1

Annual Faculty
Report
2018-2019
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The Original 2018-2019 Annual Faculty Report

Reflective Statement on Teaching
This academic year, I started out by asking myself the simple question of what is my purpose as
a professor and how can I contribute to the learning environment for each student, staff, mentee,
adjunct, and colleague I encounter. In reflecting on my experiences, this past year my purpose
was connection and empowerment. These were demonstrated through the different interactions I
had at the campus (on grounds and online), university, and student level. I had the opportunity to
serve three campuses (Ontario (OT), Riverside (RI), and Victorville (VV)). I was tasked with
teaching five courses; these courses were taught at the OT campus, one synchronous, and three
asynchronous. These five course loads equaled 101 students, with an average class size of 20.2.
Based on my student opinion surveys, my overall weighted average is 4.44. In addition, I taught
two course overloads with a total of 52 students. In addition to teaching, the five courses
mentioned above, I was course manager for five courses (PSYU 336, 455, 582, 586, & 652). I
was scheduled to develop one synchronous course (PSYU 603) and update one course (PSYU
336). Additionally, due to books going out of publish, I had to revise two courses (PSYU 652
and 582). In order to prepare for each of the courses I taught, time was spent processing
innovative ways to lecture online and on grounds. Also, I prepared for weekly lectures 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.
I was schedule to divide my teaching load equally between on ground in order to serve the
campuses and online. Many of the courses I taught, were online due to low enrollment at the
different campuses. Teaching online has its challenges, but when you are able to connect with
students in a capacity that allows them to know that beyond the screen there is another human is
rewarding. Being able to connect and empower students in asynchronous courses is powerful.
This was reflected through the student opinion survey or stated through interactions I had with
students by phone or Zoom (See Artifact 1). Many online students were surprised that a
professor would go beyond grading assignments and schedule meetings to further discuss
assignment instructions or review grades. One interaction I recall where a student was surprised
was in PSYU 320. After reading the student paper, one of this student weaknesses I identified
was the student’s writing skills and use of APA formatting. In order to set this student up for
success with future assignments, I scheduled a Zoom meeting to review the course paper and
walked them through how to use APA formatting. This student was grateful as English was their
second language and they struggled with writing (See Artifact 2). I also referred them to the
writing center. This interaction was gratifying as I was able to see the student develop the skill
sets the student needed to be successful in finishing the term and future courses. I find it
rewarding to be able to educate and empower my students in order for them to grow personally
and professionally.
Teaching on ground allows the professor to have a greater opportunity of creating meaningful
connections with students. During the Spring II term, I taught PSYU 586 and I was able to
witness the power of connectivity amongst students as colleagues and as the professor. The
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course is structured to be application based and requires vulnerability. Students had to participate
in an abstinent exercise for 6 weeks during the term. Many students choose an addiction they
somewhat struggled with but there was one student who was willing to take a risk and choose to
give up something they struggled with on a daily basis. The student was meeting the goal they
had set for the addiction. During week 5 of the term, the student reported that they had given up
on fighting their addiction and informed the course they have been battling cancer for a while
and found out the week prior that it had metastasis. In the moment, the students rallied around
their colleague, provided support, and explored ways in which they can continue to be of
support. As the professor, I was able to witness the power of cohesiveness amongst students. I
felt sympathy for the student, and my goal was to provide the student with all the resources, and
support the university had to offer. I collaborated with my associate dean, who connected with
the dean to explore how we can assist this student to finish out the term and the rest of their
degree. I was instructed to collaborate with the ADA office in order to explore accommodations,
knowing this would take time as the professor and lead faculty. I coordinated with the student
and the other instructor for that term on ways in which they could accommodate the student to
finish the term. Additionally, I was willing to work with the student and offered them the
opportunity to Zoom into class as the student lived more than an hour from campus and started
chemotherapy. The student agreed to this offer, but unfortunately did not take advantage. As a
professor, who desires the success of all students, this was hard to experience, as I wanted the
student to not allow their circumstance to hinder them from meeting their educational goal.
During the course, and after the course, I attempted to make numerous contact with the student
as well as their colleagues, but was unsuccessful. Prior to taking my course, I observed this
student being resilient as they went through the process of managing their illness (See Artifact
3).
Staying current in my field and further enhancing, my clinical skill set is important to me. I
renewed my Marriage and Family Therapist license. In order to renew my license, I completed
18 units of CEU’s. This past year, I attended several conferences and workshops as a guest in
order to learn the most relevant form of interventions for the mental health community, how to
create inclusive classrooms, and address issue of social injustice. I presented at least 10 different
webinars. I was also honored to be the moderator for the “Women in Leadership Symposium”
held at Brandman and to virtually present on community mental health to clinicians in Kenya at
their consortium meeting (See Artifact 4). In addition, I was the guest speaker for the SOE
Brown bag series on “Creating Spaces of Equity and Empowerment for Diverse Populations
Across the Educational Pipeline: Birth to 12th Grade and inclusive teaching.” Additionally, I was
a guest presenter for Brandman advisor summit and a guest panelist for the American
Association of University Women (AAUW) intersectionality webinar. I collaborated with my
colleagues in the School of Education, Business, and Arts and Science on article for the
Brandman news “Looking at Leadership: #YouToo? When lived experiences and our own
awareness pre-date and go beyond a hashtag movement.” I also published a journal article with
an adjunct from SAS for the Kinly Publishing Journal “Depression from the Grave.”
Throughout the year, I have had the privilege to connect with many students and hear their
narratives and lived experiences of adversities, illnesses, losses, celebrations, resiliency, and
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triumphs. I listened as they shared their plans of how they planned to change their trajectory of
the next generation in their families by earning a college education. Being able to be part of these
moments with students is the most rewarding part of this journey. I will continue to find ways in
which I can connect with students and empower them to go beyond their potential and walk into
their destiny. My moments of victory is when I receive a message from a student of “I made it”
(See Artifact 5).
EVIDENCE TO SUPPORT REFLECTIVE STATEMENT EMBED 1 TO 5 DOCUMENTS/ARTIFACTS
BELOW
The Dean, Associate Dean and FPC members may
(NOTE: If you add links to Googledocs, make sure that the
consider knowledge of faculty activities not
document is viewable by anyone who has the link).
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 Artifact 1 Student Artifact 2 for

your performance in this area. Opinion Survey_Spring
teaching student1connection.pdf
2019 Session _PSYU-323-OL1 (00

1. Student Opinion Survey

2. Teaching Student Connection
3. Teaching Student Accommodation
4. Presentation Artifact 3 for Artifact 4
5. Student Success teaching student accomodation.pdf
Presentations.pdf

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

Artifact 5 Student
Success 1.pdf

Reflective Statement on Mentoring

Within the last year, I have had the privilege of mentoring adjuncts, students, staff, and members
in the community at three different campuses and online. Being able to mentor others is a
significant value to me because of the mentorship relationships I have had in the past that helped
shape me into the individual I am today. As a mentor, it is my goal to create and foster an
environment that is welcoming for all to share concerns, frustrations, questions, feedback and
solutions, and moments of victory. In addition, it is my role to provide support, optimism,
guidance, validation, and encouragement. In each of the encounters 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 Zoom meetings.
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 find it rewarding, in spite of the circumstance. Many of the
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students I encountered this year faced numerous challenges such as various ailments, death,
familial issues, and life challenges. These adversities at times became an obstacle. It was my role
in those moments to be the motivator, coach, facilitator, and advocate. With each student that
crossed my path, I was present, provided guidance, listened, and addressed each concerns and
frustrations with an optimistic approach. Although I utilized the aforementioned skills, I have
learned that as faculty we cannot address each issue that students encounter, yet, we attempt to
do our very best. One situation that comes to mind is with a student who was consistently
dismissive of me when the student experience program issues. The student was verbally
aggressive, hostile, and acted in a manner of entitlement, when they interacted with individuals
that held leadership roles. There were times staff members reported that they did not feel safe
when interacting with this individual due to their hostile mannerism. My first encounter with this
student was via phone when I attempted to redirect a conversation they were having with their
academic advisor, where the student was speaking in an aggressive tone. I invited the student to
meet with me to address their concerns and advise the student that there is no tolerance with
berating campus staff. The student did not take me up on the offer. The following week I was
informed that this student came to the campus and presented in an aggressive manner looking to
speak to the advisor, I recommended that the advisor and staff members document each
interactions they have with the student. As a follow up I sent an email inviting the student to
meet with me and stated I wanted to be of support to the student. They neglected to respond to
the email or schedule a meeting. Months after that email, the student again was frustrated due to
an error in the system and instead of addressing the matter with me, they sent a demanding email
to administration. After being notified of this student action, I attempted to connect with the
student by sending another email addressing the issue, apologized on behalf of the university
based on the circumstance, and ensured the student I was there to provide support (See Artifact
1). My limitation as a faculty and human was stretched thin when this student addressed an email
to me and copied upper administration and the president of Chapman accused me of being biased
and unwilling to help the student in the program. The email trickled down to my dean and
associate dean and we were able to problem solve the issue. As I reflect back on the day I
received the message, I remember being hurt because as a faculty member I had gone above and
beyond for students to assist and advocate for them. To see a student defame my character as
such caused some frustration. I was frustrated that although I had extended my hand to this
student, the student, choose not to reach for it. Instead, the student choose to do things their way
and expected that the university would do as they demand. I think back to the moment and I
realized that the issue was not myself or the system. The root cause of the student’s behavior was
that the student choose not to use the system put in place to provide guidance and support for
them. Due to the numerous aggressive behavior of this student, the last incident warranted for a
student conduct meeting. For the first time as a faculty member I questioned my safety based on
this student’s behavioral history. I was grateful that I had the support and guidance of my
associate dean and dean as well as the campus staff and other faculty members. Although this
experience was challenging, it helped me to recognize that we as faculty cannot solve every
problem that a student may encounter due to their own growth process that they must go through.
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Faculty to Faculty Mentorship

This year I began the process of hiring adjuncts who were diverse and represented our students
across my 3 campuses. My goal was to collaborate with the adjunct population to construct an
environment both inside and outside of the classroom that is conducive to their success as
professors and in turn students. 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. In addition, I encouraged adjuncts to utilize their
creativity as well as continue to uphold the rigorous academic standards of Brandman University.
For new adjuncts, I held weekly face-to-face, phone, and Zoom meetings to assist with the
acclimation of the university onboarding procedures. I also guided them through the process of
versatility and merging between the different campuses. I was grateful for each adjunct’s
willingness to adhere and implement Brandman’s value of flexibility in the classroom. Besides
mentoring adjuncts at the campus level, I spent many hours providing guidance to faculty
members who taught courses that I am the course manager for. For my course PSYU 652, I met
with two adjuncts who taught the synchronous version to assist them in understanding and
navigating the course activities. Many times, it required collaboration with CII to help adjuncts
understand how to utilize the different tools for the online platform. It was rewarding to see that
the hours I spent with the adjuncts were meaningful and helped them to be successful in
university (See Artifact 2). Although I had many meaningful moments with the adjuncts across
the various campus, one challenge I encountered was firing one of my adjuncts. This particular
adjunct was not completing the different tasks and the administrative work the adjunct was
required to complete during the terms. Prior to firing this adjunct, I attempted to provide
mentorship and explore ways I could be of support to the adjunct. The adjunct stated help was
not needed, and after a while, the adjunct became unresponsive to emails and phone calls from
the VV campus, central campus, and myself. As a result, I had to assist with completing the
administrative role in her course (See Artifact 2, see email thread). In addition to working with
adjuncts, I was selected to be a mentor for a new onboarding faculty member. I was excited to
pay it forward and provide the same level mentorship I was afforded. As I reflect back on my
mentorship with my colleague, it appeared that our schedules did not coincide in order to build a
cohesive mentee and mentorship dyadic (See Artifact 3).
Campus Mentorship
Balancing three 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. I collaborated with the
campuses to manage student issues for the various programs. One incident I recall working with
OT campus director was to provide support to an adjunct who experienced discrimination by a
student because the student believed the adjunct discriminated against the student. After
consulting with my associate dean, I was informed, (due to the student claims and behavior) that
this incident warranted for a step one student conduct meeting. I facilitated the meeting with the
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campus director to inform the student that the university will not tolerate discrimination against a
professor and provided guidance on how the student can conduct himself or herself in the future
if they find themselves in a situation they feel discriminated against (See artifact 4).
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
Artifact 1 Inform Artifact 2 Faculty to
deduct discretionary points for failure to include
appropriate artifacts. student I am here to Faculty
provideMentorship.pdf
guidance.pdf

Please list 1 to 5 documents/artifacts which support

your performance in this area.
Artifact 3
1. Inform student I am here for support Introducing faculty mentors.pdf
2. Faculty to Faculty Mentorship
3. Introducing Faculty Mentor
4. New MA Psych Step One Notification
5.

**Insert 1 to 5 artifacts in the area to the right** Artifact 4 New MA

PSY Step One notification letter.pdf

Reflective Statement on Service

Internal Service
During this last year, I fully participated as a member of the psychology curriculum team (CT).
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
and online format. I was a member of the MA Psych orientation committee and was the chair of
the MA Psych subcommittee. I participated in the development of the MA Psych orientation
video. In addition, I completed the BA Psych program review with my Colleague Kat
Ringenbach (See Artifact 1). Besides participating in the MA Psych CT meetings, I worked at
three campuses. Between the three campuses, I completed approximately 840 hours of in office
time between Fall I and Summer I. These hours were spent meeting with students individually to
discuss advancement preparation, locating a practicum site, meeting with students face to face
weekly to address any questions or challenges with regards to the MA or BA in Psychology. In
addition, assisting students in building therapeutic skills to complete practicum hours, advocating
for students at the administrative level, and empowering students to complete their program. In
addition, I approved RTAs and met with advisors or campus directors to address relevant
questions or concerns.
I was also involved in the advancement of multiple students. I developed a system to assist
students in being successful in advancing as well as being able to locate a practicum site. Prior to
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advancement, I worked closely with each student to help secure a practicum site and prepared
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. I also advocated 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. 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 students to provide guidance on the criteria for the capstone. As well as spent hours 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 conducting one
PDD, which allow for high levels of group interactions. This event was well attended by
adjuncts. I led multiple presentations that would assist our adjuncts in being successful in
managing technology as the university went through different technological changes and led a
presentation on how to create inclusive classrooms (See Artifact 2). I was honored to be invited
as one of the keynote speakers at the School of Education Fall Immersion to give an experiential
presentation on power and privilege. The opportunity allowed students to engage in experiential
exercises and open discussions about how they can use their own power and privilege in their
personal life and to influence those in their work environment (See Artifact 3). In addition, I was
invited to be a presenter or panel member for many university led webinars around the topic of
diversity and inclusivity (See Artifact 4).
In addition, I served as vice chair for the Governance and Appeal Committee (GAC), in this role,
I attended monthly meetings, participated in one appeal hearing, collaborated on developing
faculty training presentation, and facilitated 3 out of the 6 webinars that was conducted. I had the
opportunity to serve the university by being part of three student conduct meetings. Two were for
students from my campus at a step one; one was from a different campus that was a step two. For
each of these meetings, I was attentive and provided recommendations that would help the
student be successful in managing their emotions and handling future challenges.
External Service
Besides working at the campus, I am continuously working on developing relationships in the
community by 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 students as well as providing support for the agency.
Additionally, 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.
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During the last academic year, outside of the university setting, I continued to serve as a
volunteer board member for a non-profit foster agency. In my role as a board member, I have
attended quarterly meetings in person and via conference calls. In addition, I have provided pro-
bono consultation for the development of a recuperative care agency in the Inland Empire area.
This agency will serve homeless individuals after hospitalization. In addition, I continue to feed
the homeless population in the Riverside and San Bernardino County with various agencies in
the community.
EVIDENCE TO SUPPORT REFLECTIVE STATEMENT
EMBED 1 TO 5 DOCUMENTS/ARTIFACTS BELOW
The Dean, Associate Dean and FPC members may (NOTE: If you add links to Googledocs, make sure that the
consider knowledge of faculty activities not document is viewable by anyone who has the link).
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 Artifact 1 BA Artifact 2 IE

your performance in this area. Psychology Program Review
PDD.pdf
Follow up.pdf

1. BA Psychology Program Review

2. IE PDD
3. Fall Doctoral Immersion Artifact 3 Fall
4. Webinars
Doctoral Immersion.pdf
5.

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

Artifact 4
Webinars.pdf