Teaching Philosophy
Learning to think like a scientist provides benefits far beyond the classroom, laboratory, or any future STEM work – the ability to critically evaluate claims based on evidence allows us to make change in a principled way. I believe undergraduate education should instill a framework of critical thinking and emphasize the importance of evidence-based decision making. In line with these goals, I have consistently employed a hands-on, inquiry-based model for STEM education, one which seeks to involve the students in the process of scientific discovery.
Teaching Experience & Materials
Introduction to Biopsychology (PSY106)
High enrollment (300-400 student) introductory-level course focused on the biological underpinnings of the mind. Topics include synaptic transmission, sensory systems, learning, emotions, and more.
Taught in Winter 2021 (remote); Fall 2021 (in-person), Spring 2022 (in-person)
Behavioral Neuroscience (PSY111)
Medium enrollment (80-120 student) upper-level course focused on a variety of aspects of modern behavioral neuroscience, with an emphasis on methodology and current literature. Topics include memory, sleep, motor learning, and drugs of abuse.
Taught in Summer 2019 (in-person); Spring 2021 (remote)
Psychopharmacology: Psychotherapeutic Drugs (PSY133)
Medium enrollment (80-120 student) upper-level elective focused on the pharmacology of drugs that are used in the treatment of psychiatric conditions. Topics include the etiology of common disorders and the mechanisms of action of the drugs that are prescribed for them.
Taught in Winter 2022 (mixed in-person/remote)