The Chair of the Board Scholarship was established in 2012 by Trustee Michael B. Goldstein, JD, DHL. The scholarship supports Fielding student leaders who advocate for their student peers as participating members of their program’s Student Governance. Participating in Student Governance enables students to have a voice on program matters, working collaboratively with faculty and academic leaders. Jennifer Nosker, the Chair of the Board Scholarship recipient, was inspired to serve on Student Governance because she felt “it was important for all voices to be heard in the decision-making processes that impact students.”
What does it mean to receive a scholarship as a graduate student at Fielding?
Fielding students are unique in that many of us are pursuing a second career. I am one of those students and began pursuing my Ph.D. after a career as a licensed clinical social worker and after having a child. Consequently, the demands of the program have been challenging! Receiving the scholarship was beneficial in two specific ways. First, it alleviated some of the financial burdens of being a doctoral student. Second and most importantly, the scholarship acknowledged the hard work I have put forth into advocating for student needs and pursuing my professional aspirations. Receiving the Chair of the Board Scholarship is truly an impactful experience, and I plan to support Fielding students in the future!
What role does the Student Governance play at Fielding?
Student Governance consists of clinical psychology students in different cohorts across various states that meet together to communicate with faculty and administration regarding student needs. The Committee serves as the mouthpiece for the student body and provides updates to students throughout the year regarding any changes related to their learning needs and academic goals.
What inspired you to serve on Student Governance?
I serve in the role of the Student Representative to the Retention, Recruitment, and Diversity Committee. Due to Fielding’s distributed learning model, I thought it was important for all voices to be heard in the administrative and policy decision-making process. Given the diversity of the student body, I felt particularly compelled to advocate for policies that are sensitive to diversity issues in line with Fielding’s social justice mission.
What did that experience mean to you personally?
It was an honor to serve the student body in a student leadership position. During my time of service, I discovered students were comfortable sharing issues and concerns with a colleague, which allowed our governing body to advocate for specific student needs. As a result, I was able to collect data from students and support them at the university level. The opportunity was also personally transformational, as it has allowed me to grow as a leader. I hope to use the skills I have gained in a professional capacity in my career as a future neuropsychologist.