjit Kaur, Coordinator of the Centre for Human Rights and Duties on the proactive role the Centre has taken in strengthening its academic collaboration with universities an ocean away, such as Antioch University Seattle. Professor O. P. Katare, Director of the Research Promotion Cell presided over the lectures, and gave presidential remarks on the role of spirituality and the power of the mind to deal with trauma.
Delbert Richardson, a graduate of Antioch University Seattle’s BA in Liberal Studies program, winner of the 2013 Newman Civic Fellows Award, and founder of The Unspoken Truths American History Traveling Museum, has recently been awarded the National Education Association’s (NEA) 2017 Carter G. Woodson Memorial Award! In the words of NEA president, Lily Eskelsen García , this award “is presented to an individual/group/institution whose activities in Black affairs significantly impact education and the achievement of equal opportunity.” Richardson has been invited to accept his award at the NEA Human and Civil Rights Awards Dinner this July in Boston, MA.
Antioch University Seattle congratulates Delbert Richardson for earning this award! We are proud to be his alma mater.
Russell served in the American military for 26 years, as a Marine Sergeant, a Navy Commander, and as a military psychologist deployed in support of the Iraq invasion in 2003, and he says this time “opened my eyes to the painful reality that our country was grossly negligent in its preparation to meet even basic [veterans’ mental health] needs.”
Upon retiring from the military, Russell founded Antioch University Seattle’s Institute of War Stress Injury, Recovery, and Social Justice, participated in documentaries such as Thank You For Your Service! and the upcoming Stranger At Home, and published a great deal of research on the subject of military mental health. Most recently, Russell and co-author Charles R. Figley, published a three-part series of scholarly articles in the March 2017 (available online in February 2-17) issue of Psychological Injury and Law, asking if the military’s frontline psychiatry/combat and operational stress control doctrine and programs help or harm veterans and their families.
In this Huffington Post piece, Russell also provides readers with an overview of the US government’s approaches to military mental health over the years, including critiques of the ways that policy has harmed, rather than helped, people who serve in the US military.
Antioch University’s Chancellor, William Groves, issued a message on the recent executive order banning people from certain Muslim countries from entering the US and targeting immigrants already in the States.
“I would like to emphasize that Antioch University supports all of our students, faculty, and employees who are foreign nationals. The University has a long history of being a leader in fostering a diverse and rich educational environment. Even prior to the Civil War, Antioch was one of the first American colleges to enroll African-American students to learn side-by-side with white students. It was one of the first colleges to employ female faculty at the same rank and salary as male counterparts. And we have admitted international students throughout our history.
Our educational mission has always been focused on fostering social, economic and environmental justice and for protecting and promoting the human rights of all people, regardless of race, religion, gender, color, ancestry, national origin or other immutable characteristics. It was not chance or stroke of serendipity that led Coretta Scott King to Antioch. It was Antioch’s reputation as champions for human rights that caught her attention.
Central to our mission of gaining “victories for humanity,” is the task of teaching empathy for others, a sense of deeply understanding the struggle of our fellow human beings around the globe. We can better foster that sense of empathy and compassion through diverse student and faculty bodies, able to communicate openly, share different perspectives and experiences and learn from one another. From that, we generate trust and understanding and foster the hope for greater peace in the world. So, from a purely pedagogical point of view, higher education has a significant stake in our national immigration policy. The diversity of our classrooms is one of the greatest strengths of American colleges and universities.”
Antioch University supports all of our students, faculty, and employees who are foreign nationals. The University has a long history of being a leader in fostering a diverse and rich educational environment, and will continue to admit and support students without regard to their citizenship status or immigration status. We will continue to enforce our anti-discrimination policies which prohibit harassment and discrimination based on race, religion, gender, color, ancestry, and national origin.
Antioch University Seattle (AUS) is partnering with award winning children’s author and illustratorJavaka Steptoe for the second annual Multicultural Children’s Literature Celebration! This year’s Multicultural Children’s Literature Celebration includes multiple events across several days, and AUS is involved in many of them. For example, AUS is supporting an upcoming arts-based workshop with Steptoe on January 27, 2017 at Dearborn Park International School, which will give AUS teacher candidates an opportunity to work with primary grade students using lessons that utilize multicultural literature.
In addition, AUS is also hosting, at our beautiful new campus, a fun and interactive book reading by Steptoe followed by an open house, on January 25, 2017. This event is an opportunity for the broader AUS community to participate, as it is “open to current and future educators, librarians, and friends of children.” Antioch University Seattle is now located at 2400 Third Avenue, Suite 200, Seattle, WA 98121, across the second and third floors of the building. RSVP to the January 25, 2017 eventhere.
Steptoe’s most recent book,Radiant Child, about the life and art of Jean-Michel Basquiat, has recently been named one of the “Best of” nonfiction books by School Library Journal and the “Best Children’s Book” of the year by Essence magazine. The Washington Post named Radiant Child one the “Best Books of 2016.” Previous books have earned Steptoe the prestigious Coretta Scott King Illustrator award and his work on Jimi Hendrix was a New York Times bestseller.
This Tuesday, January 3, 2017, Antioch University Seattle opened for classes at our new location, 2400 Third Avenue, Suite 200, Seattle, WA 98121. Faculty and staff, including work study students, joined together to move our university into its high-tech, design-forward new facility over the last weeks of 2016, pausing only for the winter holiday closure.
Our new campus comes with a mix of the familiar and the unfamiliar. For example, we have retained our beloved, mirrored, mosaic pig Ms. Coco, and student group AUS GROW will continue to tend garden beds on campus, which are now located on the campus terrace outside of our new library. However, we have also gained exciting new technology in our classrooms and study rooms, as well as a phenomenal increase in natural light, thanks to our many floor-to-ceiling windows.
The new AUS campus is also located near many major bus lines and a great deal of city parking, making it easy for our students, faculty, staff, and visitors to get to and from school. The Antioch University Seattle campus will continue to be a cultural hub and meeting place for our progressive community, and we will use our central location and green, modern presence to stand strong, in line with our values, throughout 2017 and beyond.
It’s the giving season and for many folks it’s a joyous time. But what if there’s more to it than simply picking out a gift someone will enjoy? How do we navigate the waters of mental health disorders in our loved ones in a time of giving while being mindful of our own needs? Jennifer Sampson, co-founder of The Hoarding Project, takes a closer look at how she helped one client deal with her mother’s hoarding disorder during the holidays.
“Can I ask you an unrelated question?” It was clear that my client didn’t feel like talking anymore about her latest run-in with her ex-husband and wanted to change the subject.
“Sure,” I smiled and nodded.
“Ok.” She took a deep breath, looking uncharacteristically anxious. “So…I’ve been worrying about what to get my mom for the holidays. She has already everything.” She hesitated. “Like… everything.” She looked up at me quickly, trying to read my expression. “What do you think?”
She was one of my favorite clients, and we had a positive and good-humored relationship with one another. She wasn’t generally a nervous person. Usually, she was upbeat and funny during our sessions in spite of the difficult work we’d been doing over the last few months to help her process a particularly devastating divorce, so her shift in mood was a little confusing to me. I brushed it off, assuming she was just being rhetorical with her question and wanted to lighten the mood a bit.
“You know,” I began to answer, “I really don’t know too much about your mom, come to think of it.” I shrugged and joked, “Socks? Fruitcake? I don’t know. What does she like? Or is she just tough to shop for?”
My client’s face was deadpan. “No, I mean it. Her home is literally full. She can’t even move around in it because she has everything. You work with this kind of thing, don’t you??”
Whoa. I had really missed that one.
Though hoarding disorder is my area of specialization, sometimes even I drop the ball in recognizing that this mental health concern can show up where I least expect it.
And of course it does. Hoarding disorder affects 1 in 20 people in our country, making it one of the most common mental health disorders around. Even though my client had not come to therapy to work on this issue directly, it was still one that touched her life, and as we continued our conversation, I came to learn that her mother’s hoarding had been affecting her since childhood, leaving her relationship with her mom to be fragile, at best.
Since hoarding disorder is a relatively new diagnosis and one around which there is still a tremendous amount of shame and stigma, it is very common for people not to be inclined to discuss it- even with their therapists. My client told me that she had thought about mentioning it to me at a few different points, but didn’t want me to think badly about her or about her mom.
During the holiday season, it’s especially important that we, as mental health professionals, are paying attention to potential hoarding-related concerns as our clients are going home to spend time with their families of origin. It is quite likely that at least one of them has a loved one who is struggling with hoarding disorder. Spending increased time with them around this season of the year may provoke strong emotional reactions which may be difficult for us to understand and work with if we don’t fully grasp the context behind the feelings.
Listening for comments and questions like the one my client asked, or about frustration around a relative’s housekeeping or shopping habits maybe markers that additional screening for hoarding disorder is indicated.
And as for my client’s question about what to get for a person who has everything- or at least for a person who hoards? I tend to recommend gifting experiences rather than items. Game night with the family, rather than a new scarf. Dinner at their favorite restaurant, instead of a new book. These types of gifts reinforce the importance of relationship-building rather than possessions, which, if we’re being honest, is important advice for everyone to follow.
Jennifer Sampson, PhD, LMFT is Associate Chair in the Couple and Family Therapy Program at Antioch University Seattle. She has been practicing individual, couple, and family therapy since 2007. Jennifer has served as the Executive Director and co-founder of The Hoarding Project since 2011, and she currently chairs the King/Pierce County Hoarding Task Force. She has published multiple articles in academic journals on hoarding, and completed her dissertation work on understanding the influences of unresolved trauma and loss and family dynamics on hoarding behavior
On Friday October 7. 2016, Antioch University Seattle graduate and filmmaker Todd Kulczyk premiered India Initiative Experience: The Movie, a documentary about Antioch University Seattle’s 2016 India Initiative cultural immersion and service learning trip.
The first Antioch University Seattle service learning trip to India took place in the summer of 2014 and was offered to art therapy and drama therapy students. Participants were given an opportunity to engage their creative arts therapy training with people of all ages in India, including Tibetan refugees, working together on social justice-themed community art projects.
The second Antioch University Seattle cultural immersion and service learning trip to India took place just over a year-and-a-half later, in 2016. The 2016 cultural immersion and service learning trip included not only opportunities to practice creative arts therapy techniques in community art projects within Tibetan refugee communities, but also with the Charan Khad slum community mere weeks before its demise. 2016 India Initiative students also visited Panjab University, with which Antioch University Seattle has a Memorandum of Understanding. Panjab University has a renowned psychology department, which made it an especially salient academic community environment for our traveling students.
Much of this second trip to India was filmed, and that footage was recently edited into India Initiative Experience: The Movie. Because some of the people in the film are political refugees living in exile, for their safety the movie is not available for online distribution. It is only available internally, for the Antioch University Seattle community, such as the October 7 screening. Kulczyk has also provided some private screenings, upon request.
However, while the movie itself cannot become available online, some photographs from the trip ARE safe for online publication. Many of them are embedded in this news story.
For more information about our 2017 service learning and cultural immersion trips, which are still being planned, contact Angie Hoffpauir or Colin Ward.
PAX, short for Penny Arcade Expo, is the first and largest gaming (video games, board games, card games, etc.) fan culture convention. Originally a 4,500-person event in 2004 in Bellevue, Washington, PAX has grown into multiple conventions: PAX West, in Seattle, Washington; PAX East, in Boston, Massachusetts; PAX South, in San Antonio, Texas; and PAX AUS (no relation to Antioch University Seattle) in Melbourne, Victoria, in Australia. In addition, there is PAX Dev, which is a two-day extension of PAX West, taking place the Wednesday and Thursday before the start of PAX West, which happens Friday-through-Monday of the American Labor Day holiday.
As the school that launched the founders of the tabletop gaming mental health therapy organization Wheelhouse Workshop, it may be no surprise that our students and alumni created a strong Antioch University Seattle presence at PAX West this year!
The mental health nonprofit Take This organizes and provides AFK Rooms at PAX and other conventions.
“AFK” is an internet slang abbreviation of “Away From Keyboard” and in this context, the AFK Room is a quiet, safe space, staffed with mental health volunteers, including licensed therapists, inside of a convention, including every PAX… Even PAX in Australia!
AFK Rooms are open to all convention attendees, and people use AFK Rooms to recharge, get mental health support, or even just to take time out from the convention to sit down and recharge their electronics.
Paulette de Coriolis MA, LMHCA
This year at PAX West, when The AUS eNews visited the AFK room, approximately half of the volunteers and clinicians in the room were graduates or students of Antioch University Seattle! The AUS eNews did not take any photos of the inside of the AFK Room, out of respect for the privacy of the space. However, we have been granted permission by one of the clinical volunteers, Antioch University Seattle alumna Paulette de Coriolis MA, LMHCA, to use a photo of her standing outside of the AFK Room, next to its sign, taken during this year’s PAX West!
Seattle, WA – Antioch University Seattle (AUS) is proud to welcome award-winning journalist Mark Wright of Seattle’s KING 5 News as our 2016 Commencement Speaker. Mr. Wright is currently a nighttime news anchor at KING 5 News. Prior to that, he co-anchored the #1-rated KING 5 Morning News in Seattle. He has won two Emmy awards for his work as a documentary producer and hard news reporter.
Senator Bob Hasegawa
Also scheduled to speak at the 2016 Commencement Ceremony are the recipient of this year’s Horace Mann Award, Washington State Senator Bob Hasegawa, and this year’s AUS Distinguished Alumni Award winner Nicola Tannion MA, PhDc.
Senator Hasegawa, a lifelong resident of Washington State’s 11th District, is currently a senator for this district in the Washington State Senate. Prior to his service as senator, he represented the 11th district in the Washington State House of Representatives from 2005 to 2012. Antioch University Seattle has an ongoing mission of social justice, and Senator Hasegawa is a labor and social justice activist. Senator Hasegawa is also a 2003 graduate of Antioch University Seattle’s Bachelor of Arts program, and was the 2012 recipient of the Antioch University Seattle Distinguished Alumni Award!
Nicola Tannion is a graduate of Antioch University Seattle’s Bachelor of Arts in Liberal Studies program, with an emphasis in Psychology and Spiritual Studies. She is currently a PhD student at Pacifica Graduate Institute, in their Mythological Studies program, with an emphasis in Depth Psychology. This spring she conceived of and co-produced the Irish Easter Rising Centenary Commemoration, which was proudly hosted by Antioch University Seattle. In addition to creating the event, Ms. Tannion also gave a lecture at the event titled “Women of the Rising” and moderated a panel discussion at the event which featured Seattle’s Mayor Ed Murray, Irish Vice Consul Kevin Byrne, as well as many university professors and religious leaders.
All three of these notables are scheduled to speak at this year’s Antioch University Seattle Commencement Ceremony, which will be held at 12:00 p.m. on Saturday, June 18, 2016 at Town Hall Seattle.
Antioch University Community,
You may be aware that a recent edition of the Antioch Review contains an essay concerning the transgender community that is garnering significant discussion. The Antioch Review is owned and operated by Antioch College, which is no longer associated in any way with Antioch University. The University was not involved in selecting this essay for publication and it certainly does not represent the views of Antioch University. As a University, we remain committed to our mission of social, economic, and environmental justice. While we encourage faculty and students to engage in critical thought and dialogue around important issues, the essay in the Antioch College Review is a far cry from what we value as a community; it is offensive, hurtful and inaccurate. We stand strong and proud in affirmation and celebration of all our students and the diverse communities to which they belong. This includes our transgendered students and employees who will continue to have our full respect and support.
Dr. Farley received the Ned Farley Service Award at the 2016 annual American Counseling Association Conference and Expo, which was held in Montreal, QC, Canada, from March 21, 2016 to April 3, 2016.
While the award is a welcome surprise, Dr. Farley’s involvement as a leader within the ALGBTIC has been prominent for decades. In the words of Journal of LGBT Issues in Counseling Editor-in-Chief Mike Chaney, “Ned’s service is so phenomenal that he was a leader in the association before there was an association! Now that it commitment!”
In 1993-1994, Dr. Farley was co-chair of the ALGBTIC with Michael Spretnjak. Dr. Farley was also one of the ALGBTIC members who worked tirelessly to get the ALGBTIC recognized by the American Counseling Association (ACA), first as an “organizational affiliate” by the ACA in 1996, and later as a full ACA division in 1997. In 1999-2002, Dr. Farley was a Board Trustee within the ALGBTIC, who chaired the Program Review Committee. In addition, Dr. Farley was the president of the ALGBTIC in 2002-2003 and again in 2004-2005. While president of the ALGBTIC, he helmed the push for creating a professional journal for the division. Upon its creation, Dr. Farley was the first Editor-in-Chief of the Journal of LGBT Issues in Counseling, through his “retirement” in December 2015. He remains involved in this journal, however, by mentoring its current editor Mike Chaney.
Truly, Dr. Ned Farley has dedicated decades of his life to supporting the ALGBTIC. In the words of Mike Chaney, “Much of what ALGBTIC is today is, in part, due to Ned and his service. Though he probably would not refer to himself this way, but Ned is a forefather of the ALGBTIC. As such, he should be revered and applauded for all of his past and present service to ALGBTIC.”
So your son or daughter has received that letter of acceptance to the school of their choice and they’re college bound. It is justifiably one of the proudest moments in parenthood because your child is on the right track for success.
However, there is a certain sense of uneasiness with their decision to major in liberal arts, especially when there is a gut feeling that they will have better employment opportunities majoring in a high-in-demand STEM (science, technology, education and mathematics) field.
There are a variety of reasons that a college student might choose to pursue a liberal arts education over a STEM degree. Furthermore, although we continue to hear how popular STEM skills are, only about half of students graduating with a STEM degree land jobs in the field, according to the Economic Policy Institute.
Employers’ demand for professionals with a liberal arts background might actually be greater than generally perceived, largely because their broader scope of knowledge and skills learned can differentiate themselves from the pool of candidates.
HR executives perceive graduates with liberal arts degrees as well-rounded candidates with characteristics that stimulate efficiency and resourcefulness.
Workers who can navigate and rethink business models using knowledge from many different disciplines, with an ability to continuously learn, are qualities in the wheelhouse of liberal arts students.
“The ability to continuously learn within an organization is particularly attractive for employers. Liberal arts students excel in this field,” said Antioch University Chancellor Felice Nudelman, who leads the academic institution in the core values of inclusiveness, social justice, experiential learning, and socially engaged, global citizenship.
“Employers desire flexible skillsets that offer versatility within companies and liberal arts students are well-rounded individuals that meet the criteria.”
Nudelman noted that Antioch continues to receive requests from employers to provide employees in leadership career paths with the type of diverse coursework that make up liberal arts degree programs.
Seattle, WA – Starting this fall, Antioch University Seattle (AUS) will offer classes in a new graduate program, designed for master’s level counselors who want to take their careers to the next level by gaining a PhD. This degree program offers cognate areas in either Counselor Education and Supervision or Creative Arts Therapy Counselor Education and Supervision.
In the words of the founders of this program, this degree is “designed for counselors who wish to enhance their professional competencies in research and evaluation, supervision, teaching, and counseling. It is appropriate for professional counselors who want to teach in counselor education and training programs and/or obtain leadership positions in mental health related agencies.”
The rigorous academic PhD curriculum is designed based on the national standards as recommended by the Council of Accreditation for Counseling Related Education Programs (CACREP) as well as those standards consistent in the clinical practice and supervision of creative arts counseling (e.g. art therapy, drama therapy, play therapy). The intention is to seek CACREP accreditation however we cannot assure that accreditation will be granted.
Students with a master’s degree in counseling, preferably from a CACREP accredited program such as the Clinical Mental Health Counseling master’s degree offered through AUS, will be able to transfer up to 74 quarter credits towards this 144-credit PhD program. In the words of Dr. Ned Farley: “If they can get all 74 credits transferred in, then it becomes a 70-credit-remaining doctoral program…It’s built around a 3-year degree process, going half time.”
In addition to following CACREP recommendations, this doctoral program will go above and beyond what other Counseling Supervision and Education programs offer in ways that make it uniquely Antioch. For example, in addition to providing a Creative Arts Therapy cognate which supports participation from AUS Creative Arts Therapy master’s graduates, this program will also support the AUS social justice mission by encouraging students to develop a multicultural counselor identity and an appreciation for diversity, while also requiring core coursework in social justice and advocacy.
Seattle, WA and Chandigarh, India – In October, 2015, Antioch University Seattle’s (AUS) Clinical Mental Health Counseling Core Faculty and Chair Colin Ward, PhD, LMHC, was a keynote speaker at the 3rd World Congress on Excellence, hosted by Panjab University, Chandigarh, in India. This visit helped pave the way for ongoing conversation between Panjab University and AUS. This conversation, in turn, has recently blossomed into a more formal relationship between the two schools, in the form of a Memorandum of Understanding (MOU).
This thoughtfully written MOU was signed into existence this March, by Professor Arun Kumar Grover, the Vice-Chancellor of Panjab University, Chandigarh, and by Dan Hocoy, PhD, President of Antioch University Seattle. The representatives of the school who will be directly involved in the ongoing participation in the MOU are Professor Meena Sehgal, of the Department of Psychology at Panjab University, Chandigarh, and Jane Harmon Jacobs, PhD, the Academic Dean of Antioch University Seattle.
Although these schools are over 6,000 miles apart and located on opposite hemispheres, Panjab University, Chandigarh and Antioch University Seattle have much in common. Panjab University was founded in 1882. Its Department of Psychology, which was founded in 1959, is one of the largest Psychology programs in India. Antioch University was founded in 1852. Antioch University Seattle is renowned for its groundbreaking School of Applied Psychology, Counseling, and Family Therapy.
In their shared MOU, AUS and Panjab University, Chandigarh outline the scope of their collaboration, the duration of the MOU, and other matters. For example, the MOU describes itself as “designed to foster a friendly relationship between Antioch University Seattle and Panjab University through mutual cooperation in the areas of training, education, and research.” It further says “Each institution may offer the other opportunities for activities and programs such as teaching, research, exchange of faculty and students, and staff development that will foster a collaborative relationship.” The MOU elaborates, saying “The institutions contemplate implementation of programs or activities such as: a) joint educational, cultural, and research activities; b) exchange of teaching staff and advanced graduate students for research, lectures, and discussions; c) participation in seminars and academic meetings; d) exchange of academic materials, publications, and other information; and e) special short-term academic programs.”
On the subject of exchange students, the MOU says that a separate agreement will be needed, “stipulating the details of credit transfer, fees, participant qualifications, and quality assurance process before initiating the exchange of students or the acceptance of applicants as international students at either institution.” Moreover, MOU clarifies that “No financial obligations are assumed under this agreement.” And “The financing of any of the activities mentioned in this agreement shall be dependent on the availability of funds and shall be subject to specific agreements by which these activities may be accomplished.”
In essence, the MOU is the start of a formal relationship, which is expected to grow into multiple new agreements over the duration of its five years. It lays the groundwork for the creation of future collaborative projects. Antioch University Seattle’s social justice mission embraces diversity. Coming together in collaboration with an esteemed university on the other side of the globe is an especially rich opportunity to help our academic community members grow as world citizens.
From January 5 – 8, 2016, Antioch University Seattle (AUS) hosted an annual Historical and Educational Civil Rights Tour, as part of coursework in Social Justice in the AUS Bachelor of Arts completion program. Each year, this tour brings participating students through multiple historical locations in the American South, tied to important milestones in the American Civil Rights movement of the 1960s. Locations toured include Rev. Dr. Martin Luther King Jr.’s Birth Home in Atlanta, GA, and the National Civil Rights Museum at the Lorraine Motel, in Memphis, TN.
Dr. Finley speaking at the 48th Annual Martin Luther King Jr. Commemorative Service
Regarding the AUS Civil Rights Tour, one student recently wrote “I am truly appreciative and humbled by the tour, I have found my tribe, my people, my purpose and my meaning in this world to continue as a human and civil rights advocate/activist and in the future hopefully a nonviolence trainer.”
The leader of this tour, Antioch University Seattle’s BA Completion Professor Emerita Mary Lou Finley, was one of the featured speakers at the 48th Annual Martin Luther King Jr. Commemorative Service at Ebenezer Baptist Church, sponsored by the King Center in Atlanta, Georgia. This 5-hour service held considerable significance, as Dr. King’s daughter Bernice King was another one of the speakers.
Dr. Finley was on Dr. King’s staff in Chicago in the 1960s, and she shared some of her experiences from those historic times. When describing Dr. King’s “open and loving response” to people, and young people in particular, Dr. Finley said “He gave us a glimpse of the beloved community, so now it’s up to us to commit to the unfinished work.”
In addition, Dr. Finley was interviewed for Chicago’s WBEZ radio station, on January 26, 2016. In this interview, Dr. Finley talked in depth about her time working as a staffer with Dr. King. She was one of the people tasked with setting up his “tiny” Lawndale apartment, as part of his fair housing and tenant’s rights movements. “They actually trained realtors in how not to discriminate.” She also highlighted her upcoming book, The Chicago Freedom Movement: Martin Luther King Jr. and Civil Rights Activism in the North, which will be released in April 2016.