When I was 18 years old, I taught English as a Second Language at Roosevelt Elementary School in Lawndale, CA. I taught part time to about 5 classes of students varying in age and native language, who rotated through my morning schedule.  I learned first-hand that successful learning occurs when a student feels emotionally safe in the classroom.  At that time, I was taking Psych 101 at El Camino College, learning the basics of Maslow’s Hierarchy of Needs (Maslow, 1943). I learned first-hand that while we are innately curious beings, without basic psychological and safety needs met, we will struggle to achieve higher level growth and learning.      

Through my professional career my love for teaching was refined through a professional career as an instructional designer, technical trainer, marketer of professional solutions, corporate skills development, and in countless executive briefings. During my college teaching career, I have been the instructor of record for four undergraduate courses, and one masters level course taught concurrently at a different university. Additionally, I have been a teaching assistant and guest lecturer for two undergraduate level courses and am scheduled to perform AAMFT-approved supervision for the Mount Mercy University Marriage and Family Therapy (MFT) program. 

I aim to present subject matter in a way that demonstrates respect to a broad spectrum of students, striving for them to be engaged and feel included and safe to take risks, try new things, consider unique ideas and ways of thought without judgement or fear.  Safety is not only freedom from danger, but also the presence of a nurturing and encouraging role model from the teacher. As a teacher I can create safety through modeling the congruency of my values of learning through my every-day actions, showing students respect, and letting them know that they matter individually, and what they think and who they are is unique and important.

I closely align with social constructivism learning theory where learning is an experience for students, and it is impacted by the context in which information is taught, in combination with the beliefs and attitudes of the student (Bada & Olusegun, 2015).  As a teacher I am a facilitator and guide and have more flexibility to adapt to student learning needs when I am prepared with knowledge on the topic, lesson planning, clear course objectives, and various assessment tools to measure student knowledge.  A constructivist approach supports utilization of blended opportunities for learning through activities such as reading, watching videos, listening to experts through podcasts, and classroom visits from local practitioners in our field.  Individual and group assignments, including projects and presentations are opportunities for students to apply what they have learned in a way that is structured, bound to a timeline, and adheres to clearly defined guidelines.  

My teaching method has structure, while also providing for an ability to improvise and go with the flow.  I have a lesson plan and objectives, and my plans are created to make room for discussion and exploration as a class.  I encourage students to reach out, take advantage of my office hours, or meet with me by appointment in my office or via zoom. Students are graded individually based on a criterion referenced grading strategy. 

Learning is successful when students take small, yet measurable steps toward acquiring and applying the information they need for a fully faceted perspective and understanding of the material. Learning that transforms the student in a way to make positive impactful changes in their lives is the type of experience I hope for my students.  

As a teacher I continue to strengthen my own skills by actively working in the industry, maintaining a private counseling practice, and applying the concepts I present in class.  I continue to learn new techniques through personal study and professional continuing education, and actively participate in research that propels my field forward.  I update lesson plans with new information, and activities to keep the class fresh, and students engaged and motivated to learn. I have a passion for teaching and my hope is to be a part of team dedicated to the development of the next generation of MFTs on their journey to a professional career. 

PSQF 4162
University of Iowa: Introduction to Couple and Family Therapy (Asynchronous online course, 27 students, Spring 2021)

CSED 4131
University of Iowa: Loss, Death, and Bereavement (Asynchronous online course, 40 students, Fall 2021, Spring 2022, Fall 2022)

PSY 63130
Alliant Pacific University: MFT Theories & Techniques Lab I (Synchronous online course, 9 students, Fall 2022)

PSQF 4133
University of Iowa: The Adolescent and Young Adult (Traditional classroom setting, 28 students, Fall 2021)

PSQF 4106
University of Iowa: Child Development (Traditional classroom setting, 32 students, Spring 2022)