Thursday, September 12, 2013

Union’s MLK Studies featured on MSNBC


MLK Studies, Andrea Scarpino
Professor Andrea Scarpino
MLK Studies, Ray Jordan
Ray Jordan
On September 6, 2013 Al Sharpton hosted “Advancing the Dream” at the Apollo Theater, a live television event focused on the civil rights movement. As part of the pre-show, MSNBC produced a live web discussion featuring Union Institute & University Professor Andrea Scarpino and student Ray Jordan from Union’s MLK Studies specialization! Click here to watch the complete web chat.
Learn more about Union Institute & University’s MLK Studies specialization here.

Wednesday, September 11, 2013

Bachelor of Arts Experience Day in New England

October 5, 2013

Bachelor Degree, Union Institute & University

New England Academic Center
28 Vernon Street, Suite 210
Brattleboro, Vermont 05301-3669

Discover Union Institute & University's unique low-residency Bachelor of Arts program, meet current students, faculty, and staff and participate in discussions and study groups. Our Bachelor of Arts (B.A.) in Liberal Studies offers concentrations in arts, writing & literature; education; global studies, history & culture; and psychology & human development.

Stay in the afternoon for lunch and classes.

9:00 - 9:30am - registration/coffee
9:30 - 10:30am - program overview
10:30am - 12:00pm - classroom participation


For details contact: brattleborocenter@myunion.edu or 888-828-8575 x8900

Tuesday, September 10, 2013

9/11 Reflections

In remembrance of September 11, 2001, some of Union Institute & University's California-area first responders share their thoughts about the day, and how their career fields have changed after 9/11.

Tim Martin, Union Institute & University
Tim Martin is a police officer for Merced Community College District Police Department in California and he is also a current student in Union Institute and University’s criminal justice management program. Tim has been a law enforcement officer for more than 20 years and he is a veteran of the United States Coast Guard.

It has been twelve years since September 11, 2001, when terrorists coordinated attacks on the twin towers and the Pentagon. These are my thought and memories of the fateful day.

At that time, I was employed as a Deputy Marshal for the County of Merced in California. I went to work that day with a heavy heart after being awakened in the morning to the news of what had happened and what was occurring throughout our country. My thoughts were of my fellow law enforcement officers and firefighters who were dealing with the worst possible situation they had probably ever encountered in their careers. And, little did I know of the enormous loss of professional first responders who had already made the ultimate sacrifice.

The realization of those events as they unfolded became evident to me when I was loading equipment into my patrol vehicle. It was during that moment I heard an aircraft that I identified as an F-16 fighter jet streaking across the sky and heading west. What caught my attention was that I could see that the aircraft was armed with ordinance. I remember thinking to myself “I can’t believe this is happening.” I also wondered where the pilot and his aircraft were going and what dangers lay ahead for him.

The events of September 11 have strengthened public safety. Communities are better prepared with specialized training and equipment but even with this, there is still one important factor—the dedicated professionals who do their jobs every day in their communities. They are just like the professionals who rushed into the twin towers and the Pentagon. They knew the risks but did their jobs as true professionals, as well as true Americans. Many of them sacrificed their own lives so that others could live. Only a great country such as ours can produce such professionalism.

Today we reflect upon those professional first responders and the sacrifices they made on that tragic day; our thoughts and prayers go out to their love ones. They will always be remembered as heroes. God Bless them and god bless the United States of America.



Sergeant Major Richard M. Burth
Sergeant Major Richard M. Burth earned his B.S. in emergency services management from Union Institute & University in 2013. He is currently the Operations Sergeants Major of the 185th Military Police Battalion as well as the Senior Enlisted Advisor for the joint task force Domestic Support-Counterdrug. He has deployed on numerous occasions in support of natural disasters throughout the U.S. as well as the first Gulf War, Operation Enduring Freedom (CONUS and OCONUS), and Operation Iraqi Freedom. As a civilian, he is employed as an anti-terrorism specialist.

The California National Guard (CNG) has been responding and protecting the citizens of California for over 160 years, but after 9/11 the CNG realized the need to refocus their efforts on emergency preparedness, response, and coordination with every level of government. The CNG began developing, improving, and enforcing standardized operational plans (SOP) and trained personnel to be proficient in military and civilian operational planning methods. SOP’s were built to incorporate standardized emergency management system (SEMS), national incident management system (NIMS), the national response framework (NRF,) and the joint military operations planning doctrine. When Major General David S. Baldwin was appointed as the California National Guard's Adjutant General, he directed that the top mission and responsibility would be to rapidly respond to state emergencies with a robust, coordinated force that would be drilled and prepared for the situations it faced. He also directed that, in addition to working with our local first-responders, the CNG would also focus on enhancing coordination with its active duty partners, bringing CNG commanders closer to their U.S. Northern Command counterparts.

I found myself fortunate enough to be in the right place at the right time due to multiple deployments after 9/11 fighting the Global War on Terrorism, the expiration of my P.O.S.T. certifications, and my service in the California National Guard. For my entire adult life I had focused on my education and serving in the law enforcement field, but due to some financial hardship after obtaining my dream job, I had to resign my position as a Del Norte County Deputy Sheriff and apply elsewhere when the events of 9/11 occurred. I was employed by the CNG’s Joint Counterdrug Task Force as well as a Platoon Sergeant in a military police company in the CNG. I deployed immediately after the events of that tragic day. I spent a year at Ft. Lewis, Washington as well as a year in Iraq. During that period, my California P.O.S.T certificate expired. I was also approached by the CNG and offered the opportunity to assist with the establishment of a Federal Anti-Terrorism Assessment team, later known as Full Spectrum Integrated Vulnerability Assessment team (F.S.I.V.A.) as well as the Critical Infrastructure Protection-Mission Assurance Assessment team (CIP-MAA). I conducted anti-terrorism assessments using the two different methodologies for approximately four years with a team of seven people.

During that period with the F.S.I.V.A. team I also assisted with the initial development of the current CNG-Disaster Response Plan. I was promoted and assigned as the First Sergeant of a military police company that was the initial Quick Response Force (QRF) for the State of California. I was deployed again to Afghanistan for another year. However, because of my training and experience with the two different Department of Defense methodologies I earned a position with the California Emergency Management Agency (CAL-EMA) within the Critical Infrastructure Protection Division upon my return. I was also assigned to the CNG-Joint Force Headquarters, Joint Operation Center (JOC) as the Operations Sergeants Major. I gained more experience and training within the State JOC managing large-scale responses for state emergencies and was able to obtain my degree in emergency services management from Union Institute & University.

I feel very fortunate to have had the opportunity to be involved at the ground level in developing the capabilities to identify the threats, vulnerabilities, and hazards to the state as well as the emergency response plans to address them. I am currently on a military leave-of-absence from my CIP position with CAL-EMA and working for the joint task force Domestic Support-Counterdrug, a program that provides assets and resources to secure California’s portion of the southwest border. Domestic Support-Counterdrug also fights the war on drug production and transportation within the State of California.
 
_________________________________________________




Union Institute & University
 
Brett Schneider has nearly 18 years of experience working as an emergency medical technician and he has served as a full-time police officer in Northern California for the last seven years. Brett recently earned his bachelor’s degree in emergency services management at Union Institute and University's Sacramento campus. He plans to continue his studies, applying for Union’s new Master of Science in Organizational Leadership program that begins in January.

I can vividly remember where I was and what I was doing on the morning of September 11, 2001. I had just started my shift as an EMT and had arrived at my station in Colfax, California. My partner and I turned on the news and observed the events that have since changed the way emergency services personnel live and work. Between calls, we watched and waited to see the extent of the damage and the impact on our lives. In the years following those events, I went back to school, changed professions and I am now a police officer. I can’t say I made this change as a result of 9/11, but those events strengthened my desire to work in law enforcement.

The events of 9/11 brought new roles and responsibilities to all emergency responders nationwide. The threats are different for each agency based on their area of operation as well as the potential threats in and around those locations. Working in a semi-rural community, the idea of vehicles carrying large amounts of farming chemicals was not something I would have noticed before 9/11. Now it not only raises my suspicion, but I along with many other officers carry a weapon of mass destruction (WMD) response kit as part of our daily equipment.

Overall, my work hasn't changed nearly as much as many other officer's jobs have. Each of us has accepted a new normal—from the way we board aircraft or ships, to the level of security at major sporting events—each person’s life has changed as a result of 9/11, not just emergency responders. 

Thursday, September 5, 2013

Time-Saving Secrets from Union Students

Union Institute & University students are extremely busy adults who must manage time carefully and balance their many responsibilities. Juggling work, school, family, volunteer, and social life activities can be a challenge. They seem to operate on a day with more than 24 hours! To find out how they manage it all, we asked four outstanding Union Institute & University students to share their top-ten secrets for succeeding as adult students.







Nikki Dominique, Union Institute & University


Nikki Dominique | Cincinnati, Ohio

Academic Program: 

Master of Arts with a concentration in 
Leadership, Public Policy and Social Issues

  1. Use your lunch hour for studying. Find a quiet place at work or go sit in your car and get some reading done. If you do this all week, you gain five extra hours of studying or five hours of free time in the evening or weekends to do something fun/relaxing with friends and family. 
  2. Take one day off per week. Set aside one day, whether a week day or a weekend and don’t do any school work. It’s important to take time away from the stress of school work so you don’t burn out. 
  3. Start out ahead and stay ahead. Use Sunday to prepare for the upcoming week, not as catch up for the previous week. Start your reading on Sunday so you can post early in the week. That way, if life gets hectic you have some wiggle room to get things done. This also helps your fellow students who need to respond to your online posts. 
  4. If you have school-aged children, create family homework time. Complete your homework while your children complete theirs. If your children are not in school yet, have them color or complete an activity book. 
  5. Communicate openly and frequently with your professors. If you are struggling with the content or the deadlines, talk to your instructors. Union has great professors, they will have ideas to help and will review content with you. 
  6. Be honest with family and friends. Let them know you are starting school and how excited you are. Prepare them for the fact that you will have less time and may need to cut back on commitments and/or social outings. If they care about you, they will understand and support you on your new adventure. 
  7. Stay organized. Keep a calendar, either electronic or an old-fashioned paper planner. Write in all of your school assignments, family commitments, and work assignments. Take a look at your planner every morning and evening to prioritize and keep on track with all of your tasks. 
  8. Reward yourself. Just finished a big paper or hard reading assignment? Go out for ice cream or have your favorite candy bar. Going back to school is a challenge so recognize your accomplishments, even if they are small. It will keep you in a positive state of mind. 
  9. Write down the top five reasons you are going back to school. Post that list somewhere that you will see it on a regular basis. When you are feeling overwhelmed and/or frustrated, look at those reasons to remind yourself why getting a degree is important to you. 
  10. Make friends with your fellow students, even if you only ever speak online. These are the people who are going through the same things that you are. They understand your struggles and your triumphs. Your fellow students are a good support system and sounding board.
Nikki Dominique earned her undergraduate degree from Ohio University in 2002. She served in both the insurance and construction industries before joining Union Institute & University’s admissions department in October 2012. In addition to working, she is pursuing her M.A. with a concentration in Leadership, Public Policy, and Social Issues. She was drawn to the university’s online master’s degree program for its freedom in program design and flexibility to fit into her busy schedule.




Joe Behler, Union Institute & University
Joe Behler | Cincinnati, Ohio

Academic Program: 

Doctor of Psychology (Psy.D.)
  1. Make sure your significant partner/friends/family understands the commitment you are making to doctoral study. 
  2. Track the number of hours you spend each week on any Psy.D. doctoral work. This includes reading, ProSem, etc. I was surprised to learn I spent 29 hours a week in my first semester. 
  3. After recording your average number of hours, then become more efficient. For example, I used voice dictation software to write papers and reduced the hours per week to 23-25. 
  4. I worked full time my first year, against the advice of faculty, and this was a mistake. I reduced my work from 40 hours to 32 hours for my second, third, and fourth years and this helped. 
  5. Read articles and books whenever possible. I often read at work when a client would not show or cancel an appointment. I gained some study time in this manner. 
  6. Self-care is critical. Exercise, eating, and sleeping well are very important. I had to be careful about staying up too late doing school work, missing sleep and then feeling run down. 
  7. I had to cut back some friendships and I focused on my partner, children, close friends, and family. There is a loss here but I would catch up on breaks, during the summer, and after four years. 
  8. Organization is critical. I used my calendar to write down every assignment due date. If you follow the faculty program of expected classes and do not stray from it you will finish. 
  9. I had the luxury of living in close proximity to the ProSem site. If you live farther away and must travel, get advice from student travelers on how to manage this time issue. 
  10. I have fond memories of the extended weeks in Brattleboro and Cincinnati. After class we had fun together. Bond with your classmates and get to know the wonderful faculty.
Joe Behler selected the distance learning doctoral psychology program (Psy.D.) at Union Institute & University because the program allowed him to maintain a job in psychology while completing his doctoral coursework. Face-to-face training was on weekends mostly, once a month and two extended weeks each year, which gave Joe time for family commitments and studying.







Counseling Psychology Union Institute & University
Emily Dunham | Lincoln, Vermont

Academic Program:

Master of Arts with a Concentration in 
Counseling Psychology
  1. Do your homework!! Not just the readings/papers/tests, but also research specific state and national requirements for your chosen major. Develop a plan for after graduation and determine exactly what it's going to take to get there.
  2. Be your own advocate. Part of graduate school involves increased personal responsibility to determine what you want in school, work, and life overall. Go for it! Find out who is going to be able to help you reach your goals and utilize them.
  3. Don't procrastinate. This is big. I am notorious for saving everything until the last minute, and I can always count on a few miserable weekends towards the end of each term. Believe me, things are MUCH easier if you start early.
  4. Use the writing center and your peers. This is easier said than done, but as this program is so independent, it can be easy to get off track and discouraged when you have no one to bounce your ideas off of. The writing center is always available to help!
  5. Research Capstone early. A very useful part of the Capstone project is being able to incorporate earlier pieces of your own papers throughout the course of your educational career. After all, you can't plagiarize yourself! This is super helpful, but in order to really take advantage of this, you need to start thinking about your Capstone early and writing papers that can be tied to it later on.
  6. Get to know your peers. I was not great with this over the course of my time at Union. The residencies are extremely useful to build relationships with other students, but only if you choose to engage. The residencies give us an opportunity to share our experiences with others who are balancing the same things and can be a very useful tool to enhance self-care.
  7. On that note, pay attention to self-care. It's easy to lose ourselves in balancing the job, internship, school work, kids etc. It's very important to take time for ourselves in order to be fully present for our other responsibilities. I have found that self-care is the easiest thing to neglect in grad school and perhaps the most important thing to nurture.
  8. Start looking for internship sites early. It's important to start this process very early. Think about what you are interested in. Submit several applications. Place follow-up calls. Identify a contact person to reconnect with to express your interest. It took me months to nail down a site and straighten out all of the details. Do yourself a favor and don't save this until last minute!
  9. Research financial resources. Contact the financial aid office to ask about scholarships. As my time here at Union is drawing to a close, I am not faced with repaying my loans. Make sure to consider how these will impact you in the future. There are plenty of resources out there; you just need to take the time to seek them out.
  10. Overall, my best piece of advice is to start early with everything and to speak up when you have questions. Union has plenty of very supportive and knowledgeable staff, and because of the online format, there is an increased personal responsibility to reach out for assistance when you need it. I have never had anyone ignore my questions or point me in the wrong direction.
Emily Dunham lives with her fiance and three dogs in Addison County, Vermont, where the couple recently purchased their first home. She works full-time at an animal hospital and also works 20 hours per week at an intensive outpatient treatment facility as part of her internship requirements for graduation. She really enjoys working with individuals trying to obtain recovery and she hopes to secure employment in this field upon graduation from Union Institute & University.




Nashid Shakir, Union Institute & University
Nashid Shakir | Cincinnati, Ohio

Academic Program: Master of Arts with a concentration in Leadership, Public Policy and Social Issues
  1. Online learners must take control in planning their learning pace (Chizmar & Walbert, 1999), and also be realistic about their capabilities as they learn better about themselves, they must be willing to do better
  2. They must monitor their own learning comprehension. (Shapley, 2000). 
  3. They must make judgments on various aspects in their learning process (Petrides, 2002) and their personal learning style. 
  4. Learners need to become aware of and actively explore various learning resources in an online learning context (Sener & Stover, 2000) with an understanding that their every subject and everything they learn on the front end of their academic journey is to prepare them for the rigid requirements that will be demanded of them at the end of their journey and that the whole is a combination of its parts. 
  5. Learners need to develop strategies to effectively use resources and overcome challenges that are uniquely associated with online learning (e.g., written communication) (Hill, 2002). 
  6. Online learners need to become motivated to overcome the procrastination challenge associated with online learning (see Elvers, Polzella, & Graetz, 2003), and to take advantage of online communication affordances to create meaningful interaction (King, 2002). 
  7. Online learning provides flexibility for learners to pace their own study (Chizmar & Walbert, 1999). The anytime, anywhere feature of asynchronous online learning provides learners with the ability to plan their activities at the time and the place that are most convenient for them (Palloff & Pratt, 1999). This can often feed procrastination because the learners most always allow themselves more time than they actually they have. Be very careful, procrastination may be your biggest culprit! 
  8. Learners still have the flexibility to choose the most convenient place from which to create their own learning space (Song et al., 2004), and decide on their own learning pace and sequence (Chizmar & Walbert, 1999). Be careful and do not over estimate your abilities or capacity. 
  9. In an online learning environment, the monitoring responsibilities are in large part left to the learner. They must decide whether they understand the subject correctly [or not] (Shapley, 2000) or are heading in the right direction with their course work. Even though your professor may be only an email away, he or she may also not be! 
  10. The level of responsibility for seeking assistance is also on you as the learner. It’s your time, your money, and ultimately your responsibility if you succeed or not!
Nashid Shakir has worked in social services and community capacity building for the past 25 years. Union Institute & University became a path to increase his effectiveness as a social entrepreneur. In his direct social environment there are a plethora of doctoral-level graduates and candidates from Union working to bring about productive change. These alumni and their achievements inspired Nashid to join Union's master of arts program.

Wednesday, September 4, 2013

Graduation Spotlight: Annette Aron, Ed.D.

Union Institute & University's National Commencement is October 12, 2013 in Cincinnati. To celebrate, we are highlighting a few of the upcoming doctoral graduates. Each participant was asked to write a response, in their own words, to the question “How has your Union experience changed your life?”

Annette Aron, Ed.D., Union Institute & University
Annette Aron
Ed.D. with a specialization in Educational Leadership, 2013
Georgetown, Texas

What began as an interest in obtaining a doctorate degree became a full endeavor for me as I returned to graduate school in my mid-50’s to earn my Ed.D. with a specialization in Educational Leadership (Pre K-12). I wanted to be part of a program and school community that was committed to the academic scholarship of students while offering them an opportunity to shape their lives as practitioners. I came away with so much more. I completed my Ed.D degree, I am graduating with a 4.0 average, and I researched and wrote my dissertation The Attrition of African American and Hispanic Students in Advanced Placement: Implications for Retention.

Early in my experiences, I recognized that the complex ideas and issues of social justice would become a common thread in everything I learned. I became part of a community of learners that modeled and practiced the principles of justice. The study of compelling topics, research, writings, internships, dialogue with cohort learners and faculty, reflective practice, technological innovations, dissertation, and a host of other learning experiences helped to shape my experiences as an authentic school leader. My enriched and unique experiences at Union Institute & University taught me the relevance of understanding self and my role as a change agent. I understand that a big factor in creating change comes from taking a leap of faith and having the moral courage to do so. I developed the skills and attributes of an authentic school leader and educator—empowering me to shape school reform, teaching practices, and innovations that are necessary to provide an inclusive education for scholars built upon the principles of equity, fairness, and quality for all children. I am able to visualize a future filled with new possibilities that unite us in the preservation of the world we live in.

Dr. Annette Aron has more than 35 years of experience in the field of education, including serving as a school administrator for the Austin Independent School District in Texas. She graduated Summa Cum Laude with a B.S. in education from Jarvis Christian College in Hawkins, Texas. She later earned an M.B.A. from Southwest Texas State University in San Marcos before pursing her Doctor of Education at Union Institute & University.

Dr. Aron is an active member of several organizations including the Pi Omega Zeta chapter of Zeta Phi Beta sorority in Round Rock, Texas; Phi Delta Kappa, Chapter 12 of Austin, Texas; Austin Area Alliance of Black School Educators; Association of Secondary School Principals; National Black MBA Association; and the Jarvis Christian College Alumni Association.

Learn more about Union Institute & University’s Doctor of Education (Ed.D.) program here.

Read more National Commencement graduate stories:
Kenzia Carpenter, Ph.D.
Lisha Lungelow
Linda S. Hon, Ed.D.

Spotlight on 2013 National Commencement Grads

Union Institute & University's National Commencement is October 12, 2013 in Cincinnati. To celebrate, we are highlighting a few of the upcoming graduates. Each participant was asked to write a response, in their own words, to the question “How has your Union experience changed your life?”

Annette Aron, Ed.D., Union Institute & University
Annette Aron
Ed.D. with a specialization in
Educational Leadership, 2013
Georgetown, Texas

What began as an interest in obtaining a doctorate degree became a full endeavor for me as I returned to graduate school in my mid-50’s to earn my Ed.D. with a specialization in Educational Leadership (Pre K-12). I wanted to be part of a program and school community that was committed to the academic scholarship of students while offering them an opportunity to shape their lives as practitioners. I came away with so much more. I completed my Ed.D degree, I am graduating with a 4.0 average, and I researched and wrote my dissertation The Attrition of African American and Hispanic Students in Advanced Placement: Implications for Retention.

Early in my experiences, I recognized that the complex ideas and issues of social justice would become a common thread in everything I learned. I became part of a community of learners that modeled and practiced the principles of justice. The study of compelling topics, research, writings, internships, dialogue with cohort learners and faculty, reflective practice, technological innovations, dissertation, and a host of other learning experiences helped to shape my experiences as an authentic school leader. My enriched and unique experiences at Union Institute & University taught me the relevance of understanding self and my role as a change agent. I understand that a big factor in creating change comes from taking a leap of faith and having the moral courage to do so. I developed the skills and attributes of an authentic school leader and educator—empowering me to shape school reform, teaching practices, and innovations that are necessary to provide an inclusive education for scholars built upon the principles of equity, fairness, and quality for all children. I am able to visualize a future filled with new possibilities that unite us in the preservation of the world we live in.

Dr. Annette Aron has more than 35 years of experience in the field of education, including serving as a school administrator for the Austin Independent School District in Texas. She graduated Summa Cum Laude with a B.S. in education from Jarvis Christian College in Hawkins, Texas. She later earned an M.B.A. from Southwest Texas State University in San Marcos before pursing her Doctor of Education at Union Institute & University.

Dr. Aron is an active member of several organizations including the Pi Omega Zeta chapter of Zeta Phi Beta sorority in Round Rock, Texas; Phi Delta Kappa, Chapter 12 of Austin, Texas; Austin Area Alliance of Black School Educators; Association of Secondary School Principals; National Black MBA Association; and the Jarvis Christian College Alumni Association.

Learn more about Union Institute & University’s Doctor of Education (Ed.D.) program here.



Linda S. Hon
Ed.D with a specialization in
Educational Leadership, 2013
Twinsburg, Ohio


The future belongs to those who believe in the beauty of their dreams -Eleanor Roosevelt

It was this thought that encouraged me to fulfill my dream of earning my doctorate in education, becoming a college professor, and teaching pre-service teachers. So, as I neared the end of my elementary school teaching career, I began to look for a doctoral program and found Union Institute and University. I am so glad I did.

From the beginning of my first July residency at Union, there was an impression of warmth and caring, along with the perception of tough challenges ahead. Both were true, and the warmth and caring of the professors and cohort members carried me through the challenging coursework. Union exemplifies what university education should be—theoretical and practical applications, cooperative and independent learning, varied assessments, professors imparting their vast knowledge, who are available for assistance at all times, and who also have become friends and mentors, and cohort members who have been so supportive and intellectually stimulating. This experience has given me insights and direction for my future career as a college professor.

As I pursue the next part of my dream, university teaching, I am so grateful for what I have learned and experienced, and the new colleagues and friends in my life. Wayne Gretzky, a famous hockey player, said, “You miss 100% of the shots you don’t take.” I took a “shot” on Union Institute and University, on my education, on my future, and I won.


Dr. Linda S. Hon received her bachelor’s degree in education from Ohio State University and her master’s in education from Kent State University. The Ohio native taught for 35 years in the Twinsburg City School District. Dr. Hon recently achieved her dream of earning a doctoral degree. Her future plans include teaching at the college level and instructing pre-service teachers. She is married and is the proud parent of one daughter.

Learn more about Union Institute & University’s Doctor of Education (Ed.D.) program here.



Lisha Lungelow
Bachelor of Science in Social Work, 2013
Cincinnati, Ohio

My experience at Union Institute & University has transformed my life. Not only have I fulfilled my dream of obtaining my degree, but I have new confidence in my abilities.

The idea of returning to college as an adult in my early 50s filled me with fear. But at Union, a college that specializes in adult learning, I found peers with similar concerns. Through interactions with other adult students, I found that I was not alone.

My coursework was challenging and rigorous. I learned to think creatively and critically. I was empowered to do my best. My professors challenged me, and the end result is my bachelor’s degree.

The boost to my self-esteem is priceless. This journey has shown me what I am capable of as an adult returning to school. I now recognize that I can move forward in my journey to obtain my master’s degree—and a Ph.D. is not out of the question. The confidence I feel going forward and seeking employment, I attribute to Union Institute and University.The boost to my self-esteem is priceless. This journey has shown me what I am capable of as an adult returning to school. I now recognize that I can move forward in my journey to obtain my master’s degree—and a Ph.D. is not out of the question. The confidence I feel going forward and seeking employment, I attribute to Union Institute and University.

While earning her bachelor’s degree in social work, Lisha Lungelow balanced one full-time job, one part-time job, and raising two children. She is a member of the National Association of Social Workers and the National Association of Black Social Workers. Lisha is a lifelong resident of Cincinnati, Ohio.

Learn more about Union Institute & University’s Social Work program.



Kezia Carpenter
Ph.D. with a concentration in Humanities and Culture, 2012
Sussman Award Recipient, 2013
New York, New York

When I encountered the complex issues that transnational families confront as an educational consultant in Ecuador and a program director for Early Head Start and Head Start programs in Queens, New York, I made a personal and professional commitment to pursue a doctoral degree to help me understand migration-based family separation. After looking at other doctoral programs, I found that Union Institute & University’s Cohort Ph.D. Program’s approach—the scholar-practitioner model—would be the right path for me. I came to Union with twenty years of experience in human services, specifically community mental health counseling and early childhood and elementary education. I am a certified teacher in New York and a licensed counselor in Ohio and New York, with graduate degrees in both of these fields. I needed a doctoral program that would help me pull together my prior professional background and take my academic and professional training to the next level.

As a student in the Ph.D. in Interdisciplinary Studies program, I strengthened my interdisciplinary foundation through the coursework and my scholarly interactions with other doctoral students and faculty at the academic residencies and conference days. The Humanities and Culture concentration was a good fit for me with its emphasis on narrative and cultural studies scholarship, along with Union’s integrated ethics and social justice focus. Listening to family member stories in Mexico and New York and trying to understand what they communicate about transnational family identity processes, agency, and family stress and resiliency was paramount to my professional goal of using my research to inform education and social service program policies. With this policy-based end in mind, I partnered with the National Migrant and Seasonal Head Start Association for my dissertation research. Ultimately, my doctoral experience at Union helped me cultivate and strengthen my voice as an emerging leader in my fields and as an advocate for migrant and immigrant families and their young children.

Since my dissertation study and the completion of my degree, I have presented at the Head Start 10th National Research Conference, the Office of Head Start’s First National Birth to Five Leadership Institute, and the 40th National Head Start Conference. I have taken on more senior-level management responsibilities in my position as a program director for the University Settlement Society of New York. I coach other early care and education leaders at the Settlement and represent the International Federation of Settlements and Neighborhood Centers (IFS) as a member of the NGO Committee on Migration at the United Nations. This past summer I began consulting for Bridging Refugee Youth and Children’s Services in Washington, D.C. as they develop training and technical assistance materials to strengthen collaborations between Refugee Resettlement agencies and Head Start programs across the country. Lastly, I am an international volunteer with Restoring Family Links (RFL) at the American Red Cross of Greater New York, helping reconnect family members across borders and informing their new migration initiative that is evaluating how we can use RFL services to reunite family members separated at the Mexico-US border. In many ways, graduating from Union Institute & University feels like the beginning of a new era. Post-degree I am better prepared to embark upon my life’s work and I appreciate the new community of colleagues—nationally and internationally—I have gained throughout this process.

Dr. Kezia Carpenter is the first woman on the maternal side of her family to earn a college degree and she is the proud great-granddaughter of a woman who migrated to Cincinnati during the Great Depression to give her young daughter and future family a better life. Dr. Carpenter's dissertation Family in the Borderlands/la Frontera: Transnational Narratives of Mexican Migrant Parents and their Young Children recently earned the coveted Sussman Award based on excellence in all criteria – originality, interdisciplinarity, social meaning, quality of writing, and overall presentation.

Dr. Carpenter graduated with a Bachelor of Arts in Psychology from Miami University in 1988. As she embarked on her community mental health career in Cincinnati during the early nineties, she simultaneously pursued a Master of Education in Agency and Community Counseling at Xavier University (1992) and a Certificate of Advanced Graduate Studies in Counseling at the University of Cincinnati (1996). Mid-career she decided to focus on serving young children and families. She moved to New York City where she attended Bank Street College of Education and earned a Master of Science in Early Childhood and Elementary Education in 2000. Kezia is a certified teacher in New York and a licensed counselor in Ohio and New York. She is a member of the National Council on Family Relations and a member of the International Society of the Study of Narrative.

Learn more about Union Institute & University’s Ph.D. in Interdisciplinary Studies program.




Visiting Day: M.A. with a concentration in Counseling Psychology

Saturday, September 21, 2013
9:30am – 12:00pm


Union Institute & University, New England
New England Center

Union Institute & University, Cincinnati
Cincinnati Center

Union’s New England and Cincinnati academic centers will simultaneously host visiting days for the M.A. with a concentration in Counseling Psychology program on Saturday, September 21, 2013. Join students, faculty, and staff to learn how this graduate program can further your education and career. The mission of the M.A. with a concentration in Counseling Psychology program is to educate future psychologists and counselor practitioners to identify and treat psychological problems and issues in a variety of clinical, educational, and workplace settings. The day’s activities will include an overview of the program by staff and faculty, a question and answer session with a current student, and the opportunity to attend a class.

Master of Arts with a Concentration in Counseling Psychology highlights:

  • Hybrid Delivery: online and one weekend residency per term (3/year) at Union Institute & University headquarters
  • Curriculum includes 60 credit hours and an internship
  • Individualized attention from faculty and staff
  • Attend full-time or part-time
  • Concurrently pursue a Certificate in Alcohol and Drug Abuse Counseling without taking additional coursework

For more information or to register contact

New England Academic Center:
Hanna Thurber:
hanna.thurber@myunion.edu | 802-254-0152 x8905
New England Academic Center
28 Vernon Street, Suite 210 | Brattleboro, Vermont 05301-3669

Cincinnati Academic Center
Lauren Wenstrup:
lauren.wenstrup@myunion.edu | 513-487-1269
Cincinnati Academic Center
440 East McMillan Street | Cincinnati, Ohio 45206-1925