Dr. Heather Curl, teaching faculty in AUS’s School of Education, recently presented at the National Association of Multicultural Education (NAME) with colleague Dr. Chanelle Wilson-Poe at Bryn Mawr College. Their interactive presentation explored how racism in elite college classrooms can limit students’ participation, engagement and willingness to share their perspective. This, according to constructivist learning theory, has the potential to impact learning. Dr. Curl shared qualitative data from a study with first generation students of color in an elite college to unpack the role that race played in their participation in the classroom and what faculty, staff and administrators might do in response to these realities that students face.
Analysis of the study found that students of color felt ignored at times – particularly when they attempted to bring the class discussion to race or issues connected to race. This led them to stop speaking up. In other instances, students felt pressure to speak “for their race” when course content explored, for example, a Black author. This also led to limited participation. Students also consistently pointed to certain ways of communication as being preferred by faculty. Naming this practice as “creating hierarchies” or “preferring fancy talk,” many students opted out of speaking up because of these assumptions about what language is “right.” Students link their limited participation to feeling like they did not have the “right” way to talk. In some cases, students actively resisted this form of speaking, calling it “bullshit.” Either way, many classrooms in this predominantly White institution are missing the perspectives of students of color in their classrooms – and some students are missing the chance to construct knowledge – because they are being discouraged from speaking up and participating in myriad ways.
The interactive presentation was well attended and attendees thoughtfully shared their own experience with race in higher education and the difficulties felt by staff and faculty alike. Finding White co-conspirators (rather than just allies) emerged as a way forward, as did working across institutions to feel less alone in spaces that are predominantly White. Ensuring that faculty and staff of color are viewed are supported alongside students of color emerged as an important addition to the analysis. Bureaucratic realities (fear for speaking up due to tenure, few faculty of color, difficulty in mandating change among faculty who have tenure, economic realities of universities) were also explored.
Inclusive teaching strategies and attention to an inclusive classroom climate (Nieto & Bode, 2012) are hallmarks of studies on racial awareness and effective teaching (Banks et al., 2005) in higher education. It is clear that investigating educator bias, from a student perspective, can build the capacity for instructors to critically reflect (Howard, 2003) on their classroom interactions, encouraging the ability to create learning spaces where students can actualize their full intellectual potential, with minimal racial stress (Stevenson, 2014). Too often, the burden is placed on students (and faculty) of color to create space for themselves, but this responsibility should be shared with instructors. While the role that race plays in higher education is complex and multifaceted, this presentation offers a clear issue facing students that might be attended to in immediate ways by colleges and universities
The federal defenders of San Diego recently requested the psychological expertise of AUS PsyD department chair Dr. Jude Bergkamp regarding the federal practice of Operation Streamline. This policy criminalizes unsuspecting individuals immigrating to the United States. Specifically, the federal courts process multiple defendants, ranging from 20-40 at one time with limited contact with defense counsel. In addition, these defendants are detained in immigration holding cells with conditions that are worse than most county jails. These proceedings sabotage the legal necessity that a defendant is knowing, intelligent, and voluntary.
Utilizing Dr. Bergkamp’s experience with forensic psychological evaluations and research in cultural competency, the federal defenders asked for the application of relevant psychological concepts to the current application of Operation Streamline. For example, Dr. Bergkamp will provide insight regarding the impact of cultural factors, language, detainment conditions, response set, and coercive tactics upon an individual defendant’s capacity to be knowing, intelligent, and voluntary.
The project is in collaboration with the New York University Law School, which will incorporate Dr. Bergkamp’s finding into an amicus brief as the beginning of a wider effort to appeal the current practice of Operation Streamline in the Supreme Court.
Congratulations to AUS PsyD Chair Dr. Jude Bergkamp and his students. After Dr. Bergkamp was asked by the Washington State Department of Corrections to provide training on implicit bias for their diversity committee, his forensic psychology research group took on the task. They conducted a comprehensive literature review and developed a relevant training.
On Nov. 14, Dr. Bergkamp and students Stephanie Bowser, Kelle Agassiz, and Amber Silverwood provided the training at the DOC headquarters. Future collaboration with the Department is in the works, with possible research on the application of implicit bias in all aspects of correctional service.
Helen Adams, senior online lecturer in the AUS’s School of Education K-12 Library Endorsement Program, is a 2018 inductee into the Wisconsin Library Hall of Fame. A long-time school librarian, author, and presenter in Wisconsin and nationally, Adams has been active in the American Association of School Librarians (AASL), serving on its Board of Directors and as president in 2001-2002. She is also well-known as an advocate for minors’ intellectual freedom and privacy in school librarians. Most recently she served as the chair of the American Library Association’s Intellectual Freedom Committee.
The Clemente Veteran’s Initiative at Antioch University Seattle encourages and accepts applications from all US veterans, regardless of gender, service years, deployment history, disability status, or discharge status.
There will be reading, writing, and conversation in the classes. The course surveys five humanities subject areas: Philosophy; US History; Art History; Literature; and Critical Writing, for a total of 120 hours.
Students who complete this program will receive a certificate of completion at the end and will have the option of fulfilling requirements for a transcript and transferable college credit from Bard College in New York.
Dr. Edward Durgan serves as Academic Director. “What is unique about CVI is that it offers participants the opportunity to gather with peers in a safe and challenging environment where they can build on their life experience, and in particular their military service, to re-imagine their roles in civilian society,” says Durgan. “The way we study these subjects together welcomes all perspectives and life experiences. We aren’t teaching in the traditional sense. We are engaging with each other to discuss the grandest ideas of human history, but in a way where everyone participates in interpreting and expanding these ideas, where each of us finds our own place in history, and where we can also create a new vision for our futures.”
The Seattle CVI works closely with Operation Stand Down, King County Department of Community and Human Services, the King County Veteran’s Centers in Tukwila and Seattle, Outreach and Resource Services for Women Veterans (OARS), VetCorps and other community organizations to recruit and support students.
Founded in 1996, the Clemente Course in the Humanities offers classes in the humanities to those facing economic hardship and adverse circumstances. Courses are taught by highly experienced college faculty, using the Socratic method to provide a rigorous education in literature, philosophy, American history, art history, and critical thinking and writing. In 2014 Clemente was awarded the National Humanities Medal by President Obama.
On Nov. 7, 2018, the Urban Environmental Education MAED program held its Fall Gathering of graduate candidates, alumni and faculty. Provost Ben Pryor and School of Education director Rachel Oppenheim joined UEE director Sue Byers in co-hosting the event announcing Antioch’s ongoing commitment to UEE program and students. The UEE program is designed to prepare educational leaders from diverse backgrounds to work in urban cities.
“We lead with a social justice and equity lens as we approach environmental education, balancing theory and practice that will cultivate educational leadership, authentic community engagement and environmental literacy,” Oppenheim said.
Students from multiple cohorts gathered to talk about how we can build our program and the Antioch community to leverage our strengths, mission, and to provide support. “This talented group generated exciting ideas to promote the program and the work they are doing in the community,” said Oppenheim.
UEE is accepting applications for the 2019-20 academic year. If you have any questions, please get in touch by emailing Sue Byers at email@example.com.
By: Melani Baker
On Vine Street, between Western and Elliott, in the Belltown neighborhood of Seattle, a community group called Growing Vine Street has transformed a city block into an urban watershed oasis. This block, known as the Cistern Steps, is a series of terraced plantings designed to clean rainwater as it travels through the city. I call the Cistern Steps an “oasis” for several reasons. One is aesthetic. Amidst the heavily built environment of Belltown, these green terraced plantings echo an English countryside garden or the emerald rice fields of southeast Asia. This project’s native plants are also a haven of food and shelter for local wildlife. Not to mention the vital function of cleansing the rain that slicks off our Seattle city streets, providing water as a desert oasis does. I was immediately taken with the beauty and function of the Cistern Steps, until I noticed one very odd feature of the design.
The Cistern Steps are steps, meaning that people in wheelchairs, parents pushing strollers, or anyone else traveling by wheels cannot use this city block. I quite honestly didn’t know that it was legal to have a public city block with an inaccessible sidewalk. What about those dips at sidewalk corners to allow everyone to cross our city streets? Where was that same logic in designing the Cistern Steps? Here is a community-based project, built on a public city block, that is not accessible to everyone in the community. It got me wondering: what is the line between public and private?
I was here today with my Urbanizing Environmental Education class to examine the natural and social forces that shape contemporary Seattle. However, this walk around Belltown sparked in my mind a reading from my Urban Ecology class on the history of Seattle, and the tension between public and private which has plagued the city of Seattle since its beginnings.
Nascent Seattle’s shorelines were valuable to many groups of people: to Indigenous people and early white settlers for the shellfish beds that provided sustenance; to shipping businesses for trade routes; to railroads for level grades for their tracks; to landowners and small businesses as prime real estate. As Washington transitioned from a federal territory into a state in 1889, laws about who had claim to these shorelines changed. Any navigable waters up to the regular high tide line were deemed public, and any land above that line was opened up for private ownership. This unleashed a slew of court cases where individuals tried to claim land and the courts tried to establish what was land, what was water, what was public, and what was private.
This blurry line between public and private was not only negotiated in physical spaces. In a growing city like Seattle in the 19th century many ventures – from railroad construction to digging a ship canal – were heralded as public projects that would bring business, industry, and growth to the city. However, did these projects benefit all members of Seattle’s public, or did they benefit a private set of business and land owners? This is a question we should all be thinking about right now, as Seattle goes through yet another growth spurt. When expansion of business is marketed as a public good, we need to ask who that growth benefits, who it hurts, and who it displaces from their homes.
Back to Vine Street in Belltown. One block uphill from the Cistern Steps, in another stretch of the Growing Vine project, a “No Trespassing” sign sits planted amongst sword ferns, shrubs and stormwater pools. A “No Trespassing” sign on a public city street should make us all start thinking: what is the line between public and private?
AUS PsyD program chair and faculty member Dr. Jude Bergkamp was invited by the American Psychological Association to contribute a project called Race in America that includes a video series and instructional materials for classroom instructors.
Not only was Dr. Bergkamp featured in the first video of this series, but he also contributed to the accompanying written guide. Dr. Bergkamp made specific contributions regarding issues of power, privilege, and oppression as well as the psychological principles of implicit bias and microaggressions.
Antioch University Seattle’s Director of Play Therapy Cary McAdams Hamilton, LMHC-S, RPT-S, is scheduled to present at the Annual International Association for Play Therapy Conference in Phoenix, AZ next week!
Her presentation, “Sense-sational” Play Therapy: Considerations for Sensory Processing-Related Challenges, has the following abstract:
“An overview of the presentation, neurobiology, and challenges associated with children that have sensory-processing disorder. Participants will be introduced to appropriate sensory-informed interventions and will have opportunity to practice and apply these concepts in an experiential manner in play therapy.”
In McAdams Hamilton’s words, “This will be my second presentation at APT and I am thrilled about sharing my passion for Play Therapy and the need for all professionals to understand the challenges SPD has on the children and families we work with.”
Her presentation will take place on Wednesday, October 3, 2018 at 8:00 a.m.
MAT alumnus Danny Vuong recently returned from a trip to Malaysia, working with Limited Resources Teacher Training (LRTT). In his words, “It was one of the best experiences of my life. I got to observe teachers and develop PD to support and share ideas/strategies. It was so eye-opening and gave me a unique perspective as an educator.”
Elaborating on this, Vuong added, “It was the most eye-opening experience of my life. I learned that although we may be from different parts of the world, we face very similar challenges as educators… large class sizes, student engagement, differentiating for different learners, societal pressures, time management, being overworked, standardized testing, classroom management… Through it all, we share the same passion to make a difference. There is more that unites us than you may think, which is why it is so important that we learn from one another so that we can all continue to grow into the best educators that we can be for the kids.
When you put together 23 dedicated educators (and a cameraman) from the US, UK, and Ireland, you get a team powerful enough to conquer the world. I have to say that this was one of the most inclusive and compassionate group of human beings that I’ve ever encountered. This team knows how to get down to business and work hard when the time calls for it. On the flip side, this team also knows how to wind down and have a good time. Throughout the whole trip, everybody supported one another and pushed each other to grow. Who would have thought that such different people from different parts of the world can have so much in common.”
The American Psychological Association’s Office of Ethnic Minority Affairs invited Dr. Jude Bergkamp (AUS PsyD Program Chair & Core Faculty) to contribute to their Facing the Divide: Psychology’s Conversation on Race and Health, video series, tackling issues of race in America. In the series, Dr. Bergkamp addressed issues of institutional oppression, social privilege, and internalized aggression. The APA chose to feature prominent psychologists for this video series, arguing that “as experts on human behavior, psychologists have a unique perspective that can inform critical analysis of race relations.”
In this first installment in the series, titled “Racism in America,” Dr. Bergkamp appears at 4 minutes, 30 seconds into the 18 minute 30 second video. In the video, he explains that while resilience is important, “the responsibility for the alleviation of race-related stress is not within the individuals who experience it,” and that instead, “this is OUR problem, all of us.”
When asked about the experience of being a psychologist highlighted in this video series, Dr. Bergkamp replied, “I am honored to be a part of an important video series addressing racism in America during this critical historical time. These videos include some of the most predominant psychological thinkers providing clear insight into issues of oppression. I was humbled to be a small part of this important project.”
Wildfire is affecting Seattle’s air quality today. Yesterday, SeaTac airplanes were delayed by poor visibility due to this smoke. This afternoon, some Antioch students have observed that the afternoon sunlight in the Seattle area “is so dim from smoke it looks like the sunlight did just before and after last year’s solar eclipse.” Local news outlet KING5 suggests building homemade air filters for indoor spaces without other air filtration options.
Jordan Howell, Antioch University’s National Director of Real Estate and Facilities, and Scott Titus, Antioch University Seattle’s Director of Campus Services, Administrations and Facilities commented on the air quality at Antioch’s Seattle campus:
“Due to regional wildfires, the Seattle area is suffering from unhealthy outdoor air quality. We encourage our community to stay up to date on current conditions online at Puget Sound Clean Air Agency – http://www.pscleanair.org/
The Antioch Seattle campus operates in a tightly sealed building without operable windows which helps to manage indoor air quality. The building’s HVAC system provides air-conditioned and filtered air which helps to maintain optimal indoor air quality at our campus.”
The Psychology in Seattle Podcast’s 10-Year Anniversary Live Show took place at Antioch University Seattle on Saturday, August 11, 2018. The stars of this podcast, CFT Core Faculty Dr. Kirk Honda and his co-host Humberto Castañeda, thanked their listeners, collaborators, and Antioch in the following way on Facebook:
We had a marvelous time at the 10-Year Anniversary Live Show!
Rector’s films, “Ch’aak’ S’aagi” (the first virtual-reality video by a Native artist) and “Clearwater: People of the Salish Sea” are on view as part of the museum exhibit. Each film has an enriched viewing environment in the gallery, created by Rector, full of shells, tools, and cultural creations by her fellow artists.
In addition, Rector also recently collaborated with SAM in conjunction with the “Double Exposure” exhibition for “Through Her Eyes: Indigenous Shorts,” a free evening of short films curated by Rector and Longhouse Media, highlighting “cutting edge films by Native woman directors.” In Rector’s words, “Indigenous media adds a new voice to the debate on Native, First Nations, and Indigenous issues. By sharing the perspectives of an all-female slate of directors, we are emphasizing the leadership roles that Indigenous women have held since time immemorial.”
Antioch University Seattle CFT Core Faculty Dr. Kirk Honda’s “Psychology in Seattle” podcast is returning to AUS for its 10-year anniversary live show! The 10-Year Anniversary Live Show’s Facebook event page description reads: “Kirk and Humberto will tell stories, give out swag for trivia, and other fun stuff! There will be special guests and time to chat afterwards. After party at Rendezvous, which is nearby.”
Dr. Honda and his co-host Humberto Castañeda recorded a “Psychology in Seattle” live episode at AUS in January 2018 to a standing room only crowd. Fans flew in from as far away as Ireland, Maryland, Pennsylvania, California, and Oregon to attend the event. After their January live show, Dr. Honda described the experience by saying, “I can’t tell you how overwhelmingly awesome it was to meet the fans of the show. Over the past 9 years, I have emailed with many of the fans, but it’s really different to actually meet them face-to-face.”
Volunteers from Antioch University Seattle’s LGBTQIA+ student group recently went above and beyond to help AUS reach out to prospective students at two LGBTQIA+ human rights festivals in the Seattle area this June, 2018. On Friday, June 22, 2018, AUS had a booth at Trans Pride Seattle at the end of the Trans Pride Parade route, in Cal Anderson Park, Seattle. On Sunday, June 24, 2018, AUS had a booth at Seattle PrideFest, at the end of the Seattle Pride Parade route, at Seattle Center. AUS students were instrumental in making these booths a reality, helping AUS throughout the creative and logistical process.
Trans Pride Seattle describes itself as “an annual event organized by Gender Justice League in association with local organizations who support the Seattle-area trans and gender non-conforming community.” In the words of one AUS student who attended both events, “the atmosphere at Trans Pride Seattle this year felt close-knit and grassroots, even though Cal Anderson Park was packed with a lively crowd of people celebrating the importance of transgender rights. Trans Pride Seattle may be smaller in numbers than Seattle PrideFest this year, but it was full of heart.”
A celebration similar to Trans Pride Seattle but more general in scope, Seattle PrideFest is described on its website as “The legendary Seattle Pridefest Rally and party at Seattle Center, now in its 12th year. Free for All. A celebration of LGBTQ arts, culture, and Pride, on four stages.” The event featured live music, drag performances to popular recorded music, diverse vendors and informational booths, video game stations, and a colorful, celebratory atmosphere full of people embracing LGBTQIA+ human rights.
When speaking about the AUS booth at Seattle PrideFest, Dr. Dana Waters, AUS PsyD Associate Chair and School of Psychology Core Faculty reports “We handed out a ton of literature, pins and stickers. We also had many, many inquiries about Antioch. A successful, fun Pride!”
In early June 2018, the Antioch University Seattle Drama Therapy community came together to celebrate and honor Drama Therapist Bobbi Kidder, MA, RDT/BCT. This event was first organized as her Faculty Final Reflection. However, it quickly blossomed from a one-woman final reflection into an ensemble variety show hosted by Kidder, featuring Drama Therapy students and alumni performing dramatic art, poems, songs, speeches, human machine sculptures, audience participation, sing-alongs and more! The room was rich with love for Kidder, whose students told multitudinous tales of her positive influence in their lives, helping her students find creative, career, and personal direction in life, while encouraging them to grow and nourish their own unique voices.
Although Kidder is stepping down as AUS Drama Therapy Co-Coordinator, leaving this role in the capable hands of fellow Co-Coordinator Dr. Fred Landers, she will continue to teach some classes at AUS as Adjunct Faculty. For example, Kidder will continue to teach Family of Origin classes for CFT and CMHC Creative Arts Therapies (CAT) students alongside CAT chair Dr. Janice Hoshino.
Antioch University Seattle’s Commencement 2018 graduation ceremony took place Sunday, June 10, 2018 at Magnuson Park’s Hangar 30, in Seattle, Washington. Students from undergraduate and graduate programs alike came together to receive degrees and celebrate their accomplishments. This Commencement ceremony celebrated our latest graduates, and included graduating students from September 2017, December 2017, June 2018, and September 2018.
Before the students were conferred their degrees, the Distinguished Alumni Award was given to Jude Bergkamp, and the Distinguished Service Award was given to Colleen Echohawk.
Bergkamp earned his PsyD at AUS in 2010, and he is now Chair of the AUS PsyD Program. Echohawk earned her BA in Liberal Studies in 2008, and is Executive Director of the Chief Seattle Club. The Keynote Address was provided by Louise Chernin, the President and CEO of the Greater Seattle Business Association.
Commencement 2018 was hosted in a spacious hangar that originally housed aircraft in World War II, but is now part of the Seattle Parks Department. To help transform this historical building into a globally-minded, celebratory space, Commencement 2018 was decorated with textile paintings by local artist Doe Stahr. Event attendees were also encouraged to share their Commencement photos online using the hashtag #AUSgrads2018.
Antioch University Seattle MA in Teaching alum Danny Vuong received the Outstanding Educator of the Year award at the school where he teaches, Benson Hill Elementary in Renton, WA. Each year, parents and students at Benson Hill submit written nominations for the award, describing why a particular teacher is a deserving recipient. The PTA reviews those nominations, making special note of those who go beyond the regular duties of a teacher, including participating in PTA events. The Benson Hill PTA wrote on their Facebook page: “Congratulations to Mr Voung for being the 2017-18 recipient of the Benson Hill Outstanding Educator award. You have gone above and beyond what a teacher is and you have supported your fellow colleagues, students and also our PTA!”
Danny Vuong attended Benson Hill Elementary as a child, and later returned as a volunteer. When he graduated with his MAT from the AUS School of Education in 2017, he accepted a teaching position at the school in which he had spent so many years. Vuong embodies the values and spirit of the AUS School of Education: he is embedded in the community in which he works, and is deeply committed to its students and families. The AUS School of Education congratulates Vuong on this well-earned award, an on his outstanding work as an educator!
(Original article written by Bailey Rahn at Leafly)
AUS alumnus, mental health professional, graduate professor, and licensed art therapist, Michael Buchert, is highlighted in a Leafly article, as he takes the author through a facilitated art therapy session, cannabis not just included, but required.
The experience was mind-altering, says Bailey Rahn the writer. “The mandalas appeared as a mirror of the mind, a literal illustration of what was happening in each of our heads after cannabis dismantled this dam of perfectionism.”
If cannabis has this capacity to encourage self-expression and introspection why wouldn’t any therapist want to use it in their own practice?
Because currently, it’s illegal under Washington State Law.
The Doctoral Program in Clinical Psychology (PsyD) at Antioch University Seattle is rooted in principles of social justice. In addition, the program was recently granted accreditation by the American Psychological Association in November 2017.
The APA issued a statement on June 14, 2018 to the Trump Administration regarding recent policies regarding immigrant family separation. This letter highlights the robust research that establishes parent-child separation as a social determinant of mental disorders, such as PTSD, as well as poor educational achievement. While the Trump administration has since rescinded this policy, there are still more than 2000 children separated from their parents and caretakers. Further research has found that the more time children are separated, the more likely that symptoms of anxiety and depression increase, resulting in long-term consequences.
The most recent statement from the American Psychological Association, dated June 20, 2018, expresses this concern and offers support. In small part, our AUS program is contributing to this effort with on-going research into trauma and the immigrant experience as well as direct psychological services to individuals with immigrant status in our local community.
The AUS PsyD program is proud to be a part of a national professional organization that takes a stand in urgent times in the name of individual and societal well-being.
In the spirit of social justice,
Dr. Jude Bergkamp
AUS PsyD Program Chair
Please see the following message from Antioch University’s Chancellor Groves:
Over the past couple of years, there have been a number of times when I felt it imperative that Antioch University speak to its values in the face of actions being taken by our government. This is one of those occasions. The removal of migrant infants and children from their parents and the internment of children and babies separated from their mothers and fathers is outrageous, unAmerican, and morally unconscionable. We’ve all seen the images of crying babies and children in cages and fenced enclosures as their parents were being processed by ICE officers. There are no laws that require this inhumane treatment.
The family separations began earlier this year after Attorney General Jeff Sessions announced a new “zero tolerance” policy of referring all border crossings for federal criminal prosecution, which leads to children being separated as their parents are sent to jail to await trial. Heretofore, children and parents awaiting trial were kept together in detention centers. Most of them face misdemeanor “unlawful entry” charges for which no jail time would typically be imposed. Some of them are lawfully applying for asylum and may never be prosecuted as “illegal aliens.” Yet, the children are now quite literally incarcerated while their parents are separately detained awaiting an immigration hearing or a trial that could take months.
There are now thousands of children in internment camps and other facilities. Many of them have been transported by commercial airlines to locations as far away as NYC while their parents await their hearings or trials in Texas. Some of them have now been separated from their parents for over a month at an age when maternal and paternal nurturing is crucial to their healthy development. While the policy of separation was discontinued by Executive Order yesterday, there are no plans to release and reunite the approximately 11,000 children already in custody.
Yesterday, several commercial airlines, including American Airlines, and United Airlines, announced that they were family-centered companies who would not be complicit in the government’s actions to separate children from their families. They both communicated with the federal government that they were not to be engaged to transport children who are being relocated by ICE. Several days ago, thousands of College and University professors sent an open letter to the U.S. Department of Homeland Security arguing that the Family Separation Policy was “nothing less than government-sponsored child abuse.”
Antioch University is a historically progressive institution in pursuit of a better world. We pride ourselves in continually being on the right side of history for the past 166 years. We now STAND with the companies, institutions, and individuals who stand up against this policy. As the proud Chancellor of Antioch, and as a horrified American citizen, I encourage all of us to make our voices heard and to STAND up for the values we share. Here are just a few of the possible ways to help.
Don’t feel helpless. Take action.
1. Donate Directly to the Kids
Baby2Baby and Kids in Need of Defense (KIND) set up a baby registry at Target to send bundles of essentials like diapers, wipes, shampoo and soap directly to immigrant children.
But most charities say the best way to help is through financial donations, not product donations. Well-vetted groups that provide humanitarian aid to migrants include Pueblo Sin Fronteras, an organization with two shelters along the border of the Sonoran Desert, and Border Angels, a volunteer coalition that provides water, free legal help, and emergency services.
2. Support the Lawyers Fighting for Them In just one Facebook campaign, more than $15 million has been raised for The Refugee and Immigrant Center for Education and Legal Services (RAICES), the largest immigration services legal nonprofit in Texas. By donating to RAICES, you support every aspect of legal aid for immigrant families. The group aims to locate and reunite every family and child affected by this policy and to provide legal services, including posting bail money, to every detained immigrant waiting for trial. Most of these trials are for misdemeanor “unlawful entry” charges. They also aim to pay off immigration bonds to free asylum seekers from ICE custody, letting them reunite with their children. In addition to the Facebook initiative, you can also donate directly through their website.
If you want to donate your time, help interview migrants at the border. If you live in a border area, have legal or paralegal experience, and speak Spanish, Mam, Q’eqchi’ or K’iche’, sign up to volunteer with the Texas Civil Rights Project. The Legal Aid Justice Center also looks for volunteers who live in the Virginia area and can help with translation or administrative tasks.
3. Donate to Several Places at Once ActBlue splits your donations between 12 different groups. The nonprofit fundraising platform for liberal causes has set up a page that benefits Al Otro Lado, The Florence Project, Neta, Innovation Law Lab, Fuerza Del Valle, The Young Center for Immigrant Children’s Rights, We Belong Together, United We Dream, The Women’s Refugee Commission, The ACLU, Kids in Need of Defense (KIND), the Asylum Seeker Advocacy Project, Human Rights First, and La Union de Pueblo Entero. You can donate any amount, and split it however you want between the groups. The campaign has raised more than $1.6 million so far.
4. Call Your Senator and Say This Exactly
There are currently several bills being proposed to fight back against child separation at the border. The ACLU urges people to call their senators to advocate against the Trump administration’s current policies. You can check out their website and fill out a form, and the ACLU will connect you to make the call. They’ll get you in touch with a congressional staffer, and then they recommend you say, “Hi, my name is [YOUR NAME] and my zip code is [YOUR ZIP]. I’m urging the Senator to denounce Trump’s family separation policy and use all of Congress’ authority to stop it.”
5. Participate In a Protest
On June 30, various advocacy groups are organizing protests across the country against child separation. The main Families Belong Together rally will take place in Washington, but there are other demonstrations happening in cities across the U.S. that day. Check out where and when to protest at MoveOn.org.
As Antiochians, we STAND for social, economic and environmental justice. I invite you to STAND with us.
William R. Groves. J.D.
900 Dayton Street Yellow Springs, OH 45387-1623
Chancellor (a) antioch.edu
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 world, 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.
By: Josh Parker
A couple of weeks into the UEE program, Mitch inspired me to start a new morning routine. This is going back to August of 2017, which might as well be a lifetime ago (if we measured lifetimes in insights, books read, or papers written). Mitch Thomashow was our professor and shared with us a book he wrote entitled Bringing the Biosphere Home. In it, he argues that to understand global environmental change we must first know and connect to our local environment. Enter my morning routine. I decided to have my morning cup of coffee outside, on a small side porch with just enough room for a folding camp chair. There, wrapped up in my robe, I quietly watched and listened and became totally immersed in the world of the ones that are always there, and have always been there. I sat in appreciation of the ones who sing the morning to me, to you. I created space for birds.
Birds are funny. They are everywhere in our lives, ubiquitous across the landscape, and yet sometimes so absent from our attention, from our hearts. We share so much with birds, space, of course, but also the need for clean air and water. Author Dr. J. Drew Lanham, whose work we read during our winter quarter, reminded me of the way we also look to birds to be our “canary in the coal mine”—scouts for environmental change that will have consequences for us both. Rachel Carson’s warning about the “silent spring” devoid of birdsong left deep impressions on the national psyche, igniting the modern environmental movement.
Birds are nature’s ambassadors, the front liners. What other species do we interact with so often? Who else is so tolerant of the way we move, build, and change the landscape? Who else so openly welcomes coexistence in these urban spaces that most people call home?
A small subset of us wear a title that suggests a deep knowledge and connection to our winged companions, but I’ve never considered myself a birder. Even as a naturalist guiding hikes through the most striking landscape in the US, Glacier National Park (and yes I have deep bias here), I would shudder with a bit of anxiety when a birder joined my group. Wasn’t I supposed to be the expert? Shouldn’t I be able to identify each distant song or flash of feathers darting through the trees? I laugh at how relieved I felt when I could identify a song, such as the long drawn-out tones of the varied thrush. I would silently thank the bird for helping me hide my ignorance. I think back on that time, one when I was nourished by nature and enamored with the landscape, and realize that I missed an important point. There’s the ability to name a creature, yes, but there’s also the ability to describe what that creature brings about inside of you, how it stirs your soul.
I was honored to see Dr. Lanham speak during a live taping of the podcast BirdNote a few weeks back. During the show, Dr. Lanham shared that his new rule for birders, a bit tongue in cheek, was that “birds don’t really care if you identify them correctly or not. They know who they are.” He urged birders, and I think us naturalists and educators, too, to “loosen up” and remember that in order for someone to misidentify something in the natural world, they had to be watching it in the first place. In that watching lies the rich tinder for connection to nature, for mutual recognition and wonder that birds offer us every day. In that watching is our chance as educators to help facilitate that new connection, to nurture and encourage it.
Dr. Lanham, as a black man in a mostly white birding world, knows firsthand how important it is to intentionally invite people in. He went on to share, “A birder, for me, is someone who appreciates birds…who on some regular basis recognizes the importance of birds in our lives.” I realized in that moment how narrow my own definition had been, how narrow my definitions are of so many things. Those years ago, in Glacier I could identify a varied thrush, yes, but what made me a birder was that I could revel at an osprey plucking a fish from St. Mary Lake or admire a ptarmigan’s camouflage coat blending seamlessly into the subalpine ground cover. I could wake slowly, then as I do now, and ponder something like Henry David Thoreau did when he wrote, “The birds I heard today, which, fortunately, did not come within the scope of my science, sang as freshly as if it had been the first morning of creation.”
As an urban educator, naturalist, and person who sits on the side porch to drink his coffee each morning, I’ve come a long way, with birds and otherwise. The UEE program has only solidified what I’ve always suspected to be true about teaching. Anatole France said it well, “Do not try to satisfy your vanity by teaching a great many things. Awaken people’s curiosity. It is enough to open minds; do not overload them. Put there just a spark. If there is some good flammable stuff, it will catch fire.” The birds I watch each morning sometimes have names, but other times they are song, silly antics, awe-inspiring flight, or simple beauty.
Dr. Lanham has helped me understand that I am a birder, and you probably are too. Let’s do our job as educators to make sure that the joyful connection we can have with birds, with the natural world, is inviting to all of our students and our communities. Let’s expand our definitions; let’s spread our wings.
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.
By: Denaya Shorter
It’s April now. The Martin Luther King Jr. posters have come down, the Rosa Parks story has been packed away on the shelf, freedom song melodies have faded out in the distance, and educators, organizations, and institutions all over the world are patting themselves on the backs for a job well done and another year of “celebrating diversity.” It’s back to business as usual, with some folks not recognizing accomplishments or contributions of black people and/or black culture until February rolls around again.
Unfortunately, I have personally become accustomed to this narrative. As a black child in a predominately white school and community, I can recall rising anxiety as February approached. I could feel the piercing eyes of my peers and educators as our learning space transformed into what felt like some sort of black history shrine, complete with a 28-day timer. I couldn’t tell if they were looking to me for approval or seeking praise for their probably well-intentioned efforts. Either way, I had learned to be prepared for the glares and the questions and the unwanted attention while we sat and listened to the same stories about the same people, every year. It was embarrassing. It was exasperating. It still is.
As an adult and environmental professional of color in a white-dominated field, the frustration only deepened. Now, instead of a haphazard, canned Black History Month celebration for a few weeks each year, there was nothing. I couldn’t decide what was worse. Did people who shared my passion for environmentalism, stewardship, and wildlife not care about who I was? Was there not space for black environmentalists and recognition of black history milestones that shaped parts of the environmental movement? I didn’t have the answers, but I decided that my people and our history shouldn’t have to wait. I needed to do something about it.
In my position at the time, I rallied up support from colleagues and began to organize annual Black History Month Celebrations in the office, providing space for education, learning, sharing of culture and traditions, and hopefully understanding. I needed the people I worked with and the agency I worked for to grasp how critical this space was for myself and my fellow people of color who so often felt alone and excluded when it came to the intersection of environmentalism, race, history, and culture.
Though the support to organize annual celebrations alleviated some of my feelings of isolation, it was very clear that it wasn’t enough. Sure I had the attention of folks around the office for a few weeks, but as the month came to an end, I could feel the enthusiasm fade. And as the year went on, it was again, business as usual. Though I didn’t know it at the time, I think this is what inspired my journey to the UEE program—the desire to go beyond a single-month dedication to black history and instead honor the pivotal legacies of black people through meaningful action.
Just as urban environments are often left out of conversations of traditional environmental education, black history and multiculturalism are also commonly excluded, detaching the voices and contributions of those communities from existing
achievements of the environmental movement. We cannot discuss environmental education without considering the changing urban landscape, and we cannot educate without including multicultural perspectives, history, traditions, and voices.
My coursework within the Urban Environmental Education graduate program has equipped me with the language and pedagogy that I have been seeking in my struggle to ensure that who I am is connected to what I do and most importantly, is valued by the organization I represent. A particular reading from my Multicultural Environmental Education course captured my feelings exactly. In Making Choices for Multicultural Education, Christine Sleeter shares the grave importance of creating learning spaces that are diverse, intentional, and inclusive.
“Teaching diverse traditions and perspectives, questioning stereotypes, learning the appropriate cultural codes in order to function within a variety of settings, recognizing the contributions of all groups to society (especially those that have been traditionally excluded), encouraging teachers to learn more about their students’ experiences and realities, and eliminating negatives biases from materials are all deemed important everyday practices.”
I am now reflecting back on my classroom experience and considering the impact an educator who possessed this mindset and was outfitted with critical pedagogy would have had on my development. I am learning to use my own adverse experience as an opportunity to communicate to fellow educators and institutions just how important authentic and intentional history lessons are, as well as how traumatic and oppressive the lack of inclusive and multicultural learning and working spaces can be, especially for young people of color.
Celebrating diversity and being inclusive is not a headcount of hued faces. It’s not only acknowledging non-dominant culture and history on occasion. It’s not hiring a certain number of people of color and showcasing them when convenient or profitable. Celebrating diversity and being inclusive are not just being invited.
As noted diversity advocate Vernā Myers puts it, “Diversity is being invited to the party. Inclusion is being asked to dance.” And furthermore, I would add, it’s dancing in the middle of the dancefloor with or without an audience. It’s more than one month, one celebration, one face, or one story. When it comes to something as indispensable as the environment, our planet and this movement cannot afford to leave anyone out. Whether I realized it or not, ensuring that we all have a seat at the table (or a dance partner) has always been and continues to be my mission.
Bottom photo by UEE graduate student Khavin Debbs.
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.
By: CJ Goulding
It’s 6:30 on a Monday morning, and people are filing into South Shore K-8 school, checking their phones, rubbing their hands together to warm them from the cold, and signing in for the day.
This Monday morning is different, and these people are not students, at least not here at South Shore. As time passes, the room fills as over 200 Black men (including Urban Grad students Lenny Haynes and myself as well as Antioch Director of Diversity Ron Harris-White) who work in various professions and from all over Seattle gather to greet the students of South Shore as they get off of their buses and welcome them to school.
“Keep in mind the power of ‘Hello,’” South Shore parent and organizer Anthony Shoecraft told participants before students arrived. “The impact it can have on their day, the rest of this month, the rest of their lives.”
Among the 200+ men were police officers, professors, and politicians, many dressed in suits or the uniform associated with their work, all with the common goal of changing the narrative of men in the Black community while providing positive examples and encouragement for the students.
Having these examples of outstanding Black men line up speaking empowering phrases like “You’re great!”, “Be a Leader!”, and “Your community supports you!” plants a seed not only for the kids going into school, but for all of the individuals who participated.
One of this quarter’s courses in our Urban Environmental Education program is called “Rethinking Schools as Community Partners.” Taught by Dr. Linda Whitehead, we have been investigating schools and school systems in an attempt to understand how education can be a true and mutually beneficial partnership between the school and the people who live around the school, who entrust it with their children. Part of this means being relevant to the surrounding community and developing that connection.
#100BlackMenSeattle is a great way of changing the narrative and ‘breaking the ceiling,’ providing kids with visual evidence that they are supported and can be whoever they choose to be. It is also a form of education outside of the traditional classroom, a reminder that communities and schools can successfully partner to both be and inspire agents for change.
#100BlackMenSeattle is the education of a school system on how to partner with the community in an urban (city) environment.
#100BlackMenSeattle is a community coming together and partnering with a school, learning what can be done for the benefit of its youth, its future.
#100BlackMenSeattle is adapting new strategies to fit the needs in a specific environment.
#100BlackMenSeattle is urban environmental education.
And as the event strives to change the narrative of Black men and the Black community, our program is striving to change the traditional narrative surrounding environmental education. In a February 2016 interview published in Environmental Echo, Dr. Carolyn Finney states, “You don’t have to go to a far away mountain to be out in nature (the ‘environment’). You don’t even have to go for a walk in the beautiful woods or a park. All you have to do is be aware of what’s around you.”
So we’re starting with what’s around us, the people close to home and the issues they are facing. We’re working with schools, communities, local organizations and systems to understand the most important factors that come with living in an urban environment and what can be done to create positive change.
For some, our program is a start to a new narrative or perspective on education and how we define/practice environmental education. And Monday morning was an amazing start to a new narrative and partnership between South Shore and the Black community of Seattle. But greeting students and taking pictures at 6:30am was just the beginning. The rest of the day was spent brainstorming additional structures of support and possibilities for further collaboration. The rest of the revolution may not be televised, but the work of changing the narrative in both areas will continue.
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/
By: Denaya Shorter
Dr. Martin Luther King Jr. once said, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.” This quote has been one dear to me on my journey to a career in education and has recently taken on a deeper meaning. This year began for me with a life-changing opportunity to take part in a historical and educational civil rights tour exploring the Deep South, visiting Georgia, Alabama, Mississippi, and Tennessee, places rooted in a movement that changed a nation.
Growing up, I was fortunate enough to have a family that ensured I knew the true history of my people, despite the false and/or watered-down narratives used in traditional educational institutions. But it was hard. To have the history of my enslaved ancestors, beaten and abused, plastered across my textbooks, year after year, with only occasional highlights of the tenacious and unrelenting leaders who fought for my freedom, was both daunting and exasperating. This tour inspired me to shift my focus away from what was missing in my classroom education to how I have the power to do better as an urban environmental educator of the next generation.
I sat in the pews of Ebenezer Baptist Church (Martin Luther King Jr.’s family church) in Atlanta, Georgia, where Dr. King once preached as co-pastor. I listened to firsthand accounts of the civil rights movement from Dr. Bernard LaFayette Jr. (civil rights activist, co-founder of the Student Nonviolent Coordinating Committee, Freedom Rider, and executive staff and close friend of the late Dr. King Jr.). And on a bus with a diverse group of forty-six people from around the world and a variety of career fields, I rode down the same routes the Freedom Riders took on their journey through southern states which refused to desegregate public buses even after federal ruling by the US Supreme Court. Each experience afforded me the opportunity to think intensively and critically about how I will tell my students the stories of the continued fight for equity and equality.
When teaching and learning about the plights of people of color in their uphill battle for true freedom, it can be easy to remain stuck on the problem instead of focusing on progress and action towards a resolution. Looking through exhibits at the Birmingham Civil Rights Institute and the Mississippi Civil Rights Museum I was overwhelmed, fighting back tears of both excitement about newfound knowledge and frustration at how much I still had to learn. Even though my family made it a priority to fill in the gaps missing from my classroom experience, they too only knew so much.
This tour exposed me to the untold stories and the unsung heroes of the civil rights movement and reminded me that my people aren’t defined by what they’ve been through or had to overcome. They (we) are so much more. What if these stories, ones of triumph and victory, were the ones reinforced in my classroom as a child instead of those of abuse and oppression? Would that have changed my development as an educator? Do my missing pieces influence the quality of education I provide?
These are questions I continuously ask myself and finally began to unravel on the civil rights tour. I learned to remind myself of a powerful lesson from summer quarter: I can’t teach what I don’t know. This tour reminded me of the gravity of investing in my own learning to be a finer educator. I am reflecting on the words of Dr. King, and thinking intensively and critically about the type of person I one day want taking care of this planet, and how that informs the pedagogy I choose to utilize with my students. I want to create a learning space that is full of positive feelings where my students value themselves and others. I want them to value diversity and to see the power in unity and tolerance for a greater purpose, to learn to stand up and speak out for what is right. Despite not having an inclusive and well-rounded class experience regarding black history myself, participating in this civil rights tour inspired me to dig deeper to ensure the opposite for my students.
Enrolling in the Urban Environmental Education graduate program has been one of the first steps in committing to creating a more authentic, meaningful, and culturally responsive learning environment than I was afforded growing up. My missing pieces do not mean I am incomplete, but rather open up the opportunity to create a bigger picture in the minds of my future students.
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.
By: Rasheena Fountain
I was on my way back to work for the first time after returning from a Civil Rights Tour I experienced with my Urban Environmental Education Graduate Program classmates. On the trip, we attended historical sites like the Ebenezer Baptist Church where Dr. Martin Luther King Jr. spent his childhood, the Edmund Pettus Bridge in Selma, the Greyhound Station where the Freedom Riders were viciously attacked, and other significant sites of the civil rights movement. It was a trip that kept me in a contemplative mindset—a search for how to process very painful recounts of human struggles and ugliness.
As an Urban Environmental Education graduate student who hopes to be a part of extending more environmental education to students of color and disadvantaged communities, I searched for the connections between the work of civil rights leaders and the work I hope to do in environmental education. It saddened me that that I could make connections between current children’s cries of inequality and those youthful sorrows in the south during the 1960s. At moments during the trip and after, I wondered if there was hope—if the dream that Dr. Martin Luther King Jr. and other civil rights activists fought for was alive in 2017.
As I boarded the bus toward my job and the driver continued to talk about carbon tax and his beliefs about environmental concerns, I became anxious. I began to relive all of the turbulent political conversations that have happened during the past election, the hate-fueled racial slurs I have seen all over the comments sections of news media stories, and the raw emotion I carried from the personal stories of fear and trauma of Jim Crow Laws recounted to me by Freedom Rider Dr. Bernard LaFayette during the Civil Rights Tour. I was still feeling the effects of The Lunch Counter Experience at the Center For Civil and Human Rights where guests sit at a counter, feeling the kicks and taunting of strangers that black people faced when trying to sit in a Whites-only restaurant.
On the bus, an overwhelming yearn to stay silent filled me; I was afraid to speak even though I wanted dialogue. I have witnessed dialogue become a lost art of conflict resolution in current times. I was worried that my opinion might trigger hatred, and I wondered if I could safely express my ideas about environmental justice. I wondered if having a differing opinion might lead the bus driver and me into an argument and that something as trivial like the color of our skin and political beliefs would cause us to forget our recognition of the other as a fellow human being.
He continued inviting me into a conversation in spite of my reluctance.
“So, what do you think can help the environment? What do you think are the solutions?”
He followed up by saying that hearing other people’s perspectives helps the day pass at work. I could see he had a genuine interest in my opinion; he was interested in dialogue. I began to open up to him about my ideas of environmental awareness for disadvantaged groups born of having lived in inner-city Chicago—an area we both were interested in because he too happened to be from the Midwest. We found common ground.
As I left the bus, he told me “to be safe and blessed”. I had been grappling with how to proceed in our current political climate, in addition to digesting my experience on the Civil Rights tour. I was searching for more signs of hope—that the progress that I witnessed with the election of the first black president had not vanished into the abyss.
That moment with the bus driver made me realize that human connection and continuing to see the beauty that exists within people beyond our own expectations is the key to overcoming—the key to “The Dream” Dr. King spoke of. And in that moment, I could clearly see that “The Dream” is not some abstract unattainable concept; the bus encounter was the dream. I am living that dream. We all have the capacity to live and perpetuate the dream. We have the ability to continue to push that dream no matter the political climate or actions of some.
What would happen if more people genuinely asked others about their opinions, welcoming dialogue? Perhaps some that have a history of silence and disenfranchisement may feel empowered as I did with one simple question saturated in genuine curiosity.
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.