Embedded Files
The following topics are addressed on this page . .
WISR’s History and Distinctive Qualities
The Key Qualities that Make Learning at WISR Special
Some Details about WISR’s History of Academic Excellence and Contributions to the Larger Community
History of WISR’s Distinctive Methods of Action-Research, and WISR’s Contributions to Community Groups and to American Higher Education
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WISR’s History and Distinctive Qualities
WISR’s History and Distinctive Qualities
WISR was founded in 1975 by four educators, including WISR’s current President, Dr. John Bilorusky. In founding WISR, all were engaged in considerable inquiry, reflection and discussion–among themselves and others–about the state of American higher education, and its limitations. WISR was founded as a modest but very conscious and pointed attempt to provide a needed model for higher education–a model incorporating a few key ingredients, in combination with one another, and seldom found among existing academic institutions. Those key ingredients were: personalized, learner-centered education, multiculturalism in a multicultural learning community, a pervasive commitment to action-oriented inquiry, combining theory and practice, and professional study that is mindful of personal growth and values, along with strong community-involvement, and a conscious and non-doctrinaire concern with social change and social justice.
WISR was founded in 1975 by four educators, including WISR’s current President, Dr. John Bilorusky. In founding WISR, all were engaged in considerable inquiry, reflection and discussion–among themselves and others–about the state of American higher education, and its limitations. WISR was founded as a modest but very conscious and pointed attempt to provide a needed model for higher education–a model incorporating a few key ingredients, in combination with one another, and seldom found among existing academic institutions. Those key ingredients were: personalized, learner-centered education, multiculturalism in a multicultural learning community, a pervasive commitment to action-oriented inquiry, combining theory and practice, and professional study that is mindful of personal growth and values, along with strong community-involvement, and a conscious and non-doctrinaire concern with social change and social justice.
In addition, WISR was founded with the mission that it could serve as both “A Center and a Model for Experimentation in Higher Education.” WISR’s founders realized that there were not many places in 1975 (nor are there today over 49 years later) where faculty could come together with one another, and join with students, in trying out new, promising approaches to higher learning. Over the years, WISR has realized one portion of its mission—to provide a creative and supportive learning environment for faculty development and student learning—a place where faculty can come together, consciously experiment and collaborate in further developing their own skills in learner-centered, multicultural and socially responsible approaches to higher education. To a lesser extent has WISR achieved the visibility to be a model for others, but that remains a purpose and agenda for WISR’s future. Now, that WISR is accredited, especially, we aim for WISR to be a hub--for educational institutions and for community-based social-action organizations and leaders--to use higher learning and adult education to bring innovative theory into action for positive social change.
In addition, WISR was founded with the mission that it could serve as both “A Center and a Model for Experimentation in Higher Education.” WISR’s founders realized that there were not many places in 1975 (nor are there today over 49 years later) where faculty could come together with one another, and join with students, in trying out new, promising approaches to higher learning. Over the years, WISR has realized one portion of its mission—to provide a creative and supportive learning environment for faculty development and student learning—a place where faculty can come together, consciously experiment and collaborate in further developing their own skills in learner-centered, multicultural and socially responsible approaches to higher education. To a lesser extent has WISR achieved the visibility to be a model for others, but that remains a purpose and agenda for WISR’s future. Now, that WISR is accredited, especially, we aim for WISR to be a hub--for educational institutions and for community-based social-action organizations and leaders--to use higher learning and adult education to bring innovative theory into action for positive social change.
For almost 50 years, WISR faculty have continued to inquire into, reflect on and discuss the state of American higher education and the bigger picture of the society in which we live, and their hopes for the future. WISR faculty have these discussions as a matter of everyday practice with one another, with WISR students and alumni, and with the WISR Board of Trustees.
For almost 50 years, WISR faculty have continued to inquire into, reflect on and discuss the state of American higher education and the bigger picture of the society in which we live, and their hopes for the future. WISR faculty have these discussions as a matter of everyday practice with one another, with WISR students and alumni, and with the WISR Board of Trustees.
In particular, we have been especially mindful of the importance of providing accessible, learner-centered, multicultural, and socially responsible professional education for people in fields related to education, counseling psychology, community services and leadership, while also making this kind of professional education also available to people with voluntary or paid grassroots community and leadership involvements. In this pursuit, we have tried out and carefully evaluated distinctive methods, while also building on the best of long-standing traditions—such as the intensity of inquiry, mentoring, and collegial discourse in the Oxford model, as well as the practical professionalism of land grant colleges and the grassroots orientation of continuing education/community education movements.
In particular, we have been especially mindful of the importance of providing accessible, learner-centered, multicultural, and socially responsible professional education for people in fields related to education, counseling psychology, community services and leadership, while also making this kind of professional education also available to people with voluntary or paid grassroots community and leadership involvements. In this pursuit, we have tried out and carefully evaluated distinctive methods, while also building on the best of long-standing traditions—such as the intensity of inquiry, mentoring, and collegial discourse in the Oxford model, as well as the practical professionalism of land grant colleges and the grassroots orientation of continuing education/community education movements.
WISR’s Mission is summarized as follows:
WISR’s Mission is summarized as follows:
WISR provides community-involved adults with high-quality, affordable, personalized, learner-centered online graduate education and degrees in a collaborative, multicultural learning community with a commitment to community education and to being a model for improvements in higher education. WISR has an emphasis on action-oriented inquiry that combines theory and practice to achieve community improvement, educational innovation and social justice.
WISR provides community-involved adults with high-quality, affordable, personalized, learner-centered online graduate education and degrees in a collaborative, multicultural learning community with a commitment to community education and to being a model for improvements in higher education. WISR has an emphasis on action-oriented inquiry that combines theory and practice to achieve community improvement, educational innovation and social justice.
Catalogs and Brochures from WISR's Earlier History! . . .
The cover of the catalog, counter-clockwise from the top left:
Board member, Dr. Janet Bowman,
WISR Administrative Staff, Mary Suzuki and co-founder, John Bilorusky
WISR Doctoral Student, L.C. Calu Lester--who later achieved his PhD at WISR, and then before he passed away from an AIDS-related illness, he founded at WISR, what was likely the United States' first AIDS-education project aimed at local communities of color.
Founding Chair of the Board, Dr. Paul Heist, Professsor of Higher Education, University of California, Berkeley
WISR Doctoral Student, William Moore
Other pages of the early 1980s brochure/catalog . . .
https://drive.google.com/file/d/1peOTPhmFM-Z0YrNfz-Z-NxUC1aIptKwV/view?usp=sharing
https://drive.google.com/file/d/1TYNzRvecrxjAD_QuR0fiyfF0gepVgSoA/view?usp=sharing
https://drive.google.com/file/d/1W17Ou3BJ4vzXNUtK5ErZaf-B3pJyHZy1/view?usp=sharing
https://drive.google.com/file/d/1nQiPPhIqvr1Rt50M1UflVeEWqkZDuU18/view?usp=sharing
https://drive.google.com/file/d/1-JHPKX_oaaPnWO0S0C5w8P3G7dRIDjvX/view?usp=sharing
https://drive.google.com/file/d/1hzccyps_5vuJ2V5P6J4s-xZZz2M4bE7M/view?usp=sharing
https://drive.google.com/file/d/1oHX_IGnx6Gl9hFs6FrS2rWopJtG-ySO_/view?usp=sharing
From the late 1970s:
From 1975 to 1980, WISR's name was the Western Regional Learning Center, and we were located in two small cubicles in building in the San Francisco Mission District that housed the Far West Regional (Educational) Research Labs. In the last two of those years, we added a storefront space, as well, in South Berkeley across the street from La Pena Cultural Center. Then, in 1980 we moved to first floor of the storefront building at 3220 Sacramento Street in Berkeley, and stayed there until about 2015 when we moved to the storefront on Shattuck near Ashby in Berkeley, and most recently in 2022, we moved to our current location at Thousand Oaks Church in North Berkeley. Here is our late 1970s letterhead, with the list of our founding faculty: https://drive.google.com/file/d/1pBvpmlu5KaAZKJ1a8VfR00j5Tt0OIaFv/view?usp=sharing
Cover of the Catalog, October 2004
The Key Qualities that Make Learning at WISR Special
The Key Qualities that Make Learning at WISR Special
A number of things about WISR, and its ways of helping people learn, fit together to make it a very special place. . . .
A number of things about WISR, and its ways of helping people learn, fit together to make it a very special place. . . .
• WISR welcomes anyone who feels they are likely to benefit from WISR’s learning programs.
• WISR welcomes anyone who feels they are likely to benefit from WISR’s learning programs.
• WISR’s students are strongly motivated, mature people who are often actively engaged in the work of the communities where they live, as well as in their own personal growth.
• WISR’s students are strongly motivated, mature people who are often actively engaged in the work of the communities where they live, as well as in their own personal growth.
• WISR combines theory and practice.
• WISR combines theory and practice.
• WISR demonstrates that high-quality academic study and full-time work in their professional careers and/or on community problems can go together — that each, in fact, enriches the other. All students do active reading, writing, thinking, and discussing while they continue wrestling with specific, practical problems in their work, with the guidance and support of faculty and their fellow students.
• WISR demonstrates that high-quality academic study and full-time work in their professional careers and/or on community problems can go together — that each, in fact, enriches the other. All students do active reading, writing, thinking, and discussing while they continue wrestling with specific, practical problems in their work, with the guidance and support of faculty and their fellow students.
• WISR is intensive and individual. Learning at WISR starts with a look at one’s past experiences, personal goals, individual strengths and needs for acquiring new skills and knowledge. Each student builds a personal learning plan and works with faculty, other students, and community resource people, on the problems they deeply cares about.
• WISR is intensive and individual. Learning at WISR starts with a look at one’s past experiences, personal goals, individual strengths and needs for acquiring new skills and knowledge. Each student builds a personal learning plan and works with faculty, other students, and community resource people, on the problems they deeply cares about.
• Consequently, we aim to help our learners become aware of their intellectual strengths, of what they already know and can do, by thinking, talking, and writing about those strengths, and applying them to problems that the students are personally concerned about. Higher education should help adults assess their personal goals, and the kinds of further learning that they need to pursue those goals and attain them. All learners should be encouraged to stretch themselves, to become broadly acquainted with fields of knowledge and intellectual methods that are relevant to their areas of interest.
• Consequently, we aim to help our learners become aware of their intellectual strengths, of what they already know and can do, by thinking, talking, and writing about those strengths, and applying them to problems that the students are personally concerned about. Higher education should help adults assess their personal goals, and the kinds of further learning that they need to pursue those goals and attain them. All learners should be encouraged to stretch themselves, to become broadly acquainted with fields of knowledge and intellectual methods that are relevant to their areas of interest.
• All learners’ intellectual interests should be ethically and politically informed, and these aspects of knowledge should be openly and hospitably explored in the educational process.
• All learners’ intellectual interests should be ethically and politically informed, and these aspects of knowledge should be openly and hospitably explored in the educational process.
• WISR is a small, multicultural learning community.
• WISR is a small, multicultural learning community.
• WISR is designed as a living experiment in co-operation among people of different races, cultures, identities, and personal backgrounds. Intercultural understanding and multicultural learning experiences are important to adult learning in today’s world, especially between members of different genders, identities and orientations, and different economic classes, and ethnic and racial groups. Every student should understand how the most basic facts and ideas that we know are shaped by our individual experiences and the group cultures in which we take part.
• WISR is designed as a living experiment in co-operation among people of different races, cultures, identities, and personal backgrounds. Intercultural understanding and multicultural learning experiences are important to adult learning in today’s world, especially between members of different genders, identities and orientations, and different economic classes, and ethnic and racial groups. Every student should understand how the most basic facts and ideas that we know are shaped by our individual experiences and the group cultures in which we take part.
• At WISR people are able to know each other personally, procedures are human-scaled, and every person makes a difference. Active collaboration with others, not competition and distance, lend richness and interest to each person’s learning process.
• At WISR people are able to know each other personally, procedures are human-scaled, and every person makes a difference. Active collaboration with others, not competition and distance, lend richness and interest to each person’s learning process.
• WISR is inquiry-oriented. Learning at WISR builds on the excitement of actively doing your own research, seeing what can be done without fancy statistics, and developing skills of “action research” that are useful in your daily work life. Students learn how to bring data-gathering, analysis, and the best of scientific reasoning into the work of their professions and community agencies.
• WISR is inquiry-oriented. Learning at WISR builds on the excitement of actively doing your own research, seeing what can be done without fancy statistics, and developing skills of “action research” that are useful in your daily work life. Students learn how to bring data-gathering, analysis, and the best of scientific reasoning into the work of their professions and community agencies.
• Facts and methods of analyzing are best learned as parts of a broad, developmental approach to knowing, as a natural, dynamic process that all of us engage in throughout our lives. Critical inquiry can be a focal process in the education and self-development of professionally and community-involved adults. That is, WISR focuses on professional study that is mindful of personal growth and values, along with strong professional and/or community involvement.
• Facts and methods of analyzing are best learned as parts of a broad, developmental approach to knowing, as a natural, dynamic process that all of us engage in throughout our lives. Critical inquiry can be a focal process in the education and self-development of professionally and community-involved adults. That is, WISR focuses on professional study that is mindful of personal growth and values, along with strong professional and/or community involvement.
• Professional education at WISR promotes career development, along with community and civic engagement, and personal development and lifelong learning. Professional knowledge and expertise are developed with a mindfulness of issues of social justice, quality of life, and personal values and purposes. That is, people learn best when their study is closely connected to their own personal and group interests, and connected as well with work in which they are actively engaged. We believe students should be encouraged and supported in doing work that contributes not only to their own advancement, but also to the improvement of their communities, and to long-term social change for the benefit of all peoples.
• Professional education at WISR promotes career development, along with community and civic engagement, and personal development and lifelong learning. Professional knowledge and expertise are developed with a mindfulness of issues of social justice, quality of life, and personal values and purposes. That is, people learn best when their study is closely connected to their own personal and group interests, and connected as well with work in which they are actively engaged. We believe students should be encouraged and supported in doing work that contributes not only to their own advancement, but also to the improvement of their communities, and to long-term social change for the benefit of all peoples.
• WISR is dedicated to social change that is mindful of the diverse needs of people in our society and the world, and especially of the needs of marginalized groups.
• WISR is dedicated to social change that is mindful of the diverse needs of people in our society and the world, and especially of the needs of marginalized groups.
• WISR students and faculty are people committed to changing today’s oppressive patterns of race and gender relations, wealth and poverty, of extreme power and powerlessness, in peaceful and constructive ways.
• WISR students and faculty are people committed to changing today’s oppressive patterns of race and gender relations, wealth and poverty, of extreme power and powerlessness, in peaceful and constructive ways.
Most significantly, over the years, we’ve come to realize that the net result of this combination of distinctive methods is that WISR helps students to build bridges to fulfill their plans for the future. That is, WISR helps students build bridges to the next important things they want to do in their lives. We believe it is important to consciously and continually help students to design learning activities—action projects, research, and writings—that help to build bridges to the student’s desired career and life paths. We believe that people should not have their visions limited by the definitions of existing jobs and careers, and that they can and should be enabled to be both visionary and realistic in pursuing a life path that makes sense to them. Consequently, WISR’s educational programs are suited for learners with many different types of future goals, including but not limited to: changing careers, pursuing advancement in one’s existing career, becoming more capable and more meaningfully engaged in one’s existing job or career niche, or making contributions to others and to the larger community as an unpaid expert drawing on one’ professional knowledge, skill and talents.
Most significantly, over the years, we’ve come to realize that the net result of this combination of distinctive methods is that WISR helps students to build bridges to fulfill their plans for the future. That is, WISR helps students build bridges to the next important things they want to do in their lives. We believe it is important to consciously and continually help students to design learning activities—action projects, research, and writings—that help to build bridges to the student’s desired career and life paths. We believe that people should not have their visions limited by the definitions of existing jobs and careers, and that they can and should be enabled to be both visionary and realistic in pursuing a life path that makes sense to them. Consequently, WISR’s educational programs are suited for learners with many different types of future goals, including but not limited to: changing careers, pursuing advancement in one’s existing career, becoming more capable and more meaningfully engaged in one’s existing job or career niche, or making contributions to others and to the larger community as an unpaid expert drawing on one’ professional knowledge, skill and talents.
Some Details about WISR’s History of Academic Excellence and Contributions to the Larger Community
Some Details about WISR’s History of Academic Excellence and Contributions to the Larger Community
WISR has been State-approved for its degree programs since April 1977. We have never had a single consumer complaint nor violation of State law or agency regulation. Further, WISR is a non-profit institution, and indeed our tuition has always been very affordable, and in recent years, we have only charged $8,400/year for tuition. Our faculty are highly qualified (e.g., the President has a PhD in Higher Education was from UC Berkeley in 1972, and had previous experience teaching at UC Berkeley and the University of Cincinnati prior to co-founding WISR in 1975. Our Chief Academic Officer, Brian Gerrard, was for 20 years Chair of the MFT/Counseling program at the University of San Francisco and has accredited doctorates in both psychology and sociology. Several of our MFT faculty are on the Board of the California Association of Marriage and Family Therapists (CAMFT).
WISR has been State-approved for its degree programs since April 1977. We have never had a single consumer complaint nor violation of State law or agency regulation. Further, WISR is a non-profit institution, and indeed our tuition has always been very affordable, and in recent years, we have only charged $8,400/year for tuition. Our faculty are highly qualified (e.g., the President has a PhD in Higher Education was from UC Berkeley in 1972, and had previous experience teaching at UC Berkeley and the University of Cincinnati prior to co-founding WISR in 1975. Our Chief Academic Officer, Brian Gerrard, was for 20 years Chair of the MFT/Counseling program at the University of San Francisco and has accredited doctorates in both psychology and sociology. Several of our MFT faculty are on the Board of the California Association of Marriage and Family Therapists (CAMFT).
Our students have always been highly satisfied with the learning they have benefited from through WISR, and with the ways in which they have used their degrees. Here are some illustrations from the experiences of WISR alumni:
Our students have always been highly satisfied with the learning they have benefited from through WISR, and with the ways in which they have used their degrees. Here are some illustrations from the experiences of WISR alumni:
1) Cynthia Lawrence pursued her doctorate at WISR, with the full support of the Chair of the Teacher Education program at UC San Diego, because she and the Chair wanted her to further her knowledge and skills as a full-time African American faculty member there, with major responsibilities for training teachers to engage in multicultural, and innovative learner-centered education. Cynthia was also highly involved in the San Diego community and was head of the San Diego Women’s Choir, a member of the San Diego Human Relations Commission, and one year in the 1980s after receiving her doctorate at WISR was also Grand Marshall for the Gay Freedom Day Parade.
1) Cynthia Lawrence pursued her doctorate at WISR, with the full support of the Chair of the Teacher Education program at UC San Diego, because she and the Chair wanted her to further her knowledge and skills as a full-time African American faculty member there, with major responsibilities for training teachers to engage in multicultural, and innovative learner-centered education. Cynthia was also highly involved in the San Diego community and was head of the San Diego Women’s Choir, a member of the San Diego Human Relations Commission, and one year in the 1980s after receiving her doctorate at WISR was also Grand Marshall for the Gay Freedom Day Parade.
2) With the encouragement and support of the Dean of Ethnic Studies at San Francisco State, Oba T’Shaka, who at the time was Chair of Black Studies at SF State, successfully pursued his doctorate at WISR, resulting later in a series of publications on leadership for African Americans. He is now retired and is active in producing weekly podcasts on African and African American culture: https://www.youtube.com/channel/UCVqyf58qArYVirRV165dzyA
2) With the encouragement and support of the Dean of Ethnic Studies at San Francisco State, Oba T’Shaka, who at the time was Chair of Black Studies at SF State, successfully pursued his doctorate at WISR, resulting later in a series of publications on leadership for African Americans. He is now retired and is active in producing weekly podcasts on African and African American culture: https://www.youtube.com/channel/UCVqyf58qArYVirRV165dzyA
3) The late, Dennis Hastings, was one of the Native Americans, who occupied Alcatraz in 1969. He returned to his tribal homeland, the Omaha reservation, and then founded the Omaha Tribal Historical Research Project. In the 1980s he earned his Master’s degree at WISR, which resulted in a book (published by the University of Nebraska Press) he coauthored with an anthropologist, Robin Riddington, on Dennis successful efforts to return to his Tribe (from the Harvard Peabody Museum), the Sacred Pole of the Omaha. This book, Blessing for a Longtime, was published by the University of Nebraska Press. Subsequently, in the early 2000s, Dennis and a colleague, Margery Coffey, pursued doctorates at WISR, doing collaborative research in many areas of Omaha history. Their 1,500 page dissertation was praised by scholars of Native American history as the definitive history of the Omaha people in the face of the European invasion. Several years ago, their dissertation ended up being the definitive evidence in case before the US Supreme Court which resulted in a unanimous decision upholding the rights and authority of the Omaha people in case brought against the Tribe by the residents of Pender, Nebraska.
3) The late, Dennis Hastings, was one of the Native Americans, who occupied Alcatraz in 1969. He returned to his tribal homeland, the Omaha reservation, and then founded the Omaha Tribal Historical Research Project. In the 1980s he earned his Master’s degree at WISR, which resulted in a book (published by the University of Nebraska Press) he coauthored with an anthropologist, Robin Riddington, on Dennis successful efforts to return to his Tribe (from the Harvard Peabody Museum), the Sacred Pole of the Omaha. This book, Blessing for a Longtime, was published by the University of Nebraska Press. Subsequently, in the early 2000s, Dennis and a colleague, Margery Coffey, pursued doctorates at WISR, doing collaborative research in many areas of Omaha history. Their 1,500 page dissertation was praised by scholars of Native American history as the definitive history of the Omaha people in the face of the European invasion. Several years ago, their dissertation ended up being the definitive evidence in case before the US Supreme Court which resulted in a unanimous decision upholding the rights and authority of the Omaha people in case brought against the Tribe by the residents of Pender, Nebraska.
4) Indeed, with a typical enrollment of 15 to 25 students, in our history since being State approved in 1977, three Native American scholar-activists have earned doctorates at WISR.
4) Indeed, with a typical enrollment of 15 to 25 students, in our history since being State approved in 1977, three Native American scholar-activists have earned doctorates at WISR.
5) Bill Heineke, a social worker in Wyoming with a Master’s degree from the University of Wisconsin and a doctorate from the University of Wyoming, successfully pursued a second doctorate at WISR—to support his research-and-action in addressing the growing problem of child abuse and neglect in that State. The result was a successful effort with State-wide impact to form multidisciplinary teams who could more effectively collaborate in addressing this problem, which all too often resulted in tragic deaths of young children.
5) Bill Heineke, a social worker in Wyoming with a Master’s degree from the University of Wisconsin and a doctorate from the University of Wyoming, successfully pursued a second doctorate at WISR—to support his research-and-action in addressing the growing problem of child abuse and neglect in that State. The result was a successful effort with State-wide impact to form multidisciplinary teams who could more effectively collaborate in addressing this problem, which all too often resulted in tragic deaths of young children.
6) WISR’s MFT program has not only been successful in educating those who wish to move into new careers as Marriage and Family Therapists, but has done so for a large proportion of people from diverse cultural and racial backgrounds and of varying gender identities. Our MFT curriculum meets all State standards, and with a little added study, the LPCC requirements, as well. Our alumni are successfully licensed, and our curriculum includes added emphases on multiculturalism, inclusiveness of people with various sexual orientations and gender identities, and also on social justice. All of our MFT alumni who have chosen to go forward to State licensure, which is the vast majority of them, have been successful in becoming licensed.
6) WISR’s MFT program has not only been successful in educating those who wish to move into new careers as Marriage and Family Therapists, but has done so for a large proportion of people from diverse cultural and racial backgrounds and of varying gender identities. Our MFT curriculum meets all State standards, and with a little added study, the LPCC requirements, as well. Our alumni are successfully licensed, and our curriculum includes added emphases on multiculturalism, inclusiveness of people with various sexual orientations and gender identities, and also on social justice. All of our MFT alumni who have chosen to go forward to State licensure, which is the vast majority of them, have been successful in becoming licensed.
7) Even those students who choose not to complete their degrees have found their studies at WISR to be very valuable. Two examples are:
7) Even those students who choose not to complete their degrees have found their studies at WISR to be very valuable. Two examples are:
1. Jake Sloan, former President of 100 Black Men in Oakland and head of Davillier-Sloan Consulting in Oakland, a leading labor management firm devoted to addressing issues of discrimination in the construction industry. His major learning project at WISR was to write and publish a long overdue book, Standing Tall, on the successful civil rights struggle against employment discrimination at Mare Island Naval Base in the early 1960s https://www.amazon.com/Standing-Tall-Government-Shipyard-America/dp/1634994698/ref=sr_1_1?crid=YE5ZB0C694RI&dib=eyJ2IjoiMSJ9.OfankzcF2n84aRGA0T66MsSxPes-N3U9f9V7bRSPUBiAZ5kVDMa88vvPCA02U4PqJld5vwGLb3CMyHHp-E9gX6-Fhy8jFOxA4zTlSz8iZfM_-ON4pRFqJvQZDLI433-UpwUyX-EkOJrXx20gSuzMYYayQH8ALqrrC67-IhZ5QwvClwKB76ouJ3sH6SE6cp9gxcEnWqP_p7Zz5p_n7Ua2UlxXZCfqmDHX7dRojkGXbz0.DFrvKZXLqEbKtb9EhYrWwX3tIsfrvVx18huLUlynups&dib_tag=se&keywords=jake+sloan&qid=1713632735&sprefix=Jake+Sloan%2Caps%2C929&sr=8-1.
1. Jake Sloan, former President of 100 Black Men in Oakland and head of Davillier-Sloan Consulting in Oakland, a leading labor management firm devoted to addressing issues of discrimination in the construction industry. His major learning project at WISR was to write and publish a long overdue book, Standing Tall, on the successful civil rights struggle against employment discrimination at Mare Island Naval Base in the early 1960s https://www.amazon.com/Standing-Tall-Government-Shipyard-America/dp/1634994698/ref=sr_1_1?crid=YE5ZB0C694RI&dib=eyJ2IjoiMSJ9.OfankzcF2n84aRGA0T66MsSxPes-N3U9f9V7bRSPUBiAZ5kVDMa88vvPCA02U4PqJld5vwGLb3CMyHHp-E9gX6-Fhy8jFOxA4zTlSz8iZfM_-ON4pRFqJvQZDLI433-UpwUyX-EkOJrXx20gSuzMYYayQH8ALqrrC67-IhZ5QwvClwKB76ouJ3sH6SE6cp9gxcEnWqP_p7Zz5p_n7Ua2UlxXZCfqmDHX7dRojkGXbz0.DFrvKZXLqEbKtb9EhYrWwX3tIsfrvVx18huLUlynups&dib_tag=se&keywords=jake+sloan&qid=1713632735&sprefix=Jake+Sloan%2Caps%2C929&sr=8-1.
2. Shyaam Shabaka has used the methods of participatory action-research creatively taught at WISR for use by change-oriented professionals and community activists, alike. Shyaam founded and directs EcoVillage Farm in Richmond http://ecovillagefarm.org/
2. Shyaam Shabaka has used the methods of participatory action-research creatively taught at WISR for use by change-oriented professionals and community activists, alike. Shyaam founded and directs EcoVillage Farm in Richmond http://ecovillagefarm.org/
In total, over the years, WISR has granted 162 academic degrees:
In total, over the years, WISR has granted 162 academic degrees:
21 Bachelor’s degrees (for now we have suspended that program),
21 Bachelor’s degrees (for now we have suspended that program),
29 Master's degrees in Interdisciplinary fields related social sciences, human services, community leadership and psychology,
29 Master's degrees in Interdisciplinary fields related social sciences, human services, community leadership and psychology,
59 Master’s Degrees in Psychology granted toward MFT Licensure in California, and
59 Master’s Degrees in Psychology granted toward MFT Licensure in California, and
53 Doctoral Degrees granted in Higher Education and Social Change
53 Doctoral Degrees granted in Higher Education and Social Change
History of WISR’s Distinctive Methods of Action-Research, and WISR’s Contributions to Community Groups and to American Higher Education
History of WISR’s Distinctive Methods of Action-Research, and WISR’s Contributions to Community Groups and to American Higher Education
WISR has an impressive history of significant community and professional accomplishments as an institution of higher learning, committed to and expert in action-oriented research in the pursuit of social justice and community improvements. Over the years, WISR has worked with community groups to support participatory action-research as a way to promote critically needed inquiry into community problems and engage the community in solutions. Here are some examples:
WISR has an impressive history of significant community and professional accomplishments as an institution of higher learning, committed to and expert in action-oriented research in the pursuit of social justice and community improvements. Over the years, WISR has worked with community groups to support participatory action-research as a way to promote critically needed inquiry into community problems and engage the community in solutions. Here are some examples:
• A three-year project on the teaching, learning and use of action-research among community organizations in the Bay Area—funded as a nationwide demonstration project by the US Department of Education’s Fund for the Improvement of Post-Secondary Education. (n 1980 WISR’s project was one of 80 out of 2,000 institutional applicants to the US Department of Education, funded to serve as a nationwide demonstration project in methods of improving postsecondary education
• A three-year project on the teaching, learning and use of action-research among community organizations in the Bay Area—funded as a nationwide demonstration project by the US Department of Education’s Fund for the Improvement of Post-Secondary Education. (n 1980 WISR’s project was one of 80 out of 2,000 institutional applicants to the US Department of Education, funded to serve as a nationwide demonstration project in methods of improving postsecondary education
• Major study of the needs and problems confronting low-income elders living in downtown Los Angeles—for the Los Angeles Community Redevelopment Agency.
• Major study of the needs and problems confronting low-income elders living in downtown Los Angeles—for the Los Angeles Community Redevelopment Agency.
• A project involving groups of African American elders to improve community health, contribute to community development decisions, and improve in-home care services—funded by several local corporations and the Henry Kaiser Family Foundation.
• A project involving groups of African American elders to improve community health, contribute to community development decisions, and improve in-home care services—funded by several local corporations and the Henry Kaiser Family Foundation.
• AIDS prevention education projects, in the late 1980s during the early years of the AIDS epidemic—projects that collaborated with members of local African American and Latino communities, and which were funded by several private foundations and local public agencies.
• AIDS prevention education projects, in the late 1980s during the early years of the AIDS epidemic—projects that collaborated with members of local African American and Latino communities, and which were funded by several private foundations and local public agencies.
• Assistance to the Bay Area Black United Fund (BABUF) in a participatory evaluation of the first three African American Health Summits (2003, 2005, 2007), resulting in three Black Papers on the insights gained from those Health Summits. This is part of BABUF’s ongoing African American Health Initiative.
• Assistance to the Bay Area Black United Fund (BABUF) in a participatory evaluation of the first three African American Health Summits (2003, 2005, 2007), resulting in three Black Papers on the insights gained from those Health Summits. This is part of BABUF’s ongoing African American Health Initiative.
• Assistance to Neighborhood House of North Richmond in training community-based interviewers as part of their Kaiser Foundation-funded project aimed at promoting Healthy Eating and Living in Richmond.
• Assistance to Neighborhood House of North Richmond in training community-based interviewers as part of their Kaiser Foundation-funded project aimed at promoting Healthy Eating and Living in Richmond.
• Collaboration with Neighborhood House of North Richmond on participatory evaluation of their Youth Violence Prevention Project and their mentoring project.
• Collaboration with Neighborhood House of North Richmond on participatory evaluation of their Youth Violence Prevention Project and their mentoring project.
Most recently WISR has completed a project in collaboration with the nonprofit, Food First--in interviewing grassroots activists involved in food justice—sustainable agriculture and food distribution efforts—in the US, Latin America, and Africa. Their stories will soon be shared on YouTube, as a way to inform and inspire the efforts of others involved with Food Justice efforts.
Most recently WISR has completed a project in collaboration with the nonprofit, Food First--in interviewing grassroots activists involved in food justice—sustainable agriculture and food distribution efforts—in the US, Latin America, and Africa. Their stories will soon be shared on YouTube, as a way to inform and inspire the efforts of others involved with Food Justice efforts.
For the past three years, WISR has been the new home of the nationally recognized, Center for Child and Family Development. The Center is famous for its pioneering approach to school-based family counseling. For 35 years, it has provided underserved, low-income children and families with school-based family counseling services in Bay Area public, private and Catholic schools, while also providing supervised training and internship opportunities for individuals training to be licensed therapists.
For the past three years, WISR has been the new home of the nationally recognized, Center for Child and Family Development. The Center is famous for its pioneering approach to school-based family counseling. For 35 years, it has provided underserved, low-income children and families with school-based family counseling services in Bay Area public, private and Catholic schools, while also providing supervised training and internship opportunities for individuals training to be licensed therapists.
WISR’s efforts to educate professionals, citizens and change agents about creative, effective methods of action-research has been acknowledged by prominent educators as distinctively valuable. This is seen in the reviews of the recently published (by Routledge Press) two books on the methods of Transformative Action Research developed at WISR over the years. The reviews of this books and the praise for WISR’s efforts can be found here: https://www.routledge.com/Principles-and-Methods-of-Transformative-Action-Research-A-Half-Century/Bilorusky/p/book/9780367742430 --
WISR’s efforts to educate professionals, citizens and change agents about creative, effective methods of action-research has been acknowledged by prominent educators as distinctively valuable. This is seen in the reviews of the recently published (by Routledge Press) two books on the methods of Transformative Action Research developed at WISR over the years. The reviews of this books and the praise for WISR’s efforts can be found here: https://www.routledge.com/Principles-and-Methods-of-Transformative-Action-Research-A-Half-Century/Bilorusky/p/book/9780367742430 --
and here: https://www.routledge.com/Cases-and-Stories-of-Transformative-Action-Research-Five-Decades-of-Collaborative/Bilorusky/p/book/9780367742461 (Two reviews of these books, of special note, are by Dr. Arlie Hochschild, Professor Emeritus, Sociology, UC Berkeley, a widely respected sociologist and feminist, and Dr. Joyce King, former President of the American Educational Research Association, and a leading African American educators).
and here: https://www.routledge.com/Cases-and-Stories-of-Transformative-Action-Research-Five-Decades-of-Collaborative/Bilorusky/p/book/9780367742461 (Two reviews of these books, of special note, are by Dr. Arlie Hochschild, Professor Emeritus, Sociology, UC Berkeley, a widely respected sociologist and feminist, and Dr. Joyce King, former President of the American Educational Research Association, and a leading African American educators).
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