“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”—Dr. Martin Luther King Jr. This quote accurately describes my teaching philosophy which focuses on preparing students to develop critical thinking skills that will allow them to be successful in various social service environments. Social work naturally attracts individuals who are passionate about helping others and making a difference in communities in need. However, this desire to help, which is embedded in the character of many students, must be accompanied by an education that adds critical thinking skills and intelligence to their character. A high-quality social work education is designed to transform a student from a well-doer into a competent social services professional. My philosophy is also well aligned with the mission of the department of social work and human services at Kennesaw State University as I too focus on training students to provide culturally competent human services that incorporate issues of race, ethnicity, class, and religion. I feel passionate about the potential for students’ lives to be transformed if given a quality educational experience, which is what I strive to do as a professor.

Over the last several years I have had the opportunity to practice and refine my approach to teaching in higher education. As an Assistant Professor of social work, I have taught courses at the Bachelor's, Master's, and Doctoral levels. At every level, my focus on developing students’ critical thinking skills to promote professional success has remained a top priority. My approach in the classroom has been to engage students in course content in a way that is practically relevant and linked to specific learning objectives and competencies. Role plays, vignette applications, case examples, and interactive group discussions are all signature elements of my courses and help to develop students’ ability to think critically. Also, I find that the classroom is also a place for students to develop the character and professionalism required of our profession. I am intentional about modeling effective communication, humility, competence, and equity in the classroom by using my practice and clinical skills.

It is also my belief that the responsibility of a professor extends beyond the walls of the classroom. My role as a mentor and advisor is part of the process of developing students who are capable of facing the challenges and opportunities that the field of social work brings. I am especially concerned about encouraging and guiding social workers from disadvantaged social statuses and racial/ethnic minority backgrounds. My personal experience as an African American woman and first-generation graduate student will help me identify with, and mentor, students from similar backgrounds. 

I also believe that it is critical to introduce students to issues related to diversity and difference. Topics related to race, ethnicity, socioeconomic status, and sexual/gender orientation are important for students to consider. However, religion is an equally important sociocultural factor that impacts the lives of individuals, families, and communities. I have found that discussions of spirituality and religion tend to be lacking in some social work programs, especially as applied to racial and ethnic minorities. Because of this, one of my career teaching goals is to implement courses focused on the multi-dimensions of diversity and intersecting cultural identities experienced by our clients. This includes religion and spirituality and the interplay with mental health and well-being. Social work courses should assist students in assessing the role that religion and spirituality play in the lives of the client systems we serve and find ways to ethically integrate these beliefs as a resource in service delivery. Additionally, I believe that students in social service programs must be trained in ways to effectively collaborate with churches and other community-based organizations to be fully equipped to serve as effective advocates. I will continue to use my doctoral education, teaching and research experience, and direct practice experience to help students develop the critical thinking skills necessary to engage competently with diverse communities.