My teaching philosophy centers on fostering a learning environment that emphasizes learning, inclusivity, and real-world application. I believe that education should be a transformative experience that empowers students to build meaningful lives and careers.
As an experienced educator and licensed clinician, I integrate professional, and technical expertise with academic learning, encouraging students to see beyond textbook knowledge and apply concepts to real-world situations.
Drawing from my extensive work in addiction counseling, a behavioral approach, and holistic nutrition, I bring diverse perspectives into the classroom, helping students understand the interconnectedness of physical, emotional, and cognitive well-being. I believe this approach enriches their understanding of human behavior and social dynamics, preparing students for work in social and human services with a nuanced and compassionate perspective.
Central to my teaching philosophy is the belief that a supportive and adaptive environment is crucial to learning. I incorporate flexible due dates and practical deadlines to honor the diverse challenges students face, particularly for those balancing work, family, and other obligations alongside their studies. This flexibility encourages them to engage deeply with the material, promoting genuine comprehension over rote learning.
I am also committed to diversity, equity, and inclusion (DEI) in my teaching. As Co-Chair of the Faculty Senate DEI Committee, I actively work to create an inclusive classroom culture where all students feel respected and empowered to share their unique perspectives. In a subject as personal and transformative as human services, I encourage students to bring their whole selves into the learning process, allowing for richer, more impactful discussions and a deeper understanding of course material.
Through my teaching, I aim to help students develop not only academically but personally, encouraging them to recognize and nurture their self-worth, set high standards, and cultivate resilience. I emphasize the importance of self-concept, self-esteem, and self-efficacy—what I call the "Trilogy of Self"—in guiding students toward becoming thoughtful and effective practitioners who make meaningful contributions to their communities.
My teaching philosophy may initially appear unorthodox, but many students share that removing the unnecessary stress of rigid due dates enables them to engage more deeply with the material, truly learn the content, and enjoy a more enriching academic experience. Life happens, and inevitably, some students may fall behind. With their permission, I would like to share an email I received that illustrates this point...
"Late work
Hi Dr.Green,
Hoping you've had a great weekend, just wanted you to know that I'm aware that I'm pretty behind on classwork and I promise I'm getting to it and planning to get 80% of my missing work by the end of this week. I wish you are able to understand how helpful your deadline guidelines are for me, from the bottom of my heart, I appreciate you so much Roxanne.
Best,
-Raghad Kameel"