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Becky Sumbera

Becky G Sumbera

Associate Professor , Associate Professor , Assistant Dean

Contact

Associate Professor
Teacher Education and Foundation
Office Phone(909) 537-4413
Office LocationCE-221B
Associate Professor
Teacher Education and Foundation
Office Phone(909) 537-4413
Office LocationCE-221B

Office Hours

Sunday:
Monday:
Tuesday:
Wednesday:
Thursday:
Friday: 14:00-17:00
Saturday:

Bio

Dr. Becky Sumbera is currently the College of Education Assistant Dean. She joined CSUSB as an Assistant Professor and Coordinator of the Single Subject Program since Fall 2019 in the Teacher Education and Foundations Department in the College of Education. From 2017-2019 she was a full-time lecturer in the Educational Leadership and Technology Department. Prior to coming to CSUSB, Dr. Sumbera was an adjunct professor at Pepperdine University and Walden University, and spent 31 years in K-12 Education as a County, District, and Site Administrator, and Teacher. She holds an Ed.D. in Educational Leadership, Administration, and Policy from Pepperdine University, a Master in Education and Administration, and three bachelors in Political Science, Sociology, and Physical Education.
 
Dr. Sumbera served in K-12 education at the elementary, middle, and high school levels of schooling.  As a practitioner, she has experience in public, charter, and non-public school settings.  Dr. Sumbera is active within her field and is currently the Treasurer/Secretary for California Association of Professors of Educational Administration (CAPEA) and a member of CSUSB Faculty Advisory Board.

Publications

  • Zhang, J., Dumont, G. E., Sumbera, B. G., Medina, P. S., Kordrostami, M., & Ni, A. Y. (2023). Rising to the occasion: The importance of pandemic for faculty adoption patterns. Online Learning, 27(1), 404-427.
  • Sumbera, B., Sparks, S., Grabow, J., & Quick, A. (2022). Educational Reform: Systemic Inclusion. In Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis (pp. 1-18). IGI Global.
  • Sumbera, B., Beck, C., McIntyre, M., & Canelon, K. (2022). URM and Non-URM Students in Online Courses: Student Perceptions and Adoption Intentions at a Hispanic Serving Institution. International Journal of Adult Education and Technology (IJAET) 13 (2), 1-18.
  • Sumbera, B. (2021). Cultural-Historical Activity Theory (CHAT): A structure for Examining Justice Centered Leadership Outcomes. [Special issue] Educational Leadership and Administration: Teaching and Program Development Journal, v1, 19-30.
  • Mendosa-Reis, N., Sumbera, B. (2021). [Special issue v1.] Justice Centered Leadership. Educational Leadership and Administration: Teaching and Program Development.
  • Mendoza N, Arriaza G, Tang K, Gray M, Sumbera B. (2021). Educational Leadership and Administration: Teaching and Program Development, 33.
  • Sumbera, B. (2020). Designing and Revising a Course Using Evidence-Based Teaching (EBT) in Higher Education. Q2S Enhancing Pedagogy. 197.  Scholarworks.
  • Wildman, L., Tang, K., Arriaza, G., Sumbera, B., Gray, M., & Brooks, J. (2020). Educational Leadership and Administration: Teaching and Program Development, 32.
  • Gray, M., Tang, K., Arriaza, G., Jones, A., Nava, P., Okhremtchuk, I.S., Soles, B., Sumbera, B. and Brooks, J., (2019). Educational Leadership and Administration: Teaching and Program Development, 31.
  • Arriaza G, Reis NM, Gray M, Jones A, Okhremtchuk I, Nordgren R, Padover W, Sumbera BG, Tang K, Wildman L, France E. (2019). Educational Leadership and Administration: Teaching and Program Development, 30.
  • Sumbera, B. (2017). Model Continuation High Schools Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively Towards Graduation. Educational Leadership and Administration: Teaching and Program Development Journal, 28, 25-43.

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Education

  • Doctorate in Educational Leadership, Administration, & Policy, Pepperdine University
  • Masters in Education, National University
  • Clear Administration Credential, National University
  • Single Subject Teaching Credential in Physical Education and supplemental authorizations in Sociology and U.S. Government & Civics, National University
  • B.S. in Physical Education, California State University of Sacramento
  • B.A. in Sociology, Pepperdine University
  • B.A. in Political Science, Pepperdine University


Service

  • 2021-Present Past-President for California Association of Professors of Education Administration
  • 2019-2021 President for California Association of Professors of Education Administration
  • 2018 President-Elect for California Association of Professors of Education Administration
  • 2018 Faculty Advisor Board
  • 2017 Secretary/Treasurer for California Association of Professors of Education Administration

Courses/Teaching

Doctorate in Educational Leadership

  • EDDL 7902: Leadership and Educational Reform

MA in Education

  • EMAT 6015: Leadership in Education
  • EMAT 6979: Comprehensive Prep 

Teacher Education and Foundations

  • ESEC 407: Secondary School Teaching
  • ESEC 506 (E, F, L, M, & P): Curriculum and Instruction in the Content Areas
  • ESEC 550A: Student Teaching Experience
  • ESEC 6001: Classroom Management & Pedagogy
  • ESEC 6002: Educational Equity and Advocacy
  • ESEC 6055: Intern Seminar 1
  • ESEC 6056: Intern Seminar 2

Educational Administration Program

  • EADM 607: Culture, Policy, & Communication In Diverse Society
  • EADM 610: Supervision & Evaluation of Teachers
  • EADM 620: Practicum in Education Administration
  • EADM 622: Curriculum, Instruction, and Assessment
  • EADM 621A: Fieldwork in Educational Administration I
  • EADM 621B: Fieldwork in Educational Administration II
  • EADM 626A: Issues and Trends in School Administration - School Reform
  • EADM 626B: Issues and Trends in School Administration - Public Relations and Communications

Specialization

Educational Leadership, Equity-driven Leadership, Inclusion & Social Justice, Educational Reform, Educational Social-Cognitive Factors, Educational Motivation and Engagement, At-risk Student, Cognitive and Behavioral Constructs for Interventions, Educational Technology & Online Learning, Educational Instructional Practices, Cognitive Coaching, Collaborative Structures, Culturally Proficiency practices, and Impact of District and School Support Structures for Learning.

Research and Teaching Interests

My research interests, as an educational leader, are related to:

  • Educational Social-Cognitive Factors that contribute to re-engaging at-risk students emotionally, behaviorally, and cognitively;
  • The impact of leadership, policies, and culturally proficient practices on the achievement, access, and opportunity gaps;
  • Educational structures that assist at-risk students;
  • Online synchronous instruction and learning; and
  • High impact pedagogical instructional practices to improve student achievement.