My teaching philosophy is rooted in the belief that relationships are the foundation of both social work practice and effective learning. I strive to create an inclusive, equitable, and non-judgmental classroom where students feel supported, challenged, and encouraged to bring their full selves to the learning process. Using a constructivist approach, I connect theory to real-world application through experiential activities, skill modeling, and reflective practice that promote self-awareness and professional growth. My teaching is guided by a strong commitment to social justice and ethical practice, and I intentionally examine my own biases and positionality to model the ongoing work required of social workers. Ultimately, my goal is to equip students with the knowledge, values, and skills needed to become competent, compassionate, and justice-driven social work professionals.

For Lauren’s full teaching philosophy, click HERE

My research philosophy centers on producing rigorous, relevant scholarship that advances social work knowledge and practice and promotes meaningful change, particularly for rural and historically oppressed communities. Grounded in a critical-constructivist lens, my work examines how rurality, poverty, mental health, and social support shape maternal burnout, which led to the development of an evidence-based group intervention; when I take a job in academia, the first priority on my research agenda will be to formally test this intervention. While maternal burnout is my primary focus, my broader interests include maternal identity, professional role integration and well-being among social work scholar-practitioners, teacher burnout, crisis response in schools, and the experiences of adjunct faculty. Across these areas, I aim to identify protective factors, evaluate interventions, and generate actionable recommendations for practice, education, and policy.

For Lauren’s full research philosophy, click HERE

My leadership philosophy integrates transformational, collaborative, and authentic approaches, all grounded in my core values of justice, equity, integrity, growth, and genuineness. I believe leadership in social work is not defined by position but by the ability to inspire, guide, and empower others toward a shared vision. As a transformational leader, I articulate a clear vision, consider ethical implications, and foster an environment where individuals feel valued, motivated, and supported to develop their strengths. Collaborative leadership emphasizes leveraging the team’s collective expertise; I act as a guide who removes barriers, amplifies voices, and builds trust across disciplines and perspectives to achieve shared goals. Authentic leadership resonates most deeply with me, as I strive to lead with honesty, transparency, and alignment with my personal and professional values, modeling vulnerability, accountability, and empathy. In my work as a therapist, in private practice, with school districts, in public policy, and as an educator, I have found that authenticity fosters engagement, motivation, and resilience. Together, these leadership approaches inform how I mentor students, collaborate with colleagues, and implement systemic change, modeling for future social workers how to lead with courage, integrity, and collaboration. My goal is not only to teach social work practice but also to embody leadership principles that sustain and advance the profession.

For Lauren’s full leadership philosophy, click HERE

I believe that practice is the cornerstone of social work education, and because social work is inherently practice-oriented, educators must remain actively engaged in practice themselves. Teaching without current, meaningful practice risks disconnecting students from the realities, challenges, and skills required for effective, ethical, and responsive work. For this reason, I intend to maintain ongoing practice in academia, whether through direct clinical work such as therapy, consultation, assessments, or supervision, or through macro-level work such as program evaluation, policy development, or consulting. Social work educators also “practice” in the classroom, through research, supervision, consultation, and community engagement, modeling professional skills, ethical decision-making, and social responsibility across micro, mezzo, and macro levels. My own practice history reflects this commitment: eight years as a school social worker integrating clinical work, community outreach, and policy initiatives, followed by private practice serving individuals across the lifespan, and macro-level policy work influencing systems and programs. Maintaining active practice allows me to bring real-world experience into the classroom, connect theory to action, and provide students with relevant, applied insights. In essence, my philosophy rests on the inseparability of social work education and practice, ensuring that my teaching, research, and mentorship advance well-being, social justice, and the preparation of competent, ethical, and resilient social workers.

For Lauren’s full practice philosophy, click HERE