Adler School of Professional Psychology 2009 Annual Report

Adler School of Professional Psychology 2009 Annual Report

It looks like vision,
change, connections,
What does social
responsibility look like
collaboration, diversity,
insight, access,
community, global,
new beginnings, learning,
accomplishment,
growth, support,
leadership, gratitude.
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It looks like Adler School.
Times of profound social and cultural change —such
as we are now experiencing —present tremendous
possibility for individuals and institutions that have
the courage to act on a clear and relevant vision.
Economic crisis, burgeoning gaps between rich and
poor, continuing warfare. These challenges require
the type of leadership defined by the Adler School’s
vision of social responsibility. The work of our School
is more timely than ever. We face —as individuals,
families, communities, and nations —a host of
intertwined social challenges that are complex, with
neither a single cause nor a single solution. These
challenges call for a new way of seeing, a willingness
to ask difficult questions, an understanding of
diversity, difference, and disadvantage, and the skills
to generate community-based solutions on multiple
levels and from multiple perspectives.
This is what social responsibility looks like in practice.
We continue to refine our curriculum to ensure it not
only meets, but anticipates, the needs of our students,
our professions, and the communities we serve. We are
soon moving to a new Chicago campus, an innovative
urban home in which students can make the most of
our progressive programs. With double our current
space, we will be able to expand those programs,
launch new ones, and further apply Adlerian concepts
to modern problems.
In the midst of a global economic crisis that is
crippling many venerable institutions, the Adler
School has grown its enrollment and doubled the rate
of participation in its alumni giving program.
Our ongoing relevance and success is evident in our
students and graduates, who are equipped by their
classroom and community experiences to take their
place in the world as advocates and leaders. Even as
we reach out to new communities, our roots remain
grounded. As far back as the 1940s, our founder,
Rudolph Dreikurs, worked at Jane Addams’ Hull
House in Chicago. We continue today —in Chicago,
in Vancouver, and throughout the world —in Addams’
words, “with faith in new possibilities and courage to
advocate them.”
Raymond E. Crossman, Ph.D.
President
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It looks like vision.
Transitions inspire reflection. So it has been a year
rich with memories as I’ve prepared to step down
in the coming year from the Adler School Board of
Trustees. I have been privileged to serve on the board
since 1997, and to witness the School’s remarkable,
transformational progress. We’ve created a new vision,
developed a strategy to see it through, launched
innovative curricula, and opened two new Institutes
for Social Change.
But foremost in my mind are the students, especially
those I’ve met at Commencement over the years.
Students like Seipone Mphele, who left Botswana to
study at the Adler School, then returned to make a
contribution in her home country. Or Anthony Keany,
a graduate of our unique Master of Arts in Police
Psychology program, who returned to policing with
greater insight and understanding. I have always
believed that if more people had the opportunity to
learn what Alfred Adler believed in — and to utilize
that way of thinking —it could make a significant
difference in the world.
I’ve seen that potential more fully realized. World
events —including mounting social injustice, and
the irresponsibility that has created a worldwide
financial crisis—have driven the need for the
School’s work and its vision of social justice. While
external events have made the School’s work more
relevant than ever, making an impact takes visionary
leadership —which came to us in the person of our
president, Ray Crossman. Ray connected immediately
with what the School stood for and then built the right
team to carry it forward.
Under Ray’s leadership, the Adler School has drawn
the attention of powerful partners and strategic allies
like Teamwork Englewood, Heartland Alliance, the
Centers for Disease Control and Prevention, and the
Chicago Police Department. Our work has an impact
that people want to be associated with, which in
turn allows us to have an even greater impact. It’s a
tremendous upward spiral. I leave the board gratified
by our accomplishments, and with great anticipation
of things to come. The vision flourishes and the spiral
soars higher. I see the chair I now leave as a coveted
position among those who are committed to serious
worldwide change.
And mostly, I see the students —a richly diverse
learning community uniting people of all ages, races,
nationalities, identities, and abilities, in the desire
to use their lives well. With the support of the School’s
leadership, faculty, staff, and alumni, they will be
able to accomplish things beyond what I can even
dream of today.
Patricia Moten Marshall, M.H.A.
Chair, Board of Trustees
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It looks like change.
Gun violence shreds the social fabric of Chicago’s Englewood community. If you
ask people in the neighborhood, they’ll tell you that the problem starts with a lack
of understanding, that the community’s youth don’t comprehend the devastating
consequences of gun violence.
Art journal selections created by the Adler School’s Gun Violence Project participants.
If you ask, they’ll also tell you their ideas for solving the problem. Ask. Listen. Respond.
That’s exactly what Lynn Todman, Ph.D., Director of the Adler School’s Institute on
Social Exclusion (ISE), did. The folks at Teamwork Englewood, a community-based
organization, sought out Dr. Todman to assist them in addressing community safety
needs. When asked, they suggested the use of art as one solution. What resulted was
the Gun Violence Prevention Project, a pilot Summer 2009 program funded by the
Field Foundation of Chicago.
The ISE, supported by the School’s Art Therapy program, designed and launched
the collaborative program with the staff of Teamwork Englewood and two practicing
community-based artists. Every Friday afternoon for eight weeks throughout the
summer, more than 20 young men, ranging in ages from 13 to 17, participated in
the program. Through activities such as journaling and the creation of a piece of
community art —a mural that conveys an anti-gun violence message —the young men
processed their experiences.
And, while the program’s participants benefited, so did the Adler School students.
They gained hands-on experience with the use of art as a tool for understanding and
healing. They also gained direct insights into the challenges and the rewards of working
in communities with extraordinary needs.
The Gun Violence Prevention Project illustrates social responsibility in action. Ask.
Listen. Respond. Instead of telling Englewood what it needed, the ISE utilized the
community’s intrinsic strength and wisdom. It is representative of the way the School
and its Institutes work for change with and in communities.
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It looks like connections.
The gun violence that plagues Chicago neighborhoods like Englewood isn’t quarantined;
it’s a problem urban communities across the country are forced to confront. The root
causes and the solutions for a problem as pandemic as gun violence are as diverse as the
urban landscapes they affect, but there are dots to be connected.
The Adler School’s Institute on Public Safety and Social Justice (IPSSJ) is forging those
connections, acting as a hub for dialogue and innovation to address complex social
issues like gun violence.
Laura Kunard, Ph.D., Director of the IPSSJ, is working to develop a network of nationally
respected experts, bringing together policy makers, students, academics, and members
of the broader public to develop deeper understanding of the community-oriented efforts
that are working.
In the IPSSJ’s first year, Dr. Kunard has already succeeded in drawing to the Institute
notable law enforcement and criminal justice figures like Assistant U.S. Attorney
M. David Weisman, Georgetown University Law Center Professor David Cole, and
Cook County Sheriff Tom Dart.
“The traction we’ve gained in only our first year is a testament to the strength of the Adler
School mission,” says Dr. Kunard. “There is a very real need to balance public safety
with social justice. We look forward to building on the relationships, both nationally and
in our own community, that will allow us to foster that balance.”
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It looks like collaboration.
The point of the Adler School’s first-of-its-kind curriculum is to train socially
responsible practitioners. But what does that look like And how does the School
ensure it is achieved in practice, not just in fine sounding rhetoric
Josefina Alvarez, Ph.D., who directs the School’s Psy.D. program, and a core team
of other faculty members are collaborating to make sure that answers to those
questions are spelled out clearly —for both students and faculty. Throughout the past
year, Dr. Alvarez and Frank Gruba-McCallister, Ph.D., Lynn Todman, Ph.D., Sherrod
Taylor, J.D., Laura Kunard, Ph.D., Nancy Slater, Ph.D., and Brian Price, Ph.D.,
rigorously examined what the School means by competence in social responsibility,
and what is expected of students to demonstrate that competence. The result —in
academic terms—is a curriculum strengthened by a new clarification of the specific
knowledge, skills, and attitudes that students must possess by the time they
complete their degrees.
The bigger result—in human terms—is that students are provided with a learning
experience that fosters a transformation in how they see themselves as practitioners.
Faculty also are provided with a deliberate framework to guide students toward new
perspectives on psychology, including the importance of seeing individuals within
the context of their communities, and of using intervention strategies and advocacy
skills to change larger social systems.
“It is a tremendous privilege to witness the transformation in students as they move
through the curriculum,” says Dr. Alvarez. “I see students whose whole approach
to psychology, and the way they see themselves as professionals, is ignited by what
they experience here.”
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It looks like diversity.
The Adler School’s commitment to social responsibility extends worldwide, and
core faculty members Kristin Velazquez Kenefick, Psy.D., and Vida Dyson, Ph.D, help
ensure that students get to experience this through programs and classes that
transcend borders.
The newest opportunity uses Skype videoconferencing to bring students into the work
of Mujeres Enlazadas, an organization that serves women and adolescent girls in the
remote town of Patzcuaro, Mexico.
“Our students talk directly to the people involved —they ask questions, share
ideas, and partner in a very direct way. This creates the kind of dialogue that lets
our students really understand what’s going on in community health issues.”
Kristin Velazquez Kenefick, Psy.D., core faculty
Debuting in fall 2009 to full enrollment, the course is called “International
Consultation on Women’s Issues.” It gives students hands-on experience providing
assessment on mental health needs that emerge as medical staff provide physical
care to women. In a healthcare system that focuses solely on physiological aspects
of health, issues such as depression in women who have experienced physical
abuse typically go unrecognized and untreated. Mujeres Enlazadas is working to
empower women as self-advocates in a healthcare system that is ill equipped to
address their needs.
“Our goal is to integrate mental health screening with the physical health services that
are provided to women in this rural community,” says Dr. Dyson.
The class is one outcome of a partnership between the Adler School and the Heartland
Alliance, which is headquartered in Chicago and works with people in extreme poverty
and danger all over the world. To provide students with the experience of direct
involvement, the School uses Skype’s technology to consult with the organization live
throughout the school year.
Students who are interested in hands-on work abroad also have the opportunity to
do so via other course offerings, such as the International and Cross-Cultural Studies
course, during which students spend two weeks in Costa Rica working at a service
learning program. International experiences like these give students first-hand
exposure to the impact of systematic barriers on health and well-being in various
cultures abroad.
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It looks like insight.
Picture the practice of clinical psychology in a whole new light. Erin Watson does.
That is one big reason she came to the Adler School to earn her Doctorate in Clinical
Psychology. She wanted a broad range of professional options, and the concrete skills
and training to positively affect not just individuals, but their communities, too.
She also “hears” her clients differently, through sign language. Now in her second
year of the School’s Psy.D. program, Watson is doing a clinical practicum at
Mental Health & Deafness Resources, Inc., a hospital-based psychiatric program
in Des Plaines, Illinois. It is an ideal environment for Watson, whose professional
concentration is in primary care, which means that she is being trained to work with
medical teams to treat the mental health issues that often are identified in
medical settings.
She works with the program’s nurses, and staff psychologists and psychiatrists, to
assess the mental health needs of patients between the ages of 5 and 23, using
methods like diagnostic interviews and a range of tests such as personality, cognitive,
and neurological assessments.
Equally valuable to her clinical training has been the “milieu time” that she gets to
spend with patients in the inpatient unit’s common areas, doing things like signing
back and forth, helping them with homework, and playing catch or board games. “That
time is invaluable in allowing me to see how a client really is on a moment-to-moment
basis,” says Watson.
“I really love that the School emphasizes the need to go beyond the
classroom, beyond therapy sessions, to address the social responsibility
that we have, not just as psychologists, but as human beings.”
She is on track to graduate in 2013, and when she does, it will be with a thorough
grounding in academic, clinical, and social responsibility training. Watson meets every
week with her clinical practicum advisor, Nataka Moore, Psy.D., Director of Training
and Community Service, and with a class of her fellow Psy.D. students. Dr. Moore not
only oversees Watson’s clinical training, but ensures that the practical and professional
insights Watson and her peers are gaining are shared and integrated with their
academic work. “I leave every class excited, because I’m always learning something
new,” says Watson.
Erin Watson, Psy.D. student
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It looks like access.
Online access. These two words are shaping new directions in the Adler School
programs and courses available to students. Don Sorsa, the School’s Director
of Online Learning, has helped guide the development of courses that incorporate
online studies since 2008.
“We could have purchased existing online courses,” says Sorsa, “but we didn’t do
that. Instead, we’re growing our online offerings from the ground up so they
are distinctive to our School. Rather than throwing in social responsibility as an
add-on component, we have expert Adler School faculty who design the courses,
building in our social responsibility curriculum so that it is an intrinsic part of
the course structure.”
Since Summer 2008, more than 350 students at the Adler School have enrolled
in one or more of the School’s 22 different online or blended courses.
Most recently, Sorsa helped launch the School’s first full degree program that blends
a residential component with online courses. The blended format Master of Arts
in Counseling Psychology officially launched in January 2009, with a full enrollment
of 19 students.
This comprehensive program allows working professionals to complete their graduate
degree in three years. The coursework is rigorous. It starts with a two-day, intensive
residential period on campus to meet with faculty and the student group that will
study together throughout the program. They continue to interact online with faculty
and their fellow students, coming together in person three weekends each year.
Sorsa says the mid-term feedback shows that the intensity of the School’s online
courses, and the learning communities they build among students, are as rewarding
as they are demanding. “No one feels alone in their studies,” says Sorsa. “There is
a great deal of student-to-student and student-to-faculty interaction.”
17 18

It looks like community.
This past year the Adler School senior management team traveled to Benton Harbor,
Michigan, for a one-week community service project — the same kind of
community service required of all of the School’s students. It was far more than a
feel-good volunteer experience. Just as student Community Service Practicum (CSP)
experiences have specific learning goals, so did this leadership project.
The idea for the project —suggested by the School’s faculty—was embraced as
a great way to “walk the talk” and model social responsibility in action by providing
services and support to Benton Harbor, a community located just more than 100
miles outside Chicago, with a deep history of racial conflict and economic disparity.
Fewer than five percent of residents have a bachelor’s degree, and unemployment
stands at over 16 percent.
Heartland Alliance, a valuable community partner to the Adler School, provided the
project setting with its Opportunity Center, a community resource that opened its
doors in 2007 to provide basic vocational and employment behavioral skills support
to residents.
The Adler School’s senior management team of seven key School leaders from Chicago
and Vancouver helped assess and redesign the Center’s services, and rebuilt the
lobby and community classroom of Mercy Center, in which the Opportunity Center
is housed. The participants found that by simulating what is asked of all Adler School
students, the experience validated that the School’s curriculum approach— asking
students to get engaged in communities, and to reflect on the experience —produces
insights that cannot be gained in any other way.
“It was deeply rewarding to work together as colleagues in a different venue,”
says Jo Beth Cup, Vice President of Administration. “We each exhibited skills
and knowledge that we don’t always get the opportunity to use in our regular work
environment, and the experience increased our effectiveness as a team.”
Facing page: Members of the School’s senior management team (shown at center, row two) work alongside
Opportunity Center staff to assess and redesign services, and to rebuild the lobby and a community classroom.
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It looks global.
The Adler School’s Vancouver Campus continues to expand its horizons in numerous
ways, each aimed at strengthening the School’s international presence and meeting
the ever-increasing need for socially responsible practitioners here and abroad. To
keep pace with a growing number of students and ongoing curriculum enhancements,
the Campus has expanded its capacity with additional core faculty members and staff.
In addition, the Vancouver Campus leadership set out in 2008 to learn what
international students need, expect, and want from North American graduate programs.
Dean Larry Axelrod, Ph.D., and his team started by asking questions. They gained an
understanding of current international student needs, and consulted with immigrant
and resettlement service agencies.
Their aim for this ongoing effort goes beyond exploring opportunities for growth in
international student enrollment, which is particularly great for the Vancouver Campus,
located in a thriving, urban center that has been called the “gateway to Asia.”
The assessment also continues developing the School’s strengths in supporting
international students, who make up 17 percent of the Fall 2009 Vancouver class.
Training these students as skilled practitioners, who may choose to return to make
contributions in their home countries, increases the School’s reach and supports the
growth of culturally competent counselling and psychology around the globe.
“We continue to be very deliberate about using training experiences to benefit our
students individually and collectively,” says Dr. Axelrod. “And now, more than ever,
we are intentional about using training to support the development and integration
of cultural competencies for all of our students.”
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It looks like new beginnings.
Students at the Adler School are taught to see things differently—including things
like our prison systems. One way they experience this perception shift is through
the Community Service Practicum (CSP), which all students do in their first year of
study with one of the School’s 500 community partners.
“To affect meaningful social change you have to address interwoven circumstances,”
says Wendy Paszkiewicz, Psy.D., Interim Vice President of Academic Affairs. “That’s
especially true in the area of prison reform, an issue that several of our students
have addressed through their Community Service Practica. By examining the problems
facing our corrections system from multiple angles, they learn how to intervene
through a range of multi-faceted solutions.”
William Mescall and Charmaine Dodd, both Master’s students, recently completed
their CSPs working with the National Alliance Against Racist and Political Repression
to identify situations that amounted to prisoner abuse. Through analysis of prisoner
medical records they identified cases of deliberate indifference to mental and medical
health issues. Their research has helped to paint a picture of the realities of neglect
within our prison systems.
Master’s students Nick Fredrick and Joanna Mungal found through their CSPs that
access to basic care and support systems doesn’t improve once prison inmates return
to society. While working with the Illinois Institute for Community Law and Affairs,
Fredrick and Mungal interviewed employers about their perceptions of former prison
inmates. Their research helped to define an unfortunate reality: not only are employers
often unwilling to hire ex-offenders, they’re frequently unwilling even to talk about it.
“The work we did was about eventuality,” says Fredrick. “Without a second chance, a
return to a life of crime is a strong possibility. When that happens everyone loses.”
Despite employer reluctance, Fredrick and Mungal did identify important insights on
employment attitudes, and their work could ultimately set the stage for changes in
perception about employing ex-offenders.
It is through the work of CSPs like these that students are equipped to see, understand,
and act on social injustice in new ways.
23 24

It looks like learning.
Envision the shared process of learning. What does it look like At the Adler School,
respect for individual difference is balanced with a healthy appreciation for an
individual’s role in the larger community. That core commitment is a hallmark of the
School’s learning community, and the Adlerian values on which we are based.
Representing a full spectrum of diversity — in age, gender, ethnicity, culture, sexual
orientation, and other variables — the depth and breadth of perspectives embodied
in the School’s Board of Trustees, faculty, staff, and students, help set the stage for a
genuine exchange of ideas. In turn, that exchange makes possible the realization of
new insights and new applications of psychology to contemporary social issues.
Since Fall 2003, the School’s enrollment has more than tripled. That dramatic
growth underscores the relevance and timeliness of the Adler School’s mission to train
socially responsible practitioners. In addition, applications to the School have
increased nearly three-fold in the past three years. Even as the School expands its
resources to keep pace with increasing interest, academic quality standards are ensured
with small class sizes (average student/faculty ratio at the School is 12:1) and
selection of the most qualified applicants (for example, there are now about four
applications for every seat, and 84 percent of the Fall 2009 entering class had
community service experience during undergraduate study).
M.A. in Counseling Psychology:
Art Therapy 10%
Certificate/Other 1%
M.A. in Police Psychology 7%
Asian/Pacific Islander 4%
Multiracial/
Other 13%
M.A. in Counseling &
Organizational Psychology 4%
Hispanic/Latino 7%
M.A. in Marriage &
Family Counseling 6%
M.A. in Counseling
Psychology 16%
Doctorate in Clinical
Psychology 56%
African-American
11%
White/Caucasian 65%
FAll 2008 STuDEnT
EnROllmEnT By PROgRAm
FAll 2008 STuDEnT
EnROllmEnT By EThnIcITy
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It looks like accomplishment.
Key Strategy Three: Establish the Adler Center
Key Strategy Five: Diversify revenue streams
Achievement of strategic goals is an established hallmark of the Adler School. Each year, the Board of Trustees
sets forth School goals to correspond with five Key Strategies and financial aims of the School’s overall
strategic plan. The past year, the fourth in the School’s current five-year plan, has continued this trajectory
of accomplishment. Goals set for 2008-09 have been met, paving the way for the ongoing realization, in a
deliberate and strategic manner, of the School’s vision.
Key Strategy One: Align education programs,
Key Strategy Two: Build a global image and presence
processes, and people with social interest and social
responsibility
Goal Met: Assessed international student participation
and success, and established targets for recruitment
Goal Met: Launched first online/blended degree efforts to realize new academic year 2010 Vancouver
program in Winter 2009.
Campus enrollments.
In January 2009, 19 students enrolled in the new The Vancouver Campus has completed an international
Masters in Counseling Psychology program—delivered assessment and decided to focus in the coming year
through an online/residential blended format and on student recruitment in India, through relationships
designed for working professionals. More than 350 with provincial, federal, and private organizations,
students have completed an online or blended course and admissions visits to India. In addition, the
since Summer 2008, and the School continues to Vancouver Campus received consent from British
explore expanded program opportunities through Columbia’s Ministry of Education to launch a Master of
online learning formats.
Arts in Organizational Psychology in January 2010.
Goal Set: Looking ahead we will launch two new Goal Set: We will launch one new academic program
academic programs in Chicago during 2009-10. in Vancouver during 2009-10.
Goal Met: Secured and developed plans for new
Chicago Campus facility.
In 2008-2009, the School’s Board approved
acquisition of a new campus space in the Chicago
Loop. The new space will not only double our campus
size to 101,000 square feet, the move also will
give the School a dedicated street-level entrance,
ground-floor lobby space, and two upper floors.
The new campus, designed by the firm OWP/P, will
provide a progressive new home for the Adler School’s
faculty, staff, and students as of December 2010.
Goal Set: We will develop the new Chicago Campus
facility during FY10 for our move in December 2010.
Key Strategy Four: Create multi-disciplinary
partnerships and alliances
Goal Met: Established one new partnership that
generates new revenues and stimulates new academic,
service, or research activity through Adler Community
Health Services.
The School works with approximately 500 partners
to provide educational and training experiences for
students and to engage communities through health
services, advocacy, and other forms of assistance.
During 2008-09, two significant new partnerships were
established: with Teamwork Englewood, a community
development organization in the predominantly
African-American community of Englewood, and with
Heartland Alliance, an international social justice
advocacy and service organization.
Goal Set: We will establish at least one new high-impact
partnership during 2009-10.
Goal Met: Doubled alumni donor participation rate from
2 to 4 percent.
With the support of an active Adler School Alumni
Association, alumni participated this past year in two
educational programs, four social and professional
gatherings, and a planned community service project.
Alumni also continued to demonstrate their financial
support, more than doubling their participation in giving
to the School, to 72 alumni donors this past year from
34 the previous year.
Goal Set: We will increase alumni donor participation
from 4 to 7 percent during 2009-10.
Financial Goals
Goal Met: Revenue grew 20 percent over the previous
year’s (FY08) budgeted revenues.* While this is just shy
of the School’s goal for 2008-09 of 25 percent revenue
growth, it is a strong achievement in the context of a
pervasive global economic crisis.
Goal Set: During 2009-10, we will grow revenues
25 percent over FY09 revenues.
Goal Met: Change in net assets was 50 percent greater
than the previous year’s (FY08) budgeted change in net
assets.* Perhaps even more significant than achievement
of the established goal is the cumulative effect of this
growth. During the past six years, the School’s net assets
have grown by a remarkable 250 percent.
Goal Set: During 2009-10 we will grow change in net
assets by 33 percent over FY09 change in net assets.
* Numbers are unaudited
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PROJECTED
PROJECTED
It looks like growth.
29%
20.0
24%
4.6
8% growth
5.0
6.8
37%
8.3
22%
10.7
28%
13.8
29%
12%
15.4
Vancouver
% growth
74
Chicago
% growth
366
25%
1% 169
19%
135
11%
134
20%
11%
27%
21%
113
94
27%
4%
463 481 581 642 712
1.2
16% growth
1.4
2.0
46%
2.3
12%
2.7
19%
3.6
30%
4.1
14%
5.1
.9 .8 1.0 1.1 1.2 1.2 1.1 1.2
FY03 FY04 FY05 FY06 FY07 FY08 FY09 * FY10
FALL 04 FALL 05 FALL 06 FALL 07 FALL 08 FALL 09 *
FY03 FY04 FY05 FY06 FY07 FY08 FY09 * FY10
Amount in millions
Capital investments
Capital expenditures
Chicago
Vancouver
Amount in millions
Investment Assets
Ending Assets
Revenues expanded.
Improvements were made.
Enrollment increased.
Assets climbed.
Revenues reached a record $15.4 million in
Meanwhile, the School made approximately
The Adler School continues its trajectory of
Net assets climbed to $4.1 million in 2008-09, up
2008-09, up 12 percent over the previous year
$400,000 in capital expenditures in 2008-09, as
growth. Enrollment at the Chicago and Vancouver
14 percent over the previous year and up 49 percent
and up 44 percent since 2006-07.
part of $3.4 million in capital investments in the
campuses reached a total of 881 students in
since 2006-07.
*
Numbers are unaudited
School over the past six years.
Fall 2009, up 13 percent over the previous year,
*
Numbers are unaudited
*
Numbers are unaudited
and up more than 48 percent since Fall 2006.
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It looks like support.
Now in its fourth year, the Adler School’s social responsibility curriculum is
drawing increasingly strong support, both from within and beyond the
School’s learning community. Overall annual giving increased this past year
by 62 percent, alumni donor participation more than doubled, and the School
exceeded its overall goals by 23 percent for alumni, staff, and faculty giving.
While the numbers demonstrate success, they cannot adequately convey their
deeper significance.
“We have made fantastic strides during the most challenging of times,” says
Anthony Chimera, Vice President of Development. “Our success is a testimony
to the faith and confidence that our supporters continue to place in the value
of this School’s work.”
There is strength, energy, and stability in the community that is developing in
support of the Adler School’s vision. And as the vision strengthens and advances,
so too does the foundation of support from alumni and friends. That momentum
is sure to continue.
• Total number of individual donors up 92 percent from previous year
• Total alumni giving up 26 percent from previous year
• Newly launched faculty and staff giving program achieved 29 percent
participation, surpassing the national higher education mean
• New office of corporate and foundation relations generated grants at
44 percent of development revenue
Scholarship 1% Birdie Mosak Fund 1%
Associations/
Organizations 1% Special Events 2%
Alumni 11%
Adler Community
Health Services 19%
IPSSJ 1%
Annual 54%
Foundations/
Corporations 44%
Friends/
Parents 18%
ISE 24%
Trustees/
Former Trustees
18%
Faculty/Staff 6%
Total Giving by fund use
Total Giving by Source
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It looks like leadership.
It looks like gratitude.
BOARD OF TRuSTEES
lee guthrie, m.B.A., m.l.S.
AlumnI ASSOcIATIOn
With sincere gratitude the Adler School proudly presents the following list of
Sandra Fallon
Yolanda Peppers
Audra Akins, m.A.T.D.
Training Manager
National PTA
mary cahillane, m.B.A.
Chief Financial & Administrative Officer
The Spencer Foundation
Janet campbell, m.S.W.
Regional Child & Youth Mental Health
Coordinator
Ministry of Children & Family Development
of British Columbia, Canada
Raymond E. crossman, Ph.D.
President
Adler School of Professional Psychology
Victoria chou, Ph.D.
Dean of the College of Education
University of Illinois at Chicago
Ralph E. DeWitt, m.P.A.
Chief, Investigations Bureau
Cook County State’s Attorney’s Office
Diane Dinkins-carr
Founder and President
DD Consulting Group, Inc.
William W. greaves, Ph.D.
Director/Community Liaison
Advisory Council on Gay and
Lesbian Issues
City of Chicago – Commission on
Human Relations
Vice President, Marketing & Business
Development
Healthcare Financial Mgmt. Assn.
James houlihan
Cook County Assessor
Steven Kirn, Ph.D.
President and CEO
Steven Kirn Consulting
David J. Kreischer, m.A.
Principal
Higgins, Kreischer and Associates
Patricia moten marshall, m.h.A.
President
SynerChange Chicago
harold mosak, Ph.D.
Faculty
Adler School of Professional
Psychology
Stephanie neely
Treasurer
City of Chicago
lindsay Setzer
Retired Director
The Maples Adolescent Treatment Centre
Bernard Shulman, m.D.
Retired Trustee
Javier ubarri, m.B.A.
Former Regional Executive
Banco Popular North America
carolyn Williams meza, m.B.A.
Former Chief Administrative Officer
United Way for Southeastern Michigan
lEADERShIP BOARD
michael Banghart
Master of Arts in Counseling Psychology
2002
Dennis connelly
Master of Arts in Police Psychology
2006
laura mathis
Doctorate in Clinical Psychology
2004
nadia Pershad
Doctorate in Clinical Psychology
2003
yael Ron
Doctorate in Clinical Psychology
2004
mike c. Rooney
Doctorate in Clinical Psychology
1996
gregory Sarlo
Doctorate in Clinical Psychology
1999
Ellen mcgury Stone
Doctorate in Clinical Psychology
2002
DESIGN Kym Abrams Design PhOTOgRAPhy Charlie Simokaitis, Dan Merlo, Corbis, Getty Images PRInTIng UniqueActive This annual report is printed on recycled paper.
benefactors for fiscal year 2009. This report celebrates the generosity of our many
alumni, foundation and corporate partners, and community friends from September 1,
2008 through August 31, 2009.
We thank you for your financial support, which makes it possible for the Adler School to
pursue its vision for social justice through various avenues, and to continue developing
socially responsible graduates who value community service, diversity, collaboration,
and holistic approaches to social innovation.
If your name has been omitted or misspelled, please contact Lisa McCaskill, Manager
of Development Services at 312-201-5900 x384 or Lmccaskill@adler.edu so we can
make the correction. Thank you.
TRuSTEES’ cIRclE
SuSTAInER
Laura Kunard
$10,000 and above
$250 – $499
John and Nancy Kuykendall
Banco Popular Foundation William Greaves
Katherine A. Lux
Field Foundation of Illinois Rob and Marian Gushurst
George Maltezos
Asma Sabbagha
Lee Guthrie
John E. Mayer
Cameron W. Meredith
Steven and Katrine Kirn
PRESIDEnT’S cIRclE
Arthur Nikelly
David J. Kreischer
$5,000 – $9,999
Anthony J. Palo
James Mathisen
Raymond E. Crossman
Meghan Rivard
Wendy Paszkiewicz
FEllOWS’ cIRclE
Jacqueline Rondeau
Miriam J. Roland
$2,500 – $4,999
Frank E. Taylor
Lindsay Setzer
Marilyn T. Smith
Willard B. Brown
Carolyn Williams-Meza
Javier F. Ubarri
Bernard H. Shulman
Xichel A. Woods
Leonard Weitzman
ASSOcIATE
Donald R. Welti
SchOlARS’ cIRclE
$100 – $249
Shawn West
$1,500 – $2,499
Michael Banghart
Nike B. Whitcomb
Audra R. Akins
Dan Barnes
Bradford L. Woods
Jeffrey J. Green
Mark Bilkey
Midori Yamada
Spencer Foundation
Dennis E. Boike
FRIEnD
Timothy C. Sullivan
Janet Campbell
$25 – $99
PATROn
Cynthia A. Cassidy
Magdalini Agrafiotoa
$500 – $1,499
Mary Elizabeth Corcoran
Nancy M. Andrews
Cristina Cox
Robert T. Baker
Jo Beth Cup
Elena Anzalone
Eugene Birmingham
Gail Cutler
Clara Barranco
Mary J. Cahillane
Dan R. Dalton
Bernadette C. Beasley
Anthony C. Chimera
Phyllis DeMark
Karon Bernstein
Vicki Chou
James A. Demcak
Michelle Brice
Diane Dinkins-Carr
Paul Fitzgerald
Charles A. Brudo
Ted Grady
Samuel J. Fletcher
Kathleen Byrne
Frank Gruba-McCallister
William Foege
Arthur Clark
Ellen McGury Stone
Bernd Gaubatz
Kerry Cochrane
Patricia Moten Marshall
Robert Gellman
Dennis J. Connelly
John Sanders
Terrence W. Glarner
Nancy C. Davis
Paul G. Schneider
Barbara Greenham-Conway
Sheryl Davis-Kahn
Judy Sutherland
Susan D. Hagen
Renee Dushman
Lynn Todman
Ileana R. Handoreanu Nesbitt
Joseph Hart
Frederic W. Cook & Co., Inc.
Marilyn Freifeld
Roy Godes
Jane Griffith and
Robert L. Powers
Adlerian Psychology
Association
Christopher L. Grunow
Jane S. Hawley
Gerald M. Hilfiker
Kay L. Kummerow
Catherine Lafitte
Barney L. Lane
James Lemonides
Audrey Linnes
Leo Lobl
Brenda Nagel
Dennis Niswonger
Mitzi C. Norton
Theresa Okunowski
Robert J. Pavelchik
Joseph Pellegrino
Jean C. Robbins
Barbara Ronis
Miceal Rooney
James Rust
Eve Sevack
Eileen Shapero
Kenneth A. Smith
Don Sorsa
Sharon Stubblefield
David Superstein
Alfred M. Thomas
Peter Varda
Auguste Wawer
Ken L. Weaver
Jerry Westermeyer
William White
DOnOR
$25 and under
Mark Aghakhan
Paul Avram
Lawrence Casey
William Curlette
Eileen Glenn
Katherine Kopsky
Sherry Kostman
Lisa McCaskill
Corey Nigro
Victoria Pollock
Elizabeth Puls-Jager
Francine Reed
Francisco Rodriguez
In mEmORIAm
In Memory of Valerie Glarner
Terrence W. Glarner
In Memory of Birdie Mosak
Leonard Weitzman
In Memory of Bina Rosenberg
Joseph Hart
In hOnORARIum
In Honor of Keith Christie
Jacqueline Rondeau
In Honor of Rudolf Dreikurs
Willard B. Brown
In Honor of Harold Mosak
Phyllis DeMark
Timothy C. Sullivan
FAculTy & STAFF
cOnTRIBuTORS
Robert T. Baker
Dan Barnes
Mark Bilkey
Michelle Brice
Anthony C. Chimera
Kerry Cochrane
Cristina Cox
Raymond E. Crossman
Jo Beth Cup
Nancy C. Davis
Paul Fitzgerald
Robert Gellman
Jeffrey J. Green
Frank Gruba-McCallister
Katherine Kopsky
Laura Kunard
Katherine A. Lux
Lisa McCaskill
Mitzi C. Norton
Wendy Paszkiewicz
Francine Reed
Meghan Rivard
Don Sorsa
Lynn Todman
Shawn West
Jerry Westermeyer
33
34

Chicago Campus
65 East Wacker Place
Suite 2100
Chicago, IL 60601-7298
p. 312.201.5900
f. 312.201.5917
admissions@adler.edu
Vancouver Campus
1090 West Georgia Street
Suite 1200
Vancouver, BC Canada V6E 3V7
p. 604.482.5510
f. 604.874.4634
vanadmissions@adler.edu
35