Carol Robinson-Zañartu, Ph.D.
Phone Number: (619) 594-7725
Office: North Ed., Rm. 180
E-mail: crobinsn@mail.sdsu.edu
Fax Number: (619) 594-7025
Download: Full Curriculum Vitae
Profile
I currently specialize in issues of culture and equity in schools (especially Native American issues); systemic reform and restructuring; curriculum infusion of meaningful thinking skills; and alternative assessment within that context, especially dynamic assessment and its integration with ecological processes. These foci influence my consultation, research and publication efforts, as well as my teaching.
School Psychology is my professional affiliation and major teaching emphasis. Within the School Psychology Program I teach or have taught the internship supervision sequence; advanced learning theory and assessment; portfolio development; foundation introduction course; seminar and practicum; advanced sequence in individual appraisal; Native American specialty seminar; and the advanced professional seminars. I maintain ongoing involvement with the National Association of School Psychologists (NASP) program approval process as a folio reviewer. My ongoing involvement with the California Association for Mediated Learning (CAAML), includes having served as past President and Social Policy Chair.
Present Position
Professor and Chair,
Department of Counseling and School Psychology
College of Education
San Diego State University
San Diego, CA 92182-0162
Educational Background
Ph.D. Counselor Education (1981) University of Pittsburgh.
M.Ed. School Psychology (1967) Boston University.
B.A. Secondary Education (English); Psychology (1966) West Virginia Wesleyan College.
Dissertation: Robinson, C.A. (1982). A humanistic approach to classroom structure and teacher support based on the theories of reevaluation counseling: Its effects on students identified as learning disabled and their teachers [University of Pittsburgh, 1982]. Dissertation Abstracts International, 42, 08.
Administrative / Management Experience
CHAIR, DEPARTMENT OF COUNSELING AND SCHOOL PSYCHOLOGY. San Diego State University. September 1990 - August 1996; September 2000 - present.
As Chair, I provide leadership for a graduate faculty of fourteen full-time and thirty five part-time faculty members. The faculty is committed to issues of diversity and equity, which brings a unique flavor to our pedagogic and research endeavors. Productivity of the faculty is extremely high: Breadth and depth in external funding exceeds our instruction allocation; faculty members are sought as consultants and presenters; research and publication efforts are ongoing. I have worked to support the evolution of a vision within the department, which supports the professional growth of individual faculty members, research teams, and of professional units (School Psychology, School and Community Counseling, Marriage & Family Therapy). I support and promote curricular development, seeking external funding sources, faculty workshops to promote collaborative research and writing groups, and personally meet with small groups and individuals regarding professional development. I have been integral in the establishment of our community-based counseling clinic, and our trauma studies certificate program. I manage an annual instructional budget of approximately $1,200,000, seeking to balance the use of instructional resources between classroom teaching, support for research and programmatic development. As a member of the Dean's Council, I serve in an advisory capacity to the Dean on policy, academic, program, and governance related matters, and thus am integrally involved in the ongoing planning and management of the College of Education.
DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM. Department of Counseling and School Psychology. San Diego State University. San Diego, California. January 1997 - July 1998; 1988-1991; and Co-Director; 1983-84; 1980-81.
As Program Director, I provided leadership for ongoing program development, mentorship, faculty workload, student admissions, program evaluation, compliance issues, advisement, and external program-related professional contacts. Development of six university-school partnerships as a re-conceptualization of the learning needs of both graduate students and site-based colleagues was a major accomplishment. Leadership in collaboration for programmatic efforts includes new curricular directions, publications and grant proposals. I took major responsibility for the CTC (Commission on Teacher Credentialing) review preparation and documentation, and the National Association of School Psychologists (NASP) Portfolio document. I authored the first supervisor's handbook, and collaborate on its annual revisions, as well as the handbook for students, and the document on competencies. Germane to my multicultural interests, while director I have authored as served as Project Director for the Cultural Advocates for Nations at Risk (Native American) Project (funded 1994 - 1999), coordinated field and partnership experiences for the Multicultural School Psychology Project (1996 - 1999), authored and directed the Indian Specialty in School Psychology Project (funded 1990-1993), and coordinated the Bilingual/Bicultural School Psychology Project (1989-90).
CO-DIRECTOR. Inter-Disciplinary Development Center. San Diego, CA. October 1975 - March 1977.
I co-developed this diagnostic and remedial clinic facility for youth with learning disabilities with a developmental optometrist. Our emphasis was on the total individual, with specific analysis of sensorimotor perceptual processes (proprioceptive, tactual, auditory, visual and integrative) as they related to information gathering, concept development and emotional maturity. Under my supervision, we gathered background data through reports and interview, administered and interpreted diagnostic developmental test batteries, and prescribed individualized remedial programs as a team. I worked with clients in communication, parenting, and emotional development as well. We began research on new developmental tests and instruments.
DIRECTOR. Learning Foundations and The Perception Development Center. San Diego, California. December 1971 - March 1974.
I trained and supervised all teachers in the utilization of program materials, motivational and teaching methods with our population of individuals then identified as "educationally handicapped." I interviewed parents and teachers, interpreted test batteries and prescribed programs for each student. I supervised testing by the staff psychologists and co-developed methods and materials based on findings. I represented the center in all media and public contacts. I conducted seminars and lectures in schools and the medical and professional communities. I co-authored and edited manuals for teachers and parents working with this population.
PRINCIPAL. The Foundation Elementary School (Learning Foundations, Inc.). San Diego, California. January 1973 - June 1974.
I was principal collaborator in the development of this full day elementary school program for children with learning disabilities, utilizing programmed materials, perceptual development equipment, concepts of freedom and responsibility, contracting, experiential learning, extensive parent involvement and team teaching. I supervised the testing and prescription of individualized educational plans, and represented the school in contacts with public schools, counselors, psychologists, medical community and the news media.
University Teaching Experience
PROFESSOR. Department of Counseling and School Psychology. San Diego State University. August 1997 - Present. (Associate Professor August 1987 - August 1997; Assistant Professor 1980-1987.)
I currently specialize in four areas: issues of culture and equity in schools (especially Native American issues); systemic reform and restructuring issues; curriculum infusion of meaningful thinking skills; and alternative assessment within that context, especially dynamic assessment and its integration with ecological processes. These foci influence my consultation, research and publication efforts, as well as my teaching. My concern for excellence in pedagogy is reflected in consistently high evaluations of my teaching.
The School Psychology Program is the area of my major emphasis and teaching. Within the program I teach or have taught the internship supervision sequence, advanced learning theory and assessment; portfolio development; the foundation introduction course, seminar and practicum; the advanced sequence in individual appraisal; the Native American specialty seminar; and the advanced professional seminar.
LECTURER. San Diego State University. San Diego, California. September 1976 - June 1977.
Within the Department of Secondary Education, I taught the graduate course in Reading Disabilities: assessment and intervention. The course emphasis was on individualized diagnostic prescriptive processes in reading, with methods and materials applicable to classroom or clinic use. I introduced analysis of perception and processing problems to the course.
INSTRUCTOR. Community College of Allegheny County. Pittsburgh, Pennsylvania. Sept. 1968 - June 1969.
I was responsible for the development and teaching of English and reading skills in a program for adult inner-city residents preparing to take the GED High School Equivalency examination. I developed many of my own methods and materials.
INSTRUCTOR. Boston University, College of Basic Studies. Boston, Massachusetts. September 1967 - June 1968.
I taught introductory psychology and served as a counselor. This involved working as a part of the then-unique team-teaching concept. I also served as the advisor for the College Student Government.
Experience as a Practitioner
SCHOOL PSYCHOLOGIST. Lakeside Union School District. Lakeside, California. February 1980 - June 1980.
Working with an elementary school population, I chaired the School Assessment Team and Individual Educational Planning meetings regarding students with learning and emotional problems. I consulted with teachers on classroom methodology, observed, assessed and reported on all students referred. I designed and led a parent information and support group series to provide better understanding of parent roles in facilitating learning.
SCHOOL PSYCHOLOGIST. Grossmont Union High School District (Granite Hills High School), La Mesa, California. February 1977 - January 1979.
Stressing a team approach to intervention, I increased communication between administrative staff, pupil personnel and teaching faculties. I chaired staffings with the IEP development team, increased the number of resources for students identified as educationally handicapped, and provided counseling services to an ongoing caseload. I developed and maintained close contact with community referral sources. I evaluated and reported on all special needs students. Consultation included teaching, counseling and administrative staff. In addition, I led student groups in affective education.
COUNSELING ASSOCIATE. James A. Williams, Licensed Marriage, Family and Child Counselor. San Diego, California. January 1976 - September 1977.
In this private practice setting, I engaged in marriage, family and child counseling under supervision as an intern. My areas of special emphasis were families with learning disabled children, alcoholism problems, and women's issues.
EDUCATION SPECIALIST. National Council on Alcoholism, San Diego. San Diego, California. October 1974 - April 1975.
A majority of my work was in the development and implementation of in-service training programs with agencies, professionals and paraprofessionals on understanding and interventions for alcoholism. I made a multitude of presentations to community groups and service clubs, and developed programs to promote alcoholism education and prevention through existing organizations. I trained and supervised a volunteer speakers bureau. I trained and ran groups on crisis intervention, and served as the North County Coordinator for "Alcoholism Information Month."
COUNSELOR. Community College of Allegheny County. Pittsburgh, Pennsylvania. Sept. 1968 - June 1970.
I was responsible for an ongoing caseload of individual and group psychotherapy with the student population as well as some academic and vocational counseling. As a member of the dean's staff, I was involved with consultation with the teaching and administrative staff regarding problems relevant to our inner-city community college population, e.g. race relations, drug use and abuse, relevance of programs. I co-developed a drug information and counseling program for students with a program advisory board.
WORK TRAINING SPECIALIST (Title V, EOA). Board of Public Welfare. Taunton, Massachusetts. January 1968 - June 1968.
I was responsible for personal and rehabilitative counseling (individual and group) with welfare recipients. My emphasis was to encourage motivation to seek work or training for work. I was responsible for developing training sites, job opportunities within the community, and liaison with the Welfare Department. I also supervised a student from Boston University in Rehabilitation Counseling.SCHOOL PSYCHOLOGY INTERN. Medford Public Schools. Medford, Massachusetts. September 1966 - June 1967.
This internship in school psychology involved a comprehensive model of counseling, consultation and assessment.
Research Positions
PUBLIC ADMINISTRATION ANALYST. University of California at San Diego (UCSD). La Jolla, California. March 1971 - December 1971.
Within the Department of Community Medicine, I did extensive research and editing on a program for the development of an OEO-related community health plan. I compiled data on projected medical needs in five communities and assisted in report writing and preparing funding requests.
RESEARCH ASSISTANT. United Community Services of Metropolitan Boston. March 1967 - June 1967.
RESEARCH ASSISTANT. Michigan State University. East Lansing, Michigan. June 1967 - August 1967.
Last Modified 09/7/12 08:00
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