I teach Introductory Psychology, Research Methods in Psychology, Statistics for Psychology, Social Psychology, Applied Social Psychology, Cognition, Personality Psychology, Conservation Psychology, the Psychology of Human Resilience, and the Psychology of Genocide.
I seek to engage my students and develop a rapport and classroom culture that permits the exploration of complex and controversial puzzles without apprehension. This is achieved by demonstrating empathy in my classroom behaviour, written communications, and course policies, modeling respectful yet critical discourse, inviting participation, demonstrating a passion for the subject matter, making an effort to remain approachable, and remaining authentic by relying on my natural strengths, including storytelling and humour.
I want my students to be both knowledgeable and skillful, while developing values that will make them good global and local citizens. I think about how I want my students’ lives to be different after they take my course and take pains to design my courses and assessments with those learning outcomes in mind. I aim to scaffold the development of critical thinking, ethical reasoning, quantitative reasoning, and digital literacy skills through the use of interactive learning strategies, formative and summative assessments, iterative assessments, and peer assessments.
Where possible I adopt open pedagogy and design assignments that permit my students to contribute usable and useful resources to the commons. I prefer to distribute students’ workload across the term, and to structure the course in a manner that encourages regular and spaced revisions of the course content.
I emphasize the everyday and contemporary relevance of theories and concepts while attempting not to dilute the multi-factorial nature of these relationships in the real world. I believe that knowledge is incomplete and ineffectual if it is transmitted without the development of an appreciation for situatedness and application.
In my experience, one of the most potent pedagogical tools is enthusiasm. This ingredient is often what makes my students look forward to attending class, dislike missing class, advertise their course to their friends, and look to take additional classes with me. Enthusiasm is also infectious. An enthusiastic instructor draws enthusiasm from their students in the form of class participation and extra-curricular engagement.
I want my students to feel the thrill of learning, appreciate the beauty of science, and experience the clarity and confusion of a brave intellectual journey.