Annual Faculty Report

2015-2016
 The Original 2015-2016 Annual Faculty Report
Reflective Statement on Teaching
Over the last year, I served the Ontario and Victorville campuses. Between both campuses and
one online teaching assignment, I was tasked with teaching 9 courses. This 9 course load equaled
101 students, with an average class size of 12.6. Based on my student opinion surveys, my
overall weighted average is 4.73. Over the last year, as a new instructor in the Brandman system,
each of the courses that I taught was a new course on campus. I have spent time preparing
weekly by developing lecture notes, PowerPoints, and experiential activities that are relevant to
the students learning styles and conceptualization of information for each class I taught. Each
term brought with it a certain level anxiety specific to student learning and personal competence.
Following weekly feedback and meetings with students my anxiety was reduced due to students
sharing that the information I provided helped them make the ‘book knowledge’ relevant and
applicable to their clinical experience and preparation for advancements.
During the year I had the opportunity to teach PSYU 582: Community Mental Health, both
online and in the classroom. This course was my first teaching experience at Brandman. I was
eager to teach this course because of my experience working in public mental health. The
knowledge I had to share was fresh, relevant, applicable to the course, and it allowed students to
explore and ask questions that would help reduce their anxiety around working in community
mental health. With my eagerness came nervousness due to this being the first time I taught a
course fully online. Though I had taught blended courses in the past, this was a different way of
teaching for me. My nervousness stemmed from questions regarding knowledge of technology
and support I would need for both Blackboard and Adobe Connect. I feared that I would not be
able to fully understand all of the key components of Blackboard and Adobe Connect as I was
still being trained in the systems. Besides my nervousness specific to technology, another area
was how I would manage the class and provide a humanistic approach, and have a teacher’s
presence online. I wanted students to understand the importance and passion I have for
community mental health. In preparation for teaching this course online I sent students a
welcome email as well as posted announcements to assist the students in preparing for the
course. This introductory email included information that made it possible for each student to
connect with me at any point during the week, expect for the days and times I had listed of
unavailability. I also made myself available through the use of Adobe Connect for two hours on
a specific day of the week, each week, to address any questions students may have with regards
to the readings, comprehension of the material, or assignment related questions. My expectation
was that students would take advantage of that opportunity but no student logged in during the
allocated time. Although students did not take advantage of the online office hours I constantly
answered emails regarding clarification of course assignments, navigated students asking for
extension on assignments, and managed difficulties students experienced with uploading
assignments on Blackboard. Daily I participated in discussion board posts and challenged
students to broaden their knowledge. One challenge I encountered that was reflected in my
evaluation was that students indicated the desire for me to publicly provide the extra course
material I shared with a particular student based on their discussion board post. In the future I
will create a folder with other course material for all students to access. I had an overall
favorable evaluation for PSYU 582 online. There were 14 students in the course but only 6
students answered the evaluation; one of which gave low scores in every area. (See Artifact 1).
My online experience was different than my in class experience. In person, I was able to interact
and do various activities with the students, such as role playing, group discussion, and
experiential exercises, to help students conceptualize the information needed for the course.
PSYU 532, 561, 556, 586, 508, and 652 made up the remaining courses I taught over the last
academic year. Each term I taught a course I had some level of anxiety. The anxiety decreased
the moment I stepped foot in the classroom and saw the students’ eagerness and willingness to
learn. I shared with my students that I worked from the lens of a bidirectional professor where
they would learn from me, and that I would learn from them based on the knowledge they would
bring to the classroom from their personal and professional experiences.
PSYU 532: Research, was a course that I found to be one that was a challenge for me as I had to
step outside of my comfort zone of teaching clinical skills in order to teach research. Based on
weekly feedback students complained about the amount of course work they had to do and the
layout of the assignments. With this course being one of the first set of courses I taught I was not
aware that I had the ability to change assignments and when they were due. Research in itself is
challenging and interesting at the same time. Trying to help students understand that this course
would be worthwhile pushed me to think outside of the box and to speak in a language in which
they conceptualize the information and make it relevant to their everyday life and future clinical
cases. Based on my evaluation for this course students stated that they wish I provided
information outside of the email system. I do not recall sending individual messages to student.
Rather, I posted information and linked in a weekly announcement for student to access. The
only thing I can think of was when I made an announcement on blackboard I requested that a
notification was sent via email as well. Overall students gave me a favorable evaluation. (See
Artifact 2)
Teaching PSYU 652: Group Therapy, allowed me to focus on teaching students the basics of
groups but more importantly empathy, application of theory and interventions, and the ability to
be vulnerable. PSYU 652 allowed for my students to see me take on the role of a professor but
also a clinician in helping individuals change, heal, and apply interventions. I enjoyed being able
to assist my students in learning that as a marriage and family therapist the essence of the work is
the ability to master theory but more importantly have a humanistic approach. Upon seeing my
evaluation for this course I was reminded why I teach. (See Artifact 3). I find it rewarding to be
able to educate and empower my students in order for them to grow personally and
professionally.

In addition, to my teaching I was engaged in both qualitative and quantitative research. I worked
on and published an article along with a three colleagues that addressed the use of recovery
oriented care in clinical supervision. (See Artifact 4). I was also able to work with three
colleagues on a Path Analysis manuscript that focuses on adolescent African American males
being academically successful. This is currently under review. At the beginning of the academic
year one of my biggest personal failures was failing part one of my licensure exam. By the end
of the academic year I passed part one of the exam and I am looking forward to passing part two
in the new academic year.
My first year at Brandman was a transitional year. My mentors helped me to fill the unknown
and uncertainty gap. One of those gaps was taking on the role of being a course custodian in the
last two terms of the academic year. I am the custodian for PYSU 336, 455, 582, and 586. These
courses did not need to be worked on or reviewed but I spent time thoroughly going through
each course to see if there were any areas that needed to be worked on. I immensely enjoyed my
year of teaching and I feel rewarded knowing that my students will have the skill set and
knowledge that they need in order to be successful clinicians in the future. I am committed to
assisting my students grow academically and professionally. My goal is to help my students
learn how to navigate the field of mental health beyond the classroom.
EVIDENCE TO SUPPORT REFLECTIVE STATEMENT EMBED 1 TO 5 DOCUMENTS/ARTIFACTS
BELOW
Please list 1 to 5 documents/artifacts which support
your performance in this area.

1. PSYU 582 SOS

2. PSYU 532 SOS
3.PSYU 652 SOS Artifact 1.pdf Artifact 2.pdf
4.Publication
5.

Artifact 3.pdf Artifact 4.pdf

Reflective Statement on Mentoring

Mentoring is defined as the process of one person supporting, teaching, leading and serving as
the model for another person (Buell, 2004). One of the keys to my success in life has been the
guidance from my mentor. When I began working for Brandman a year ago and I was informed
that I would have to mentor individuals from the student body and adjunct faculty, I was excited
and honored that I would be able to return the favor. When providing mentorship, key factors for
me are collaboration, respect, being solution oriented, creating a welcoming environment, setting
clear boundaries, and having the ability to be flexible. Upon arriving at Brandman I was
provided with mentors who helped guide in furthering my development of being a mentor. My
mentorship began immediately on both campuses (Ontario and Victorville) as I encountered
many individuals that needed guidance through their program. Over the last year I have had the
privilege of putting my key factors into action with students, adjunct faculty, and academic
advisors.
 Faculty to Student Mentorship
Within my first week of being at Brandman I began my mentorship at the Ontario campus, with a
student who encountered legal issues at her potential clinical site. This situation was a challenge
due to the student reluctance to be open and honest about her court records. Through the process
I sought guidance from my mentors, Associate Dean, Dean, and Campus Director. I was able to
be supportive of the student, by being an advocate on her behalf both at the clinical and the
university level. Part of the process consisted of me meeting with the supervisor and advocating
for the student. Together we collaborated with the student on how to manage this situation.
During the process I used different means of communication such as in person meetings,
telephone calls, Adobe Connect meeting, and emails. In addition, I was involved in writing
letters on behalf of the student and reviewing and providing feedback to the students for letters
she wrote to various individuals in the legal system. One of the key factors in this situation was
being respectful of the student and her situation, as well as being nonjudgement and seeing the
student as a human that made a mistake. Unfortunately, this situation needed further legal
resolution and has hindered the student from working in any capacity in the mental health field.
Despite the various barriers, the student was grateful to have the support provided for her. (See
artifact 1).
One of my proudest moment of faculty-to-student mentorship came when my student publish her
story in the Brandman newsletter. Within the first month of being at the Victorville campus I
informed my students from both campuses about the Mental Health Service Act (MHSA) State
stipend program. One of my students decided to apply for the State stipend and was awarded.
The process for her to receive the stipend was not easy. During the process I empowered the
student to apply and hoped that she an recipient of the stipend. Not only did I empower her but I
guided her through the process by providing feedback on the essays she had to write, reviewing
her application, and assuring her that this was a great opportunity. Upon the student turning in
her application she was informed that she was an alternate recipient for the stipend. Months
passed before the student was informed that she went from being an alternate to an actual
recipient. Not only did the student become a recipient of the stipend but upon graduating in May
she got hired with the County of San Bernardino. This is a story of fulfillment and reminder of
why I am in the field I have chosen. It brought me great joy to read her story and understand the
situation through her lens. (See artifact 2)
Faculty to Faculty Mentorship
I worked with the adjunct population at both of my campuses to develop and build a mentorship
relationship. Many of the adjuncts at both campuses have been with Brandman for over 8 years. I
provided my adjuncts with guidance on managing classroom disruptions, providing support on
discussion board questions, using problem solving skills, and encouraged them to uphold the
rigorous academic standards Brandman is known for. Finally, I shared relevant information
regarding the program. My role during the academic year was to meet one on one with each
adjunct and begin the process of building a professional and mentorship relationship. I find my
adjuncts to be valuable to my program. I am honored to work with them, and at the end of each
term I send each adjunct a personal email thanking them for the service they provided.
During the Fall I session I was able to provide support to one of my new adjuncts who
encountered a student that appeared to be disruptive both in the classroom and on the discussion
board. I was supportive of the adjunct by setting up a meeting via telephone to hear and
understand the situation. During that time I used proactive listening and problem solving skills. I
played the role of a liaison for both the adjunct and the student. During the process I used the
lens of being solution oriented to resolve the problem. I met with the student and the adjunct
separately and then together. We were able to resolve the problem and both the student and
adjunct walked away feeling satisfied with the outcome. The adjunct received negative feedback
from her students on her evaluation for being too rigorous and judgmental. I met with the adjunct
to review her evaluation and provide support and feedback for future classes. This is an adjunct
that is dedicated to Brandman students; she drove over 2 hours to teach her students. In order to
provide support and keep her on as an adjunct, I collaborated with my mentor and advocated to
have her work at the campus closer to her home in order to reduce drive time. (See artifact 3)
Campus Mentorship
My first year consisted of building relationships with the campus staff. I worked with my campus
directors to provide relevant program updates, advocating for students, and taking time to listen
to the concerns of the Directors. I guided the academic advisors in the Psychology program by
collaborating with them to develop course schedules.
After evaluating my first year of being a mentor in many capacities there are many areas in
which I can continue to grow in order to provide the best mentorship at all levels. These include
understanding all the components of the university and the Psychology program and continuing
to build a trusting relationship with those I provide mentorship for. The opportunity to be a
mentor is one that I value and find rewarding, specifically when I can see the individuals grow.
Reference
Buell, C. (2004). Models of mentoring in communication. Communication Education, 53, 56-73.
EVIDENCE TO SUPPORT REFLECTIVE STATEMENT EMBED 1 TO 5 DOCUMENTS/ARTIFACTS BELOW

Please list 1 to 5 documents/artifacts which support

your performance in this area.
Artifact 1.pdf Artifact 2.pdf
1. Student Mentoring (Legal Challenge)
2. Student Mentoring (Email and Article)
3.Faculty Mentoring
4.
5. Artifact 2.2.pdf Artifact 3.pdf
 Reflective Statement of Mentorship
In this section I will discuss my transition into the Brandman University system and how I have
contributed to the university and the community. Additionally, I will discuss how I contributed to
the psychology curriculum team, used problem solving skills to manage campus challenges, and
contributed to the planning of each campuses professional development day (PDD). I will
address my role in advancement, practicum location searches, and capstone paper/presentation.
As well as being a member of the Inland Empire Marriage and Family Therapy (MFT)
consortium and share my role as a board member of a foster agency. Finally, I will address my
involvement in being a facilitator to a group of youth.

Transition into Brandman

Over the past year, I have spent my time focusing on learning the systemic culture of Brandman
University, as well as learning the dynamics and culture of my two campuses (Ontario and
Victorville). As a new professor, I was eager to learn and conceptualize the system, as well as be
part of an organization that values respect, innovation, service-oriented teamwork, and integrity.
My eagerness was reflected in my willingness to meet the campus staff prior to the beginning of
Fall I. My purpose in making this initiative was to begin the process of building a working
relationship. Upon arriving at my home campus I was welcomed with smiles and a sense of
warmth. I could tell that this was a campus that put into practice the Brandman values. It was on
the Victorville campus where I encountered communication and personality barriers which I had
to breakdown. Due to these issues I was forces to self-advocate and explored my options on how
to manage the weekly challenges I encountered with my mentors. It got to the point where Dean
Korr had to schedule a meeting to discuss my role on the campus and assisted with developing a
working relationship with the campus director and her team. After a few months of being on the
campus I learned how the team functions and how to adapt to the dynamics there. I look forward
to continued collaboration with the staff at both campuses to serve our students.

Internal service

Over the last year I fully participated as a member of psychology curriculum team, by attending
all curriculum team meetings. In the beginning I was more an observer to understand the
dynamics and culture of the team before I fully engaged in discussions. Ultimately, I contributed
to the program review for undergraduate Psychology program.

Beyond participating on the curriculum team and learning the culture of the campuses, my
internal service time on each campus has been spent focusing on problem solving, building
community relationships with practicum sites, and developing professor to student relationship.
Additionally, building rapport with adjuncts and providing mentorship, developing course
schedules, and assisting in the planning of campus professional development day with adjuncts,
as well as holding office time on of each the campuses.

My main focus over the last year has been on problem solving. I have encountered many barriers
in which I have had to utilize team work. There appeared to be a lack of field agreements, and
addressing practicum issues such as students paying for clinical supervision and possible
exploitation of students with a particular supervisor were present on both campuses. I had to
address the concerns of students that felt abandoned by the campus and not knowing how to
manage their program requirements towards the end. I have worked on creating solutions to
these matters. Which are processing with my mentors and Associate Dean on how to manage the
issues, scheduling meeting with the students and supervisors separately to address concerns and
issues, and playing the role of mediator for the students. I found myself being an advocate for the
student, whether it was with the campus staff or with the Deans. One particular student story that
comes to mind is one who was paying for clinical supervision. In order to address this issue I
collaborated with my mentors. Through this process I was the liaison between the student and the
Deans. In the end we were able to come to a conclusion that everyone was satisfied with (See
artifact 1). A second situation with students that I had to address was the exploitation of students
in supervision as far as how their time was being used, and unethical behavior of a supervisor. I
scheduled individual meetings with each student and supervisor, as well as made several
impromptu visits to the student’s supervision group to observe the dynamics. This issue was
brought to the attention of the Associate Dean and together we developed a plan on how to pull
the students from that supervisor, who no longer works with our students.

As a new professor in the system I was taken under the wings of the two full faculty at each
campus to assist with planning the fall and spring professional development day for our adjuncts.
(See artifact2) Through this process I attended in-person and Adobe Connect planning meetings,
collaborated and contributed to the development of surveys, preparation of material for the event,
and made a program presentation at the event. Additionally I consulted with Sasha Crowley from
the Center for Instructional Innovation (CII) to develop a presentation on the use of online
resources for adjuncts. (See artifact3)

I have collaborated with various adjuncts to conduct approximately six advancement for the two
campuses each term. Prior to the student actual advancement date, I worked closely with each
student to help secure a practicum site, as well as provided guidance on how to prepare for
advancements and discuss the process. Additionally, I listened to the students concerns in
regards to advancements and helped them find ways to manage their concerns. Furthermore, I
modeled for students how to call the different practicum agencies and explore agencies trainee
requirements and processes.

I have served on three or four Capstone presentations each term. In serving and facilitating these
presentations my role has been to provide mentorship and guidance to each of the students. Part
of the process has been to meet with students individually at least two to three times prior to the
presentation to provide empowerment and to discuss presentation expectations. One presentation
that stands out to me is with a student on the Ontario campus. Prior to me being hired the student
had submitted her Capstone portfolio and it was approved for her to present. Upon reviewing her
document the student had multiple corrections that needed to be made in order for her document
to meet the graduate level and capstone standards. I provided feedback to the student and she
was not in agreement and decided that she was not going to make the necessary changes since
the document was previously approved. In order to assist this student with her document I
scheduled an in person discussion in order to empower her to utilize the feedback as a way for
her to grow academically and professionally. I assured the student that I was there to collaborate
with her and to assist her through the process. After meeting for two hours on several
consecutive Tuesdays the student was able to pass her Capstone presentation and walk away
feeling proud of the work she did. Since then the student has asked me to write her letters of
reference for several jobs she applied for. (See artifact 4)

External Services
Besides working at the campus I am continuously working on building Community relationships
by going into the community and meeting with the different practicum agencies. In visiting these
sites my goal is to be a liaison between the university and agency. My discussion with the
practicum site consists of my role as advocate and support for the student as well as providing
support for the agency. Beyond continuing to build and rebuild professional relationship with the
agencies that are approved by the university, I have worked on developing new field agreements
with different agencies in the Ontario, Los Angeles, and Victorville areas.

I became a member of the Inland Valley MFT consortium, and over the past year have worked to
maintain ongoing relationships with members of the consortium and members of practicum site
agencies. In this capacity, I attend meetings, review submitted documentation, offer
recommendations to update the application process, and work directly with students as they
complete the States stipend application.

During the last academic year outside of the university setting my external contribution to the
community was done through being a volunteer board member for a non-profit foster agency. In
my role as a board member I have attend quarterly meetings in person and via conference calls.
As well as assisted and supported with the restructure of the agency. Additionally, I served as a
facilitator for children and teenagers for a group call Pathfinders. My role is to educate these
individuals on leadership skills and empower them in the area of education and life skills.

EVIDENCE TO SUPPORT REFLECTIVE STATEMENT

EMBED 1 TO 5 DOCUMENTS/ARTIFACTS BELOW
Please list 1 to 5 documents/artifacts which support
your performance in this area.

1. Problem Solving
2. PDD Email
Problem Solving
3. CII Presentation Artifact of PDD
4. Student Email Artifact.pdf Emails.pdf
5.

Artifact CII Student email

Presentation for Faculty Development.pdf
Artifact.pdf