September 20, 2011 by academic-affairs

Dr. Cleveland Hayes, Associate Professor of Education, is publishing two articles with his co-author, Dr. Brenda Juarez of the University of Massachusetts, Amherst.  The first, “An Endarkened Learning and Transformative Education for Freedom Dreams:  The Education Our Children Deserve,” will appear in the “Journal of Educational Controversy,” and the second, “There is no Culturally Responsive Teaching Spoken Here: A Critical Race Perspective,” will be published in “Democracy and Education.”

Abstract of “An Endarkened Learning”:
“In this article,drawing from the traditions of the Black freedom struggles (DuBois, 1935/1998; Marable, 2006; West, 1993) and the literature on Black teachers and culturally responsive teaching (Gay, 2000;Ladson-Billings, 1994), we are interested in and try to address the following questions and organize the rest of the essay accordingly:  1) What is the education our children deserve and why do they need it?  2) Where can we find a source of knowledge to develop it from?  3) What does it look like in action and what are its components?  4) Why isn’t it [already] happening and what can we do then?”

Abstract of “There is no Culturally Responsive Teaching”:
“In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students.  Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than challenge White supremacy.  By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue forimagining and recreating teacher education in ways that are not grounded in and dedicated to perpetuating White supremacy.”

September 16, 2011 by academic-affairs

Dr. Loren Dyck, Assistant Professor of Management

Dr. Loren Dyck, Assistant Professor of Management, had his article, “Finding a Fit with Fitness: Applying Intentional Change Theory in Worksite Health Promotion Programming,” co-authored with Dr. Kathi Lovelace of Menlo College, accepted for publication in the “Journal of Workplace Behavioral Health,” vol. 27 (Winter 2012).


This paper presents evidence on the effectiveness of worksite health promotion programs and the correspondingly low participation rates in such programs. To address this gap we offer Boyatzis’ Intentional Change Theory (ICT) as an integrative theory for increasing good health practices. We apply generally accepted health promotion guidelines to each of the five discoveries of ICT to assist employees in finding their own fit with fitness and thus increase their individual participation in health promotion. Providing the means for positive health-related behavior change benefits both the employee and the employer.

The first ICT discovery is identification of the ideal self or one’s own personal vision. Second, is an assessment of the real self. Next, comes the creation of a learning agenda and plan followed by the fourth discovery of experimentation and practice with new behaviors, thoughts, feelings, and/or perceptions. Discovery five is the development of trusting relationships that support a person’s continued development which may occur at any point in the intentional change process.

To explain the differing contexts for ICT engagement, we use complexity theory to contrast positive versus negative conditions that act as attractors for intentional change. The Positive Emotional Attractor (PEA) occurs when people tap into their dreams, strengths, and the greatest vision for themselves or essentially their ideal self. The Negative Emotional Attractor (NEA) occurs when people focus on the gaps between their ideal and real self or their fears, problems, and shortfalls. We also identify the physiological changes that occur when people are in each of these attractor conditions. Lastly, we examine the elements of each condition, summarize the health promotion applications for each of ICT’s five discoveries, and identify specific employee actions for each discovery that ignite sustained, desired change.

September 16, 2011 by academic-affairs

Dr. Megan Granquist, Assistant Professor of Movement & Sports Science

Dr. Megan Granquist, Assistant Professor of Movement and Sports Science, will present two lectures at Association for Applied Sport Psychology Annual Conference in Honolulu in September.  She will also preside over the “Injury Lectures” in one of the sessions.  Her first lecture, “Athletes’ Stress, Resilience, and Coping Behaviors Related to Athletic Injury and Severity,” will be co-presented with Joanna Engel, Head Athletic Trainer.  The second, “Psychological Aspects of Athletic Injuries as Perceived by Athletic Trainers,” will be co-presented with Dr. Damien Clement of West Virginia University.

Abstract of the Granquist and Engel lecture:
“Personality factors, history of stressors, and coping resources have been proposed to be related to
sport injury risk (Andersen & Williams, 1988), yet few prospective investigations have been
performed. The objective was to prospectively examine stress, resilience, and coping behaviors
on athletic injury incidence and severity. Following IRB approval and informed consent, 77 male
NCAA Division III collegiate football players (age=19.43 ± 3.03 years) completed the Brief
COPE (Carver, 1997), Sport Anxiety Scale-2 (SAS-2; Smith, Smoll, Cumming, & Grossbard,
2006), Athletic Coping Skills Inventory (ACSI; Smith, Schutz, Smoll, & Ptacek, 1995),
Dispositional Resilience Scale (DRS15-R; Bartone, 2007), and Life Event Survey for Collegiate
Athletes (LESCA; Petrie, 1992) during pre-season screenings. Injury exposure, incidence, and
severity were reported by the team’s certified athletic trainer. Injury was defined as limited
and/or completely restricted participation during practice and/or competition. Injury severity was
rated by the certified athletic trainer as mild, moderate, or severe. Participants were involved in
157 total hours of injury exposure (123=practice, 34=competition) during the 13-week season.
Nineteen participants reported injury (5=mild, 6=moderate, 8=severe), while three participants
reported multiple injuries. Self-reported injury history was found to be unrelated to injury
incidence or severity. Injury incidence was significantly related to the Brief COPE subscales of
use of emotional support (r=.258, p=.036) and use of instrumental support (r=.285, p<.01). Injury
severity was significantly related to the ACSI subscales of coping with adversity (r=-.476,
p=.039), confidence and achievement motivation (r=-.539, p=.017), and goal setting and mental
preparation (r=-.537, p=.018). The results of the current investigation are promising as they
support Williams and Andersen’s (1998) stress and athletic injury model in the use of
interventions to potentially decrease stress response and injury risk in athletes. Future
investigations should continue to prospectively explore the relationships among psychosocial
variables and injury incidence and severity.”

Abstract of the Clement and Granquist lecture:
“Despite the addition of the Psychosocial Intervention and Referral (PIR) content area to Athletic
Training Education Programs, athletic trainers (ATs) generally lack confidence in their ability to
utilize this information in addressing the psychological aspects of sport injury (Stiller-Ostrowski
& Hamson-Utley, 2010). Therefore, the primary purpose of the study was to determine: (a)
psychosocial issues with which athletes may present; (b) sport psychology skills and techniques
ATs currently use with their athletes; and (c) sport psychology skills and techniques ATs deem
important to learn. Using the Athletic Training and Sport Psychology Questionnaire (Larson et
al., 1996), ATs (N = 215) rated stress/anxiety (M = 4.24, SD = 0.80), anger (M = 3.70, SD =
0.96) and treatment adherence problems (M = 3.62, SD = 0.94) as the primary psychosocial
issues with which athletes may present upon injury. The top three selected sport psychology
skills and techniques were keeping the athlete involved with the team (M = 4.57, SD = 0.73),
using short term goals (M = 4.45, SD = 0.67) and creating variety in rehabilitation exercises (M =
4.32, SD = 0.75). Finally, the top three rated sport psychology skills and techniques ATs would
like to learn more about were understanding motivation (M = 4.29, SD = 0.89), using effective
communication (M = 4.24, SD = 0.91), and setting realistic goals (M = 4.22, SD = 0.97). These
results not only highlight the current use but also the importance which ATs place on the use of
sport psychology skills and techniques within the context of injury rehabilitation. The clinical
implications of these results regarding ATs’ use and their desire to learn more about sport
psychology skills and techniques will be discussed in this presentation.”

September 15, 2011 by University of La Verne

High school students are already a month into the 2011-2012 academic school year, which means days are filled with classes, homework, sports and maybe even part-time jobs.  Yet in the midst of hectic schedules lingers a single daunting task: choosing where to go to college.

On Saturday, Sept. 24, representatives from more than 40 colleges and universities will convene in the University of La Verne Campus Center to help with that task during the Bonita Unified School District’s College Fair.

Students and their parents will be able to speak with representatives from an array of institutions and ask questions about everything from academics and application requirements to financial aid and co-curricular activities. The College Fair, which drew more than 550 attendees last year, is scheduled to run from 9 a.m. to noon. This free event is open to all interested students and their families from throughout Southern California.

Established to assist BUSD students who wish to learn more about the college selection process, the fair is hosted locally on a Saturday to allow both parents and students to attend without missing work or class.

“Hosting this event here on our campus allows us to showcase our university and our facilities, giving students a chance to enjoy the La Verne experience first-hand,” said La Verne’s Dean of Admissions Chris Krzak.

The fair also gives prospective applicants the chance to explore a college campus and provides an opportunity to ask questions and get immediate answers from qualified representatives.

Additional information on the College Fair is available by calling Matthew Rinehart in the La Verne Office of Admission at (909) 593-3511 ext. 4030 or by e-mailing

Permits are not required to park in university-restricted lots on weekends. Directions to campus and maps are available at

September 14, 2011 by academic-affairs

Dr. Nadine Nakamura, Assistant Professor of Psychology

Dr. Nadine Nakamura, Assistant Professor of Psychology, and colleagues S.J. Semple, S.A. Strathdee, and T.L. Patterson recently published “HIV risk profiles among HIV-positive, methamphetamine-using men who have sex with both men and women” in the “Archives of Sexual Behavior” (August 2011).  The abstract is available at

September 14, 2011 by academic-affairs

Dr. Nadine Nakamura, Assistant Professor of Psychology

Dr. Nadine Nakamura, Assistant Professor of Psychology, and colleagues A. Ivsins, E. Roth, M. Krajden, and B. Fisher, recently published, “Uptake, benefits of and barriers to safer crack use kit (SCUK) distribution programmes in Victoria, Canada–a qualitative exploration,” in the “International Journal of Drug Policy” (July 2011).  The abstract is available at

September 14, 2011 by academic-affairs

Dr. Rocio Rosales Meza

Dr. Rocio Rosales Meza, Assistant Professor of Psychology

, Assistant Professor of Psychology, recently published, “A qualitative inquiry of Latino immigrants’ work experiences in the midwest,” in “Journal of Counseling Psychology” (Aug 29, 2011), with colleagues Lisa Y. Flores, Monique M. Mendoza, Lizette Ojeda, Yuhong He, Veronica Medina, Julie Wagner Ladehoff, and Shiloh Jordan.  The abstract is available at

September 10, 2011 by University of La Verne

Paula Vogel’s “The Baltimore Waltz,” winner of the 1992 Obie award for Best Play, is a poignant and imaginative portrayal of a fierce and loving sibling connection based on personal experiences from the playwright’s life.

This production opens Thursday, Sept. 15, at 7:30 p.m. in Dailey Theatre, with additional evening performances scheduled September 16-17. Ticket prices are $5 for general admission and $3 for seniors, faculty and students. To make reservations or obtain more information, contact the La Verne Theatre Department at (909) 593-3511 ext. 4386, or online at

Vogel’s quirky drama follows an elementary school teacher, Anna (played by Stephanie Aguilar), who has just been diagnosed with an incurable disease. Given only weeks to live, Anna and her brother, Carl (played by Greene), embark on a whimsical European expedition as they search for love, adventure and alternative medical treatment. Determined to make the most of her time left, Anna throws caution to the wind as she beds a variety of extraordinary international characters including waiters, bellhops, and activists (all played by Jordan Randall). Meanwhile, Anna begins to notice that Carl is entangled in something sinister and mysterious involving a shadowy stranger, secret rendezvous and Carl’s favorite childhood toy, a stuffed bunny.

When all the details of the mystery are ultimately revealed, it shares a heartfelt message about life, love and hope.

La Verne alumna Melody Rahbari is directing this production of “The Baltimore Waltz,” which serves as the senior performance thesis for Kevin Greene. It also features set design by Amanda Novoa and lighting design by Ralph Saldana, with original artwork by Teresa Beardsley.

La Verne’s Daily Theatre is located on the universities main campus in La Verne. Directions to the campus and parking information are available at

September 9, 2011 by University of La Verne

Nature and science, along with a love for the abstract, have united six mid-career painters from opposite hemispheres at the University of La Verne. “Covering Ground,” the latest exhibit at the university’s Harris Gallery, showcases the collaborative work of abstract painters from Los Angeles and Melbourne, Australia.

Drawing meaning through cultural and environmental influences, the exhibit will be on display from September 13 through October 20, 2011. Located in the university’s Landis Academic Center, the Harris Gallery is open to the public Monday through Thursday from 11 a.m. to 4 p.m. and by appointment.

A reception for the artists will be held on Tuesday, Sept. 13, from 6 to 8 p.m. Admission to the gallery and the reception is free.

Barbara Kerwin, Marion Lane and Ruth Trotter are three Los Angeles-based artists who utilize abstract painting as a mode of pictorial representation. They draw conceptual references from landscape, architecture, psychology and telecast media.

Kerwin, whose background is in architecture and sculpture, paints geometric abstractions inspired by the structural urban harmony of Los Angeles. Trotter’s paintings start from drawings based on Rorschach inkblot contours, abstract patterns and references to modernist history. Lane finds influence through television and much of her work channels 1950s suburbia with poured and pushed areas of color and pattern.

Katherine Boland, Terri Brooks and Dawn Csutoros, are three Melbourne based artists who construct abstract paintings based on nature, and derive content from organic processes and materials, such as wood and beeswax.

Boland’s and Brooks’ work is influenced by the harsh environmental conditions of Australia’s early post-settlement heritage as well as the Process Art and Arte Povera movements. With a Minimalist approach, Csutoros uses symbolic matter, such as tea and coal, and the spatial exploration of color to draw parallels between philosophy and quantum mechanics.

To learn more about “Covering Ground” or the Harris Gallery, call (909) 593-3511 ext. 4763. For directions to the university’s main campus and parking information, visit