• Doctor of Philosophy, Counselor Education and Supervision, Northern Illinois University, DeKalb, IL (CACREP)
• Certificate of Advanced Quantitative Methodology in Education, Northern Illinois University, DeKalb, IL
• Master of Science, Clinical Psychology, Benedictine University, Lisle, IL
• Bachelor of Arts, Psychology, Aurora University, Aurora, IL

My teaching philosophy is rooted in my personality and values, defining me as a Counselor Educator. I believe in creating a safe and inclusive learning environment where every student’s perspective is respected. As a neutral sounding board, compassionate researcher, and supervisor, I strive to foster critical thinking and autonomy among my students.

I value experiential learning to enhance counselor self-efficacy through reflective activities and hands-on experiences. I provide opportunities for students to explore their learning styles, embrace cultural humility, and strengthen introspection. Recognizing that impostor feelings can affect learners from all backgrounds, I validate each student’s experience and create an atmosphere where asking for help, seeking clarification, and embracing mistakes are encouraged.

Metacognition and self-directedness are essential components of my teaching approach. I guide students to engage in metacognitive thinking, encouraging them to reflect on their thoughts and actions. Students become equipped with the knowledge and skills necessary to be culturally competent professional counselors by developing cultural self-awareness and the historical worldviews of others.

Every student is capable of lifelong learning. To engage, challenge, and inspire growth in my students, I encourage them to explore their learning styles and develop a critical awareness of the counseling profession. Teaching is a creative dance that sometimes challenges understanding. However, I help students reach their full potential through a metacognitive environment and gain the knowledge and skills to become culturally competent professional counselors.

I embrace the diversity of students’ perspectives, experiences, and learning styles. By maintaining a neutral stance on controversial political and social issues, I create a supportive environment where students’ ideas and thoughts are respected. In addition, my goal is to fuse theoretical knowledge with pragmatic application, ensuring students immerse themselves in the content, thereby fostering a deeper understanding and mastery of counseling skills. With a balance of technological proficiency and empathic connection, I ensure that my students receive a rich, supportive, and dynamic learning experience irrespective of the platform.

I bring a range of qualities that contribute to a practical learning experience. My passion for the subject matter and commitment to the success of my students drives me to guide and inspire students, fostering a sense of confidence and empowerment. Additionally, my expertise in classroom management allows me to create a structured yet flexible environment that accommodates my students’ academic, social, and emotional needs.

Continual knowledge development and self-improvement are fundamental to my teaching philosophy. I remain dedicated to staying updated with the latest research, trends, and advancements in the counseling field. By continuously expanding my knowledge, I can provide students with relevant and current information, preparing them to work with clients from diverse backgrounds and navigate the evolving counseling landscape.

Assessment and continuous improvement are integral to my teaching philosophy. I believe in the ongoing evaluation of my instruction and curriculum, seeking student feedback to enhance the learning experience. By staying abreast of current counselor education and supervision trends, engaging in professional development, and reflecting on student evaluations, I continuously strive to improve my teaching methods and content knowledge, carefully addressing each student’s unique needs and providing individualized support to facilitate their growth and success.

Central to my teaching approach is the emphasis on building meaningful relationships. The teacher-student relationship is a vital component of the learning process. By establishing a foundation of trust, respect, and open communication, I create a supportive space where students feel comfortable expressing their thoughts, asking questions, and seeking guidance. I am dedicated to guiding my students toward becoming culturally competent professional counselors, embracing diversity, and fostering a lifelong love for learning.

In summary, my teaching philosophy revolves around creating an inclusive, engaging, and supportive learning environment. By nurturing relationships, fostering experiential learning, and pursuing ongoing professional growth, I aim to empower my students to become critical thinkers, culturally competent professionals, and lifelong learners. Together, we embark on a journey of discovery, growth, and transformation within the counseling profession.

Dr. Erica’s research interests closely aligned with my teaching, clinical, and holistic practices. For instance, she has conducted research on the influence of race on counseling self-efficacy among graduate students. She intends to expand her dissertation research by conducting a qualitative study exploring the intersectionality of feelings and experiences related to impostor syndrome among graduate students. In addition, her interest is to focus on diversity and inclusive practices related to impostor syndrome within the workplace.

• Wade, E. (2022). The self-care series vol 1, Time Budgeting 101: How to make more time for yourself amid everything else. Bartlett, IL: Kindle Direct Publishing.
• Wade-Ball, E., Shigeno, T., Richardson, C., Thompson, J., Fasse, C., Frantz, C., Choudhary, S., & Guirquis-Younger, M. (2022). Diversity learning outcome guide for faculty. Adler University.
• Wade, E., Isawi, D., & Fisher, T.A. (in-press). Racial identity development and imposter phenomenon as predictors of counselor self-efficacy. The Journal of Counselor Preparation and Supervision (JCPS).

• Stoner-Harris, T, Boyd-Layne, M, Burch, K, Dean, A, Wade, E. (2023). Using supervision to build competence in the development of black counselors-in-training. 80-Minute Panel Session, Association for Counselor Education and Supervision Conference, Denver, CO.
• Wade, E (2021). CSE Re-Examined: Components of RID and IP among Counseling Graduate Students of Color. Roundtable session, American Counseling Association Conference, San Diego, CA.
• Wade, E. & Wilkerson, K. (2017). What is your armor? Roundtable session, American Counseling Association Conference, San Francisco, CA.
• Nazon, M., Wade, E. & Vinson, L. (2016). The intersection of Religious/Spiritual Beliefs, Competency, and Supervision of African American Counseling Students: Implications for Counselor Education and Clinical Practice. Education session, Dennis H. May Conference on Diversity Issues and the Role of Counseling Centers, University of Illinois at Urbana-Champaign, IL.

• Inaugural Diversity Faculty Fellow, 2021 – Adler University
• Lead author Diversity Learning Outcome Guide for Faculty – Diversity Faculty Fellowship project – Adler University
• 2019 Recipient of Professional Development and Life-Long Learning Award at the Governors State University Student Affairs and Enrollment Management Recognizing Innovation and Excellence
• Awarded Excellence in Advocacy and Social Justice at the 70th Annual Illinois Counseling Association conference
• Awarded Best Township Program for DeKalb Township Committee on Youth (COY)

• Dr. Erica is the author of the ‘Year of (YOU)’ newsletter/blog she created. The monthly newsletter focuses on mental and physical well-being strategies.

• American Counseling Association
• Association for Counselor Education and Supervision (ACES)
• Association for Multicultural Counseling and Development (AMCD)

• Over the years, she has contributed to undergraduate and graduate teaching courses. Specifically, she has taught the following: Introduction to the University, Introduction to Psychology, Life Span Human Development, Counseling Skills & Strategies, Diagnosis Maladaptive Behavior, Professional Functions of CMHC, Multicultural and Social Justice Counseling, Appraisal and Assessment, Practicum & Seminar, Internship & Seminar I & II, Applied Statistics and Analyses in Research, and Dissertation I, II, III, Career Counseling, and Pre-Practicum.