McGee-Holloway, Tomeka

Winley, Dara

“The desire to reach for the stars is ambitious. The desire to reach for hearts is wise.”
– Maya Angelou

Vaughn, Marsha

Straker, Kassie

“The teacher is, of course, an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”- Paulo Freire

Chow, Tsui-yee (Dorothy)

“Education is a social process; education is growth; education is not preparation for life, but is life itself.” – Dewey

We interact with our surroundings to adapt and adopt new behaviors. This transformation shapes us individually and collectively, as well as the systems.

Troiani, Joseph E.

“My role is to work closely with our students to prepare and mentor them so that they are ready to become behavioral health professionals. This process involves formal classroom learning, practicums, mentoring, and professional writing, e.g., capstone, thesis, or dissertation.”

Niolon, Richard A.

As a graduate school professor, I teach students how to think critically about the research and scholarly work that guides the practice of our profession, and then how to apply their understanding to real-world clinical practice.

Wang, Chia-Chiang (CC)

“Growth occurs when individuals confront problems, struggle to master them, and through that struggle develop new aspects of their skills, capacities, views about life.” – Carl Rogers

Tobiasz, Ryan

The high standards and expectations that I have for myself are the driving force behind my teaching philosophy.

Strickland, Karyna

“Guided by Adlerian principles, I educate counselors to see people in context — fostering change through connection, equity, and purposeful action.”

Behrend Fletcher, Teresa

“Make sure to struggle out loud so you never have to suffer in silence.”

Shigeno, Terilyn C.

“…learning necessarily involves not merely risk, but the pain of giving up a former condition in favor of a new way of seeing things”- Boostrom, 1998, p. 399

“…an isolated increase in knowledge without a consequent change in attitude and behavior is of questionable value”- Tervalon & Murray-Garcia, 1999, p. 119