Brief Statement of Teaching Philosophy
“My thinking is first and last and always for the sake of my doing” – William James
My objective as an instructor is to show my students that regardless of their long-term goals, learning fundamental principles of social and behavioral science, as well as research methodology, will provide them with insights that they can apply to increase their success across many domains of their lives. Overall, my pedagogical approach is to structure my courses in ways that allow students to learn the fundamental concepts outlined for the course, while simultaneously learning how they can use these concepts to advance their own personal goals. I have found that teaching is most effective when students can clearly see that coming to lecture and discussion, doing their readings and assignments are not just random activities to please the instructor, but that the thinking they are engaged in for the course is actually in the service of their doing.
I am not currently teaching any formal courses (my next course is scheduled for Spring 2018; see below). I will however teach/advise undergraduate research students for independent study credits in Fall 2017 (see Research and Lab pages for more information).
I will be joining the Cornell University faculty in Fall 2017. My graduate level teaching will focus largely on research methodology in the social and behavioral sciences with particular focus on the fields of Communication and Psychology. My undergraduate level teaching will be a mix of lecture courses on persuasion and social influence and smaller “deep-dive” seminars on topics such as stereotyping and implicit bias. My *tentative* teaching schedule for the next three years is outlined below.
Fall 2017: None
Spring 2018: Persuasion and Social Influence (Undergrad; co-taught with Jonathon Schuldt)
Fall 2018: Quantitative Research Methods (Grad)
Spring 2019: Persuasion and Social Influence (Undergrad); Experimental Design & Causal Inference (Grad)
Fall 2019: None
Spring 2020: Persuasion and Social Influence (Undergrad); Stereotyping & Implicit Bias (Undergrad)
Fall 2020: Quantitative Research Methods (Grad)
Spring 2021: Experimental Design & Causal Inference (Grad)
Previous Teaching Experience:
Winter 2017: Primary Instructor (BA 101): Preparation Initiative Professional Development Seminar, University of Michigan.
Fall 2016: Primary Instructor (BA 101): Preparation Initiative Professional Development Seminar, University of Michigan.
Fall 2015: Lead Graduate Student Instructor (PSYCH 487): Stereotyping and Implicit Bias, University of Michigan.
Winter 2015: Primary Instructor (PSYCH 211 & PSYCH 306): Project Outreach, University of Michigan.
Fall 2014: Lead Graduate Student Instructor (PSYCH 280): Introduction to Social Psychology, University of Michigan.
Spring 2014: Grader (PSYCH 280): Introduction to Social Psychology, University of Michigan
Fall 2012: Undergraduate Teaching Assistant (HADM 3200) Personal Financial Management, Cornell University
2017: Outstanding Graduate Student Instructor, Department of Psychology, University of Michigan.
Teaching Workshops Facilitated or Served as Panelist:
Fall 2015: New Graduate Student Instructor Training (Panelist), Department of Psychology, University of Michigan.
Fall 2014: Facilitating Classroom Discussions (Workshop Facilitator), Center for Research on Learning and Teaching, University of Michigan.
Teaching Certification & Training:
Spring 2016: Preparing Future Faculty Seminar, Center for Research on Learning and Teaching, University of Michigan
Fall 2013: Teaching Certificate in Multicultural Classroom Facilitation, Center for Research on Learning and Teaching & Program on Intergroup Relations, University of Michigan