Skip to main content

Sadé M. Dunn EdD, NCC, LCPC, LPC

Antioch University New England, Online

Dr. Sadé Dunn is an approved supervisor and Licensed Professional Counselor/Licensed Clinical Professional Counselor in Washington, D.C., Maryland, and Virginia. She is a graduate of Governors and Bowie State University. Dr. Dunn is the counselor representative for the Maryland Counselors for Social Justice board and a Maryland Counseling Association Emerging leader for the 2020-2021 year. She previously served as the secretary for the MCA ALGBTQ board from 2015 until 2018.
Dr. Dunn is a Reiki Level II Practitioner and registered yoga teacher at the 200 level. Reiki is a holistic energy healing practice that promotes balance by helping to free the chakras of any blockages. It promotes clarity, is very relaxing and clients feel restored afterward. Dr. Dunn is continuing her yoga studies in order to become a registered yoga teacher 500 level registered yoga teacher.

Educational History

Doctor of Ed. D, Counselor Ed. and Supervision, 8/2020, Governors State University, University Park, IL CACREP Accredited
Doctor of Ed., Counselor Ed. and Supervision, Argosy University, Arlington, VA, CACREP Accredited
Master of Arts, Mental Health Counseling, 12/2013, Bowie State University, CACREP Accredited, Bowie, MD
Addiction Certificate, 8/2013, Bowie State University, Bowie, MD
Bachelor of Science, Psychology, 8/2010, University of Maryland University College, Largo, MD
HS Diploma, 6/2003, Stonewall Jackson High School, Manassas, VA

Teaching Statement

My philosophy on teaching is one of fairness and flexibility while also remaining firm at times. There will be occurrences where you have to be a Professor that is understanding and able to help students in order to motivate them to reach their goals. Unforeseen circumstances arise, car accidents, family deaths, mother nature, etc., and if you are too rigid and inflexible your students may not connect with you or grasp the information as you would hope. My objectives as a Professor are for the students to learn the information and serve as a mentor and positive reinforcement for students. Of course, I want them to be able to complete the assignments that are assigned to them but if they focus on just doing the work and not understanding and application to the real world I have failed as a Professor. I recall in undergrad just trying to get through certain classes and really not being able to keep what was learned from semester to semester with me. It is very important for students to have a mentor that they will be able to go to that will help them matriculate through school encourage them to do better and also be an example of what a working professional is and how they strive to better themselves.
The concepts or methods I think are important to use while teaching in higher education is the students themselves, technology, real-life case studies/experiences, honesty, and humor. I have a flexible teaching style and like to be energetic and have a dialogue with my students in order to connect with them, help them to better understand the concepts, and also facilitate a deeper level of thinking amongst them. By being flexible, it allows them to study hard but to also know when life happens that it will be taken into consideration. I feel you have to get students excited about learning so that they want to learn, come to class prepared, and ready to debate or have that intense dialogue with you. Exams and papers are instrumental as well, as it helps to retain information and shows the application of concepts learned. Projects and group assignments allow for creativity and alternative ways to apply information learned other than writing a long paper and keeps the students’ attention in class. Depending on what course I also feel role-playing may be useful when showing how to use various therapeutic techniques with the students. This allows for modification of certain skillset and the Professor and class are able to provide feedback on what the students’ role-playing did well on or what could be improved upon in the future.
Finally, I also draw off of my own professional experience in higher education and also 8 years in practice as a mental health professional. Students like to hear stories of real cases and learn about real-world experiences and sometimes the textbook material is not enough for them. By being a firm yet flexible educator, it allows students to decompress and also provides less stress during their tenure in graduate school.

My future research initiatives will include (1) clinician productivity in the field versus quality of work and practice of self–care, (2) self-care measures for clinicians and improving advocacy for clinicians (3) positive parenting initiatives and changing the narrative in the African American household, (4) fertility struggles in African American Women and (5) holistic therapy initiatives and how yoga and meditation can help clients.

Professional Image and Interview Preparation at Loyola University 3/2017
Preparing for Graduate School at Loyola University 3/2018
Career Day Plummer Elementary School, Washington DC 5/2019
Bowie State University Speaking Engagement 4/2020
Maryland Counselors for Social Justice Conference Proposal Presentation 7/2020
Maryland Counseling Association Emerging Leader (2020-2021)
Association Memberships
• ACA Member 2015-Present
• MALGBTIC Board Secretary 2015-2018
• MCA Member 2015-Present
• MCSJ Member 2019 – Present
• AARC Member 2019 – Present
• MCSJ Board Member 2020-Present
Sade Dunn

Adjunct Faculty,

Clinical Mental Health Counseling


Skip to content