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Ableism and Able Privilege: Integrating Social Justice Concepts in Rehabilitation Education

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Ableism and Able Privilege: Integrating Social Justice Concepts in Rehabilitation Education

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Hartley, M. T., Saia, T., Mapes, A. C., Taylor, A., & Ficchi, G. (2024). Ableism and Able Privilege: Integrating Social Justice Concepts in Rehabilitation Education. Rehabilitation Counseling Bulletin, 68(4), 262-274. https://doi.org/10.1177/00343552241236887 (Original work published 2025)

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Ableism and Able Privilege: Integrating Social Justice Concepts in Rehabilitation Education - Michael T. Hartley, Toni Saia, Aimee C. Mapes, Aryn Taylor, Gabrielle Ficchi, 2025

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The concepts of ableism and able privilege are critical for understanding how power and privilege operate in our society to disadvantage disabled people. In thi…

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California Assembly Bill 734 and the Ethics of Youth Tackle Football: A Four-Frame Legislative Analysis

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California Assembly Bill 734 and the Ethics of Youth Tackle Football: A Four-Frame Legislative Analysis

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Degeneffe, C. E., Magat, K. A., & Constein, A. (2025). California Assembly Bill 734 and the Ethics of Youth Tackle Football: A Four-Frame Legislative Analysis. Rehabilitation Counseling Bulletin, 0(0). https://doi.org/10.1177/00343552251349508

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California Assembly Bill 734 and the Ethics of Youth Tackle Football: A Four-Frame Legislative Analysis - Charles Edmund Degeneffe, Kimberly Ann Magat, Austin Constein, 2025

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The purpose of this article is to facilitate awareness in the rehabilitation counseling profession about California’s AB 734, the Youth Tackle Football Bill. AB…

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This summer:

I spent time with my family

My research team facilitated a 10-week undergraduate research fellowship for a cohort of incoming transfer students that concluded with an in-person research symposium.

CCEAL hosted the 2025 Black Community College CEO Retreat at SDSU

AAHHE Chair:

I started my term as the Chair of the American Association of Hispanics in Higher Education. Our national conference will be held at SDSU in March 2026.

Please encourage your students to submit proposals!

What I'm looking forward to this fall:

Supporting our faculty and students!

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Carrying the Weight of Campus Change: The Role of Student Equity Leaders in Community College

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Carrying the Weight of Campus Change: The Role of Student Equity Leaders in Community College

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Felix, E. R., Galan, C. A., & Jimenez Perez, E. (2024). Carrying the weight of campus change: The role of student equity leaders in community college. The Journal of Higher Education, 96(3), 383–411. https://doi.org/10.1080/00221546.2024.2330334

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Carrying the Weight of Campus Change: The Role of Student Equity Leaders in Community College

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This article uses in-depth interviews to explore the experiences of four community college administrators leading policy efforts to advance racial justice efforts. Through a critical organizational…

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Experiences in Rehabilitation Counseling Education for Disabled Graduate Students During COVID-19

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Experiences in Rehabilitation Counseling Education for Disabled Graduate Students During COVID-19

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Saia, T., Degeneffe, C. E., & Tucker, M. (2025). Experiences in Rehabilitation Counseling Education for Disabled Graduate Students During COVID-19. Rehabilitation Counseling Bulletin, 0(0). https://doi.org/10.1177/00343552251320934

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Experiences in Rehabilitation Counseling Education for Disabled Graduate Students During COVID-19 - Toni Saia, Charles Edmund Degeneffe, Mark Tucker, 2025

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The COVID-19 pandemic brought unprecedented challenges to higher education institutions impacting the learning experiences of disabled graduate students enrolle…

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Imprinted on Our Bodies: The Invisible Taxation on Women of Color Faculty When Facing White Resistance in The Graduate Classroom

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Imprinted on Our Bodies: The Invisible Taxation on Women of Color Faculty When Facing White Resistance in The Graduate Classroom

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Morales, S., Gaxiola Serrano, T.J. & Lac, V.T. Imprinted on our bodies: The invisible taxation on women of color faculty when facing White resistance in the graduate classroom. Urban Rev 56, 784–803 (2024). https://doi.org/10.1007/s11256-024-00707-7

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Imprinted on Our Bodies: The Invisible Taxation on Women of Color Faculty When Facing White Resistance in The Graduate Classroom - The Urban Review

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In this essay, the authors who identify as Women of Color (a Chicana, a Latina, and a Southeast Asian woman, respectively) faculty theorize their experiences with white resistance when teaching about race and racism in higher education. Drawing from Critical Race Theory, we merge our collective experiences of teaching about race into a composite counterstory that focuses on Becky, a white woman who is resistant to engaging with her whiteness in the classroom. Utilizing Women of Color feminisms and particularly Chicana/Latina feminisms, we center our bodies as a vessel that carries knowledge as we process and physiologically respond to experiences of white resistance in the classroom. We argue that white student resistance to learning about racism in the classroom stays imprinted on our bodies, creating an invisible taxation in addition to the myriad forms of oppression that Women of Color face within the realm of higher education.

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This Summer:

I spent time with dear friends and family in Ocean Shores and Seattle, WA and finally crossed the Chihuly Garden and Glass Museum off my bucket list

Celebrated a milestone wedding anniversary

I built a new course for the Leadership Studies Major and worked with faculty and advisors to make improvements to our program

Watched with pride as PELSA student was honored with a Mana de San Diego scholarship

What I'm looking forward to this fall:

Meeting and working with our new Leadership Studies students

Continuing the work of our tremendous COE UG team - advisors and faculty

LEAD Studies Graduates being fully and meaningfully employed and our Spring graduates already involved in the job search.

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Harris, F., III, Wood, J. L., King, T. M., & Essien-Wood, I. (2025). Racelighting Impact Theory. Community College Journal of Research and Practice, 1–15. https://doi.org/10.1080/10668926.2025.2510271

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Informed by the sociological concept of gaslighting, racelighting is an act of psychological manipulation whereby people of color receive messages that make them second-guess themselves and their l…

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NEW Educational Leadership in Intercollegiate Athletics Advanced Certificate

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NEW Educational Leadership in Intercollegiate Athletics Advanced Certificate

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Dr. Frank Harris, who has served as Faculty Athletics Representative for the Aztecs since 2021, will be the program’s core faculty member and advisor to start. He said he intends to bring in experienced intercollegiate athletics administrators to teach courses as lecturers.

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New graduate certificate program examines leadership in college athletics | News | SDSU

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Two semester program seeks to engage students interested in careers in college sports, including current student-athletes.

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RESISTE Scholars: Empowering Future Hispanic-Serving Institution Researchers through Collaborative Femtorship

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RESISTE Scholars: Empowering Future Hispanic-Serving Institution Researchers through Collaborative Femtorship

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Rodriguez-Operana, V., Herrera, F., Paredes, G., Fregoso, J., Shoka, M., Hernandez, D., Reynoso, A., Vazquez, A. (2025). RESISTE scholars: Empowering future Hispanic-serving institution researchers through collaborative femtorship. Journal of Underrepresented and Minority Progress, 9(1), 1-33.

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Acevedo-Gil, N., & Madrigal-Garcia, Y. (2018). Mentoring among Latina/o scholars: Enacting

spiritual activism to navigate academia. American Journal of Education, 124(3), 313-

https://doi.org/10.1086/697212

Aguirre, H. C. & Romero, C. (2023). Advancing Latinx faculty and students in academia through

femtoring/mentoring. In A. Wilkerson & S. Samuels (Eds.), Best Practices and

Programmatic Approaches for Mentoring Educational Leaders (pp. 35-47). IGI Global. https://doi.org/10.4018/978-1-6684-6049-8.ch003

Atkins, K., Dougan, B. M., Dromgold-Sermen, M. S., Potter, H., Sathy, V., & Panter, A. T.

(2020). "Looking at myself in the future": How mentoring shapes scientific identity for

STEM students from underrepresented groups. International Journal of STEM Education, 7(1), 42. https://doi.org/10.1186/s40594-020-00242-3

Azpeitia, J., & Bacio, G. A. (2022). "Dedicado a mi Familia": The role of familismo on

academic outcomes among Latinx college students. Emerging Adulthood, 10(4), 923-

https://doi.org/10.1177/21676968221099259

Barker, L. (2009). Student and faculty perceptions of undergraduate research experiences in

computing. ACM Transactions on Computing Education, 9(1), 1-28. https://doi-

org.ccl.idm.oclc.org/10.1145/1513593.1513598

Benishek, L. A., Bieschke, K. J., Park, J., & Slattery, S. M. (2004). A multicultural feminist

model of mentoring. Journal of Multicultural Counseling and Development, 32, 428-442.

Browdy, R., Milu, E., del Hierro, V., & Gonzales, L. (2021). From cohort to family: Coalitional

stories of love and survivance. Composition Studies, 49(2), 14-30.

Candela, A. (2019). Exploring the function of member checking. The Qualitative Report, 24(3),

-628. https://doi.org/10.46743/2160-3715/2019.3726

Castro Samayoa, A. (2018). "People around me here, they know the struggle": Students'

experiences with faculty member's mentorship at three Hispanic Serving Institutions.

Education Sciences, 8(2), 49. https://doi.org/10.3390/educsci8020049

Crisp, G., Baker, V. L., Griffin, K. A., Lunsford, L. G., & Pifer, M. J. (2017). Mentoring

Undergraduate Students. ASHE Higher Education Report. 43(1), 7-103. John Wiley &

Sons.

Cutri, R. M., Delgado Bernal, D., Powell, A., & Wiedeman, C. R. (1998). "An honorable

sisterhood:" Developing a critical ethic of care in higher education. Transformations: The

Journal of Inclusive Scholarship and Pedagogy, 9(2), 100-117.

Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research.

Harvard Educational Review, 68(4), 555-582.

Delgado Bernal, D., Flores, A. I., Gaxiola Serrano, T. J., & Morales, S. (2023). An introduction:

Chicana/Latina feminista pláticas in educational research. International Journal of

Qualitative Studies in Education, 36(9), 1627-1630. https://doi.org/10.1080/09518398.2023.2203113

Delgado-Guerrero, M., & Gloria, A. M. (2013). La importancia de la hermandad Latina:

examining the psychosociocultural influences of Latina-based sororities on academic

persistence decisions. Journal of College Student Development, 54(4), 361-378. https://doi.org/10.1353/csd.2013.0067

Espino, M. M. (2021). Pathways to healing bodymindspirit for Latina-identified college students,

administrators, and faculty in higher education. Journal of Women and Gender in Higher

Education, 14(1), 1-4. https://doi.org/10.1080/26379112.2021.1894161

Espino, M. M., Muñoz, S. M., & Marquez Kiyama, J. (2010). Transitioning from doctoral study

to the academy: Theorizing trenzas of identity for Latina sister scholars. Qualitative

Inquiry, 16(10), 804-818. https://doi.org/10.1177/1077800410383123

Fierros, C. O., & Delgado Bernal, D. (2016). Vamos a platicar: The contours of pláticas as

Chicana/Latina feminist methodology. Chicana/Latina Studies, 15(2), 98-121.

Garcia, G. A., & Cuellar, M. G. (2023). Advancing "intersectional servingness" in research,

practice, and policy with Hispanic-Serving Institutions. AERA Open, 9,

https://doi.org/10.1177/23328584221148421

Gee, H. W., Gorton, E. S., Cho, S., & Fynewever, H. (2022). Not all chemists are white men:

Incorporating diversity in the general chemistry curriculum. Journal of Chemical

Education, 99(3), 1176-1182. https://doi.org/10.1021/acs.jchemed.1c00632

George, S. M., & Domire, Z. J. (2020). A six-year review of the biomedical engineering in

simulations, imaging, and modeling undergraduate research experience. Journal of

Biomechanical Engineering, 142(111012). https://doi.org/10.1115/1.4047630

Gonzalez, A., Lara, I., Prado, C., Rivera, S. L., & Rodriguez, C. (2015). Passing the sage: Our

sacred testimonio as CuranderaScholarActivists in academia. Chicana/Latina Studies,

(1), 110-155.

Haeger, H., & Fresquez, C. (2016). Mentoring for inclusion: The impact of mentoring on

undergraduate researchers in the sciences. CBE-Life Sciences Education, 15(3), ar36.

https://doi.org/10.1187/cbe.16-01-0016

*AUTHORS (2022) - Removed for blind review.

*AUTHORS (2022) - Removed for blind review.

*AUTHORS (2022) - Removed for blind review.

Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in

naturalistic evaluation. New Directions for Program Evaluation, 1986(30), 73-84.

https://doi.org/10.1002/ev.1427

López, R. M., Honey, M. L., Pacheco, H. S., & Valdez, E. C. (2021). Creando comunidad:

Experiences of Latina faculty and staff mentors at a Hispanic-Serving Institution. Journal

of Women and Gender in Higher Education, 14(1), 100-120. https://doi.org/10.1080/26379112.2021.1888746

López, R. M., Valdez, E. C., Pacheco, H. S., Honey, M. L., & Jones, R. (2020). Bridging silos in

higher education: Using Chicana feminist participatory action research to foster Latina

resilience. International Journal of Qualitative Studies in Education, 33(8), 872-886. https://doi.org/10.1080/09518398.2020.1735566

Luedke, C. L., McCoy, D. L., Winkle-Wagner, R., & Lee-Johnson, J. (2019). Students

perspectives on holistic mentoring practices in STEM fields. Journal Committed to Social

Change on Race and Ethnicity, 5(1), 34-59. https://doi.org/10.15763/issn.2642-2387.2019.5.1.33-59

Martinez, T., Bloom, N., Whipple, A. V., & Chischilly, S. (2018). Partnerships, participation,

and equity in undergraduate research. Scholarship and Practice of Undergraduate

Research, 1(4), 40-45. https://doi.org/10.18833/spur/1/4/13

Morales, D. X., Grineski, S. E., & Collins, T. W. (2017). Increasing research productivity in

undergraduate research experiences: Exploring predictors of collaborative faculty-

student publications. CBE Life Sciences Education, 16(3), ar42. https://doi.org/10.1187/cbe.16-11-0326

Morales, S., Flores, A. I., Gaxiola Serrano, T. J., & Delgado Bernal, D. (2023). Feminista

pláticas as a methodological disruption: Drawing upon embodied knowledge,

vulnerability, healing, and resistance. International Journal of Qualitative Studies in Education, 36(9), 1631-1643. https://doi.org/10.1080/09518398.2023.2181441

Petersen, J., Franco, M. M., Lall-Ramnarine, S., & Wang, S.-K. (2021). Institutionalization and

sustainability of undergraduate research across disciplines at a public, urban community

college: Successes and challenges. Scholarship and Practice of Undergraduate Research, 4(3), 30-39. https://doi.org/10.18833/spur/4/3/16

Puente, M., & Zaragoza, M. (2022). Presumed incompetent: The navigational experiences of

young Chicana/Latina doctoral students. Journal of Colorism Studies, 4(1), 1-14.

Rabinowitz, V. C., & Valian, V. (2022). Supporting women's research in predominantly

undergraduate institutions: Experiences with a National Science Foundation ADVANCE

Institutional Transformation Award. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.817269

Ramirez, B. R., & Puente, M. (2021). Avanzando juntas: Chicana/Latina pedagogy of sisterhood

in graduate school. About Campus. https://doi.org/10.1177/10864822211058247

Ribero, A. M., & Arellano, S. C. (2022). Advocating comadrismo: A feminist mentoring

approach for Latinas in rhetoric and composition. In L. Gonzales & M. H. Kells (Eds.),

Latina Leadership: Language and Literacy Education across Communities (pp. 15-44). Syracuse University Press. https://doi.org/10.2307/j.ctv1c7zg20

*AUTHORS (2023) - Removed for blind review.

Ropers-Huilman, R., & Winters, K. T. (2011). Feminist research in higher education. The

Journal of Higher Education, 82(6), 667-690.

https://doi.org/10.1080/00221546.2011.11777223

Ruttenberg-Rozen, R., Hynes, K., Habibi, S., Cardoza, S., & Muchmaker, J. (2021). Towards a

community of care: Counterspaces for women in sTem education. 2021 IEEE

International Symposium on Technology and Society (ISTAS), 1-4. https://doi.org/10.1109/ISTAS52410.2021.9629141

Schwartz, J. (2012). Faculty as undergraduate research mentors for students of color: Taking into

account the costs. Science Education, 96(3), 527-542. https://doi.org/10.1002/sce.21004

Suárez, E., & Beatty, C. C. (2022). Advising in science education: Critiquing where we have

been, moving toward an equitable and holistic advising approach. Science Education,

(5), 1299-1317. https://doi.org/10.1002/sce.21745

Taylor, T. A. (2019). Exploring Ethical Mentorship as Leadership Within an Islamic Ethic of

Care. Journal of Women and Gender in Higher Education, 12(1), 54-69.

https://doi.org/10.1080/19407882.2018.1500294

Villanueva, I., Di Stefano, M., Gelles, L., Osoria, P. V., & Benson, S. (2019). A race re-imaged,

intersectional approach to academic mentoring: Exploring the perspectives and responses

of womxn in science and engineering research. Contemporary Educational Psychology, 59, 101786. https://doi.org/10.1016/j.cedpsych.2019.101786

Villaseñor, M. J., Reyes, M. E., & Muñoz, I. (2013). Mujerista mentoring for Chicanas/Latinas

in higher education. Journal of College Student Retention: Research, Theory & Practice,

(1), 49-64. https://doi.org/10.2190/CS.15.1.d

Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and

future directions. New Directions for Child and Adolescent Development, 2011(134), 43-

https://doi.org/10.1002/cd.310

Wilkins-Yel, K. G., Williamson, F. A., Priddie, C., Cross Francis, D., Gallimore, S., & Davis-Randolph, J. L. (2023). A site of radical possibilities: Examining how a multigenerational

counterspace promoted STEM persistence among undergraduate WOC. Journal of

Research in Science Teaching, 60(2), 268-303. https://doi.org/10.1002/tea.21798

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RESISTE Scholars: Empowering Future Hispanic-Serving Institution Researchers through Collaborative Femtorship | Journal of Underrepresented & Minority Progress

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Undergraduate research and mentorship experiences are high-impact practices that foster positive outcomes among Latine and other minoritized students at Hispanic-Serving Institutions (HSIs). This study examined the development and implementation of RESISTE Scholars, a collaborative HSI-STEM education research training and mentorship program. Our work is grounded in 1) notions of servingness aimed at creating a humanizing and liberatory experience in HSI research (Garcia, 2023), 2) intersectionality (Crenshaw, 1989), and 3) critical feminist and liberatory epistemologies centering equity, interdependence, valuing lived experiences, and an ethic of care (Benishek et al., 2004; Malone & Harper, 2022). Leading National Science Foundation-funded projects, RESISTE Scholars engaged in myriad collaborative research projects with faculty, postdoctoral, graduate, and undergraduate researchers. Most identified as Latine and/or WOC, and first-generation college students. Weekly team meetings were coupled with sessions intentionally tailored to build upon undergraduates’ strengths while meeting project goals and exploring graduate school and career aspirations. A combination of several qualitative methods, including collaborative autoethnography (Reyes et al., 2021), platicas (Delgado Bernal et al., 2023), and reflexive thematic analysis (Braun & Clarke, 2019) of documents and students’ written reflections illuminate their program experiences. Results suggest that multi-layered femtorship within undergraduate research rooted in servingness and critical feminism may be key in empowering the next generation of scholars committed to equity and justice in HSI/STEM education. Integrating critical reflexivity and student input throughout the program, RESISTE Scholars emphasized the power of collaborative, student-centered activities and holistic support. Recommendations for research, policy, and practice on undergraduate research and mentorship at HSIs are discussed.

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"The Traits That a Woman Has, a Man Can Have, Too": How Collegiate Latino Men Navigate Masculinity Performance

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"The Traits That a Woman Has, a Man Can Have, Too": How Collegiate Latino Men Navigate Masculinity Performance

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González, Ángel, Vasquez, M.C., & Abeyta, M. (2024). "The Traits That a Woman Has, a Man Can Have, Too": How Collegiate Latino Men Navigate Masculinity Performance. Journal of College Student Development 65(1), 18-34. https://dx.doi.org/10.1353/csd.2024.a919348.

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Project MUSE - “The Traits That a Woman Has, a Man Can Have, Too”: How Collegiate Latino Men Navigate Masculinity Performance

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Latino men hold a contradictory position within patriarchal privilege that offers them advantages yet undermines their racial and cultural capital. Underpinned by Latino feminist masculinities, this phenomenological study explored how participants redefined characteristics of masculinity. This study provides critical insight into how 26 self-identified cisgender men of Latino or Hispanic descent made meaning of their masculinity performance. We offer three prominent findings that illustrate how Latino men deconstructed traditional masculinity and conceptualized an asset-based consciousness: (a) resisting traditional notions of machismo, (b) navigating racial and gendered expectations in academic settings, and (c) challenging cultural and gendered expectations at home. These findings illuminate the identity development process for Latino men as they negotiate their masculinities within different contexts. We provide recommendations for research and practice that encourage further exploration of the nuanced understanding of masculinity and its relation to structures that perpetuate cisheteronormativity, as well as opportunities to further deconstruct masculinity for Latino men.

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Marissa Vasquez, associate professor and chair-elect of ARPE, was named a recipient of SDSU’s Faculty Diversity Excellence Award. Bestowed by the Division of Student Affairs and Campus Diversity, the honor is given to one faculty member each year who shows commitment to the university’s mission and values.

Lisa Gates, director of the Leadership Studies program, received the Malcolm A. Love Award from Associated Students (A.S.). Named for the fourth president of SDSU, the honor is given to one faculty member each year for support of A.S. and its students.

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Vasquez, Gates earn campus-wide awards | College of Education | SDSU

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This summer:

I celebrated earning tenure in Italy

Spent time with my family in New York

Celebrated the 3th anniversary of the ADA. Our COE video has over 6,621 views!!

Delivered the Keynote for the Inaugural Regional Youth Leadership Forum

What I am looking forward to this fall:

Serving as the faculty advisor for the new student club Disabled Student Society and the Rehabilitation Counseling Student Association.

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Stolz, S., & Saia, T. (2025). Anti-ableist teaching: Centering disabled perspectives in collaborative content-creation. Feminist Pedagogy, 6(2), Article 10. Retrieved from https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss2/10

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Although many service professionals (teachers, paraprofessionals, therapists, counselors) learn that disability inclusion is important, much of what they learn is still rooted in deficit terms. This paper describes why and how a collaboration of disabled scholars uses centering as a strategy in content development for an anti-ableist teaching resource website.

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This Summer:

Got Covid for the first time and lost some of my sense of smell :(

Was surprised with a tenured celebration with my family at the bay and another celebration by my advisees

Took a couple of trips with my daughter and wife

Worked on two projects with my research team

What I'm looking forward to this fall:

Getting to know the new incoming doctoral cohort

Publishing our new historical counterstories in education podcast together with my students

Continuing with data collection for our research projects

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SDSU College of Education on Instagram: "Congratulations to ARPE Professor Charles Degeneffe (right) on being pinned as a fellow of the American Psychological Association! 

He was honored at the APA Annual Convention in Denver on August 7. A new fellow in APA Division 22 (rehabilitation psychology), Chuck was proud to be pinned along with his longtime mentee Professor Emre Umucu from the University of Texas at El Paso."

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17 likes, 0 comments - sdsucoe on August 14, 2025: "Congratulations to ARPE Professor Charles Degeneffe (right) on being pinned as a fellow of the American Psychological Association! 

He was honored at the APA Annual Convention in Denver on August 7. A new fellow in APA Division 22 (rehabilitation psychology), Chuck was proud to be pinned along with his longtime mentee Professor Emre Umucu from the University of Texas at El Paso.". 

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View this post on Instagram

A post shared by SDSU College of Education (@sdsucoe)

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Preparing Rehabilitation Counselors to Serve Veterans: Perspectives of Post-9/11 Student Veterans in Rehabilitation Counselor Education Programs

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Preparing Rehabilitation Counselors to Serve Veterans: Perspectives of Post-9/11 Student Veterans in Rehabilitation Counselor Education Programs

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Preparing Rehabilitation Counselors to Serve Veterans: Perspectives of Post-9/11 Student Veterans in Rehabilitation Counselor Education Programs - Charles Edmund Degeneffe, Teresa Ann Granger, Emre Umucu, Alexandria Kriofske Mainella, 2025

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This study addressed the following research question: How should rehabilitation counselor education (RCE) programs prepare rehabilitation counselors to provide…

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Charles Edmund Degeneffe, Michelle McIntyre, Elizabeth Kendall, 2025. "Family Caregiving Following Traumatic Brain Injury: Processes, Outcomes, and Adaptation", International Perspectives on Family Caregiving: Informal Care for People with Vulnerabilities, Selwyn Stanley

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Family Caregiving Following Traumatic Brain Injury: Processes, Outcomes, and Adaptation

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Family Caregiving Following Traumatic Brain Injury: Processes, Outcomes, and Adaptation

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Umucu, E., Granger, T., Degeneffe, C.E. and Lee, B. (2025), Reasons to Worry About Employment During COVID-19 Among Veterans With Disabilities. Stress and Health, 41: e70004. https://doi.org/10.1002/smi.70004

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Reasons to Worry About Employment During COVID-19 Among Veterans With Disabilities

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Reasons to Worry About Employment During COVID-19 Among Veterans With Disabilities

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Unveiling the Vocational Tapestry: Personality Types and Career Interests Among Student Veterans in Rehabilitation Counseling Master’s Programs - Emre Umucu, Teresa Granger, Heerak Choi, Charles Edmund Degeneffe, 2025

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Background Understanding the interplay between personality types and career interests among student veterans in the rehabilitation counseling profession holds b…

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This summer:

Spent time adventuring with friends at the zoo, Knott's Berry Farm, and the beach!

Visited family and went to my cousin's wedding!

Saw some awesome concerts at the Rady Shell!

What I'm looking forward to this fall:

Being back in classes for the JDP!

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This Summer:

-Went to Disneyland with the fam and enjoyed copious amounts of churros

-Explored Europe for my wife's 40th Birthday

-Read alot, wrote a little

-Tried to figure out how to continue my level of research and mentorship with less resources and support.

What I'm looking forward to:

-The Raiders winning the super bowl this year

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This Summer:

Caught up with my daughter in Tuscany

Got caught in the heat dome in DC

Worked on a couple videos for the RISE-UP project

Submitted two grant proposals

Completed final edits on two manuscripts

What I’m looking forward to this Fall:

Meeting our new students and reconnecting with returning students

Trainings with our state VR agencies for the RISE-UP project

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PI: Felisha Herrera Villarreal, PhD

PROJECT TITLE: Advancing STEM Experiential Learning at Two- and Four-year Hispanic Serving Institutions

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Herrera Villarreal named HACU Leadership Fellow

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Herrera Villarreal named HACU Leadership Fellow

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Felisha Herrera Villarreal, PhD, Professor of Postsecondary Education, was named a fellow in the Hispanic Association of Colleges and Universities’ (HACU) Leadership Academy. She completed the year-long program, which aims to prepare culturally diverse leaders for executive and senior-level positions in higher education.

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This Summer:

Transitioned back to SDSU after an assignment with the National Science Foundation as Program Director

Attended the HACU International Summit & HACU Leadership Academy Graduation in Costa Rica

Visited family in my beautiful hometown, Taos, New Mexico & celebrated 10 years of marriage with Anthony Villarreal

SDSU Division for Innovation & Research (DRI) Fellow:

I started my term as DRI Faculty Support Programs Fellow, leading SDSU's intermural funding, awards, and faculty support programs

What I'm looking forward to this fall:

Co-editing a Special Issue in Education Sciences: Creating Cultures and Structures of Opportunity in STEMM Ecosystems

Working with my research center team on our newly funded research initiatives supported by the Alfred P. Sloan Foundation

Meeting the new student cohorts and working with our doctoral colleagues in the research support courses

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This summer:

✨ Spent time with family and friends while exploring the city
🚴‍♀️ Started cycling & pilates classes, got back into running, and added hiking to the mix
⚾️ Went to ballpark games, the beach, and discovered new coffee shops + matcha spots across San Diego
🌺 Traveled to Oahu, HI and explored the island

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This summer

I relocated to San Diego this summer and went to Yosemite for a road trip with my parents.

What I am looking forward to this fall:

Excited about my new journey and working with other colleagues and students!

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This spring:

--Co-teaching ARP 609: Policy Developments in Cognitive Disabilities with Zia Yurchuck, May 2014 RCP and Cognitive Disabilities Certificate graduate

--Started a statewide assessment study on traumatic brain injury needs in contract with the California Department of Rehabilitation.

What I'm looking forward to this summer:

--Hoping to get back to playing tennis after more than a year away from the sport.

--Looking forward to traveling to one or more national parks.

--Presenting at the American Psychological Association Convention in Washington DC in August..

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This Spring:

Published Resisting Erasure, a podcast project in which EdD students in ARP 801 research, script, record, and edit a historical podcast episode

Continued with data collection for a study on racial harm for student affairs professionals of color

What I'm looking forward to:

Presenting at the National Association of Chicana/o Studies this April

Celebrating the graduation of 3 EdD advisees with critical dissertation studies

Getting some down time after the Spring semester

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History Podcast · Resisting Erasure: Critical Race Counterstories of Higher Education bring us stories that expose, analyze, and challenge majoritarian stories rooted in whiteness, racial myths, and power. Each episode…