PSYC101: Introduction to Psychology
PSYC227: Psychology Aspects of Human Sexuality
PSYC231: Psychology of Aggression
I do not see teaching as the transfer of information from someone who knows to people who do not. No one in the classroom knows everything, including the instructor. A good class allows everyone to contribute while making our individual and collective thinking more careful, informed, and honest.
Because students already have access to the textbook, I see little value in simply repeating it. I expect them to engage with the foundational material so that class time can be used for what reading alone cannot provide: questioning ideas, applying them to real situations, encountering different perspectives, and learning through thoughtful disagreement.
Integrative learning is central to my teaching. I encourage students to connect academic knowledge with their experiences at work, in their communities, and in their everyday lives. Science should help us understand and engage with the world more thoughtfully. It is not meant to remain inside classrooms or academic journals.
I also see communication as part of learning, not something separate from it. Students practice presenting both online and in person because each setting requires a different kind of presence, clarity, and awareness of one’s audience. Strong ideas have limited influence if we cannot communicate them beyond familiar academic spaces.
Ultimately, I want students to leave my classes not only knowing more, but thinking differently. I want them to examine evidence carefully, recognize their own assumptions, make connections across contexts, communicate with confidence, and remain willing to revise their conclusions when the evidence asks them to.