Teaching Experience

As an instructor of record and co-instructor for two master’s-level counseling programs and one undergraduate program, I have taught or co-taught 11 course sections. Students in my courses have been in the clinical mental health, school, and addictions counseling tracks. Further, the students had various specialties and were planning to work in a number of settings including, not-for-profit counseling agencies, private practices, and schools.

The courses I have taught and co-taught include the following:

  • Addiction Counseling: Treatment and Interventions

  • Practicum II

  • Lifespan Development

  • Small Group Process

  • Family Intervention Across the Lifespan

  • Ethical and Legal Issues in Counseling

  • Counseling Skills and Techniques

  • Orientation and Ethics in School Counseling

  • Psychopharmacology

  • Group Work: Theory and Technique

I have also had the privilege to present and guest lecture in numerous other graduate counseling courses and undergraduate courses.

Teaching Philosophy (Abbreviated)

My philosophy of teaching is rooted in the Transformational Learning framework (Mezirow, 1978, 2000), because I believe that learning occurs when students begin to challenge their values, beliefs, and worldviews through (a) problem solving experiences, (b) discussions and feedback, and (c) critical reflections.

Transformational learning theory and learner-centered teaching methods go hand-in-hand. I practice both by inviting students to develop their individual goals for the course prior to the beginning of the semester. Then, during the first class, I place students into groups of four or five and ask them to discuss their goals with each other. This provides students with the opportunity to connect personally and professionally with one another based on similar learning goals, which cause them to create a shared vision for the course. The shared vision of the course provides me with an opportunity to critically evaluate my syllabus and teaching methods to ensure that I may help the students meet their goals while adhering to CACREP standards and incorporating necessary content. The classroom activities I use foster critical thinking and encourage the exploration of resources to answer a question instead of relying on long-held perspectives and worldviews (Mezirow, 1978; 2000). As an instructor, transformational learning theory helps me create an environment that (a) is learner-centered, (b) involves active learning experiences, and (c) incorporates small and large group discussions that encourage critical and autonomous thinking while using counseling skills, such as empathy and unconditional positive regard.

Teaching Experience

I invite student feedback and constructive criticism to improve my teaching practice and grow as an instructor.

The following quotes capture some of the positive commentary by my past students:

  • “She allowed each student to ask, explain, or just listen freely, and encouraged all of us to think creatively and work as a group.”

  • “She was very thoughtful in her questions and guided the class toward an open communicative environment.”

  • “Love how organized her teaching style is and how well she invites everyone to share our thoughts on course materials.”

  • “I like that she uses real life examples and encourages class discussions,”

  • “I love the variety of the course!”

  • “I feel that I have grown quite a bit since the start of the semester in this topic area.”

  • “She wanted us all to respect each other and each other’s feelings.”

Relevant Materials

Here are some selected evaluations, assignments, and syllabi from previous courses I have taught: