91µÎµÎ

My name is Ali, pronounced like “alley”—as in “alley cat.” I’m 29, a mother of two girls (ages nine and seven), and a partner of eleven years. As I type, two of my three cats and both of my dogs are snuggled up with me in bed. I’m a homesteader, an educator, and a recent graduate with a dual bachelor’s degree in Psychology and Studio Art. After six years as a non-traditional student, I graduated from my local university here in Georgetown, Texas, a small city just north of Austin. Now, I’m continuing my studies at 91µÎµÎ, working toward a master’s in art therapy and counseling online.

Being a distance learning student is an incredible opportunity for someone like me, with so much going on in life. Throughout my time in school, I’ve always worked, often juggling multiple part-time or student jobs to fit around my class schedule. At Southwestern, classes are synchronous on Zoom, so there can still be challenges with scheduling, especially during the workday. However, each class only meets once a week, and many are held in the afternoons, which usually falls after my work hours as a teacher in a different time zone.

Living in Texas, I don’t have any local opportunities to study art therapy, a career I’ve been committed to pursuing for the past eight years. My goal of becoming an art therapist is what initially drove me to pursue my bachelor’s degree as a young mother and working artist. Now, studying remotely allows me to attend classes wherever I am—whether that’s from my bed, on a trip, or during a break at work. This flexibility greatly contrasts with my undergraduate experience, where in-person classes with fixed schedules often created conflicts with childcare and work.

As someone who plans to offer virtual therapy, I find that participating in Southwestern’s Zoom-based courses provides valuable experience for online practice. Just today, in my Psychology of Altruism class, we were placed in breakout rooms and instructed to sit in silence, making virtual eye contact with our audio on. For a full ten minutes, we sat quietly, hearing only each other’s backgrounds. This was excellent practice in being present with someone virtually, and I felt a real appreciation for this type of training.

Southwestern’s approach to online learning is unique. Most online graduate programs are self-paced, with students clicking through slides, posting in forums by a deadline, and taking online quizzes. While flexible, these formats often lack real connection. At Southwestern, you get the semi-flexibility of a virtual learning space, with classes meeting just once a week and offered at varied times to fit different schedules. This setup allows students to dedicate specific time to log in and connect with classmates and professors. Classes here emphasize discussion, experiential learning, and participation in expressive, reflective activities rather than focusing solely on assignments and tests.

This format can be challenging for those who prefer to intellectualize, memorize, and complete tasks because it requires you to dig deep into your creativity and personal experiences—and to bring those forward to share with the class. There’s no option to skim by or simply show up; you might find yourself in a breakout room with just one other person, expected to discuss your genuine thoughts and feelings on the subject. The courses also involve extensive reading—not to be tested on, but to fully participate in discussions. If you haven’t kept up, it quickly becomes apparent when you’re unable to contribute meaningfully to class conversations.

As someone who has always struggled with ADHD, deadlines, memorization, and seemingly pointless busywork, this learning format works well for me. I know some first-time students find the transformational approach challenging, especially the introspection and healing work woven into each course. For me, this aspect of Southwestern’s model is refreshing—it feels far more essential for learning as a healer than memorizing the names of historical figures in the field. Having been in therapy for five years, this kind of self-work is familiar to me, but it feels especially meaningful to have it integrated into an academic setting.

All in all, as a busy person with ADHD who values deep thinking, creativity, and open introspection, being a distance-learning master’s student at Southwestern is ideal. I’m building valuable connections with students, staff, and faculty, gaining meaningful experience, and being guided through a transformational healing journey—all while still being able to water my garden, supervise my children, and pet my cat at home.

91µÎµÎ the Moderator