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Jesse Rodriguez

Dr. Jesus (Jesse) Rodriguez, Ed.D. has spent over twenty years in Catholic Secondary Education school as teacher and administrator.  He is a lecturer in the College of Education at California State University, Long Beach where he teaches Qualitative Research Methods in the Educational Leadership Doctoral Program and an Affiliate Professor at Creighton University where he teaches in their On-Line Leadership Studies Program.

His research interests center on issues of equity and access for student populations in Multicultural / Multiethnic contexts. He is particularly interested in Immigrant Students / Undocumented Students and Latina/o’s in Education.  Other areas of interest include Educational Leadership / Organizational Theory in Catholic Secondary Schools, Qualitative Research Methods and Latina/o Critical Theory. His research agenda has evolved to include curriculum development in the area of “Border Studies.”

Dr. Rodriguez has shared his research at the American Educational Research Association (AERA), the University Council for Educational Administration (UCEA), Sociology of Education Association (SEA), the Annual International University Council for Educational Administration Conference on Values and Leadership, and College-Board.  In 2009, he was named Clark Scholar by Division A and L from the American Educational Research Association (AERA) and the University Council for Educational Administration (UCEA).  His publications have appeared in the Journals of Momentum (National Catholic Educational Association) and the Association of Mexican American Educators.  He holds M.A. Degrees in Theology and English Literature.

Teaching Philosophy:

My teaching philosophy reflects a desire of working in a collaborative environment that leads to fostering co-partnerships in teaching and learning between students and faculty within a school, across disciplines, and among educational communities including local communities and public industry partnerships outside of an institution. It is a philosophy of teaching (and learning) that is guided by a “personal concern for the whole life of each student” and one that, I believe, reflects the fundamental principles of inclusion, social justice, and the valuing of every human being.

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