Higher Education, Western Washington University
Adult & Higher Education Masters Degree
I use an andragogic approach and encourage all to embrace cultural humility. My education in psychology, adult education and facilitation prepared me to lead transformative learning, best described in the research by Gloria Gordon (2006) in her article “Transforming thinking Amongst British African Caribbeans as an Academically Based Community Service Contribution.” I strive to fuel civic engagement and seek research that asks “who isn’t represented by these data?” and “whose voices are missing?" I also address systemic power and identity work within my coaching and workshops, guiding students through critical reflection and journaling around struggle and civic engagement.
My two dominant traits as an educator are nurturing and development, although I am, first and foremost, a nurturer. My apprenticeship style shows up as a tertiary approach; I attribute this to my philosophy to practice what I preach, fundamental to my belief system personally and professionally. I also believe in learn-by-doing. My recessive traits are social reform and transmission.
Examples of my work in higher education include my participatory action research with adult learners, and implementation of outreach videos of clients in Spanish, ASL and English to expand access to marginalized populations. I developed a local pathway from State prisons, the Whatcom County jail and work center to community resources including Skype-delivered advising to those currently incarcerated. My research also expanded effectiveness of my service to those on the Autism Spectrum Disorder within the Basic Food Employment & Training (BFET) program. After expanding access I incorporated knowledge from “Academic tenacity: Mindsets and skills that promote long-term learning” by Dweck, Walton & Cohen (2014). My overarching synthesis is that I use participatory action research and transformative learning in service to others, and get tremendous satisfaction through those techniques. I also developed curriculum which I implemented for global, regional, and local organizations.
One cannot address sociocultural perspectives, ethics and power without awareness of the challenges and opportunities navigating change. One tool I use while facilitating individual and cultural changes is Harvard Business Review’s article “The Real Reason People Won’t Change” by Kegan and Lahey (2001). HBR and the textbook, The Tao of Personal Leadership. Both address the critical need for reflection and identifying underlying beliefs to foster effective change. The journaling I began in AHE led to the community of practice that helped me address curriculum with critical theory, feminist and cultural theory. I disaggregated data to identify patterns of BFET program success and conducted quantitative research to enrich my understanding. I expanded the WCC BFET work plan to include goals around mentoring and equitable access to education and employment for our students. My education fueled my passion to make every strategy one about expanding equity, as it drove home the ripple effects of oppression and liberation.
My two dominant traits as an educator are nurturing and development, although I am, first and foremost, a nurturer. My apprenticeship style shows up as a tertiary approach; I attribute this to my philosophy to practice what I preach, fundamental to my belief system personally and professionally. I also believe in learn-by-doing. My recessive traits are social reform and transmission.
Examples of my work in higher education include my participatory action research with adult learners, and implementation of outreach videos of clients in Spanish, ASL and English to expand access to marginalized populations. I developed a local pathway from State prisons, the Whatcom County jail and work center to community resources including Skype-delivered advising to those currently incarcerated. My research also expanded effectiveness of my service to those on the Autism Spectrum Disorder within the Basic Food Employment & Training (BFET) program. After expanding access I incorporated knowledge from “Academic tenacity: Mindsets and skills that promote long-term learning” by Dweck, Walton & Cohen (2014). My overarching synthesis is that I use participatory action research and transformative learning in service to others, and get tremendous satisfaction through those techniques. I also developed curriculum which I implemented for global, regional, and local organizations.
One cannot address sociocultural perspectives, ethics and power without awareness of the challenges and opportunities navigating change. One tool I use while facilitating individual and cultural changes is Harvard Business Review’s article “The Real Reason People Won’t Change” by Kegan and Lahey (2001). HBR and the textbook, The Tao of Personal Leadership. Both address the critical need for reflection and identifying underlying beliefs to foster effective change. The journaling I began in AHE led to the community of practice that helped me address curriculum with critical theory, feminist and cultural theory. I disaggregated data to identify patterns of BFET program success and conducted quantitative research to enrich my understanding. I expanded the WCC BFET work plan to include goals around mentoring and equitable access to education and employment for our students. My education fueled my passion to make every strategy one about expanding equity, as it drove home the ripple effects of oppression and liberation.
Examples of my research and presentations from Western Washington University, Adult & Higher Education masters degree, demonstrating diversity & social justice, research & evaluation, leadership, understanding of adult learning theories and facilitation of learning are available upon request.