Francovich

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Academic Information

  • 1997 Ed.D Doctor of Education in Curriculum & Instruction Boise State University
  • 1981-94 Post Graduate work in the Humanities & Education Gonzaga University, Eastern Washington University, and Boise State University
  • 1980 BB.A Quantitative Business Analysis, Gonzaga University
Research
My interests are varied but I have had an abiding relationship with questions related to theories of learning, knowing, and understanding. My academic training is in education where I have primarily studied interdisciplinary topics related to pedagogy,  design, and epistemology. I have been involved in post-graduate medical education for over 20 years studying the pedagogy and dynamics of residency training programs and clinical environments. This work has influenced my interpretation of leadership as a body and health based practice (as opposed to a primarily commercial/organizational or military perspective) and led me to inquire more deeply into the phenomenological and existential elements of leadership behavior. I study these broad topics through a pragmatist and Meadian (GH Mead) lens and am coming to better understand various frameworks for describing and explaining the self, self-consciousness (or reflective consciousness), and the social construction of “reality”. As a consequence of this philosophical study I am interested in the effects of transformative dialogue on the self. This is also related to my study of how individuals, groups, and organizations express leadership as reflected through ecological psychology, symbolic interactionism, situated theory, apprenticeship models of learning & knowing, and post-structural interpretations. Underlying most of my inquiries is a fundamental interest in how and why we affect each other as we do and how and why we are also affected.

I am also interested in the intersection of leadership studies with Ignatian pedagogy and spirituality. I weave all of the above into my teaching, advising, and writing.

I am most recently inquiring into transdisciplinary thinking and reading how the work of Finkenthal and Nicolescu specifically intersect with the work of Mead, Whitehead, and others. All of these theorist connect with my fundamental interest in the antecedents to leadership phenomena and how these antecedents affect leadership studies in general.

References
Barad, K. M. (2007). Meeting the universe halfway : Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
Finkenthal, M. (2001). Interdisciplinarity : Toward the definition of a metadiscipline?. New York: P. Lang.
Finkenthal, M. (2008). Complexity, multi-disciplinarily, and beyond. New York: Lang.
Mead, G. H., (1938). The philosophy of the act. Chicago: Ill., University of Chicago Press.
Nicolescu, B. (Ed.), (2008). Transdisciplinarity: Theory and practice. Cresskill, NJ: Hampton Press.
Rescher, N. (1996). Process metaphysics : An introduction to process philosophy. Albany: State University of New York Press.
Rosen, S. M. (2004). Dimensions of Apeiron : A topological phenomenology of space, time, and individuation. Amsterdam: Rodopi.
Whitehead, A. N. (1938). Modes of thought. New York: Macmillan Co.

Scholarly Work:

Francovich, C. (in press) Transdisciplinarity, Autopoiesis and Dialogue. The International Journal of Interdisciplinary Educational Studies.

Smith, S, Hill, W., Francovich, C., Morris, M., Robbins, B., Robins, L., & Turner, A. (2014) Diagnostic Reasoning across the Medical Education Continuum. Healthcare, 2, pp. 253-271.

Francovich, C. (2013).  Developing Proprioceptive Body Awareness in a Dialogue Circle. The International Journal of Interdisciplinary Social and Community Studies, 7(1). 13-23.

Smith CS, Morris M, Francovich C, Tivis R, Bush R, Sanders SS, Graham J, Niven A, Kai M, Knight C, Hardman J, Caverzagie K, & Lobst, W,. (2013) A multi-site validation of the ACGME competencies with five stakeholder groups”. Academic Medicine 88(7):997-1001

Smith, CS., Hill, W., Francovich, C., Morris, M., Langlois-Winkle, F., Caverzagie, K., & Lobst. W. (2011). Developing a Cultural Consensus Analysis Based on the Internal Medicine Milestones (M-CCA) Journal of Graduate Medical Education.  Vol. 3, No. 2. pp. 246-248

Francovich, C. (2010) An Interpretation of the Continuous Adaptation of the Self/Environment Process. International Journal of Interdisciplinary Social Science, 6(3), 307-322.

Smith, C.S.,Morris, M., Langois-Winkle F., Hill, W., Francovich, C. (2010). A pilot study using Cultural Consensus Analysis to measure Systems-Based Practice performance. International Journal of Medical Education, 1, 15-18

Rushton, C., Reina, M., Francovich, C., Naumann, P., & Reina, D. (2010). Application of the Reina trust and betrayal model to the experience of pediatric critical care clinicians. American Journal of Critical Care, 19(4), e41-51.

Francovich, C. (2008) Exploring Leadership Influence Behaviors in the Context of Behavior Settings. International Journal of Leadership Studies, Vol. 4 Is. 1, 2008, pp. 38-50.

Francovich, C., Reina, M., Reina, D., Dilts, C. (March 2008) Trust Building Online: Virtual Team Collaboration and the Development of Trust in: Nemiro, J.,  Beyerlein, M., Bradley, L., Beyerlein, S. (Eds). The Handbook of High-Performance Virtual Teams. San Francisco: Jossey-Bass

Smith CS, Morris M, Hill W, Francovich C, McMullin J, Christiano J, Chavez L, Roth C, Vo A, Wheeler S, Milne C. (2006) Testing the Exportability of a Tool for Detecting Operational Problems in VA Teaching Clinics. J Gen Intern Med;21:152-157.

Smith CS, Morris M, Hill W, Francovich C, McMullin J, Chavez L, Rhoads C. (2004) Cultural Consensus Analysis as a Tool for Clinic Improvements. J Gen Intern Med, Special Issue on Education;19:512-516.

Smith CS, Francovich C, Morris M, Hill W, Gieselman J. A (2004) Qualitative Study of Resident Learning in Ambulatory Clinic. The Importance of Exposure to ‘Breakdown’ in Settings that Support Effective Response. Advances in Health Sciences Education ;4(2): 93-105.

Smith CS, Francovich C, Gieselman J.(2000)  Pilot Test of an Organizational Culture Model in a Medical Setting. Health Care Manager;19:68-77.

Smith CS, Francovich C, Gieselman J. (2000) Description of an Experiential Empathy and Self-Awareness Curriculum for Medical Residents. Annals of Behavioral Science and Medical Education ;7(1):5-12.

Smith CS, Francovich C, Gieselman J, Servis M. (1998) A Broader Theoretical Model for Feedback in Ambulatory Care. Advances in Health Sciences Education;3:133-140.


Professional Experience

  • 2006 - Current - Associate Professor Doctoral Program, Gonzaga University
  • 2008-2012 - Assistant Professor Doctoral Program, Gonzaga University
  • 2006 - 2007 Adjunct Faculty - Whitworth Univeristy, Spokane WA (intercultural communication & organizational behavior)
  • 2005-2006 - Adjunct Faculty Doctoral Program, Gonzaga University
  • 1993 – Current - Research Associate - Northwest Regional Faculty Development Center at the Boise VA Medical Center.
  • 2001- 2012- Associate with the Reina Trust Building Institute of Stowe, Vermont - specialists in measuring & developing trust in individuals, teams, and organizations.
  • 2000 – 2001, Process Specialist - Enterprise wide process development and organizational design work for Telect, Inc., Liberty Lake, WA.
  • 1998 – 2000 Consulting & Development of nationally disseminated training curriculum materials for the National Institute of Technology (NIST) Manufacturing Extension Partnership (MEP).
  • 1997 - 1998 Organizational development specialist for the Idaho Transportation Department (ITD).
  • 1992-2000 Private practice of educational counseling and consulting working with children and adults
  • 1991 - 1992 School Head - The Carden School, Boise, Idaho.
  • 1990-1991- Teacher - Boise Public Schools (Alternative High School). Developed an experiential education program geared toward non-traditional learners.
  • 1989-1990 - Corporate Sales - Bekins Northwest, Boise, Idaho
  • 1982-1989 Teacher and academic head of the Lower School. Saint George's School, Spokane, Washington (an independent, K-12 co-educational day school).