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, behavioral therapy, 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 them 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 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"
Covers the history and importance of human services in U.S. society and the values these programs reflect. Includes career paths, knowledge, and skills required for effective practice, including the rewards and challenges of working in this field.
Upon successful completion of this course, students will be able to:
Identify the major categories of human services and social welfare programs in the U.S., including identified populations, funding, and adoption.
Explain the intended purposes and functions of human service programs in the U.S.
Describe how historical precedent, political ideology, and social policy decisions impact human service program development.
Identify the foundation and specialized knowledge, skills, and abilities required to adequately perform a variety of human service roles and challenges faced.
Upon successful completion of this course, students will be able to:
Demonstrate ability to access and explore research based information regarding the incidence and major demographic prevalence of substance misuse.
Describe scientific and theoretical basis of addiction models from medicine, psychology, sociology, and other disciplines.
Explain the general history of licit and illicit drug use in the United States.
Identify drugs from three major classifications and describe the impact on human brain and behavior including short and long-term psychological, social, and health effects.
Distinguish and describe the potential continuum of drug use, and differentiate drug dependency with the diagnostic criteria for this diagnosis.
Provide written description of the nature and general structure of treatment, and the concept of recovery from addiction as a disorder.
Summarize general nature of prevention activity and key assessment components.
Review and discuss the addiction professionals’ standards and ethical guidelines established by Washington State and NAADAC.
Addresses how to develop awareness and acceptance of emotional health to navigate effectively through life’s challenges and changes. Topics include building resiliency, strengthening social connections, improving emotional regulation, healthy boundary setting, incorporating self-care practices, and responding to grief and loss. S/U grade option.
Upon successful completion of this course, students will be able to:
Learn primary and secondary best-practice strategies for the enhancement of lifelong socio-emotional wellness.
Create a holistic, evidence-based self-care plan incorporating all of the dimensions of emotional health covered in this course.
Introduction to the foundations and content of ethical codes and the process of ethical decision-making. Includes information about federal and state laws and mandates governing all human services professionals, including addiction professionals. This course addresses the educational content specified in WAC246-811-030 (3r, s and w).
Upon successful completion of this course, students will be able to:
Demonstrate comprehension of the difference between ethics and the law.
Describe multidisciplinary perspectives that influence professional standards and legal mandates.
Articulate the importance of performing self-evaluations, client consults, and seeking ongoing supervision.
Integrate information from a comparison of several professional ethical codes, including those for human services and addiction professionals.
Demonstrate awareness and respect for the importance of cultural competency and the ethical codes that address related values.
Describe and summarize the need to adhere to federal and state laws and regulations related to human services or addiction work.
Demonstrate the ability to use Web-based research.
Identify values, knowledge, and competencies necessary to engage and sustain helping relationships and to identify and clarify consumer concerns and goals. Stresses effective use of interpersonal communication skills through class participation, reflective exercises, and role-play simulations. This course addresses the educational content specified in WAC 246-811-030 (2 k).
Upon successful completion of this course, students will be able to:
Demonstrate the use of a variety of interpersonal communication skills to establish a therapeutic alliance, support client self-disclosure, and move the process of counseling forward.
Identify and demonstrate components of the stages of change.
Identify how cultural factors may influence the helper’s interactions with clients.
Describe how to collect and assess information, including history, life challenges, and goals, and use this information to support clients.
Demonstrate comprehension of motivation and change theory and its significance in shaping the goals and methods used in working with clients or consumers.
Focuses on interpersonal and leadership skills necessary for working with individuals and groups in human service settings. Identifies the role and stages of groups, leadership qualities, and conflict resolution. Includes role play and practice of skills for effective group facilitation.
Upon successful completion of this course, students will be able to:
Identify and demonstrate interpersonal skills that facilitate communication and create a basis for empathy and mindfulness.
Demonstrate knowledge of various leadership styles and how that impacts communication with others.
Describe and identify the basic types of groups and the stages of group development.
Explain and develop guidelines for group practice and ethical behaviors when facilitating or participating in a group activity or process.
Describe methods to deal with group dynamics and development.
Demonstrate the skills needed to plan for and lead a group process, including the designing of activities, group exercises, introduction, and closure.
Assess personal competencies and leadership styles to respectfully and effectively communicate with diverse clients and other professionals.
Addresses the multidimensional process of human development from conception to death. Topics include growth and change across the lifespan from biological, psychological, social, and cultural perspectives. This course addresses the educational content specified in WAC 246-811-030 (2 o).
Upon successful completion of this course, students will be able to:
Describe development, including biological, cognitive, and psychosocial, as an ongoing set of processes across the lifespan.
Analyze different developmental events from the perspectives of several theories and recognize those theories when used by others to explain events.
Identify the research methods used in the study of human growth and development and be able to evaluate their usefulness.
Describe development from the perspective of diverse consumer populations and explain developmental controversies related to these differences.
Recognize important developmental concepts and be able to apply them to a variety of career settings.
Overview of nature, management, and treatment of commonly encountered psychiatric disorders. Major diagnoses will be examined in terms of identifying symptoms, current treatment protocols, and the use of psychiatric medications. This course addresses the educational content specified in WAC 246-811-030 (3p).
Upon successful completion of this course, students will be able to:
Describe the history of mental health treatment and cultural issues that influence attitudes toward mental health services for providers and consumers of services.
Identify the features of mental health disorders according to the DSM-5, including symptoms, risk factors, functional impairment, and case management challenges.
List common psychotropic medications used for various mental health disorders and explain the role of human service workers in medication management.
Identify the interactions between mental illness and addictions, and explain treatment protocols for clients diagnosed with co-occurring disorders.
Analyze the programs and effectiveness of the mental health service delivery system in Washington state.
Describe the mission and goals of support organizations for the mentally ill such as NAMI and the services they provide.
Identifies pharmacological and physiological effects of psychoactive substances related to addiction; how effects are produced; treatment methods for chronic conditions and drug interactions. Reviews blood & airborne pathogens, including HIV/AIDS brief risk intervention for people with substance use disorder. Includes behavioral addictions and psychotropic medications. This course addresses the educational content specified in WAC 246-811-030 (3b and g).
Upon successful completion of this course, students will be able to:
Describe the impact of psychoactive drugs on the human body, including ingestion, absorption, metabolism, effects on brain, liver, vascular, organs, and acute and chronic states of related disease, and repair.
Explain the fundamental pharmacological properties of each drug classification and the mechanics of their entry and impact throughout the body and brain.
Explain common medical, psychological, and cognitive conditions that may precede, coexist, or be created by drug misuse, and which mimic intoxication, toxicity, and withdrawal.
Identify physical, pharmacological, and psychological implications and symptoms of intoxication, withdrawal, and toxicity for psychoactive substances alone and in interactions with one another.
Explain the nature of physiological detoxification, homeostatic dynamics, and indicators of recovery for each drug classification.
Understand Medication Assisted Treatment (MAT) practices and harm-reduction interventions.
Understand blood and airborne pathogens, including HIV/AIDS brief risk intervention for people with substance use disorder.
Overview of nature, management, and treatment of commonly encountered psychiatric disorders. Major diagnoses will be examined in terms of identifying symptoms, current treatment protocols, and the use of psychiatric medications. This course addresses the educational content specified in WAC 246-811-030 (3p).
Upon successful completion of this course, students will be able to:
Describe the impact of addiction on the family system, including roles, boundaries, relationships, and development during both active use and recovery.
Explain the age-specific needs common to adolescents and how addiction impacts development into adulthood.
Identify current screening instruments used for the assessment of addiction in youth and describe client placement according to ASAM criteria as it applies to this population.
Demonstrate skills necessary to successfully engage adolescent clients in the interview and assessment process.
Explain the confidentiality regulations of Washington state and exceptions in how they apply to adolescents and families.
Identify methods used to involve the family in the treatment and recovery of their family members with addiction, as well as for themselves.
Demonstrate ability to assess and refer individuals, youth, and family members to appropriate resources to support and sustain recovery.
Provides supervised field experience related to studied discipline, and develops professional skills needed for gainful employment. Includes coursework and clinic time. Intended for students near completing a Social Services or Family Support Studies degree.Prerequisite: ENGL& 101, SHS 113, SHS 126, SHS 218and SHS 219; or instructor permission. Permissioncode required.
Upon successful completion of this course, students will be able to:
Complete 90 hours of supervised observation time in an industry setting specific to one’s chosen field of study. These hours can be completed either through a contracted internship or through pre-approved externship opportunities.
Learn and demonstrate the interpersonal skills needed to enter the workforce as a constructive member in the Social Services field.
Demonstrate an understanding of the specific skills needed to acquire gainful employment and for continuous career development.
Engage in a process of self-reflection to identify one’s personal knowledge, skills, and attitudes in need of ongoing professional advancement.
Review best-practice standards taught in prior courses related to industry legal standards, ethical decision-making, and self-care.
Provides supervised field experience related to Substance Use Disorder treatment, and develops professional skills needed for gainful employment. Includes coursework and clinic time. Intended for students near completing an Addiction Studies degree. SUDP-T license is required prior to registration. Prerequisite: ENGL& 101, SHS 113, SHS 126, SHS 218, and SHS 219; or instructor permission. Permissioncode required.
Upon successful completion of this course, students will be able to:
Complete 90 hours of supervised observation time in a Department of Health licensed Substance Use Disorder treatment agency. These hours can be completed either through a contracted internship or through pre-approved externship opportunities.
Learn and demonstrate the interpersonal skills needed to enter the workforce as a constructive member in the Substance Use Disorder treatment field.
Demonstrate an understanding of the specific skills needed to acquire gainful employment and for continuous career advancement.
Engage in a process of self-reflection to identify one’s knowledge, skills, and attitudes in need of ongoing professional development.
Review best-practice standards taught in prior courses related to industry legal standards, ethical decision-making, and self-care.
Student feedback is a cornerstone of growth as an educator, providing valuable perspectives on what works well and where I can refine my approach. Reviewing the evaluations from my students, I am heartened by the positive impact my teaching methods have had on their learning experiences and engagement. These reflections offer both affirmation and opportunities for growth as I strive to become an even more effective educator.
Several themes emerge from the feedback that highlight my strengths as an instructor:
Clarity in Course Design
Students appreciate the clarity of my course structure, indicating that I succeed in creating a well-organized and understandable learning environment. This reinforces my commitment to ensuring that my students know what is expected of them and feel confident navigating course materials.
Flexibility and Adaptability
The acknowledgment of my flexibility in accommodating different learning styles is especially gratifying. As someone who values holistic education, I strive to meet students where they are, adapting my approach to suit diverse needs. This flexibility not only makes learning more accessible but also empowers students to take ownership of their educational journey.
Engagement Through Weekly Videos
The positive response to the videos I post at the end of each week reflects the value of personal connection in online learning. These videos provide a space for me to synthesize the week’s lessons, offer additional insights, and engage with students in a format that feels personal and supportive.
Student-Centered Learning
Feedback about the ability to choose topics of interest within overarching weekly content underscores my efforts to foster autonomy and engagement. By allowing students to explore topics that resonate with them, I aim to make learning more meaningful and relevant to their personal and professional goals.
Low-Pressure, High-Support Learning Environment
The observation that there was “no pressure in learning the material” and that the course maintained a good pace affirms my intention to create a supportive environment. I strive to balance academic rigor with an approachable and manageable pace, ensuring that students can absorb and reflect on the material without feeling overwhelmed.
Opportunities for Growth
While the feedback is overwhelmingly positive, it also offers subtle cues on how I can further refine my teaching:
Enhancing Interactivity in Online Learning
Since students mentioned "online" as a descriptor without additional elaboration, I can explore opportunities to make the virtual classroom even more interactive. This could include incorporating live discussions, peer-to-peer activities, or collaborative projects to complement the flexibility of asynchronous learning.
Expanding Personalized Support
Although my weekly videos are appreciated, I can consider adding more personalized elements, such as individualized feedback or optional one-on-one check-ins, to further strengthen connections with students.
Encouraging Deeper Reflection
While students enjoyed choosing topics and found the course content interesting, I can introduce structured reflection prompts or assignments that encourage them to connect course concepts with their real-world experiences or career aspirations.
Broadening Assessment Methods
To complement the flexible and low-pressure environment, I can explore diverse assessment strategies, such as project-based assignments or creative submissions, to give students more ways to demonstrate their understanding and skills.
The evaluations affirm that I am on the right track in creating a clear, engaging, and supportive learning experience. To build on this foundation, I plan to:
Leverage Technology for Engagement: Incorporate more interactive tools and activities in my online courses to foster collaboration and active participation.
Personalize Feedback: Continue to provide meaningful, individualized feedback to students to further support their growth and connection to the material.
Encourage Reflection: Design assignments that prompt students to reflect deeply on their learning, helping them integrate course content with their personal and professional goals.
Expand Flexibility: Explore additional ways to offer flexible options for students, such as alternative assessments or self-paced modules, ensuring that my courses remain inclusive and accessible.
I am grateful for the thoughtful feedback from my students, which reinforces the importance of clarity, flexibility, and connection in my teaching.
By continuing to listen to their voices and adapt my methods, I am committed to fostering an even richer and more impactful learning experience at Edmonds College.
These insights will guide my ongoing journey as an educator dedicated to empowering my students and enhancing their academic and personal growth.