Teaching Philosophy
My teaching philosophy developed directly as a result of my graduate training. Early in my graduate training I became fascinated with the importance of self-awareness as a prerequisite to competent ethical research, teaching, clinical and professional work. As a result of this, I envision myself as a radical academic and community-base psychologist, who through teaching, supervision, clinical practice, and student mentorship promotes the importance of a culturally nuanced understanding of theory and the development of a sophisticated level of self-awareness that undergirds all professional work and activity.
As such, I see teaching and learning as a consultative venture, between my students and I. I reject pedagogical models and methodologies that mimics what Paulo Friere and bell hooks describe as the “banking system” of education. That is, pedagogy that defines the gaining of knowledge as primarily based in the successful memorization and regurgitating of information and theory. I see the classroom/seminar or workshop setting as a place to assist students/participants in critically analyzing empirical research related to personality development, identity development (e.g. cultural identity—intersectionality politics), relational focused issues in a manner that not only fosters intellectual development but that also assists them to understand themselves, colleagues and their world more fluidly. From my perspective, the classroom or seminar/workshop settings can serve as laboratories of ideas, spaces to begin the process of self-awareness, and the internalization of theory- with the end result of producing individuals that are: theoretically astute, competent in understanding the basic components of the production of research, psychologically and emotionally healthy, and socially informed.
As such, I see teaching and learning as a consultative venture, between my students and I. I reject pedagogical models and methodologies that mimics what Paulo Friere and bell hooks describe as the “banking system” of education. That is, pedagogy that defines the gaining of knowledge as primarily based in the successful memorization and regurgitating of information and theory. I see the classroom/seminar or workshop setting as a place to assist students/participants in critically analyzing empirical research related to personality development, identity development (e.g. cultural identity—intersectionality politics), relational focused issues in a manner that not only fosters intellectual development but that also assists them to understand themselves, colleagues and their world more fluidly. From my perspective, the classroom or seminar/workshop settings can serve as laboratories of ideas, spaces to begin the process of self-awareness, and the internalization of theory- with the end result of producing individuals that are: theoretically astute, competent in understanding the basic components of the production of research, psychologically and emotionally healthy, and socially informed.
Teaching Experience
Assistant Professor, Spring 2016-Present
William Paterson University, Department of Psychology/Africana Studies
Assistant Professor, Fall 2015-Spring 2016
Seton Hall University, Department of Professional Psychology
Visiting Assistant Professor, Fall 2014 - Present
Morehouse College, Department of Psychology
Assistant Professor, Fall 2013 - Fall 2015
Alliant International University, Department of Psychology
Assistant Adjunct Professor, Spring 2013
Community College of Philadelphia, Department of Psychology
Adjunct Instructor, Spring 2007
Howard Community College, Department of Psychology
Teacher's Assistant, Spring 2007
Howard University, Dept. of Human Development and Psychoeducational Studies
Adjunct Instructor, 2005-2006
New Jersey City University, College of Arts and Sciences
Adjunct Instructor, 2005-2006
Metropolitan College of New York City, College of Human Services
William Paterson University, Department of Psychology/Africana Studies
Assistant Professor, Fall 2015-Spring 2016
Seton Hall University, Department of Professional Psychology
Visiting Assistant Professor, Fall 2014 - Present
Morehouse College, Department of Psychology
Assistant Professor, Fall 2013 - Fall 2015
Alliant International University, Department of Psychology
Assistant Adjunct Professor, Spring 2013
Community College of Philadelphia, Department of Psychology
Adjunct Instructor, Spring 2007
Howard Community College, Department of Psychology
Teacher's Assistant, Spring 2007
Howard University, Dept. of Human Development and Psychoeducational Studies
Adjunct Instructor, 2005-2006
New Jersey City University, College of Arts and Sciences
Adjunct Instructor, 2005-2006
Metropolitan College of New York City, College of Human Services
Selected Courses
Clinical Practicum II: Seton Hall University, Department of Professional Psychology
Assistant Professor, Spring 2016
The Psychology of the African-American Experience: Morehouse College, Department of Psychology/William Paterson University, Department of Psychology
Visiting Assistant Professor, Spring 2015/Assistant Professor, Spring 2016
Spirituality & Psychotherapy: Alliant International University-California School of Professional Psychology
Assistant Professor, Spring 2015/Summer 2016, Doctoral Level Course
The Psychology of Masculinity: Morehouse College, Department of Psychology
Visiting Assistant Professor, Fall 2014
The Clinical Utility of Spirituality: A Psycho-Cultural Approach: Alliant International University-California School of Professional Psychology
Assistant Professor, Summer 2014, Doctoral Level Course
Techniques and Theories of Counseling & Psychotherapy: Howard University
Teacher’s Assistant/Group Supervisor, Spring 2008, Spring 2009, Masters Level Course
Consulting in Counseling Psychology: Howard University
Teacher's Assistant, Spring 2007, Masters Level Course
Assistant Professor, Spring 2016
The Psychology of the African-American Experience: Morehouse College, Department of Psychology/William Paterson University, Department of Psychology
Visiting Assistant Professor, Spring 2015/Assistant Professor, Spring 2016
Spirituality & Psychotherapy: Alliant International University-California School of Professional Psychology
Assistant Professor, Spring 2015/Summer 2016, Doctoral Level Course
The Psychology of Masculinity: Morehouse College, Department of Psychology
Visiting Assistant Professor, Fall 2014
The Clinical Utility of Spirituality: A Psycho-Cultural Approach: Alliant International University-California School of Professional Psychology
Assistant Professor, Summer 2014, Doctoral Level Course
Techniques and Theories of Counseling & Psychotherapy: Howard University
Teacher’s Assistant/Group Supervisor, Spring 2008, Spring 2009, Masters Level Course
Consulting in Counseling Psychology: Howard University
Teacher's Assistant, Spring 2007, Masters Level Course
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