John Nixon, Ed.D.
Assistant Professor in Residence
Biography
With a B.A. in Religion from Trinity University in his home state of Texas, an M.Div. from Holy Cross School of Theology in Brookline Massachusetts, and an Ed.D. in Counselor Education from the University of Northern Colorado, Dr. Nixon’s educational path has taken him to far-flung parts of the country. He began his professional career in the licensed practice of mental health counseling in Phoenix at a Level 1 psychiatric hospital after completing a year-long clinical internship at the Northern Arizona University Counseling & Testing Center in Flagstaff as part of his doctoral program. Though swearing he was “done with school,” irony found him when he was invited to teach in a counselor education program a little more than a year after finishing his terminal degree. Realizing that he enjoyed teaching, he kept one foot in the professional practice world and one foot in the academic world over the years. This balanced engagement between the “ivory tower” and the “real world” has provided him with a welcome variety of satisfying experiences in providing training and direct practice. He now appreciates the simplicity of singular focus in the academic context, mentoring students in developing their knowledge, skills, and dispositions in professional counseling.
Dr. Nixon’s intellectual curiosity has gravitated toward interest in the role of spirituality and religion in emotional well-being; his current focus is on the dynamics of rankism as an impediment to authenticity in diversity, equity, and inclusion efforts in organizational cultures. Dr. Nixon maintains mental health counseling licensure in Nevada (CPC) and Arizona (LPC). Additionally, he is a National Certified Counselor (NCC) and Approved Clinical Supervisor (ACS). He serves as a member of the Nevada Board of Examiners for MFTs and Clinical Professional Counselors, including several years of service as Vice President. His advocacy for professional counseling licensure in Nevada has been instrumental in establishing parity with MFTs in terms of educational standards and scope of practice.