Getting to Know Adelle White

By Adelle White

I am a first-year graduate student in the College of Education. I’m earning my master’s degree in Educational Policy and Foundations (EDPF). Like lots of people, I got restless during the first six months of the COVID-19 pandemic and attempted to bake my own bread from scratch (unsuccessfully), and questioned everything about my existence and my life’s direction. I decided it was time to take real concrete steps to work toward a career goal that I’d been dreaming about for quite a few years but had been unsure how to pursue. 

Working as a Health Educator in Chicago for the past decade, I’ve seen some amazing strides in reproductive health education in schools. What I was teaching to 5th and 6th grader students was so much more comprehensive than the Sexual Education classes I remember from my own middle school days. Still, there is a great need for Sexual Education reform in schools. I believe young people are not only the ones who should lead us in this effort, but they are also the ones who would be the best possible teachers and role models for their middle and high school peers. Students need to learn about their physical bodies along with learning about the social and emotional components of intimacy and relationships. I believe a near-peer health education model is the best way for young people to learn and navigate these challenging topics.

I began searching for a graduate program that would prepare me to work in a university setting, training and supervising college student health educators. I considered getting a master’s in public administration, but Marquette’s EDPF program stood out to me for quite a few reasons.

First, the program is extremely flexible. The required classes are few, and most of my credits will be made up of classes that I choose. In this way I can design my degree to help me grow in the ways I know will help me as I move forward in my career.

Second, like all Marquette’s classes in the College of Education, social justice is central to teaching and learning. Starting with what our professors choose to have us read all the way to class discussions, we are learning based on current models that put educational equity and justice front and center. The programs here in the College of Education are extremely progressive, and that drew me to the program in a big way.

Finally, I am able to connect my classroom learning to real-life social justice work through an internship. I am part of the Milwaukee Applied Practicum (MAP) program and my placement is with the Housing Association of the City of Milwaukee (HACM). This is a two-year commitment, which means that I will be able to stay in the same placement for the duration of my master’s program. It also provides me with an opportunity to put research into practice, while connecting me to the citizens of Milwaukee.

I am learning so much from my co-workers and from the residents I am working with at HACM. Suffice it to say, I am super happy with the rich academic and practical experience I am getting as a grad student in Marquette’s education department!

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Interested in learning more about undergraduate or graduate programs in the College of Education? Visit us online today!

Conexiones: Cristo Rey Trailblazers at Marquette

Casey Lopez. ’24
Shelving books in the Hartman Literacy and Learning Center in the College of Education

By Saúl López

The Hartmann Literacy and Learning Center has served as a space for teaching, research, and service for Marquette students for more than 29 years. But for Casey Lopez, Freshman in the College of Health Sciences, the Hartmann Center has become a home. Casey started working at the Hartmann Center through the Corporate Work Study Program at Cristo Rey Milwaukee when she was a freshman in high school. Casey worked at the Hartmann Center for all of her time throughout high school, with the only exception being her Senior year due to the COVID-19 pandemic

The Corporate Work Study Program allows students to gain valuable on the job and professional skills in real-life settings by having Cristo Rey students work one day a week in their placement site. Casey says that her experience in the work study program helped her push herself, make connections, and get acquainted with campus from an early age. 

A typical day for Casey at the Hartmann Center includes checking in books, making sure books are well organized at the Center, and sanitizing the books so they can be ready to be checked out. Along with this, Casey helps with everything and anything staff may need help with such as making copies and decorating spaces. During her time at the Hartmann Center Casey stated that she gained time management skills as well as organizational skills that helped her transition to college. For Casey, working at the Hartmann Center helped her connect and develop a personal network of support. It was Casey’s time at Marquette and in the Center that ended up being a big factor to when choosing a university. As she puts it, “I’ve always been like very family oriented. I didn’t want to go that far. I’ve been here since my freshman year [of high school]. So, I have familiar faces. I know that like, if anything, a question or any doubts or any help that I might need, I know that there’s someone like Courtney…And I like really appreciate that.” 

For Courtney McNeal, Program Coordinator of the Hartmann Center getting to see Casey grow both as a student and a person fills her with so much joy. “Casey is so much more confident in who she is. I love hearing about how her family is doing, how Mocha (their family dog) is coping with Casey being away at Marquette, how her brother is enjoying Cristo Rey and soccer, and when Casey goes home for the night and forgets to bring back her shampoo to the residence hall.” 

And for Courtney, Casey is a reminder of why she enjoys having Cristo Rey students in the Hartman Center and in the College of Education. She always tries to show them around campus, taking them to the Commons and other dining halls. One of Courtney’s favorite parts is taking “students to campus events like Soup for Substance and giving them a glimpse into what else life at college might look like for them… and introduce them to as many different people as possible from all over campus so that when they attend college, whether it is Marquette or another institution, they feel more confident and comfortable having had similar experiences in the past”. These “little things” that Courtney does with the Cristo Rey student workers have a profound impact, and Casey touched upon it during her interview.

“Honestly, I’m really happy [to be working with Courtney]. I’m really thankful. [Courtney] is  super nice and super caring… I love her. And she’s just so awesome. [Thanks to her] I’ve learned to meet [people] like you and [encouraged] me out there to go to workshops, and meet new  people and make connections. Courtney guided me through Marquette. And coming back and being able to like to work with her is nice. I can like always talk to her. I’m glad to be back.” 

Now, as Casey reflects on her favorite part of working at the Hartmann Center she says that “those simple like smiles and little waves” from everyone who walks through the space makes her feel loved and like she belongs. And when Casey is having “bad days” a simple smile can turn her day around.  Even if it’s something small like knowing how someone’s day is going or that the Hartmann Center is more than just a job at this point. 

Casey hopes to be a pediatrician one day. She is currently majoring Biology and is busy with classes. She knew she wanted to help children and her community from a very young age and give back to her community. “I feel like I’m gifted with knowledge [and this opportunity] and have guidance from God.  I feel like I can accomplish this and get through [college]. I’m being guided and provided with the knowledge, and I want to go out and help others”. But for now, Casey likes to spend time talking about college, life, and simple things with her friend and supervisor Courtney.

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Learn more about Casey’s time at the Hartmann Center in our previous blog about her from 2017.

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Want to learn more about the Hartman Literacy and Learning Center, the  undergraduate or graduate programs in the College of Education? Visit us online today!

Student Affairs Practica as a Path to Vocational Identity

Written by Chelsey Tennis (they/them)  

While graduate students in the Student Affairs in Higher Education (SAHE) program may have entered the field through undergraduate work experience, such as being a resident assistant, orientation leader, or tour guide for their campus, once in the program, students realize there are a plethora of other roles and passions involved in student affairs. Every office on a college campus can have a Student Affairs professional on their team, meaning graduate students often have a lot of ground to cover when deciding which functional area they can see themselves working in after graduation. Along with understanding what career branches are available, SAHE students learn about the world of research interests, intersections of passion and talents, and how their other goals and values fit into the higher education frame. 

To help with this search for one’s vocational identity, prospective student affairs professionals pursue experience in the field through semester long practica. These immersive environments are often rich with opportunities to learn new skills and perspectives, explore different functional areas, or to bridge the gap between one’s interests and experience. Each SAHE student is required to have at least one practicum which is coupled with a three-credit class, and a second practicum is highly encouraged. These experiences in the field often shape vocational identity, leading students to learn about themselves as leaders along with sharpening the hard and soft skills necessary in student affairs. 

This summer, practica experiences have taken the 2022 SAHE cohort across the network of Milwaukee higher education systems and out into the continental USA. This tradition of holding a summer practicum is one that has been shared by all the Marquette SAHE cohorts, some of which are still working at Marquette today.

I talked to SAHE alums Graicey Van Spankeren (she/her, class of 2018), Caty Frehe (she/her, class of 2021), and Jess Burkart (she/her, class of 2013) about how their hands-on experiences impacted their vocational journey. Here are some takeaways from those conversations. 

Left to right: Graicey Van Spankeren, Caty Frehe, and Jess Burkart.

Q: How has a hands-on professional experience impacted your vocational journey? 

Caty: I’ve always wanted to work in academic advising, and I’m so blessed that my assistantship (working with University Assessment) has given me the tools I need to successfully navigate and collaborate with academic affairs. However, I worried I wouldn’t be able to effectively work with students and support them. My practica filled this gap with direct supervisory experience alongside students and helping them in ways that support academic and vocational discernment (for example, in Student Wellness our team helped students identify and implement wellness programming that fit their personal and academic experiences/backgrounds). I feel much more confident working and engaging with students than before my practica. 

Graicey: As an undergraduate student, I was first keyed into student affairs as a career while studying abroad in Paris for a semester – just having that experience allowed me to see a new field of possibilities. Another hands-on learning moment was when I was working as a grant writer for a museum: though the institution matched my personal values, the day-to-day responsibilities did not fit how I wanted to work. That grant writing position allowed me to learn more about what I wanted to do with my professional skills and how I wanted to spend my day at work. 

Jess: While in the SAHE program, I was able to create my own practicum experience position where I was able to pursue my interest in vocational discernment further. I was working as a Graduate Hall Director for my assistantship [note: another avenue for hands-on experience graduate students can hold during the academic year], but I wanted to explore this interest of mine further. Luckily, I was able to work with my practicum supervisor to build this opportunity, which has been a part of my professional world in some way since. 

Q: What is some advice to anyone who may be unsure of where to go next in their career or passion area? 

Caty: I would highly recommend seeking out practica that are outside of your realm of experiences and ones that can support development in areas and skills you haven’t had the opportunity to grow yet. 

Graicey: Taking small moments of action, such as meeting with professionals in your field, networking with alums, or trying an internship in a new functional area can help give you new perspectives if you are feeling stuck. 

Jess: Take time to listen to the emotional parts of decision making – the heart ache, the goosebumps, the gut reactions. These small moments help make meaning in the moment and can add to the conversation when we reflect on our decisions after the fact. 

Lastly, in the spirit of sharing such experiences that can be the difference in our professional path, here are some on campus opportunities for undergraduate students and graduate students to continue their vocational journey: 

• Meet with an expert from the Career Services Center, especially for graduate students to talk through post-graduation planning, what to expect in interviews, and how to confidently share your experiences 
• Stay connected even after graduating – the Marquette’s Career Services Center offers their services to alumni along with current undergraduate and graduate students.
• Undergraduate students can sign up for a cohort-based leadership development through the Office of Engagement and Inclusion’s leadership programming. For first or second-year students, the Cardoner Scholars focuses on deepening leadership skills and elevating the transformative Marquette Education, while juniors and seniors can take part in the Arrupe Ambassadors program, which focuses on social justice, vocation, and reflection 
• This year is the Ignatian Year, the 500th anniversary of when Ignatius the soldier was injured by a cannonball in the Battle of Pamplona. This year across campus, there will be events and opportunities to reflect on one’s purpose, especially vocationally and spiritually 

A Word About Our CECP Diversity Scholarship

By Matthew Hennessey

My name is Matthew Hennessey, and I am the 2020 recipient of the Diversity Scholarship from the Counselor Education and Counseling Psychology (CECP) Graduate Student Organization (GSO).

The Diversity Scholarship is intended to reflect and support the value of racial and ethnic diversity in the CECP department. I was initially hesitant to apply for the scholarship. Although I support any effort to promote racial/ethnic diversity, I did not feel qualified to apply. I am biracial (half Indian/half Irish), and I did not feel racially or ethnically “diverse enough” to deserve the scholarship. As I reflected further on this feeling of not being enough, it occurred to me that I had found a reason to apply. As a biracial individual, I had never felt fully part of either of my familial cultures. I had encountered and experienced multiple moments of adversity connected to my racial/ethnic and intersecting identities.

My story was valuable, and it made me a qualified and worthy candidate for the Diversity Scholarship. In my application, I shared this story, and I was fortunate to be awarded the scholarship.

Upon receiving the Diversity Scholarship, I felt a responsibility to represent and promote diversity in the CECP department. A way in which I aimed to fulfill this responsibility was through my position as President of the CECP GSO. One of my motivations to run for President was the opportunity to showcase excellence in leadership as a person of my particular background. When I was growing up, I rarely saw biracial, brown, and/or gay leaders in media and real life. As such, I never dared to aspire for leadership, myself. It would have been so meaningful to see myself represented in leadership in some capacity.

Once I took ownership of my story and recognized my capability to lead, I did so. I became the model of what I had yearned for when I was younger. I hope that in some way, my position as President of the CECP GSO might inspire other student(s) who have felt under- or unrepresented in the world. I hope that my output as President has been excellent, and that I have not only been a leader, but a good leader and model. Beyond representation, I have sought to use my position to promote social justice. Last summer, in light of the instances of racial injustice occurring in the country, I coordinated a corresponding response and effort on behalf of the CECP GSO. I released a statement and resource list via our Instagram, and I facilitated a fundraiser via cohort Facebook pages for Alma Center, a Milwaukee-based clinic that offers trauma-informed services to [primarily BIPOC] men who are considered at risk or involved in the criminal justice system.

Through the Annual Diversity Gala fundraiser and other events throughout the year, I have been able to channel my leadership into social justice and advocacy. My position and output as CECP GSO President have been due, in part, to the Diversity Scholarship. The scholarship eased my financial burden, thereby allowing me to fully devote myself to the CECP GSO rather than a job. I am so grateful for the Diversity Scholarship and for what it has allowed me to accomplish during my time at Marquette University. I will carry the responsibility of the scholarship – to reflect and support the value of racial and ethnic diversity – forward always, but especially into my future profession as a counselor.

The 20th Annual CECP Diversity Gala will be held virtually on Saturday, May 1, 2021, beginning at 7:00pm. Register online by Thursday, April 29th. Virtual Zoom details will be included with your registration confirmation email.

An Ash Wednesday Reflection

A teacher’s thoughts about Ash Wednesday mass: It just might be my favorite mass of the year…

By: Dr. Terry Burant

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February of 2020 had been a rough and painful month for our Marquette and Milwaukee communities. 

We just laid to rest Dr. Joe Daniels, a beloved professor and recently appointed Dean of the College of Business Administration. Then, on Ash Wednesday afternoon, a shooter opened fired at Miller Molson Coors brewery killing 5 people before ending his life. 

On a personal note, earlier that Ash Wednesday evening, I attended a visitation for a friend’s father before returning to my office to finish preparations to fly the next day to our annual teacher education conference. As it got closer to 9:00 PM, the start time for the last option for Ash Wednesday mass at Gesu, I was mostly looking forward to rushing home to pack before my early morning flight. But no, I walked to mass instead, seeking some peace and comfort for myself and for our tired, broken world.

What is it about Ash Wednesday mass, especially when I attend with students, that means so much to me? I have been teaching in and out of Catholic schools for almost 30 years now and my memories of Ash Wednesday mass remain vivid as ever. 

At St. Catherine’s Indian School in Santa Fe, New Mexico, a boarding school for American Indian students where I taught science, English, and foods classes, I remember how the theology teacher, Sister Marguerite, invited several students to read reflections on the gospel at Ash Wednesday mass. Listening to the heartfelt words of one of my 6^thperiod students, a bit of a jokester, always ready with a pun in our biology class, helped me see him, and myself, in a new light. Weren’t we, after all, a lot alike? Looking for approval sometimes in not the most appropriate ways, in the middle of a class for him, or in a faculty meeting for me? 

At another Catholic high school where I was a science teacher, I was humbled to be one of the faculty members asked to place ashes on foreheads. It is hard not to feel compassion, vulnerability, and common humanity with your students when you are gently touching their foreheads, asking them to “turn away from sin and believe in the Gospel.” I wasn’t just telling them to do this; I was reminding myself, over and over again. 

At Marquette University, there is nothing quite like being in Gesu when the church is full of students worshipping together. In one of my first years here, a student invited me to attend Ash Wednesday mass with him. I’ve never forgotten how that simple invitation made me feel: like I belonged, like I was just one more of the faithful, yet imperfect humans here at Marquette, doing my best, making mistakes, and atoning as part of this solemnly beautiful and collective experience. 

At last year’s Ash Wednesday mass, when I arrived at the door of Gesu with a heart full of sorrow, feeling the fragility and unpredictability of life all around me, honestly, all I was thinking about was the utilitarian potential of the service to comfort me and to protect me from harm in my upcoming travels. I entered the foyer a little selfish, I’m afraid, thinking about all I had left to do before getting on a plane in the morning, and praying for an efficient, fast-moving mass! 

Within minutes, two of my students from the previous semester sat next to me and we chatted briefly about our Spring Break plans. As we waited for mass to begin, more and more students I knew walked in, smiled, and gently waved in my direction. I saw Jesuits, other faculty, and members of our community arriving and exchanging hushed, warm greetings on a cold, dark night. In receiving ashes on my forehead, and in hearing the familiar reminder that I am “dust, and to dust I will return,” my heart shifted from my concerns of the day. By the time I walked down the steps to jump on a bus to head home, I was just me, one member of our community, ready to atone, to make the most of whatever time I had left on earth, and to believe in the promise of the resurrection. 

Ash Wednesday, for me, as a person and as a teacher, is all about the collective experience. It reminds me that I am not special. I will be dust someday. But, conversely, it also reminds me just how special I am to be a member of the Marquette community and to receive the grace of Lent and of the resurrection.  Ash Wednesday mass sets me up for a Lenten season where I will focus less on what I’m giving up and more on what I have to give to others, to lessen their burdens as they too are on their journeys towards the “dust to which they will return.”  This is not a grim reminder; instead, it is an invitation to be here now, to give, to love, and to notice the face of God in others, especially in those I have the honor to teach. 

Advocating for School Counselors

This past fall, students enrolled in Noreen Siddiqui’s EDUC 4000 course were asked to take on a semester-long research project exploring a topic related to education and then performing an act of advocacy to inform others. Student projects could range from letters to websites to PSA to podcasts, such as Roy Bowler’s focusing on school counseling.

My name is Roy Bowler. I am a senior from New York City, majoring in secondary education and journalism.

This was an assignment that we completed throughout the course of the semester. I saw that we had to advocate for something in American education. I knew about a lot of the some of the issues in American education including those of inequality, but I wanted to do something that I had not heard about before. So, I did some research and saw that there was a huge lack and need for school counselors. The ratio recommended by America School Counselor Association of 250 students to 1 counselor was not even close to being met in most of America’s schools. Even schools that I had attended did not meet the ratio, and these were all great schools. It was also an issue I had never even heard about, so I thought it would be a great topic to explore. 

Throughout the semester we compiled research and data. I really liked how we did the project step by step. It forced you not to procrastinate, and you received feedback after each step that you could apply to the final submission. As we came to the final step of the project, I saw that we had to take all the individual steps and compile the information into a project where we actually advocated for our issue of choice. Being a journalism major as well, and having taken a podcasting class, I figured a great way to advocate would be to make a podcast. I reached out to some people and received tremendous help from Dr. Karisse Callender, who organized my interviews with Dr. Alexandra Kriofske Mainella and grad students Max Moderski and Kennidy Summers. They did a great job explaining the issues to me from an actual counselor’s point of view. I also felt it would be best to let them advocate. They did a great job on that, too. 

My favorite part was definitely interviewing. It helped that the subjects were so knowledgeable and passionate about the need for more school counselors. I appreciated their insight and their ability to advocate. The most difficult part was probably putting the podcast together and deciding what fit where. I had to cut some stuff because if I did not the podcast would have been too long. Though, the fact that we completed steps of this project throughout the course of the semester alleviated a lot of the stress that would come with a huge project like this. 

I really enjoyed having such a practical assignment. While we did the normal class stuff, like readings and discussions, we also did our own research throughout the semester and became experts on a topic that we can help advocate for during our times as educators. I appreciated the freedom that we were given by being able to pick any topic we’d like and advocate for it in any way we’d like. I know some of my classmates created social media pages and websites where they advocated for issues like the need for culturally and linguistically diverse advocates in special education and the decreasing the number of standardized tests students are required to take. 

I think as a teacher, I will try to advocate for more school counselors. It really made me interested in the profession. As I progress my own education, I may even try to take some counseling courses. If I am placed in a school that has a shortage of school counselors, I could try to take on the role with my students as best as I can. 

Leading by Example – A True Embodiment of Being the Difference

By Kathryn Rochford

screenshot of MUBB’s tweet from Jan. 5, 2021. https://twitter.com/MarquetteMBB/status/1346631266851020800

Wednesday, January 6, 2021 is a day that will live in the history books. We as a country witnessed a ghastly display of chaos, a lack of proper leadership, and unnecessary use of violence to attempt to overturn a peaceful transfer of power from one president to the next. There was headline after headline discussing the events, and it seemed it was all any news source could talk about.

However, buried underneath the flood of articles written about events in Washington, D.C., there was one headline that caught my eye in a powerful way. It was a description of the Marquette men’s basketball team and their choice to wear Black Lives Matter shirts and black uniforms on the night of the 5^th to stand in solidarity with Jacob Blake, the man shot in Kenosha last August. They wanted to stand against the announcement that the officer who shot Blake would face no charges regarding the shooting and to remind their fans that “…just because racial and social injustice hasn’t received as much attention recently, doesn’t mean the need to fight against it has gone away.”

In reading this article and in the tweet that the team put out, I had tears in my eyes. We as a university pride ourselves on advocating for social justice issues and for standing up for what is right. In a day where so much went wrong, I held so much immense respect for the team for leading the way and showcasing the very ideal of Marquette which is to “Be the Difference.” Where a lack of proper leadership was shown yesterday, I was able to reflect on how grateful I am that I attend a university that prides itself on instructing its students to care for others, to advocate for social justice issues, and more importantly to do what we can as individuals to “Be the Difference.”

Our basketball team took a stand Tuesday night and helped us to refocus on the need to educate and advocate for social justice issues. The past few months have taught us that there is always a need to improve and to do better for each person around us. In continuing our education, both formally and informally, I can only begin to imagine the positive impact that this generation of Marquette graduates will have on the world. Our Marquette education will provide us the strength to speak up when injustice is evident, to creatively find solutions to problems at hand, and most importantly to recognize the need to care for the whole person, using the Jesuit concept of cura personalis.

In times like this, I can still feel the power and solidarity I felt when I was in a packed Fiserv Forum cheering on our basketball team, all the while chanting with my classmates “We are Marquette.” I am proud to be a Marquette student, and I can’t wait for us all to be together again in that arena, cheering on a team who was ready to show the world an example of true leadership and advocacy. We are stronger together, and most importantly, we are Marquette.

Research In Action: Meet Julia Pawlowski

Dr. Leeza Ong, assistant professor in the Counselor Education Counseling Psychology department, has two projects which provide opportunities for students to be involved in the research project. We would like to introduce you to Dr. Ong and her students in a multi-part series exploring their work.

My name is Julia Pawlowski, and I am a first-year graduate student in the Clinical Mental Health Counseling Program. I am originally from Oak Creek, Wisconsin, and I attended Marquette for my undergraduate degree. I am a research assistant on the project The Effect of Mindful Prayers on First-Generation Immigrant/Refugee Women’s Wellness: A Qualitative Study. In five years, I see myself completing a Ph.D. Program in counseling psychology. 

My research interests are in multicultural psychology and psychopathology. Specifically, they include the role of acculturation in reinforcing or buffering the impact of stigma, factors that worsen the psychological consequences of microaggressions on mental health among minority groups, and the impact of cultural beliefs/attitudes on identity formation. 

As the child of two immigrants, I grew up in an immigrant/ refugee community that survived by helping one another. Being bicultural has made me aware of cultural sensitivity from a young age, as navigating between my two cultures often left me conflicted. My personal upbringing and acquired psychological knowledge are the reasons I pursued a degree in clinical mental health counseling. I am passionate about helping this population and making a difference in individuals’ lives. I wanted to work with Dr. Ong because of her work regarding immigrant and refugee psychological well-being. 

For more information on our rehabilitation specialization within the Clinical Mental Health Counseling program, check out our College of Education 2020 Magazine.

Research In Action: Meet Kathryn Nadkarni

Dr. Leeza Ong, assistant professor in the Counselor Education Counseling Psychology department, has two projects which provide opportunities for students to be involved in the research project. We would like to introduce you to Dr. Ong and her students in a multi-part series exploring their work.

My name is Kathryn Nadkarni. I am a second-year master’s student in the Clinical Mental Health Counseling program. I grew up in La Grange Park, IL, and completed my undergrad at Miami University of Ohio (class of 2019). Frankly, I was never particularly interested in doing research after college. I felt that I had “paid my dues” by my two years of research assistantship at Miami, and being that I was not particularly inspired by the path of pursuing a PhD, I felt no need to pursue research at Marquette. That is, until I met Dr. Ong.

Dr. Ong is a selfless, committed individual whose genuine excitement about bridging the gap between practice and research is infectious. She was my professor for my practicum course last year, and I was mesmerized by the way she spoke of her research projects and interests. Later in the spring, she offered an opportunity to lead an art therapy activity with a group of adults with sickle-cell disease, and I jumped at the prospect. Her upbeat attitude, indisputable expertise and hardworking spirit are just some of the reasons that I was intrigued months later by the opportunity to work as her research assistant. There would be no better way to supplement my last year at Marquette than to work with Dr. Ong on a project. We, the research assistants, meet with Dr. Ong weekly to discuss the project and assign tasks to keep it moving. I appreciate that unlike in my undergrad research experience, Dr. Ong truly values our opinions and insights and adopts a hands-on approach. Not only are we utilized as assistants, we are considered integral to her work.

Though this may be my last research experience, and it will end in May when I graduate, I am so grateful for the opportunity to enrich my mind under Dr. Ong’s wing. I hope to work in mental health counseling for the foreseeable future, but I will certainly cherish the lessons I am learning through this research experience. Dr. Ong has truly given me a new perspective on what it means to be investigative and curious, and how to use research in real-time to inform and optimize the way that we practice. 

For more information on our rehabilitation specialization within the Clinical Mental Health Counseling program, check out our College of Education 2020 Magazine.

Research In Action: Meet Leah Witthuhn

Dr. Leeza Ong, assistant professor in the Counselor Education Counseling Psychology department, has two projects which provide opportunities for students to be involved in the research project. We would like to introduce you to Dr. Ong and her students in a multi-part series exploring their work.

My name is Leah Witthuhn, and I am a first-year student in the general track for Clinical Mental Health Counseling. I am originally from Appleton, WI and am living in Waukesha. I attended Carroll University for my undergraduate degree. I am working as a research assistant for Dr. Ong. We are currently recruiting participants for our study and are beginning to start collecting data in the form of focus groups. We plan to assist with analyzing the data and writing the manuscript once the project is finished.

My personal research interests focus on sexual trauma and rape myths. In my undergraduate career, I did multiple studies on victim perception and hope to continue researching the effects rape myths have on survivors, as well as how different survivor characteristics (such as sexual orientation, gender expression, gender identity, etc.) have on resilience and perception of the assault. In addition, my current research with Dr. Ong has me interested in what factors contribute to well-being in other cultures. 

I have always been interested in helping others, and when I found psychology in undergrad I thought counseling was the best way to do that. After working in residence life for most of my undergraduate career, I found a particular connection to helping survivors of trauma. Once I had an idea of a good career path, I knew I needed to continue on and get a degree that would make me effective in helping others. I am working with Dr. Ong because I enjoy research and think it gives counselors more tools to improve. I am also currently considering applying to doctoral programs, in which this experience will help me prepare for that step.

In five years I can see myself down one of two paths. One would be finishing up a doctoral program and preparing for my career. The second would be working either in a residential trauma unit or the trauma floor at a hospital. My primary interest is working with survivors of sexual assault, and I hope that is what I will end up doing.

For more information on our rehabilitation specialization within the Clinical Mental Health Counseling program, check out our College of Education 2020 Magazine.