M. R. Buckley, Portfolio Narrative, February, 20021

M. R. Buckley, Portfolio Narrative, February, 20021

I. TEACHING

A. Introduction

Teaching is the primary function in the counseling program, the Division of Behavioral Sciences and at Delta State University and is foundational in preparing counselors to work in various settings. This section will focus on five areas that demonstrate my approach to and development of professional expertise in the area of teaching: My goals, my philosophy of teaching, a self-assessment of my strengths and weaknesses, my strategies and teaching activities and my long range plans.

B. Goals

My goals in teaching are mainly based in developing a working knowledge of technology in teaching and consist of the following:

1. Develop online courses through blackboard.com

2.Develop and maintain a personal web page with course syllabi, assignments, hyperlinks, research and other relevant materials.

1. Attend at least one DSU workshop offering in technology per year.
2. Become proficient in the use of distance learning technologies.
3. Develop a family education center and learning institute.

I have begun implementing technology into student projects by receiving student group logs through email, increasing correspondence with students through email and by requiring PowerPoint presentations of students in CED 611: Crisis Intervention and CED 612: Counseling Children and Adolescents.

C. Philosophy of Teaching

1. I believe that being a teacher is not an eight to five job, but a lifestyle of service

focused on developing human potential. Many of the pivotal and influential

figures on my life were teachers and I strive to positively influence and inspire my

students.

2. I believe in students’ ability to move in the direction of growth and wholeness and

focus all my efforts in facilitating that end. I respect my students as distinct and unique human beings.

1. I believe that students carry with them a set of life experiences that can potentially

be helpful in their professional development. I seek to help students think critically about their lives and discover the unique gifts within them that will enhance their work as counselors.

4. I believe that students should be valued within their own unique culture and life

context and strive to help them appreciate the differences in others.

5. I believe that learning is a life-long process and strive to continually grow

intellectually, spiritually and physically and endeavor to inculcate and support within my students habits of positive life development.

6. I believe that I have the potential of learning as much from my students as they

learn from me.

7. I believe that teaching should be fun. I strive to utilize creativity and enthusiasm

to make the material I convey come alive. I believe in the importance of illustrating concepts using examples from my own life and others with whom I work professionally. I strive to always be watchful for “teaching moments.”

8. I believe that teaching is an art of balancing support and challenge. Students

should be supported in their learning and challenged to push beyond self-imposed limits.

9. I believe an essential function of teaching is to develop and broaden a vision

within students of themselves as stewards of those they serve. I strive to impress upon my students the importance and practice of life-long consultation, collaboration, supervision, research and study and ethical practice as an obligation of their professional stewardship.

1. I believe that in teaching the group, I must never lose sight of teaching the one.

D. Strengths and Weaknesses

I believe my strengths in teaching lie in my ability to establish a positive working rapport with students, convey course material in an accessible and passionate manner, balance support and challenge with course assignments and act as a mentor and role model in the profession. These characteristics have been consistent in my role as teacher and supervisor. The evidence to support this assessment lies primarily in my course evaluations; particularly in the student comment section (See Appendix B, tabbed sections). Within the last five years I believe that I have been successful in establishing a solid, cohesive teaching style, and have made strides in acculturating myself to the region and community.

My weaknesses lie chiefly in my sporadic use of technology in the classroom and developing its use in distance learning, developing a personal web page and incorporating technology into course assignments (Though I have established a student Power Point presentation as an assignment in CED 612: Counseling Children and Adolescents and developed the use of email as part of submitting group learning logs in CED 605: Group Counseling.). I also continue to develop time management skills regarding class preparation, as this has been a challenge for me.

Another challenge that I have encountered and will continue to encounter as I teach at Delta State University is in developing and strengthening writing skills within my students without alienating them and compromising other essential material. I have learned that writing projects require an intensive time commitment on my part and I believe that I have devoted the time necessary to helping my students improve their writing skills. This is an area that I am confident I shall continue to improve in.

E. Strategies and Activities

My focus in educating counseling students is exposing them to the art and discipline of communication—oral, nonverbal and written. The underpinnings of the counseling discipline are in knowing how to communicate effectively, being aware of subtle nonverbal communication and dealing effectively with resistance. In all my courses I attempt to provide students with experiences that touch upon each of these underpinnings.

1. Effective Communication. I emphasize writing as a rigorous discipline that

helps students think critically, increase vocabulary and organize their thoughts and the presentation of their ideas. Examples of assignments that focus on writing are located in Appendices F, G and H. Although this is a time-intensive process for both student and instructor, I have not found an acceptable alternative that would do what writing can do.

I also emphasize the development of oral communication in activities such as role-play, student presentations, group experience, work with volunteer clients, and verbal interaction in the classroom.

1. Increased Awareness. I continually emphasize developing student awareness of themselves, their peers and their clients. A key activity in the development of this awareness is the group experience and the group logs. An example that clearly demonstrates student acquisition of awareness is in the group logs (See Appendix F).

1. Dealing Effectively with resistance. Again, I focus on helping students deal with the resistance they encounter with their clients and within themselves. A major experience that helps in this area is the group experience, which is located in Appendix F. I include a leader log (which I write) describing what I observe in the group members and myself. A major theme that emerges within these leader logs is encountering and dealing effectively with resistance. I have found that experiencing resistance in the moment is a very powerful reinforcement for this awareness. Also, modeling is an effective way of training group leaders.

I have implemented a number of activities in my classes that I believe have helped stimulate and facilitate student learning, which is borne out in student comments within the course evaluations (See Appendix C) and their group logs (see Appendix F). Among these that are notable are the following (Evidence of these are found in appendices C – J):

• Development and Evaluation of two new counseling courses CED 759: Advanced Group Counseling and CED 603: Psychodiagnostics in Counseling (Samples of the CED 603 syllabus, exam and handout are in the appendices)
• Development of Learning Logs as a function of the CED 605: Group Counseling and CED 759 Advanced Group Counseling courses (See Appendix F)

Summary of Teaching Assignments

CourseSemester(s) Taught

CED 600: Intro. To CounselingF-97, F-98, Smr-99, F-99, Smr-00, F-01,

S-02

CED 601: Counseling TheoryS-00, F-00, S-01

CED 603: PsychodiagnosticsSmr-98, S-99, S-00, S-01

CED 604: PracticumF-97, S-98, F-98, S-99, F-99

CED 605: Group CounselingF-97, S-98, F-98, S-99, F-99, S-00, F-00,

S-01, F-01

CED 607: ConsultationSmr-98, Smr-99, Smr-00, Smr-01

CED 609: General InternshipS-98, S-00, Smr-01

CED 610: Community InternshipF-01, S-02

CED 611: Crisis InterventionSmr-01

CED 612: Children and AdolescentsS-02

GED 614: Substance AbuseSmr-98

CED 615: Marriage and FamilySmr-98, Smr-99, Smr-00, Smr-01

CED 618: EthicsSmr-00

CED 619: School Counseling InternshipS-00, S-02

CED 689: Readings in Abnormal Psych.All Semesters

CED 759: Advanced GroupS-99, F-00, S-01, F-01, S-02

As is demonstrated by the summary of my teaching assignments over the past five years, I have had a breadth of experience in many areas of study within the professional discipline of counseling and have deepened my expertise in the areas of group work, marriage and family, consultation and supervision and professional orientation.

F. Long Range Plan

As my goals state (See I.B) I will continue to develop experience and skill in the use of technology in the classroom by developing a personal website, creating online courses and becoming proficient in the use of distance learning technologies and strategies.

II. SCHOLARSHIP

A. Introduction

Scholarship serves to maintain a focus on research activities in the counseling profession and requires that faculty make significant contributions to the professional body of knowledge. Scholarship also requires that faculty remain current in their readings of professional journals and seminal sources. In this section I will focus on five areas that demonstrate my approach to and development of professional expertise in this area: My goals, my philosophy of research, an assessment of my strengths and weaknesses, my strategies and research activities and my long range plans.

B. Goals

1. Finish article on Validation and Counselor Development
2. Develop research on theme analysis of student group logs
3. Develop research on theme correlations in member and group leader logs
4. Develop research on family education
5. Stay current on research in the field by reading at least three journal articles every issue
6. Establish collaboration with Delta State University and other counselor education faculty
7. Establish contact with Delta State University grant writers

C. Philosophy of Research and Scholarship

1.I believe that scholarship is an important activity in professional development and that its practice continues to develop rigor, strengthens critical thinking and enhances a research orientation in our teaching activities.

1. I believe that students need to be critical consumers of research and keeping current in the professional literature assists students in building a context and direction to their study.

1. I believe that scholarship is a creative enterprise and that creation is a stimulating and growth-producing process.

D. Strengths and Weaknesses

Scholarship is an area that I have not developed as much as I would like. I have two published articles (see Appendix L) and have had numerous presentations at local, regional and state conferences (see Appendix A, pp. 6 – 8) and have recently submitted two presentation proposals for the national ACES (Association of Counselor Education and Supervision) Conference in October 2002 (see Appendix M). I serve on the editorial board for The Family Journal: The Official Journal of the International Association of Marriage and Family Counselors (see Appendix N) and have maintained an active continuing education regimen (See Appendix O and A, p. 8).

E. Strategies and Activities

My strategy for scholarship is to strengthen my writing by submitting articles for publication in professional journals. I plan to also continue my activities in presenting at professional conferences and local organizations to promote the counseling profession. I also have plans to continue as an editorial board member for the ACES journal.

F. Long Range Plan

My long-range plan is to develop a stronger research and publication agenda and prepare for working with doctoral students on research and dissertation projects. I also feel a strong obligation to contribute to the professional knowledge base.

III. SERVICE

A. Introduction

Service is essential in developing the human potential in the university and larger community. It entails faculty contributing to the development of programs, services and processes that enhance intellectual and technical development within the local area, the region and the nation. In this section I will focus on five areas that demonstrate my approach to and development of professional expertise in this area: My goals, my philosophy of service, an assessment of my strengths and weaknesses, my strategies and service activities and my long range plans.

B. Goals

1. Become more involved in state, regional and national professional organizations. Serve as a committee member and or officer on a national level in ACA, ASGW, AAMFC, or ACES.
2. Develop a family education and resource center connected with Delta State University.
3. Add positively to the development of a doctoral program at Delta State University.
4. Foster community connections and seek out opportunities for students to practically apply their talents.
5. Strengthen relationship with Delta State University’s Education Leadership Program to guest lecture to school administrators and advocate for the role of school counselors.

C. Philosophy of Service

1. I believe that being an effective leader means being an effective servant.

1. I believe that service is an extension of teaching through focusing on activities that will strengthen and expand my talents, foster professional development, provide opportunities for varied and important student activities, serve the university, professional or wider community, and enhance the reputation of Delta State University.

1. I believe, and have discovered through my experience, that I am most happy when I am serving others.

D. Strengths and Weaknesses

Service is one of my stronger areas of professional development. I want to be more active in professional organizations on a national level (see III.B.1).

E. Strategies and Activities

I continue to focus my energy in the area of service and try to insert myself into a variety of experiences. I am aware that I am an example to my students and attempt to help them see the benefit of service to the profession. I have been blessed with a wide variety of opportunities to serve in various capacities while at Delta State University. Among these opportunities are the following (See Appendix A):

Professional.

Portability Subcommittee Member, American Association of State Counseling Boards,

January, 2002 – present. Assist in developing policy and procedures for national license portability for Licensed Professional Counselors and development of a national credential repository.

Chair and Board Member, Mississippi State Board of Examiners for Licensed Professional Counselors, (Governor’s appointment). August, 2000 – August, 2003.

Serve as board chair to administrate board business; interpret state LPC laws to create policy, rules and regulations; review LPC applications, handle ethical complaints, coordinate board office activities; attend and facilitate board meetings; act as liaison to Mississippi Counseling Association Leadership Council.

• Special Projects: Revise Rules and Regulations and coordinate development of a website for the LPC Board (See Appendix P)

University.

Consultant, Madison Center, Delta State University, April, 2001 - present. Work with Political Science department in the development of a community task force to address family dysfunction and the development of an after-school program for at-risk youth. Activities in conjunction with the development of a federal grant proposal.

Consultant, School of Business, MBA program, Delta State University, Cleveland, Mississippi, August, 1998 – May, 1999. Administer and interpret MBTI for MBA students, present workshops and training on effective communication skills.

Faculty Senate Secretary, Delta State University, March, 1998 – May, 2000.

Record minutes for Senate and Executive Council meetings; create meeting agendas; coordinate communication between Executive Council and Senate members; attend university presidential and executive committee meeting brainstorming lunches.

Research Committee Member, Delta State University, July, 1998 - present.

Attend committee meetings focused on research issues in the university; review research proposals.

Community.

Volunteer Clinician: Delta Play Therapy and Family Resource Center, Delta State University, September, 1999 – May, 2000. Worked with clients and families in coordinating counseling services; developed racquetball therapy as an anger management technique for children and adolescents.

Volunteer Counselor and Consultant, Margaret Green Junior High School, September, 1998 – May, 2000. Conducted anger management groups for adolescent males; acted as a consultant for school administration and personnel.

Crisis Management Team Member, Delta State University, September, 1998 - present. Respond to crises in school and community. Act in concert with coordinated efforts of other community organizations.

Consultant, Bolivar Medical Center, Cleveland, Mississippi, October, 1998. Administered and interpreted MBTI for staff; facilitated training in team building and conflict resolution in the workplace.

Awards Committee Chair, Boy Scouts of America, Troop #4106, Greenville, Mississippi, November, 2001 – present. Serve on Scout committee, coordinate awards and activities of merit badge counselors; organize Courts of Honor.

I have also served as the Counseling Program Coordinator for the past two years (See Appendix A, p. 3) and under my leadership, program faculty have accomplished the following:

• Established weekly faculty meetings with agendas and minutes
• Develop and maintain current versions of the counseling student handbook
• Developed a theoretical paper process model to track paper revisions and assist in professional development (this also strengthens CACREP program requirements) See Appendix Q
• Developed a successful mid-cycle CACREP accreditation report
• Strengthen the Annual Spring Conference (including an increase in presentation offerings, quality of keynote speakers, faculty and student co-presentations and an increase in attendance of site supervisors and local professionals)
• Developed a filing system for organizing student files
• Facilitated cohesion among the faculty

As program coordinator I have also served as the CACREP Liaison and the NBCC Testing Coordinator. During the year 2001 I also served as acting Chair for the Division of Behavioral Sciences due to the medical absence of the regular Chair.

F. Long Range Plan

My vision for the immediate future includes developing a doctoral program in counselor education and supervision and a Family Education and Resource Center for Delta State University.

IV. APPENDICIES

General

A. Current Vita

B. Letters of Endorsement from Colleagues and Letters of Appreciation

Teaching

C. Teaching Evaluations

1. 2000
2. 1999
3. 1998
4. 1997

D. CED 605 Syllabus

E. CED 605 Sample student group paper

F. CED 605 Group Leader Logs

1. Leader and student logs from second group session in spring 1998
2. Set of leader logs for spring 1999 group

G. CED 607 Sample student consultation project

H. CED 603 Syllabus

I. CED 603 Sample Test

J. CED 603 Sample Handout

K. CED 612 Syllabus

Scholarship

L. Authored Articles

1. Adlerian Play Therapy
2. Family Resiliency

M. ACES Proposals

1. Developing Theoretical Sensitivity
2. Validation

N. IAMFC Editorial Board Member Certificate

O. Continuing Education Certificates

Service

P. LPC Board Certificate

Q. Theoretical Paper Process Outline