Thursday, February 27, 2014

Faculty Highlights: Dr. Robert Kirkland


Dr. Robert Kirkland Criminal Justice Emergency Services
Dr. Robert Kirkland began serving as an instructor at Union Institute & University in the Criminal Justice Management program and in the Emergency Services Management program in 2012. Dr. Kirkland is an exemplary scholar-practitioner with an extensive military background in addition to a robust CV of academic achievements.His life experience as a military officer and as an emergency service provider are inspiring and compelling for UI&U students in the field. One of Dr. Kirkland’s strengths is the ability to see the potential for synergistic partnerships between military services and law enforcement and local emergency services. This kind of “interdisciplinary approach” stems from a desire to meet the security and legal needs at a local level and to train individuals to be able to serve their communities better.Dr. Kirkland received a Bachelor of Science degree from the United States Military Academy at West Point in 1988, and he went on later to earn his Master’s degree and his Ph.D. from the University of Pittsburgh, graduating in 2001. 
His interests lie in Latin American Studies, having achieved a certificate in the field and then writing his doctoral dissertation on the history and relationships of the U.S. military with the countries of Guatemala, Cuba, and Bolivia, a topic on which he continues to research and publish.

Dr. Kirkland recently retired from the Active Army and is now drawing on his wealth of experience and knowledge to train others. “
Most of the students we have [in Los Angeles] are with law enforcement, fire or other emergency services backgrounds.

Their agencies often work with the military in disaster relief efforts or homeland security operations.   In my courses, I give the students a military perspective that helps them build on their skill sets they already have in their chosen field.”

Along with his military experience and training, Dr. Kirkland is a graduate of the U.S. Air War College with a concentration in Homeland Security. He is passionate about showing students how the different law enforcement department and emergency services at a local level can coordinate with state and federal security departments.

“Since 9-11 there have been a number of federal agencies which have been involved more extensively in Homeland Security issues,” Dr. Kirkland said. “With the myriad of agencies, including the US military, students who study Criminal Justice or Emergency Management need to be aware of these agencies and how they impact their field. The synergistic efforts of all agencies will increase our ability at the federal, state and local levels to deal with threats.”

Dr. Kirkland’s own career has a strong component of integrating different services for the purpose of achieving a common goal. Over the years he regularly employed his military training within the context of emergency relief services. From 1993-1996, he participated in hurricane preparedness for coastal towns in North Carolina and hurricane disaster relief efforts while serving as a military officer at Fort Bragg. He was also member of the Emergency Operations Center for Hurricane Iniki relief efforts in 1992.

Bringing his experience to meet the needs of the local community is at the heart of what it means to be socially responsible for Dr. Kirkland: “To me, social responsibility means to have a keen interest in what is happening in our communities and to actively participate in solving problems. As a CJM/ESM faculty member, by helping to educate practitioners in the field, I can make them better and more proficient in their jobs which in turn helps them to serve their community more effectively.”It is precisely in this area of education and teaching that Dr. Kirkland is investing at present. He is currently working with Dr. Beth Pastores-Palffey to update the Emergency Services Management program, designing the curriculum around the standards set by the Foundation for Higher Education Acceditation (FFHEA). “The FFHEA is really the ‘gold standard’ for Emergency Management program accreditation at the post-secondary level. One of trustees at Union, Kay Goss, serves as President of the FFHEA.  We hope to have the revised curriculum and courses up and running later this year.”

Faculty Highlights: Dr. Richard Sears


Dr. Richard Sears Psychology Mindfulness Spirituality Eastern Meditation Martial Arts
Dr. Richard Sears is a professor in the Doctor of Psychology program at Union Institute & University and has been a part of the Union community since 2006. He comes from an incredibly diverse background, both in business and in academia. Dr. Sears’s life is characterized by a passion for understanding and experiencing the world, and also by a strong desire to use his knowledge to help others. He achieved a Doctorate in Psychology from Wright State University in 2005, and he has continued to develop his study of the mind through clinical research inspired by Eastern mental and spiritual traditions.

Dr. Sears’ extensive training in the martial arts—he has a fifth degree black belt in Ninjutsu—initially introduced him to ideas and philosophies of Eastern mindfulness practices. The experience of learning and teaching martial arts has led him to continue to study how these ancient disciplines are still relevant to us today. As of this February, Dr. Sears completed his Doctorate of Ministry in Buddhist Studies, from the Buddha Dharma University in Los Angeles.

Far from a purely theoretical academic, Dr. Sears earned his M.B.A. degree from Wright State in 2004, in addition to working several years as a manager for a Fortune 500 company. As a true scholar-practitioner, he says that he desires to understand the context and organizational systems at work in different institutions, both from an academic perspective and from a business perspective.


This business background has not only been helpful to Dr. Sears in terms of career flexibility and creating a broad professional base from which he can draw—a strategy he advocates for his students—but it has also been valuable for him to understand how businesses and universities approach things like diversity issues within an institutional structure.“My training at Wright State strongly emphasized diversity,” Dr. Sears said. “That was really important to me. Being a white male, I didn’t even recognize the privilege I had. I was very naïve to how much injustice there is in the world. It was really eye-opening to take all these courses and hear all the experiences of my classmates.”

Diversity issues and promoting equality in the classroom and in the workplace are two crucial concerns for Dr. Sears, and yet his experiences have taught him that the best organizational change often happens gently and subtly. “In therapy, or in working with organizations, or even in bodyguard work, the change has to be subtle. If not done carefully, you could end up creating more resistance to the change. How do we turn [awareness] into action? How do we make real change in the world? And not in an idealistic kind of way that makes the situation worse. Alan Watts was a philosopher that I heard this illustration from: ‘Kindly let me help you, or you’ll drown, said the monkey as he safely put the fish up in a tree.’ We often think we’re helping, but we don’t really understand. Having that bigger, broader understanding of context and systems is important."
The discipline or practice of “mindfulness” is one of the ways that Dr. Sears encourages his students and patients to gain that bigger, broader understanding of the world. “My mentor, John Rudisill, said one of the best compliments he ever got as a consultant is, ‘You ask very good questions.’ To me, I like how mindfulness ties in with that. Mindfulness doesn’t tell you what to do. It’s just about increasing your awareness. If you know more about what the situation is, then you’ll make better choices, and better understand the implications. Also, I think the better we are at managing our own emotions, the better the place we’ll be starting from to make a change, instead of for the wrong reasons, or in a reactionary kind of way.”

Mindfulness, he said, is “obviously a common word in the English language, meaning to pay more attention. It has a long history of being associated with a lot of spiritual and secular traditions, especially in the East, but it’s a natural human process we all possess. It’s been used in psychology as an intervention, as a way of strengthening our attention for being able to work with our own thoughts, emotions, and body sensations in a wiser way.”

What is so interesting about this emerging trend of “mindfulness” is that psychologists and other mental health professionals are witnessing dramatic, concrete results. “It’s a whole lot like exercising our muscles. We exercise our ability to pay attention to what’s happening. Our minds tend to just go off on all kinds of thoughts. Mindfulness allows us to be able to bring it back to what we’re doing, or noticing what we’re feeling in our bodies, or what emotions or thoughts are here. There’s an area of the brain called the prefrontal cortex—this area has a lot to do with planning, abstract thought, and managing our emotions. Brain scans before and after an eight-week mindfulness course shows that this area becomes thicker—which means there’s been more growth. The way the brain works, the more you fire certain neural pathways, the thicker and the stronger they get. Just like, the more you use a muscle pathway, the bigger it starts to get over time.”


For Dr. Sears, some of the newest research indicates that not only are mindfulness exercises useful for stressed-out, anxious adults with busy lives, but it is dramatically beneficial for children as well.
“The research team that I’m on at Children’s Hospital [in Cincinnati] is taking kids through 12 weeks of practicing these mindfulness exercises, and scanning their brains before and after. This is first time scans have been done with kids—and we’ve already found changes in their brains, as well as significant reductions in their anxiety levels from practicing this. The team is thrilled. The lead researcher is a psychiatrist, and she basically said any medication that they’ve ever tried not only doesn’t help the population she works with (kids with a parent with bipolar), but has side effects that make the kids worse off oftentimes. So she’s just thrilled to find something that’s helpful with no side effects. It’s an exciting time.”
Dr. Sears stressed that mindfulness practices are not a cure-all or a silver-bullet replacement for other medical treatments, but it is a significant, demonstrable aid to a person’s well-being. Dr. Sears said that the core of mindfulness really is about moving deeper into our every-day experiences.

One of the most rewarding aspects for him is seeing the people who are benefitting from the workshops he leads. “It’s fascinating to see the impact of the mindfulness groups that I do--the ripple effects those seem to have. I get broad varieties of people, with a broad variety of problems. Sometimes I invite people to come in for free if they can’t afford it, and I also work with CEOs, physicians, and attorneys. The other day someone called me up and told me she had learned that she has a terminal disease, and just how thankful she was that she had taken this course. She can be more in the moments that she has left, instead of spending the last remaining moments worrying about what’s going to happen and missing what she has left. It’s really rewarding to see the transformations in people.”


VPAA: Tools of Engagement--the Success of a Team


Dr. Nelson Soto Adult Learner Education Technology Tools Success Turnitin
Success, whether in education or in life, is something that happens because people work together. Rarely do the best athletes achieve their goals without coaches, without families that believe in them and actively support them.
The same is true of students and of career professionals. Many of you have heard me express again and again my passion for improving our student retention practices at Union Institute & University—specifically at the undergraduate level. Our enrollment teams are truly excellent in recruiting a diverse student population—many of them returning adult learners.
What is exciting is that this is one of the areas where UI&U shines: we excel in being a degree-completion institution for undergraduate adult learners and career professionals. Our data from self-studies consistently indicates that this is where we win. Union empowers individuals to become employable, socially responsible contributors to their surrounding communities.
I want to continue ensuring that we serve those undergraduate, adult learners well. According to the Association of American Colleges and Universities, returning, undergraduate adult learners often have different expectations of their class experiences: 
  1. Many adult learners see a university course as a place to gain skills that will directly benefit them in their personal and professional capacities;
  2. They desire task-based approaches to learning with clearly defined outcomes—“What can I do as a result of completing this assignment / this course?”
  3. They see their courses as places to engage with others and to share and hear professional and personal experiences that will benefit the group as a whole.
The Chronicle of Higher Education (available for free through the UI&U Library!) consistently recognizes the needs of returning adult learners and advocates new strategies for partnering with those students to ensure their success.
The Department of Education advocates that one of the ways main ways we can team up to support returning professionals is through technology. Many of you know that I am excited about promoting technological advancement and virtual, online tools at Union. The main reasons for this are:
  1. Computer literacy is essential for competitive employability. The ability to use a computer and access the tools of the World Wide Web is no longer optional for our students. They must have proficient computer skills to be competitive in today’s job market.
  2. Online, virtual learning allows busy, working adults to engage and network with other professionals and allows them to share work-related and personal experiences that benefits the larger group. This is the genius of the “flipped classroom” model, promoted by Jim Hicks and Jonathan Eskridge in the Center for Teaching and Learning. In this model, the professor’s strength shines greatest when he or she facilitates an active learning community—a space where students learn from and are supported by each other. They become their own support network. 
Technology is never an end unto itself. Technology provides tools for engaging our students and for helping them become successful. And their success is our success.

I want to highlight two specific examples of technological teaching tools that are immediately applicable for our students.
  1.  Susan Whitehead, from the UI&U Library, developed a unique, online puzzle to help Union students capitalize on the online research resources available to them and to help them connect and interact with the library staff. Susan’s “treasure hunt” tool can easily be implemented as a class exercise and is a perfect example of leveraging technology as a tool for interaction and engagement. You can read more about the puzzle at the Union Library’s blogsite! 
  2. Turnitin is an amazing automatic grading-feedback tool and is available for faculty use. We strongly encourage instructors to use Turnitin to check student papers for plagiarism as well as grammatical / writing feedback. Contact the IT Help Desk to request an account!
Student use of Turnitin is NOT currently available. It will be available in the future within CampusWeb, but we are waiting for Jenzabar to enable this integration.

Go to the Turnitin website or watch a short video to see more about how Turnitin works.

Union does well targeting the needs of undergraduate, returning adult learners and career professionals. Let us take advantage of the technological resources we have to engage our students and to interact and team up with them for their academic and professional success.
The research shows that “Adult learners who experience academic success in higher education tend to gain economic and personal benefits, which most likely provide social, political, and economic benefits for the broader society” (AACU).
When our students succeed, all of us win.