Sue Stauber, Director of Education at an inner city children's center.
In 1985, when I took my first PO class, I was a young, inexperienced teacher with dreams of the kind of teacher I wanted to be but no idea how to get there. Pacific Oaks provided me with an extraordinary model of professionalism, of commitment to diversity, and anti bias practices in Early Childhood Education. They taught me how to create practices for families and children based in research and theory of what we know about how children learn and develop with a focus on inclusion and multiple cultural viewpoints. This constructivist approach and commitment to anti-biased practices transformed not only my teaching but also my personal life as I learned to think critically about issues in the world. Over the years, I have worked as a teacher, parent educator, supervisor, and trainer, both in private programs and Head Start. My experiences have consistently been that my learning at Pacific Oaks has provided me with a depth of understanding, experience, and skill which is extraordinary in our field. I owe so much of what I have been able to give to children, families, other teachers, and my community to the transformational experience that a Pacific Oaks education entails. It is no surprise to me that as I look around the ECE community here in Portland, Oregon, I see PO alumnae as executive directors of programs, as faculty in the local community colleges, as directors of university lab schools, and in leadership positions in Head Start. Nor is it any surprise to me that employers are always impressed by the name Pacific Oaks on my resume, because Pacific Oaks has long been synonymous with the highest values and standards in our field. We must save this wonderful school. We owe it to future generations of children, families, and teachers.
Marilyn Segal, Ph.D, Founder & Dean Emeritus, The Mailman Segal Institute for Early Childhood Studies, NOVA University Board Member , A.L. Mailman Family Foundation
As an early childhood specialist, I have become very familiar with Pacific Oaks. It has pioneered the constructivist pedagogy that produces competent early childhood professionals. If Pacific Oaks is not maintained it would be a sad loss for all early childhood professionals. I urge the Board to support this most valuable institution,
Sincerely, Marilyn Segal, Ph.D
Founder & Dean Emeritus, The Mailman Segal Institute for Early Childhood Studies, NOVA University
Board Member , A.L. Mailman Family Foundation
Hope Moffatt, PO Alumna, 2006, Childhood Studies Instructor, Keyano College, Fort McMurray, Alberta, Canada
To: Pacific Oaks president and Board of Directors:
RE: The Importance of Pacific Oaks College to me
Simply put, Pacific Oaks College changed my life – several times.
To provide some context: I am a Canadian, who started teaching young children 40 years ago, and adults in Early Childhood Development college classes 20 years ago.
Elizabeth Jones’ writing and thinking were very inspiring to my colleagues at Red Deer College in Red Deer, Alberta. In 1988, at the end of my first year of teaching adults, I had an opportunity to come to Pasadena with 30 other Early Childhood Development college instructors from all over Alberta to do a specially-designed week-long intensive with Betty Jones. We had classes at the Westmoreland campus, and visited the Children’s School. Betty followed up by visiting our campus in Red Deer, then having a subsequent weekend session in Edmonton, Alberta. In each of these sessions I observed Betty being a facilitator of my learning but not through the typical lecture-style of university and college teaching. She made sure she got to know us, and that we established relationships with each other. She made learning fun, at the same time as she asked us to think deeply about concepts and share our thinking and writing with other classmates. Her book, “Teaching Adults” as well as her writings in the Young Children journal were significant to my growing understanding of not only young children, but the roles of their significant adults.
Because of that experience, I looked for Betty’s writing or work by any of the other faculty from Pacific Oaks when I was doing research or just trying to stay current in the field. I became aware of the work of Renatta Cooper, Magda Gerber, Louise Derman-Sparks, John Nimmo, Margie Carter, Deb Curtis, and Gretchen Reynolds to name just a few. All of the above authors have intrigued, challenged and inspired me at different times in the last two decades.
When it came time to get my Master’s I remembered seeing ads with Betty’s picture in the Young Children journal, advertising the fact that Pacific Oaks College had opportunities for achieving a Masters degree in Human Development by distance. Since I was now a single mother, and living in Fort McMurray, a fairly isolated small city in north-eastern Alberta, distance education was the only way I would be able to achieve further education. I contacted Betty, and the wheels were placed in motion. I began in fall of 2002.
After three and a half years of hard work, summer intensives in both Seattle (2003) and Pasadena (2004), I graduated with my Masters of Human Development last year (2006) from Pacific Oaks College in Pasadena, CA. It was a proud moment in my life – I am the first in my family to have a degree – never mind a Master’s degree.
The friendships I had made online over those years are what propelled me to take the time and spend the money to come all the way to California for graduation. There I met face to face for the first time, some of my classmates and instructors from our online classes. I knew these women already. These were women who had become dear friends and respected colleagues. We had shared our thoughts, feelings and some of the circumstances of our lives with each other over time and distance. We had had weddings and anniversaries celebrated; babies born; parents, siblings, friends and life partners die in the time we took courses with each other.
We had become each other’s support systems – to varying degrees. Sometimes it was simply in a discussion thread, other times it was a small group team project, but sometimes it went beyond that. Three of us who had shared other classes became a solid unit that worked collaboratively to work through our entire thesis process together. We each acknowledged the input, support and encouragement of the others in our theses dedications. We have established personal friendships that go across the continent, with one of us in northern Canada, one in Hawaii and one in North Carolina. None of this would have been possible without the Pacific Oaks distance program.
Pacific Oaks distance courses are a model of online education that is a perfect fit for me and my learning style. Pacific Oaks online classes focus less on technology than they do on interaction; on collaboration and scaffolding of others’ learning rather than on competition for grades; on openness to new information and reflection on readings and discussions; and on students finding their voices – in written form. This is transformative education at its finest and for me it was evident in many of my classes at Pacific Oaks – not just one.
Because of its philosophy and the dedication and expertise of its faculty, Pacific Oaks College has been a leader in the early childhood field, not only in the United States, but around the world. Certainly, having my Masters in Human Development from Pacific Oaks College has opened doors for me within my own institution, as well as helping me to be very favourably considered for positions in Early Childhood programs in other Canadian community colleges.
In its mission statement Pacific Oaks states that it is “dedicated to principles of social justice, respect for diversity, and the valuing of the uniqueness of each person”. Throughout my education I came to see all of those principles in action, and have strengthened my own understandings and applications of them in my personal and professional life. I am a proud alumna of Pacific Oaks College, and want to do what I can to ensure that its principles and practices endure into the future.
Debbie Ravacon, Alumna, 2004.
This Little Light of Mine, I’m Gonna to Let It Shine….
When I decided it was (past) time for me to pursue my masters degree, I dreaded taking education courses- boring and uninspiring. I wanted to complete my masters as quickly and painlessly as possible- get those letters after my name. Meanwhile, I was very much inspired by an article in YC by Betty Jones about the value of conflict. When I learned about PO Online, I was thrilled- I could save commuting time and take the classes on my own schedule… and have Betty as an instructor?
What an incredible surprise PO had in store for me. Four years later (wasn’t I supposed to be able to get it done in less than 2?) I completed my masters. The experience was more like cataract surgery than taking education courses- I now see human relationships with new eyes. I have inspiring friends and colleagues (some who were my PO instructors) all over the United States and Canada.
Since PO, I have joined with East Coast PO folks and others to form the East Coast Early Childhood Diversity Network, EC2DN, (inspired by the Oregon Diversity Network also organized by PO people). PO also inspired me to accept a position as founding director of a community college children’s center. The center is now an anti-bias program with diverse staff and families. I infuse my adult teaching (as adjunct faculty member) with an anti-bias perspective. All of this is a result of my Pacific Oaks College experience.
Pacific Oaks College is a small college making a big difference. Just as a stone tossed into a pool creates ripples that spread far and wide, the “little light” within each PO student shines brighter from the experience and that light illuminates the lives of all those we touch.
Pacific Oaks College is a beacon of hope and inspiration sorely needed in today’s world. Count me among the many who assert that the PO light must continue to shine for future generations.
Debbie Ravacon
Fort Washington, PA
Masters in Human Development, 2004
Ruth Weinberg, Occupational Therapist
My name is Ruth Weinberg and I graduated from PO with an M.A. in Human Development and a specialty in Early Childhood Education in the fall of 2006. I studied through the distance-learning program and took two classes at PONW. I also went through the ABLE program.
I am an Occupational Therapist working in an organization that serves all children age birth to six who have disabilities in Lane County, Oregon. My education at Pacific Oaks has had a tremendous influence on my life both personally, career and continues to have far rippling effects to both the children I work with directly and the many preschool teachers and colleagues in early childhood special education whom I work and train with.
My studies at Pacific Oaks was the most energizing and inspiring education I have ever received. It was an incredible experience to be able to share thoughts and ideas with both staff and students with such a vast expanse of experience and knowledge. I far prefer face-to-face contact and I was hesitant about studying online. Nonetheless, I was VERY pleasantly surprised at how well it worked. The books read were informative and stimulating. The conversations were thought provoking, challenging and inspiring. It was very convenient to work at my own time and fit it into my working life. I couldn’t have wished for more.
One of my main insights at PO was seeing the discrepancy between the approach in early childhood education and the approach in early childhood special education in the County I work in. There has been a very strong behavioral influence in special education in Eugene since the 1970’s and it continues. My studies at PO have led me to have the knowledge and confidence to bring a play oriented approach to special education in Lane County. I have created videos demonstrating the value of play in special education. I have provided training and shown the videos to 60 preschool teachers, early intervention students at the local university, directors of programs for children with special needs, as well as the 60 staff in my program.
I am working closely with a director of 14 preschools for children with special needs to see how we can bring a more developmentally appropriate curriculum that is play based into her classrooms. I know that this will have an important and lasting impact upon the children that they serve in all areas of their development.
PO’s strong commitment to social justice, respecting diversity and making change has also provided me with the knowledge, resources and confidence to be a member of our cultural competence working group in the organization I work at. I have been a co-leader in creating and facilitating workshops addressing cultural competence for preschool teachers and am presently organizing a workshop for cultural competence within my organization. We are also addressing cultural competence in our evaluation tools, service delivery, English language learners, as well as classroom materials and curriculum.
Pacific Oaks has made a tremendous impact upon me and so many people and children. It has been a powerful leader for so many years in early childhood and must continue. I am committed to keeping Pacific Oaks vibrant as an educational establishment in early childhood.
Rebecca Moana Yonamine
This message may be simple in words but my love and respect for what P.O. gave me is truly deep. I am one of the fortunate ones to have experienced being a part of Pacific Oaks Northwest. I graduated in 2001 with my master's in human development. The faculty like sharon cronin, john nimmo, fran davidson, renatta cooper, letiticia, theressa leanier,debra sullivan, louise derman-sparks and all filled my life with knowledge and experiences that i would not have received anywhere but from Pacific Oaks. It was a sad, sad day when PONW was forced to shut down!!!!! now PO! how undermining and deplorable! the gift that these individuals bring to the lives of each student they touch cannot be measured. Each day i take "the work" with me as I continue to be there in social justice. I continue the work with each one of these amazing individuals in my heart and spirit. I cannot say in words how much PO gave me part of my life. my respect runs so deep for them. the question is simple...how could you do this????!!!!!!
i end with these words....we have to have courage...not the absence of fear or despair, but the strength to conquer them.
''Ukuli''i ka pua, onaona I ka mau''u.''.....Tiny is the flower, yet it scents the grasses around...meaning...one person can make a significant impact in the universe. a profound hawaiian proverb.
mahalo a me ka pono.
Lynda Billingsly, Early Childhood Education Consultant
I am a sixty-three White married woman living in the Midwest. I have been involved with early childhood education for the past nineteen years and received my Masters of Arts in Human Development with a specialization in Early Childhood Education from Pacific Oaks in 2006. My message is simple --I tell everyone that making the decision to attend Pacific Oaks was one of the best decisions that I have made in my life. This experience ranks right up there with getting married and having two children. I say this because of the positive impact Pacific Oaks has had on my life, my relationships, and my profession. I started taking classes while I was in my late fifties online through the Able program because I wanted to know more. I was never disappointed with my education as I was challenged, encouraged, questioned, and respected by instructors and a counselor who believed in what they were doing, and they empowered me to make a difference. Here in the Midwest when I mention Pacific Oaks the college receives a great amount of respect as it has clout in the early childhood community because of the past and present faculty. What I have received from Pacific Oaks is immeasurable.
As both a former student and faculty member, I experienced in a million different ways the beauty, excitement, and magic of teaching and learning at Pacific Oaks College. As a young, working class woman of color, Pacific Oaks was a haven for both my intellectual formation and political development, as well as my understanding of civic responsibility. It was at Pacific Oaks that I found my voice and the academic support that had been absent in my education prior to attending Pacific Oaks. I'm firmly convinced that I would have become a very different person had I not had the privilege and good fortune of working with people like Carol Day (formerly Phillips), Barbara Richardson, Louise Derman Sparks, and Betty Jones. Although Pacific Oaks College has never been a "perfect" place -for no place is -it had always been a place where intellectual dialogue among the faculty and students (although intense at times) was welcomed and appreciated; for Pacific Oaks had always been a place where education was unapologetically about being of service to the world, rather than simply to one's individual whims.
However, in the last several years, decades of hard work and many accomplishments have been steadily eroded by the current administration. A major example of this was the closure of Pacific Oaks North, a hallmark educational institution in the Seattle area. This left not only a huge pedagogical void in the area, but placed the reputation of Pacific Oaks College, as an institution committed to the welfare of people and the service of humanity, in question. The more recent events on the Pasadena campus have only served to solidify and confirm the deep concerns expressed by many at that time.
For many of us who have given of our minds, hearts, bodies, and spirits to teach the women and men who have studied at Pacific Oaks, the actions of the current administration are a betrayal of all that we have struggled to create in theory and practice. Moreover, these actions constitute a flagrant violation of the basic principles for which Pacific Oaks Collage was established- an institution dedicated to principles of social justice, respect for diversity, and the valuing of the uniqueness of each person.that encourage learners to find their own voices, to take stands in the face of opposition, and to exercise competence in collaboration with others.
This is truly a sorrowful moment in the history of Pacific Oaks. The actions of the President, unfortunately, echo the rampant corporatization of traditional colleges and universities across the country. Similar destructive institutional actions have led to the elimination of progressive educational programs and faculty members, while philosophically twisting values and practices to serve the conservative agendas of business interests and corporate elites-values that represent the antithesis of the humanist ideals to which Pacific Oaks has been dedicated for over 60 years. Yet, as we see the world become more violent and dehumanizing, never has there been a greater need for the kind of educational formation and leadership that only a humanistic institution like Pacific Oaks College can provide.
Thus, with heavy hearts, we now watch this institution of knowledge and humanist integrity collapse under misguided leadership. Yet, it is not too late to change the destructive course that has been put into action. But this will require the Board of Trustees to courageously take action on the legitimate concerns raised. The Board must move to immediately rectify the current crisis, repair the trust that has been fractured, and develop a participatory plan of action for the College, with faculty, students, administrators, and community-a plan in concert with the institution's mission. This is particularly important, given the vote of "no-confidence" that has been issued against Carolyn Denhem by those who not only support this institution, but who struggle each day to live the values of Pacific Oaks in our work and in our dreams.
Stephanie Feeney, Ph.D., Professor of Education Emerita, University of Hawaii
In the early l970’s, before I moved to Honolulu to begin teaching early childhood education courses at the University of Hawaii, I took a trip to Pasadena to visit Pacific Oaks. I observed in the children’s school, visited the college, and began an on-going dialogue about teaching adults with Betty Jones. Betty generously shared her philosophy and teaching resources and helped me over the years to develop my own approach to teaching adults based on the same appropriate and respectful pedagogy that we use with young children. Since that time I visited P.O. often and spent a sabbatical teaching with Betty. I met some of my good friends and colleagues at P.O., people who, like me, were basking in and learning from the Quaker wisdom that permeates the place. It was often lonely being the only early childhood educator at the University of Hawaii, but I always knew that I had a community at Pacific Oaks that welcomed me and validated my beliefs.
Pacific Oaks is a special place for many people. It is unique in its commitment to dialogue, self-directed learning, respectful relationships, and social justice. At P.O. the heart and the mind are honored and brought together. It is a beacon that confirms our deeply held values about what is important for adults and for children. It reminds us to keep the people at the center of our practice and to resist demands for accountability and outcomes at the expense of thoughtfulness, excitement about learning, reflection, meaning, curiosity, and joy.
It is sad to think that this legacy, that means so much to so many people, is endangered by those who may not truly understand it. I support the P.O.community in its efforts to preserve the legacy that it has created, and urge the board and administration to turn their attention to recognizing the unique value of the school and supporting and nurturing it instead of threatening it.
Linn Veen, Alumna, 1974
Hello from Montana-
After years in the midwest I have returned to MT to work in early childhood.
I am aware of several students who are currently working on Master's degrees thru PO.
It is critical to our field that Pacific Oaks remain strong. PO educates and nurtures ECE professionals who become leaders in their communities.
My undergrad at PO and then a Master's in education, with my experience with Molly Scudder at the children''s school gave me tools, a way to think about children and families. I have been in leadership positions for over 20 years in communities and various programs serving children.
As a teacher in the Lab School at Purdue I had an opportunity to share with hundreds of students. The work of PO faculty and graduates is like a stone tossed into water: rings and rings of ripples move out and touch other shores.
Thank you for your work to save Pacific Oaks College.
Patricia G. Ramsey, Professor and Chair, Department of Psychology and Education, Mount Holyoke College
I am writing to you to express my profound concern that President Carolyn Denham has decided, at the direction of the Board of Trustees, to prepare plans for a possible teach-out or closure of Pacific Oaks.
I am a member of the early childhood community, a professor of psychology and education at Mount Holyoke College in Massachusetts, and a long-term admirer of the wonderful work of the faculty and students at Pacific Oaks College. I have published widely in the fields of early childhood multicultural education and the development of social attitudes and interpersonal skills.
Pacific Oaks is a unique institution in the early childhood field with its emphases on rigorous theory and practice, innovative ideas and teaching, and advocacy. It has been the source of many vibrant initiatives. Louise Derman-Sparks’ book Anit-bias Curriculum really changed the whole conversation about early childhood multicultural education. I am also an ardent admirer of Betty Jones’ work among others. The prospect that Pacific Oaks, a vibrant institution with a magnificent history and luminous future, might be closed down is beyond imagining!!
I teach at a small private liberal arts college, and I know well the budgetary challenges of higher education these days. I understand that tuition revenue and expenses can fluctuate, but I have never heard of an institution that has gone from a surplus one year (2006 financial report) to threat of closure 9 months later as seems to be the case for Pacific Oaks. The recent re-accreditation report would not have been so superlative if there had been an imminent financial crisis. So I am left to assume that the “crisis” has been fabricated to undermine the institution for some bizarre reason. Alternatively, the President and administrators have been covering up an ongoing financial deficit/crisis that has been brewing for years. In either case, the situation appears to be the result of gross mismanagement of the financial and human capital of this remarkable institution. Why, if there was this threatening crisis, was there not a vigorous fundraising campaign that tapped the thousands of Pacific Oaks supporters? Why are programs that are making money for the institution being closed? Why are faculty members of color being terminated? (I have been chair of my department for 5 years and know how difficult it is to recruit and retain faculty of color.) Nothing about this situation makes sense to me! As a member of the national early childhood community, I view this the situation as nothing short of tragic!! It is particularly frustrating because it was preventable.
From my perspective, the current President of Pacific Oaks seems to have a predilection for making ill-advised decisions that seem only to serve the purpose of undermining the institution. The closure of the Seattle campus, a thriving educational center and wonderful example of a satellite campus, was inexplicable to those of us in the field. The recent terminations of the educational centers likewise make no sense. I have often viewed the Pacific Oaks outreach programs as models of the future of higher education. To establish them and then shut them down is a waste of financial and human resources. Moreover, this capriciousness can only hurt recruitment and fund raising efforts.
Pacific Oaks is a wonderful institution and plays a key role in the early childhood field. If it closes, it will be terrible loss to the students, faculty, alumni/ae, and the field as a whole. As its stewards you are responsible for ensuring its future. I suggest that you look carefully at the motives, decisions, and, I regret to say, integrity of the current President. From my perspective, it seems that she is purposefully undermining an institution that she has been entrusted to preserve and lead.
Please feel free to contact me. I would be very happy to discuss this letter with you and to help you understand the importance of Pacific Oaks in the national and international early childhood community.
I hope that my words and those of other supporters will help you to recognize the unique value of Pacific Oaks and redouble your efforts to ensure its future.
Debbie Lebo, M.A. Human Development, Pacific Oaks Class of 2007
As Training Director for the Montgomery Child Care Association, and as a Pacific Oaks alumnus, I am writing to show my support for the College, and to express great dismay over President Denham’s decision to write a “Teach-out Plan for the College.”
I first heard of Pacific Oaks many years ago through the work of such wise women as Betty Jones, Louise Derman-Sparks, Margie Carter and Deb Curtis. In my mind, Pacific Oaks was a virtual Shangri-La of progressive thinking in the early childhood field as well as the adult education field. Over time, it became a dream of mine to attend the college, and my dream was shared with several of my long-term friends and colleagues as well. When the Distance Learning program came into being, we talked with Betty Jones and realized this dream could become a reality for us—if only we could find funding for it. After many years of trying, we were fortunate enough to receive grant support in 2004 to make this happen. . .
. . . As much as I enjoyed my Distance Learning classes, I have to say that my face-to-face classes at Pacific Oaks were life-altering, transformational experiences. Although only two face-to-face classes were required in my program, I chose to take a third class beyond required credits for my own learning. Coming from an educational background that mainly consisted of “drill and kill” learning experiences, I can’t really describe the impact of a non-traditional, progressive learning environment like those Pacific Oaks gave me. What a joy and privilege it was to be able to attend classes where the focus was actually on learning and growing, not on testing, grades and competition . . .
. . . It is with deep concern that I hear of the administrative issues plaguing the College. In all honesty, I do not fully understand all of the politics behind President Denham’s questionable decisions of recent years—from the closure of Pacific Oaks North West, to the loss of the Provost and so many skilled faculty and staff, to the mixed messages about Pacific Oaks’ financial outlook. It does seem clear to me that she has not proven herself to be a skilled leader in terms of communication, collaboration or inspiration—all factors that were emphasized to me in my Pacific Oaks education.
What I know for sure is that this school should never yield to pressure to be more like other colleges. Indeed—the fact that Pacific Oaks is unlike other colleges is exactly what drew me and countless others to it. The mission and vision of Pacific Oaks are unique in a U.S. educational system that leaves so many behind. Pacific Oaks values must not be left vulnerable to those who would pluck away at them until they are meaningless. An organization’s administrative problems can usually be resolved by a good manager—but the loss of its visionary leadership can never be repaired. I cringe when I think of a world without Pacific Oaks. I am broken-hearted at the thought of all the lives that could have been changed as mine was. This school must be saved.
Antonia Darder, University of Illinois, Urbana Champaign
Professor of Educational Policy Studies and Latina and Latino Studies Program
As both a former student and faculty member, I experienced in a million different ways the beauty, excitement, and magic of teaching and learning at Pacific Oaks College. As a young, working class woman of color, Pacific Oaks was a haven for both my intellectual formation and political development, as well as my understanding of civic responsibility. It was at Pacific Oaks that I found my voice and the academic support that had been absent in my education prior to attending Pacific Oaks. I'm firmly convinced that I would have become a very different person had I not had the privilege and good fortune of working with people like Carol Day (formerly Phillips), Barbara Richardson, Louise Derman Sparks, and Betty Jones. Although Pacific Oaks College has never been a "perfect" place -for no place is -it had always been a place where intellectual dialogue among the faculty and students (although intense at times) was welcomed and appreciated; for Pacific Oaks had always been a place where education was unapologetically about being of service to the world, rather than simply to one's individual whims.
However, in the last several years, decades of hard work and many accomplishments have been steadily eroded by the current administration. A major example of this was the closure of Pacific Oaks North, a hallmark educational institution in the Seattle area. This left not only a huge pedagogical void in the area, but placed the reputation of Pacific Oaks College, as an institution committed to the welfare of people and the service of humanity, in question. The more recent events on the Pasadena campus have only served to solidify and confirm the deep concerns expressed by many at that time.
For many of us who have given of our minds, hearts, bodies, and spirits to teach the women and men who have studied at Pacific Oaks, the actions of the current administration are a betrayal of all that we have struggled to create in theory and practice. Moreover, these actions constitute a flagrant violation of the basic principles for which Pacific Oaks Collage was established- an institution dedicated to principles of social justice, respect for diversity, and the valuing of the uniqueness of each person.that encourage learners to find their own voices, to take stands in the face of opposition, and to exercise competence in collaboration with others.
This is truly a sorrowful moment in the history of Pacific Oaks. The actions of the President, unfortunately, echo the rampant corporatization of traditional colleges and universities across the country. Similar destructive institutional actions have led to the elimination of progressive educational programs and faculty members, while philosophically twisting values and practices to serve the conservative agendas of business interests and corporate elites-values that represent the antithesis of the humanist ideals to which Pacific Oaks has been dedicated for over 60 years. Yet, as we see the world become more violent and dehumanizing, never has there been a greater need for the kind of educational formation and leadership that only a humanistic institution like Pacific Oaks College can provide.
Thus, with heavy hearts, we now watch this institution of knowledge and humanist integrity collapse under misguided leadership. Yet, it is not too late to change the destructive course that has been put into action. But this will require the Board of Trustees to courageously take action on the legitimate concerns raised. The Board must move to immediately rectify the current crisis, repair the trust that has been fractured, and develop a participatory plan of action for the College, with faculty, students, administrators, and community-a plan in concert with the institution's mission. This is particularly important, given the vote of "no-confidence" that has been issued against Carolyn Denhem by those who not only support this institution, but who struggle each day to live the values of Pacific Oaks in our work and in our dreams.
Elin Buchanan, Alumna, 2006
My name is Elin Buchanan, and I graduated from Pacific Oaks in June, 2006, with an M.A. in Humann Development. I was one of the mamy who truly benefitted from P.O.'s unique approach to higher education for early childhood professionals. As an A.BL.E. student, it was possible for me - in my fifties - to consolidate college credits gathered over many years in many places to satisy B.A. requirements and move into the master's program. And, as a person coping with a disability, I especialy appreciated P.O.'s distance learning program (which I was honored to speak about at the 2006 Commencement) which made it possible for me, and so many others, to study at a high level in our chosen field.
I am now at Fielding Graduate University, pursuing my doctorate. I can tell you that Pacific Oaks and their program and mission are recognized there as thorough, rigorous and solid. I am not completely sure of all of the details of the dialogue now going on among students, faculty and administration at P.O., but I will say this: If it isn't broken, why break it? While it is expected in any organization that adaptations and adjustments be made as needed, such changes must be made by consensus, I believe. A school is only as good as its faculty - and the faculty at P.O. has made the fine reputtion it enjoys today.
It is ironic to think that the current struggle seems to stem from a deficit in communication among faculty and administration - this in a school noted for its emphasis on conflict resolution! And it would be sad inded to see P.O. fall because of the kiind of political pettiness and miscommunication that have damaged so many schools. We are better than that.
Patricia Chambers, Associate Professor, Coordinator of Montessori Education & Early Childhood Programs, Saint Mary's College of California
Dear Colleagues,
I do not pretend to understand the issues around the possible closure of Pacific Oaks College but I am writing to register my shock and sadness about this decision.
What can I say that might have some affect? I can tell you what a difference going to P.O. has made in my life. I can tell you that the financial investment, very difficult for me at the time as I was raising 3 children alone, was the best I’ve ever made. I can tell you that as the current head of the Early Childhood and Montessori Education Dept. at Saint Mary’s College of California that I only hear Pacific Oaks spoken of with respect by my colleagues.
When I first began my studies at P.O. no one in my family had gone to college. My sister and I were the only ones who’d graduated from high school. There was no particular regard for higher education in my family.
As a divorced mother of 3 children I had to find a way to improve the quality of our lives. Furthering my education was, frankly, the only option I could see at the time. P.O. offered a program that was convenient and esteemed by the early childhood community. I was not the best student P.O. ever had. Just ask Betty Jones and Gretchen Brooke. I was often side tracked by the constraints of my life, sometimes by illness, and sometimes by a lack of belief in my own abilities. The only response I ever had from the faculty was one of support and respect. That experience alone has made me a more compassionate and understanding program director here at Saint Mary’s.
My education at P.O. really was a transformative experience. I have come to a place of loving and respectful self regard and I have made numerous contributions to my community, first as a teacher of young children and the director of preschools for 15 years and now as an associate professor and department head at Saint Mary’s College of California. I am currently a doctoral student in the Educational Leadership Program.
I never had great difficulty with subject matter as a student, but it was at P.O. that I came to relax and really love education and the life of the mind and also to realize my own talents and to know my responsibility to my community.
It wasn’t until I heard about Pacific Oaks that I felt that I could manage being in school, not because of the logistics particularly, but because of the atmosphere. It was so different from anything I’d experienced in higher ed. before. I felt personally welcome. I was not just another social security number on the roster. I felt seen and was acknowledged as one who contributed to the learning environment. I felt a resonance with the Quaker influence that seemed to inform the mission. This was most important to me. I am not a Quaker but I did feel a spiritual alignment. I benefited enormously from having assessments rather than a letter grade that would have said so little about me. I met instructors and other students with open hearts and open minds. It facilitated the opening of my own heart and mind.
I am not so foolish as to think that things must never change at all, but I do think that when we’re in the process of having to change some things that it is most important to consider our values first. What in this world is good and useful and how am I contributing to that (another education mill is of no real help)? What sorts of questions are necessary to keep on spiritual track (in the end, the only questions that matter)? And even though I am the head of my department I would not consider a major change without the input of my faculty who, in the end, are the program, they are the school, they are our treasure.
Pacific Oaks was for me a place of healing and profound personal development. I entered as a naïve, struggling, stressed student of little self-esteem and emerged a professional, contributing member of my community. I am deeply saddened at the thought of those who might not have the same opportunity.
I consider the possible closing of Pacific Oaks to be a tragedy. And I am very concerned about what PO may become if there is a major realignment.
Thoughtfully,
Patricia Chambers
Lisa Johnson, Portland, OR
To: Pacific Oaks president and Board of Directors:
RE: The PO Experience
The reason I chose Pacific Oaks College for my graduate degree is different than most. I was seeking out a program that had a specialization in lactation. There were only two in the U.S. That narrowed my choices down quite easily! I looked at the other program and contacted them but response was delayed, info packets took a long time to receive after request, etc. This was not the case at PO. Betty Jones put me in contact with Judy Magee in Portland, OR to talk. She answered many of my questions and inspired me to the point that I wanted to take the risk to go to PO. For me, it was a risk. My undergraduate education was from a very conservative business school with sound teaching methods. I excelled there. I was used to that way of learning – the professor expels information, concepts, and theory and I, in turn, internalize study and complete assignments to the professor’s liking and do well on tests. I knew how to “do” that. I did very well in that system. For me learning was a process that a person individually takes the responsibility to internalize and do. Pacific Oaks education was different!
Pacific Oaks stretched my thinking, made me realize that collaboration was very effective in a learning environment, and I was exposed to new model for education. The environment at Pacific Oaks was amazing. The graduate students and teachers had relationships, we questions one another, respected one another, listen to one another, and learned from one another in an environment conducive to that kind of higher learning. I ended up graduating with most of the students I took Social and Political Contexts and Learning through Play with in Seattle. In fact, we are on the distance website right now! We do not seem very “distant” do we? That is what PO and the staff breeds! It wasn’t just an education for me; it was truly an experience and a journey.
The staff made graduation so special. It was a great way to welcome us into the world as Pacific Oaks graduates. I felt the responsibility passed on to me – to be active in my community, serve others, and help influence social change. I took that seriously! My thesis, Teen Mothers Attitudes Towards Breastfeeding: Parental Attitudes and Other Influences, brought to my attention that many mothers would not stop breastfeeding as early as they did if they did not have to be separated from their infants due to the financial stresses of needing to work. Teen mother s communicated that they felt sad because they wished they could have breastfed longer. So, I felt in my heart, that if we could create better policies and laws for breastfeeding moms, breastfeeding duration would increase. This means better health and well being for moms and babies, lower medical costs, etc. After I graduated with my M.A. in Human Development with a specialization in Lactation, I was hired as a clinical lactation consultant at a Portland area hospital. I was introduced to an organization called the Portland Area Breastfeeding Coalition (PABC). There I was introduced to a volunteer lobbyist, Diane Garrett. She, along with PABC, felt strongly that we needed a Back-to-Work law in Oregon to protect the rights of breastfeeding moms at work. House Bill #2372, the Breastfeeding and Return to Work Bill, was created. I was on the Political Watch Committee for this bill and helped make decisions about the language, parameters of the bill, along with deciding what pieces of the bill we could negotiate without loosing the core components of the bill. This bill was passed just recently! It has become the model for other states because it is the most comprehensive bill ever passed for breastfeeding moms in a working environment. Now mothers in Oregon that work for an employer with 25 or more employees will be provided time to express milk. The bill also requires employers to make reasonable efforts to provide a private location where employees can express milk. A bill similar to this did not pass in 2006, but in 2007 we made a difference for over 70% of Oregon moms that have to go back to work and their babies!
Pacific Oaks College awakened the sleeping political activist in me and I will never be the same again. Please help preserve PO and the unique opportunities for education – people cannot find that anywhere else. PO is changing the world one graduate at a time; please continue in investing in this change!