From the Desk

of the Dean

Greetings Colleagues,

It’s hard to believe we are more than

halfway through this academic year.

Our beginning was marked by sadness

with the loss of Dr. DePierro and Msgr.

Hanbury, as well as the unprecedented

challenges posed by super storm

Sandy. Through it all, the faculty and

staff in CEHS supported one another

and our students.

For CEHS faculty involved with P-12

education, the landscape is full of

chal lenges, good intentions,

questionable data based decisions, and

often contradictory frameworks for

reform. Our children are at the heart of

these debates, standardized tests, and

evaluation formulas. Their holistic

development and well-being serve as

the focus of our mission as teachers,

leaders, psychologists, counselors, and

therapists. When in the midst of battle,

and educational reform feels like that

at times, it can be difficult to retain a

sense of focus and hope. I believe that

CEHS programs, faculty, and alumni

can be the hope for many children and

their families. Our challenge is to re-

flect on where we are, what role we

want to play in this changing land-

scape, and how we will evolve with

meaningful purpose and mission.

Collaboration, whether across

departments within CEHS, between

faculty across campus or with

community and national constituents,

is essential to forward our work.

I thank all those who have participated

and led our search committees this

year. We are actively seeking five

faculty across all three departments. I

also thank program directors and

chairs who have been supportive in the

effort to reframe and focus our print,

web, and social media messaging.

Finally, I thank all faculty in CEHS who

each and every day, seven days a week

across the entire year, share their

knowledge and experience in classes,

advisement, and research with our

students. As individuals and as

programs, you create the opportunity

for tremendous change in the world: “I

alone cannot change the world, but I

can cast a stone across the waters to

create many ripples.” (Mother Teresa)

I look forward to the exciting, busy,

challenging days ahead.

In an effort to present to our students current thought and

research in the field of education, the College of Education and

Human Services in collaboration with the Center for College

Readiness sponsored a Spring 2013 Lecture Series. The purpose of

this series is to both encourage and stimulate discussion about

contemporary educational practice and policy in the United

States. The first speaker, Joseph Nelson, Associate Director,

Center for the Study of Boys’ & Girls’ Lives at University of

Pennsylvania Graduate School of Education, came to Jubilee Hall

on March 13, 2013. He gave a talk titled: “Identity Construction

within a Single-sex School for Boys of Color.” The second lecture

was held on Wednesday, April 10th

in the Jubilee Hall

atrium and featured, Dr. Mellie Torres, a Seton Hall alumna and

Post-Doctoral Fellow at New York University’s Metropolitan Center

for Urban Education. Her talk addressed the relationship between

the multiple and intersecting social identities (race/ethnicity, class,

and gender) of Latino male students and their academic identities.

Martin Finkelstein was an invited panelist at the Global

Research Funding Forum at the University of North Texas

February 4-6, 2013. His topic was: "What Does Empirical

Research Tell Us about Promoting International Research

Collaboration." The Forum brought together nearly 200

leaders of campus international programs, chief science

officers from around the globe, representatives of foreign

consulates, and U.S. faculty involved in international

research collaborations. Martin Finkelstein was appointed

Visiting International Professor of Education at the

Eurasian National University in Kazakhstan for the June,

2013 Summer Session. He will conduct lectures and

seminars as well as work with doctoral students studying

higher education

Eunyoung Kim, assistant professor in Education Leadership,

Management and Policy, has been selected as a 2013

Emerging Scholar by the American College Personnel

Association (ACPA). She is one of new scholars recognized

from across the nation who are emerging as contributing

scholars in student affairs and higher education. Emerging

Scholars are selected annually by ACPA Senior Scholars and

serve a two-year term. As an Emerging Scholar, Kim will

attend a pre-conference institute and she will present her

research at the Emerging Scholar Research Symposium

held at the Annual Convention.

Rong Chen, assistant professor and director of Graduate

Programs in Higher Education was named Researcher of

the Year in College of Education and Human Services by

Seton Hall University. In March 2013, Dr. Chen was invited

as one of two distinguished alumni to attend the School of

Education’s annual conference at the University of Michi-

gan. The theme of the conference is Meeting the

Challenge within the Changing Landscape of Education:

Research, Partnerships, and Social Justice.

The Department of Educational Leadership, Policy, and

Management opened its newest location for the Master of Arts

and Education Specialist degree programs in March 2013.

Working in partnership with Warren County Community College,

program director Dr. James Corino and assistant program

directors Dr. Albert Galloway and Dr. Melvin Katz, spearheaded the

expansion of this widely popular blended in-seat and online Ed.S

program, currently serving over 170 aspiring school leaders

throughout New Jersey. The addition of a Warren County Cohort

brings the total number of satellite sites for the Ed.S. program to

six.

The Department of Education Leadership, Management and Policy

conducted two new faculty searches this spring, one in the area of

K-12 education and the other in higher education. The K-12

opening was for an Assistant or Associate Professor (tenure track)

with research interests and experience in the areas of school law

and/or school finance. The Department sought a candidate with

school leadership experience and knowledge of K-12

administration who demonstrated effectiveness in teaching in

online and traditional delivery format. The search yielded nearly 50

applicants, and finalists were brought to campus in March and

early April.

The program in higher education solicited applications for a

tenure-track Assistant Professor with strong research and teaching

interests in one or more of the following areas in higher education:

economics/finance, community colleges, and/or organization and

governance. The new faculty member will be expected to teach

graduate courses in finance/economics in higher education,

community college, and/or organization and governance, mentor

doctoral student dissertations, recruit and advise graduate

students, engage in curriculum development and program review,

establish and maintain a significant research program, pursue

external funding, and provide service to the program, department,

college, university, and professional community. After reviewing

over 60 applications, 4 finalists were brought to campus in

February. At the time of this publication, offers had not been

finalized. However, the ELMP department looks forward to wel-

coming two new faculty members in the fall!

Dr. Carolyn Sattin-Bajaj won the American Educational

Research Association Conferences Grant to host a

research conference on college match, October 2012-

November 2013. In addition to being awarded this

grant, she also ranked among top 175 education

scholars with strong public presence by Education

Week, January 2013.

-Reviewer, Education Finance and Policy

-Advisory Board Member, Legal, Economic and

Educational Advancement Project, Feerick Center for

Social Justice, Fordham Law School,

-Advisor, TAXI to Tomorrow, non-governmental

organization pairing college student mentors with

immigrant and refugee high school students to assist

with college preparation and application.

My journey as a Catholic school educator has taken me from inner city to

suburban schools in both New York and New Jersey; the common thread I have

experienced has been a passionate commitment to Catholic education from

faculty, students and parents alike. Seton Hall University has historically

supported the mission of Catholic schools, and I see my appointment as an

opportunity to ensure that the future leaders of Catholic schools are fully

prepared to meet new challenges, as well as, being open to innovations and

opportunities. I am a graduate of both the Catholic School Leadership Program

and the Executive Ed.D. Program here at Seton Hall University. The ministry of

Catholic school leadership is unique because not only do we have to be

knowledgeable instructional, curricular and fiscal leaders, but we have the added

responsibility of developing within our students and teachers a strong faith

formation and a dedication to social justice issues. Having spent more than

twenty-five years as a teacher and principal I think I am in a unique position to

understand the issues facing the Catholic school leaders of today and tomorrow.

It is an honor to have the opportunity to continue to expand the vision and legacy

of my friend and mentor the late Msgr. Kevin Hanbury in the role of Acting

Director of the Catholic School Leadership Program. I look forward to serving the

university in this capacity and I am grateful to all my colleagues who have been so

welcoming and supportive.

-Connie McCue

Director

Catholic School Leadership Program

The Department of Education Leadership,

Management and Policy is thrilled to announce that Dr. Rong Chen was

granted tenure and promoted to Associate Professor by the Board of Regents in

March 2013. Dr. Chen joined the faculty

of Seton Hall in 2007 after completing her Ph.D. in higher education from the

University of Michigan. A native of China, Dr. Chen has also served as a faculty

member at Beijing International Study University. With research interests in

college access, federal financial aid, and

international higher education, she has published articles in Journal of Higher Education, Research in Higher Education and Higher Education: Hand-book of Theory and Research and

received grants awards from the American Educational Research Association, the

National Academy of Education/Spencer Foundation, and the Association for

Institutional Research.

This is the 6th issue of FACE TO FACE since 2010! The members of the Faculty

Communications Committee would like to take this opportunity to express our

sincere appreciation to Dr. Paula Zaccone for her dedication to FACE and ongoing

support of the committee. Dr. Zaccone was instrumental in establishing the ad hoc

committee and publishing a college-wide newsletter. She has provided tremendous

guidance and support to the committee, which was composed exclusively of tenure-

track junior faculty members when it was formed. Her passion and energy

empowered the Committee to cover meaningful and timely news and reflections

every semester. The committee is also grateful to Dr. Zaccone for her many years of

dedicated service as Chair of FACE, and her enthusiasm and involvement in Spirit

Week. We appreciate her wisdom, generosity, and enthusiasm in support of the

work all of us do. Please join us in thanking Dr. Paula Zaccone for her leadership in

sustaining such a positive, collegial environment in which to work.

Dr. Ben Beitin has been selected as this year’s

college recipient of the Outstanding Faculty

Servant Leadership Award in honor of Dr.

Henry Schreitmueller. This award was given

for the first time last year to Dr. Debra

Zinicola. Congratulations to Dr. Beitin!

More than 450 children in neighboring schools received reading books in a program

cosponsored by Kohls of Clifton and Dr. Paula Zaccone, Professor of Education. In a

special grant to Dr. Zaccone, who teaches the undergraduate core course: Leadership

through Community Service, classic reading books on sale at Kohls were distributed to

the children. Lessons that complemented early education curricula were designed and

delivered by the professor. Four nursing majors enrolled in the leadership courses served

as volunteers at four of the 13 school visits. They included Ashley Asbro, Alexandra

Barikian, Laura Claypool, and Emily Wanyoike.

In classes of disabled and general education students where Froggy Gets Dressed by J.

London was read, the children rehearsed vocabulary and identified the frog puppet’s

weather-appropriate clothing as they assembled articles on a clothesline strewn across

the classroom. Each preschooler received a book and a stuffed animal to serve as com-

pany during at- home reading sessions.

Additionally, Dr. Zaccone created her own rhyming script, The School Bus and Us. En

route to school, the rhyming reading material was brought alive with the help of career

puppets such as: police officer, chef, dancer, veterinarian, etc. The event involved

psychomotor experiences as the children moved to mimic the motions suggested by the

turning and bumpy school bus, and Chef Luigi as he rolls out pizza dough.

This “School Bus” lesson is an example of a blended learning model, a current trend in

teaching. A large cardboard school bus, donated by a local supermarket, was the vehicle

for promoting social awareness and literacy as the “bus ride” accented friendships, dif-

ferences, and acceptance of personalities and cultures. Before the bus rode off, all

children received a colorfully illustrated reading book from the Kohls collection.

On another occasion, Dr. Zaccone trained Kohls employees via her anti-bullying

education program for children: Bully Bulletin. With her puppet materials and rhyming

script, the Kohls volunteers presented the program for more than two hundred children

at the Boys and Girls Club of Clifton. In return for her services, Kohls has pledged a

donation to Seton Hall University College of Education and Human Services for the

purpose of promoting health and literacy for children.

At the time of this writing the following was announced in a statement by Secretary John

Kerry labeled Deadly Attack in Zabul Province, Afghanistan: “Our State Department

family is grieving over the loss of one of our own, an exceptional young Foreign Service

Officer, killed today in an IED attack in Zabul province, along with service members, a

Department of Defense civilian, and Afghan civilians. Four other State Department col-

leagues ... were on their way to donate books to students in a school in Qalat, the prov-

ince’s capital, when they were struck by this despicable attack.”(4/7/13).

Beitin, B. K. (2012). Syrian self-initiated expatriates: Emotional connections from abroad. International Migration,

50(6), 1-17. Brady-Amoon, P., & Farrelly, M. J. (2012, October). Academic honesty: An examination of graduate students’ and

faculty knowledge and perceptions. Presentation to the 24th Annual New York Conference on Behavioral Re-search, Fordham University, NY.

Brady-Amoon, P., Keefe-Cooperman, K., Bowman, S., & Brahmbhatt, S. (2013, March). Defying the odds: Supporting

at-risk students’ beliefs, hopes, adjustment, and academic performance. Paper presentation to the 84th Annual Meeting of the Eastern Psychological Association, New York, NY.

Brady-Amoon, P., Makhija, N., Dixit, V., & Dator, J. (2012). Social Justice: Pushing past boundaries in graduate

training. Journal for Social Action in Counseling and Psychology, 4, 85-98 Buque, M. & Lee, S. (2012). Psychological interactions through electronic communication and its implications

[Invited feature article]. The General Psychologist, 49–52. Catanzariti, D., Beitin, B., Simon, J., & Palacios, M. (2013, February). Acculturation and family dynamics:

Assessment and intervention. Roundtable discussion conducted at the 30th Annual Winter Roundtable on Cul-tural Psychology and Education, New York, NY.

Chen, R. (2012) Impact of Financial Aid on Freshman Persistence in Four-Year Institutions: An Application of Pro-

pensity Score Based Weighting Methods. Presented at the Association for the Study of Higher Education (ASHE) 2012 Annual Conference.

Chen, R. & Bahr, P. R. (2012) Investigating the Effects of Undergraduate Indebtedness on Graduate School Enroll-

ment. Presented at the Association for the Study of Higher Education (ASHE) 2012 Annual Conference. Datchi, C., Brady-Amoon, P., & Horback, S. (2013, February). Multicultural organizational competence in institu-

tions of higher education: How can counselors, psychologists, and educators promote diversity-focused best practices? Roundtable discussion conducted at the 30th Annual Winter Roundtable on Cultural Psychology and Education, New York, NY.

Devlin-Scherer, R. & Sardone, N.B. (2013, January). Collaboration as a form of professional development: Improving learning for faculty and students. College Teaching, 61 (1), 30-37. DOI:10.1080/87567555.2012.714815

Devlin-Scherer, R. & Sardone, N.B. (2013, March). Teaching Genocide using Technology. Society for Information Technology and Teacher Education Conference. New Orleans, La.

Fedora, P. (2013). Integrating technology into course content to facilitate improved instructional techniques for preservice teachers. Society for Information Technology and Teacher Education (SITE) 2013 Proceedings Book.

Fedora, P. (2013). Testing to teaching: Linking assessment to instruction. Invited speaker at the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) Conference, Providence, RI.

Fedora, P. (2013). Integrating technology into course content to facilitate improved instructional techniques for

preservice teachers. Society for Information Technology and Teacher Education (SITE) 24th International Conference, New Orleans, LA.

Finkelstein, M. & Iglesias, K. (2013). The Changing American Academic Profession. In P. Altbach, G. Androush-

chak,Y. Kuzminov, M. Yudkevich & L. Reisberg (Eds.), The Global Future of Higher Education and the Academ-ic Profession: The BRIC's and the United States. New York: Palgrave Macmillan.

Kim, E., & Diaz, J. (2013). Immigrant students and higher education. ASHE Higher Education Report, 38(6). San

Francisco, CA: Jossey-Bass. Kim, E., Kamnoestsin, T., & Shammas, D. (November, 2012). College persistence experiences of first-generation,

Black immigrant students at a Predominately White Institution. Paper presented at the 2012 annual meeting of the Association for the Study of Higher Education, Las Vegas, NV.

Massarelli, T., & O’Halloran, P. (2013, February). Interventions with autistic disorder spectrum students. Mini Skills

presentation at the National Association of School Psychologists Convention, Seattle Washington. McPleasant, T., Sumerlin, J., & Datchi, C. (2013, February). A family systems approach to parent education about

lesbian, gay, and transgender issues. Workshop presented at the at the 30th Annual Winter Roundtable on Cultural Psychology and Education, New York, NY.

Sardone, N.B. & Devlin-Scherer, R. (accepted for publication). Game-based learning to develop civic literacy and 21st

century skills: Making judgments and decisions. Journal of Citizenship, Teaching, and Learning. Sattin-Bajaj, C. (2013). Keynote, “Strategies to Support Immigrant Students and Families Making High School Choic-

es.” City Year New York Learning and Development Day. New York, NY February 8. Sattin-Bajaj, C. (2013). Invited panelist, “Veteran Emerging Education Policy Scholars.” Thomas B. Fordham Insti-

tute and the American Enterprise Institute, Washington, DC, January 14. Sattin-Bajaj, C. (2012). Presenter. “Accountability and School Choice: The Equity Implications of Competing Priori-

ties.” Association for Public Policy Analysis and Management Fall Research Conference. Baltimore, MD: No-vember 8-10, 2012.

Sattin-Bajaj, C. (2012). Discussant. “The Whole Is Greater Than the Sum of Its Parts: Mixed Methods Educational Poli-

cy Research.” Association for Public Policy Analysis and Management Fall Research Conference. Baltimore, MD: November 8-10, 2012.

Sattin-Bajaj, C. (2012). Invited testimony on issues facing immigrant students in New York City public schools. New

York City Council. New York, NY, September 27. Sexton, T.L., Datchi, C., Evans, L., LaFollette, J., Wright, L. (2013). The effectiveness of couple and family-based clini-

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Yankouski, B., & Massarelli, T. (2013, February). Developing comprehensive school policies on restraint and seclu-

sion. Mini Skills presentation at the National Association of School Psychologists Convention, Seattle, Wash-ington.

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