Teaching

Failure is instructive. The person who really thinks learns quite as much from [...] failures as from [...] successes. — John Dewey

Particularly given my resarch research focuses on teaching and learning, I take great joy in teaching others. I have had several opportunities to be actively involved in a leadership capacity with organizations that support the preparation of new instructors for college teaching. While a doctoral student, I served as the Chair of the Graduate Student Teaching Association (GSTA), an entity of the Society for the Teaching of Psychology (STP; Division 2 of the American Psychological Association). Through this work, I helped organize pedagogy-themed conferences, workshops, edited the GSTA blog on the STP website, contributed to a 2017 handbook on the teaching of psychology, and edited a handbook on teaching psychology aimed at graduate student and first-time instructors, How We Teach Now: The GSTA Guide to Transformative Teaching published in 2020. I also served as a peer mentor for the 2018 and 2019 Teach@CUNY Summer Institute, which consisted of a week-long series of seminars and workshops designed to facilitate a dialogue around best practices for college teaching, and to prepare graduate students who were assigned to serve as instructors or teaching assistants for the first time. These opportunities have provided a chance to reflect deeply on my teaching as well. In the process, I have learned a lot about educational and psychological theories and research, as well as its history and epistemology. Below is some information about courses I have exerience teaching.

Courses Taught

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Graduate Courses

This course covers the principles and practices of constructing, using, and interpreting psychological and educational tests and assessments. Students enrolled in the course explore test development and the analysis and evaluation of test data, including classical and modern test theories, latent trait analysis, scaling methods, and introductory factor analysis. They learn to develop instruments, understand the conceptual basis of test development, and perform and interpret analyses of various psychometric properties of existing instruments.
This course provides skills to analyze and evaluate research studies in the behavioral sciences. It emphasizes the science of research, developing hypotheses, sampling, defining and measuring variables, experimental and non-experimental designs, qualitative designs, evaluation designs, and research ethics. Students enrolled in this course gain experience designing and critiquing their own studies.

Undergraduate Courses

This course explores emotional, social, motor, and cognitive development from conception through adolescence, influenced by genetic, cultural, and individual factors. The course covers brain development, perceptual, conceptual, and language development, as well as emotional, cultural, and social influences. It also examines the implications of this research for social policy and decision-making. Students enrolled in the course become familiar with major theoretical perspectives and research techniques in child development.
This course surveys theoretical issues and empirical research in human cognition, including attention, perception, memory, knowledge representation, language, and problem-solving. The course also explores new discoveries about how we investigate thinking and metacognition. Students enrolled in this course are introduced to cognitive psychology, covering its history, the neural basis of cognition, and topics such as perception, memory, imagery, general knowledge, and language.

Courses Served as Teaching Assistant

This course is designed to teacher foundational principles of statistics in biological, public health, nursing, and medical fields. It focuses on interpreting and understanding graphical and statistical techniques in relevant literature. Students enrolled in the course gain an understanding of statistics with application in nursing and medical literature.
This course introduces a foundational grasp of methods for conducting experimental psychology research, focusing on research design and essential components of a written research report. Lectures provide a conceptual foundation for planning, conducting, analyzing, and evaluating experiments, addressing common design problems and illustrating effective and ineffective designs with examples from peer-reviewed research articles. Through both lectures and a hands-on laboratory portion of the course, enrolled students design and carry out experiments in collaborative groups, write scientific reports and given presentations for experiments they design and conduct.
See course description above.