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As a teacher, my core belief is respect. I strive to respect for the epistemological development and learning modality of each student, knowing that learning takes place when concepts are scaffolded and reinforced developmentally, moving from high structure to low structure as the student matures and progresses within the curriculum. I am committed to providing instruction in which the student explores and expresses his/her own discoveries within the curriculum, manifests those discoveries in examples of authentic, original, professionally relevant work projects, and then integrates field experiences and classroom learning into a personal vision of counseling. I strive to foster the student’s maturation within a theoretical orientation and practice environment that they envision for their future, and I strive to provide support for them to learn in a safe and respectful classroom community.
Because I believe learning is a conversation, I work to balance didactic presentation with group work and classroom discussion. I want students to think ethically, independently, critically, and reflectively, and I want students to enter the profession with deep appreciation and respect for the full diversity of client perspectives and experiences (ethnicity, spirituality, economics, interpersonal, gender, etc.) and client multiple intelligences. I want them to be able to communicate effectively and therapeutically, recognizing the limits of language to convey the depth of experience. I want to foster students’ recognition of the effects of power (social, economic, cultural, educational, etc.) on their development, their clients’ development, and on society as a whole. I want my students to leave my classrooms with a commitment to engage those who abuse power, and a passion for being an advocate and ally for those who are disenfranchised.
I believe that learning needs to occur in all four functional domains to foster professional identity as a professional clinical or school counselor. Students need to learn cognitively (focus on information) using the full range of Bloom’s taxonomy to be able to think beyond their learning to continuously seek new solutions to new problems in clients’ lives and society. They need to learn affectively (focus on values) using the Affective Taxonomy so that they feel compassion and empathy for all people, and feel moral outrage when they see others abused, silenced, or deprived of physical, mental, or emotional needs. They need to learn behaviorally (focus on skills) using counseling rubrics and school counseling rubrics (tools I developed for my classes) so that they can demonstrate the synthesis of their cognitive and affective learning in professionally viable ways. Finally, they need to learn contextually (focus on the professional community) through immersion in the professional community so that the student recognizes, values, and commits to serving the profession in which he/she has been trained.
ADVISING FOR MASTERS STUDENTS
I advise half the the School Counseling students at OSU. Please contact me for an appointment if you would like to talk about your courses; otherwise, because of the cohort model, we are able to register the cohort as one group. The completion of required forms such as the program of study and application to graduate will be done as a group in meetings I will call for your cohort. Watch your email for announcements about these meetings!
ADVISING FOR DOCTORAL STUDENTS
Supervision is a very important part of professional development as a school counselor. I co-chair the weekly meetings of all OSU school supervisors and we discuss the developmental progress of each student in field experiences (practicum and internship). For those students who are my direct supervisees, here is my supervision contract: