Christa Washington

Engerman, K., Luster-Teasley, S., Bolden-Tiler, O. & Washington, C.E. (2017). Women Called to Lead. Santa Barbara, CA: Fielding Graduate Press.

Barker, M. & Washington, C. E. (In P). Double Consciousness: Exploring Black and Doctoral Student Identity within Cross-Race Advising Relationships.. In : .

Washington, C.E. (2010). “Mentoring, Organizational Rank, and Women’s Perceptions of Advancement Opportunities in the Academy.”. Oxford Journal of Public Policy, ,

One of the most central aspects of my teaching philosophy is the importance to create and maintain a positive multicultural environment whereby students from different cultural background, race, religion, gender or sexual orientation, feel free and comfortable to express their ideas. I believe that multiculturalism brings more than ethnic diversity to the classroom. It also brings different ways to solve a puzzle. Thus, in an effort to promote learning of different ethnic groups, I aim to cultivate an interactive atmosphere in which respect and understanding for cultural differences are obtained. My goal is to challenge the strong minds without demeaning the learning process of those confronted with language or cultural barrier.

Having taught several classes in psychology at different institutions and in many different formats (i.e. online, blended, and face-to-face). I have come to embrace the notion of teaching and learning as a complementary and dynamic process. Each student brings a different perspective to the classroom. And, although some students may hold similar views with their fellow peers, the process of attaining understanding of a given phenomenon is likely to vary based on student’s prior knowledge. This perspective reflects my belief that not only there are multiple avenues from which knowledge is derived, but also, students’ diverse backgrounds contribute a great deal to a more stimulating class discussion. I consider good teaching one that promotes class participation and one that captures the need of the classroom as a whole. It is of primary importance to ensure that the class is in equilibrium in meeting the expectations of the majority of the students. Effective teaching also entails the willingness to change and explore different methods that best support long-term learning. To facilitate such task, my syllabi include various assignments that explore different learning methods including, but not limited to hands-on research, group presentation and self-assessment. Consequently, creating a classroom as a community is what I strive for. Making the effort to learn student’s name and to acknowledge their progress is of paramount importance. Encouraging students to learn about other culture and to see the classroom as a safe place to reflect, explore and learn is essential to my teaching philosophy. I believe that promoting cohesion through group projects and discussions not only promotes collegial relationships but also encourages isolated learners to attain a sense of belonging and to gradually feel comfortable to tap on their prior knowledge by sharing past experiences. “To reflect is to look back over what has been done so as to extract the next meanings which are the capital stock for intelligent dealing with further experiences. It is the heart of the intellectual organization and of the disciplined mind” – John Dewey

Having taught several classes in psychology at different institutions and in many different formats (i.e. online, blended, and face-to-face). I have come to embrace the notion of teaching and learning as a complementary and dynamic process. Each student brings a different perspective to the classroom. And, although some students may hold similar views with their fellow peers, the process of attaining understanding of a given phenomenon is likely to vary based on student’s prior knowledge. This perspective reflects my belief that not only there are multiple avenues from which knowledge is derived, but also, students’ diverse backgrounds contribute a great deal to a more stimulating class discussion.

I consider good teaching one that promotes class participation and one that captures the need of the classroom as a whole. It is of primary importance to ensure that the class is in equilibrium in meeting the expectations of the majority of the students. Effective teaching also entails the willingness to change and explore different methods that best support long-term learning. To facilitate such task, my syllabi include various assignments that explore different learning methods including, but not limited to hands-on research, group presentation and self-assessment. Consequently, creating a classroom as a community is what I strive for. Making the effort to learn student’s name and to acknowledge their progress is of paramount importance. Encouraging students to learn about other culture and to see the classroom as a safe place to reflect, explore and learn is essential to my teaching philosophy. I believe that promoting cohesion through group projects and discussions not only promotes collegial relationships but also encourages isolated learners to attain a sense of belonging and to gradually feel comfortable to tap on their prior knowledge by sharing past experiences. “To reflect is to look back over what has been done so as to extract the next meanings which are the capital stock for intelligent dealing with further experiences. It is the heart of the intellectual organization and of the disciplined mind” – John Dewey

I consider good teaching one that promotes class participation and one that captures the need of the classroom as a whole. It is of primary importance to ensure that the class is in equilibrium in meeting the expectations of the majority of the students. Effective teaching also entails the willingness to change and explore different methods that best support long-term learning. To facilitate such task, my syllabi include various assignments that explore different learning methods including, but not limited to hands-on research, group presentation and self-assessment.

Consequently, creating a classroom as a community is what I strive for. Making the effort to learn student’s name and to acknowledge their progress is of paramount importance. Encouraging students to learn about other culture and to see the classroom as a safe place to reflect, explore and learn is essential to my teaching philosophy. I believe that promoting cohesion through group projects and discussions not only promotes collegial relationships but also encourages isolated learners to attain a sense of belonging and to gradually feel comfortable to tap on their prior knowledge by sharing past experiences. “To reflect is to look back over what has been done so as to extract the next meanings which are the capital stock for intelligent dealing with further experiences. It is the heart of the intellectual organization and of the disciplined mind” – John Dewey

Consequently, creating a classroom as a community is what I strive for. Making the effort to learn student’s name and to acknowledge their progress is of paramount importance. Encouraging students to learn about other culture and to see the classroom as a safe place to reflect, explore and learn is essential to my teaching philosophy. I believe that promoting cohesion through group projects and discussions not only promotes collegial relationships but also encourages isolated learners to attain a sense of belonging and to gradually feel comfortable to tap on their prior knowledge by sharing past experiences.

“To reflect is to look back over what has been done so as to extract the next meanings which are the capital stock for intelligent dealing with further experiences. It is the heart of the intellectual organization and of the disciplined mind” – John Dewey

“To reflect is to look back over what has been done so as to extract the next meanings which are the capital stock for intelligent dealing with further experiences. It is the heart of the intellectual organization and of the disciplined mind”

– John Dewey

The practice of psychology will vary based on one's specialization. As an industrial organizational psychologist, my statement regarding the practice of psychology is simple -- I will strive to promote the highest ethical standards in research, education, and evidence-based practice of I-O psychology and encourage greater diversity the practice.

I chose to enter into the field of psychology after taking an undergraduate course at the University of Arkansas. The course was fascinating to me and my professor became a strong campus mentor and still serves as a professional mentor to me to this day, thank you, Dr. Freud!

My advice to a student entering The Chicago School is be open-minded, engage, connect and ask questions. In addition, it will be important for students to set short and long-term goals, be organized and be optimistic.