CSUSM Faculty for the JDP in Educational Leadership 2017-18
Patricia Stall, is the Director of the School of Education. As a professor of secondary literacy in the School of Education at California State University San Marcos she has taught in the single subject credential program and mentors doctoral and master’s graduate students. Her research involves student and leadership issues surrounding second language learners, American Indian students, At-Risk students, and teacher preparation. While at CSUSM, Dr. Stall has served as the interim associate dean of the College of Education and as a Program Coordinator for the Secondary Credential Program. Prior to coming to CSUSM, Dr. Stall taught high school and developed and administered on-site undergraduate and graduate degree programs in teacher education for the University of New Mexico in remote and rural locations on the Navajo and Zuni Reservations. She holds a PhD in Multicultural Childhood Education from the University of New Mexico. She has a Master’s degree in Educational Leadership and another Master’s degree in Curriculum and Instruction.
Kenneth P. Gonzalez serves as the Director of the Joint Doctoral Program in Educational Leadership. He has been an advocate and leader of higher education reform efforts to strengthen local and regional communities for more than two decades. Previously, he served as Associate Vice President of Academic Affairs at Our Lady of the Lake University. Dr. Gonzalez also served for 15 years as a full-time faculty member at the University of San Diego, San Jose State University, and California State University Fullerton, where he received multiple national and institutional awards, including the Outstanding Teaching Award in 1999, 2003, and 2010. His scholarly work appears in the Journal of College Student Development, Urban Education, the Journal of the First Year Experience, and the Journal of Hispanic Higher Education (JHHE). His article,“Understanding the Role of Social Capital in Access to College for Latinas” has been the number one cited article in JHHE for more than ten years. Dr. Gonzalez’ book (with R.V. Padilla), “Doing the Public Good: Latino Faculty and Civic Engagement,” examines the challenges and strategies of Latinos in aligning their faculty work with local social justice initiatives.
Manuel Vargas, is a teacher educator with over 30 years of experience in P-12 and higher education. He has taught 4th, 5th, 7th, and 8th grades and has been an assistant and school principal at International Baccalaureate (IB) American schools in Mexico. His career in higher education began in North Carolina as a middle-level educator. Soon after he initiated the middle-grades program, he became a departmental chair, then associate dean, interim dean, and dean of the School of Education and Human Performance at Winston-Salem State University, one of the sixteen campuses of the University of North Carolina System. Dr. Vargas’s has been the director of the School of Education and is currently teaching in the MA in Educational Administration and the JDP programs. His courses include issues related to leadership and diversity, leadership and organizational change, and access to educational opportunities, topics which he has previously taught at Appalachian State and Sonoma State universities. His professional goals and scholarly activities focus on working with underrepresented groups in education, especially African American and Latino students. He is concerned about public education, which seems to leave many children behind while others race to nowhere. “Why is it that some school and classroom settings make it possible for some students to succeed while others fail?”
Sinem Siyahhan is an Assistant Professor of Educational Technology in the School of Education at CSUSM. She received her Ph.D. in Learning Sciences with a minor in Inquiry Methodology from Indiana University. Before joining CSUSM, Dr. Siyahhan worked as an Assistant Research Professor at Arizona State University. She is the Founding Director of Play2Connect, and initiative that aims to support family learning, communication, and connection through gaming. Dr. Siyahhan’s scholarship uses design-based research to understand the affordances of digital media technologies for human interaction, learning, and social change in the context of schools and informal learning environments (e.g. museums, libraries). She teaches the prerequisite technology course (EDUC422) for the teacher credential program, and research and technology courses in the Masters and Joint Doctoral program at CSUSM.
Ana Hernández is Associate Professor of Multilingual and Multicultural Education and Coordinator of the Bilingual Authorization Program, Dual Language Certificate, and Multicultural Specialist Certificate in the School of Education. She earned a doctorate in Educational Leadership from the Joint Doctoral Program at the University of California in San Diego and CA State University San Marcos. Her research examines issues of equitable teaching practices and cross-cultural competence in dual language education. Dr. Hernández taught for 32 years in California public schools as a bilingual/dual language teacher in grades K-8th. She is one of the founders of the Association for Two-Way and Dual Language Education (ATDLE) and served as the President of the organization for four years and a board member for over 10. In addition, Dr. Hernández is a national trainer for dual language programs and involved in bilingual teacher preparation through Global Learning Networks.
Annette M. Daoud is a professor of Multicultural / Multilingual Education in the School of Education at California State University San Marcos. She teaches a class in the Single Subject Credential Program focused on teaching credential candidates how to teach content and English language development to their middle and high school English learners, and also teaches multicultural education courses at the undergraduate and MA levels. Dr. Daoud is the author of Middle and High School English Learners and the Common Core: Equitable Instruction in Content Area Classrooms (2015, Pearson). Her research agenda includes improving the educational experiences of secondary English learners as well as issues of social justice and equity in teacher education. Dr. Daoud serves as the principal investigator on a grant, Leading and Learning: Supporting English Learners with Effective Teacher Preparation and Professional Development funded by the Office of English Language Acquisition in the US Department of Education.
Brooke Soles, an Assistant Professor of Education Administration, grew up in rural Wisconsin where she attended public schools. She holds a B.A. in Spanish and Education from the University of Wisconsin, Platteville, a M.Ed. in Educational Leadership from the University of California, Los Angeles, and an Ed.D. in Educational Leadership from the University of California, Berkeley. Prior to higher education, Dr. Soles served for 15 years as K-12 bilingual teacher and administrator in the San Francisco and Los Angeles Unified School Districts in both traditional public and charter schools and well as a charter school monitor with the Los Angeles County Office of Education. Dr. Soles has also served as a Peace Corps Volunteer in Honduras and Board Member of the Los Angeles Neighborhood City Council and the Gay and Lesbian Administrators and Allies of the Los Angeles Unified School District. Her current scholarship interests include school reculturing, moral leadership, professional development on inclusive practices, high impact strategies for inclusive school culture addressing teachers’ norms, beliefs, and values, anti-racist and diversity initiatives, school policies into practice, constructive problem talk, design-based school improvement, and online education.
Carol Van Vooren is the Coordinator of the Educational Administration Credential program and the former principal of Jefferson Elementary in Carlsbad, an IB World School. She taught every level from K-21, mostly working with English learners through Migrant Education and federal Title programs. Her research is focused on leadership through the lens of cultural proficiency and international-mindedness. Dr. Van Vooren is the professor of several of the cohort classes including Leading School Communities in a Pluralistic Society, Leading for Assessment and Accountability, and Foundations of Leadership and Educational Issues. She is also the Coordinator of the International Baccalaureate Educator Certificate at CSUSM.
Erika Daniels, Associate Professor in Literacy Education, received her doctorate in Literacy from a joint program between the University of San Diego and San Diego State University Joint Doctoral Program. She teaches Literacy courses in the teacher credential program and advanced Literacy in the Masters program while also co-coordinating the Middle Level Education program.Her other professional role is as the Director for the Alliance to Accelerate Excellence in Education. The Alliance is a regional collaboration between CSUSM, community colleges, and K-12 school districts that focuses on a comprehensive and comprehensible pathway to college access and success. Before coming the CSUSM as a full-time faculty member, Erika taught kindergarten and middle school in East Los Angeles and middle school in Oceanside, CA. Erika's research interests are twofold and explore literacy practices for reluctant and disengaged learners and as well as how the context of schooling fosters or hinders the motivation of young adolescents.
Ingrid Flores is an Assistant Professor in Science Education at California State University San Marcos. Dr. Flores is currently the program co-coordinator of the Multiple Subject Credential Program. Her science education courses focus on developing pre-service teachers’ content and pedagogical competence through engagement in inquiry-based, scientific practices and process skills. Dr. Flores also teaches mathematics education courses that focus on developing constructivist teaching and learning approaches. She previously taught developmental mathematics at the University of Texas El Paso, where she worked with underprepared students in mathematics for readiness to enter university-level science coursework. Dr. Flores has significant teaching experience in higher education and working with K-5 public school classroom teachers and diverse student populations in exploratory and investigative science. Her published research and international conference presentations focus on developing and increasing pre-service teachers’ self-efficacy for science teaching through site-based science mentoring of fifth-grade students.
Jacqueline Thousand is professor emeritus in the special education teacher preparation and graduate program in the School of Education at Cal State University San Marcos. She is a noted inclusive education advocate who has co-authored numerous books and numerous research articles and chapters on issues related to co-teaching, inclusive schooling, organizational change strategies, differentiated instruction and universal design, cooperative learning, collaborative teaming processes, creative problem solving, student self-determination, and discipline with dignity. She is actively involved in international teacher education and inclusive education endeavors and serves on the editorial and advisory boards of several national and international journals and professional organizations.
Jodi Robledo is an Associate Professor in Special Education at California State University, San Marcos and serves as the Program Coordinator of the Education Specialist Credential Programs and Master’s Degree option. She is also the Program Director for the Applied Behavior Analysis Certificate of Advanced Study and the Autism Spectrum Disorder Added Authorization. Dr. Robledo also teaches courses in the Speech and Language Pathology Department. Prior to this appointment, she was K-12 Autism Specialist and Education Specialist in an urban multicultural school district. Dr. Robledo currently teaches courses with a focus on Autism Spectrum Disorder, supporting individuals with moderate/severe disabilities, and inclusive education. She has joint referred journal publications, several book chapters, and numerous national conference presentations. Her research interests focus on Autism Spectrum Disorder, supportive relationships, sensory and movement differences, building self-advocacy skills in youth with ASD, and inclusive education.
Joely Proudfit (Luiseño), Ph.D., is a descendant of the Pechanga Band of Luiseño Mission Indians. Dr. Proudfit holds an M.A. and Ph.D. in political science with emphasis in public policy and American Indian studies from Northern Arizona University and a B.A. in political science with emphasis in public law from California State University Long Beach. As the first member of her family to complete a high school diploma, she serves as a role model for Native youth and encourages self-determination through knowledge and education. In fall 2008, she joined the faculty at CSU San Marcos as Program Coordinator for Native Studies. She now serves as Department Chair of the newly established American Indian Studies Department. Dr. Proudfit is also the Director of the California Indian Culture and Sovereignty Center (CI CSC) at CSUSM. Proudfit previously served as a tenured associate professor of public administration and the director of the Tribal Government, Management and Leadership Master of Public Administration (MPA) program and the department chair of American Indian Studies at San Francisco State University. In addition to her academic positions, she was the first special advisor to the Honorable Cruz M. Bustamante, lieutenant governor of California, for California Indian Sovereign Nations in 2002. She has presented her research at numerous conferences and media forums, and published numerous essays and articles on American Indian issues. Additionally, President Barack Obama appointed Dr. Proudfit in February 2016 to the National Advisory Council on Indian Education.
Joni Kolman is an Assistant Professor in the School of Education. She teaches courses designed to support preservice and inservice teachers in meeting the needs of diverse student populations in inclusive school environments. Her recent scholarship investigates factors that influence teacher quality, with particular attention to the role of context, as well as the clinical aspects of teacher preparation. Her research has been published in several refereed journals and book chapters, and has been presented at numerous national conferences. Prior to her appointment at CSUSM, Dr. Kolman worked as an Assistant Professor in the School of Education at City College of New York, CUNY. Her research and teaching interests are rooted in her experiences as a general and special education teacher in diverse schools in Toronto, Denver, and Boston, and through her work as a doctoral research fellow in an urban teacher residency program. She earned her doctorate in Curriculum and Teaching from Teachers College, Columbia University.
Laurie Stowell has been a professor of literacy at California State University San Marcos since 1992. She received her Ph.D. at The Ohio State University in language, literature and reading. Prior to that, she taught middle school for eleven years in Columbus, Ohio. She teaches literacy courses in the middle level and elementary credential program, children's literature, as well as writing and assessment courses in the master’s program. In 2001, Dr. Stowell also founded and directs the San Marcos Writing Project. Her research interests include writing, children’s and adolescent literature, and middle level literacy. Publications include practitioner’s journals, teacher education journals, a co-authored book and book chapters for practicing teachers and she has presented at numerous state and national conferences. She has also worked with elementary, middle and high school teachers in San Diego and Riverside County to plan and implement reading strategies and the teaching of writing. She was selected as the Outstanding Professor of the year at Cal State San Marcos in 1997, received the CSU Wang Family Excellence Award in 2005 and the California Teachers of English Classroom Excellence Award in 2008.
Moses K. Ochanji is the Associate Director of the School of Education and an Associate Professor of Science Education at California State University San Marcos. He teaches science education and general courses in the teacher credential and the Master of Arts in Education Programs. His research interest focuses on the “multiple phases of inquiry” in science classrooms and issues dealing with science teacher education. He has a wide experience in classroom science teaching having taught high school physics and mathematics in Kenya and in New York State for several years. He was a visiting lecturer on sabbatical leave at the Department of Educational Communication and Technology at Kenyatta University, Kenya, where he taught and collaborated with the department’s faculty on research projects focusing on building through quality teacher preparation and issues relating to teaching in large classes. Dr. Moses Ochanji received his undergraduate degree in Physics and Education, and masters degree in Science Education from Kenyatta University in Nairobi, Kenya. He holds a Ph.D. in Science Education from Syracuse University in New York.
Patricia Prado Olmos joined the faculty at CSUSM in 1997. She is currently serving as the Vice President of Community Engagement at California State University San Marcos (CSUSM) and oversees the University’s efforts to forge meaningful connections and productive partnerships with regional communities. In this role, she leads the University’s activities related to a guaranteed admission program with partner school districts, tribal initiatives, community engaged scholarship, civic engagement, service learning internships, and economic development. Previous to her position as Vice President at CSUSM, Dr. Prado-Olmos served as Associate Dean and Interim Dean in the College of Education. Dr. Prado-Olmos retains her rank as Professor of Multicultural/Multilingual Education in the School of Education. Dr. Prado-Olmos closely ties her scholarly teaching, research and service to the theme of social justice and equity for the express purpose of educational success and attainment for Latino populations. Her research interests are wide-ranging and include: the study of literacy acquisition in bilingual public-school classrooms; the ways in which higher education faculty, in-service and pre-service teachers come to understand diversity, equity and social justice and the impact on students in public school classrooms; and leadership development in schools and higher education with a specific focus on leadership grounded in principles of equity and justice.
Rodney Beaulieu is Assistant Professor in the Human Development Department at California State University, San Marcos. He co-founded the School of Educational Leadership for Change at Fielding Graduate University (now School of Leadership Studies) where he taught for 16 years and served as Chair of Academic Human Resources for 5 years. Rodney helped to set up educational programs throughout North America. He secured a $2 million grant from the Bill & Melinda Gates Foundation to start educational programs with Partnerships to Uplift Communities in Los Angeles, and a $250k grant from Navajo Nation to graduate the largest cohort of Dine’ doctoral students in history. He also guided the protocol for establishing private K-12 Canadian schools in Jeddah, Saudi Arabia, and special education programs in Shanghai, China. Academic interests include: action research, human services, racist images in media, classroom discourse analysis, program building and assessment, and leadership development. Rodney is from Acadian Mi’kmaq heritage and, having recently moved to San Diego, is looking for opportunities to work with local tribes. His Ph.D. degree is from the Gevirtz Graduate School of Education at the University of California, Santa Barbara.
Rong-Ji Chen is an Associate professor of mathematics education in the School of Education at CSUSM. He earned his Ph.D. degree in Curriculum & Instruction from the University of Illinois at Urbana-Champaign with a focus on mathematics, science, and technology education. At CSUSM, Dr. Chen teaches K-8 mathematics methods courses in the Multiple Subject, Integrated Credential, and Middle Level programs. He also teaches an introductory educational technology course. His research interests pertain to teachers’ perceptions about the nature of mathematics and how they see themselves as learners of mathematics. He is also interested in technology integration in mathematics education and teacher education, especially with respect to a critical theory of technology.