Raquel Warley

Mercy College

Contact Details

Mercy College


Raquel Warley is an Associate Professor of Social Work in the Bachelor of Social Work program at Mercy College.  She received a Bachelor of Arts degree in forensic psychology from John Jay College School of Criminal Justice in 1993. Following her undergraduate studies, she obtained three graduate degrees: a Master of Arts in criminal justice (John Jay College, 1995), a Master of Social Work (Hunter College, 2002), and a Master of Philosophy (City University of New York, 2006). In May 2009, she completed her Doctor of Philosophy degree in social welfare at the City University of New York.

From 2008 until 2017, Dr. Warley was on faculty in the School of Social Work at California State University, Los Angeles (CSULA). During her tenure at CSULA, she also served in the roles of Interim Director of Field Education and BSW Program Director.

Just prior to joining the faculty at Mercy College, Dr. Warley was the chief administrator for the Office of Field Education in the School of Social Work Administration for Adelphi University. In that capacity, she monitored social work practica for 500 students doing internships at 400+ social service and mental health agencies across New York and in seven other states. In addition, she managed a group of 70 faculty as well as professional and support staff members.

Aside from her experience as an academician and administrator, Dr. Warley has two decades of clinical and research experience. Notably, from 2002 until 2008, she was a clinician for the Employee Assistance Program at Mount Sinai Medical Center in New York City.  In her capacity as an “organizational”/clinical social worker for the Human Resources Department, she provided supportive, psychological, and crisis counseling as well as referral services to employees of the hospital.  In addition, she trained and aided managers in identifying performance-based indicators and intervening effectively with impaired and high-risk employees.

Dr. Warley also served as a forensic examiner for the Pasadena Juvenile Court and a consultant on the Education-Based Incarceration program in the Offender Services Bureau for the Los Angeles County Sheriff’s Department.


Zengaro, S. & Warley, R. (2022).  The fallacy of higher education as the great social equalizer: Racial identity, implicit bias, and achievement.  In J. Keengwe (Ed.), Handbook of research on social justice and equity in education. Hershey, PA: IGI Global

Warley, R., Thomas, D., & Harris, M. (2014). F.I.T. Camp: A biopsychosocial model of positive youth development for at-risk adolescents. In H. Matto, J. Strolin-Goltzman, & M. Ballan (Eds.), Neuroscience for social work: Current research and practice. New York, NY: Springer Publishing.

Warley, R. (2013). The future of human resources: A promising model of EAP practice. In M. A. Pauldi (Ed.), Psychology for business success. New York, NY: Praeger.

Warley, R. (2012). Impact of correctional staff attitudes on inmate education. In A. Normore & B. Fitch (Eds.), Education-based incarceration and recidivism: The ultimate social justice crime-fighting tool, pp. 83-104. Scottsdale, AZ: Information Age Publishing, Inc..

Warley, R., Coatta, K., Harris, M. & Aiko, E. (2012). F.I.T. Camp: Using an intervention research model for design and development of optimum programming for disadvantaged youth. International Journal of Health, Wellness, and Society, 2 (1).

Warley, R. (2011). Juvenile homicide: Fatal assault or lethal intent? El Paso, TX: LFB Publishing. Warley, R. and Hughes, D. (2010). Core technology, professional engagement, and employee assistance practice. Journal of Workplace Behavioral Health, 25 (3), 201-217.

Book Reviews

Berg-Weger, M., Adams, D., Birkenmaier, J. (2023). The practice of generalist social work, 6th edition. England, UK: Routledge, Taylor & Francis Group.

Recent Scholarship on Teaching & Learning

Principal Investigator, Qualitative study of field instructors’ perceptions of social work competencies involved in client engagement & developing the working alliance, CSWE Special Project Funding, January 2023 – Present.

Principal Investigator, Retrieval-based learning with and without feedback: A study in four college classrooms, Mercy College, Howard Huges Medical Institute Grant, Spring 2023.

Co-Investigator, Individual Perceptions of the Illness Identity and COVID-19, Mercy College, Faculty Development Grant, Fall 2020-Spring 2021.

Co-Investigator, The effectiveness of a classroom-based student support structure in preventing DFWIs among undergraduate students, Mercy College, Howard Huges Medical Institute Grant, Spring 2023.

Faculty Consultant, A three-stage approach to inquiry-based English literature instruction: Engaging undergraduate students & developing their thinking skills, Mercy College, Howard Huges Medical Institute Grant, Spring 2023.

Faculty Consultant, Reasonableness, focus, & facilitation: A "blueprint" for teaching & learning art history, Mercy College, Howard Huges Medical Institute Grant, Spring 2023.

Invited Scholarly Presentations

Warley, R. & members of the Commission on Education Policy (November, 2022). EPAS 2022: Integrating equity, justice, & human rights into the social work curriculum.  Presentation at the Annual Program Meeting of the Council on Social Work Education, Anaheim, CA.  

Warley, R. (October, 2022). Stereotype threat, imposter syndrome, & mindset: How equity-focused teaching can be used as a corrective tool to promote deep learning & a sense of belonging.  Presentation at Fall Faculty Seminar Day, Mercy College, Dobbs Ferry, NY.

Warley, R. (September, 2022) Equity-oriented teaching & learning.  Presentation for the Howard Hughes Medical Institute, Mercy College, Dobbs Ferry, NY.

Warley, R. (February, 2022). Pedagogy in a time of trauma.  Moderator for a breakout session at the Academic Unit Head Meeting, Mercy College, Dobbs Ferry, NY.

Warley, R. (October, 2021). Academic overload: Social support and self-care for faculty.  Presentation at Fall Faculty Seminar Day, Mercy College, Dobbs Ferry, NY.

Warley, R. (October, 2021) Stereotype threat: The risk/fear of confirming a negative stereotype about one’s group.  Presentation at Designing for Equity, Mercy College, Dobbs Ferry, NY.

Warley, R. (November, 2020).  Trauma-informed pedagogy: What does it look like?  Presented at the Lunchtime Seminar for the Center for Teaching & Learning, Mercy College, Dobbs Ferry, NY.

Warley, R. (May, 2018).  Helping field instructors work with struggling students.  Presented at the Annual Symposium on Supervision in Field Instruction (SiFI), Columbia University, New York, NY.

 Warley, R. (February, 2018).  Mastering the art of assessment.  Presented at the Clinical Colloquia Series, Adelphi University, Manhattan Center, New York, NY.

Educational Fellowships

Fellow, Metacognition/Growth-Mindset Fellowship Program, Mercy College, New York State Department of Education, Spring 2023-Fall 2023. 

Faculty Development Leader, Inclusive Excellence Fellows Program, Mercy College, Howard Hughes Medical Institute Grant, Fall 2022-Spring 2023.

Fellow, Inclusive Excellence Fellows Program, Mercy College, Howard Hughes Medical Institute Grant, Spring 2022.

Fellow, Institutional Capacity Building Cohort, Mercy College, Hope Center for Colleges, Communities, & Justice, Fall 2021-Spring 2022.

Fellow, Assessment of Assessment Institute, Mercy College, Office of Assessment & Evaluation, July 2021. 

Intellectual Property

ADEI-Focused Lesson Planning Toolkit. The ADEI-Focused Lesson Planning Toolkit includes instruction and a collection of other resources that have been chosen, organized, and presented to help and support faculty members in cultivating an anti-racist, equitable, diverse, and inclusive learning environment.

ADEI-Focused SoTL Project Planning Worksheet.  The ADEI-Fouced SoTL Project Planning Worksheet is a tool to assist faculty in the step-by-step creation of Scholarship on Teaching & Learning. The tool is divided into three sections: developing and designing a project, conceptualizing the theoretical underpinnings of scholarly teaching, and assessing outcomes.

Self-Assessment Rubric for ADEI-Focused Teaching & Curriculum Development.  The Self-Assessment Rubric for ADEI-Focused Teaching and Curriculum Development is intended to assist faculty in examining their core beliefs about teaching and learning to determine how they align with or relate to ADEI principles in their actual educational practices and interactions with students. The first step in being intentional with learning interventions and closing racial achievement gaps is identifying the areas that require action and attention. Faculty can use this tool to evaluate and improve how well they plan their lessons with an emphasis on ADEI and engaging with their students.

Checklist for the Institutionalization of ADEI-Focused Education.  Institutionalization is the integration and application of ADEI best practices at the organizational level within policies, procedures, and practices. Institutionalization facilitates the implementation of ADEI principles by integrating them into the organizational activities of leadership, faculty members, staff, and students. This instrument can be utilized by various stakeholders to monitor and/or evaluate their practice as well as to develop a sustainable ADEI strategy by identifying and subsequently addressing systemic inequities within the higher education system.

Hierarchy of Accelerated Learning.  This classification of learning includes six learning capabilities: engagement, durability, transferability, complex learning, integration, and self-regulated learning. Each conceptually distinct level contains nominal and operational definitions and a reference to Bloom's taxonomy. This resource was designed to support accelerated learning.  It can be utilized for Scholarship on Teaching and Learning, lesson planning, and the creation of learning outcomes.

Meaningful Instruction Social, Self-Regulated, & Active Learning (MISSAL).  MISSAL is an instructional model based on the active ingredients that support the efficiency and efficacy              of learning.  This model has been modified for use in asynchronous distance education following COVID-19. This method of instruction is intended to enhance student motivation, engagement, and learning.

Interviews & Media Appearances

Expert Commentary, Broken Harts, Discovery+, originally aired on May 18, 2021. 

Interview, Mercy professor offers professional insights in a documentary film on Discovery Plus.  Maverick Magazine, June 7, 2021.  The article can be found here: