Teaching Philosophy

I care about teaching because I love learning. I’ve had great instructors and I’ve had instructors I thought could teach differently. Psychology is an ever-growing field and I am privileged to teach students about such a cool topic. I view my role as an instructor through a multifaceted lens and describe it as such below. I aim to keep my classes rooted in evidence, structured in a way that promotes learning, and comfortable enough for students to ask questions when they feel confused.

Goal 1

Provide evidence-based information in various areas of psychology beyond my opinion and perspective

Psychology holds an abundance of contradicting evidence-based theories. While I have my own preferred findings, my goal is to provide students with a comprehensive (but not overwhelming) overview of different evidence. For example, I tend to prefer an interference-based approach when thinking about why forgetting occurs. However, other evidence may also point to decay-based models. I believe students have a right to draw their own informed conclusions about a psychological phenomena.

The ability to understand results from different studies allows students to view claims through a critical point of view. Science is driven by criticism and gaps in theories. If everyone agreed, we wouldn’t move forward. I also try to make very clear that science is not an absolute truth and the theories we discuss may, and often do, have issues. Sometimes students aren’t comfortable with “it depends” as an answer to their questions about behavior, so I try to make that unknown feeling a bit less daunting by providing them with the skills to find information.

Goal 2

Evaluate a student’s understanding of learned material

I find that graded material encourages students to continually engage with the material, often leading to better learning as it allows students to space out their learning rather than mass it (see: Carpenter et al., 2012). I prefer a class structure with several, smaller point assignments throughout the semester over just a few high value assignments (e.g., a midterm and final as the only two grades). I also aim to provide students with different opportunities to demonstrate their learning rather than relying on one type of assessment for the semester. In action, my class grading structure includes weekly assignments asking students to recall previously learned information and connect it to more recently discussed material.

Additionally, I have strong feelings about cumulative final exams and would likely include one in any course. I find that students sometimes feel like their learning was less important when they are only tested on the material once, so final exams give the course some purpose and end goal. I also think that being able to connect previously learned information with newer information is a good skill for students’ future careers as they will be able to think more flexibly and creatively.

Goal 3

Create an inclusive environment based on mutual respect and accountability between me (the instructor) and the students as well as between students

I want my students to feel comfortable in my classroom. I believe that mutual respect is a core foundation to a respectful classroom community. That is, I respect my students. I understand that many of them come from different backgrounds than each other and than I do. It is important for me to stay informed on how different cultural perspectives can shape a student’s journey in undergrad and in my classroom.

I aim to respect my students and in return, I expect reciprocal respect. I have found that sometimes being a woman influences how some students view my credulity, and that is certainly unfortunate. However, I have also found that I am able to garner respect from the majority of my students through being myself. I think sometimes instructors can feel a bit nervous about being too personal in class, leading to using professional façade that drives a wedge between them and their students. I like to joke around a lot in life and I definitely bring that into my classroom when appropriate. I think students appreciate a bit of levity in the midst of learning new, sometimes rather difficult, information. I also often include pictures of my bunny, Clementine, to provide something nice to look at and remind them that there is good in the world (Clementine keeps me going).

I also make sure to ask frequently for questions to ensure students have ample opportunity to strengthen their understanding of the material and gain clarity when they need it. Beyond that, I am available on email, encouraging students to reach out as questions arise. I also try to offer some flexibility on assignments and deadlines when appropriate. I incorporate a lot of this into the syllabus (e.g., make-up opportunities, late-submission guidelines) but also encourage students to email me when they are struggling to complete something. I often am able to work something out to ensure each student has their best chance at success in my course.

TLDR;

Overall, through continued effort to meet these and probably several other goals, I try to keep my classroom respectful and focused on learning. I want my students to succeed and so I incorporate science of learning principles and make myself available and approachable to answer questions. I love learning, and teaching is just another opportunity for me to expand my knowledge on class material with an added bonus of learning about my students.