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2009 - UCEA Annual Convention Words: 282 words || 
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1. Andre-Bechely, Lois. "Witnessing a crack in the California Master Plan for Higher Education: The historical and political contexts shaping the CSU Doctorate in Educational Leadership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2019-08-20 <http://citation.allacademic.com/meta/p378237_index.html>
Publication Type: Symposium Paper
Abstract: Word of the passing of California’s Senate Bill 724, which established an Education Doctorate in Educational Leadership for the California State University (CSU) system, quickly spread through colleges of education in the CSU in late 2005. For the first time since the establishment of California’s Master Plan for Higher Education in 1960, the 23-campus system would be able to confer a doctoral degree, independent of the UC or other private universities. Colleges of education at 18 of the CSU campuses are implementing already approved programs or preparing documents for future program accreditation and responding to the sometimes conflicting mandates of legislation, the Chancellor’s Office, accreditation organizations, community advisory boards, and their own institutions. This has made for a complex policy implementation process presenting challenges for university administration, deans, and faculty who are experiencing the new policy on the ground.
This paper presents a historical and political backdrop to the current context so as to better understand the changes taking place in the doctoral-level leadership education offered to California’s educators. Based on an on-going qualitative study that draws heavily on text analyses of policy documents, legislative reports, and institutional letters and reports (i.e., CPEC 1987, 2000, 2007; CSU 2001, 2006) along with interviews of state level policy actors and former university administrators, the paper discusses the history of the CSU’s efforts to award doctoral degrees (Callan 1992; Kerr 1992); the politics operating around California’s three-tiered system of higher education as established by the Master Plan (Bastedo 2007); and how the history and politics that shaped opportunities for the CSU to expand its mission to include conferring independent doctorates also can be seen influencing the goals and implementation of the new degree programs.

2009 - UCEA Annual Convention Words: 346 words || 
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2. Auerbach, Susan. "“It’s not just going to collect dust on a shelf:” Faculty perceptions of the applied dissertation in the new CSU Ed.D. programs" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2019-08-20 <http://citation.allacademic.com/meta/p378240_index.html>
Publication Type: Symposium Paper
Abstract: All candidates in the new CSU Ed.D. programs are required to write a traditional five-chapter dissertation. It is to be based on original, “systematic, rigorous research” using standard research methods, yet it should “contribute to an improvement in public P-12 or community college professional practices or policy, generally or in the context of a particular educational institution” (CSU Office of the Chancellor, 2006, p. 6). This suggests potential for a hybrid model—both traditional and applied—that addresses problems faced by school leaders. How do faculty conceptualize the purpose, nature, and relevance of the Ed.D. dissertation for educational leaders? What personal, professional, and institutional factors have shaped their views and program policies? What are program expectations on dissertation subject, scope, and methodology?
This paper reports on a qualitative case study that explores these questions through semi-structured interviews, surveys, and document review at six of the first wave of CSU Ed.D. programs. The first-wave programs are significant not only in laying the groundwork for other campuses but in having had joint Ed.D. programs with Research 1 institutions before the independent programs began. The study’s conceptual framework combines policy implementation as the negotiation of cultural norms (Elmore, 2004; Kahne, 1996) with Wenger’s (1998) socio-cultural “community of practice” based on “joint enterprise” around “artifacts,” such as the dissertation.
The evidence from the analysis is mixed, with some programs stressing the rigor of the dissertation and others highlighting its relevance. For example, some cautioned that CSU would be under “intense political scrutiny” to prove that it could produce viable dissertations and thus lacked freedom to experiment. Others dismissed traditional dissertations as “collecting dust on a shelf” and contrasted this to their dissertations as being of immediate use to local institutions to “make a difference for kids.” At one campus, students design studies with large samples and generalizable results to ensure publication, while at another, they use their workplace as a “laboratory” for dissertations based in evaluations and action research. In approaching the dissertation, many participants agreed that “we are still feeling our way” and that greater faculty deliberation and dialogue are needed.

2017 - American Society of Criminology Words: 15 words || 
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3. Anderson, Annika. "Project Rebound at CSU San Bernardino" Paper presented at the annual meeting of the American Society of Criminology, Philadelphia Marriott Downtown, Philadelphia, PA, <Not Available>. 2019-08-20 <http://citation.allacademic.com/meta/p1277334_index.html>
Publication Type: Individual Paper
Abstract: This presentation will discuss the implementation of Project Rebound at California State University, San Bernardino.

2013 - Pacific Sociological Association Annual Meeting Words: 117 words || 
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4. Strahm, Ann. "Faculty & Social Media @ CSU Stanislaus" Paper presented at the annual meeting of the Pacific Sociological Association Annual Meeting, Nugget Casino, Reno/Sparks, Nevada, Mar 21, 2013 <Not Available>. 2019-08-20 <http://citation.allacademic.com/meta/p633404_index.html>
Publication Type: Research-in-progress presentation
Review Method: Peer Reviewed
Abstract: My project is to research the way in which social media is used by students and faculty on the California State University, Stanislaus campus; and how faculty use of social media is perceived by students.

The first aspect of my study, presented at the 2012 PSA Conference discussed student use of social media. This second aspect of my study, which I wish to present at the 2013 Pacific Sociological Association Conference, is an examination of the social media used by CSUS faculty to see what (if any) overlap there is between faculties’ university-related and personal social media sites and to analyze whether or not online interactions, via social media, is correlated with more positive student learning outcomes.

2015 - National Council for Black Studies (NCBS) 39TH Annual Conference Words: 224 words || 
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5. Faraji, Salim. "The Alfred and Bernice Ligon Collection at CSU Dominguez Hills: Reconsidering the Metaphysics of Africana Studies" Paper presented at the annual meeting of the National Council for Black Studies (NCBS) 39TH Annual Conference, The Westin Los Angeles Airport Hotel, Los Angeles, California, Mar 11, 2015 <Not Available>. 2019-08-20 <http://citation.allacademic.com/meta/p1019989_index.html>
Publication Type: Individual Abstract
Review Method: Peer Reviewed
Abstract: Often described as the "Font of Black Culture in Los Angeles" and the Citadel of Black Intellectualism on the West Coast the Alfred and Bernice Ligon Aquarian Collection is based upon what was once the oldest continuously owned African American bookstore in the United States. It was in operation from 1941 to 1994. This historic treasure is reminiscent of the Schomburg Collection in New York in terms of its value as an archive of Africa and the African Diaspora in Los Angeles. The Ligons were proprietors of the famed Aquarian Bookshop, serving the community consistently for half a century, and founders of the Aquarian Spiritual Center which offered the Black Gnostic curriculum of metaphysical and occult studies. Their private collection of books, journals, media, art and related materials documents the history, culture, philosophy and life of Africa, African Americans and the African Diaspora. The extensive metaphysical collection, from all cultures, represents the centrality of metaphysical and occult studies and suggests that the source of Eastern mysticism, indigenous spiritualities and esoterica can not only be traced back to Africa, but also approached as vital, living African spiritual systems today. Therefore we must pose the question how does the methodology of Black Gnostic Studies guide us toward the metaphysics of Africana Studies and elevate the arts and sciences of African ritual and "occultism?"

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