"If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning."  ~Carl Rogers

The graphic above represents new thinking as a result of my comprehensive examination on December 3, 2004 which included a presentation and defense of my electronic portfolio to a panel of professors and an external review. During the presentation, questions and answers, discussion and revision recommendations, occurred that are now incorporated into this portfolio.

The scholar section of the digital portfolio synthesizes my experience in the doctoral program. Highlighted are my research interests that have developed over the course of the doctoral program, additional and supplemental readings and my plan of action for a possible dissertation. The original study plan of action I had in mind when I presented is linked to this page and is now incorporated into a new potential study area based on the recommendations of Professor Hughes and Professor McGuire.

I hope to show that my capacity for new thinking and scholarly work is grounded in who I am as a person, learner and teacher and that I have sustained both care and growth as an individual consistently over time.

Writing that serves as a summative, reflective and evaluative synthesis of the entire doctoral program experience is found on a separate page of the web site.

Research Interest Areas

Link to portfolio presentation slide show.

Additional Areas of Ongoing Interest

I am a product, so to speak, of both study and experience with regard to family systems theory. A course at the graduate level and reading supplemented years of family therapy at critical points in my life. Understanding one's self in relationship to one's family of origin can only lead to personal mastery. In family theory, individuation is the process of differentiating from one's family of origin and understanding the patterns of behavior learned in the formative years in the family. A differentiated individual functions as a separate self whose behavior and decisions are not affected by the anxiety that is often associated with family of origin relationships. Recently, I have received  books from the Georgetown Family Center that apply Bowen family system theory to organizations. The family systems frame could be added to the collection of frameworks studied particularly for the leader's self-study of his relationship to the organization.

Sagar, R.R. & Wiseman, K.K. (1982). Understanding organizations: Applications of Bowen family system theory. Washington, D.C.: Georgetown Family Center.

Comella, P.A., Bader, J., Ball, J.S., Wiseman, K.K., & Sagar, R.R., Eds. (1996). The emotional side of organizations: Applications of Bowen theory. Washington, D.C.: Georgetown Family Center.

Before entering the St. John's program, and while I was working for my school district as a technology staff developer, I completed four graduate level courses in the SUNY Stony Brook Department of Technology and Society that focused on educational computing. Initially, I thought that my research would be in this area. I maintain an active interest in computers and education and hope to return to this research area some day.

Kafai, Y. & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.

Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.

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