• Doctorate of Philosophy, May 2021, Northern Illinois University. Counselor Education and Supervision – Dissertation: Examining Mental Health and Resiliency Factors of Gifted and Talented Students Participating in an Accelerative, Residential Program
• Master of Arts, August 2005, The Chicago School of Professional Psychology. Clinical Psychology with a specialization in Counseling
• Bachelor of Arts, May 2005, University of Illinois-Chicago. Psychology

The key component to instructing students is to combine topic knowledge with experiential information while incorporating counseling philosophy and values within the classroom. By utilizing my knowledge and skills as both a clinical and school counselor, I model the behavior of a professional counselor and allow the students to learn in a space where they can engage with material, grow as both people and counselors, and eventually excel and thrive in the professional world. I want to instill a belief that school counselors need to be counselors first, and developing counseling skills are critical to their future success. As a relational counselor, I want students to know that their input is important and that reciprocity is a relevant factor in the classroom. Getting to know my students personally by hearing their stories and listening to what they want to achieve affords me the opportunity to treat each student and each course as a unique entity.

My instructional techniques come from both a constructivist and a relational-cultural approach, with the goal of creating conversations — some of which can be uncomfortable — that promote cultural learning for students. In order to develop effective pedagogy in the classroom, it is my responsibility to create activities and discussions that target every learner and their strengths. Reflective learning is an expectation within the discipline as it allows students to integrate their thoughts, feelings, and experiences with theory to drive their future professional practice.