Magdaline Chornick

Magdaline Chornick

College of Arts and Sciences

M.S. in Occupational Therapy - Duquesne University, PA
B.S. in Health Sciences - Duquesne University, PA

About Magdaline Chornick

Magdaline grew up in a small town about an hour north of Pittsburgh, where she developed her interest in the health care field through working and volunteering in a variety of health care settings.  During her time at Duquesne University she had the opportunity to attend internships at a variety of children's developmental centers, an orthopedic post-surgical unit of Magee Hospital, and older adult day centers in the Pittsburgh area.  During an internship with Bethlehem Haven, a local women's shelter, she worked with a small team to meet with the staff and women of the shelter to develop and implement a Life Skills Program that was nominated for and won the Community Based Project award in Pittsburgh in 2006.  This program, which helps women learn job and social interaction skills, is still in use today by Bethlehem Haven.

Her first opportunity to teach came in 2007 when she was asked by a former professor to be an adjunct professor in a community integration course with Duquesne University.  This is where she developed her desire to teach.  In 2007, she also began working at HCR ManorCare, a 200 bed skilled nursing facility as an occupational therapist.  She soon became the therapy staff team leader and oversaw all of the needs of the long term residents of the facility.  Here, she also had the opportunity to supervise occupational therapy students for twelve week internships as part of their schooling. In 2009, she was nominated by one of her students for Supervisor of the Year.   In 2010, she began teaching at Grand Canyon University and has taught BIO and HLT courses.  She is also working as a home care occupational therapist, assisting older adults as they transition home from hospitals and skilled rehab centers.

She currently lives in Pittsburgh, PA with her husband Michael and 16 month old son, Cole.  Magdaline and her husband just celebrated two years of marriage.


How has facilitating online courses at GCU helped you find your purpose?

I have always had a desire to help people, which is why I was initially involved in the health care field.  Once I received the opportunity to teach, I feel I really found my calling.  Working toward the goal of receiving a degree is such an important time of the life of each student who attends GCU.  I hope to be a small part in their life changing journeys.  GCU students deserve respect and understanding and I find it a privilege to help further their knowledge and get them one step closer to their degree.


What is one effective teaching strategy you use in your online classes?

One aspect I find always engages students in further discussion is utilizing real-life experiences and asking students to weigh in on how they would have handled them.  I have a variety of actual ethical dilemmas I have been involved in with my health care experience and in working with at risk populations.  I encourage students to support their opinions from research, from the textbook, or from outside academic resources.  My hope is this will strengthen students' ability to handle ethical dilemmas when they enter the work force.


What is a GCU online student success story you can share?

During my first course facilitation with GCU, I had a student who was taking her first online course.  The student could not access the e-book, asked for a calendar of due dates, and displayed issues with grammar and presentation of assignments.  I helped the student use the table function of Word to design a calendar and we reviewed step by step how to access the e-book.  Throughout the course, the student emailed me almost every day.  We worked on each assignment to improve grammar and professional presentation.  It was encouraging to be so engaged with a student.  Because this was my first course I had a mentor overseeing my facilitation.  During my weekly reviews he would comment on how impressed he was with my dedication to this student.  I could tell the student was working hard to be successful. That made me want to work harder to provide the tools necessary, not just for the course I was instructing, but also for future courses.