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Susan Johnston is a Professor of Teacher Education in the School of Education at a southern California state university. She was awarded the 1989 Distinguished Teaching award and the 2002 Outstanding Professor Award. Her Doctorate, Masters and Bachelors degrees were earned at UCLA. Susan conducts workshops on effective instruction, curriculum design, classroom management, and the infusion of critical skills of reading and writing. She also advises leadership on strategic planning for staff development and trains trainers in industry as well as education.
Susan's clients include community colleges, four-year public and private colleges and universities, public school districts, and corporate clients: Nevada College of Pharmacy, University of Arizona, University of Cincinnati, California State University Hayward, Christian Heritage College, DeAnza Community College, El Camino Community College, Del Mar College, Midwestern College, Grossmont College, Heald Business Colleges, Irvine Valley College, Los Angeles City College, College of the Canyons, Truckee College, Mayville State University, Napa Valley College, Orange Coast Community College, West Los Angeles Community College, Santa Barbara City College, Los Angeles Trade Technical College, the American Association of Colleges of Pharmacy, Creighton University, and Pima Community College. In addition, she is currently contracted to work with the Los Angeles Department of Water and Power to train trainers how to design and teach safety procedure instructional modules.
Her consultant work is based on the following assumptions:
- All students deserve access to the core curriculum through effective instruction.
- Instructional strategies can be learned and applied by all instructors.
- Students need to be active, not passive learners.
- Curriculum needs to be meaningful and have maximum transfer value for students.
- Class sessions must reflect clarity of learning outcomes, instruction, and assignments.
- Students need opportunities for guided practice.
- Students are capable of critical thinking if assignments are appropriately structured.
Many college instructors report that, while they hold advanced degrees in their own area of expertise, their preparation did not include methods of how to effectively help others understand their subject. All workshops model the strategies to be learned in order to increase the likelihood that instructors will transfer those strategies to their own classrooms. Learning packets contain Powerpoint handouts with articles intended to serve as an ongoing resource. Sessions are highly structured, interactive, and practical; participants are actively involved throughout each session and apply content learned to their own courses.
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