While my tenure portfolio highlights my professional accomplishments, it is equally vital to share the journey that has shaped me into the educator, counselor, and advocate I am today.

I am a first-generation American, born to immigrant parents whose resilience and belief in the transformative power of education profoundly influenced my life. My father, of Dutch descent, was born in Holland, where he learned English as a second language. My paternal grandfather later relocated the family to Trinidad, where my parents met, dated, and married. Seeking greater opportunities, they moved to New York, where my father pursued higher education on a student visa. 

My birth story underscores their sacrifices for my future, not unlike many immigrants who choose to pursue a new life in The United States. Because my mother’s visa expired, my father decided my mother would live in Canada until it was time for delivery, crossing the border to give birth to me in New York. Their eventual naturalization laid the foundation for my life as an American and instilled in me a deep appreciation for education, perseverance, and community.

My story is one of resilience, perseverance, and a commitment to fostering equity and inclusion—values that align closely with Edmonds College's mission of Teaching | Learning | Community and its vision of Transforming lives. Guided by an innovative teaching philosophy, I strive to embody the college’s core values: collaboration, communication, responsibility, accountability, innovation, creativity, diversity, respect, and inclusion.

Why This Story Matters

This story is not just about my origins; it is about the foundation of my identity and my commitment to education. As the daughter of immigrant parents, I understand the weight of expectation—where success is non-negotiable, excellence is assumed, and bringing pride to the family is paramount. 

These cultural dynamics uniquely position me to connect with Edmonds College's diverse student population, particularly international students and those navigating the complexities of cultural assimilation.

At its core, education is a transformative journey. For students from immigrant backgrounds or marginalized communities, it often involves balancing two worlds while overcoming systemic barriers. This nuanced understanding shapes my teaching philosophy and informs my approach to student engagement, equity, and inclusion. 

In the classroom, I present viewpoints from diverse perspectives and my students are encouraged to discuss how the concepts and theories may be assimilated into their cultural beliefs and practices. Diversity is celebrated in every class I teach and students are provided opportunities to develop critical thinking beyond the textbook and classroom. 

For example, in my SHS 218 course, I introduced culturally responsive research mini-projects that allow students to explore topics such as mental health disparities in marginalized communities, culturally sensitive treatment protocols, and the intersection of mental illness and substance use among underserved populations. 

These projects empower students to connect course content with their lived experiences, encouraging both critical thinking and personal growth. My overall goal is to not only teach the course content but to also impress upon students the importance of viewing clients from a holistic perspective, taking into account the many aspects of a client’s life that may impact their overall well-being. 

Early Influences and the Joy of Learning

My father’s Dutch educational background emphasized critical thinking, curiosity, and the joy of learning—values I bring into my classroom. He prioritized comprehension over grades, nurturing a love for exploration and understanding. This philosophy continues to guide my teaching, where I aim to create inclusive and dynamic learning environments.

Learning should not be confined to textbooks and lectures. I embrace innovative teaching methods, including the integration of social media and technology, to engage students in ways that resonate with them. I challenge students to think critically, reflect deeply, and apply their learning to real-world contexts. Some students appreciate the inclusion of social media while other students become more confident in their use of social media to support learning. 

It is important to evolve as a professor. I  received favorable feedback when I implemented TikTok videos to address the injustice many populations face in requesting and achieving medical care. I also used TikTok videos to highlight how WOC are misjudged and misdiagnosed when seeking mental health treatment. Implementing various aspects of social media in an ethically responsible way has the potential to enhance student learning. 

A Multifaceted Professional Journey

As a licensed addiction counselor, case manager, educator, and mentor, my multidisciplinary background uniquely equips me to support Edmonds College's mission. My career has included working with clients in the criminal justice system, teaching high school and college students, and developing innovative curricula. These experiences have honed my ability to navigate emotionally charged topics, foster resilience, and create supportive learning environments.

In my teaching, I emphasize holistic development, focusing on student strengths while addressing barriers to success. Many of my students are returning to education after life challenges, including addiction and prolonged workforce absences. 

I provide them with tools to build self-confidence, develop effective study strategies, create organizational schedules, and prioritize content mastery over grades. These principles are reflected in my course designs, which prioritize accessibility, equity, and student empowerment. I share with my counseling students the importance of viewing presenting conditions through a multidisciplinary lens. 

Variables such as wellness, mental health, family dynamics, and other factors may have an impact on the presenting issues. Viewing the client from a holistic perspective provides insight into how to support the client the students will eventually serve. 

Commitment to Equity and Inclusion

As a Black woman and first-generation American, my lived experiences inform my commitment to equity and inclusion. Growing up in Pasadena, Texas—a sundown town—exposed me to racial violence and systemic inequities, fueling my resolve to create safe and inclusive spaces for all. For people who are vulnerable to experiencing continuous potential systemic violence, the only safe space is the space where you are small and invisible. 

Because of my experiences, recovering from systemic racism and creating an inclusive environment both inside and outside the classroom are of the utmost importance to me. It is vital to acknowledge the profound impact systemic racism has on individuals and communities and to actively work toward fostering spaces where healing and growth can occur. 

Creating a safe space for students comes naturally, but empowering them to find their voice, step out from the shadows, and use that voice appropriately—while maintaining a safe and supportive environment—requires intentional effort. 

Professors who have not experienced systemic oppression may find it challenging to navigate conversations about dismantling racism. However, it is essential to recognize the role educators play in addressing these issues, as education is a powerful tool for challenging inequities and fostering understanding. By embracing vulnerability, listening to diverse perspectives, and committing to equity, we can create classrooms that are both transformative and restorative.

At Edmonds College, I serve on the Faculty Senate Equity and Inclusion Committee, where I advocate for policies and initiatives that support marginalized students and faculty. My contributions include leading a Spoken Word Project that celebrates diverse artistic talents and fosters a platform for underrepresented voices. Beyond the committee, my teaching and mentorship reflect a dedication to dismantling systemic barriers and uplifting marginalized communities.

A Vision for Holistic Education

My teaching philosophy reflects a holistic approach to education. Students bring their whole selves into the classroom, shaped by unique experiences, challenges, and aspirations. I aim to meet them where they are, offering support, encouragement, and the resources they need to succeed.

Learning should extend beyond textbooks and lectures. I integrate innovative methods, such as social media and technology, to engage students in ways that resonate with them. I challenge students to think critically, reflect deeply, and apply their learning to real-world contexts.

One initiative I am developing is a service-learning project specifically for Social and Human Services students. This project integrates hands-on farming, cultural education, and holistic nutrition practices to teach students how herbs and foods can support mental wellness and addiction treatment. 

By collaborating with the Edmonds Community Farm and the Cultural Kitchen, students will grow and harvest herbs and foods traditionally used in recovery. This project bridges the gap between academic knowledge and practical application, aligning with the holistic trajectory of addiction and wellness.

A Vision for Lifelong Learning

Education is a journey. I make mistakes, but I choose to learn from the experience. As an educator at Edmonds College, I see myself as a teacher, guide, mentor, and advocate. My commitment to equity, curiosity, and transformative learning extends beyond the classroom, shaping the culture and community of Edmonds College.

I am deeply invested in the success of my students, colleagues, and the institution as a whole. My journey, achievements, and dedication to service uniquely position me to contribute to the mission of Edmonds College.

At the core of my work is a belief in the transformative power of education. I aim to teach students who will be proficient in the field of Social and Human Services. I also strive to inspire students to become compassionate, resilient, and adaptable lifelong learners who are equipped to contribute meaningfully to a complex and dynamic world. 

Awarding me tenure would affirm not only my contributions to Edmonds College but also my dedication to empowering future generations. My journey, my experiences, and my commitment to holistic education position me as an empathetic leader who will continue to make a lasting impact on the lives of students and the broader community. 

I believe my contribution to Edmonds College, particularly the Social and Human Services department, is unique. My professional career as an addiction specialist, multidisciplinary experience as an educator, and strong work ethic as a United States Army Desert Storm veteran collectively provide essential support that meets the needs of the students I serve.