User talk:Steven Currey Arthur

Ryokan (pronounced “reé-oh-kahn”) stems from the name of an 18th-century Japanese Buddhist monk, a renegade who left his order’s path to live a simple life writing poetry in a remote village. Ryokan believed in kindness and generosity of soul, especially concerning children. The monk, Ryokan, has been compared in temperament and philosophy to America’s Henry David Thoreau. Though the College has no affiliation with any organized religious belief, its founder, Dr. Alvin Ross, chose the name in memory of his son, Bruce, who expressed deep appreciation for the monk’s beliefs. The inspiration for the College’s founding took place during father and son conversations in the months preceding the son’s early death at age twenty three. In 1978, Dr. Alvin Ross established a 501C(3), non-profit school that reflected their shared vision.

Ryokan spent many years studying poetry and calligraphy under Zen masters and was committed to perfecting his skills. He learned by listening and sharing. Dr. Ross embraced this method of learning as the inspiration for the creation of Ryokan College. It was his contention that the gathering of students in small intimate groups facilitated learning. This vision has been borne out by the fact that, to date, almost 3,000 graduates have benefitted from attending the College. These graduates have had the opportunity to learn, grow and achieve their degrees and goals. Graduates of Ryokan College receive a high passing rating with the Board of Behavioral Science Examiners and the Board of Psychology, and continue on to practice their profession.

The mission of the College has always been to offer classes with supportive, small clusters of students rather than competitive, large groups: i.e. to provide programs that are designed for students who are working adults with professional and personal responsibilities in addition to their studies. Ryokan’s goal has also always been to provide high quality undergraduate and graduate degrees using distance learning methodologies while, at the same time, maintaining a reasonable tuition.

Moving students in small groups through their course of study provides a more supportive environment. It enables them to form friendships that last beyond graduation, in addition to having a more personal, shared, learning experience while they are enrolled at Ryokan. Classroom instruction emphasizes practical experience as well as source material and research. It also encourages experiential learning. The study and practice of psychology involves intimate disclosures and having a small close-knit group to learn and practice which is beneficial to the development of the student. One of the main goals of Ryokan College is to prepare adult learners for professional careers in Human Behavior, Counseling Psychology and Clinical Psychology. At Ryokan, we believe education should be an experience that organizes and develops the individual's thought processes through interactive/collaborative learning. The fact that many graduates talk about the deep bonds they developed with their fellow students is a testament to the value of their shared learning experience.

In 1978 the College was awarded Authorization (a stage which preceded Approval at the time) by the Secretary of State of the California State Department of Education - currently known as the California Bureau of Private Postsecondary Education (BPPE) - to enroll undergraduates in a tutorial-type program, leading to a baccalaureate degree in Humanistic Studies. The seminars were offered in the evening and on weekends to allow working adults to attain a baccalaureate degree while continuing to meet their other professional and personal responsibilities. In the late 1970’s Ryokan College submitted self-studies for graduate degree applications to the Private Postsecondary Education Division of the Department of Education for the State of California. Ryokan College was approved to add a Master of Arts in Humanistic Studies and a Doctor of Philosophy in Humanistic Studies to its curriculum. At the request of graduates from the College’s baccalaureate program who wanted to further their education with graduate schooling focused on psychology, the curriculum was revised to reflect this shift from Humanistic Studies to Psychology. As defined by Ryokan College, Humanistic Studies at the undergraduate and graduate levels included a basic curriculum in the Liberal Arts and Holistic Health, one that satisfied the interests of adult learners during that period of time (1978-1982). These adult learners were becoming more interested in psychology as a field and as a science than as a popular trend. Since both popular Psychology and traditional Psychology were already imbedded in the existing graduate programs the transition to a new degree program, Master of Arts in Counseling Psychology, was a logical extension or evolution. In fact, once approved by the Bureau of Private Postsecondary Education, the Master of Arts in Counseling Psychology degree allowed graduates to sit for licensure as Marriage and Family Children Counselors since the established Ryokan curriculum had been developed to strictly adhere to the requirements of the California Board of Behavioral Sciences.

In 1986 both graduates and prospective students encouraged the College's administration to seek approval from the State of California’s oversight agency, the Bureau of Private Postsecondary Education, to add a program in Psychology that would allow graduates to sit for licensure as Clinical Psychologists. After many discussions with the Board of Directors, Staff, Faculty and students, Dr. Ross applied for approval for the Doctoral program. Soon after that approval was granted, the College began the process of focusing all its programs on Psychology. In this way all of the College’s graduates would be eligible for licensure by the State of California as Marriage, Family, and Child Counselors (MFCC); Marriage and Family Therapists (MFTs); or Psychologists. In the early 1990s the Bachelor of Arts in Humanistic Studies was phased out and replaced with a Bachelor of Arts in Human Behavior. The latter program became the prerequisite for the existing graduate program, Master of Arts in Counseling Psychology, and allowed the College to become an institute of professional training in Psychology.

As an institution of higher education, Ryokan College has a President, Chairman of the Board, and Board of Directors (see Articles of Incorporation). The Board of Directors is important in that it guides, supports and assists the College in its operation advice, planning and growth.

As of June 2014 the college is approved to offer the following degrees: 1.	Bachelor of Arts in Human Behavior 2.	Master of Arts in Psychology 3.	Master of Arts in Counseling Psychology 4.	Master of Arts in Professional Clinical Counseling 5.	Master of Arts in Business Psychology 6.	Master of Arts in Spiritual Psychology 7.	Doctor of Psychology in Clinical Psychology 8.	Doctor of Psychology in Marriage Family Therapy

As a non-profit institution, Ryokan College has always been controlled by its Board of Directors, though there have been changes both in board membership and executive positions at the College in recent years. In 2006 the President of Ryokan College, Marcia Ross, suffered a stroke. Although Ms. Ross regained much of her faculties, she resigned as President and gave up her day-to-day responsibilities of running the College. Ms. Ross, however, retained her position as a member of the Board of Directors until her passing in November of 2009. Her former position as President was filled by Dr. Steve Arthur while Dr. Alvin Ross, Marcia Ross’ husband, continued in his position as Chairman of the Board until November of 2010 when he chose to retire after 32 years of service. Dr. Alan Comeau is the current Chair of the Board of Directors. Over the years the membership of the Board of Directors has changed in small increments due to deaths, illness and resignations. The largest change (six of the nine Board Members) occurred in 2010 and early 2011 when several long time Board members resigned and new Board members were added. Despite the changes the College has continued to maintain its original vision seeking and finding people who have a commitment to Ryokan College. The loss and addition of new Board members occurred over a period of time that allowed for cohesiveness and not division on the Board of Directors, thus allowing the smooth continuation of providing a stable environment for Ryokan College. Since Dr. Ross, the founder of Ryokan College had work experience as well as a master’s and a doctoral degree in graduate education, he decided to focus the school on the older, mature, goal-oriented returning student. He also decided to organize it with established protocols in admissions, educational programs and administrative responsibilities. With admissions, Dr. Ross realized many returning, older students may not have achieved high GPA scores in earlier school experiences so the interview process, written autobiographical statements and units earned became the deciding factors for admissions rather than Graduate Record Exam (GRE), placement on the Dean’s list and selection of a major studied 10 to 20 years ago. The student was allowed to pursue a course of study chosen by the student and approved by academic professionals who were acquainted with academic criteria and humanistic philosophy. Just as the monk, Ryokan, left his mentors to expand and pursue his own philosophy, the College created an environment where similar endeavors could be explored. Accordingly, from 1978 until 1984, the educational programs at Ryokan College focused on person-centered education. The programs encouraged individual exploration and professional growth through a collaborative process that was supportive and receptive to student input and participation in their curriculum This was accomplished by focusing on their special interests, such as nutrition, practices in holistic living, meditation, healing and many other interests popular at that time (though probably not available on any other College curriculum for another 15 to 20 years). The "interest route" of the student’s learning process was a journey along the pathways of academia that allowed a loosening of the rigidities in learning found in traditional schools. This focus at Ryokan College permitted flexibility and individualized opportunity, as well as responsibility, for learning on the part of students. Many of the original staff and faculty so believed in the College’s humanistic environment that they agreed to work for free or for very little pay until the College enrollment and tuition increased to a level of self-sufficiency. Starting a new college is not an easy endeavor, and there were many years when its founder, Dr. Alvin Ross, though discouraged, agreed to persevere ‘just one more year to see what happens.’

In the 1980s, when the students approached him with the request that the psychology program meet state licensing requirements therapy, Dr. Ross decided to institute changes in the Bachelor, Master and Doctoral programs that would meet licensing requirements for Marriage Family Child Counseling and Psychologists in California. This was a major change from a student-focused curriculum to one focused on state licensing requirements. Instead of the student deciding upon an area of study under the tutelage of faculty, the curriculum followed state licensing guidelines. The original admission criteria, low tuition fees, and schedules convenient for the older, working adult were kept in place. Modern psychological approaches like gestalt, group process and somatic practice were emphasized over traditional approaches like psychoanalysis. The curriculum closely follows state guidelines for licensing.

The emphasis for student focus shifted to study within a humanistic environment where students found support instead of competition, mentoring rather than lectures and written assignments instead of exams. In addition the Doctor of Philosophy (Ph.D.) program was replaced by the Doctor of Clinical Psychology (PsyD) program in 1992. These changes established a curriculum that reflected the requirements for licensure by the California Board of Behavioral Science Examiners for Marriage Family Child Counselors (MFCCs) and the California Board of Psychology for Licensed Psychologists. During the 1980s the academic positions of Director of Bachelor of Arts, Director of Master of Arts and Director of Doctoral programs were created to implement new courses and maintain academic integrity. In the 1990s, as the school matured and the student population expanded, the student services positions of Dean of Students and Admissions Counselor were created to assist new students through the enrollment process and deal with issues upon enrollment. In 2000, a Chair of Academic Programs was created. This person would have the ultimate responsibility for the integrity of all academic programs at the College. Also, in 2000, a Dean of Online Education was hired to introduce existing courses through the internet and computer software/hardware as the College began to deliver online educational programs. The College instituted online programs as a result of internet accessibility, online innovations in software and expanded marketing opportunities. College has evolved from an all residential program to its current offering of all programs exclusively in a synchronous on-line format..

Online Programs: In 2000, an instructional specialist approached Dr. and Marcia Ross about embarking on the untested Online/Internet Education. Knowing only that online education was the wave of the future and not knowing anything about the internet, Ryokan College hired this professional to review Learning Management Systems, create courses with the Chair of Academic Programs and develop advertising/marketing programs. The impact and reach of this program was unknown as was its potential effect on residential enrollment. The school charged different tuitions (higher for online than on-campus programs) because it was unknown if the foundational elements of the Ryokan College (small classes, moving students through in a group and interactive/collaborative education) would translate to the online environment and because of the fiscal impact of these programs. Because Dr. Alvin Ross insisted on preserving these important elements of the Mission of Ryokan College (small classes, supportive environment, interactive/collaborative learning and enrollments with definite beginning/ending dates at an affordable tuition), the online program grew from 10% to 83% of enrollment in 10 years—with the intent to increase that online ratio to 90%. Combining a Learning Management System like Blackboard, and now Campus Cruiser, with the audio/visual components of Blackboard Collaborate, Ryokan College has managed to keep the original intent of its on-campus programs in its online programs. Additionally, all students must access the online platform for the LIRN library, dissertation classes, Ryokan College community forums for intern and career opportunities, licensing guidance, and Professional Consultation Groups that are available to current students and alumni. All academic programs are available online. In June 2012, on campus courses were moved to a hybrid format. Students in the on campus program met online three times a month and once a month they met face-to-face in a hotel conference room. All students following the hybrid format have completed their studies and the college now only offers fully online programs.

With the shift to online education, there have been relatively few changes to admission standards in the programs currently offered online: Master of Arts in Counseling Psychology, Master of Arts in Psychology, Doctor of Psychology in Clinical Psychology and Doctor of Psychology in Marriage Family Therapy. For online students, phone interviews are conducted instead of face to face interviews, though we always encourage prospective students to visit the campus if possible so they can feel more comfortable about the College to which they are going to pay thousands of dollars. Interview notes are still kept and transferred into the Student Enrollment system (Diamond D) and the student file. Student, faculty and alumni services have changed with the introduction of a Learning Management System. Emails about job opportunities, seminars and career questions are regularly broadcast through a community forum to the entire Ryokan Community. Pre and Post Licensing forums present FAQs, applications and guidelines. The addition of social media (Blog, Twitter, and Facebook) replaced the quarterly newsletter. Marketing online has evolved over the years and is different from marketing the residential programs that used to be marketed through print media. Online marketing has moved from search engines, website design and banner placement to the evolving social media that combines/utilitizes search engines, website design, Facebook, fan pages, twitter and blogs.

Present and Future Challenges and Opportunities: programs changes in direction or lack of consistent direction and guidance from governmental entities have presented numerous problems in the last 4 years mostly due to political gridlock and financial shortfalls (e.g., the 2 dark years without Bureau of Private Postsecondary and Vocational Education, the Board of Psychology’s adverse behavior, and the slow response rates by the Board and the Bureau due to staff shortages). These problems have been exacerbated by the rapidly changing environment (internet vs. bricks and mortar) and requirements in education (regional vs. national accreditation). All of these elements combine in a whirlwind of challenges to track alumni success closely, meet State requirements for enrollment contracts, provide more complete information to prospective students, and maintain financial health without the cushion of student loans. Fortunately, because Ryokan College adhered to its initial policies of serving the returning student with small classes taught by practicing clinicians in a supportive environment at an affordable tuition, the online program has grown, compares very favorably with other schools and offers an interactive/collaborative learning process that is rare on the internet. These initial policies may answer some of the largest critics of online education about synchronous and asynchronous interactive/collaborative learning process. They may also make Ryokan College rather unique among the educational platforms offered on the internet. Since Dr. Ross, the founder of Ryokan College had work experience as well as a master’s and a doctoral degree in graduate education, he decided to focus the school on the older, mature, goal-oriented returning student. He also decided to organize it with established protocols in admissions, educational programs and administrative responsibilities. With admissions, Dr. Ross realized many returning, older students may not have achieved high GPA scores in earlier school experiences so the interview process, written autobiographical statements and units earned became the deciding factors for admissions rather than Graduate Record Exam (GRE), placement on the Dean’s list and selection of a major studied 10 to 20 years ago. The student was allowed to pursue a course of study chosen by the student and approved by academic professionals who were acquainted with academic criteria and humanistic philosophy. Just as the monk, Ryokan, left his mentors to expand and pursue his own philosophy, the College created an environment where similar endeavors could be explored. Accordingly, from 1978 until 1984, the educational programs at Ryokan College focused on person-centered education. The programs encouraged individual exploration and professional growth through a collaborative process that was supportive and receptive to student input and participation in their curriculum This was accomplished by focusing on their special interests, such as nutrition, practices in holistic living, meditation, healing and many other interests popular at that time (though probably not available on any other College curriculum for another 15 to 20 years). The "interest route" of the student’s learning process was a journey along the pathways of academia that allowed a loosening of the rigidities in learning found in traditional schools. This focus at Ryokan College permitted flexibility and individualized opportunity, as well as responsibility, for learning on the part of students. Many of the original staff and faculty so believed in the College’s humanistic environment that they agreed to work for free or for very little pay until the College enrollment and tuition increased to a level of self-sufficiency. Starting a new college is not an easy endeavor, and there were many years when its founder, Dr. Alvin Ross, though discouraged, agreed to persevere ‘just one more year to see what happens.’