RESOURCE MENU
RESOURCE MENU
Dr. Eleisha Garland serves as an Assistant Professor and Program Chair in the School of Allied Health at Anderson University, where she also mentors and coordinates the Fast Track Program. With 15 years of teaching experience and a decade of clinical practice in residential treatment programs for youth, Dr. Garland brings a wealth of expertise to her role. She holds a Bachelor’s degree in Psychology from Anderson University, a Master’s degree in Social Work from The University of South Carolina, and a PhD in Leadership from Anderson University.
Associates of Science; Associates of Arts
BS in Psychology, Anderson University
Licensed Master Social Worker (SC)
MSW, Anderson University
Ph.D in Leadership, Anderson University
My classes are engaging, thought-provoking, and deeply rooted in real-world practice. Whether online or face-to-face, I create learning environments where students don’t just learn theory—they understand how to apply it in the field. I integrate real-life scenarios, ethical considerations, and faith-based perspectives to prepare competent helping professionals who will have the knowledge, skills, and abilities to thrive in their careers serving others during their most vulnerable moments.
Teaching at Anderson University allows me to combine my passion for education with my commitment to faith-integrated learning. AU provides a unique environment where I can prepare the next generation of helping professionals while honoring Christian values and ethical practice. The university’s commitment to adult learners, innovative program delivery like our Fast Track format, and the genuine care for student success align perfectly with my calling. Being able to serve as both an instructor and in curriculum development allows me to impact students’ educational journeys in multiple meaningful ways.
The helping professions—human services, social work, counseling, and public health—are among the most challenging yet rewarding career paths you can choose. You will work with people during their most vulnerable moments, and you will face situations that test your emotional resilience, ethical boundaries, and professional skills. But you will also experience the profound privilege of walking alongside individuals and families as they heal, grow, and overcome obstacles. This field requires a strong ethical foundation, cultural humility, self-awareness, and a commitment to lifelong learning. It’s not always easy, but if you have a heart for serving others and a calling to make a tangible difference in your community, this work will fulfill you in ways few other careers can. And yes, you might end up loving a population you never expected to work with—I said I’d never work with children, and they became my greatest passion!
Leading the curriculum redevelopment of our Human Services program to the Fast Track format, which successfully launched in 2018 and has expanded access to quality education for adult learners. Additionally, completing my PhD in Leadership while working full-time and raising four children demonstrates my commitment to lifelong learning and work-life balance—something I actively help my students navigate. My decade of clinical practice specializing in trauma-focused therapy with vulnerable youth populations, combined with my transition to higher education, positions me to bridge the gap between academic preparation and field readiness.
The connections. I love witnessing that moment when a student discovers their passion within the helping professions. Sharing real-life experiences from my years in the field and watching students understand the profound impact they can have on others’ lives is incredibly rewarding. I find joy in helping students navigate their educational journey, identify their strengths, and pursue their goals with confidence. Building relationships with students and knowing I’m preparing them to make a difference in people’s lives during their most challenging times—that’s what makes teaching my calling, not just my career.
• Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
• Children and Families
• Foster Care and Residential Group Care for Children and Youth
• Competency-Based Education
• Human Services Curriculum Development
• Adult Learning and Online Education
Herron J, Garland E. A nimble organization and a flexible degree program: A term-based competency-based education case study. Competency-based Education. 2019; 4:e01184. https://doi.org/10.1002/cbe2.1184
Garland, E. (2024). What matters most: A phenomenological study on the experiences of engagement and inclusion of online part-time faculty in christian higher education (Order No. 31485317). Available from Publicly Available Content Database. (3151741223). Retrieved from https://www.proquest.com/dissertations-theses/what-matters-most-phenomenological-study-on/docview/3151741223/se-2
RESOURCE MENU
RESOURCE MENU