Yaghmaie, Pegah

Teaching goes beyond sharing knowledge—it is about mentoring students to grow into socially responsible leaders who shape healthier, more inclusive workplaces.

Barnes-Walker, Dominique

The exciting aspect of creating a classroom community where there is respect for individual voices is that there is infinitely more feedback because students do feel free to talk — and talk back. And, yes, often this feedback is critical. Moving away from the need for immediate affirmation was crucial to my growth as a teacher. I learned to respect that shifting paradigms or sharing knowledge in new ways challenges; it takes time for students to experience that challenge as positive. – Bell hooks

Jeon, Jinnie

“By centering art as a language of healing and connection, I prepare students to lead with compassion, creativity, and cultural humility – elevating dignity, voice, and well-being in the lives they touch.”

McGee-Holloway, Tomeka

Mazurowski, Tricia

“I have a passion for guiding students to reach their highest potential. My teaching philosophy includes a student-centered approach where learning is active, and each student constructs their own understanding. I like to provide each student with the opportunity to share their voice and collaborate to enhance learning and growth.”

Vaughn, Marsha

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.

Dorfan, Nicole

“Practice brings learning to life.”

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

Cabrera, Marianne

“Leadership doesn’t exist in a bubble; it exists in our individual and collective lived experiences. Our objective is to provide our students with skills, knowledge, support, and encouragement so they can learn to be the best leaders they can be and grow into the leaders we need today and in the future.”