MY TEACHING PHILOSOPHY

I am thrilled to be joining the Psychology Program at Bard College as an Assistant Professor. I have previously worked as a middle school teacher, teaching fellow, guest lecturer, undergraduate writing tutor, and mentor to undergraduate research assistants and senior thesis students. I am committed to ensuring that students become critical thinkers and effective communicators who feel a strong sense of belonging and who are empowered to engage with issues that matter to them.

Belonging, Empowerment, & Engagement

My guiding philosophy is that a strong sense of belonging is the foundation for student engagement, perseverance, and academic success. I am acutely aware of the factors that can convey to students—and underrepresented students in particular—that they are not welcome, accepted, or respected. As an educator and mentor, I communicate to all of my students and mentees that they are valued not in spite of but because of their unique identities, experiences, and perspectives.

I empower all students with the tools and resources they need to participate and succeed, regardless of their educational or socioeconomic background. As a teaching fellow, I encouraged all students to come to my office hours and to use the free resources provided by Yale’s Center for Teaching and Learning. Additionally, to “level the playing field,” I provided students with detailed rubrics for assignments and annotated examples of exemplary papers. I also provide them with in-depth feedback and suggestions for improvement.

I believe the best way for students to learn is for them to actively engage with course material. One technique I frequently use is the “think-pair-share,” in which students spend a brief period of time writing independently and then a brief period of time sharing what they wrote with a partner. Afterward, they have the opportunity to share with the class. I also utilize “scaffolding,” a strategy that involves beginning with basic, literal questions and building up to more complex, higher-order ones. Additionally, I increase engagement by encouraging students to explore issues they are passionate about through a scientific lens.

Critical Thinking & Scientific Writing

As an undergraduate educator and mentor, I work with students during one of the most intellectually formative times of their lives. It is my responsibility to ensure that they can think like scientists, and I take this responsibility very seriously. I notice trends in the concepts with which students struggle most and help them to fully grasp these concepts by supporting them in working through concrete examples.

I am also deeply committed to working with students to hone their scientific writing skills. Before focusing on organization, concision, and clarity, I always communicate to students the most valuable lessons I have learned from my own mentors: (1) Writing is not supposed to be easy; (2) Writing is a skill, not a talent; and (3) The goal of scientific writing is to communicate, not impress. By challenging commonly held assumptions, I open the door for students to feel more confident about and ultimately improve their writing.