Pedagogical Approach

Guided by an intersectional feminist approach, I believe students learn best by being challenged to engage in self-reflection and discussing conflicting perspectives and debates within a field. By thinking about their own views, learning about others’ perceptions, and having to talk them over, students can learn to think critically while also being able to apply course material to their own lives. Through this process, students can evaluate information based on their intersecting identities, come up with their own opinions, and in turn, better retain and apply course content in a practical manner. Furthermore, in each class I teach, I intentionally infuse social justice material, such as the psychology of oppression and intersectionality, to provide students with the knowledge and skills necessary to understand their own salient identities and that of others. This pedagogical approach allows students to effectively work with, as well as conduct multiculturally grounded and ethical research/clinical work among, diverse populations. Additionally, I work to create a culturally humble classroom environment for all students to augment learning outcomes, personal growth, and professional development.

Mentoring Style

I find mentoring to be immensely rewarding as it is in line with my life’s mission of guiding students to achieve academic success. I consistently work to create a collaborative and supportive atmosphere in which I meet with my mentees regularly to check in on individual progress, collaborative projects, and engage in professional development (e.g., teaching research skills and discussing journal articles to bolster content knowledge). Taking an intersectional feminist approach, I continually make an effort to learn about my mentees as individuals in the context of their intersecting identities, actively initiate conversations in which I openly reflect upon how my own identities relate to theirs and check in with them to see if their specific needs are being met. This also involves an explication of power differentials between us. Additionally, I use a tailored mentoring style by prioritizing mentees’ personal and professional goals and adjusting to fit their needs. My goal for my mentees/advisees is that they excel holistically, not just academically. In this, I help students to identify their own goals and support them in achieving them. I am extremely proud to have helped train so many students and that several of the undergraduate students I have mentored over the years have gone on to graduate school at the master's and doctoral levels. These students have also co-authored presentations at national conferences and published research articles with me.

Courses

Instructor | January 2022-May 2022
“EDP-665: Post-Masters Practicum in Counseling Psychology” -a doctoral-level clinical practicum course.
Counseling Psychology Program, University of Kentucky

Instructor | January 2022-May 2022

“EDP-664: Pre-Masters Practicum in Counseling Psychology” -a master's-level clinical practicum course.
Counseling Psychology Program, University of Kentucky

Instructor | August 2021-December 2021
“EDP-606: Professional Issues in Counseling Psychology” -a graduate-level professional identity and development course.
Counseling Psychology Program, University of Kentucky

Teaching Assistant | January 2020-May 2020
“EDUC-G685: Seminar in Counseling Research Methodology” -a doctoral-level research methods course under Dr. Zoe Peterson.
Counseling Psychology Program, Indiana University

Co-Instructor | August 2018-November 2018
“EDUC-G523: Laboratory Counseling and Guidance” -a graduate-level clinical skills foundational course alongside Dr. Kerrie G. Wilkins-Yel.

Counseling Psychology Program, Indiana University

Guest Lecturer | April 2018
“SPH H350: Topical Seminar on Sexual Exploitation” -an undergraduate course on sexual exploitation, harassment, and assault taught by Dr. Debra Herbenick.

School of Public Health, Indiana University

Associate Instructor | August 2016-May 2017

Taught eight sections of "EDUC-X 150: Becoming the Best Student" -an undergraduate course for low-performing and students on academic probation.

Student Academic Center, Indiana University

GRE Instructor | May 2016-July 2017

Designed all materials and taught an 8-week summer session.

McNair's Scholars Program, Indiana University

Participants, presenters, and some of the members of the planning committee for the 2018 Black Women’s Wellness & Empowerment Summit