I have taught the following courses as an instructor of record:
Introduction to Psychology
Psychology of Creativity, Art, and Genius
I have cotaught following courses:
Statistical Methods in Psychology I & II (Graduate)
Understanding the Science of Positive Psychology
Flourishing through Creativity and the Arts
Teaching Philosophy
I design courses around application, asking students to use theory to analyze realistic or creative problems and their everyday experiences.
I involve students in my course design, such as allowing students to help shape assignment formats, vote on deadlines, and selected course topics, to foster ownership and intrinsic motivation.
My teaching uses evidence-based practices from cognitive science, including retrieval practice, interleaving, repeated engagement with key concepts, and multiple forms of representation.
I treat students’ personal experiences and communities as valid sites of knowledge-making, encouraging them to connect course concepts with cultural events, creative practices, work, family life, and other meaningful contexts.
I want students to leave my courses with transferable skills: asking stronger questions, evaluating evidence, applying theory, communicating clearly, and recognizing how psychological science can illuminate issues that matter to them.
Mentoring Philosophy
My mentoring philosophy emphasizes early access to authentic research experiences, scholarly networks, and professional opportunities, particularly for students who may not otherwise know how to enter those spaces.
I mentor through a combination of clear structure, regular feedback, technical training, and gradually increasing independence, helping students build confidence and take meaningful ownership of research.
I view students as potential collaborators and aim to involve them in the full research process, including fieldwork, study design, data collection, analysis, writing, conference presentation, and publication.
Ultimately, I want students to experience the intellectual satisfaction of making connections between disciplinary knowledge and the questions, contexts, and communities they care about.