Holly Holloway-Friesen
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1 1 Holly Holloway-Friesen Educational Background Doctor of Philosophy: Higher Education August 2011 Claremont Graduate University Claremont, CA, 4.0 Awarded the Graduate Student Research Fellowship for 2010 from the National Career Development Association for Exemplary Research in Career Development by a Graduate Student. Master of Science: College Counseling and Student Development May 2004 Azusa Pacific College Azusa, CA, GPA: 3.97 Bachelor of Arts: May 1998 Claremont McKenna College Claremont, CA, GPA: 3.7 Honors: Phi Beta Kappa honor society; Magna Cum Laude Publications Holloway-Friesen, H. (2016). Acculturation, enculturation, gender, and college environment on perceived career barriers among Latino/a college students. Journal of Career Development (print version still in press, online available): DOI: / ). Holloway-Friesen, H. (in press). On the road home: A qualitative content analysis of commuters' sense of belonging. College Student Affairs Journal. Luna de la Rosa, M. & Holloway-Friesen, H. (in press). Building cohort community through spirituality and professional purpose: A spiritual retreat for first-year graduate student affairs students. In: K. Goodman, E. Patel, & Geise, M.E.(Eds.). A Handbook for Educating about Religious Diversity and Interfaith Engagement in Student Affairs, (submitted, pages forthcoming). Holloway-Friesen, H. (2008). The invisible immigrants: Revealing 1.5 generation Latino immigrants and their bicultural identities. Higher Education in Review, 5, Holloway-Friesen, H. (2005). NASPA West Newsletter composted article on immigrant students for June 2005 Holloway-Friesen, H. (in press). Culture and Religiosity: Contributors to Asian American Graduate Students' Belonging. Journal of Student Affairs Research and Practice. Holloway-Friesen, H. & Kranzow, J. (under review). Factors impacting graduate school college choice for first generation students. Journal of Diversity in Higher Education. Holloway-Friesen, H. (forthcoming). Mentoring and belonging on graduate students professional self-efficacy.
2 2 Presentations Holloway-Friesen, H. (scheduled Jan. 2018). Mentoring and sense of belonging on graduate students of color professional self-efficacy Hawaii International Conference on Education, Honolulu, HI. Zagarpour, N., Rakich, S.S., Holloway-Friesen, H. (2012). Assessments in California s P-12 schools as compared with schools nationwide: A National Science Foundationfunded project. Paper presented at the American Educational Research Association annual meeting, Vancouver, BC. Holloway-Friesen, H. & Pichardo, D. (2006). A growing population: 1.5 generation Latino immigrant college students Bicultural identities. Paper presented at the NASPA conference, Washington, DC. Holloway-Friesen, H. (2005). Last chance saloon: How to maximize opportunities for graduating seniors. Paper presented at the Consortium of Liberal Arts Schools and Independent Colleges meeting, Malibu, CA. Holloway-Friesen, H. (2005). The bicultural competence of 1.5 generation Latino immigrant college students. Paper presented at the Student Research Conference, Claremont, CA. Higher Education Teaching Experience Program Director: B.A. Program in Psychology, Inland Empire & High Desert Assistant Professor of Psychology May 2018 Present Azusa Pacific University Direct and oversee Bachelor of Arts in Psychology program at Azusa Pacific University's Inland Empire (San Bernardino, CA) and High Desert (Victorville, CA) campuses. Mentor all faculty at both campuses in best practices. Establish course sequence and schedules at both campuses. Advise and guide students at both campuses in academic, career, and life mentoring. Plan Preview Sessions and Orientations for new students. Strategize engagement best practices to maximize student development and faculty performance. Assistant Professor January, 2015 May 2018 Adjunct Professor November 2011 December 2014 Taught in Master of Science in College Counseling and Student Development Program for 7 years. Advised students in career and educational plans. Conducted aggressive research agenda, published articles and presented at conferences in the field. Planned program events, including student retreats, professional development days for graduating students, and alumni panels to promote student development.
3 3 Qualitative Research with Today s Diverse College Students course (12 sections) Students are provided with a review and analysis of the ecology of college students in contemporary American higher education. Student characteristics, subcultures, values, beliefs, lifestyles, and other critical variables are examined in relation to assessment methods and policy/program implications. Program Evaluation 12 sections Problem identification, research/program design, instrument development, data collection techniques, fundamental statistical tests, cost/benefit analyses, and interpretation of findings are addressed. Critical analysis of relevant literature is emphasized. Quantitative Analysis (Statistics) (8 sections) Provide students an understanding of the basic concepts of central tendency (mean, median, mode) and variability (range and standard deviation); teach how variables relate to one another (correlation, chi-square); train students how to make inferences about populations from samples; make comparisons using group means (dependent t-test, independent t-test, one-way analysis of variance); Intro to College Student Affairs (Scheduled fall, 2017) An introduction to and overview of the field of college student affairs is offered with emphasis upon its historical and philosophical foundation, its basic documents, and its primary objectives within American colleges and universities. Students survey and analyze the typical programs and services which the college student affairs field delivers within American colleges and universities. Career Counseling course (7 sections) Course designed to train graduate students the theoretical foundations underlying career decision-making and career counseling and decision theory for specific populations Concordia University, Portland Online April 2014 December 2017 Adjunct Faculty Doctorate of Education in Transformative Leadership Quantitative Research Methods (Doctorate level 4 sections) Formulating research questions, identifying relevant target populations, selecting respondents for study, refining definitions of the effects of interest, identifying relevant comparisons, selecting appropriate measures, including descriptive, inferential, and probability statistics, determining how many subjects to study, taking advantage of the results of previous research and pilot studies, and anticipating the unanticipated. The quantitative research designs of survey, correlation, causal-comparative, and comparative are examined. Contemporary Educational Thought 1 section This course is designed to identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and
4 4 liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Leading the Learning Organization (Doctorate level 9 sections) This course explores the learning organization as a system, which focuses on enhancement of individuals, teams and overall organizational strategy. The course revisits Senge s Five Disciplines, includes an intense study of needs assessment tools, as well as effective training and development tools. The course involves strategic study of creating a sustained organizational learning environment that enhances the learning capability and intellectual capacity that results in individuals, teams, and organizations with a strategic advantage. Argosy University May 2012 July 2017 Adjunct Faculty M.A. and Ed.D. Counseling Psychology/LPCC & MFT Research Methods and Program Evaluation (2 sections) Teach experimental, quasi-experimental, and non-experimental designs, assessed by written research critiques, final project, and discussion board postings. Career Counseling & Personal Lifestyle (13 sections) Course designed to train graduate students the theoretical foundations underlying career decision-making and career counseling and decision theory for specific populations (e.g., women, disabled, ethnic minorities, etc.). Human Growth and Development (2 sections) Provides a broad understanding of the nature and needs of individuals at all levels of development: normal and abnormal human behavior, personality and lifespan theory, W7000 Advanced Writing for Doctoral Students (2 sections) California State Polytechnic University, Pomona Career and Personal Exploration (3 sections) Career and personal exploration geared to assist students in choosing a major aiding in student retention and graduation. Online Curriculum Development experience Concordia University, Portland Course Writer October 2016 present Selected to rewrite an organizational development course. Produced the academic and intellectual content rewrite of the academic course, titled EDDT 641, Leading the Learning Organization. Instructionally designed course outline, lesson goals and objectives, instructional content, learning activities and resources, assessment strategies and rubrics, assignment outline, grading scale and online course syllabus
5 5 Professional Experience Associate Director of Career Counseling Services Department (12/06 8/09) Azusa Pacific University Accomplishments: Provided visionary leadership to office to maximize impact on student counseling and development issues. Counseled all referred students with disabilities. Initiated and developed corporate partners program and increased fiscal revenue 7-fold. Oversaw and managed day-to-day operations including 4 professional staff, 4 graduate interns, and student workers. Coordinated and managed budgets of 5 recruiting fairs during the academic year. Developed and coordinated counseling online data management system for counseling staff. Manage entire employer relations affairs for the office, including 300+ employers. Career Counselor (May 2004 December 2006) Career Counselor Associate (September 2003 May 2004) California State Polytechnic University, Pomona Accomplishments: Provide vision for Career Center and develop innovative programs that foster students academic and vocational development. Liaison for 200+ clubs and resource to club members. Manage 3 graduate interns and 4 peer advisors implementing motivational leadership methods Identified counseling staff weaknesses and developed training solutions to equip fellow professionals. Collaborate with faculty, staff, & students on campus-wide committees. Interview and assess candidates for positions within the center. Relate with diverse student populations. Counsel students in Spanish with first generational Latino/a students and specialize in counseling students with disabilities. Career Advisor (May 2004 August 2004) Westwood College Upland, CA Accomplishments: Manage large caseload of non-traditional diverse college students in individual and group appointments, utilizing appropriate counseling strategies. Prepare and conduct seminars on vocational related topics including resume writing, interviewing skills, networking, internship attainment, and job search techniques. Critique resumes, cover letters, and conduct mock interviews. Strategize with career center team regarding best practices. Academic Affairs Graduate Intern (August 2002 August 2003) Azusa Pacific University, College of Liberal Arts and Sciences Azusa, CA Accomplishments: Effectively managed $100,000 faculty travel budget for 100+ faculty members. Assessed 1 st -year experience and General Education programs through committee leadership and partnership with faculty.
6 6 Collaborated w/110 full-time & 150 adjunct faculty on pertinent academic & student affairs issues. Researched effectiveness and quality of a study abroad program through statistical analyses and presented reports to Dean and other campus leaders. Participated in WASC faculty scholarship review committee. Campus-wide committee work APU Career Services Program Review Committee Conducted external program review of Azusa Pacific University s Career Services department to ensure student developmental needs are being met. Bronco Fusion Committee (Welcome booth co-chair) Encourage student involvement in clubs and organizations Develop programs to orient and welcome 1800 students to campus Organize & supervise 30 volunteers. Student Development Leadership Institute Develop and implement innovative programs to encourage student leadership development. Solve programs and collaborate with committee members. Re-Entry & Women s Center Task Force Analyze re-entry students needs and pose suggestions Research and collaborate with other re-entry centers at sister campuses. Phantom Shopper Committee Supervised 15 volunteer students Collected and analyzed data on quality of services of entire student affairs division. Created reports for distribution. Other Association involvement NASPA Expert reviewer for quantitative survey research project in support of work conducted by the New Professionals and Graduate Student Knowledge Community ASHE (Association for the Study of Higher Education) Reviewer of programs for 2005 and 2006 national conferences Educational Research Experience The Institute at Indian Hill (May 2011 October 2011) National Science Foundational Grant Funded Research Associate Conducted mixed methods research on formative assessment practices in California's K-12 mathematics classrooms through a partnership between the University of California-Davis and Claremont Graduate University Research questions that guide this study: (1) What is the current status of formative assessment use in California's K-12 schools? (2) What impact do formative assessment outcomes have on student academic achievement as measured by summative assessments? and (3) Does the use of formative assessment differentially impact performance of subgroups of students.
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