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Educational Leadership

Danielle Torres

Associate Professor

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Rogers Hall

Danielle is a faculty member of the School Counseling Program. Before joining Lewis & Clark, she taught at the school counseling program at Pacific University. She has experience as a counselor in schools at all grade levels and with various school-based programs, including work with teen parents and at-risk students. She has completed internships at Columbia University and UC Santa Barbara and is active in several professional organizations. She has also conducted research in schools with a focus on academic resiliency and collaborative school relationships.

Her favorite aspect of her role as a faculty member is mentoring students and providing a stimulating and inclusive place to learn. Her professional interests include addressing K-12 educational and counseling issues affecting students of color, particularly Latino students; strengthening the family/home-school connection and; career development issues for students.

Personal Statement

“My favorite thing to hear from students on graduation day is “I feel prepared”. And that is my goal—to prepare students not only with the knowledge and skills to be an effective school counselor, but to prepare students to recognize strengths, to have empathy in all situations, and to give a voice to those whose voice is not being heard. Most of all, I want students to feel prepared for their role as a caring adult in the lives of the children they work with.”

Areas of Expertise

Development of the Learner; Research, Assessment, & Technology; Social Justice & Diversity; Internship; Meeting Counseling Needs of Diverse Populations in Schools; Increasing Academic Resiliency; Strengthening the Home-school Connection; Career Development Issues for Students

Publications

  • Torres, D.M. & Levine, N. (2008). Lewis & Clark College—Roosevelt High School Partnership Project: A Needs Assessment. Institutional Report.
  • Favela, A. & Torres, D. (2008). Supporting New Minority Teachers through Culture, Community and Collaboration. Northwest Passage: NWATE Journal of Educational Practices, 6(1), 23-33.
  • McNamara, V. & Torres, D. (2007). The Reflective School Counselor’s Guide to Practitioner Research: Skills and Strategies for Successful Inquiry. Thousand Oaks, CA: Corwin Press.
  • McWhirter, E. H., Torres, D. M., Salgado, S., & Valdez, M. (2007). Perceived barriers and postsecondary plans in Mexican American and European American adolescents. Journal of Career Assessment, 15(1), 119-138.
  • Clare, M. M., & Torres, D. (2006). ¡Sí se puede! Culturally congruent special education evaluation for migrant students. Multiple Voices Journal, 9(1).
  • Ali, S. R., Flojo, J. R., Chronister, K. M., Hayashino, D., Smiling, Q. R., Torres, D. M., & McWhirter, E. H. (2004). When racism is reversed: Therapists of color speak about their experiences with racism from clients, supervisees, and supervisors. In M. Rastogi & E. Wieling (Eds.), Voices of color: First-person accounts of ethnic minority therapists. Thousand Oaks, CA: Sage Publications.
  • Flores, L.Y., Byers, A., Torres, D. M. (2002). Expanding career options and optimizing abilities: The case of Laura. Career Development Quarterly, 50(4), 311-316.
  • McWhirter, E. H., Torres, D. M, & Rasheed, S. (1998). Assessing barriers to women’s career adjustment. Journal of Career Adjustment, 4(6), 425-449.

Academic Credentials

Ph.D. 2003, University of Oregon, M.A. 1997, B.A. 1995 Pepperdine University

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