By Saybrook University

As a non-profit, private, regionally accredited institution conceived in 1964, Saybrook University reimagines higher education.By Nathan Long, Ed.D.

Saybrook University President

I have had some significant time to think about a great deal with respect to our wonderful Saybrook University. As a non-profit, private, regionally accredited institution conceived in 1964 and officially launched in the mid-1970s, the original idea put forward by established scholars like Rollo May, Abraham Maslow, and Charlotte Buehler was to reimagine higher education, focusing on creating a new means of accessing graduate study, particularly in the field of psychology. This entailed at-a-distance graduate work with luminaries in the field. And for more than 45 years, Saybrook has been making good on that original concept while expanding across several disciplines.

Heading into the next few years, we are setting out on an ambitious strategic plan, which as of late has caused me to reflect on a few of key questions: Why Saybrook University? Why do students, faculty, and staff come to this institution? Moreover, what is it that we do that is making a difference? And, ultimately, how do we continue to provide excellent graduate education in a day and age where competition is fierce, and when institutions of similar size are struggling and in some cases collapsing?

Mission comes first.

Saybrook’s mission is what draws faculty, students, and staff in the first place. The focus on rigorous graduate education steeped in humanistic philosophy and practice with the goal of spurring positive social change speaks to our intellectual leanings and pulls at our heartstrings. And while mission is vital, it is essentially the idea of what we hope to accomplish. In the end, students come to graduate school to immerse themselves in deep study with scholars who have established themselves in their particular field of interest. Additionally, our students embrace the fact that our faculty eschew the Ivory Tower stereotype plaguing much of higher education today. Many of our faculty are practicing their scholarship, making substantial contributions in their disciplines, their clinical and consulting practices, their organizations, and their communities.

Our academic programs nurture humanistic scholar-practitioners.

When considering the question of why, I think of our various programs, including Mind-Body Medicine, Integrative and Functional NutritionHumanistic and Clinical Psychology, Counseling, Leadership and Management, and Transformative Social Change. Each program embraces our humanistic legacy, weaving in the importance of understanding the individual, his or her unique strengths and challenges, his or her role within the greater community and society, and helping him or her to actualize their full potential.

We are promoting change in these fields.

Real-life examples of Saybrook faculty, students, and alumni abound.

Ginger Charles, a retired police officer and alumna, is working to change how police officers interact with their communities, thus improving morale and reducing police-citizen violence.

Dr. Kaffia Jones, alumna and retired Brigadier General, is dedicating her next career phase to helping veterans with PTSD

Faculty Dan Leahy and Jeff McAuliffe are helping transform organizations like SoundTransit.

Our student interns are working with Girls, Inc., in Oakland, supporting and helping young women and men actualize their full human potential.

Faculty Dr. Theopia Jackson is creating community healing networks in concert with the Association of Black Psychologists.

The list goes on. Our students and faculty, as evidenced above, are people making a difference locally and globally. Ultimately, those of us here or who are coming to Saybrook University want to make that difference, because we believe in the power of taking what we learn, applying it, and changing lives for the better. The power of what we are working to achieve now will definitely enable us to accomplish and expand Saybrook‘s mission well into the future.

Providing an excellent student experience is our continual priority.

In addition to excellent faculty, our online and residential learning environments must reflect 21st century best practices and innovate beyond the “what is”. My numerous conversations with students point to a pervasive theme: students expect connectivity and meaning. Online learning around the country has become unnecessarily disembodied, with few exceptions. Finding new ways to expand the human-virtual experience that promotes academic engagement as well as close-knit bonds will be how Saybrook defines itself.

For me, all of the above answer the “why” and “how” of Saybrook University. Together, we are making a difference each and every day, locally and around the globe.