Susanne M. Foulk
- Courses1
- Reviews2
- School: University of Southern California
- Campus:
- Department: Education
- Email address: Join to see
- Phone: Join to see
-
Location:
3551 Trousdale Pkwy
Los Angeles, CA - 90089 - Dates at University of Southern California: December 2013 - February 2017
- Office Hours: Join to see
Biography
University of Southern California - Education
Faculty at USC Rossier School of Education and Educational Non-Profit Leader
Higher Education
Susanne
Foulk, Ed.D.
Temecula, California
Specializations: Educational Psychology and Technology; Organizational Leadership
Education and Foster /Transitional Aged Youth; Parent, Child, and Adolescent Development; Inclusive Practices. Education for Social Justice.
Experience
University of Southern California
Lecturer
Current: Teach Doctoral level courses in:
Doctor of Education (EdD) in Organizational Change and Leadership Program
and Graduate coursework in Master of Education in Learning Design and Technology Program
Recent: Teach Graduate coursework in Master of Arts in Teaching (MAT).
Coursework: Introduction to Special Education, Human Differences and Teaching Special Populations, Application of Theories of Learning to Classroom Practice, Human Lifespan Development, Learning and Individual Differences, Parental Influences on Children's Educational Development.University of La Verne
Adjunct Professor
Taught graduate courses in Education and Organizational Development: Research methods and Educational Psychology.
Foundation for Greater Opportunities in Learning
Founder and Executive Director
Research, advocacy, and supporting the building of capacity of organizations through professional partnership / coaching of professionals who work with children and adolescents in vulnerable populations, ie., transitional aged youth.
□ Communicate with stakeholders regarding needs and goals.
□ Network with and establish partnerships with like-minded organizational leaders and organizations to form an alliance on behalf of foster and transitional aged youth.
□ Garner support of political representatives and agencies to achieve greater alliance of stakeholder goals.
□ Advise on the design and development of educational workshops for transitional aged youth in foster system: Motivation and study skills; parenting and life skills.
□ Research, develop, and partner with leaders of organizations on the implementation of programs that address the social-emotional and educational needs of youth in and transitioning out of the foster system.
□ Establish public and private sector philanthropist communications.
□ Identify and develop grant proposals in collaboration with key stakeholders.
□ Provide information, resources, and support to build the leadership capacity.
Harmony Family Child Development Program
Founder/Director/Teacher
Private School (Preschool – High School) Mixed age and ability educational setting designed to address needs of diverse learners including students: with disabilities; those in at-risk conditions; with learning, emotional, and/or behavioral challenges; and the accelerated learner.
Foulk Consulting
Educational Consultant
Contract with government, non-public, private agencies, and private clients to provide specialized services (Infant/PreK-12). Areas of specialization: Motivation, Literacy, Self-Regulation, Social/Emotional Development, Early Intervention, and Program Development.
Current Projects:
Working Group for Including Children with Special Needs for the World Forum Foundation
and
Coalition for Educational Equity for Foster Youth
Working Group Mission: To address the myriad of issues facing children with special needs and their families and advocate for their full inclusion in communities around the world. Members do this through significant in-country projects which spread awareness and education, protect children’s rights, promote a global perspective and provide resources and training for families, educators and caregivers.
Education
University of Southern California
Doctor of Education
Educational Psychology
University of Southern California
Master of Science
Educational Psychology and Technology
University of Southern California
Lecturer
Current: Teach Doctoral level courses in: Doctor of Education (EdD) in Organizational Change and Leadership Program and Graduate coursework in Master of Education in Learning Design and Technology Program Recent: Teach Graduate coursework in Master of Arts in Teaching (MAT). Coursework: Introduction to Special Education, Human Differences and Teaching Special Populations, Application of Theories of Learning to Classroom Practice, Human Lifespan Development, Learning and Individual Differences, Parental Influences on Children's Educational Development.University of La Verne
Bachelor's Degree
Psychology
University of La Verne
Adjunct Professor
Taught graduate courses in Education and Organizational Development: Research methods and Educational Psychology.
Publications
Inclusion needs of youth in the foster care system through strategic mentoring: A social justice perspective. In M.C. Esposito & A. Normore (Eds.), Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings.
Information Age Publishing
This chapter examines current educational disparities for youth in the foster system from a social justice lens. Children and youth in the foster care system across the nation experience perpetual emotional pain, poverty, and displacement. These invisible children are distinguishable by their numerous transitory placements and the issues indicative of their disparity, which include high dropout rates, poor literacy skills, and transition to adulthood with limited independent living skills or social support systems. Foster youth often transition from the system into homelessness and sex trafficking, rather than to college and jobs. Underlying the educational experience for foster youth are policies, practices, and trends that serve as exclusionary measures, in which educational needs of the children are often left unaddressed as overburdened government systems attempt to respond to basic safety needs. Needs of attachment, self-worth, self-efficacy, and self-regulation, which underlie their motivation and expenditure of effort for successful academic pursuits are left unmet. Examination takes place of the underlying human factor, the substance from which children typically grow up and navigate through the educational system. Recommendations are made for foster youth to be engaged with culturally responsive, trained mentors, who scaffold the children's needs through educational advocacy, educational support, life skills, and social-emotional development. Through mentor engagement, foster youth may more effectively navigate their educational journey, resolve their sense of individual identities as learners, and gain a sense of voice, which assists them in moving beyond their oppression toward successful outcomes and offers hope for their futures.
Inclusion needs of youth in the foster care system through strategic mentoring: A social justice perspective. In M.C. Esposito & A. Normore (Eds.), Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings.
Information Age Publishing
This chapter examines current educational disparities for youth in the foster system from a social justice lens. Children and youth in the foster care system across the nation experience perpetual emotional pain, poverty, and displacement. These invisible children are distinguishable by their numerous transitory placements and the issues indicative of their disparity, which include high dropout rates, poor literacy skills, and transition to adulthood with limited independent living skills or social support systems. Foster youth often transition from the system into homelessness and sex trafficking, rather than to college and jobs. Underlying the educational experience for foster youth are policies, practices, and trends that serve as exclusionary measures, in which educational needs of the children are often left unaddressed as overburdened government systems attempt to respond to basic safety needs. Needs of attachment, self-worth, self-efficacy, and self-regulation, which underlie their motivation and expenditure of effort for successful academic pursuits are left unmet. Examination takes place of the underlying human factor, the substance from which children typically grow up and navigate through the educational system. Recommendations are made for foster youth to be engaged with culturally responsive, trained mentors, who scaffold the children's needs through educational advocacy, educational support, life skills, and social-emotional development. Through mentor engagement, foster youth may more effectively navigate their educational journey, resolve their sense of individual identities as learners, and gain a sense of voice, which assists them in moving beyond their oppression toward successful outcomes and offers hope for their futures.
Ensuring Educational Equity for Children and Youth in Foster Care
Leadership / Association of California School Administrators (ACSA)
Landmark legislative changes, occurring at the national and state level, aim to ensure the equitable attainment of educational opportunities and outcomes for students in foster care by targeting the allocation of resources toward their educational needs. Central to meeting these needs is an understanding of the issues facing these students. To this end, this article seeks to provide readers with an overview of the unique issues facing youth in foster care, the current legislation mandates, and evidence-based strategies demonstrated to be effective with this population. Recommendations are also made to assist school leaders striving to close the persistent achievement gap that exists for these students.
