Women's Studies Department
B.A., M.A., Ph.D., University of California, Berkeley
Biography is unavailable at this time.
Masters of Arts Degree in History
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
Biography is unavailable at this time.
MA, Interdisciplinary Social Work, Social Psychology and Women Studies
Prof. Castro-Rojas has been teaching at CCSF since 2005 at the Health Department, in the Women's Studies and 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.
Ms. Castro Rojas has overseen the Court Interpreter Certification Testing Program at the Judicial Council of California since 2014. Among her responsibilities overseen this program she coordinates the Administration of the Oral Interpreting Exam twice a year, oversees the development and maintenance of testing exams and represents California at the Council of Language Access Coordinators (CLAC) annual conference.
Carmen is also an instructor at the City College of San Francisco Health Department since 2005. She teaches in the Women's Health Program the class of Women's Health with a Latina focus. She was an instructor at the Healthcare Interpreting Certificate Program and a Spanish Language Coach. She graduated from the program herself in 2005.
She received a Fulbright scholarship and completed her Master of Arts from San Francisco State University, where she designed her own program including Social Work, Social Psychology and Women Studies. She received a scholarship from The Colorado College and completed a Bachelor of Arts in English, with a minor in Italian.
As a trainer of interpreters statewide for the last 15 years, she has been a trainer of the Connecting Worlds Curriculum and has also developed language access curriculum for her business clients. She also has 25 years of experience as an instructor and has taught language and related subjects both here and in her native Costa Rica.
With strong cultural awareness and training, Ms. Castro Rojas conducts anti-bias education seminars as a consultant trainer for the Anti-Defamation League, A World of Difference Institute since 2005.
As a consultant, Carmen has worked with organizations such as: John Muir Health, Kaiser Permanente National Diversity, Kaiser Permanente Internet Services Group, Education Fund, California Academy of Family Physicians, Public Health Institute, Interfit Health.
Ms. Castro Rojas served as the Project Director of ACCLAH, the Alameda County Coalition on Language Access in Healthcare from 2007 to 2010. She has extensive experience as effective grant manager providing technical assistance in multi-site, multi-year statewide initiatives on Public Health issues.
Carmen was the President of California Healthcare Interpreter Association in 2012 and 2013. Under her leadership CHIA achieved financial stability and greater educational excellence through the establishment of Regional Training for its members statewide. Prior to her presidency, as the Chair of the Education Committee, she spearheaded the development of the trainer of trainers’ curriculum of the CHIA Standards and, trained CHIA members on the curriculum. Ms. Castro Rojas led the successful completion of the CHIA Standards Training for Health Care Administrators and for Interpreters/Dual Role staff.
Carmen loves to travel and the beach. She loves to take walks and attend film festivals. She loves turtles.
Biography is unavailable at this time.
B.S. (Cum Laude) in Geography and Regional Planning/Urban Studies from Westfield State University,
Prof. Carlin-Dawgert has been teaching at CCSF since 2007 and has taught at the Ocean Campus and the Mission, Southeast, John Adams and Downtown Centers.
Current courses taught include: Psyc 2 (Research Methods), Psyc 10 (Abnormal Psychology), Psyc 17 (Psychology of Weight, Food and Health), Psyc 25 (Psychology of Gender). Courses taught occasionally for the Child Development Department include: CDEV 41T (Autistic Spectrum Disorder), CDEV 122 (Social and Emotional Differences in Children) and CDEV 125 (Children's Emotional Development).
Areas of research have included Identity Development in Persons in Marginalized Communities, Impact of Stereotype Threat on Achievement, and Sociocultural Clinical Psychology.
Prof Carlin-Dawgert currently serves as the Chair of the Behavioral Sciences Department.
City College of San Francisco A.A
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
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.
Biography is unavailable at this time.
Biography is unavailable at this time.
Chair, English Department
B.A. Feminist Studies, Stanford University. M.F.A. Creative Writing and M.A. English, San Francisco State University.
B.A., University of Wisconsin, Madison; M.A., Stanford University; Ph.D. University of California, Berkeley
Prof. Ishibashi has been teaching part-time at CCSF since 2004 in Women's Studies and Interdisciplinary Studies.
Instructional/educational philosophy and goals:
We are all experts in our own lived experiences. Those re-searched experiences can empower us to relate differently to ourselves and others. That re-search, documented and retold in stories, can be a powerful transformative agent moving mountains and systems like water, the lifeblood of mother earth, teaching us life's lessons and providing wisdom for generations to come.
All our relations.
Involvement in non-instructional CCSF activities, e.g. committees, clubs:
Women's Resource Center
Intersecting Identities Conference Service Learning Students
Books published or participation in professional or community organizations:
Dr. Ish has had various articles published in books and journals about the transformative power of our stories. S/he is a member of various community based organizations. The latest publication containing her work is CONSTRUCTING CRITICAL CONSCIOUSNESS: Narratives that Unmask Hegemony and Ideas for Creating Greater Equity in Education. Peter Lang, Pub. 2014.
Hobbies or extracurricular activities:
One of Dr. Ish's interests is midwifing her, his, their, and our stories!
MA, University of Texas at Austin
Prof. Israel has been teaching at CCSF since 2008
B.A., University of California, Los Angeles; M.A., University of California, Davis
Prof. Kennedy has been teaching at CCSF since 1994. In addition to anthropology, he has also taught film history at the San Francisco Conservatory of Music and at CCSF (LGBT 11).
Roadshow! The Fall of Film Musicals in the 1960s (Oxford University Press, 2014)
Joan Blondell: A Life between Takes (University Press of Mississippi, 2007)
Edmund Goulding's Dark Victory: Hollywood's Genius Bad Boy (University of Wisconsin Press, 2004)
Marie Dressler: A Biography (McFarland, 1999)
National Film Registry website (2016)
Turner Classic Movies Film Festival (2015)
George Lucas's Blockbusting (HarperCollins, 2010)
Strategies for Teaching Anthropology, fourth edition (Prentice-Hall, 2006)
The Queer Encyclopedia of Film and Television (Cleis Press, 2005)
Honors Faculty of the Year, Bay Consortium of Honors Programs, 2011
Certificate of Appreciation, Inter Club Student Council, CCSF, 2004
Who's Who Among American Teachers, 2000
BA, Psychology, San Francisco State University
Jess Kolber has been teaching at CCSF since 2015
Biography is unavailable at this time.
B.A. Psychology, San Francisco State University, 1978; M.S. Psychology, University of Washington, 1985; Ph.D. Clinical Psychology, University of Washington, 1990.
Prof. Lin has been teaching at CCSF since 1987.
University of Hawaii at Manoa, PhD in American Studies (in progress)
Dog Rescue, Boxing, Aikido,
Biography is unavailable at this time.
B.S.Geophysics, M.A.Mathematics, University of Kentucky
Prof. Martin has been teaching at CCSF since 2000
Please wait until the first day of class to purchase textbooks or email me for cost saving information.
Chair, Interdisciplinary Studies
Harpeth Hall School, Cum Laude
Prof. Muller has been teaching at CCSF since 2000
Interdisciplinary Studies Department Chair
Lesbian, Gay, Bisexual, and Transgender Acting Chair, Fall 2015
Faculty Advisor: Poetry for the People Club
member Student Learning Outcomes, Works of Arts, Equity, Enrollment Management committees
June Jordan's Poetry for the People, A Revolutionary Blueprint, Routledge, 1995Reckonings: Short Fiction by Native American Women, Oxford, 2006member: American Studies Association, Bay Area Writing Project, MultiEthnicLiteratures of the US, National Association of Indiginous Studies, Studies in American Indian Literature, Split This Rock
B.A., M.A., San Jose State University, Ph.D., University of California, Davis
Prof. Nickliss has been teaching at CCSF since
Biography is unavailable at this time.
1969-71 Immaculate Heart College, Los Angeles, CA
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., email@example.com
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)
LEARNING OBJECTIVES, BOOKS, WEEKLY SCHEDULE,
COURSE REQUIREMENTS, DUE DATE SCHEDULE & GRADING POLICIES
I. LEARNING OBJECTIVES:
(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.
II. BOOKS & VIDEOS
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
SPRING BREAK NO CLASSES, Apr. 4-12
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
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.
UNIVERSITY AND PUBLIC SERVICE AWARDS:
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
H.S. Diploma Cum Laude, Waipahu High School (1997)
Dr. David Ga'oupu Palaita, Ph.D. (vika) has been teaching at the City College of San Francisco since 2007 in the Department of Interdisciplinary Studies. He co-founded and is currently coordinator of the new Critical Pacific Islands & Oceania Studies Program and teaches in the Diversity & Social Justice program.
Visiting Professor, University of Washington, Seattle, American Ethnic Studies
Seattle Central Community College, College Success and Juvenile Department
University of California, Berkeley, Ethnic Studies, Graduate Student Instructor
University of California, Berkeley, Upaward Bound, Instructor
College of San Mateo, Ethnic Studies, Adjunct Professor
Title: “VASA (Ocean)-The Space that is Sacred: Pacific Islanders in Higher Education”
Abstract: “Vasa (Ocean)—The Space that is Sacred: Pacific Islanders in Higher Education,” investigates how Pacific Islander students across three college campuses—City College of San Francisco, University of Washington, Seattle, and the University of California, Berkeley—change their schools and educational experience through the use of their indigenous cultures and cultural practices (ocean). Creating a voice for an often invisible community in higher education, students “talk-story” about the challenges and triumphs of their journey in higher education while questioning the politics of knowledge production, identity constructions, indigenous cultural practices, community formations, and inclusion in their schools. The project illustrates how these Pacific Islander movements are critiques of diversity in post-secondary educational institutions and also explores students’ engagement with contemporary colonization as a way of understanding their personal lives, their families and communities, and their worlds.
Dissertation Committee: Patricia Penn Hilden, Ph.D. (chair), Michael Omi, Ph.D. (member), Rick C. Bonus, Ph.D. (member), Waldo Martin, Ph.D. (outside member/Department of History), Toeutu Fa'aleva, Ph.D. (Advisory)
Pathways through VASA (Ocean) Program, Coordinator
Pacific Islander Club, Adviser
Gaualofa (Samoa) Pacific Voyagers, Crew Member
Palaita, David G., et al. “Matamai: The Vasa (Ocean) in Us: A Collection of short stories, poems, works of art, and music by students Pacific Islander Studies.” Achiote Press. Berkeley, CA. 2011.
Palaita, David G. et al. “Matamai 2: Intersecting Knowledge across the Diaspora.” Ala Press. Honolulu, HI. 2013
Palaita, David G. et al. “Matamai 3: We Are Ocean: Celebrating Pacific Islands Studies.” Ala Press. Honolulu, HI. (forthcoming)
Palaita, David G., Michael Tuncap, William Ta'ufo'ou. “Famalaoan ki Moana: Pacific Islander Women in Higher Education.” University of California, Berkeley. 2007.
I LOVE MY FAMILY!
Tavita Konesane Palaita (father)
Vivian Tutogi Palaita (mother)
Daniel T. Palaita (brother)
Mary Ann "Nane" Cunningham (sister)
Darrell T. Palaita (brother)
Matthew T. Palaita (brother)
Mark T. Palaita (brother)
Fa'atamali'i Moimoi (sister)
Vieni Tinitali (sister)
Neriah, Darhetta, Nane, Naveena, Na'arah
Josiah, Elijah, Boston, Noah, Nethaniah, Nazareth, Naboth, Darrell, Daviniel, Matthew-Tito, Mark-David, Logan, Loyalty, Leonaidas, Steeler, Tama, Ozias, Ozidiah, Ozekiel
Biography is unavailable at this time.
B.S. Health Science, California State University at Fresno
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.
Biography is unavailable at this time.
B.A., History University of Michigan (Phi Beta Kappa)
Ms. Simon has been teaching at CCSF since 1975.
She believes in a student-centered classroom where all students feel empowered to speak and debate with each other and the instructor. Her goal is for students to establish life-long learning habits along with critical thinking skills to enrich their personal lives and to enable them to contribute to their communities.
Ms. Simon founded and coordinates Project SURVIVE, the CCSF sexual violence prevention program. She also served as the Women's Studies Department chair for nine years (2001-2010). Currently, she co-coordinates (with Ann Wettrich) Groundswell, CCSF's architectural literacy program and Museum Studies affiliate.
Community College Humanities Association
Ms. Simon has published essays and poetry in various journals and anthologies as well as several collections of poetry: "Collisions and Transformations," Coffee House Press, 1992; "High Desire," Wingbow Press, 1983; "i rise/ you riz/ we born," Artaud's Elbow, 1981; "Jazz/ is for white girls, too," Poetry for the People, 1977. She co-edited (with John Oliver Simon) "The Caged Collective," Aldebaran Review, 1978 and co-authored (with Jan Johnson Drantell) "A Music I No Longer Heard: The Early Death of a Parent," Simon and Schuster, 1998.
She is the recipient of hero awards from KQED and 92.7 FM and the Raymond Shonholtz Visionary Peacemaker Award from Community Boards.
Ms. Simon raised her children in San Francisco. Her daughter is a social worker, and her son is a city planner. She has three grandsons who live in nearby SF neighborhoods.
B.A. English, University of North Carolina
Professor Smith has been teaching at CCSF since 2008.
Doctorate in Human Sexuality, The Institute for Advanced Study of Human Sexuality
Prof. St.John has been teaching at CCSF since Fall 2016
Member: American Association of Sex Educators Counselors and Therapists (AASECT)
Society for the Scientific Study of Sexuality (SSSS)
International Society for the Study of Women's Sexual Health (ISSWSH)
Sex Ed Network
Advisory Board Member of World Association of Sex Coaches (WASC)
Trained in the Somatica Method.
Bachelor's Degree in English, Swarthmore College, Master's in Education, San Francisco State University.
Teaching at CCSF since 2001 because she loves our college.
Ms. Straus believes all students can excel and positively transform their lives through higher education. She is passionate about teaching College Success and loves building a classroom community in which students support one another in achieving their goals. She encourages students to get connected to the many wonderful resources City College offers.
Hobbies: Yoga and art making.
PhD, MA Cinema and Media Studies, Stockholm University, Sweden;
Prof. Sullivan has been teaching at CCSF since 2013. She teaches in the Cinema Department and also in the Women's Studies Department - Women and Film.
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 and media 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 and media, queer film and media, 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, Sally Potter, Dorothy Arzner and Jane Campion.
"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.
Sullivan's 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.
• The Concise Routledge Encyclopedia of the Documentary Film, Ian Aitken, 2013.
• “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.
• Visualizing Haiti in U.S. Culture, 1910–1950, Lindsay J Twa, 2014.
•The Esoteric Codex: Haitian Vodou, Garland Ferguson, 2015.
• Matter, Magic, and Spirit: Representing Indian and African American Belief, David Murray, 2007.
•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.
Film and media critic
• Staff writer for Movie Magazine International, San Francisco, (shoestring.org) since 1995.
• Staff writer for agnesfilms.com since 2014.
• Staff writer for filmfestivals.com Paris, since 2000.
Published interviews include:
•Gian Franco Rosi
•Member of FIPRESCI, International Film Critics Association
•Swedish Film Critics Association.
•Member of the Queer Palm Jury at the Cannes Film Festival 2012.
•Alliance of Women Film Journalists.Society of Cinema and Media Studies.
•Accredited film critic for:
Cannes Film Festival,
Venice Film Festival,
Stockholm International Film Festival,
Mill Valley Film Festival,
Udine Far East Film Festival,
Frameline - San Francisco, Créteil Films de Femmes, Paris.
B.A. English, Columbia University
Prof. Swigart has been teaching at CCSF since 2014
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, Professor 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.
Biography is unavailable at this time.
Biography is unavailable at this time.
Biography is unavailable at this time.