1. Philosophy of Counseling & Teaching
Lisa V. Andrews, MSW MAEd, M.S.
Equity Access Opportunity
Counseling & Teaching Philosophy
As a counseling professional I am charged with the task of building college knowledge,
increasing access to institutions of higher learning, and equipping students with the skill set
needed to successfully compete within a globalized workforce. This effort requires a critical
focus on the learning needs of diverse student groups whose status may foreclose them from
actualizing academic and career success.
Counseling Goals
My counseling goals are distinctive as they are predicated on a social justice framework. I
am deeply concerned with the reverberating effect economic inequity sustains on a
students ability to participate thoughtfully within their educational program and compete
within a highly skilled workforce. Therefore, I counsel from the perspective that the
playing field must be equalized and accessible to diverse learners and underprepared
student groups. Many of our learners live on the periphery of poverty and are dislocated
from opportunities to engage in relevant learning programs that promote career
advancement. This opportunity gap impinges on their capacity to keep pace with 21st
century workforce demands. When students are engaged in an educational planning
process that develops their critical consciousness, they are able to comprehend the
implication systemic barriers sustain on their personal goals of academic advancement.
My counseling practice is intentionally focused on the creation of pathways to support
diverse learners whose socio-economic, cultural and academic status, foreclose them from
21st century learning experiences. Students must benefit from a counseling framework that
nurtures them to develop the academic efficacy skills needed to persist successfully
through the college experience. A productive college experience is characterized by a
students’ ability to access academic support systems that intentionally build community
amongst challenged learners and validates their relevance to the learning institution they
represent. Learners must be engaged in a process of continual interpersonal awareness so
that they may develop the competencies needed to participate in an educational journey
that is relevant to their career aspirations. Student learning outcomes must be data driven and
directly related to assessment and evaluation of programs. This must occur with consistency so
that program quality is continuously evaluated to ensure fidelity to the strategic plan of the
institution and practice.
Perspective of Adult Learning
My role is to create an atmosphere where students are challenged to develop the intrinsic
motivation needed to evolve into a self-directed learner. It is my goal to facilitate a counseling
style that challenges the learner to consolidate a collegiate identity within the context of them
acquiring knowledge and skills. The inclusion of student academic, personal, cultural and social

2. Philosophy of Counseling & Teaching
Lisa V. Andrews, MSW MAEd, M.S.
Equity Access Opportunity
experiences, are rich resources that contribute to a transformative learning experience. Students
can expect to acquire the skill set needed to thrive within an institution of higher learning.