![]() He has directed and designed programs and initiatives to educate and support students from pre-college through doctoral study. Prior to joining Hopkins, Justin worked in several roles in academic affairs and advising at The Gallatin School of Individualized Study and the College of Arts and Science at New York University and at Princeton University, where he served as the Director of Studies at Whitman College. In this role, he works with educators across Hopkins to support undergraduate students in their career and life pursuits and connect them to alumni, employers, and experiential learning opportunities. He is currently the Director of Undergraduate Education at the Johns Hopkins University Life Design Lab. Justin Lorts is an historian, teacher, university administrator, and Life Design Educator with over 20 years of experience in higher education. National Association of Environmental Professionals Career Center ![]() Psychology Employers & American Psychological Association Career GuideĬognitive Science Employers Environmental Science Resources Neuroscience Employers & American Neurological Association Career Center Guide to Curiosity Conversations Brain Science Resources Intro to Hopkins: Arrive & Thrive (Fall 2022)Įnvironmental Science Senior Seminar (Fall 2022) Networking Resources Life Design Summer Institute (Summer 2022) She is a new student to meditation and somatic mindfulness practices. More recently, Ashley’s teaching and programming have focused on Life/Design Thinking, career pathways in psychology, brain sciences, & environmental sciences, and the intersection of discernment practices to promote self-actualization and the self-authored life design.Īshley is an outdoor enthusiast with a hunger to learn strategies to live in better harmony with the earth and our communities. She has taught courses on topics related to the college transition, senior seminars, and positive psychology. Her master’s thesis, Betrayal characteristics and self-forgiveness: The mediating and moderating roles of social-cognitive variables, examined the impact of self-empathy, rumination, and attributions on one’s ability to self-forgive across various transgression severity levels and relational dynamics. ![]() Her combined academic training centers in personal development and self-authorship. She has directed co-curricular learning programs and initiatives designed to encourage students to capitalize on and make meaning of their academic pursuits for students throughout each undergraduate transition, including directing orientation and peer mentor initiatives at the University of Saint Francis and the Life After Loyola docuseries for graduating seniors.Īshley earned a BA in Psychology from Bowling Green State University, a MS in Clinical Psychology from the University of Dayton, and a MA in College Student Personnel from Western Illinois University. Prior to her work in Life Design, Ashley served as the Assistant Director of Transition and Discernment Programs at Loyola University Maryland, where she constructed meaningful engagement opportunities for students to developed more self-actualized life pathways and foster a sense of belonging amongst a diverse population. In this capacity, she works with educators to support students studying Brain Sciences & Environmental Sciences in their professional, academic, and life pursuits, connecting them with alumni, employers, and experiential opportunities. She is currently a Senior Assistant Director of Undergraduate Education at the Johns Hopkins University Life Design Lab. Ashley Schantz is teacher, university administrator, and Life Design Educator with over a decade of experience in mental health and higher education.
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