• PhD in Counselor Education and Supervision (CACREP-accredited): University of the Cumberlands
• MA & EDM in Psychological Counseling: Teacher’s College, Columbia University
• BA in English: College of William and Mary

As a counselor educator, one of my primary aims is to foster a classroom community in which students feel a strong sense of connection and belonging. Varied backgrounds, identities, and experiences enrich the learning process, and I strive to ensure that each person in our shared classroom feels valued, respected, and heard. I recognize that creating a safe, supportive environment is essential to promoting learning and growth. Trauma-informed pedagogy allows me to be mindful of students’ emotional and psychological needs and to enhance the likelihood that they feel secure and supported throughout their program. In online education, building community and maintaining a sense of connection can be challenging, but warm presence, responsiveness, openness, and authenticity all help engender trust.

I am also sensitive to the needs of adult learners, whose lives outside of school are busy and full. For this reason, I make every effort to provide structure, organization, and clarity in all aspects of my courses, while also leaving room for co-construction of meaning. Students and I tend to share a dislike of busy work! My approach is intentional, ensuring that students understand how each lesson and assignment connects to real-world practice. Drawing from my experience in both clinical mental health and school counseling as well as ongoing clinical practice, I love to weave in real-world examples to illustrate key concepts in counseling courses and help my students make meaningful connections between theory and practice.

As a supervisor, I lean heavily on a “person of the therapist” perspective & techniques, wanting to help emerging counselors learn how to use their thoughts, feelings, and visceral reactions as their most valuable instruments in working with clients. In addition to emphasizing skill development in critical areas like cultural competency, I hope to grow their clinical instincts, encourage self-monitoring and self-reflection, and ensure they have firm grounding in ethical and professional practice. Providing career information through offering workshops on topics like taking national counselor exams, getting licensed, and evaluating job offers in counseling, is also a responsibility I see as critical for helping students to transition successfully into their post-graduate careers. By attending to both the practical and the transformational, I hope to nurture my students’ success as professional counselors. In turn, I hope they view me as a dedicated teacher, respected professional mentor, and passionate advocate for the counseling profession.

Professional identity; sense of belonging in online education; administrative leadership in counselor education; online pedagogy in counselor education; the use of metaphor

• Brokamp, E., Pharr, T., Aucoin, J., Walter, S.M. (2024). A model for collaborative writing groups for counselor educators and doctoral students. The Practitioner Scholar.
• Walter, S. M., Brokamp, E., Aucoin, J., & Pharr, T. (2023). Structure for success: Implementing group projects in online counselor education courses. Association for Counselor Education and Supervision, Teaching Practice Briefs.
• Brokamp, E. (2022). Gatekeeping. In Synchronous Online Counseling and Supervision in the 21st Century (1st ed., pp. 284–310). Cognella: San Diego.
• Brokamp, E., & Pharr, T. (2022). Foundations of Online Clinical Supervision. In Synchronous Online Counseling and Supervision in the 21st Century (1st ed., pp. 246–263). Cognella: San Diego.
• Pharr, T., Wannamaker, S., & Brokamp, E. (2022). Methods and Techniques of Effective Distance Supervision. In Synchronous Online Counseling and Supervision in the 21st Century (1st ed., pp. 264–283). Cognella: San Diego.
• Brokamp, E. (Fall, 2018). The teaching implications of the aging brain, SACES Newsletter.

• Brokamp, E., Pharr, T., Aucoin, J, & Walter, S. “Enhancing the Online Student Experience with a Creative Residency Course.” Association for Creativity in Counseling, online, November 2024.
• Walter, S.M., Aucoin, J., Pharr, T., & Brokamp, E. “Creating Community in an Online Counselor Education Program through a Residency Course.” The SACES 2024 conference, Dallas, TX, November 2024.
• Brokamp, E. “All that Glitters is Not Golden: Mental Health Challenges in Retirement.” Association for Adult Development and Aging (AADA) National Conference, online, July 28, 2024.
• Brokamp, E. & Pharr, T. “The Erosion of Counselor Professional Identity: Contemporary Threats from Within Our Profession.” Association for Humanistic Counseling conference, online, May 2024.
• Brokamp, E. “Latekeeping: The Ethics of Late-in-Program Gatekeeping.” Law and Ethics conference, New Orleans, LA, January 2024.
• Brokamp, E., Pharr, T., Walter, S., & Aucoin, J. “Strategies for Establishing a Successful Collaborative Writing Group for Counselor Educators.” University of the Cumberlands conference (online), November 2023.
• Pharr, T. & Brokamp, E. “Stronger Together: A Collaborative Approach to Gatekeeping.” ACES national conference, Denver, CO, October 2023.
• Aucoin, J., Pharr, T., Brokamp, E., & Walter, S.M. “Engaging Diverse Learners in Group Projects in Online Courses.” Diversity, Equity, and Inclusion in Education conference, Gwynedd Mercy University, Gwynedd Valley, PA, April 2023.
• Brokamp, E. “The Taboo of Aging: Helping Clients Cope and Therapists Deal.” Pennsylvania Chi Sigma Iota conference, Indiana, PA, April 2023.
• Pharr, T. & Brokamp. E. “Online Crisis Counseling.” Law & Ethics in Counseling conference (online), February 2023.
• Brokamp, E. & Pharr, T. “Trauma Informed Teaching.” Professional Development Day, Gwynedd Mercy University School of Business and Education, October 2022.
• Pool, A., Brokamp, E., & Harmon, L. “Developing a Strong Conceptual Framework for Your Qualitative Study.” The Qualitative Report conference, January 2022.
• Henderson, E., & Brokamp, E. “Navigating Work-Life Balance.” University Assembly, Gwynedd Mercy University, January 2022.
• Pool, A. & Brokamp, E. “Trauma Informed Teaching in Graduate Counseling Classes.” ACES conference, Atlanta, GA, October 2021.
• Brokamp, E, Pharr, T., & Penix, K. “Developing a Strong Professional Identity in Counselor Education.” Doctoral Residency, University of the Cumberlands, Fall 2020.

• Connolly Grant Recipient, Gwynedd Mercy University, December 2023
• ACES 2023 Research Grant Recipient
• 2022 Finalist, Excellence in Dissertation Award, The Professional Counselor
• ACES 2021 Dissertation Scholarship
• Member of Chi Sigma Iota, University of the Cumberlands

• American Counseling Association (ACA)
• American School Counselor Association (ASCA)
• Association for Counselor Education and Supervision (ACES)
• Southern Association for Counselor Education and Supervision (SACES)
• Counselors for Social Justice (CSJ)
• A.K. Rice Institute for the Study of Social Systems
• Association for Creativity in Counseling (ACC)
• Chi Sigma Iota (CSI)

• Case Consult
• Career Counseling