Teaching Philosophy & Experiences

The relationships I form with students in the classroom and beyond are intentional and are parallel to my supervision approach. 

The common thread throughout all my philosophies and purpose of my roles is to support, teach, and impact my students so they may, in turn, support, teach, and impact their clients and their clients' systems.  I lean heavily into my foundational beliefs through Relational-Cultural Therapy, integrated with my beliefs about Systems Approach to Supervision along with Engaged Pedagogy as a teaching approach.

Certificate in Digital Learning 

Office of Distance Education & Learning Technologies. TAMUCC (2020 - Present)

Islander Leadership Conference 2018-2.jp

Teaching Assistant Experiences

Counseling Process

Master's Program Course

Fall 2020

This course is designed to teach students how to use beginning counseling skills; include counselor characteristics and behaviors that influence the counseling process, essential interviewing, counseling, and case conceptualization skills, and self-care strategies appropriate to the counselor role. 

Counselor Education Pedagogy

First Year Doctoral Course

Spring 2021

This class is designed to facilitate development of students' knowledge, skills, and dispositions through an in-depth review of evidence-based practices associated with effective teaching practices used in counselor training thereby preparing students for careers in counselor education.

Advanced Clinical Supervision

First Year Doctoral Course

Spring 2021

Study of counselor training and supervision with an exploration of the major theoretical/conceptual models and an overview of current trends and practices. Course includes didactic and applied experiences. Legal, ethical and multicultural issues and challenges in diverse settings are addressed, in addition to the purposes of clinical supervision and the role of the supervisor.

References

  • Fallace, T. (2019). The Ethnocentric Origins of the Learning Style Idea. Educational   Researcher, 48(6), 349–355. https://doi.org/10.3102/0013189X19858086

  • Guiffrida, D. A. (2005). The Emergence Model: An alternative pedagogy for facilitating   self-  reflection and theoretical fit in counseling students. Counselor Education &   Supervision, 44:  201-213. https://doi.org/10.1002/j.1556-6978.2005.tb01747.x

  • Holloway, E. L. (2016) Supervision Essentials for a Systems Approach to Supervision   American Psychological Association. http://dx.doi.org/10.1037/14942-002

  • O’Connor, K. (2020) Constructivism, curriculum and the knowledge question: tensions   and challenges for higher education, Studies in Higher Education, DOI:   10.1080/03075079.2020.1750585