Teaching Philosophy:

"I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit." - John Steinbeck

On a fundamental level, my teaching philosophy describes the beliefs I hold about education, the strategies I employ in the classroom, the impact I intend to have on students’ experiences, and my goals for continuous improvement as an educator. I believe that learners in my classes should experience long-term benefits by evolving and advancing as scholars and practitioners. Rather than employing the traditional “banking” method of education, I focus on equipping them with problem-solving skills with real world applications to further promote their professional identity development. I guide them on how to define issues, determine necessary solutions, evaluate new information, recognize limitations, adapt to change, and to promote social change in our field. Encouraging a creative thinking process through Socratic dialogues fosters critical thinking skills and promotes critical consciousness. I actively engage students through group collaborations, which is crucial to co-creating knowledge.

My pedagogical objectives include grasping the core competencies of the course, cultivating critical thinking, acquiring lifelong learning capabilities, functioning effectively in an information-driven economy, developing problem-solving strategies using contemporary, historical, and dilemma-based scenarios, and applying theories to real-life situation. Together these strategies promote professional identity development where students become proactive participants in learning. To sustain learner engagement and motivation, I blend various methodologies such as inquiry-based learning, group discussions, case studies, problem-based learning, art, mind mapping, and cooperative learning. Creating a supportive community through interactive games like “Family Feud” or “Jeopardy” enhances learning outcomes, retention, and reduces transactional distance in the dissertation journey. Recognizing learning as a social construct, I provide opportunities for learners to collaborate among themselves and with me, fostering expertise in the application of classroom concepts. My aspiration is for students to feel empowered by their academic growth and success, and confident enough in their abilities to help their peers.

I lead by example, maintaining the highest degree in my field, attending and presenting at professional conferences, serving on editorial boards for journals, participating in annual training sessions, updating certifications, and consistently publishing and presenting in the field. I aim to help learners comprehend the professional world they will enter. By emphasizing that they can impact society through their efforts, I am committed to educating the complete individual, encompassing the cognitive, emotional, and behavioral aspects of humanity. A good teacher guides each person to recognize the inherent potential within themselves – the ability to utilize their minds, hearts, and actions that are ethical and promote social justice.

These students are the future intellectual leaders of our society. As Ayn Rand asserts, “Professional intellectuals are the voice of a culture and are, therefore, its leaders, its integrators, and its bodyguards.” I am deeply dedicated to those in the counseling program, aiming to positively impact their lives, bring joy to their educational journey, and ignite a passion for dissertation research and lifelong learning. By implementing these strategies, I have observed several positive outcomes: reduced time to graduation, successful completion of classes, successful completion of dissertation research, and enhanced professional development through collaboration and leadership opportunities. These results demonstrate the effectiveness of my teaching philosophy in fostering a supportive and engaging learning environment that prepares students for their future careers and lifelong learning.

With a background in sociology, psychology, and counselor education, my teaching philosophy encompasses a broad understanding of world views and social, ethical, and political constructs. I believe that education should not only impart knowledge but also foster an understanding of diverse perspectives and the complexities of the world. The promotion of both scholarship and praxis serves to enhance a theoretical foundation and cultivate a scholar-practitioner model that not only enriches discourse but also propels actions aimed at improving educational practices. This reflective engagement yields valuable insights that facilitate more informed decision-making and enhanced practices. Education, in my view, is a transformative process that empowers individuals to reach their full potential and contribute meaningfully to society. The dynamic interaction between educators and learners is essential for effective education.

"In everyone's life, at some time, our inner fire goes out. It is then burst into flame by an encounter with another human being. We should all be thankful for those people who rekindle the inner spirit." - Albert Schweitzer.