Faculty In Review

Women's Studies Department

photo of Abusaad Roni W

Roni W Abusaad

Interdisciplinary Studies

Biography is unavailable at this time.

photo of Adams Mary E

Mary E Adams

Social Sciences Deparment

B.A., M.A., Ph.D., University of California, Berkeley

Biography is unavailable at this time.

photo of Arruda Elisabeth McMills

Elisabeth McMills Arruda

Women's Studies Department

Masters of Arts Degree in History
U.S. History Major, Gender Minor
San Francisco State University, San Francisco, CA

Phi Alpha Theta, National Honor Society Member

Masters of Arts Degree in Women Studies
San Francisco State University, San Francisco, CA
Graduate Student Award for Distinguished Achievement

Thesis: “The Mother of Tomorrow: American Eugenics and the Panama-Pacific International Exposition of 1915.” 140 pages. 2004

Bachelor of Arts Degree in English and Philosophy, concentration in Women’s Studies
Boston College, Chestnut Hill, MA

Professor Arruda has been teaching at CCSF since 2005.

Women's Studies Department Chair
Women's History Month Collaborative Chair

Faculty Club Adviser, Women United Club
Faculty Club Adviser, Vagina Monologues Club

National Women's Studies Association
Western Association of Women Historians

photo of Avila Alma

Alma Avila

Health Education Department

Academic degrees and institutions granting each degree:

M.P.H. San Jose State University
B.S. Golden Gate University

Prof. Avila has been teaching at CCSF since 2003.

Health Education & Community Health Studies Department
Program Director Community Health Worker, Youth Worker and Post Prison Health Worker Certificate Programs

Instructional/educational philosophy and goals:
Committed to educating Bay Area residents and communities, providing resources for work and study in the field of health.

Alma is also

Involvement in non-instructional CCSF activities, e.g. committees, clubs:

Vision Y Compromiso was developed to educate the Latino community about quality of care issues.Other Vision Y Compromiso program areas include children and youth, policy, research and multi-disciplinary evaluation and women.

Multiple Committees & Projects focusing on the needs of formerly incarcerated persons:

*Jail Reentry Project

*City College Prison Project

Foundations for Community Health Worker Textbook, Josey Wells: 2010

SFDPH Tobacco Free Project

Promotoras Network

CHW Collaborative Network : UNITY 2007

Hobbies or extracurricular activities:

Running, Walking & Daily Physical Fitness Program

photo of Bacon Linda

Linda Bacon

Health Education Department

Ph.D., University of California, Davis (Physiology);
M.A., San Francisco State University (Exercise Science);
M.A., Naropa Institute (Psychotherapy);
B.A., Wesleyan University.

Dr. Bacon has been teaching at CCSF since 2001.

Linda Bacon, PhD, is a scientist and internationally recognized authority on weight and health. A nutrition professor and researcher, she holds graduate degrees in physiology, psychology, and exercise metabolism, with a specialty in nutrition. She has conducted federally funded studies on diet and health and published in influential, peer-reviewed journals.

Bacon is a Professor at City College of San Francisco.Bacon. She earned her PhD in physiology from the University of California, Davis, where she also currently serves as an Associate Nutritionist. She is also Her research has been supported by grants from the United States Department of Agriculture and the National Institutes of Health.

Bacon’s latest scientific review, published in Nutrition Journal, has been influential in challenging the public health discourse and ranks as “most-highly accessed.” It examines the scientific literature on weight and health and determines that weight-focused public health policy is ineffective and damaging. Its conclusions call for a paradigm shift towards evidence-based health care based on non-discrimination.

Bacon’s advocacy for Health at Every Size has a large following on the international lecture circuit and in social media. She is the author of a book, Health at Every Size: The Surprising Truth About Your Weight, that Prevention Magazine considers the “Bible” of the alternative health movement. A top seller among Amazon’s health titles, it is favorably reviewed by both health professionals and lay people. Her recent interviews include media outlets such as the New York Times, London Sunday Times, ABC Nightly News with Diane Sawyer, and magazines including Prevention, Glamour, Cooking Light, and National Geographic. Well known for her political and social commentary, she writes a “health expert” column for the Huffington Post and the Association for Size Diversity and Health. Her forthcoming book, Body Respect: What Conventional Health Books Get Wrong, Leave Out, or Just Fail to Understand, is a crash course in what you need to know about bodies and health, and will be followed shortly by her next book, Eat Well: For your Self, For the World, a handbook for cutting neurosis from our daily diets and, in the process, improving our health and the health of our world.

Dr. Bacon has been involved in the CCSF Sexual Harassment Committee, Gay, Lesbian, Bisexual and Transgender Committee and Multi-Cultural Infusion Project.

Dr. Bacon is the author of Health at Every Size: The Surprising Truth About Your Weight (www.HAESbook.com).

See www.LindaBacon.Org.

photo of Badran Carol

Carol Badran

Health Education Department

Biography is unavailable at this time.

photo of Biehn Jennifer

Jennifer Biehn

Small Business

B.A., M.Ed., University of Washington, Seattle

Professor Biehn's website is fog.ccsf.edu/jbiehn.

photo of Bravewoman Mary Teresa

Mary Teresa Bravewoman

Mathematics Department

Biography is unavailable at this time.

photo of Brownsey Maureen A

Maureen A Brownsey

Lesbian, Gay, Bisexual and Transgender Studies Department

*Academic Degrees & Institutions Granting each Degree*

BA, Creative Writing/English Literature, U.C. Davis
MFA, Film Production, San Francisco State University
MA, Film Studies, "ABT" (All But Thesis), SFSU

Prof. Brownsey has been teaching at CCSF since August 1999. Went into 'permanent Part-Time' position, August 2000, until...?

"Instructional--Educational Philosophy & Goals*
It has always been my experience that students learn more from each other than from their instructor. Therefore, I believe, It is my role, as instructor, to guide, challenge and help each student find their 'voice.' All of us learn 80% visually, only 11% aurally (hearing). So: mini-lectures and 'tasks"--in-class directed assignments, working with each other in groups, etc. More fun that way.

**For Film classes** "For every student who enters the room, that many versions of the film will leave..." (--mb). Each of us will 'see' or 'read' the film slightly or enormously differently. Hence, the 40-45 versions 'leaving' the class.

My job is to destroy how my students 'read' Hollywood mainstream films: forever. This does not mean they can not 'enjoy' these films. It does mean, that if a racist, hetero-sexist/queer-phobic, classist, or any other damaging depiction of a marginalized group, doesn't bother 'you,' *at least a little bit*: I haven't done my job.

Oh, and, if 'we' can't get a in few good laughs--we're not paying attention..! <;-0

*Non-Instructional Activities*
Writer, film/video-maker, former stand-up comic, solo mulit-media performance artist..and anything else that pays cash money (in the arts, that is...).

Paying rent.

**Books published--ETC.**
"Is It a Date or Just Coffee?" A Gay Girl's Guide to Dating, Sex & Romance, Alyson Publications, (c) 2002. (Books two & three in progress.)
Columnist, weekly Q & A, for msn.com (one year)
Columnist--essayist--for match.com (3.5 yrs)
Instructor, Harvey Milk Institute (as long as it existed: 4-5 years?)


photo of Candelaria Xochiquetzal

Xochiquetzal Candelaria

Chair, English Department

M.A., English and American Literature: with a concentration in poetry, New York University
B.A., Rhetoric, University of California at Berkeley

Professor Candelaria has been teaching at CCSF since 2008.

In addition to teaching the fundamentals of composition, she strives to include, educate and inspire her students by selecting socially and culturally relevant material and underscoring the value of close reading and participation. She also applies Marxism, feminism, post-colonial and psychoanalytic criticism to her teaching of literature.

Professor Candelaria’s work has appeared in The Nation, New England Review, Gulf Coast, The Indiana Review, Afugabe: A Journal of Poetry, Seneca Review and other journals. In addition to winning the Louisiana Literature Prize for Poetry, and the Gulf Coast Poetry Prize, she has received fellowships from UC Berkeley, New York University, Vermont Studio Center, Bread Loaf Writer’s Conference (2005, 2006), Hall Farm Center for the Arts, The National Hispanic Foundation for the Arts, Barbara Deming Memorial Fund, and the LEF Foundation. She currently lives in San Francisco, California and was recently awarded an individual grant from the National Endowment for the Arts.

photo of Canlas Melissa Ann

Melissa Ann Loredo Canlas

Asian American Studies Department

Biography is unavailable at this time.

photo of Castro-Rojas Carmen

Carmen Castro-Rojas

Health Education Department

MA, Interdisciplinary Social Work, Social Psychology and Women Studies
BA, English. Minor Italian

Prof. Castro-Rojas has been teaching at CCSF since 2005 at the Healthcare Interpreting Certificate Program

Education is a personal choice, students obtain an education because they want to be prepare for the 'real' world and therefore, each student is only competing with him or herself, competing to learn, grow and master skills that will be used once in the workforce.
Once the education is achieved, the learning and growing process continues beyond graduation day.

As Board member of the California Healthcare Interpreting Association, CHIA, since 2007, I have been involved in the field and informed of the latest trends. As Chair of the Education Committee, I conducted a Training of Trainers on the CHIA standards. As Chair of the Conference Committee for 2012 I help select the topics of workshops and panel presentations. As President of the California Healthcare Interpreting Association for 2012-2013, I plan to serve using my professional experiences in Language Access.

photo of Cox Karen C

Karen C Cox

English Department

B.A., University of California, Berkeley
M.A., Ph.D., University of California, Davis

Professor Cox has been teaching at CCSF since 2000.

photo of Day Terry V

Terry V Day

Behavioral Sciences Department

Biography is unavailable at this time.

photo of Diggs Dayo M

Dayo M Diggs

Health Education Department

City College of San Francisco A.A
CSU Hayward B.S.,Health Science
CSU Hayward M.S.,Health Care Administration
SFSU Doctorate, Educational Leadership

Dr. Diggs has been teaching at CCSF for some time now.

Every student can...
Educational justice is health justice

Active member Alpha Kappa Alpha Sorority Inc.,
Board of directors for the San Francisco Breastfeeding collation

Volunteer, San Francisco AIDS Walk

photo of Duffy Kathleen Susan

Kathleen Susan Duffy

Disabled Students Programs & Services

B.A., New College of California; M.S., San Francisco State University

Biography is unavailable at this time.

photo of Gee Janet

Janet Gee

Women's Studies Department

A.A., City College of San Francisco

Ms. Gee has been teaching at CCSF for the past 7 years.

She is a 7th degree Black Belt in Martial Arts. She believes that martial arts training is a pathway of self discovery and enables one to be able to live and be safe in your own internal and external environment.

Ms. Gee has been published in "Women in the Martial Arts" by Carol Wailey and "Teachers on Teaching in the Martial Arts".

In her leisure time, Ms. Gee studies different languages in order to communicate by connecting cultures and creating trust through the arts.

photo of Goldsmith Deborah H

Deborah H Goldsmith

Social Sciences Deparment

Women's Studies Department

B.A., Pomona College; M.A., University of California, Berkeley

Biography is unavailable at this time.

photo of Harrison Margaret A

Margaret A Harrison

Chair, English Department

B.A. Feminist Studies, Stanford University. M.F.A. Creative Writing and M.A. English, San Francisco State University.

photo of Hu Karin G

Karin G Hu

Behavioral Sciences Department

B.A. Psychology: UC Berkeley, M.A., Ph.D. Psychology: Johns Hopkins University, Baltimore, Maryland, Postdoc: Retinal Neutobiology, Stanford

Prof. Hu has been teaching at CCSF since 1980's.

photo of Israel Kinneret R

Kinneret R Israel

Interdisciplinary Studies

Biography is unavailable at this time.

photo of Lass Barbara M.

Barbara M. Lass

Behavioral Sciences Department

B.A., Sociology/Anthropology, University of South Dakota
M.A., Anthropology, University of Minnesota
Ph.D., Anthropology, University of Minnesota

Prof. Lass has been teaching full-time at CCSF since Fall 2011.

I like students to leave my classes with something they apply to today's world and to their own lives, regardless of whether they pursue further study in anthropology or ever take another anthropology class.

Faculty adviser, Anthropology Club
Participant, Women's Studies Collective

One monograph, several articles, and conference papers on Hawaiian archaeology
Member of American Anthropological Association (AAA), Society for American Archaeology (SAA), Society for Anthropology in Community Colleges (SACC)

photo of Leyton Alexandria R

Alexandria R Leyton

English Department

Biography is unavailable at this time.

photo of Murajda Tricia A

Tricia A Murajda

Behavioral Sciences Department

Biography is unavailable at this time.

photo of Nelson-Lundy Jessica

Jessica Nelson-Lundy

English Department

B.A., M.A., San Francisco State University

Biography is unavailable at this time.

photo of Nerenberg Lisa

Lisa Nerenberg

Health Education Department

MSW, MPH, University of Minnesota

Professor Nerenberg has been teaching Health 9A Elder Abuse Prevention at CCSF since 2008. This .5 credit course is an entry-level class designed to help students prevent elder abuse and neglect. It focuses on raising awareness, knowledge, and understanding of the problem; alerting students to its signs and symptoms, and enabling them to intervene according to laws, policies, and professional standards.

In Spring, 2009, Health 9A Elder Abuse Prevention, will be taught as an online class. That means that all of the reading assignments are online and students will have a chance to discuss what they're learning with their classmates and test their knowledge with online interactive exercises. An introductory class will be held on the Ocean Campus in Rosenberg Library R414 on 3/23/09 from 6:30-8:30 pm. Computer assistance will be provided. The course is designed to take 4 weeks to complete, and final assignments will be due on 5/4/09.

Professor Nerenberg has been working in the field of elder abuse prevention for over 25 years. She particularly enjoys teaching students who are currently working in the field of aging as well as students who are interested in working with elders. To learn more about Professor Nerenberg and elder abuse, visit her Web site at http://lisanerenberg.com/ or my blog, Prevent Elder Abuse at http://preventelderabuse.blogspot.com/

Publication: Elder Abuse Prevention: Emerging Trends and Promising Strategies (Springer, 2008)

photo of Nickliss Alexandra

Alexandra Nickliss

Social Sciences Deparment

B.A., M.A., San Jose State University, Ph.D., University of California, Davis

Prof. Nickliss has been teaching at CCSF since

photo of Ordona Trinity A

Trinity A Ordona

Lesbian, Gay, Bisexual and Transgender Studies Department

1969-71 Immaculate Heart College, Los Angeles, CA
Liberal Arts Major

1971-72 University of California at Santa Cruz
Community Studies and Politics Major

1973 University of California at Berkeley
B.A., Asian-American History Major

1992-2000 University of California at Santa Cruz
Ph.D., History of Consciousness

Dissertation: “Coming Out Together: An Ethnohistory of the Asian and Pacific Islander Queer Women’s and Transgendered People’s Movement of San Francisco. Thesis Committee: Barbara Epstein [Adviser], Angela Y. Davis, Judy Yung

2001 - 03 Postdoctoral Research Fellow
Health Services Research
Institute for Health Policy Studies/Institute for Health and Aging
University of California, San Francisco

2002 - 04 Associate Director
Lesbian Health Research Center-UCSF
Institute for Health and Aging
University of California, San Francisco

Prof. Ordona has been teaching at CCSF since 2001

GLST 21, Issues in Lesbian Relationships (see current syllabus, below)
GLST 50, LGBT Communities of Color
GLST 30, Issues in Lesbian Communities

IDST 37, Racial and Ethnic Groups in the U.S.

Updated December 2, 2008

Issues in Lesbian Relationships (GSLT 21)
City College of San Francisco, Spring 2009
CRN 39078, SEC 831 (Online)
To enroll: www.ccsf.edu/online/courses

Jan. 13 – May 19, 2009
*Class begins Tuesday, Jan. 13 with optional course orientation session
(5:00 – 6:30 PM, Rosenberg Library, Room 414)
NOTE: This is an online class with weekly course readings, tasks, self-healing practices and group activity assignments.

Meets CCSF graduation requirement areas:
D (Social and Behavioral Sciences) and H3 (Gay, Lesbian & Bisexual Studies).
Transferable to all campuses of the California State University system

Trinity A. Ordona, Ph.D., tordona@ccsf.edu
Office Hours: Tuesdays, 5:00 – 6:00 PM (by appointment only)
James Lick Middle School, 1220 Noe Street, Room 102
Telephone Office Hours: Thursdays, 10 AM – 12 noon, (415) 452-4895


(Pls. keep for reference throughout the semester)



(NOTE: The course addresses the relationship issues and needs of lesbians, however, heterosexual, bisexual, gender queer and transgender people have found the topics also relevant and taken the class.)

A. This class addresses personal relationship issues for lesbian women and is directly primarily to those who are new to relationships or have had difficulties sustaining a happy and successful relationship. Learning modality is self-exploration and sharing personal experiences of these issues through reading, writing, self-reflection responses, essays, interactive exercises, self-healing practices and individual research or group student project presentations.
B. Identify your personal intimate partner relationships issues, especially those expressed around money, power (decision-making) and sex. Through interactive classroom exercises, students will explore strategies for transforming unproductive patterns of behavior and attitudes.
C. Understand your self and your personal gender, sexuality and relationship history; examine the impact of healthy and unhealthy experiences on your self-esteem, personal life and intimate relationship patterns.
D. Understand the social, cultural and psychological repercussions of racism, sexism, heterosexism and homo/bi/trans-phobia on personal relationships.
E. Learn about commitment, inter-racial and intra-racial relationships, parenting, aging and health issues of lesbian women and its effect on intimate partner relationships.


REQUIRED (available through CCSF Bookstore or an internet bookstore)

1. Lesbian Couples: A Guide to Creating Healthy Relationships, by D. Merilee Clunis and G. Dorsey Green, Seal Press, 2005
2. If the Buddha Dated: A Handbook For Finding Love on a Spiritual Path, by Charlotte Kasl, Compass Press, 1999.
3. I Thought We’d Never Speak Again: The Road from Estrangement to Reconciliation, by Laura Davis, Harper Collins, 2002.
4. GLST 21 Course Reader: A compilation of articles and essays, available through University Readers. Contact: www.universityreaders.com/students. Allow 3-5 days for delivery. Once payment is made for the order, Week 1-2 reading assignments will be emailed to you while you are waiting for delivery.

RECOMMENDED BOOKS (available through an internet bookstore)

1. Conversations with God: An Uncommon Dialogue, Book 1, Neale Donald Walsh, New York: Putnam, 1996.
2. Lipstick & Dipstick’s Essential Guide to Lesbian Relationships, Gina Daggett, Kathy Belge, New York: Alyson Books, 2007.
3. Polyamory, The New Love Without Limits: Secrets of Sustainable Intimate Relationships, by Deborah M. Anapol, Internet Resource Center: San Raphael, CA, 1997, (www.lovewithoutlimits.com)
4. The New Lesbian Sex Book, 3rd edition, Wendy Caster, New York: Alyson Books, 2008.
5. The Whole Lesbian Sex Book: A Passionate Guide for All of Us, Felice Newman, San Francisco: Cleis Press, 2004.

RECOMMENDED VIDEOS (available through Netflix)
• Saving Face, Alice Wu (director), 2005

NOTE: The above-listed Required Books and Course Reader are on reserve in the Mission Campus Library (Valencia between 22nd & 23rd Sts.)

III. WEEKLY CLASS SCHEDULE (Classes begin on Fridays)

Wk 1, Jan. 16 – 22: Course orientation and requirements; faculty and student introductions
Jan. 13: Optional orientation (5:00 – 6:30 PM, Rosenberg Library, Room 414)

Wk 2, Jan. 23 – 29: Gender/Social Roles and Socialization
Self-Healing Meditation: “Identifying My Relationship Issues”

Wk 3, Jan. 30 – Feb. 5: Love, Romance, Dating & Courtship for Lesbian Women
D.A.R.E. (Dating and Romance for Everyone)

Wk 4, Feb. 6 – 12: Decision-Making, Power and Difference in a Relationship
Self-Healing through Writing: “I’ve Been Here Before”

Wk 5, Feb. 13 – 19: Money, Power and Difference in a Relationship

Wk 6, Feb. 20 – 26: Commitment to Self: Singlehood, Solitude & Being Myself in Relationship(s)
Self-Healing Meditation: “Temple of Silence”

Wk 7, Feb. 27 – Mar. 5: Sexual Trauma and Its Effects on Self and Relationships with Others
Self-Healing Meditation: “Leaving the Pain Behind”

Wk 8, Mar. 6 – 12: Sensuality & Sexuality: Giving and Receiving with Honesty & Integrity
Self-Healing through Guided Imagery: “Cutting Out the Pain”

Wk 9, Mar. 13 – 19: Sex for Lesbian Women
Self-Healing Mirror Exercise: “Learning to Love Myself”
Midterm Paper Due: Fri. March 13. Last day to submit Midterm: Th March 19

Wk 10, Mar. 20 – 26: Knowing My Self and Communicating with Integrity

Wk 11, Mar. 27 – Apr. 2: Commitment to Another: Monogamy
Self-Healing through Writing: 4-Day Free Write and Self-Evaluation

Wk 12, Apr. 3, Apr. 13-16: Commitment to Others: Polyamory


Wk 13, Apr. 17-23: Healing a Broken Heart: Recovery & Reconciliation
Self-Healing Meditation: “Forgiveness and Release”

Wk 14, Apr. 24 -30: Cross-Cultural/Cross-Racial Relationships

Wk 15, May 1- 7: (Same) Intra-Cultural/Intra-Racial Relationships
Self-Healing Meditation: “Acceptance & Equanimity”

Wk 16, May 8 - 14: Children, Family and Community
Self-Healing Meditation: “Patience & Lovingkindness”

Wk 17, May 15 - 21: Aging for Singles & Couples
Self-Healing Guided Meditation: “Sending Out My Signal to the Universe”

Wk 18, May 21 - 28: Individual Final Paper or Group Final Project Report Due: Fri. May 21
Last day to submit Final Paper or Group Final Project Report: Th. May 28

This is an online class with weekly course readings, tasks, self-healing practices and group activity assignments. Every week, you will be expected to do the readings, activities, self-healing practices and post responses to the material to your instructor and/or your classmates. Not including midterm and final exam assignments, you can expect to spend 10-15 hours or more “doing” the weekly course. As you will be required to post responses to the readings and tasks every week, I will know when you fall behind. Unless I hear from you directly as to the special circumstances of your situation, you will be dropped from the course if you fall behind more than 3 weeks and are unable to make up the classes.

V. HOMEWORK (80% of the total grade)

A. COURSE WEEK: All classes begin on Friday of the week. The first day of class is Fri. Jan. 16, 2009. (Optional orientation: Tuesday, Jan. 13, 5:00 – 6:30 PM, Rosenberg Library, Room 414, Ocean Campus.) All homework assignments are due by the end of the class week (Thursday midnight, before the Friday of the new week). With the exception of the Midterm and Final Papers, there is no penalty for late assignments. I will know, however, when you fall behind. If you fail to make any postings more than 3 weeks, you will be dropped without notice unless I hear from you directly as to the special extenuating circumstances of your situation.

B. PACING: This is an 18-week paced course with the information, skills and knowledge base growing cumulatively over time. The course is set up with most of the readings and tasks in the classes up to the Midterm. After this midpoint, the readings and posting assignments decrease, especially in the last third of the class to allow more time for students to complete your Final Paper. It is assumed that students will keep up with weekly assignments. Please take note that some assignments require group participation (see below Item E, Group Activities). So plan ahead.

C. PARTICIPATION: The primary learning modality is self-exploration and sharing personal experiences of these issues through reflective postings on the readings and posting responses to the various online interactive tasks. Depending on the sensitivity and personal nature of the subject, students will be asked to post only to me, or to also respond and post to their classmates. If the subject matter is especially difficult (Week 7: Trauma), students may waive their posting altogether. In all cases, I expect that the stories shared by anyone to remain private, confidential and held within the class.

D. SELF-HEALING PRACTICES: Furthermore, I also teach a series of Self-Healing Practices (writing, guided imagery, affirmations, meditation) to help you identify your relationship issues, release blocked emotions from past abuses, soothe emotional or physical hurts, and replace negative mental thought patterns with affirming ones. I have developed and incorporated these practices as a result of my years of healing work with survivors of violence and sexual abuse. The practices are explained in detail. It is suggested that you read the instructions first so you know what to expect. Then following the instructions will be much easier. (Note: Most of these practices will also be offered as part of an adjunct 14-week series of self-healing classes through “Healing for Change,” a campus student club on most Saturdays, Jan. 24 - May 16, Room 253, 9:30-11:30AM, CCSF Mission Campus, 1125 Valencia St. between 22nd & 23rd Sts., San Francisco. See course website, Week 0, for “Healing for Change” calendar.)

E. GROUP ACTIVITIES: The face-to-face class that I have been teaching for the past five years included many interactive, small group activities of 2-5 people, depending on the exercise. These group activities have proven to be very helpful, as students share their experiences, and in doing so, help others learn from them. In addition, the certain activities – dating, communication, money/power role play exercises – require the assistance of at least another person. In translating this course to the online environment, therefore, I have tried to keep the best of both worlds. Below is a list (Week and Topic) with a very brief description of the group activity. A more detailed explanation can be found in the appropriate week. The entire curriculum is open to all enrolled students so that you can read ahead of the instructions for these weeks and be prepared to participate in the required group activities.

1. Week 1: Introductions — You will be expected to post a short self-introduction and photograph as well as participate in an online fun game with your classmates to help you meet and know each other a little better. (I am hoping to set up a “chat line” for class so that you can meet and talk with each other; details forthcoming.)

2. Week 3: Dating and Romance for Everyone (D.A.R.E.) — First, you prepare yourself to get out on the Dating/Romance scene (i.e. post a personal ad; take your girlfriend out on a night dance and “re-romance” her). Then everyone will choose to be a “Player” or a “Coach” on a team and communicate with each other as you explore these worlds and report your experiences at the end of Week 8.

3. Weeks 4 & 5: Money, Decision-Making and Power — During either Week 4 or 5 students are required to do a role play exercise requiring at least 3-5 people (5 is the most effective). In a small group, you will be asked to role-play a real relationship problem that you have experienced in the past. You will receive feedback from your group members and have an opportunity to “try it again” while employing a different approach, based on your feedback. This can be made up of classmates or friends. NOTE: Since you will be asked to role play a real relationship problem, it is strongly suggested that the group not include the girlfriend who is the subject of the problem. You are asked to do this exercise only once, either Week 4 or 5.

FYI: In San Francisco - This role play exercise will also be offered through the “Healing for Change” program. See Block 0 for “Healing for Change” calendar. If you are unable to attend the HFC workshop or have not had enough time to assemble a group by the end of Week 5, please post me a note about your circumstances, as the deadline can be extended to as late as Week 9 when Midterm Grades are due.

4. Week 8: Sensuality and Sexuality — You will need a partner to give each other a non-sexual hand massage. This can be a classmate or friend (preferably not a current or past girlfriend).

VI. PAPERS (20% of the total grade)

A. MIDTERM PAPER, 5 pg. min. (5%) – Due end of Wk. 9, no later than midnight, Th. March 19. Based on your goal(s) in taking this class, write a 5-7 page paper (prose, poetry, essay, personal story, or series of journal entries) telling your personal relationship story as it relates to any topic discussed in class (compatibility, power, sexuality, etc.) between Wks. 2-8. NOTE: Include references to at least two articles or book chapters (cite title, author, page) in your paper.

B. INDIVIDUAL FINAL PAPER, 10 pg. min. (15%) – Due end of Week 18, no later than midnight, Thursday, May 28. In lieu of a final examination students will write a 10-page individual paper (personal story, research paper or project report) choosing from among topics listed on the syllabus. Students must utilize available CCSF online library research services and provide an annotated bibliography with the final paper. Creative forms (poetry, screenplay, art, graphics, fiction stories) and formats (performance art, play, games, video, audio, Web, internet) may be used where appropriate. Additional guidelines are forthcoming.

Special Note: Students may form a team (2 or more students) to undertake a larger, collective project, as long as parts within the whole can also be distinctly attributed to individual students. If you would like to undertake a group project, please send me a Group Final Project Proposal with details and timeline for my approval by the end of Week 10, Thursday, March 26, 2009.

VII. STUDENT-FACULTY CONTACT & MEETINGS: I check my email and course site every day during the week (M-F). If you have a question, post me a message and you can expect an answer within 48 hours (not including weekends). Sometimes, the answer is very involved or better suited for a Student-Faculty discussion or meeting. If so, I will request such an arrangement. Generally, I am available to meet with students, individually, during the course. (This is an invitation, not a requirement.) In San Francisco, I am available on an appointment basis to meet in person on Tuesdays between 5:00 – 6:00 PM, James Lick Middle School, 1220 Noe Street (@25th St.), Rm. 102. I am also available for telephone meetings on Thursdays, 10 AM - 12 noon. I recommend that you email or call to arrange a time for us to talk during these telephone hours. You may also call me at (415) 452-4895. If the line is busy, please leave a message with the best time to reach you and I will return your call as soon as possible.


Papers: The midterm and individual/group final papers must be sent as a Word (.doc) document and formatted in standard essay style: double-spaced, 12 pt. font, 1-inch margins and paginated. It is expected that spelling and grammar check word processing tools will be used. Therefore, points will be deducted for spelling and grammar errors. Late papers will be graded down (see deadline schedule below).

Incomplete (“I”) Grade and Withdrawal (“W”) from Class. An Incomplete (I) grade is not an option for this class without a written request and agreement from the instructor. Each student is responsible to initiate her own withdrawal from class by going on-line to her student record. If you drop a class prior to the last day to drop, no notation will appear on your permanent record. If you withdraw from a class or if I drop you between the last day to drop and the last day for withdrawal, a “W” symbol will appear on your Permanent Record. However, if you stop attending class after the last day for withdrawal, I must give you a grade other than “W.” Please check the school calendar for the deadline dates. (The “W” symbol is not be used in calculating units attempted nor for grade points, but is used in calculating units for purposes of evaluating probation and dismissal.)

Assignment Week Due

1. HOMEWORK (75% of total) Due: End of the Week, midnight, Thursday before Friday of the next Week
2. NOTE: WK 3: D.A.R.E. (Dating and Romance for Everyone) Due: End of Wk 8, midnight, Thursday, March 12
3. MID-TERM PAPER (5%) Due: End of Wk 9, midnight, Thursday, March 19
4. GROUP FINAL PROJECT PROPOSAL: Due: End of Week 10, midnight, Thursday, March 26
5. INDIVIDUAL/GROUP FINAL PAPERS (15%) Due: End of Wk 18, midnight, Thursday, May 28

VII. GRADING MATRIX: To be announced



1. Member, United Way Campaign Planning Committee, School of Pharmacy, 1985-90.

2. Member, Chancellor’s Staff Advisory Committee, September 1987 - June 1988; Acting Chair, July - September 1988; Chair, October 1988 -August 1989.

3. Acting Chair, July - September, 1988 and Chair, October 1988 -August 1989, Chancellor’s Staff Advisory Committee

4. 125th UCSF Anniversary Planning Committee, Community Outreach Committee, 1988-89.

5. Member and Chair, School of Pharmacy Staff Committee on Ethnic and Cultural Diversity, 1990-92; School of Pharmacy Staff Diversity Committee, 1995-96

6. Chancellor’s Committee on Diversity, 1997-00; Video Sub-Committee, 1998-00

7. Lesbian Health Research Center-UCSF, Institute on Health and Aging, School of Nursing, UC San Francisco
Associate Director, 2002 - 04
Executive Committee, 2002 - 04
Advisory Council, 2002 - 04
Co-Coordinator, Summer Research Training Program, 2002

8. “Sexual Healing: Touching the Hurt and Healing the Pain,” City College of San Francisco; an interactive workshop on self-healing techniques for women in recovery from sexual violence (domestic violence, rape, incest and assault).

Creator, organizer, co-faculty sponsor, and workshop facilitator, in conjunction with faculty from the Business Department, Gay, Lesbian, Bisexual Studies Department, Women Studies Department, Project SURVIVE, Health Education and Health Sciences Department and the Student Health Center, City College of San Francisco, San Francisco, CA.

March 29, 2003
October 13, 2003
March 13, 2004
October 16, 2004
March 12, 2005
March 4, 2006
March 3, 2007
March 1,2008
Dec, 5, 2008

9. Founder and Faculty Coordinator, The Queer Colored Eye: An Evening of Aesthetics, Artistry and Performance By, For and About Queer Artists of Color, “A Conversation with Jewelle Gomez, Award-Winning Black Lesbian Writer, Activist and Cultural Critic,” The San Francisco LGBT Center, San Francisco, Oct. 5. 2007.

Faculty Co-Coordinator, “A Memorial Tribute to Paula Gunn Allen: American Indian Two Spirit Scholar, Poet, Mother and Grandmother, “Diego Rivera Theater, City College of San Francisco, October 25 2008.


Between 1972- 85, I was a member and leader in numerous community service projects in the Asian/Pacific, Latino and African American communities. I worked with student, worker, elderly, and women’s groups addressing a range of education, labor union organizing, housing, racist violence, electoral politics and human rights issues in the San Francisco Bay Area, California, U.S. and the Philippines. Since 1986, my public service has been directed to the Lesbian, Gay, Bisexual and Transgender Community, with particular focus on Asian/Pacific Islanders and People of Color (local, national and international levels). In 2001, I began public service in the pubic health area.

1. First Asian/Pacific Lesbian Retreat. Co-Chair, Sonoma, CA, May 10-12, 1987.

2. Asian/Pacific Lesbian Network (APLN), later Asian/Pacific Lesbian, Bisexual and Transgender Network (APLBTN):
• Co-Founder, Washington, DC, October 8-9, 1988.
• National Co-Coordinator, First APLN National Retreat, Santa Cruz, CA, October 1988- September 1989.
• First Activist Institute and Second West Coast APLBN Retreat. Program Committee, July - October 1993.
• Pacific Islander Lesbian and Bisexual Women’s Anthology Project Ad Hoc Committee. Chair, November 1993 - February 1994; Na Mamo o Hawaii-NLGTF Conference Fundraising Committee, Chair, October - November 1994.
• Interim Steering Committee, July - December 1998.

3. San Francisco Lesbian and Gay Freedom Day Parade and Celebration Committee
Board of Directors (1987-88)
• “Hot Colors” Coalition of Gay People of Color, Contingent Coordinator, 1988-90.

4. National Center for Lesbian Rights, San Francisco, CA:
Community Advisory Committee, Expanding Legal Services for Lesbians of Color
• National Project, April 1990 - June 1991.
• Board of Directors, July 1990-91.

5. National Lesbian Conference: By, For and About Lesbians. Liaison, Asian Lesbian Mobilization, Atlanta, GA, April - May 1991.

6. International Networking:
• OCCUR: Association of Lesbians and Gay Men (Japan). Host, U.S. Tour, June 22-30, 1992.
• Asian International Action Committee. Co-Chair, April - December 1993.
• Ad Hoc International Network Task Force-Asian/Pacific Lesbian and Bisexual Women’s Network (APLBN). Liaison, October 1993 - January 1994.
• Asian Lesbian Network-USA Working Group. Co-Founder, 1994; US-Asia Liaison to the Stonewall 25 UN March and Rally Committee, February - June 1994; 11th Annual Asian/Pacific Lesbian and Bisexual Women’s Lunar New Year Celebration Committee, Program Committee, December 1994 - March, 1995.
• API Queer Women’s Representative to the ILGA Asia Regional Conference.
• Co-Coordinator, U.S. Mobilization and Fundraising Committee, “Pinoy Pride, Ten Days of Courage, Ten Days of Pride,” Manila, Philippines, November 8-18, 2003.

7. API Family Pride (formerly Asian/Pacific Islanders - Parents and Friends of Lesbians and Gays (A/PI-PFLAG)
• Co-Founder and Co-Coordinator, March 1995 – July 2004
• Executive Board Member, July 2004 –
• PFLAG Families of Color Network; Co-Founder, Member, November 1999-June 2001

8. Asian/Pacific Islander Queer Women and Transgendered People’s Coalition (APIQWTC):
• Co-Founder and Co-Coordinator, March 1999 - September 2000.
• No On Proposition 8 Committee, August – November 2008.

9. Asian American Women’s Initiative, Asian/Pacific Lesbian Community Representative, Advisory Committee to the Ford Foundation, New York City, New York, June 2001 – September 2002.

10. Women’s and Girls Health Advisory Committee to the Department of Public Health, City and County of San Francisco
• Member, November 2001 – June 2004
• Co-Chair, September 2002 – June 2004

11. U.T.O.P.I.A. (United Territories of Polynesian Islanders’ Alliance), Community Luau: Food, Dance and Culture of Polynesia, Faculty Sponsor, Gay and Lesbian Studies Department, City College of San Francisco, San Francisco. April 13, 2002, November 14, 2002, and April 5, 2003.

12. “Ke Kulana He Mahu: A Sense of Place,” Panel Program, Video Screening and Reception, 28th Annual International Gay, Lesbian, Bisexual and Transgender Film and Video Festival, Herbst Theater, San Francisco, June 23, 2002.
• Coordinating Committee, Chair
• Panel Moderator

13. Panel of Experts on GLBTI Health, Gay and Lesbian Medical Association, October 2002 – June 2004.

14. World Board, International Lesbian and Gay Association (ILGA), North America Representative, November 2003 – March 2004.

15. Member, Path of Engagement, A Joint Program of the Buddhist Peace Fellowship and Spirit Rock Meditation Center, April 23, 2007 – November 10, 2008.


1. Virginia R. Harris and Trinity A. Ordona, “Developing Unity Among Women of Color: Crossing the Barriers of Internalized Racism and Cross Racial Hostility,” in Haciendo Caras/Making Face, Making Soul: A Reader of Colored Feminists’ Creative and Critical Perspectives, ed. Gloria Anzaldua (San Francisco: Spinsters Ink/Aunt Lute, 1990), 304-316.

Reprinted In: Constellations: A Contextual Reader for Writers, Second Edition, eds. John Schilb, Elizabeth Flynn and John Clifford (New York: Harper Collins College Publishers, 1995), 410- 421.

2. Trinity A. Ordona and Desiree Thompson, “A Thousand Cranes,” in A Celebration of The Heart: Celebrating Lesbian Unions, ed. Becky Butler (Seattle: Seal Press, 1990), 81-90.

3. Trinity A. Ordona, “The Challenges Facing Asian and Pacific Islander Lesbians in the U.S.: Coming Out, Coming Together, Moving Forward,” in The Very Inside: Asian and Pacific Islander Lesbians and Bisexual Women’s Anthology, ed. Sharon Lim-Hing (Toronto: Sister Vision Press, 1994), 384-390.

4. Trinity A. Ordona, “Cross-Racial Hostility and Inter-Racial Conflict: Stories to Tell, Lessons to Learn,” in The Very Inside: Asian and Pacific Islander Lesbians and Bisexual Women’s Anthology, ed. Sharon Lim-Hing (Toronto: Sister Vision Press, 1994), 391-397.

5. Cristy Chung, Aly Kim, Zoon Nguyen and Trinity Ordona with Arlene Stein, “In Our Own Way - A Roundtable Discussion,” Amerasia Journal (Dimensions of Desire: Other Asian & Pacific American Sexualities: Gay, Lesbian and Bisexual Identities and Orientations), 20, no. 1 (1994): 137-147.

Reprinted in: Asian American Sexualities: Dimensions of the Gay and Lesbian Experience, ed. Russell Leong (New York: Routledge Press, 1996), 91-99.

6. Trinity A. Ordona, “Between Two Worlds: Asian and Pacific Islander Lesbians and Bisexual Women in the U.S.,” (paper presented at the 12th World Congress on Sexology, Yokohama, Japan, Aug. 7, 1995).

7. Christine T. Lipat, Trinity A. Ordona, Cianna Pamintuan Stewart, and Mary Ann Ubaldo, “Tomboy, Dyke, Lezzie and Bi: Filipina Lesbian and Bisexual Women Speak Out,” in Filipino Americans: Transformation and Identity, ed. Maria P. Root (Thousand Oaks: Sage Publications, 1997), 230-246.

8. Trinity A. Ordona, “A Long Road Ahead,” in Tibok: Heartbeat of the Filipino Lesbian, ed. Anna Leah Sarabia (Manila: Anvil Publishing, Inc. & Circle Publications, 1998), 147-159.

9. “Coming Out Together: An Ethnohistory of the Asian and Pacific Islander Queer Women’s and Transgendered People’s Movement of San Francisco,” Ph.D. diss., University of California at Santa Cruz, 20000.”

10. Trinity A. Ordona, “Racial and Sexual Identity: Asian and Pacific Islander Queer Women and Transgendered People Build New Communities, New Futures,” in Report from the Asian/Pacific Islander Lesbian, Bisexual, Queer and Transgender Task Force, submitted November 13, 2000, San Francisco, CA. (U.S. President’s Advisory Commission on Asian Americans and Pacific Islanders, Washington, DC, 2000).

11. Trinity A. Ordona, “Asian Lesbians in San Francisco: Struggles to Create a Safe Space, 1970s – 1980s,” Shirley Hune and Gail Nomura (eds.), Asian/Pacific Islander American Women: A Historical Anthology, (New York University Press, 2003), 319-334.

12. Trinity A. Ordona, “A Long Road Ahead,” Pinay Power: Peminist Critical Theory: Theorizing Filipina/American Women, Melinda de Jesus (ed.), Routledge, 2005.

13. Trinity A. Ordona, “Asian American Lesbians, Disclosure and the Importance of Family Acceptance,” in progress.

14. “Coming Out Together: The Asian and Pacific Islander Queer Women’s and Transgendered People’s Movement of San Francisco,” Routledge Press (book contract), in preparation.


1. Neil Miller, In Search of Gay America: Women and Men in a Time of Change. (New York: Atlantic Monthly Press, 1989), 157-162.

2. Welmin R.D. Militante, “Asian American Lesbians: Voices of Institutionalized Oppression.” University of California at Berkeley, May 1990. Research paper, Afro-American Studies 198.

3. Shulee Ong, 1990. “Because This Is About Love: Lesbian and Gay Marriages.” San Francisco. Videotape.

4. Alice Y. Hom, “Here We Are: The (In) Visibility of Asian Pacific American Lesbians.” University of California at Los Angeles, December 1990. Research paper, Women’s Studies 185.

5. Valerie N. Sheehan, “Peminism: The Pluralization of Feminism Through the Lived Experiences of Pilipinas.” University of California at Santa Cruz, December 1990. Senior Thesis.

6. Alice Y. Hom, “Family Matters: A Historical Study of the Asian Pacific Lesbian Network.” University of California at Los Angeles, June 1992. Master’s Thesis.

7. May Chow, “Aging with Pride,” Asian Week, June 27-July 3, 2003; Vol. 24, 44, San Francisco, CA.


1989 Department of Pharmacy
School of Pharmacy, University of California, San Francisco
Administrative & Professional Staff; Outstanding Achievement Award

1996, 97, 99 Department of Biopharmaceutical Sciences
School of Pharmacy, University of California, San Francisco
Outstanding Staff Performance Award

1996 Bay Area Career Women; Lesbian of Achievement, Vision and Action Award

1998 Gay Asian Pacific Alliance
George Choy Award of Recognition (awarded to A/PI-PFLAG Family Project)

1998 Northern California Gay and Lesbian Historical Society; Individual Historic Achievement Honoree

1999 UCSF Chancellor’s Award for Public Service and UCSF Edward T. Uno Award for Public Service Honoree

2008 Phoenix Award for Outstanding Community Service
Asian and Pacific Islander Queer Women’s and Transgender Community (APIQWTC)
(awarded to Trinity Ordona and Desiree Thompson)

“The 20 Most Influential Lesbian Professors in the U.S.,” Curve Magazine, March 2008

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Mitchell T Palacio

Physical Education Department & Dance

B.A., San Francisco State University
M.A., San Francisco State University

Prof. Palacio has been teaching at CCSF since 1978

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David G Palaita

Interdisciplinary Studies

H.S. Diploma, Waipahu High School (1997)
B.A., Geography, University of Washington, Seattle (2003)
M.A., Ethnic Studies, University of California, Berkeley (2005)
Ph.D., Ethnic Studies, University of California, Berkeley (2015)

Professor David Ga'oupu Palaita (vika) has been teaching at the City College of San Francisco since 2007 in the department of Interdisciplinary Studies. He is also coordinator of the new Critical Pacific Islands Studies Certificate Program.

He also taught at the University of Washington, Seattle, Seattle Central Community College, UC Berkeley, and College of San Mateo.

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Indiana G Quadra

Latin American & Latino/a Studies Department

B.A., San Francisco State University; M.A., University of San Francisco

Ms. Quadra has been a faculty member of CCSF since 1978. She recently retired as the Chair of the Career Development Counseling Department and is currently a part-time faculty member of the Latin American and Latino Studies where she teaches LALS 10, Latina in the U.S. (the sole women's studies class in that department).

Ms. Quadra is a strong advocate for students, student services and quality education. As a bilingual, bicultural Latina and community member, she is a strong supporter of diversity and multicultural perspectives.

Ms. Quadra is presently a member of LEA, Latino Educators Association of CCSF after having served on the executive committee as President, Vice President and Secretary.

She is also a board member of ACE-Norcal and a member of the American Association of University Women,and a member of HOPE, Hispanas Organized for Political Equality, LLN - Latina Leadership Network, and the Region 4 Rep for the California Community College Statewide Career Advisory Committee.

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Johnetta G Richards

African American Studies Department

Biography is unavailable at this time.

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Amanda A Rittenhouse

Health Education Department

A.B., M.P.H., University of California, Berkeley; Ph.D., University of San Francisco

Ms. Rittenhouse has been teaching at CCSF for the past 10 years.

Her goal in teaching is to empower her students to think and grow as individuals by actively listening to them and encouraging them to participate in the learning process.

Ms. Rittenhouse was editor of "Readings Plus with Weblinks", "Women's Health and Wellness", 97-98.

In her leisure time, Ms. Rittenhouse enjoys hat making/designing, indoor rock climbing and time with her family.

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Penny Rosenwasser

Interdisciplinary Studies

Biography is unavailable at this time.

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Jennifer A Shockey

Health Education Department

B.S. Health Science, California State University at Fresno
M.P.H., San Jose State University

Professor Shockey has been teaching at CCSF since 2009.

She has been filled with much diversity since the day she decided to work in the field of HIV/AIDS. This field has taught her the importance of being culturally relevant in all aspects of her life and that we not only learn by doing but that we learn the most by listening to others. This is the philosophy she brings to a classroom, training or even during the days when she did street outreach to drug users and sex workers. She has had the opportunity to be a health educator, a teacher and a trainer in the field of HIV prevention.

To meet the needs and /or expectations of students she finds that a course that offers knowledge in addition to skills building is the best way for an individual to learn. The course needs to be serious, fun and engaging to keep students interested. Essential to this commitment is the creation of an inclusive and diverse learning environment where educational, professional, and personal goals can be fulfilled.

Professor Shockey has participated in the Gender Diversity Project since 2009.

photo of Sieper Jean Marilyn

Jean Marilyn Sieper

Interdisciplinary Studies

Biography is unavailable at this time.

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Amber C Straus

Learning Assistance Center

Bachelor's Degree in English, Swarthmore College, Master's in Education, San Francisco State University.

Professor Straus has been teaching at CCSF since 2001

Ms. Straus believes every student has the ability to identify and achieve his or her goals and dreams. She encourages students to get connected to the many wonderful resources City College offers (find links on her website).

Hobbies: Yoga and art making.

photo of Sullivan Moira J

Moira J Sullivan

Cinema Department

PhD, MA Cinema Studies, Stockholm University, Sweden;
BA Political Science, University of California, Riverside and Berkeley.
University of California EAP Program, Lund University, Sweden.

Prof. Sullivan has been teaching at CCSF since 2013.

Moira Sullivan has taught cinema studies since the mid 90's in the US, Sweden, France, Italy, and Spain. She has a doctorate and Masters degree from Stockholm University in cinema studies (1997), with graduate studies in filmmaking from San Francisco State.

A native of San Francisco, Sullivan wrote her doctoral thesis and subsequent publication on Maya Deren's avantgarde and ethnographic filmmaking.

Sullivan makes short experimental films and covers film festivals and writes film criticism for international and US journals and media throughout Europe such as Créteil, Cannes, Venice, Udine Far East Film Festival, Stockholm and the many festivals in the San Francisco Bay Area (Queer Women of Color Film Festival (QWOCMAP), San Francisco Asian American Film Festival, Mill Valley Film Festival).

Moira Sullivan's academic interests are the film stylistic system, women in film, queer film, Asian cinema, film history and theory, avantgarde film, specific film genres (Film Noir, Italian neorealism, French New Wave) and auteur studies such as the films of Alfred Hitchcock, Takeshi Miike, Ang Lee, Ingmar Bergman, Chantal Akerman, and Jane Campion.

Publication includes:"An Anagram of the Ideas of Filmmaker Maya Deren", 1997 (doctoral dissertation). Partially reprinted in the anthology by documentary film scholar from SFSU, Bill Nichols: "Maya Deren's Ethnographic Representation of Ritual and Myth in Haiti", in "Maya Deren and the American Avant-Garde", University of California Press, 2001. Her scholarship is used at courses universities such as Harvard , Rice and Temple, and in numerous publications including:
BFI National Library Source Guide, Auteur Theory, 2007.
Visualizing Haiti in U.S. Culture, 1910–1950, Lindsay J Twa, 2014.
The Esoteric Codex: Haitian Vodou, Garland Ferguson, 2015.
The Concise Routledge Encyclopedia of the Documentary Film, Ian Aitken, 2013.
Matter, Magic, and Spirit: Representing Indian and African American Belief, David Murray, 2007.
“As Regarding Rhythm”: Rhythm in Modern Poetry and Cinema, Sarah Keller, Intermédialités : histoire et théorie des arts, des lettres et des techniques / Intermediality: History and Theory of the Arts, Literature and Technologies, Number 16, Fall 2010.
Ethnographie, culture et expérimentations : essai sur la pensée, l’oeuvre et la légende de Maya Deren,Julie Beaulieu,Cinémas : revue d'études cinématographiques / Cinémas: Journal of Film Studies,Volume 19, issue 1, automne 2008.

Staff writer for Movie Magazine International, San Francisco, (shoestring.org) since 1995.
Staff writer for agnesfilms.com since 2014.
San Francisco Film Industry Examiner, Examiner.com since 2009.

Member of FIPRESCI, International Film Critics Association,Swedish Film Critics Association. Member of the Queer Palm Jury at the Cannes Film Festival 2012.

photo of Touzé Sophie Danielle

Sophie Danielle Touzé

Art Department

Master of Fine Arts San Jose State University

Prof. Touze has been teaching at CCSF since 2007 and has taught at various universities and art schools before then:
California State University of Moneterey Bay
San Francisco Art Institute
College of Arts and Crafts
San Jose Sate University
San Francisco Museum of Modern Art

I am fortunate to have lived in 3 countries: France-Mexico and here in the US. Hence, I speak three languages everyday of my life. As a teacher I strive to be inclusive and my rich life experiences as women, an immigrant and working with students with learning disabilities has taught valuable human lessons. As a transplanted San Franciscan, I relish the gender diversity this city has to offer.

To me, artworks from the past are not items that gather dust in museums or static images in books. Art history is intricately related to many topics that affect us today: diversity, war, gender relationships and women's representation and automomy... To me art history is alive!

Learning about art history is not about lengthy lists of dates, being locked up in a dark room and dozing off with a monotonous voice... In my class you will see engaging powerpoint presentations, you will discuss class content with peers as it relates to today and also try your hands at making art once in a while so you can understand better some concepts.

To me learning about art history is about acquiring the necessary tools to "see" art, understand it in its broader context and ultimately "own" it. Indeed, I believe that art is part of our cultural birth right and we should use it in order to understsand who we are, where we have been and where we might go in the future.

Art is beautiful, heart wrenching and a complex reflection of our human endeavors. As one of my returning student once said about my passion for teaching art to a new student: "Careful! It's contagious..." My hope is to share that passion with many.

I have been part of various organizations:
- Women's Caucus for the Arts
- College Art Association
- California Lawyers for the Arts

I am a both an art history teacher and a practicing artist (sculptor). I have shown in the Bay area and abroad for 12 years . Also, because I am quiet interested in the field of early childhood education, I decided to teach art to young children (3 to 5 years old in particular) a few years ago. For this, I also took early childhood education classes here at CCSF (so I remember what it's like to be a student too!) I have taught to young children at various organizations in San Francisco: "First 5" - "French Lycee La Perouse" ...

Art, multiculturalism and good pedagogy are topics that interest me greatly and I pursue in various forms in my life.


I enjoy many things for my down time:
Sports of predilection are boxing and swimming.
I like gardening with drought resistant plants.
Spending time with my children.
I love traveling in Mexico and France in particular. I relish adventurous long road trips, like one I took 2 years ago with my husband Jorge and 2 kids. We drove plus 2000 miles taking ONLY the back roads in Southern Mexico (Yucatan and Chiapas) for a couple months
More recently I was lucky to go Spain, Ireland and Paris (enjoying Museo Del Prado, Centre George Pompidou and Musee d'Orsay!) Coming back with fresh pics of master pieces details for my lectures ... :-)

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Jill R. Tregor

Health Education Department

Masters of Public Health in Community Health Education, San Francisco State University, 2008
Bachelor of Arts in Women's Studies, University of Massachusette at Amherst, 1984

Prof. Tregor has been at City College of San Francisco since 2009, and teaching since Fall, 2010.

it is a pleasure and a privilege to teach at CCSF. I have been in the public health field for most of my working life. Health inequalities and unequal access to health care and services are social justice issues. I am committed to doing everything I can to offer a high quality education to students so that together we can fight for good health for all.

She is the former Director of the Regional Health Occupations Resource Center, a program funded by the State Community College Chancellor's office, which worked with Bay Area allied health employers and community colleges to prepare and diversify the allied health workforce.

Prior to coming to City College, Jill worked in the social justice/non-profit field, primarily addressing inter racial conflict and hate motivated violence. She has also worked extensively in the domestic violence and women's health fields, as an advocate, policy analyst, and trainer.

Foundations for Community Health Workers, eds. Berthold, Miller, and Avila-Esparza (2009). Author of chapter "Facilitating Community Health Education Trainings" and co-author of "Community Diagnosis".

Foundations, 2nd edition, 2016. Chapters include "Facilitating Community Health Education Trainings" and co-authoring chapters on Managing Chronic Health Conditions and Health Eating, Active Living.

Training Guide for Foundations for Community Health Workers, 2016.

Chair of the Board of Directors, 2005-2015, HIV Education and Prevention Project of Alameda County (HEPPAC).

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Annie Tse

Health Education Department

A.S., City College of San Francisco; B.S., San Francisco State University; M.P.H., San Jose State University

Annie Tse began teaching at CCSF part-time in 1990 and full-time since 1994.

She teaches in multiple health areas including Women’s Health (Health 25) and Health and Aging (Health 10). Her classes offer the latest health information using a practical focus for making positive lifestyle choices and changes, emphasizing strategies to promote health in individuals and communities. She uses participatory pedagogy and community-building in the classroom to create meaningful and positive learning experiences for her students.

From 1994 to 2012, Ms. Tse served as the Director of the CPR, First Aid and Safety Program and taught CPR, Advanced First Aid, and Child Health and Safety Education classes. In 2013, the CPR, First Aid and Safety Program was discontinued due to the college downsizing of various programs. Her past work as a Certified Health Education Specialist (CHES) includes working with health insurance companies, San Francisco Department of Public Health, and community-based organizations such as the American Lung Association, Children's Council, and Wu Yee Children Services.

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Darlene K Weide

Health Education Department

Biography is unavailable at this time.

photo of Worley Jennifer G

Jennifer G Worley

English Department

Biography is unavailable at this time.

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