Blair Cholewa headshot
BC

Blaire E. Cholewa

Associate Professor
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Bavaro Hall 218C
417 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., University of Florida, 2009
M.Ed., University of Florida, 2006
Ed.S., University of Florida, 2006
B.A., University of Virginia, 2003
Biography

Blaire Cholewa, Ph.D., is an Assistant Professor in the Counselor Education Program in the Department of Human Services. Previously she was an Assistant Professor in the Counselor Education Department at Kean University where her primary role was teaching graduate counseling students. Her research is grounded in exploring ways counselors and educators can improve educational equity so all students have the opportunity to succeed. She is particularly interested in two related lines of inquiry: counselor-teacher consultation and the retention of high-risk college students.

The first area focuses on counselor-teacher consultation surrounding teacher-student relationships with low-income, students of color. This includes studying counselor training and counselor self-efficacy regarding consultative and collaborative practices, specifically with regard to culturally responsive education.  She is interested in examining how school counselors can work with teachers to increase the implementation of culturally responsive teacher-student interactions to facilitate the academic achievement and psychological well-being of marginalized students.

The second research area focuses on investigating counseling practices and interventions that can increase the retention rates of high-risk undergraduate students.  Her current research involves the evaluation and replication of a model utilizing graduate level counselor trainees to deliver increased counseling services to facilitate undergraduate's successful transitions from high school to college. The model is guided by Tinto's theory of departure and Bronfenbrenner's ecological model. The interventions emphasize the academic and social integration of students, while exploring contextual factors that impede student success.  Included in this research line is an exploration of the patterns of service utilization among first generation college students.

EDHS 2250: Stress and Anxiety Management
Credits: 3
This course presents the major models of stress, examines psycho-social, intrapsychic, and environmental causes of stress and provides an overview of stress's physiological and psychological impact. Building upon researched-based practice, students will experience and explore cognitive, behavioral, and physiological techniques and strategies so as to manage life's stressors more effectively.
EDHS 7270: Research in Counseling
Credits: 3
Examines the role of research in the counseling profession, emphasizing the activities of the counselor as both a consumer and a producer of research. Prerequisite: Counselor education majors or instructor permission.
EDHS 8340: Counseling Children and Adolescents
Credits: 3
Explores concerns and problems that children and adolescents present to counselors. Focuses on applying developmental theories and examines resources and helping strategies appropriate for counseling children and adolescents. Prerequisite: EDHS 7210, 7230, EDLF 7160, or instructor permission.
EDHS 8390: Internship in Professional School Counseling
Credits: 6
This is the required internship course for K-12 professional school counseling students. The internship is a two-semester, 600-hour placement in a public school. Students also attend on-grounds supervision. Internship may be repeated for credit. Intent to register must be filed preceding registration. A description of a student's internship school level must be included on the degree application. Prerequisite: EDHS 8290 and instructor permission.