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Chris Cale

Chris

Cale

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Adjunct Faculty

  •  
  • Campus:
  • Saybrook University
  • College of Social Sciences
  • College of Integrative Medicine and Health Sciences
Department
Research
Institution
Saybrook University
Email
Biography

As an adjunct doctoral faculty member in the Department of Research at Saybrook University, I support dissertation students across all colleges-from the College of Social Sciences to the College of Integrative Medicine. Grounded in a humanistic and emancipatory ethos, my role as a methodologist and committee chair spans a diverse range of doctoral degree areas, ensuring students transform their inquiries into robust, socially impactful scholarship.

Drawing on over 34 years of experience as a practitioner and researcher in counseling, educational psychology, and clinical interventions, I guide doctoral candidates navigating complex variables within the following core Saybrook disciplines:

Clinical Psychology, Counseling, & MFT: Research variables including culturally sensitive care, trauma recovery, systemic interventions in addictions, psychopharmacology, anthropometry, and existential-humanistic therapeutic frameworks.

Mind-Body Medicine & Integrative Health: Inquiries focused on holistic healthcare models, mindfulness-based cognitive therapy, ontological healing, and the clinical integration of expanded states of consciousness and natural medicines.

Transformative Social Change & Leadership: Variables related to systemic institutional reform, emancipatory scholarship, social equity, holistic organizational management, and culturally responsive community leadership.

Methodological Expertise

Having successfully mentored over 100 doctoral students through the dissertation lifecycle across Ph.D., Psy.D., and Ed.D. tracks, I specialize in research designs that challenge dominant narratives with empirical authority. My methodological competencies include:

Advanced Qualitative Research & Phenomenological Inquiries

Action Research & Case Study Designs

Grounded Theory & Thematic Analysis

Culturally Responsive & Decolonizing Methodologies

I approach the dissertation journey as a transformative milestone, providing unconditional positive regard and methodological rigor to help students step fully into their academic power and systemic voice.

Education History
Degree Institution Year
Ph.D. University of South Florida, Tampa, FL 2010
M.Ed. University of South Florida, Tampa, FL 2004
M.S. California State University, Sacramento, CA 1996
B.S. California State University, Sacramento, CA 1991
Research

Simmons, L. M., Panesar-Aguilar, S., McCraney, M., & Cale, C. (2025). Social emotional learning in secondary classrooms. Journal of Education and Practice, (Volume 16, Issue 12). https://iiste.org/Journals/index.php/JEP/article/view/63585/65720

Wright, A. L., McCraney, M., Orr, L., Cale, C., Panesar-Aguilar, S., Luster, S., Harris, L., & Shell, D. (2025). Reimagining teaching confidence: Administrative support and teacher self-efficacy in a remote learning context. Journal of Education and Practice, (Volume 16, Issue 12). https://iiste.org/Journals/index.php/JEP/article/view/63583

Santos, E., Penny, G., & Cale, C. (2025). Association of emotional intelligence, workplace stress, and burnout in behavior analysts. Journal of Education and Training Studies. (Volume 13, Issue 4). https://redfame.com/journal/index.php/jets/issue/view/395

Wicht, S., Cale, C., Panesar-Aguilar, S., & McCraney, M. (2025). Predicting professional development learning transfer with the theory of planned behavior: A non-exploratory correlational study. Journal of Education and Practice. (Volume 15, Issue 2). https://iiste.org/Journals/index.php/JEP/article/view/63002

H. Srinivasan, M. McCraney, R. Penny, S. Panesar-Aguilar, C. Cale, S. Luster & S. Harris (2025). Nigerian secondary physics teachers’ perceptions of factors that challenge information and communication technology integration. Journal of Education and Practice. (Volume 15, Issue 11). https://iiste.org/Journals/index.php/JEP/article/view/62677/64750

Norwood, W., Cale, C., Panesar-Aguilar, S., & McCraney, M. (2024). An examination of English language instructional strategies used by teachers in china. International Journal of Education and Evaluation. (Volume 10, Issue 1). http://DOI:10.56201/ijee.v10.no1.2024.pg11.25

Mundrane-Zweiacher, M., McCraney, M., Childers, C., Panesar-Aguilar, S., & Cale, C. (2023). Perceptions of faculty on the alignment of the administration with the institution’s mission. International Journal of Social Policy and Education. (Volume 5, Issue 7). https://www.ijspe.com/archive/vol-5-no-7-july2023

Constandis, A., Cale, C., Panesar-Aguilar, S. & Stiskal, D. (2023). Perceived stress and mindfulness levels among healthcare education faculty. International Education and Research Journal. (Volume 9, Issue 10). https://ierj.in/journal/index.php/ierj/article/view/3100

Mazzei Williams, N., Cale, C., & Panesar-Aguilar, S. (2023). Healthcare leader’s perceptions on burn out and its impact on employee engagement. Science Journal of Business and Management. (Volume 11, Issue 3). https://doi:10.11648/j.sjbm.20231103.15

Carver, M., McCraney, M., Ball, J., Cale, C., & Panesar-Aguilar, S. (2023). Campus climate experiences associated with ethnicity in a college of health sciences. Research on humanities and social sciences. (Volume 13, Issue 14). http://DOI:10.7176/RHSS/13-14-01

Bowles, J., Cale, C., McCraney, M., & Panesar-Aguilar, S. (2023). Examining athletic trainer’s views on enhancements of quality of care post continuing education conferences. American International Journal of Contemporary Research. (Volume 13, Issue 2). http://dx.doi.org/10.30845/aijcr.v13n2p1

Bailey, M., McCraney, M., Penny, G., Panesar-Aguilar, S., & Cale, C. (2023). Teacher perceptions of technology integration and pedagogy in kindergarten to grade 5. International Education and Research Journal. (Volume 9, Issue 8). https://ierj.in/journal/index.php/ierj/article/view/2975/3231

Trnka, M., Cale, C., Aguilar, S., & McCraney, M. (2023). Improving student engagement in nursing education through game-based learning. Research on Humanities and Social Sciences. (Volume 10, Issue 12). https://DOI:10.7176/RHSS/13-12-04

Nicohols, L., McCraney, M., Silvestri-Elmore, A., Panesar-Aquilar, S., & Cale, C. (2023). Building early confidence for novice nursing students. International Journal of Advanced Multidisciplinary Research and Studies. (Volume 3, Issue 2). 367-372. https://www.multiresearchjournal.com/arclist.php?list=2023.3.2&id=1031

Sumptner, N., Cale, C., Panesar-Aguilar, S., & McCraney, M. (2023). Elementary teachers’ use of data driven instructional practices: Educational equity patterns within South Carolina career and technical education: a replication study. Global Journal of Health Sciences. (Volume 15, Issue 2). 32-41. https://doi.org/10.5539/gjhs.v15n2p32

Jenkins, C., Cale, C., McCraney, M., & Aguilar, S. (2021). A critical examination of implementing the substitution, augmentation, modification, and redefinition model in elementary school instruction. International Journal of Multidisciplinary Research and Growth Evaluation. (Volume 3, Issue 4). 206-212. https://www.allmultidisciplinaryjournal.com/archives/year-2022.vol-3.issue-4?page=4

Tucker, K., McCraney, M., & Aguilar, S., Cale, C., Orr, L., & Blakely, J. (2022). Elementary teachers’ use of data driven instructional practices. International Journal of Advanced Multidisciplinary Research and Publications. (Volume 2, Issue 5). 312-316

Cowan, T., Cale, C., Panesar-Aguilar, S., & Mccraney, M. (2022). A Critical examination of implementing the substitution, augmentations, modification, and redefinition model in elementary school education. International Journal of Multidisciplinary Research and Growth Evaluation. (Volume 3, Issue 4), 206-212. https://www.allmultidisciplinaryjournal.com/archives/year-2022.vol-3.issue-4?page=4

Faulkner, G., Cale, C., McCraney, M., & Aguilar, S. (2022). Implementation of E-Learning to increase mathematics proficiency. International Journal of Multidisciplinary Research and Publications. (Volume 5, Issue 2), 21-24. https://ijmrap.com/volume-5-issue-2/

Bahn, C., Cale, C., Metros, A., Panesar-Aguilar, S., & Mccraney, M. (2022). Teachers’ perspectives implementing inquiry-based learning in the international baccalaureate primary years Program. International Journal of Social Sciences and Management Research. (Volume 8, No. 2). https://www.iiardjournals.org/journal/?j=IJSSMR

Triplett, M., Cale, C., Panesar-Aguilar, S., & Mccraney, M. (2022). Online nontraditional students’ attitudes about software used by university academic advisors. International Journal of Advanced Multidisciplinary Research and Studies. (Volume 2, Issue 2), 336-341. http://www.multiresearchjournal.com/arclist.php?list=2022.2.2&id=172

Lewicki, L., Kupcznkski, L., Cale, C., & Panesar-A Aguilar, S. (2021). Factors affecting NCLEX-RN success in an associate degree nursing program. Journal of Education and Practice. (Volume 12, No. 30). https://www.iiste.org/Journals/index.php/JEP/article/view/57471

Bender, J., Cale, C., Groff, S., & Panesar-A Aguilar, S. (2021). A critical examination of school-based physiotherapists’ perceived aptitude and willingness to facilitate health and wellness promotion. World Journal of Social Science Research. (Volume 8, No. 4). https://doi.org/10.22158/wjssr.v8n4p1

Day, S., McCraney, M., Aguilar, S., & Cale, C. (2021). Exploring positive cultures incentives in the classroom for bullying prevention. American International Journal of Contemporary Research. (Volume 11, No. 2). https://www.aijcrnet.com/journal/index/1236

Scott, K. A., Cale, C., Aguilar, S., & McCraney, M. (2021). Differentiated instruction and improving student learning: A qualitative study. Education Journal. (Volume 10, No. 4).

Andriashcko, J., Aguilar, S., Cale, C., & McCraney, M. (2021). Challenges head start teachers face with dual language learners. Education, Language, and Sociology Research. (Volume 2, No. 3) http://www.scholink.org/ojs/index.php/elsr/article/view/3938

Correia, M. Aguilar, S., McCraney, M. & Cale, C. (2021). Examining fidelity of state standards in project-based learning units. International Education and Research Journal. (Volume 7, No. 3) http://ierj.in/journal/index.php/ierj/article/view/2385

Olds, J., Cale, C., Aguilar, S., & McCraney, M. (2021). Adopting instructional strategies for English language learners in elementary classrooms. World Journal of Education. (Volume 11, No. 3)

Burnham, T., Cale, C., Aguilar, S., & McCraney, M. (2021). Exploring blended curriculum to enhance Adult High School Learning. International Journal of Social Science and Human Research. (Volume 4, No. 3). http://ijsshr.in/v4i3/6.php

Edwards, A., McCraney, M., Penny, G. R., Aguilar, S. & Cale, C. (2021). Embracing Common Core Standards for teachers in secondary mathematical Practice. Journal of Education and Practice. (Volume 12, No. 8) https://www.iiste.org/Journals/index.php/JEP/article/view/55738

Sabouri, T., Cale, C., Aguilar, S., & McCraney, M. (2021). Exploring the use of learner-centered instruction with English Language Learners in Social Studies Classrooms. World Journal of Educational Research. (Volume 8, No. 2) http://www.scholink.org/ojs/index.php/wjer/article/view/3774

McDonald, S.A., Cale, C., Aguilar, S., & McCraney, M. (2021). How service learning can impact medical students’ perceptions of social responsibility. World Journal of Social Science Research. (Volume 8, No. 2)

Fordyce, F. D., McCraney, M., Penny, G. R., Aguilar, S., & Cale, C. (2021). Teachers’ perception of differentiation and the struggle for consistent implementation. International Journal of Social Science and Human Research. (Volume 4, No. 1)

Nelson, L. M., McCraney, M., Burgess, R., Aguilar, S., & Cale, C. (2021). English language learner instruction in middle school mainstream classrooms. Global Research in Higher Education. (Volume 4, No. 1)

Williams, A. V., Scales, E. B., Aguilar, S., McCraney, M. & Cale, C. (2020). Counselor and teacher collaboration to improve precollege curriculum: A qualitative case study. International Journal of Social Policy and Education (Volume 2, Issue 6).

Cain, C., Caldwell, H., McCraney, M., Aguilar, S., & Cale, C. (2020). Understanding the use of learner-centered teaching strategies by secondary educators. International Journal of Education and Social Science. (Volume 10, Issue 1).

Bland, L., Caldwell, H., Cale, C., Aguilar, S., & McCraney (2020). Problem-based learning in middle school classrooms in southeastern United States. International Education and Research Journal. (Volume 6, Issue 6). http://ierj.in/journal/index.php/ierj/article/view/2162

Ezell, D., Cale, C., Aguilar, S., & McCraney, M. (2020). Using digital art to influence students’ attitudes in high school science classrooms. Journal of Instructional Pedagogies. (Volume 24, Issue 2).

Mentor, M., Cale, C., Aguilar, S., & McCraney, M. (2020). Integrating technology to improve student learning outcomes in high school science. International Journal of Social Policy and Education. (Volume 2, Issue 3).

Thomas, M., Aguilar, S., McCraney, M., & Cale, C. (2020). Instructional lead teachers’ perceptions of instructional quality. American International Journal of Contemporary Education. (Volume 8, Issue 2).

Gonzalez, E. McCraney, M., Aguilar, S., & Cale, C. (2020). Fidelity first in middle school reading programs. World Journal of Education. (Volume 10, Issue 2).

Zeydel, K., Cale, C. & Aguilar, S. (2020). Utilizing instructional strategies within a blended learning model for at-risk students: A qualitative case study. World Journal of Educational Research. (Volume 7, Issue 1).

Bologna, E., Aguilar, S., McCraney, M., & Cale, C. (2020). Evaluating HIV risk factors and the underutilization of the PrEP prevention approach among African American collegiate women. American International Journal of Contemporary Education. (Volume 10, Issue 1). http://www.aijcrnet.com/journal/index/1204

Nevenglosky, E. A., Cale, C., & Aguilar, S. P. (2019) Barriers to effective curriculum implementation. Research in Higher Education Journal, (Volume 36). Retrieved from: https://files.eric.ed.gov/fulltext/EJ1203958.pdf