Annual Faculty

Report
2017-2018
 The Original 2017-2018 Annual Faculty Report
Reflective Statement on Teaching
Over the last year, I served the Ontario and Victorville campuses. Between both campuses and
one online synchronous teaching assignment, I was tasked with teaching eight courses and two
overloads. These eight course loads equaled 92 students, with an average class size of 11.5.
Based on my student opinion surveys, my overall weighted average is 4.69. In addition to
teaching the eight courses mentioned above, I maintained responsibility over four different
courses (PSYU 336, 455, 582, & 586) and developed one new course (PSYU 418). In order to
prepare for each of the courses taught I spent time preparing weekly by developing and revising
lecture notes, PowerPoints, and experiential activities that were relevant to the students learning
styles and the conceptualization of information for each class. In each of the courses taught over
this last year, I gained much from the interactions with my students, but none more influential
and growth enhancing than the online experience.
During the year I had the opportunity to teach PSYU 541 synchronous. I have taught in a
blended format in the past but never synchronous. I was eager to teach this course as I got to
assist students in conceptualizing the various theoretical modalities they need to treat various
clinical populations. Teaching this course face to face has its own setbacks as one tries to help
students understand the concepts and put them into practice. But teaching the course
synchronous brought a new level of hiccups as I was not able to be in the classroom to pick up
on nonverbal cues. Not being able to always see the students face online made it hard to judge
whether or not they were conceptualizing the information or they if were even paying attention.
There were a few barriers I encountered while teaching this course. The first barrier was
technology which I thought I had prepared for by sending the students an announcement the
Friday the course opened up that provided them with instructions on how to navigate Adobe
Connect and who to contact if they encountered an issue. For the first few nights of class a lot of
time was spent fixing technological issues, such as helping students turn on webcams, muting
microphones, understanding how to use the various functions of adobe connect, etc. The second
barrier was helping students to understand the rational as to why they needed to be on camera. I
was able to address this issue by exploring and negotiating with the students what would they
rather do instead of being on camera and discuss the benefits of being on camera. After our
discussion, students came to see the benefits of being able to be on camera. With the requirement
of students being on camera also came the technological challenges associated with Adobe
Connect sometimes failing on students because of their bandwidth and some students being on
Military Bases where they could not use cameras. Exceptions were made for those students. The
third barrier was how one managed the class as there is limited time to present the lecture and
still provide a humanistic approach, while making the information interesting and relevant, as
well as having a presence online as a teacher. In preparation for teaching this synchronous course
I sent students a welcome email as well as posted announcements to assist the students in
preparing for the course weekly. This introductory email included information that made it
possible for them 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 the day of the class. I logged in an hour before and stayed connected for an hour
after class, to address any questions students may have with regards to the readings,
comprehension of the material, required assignments. Students did take the opportunity to log in
a few minutes before class and stayed after class to seek clarification on assignments or further
discuss methods they needed clarification on. I was excited that students took advantage of this
opportunity. Although students did 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 to Blackboard. Daily I participated in discussion board posts and challenged
students to broaden their knowledge.
The fourth barrier I experienced was explaining to students the reason this was a synchronous
course. There was one student that made it very clear that he did not appreciate that he had to
participate in the course online. During the time that he was expressing himself I had to figure
out a way to manage his outburst while still taking care of the other students. The students were
helpful in the sense that they explained what taking a course synchronously meant and ways they
saw this as beneficial. Additionally, I set up a meeting with the student after and explained his
options and the student was able to agree that he would not be disruptive but express himself in
the evaluation at the end of the course. The fifth barrier was due to this being my first time
teaching synchronously. As such, I had to get used to how I would deliver my lectures as I am an
experiential professor. I was not aware of all of the elements that Adobe Connect had to offer
such as share my screen and breakout rooms. There was one week I prepared all these great clips
to assist students in conceptualizing methods and I played the clips but the students were not able
to hear the clips. That was a little frustrating. I was able to manage this by sending the students
the clips and working with an Instructional Designer (ID) to figure out how I can use this feature
in my course in the future. At about 4 weeks into the course I felt more comfortable teaching
synchronously and was able to find different methods of delivering the experiential activities. I
wish I was able to figure this out sooner but the students were able to conceptualize the lessons.
There were 12 students in the course but only 5 students answered the evaluation; two of which
shared their lack appreciation for the course being synchronous (See Artifact 1). This was my
first time teaching synchronously. I was able to have a second go around on teaching this same
course in Summer I and I was better prepared to manage all the barriers that I encountered in the
Fall. (See Artifact 1.2 for a comparison of evaluations).
The course PSYU 652 was one that I enjoyed teaching. This was my second time teaching this
course and I was able to take the lessons I learned the first time and make this course one that is
relevant. I feel that I mastered the skills needed to teach this course. This course allowed me to
focus on teaching students the basics of groups but more importantly empathy and sympathy,
application of theory and interventions, to be experiential, and the ability to be vulnerable. PSYU
652 allowed my students to see me take on the role of a clinician in helping individuals change,
heal, and apply interventions. They also witnessed me being vulnerable and taking a one down
position. I enjoyed being able to assist my students in learning that as a Marital and Family
Therapist (MFT) 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 2 and 2.2 for pictures). I find it rewarding to be able to educate and
empower my students in order for them to grow personally and professionally.
This year I had the opportunity to utilize my creativity and develop an online course PSYU 418
(Community Mental Health). This was the first time I fully developed a course by myself. I
enjoyed this process as I was able to develop the learning outcomes, choose the textbook, and
develop creative assignments that allowed students to go beyond discussion on Blackboard and
into the community. Additionally, I worked alongside the CII team to develop a video for my
course that discussed mental health. Not only was I able to develop this course but I was able to
teach it in order to having an understanding of ways in which the course can be improved for the
next time it is taught. Based on the student evaluations, students enjoyed the course and provided
ways in which the course can be improved (See artifact 3). Additionally, in order to be prepared
to participate in the BCDC training for the next academic year I completed the Quality Matter
training. As well as collaborated and assisted the course developer for PSYU 565 on developing
assessment tools for the course. With this being my second year at Brandman I was honored to
be nominated for faculty of the year award this past year (See Artifact 4).
Staying current in my field and updating my skills is important to me. This past year I presented
at the WASC-ARC conference with my mentor on the transformation of bidirectionality of
mentorship. In addition, to my teaching I was engaged in both quantitative and qualitative
research. I worked with three colleagues on submitting to the Journal of African American Males
in Education a quantitative manuscript titled, "To Help Reform and Improve Vulnerability in
Education (THRIVE): A Model for working with African American Males”. As well as
submitted to the Journal of Family Issues, a qualitative research manuscript titled “How Retired
Heterosexual Couples’ Negotiate Gendered Power: Patterns that Challenge and Sustain
Mutuality”. Both articles are currently under review. During this academic year I became a
licensed Marital and Family Therapist.
After another year of teaching I can say again that I immensely enjoyed my year 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. I look forward to teaching many more courses in the
future.
EVIDENCE TO SUPPORT REFLECTIVE STATEMENT EMBED 1 TO 5 DOCUMENTS/ARTIFACTS
BELOW
The Dean, Associate Dean and FPC members may
consider knowledge of faculty activities not
mentioned in annual report if specifically noted in
writing by the evaluator. Furthermore, the Dean may
deduct discretionary points for failure to include
appropriate artifacts.

Please list 1 to 5 documents/artifacts which support Student Opinion PSYU 323 Student
your performance in this area. Survey PSYU-320-OL1 .pdf
Email.pdf

1. Student Opinion Survey PSYU 320

2. PSYU 323 Student Email
3. Student Opinion Survey PSYU 565
4. BCDC Presentation Student Opinion
BCDC
5. Presentation.pdf
Survey PSYU-565-OT1.pdf

**Insert 1 to 5 artifacts in the area to the right**

Reflective Statement on Mentoring

Within the last year I’ve had the privilege of mentoring adjuncts, students, and various
individuals at 3 different campuses. The role of mentorship is significant to me as I have the
ability to pay it forward with those I encounter. There are a few key factors that play a role in the
significance of mentorship, those factors include but are not limited to collaboration, respect,
problem solving, being solution oriented, creating a welcoming environment, setting clear
boundaries, and flexibility. It is my goal to create and foster an environment that is welcoming to
all to share concerns, frustrations, questions, solutions, and moments of celebration. As a mentor
it is my role to provide support, optimism, guidance, validation, and encouragement. Each
encounter I have had with the above mentioned individuals I have been able to enter into the
discussion openly, honestly, and with the full intention to create a functional and operational
resolution. This manifested through the utilization of office hours, emailing, phone discussions,
and adobe connect meetings. Mentorship is one of the key factors in my life in which I value, it
has help shape me into the individual I am today. Any chance I get to inform other on the power
of mentorship I am willing to educate them. Over the last year I had the opportunity to provide
such opportunity. (See artifact 1).
Faculty to Student Mentorship
Working with non-traditional students is unique and has various levels of challenges, therefore,
each time I meet with a student I found it rewarding, in spite of the circumstance. Many of the
students I encountered this year faced numerous challenges such as overcoming cancer, various
ailment, death, familial issues, and life challenges. These adversities became a stumbling block
at times. It was my role to be the motivator, coach, facilitator, and advocate. Each student that I
crossed paths with I was present, provided guidance, be a listener, and addressed each concerns
and frustrations that was shared. There are a few students that stand out to me that needed
motivation and advocacy. One individual that comes to mind is a student that switch from the
School of Business to the Psychology program. This student has the potential of being an
excellent clinician due to their life experience and work done in the clinical population. The
barrier that this individual had standing between being a successful student was their ability to
write and formulate clear, concise, and constructive sentences in their papers. As well as
speaking in a manner that was comprehensive. The student was not only fighting these barriers in
addition they had health challenges. Due to these barriers and challenges the student had a
difficult time connecting to her professors and clinical supervisor, often times feeling judge. As
the student mentor I had to find the correct manner in which to address the issues at hand.
Therefore, I set up standing weekly meetings for two term where the student could voice their
frustrations and concerns. Most importantly to provide empowerment, support, and encourage in
assisting the student to overcome their writing challenges. Beyond meeting with the individual I
collaborated with the university writing center to assist the student with improving their writing
skills. I am very proud of this student as she did not give in to their barriers and circumstances
yet their inner strength prevail by accepting the help they needed. Today the student is a proud
graduate of the university. (See artifact 2). This was a successful year for me as I received many
emails and gifts from students thanking me for being supportive of them at the campus and
online.
Faculty to Faculty Mentorship
During this year I was tasked with the privilege to integrate a third campus in my workload. This
opportunity came with both difficulties and rewards. The addition of the RI campus provided a
chance to develop new relationships with current and new adjuncts. It was my goal this year to
collaborate with the adjunct population to construct an environment both inside and outside of
the classroom that is conducive to the success of the student. In order to reach this goal I met
with adjuncts individually to discuss and brainstorm the delivery of curriculum, provided
additional materials and ideas to enhance the learning of the students, discussed ways to engage
the students inside the classroom and how to elicit discussion on Blackboard (BB). In addition, I
encouraged adjuncts to utilize their creativity as well as continue to uphold the rigorous
academic standards of Brandman University. For many new adjuncts I had weekly in person
meeting to assist with the acclimation of the university onboarding procedures. As well as guide
them through the process of versatility and merging between the different campuses. I was
grateful for each adjunct willingness to adhere and implement Brandman’s value of flexibility in
the classroom and when needed to fill in on a course. (See artifact 3)
In providing mentorship I quickly learned that when meeting new individuals there are both
professional and personality barriers in which you have to break. Some barriers are easy and
others not so easy. At the RI campus I encountered a few adjuncts that were challenging. When I
came to the campus things were run according to the status quo, one of my challenges was
implementing the structure of Brandman’s standards and the program requirements. Which
became a resistance with a few adjuncts. One particular seasoned adjunct that stands out to me
was somewhat manipulative in their approach. The individual would claim to be adherent to my
direction of the program requirement; however, they would proceed in the same manner in which
they ran their courses. The dynamics of our relationship was difficult due to the individual
challenging my authority. Ways in which I manage this issue was seeking guidance from my
mentor, colleagues, and AD. One incident that stands out to me was when a new student felt
“shamed and disrespected” in front of the class by the professor. As the lead faculty I had to
intervene and speak with the adjunct outside of the classroom, this was an intense moment as the
adjunct took an authoritative stance while discussing the matter at hand. I had a decision in the
moment to either take on the same stance or use my problem solving skills. Therefore, I reduce
the tension and 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 resolution. I met with the student and the
adjunct separately and then conjointly to resolve the issue. Eventually, the adjunct was able to
recognize that we both had the same goal of developing competent clinicians. Although there
were pitfalls it was rewarding to move pass challenges that arose.
Campus Mentorship
Balancing 3 campuses meant that I had to learn to recognize and respect the individuation of the
different campuses. Each campus has its own set of culture. My goal this year for the campuses
was to create an environment of collaboration and partnership. Rather than one that is
competitive with each other. My role was to be the liaison between the three campuses. There
was one particular campus that I had to work extra hard with in order for individuals to
understand that our ultimate goal is to serve the students and do what is in the best interest of the
students. Whether that meant sharing adjuncts or yearly course plans. Although there were
setbacks and resistance at first, by the end of the 2017-2018 academic year the 3 programs were
able to meet and collaborate on how we can best serve the students. Beyond navigating problems
at the campus level I was able to assist in the planning of professional development day for the
Inland Empire campus.
Being able to pay it forward by mentoring others allows for the process of bi-directionality to
occur. In addition it bridge the gap of professional roles and development. It is my privilege to
learn from my mentees. As well as share my knowledge and experiences, provide support and
encouragement, and provide guidance and pragmatic ways in which the individual can continue
to develop personally and professionally. When my mentees succeed I in turn succeed.
EVIDENCE TO SUPPORT REFLECTIVE STATEMENT EMBED 1 TO 5 DOCUMENTS/ARTIFACTS BELOW

The Dean, Associate Dean and FPC members may

consider knowledge of faculty activities not
mentioned in annual report if specifically noted in
writing by the evaluator. Furthermore, the Dean may
deduct discretionary points for failure to include
appropriate artifacts. Mentorship
Presentation .pdf
Please list 1 to 5 documents/artifacts which support
your performance in this area.

1. Mentorship Presentation Student to Faculty Faculty t to Faculty

2. Faculty to Student Mentorship Mentorship.pdf Mentorship 1.pdf
3. Faculty to Faculty Mentorship 1
4.
5.

**Insert 1 to 5 artifacts in the area to the right**

Reflective Statement on Service

Internal Service
During this last year I fully participated as a member of psychology curriculum team. By
attending all curriculum team meetings and discussions. I contributed to the discussions of how
to foster a program that allows for each of our students to be successful both in a blended format
and online. I continued to contribute to different committees for the development of the online
MFT program. At the three campuses I served I approved RTAs, met with students face to face
weekly to address any questions or challenges with regards to the MA or BA in Psychology, and
met with advisors or campus directors to address psychology relevant questions or concerns. It
was a continuous challenge to break down barriers at one particular campus to help hire new
adjuncts.
I was tasked with a third campus this year. This meant learning the culture of the campus and
being open to the concerns the campus had. Upon entering the campus I hit the ground running
as the program needed a fresh start. Several meetings and discussions was set in stones to hire on
new adjuncts as the program utilized the same 3 professors for years. I was schedule to be at the
campus twice a month but due to the need of the campus I was there the first two terms weekly
addressing student concerns and issues, as they tried to finish off their program. As well as the
assisting with the onboarding of new adjuncts. I was informed by the campus director of the
culture of the program and the need to shift that culture to be one that had structure and adhere to
the Brandman standards and program procedure. (See artifact 1) The artifact attach is a
reflection of some of the issues that was addressed over the year at the RI.
Beyond working to resolve issues at the campus level my time was spent utilizing innovative
ways to develop courses with CII. Much of my time was spent in weekly meetings with my
course ID Sasha and Thierry Kolpin to develop and use technology in a way that would allow the
university to expand the way in which courses were taught online. Time was spent driving at
least twice a month if not weekly down to the Irvine campus to brainstorm ideas and to
implement those ideas by developing videos and interactive media. When I was not driving
down to the campus the time was spent collaborating on Adobe Connect. I thoroughly enjoyed
this process of collaboration and cross school work.
During this last academic year, I was involved in the advancement of multiple students. I
developed a system to assist students in being successful in advancing and being able to locate a
practicum site. Prior to advancement, I worked closely with each student to help secure a
practicum site and prepare them for the oral exam. Furthermore, I modeled for students how to
call the different practicum agencies and explore trainee requirements and processes for
agencies. As well as advocate for them at various sites. In order for the students to have multiple
sites to choose from between OT, RI, and VV I have maintained professional relationships with
multiple mental health agencies that now serve as practicum sites for our students. Some of those
sites include San Bernardino, Riverside, Orange county, and LA County Department of Mental
Health, and multiple school districts in the OT area. In addition to partnering with multiple
substance abuse and foster family agencies. As well developing partnership with an agency in
Texas for a student that transition there. These connections and collaboration take hours of phone
contacts, meetings, and driving to ensure that the agencies will provide students with the best
quality of training they need to be successful clinicians. In addition to advancement I have
completed multiple capstone presentations. In order for the students to reach the point of
presenting I met with the students to provide guidance on the criteria for the capstone. As well as
spent hours with reading and editing their capstones.
I have served as a member of the planning committee for the Inland Empire campuses
(Riverside, Menifee, Ontario, and Victorville) PDD. This year our focus was on conducting one
PDD that would allow for high levels of group interactions, this event was well attended by
adjuncts. I was invited to present online at the Social Sciences Cross Disciplinary Learning
Community (SSCDLC) in February on what it means to be a woman of color in higher
education. In addition my colleague from the School of Education and I were chosen to present a
workshop at the professional development day at the Spring retreat on exploring issues of
privilege and diversity. A well-attended experiential presentation that allowed for faculty, staff,
and administration to share and discuss the meaning of diversity and inclusivity in their personal
life and in the university setting. (See artifact 2). In addition I was invited to serve as a member
of an interview team for the hiring of Psychology faculty.
I continue to be a member of the Inland Empire MFT consortium and have worked to maintain
ongoing relationships with members of the consortium and members of practicum site agencies.
In this capacity, I attend quarterly (or as needed) meetings, reviewed submitted documentation,
offered recommendations to update the application process, and work directly with students as
they completed the state’s stipend application. I was proud when a well deserve student from the
VV campus became a recipient of the stipend.
 External Service
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.
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. In addition I provided pro-
bono consultation for the start of a recuperative care agency in the Inland Empire area. This
agency would serve homeless individuals after hospitalization. Additionally, I was invited by one
of my colleagues to be a guest on Complexity Radio show an online radio station as a panel
member to discuss the topic of sexual harassment and being a woman of color. (See artifact 3). I
continue to me an active member of American Association of University Women CA branch
(AAUW). This year I collaborated with the diversity officer of the branch to address issues of
diversity and inclusivity at the Spring faculty retreat. Many of the collaboration and information
I have learned by working externally has been used as a means to teach different techniques in
various courses. For example by providing pro-bono work I was able to develop partnership with
Illumination Foundation one of the largest recuperative care in the United States. This
partnership allowed me to gain ideas on how to incorporate the discussion of homelessness in my
curriculum and plan for future endeavors.
EVIDENCE TO SUPPORT REFLECTIVE STATEMENT
EMBED 1 TO 5 DOCUMENTS/ARTIFACTS BELOW
The Dean, Associate Dean and FPC members may
consider knowledge of faculty activities not
mentioned in annual report if specifically noted in
writing by the evaluator. Furthermore, the Dean may
deduct discretionary points for failure to include
Riverside Campus Spring faculty
appropriate artifacts.
Artifact.pdf Professional Development Workshop .pdf
Please list 1 to 5 documents/artifacts which support
your performance in this area.
Complexity Radio
1. Riverside Campus Artifact Show on Sexual Harassment Flyer.pdf
2. Spring Faculty Retreat
3. Complexity Radio Show
4.
5.

**Insert 1 to 5 artifacts in the area to the right**