Teaching, Training, and Learning Philosophy
Learning, teaching, and collaborating are my passions in life and that is why I am in the academic setting serving as faculty / training specialist / instructional designer / mentor / coach. My passion for lifelong learning and education is reflected in my StrengthsQuest and Strong Interest Inventory results. Practicing what I believe in regarding evidence-based classroom instruction and management, as well as critical thinking by Paul and Elder (2006); such passions are shared with my students / trainees. I emphasize the importance of adult learners in their own success and learning, using the principles of andragogy as described by Knowles in Merriam, Caffarela, and Baumgartner (2007). Applying the adult learning theory, it is important that I am able to facilitate and harness each student's desire to be a self-directed learner, to use one's experience as a starting point for learning, for motivation and readiness to learn, and to move from subject-centeredness to problem and solution centeredness. I aim to create a class environment where students are active participants and mindful learners both in class and outside of it. I help my students/trainees self-actualize by tailoring instruction to their learning styles and interests by using a universal design for learning to maximize their talents and potential (Maslow in Ciccarelli and Meyer, 2006).
In order to self-actualize, Deci and Ryan's (in Ciccarelli and Meyer, 2006) self-determination theory of trying to satisfy the learner's need to have autonomy, be competent, and to feel related to others and one's experiences in class / training is facilitated. The student / trainee is responsible and accountable for one's grades or performance thus there is a sense of autonomy for the class / module. By being able to present a subject matter of the student's interest, this would account to exhibiting competency. In addition, working with classmates with similar interests and having a buddy will hopefully make the students feel that there is a stronger sense of community inside the classroom. Again, with personalizing the class to student's interests, learning preferences, and tying the lessons to the student's own personal experiences, this will contribute to satisfying student's psychological needs according to this theory. In addition, with the factors provided above, intrinsic motivation should be stronger where the students would have the desire to succeed in this course by doing what one needs to do because the individual wants to do them and not being a requirement. Consequently, this would lead to the student's extrinsic motivation of earning the grade that the person deserves which would serve as the reward for one's efforts (Ciccarelli and Meyer, 2006).
With the students / trainees being the focal point while using a universal design of teaching and learning as much as possible, the attitude of the trainee / learner is also crucial for the success of the session. If one has a positive attitude towards the course, other classmates and co-workers, and instructor; then the learner might find that the class will be worth one's time and feel positive about attending classes. The student's beliefs, attitudes, and expectations can impact how much one can enjoy and learn from the class. If the student wants this class to be a worthwhile endeavor then the person will find ways to make it meaningful and this serves as Self-Fulfilling Prophecy (Ciccarelli and Meyer, 2006). Most importantly, the student would exhibit behaviors that will produce a positive synergy with one's actions and how the person relates with others in the class (Eagly & Chaiken in Hockenbury & Nolan, 2018).
What is my role then, if everything is about the student / trainee, you may ask? With these philosophies and methodologies, after being said and done, the instructor is not only a person who passes on the knowledge or information to the learners; but is a facilitator as well to the person's / professional's self-growth and development. Learner's success is the main focus of the class, with the students being the active constituent and when the group allows me to properly guide and consult accordingly; then, this would serve as a win-win and meaningful learning experience (Garrison & Vaughan, 2008).
Being a strong scholar-practitioner as evidenced above, the importance in developing necessary skills and abilities and gaining the appropriate knowledge is another focus in the learning environment. For example, it has been identified that critical thinking, working with other people in various backgrounds, being a professional, having a great work ethic, and being socially responsible are important characteristics that employers are looking for thus these will be the focus in class as well (Society for Human Resource Management, 2006). Speaking of diversity and collaborating well with others, another focus in training sessions is to present various perspectives from global, international, and multicultural perspectives (Banks, 1996).
Banks, J. A. (1996). Multicultural education transformative knowledge & action: Historical and contemporary perspectives. Amsterdam, New York: Teachers College Press.Ciccarelli, S. & Meyer, G. (2006). Psychology. New Jersey: Prentice Hall.
Garrison, D. R., & Vaughn, N. D. Blended learning in higher education. San Francisco, CA: Jossey-Bass.
Hockenbury, D. & Nolan, S. (2018). Psychology 8th Ed. New York: MacMillan.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Qualifications Summary for Teaching
- Demonstrate ability, interest, and experience in teaching a broad range of student-centered, entry-level, and upper-level Psychology, Counseling, and Behavioral Science courses in community colleges, post-secondary level, and international university settings for accumulative of over two (2) decades such as Introduction to Psychology, Human Growth and Development, Abnormal Psychology, Human Sexuality, Cultural Diversity Courses in Psychology, Industrial Organizational Psychology, and Student Development courses to name a few
- Extensive experience in preparing, teaching, and assessing student progress for an average of five (5) to seven (7) courses per semester on different schedules (early morning, midday, afternoon, evening, weekend ranging from 50-minute to 6-hour shifts, flexible/regular, summer, winter, and late start); knowledge and application of various traditional and nontraditional methods for instruction including technology (lecture, distance learning, online, lecture/lab, self-paced, and independent/individualized instruction); in Psychology and multidisciplinary courses in Counseling and Behavioral Health Sciences and Education
- Commitment to enhancing the learning experience of a student population from diverse backgrounds and cultures (age, gender, ethnicity, sexual identity and orientation, socioeconomic status; academic level-e.g. reentry, pre-entry, underprepared, and underserved; special learning needs; and range of learning styles and preferences) with disciplined and attentive availability to students, open communication, and multicultural pedagogy/andragogy and methodology both in and outside the classroom (in person, email, phone, fax, and video call/chat) through a maintained schedule of on-campus office hours
- Continuous improvement in student-centered learning and teaching methodology; currency and competence at course content, advances, research, and practices in the disciplines taught (particularly in Psychology); active membership in the Association for Psychological Science (APS); and service as campus representative through regular attendance in, and facilitation of various internal and national conferences, seminars, and workshops
- Collaborated with external faculty development organizations to ensure best practices and current trends in the field are being represented in the programs and services offered through Faculty Development such as American Psychological Association, American Psychological Society (Campus Representative), Association of American Colleges and Universities, Maricopa Faculty Internship, National Institute of on the Teaching of Psychology (presented Use of Psychology for Student Success), and League of Innovation (Hybrid Professor: Teaching, Mentoring, and Coaching)
- Creation and design of a yearly individual professional development plan as a Psychology Maricopa Faculty Intern at Paradise Valley Community College (PVCC) from 2007-2008, as mentor at Western Governors University from 2008 to 2013, at Community College of Baltimore County (CCBC) from 2011-2013, and at Howard Community College from 2020 to present
- Over six (6) years of advisory experience providing students with guidance in course and program selection, as well as discussion of career and transfer objectives as counselor at Mesa Community College (MCC), WGU; individual mentoring of students on their course requirements at CCBC
- Collaborative work with other faculty and colleagues of the college community through participation in Academic Assessment Team, Faculty Senate Meeting, Retention Team, Teaching and Learning Roundtable, and other committee work at the department, school, and college levels; active participation in professional development initiatives and meetings in developing and managing courses, common course outlines, universally applied best practices, and curricula and academic policies
- Promotion of the Psychology discipline through establishment for a Psychology Club/Psi Beta at PVCC and CCBC - Essex
- Facilitation of a student-centered environment with a commitment to service, excellence, innovation, integrity and student success by preparing students to be lifelong and self-directed learners, to be critical thinkers, to be technologically proficient, to participate in community and business partnerships; and to be culturally, internationally, and globally aware and sensitive
- Commitment to community colleges' and universities' respective missions and visions such as fostering student-centered learning environment and upholding competency-based education to contribute to the success of the respective educational institutions
Serve as mentor at Western Governors University (WGU) with a focus on enrollment on courses, retention, client and school satisfaction, graduation rate, and other matrices related to sales and proposals through communication with inbound and outbound calls, webmails, and other methods of communication while working on Mountain / Pacific Time Zone
Develop, apply, and facilitate universal design of learning for classes and training taught
- Bachelor's in Psychology, Master's in Counseling through College of Education and Psychology Department with High Distinction
- Ph.D. in Post-Secondary and Adult Education expected by 2023 exhibiting superior knowledge of adult learning theory and practice
Qualifications Summary for Instructional Designer
- Provide leadership by example and support to faculty and employees in planning and implementing effective online and hybrid course design and training especially with the application of Quality Matters Rubric (QM Rubric) with the Learning Management System, incorporating instructional standards in the development of courses and curricula and in using technology to deliver courses and programs
- Formal training, research, and application in instructional design, instructional technology, adult leaning, and curriculum development in Graduate and Doctorate Studies as well as other online Massive Open Online Courses in various community colleges, online university, international universities, government, private, and non-profit organizations for over two (2) decades especially in higher education setting
- Worked with various Microsoft Office applications, course authoring software (Articulate, Cyberlink, Powtoon, Thinkific, EdApp, Easy Generator, etc.), and learning management systems or LMS (Canvas, Blackboard, WebCT, etc.) and other forms of distance communication (Zoom, Loom, WebEx, RingCentral, and etc.)
- Design and facilitate online courses in established online LMS and other related tools of eLearning and distance training development and methodologies while assessing the effectiveness of online, hybrid, and face-to-face training programs and making revisions to update and improve training where needed and designing training for a learning management system, electronic health records and other learning management system delivery platforms completed individually or working with a team
- Applies instructional design knowledge and application such as Analysis, Design, Development, Implementation, and Evaluation (ADDIE model) and Bridge-In, Objectives, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary (BOPPS model) to meet course goals and/or training objectives to develop and deliver engaging learning experiences in online and hybrid courses and in conducting all phases of student-centered instructional design to focus on quality improvement of training and education programs to encourage active and interactive learning in order to increase learning engagement for a diverse, multicultural, and international audience
- Manage training programs, including designing updated materials; and identify, recruit, and train facilitators in government, non-profit, private, and collegiate / university settings and evaluate program effectiveness and develop reports that summarize findings and recommendations
- Develop and implement face-to-face and virtual, synchronous and asynchronous training, co-lead project management including large and complex projects/events, and hosting podcasts, videos, virtual town hall and live sessions with subject matter experts while editing such programs with online authoring tools such as CyberLink (PowerDirector) for AAA Physical Therapy, Top Virtual Staffing Solutions, and multiple community colleges for over two (2) decades teaching psychology, counseling, behavioral health, diversity and multiculturalism, statistics, business, and personal development classes
Develop and evaluate training curriculum and conduct training for faculty and staff on instructional design, instructional technology, distance learning strategies, learning theories, and student support mechanisms
Collaborates and works with faculty in web-based course delivery and having had courses established as a Gold Standard using the QM Rubric
- Assist faculty in implementing interactive strategies that increase student engagement in the learning process and the appropriate use of technology and systems on learning, assessments, and the overall positive and meaningful student experience
- Manage training programs, including designing updated materials; and identify, recruit, and train facilitators in government, non-profit, private, and collegiate / university settings and evaluate program effectiveness and develop reports that summarize findings and recommendations
- Participated in, and periodically lead special projects related to faculty professional development such as multiple classes, workshops, seminars, and roundtable facilitated (Measurement of Unconscious Bias, Strength through Stress, Use of FB for Journaling for Instructional Tech Expo, Multicultural / International / Global Perspectives, Global Learning - The Importance of Interdependence, Study Skills: Organization and Note Taking) while collaborating with a variety of levels and departments from associate and assistant deans, academic directors, faculty editors and production staff, vice-president of academic affairs, and college presidents
- Over two (2) decades of experience managing, developing, facilitating, and evaluating training and/or professional development programs and evidence-based programs paired with developing training content including activities, assignments/assessments, interactive learning objects, graphics, and multimedia for online learning and hybrid workshops in private, government, non-profit, and educational settings while managing tight deadlines in an intensive high pace environment while displaying a high level of professionalism, leadership, creative problem solving, diplomacy, and negotiation skills
- Investigate, research, utilize, learn, train, and implement various new technologies in private medical practice including billing and various educational platforms
- Evidence of Academic Success and Professional Experience provide support for excellent oral and written communication skills
Qualifications Summary for Business, Management, and Marketing Experience
- Supported business partner to meet performance objectives of core measures, patient satisfaction, and cost data, and other process improvement efforts to establish a multi-awarded physical therapy practice
- Operated as Marketing Manager that increased the revenue of the clinic from inception to over $45,000 a month with constant referrals from multiple medical institutions, private doctors, auto accident and work injury lawyers and other referral sources
- Established Search Engine Optimization (SEO) for the business website AAA Physical Therapy and ranks organically on the first page using various key words on Google, Bing, etc.
- Developed, published, and distributed marketing and support materials
- Coordinated with accountant, billers, and business partner about finances, projected earnings and expenses, and other budget management and control
- Oversaw billing compliance and documentation as well as insurance verification and authorization for medical visits
- Coordinated, planned, executed, and evaluated for medical and non-medical practices to create operational plans, reports, and dashboards to meet objectives
- Operated as Human Resource Manager and was responsible for job posting, interviewing, hiring, and training clinical and non-clinical employees
- Worked on payroll and W2 processes
- Prepared, participated, and co-facilitated in quarterly performance reviews
- Coordinated onboarding and training of new physical therapy clinicians, staff members, virtual assistants, billers, and volunteers
- Received certifications on Contact Tracing through Coursera Class by Johns Hopkins Bloomberg Public School of Health, Leadership Training through Communities Project, and Applied Suicide Intervention Skills Training through Horizon Foundation
- Ensured provider compliance with internal and external organizational policies especially w/ Covid19
- Built or collected and maintained reporting tools and internal records
- Assisted with day to day operations of a highly rated outpatient physical therapy practice
- Ensured technology is used and functioning correctly for all operations and oversaw, chose, and maintained call systems
- Organize, invite subject matter experts, host, edit, promote, publish podcasts recorded at Howard Community College, Anchor, and YouTube channels for Bean Bag Banter and Virtual Town Hall Sessions
- Initiated, facilitated, supported and evaluated various health and wellness evidence based program activities and initiatives, health fairs, community events, and outreach to educate, engage, and encourage employees, spouses, and dependents for various profit and non-profit organizations such as religious congregations, senior apartment living, senior center, and much more
- Collaborated and served as a subject matter expert on workplace, residential, and communal wellness and improvement opportunities in such environments
- Facilitated, co-taught, and participated in health promotion and evidence-based classes such as CPR, Mental Health First Aid, Stepping On, and much more
- Worked with Society of Human Resources Management (SHRM) Howard County to organize and facilitate a Diversity and Inclusion workshop for businesses and organization
- Served as mentor at Western Governors University (WGU) with a focus on enrollment on courses, retention, client and school satisfaction, graduation rate, and other matrices related to sales and proposals through communication with inbound and outbound calls, webmails
- Started and built Top Virtual Staffing Solutions - a virtual staffing agency for organizations, busy individuals, socially isolated people, and tutoring services while hosting Virtual Town Hall / Life and Learner Success / Strength Through Stress Sessions