Dr. Steven Kane
Dr. Steven Kane is the coordinator of the Counseling & Guidance program and a Professor in the School of Education at Cal Poly, San Luis Obispo. Dr. Kane holds a BA degree in Behavioral Sciences from California State Polytechnic University, Pomona and MA and PhD degrees in Counseling and Educational Psychology from UCLA. He began his educational career as a community college student and is the first college graduate in his family. He is a licensed clinical psychologist (California) and a Nationally Certified Counselor. At Cal Poly, he teaches courses in counseling theory, counseling techniques, group counseling, student development in higher education and research and professional development. Dr. Kane has held a variety of staff, faculty and research positions at UCLA, Colorado State University, California State University, Long Beach and Cal Poly, San Luis Obispo. At Cal Poly, he taught undergraduate and graduate courses for the Psychology and Human Development Department (1995-2003) and served as Assistant Director/Learning Disabilities Psychologist at the Disability Resource Center from 1996-2006. He continues to serve as a consulting psychologist and coach to various community organizations and non-profit groups. Dr. Kane has also been a counselor at three of the most diverse community colleges in California: Allan Hancock College, Cerritos College, and Long Beach City College.
Dr. Kane’s research focuses on adult learning disabilities, ADHD, college student mental health and helping women and underrepresented individuals excel in STEM careers. He has published research articles in many venues including the Journal of Learning Disabilities, the Journal of College Orientation and Transition, the Journal of Post-Secondary Education and Disability, the Journal of Employment Counseling, and the Journal of Counseling and Development. He is the author of the Kane Learning Difficulties Assessment, published by Psychological Assessment Resources, Inc. (http://www4.parinc.com/Products/Product.aspx?ProductID=KLDA).
In collaboration with his colleague Dr. Jodi Jaques, Dr. Kane produced an ACPA and NASPA grant-funded video documentary entitled: Making the grade: A focus on helping college women excel in science, technology, engineering and math majors. A former research fellow at UCLA, Dr. Kane has been featured on NBC-affiliate KSBY News and was a script consultant to the PBS television series The Career Advantage. Dr. Kane was promoted to Full Professor in 2013.
Dr. Jodi D. Jaques
Dr. Jodi D. Jaques is an Associate Professor in the Counseling & Guidance program in the School of Education at Cal Poly, San Luis Obispo where she teaches courses in introduction to the profession, introduction to educational inquiry, multicultural counseling, measurement & assessment in counseling, legal and ethical issues in counseling, counseling techniques, and career development. She holds a BA degree in Liberal Studies from Saint Mary’s College of California, an MA in Education with an emphasis in Student Personnel Services from Virginia Polytechnic Institute and State University (Virginia Tech) and a PhD in Counselor Education
from the University of Virginia. She has also held a Virginia School Counseling and Teaching License, a Texas Teaching License and a California Multiple Subjects Teaching Credential.
She received a Post-doctoral faculty-teaching assignment at the University of Virginia in the Counselor Education Department, worked as the director of the statewide career counseling and information distribution center at Virginia Tech, and has worked as a high school counselor in Virginia. Dr. Jaques also has also held positions as an elementary school teacher in Texas and California.
She remains active professionally. She worked towards Professional Counseling Licensure for the state of California where she served as the Legislative Chair for three years. She also served as the secretary for the Western Association of Counseling Education and Supervision (WACES). Dr. Jaques has been published in several counseling related journals. These include the Journal of Counseling & Development, Journal for Humanistic Counseling Education and Development, The Family Journal and Virginia Counseling Journal. She has made over thirty presentations at national, regional, state and local levels on various topics. Her current research agenda focuses on assessment in the student affairs profession, increasing underrepresented students in the STEM field and the role of “ambiguity” in beginning counseling students. She has conducted both quantitative and qualitative research in these areas.
Dr. Daniel Almeida
Dr. Daniel J. Almeida is an Assistant Professor in the School of Education at Cal Poly, San Luis Obispo where he teaches Student Development Theory in the Master’s program in Counseling & Guidance in Student Affairs. He received his BA in Psychology from Dartmouth College, MA in Higher Education Administration from Boston College, and PhD in Urban Education Policy – Higher Education concentration at the University of Southern California.
During his professional career Dr. Almeida worked in Student Affairs at Cal Poly, San Luis Obispo as a Coordinator of Student Development, and worked in Career Services at Cal State Long Beach and Loyola Marymount University. Dr. Almeida’s research agenda includes issues relating to first-generation college students, including grit, social capital and financial literacy. He also is interested in using Social Network Analysis to study networks of relationships of faculty, staff, and students on college campuses, and is interested in exploring uses of assessments like the Strengths Finder in Student Affairs.
Dr. Almeida has recently published articles the Higher Education: Handbook of Theory and Research, Discourse: Studies in the Cultural Politics of Education, and the Journal of Hispanic Higher Education. Dr. Almeida also has two chapters included in the edited book The Problem of College Readiness and a chapter in the upcoming book titled Qualitative Inquiry in Higher Education Organization and Policy Research in the Core Concepts in Higher Education series.