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Years at ��ɫ��Ƶ: 

2013-2018 as a ��ɫ��Ƶ student, M.A. and Psy.D.

2018-2020 as an Adjunct Professor at ��ɫ��Ƶ

2020 – present as an Assistant Professor

Research Interests:

• Substance use disorders 
• Drug and alcohol addiction 
• Treatment and recovery in substance use disorders, 
• Motivational interviewing 
• Social media  
• Generational differences 
• Trauma and anxiety disorders 
• Interdisciplinary education.

What is the most rewarding part of being a member of the ��ɫ��Ƶ faculty? 

Watching students challenge themselves and meet and exceed their own personal expectations is incredibly rewarding. I believe true growth is not just memorizing facts, it is integrating science into practice and practice into science. Seeing students get to the point of learning where they truly know and understand themselves, and not only growing in clinical skills, but growing personally and professionally as well. There’s no better experience than something like that. Being around students keeps me growing and I don’t want to ever stop growing.

How do you engage students in the learning process? 

I try to engage my students in the learning process by bringing in passion and energy. By doing this, I hope to deliver the information in an intriguing and entertaining manner. I believe education can be fun. “If you’re not laughing, you’re not learning” I like to say. Even when you’re learning challenging, difficult material that sometimes seems impossible to absorb, coupled with humor and passion, you can learn more readily and take in more information easily without judgment. I try to teach material in a fun and engaging manner. Using clinical examples and cultural phenomena when teaching evidenced practice can bring learning into the present and enhance the applicability of the lesson. I like my classroom to be highly interactive. I want students engaged in every lecture as it allows them to be active participants in the learning process.

What do you hope students learn from your classes? 

The first goal is to help my students learn effective clinical skills. From there it is not just the goal of knowledge and know-how, but I also want my students to come away with confidence and humility. Further, for them to use these evidenced-based interventions in a competent and ethical manner. I also want my students to develop a strong sense of self and become someone they can rely on. I say to our students, “you’re about to find out what you’re capable of.”

What lessons would you like students to take with them in their professional careers? 

I hope they come away with a strong sense of integrity and a newly developed sense of fortitude and resilience.

What about your profession should people know more about?

The number of varied functions psychologists serve. We are not just in private practice and psychiatric hospitals. We are integrated in so many ways in the community and in the world. We treat trauma, mental health disorders, addiction, personality disorders, anxiety, and suicidality. We help patients adjust to mental health disorders, chronic medical diseases, and prepare patients for surgery. We assist in conflict resolution, motivation, growth, and internal and external enhancement. You name it and a clinical psychologist is there.

Anything to add?

When I was a student, Michelle Lee, Ph.D., ABPP, Associate Program Director, Behavioral Sciences, was my mentor. We developed the Advanced Teaching Mentorship program that fueled my passion for teaching and mentoring. The program is for students who are interested in pursuing a career in academia. It gives the students the opportunity to truly learn how to teach inside and out, learning how to integrate American Psychological Association (APA) competencies into syllabi and lectures. It provides students with the opportunity to lecture, facilitate interactive lectures, develop their own teaching philosophy, and benefit from interdepartmental collaboration, while being mentored by myself, Dr. Lee, and Ann Sauer, Ph.D., ABPP, Program Director, Behavioral Sciences. It’s a really good example of the power of ��ɫ��Ƶ. If there’s something you want to do or create, there could be a faculty member who wants to go along with you.