MONDAY AFTERNOON SESSIONS
18. Nancy Corcoran
"Running on Empty: Women, Spirituality and the Real World"
M3:15-4:45PM RM165
The basis of the objectives [building community through trust, valuing storytelling and understanding self-organizing principles] is the recognition that women often are fonts of spirituality for others, as they struggle to find places in which they are nourished themselves. Nancy Corcoran applies Margaret Wheatley’s principles of self-organizing, diversity and play in creating the processes whereby participants reverence the ordinariness and chaos of daily life.
Nancy Corcoran’s lifework is to play with grown folks, primarily women. As director of grass/roots: Women’s Spirituality Center, Nancy works with women individually and organizationally to become aware of the innate, and often unarticulated, insights we have gained in our everyday lives. Nancy is a skilled facilitator who accompanies people on their journey toward consciousness. She holds a MTS degree from Harvard Divinity School in Feminist Liberation Theology, is a core member of the Weston Wayland Interfaith Action Group and the Global Systems and Systemic Change Committee. Listed in Who’s Who in American Women, Nancy is constantly awed by the wondrous ways human beings diversify, she never does "boring" and always has fun. Email: NCRCRN@aol.com
19. Joel Grossman / Dr. Adrian Haugabrook
"Speaking Spirituality Publicly: Voices from a Public University"
M3:15-4:45PM RM802
Many feel that the academy needs to do more to address the spiritual lives of its students, faculty and staff/administrators and the overall institutional culture. This session will explore spirituality at a public university through the use of vignettes drawn from interviews of UMass Boston campus members that explore perceptions of the benefits and deterrents to spirituality at public vs. private colleges/universities. These "voices" will actively engage participants in a discussion of understanding how spirituality can inform the work and academic lives of members of our community as well as discerning the successes and challenges of incorporating spirituality into our public service.
Joel Grossman, M. Ed., L.C.S.W., is the Coordinator of the Health Promotion Program of University Health Service at the University of Massachusetts Boston. He is presently enrolled in an interfaith ministry/chaplaincy seminary and will be ordained as an interfaith minister in October, 2000. Email: joel.grossman@umb.edu
Adrian K. Haugabrook is the Assistant Dean of Students at the University of Massachusetts Boston. His career in student affairs spanning four public higher education institutions in two states has included extensive experience in working with religious and spiritual organizations. Dr. Haugabrook was ordained a Baptist Deacon in 1992. Email: adrian.haugabrook@umb.edu
20. Dr. James D. Grant
"Transforming Higher Education Through Knowledge and Experience of Pure
Consciousness: Consciousness-Based Education at Maharishi University of Management"
M3:15-4:15PM RM804-08
Consciousness-Based Education (CBE), which incorporates practice of Transcendental Meditation and a holistic framework for understanding the unity of knowledge, has been implemented in K-12 institutions and university settings around the world. This talk will provide evidence for the theoretical foundation of CBE, the existence of pure consciousness, discuss how the knowledge and experience of consciousness transforms the understanding of educational goals and practice, and document the holistic growth produced by CBE both through presentation of students' personal experience and empirical physiological and psychological research. The session will describe practical steps for implementing CBE in educational institutions.
Resources:
James Grant is currently Dean, College of Arts and Sciences and Associate Professor of Education, Maharishi University of Management. He has an A.B. (Government) and Ed.D. (Philosophy of Education) from Harvard. He was a Fulbright lecturer in China, 1986-87, Professor of M.U.M. since 1987, and teacher of Transcendental Meditation technique since 1974. Email: jgrant@mum.edu
22. Marci McPhee and Ora Gladstone
"Lessons in Religious Pluralism (But From a Jewish-Sponsored-Non-Sectarian University?)
M3:15-4:45PM RM811-15
How have a Mormon and a Jew worked together to help those of all faiths (or none) feel included on a somewhat uni-religious campus? Bring your own experiences and dilemmas to enrich our discussion.
Ora Gladstone is the Acting Director of the Hillel Foundation at Brandeis University and co-chair of the Brandeis Religious Pluralism and Spirituality (RPS) group. Email: gladstone@brandeis.edu
Marci McPhee is the administrator of the International Center for Ethics, Justice and Public Life at Brandeis University, the only Jewish sponsored, non-sectarian university in the country. McPhee co-chairs the Brandeis Religious Pluralism and Spirituality (RPS) group. Email: mcphee@brandeis.edu
23. Dr. Pamela Gerloff / Dr. Lawrence Kaye
"Cruising the Miracle Zone: Transforming Our Work from the Inside Out"
M3:30-5:30PM RM163-73
We've all been in The Miracle Zone --that experience where "flow" happens, where miraculous events unfold, where "the impossible" occurs, without our consciously doing anything. This experiential session shares processes for voluntarily entering into The Miracle Zone as a way of transforming our experience of work and empowering ourselves to work more meaningfully and effectively. Our intention is to enter together into The Miracle Zone nd to empower ourselves to enter it at will. Through guided intuitive processes, true stories, experience sharing, and discussion, we explore the extraordinary power of intentionally creating The Miracle Zone in our daily work.
Resources:
Pamela Gerloff holds a doctorate in Human Development from Harvard University. As founder and director of Compelling Vision, her work focuses on facilitating change gently, joyfully, and gracefully. Her great delight is to hook people up with their destinies. She also loves hanging out in The Miracle Zone. Email: gerloff@compellingvision.com
Larry Kaye is a Ph.D. in Social Psychology from Brandeis University. Working with Ernst Young's Accelerated Solutions Environment and its new Global Leadership Institute, Larry is a "miracle worker" who helps people visualize and design desirable futures. He loves finding the extraordinary in ordinary moments, which is where The Miracle Zone begins.. Email: lawrence.kaye@ey.com.
24. Lewis Humphreys
"You Are a Bright Idea: Shedding Light on Campus Community"
M3:30-5:30PM RM164-71
"All ideas are divine." Aristotle
My dream is to see the establishment of 'Centres for the Creation of Community' on University campuses throughout the world. We have a unique opportunity to begin healing the alienation created by the Industrial Age. This session is designed to assist employees of Universities act as community builders by recognizing the gifts they bring to work. Recognize yourself as "a bright idea." Create a Centre for the Creation of Community on your campus.
Spirituality in the workplace is the spirit of community, a spirit of
interconnectedness. Through a provocative discussion of how one builds community, this session provides University academics and administrators with the perspective they require to return and recognize the patterns of interconnectedness within their respective communities.
Lewis J. Humphreys practices the Dharma as a student of H.E. Garchen Rinpoche at Ari Gar Zangchup Choling, a Tibetan Buddhist centre in Prescott, Arizona. Lewis is a member of the University of Arizona community where he works with the Organizational Effectiveness team. Lewis received his M.A. in Women's Studies from Dalhousie University and completed his M.Sc. in Industrial Relations from the London School of Economics. Email: jhumphr@u.arizona.edu
25. Dr. Margaret Jablonski / Vachel Miller / Dr. Katja Hahn / Margaret Arsenault
/ Timothy Fields
"Going Public with Spirituality in the Course Catalogue"
M3:30-5:30pm RM 162
Instructors and participants will reflect on two courses taught in the Spring of 2000 at UMass Amherst, a graduate course "Spirituality and Education," and an undergraduate course, "Leadership in Action with Spirit."
Margaret A. Jablonski has twenty years of experience in higher education as both a student affairs practitioner and a faculty member. She has been in senior leadership roles on five campuses, including two large publics and three privates. She has researched and written about organizational behavior, gender and leadership, and spirituality and higher education. Margaret currently serves as the Associate Vice Chancellor for Student Affairs at the University of Connecticut, and she is the liaison to all the religious and diversity groups at UConn. She is one of the founding members of the Spiritual Life Network for Region I of NASPA, and she has conducted many workshops for student affairs professionals and students on spiritual issues. Email: jblonsk@uconnvm.uconn.edu
Vachel Miller is a doctoral student in the department of Educational Policy, Research, and Administration at the University of Massachusetts Amherst. He studies organizational change, learning, spirituality, international education, and qualitative inquiry. He recently co-authored a paper on transformative teacher education that will be published in the Australian journal, Education and Society. At UMass, Vachel helps coordinate an organizational improvement program in the Deputy Chancellor's Office, and will oversee this conference's web site. Email: vmiller@educ.umass.edu
Katja Hahn trains and educates undergraduate students in participatory management and leadership and as an adjunct faculty member in the School of Education teaching courses in Leadership. In her doctoral thesis she explored the spiritual beliefs of organizational consultants and the impact on their work. The interconnectedness of her personal and academic experiences are continuously expanding and deepening her interest in this field. Her special interest is the intersection and between spirituality and issues of social justice. Email: katjahahn@educ.umass.edu
Margaret Arsenault is part of the Training and Development Department at the University of Massachusetts in Amherst. For years she has directed the Leadership Program in Campus Activities, designed and implemented large Student Leadership conferences and training seminars for staff and students. Email: marsenau@admin.umass.edu
Timothy Fields is a Graduate Teaching Assistant for the second semester. He will be graduating with his Masters Degree in Education.
26. Mirabai Bush / Arthur Zajonc / Sr. Linda-Susan Beard / Steven Keeva
"Contemplative Practice in Law and Higher Education"
M3:30-5:30PM RM 174-76
The Contemplative Practice Fellowship Program aims to stimulate the use of contemplative practices in the classroom and to provide opportunities for the study of the history and influence of contemplative practices from both Eastern and Western traditions. Sixty-four fellows from colleges and universities have taught courses ranging from sacred architecture to business leadership. The Contemplative Law Program hosts inter-generational gatherings that began at Yale Law School, and have included lawyers from the private and public sector, faculty, students, and teachers of meditation and yoga. The retreats include periods of silence, instruction in mindfulness meditation and yoga, and group discussions.
Participants reflect on the significance of contemplative practice for their personal and professional lives, for the legal profession, and for legal education. They report that contemplative practices reduce stress, deepen listening, improve concentration and insight, and create an environment in which to address questions related especially to meaning and motivation, truth and justice, and ethics and values.
Mirabai Bush is Director of the Center for Contemplative Mind in Society, a national non-profit organization working to integrate contemplative awareness into mainstream settings, and co-author with Ram Dass of Compassion in Action: Setting Out on the Path of Service. Email: mirabai@contemplativemind.org
Arthur Zajonc is Professor of Physics at Amherst College and author of Catching the Light. He is a cofounder of the Kira Institute and also President of the Lindisfarne Association. His research has included the experimental foundations of quantum physics and the relations between science and the humanities. Email: agzajonc@amherst.edu
Steven Keeva, is the assistant managing editor of the Journal of the American Bar Association; author of Transforming Practices: Finding Joy and Satisfaction in the Legal Life, an ABA Journal book, published by Contemporary Books. Email: skeeva@staff.abanet.org
Linda-Susan Beard, is a founding member of Emmaus Monastery, Vestaburg, Michigan, and an Associate Professor of English at Bryn Mawr College, where she teaches courses on slavery, apartheid, and the European Holocaust. Moving back and forth between the two geographic locations, she attempts to integrate the "contemplative" and the "active," recognizing that the university is a natural, organic and historical outgrowth of monastic life. Email: lbeard@brynmawr.edu
27. August Turak
"I Do and I Understand: the Self Knowledge Symposium Model of Spirituality and
Experiential Learning"
M3:30-5:30PM RM904-08
Since 1961, America has experienced a 560 percent increase in violent crime, a 400 percent increase in births to unwed mothers, a tripling in teenage suicide, and a drop of almost 80 points in SAT scores (1). Perhaps with a sense of helplessness, "today’s young are returning to religion (Halstead, 37)." They are seeking some moral guidance in their lives.
Young people are seeking more than fellowship in church, though; they are seeking meaning. They choose ceremonies over parties and hard core reflection over games. Students are looking for ways to make God real in their lives and to find that real God within themselves (WSJ, Rebels with a Cause, W14).
Many young people turn away from the church in an attempt to define their own spirituality. Sociologists have been following a trend towards personal forms of spirituality for years and "now theologians are beginning to wonder how it will shape religious observance in the future (Creedon, 2)."
The Self Knowledge Symposium has been working for the past ten years to develop a model of experiential education which strives to meet the needs of these young spiritual seekers. This session offers a look into the SKS model of experiential education and an opportunity to reflect on how this model can interact with other educational models which work to support young people in their spirituality.
Resources:
- Index of Leading Cultural Indicators, William Bennett; http://www.cs.caltech.edu/~adam/LEAD/harsh.html
- Halstead, Ted. "A Politics for Generation X." The Atlantic Monthly, August 1999 33-42.
- Miller, Lisa. "Rebels with a Cause." The Wall Street Journal, December 18, 1998 W1, W14.
- Creedon, Jeremiah. "God with a Million Faces." The Utne Reader Online, July 02, 1999.
- Also see Beaudoin, Tom. Virtual Faith : The Irreverent Spiritual Quest of Generation X. Jossey-Bass Publishers, 1998.
August Turak is a lifetime spiritual seeker and businessman who has studied with teachers like Richard Rose, an American zen master, and Lou Mobley, founder of the IBM Executive School. He has also worked as an executive with MTV, the Arts and Entertainment network and other major corporations. He is the president of MuTek, Inc. and the founder of the Self Knowledge Symposium Foundation, an non-profit organization dedicated to encouraging students to develop their own personal, moral, and spiritual values in order to live a life they find meaningful. Email: aturak@ralgi.com
28. Dr. Phyllis Robinson
"Intimacy with Fear: Mindfulness and the Courageous Teacher"
M3:30-5:30PM RM169
Mindfulness as a spiritual path has been instrumental in this facilitator's ability to become intimate with fear and thus a better teacher and learner. Mindfulness is the practice of presencing ourselves. In the practice of mindfulness, as fear arises we come toward it with curiosity in a wish to know it intimately. Mindfulness strengthens our ability to practice non-judgmental awareness of all states of mind. Can we come to know fear without the inner dialogue which can escalate it or the denial which suppresses it? What are the transformational implications for our classroom relationships?
Resource:
- Mindfulness: A Spiritual Response for Participatory Educators to a Post-Modern World, Unpublished Paper available by email: Contact: pfierrorob@aol.com
Phyllis Robinson, Ed.D., has been a teacher- trainer who has also taught at the university level, and as a non-formal adult educator in refugee camps in Cambodia. She now has an organization called Courageous Crossings with mindfulness as its core practice. Email: PfierroRob@aol.com
29. Dr. Jeffrey Sapp
"Transcendent Education: A Spirit of Community"
M4:00-5:30PM RM 175
Transcendent education is a "going beyond" education that surpasses what Paulo Freire calls "banking education" - the mere depositing of facts and information into students' minds. Transcendent education goes beyond traditional parameters of banking education and leads learners toward a "Spirit of Community." The Spirit of Community is defined as "that Spirit which completes us and makes us whole. The Spirit of Community is inevitably the Spirit of love."
This session looks at how this phenomena is defined by middle-school, high-school, and college students. Hear their voices and hear the aesthetic data they wrote in poetry, art and music to describe the transcendent relationship they co-created in a classroom.
Resources:
- Freire, Paulo, Pedagogy of the Oppressed;
- Greene, Maxine, The Dialectic of Freedom;
- Hooks, Bell, Teaching To Transgress;
- Palmer, Parker, To Know As We Are Known and The Courage To Teach.
Jeffrey Sapp is an Assistant Professor of Education at Chapman University in Orange, California. He received his Doctorate in Education from West Virginia University and his dissertation was on the Spirituality of Education. He is a life-long daily journal writer and his latest work is titled: "The Curriculum of the Self: Critical Self-Knowing as Critical Pedagogy." Email: sapp@chapman.edu
30. Dr. Sue Jones / Ann Faulkner
"Sustaining the Heart of Education in the Dallas County Community College
District"
M4:00-5:30PM RM803
The objectives of our session are to describe the ongoing formation work in the Dallas County Community College District (DCCCD), to describe past learnings and future directions of that work, and to discuss the formation activities at participants' work sites and how they might be expanded.
During the last three years, the DCCCD has been engaged in the work of formation as inspired by Parker J. Palmer, Ph.D. The overall goal of our work is to build an educational community of meaning and purpose. This initiative promotes learning that focuses on the identity, integrity, and sense of vocation of each member of the community. Through reflection, introspection, dialogue, and connection, respect for our individual and collective journeys is being fostered.
In our session, the work of individual and institutional formation in the DCCCD will be presented. Participants will have the opportunity to experience a brief formation activity, and to discuss how the work of the DCCCD intersects with their own work and that of their institutions.
Resources:
- Livsey, Rachel C. and Parker J. Palmer. The Courage to Teach: A Guide for Reflection and Renewal. San Francisco, Jossey Bass, 1999.
- O'Reilley, Mary Rose. Radical Presence: Teaching as Contemplative Practice. Portsmouth, NH:Boynton/Cook Publishers, Heinemann. 1998.
- Palmer, Parker J. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey Bass, 1998.
- Palmer, Parker J. Let Your Life Speak: Listening for the Voice of Vocation. San Francisco: Jossey Bass, 2000.
V. Sue Jones, Ph.D. is a professor of psychology and physical education at Richland College in Dallas, Texas. She directs the Richland College Mind-Body Health Study Institute and works with individual and institutional formation in the Dallas County Community College District (DCCCD). Sue is a speaker and consultant in the areas of education, formation, wellness, and mind-body-spirit health. Email: sjones@dcccd.edu
Ann B. Faulkner, M.A., Professor Emerita retired from a career in teaching developmental reading in order to devote more time to facilitating Courage to Teach retreats for community college faculty and to work on behalf of community college students who transfer to a university. She is currently co-facilitator of the second DCCCD retreat series; the retreats are held quarterly for two years. Email: faulkner@dcccd.edu
31. Dr. Andres Nino
"Exploring Spiritual Quests"
M4:00-5:300 RM903
This workshop presents spiritual quests as an important factor in the process of meaning making and transcendence, which is essential to adult development. The emphasis is placed on the role that a spiritual quest plays in the internal structures that people design, review, and change throughout different periods of life. Guided exercises facilitate personal exploration of three major areas of activity in spiritual quests: inwardness, relationships, and generativity. It is the degree and quality of engagements in these areas that determine an overall developmental coherence and resilience. The content of the workshop can be applied as a resource in academic and professional settings.
Resources:
- Levinson, D. J. "A Conception of Adult Development." American Psychologist, 41 (1) 1986: 3-14.
- Niño. A. G. "Spiritual quests among young adults". In Kazanjian V.H. and Laurence, P.L. (Eds.) Education as transformation: Religious pluralism, spirituality and a new vision for Higher Education in America. New York: Peter Lang Publishers. 2000, pp. 45-57.
- Niño. A. G. "Assessment of spiritual quests in clinical practice." International Journal of Psychotherapy, 1997, vol. 2, n. 2, pp. 193-212.
- Niño. A. G. "Restoration of the self: A therapeutic paradigm from Augustine’s Confessions" Psychotherapy, 1990, 1, pp. 8-18.
- Spretnak, C. Stages of Grace: The Recovery of Meaning in the Postmodern Age. New York: Harper: San Francisco, 1997).
Andres Nino is a clinical psychologist and teacher with a background in theology and philosophy. His research on psychology and spirituality started as a Visiting Scholar at Harvard University and has made progress through presentations, dialogue, and writing. At present he is a Research Associate with the Education as Transformation Project at Wellesley College. Email: anino@wellesley.edu
32. Dr.Kai Druhl
"Spirituality, Consciousness and Modern Science in Higher Education: Experiences
with a Holistic Approach to Teaching First-Year Students"
M4:00-5:30PM RM905-09
At Maharishi University of Management, all students and faculty gain the experience of transcendental consciousness through the practice of Maharishi’s Transcendental Meditation and TM-Sidhi programs. The intellectual understanding of this experience as that of an universal field of intelligence fosters the students ability to develop an integrated view of themselves and their relationship to the physical world. We present an overview, lesson samples and student responses from a freshmen course on quantum field theory, where students are experiencing significant transformations of their world view. Participants are invited to evaluate this approach and its potential adaptation in other educational settings.
Resources:
- Druhl, K.J. (1997) "Consciousness as the subject and object of physics: Towards a new paradigm for the physical sciences." Modern Science and Vedic Science 7, 143.
- Hagelin, J.S. (1987) "Is consciousness the unified field? A field theorist’s perspective." Modern Science and Vedic Science 1, 29.
- Hagelin, J.S. (1989) "Restructuring physics from its foundation in the light of Maharishi’s Vedic Science." Modern Science and Vedic Science 3, 3.
Kai Druhl received his Ph.D. from the University of Hamburg in 1970. He was a scientist at the Max-Planck-Institutes in Starnberg until 1981, and later joined the University of New Mexico as Associate Professor. Since 1986, he has been Professor of Physics at Maharishi University of Management. Email: kdruhl@mum.edu
33. Dr. Karen Edwards
"Teaching Psychology of Spirituality"
M4:00-5:30PM RM172
Some topics in my Psychology of Spirituality course are rituals, dream work, Shamanism, nature religions, Buddhist psychology, altered states of consciousness, meditation, and mythmaking. I also focus on Psychotherapy and Spirituality based on my sabbatical research. I will provide epistemological rationale for the choices I made while teaching this course. This workshop will include materials from the course and group discussions of the appropriateness of various objectives for students. I will include a bibliography for lectures as well as for students. I claimed that we would survey the theory and research in the field of Transpersonal Psychology and explore applications. Would you sign up for a course like that? Why? Why not?
Karen Edwards is a Professor of Psychology at Endicott College and a licensed Individual, Marriage and Family Therapist in Newton, MA. She began teaching a Psychology of Spirituality course following her sabbatical research on Psychotherapy and Spirituality. Karen has explored various paths including Tibetan Bon and Vipassana Meditation, Native American sweatlodges and Vision Quests Goddess based rituals, Christianity and eclectic meditation. Email: Edwardsks@aol.com
34. Deborah Huisken
"Dimensions of Spirited Leadership"
M4:00-5:30PM RM 917
Who are you really, and how much of that person do you bring with you to your work, your play, your daily life? If one aspect of spirituality is connection with a larger community - how do you connect, and do you tend to lead or follow? We will use dance as the metaphor to explore and discuss issues of leadership (following being as important as leading) and spirit from a different perspective. The principle we'll work with is "What I read, I forget, What I see, I remember, What I do, I learn." Participants will be expected to get up and move!
Deborah Huisken has a broad range of life experience, from business (in fields as diverse as transportation, education, publishing, and high-tech) to the arts. She has been dancing for close to ten years, and more recently has been exploring the potential for enhanced business productivity through greater self-awareness, using dance to underscore and explore leadership issues. Email: Deborah@DancingStar.com
35. Dr. David Trott
"Spiritual Well-Being of Workers"
T10:00-11:30AM RM811B-815
Based on theory, research, and practical applications this session helps generate awareness, builds a solid knowledge base, and bolsters the argument for adopting a holistic approach that includes the human spirit in all life's work. This session has been created so participants can discover how to effectively integrate one's personal spirituality with their work obligations and responsibilities in a manner that enhances optimum spiritual wellness and vitality in any organizational setting.
The major learning objectives of this session are to (1) participate in a mini-replication of a research inquiry process, and (2) examine qualities or characteristics of spiritual well-being, spiritual distress, spirituality, and religion to discuss similarities- and - contrast differences, identify applications, and describe implications for organizational leadership.
David C. Trott, Ph.D. is an Assistant Professor at St. Edward's University in Austin, Texas. His research study, conducted at Flour Daniel, Inc. in 1995 -1996, was one of the first serious academic inquiries in this topical area. David has taught his course "Spirituality & Work" at St. Edward's since the summer of 1997 and has had over 100 students extend his previous and on-going research efforts.Email: davidt@admin.stedwards.edu
36. Dr. Sheila Bassoppo-Moyo
"The Leadership of Department Chairs and Their Use of Academic Program Review
Results"
M4:30-5:30PM RM170-68
The purpose of this study was to determine if there was a relationship between leadership orientations or frames of department chairs at the four-year Tennessee Board of Regents (TBR) institutions and chairs' usage of academic program review results as part of the state's performance funding program. The population for this study was all department chairs (N=71) who conducted a department program review during 1994-97 in the four-year TBR schools. Chairs were surveyed to determine if there was a significant relationship between their leadership frames and their usage of academic program review results. Sixty-seven questionnaires were returned, for a response rate of 94%. Data was analyzed using correlation and multiple regression techniques.
The findings indicated that the symbolic leadership frame had a statistically significant positive relationship with three types of usage for program review results: conceptual usage, direct usage, and incremental usage. Department chairs exercising symbolic leadership that inspires others and communicates a strong sense of vision are more likely to use academic program review results to understand the academic program (conceptual), make decisions in the short-term (direct), and do long-term planning (incremental).
Sheila Bassoppo-Moyo is assistant professor at Troy State University (Pacific Region) and teaches education foundations courses at military bases in Japan and South Korea. She graduated from the University of Memphis with a doctorate in Higher and Adult Education in May, 1999. She has co-authored "The Effective Community College Academic Administrator: Necessary Competencies and Attitudes" and "Higher Education and the Military: Is Symbolic Leadership the Common Ground?" Email: bassoppomoyo@hotmail.com
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