In teaching, like in writing much of the work comes from revising and updating your knowledge, your objectives, your formatting, and your implementation. I use the scientific approach in teaching like in research.  I need to know what my students already understand at the outset of the semester.  A baseline evaluation provides a framework to scaffold further information, introduce new ways to think about existing and newly introduced information.  Real learning does not come from rote memorization of facts and dates but in thinking about information in an applied, meaningful way, in a critical way.

I start each class I teach with a comprehensive exam, DSC_0023essentially the final exam that includes all of the information I hope students will take away from the semester.  This provides a baseline of information, where they are at the start of the semester.  Over the course of the semester, I introduce learning assessments (traditional exams), self-evaluations and class ratings, to see where my students are at all times during the semester and if my pedagogy is effective.  At the end of the semester, students provide course and instructor ratings as well.  These tools provide a basis for how I might frame subsequent courses, how I might improve my course work, and what learning methods (e.g., case studies, group exercises, laboratories, and lectures) were effective.

My lectures and sometimes my classes are not always a success. But in the classroom, the field, or like in writing, research and life, we formulate, implement, evaluate, and revise, revise, revise.

These are the core courses I teach, linked to some of these classes are the most recent syllabus:

PSY 252Introduction to Behavioral and Clinical Neuroscience

PSY 348 & 349Research Methods Lecture / PSY 349: Research Methods Lab

PSY 350: Behavioral Statistics

PSY 352Sensation and Perception

PSY 452Behavioral and Clinical Endocrinology

PSY 420PsychopharmacologyPSY 350-S18.Island

PSY 451: Directed Research, Recent Project Syllabi: (AY2015-2016)

PSY 490/499: Senior Capstone (F16)

Student Mentoring Website In addition to this website, which is essentially a place to keep my academic portfolio, I have another website for undergraduate students.  The undergraduate mentoring website is designed to be a resource to help students polish their professional portfolio.  There are several discussions of how to write a curriculum vitae, a statement of intent, cover letter, and what to say (and not to say) on an interview.  The goal is to help graduate school candidates present their most competitive, experienced selves in their written work. The link to the undergraduate mentoring website is here: Undergraduate Professional Development

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