this booklet - Pacific Oaks College

this booklet - Pacific Oaks College

Alumni Profilesa

“ Education is a social process.Education is growth. Education isnot a preparation for life; educationis life itself.” - John DeweybPacific Oaks Alumni Profiles

Table of Contents2 About Pacific Oaks3 Message from the President4 Elmida Baghdaserians, Ed.D.6 Mary Boege Chamberlain8 ReGena M. Booze, Ph.D.10 Shaun-Adrian Choflá12 Martha Clark14 Renatta Cooper16 Joanne Diaz-Koegl, LMFT18 Linnda Durré, Ph.D., LMHC20 Betty Frain, Ph.D., LMFT22 Janet Gonzalez-Mena24 Ruth Anne Hammond26 Gail Jack28 Andrew Kami30 Marjam Karapetian32 Michael S. Katzman34 Christine Lamm, Ph.D.36 Phaedra Ledbetter , Psy.D.38 Mari A. Lee, LMFT, CSAT40 Peggy Sisson42 Andrew Smallman44 William Sparks46 Jayanti Tambe48 Jeremy Tang50 Suzanne Williamson1

About Pacific OaksPacific Oaks College is a not-for-profit,accredited higher education institution offeringbachelor’s-completion, master’s, and certificateprograms in human development, counseling,education, early childhood education, andteacher credentialing. The school offersclasses at its main campus in Pasadena andat a number of convenient instructional sitesthroughout California, as well as online.Founded more than 60 years ago by a smallgroup of Quaker families, Pacific Oaks Collegehas remained dedicated to the fundamentalQuaker principles of inclusion, social justice,and the value of every human being. Threebasic concepts underlie the educationalphilosophy at Pacific Oaks:• that every individual has afundamental worth;• that growth is a dynamic andlife-long process;• and that every individual has a uniqueidentity and human potential.2 Pacific Oaks Alumni Profiles

A Message From the PresidentAs you think about applying to Pacific Oaks College, a review of the stories herein will providegreat inspiration and guidance. Our past informs our future, and this booklet is not just a snapshotbut a true testament from some of our best and brightest, and food for thought about differencesand commonalities; individualism and community, and much more. We offer cultural-centerededucation, and it brings our community together in common cause. “The affect of cultural awarenesson emotional and mental health is a huge area of interest for me” (Joanne Diaz-Koegel, TV producerand psychotherapist). “At PO students become advocates for democracy in education at school andbeyond” (Marjam Karapetian, publisher).Within a fully democratic society, John Dewey once suggested, people would treat each other withrespect and would demonstrate a willingness to revise their views while maintaining a commitmentto cooperative action and experimental inquiry. To achieve this level of respect and commitment, weneed personal contacts, as he wrote in 1938 (in Experience and Education): “Basing education uponpersonal experience may mean more multiplied and more intimate contacts… than ever existed in thetraditional school, and consequently more, rather than less, guidance by others. The problem then,is: how these contacts can be established without violating the principle of learning through personalexperience. The solution of this problem requires a well thought-out philosophy of the social factorsthat operate in the constitution of individual experience.”You are welcome to contact these alumni, who have all volunteered to communicate and reach out,and talk about their education and their lives. You may discover a mentor!Yours truly,Ezat Parnia, Ph.D., President3

ElmidaBaghdaserians, Ed.D.Bachelor of ArtsHuman Development1997“My mentor Melita Baumann, aprofessor of child development, was agraduate of PO. I also had a chance towork in an ECE program the CEC (ChildEducational Center JPL/Caltech) wheremany PO alumni were employed. I valuedgreatly the training and opportunity toreflect on my own life and experiences.My degree and inspiration from theeducators with the wealth of experiencesthey bring to the classroom, gave methe confidence to obtain higher degrees.I am fortunate to work in the field andhave been sending students to PO formany years from various institutions thatI have worked for, such as communitycolleges and the CSU system. ”4 Pacific Oaks Alumni Profiles

“The education I was lucky to get gave me the skillsnecessary to be a change agent in my own family, includingthose overseas, and that kind of learning you don’t findjust any where! I am thankful. ”BackgroundIn the community college system, notably Glendale Community College, Elmida discovered her love forchild development. After transferring to PO and receiving her BA, with a specialization in Early ChildhoodEducation, she moved to Loyola Marymount University where she earned an MA in Educational Counseling.In 2010 she earned her Ed.D. in Organizational Leadership, at Pepperdine University Graduate School ofEducation and Psychology, with research on parenting and cultural issues.Dr. Baghdaserians has experience working with children, families, and staff in a variety of capacities, firstas a teacher and later as an administrator of a school age program. She has also worked at a resourceand referral agency, domestic violence shelter, and has taught in higher education for 10 years, first as anadjunct and currently as a tenured, full-time faculty member of child development at Los Angeles ValleyCollege. Additionally, she has served as an academic adviser at Cal State University, Northridge, and hastaught at PO. Both as a faculty member and as an academic adviser, Elmida’s passion is to help studentsreach their goals and she enjoys coordinating special events for the department. In the past, she has beeninvolved in coordinating child abuse prevention seminars, Red Flags (Exceptional Learners), advisingsessions, and first aid/CPR.In 2004 Elmida was elected to become a board member with the California Association for Child LifeProfessionals. In 2006 she received the California Community College/Family Consumer Studies Grantalong with another colleague. She developed the Paraprofessional Training Academy at LAVC to train thoseworking with children diagnosed with Autism. In 2012 she was nominated for the Tau Alpha Epsilon AppleAward for her commitment and teaching.Elmida was born and raised in Tehran, Iran. Her family immigrated to the US after the revolution. She isof Armenian descent, and fluent in Armenian, Farsi and English. After graduating from PO, she returnedto her home and family in Iran for some closure and for that she “could only find the courage with the helpof the education that I received.”Independent Learning or Thesis ProjectThesis: “Culture and Parenting”Speaking and/or Consulting TopicsNumerous topicsContactPhone: (h) 818-790-0414; (w) 818-778-5502Email: baghdaes@lavc.edu5

Mary BoegeChamberlainMaster of ArtsHuman Development2008“PO offered me the chance to obtaina degree and still work full time. There isan emphasis on education and a strongethical mission of service to others. Thecohort process was the most valuableexperience; building friendships whiledeveloping my own professional growthand abilities increased my learningtenfold. With my degree, I was able toobtain my current job and move forwardvery quickly to a management position inour company’s quest for excellence withEarly Head Start ARRA funding in 2010.The strongest part of the experiencewas, and still is, the colleagues I havebeen able to add to my work andpersonal life; both fellow students andteaching staff. We are all a part of a largerworld agenda of respect and service tothe world of education. ”6 Pacific Oaks Alumni Profiles

“I have recommended the College to many colleaguesand teachers I mentor, when I see the drive necessary for thePO process in the individual. It is not for everyone, I believe, and takesa specific set of qualities to be able to self-pace one’s own learning andachieve the most value from the PO experience. ”BackgroundAn advocate for early childhood educators, children, and families, Mary conducts training in all aspectsof child development, and especially Head Start. She specialized in her master’s degree in leadership ineducation and human services, with a sub-specialization in college teaching of adults, and has a BS inOrganizational Behavior, University of San Francisco, 2005.She is Early Head Start (EHS) service manager for Health and Family/Community Partnerships, PeninsulaFamily Service, San Mateo. Starting there in 2009, directing the company’s childcare program for anemergency shelter, she provided support and curriculum for children as their parents looked for work.She managed teaching staff and, as a mental health interventionist, provided parents with training andsupport. In 2010 she helped the company get EHS ARRA funds to provide childcare for 72 children, and wasinterviewed on Channel 2. She is one of the major contributors to the company’s policies and procedures.Mary designed the family partnership agreements for training for Family Advocates and Home Based CaseManagers. Her commitment to parents as the primary teachers for children and as instruments of change isparamount. In 2011, Mary took charge of the Health Advisory Committee, developing the program, seekinghealth professionals to attend, and advocating for families.She has served in management in other CA organizations: CDI/CDC, Hayes CDC, San Jose; Santa ClaraUnified School District; Morgan Hill School Age, GoKids Inc. Gilroy and, from 1981-2003, ran her ownfamily day care business in San Jose. At one point she took charge of five different elementary schools toenhance programs and prepared for the State compliance monitor reviews.She is a member of the California Health Initiative, and has been accepted as a DANYA Observer for HeadStart Programs in Education for both EHS and HS. She received the Choices for Children Three Star GoldSeal Award for family day cares; was a mentor in the Model Family Child Care Community Project; anda member and observer of family childcare homes for National Association for Family Child Care(NAFCC) accreditation.Independent Learning or Thesis Project“Where Do Early Care Directors Go From ‘Here’?”(Advancement Beyond ECE Director)Speaking and/or Consulting TopicsStaff Professional Growth; Head Start; PITC Environments; Early EducationContactPhone: (h) 408-281-4622; (w) 650-403-4300Email: indy37@earthlink.net7

ReGena M.Booze, Ph.D.Master of ArtsHuman Development1988“At PO I learned to embrace the ‘groupprocess.’ Although I am collectivistic bynature and culture, I had learned in myundergraduate years that the colleges/professors valued individual work andfrowned upon anything that involvedgroup processes. At PO that collectivisticbehavior was highly encouragedand nurtured! I especially liked theaccessibility of the instructors - they werereally ‘here’ for students! My degree alsoprepared me to teach adults! I alreadyknew how to teach children and sawthat as my career trajectory. PO taughtme to look at life span development and,in doing so I became a better teacher,first to children, then to adults. This is aunique school and we are dedicated toproviding a transformative educationalexperience to all who want it. ”8 Pacific Oaks Alumni Profiles

Pacific Oaks has been a growing place for me.Inasmuch as I have taught, I have also learned...and it has been a labor of love.I love what I do, and do what I love. ”BackgroundReGena is an African-American, and was born into a time of racial segregation and economic strife.Growing up in Chicago, she had three childhood ambitions: 1) to go to Disneyland 2) to take care of hermother and 3) own her own library. “Happily, I have achieved all of those goals and quite a few more.However, none of my early aspirations involved becoming a teacher!” She is the eldest in her family andtherefore the “sage amongst her siblings.” She enjoys being part of family systems and making little pocketsof family wherever she goes.During her formative years in Chicago, she learned about collectivistic ideology and, during her earlyadulthood in California, learned to channel that into social activism. Throughout those years she alsolearned to value learning just for the sake of knowing. “Thus I believe, unbeknownst to me, I was actuallypreparing myself to teach.” She has been a classroom teacher since 1972 and her students have ranged inages from 14 days old to well over 80 years young.ReGena came looking for a job at PO in 1982 and stayed! Starting in the Children’s School at PO, she workedin the Child Care programs and the preschool. She moved into administrative duties at PO as the directorof Alumni Affairs, Housing, Placement, and Recruitment. Later she returned to the Children’s School as theassistant director in the Child Care program. Joining the CORE College Faculty in 1988, ReGena is also thecollegiate advisor for students specializing in Early Childhood Education, Child Care, and Leadership inEducation. Her areas of specialization are child and adult development, mentoring, diversity, and antibias/multicultural curriculum development and implementation.ReGena also has an MA in Human and Organizational Development and a Ph.D. in Human Developmentfrom the Fielding Graduate Institute. She has presented over 400 workshops at state, national, andinternational educational conferences, Head Start agencies, public service and referral agencies, as well aspublic and private schools, and the Oxford Round Table Discussion on Child Psychology.Independent Learning or Thesis ProjectReGena has several projects based on the Nguzo Saba including, “Teaching Ujima: Examining Class IssuesThat Emerge When Mentoring African American Women: How the Effects of Mentoring These WomenAffect Their Relationships Outside of Their Mentoring Circle”Speaking and/or Consulting TopicsAntibias Curriculum; Multicultural Issues in Early Childhood Development; Emergent Curriculum;Parent Education, Human Development; Stress Management; Effective Communications; ConflictResolution; the Development of Positive Self Esteem in Young Children; Identity Development in BiracialChildren; Celebrating Kwanzaa, and more.ContactPhone: (w) 626-529-8232Email: rbooze@pacificoaks.edu9

Shaun-AdrianChofláBachelor of Arts | Master of ArtsHuman Development2005, 2008“After a 15-year IT career, it was time topursue my dream of being an educator;which I had avoided due to the heterosexiststereotypes of gay, male teachers. I enrolledwhen two PO alums said I belonged here,since I was a passionate social activist. TheCollege teaches effective practice throughmodeling, but the true learning is not simplycognitive, but psychological – and certainlyemotional. I could safely reflect upon myvalues, biases, privilege, and reinvention–and how to advocate for others and myself.I didn’t always completely understand thetransformative elements of my courses,and felt varying degrees of disequilibrium,as society and human developmentwere theoretically exposed. The personaltransformation speaks to the true power ofthe experience, and is the common threadthat ties all alums together. ”10 Pacific Oaks Alumni Profiles

“Many people (including hiring managers) in the ECE world havea tremendous respect for PO. Organizations of early childhoodprofessionals, who share a similar philosophy of deep respect andactivism, are often PO graduates. This speaks volumes for the institutionand the genuine leaders it graduates. ”BackgroundAs a practitioner-scholar and social activist, now studying for his Ed.D., Shaun-Adrian helps people of allages with healthy development and personal transformations. He is executive director and senior behavioranalyst at Empathy Therapy, Sacramento, CA, and a professor at The National Hispanic University (SanJose) and at PO. He focuses on undergraduate and graduate courses in child and human development, earlychildhood education, and early intervention. He has worked with:• Children ages 18 months through 15 years of age on the Autism Spectrum• Homeless children learning basic literacy skills• Homeless adults working towards their GED• Infant, toddler, and preschool children in child care settings• Young children with severe problem behaviors• Elementary children in before- and after-school care• Older adults with various forms of dementia• Adults and children with varying abilities in various settings• Adult learners in a wide variety of schools, colleges, and corporate environments“I love supporting others in their developmental and learning journeys, and view authentic relationshipsas an important ingredient in healthy, therapeutic and learning communities. In educational institutions,antiquated ways prevail. The tacit message is, ‘We know this isn’t good for children and families, but we’vealways done it this way.’ This is not progress, but supporting the status quo.” Therefore, social activismand advocacy is an essential ingredient of authentic education for Shaun-Adrian; whether simply sendinga message to a congressional representative, calling a corporation to protest a business decision, orjoining a peaceful demonstration. He invites you to review his tweets on social action movements in childdevelopment and early childhood education, and follow his Twitter account and friend him on Facebook.“Collaborating with and supporting my brothers and sisters in the community is an integral aspect of mypersonal and professional life. It is the air that I breathe, food that I eat, and on many levels, it sustains me.”Providing pro bono education consulting has also become a part of his career. He is typically involved withfamilies and organizations in varying degrees relating to education, authentic inclusion, and teaching strategies.Independent Learning or Thesis ProjectRetired Gay & Lesbian Couples: Exploring Their Concerns, Experiences, Needs, and ProblemsSpeaking and/or Consulting TopicsBehavior Intervention; Autism InterventionContactPhone: (h) 916-769-0903; (w) 916-455-1835 & 916-760-8243Email:; Yahoo/Blackboard IM: schoflaWeb Site: www.shaunadrianchofla.com11

MarthaClarkBachelor of Arts | Master of ArtsHuman Development1988, 1990“I came to PO in my 40’s, and mysons were in their teens; to embark ona different phase of life and think aboutthe contributions I could still make, nowthat my one role as mother was windingdown. In my studies, I received the mostvalue from the introduction to andragogy,transformational learning, learning aboutempowerment, communication, criticalthinking, and anti-bias theory. Thestrongest parts of the experience are thelearning communities, transformationallearning, and the opportunity to learnabout human development – one’s own,along with theory. I started teaching atPO in 1991 and, because of the classes,I have insights for my life coachingbusiness. I enjoying adjunct teachingand I’m still able ton have time for myfamily, friends, grandchildren, hikingand gardening.”12 Pacific Oaks Alumni Profiles

“PO provides a structure for personal growth and transformation,which is at the heart of making a difference in the world.Its commitment to social justice fills a need for students,giving them skills to address social ills. ”BackgroundOn the core faculty in Human Development at PO from 1995-2009, Martha has been an adjunct since then,and also works as a communication and life coach. Her passion is helping others improve their quality oflife through enhanced communication skills or a focus on attaining goals and lifelong dreams. She enjoyshelping people turn their lives around, using knowledge, support, motivation, and accountability. Two ofher favorite quotes are: “You cannot teach a man anything; you can only help him to find it within himself,”by Galileo, and “Out beyond ideas of wrongdoing and rightdoing, there is a field. I will meet you there,” byJalal ad-Din Rumi.Her approach to life coaching is inclusive. Coaching is useful when life “hits a bump,” and also when thingsare going smoothly. It can be useful on a short-term basis, when things seem “stuck.” If you sense thereis more out there, if you’re going through transitions, wanting some things to change or be different inyour life, you might want to explore some of these issues with a life coach. Martha is also an advocatefor the benefits of nonviolent communication, as put forth by Marshall Rosenberg in his book LivingNonviolent Communication. Martha notes: “To me it is a tool that helps me to live my life in a way thatworks for me. There is a simplicity and beauty in it. It is something that is accessible and while it is amoving target, continually challenging me, it is encouraging and doable. Nonviolent communication canimprove ANYONE’S life.”Martha has created classes in “Communication and the Life Cycle,” “Advanced Studies in Communication,”and “Human Development: The Elder Years.” She continues to teach “Early Childhood Themes and LifecycleIssues” and “Communication for Empowerment” as an adjunct professor. During her tenure as core facultyMartha served as department chair of the Human Development program, adjunct faculty coordinator, chairof the Student Learning Outcomes Committee, and as coordinator of the ABLE (now known as Credit forLife Experience) admission option.Independent Learning or Thesis ProjectMasters’ Thesis: A Daily Living Skills Program for TeensSpeaking and/or Consulting TopicsInterpersonal CommunicationContactPhone: (h) 626-798-7030; (w) 626-798-7030Email: mclark@pacificoaks.eduWeb Site: www.mbc-coaching.com13

RenattaCooperMaster of ArtsHuman Development1986“I came to PO at the recommendationof Barbara Bowman, then President of theNational Association For the Educationof Young Children, a co-founder of theErikson Institute, and currently chiefearly childhood education officer for theChicago Schools. I adore her! The POphilosophy of being respectful to childrenis from the Quaker belief that ‘There isvalue in every individual.’ This applied tochildren in an era when they were to beseen and not heard. Children not allowedto have an opinion were asked, “What doyou think is fair?” at PO Children’s School.Now even programs that are not at alldevelopmental know that they shouldat least be respectful. Doing so is partof the Head Start and Early Head StartPerformance Standards. The impact ofthis philosophy on the field is huge! ”14 Pacific Oaks Alumni Profiles

“I have truly incorporated the PO Quaker value againstrelentless self-promotion, that ‘There is that of God in everyone.’And ‘There is strength, there is love and there is the potential fortruth in every person’. ”BackgroundRenatta is president of the Board of Education of the Pasadena Unified School District. An educationadvocate, she has dedicated her life’s work to children, and improving the quality of the district’s ChildDevelopment programs. As a member of the Board, she has focused on early childhood education, closingthe achievement gap between groups of students, dual language learners, and strengthening engagementof parents and the community. From 2007-11, academic achievement in PUSD rose by 59 points on theAcademic Performance Index, the dropout rate was reduced by half, and the themed College & CareerPathways were created to link the business and cultural resources of the area with schools and students.Named a YWCA Woman of Excellence in Education in 2003, and winner of their Racial Justice Award in2008, Renatta is a recognized expert in early childhood education. She has served on the National EarlyChildhood Advisory Board Scholastic, the Advisory Board of Curiosity Corner, Success for All Foundation,the Advisory Board of the State of California Pre-K Guidelines committee, and others. She was awarded theMarge Wyatt Advocacy Award from the Child Care Information Service in 2004.Prior to her election to the Board, she taught graduate-level child development courses at PO, where shehelped create and fund the Hixon Center for Early Childhood. She served as a member of the First 5 L.A.commission, the group that was formed with the passage of the state initiative headed by Rob Reiner tofund the development of early childhood education centers in Los Angeles County, from 2001-05. She tooka leadership role in the development and passage of the $500 million Universal Preschool Initiative, the$32 million Family Literacy Initiative, and the $27 million Workforce Development Initiative.Since 2005, she has worked as an educational coordinator in the Los Angeles County Chief Administrator’sOffice. Renatta is the liaison between the County Office of Child Care and other organizations concernedwith strengthening the early childhood workforce to improve the educational outcomes of young childrenin Los Angeles County.Independent Learning or Thesis ProjectThesis: Saturday Infant Toddler ProgramSpeaking and/or Consulting TopicsNot at this timeContactPhone: (w) 213-975-4453; (c) 626-644-3065Email: Cooper4kids@gmail.comWeb Site: http://pasadenausd.org15

JoanneDiaz-Koegl, LMFTMaster of ArtsMarriage and Family Therapy2005“I loved that the College had the lifeexperience program (ABLE) since I didnot have my BA but I sure had a lot oflife experience. My degree and licensehave contributed to my career, providinga whole new life as a therapist andthe ability to pay it forward by helpingso many people in different areas. POdoes not have the archetypal, dyadicteaching approach, but rather a strongtriadic approach; the student, theprofessor’s teaching, and especially theother students’ involvement. I learned somuch from my peers and as a professornow I am continuously learning frommy students. I recommend the Collegebecause of its mission statement andtriadic teaching. The student who puts inthe work gets a life changing experiencein return.”16 Pacific Oaks Alumni Profiles

“We are living in a world very different from 10-20 years agoand the affect of cultural awareness on emotional andmental health is a huge area of interest for me. Especially inLos Angeles, media experts need to take this into considerationand educate the public. ”BackgroundAs a TV producer for many years, Joanne had often been told that she missed her calling as a therapistbecause of her natural ability to empathize. After she lost her husband in a car accident, a therapist, PatSanora, a PO alumna, asked if she ever considered becoming a therapist. She was trying to find a way tomake sense of her loss and new life and, enrolled at PO, for the first time since her husband had passedaway, she felt “passion” return to her spirit.Today Joanne is a psychotherapist and After Care Producer on “Dr. Drew’s Life Changers” for TelepicturesInc., an adjunct professor at PO teaching communication skills at the graduate level with an emphasis onmulticultural counseling, and has a private practice in Pasadena. Her areas of focus are couples counseling,premarital counseling, loss and grief, multicultural awareness, addiction, individual and personal growththerapy/coaching and TV production consulting. Joanne has appeared on various talk shows discussingparenting, loss and other topics. She is very discerning about the balancing act between what makes “goodTV” and guest’s regard. She is also knowledgeable about how news events relate to mental health. She hashad several articles published and is currently working on a book about losing a spouse at a younger age…and discovering most grief books are geared toward more mature people.From 1988-1998 she owned a successful exercise center and was featured on KABC and KTLA. During thattime she was also a producer with Witt/Thomas Productions and Paramount Studios, where she workedon several sitcoms and talk shows including, “Entertainment Tonight,” “Solid Gold,” “Webster,” “FamilyTies,” “Empty Nest,” and “America’s Funniest Home Videos.” With a passion for improving the lives ofthe undeserved, Joanne has also worked for the past 14 years with abused children, community resourcecenters, on crisis management in school after a tragedy, and for the American Red Cross, volunteering inshelters after hurricane Katrina. Joanne delights in combining both her “loves” of psychotherapy, and TVmedia expertise in her professional life.Independent Learning or Thesis ProjectThesis: “The Impact On The Surviving Spouse With Respect To Anticipated and Unanticipated Death”Speaking and/or Consulting TopicsLoss and Grief; Communication Skills; Stress Management; Problems Between Immigrant Parents andAcculturated Teens; Bullying; Addiction; Couples in Midlife Crisis; Infidelity; Skills to Improve YourMarriage; Organization Skills; Woman After the Age of Forty; Helicopter Parents; Empty Nest Syndrome;Weight and Self Image; Anxiety Issues; The Impact TV Has On ChildrenContactPhone: (w) 626-792-0773Email: Jo4therapy@aol.comWeb Site:;

LinndaDurré, Ph.D., LMHCBachelor of ArtsHuman Development1970“I came to PO because it was theonly college with a major in HumanDevelopment and a children’s school.Its philosophy, curriculum, and thecombination of studying and thenworking in the children’s yards were allexactly what I sought. In my opinion asa psychotherapist, the study of HumanDevelopment is the basis for counselingand psychotherapy. Having such a solidfoundation prepared me for my career.When I applied to teach first grade in NJin 1972, they were impressed with mydegree and I was hired immediately. Inprivate practice, one of my clients washead of the ECE Department for a largecity, and when she saw my diploma onmy wall, she replied excitedly, ‘Oh, yougraduated from Pacific Oaks! Now I knowI’m in good hands! I wish I could havegone there!’ ”18 Pacific Oaks Alumni Profiles

BettyFrain, Ph.D., LMFTBachelor of ArtsHuman Development | ECE1971“I heard about PO from my communitycollege guidance counselor. He wasa Quaker and knew I was interestedin progressive education. I decided Iwanted to work a bit first. I was drawnto apply to PO after working as anaide in Head Start in Harlem, NYC. Asan aide I was trained at Bank StreetCollege. I learned more about PO fromthe teachers there who recommendedit highly. I was particularly drawn to theschool because of its founding by sixQuaker families who were conscientiousobjectors. I worked with Marilou Connerin her yard with three-year-olds in 1969.That was an experience I treasure. Shecontinued as my mentor until she died.PO is the ‘Gateway to Lifelong Advocacy’for children and families. ”20 Pacific Oaks Alumni Profiles

“I’ve continued friendships with students and havean amazing support system that gives me knowledge and strengthto continue my work for peace and social justice around the world.I consider it one of the greatest good fortunes ofmy life to have been able to learn at PO. ”BackgroundDr. Frain is a marriage and family therapist with a Ph.D. in Human Development and MFCC from PO andThe Fielding Institute (1980), and has been helping people since 1965 (including nursery school teaching atPO Children’s School in 1969). She is co-director of the Adult and Child Therapy Center of the North Bay,Petaluma. As a specialist in family dynamics and recovery from trauma, she has offered many workshops/presentations for the Department of the Defense, serving military families around the globe, includingGermany, Korea, Japan, Netherlands, Guam, Alaska, NYC, Washington, and San Diego. She was on theemergency response team post 9/11, counseling survivors.She has a long list of speaking/consulting engagements. Among her other specialties are parenting youngand grown children; play therapy for children, Eye Movement Desensitization and Reprocessing (EMDR),hypnotherapy, stress reduction in any organization, Critical Incident Stress Debriefings, and preparingpeople for surgery while fostering healing and adaptation. She is a co-author with Eileen Clegg of Becominga Wise Parent for Your Grown Child: How to Give Love and Support Without Meddling, and working onanother writing and video project supporting children and families with a disabled sibling, with Dr. JulietRohde Brown. Dr. Brown is the interim chair of the Doctoral Program in Clinical Psychology and directorof Practicum at Antioch University, Santa Barbara. Betty recently presented a workshop on “Facing theDragons: Finding Meaning With a Special Needs Child in the Family,” with Dr. Brown at the InternationalExistential Psychology conference, Shanghai.Her BA degree contributed to her consideration for work at the University of Colorado Health SciencesCenter, Denver, while earning her doctorate, because Drs. Henry and Ruth Kempe were familiar with POas was Dr. Rene Spitz. They instituted many progressive policies and programs at the hospital to fosterattachment and were interested in her service in their Child Life Program. They mentored her through herPh.D. along with Dr. Dane Prugh, child psychiatrist. Dr. Frain has helped many college interns, and taughtclasses on Fostering Resilience.Independent Learning or Thesis ProjectDissertation: “Coping Strategies: 10 Case Studies”Speaking and/or Consulting TopicsFostering Resilience in Children and FamiliesContactPhone: (h) 707-888-8760; (w) 707-781-7425Email: dr.b.frain@sbcglobal.netWeb Site:;;

JanetGonzalez-MenaMaster of ArtsHuman Development1976“Seeking a master’s, I got slickbrochures, but from PO I got a threepage,personal letter from Betty Jonessaying that I was just the kind of studentthe College was looking for. I hadalready noticed that when I went toECE conferences, the most impressivepeople were from PO – either studentsor teachers. It was very clear to methat PO was offering exactly the kind ofeducation I was looking for. As a student,I loved the connections I made – ideas,knowledge, behavior, creativity, and ofcourse, personal relationships. As aself-motivated learner, I really appreciatedthe encouragement to follow my owndrummer rather than being manipulatedby grades and other academicenticements. I learned so much whilegetting my degree, and I didn’t stoplearning thereafter.”22 Pacific Oaks Alumni Profiles

“I believe that my own motivation as a learner and the faculty’sexperience, knowledge, teaching skills, and encouragement waswhat moved me on the path toward becoming a published author.They were good models for me! ”BackgroundJanet retired from full-time teaching of child and family studies at Napa Valley College, 1983-1998,but continues as a self-employed writer, and trainer/consultant/adjunct at WestEd. By 1998 shehad written a textbook for practically every class she taught! Her favorite book is Diversity in EarlyCare and Education: Honoring Differences, 4th edition, Washington DC: NAEYC and New York: McGraw-Hill, 2008.Long before she knew about PO, she had discovered ECE and enrolled two of her children in a parentparticipationpreschool (she had four at the time). Shortly after she became a Head Start volunteer. Thiswas 1966. She was hooked on ECE and wanted to be a preschool teacher! Community college ECE classessent her on the track. She went on to become a founder of a home-based bilingual preschool, and childcaredirector for the Family Service Agency of San Mateo County, before becoming a community collegeprofessor. As part of that Agency job she administered a pilot project of therapeutic childcare for abusedand neglected children.“I slipped into teaching college as a part timer with a vocational credential. I had a BA in English andenough experience as a preschool teacher to count. But then things changed and I needed an MA. I couldn’tbe a full time teacher without it. That’s when I started searching and received Betty Jones’s letter. I also metMagda Gerber around that time and fell in love with infants and toddlers!”Other books include: Child, Family, and Community: Family-Centered Early Care and Education.5th Edition, 2013. Infants, Toddlers, and Caregivers, 9th edition, (with co-author Dianne Eyer),2012. Foundations: Early Childhood Educations in a Diverse Society, 5th Edition, 2011. Basics ofDevelopmentally Appropriate Practice: An Introduction for Teachers of Infants and Toddlers, (with CarolCopple and Sue Brededamp). 50 Strategies for Working and Communicating with Diverse Families, 2010.Making Links: A Collaborative Approach to Planning and Practice in Early Childhood Services with AnneStonehouse, American edition, 2008. Practice in Building Bridges (with co-author Intisar Shareef), 2008.Independent Learning or Thesis ProjectThesis: “Infancy and Caregiving” published in 1979, and now in its 9th edition as Infants, Toddlers,and CaregiversSpeaking and/or Consulting TopicsDiversity/Equity; Infants and Toddlers; Parents as Partners; Transformative Education.ContactPhone: (h) 707-427-2291; (w) 707-427-2291Email: jgmena@earthlink.net23

Ruth AnneHammondMaster of ArtsHuman Development1996“I came to Pacific Oaks Collegebecause Magda Gerber, my mentor atResources for Infant Educarers (RIE),taught at PO, and I wanted to learn morefrom her. My education has enriched allof my work and informed every aspectof my life. It has helped me understandhow I was influenced by being part ofthe dominant, mainstream Americanculture, and how others’ experiences canbe so different from mine. I understandthe advantages and disadvantages ofbeing a child of the culture of power, andI’m more able to appreciate the shiftingdemographics in the U.S. What I learnedat PO helped me to be a better mother,a relevant and sensitive ‘interpreter’ ofthe culture for my children (who are nowgrown and provide that service for me!). ”24 Pacific Oaks Alumni Profiles

“I loved the richness of the curriculum,and the thesis process was deeply engaging and empowering.It was a fulfilling mountain to climb and I was very happyand proud to create something tangible from an idea. ”BackgroundRuth Anne works to improve the quality of infant care and education around the globe. She wrote RespectingBabies: A New Look at Magda Gerber’s RIE Approach (Zero to Three, 2009), and specializes in infant/toddler development and caregiving. She has led the PO Infant-Toddler/Parent Program in Pasadena since1996, where she hosted Early Head Start socialization groups for years. Ruth Anne was president of theResources for Infant Educarers Board of Directors from 2005 to 2011 and is still a director and mentor/teacher. She is senior adjunct professor in the Human Development Department of PO, and sits on thesiscommittees for MA candidates. Ruth Anne has also served on the adjunct faculty at LA Mission college, andLA City College. She continues her education in a bi-weekly study group on affective neuroscience with Dr.Allan N. Schore of the UCLA David Geffen School of Medicine. She holds a BFA in Dance from SouthernMethodist University, and in her former life as a dancer, under the name Ruth Anne McCoy, she performedin numerous musical theater productions.As a certified RIE Associate (since 1993) she trains parents and professionals in the U.S. and abroad, andfacilitates Parent-Infant Guidance Classes in Pasadena, based on Gerber’s respectful approach. Theseclasses are a unique opportunity for parents and their babies and toddlers to come together with other likemindedfamilies to learn to apply the approach. “As they gain confidence in themselves as parents and trustin their babies as competent and intelligent, if immature persons, parents often say these weekly classesbecome the most enriching, enjoyable and peaceful 90 minutes of their week.”She has presented at: 13 RIE Conferences; Birth to Three Institute, Washington, DC, 2011; NAEYCConventions 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2010, 2011; the California AEYC Conference1999, 2006, 2010, 2011, 2012; the Pikler Institute International Symposium, Budapest, Hungary, 2007;Zero to Three NTI, Washington, DC, November 2005; Contra Costa Child Care Council/RIE Conference2002; the California Department of Education Infant/Toddler Conference, 1999; and the SCAEYC Infant/Toddler Conference as co-keynote speaker, 1998.Independent Learning or Thesis ProjectThesis: RIE for Working MothersSpeaking and/or Consulting TopicsInfant/Toddler Development & Care (RIE & Self-Regulation are favorite topics)ContactPhone: (h) 626-298-6116; (w) 323-828-6546Email: & rahammond@pacificoaks.eduWeb Site: www.respectingbabies.com25

GailJackMaster of ArtsHuman Development2005“I first heard about PO while workingat a large childcare facility. A coworkerwas pursing her MA there and spokeenthusiastically of her experience. I feltI needed to increase my knowledgeand understanding in the field and wasencouraged that I would be able tocontinue my full-time job while attendingschool. The weekend sessions at thecampus in Oakland were the most valuable(that campus is no longer). I was exposedto many different points of view, which oftenled to very lively and spirited discussions.My MA has given me greater confidencein my competency as an Early Childhoodprofessional and has led me to work asan independent consultant and mentorto other ECE professionals. I appreciatedthe amazing fellow students at PO, thestrength and diversity of the faculty, andthe incredible support I received from myacademic advisor. ”26 Pacific Oaks Alumni Profiles

“For those who work full time,it is very possible to fit in an academic program at PO. ”BackgroundGail is an author and childcare director with a BA in Economics with Mathematics Minor from MountHolyoke College, MA, and her first master’s degree an MBA in Finance from Stanford (1970), followed byher PO degree. She has more than 12 years of experience as an early childhood education administrator,25 years experience in financial management and analysis, and 25 years experience in budget preparationand monitoring. She is the author of The Business of Child Care–Management and Financial Strategies,Delmar Publishing, 2004. The book gives early childhood students as well as EC Administrators a firmgrasp of the business and administrative skills required to run a financially stable child care center. Gail hasbeen a presenter at statewide conferences and county workshops.As principal of Gail H. Jack Consulting, Santa Cruz, Gail brings to the table extensive experience consultingto and mentoring small businesses. She provides financial and management consulting, and on-goingbookkeeping services. As a member of a County team she mentors and supports childcare administratorsand family childcare providers in budgeting, securing loans, setting rates, and managing financial records.Gail has trained childcare providers in budgeting, personnel policies, parent handbooks and contracts.As a court-appointed special advocate in Watsonville, she managed a caseload of 30 foster children,assisted in training new volunteers, designed, implemented and managed a volunteer tutoring program.She monitored 120 children in their schools. Other jobs have included office manager for the Children’sCenter of San Lorenzo Valley, owner of Good Sense Consulting, and executive director of the StanfordArboretum Children’s Center, Stanford University. At the latter Gail prepared, implemented and monitoredthe annual budget, supervised five administrative and 35 teaching staff, and was responsible for parent andcommunity relations, fundraising, curriculum planning, and human resources.Independent Learning or Thesis ProjectThesis: Looking at the Quiet Child in the Preschool EnvironmentSpeaking and/or Consulting TopicsFinancial and Human Resources Management in Small Business, Especially Childcare and OtherNonprofit Organizations.ContactPhone: (h) 831-471-9511; (w) 831-295-2756Email: jack.h.gail@gmail.com27

AndrewKamiMaster of ArtsMarriage and Family Therapy2008“I was attracted to PO because of theflexible scheduling and openness fromthe professors. I was in the Marine Corps,coming to class in uniform, and alwayswelcomed or given options to help supportmy learning when away. Their belief in mystrengths and acceptance was the mostempowering. I am finishing my dissertationin Clinical Psychology at PacificaGraduate Institute, but my MFT is whathas opened doors for me. I’m the clinicaldirector of the John Henry Foundation,a supervising clinician for psychologicalassessments within the Department ofChildren and Family Services (DCFS), andthe Department of Mental Health. Finally,my private practice in Costa Mesa andPasadena is filled with veterans and othersto whom I offer psychological support andfoundation. I am so very lucky.”28 Pacific Oaks Alumni Profiles

“PO and my professors helped me get my life back ontrack after a devastating experience in Iraq. They were verysupportive of my background and culturally competent.They were so open and patient. ”BackgroundIt has often been said that the greatest leaders have suffered, and that motivates them to succeed. Andrew’sdesire to counsel veterans and their families came from his own experience as an infantry platoon sergeant/section head in the Marine Corps, and serving in more than 32 countries as both training NCO and incombat. In Iraq his platoon was attacked, killing several, and he was sent to Germany for medical care.A fellow marine in the next bed, with burns over most of his body, began to dictate a final letter to his wifeand children. When the letter turned into 50 pages of his life story, Andrew had an epiphany: “I realized thatright at the end of your life, it’s not the medication or morphine that matters. Nothing matters except havingsomeone hear your story.” He came home determined to share the stories of his fallen comrades with theirfamilies and enrolled in the master’s program at PO.While earning his degree, Andrew made the calls that every family dreads - that a loved one is gone. He alsoworked with families of vets who returned with PTSD and other mental health issues. As a therapist now,he still travels to provide counseling services for soldiers and families.For the John Henry Foundation, he directs an intensive psychiatric program and is responsible for 20 staff,is liaison to five schools - including UC Irving, CSU Fullerton, Alliant and Argosy - and is mental healthtraining contractor for the Santa Ana PD. Prior to this Andrew was a therapist at Hathaway-Sycamores,and the Almansor Center. For the Asian American Drug Abuse Program he had subsequent jobs as a CAREcoordinator/community care counselor, gang/substance abuse counselor, and MFT intern/substanceabuse counselor. As the son of a Mexican mother and Japanese father, he speaks both languages. In privatepractice, he treats Spanish and Japanese-speaking patients. He also conducts eight different psychologicaltests for patients served by the Nicole Poliquin, M.D. corporation. Semper Fi Andrew!Independent Learning or Thesis ProjectThesis: “Stress in Camouflage: Coping Mechanisms of Military Members”Speaking and/or Consulting TopicsTrauma; Veterans; PsychopathologyContactPhone: (h) 323-828-3627; (w) 714-554-8906Email: andrew_kami@yahoo.com29

MarjamKarapetianMaster of ArtsHuman Development1995“As a wife and mother of four children,I needed a schedule to fit my life. Myinterest in bicultural and multiculturalstudents, socio-political conditionsthat influence schools and students,teaching in a wholistic way, with integratedsubjects, led me to PO. I valued thedirect, open and respectful discussionsfound in classes like the ‘Socio-PoliticalContexts of Human Development’.Students had the opportunity to talkabout and read books, as well asarticles, that addressed sensitive issues.The anti-bias curriculum is invaluable inpreparing prospective teachers to workin multicultural classes, with studentsof another ethnicity or language, or withspecial needs. The experiential natureof classes helps students learn betterthan memorization of factual informationand methodology. Students becomeadvocates for democracy in education atschool and beyond. ”30 Pacific Oaks Alumni Profiles

“The atmosphere of the school is conducive to learningwithout the stress of traditional education. Students canexplore issues and areas of interest while hearing and learningabout other points of view. ”BackgroundMarjam has a BA in Anthropology and English. She earned her MA in Bicultural Development and Multi-Subject K-12 credential from PO. This has enabled her to teach at many developmental levels, including theGifted, within a variety of culturally diverse schools.She taught in East LA, to students with Hispanic heritage, Asians, Russian, Middle Eastern, East Asianstudents, as well as in an Armenian school and an Islamic School in Southern California. In all those schools,her experience at PO learning about human development, the anti-bias curriculum, diversity, and inclusionhelped her create a community of understanding and respect in the classroom. In Northern California, shetaught English and Ancient History, as well as English as a Second Language to students from differentsocioeconomic groups and educational backgrounds.When the school she taught in closed, Marjam created a publishing company, WizdomInc, to help EnglishLanguage Learners acquire academic language and have equal access to the curriculum. Marjam wrotebilingual academic dictionaries and glossaries in seven languages. They are now in more than 18 states.See: Marjam also worked in conjunction with the Chamber of Commerce as part oftheir English Learning Committee. As instructor she taught onsite ESL classes to local business employees.The Sonoma County representative came to speak and give certificates to students who had raised theirtest scores 40%. Articles appeared in Hispanic and business newspapers. NPR interviewed Marjam, andportions of this are on the web site.Marjam, as well as WizdomInc, relocated to Los Angeles in 2010. Since then, she has made presentationsto schools, showing how the dictionaries can help ELLs acquire academic language, offering to work withteachers and students to increase comprehension of core subjects. Currently, she is seeking grants fromfoundations to help schools acquire the dictionaries. Finally, she started a project called the “Inner CitySchools Project” in conjunction with Subud California at Los Angeles. Marjam collects school supplies,books, art supplies, new clothes, and food to bring to three of Los Angeles’ inner city schools once a month.Independent Learning or Thesis ProjectThesis: “Two Cultures Collide: The Armenians in Glendale,”Speaking and/or Consulting TopicsHow Pacific Oaks Prepared Me for My Work with ELLsContactPhone: (h) 866-607-4510; (w) 866-607-4510Email: marjam@wizdominc.comWeb Site:;

Michael S.KatzmanMaster of ArtsHuman Development1985“I was initially attracted to PO becauseof its history of founding by the Quakercommunity at the time of WWII. Thepacifist beginnings must have been verychallenging, yet it managed to grow andattract fine individuals of many differentpersuasions. The creative spirit of thePO institution and its people is infectious.Child-centeredness is not a cookiecutter approach. The idea that eachand every child is an individual with his/her own learning style is both dauntingand exciting. Studying at PO has givenme more than a basic understandingof human nature, behavior andchallenges we all face. Paying attentionto these (and other) realities help me toprovide the best care I can, whether intechnology or in the alternative/holistichealth care market. ”32 Pacific Oaks Alumni Profiles

“Compassion is a critical component in one’s life and work,and not always easy to maintain, and the PO experience gives youa foundation to bring that into one’s environment. ”BackgroundMichael’s educational journey and work are intertwined in a pattern, with PO at two vital turning points.Starting in Bowling Green State University’s honors program (1969), then studying political science atHebrew University (Jerusalem, 1970-71), he went on to graduate from the University of Michigan in 1972with a BSGS Concentration in Business Administration and Pre-Law. With a desire to teach, he then earnedCalifornia State teaching credentials from PO (1974) and worked as a teacher in elementary and ECEclassrooms in private schools in Pasadena and Santa Cruz.He became interested in alternative healing techniques while living in Santa Cruz in the mid 1970’s, andas assistant manager of one of the first natural foods and herb stores in the Monterey Bay area. In 1982he received certification at the Heartwood Institute, for therapeutic massage with specialization in shiatsuand acupressure. Michael was instrumental in the implementation of an acupressure program in the SantaCruz School System to help children with severe disabilities (and help their families). While earning his POdegree with concentration in administration, he served as consultant and project coordinator in computertechnology and health education for the Santa Cruz County school system. He has five years of teachingexperience, with responsibilities for designing and implementing multi-cultural curricula.Transitioning into the business world again, Michael worked as a product and marketing manager for avariety of AT&T business units for 10 years before leaving in 1996. He managed product release activities forcomputer networking hardware & software products, and coordinated customer and product requirementsand acted as business unit liaison with training & education organizations. Michael worked with a variety ofdomestic & international vendors, including Microsoft, H-P and Cisco Systems. Through this experience, heis now able to help individuals and small businesses with their networking, Internet and computer needs.As the director of communications at Red Bank Acupuncture and Wellness Center LLC (wife-owned),Michael manages the website as well as all advertising and marketing. He has successfully combined hisworlds of education and technology!Independent Learning or Thesis ProjectThesis: Face to Face: Living Together in the Nuclear AgeSpeaking and/or Consulting TopicsCyber Behavior & Security in EducationContactPhone: (h) 732-758-9611; (w) 732-758-1800Email: iammsk@healing4u.comWeb Site: www.healing4u.com33

ChristineLamm, Ph.D.Master of ArtsHuman Development & Teaching Credentials1974“I enrolled because PO challenged thestatus quo in education, and focusedon social justice and peace. I hadexperienced the impact of institutionalracism in the South and wanted to gainmore knowledge to address that issue.Critical discourse and inquiry teachingwas the hallmark of my education,and some of the best minds were myprofessors, and they are still my mentors.There was a personal connection thattruly challenged you to move beyond yourcomfort zone. I had experienced that inTennessee at Maryville College and wasreally looking for that experience for mygraduate work. I remember my first classwith Betty Jones, in an old storefrontin Old Town Pasadena. It was the firsttime she taught ‘The Teaching/LearningProcess’. That was a great beginning.”34 Pacific Oaks Alumni Profiles

“I had the privilege of working closely with Cheryl Greerand ReGena Booze while I was Dean of Children’s Servicesand ReGena while I was Alumnae President for a year,and they are exceptional. ”BackgroundThe MA was integral to Christine’s acceptance as an instructor at Fullerton College in 1974. She had a biglearning curve, but PO taught her how to learn and adapt and she became the chair of the department in1975. Fullerton was also looking for someone who believed in community service and her various work inAppalachia, Alternative Schools, Special Education, student teaching at the Mother’s Club in Pasadena, etc.were pluses.Chris left Fullerton for four years to serve as Dean of Children’s Services at PO, then went back to Fullertonin 1992 as a professor in the Child Development and Educational Studies Department where she still istoday. In 1992 she had earned her Ph.D. at The Claremont Graduate School. She has published articles inClaremont’s yearbook of the Claremont Reading Conference, entitled “Children as Problem Solvers: Voicesof Care and Justice in Your Children,” and “Anti-bias Lens: Creating Authentic Images Through Dialogue.”Currently she coordinates the Fullerton College Dia de Los Muertos Celebration, KinderCaminata, FacultySenate Student Equity Committee, the FC Food Bank Collaborative and Umoja. Chris is a board member onthe Fullerton Collaborative, Concerned Educators for a Safe Environment (CEASE), the NonViolence in theLives of Children Project and OCAEYC. She was a founding member of the Southern California Council onBlack American Affairs, coordinator of the Orange County Peace Camp (1993-2008), and chair of Stand forChildren in Orange County. She has served two groups in depth. For the Orange County Association for theEducation of Young Children, she is chair of the Diversity and Peace Committee, and received awards foroutstanding professor of early education, leadership, and advocate for peace. For the California Associationfor the Education of Young Children, she was chair of the Peace and Environmental Committee, coordinatorof The Advocacy Center, and received their “Commitment to Children Award.” She has also been honoredby Violence Prevention Coalition of Orange County with the “Ambassador of Peace” Award, as well as, theChild Development Policy Institute, CEASE, and most recently KinderCaminata, Inc.Independent Learning or Thesis ProjectBS: “The Conscience Development of a Preschool Child Ages Four to Six”; MA: “Humanistic Approachesto Teaching Reading: A Handbook for Teachers”; Ph.D.: “Children as Problem Solvers: Voice of Careand Justice”Speaking and/or Consulting TopicsCollaboration, Peace and Social Justice, Creating Equitable and Inclusive Classrooms for Learners ofAny Age.ContactPhone: (h) 714-792-1029; (w) 714-992-7500; (c) 714-401-7605Email: or clamm@fullcoll.eduWeb Site:

PhaedraLedbetter, Psy.D.Master of ArtsMarriage and Family Therapy1999“I came to PO because of its focus onchildren, and proximity to Pasadena. It isone of the only colleges in the country thatfocuses exclusively on child development.The small classes provided a goodbalance between theory and clinicalwork. The pedagogy inspired studentsto become involved in the community,advocate for change and work withchildren. From my Master’s Thesis onHorticultural Therapy, I learned to askmy clients, ‘If you were a plant, whatwould you be, where and how would yougrow’? Even the most troubled wildflowersrealize that they need sun, water and soil,and some nurturing! Gardening helpswith depression, frustration, tolerance,curiosity, social skills, empathy, planning,mathematics, art, science and nutritionalawareness while inspiring physical fitnessfor adults and children alike.”36 Pacific Oaks Alumni Profiles

“Gardening is a metaphor for life, you learn so much about yourselfwhile nurturing and beautifying your world. Watering connects youdirectly with the earth; weeding eliminates material destructive to growth;planting generates new life and a plan for the future. ”BackgroundIn addition to her twins enrolled at the PO Children’s School, Phaedra’s passions are design, food, horticulture,child psychology, and entertaining. The latter includes many charity events, at her extraordinary, 1905Greene & Greene designed, Pasadena home. Her food styling, a work of art, is a feast for the eyes and soul!If we’ve lost the joys of peaceful gardens, Phaedra advocates “Nurture Through Nature” and is helping tobring back the joy with perhaps the “most opulent and eclectic private garden west of the Mississippi –almost all of it edible.” (Pasadena Weekly 7/1/09). In the 19th century, Dr. Benjamin Rush, considered the“father of American psychiatry” reported that garden settings held curative effects for people with mentalillness. Today this is an emerging practice.In addition to her PO degree, she has a Psy.D. in Clinical Child Psychology (2011) from The Riess DavisGraduate Center for Child Development and Psychotherapy, a BA from the University of Southern Californiain International Relations, and an AA from FIDM in Interior Design. She has California licenses in bothMarriage and Family Therapy and Interior Design and is a Registered Horticultural Therapist and MasterGardener. Phaedra speaks both Greek and Japanese fluently and studies French and Italian.Phaedra appeared on the NBC “Morning Show” when she procured a $250,000 grant to develop and directThe Children’s Horticultural Therapy Center at Descanso Gardens. She established a pilot mental healthagency in a garden setting and a multidisciplinary clinical training site for mental health professionals andvolunteers to work with special needs students in the Los Angeles and Pasadena Unified School District.She was on the adjunct faculty at UCLA in the Landscape Architecture Department, and has also taughtadult cooking classes at Descanso Gardens, the Los Angeles County Fair and the Los Angeles Arboretum.She has lectured at numerous conferences on Horticultural Therapy in the U.S. and Canada. As a foodphotography stylist, her work has been featured in Food and Wine and Wynn Resort Magazines.Independent Learning or Thesis ProjectMA: “Nurture Through Nature” (1999) available at Pacific Oaks Library. Psy.D.: “Parental Disclosureof Birth History in Gestational Surrogacy: Co-constructing a Developmentally-based Birth Narrative inFemale Children” (2011). Available at the Riess-Davis LibrarySpeaking and/or Consulting TopicsNurture Through Nature; Horticultural Therapy Utilizing Psychoanalytic Principles; Archetypal Spaces;Horticultural Therapy Pilot Program at Descanso Gardens; Gestational Surrogacy; Restoration of TheRobinson House, a Green & Green TreasureContactPhone: (h) 626-792-1400Email: Phaedra@phaedra.bizWeb Site: www.phaedra.biz37

Mari A.Lee, LMFT, CSATMaster of ArtsMarriage and Family Therapy2007“This degree was a foundationalstep in a lifelong passion to work withindividuals wounded from traumaticexperiences. It enabled me to moveforward post licensure, founding GrowthCounseling Services in order to providefocused recovery programs for sex andlove addicted clients. Further, it inspiredme to go through the intensive trainingfor certification as a CSAT (CertifiedSex Addiction Therapist). Also, my timeat PO and the educational processsupported a long-standing desire to writea book, due out this fall 2012, FacingHeartbreak: Steps Toward Recovery forthe Partners of Sex Addicts. My degree,and specialized training and certification,along with my workshops and speakingengagements, has continued to opendoors in my career as a therapist andprovided a very rewarding experience.”38 Pacific Oaks Alumni Profiles

“If you want a flexible program that focuses on social justice anddiversity, where there is a great deal of experiential learning, and you area self motivated person willing to take the lead in your own educationalexperience, PO is worth looking into. ”BackgroundMari is a Licensed MFT, and a CSAT who trained with the renowned Dr. Patrick Carnes. She is the founderof Growth Counseling Services, a private practice therapy and recovery center with offices in Pasadena andGlendora, California. In addition to the clinical work she does with sex and love addicted clients, Mari leadsweekly recovery groups for both men and women, and has developed a cutting edge curriculum for thepartners and spouses of sexually compulsive clients.She is a respected writer, speaker and presenter for the Society for the Advancement of Sexual HealthNational Conference on “Trauma, Sex Addiction, and Affect Regulation” in La Jolla, California, September2011; The International Institute for Trauma and Addiction Professionals Annual Symposium on“Partners Trauma Recovery” in Scottsdale, Arizona, February 2012; The Professional Women’s NetworkingGroup on “Sex Addiction: Is it Real?” in La Canada, CA in June 2010; The Couples Connection workshop,“Breaking Through: How to Speak Pink, How to Speak Blue” for Sacred Heart Church in Covina, California,and the graduating MFT class [2010, 2011, 2012] at Azusa Pacific University on sexual addiction.Writing has been a life long passion for Mari, and she has just completed her first book for the partnersof sexually addicted individuals with her colleagues and co-authors Stefanie Carnes, Ph.D., and AnthonyRodriquez, LCSW, Facing Heartbreak: Steps to Recovery for the Partners of Sex Addicts available onAmazon in the fall of 2012. “When you discover that the person you loved and trusted most in the world ishiding a secret life, the result can be devastating. The healing process will take time regardless of whetheryou decide to stay in the relationship or leave. The book weaves real life stories with practical therapeuticadvice and specific tasks.”Additionally, Mari facilitates weekend communication workshops for men, women and couples. Sheis currently working on a new book for women on healing self-image through balance, connection andcreativity while recovering from relationship and abandonment wounds, due out in 2014.Independent Learning or Thesis ProjectThesis: “The Impact of Internet Pornography Addiction on the Female Significant Other”Speaking and/or Consulting TopicsSex and Love Addiction; Trauma; Sexual Abuse; Women’s Self Image/Esteem; Men and ShameContactPhone: (c) 818-521-4370; (w) 818-521-4370Email: marileetherapy@yahoo.comWeb Site:;

PeggySissonMaster of ArtsHuman Development2008“Over the years my path crossed withPO and I always thought it might be aschool for me. Early on as the Pasadenachild care coordinator I worked withPO on a grant application. Then oneday my son Stephen, a student there,suggested I enroll and write my thesis onSudden Infant Death Syndrome. While Iwas nervous about returning to schoolI took his advice on both suggestions,and have always been glad that I did.PO was the best educational experienceof my life! Many of my colleagues arealso graduates and they agree – PO isa special school that honors diversity,the individual and interactive life-longlearning! The degree has openedopportunities, and I’ve been a guestspeaker for classes at PO. ”40 Pacific Oaks Alumni Profiles

“It is a safe environment to share life experiences.The interaction and involvement was always a plus in class.It was not hours of hearing professors talk at you but rather talk withyou! They are skilled in engaging students! ”BackgroundPeggy is childcare coordinator and senior citizen commission staff for the City of Pasadena, both in theHuman Services and Recreation Dept. For the latter, she conducts training programs and co-coordinatesthe annual Conference on Aging, with the Pasadena Senior Center. This is attended by 1,200+ seniors,80+ vendors, and includes 30 workshops and a high-profile keynote. Prior to her work for the City, sheserved the Pasadena CofC in advertising and on the staff as community services director and Old Pasadenabusiness and professional association coordinator. Before this she was project coordinator for theMetropolitan Cooperative Library System, including a MCLS State Library Grant - The First 3 R’s – Rock,Rattle, and Read. This distributed information to new mothers on the importance of reading to their babies.The project distributed 100,000 packets of information to 57 hospitals.Peggy’s volunteer experience is too lengthy to list, but can be glimpsed via the awards she has received:Arcadia Junior Women’s Club, District/Health Chairman, First Place 1976,1977; Arcadia Junior Women’sClub, Junior Woman of the Year Award 1978; SIDS Foundation of Southern California Outstanding ServiceAward 1977, 1978, 1983, 1985, 1995, 1999; volunteer PTA recognition from Jefferson Elementary School,Jackson Elementary School PTA, Pasadena High School PTA; Pasadena City College PTSA PTA HonoraryLife Award (Golden Oak) 1997-98; Child Care Information Service Resource & Referral VolunteerRecognition 1999, Community Service Award 2000, Conference Leadership Award 2003, Marge WyattAdvocacy Award 2006, Community Service Award/Sustainability Committee 2012; Children’s EducationalCenter JPL, Community Service Award 2004; Altadena Christian Children’s Center, Community PartnershipAward 2009; Pasadena-Foothill Valley YWCA, Women of Excellence Award in Education 2003; PasadenaWeekly Newspaper Readers Poll, Best City Employee 2005; Pasadena CofC, President’s Award & Certificateof Appreciation/U.S. Senator Barbara Boxer, 2005.Her current involvement includes the Child Care Information Service; LA County Child Care PlanningCommittee; Pasadena City College Child Development Center; Pasadena Village Organizing Board; YWCAPasadena; Partnership for Children, Youth and Families; NAEYC, CAEYC & FOOHILL AEYC; PasadenaCity College PTSA; and Pasadena Tournament of Roses Association Auxiliary.Independent Learning or Thesis ProjectThesis: “The Impact of Losing a Child to Sudden Infant Death Syndrome (SIDS) on Family RelationshipsFrom the Mother’s Perspective”Speaking and/or Consulting TopicsSenior Issues – The Pasadena Village (New Model to Enable Seniors to Stay in Their Homes); Importanceof Quality Early Childhood Education; Grieving - Loss of a ChildContactPhone: (h) 626-796-4242; (w) 626-744-6939Email: psisson@cityofpasadena.net41

AndrewSmallmanMaster of ArtsHuman Development1992“I was drawn to PO initially becauseof its northwest campus located notfar from my home in the Seattle area.What sold me on PO, though, wasthe educational philosophy specificto teacher training. The individualizednature of my teacher training yearwas easily what I valued the most,specifically getting to work with somegifted teachers. Without PO, my wifeand I would never have created ourschool. The children touched by ourschool would not be served in a uniqueway. And I doubt I’d have the sense ofsatisfaction and joy I feel because of thework that I do. As much as it may soundcontradictory, the individualized nature ofthe PO program in a community settingmade a huge impact on me. ”42 Pacific Oaks Alumni Profiles

“The social justice component of PO opened up my eyesto many things I, a heterosexual, white, American male, had neverhad to see. PO is unique in many ways, most specifically to socialjustice; it’s an ideal school for many people. ”BackgroundAndy thought it would be so simple. In his early 20’s he discovered he really enjoyed young people and hada good rapport, and that a career working with children would provide him with meaning and purpose. SoAndy earned the credentials but, along the way, found that the way he wanted to work wasn’t possible inany school setting he observed. “Teachers were extensions of boring textbooks. And students were passivevessels, treated like mindless products on an antiquated assembly line.”He luckily had friends at a progressive elementary school in Bellevue, Washington called The Little School.He accepted a teaching job there that allowed him to put into practice some of his own ideas while attendingPO, and wrote his thesis about the experiences. But ultimately, the only way to advance these ideas furtherwas to start a school. So in 1994 he did that with his wife. With a core group of parents, they created PugetSound Community School (grades 6-12). Andy had two major goals: to work in a school that allowed him tobe fully himself with children, and allow the students to be free to choose what they would do in school. Inother words, no required academics. Andy also facilitates popular and innovative “kindness classes” on theInternet and has gained quite a bit of publicity, including recommendations by well known authors DanielPink and Deepak Chopra.“Attending PSCS is like being in a healthy family. The adults create a structure and provide a setting to allowhealthy human development. The staff, then, do what good parents do. We see to it that our students arein a loving, supportive environment and then we provide them opportunities. We surround our studentswith fascinating adults - staff & volunteers - who love life and are eager to share their interests with youngpeople. Our students can’t help but get jazzed about life and want to grow and develop, overcome challengesand improve themselves, just like babies and toddlers do in a healthy home.”Independent Learning or Thesis ProjectThesis: “Facilitating Student Choice in an Upper Primary Classroom”Speaking and/or Consulting TopicsKindness; Student-Centered EducationContactPhone: (h) 206-524-2777; (w) 206-324-4350Email: andy@pscs.orgWeb Site:;;;

WilliamSparksBachelor of ArtsHuman Development1974“I came to PO for the small classes,alternative learning for adults, and PO’sfocus on ‘the whole child’ philosophy.What I learned at PO was: to observethe multiple talents in children, watchtheir reaction to teachers’ best efforts,and how to change my teaching to fit thechild’s needs. I acquired the knowledgeof social systems that frame teachersand families. My BA degree led to beingrespected as a teacher who knew aboutcognitive development, socio-emotionaldevelopment, the effects of class andrace bias and inclusion of special needschildren in high quality ECE programs. ”44 Pacific Oaks Alumni Profiles

“The faculty envisions a just, inclusive society, helping studentsgain the skills to change a child, family, school or system.One basis for success in this area is communication and advocacywith adults, and PO pays attention to this. ”BackgroundBill’s growth as an educator has swung between years of practice in classrooms, hours with familiesdiscussing education/special education and attempting to change the policies that frame classroom andparents’ choices.He has taught both adults and children since 1975. Bill assisted in the development of the Anti-BiasEducation project. As Office of Intergroup Relations advisor for LAUSD, he designed the multiculturaleducation plan for students and professional development. He has served on the adjunct faculty in childdevelopment and anti-bias education at East LA College, CSULA, Pacific Oaks College, and GlendaleCommunity College. Bill was special education transition teacher for Head Start to Kindergarten (LAUSD).Publications include: Derman-Sparks, Louise and Sparks, William, Anti-Bias Curriculum Task ForceMember, Anti-Bias Curriculum: Tools for Empowering Young Children. National Association for theEducation of Young Children, Washington, D.C., 1990. Sparks, William, and Teachers Committee onCentral America, Wilfredo: Story of a Boy From El Salvador. Los Angeles, 1986. Derman-Sparks, Louise,William Sparks and Carol Tanaka Higa, 1980, “Children, Race and Racism: How Race Awareness Develops,”BULLETIN, Council on Interracial Books for Children, Vol. 11, Nos.1&2. Professional development manualsinclude: Towards Unity and Achievement of African-America and Latino/Chicana Students, LeadershipInstitute in Multicultural Curriculum.Independent Learning or Thesis ProjectAssisted in the development of the Anti-Bias Education project.Speaking and/or Consulting TopicsOral Language Development for Literacy, Anti-Bias Education, Inclusion of Special Needs StudentsContactPhone: (h) 626-676-8030Email: billsparks@effectiveroad.com45

JayantiTambeBachelor of Arts | Master of ArtsHuman Development2005, 2007“I came to PO recognizing my biasand need for personal growth. I thinkthat I enjoyed the sessions of thelifecycle class because it truly broughtto light why we were at PO and helpedus chart our journey. I am who I amlargely because of my journey at theCollege, which helped me shape notjust my identity but also chart my futurein the field of child development. Aftergraduating, I obtained my DirectorPermit from CCTC, California and wenton to direct two childcare programsat Stanford University. I also becamethe Child Family Resource Coordinatorthere. I have also presented aworkshop on “Dual language Learning:Supporting Multilingual Learners in thePreschool Classroom” at the NAEYCInstitute (for three consecutive years).”46 Pacific Oaks Alumni Profiles

“Piaget believed that the normal state of mind is one ofdisequilibrium, or rather a state of moving equilibrium. According tohim, the tendency to seek equilibrium is always present - we areconstantly seeking to understand. ”BackgroundOne of her first classes as a PO student convinced Jayanti that PO didn’t just tout a mission of social justiceand inclusion, but actually “walked the walk.” She says that she experienced what the professor in her SocialJustice class referred to as disequilibrium. The work inspired her and her classmates to examine their viewsand, sometimes, hidden biases. Jayanti says she realized that experiencing disequilibrium is a blessing.“Unless we start looking at things from a different perspective,” she says, “our children will never learn todo the same.”Jayanti was just a young child when she first recognized the powerful impact of teachers. From the age ofseven she volunteered at Mother Teresa’s home in Calcutta and observed how the famous humanitarianworked with young children. The experience struck a chord in Jayanti that followed her into her currentcareer as a preschool master teacher at Pacific Oaks Children’s School.A recent example of her teaching involved a lesson about Michelangelo. After reading a story on his work,Jayanti taped paper to the bottoms of tables so the children could lie on their backs and paint. Soon, theseyoung children began asking questions of each other: “What if someone doesn’t have hands?…What if theydon’t have feet?...How do they paint?” They found the answers to their own questions and soon she had aclassroom of children with paintbrushes in their mouths and between their toes.Jayanti is accomplished in managing childcare centers and tailoring programs for diverse families.She was instrumental in the Stanford Rainbow School being selected as one of the top ten NAEYC’s EngagingDiverse Families exemplary early childhood education programs (EDF Project, NAEYC 2010). She wasa presenter at the PACE 41st Annual Education Conference: Multicultural Storytelling; and recipientof the Rose Engel Award (CAEYC-2010) for innovation in teaching practices. She is a Peer Reviewerfor NAEYC Early Childhood Associate Degree Accreditation (ECADA). She also serves as an adjunctinstructor at De Anza College, Cupertino, and at Santa Monica College. She has trained teachers on ReggioEmilia philosophy.Independent Learning or Thesis ProjectReflective Teaching & Curriculum Webbing with Children’s LiteratureSpeaking and/or Consulting TopicsKindergarten Readiness; Stress in Young Children; Dual Language Learning: Supporting BilingualChildren in a Multilingual Classroom; Family Engagement in Preschool ProgramsContactPhone: (h) 408-655-8521Email:; jtambe@pacificoaks.edu47

JeremyTangMaster of ArtsHuman Development2009“PO had small classes, accessibilityto professors, and emphasized learning,not letter grades. Interactions withmy professors and classmates wereenlightening about social issues andbring fond memories. Through these Ibecame a better critical thinker, and forthat I am so thankful. The PO experiencehelped reshape me into the person I amtoday. I have become a more confidentwriter today thanks to PO. What I thoughtwas a weakness of mine, writing, hasbecome an inspiration to meet newchallenges. I am also glad I was ableto take four core Human DevelopmentClasses, to expand my thinking andperspectives. The degree helped meearn additional income, and has givenme more options, if I ever decide toteach in a community college. ”48 Pacific Oaks Alumni Profiles

“PO allows you to work at your own pace but, at thesame time you maintain your unique personality. The Collegeembraces cultural diversity and allows you to grow as aperson through acceptance. ”BackgroundJeremy came to PO in 2002, two years after earning his BA in Liberal Studies at California State UniversitySan Marco, where he was co-valedictorian for A.S.P.I.R.E. (Academic Support for Intellectual Rewardsand Enhancement). Within three years, while gaining teaching experience, he had earned an EducationSpecialist Credential (Mild/Moderate, Preliminary Level I), and Professional Clear Subject Credential withCLAD. During this process he was a grade 1-3 reading tutor at Washington Accelerated School, Pasadena;teacher assistant at Pio Pico Span School, Los Angeles; and volunteer in grade 1 at Cheremoya AvenueElementary School (special ed), Los Angeles, and at Descanso Gardens Horticulture Program for “SpecialNeeds” High School Students, La Canada, CA.With his credentials Jeremy was able to work at Pio Pico Span as a special day class teacher, grades 2-4.Some accomplishments included implementation of Response to Instruction and Intervention² (RtI²)through Language! intervention curriculum; improvement of CST Math Scores for Special Ed subgroup2008-2009 by 20 points from the previous year; co-development of FBA for students with behaviorproblems; serving as co-chair for the 4th grade team; work on the School Choice Plan Writing committee;and co-coordination of the Multicultural week-long fair.Since 2010 Jeremy has been a grade 3-5 autism teacher at 4th Street Elementary School, East LA. Hecollaborates with the general ed teachers to integrate students for mainstreaming into reading. Heimplements Individualized Visual Schedules, and served as 4th Grade Level chairperson for two years.Jeremy’s professional training includes: Treasures Training for 4th grade 2011; Structure The LearningEnvironment For Individual Success Training 2011; Pearson Mathematics Training (Envision) and OpenCourt Grades K-6; LAUSD Grant Writing Training Professional Development November 2008; Language!Training 2008; AB466 Mathematics Professional Development, Grade 3, June 2007; and using Ji Ji Math.Independent Learning or Thesis ProjectThesis: “An Ethnographic Study of Effective Writing Strategies For Students WithMild/Moderate Disabilities”Speaking and/or Consulting TopicsSpeaking onlyContactPhone: (h) 323-497-1300Email: jeremyctang@yahoo.com49

SuzanneWilliamsonMaster of ArtsHuman Development2004“I was initially drawn to PO by the facultyand alumni who are national leaders in thefield of early childhood. My most valuableexperience was learning to know myselfmore deeply and better understand myplace in society, the power and privilegeI own, and how to use that to strengthenthe children, families, and advocatesI live and work with every day. I began myjourney with PO as a successful state andnational advocate. However, my degreeopened new doors, building strongerpersonal relationships with nationalleaders in the field. These importantrelationships brought my work to a higherlevel, which continues today. I found thedistance learning process challenging andrewarding. The ‘Masters ABLE’ programmeets a critical need for many mid-careerprofessionals in the field. ”50 Pacific Oaks Alumni Profiles

“The faculty helped me to bring my work in social justiceto new levels. I graduated with a personal and professional supportsystem that stretches across the country and around the globe. ”BackgroundSuzanne is an early childhood advocate, speaker, author with 25+ years experience. She is the past presidentof the National Association for Family Child Care and currently Executive Director of Monday Morning,Inc., New Jersey, a professional childcare management service, overseeing 90+ family childcare providers.She was the creator and national co-chair of Provider Appreciation Day, devoted to respect and recognitionof professionals in early care and education. This is a joint initiative between the National Associationof Child Care Resource & Referral Agencies and NAFCC. Sue was chair of the NJ Child Care AdvisoryCouncil, and a Past President of the NJ Coalition of Infant/Toddler Educators, which launched the BetterBaby Care Campaign in 2002. “During my studies in the course ‘Ecology of working With Children,’ withProfessors Ed Greene and Katie Kissinger, I completed a full plan for the Campaign. It would not have beenas successful without that classwork.” Sue has been a writer, consultant for the Zero to Three, NationalInfant and Toddler Child Care Initiative, and on their site find her paper “StaffedFamily Child Care Networks: A Strategy to Enhance Quality Care for Infants and Toddlers.” She served onthe editorial board, Early Childhood News, 1998- 2006.As an instructor at PO, Sue taught distance learning courses in “Leadership in Education,” “WorkingWith Adults,” “Infants and Toddlers as Members, Makers, Interpreters,” “Taking on Advocacy: Makinga Difference for Children, Families and Teachers,” “Writing Our Stories,” and “Models and Methods ofFamily/School Collaboration.” Awards include: Maria Otto Award, 2011, National Association for FamilyChild Care; Aletha Wright Award for Excellence in Early Care & Education, 2007, NJ Child Care AdvisoryCouncil; Friend of NAFCC Award, 2001, National Association for Family Child Care; Helen DooleyEdwards Award, March, 2000, Summit, NJ Chapter, National Federation of Business and ProfessionalWomen; Outstanding Women in Somerset County Award, Somerset County Commission on the Status ofWomen, March 1996; and the 1996 Professional Development Award, NJ Association for the Education ofYoung Children.Independent Learning or Thesis ProjectThesis: “Unexpected Outcomes: Researching Leadership Growth Through Provider AppreciationDay Events”Speaking and/or Consulting TopicsFamily Child Care; Infant/Toddler Care; Professional Development for the Early Childhood Workforce;Working with Families; Working with Mixed-Age Groups; Family Child Care Systems and NetworksContactPhone: (w) 908-668-6840; (c) 908-313-2329Email: suewmson@aol.comWeb Site:

Mission Statement(Approved by the Board of Trustees on May 6, 2011)Grounded in its social justice heritage,Pacific Oaks College prepares students tobe culturally intelligent agents of changeserving diverse communities in the fieldsof human development, education, andrelated family studies.*As a result of an institutionwide strategic planning processthat included faculty, staff, and student representation, PacificOaks College has revised its mission statement. The languageof the new statement respectfully honors the historicalfoundation of the college and strategically positions PacificOaks College for future growth.Like us on Facebook: us on Twitter:

55 Eureka Street, Pasadena, CA 91103 phone (626) 529 8091 fax (626) 529 8102 www.pacificoaks.eduPacific Oaks is accredited by the Western Association of Schoolsand Colleges (WASC), and has been since 1959.Copyright © 2012 Pacific Oaks CollegeAll rights reserved. No part of this publication may be reproduced by any means,electronic or mechanical, including photocopying, without prior written permission fromPacific Oaks College. Requests should be made in writing to Pacific Oaks College.54 Pacific Oaks Alumni Profiles

Pacific Oaks College Alumni Profiles

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