Cynthia Walley

  • Associate Professor, School Counseling, Chair, Counseling
Dr. Cynthia Walley

As a counselor educator for thirteen years,  I believe the central aim of teaching is to nurture learning. Learning is not fixed , it can happen in many conditions and environments.

As an Associate Professor and Counseling Department Chair, she believes that although everyone is capable of learning, a student must be invested in his or her learning as a prerequisite to understanding and applying new concepts and skills. There a re multiple ways in which a person learns. Consequently, their style of learning must be supported and enhanced in the classroom. At the graduate level, in order for students to make the transition from a passive learner to an active learner, a traditional style of teaching such as lecture needs to be enhanced. As an instructor, accommodating different learning styles in creative ways such as discussions, games, and collaborative learning is essential. The high expectations of an instructor will also translate into students having high expectations. Thus, students take several learning practices from the instructor. (Please see the teaching tab of this dossier for additional information.)

Service is an integral part of who I am as a professional. Being involved in the program/department, University, and professional level has allowed me to advocate for things that I believe in. My service also manifest in my teaching in key ways including mentoring adjuncts, collaborating with colleagues, informing students a bout courses, and attending events with students. Furthermore, scholarship impacts my service too. For example, I developed a state mandated practicum course, and I am preparing Mercy University to be CACREP (Council for Accredited Counseling Related Programs) eligible, which is the gold standard for training counselors, and I was elected President of the New York State School Counselor Association

As it pertains to scholarship, my style has evolved over the years, but the underlying focus has been the roles of the school counselor and of professional identity. These concepts have always been of great interest to me as it relates to working with children and adolescents, and I feel strongly that my published work reflects this. Indirectly, there are elements of social justice and multicultural competence that surrounds my interest as well. Ultimately, I strive to ensure that my scholarship stems from what is needed by the profession and in the community, instead of from my personal opinions and beliefs. Thus, I do a lot of presentations and workshops to connect to the school counseling community and to inform my teaching and research. 

As I reflect on my time at Mercy University, I know who I am as colleague and a professional. This awareness has allowed me to make an impact with my teaching, service, and scholarship that has concerable impact on student success in the counseling program. As I see students graduate, I am proud of who they are and what they have become. I know that prospective clients are in good hands.

PhD Old Dominion University May 2009 Counselor Education (CACREP Accredited) 

Cognate: School Counselor Preparation; Mental Health Dissertation: A Qualitative Examination of School Counselors’ Training to Recognize and Respond to Adolescent Mental Health Issues