Teaching

Teaching

Teaching for Higher-Order Thinking, Meaningful Learning, and Professional Growth

My teaching is grounded in learner-centered and social constructivist principles. I view learning as an active, collaborative, and context-dependent process in which students build knowledge by connecting theory with authentic questions, professional challenges, and real-world applications.

Across undergraduate and graduate courses, I aim to create an autonomy-supportive learning environment where students can develop disciplinary knowledge while strengthening creativity, critical thinking, scientific reasoning, curiosity, and intellectual independence. My courses incorporate collaborative learning, differentiation, project-based activities, reflection, research-based assignments, and opportunities for students to apply educational psychology to their academic and professional interests.

I have taught courses across educational psychology, research methods, statistics, assessment, creativity, gifted education, motivation, human development, learning theories, and individual differences. This breadth of teaching allows me to work with students at different stages of their academic programs and to help them connect foundational theories with research and practice.

Mentoring is an important extension of my teaching. I involve graduate and undergraduate students in research projects, conference presentations, scholarly writing, data analysis, curriculum development, and community-engaged learning. Through these experiences, students develop methodological skills, professional confidence, and greater independence as emerging researchers and practitioners.

Course offerings and titles may vary by semester and university catalog.

Courses Taught

Creativity, Giftedness, and Higher-Order Thinking
Developing Creative and Advanced Learners

These courses examine creativity, giftedness, talent development, and the cognitive and motivational processes that support advanced learning. Students explore major theories, research findings, assessment approaches, and educational practices while considering how learning environments can cultivate creativity, critical thinking, wisdom, curiosity, and productive habits of mind.

Courses in this area include:

  • EPY 4553/6553 – Creativity and Innovation
  • EPY 8523 – Psychology of the Gifted
  • EPY 4683 – Advanced Issues in Educational Psychology

Assignments frequently invite students to connect theory with practical challenges, evaluate educational programs and learning environments, and design activities that encourage higher-order thinking and meaningful creativity.

Learning, Motivation, and Development
Understanding How and Why People Learn

These courses introduce students to foundational and contemporary perspectives on learning, motivation, human development, and individual differences. Students examine how cognitive, social, emotional, cultural, and contextual factors influence learning and performance across educational settings.

Courses in this area include:

  • EPY 4033/6033 – Applications of Learning Theories
  • EPY 4073 – Personal and Motivational Factors
  • EPY 3143 – Human Development and Learning
  • EPY 3543 – Psychology of Adolescence
  • EPY 3063 – Individual Differences and Exceptional Students

Course activities emphasize the application of educational psychology to authentic instructional, organizational, and professional situations. Students are encouraged to analyze learners’ needs, evaluate motivational and developmental factors, and design more supportive and responsive learning environments.

Research and Data Analysis
Building Research and Statistical Literacy

These courses help students develop the knowledge and skills needed to understand, evaluate, and conduct educational research. Students learn to formulate research questions, examine quantitative and qualitative evidence, select appropriate methodological approaches, interpret findings, and communicate results responsibly.

Courses in this area include:

  • EPY 4513 – Educational Research
  • EPY 6214 – Educational and Psychological Statistics
  • EPY 8263 – Psychological Testing

Instruction emphasizes conceptual understanding as well as practical application. Students work with research literature, datasets, measurement tools, and applied research problems relevant to education, psychology, and their own professional interests.

Assessment and Evaluation
Using Evidence to Support Learning and Decision-Making

These courses focus on the principles and practices of educational measurement, classroom assessment, psychological testing, and program evaluation. Students consider how assessments are designed, interpreted, and used, as well as the ethical and practical responsibilities associated with evidence-based decision-making.

Courses in this area include:

  • EPY 4313 – Measurement and Evaluation
  • EPY 3253 – Evaluating Learning
  • EPY 8263 – Psychological Testing

Students examine reliability, validity, fairness, interpretation, and the alignment of assessment with learning goals. The courses also emphasize using assessment information to improve instruction rather than treating assessment only as a mechanism for assigning grades.

Experiential and Community-Engaged Learning
Connecting the Classroom with the Imaginarium

The Imaginarium: Creativity & STEAM Discovery Center provides opportunities to connect university teaching with informal learning, curriculum development, research, and community engagement. Graduate and undergraduate students may participate in developing guided STEAM activities, supporting K–8 learning experiences, evaluating programs, conducting research, and working collaboratively with faculty, schools, and community partners.

These experiences allow students to apply educational psychology in an authentic learning environment while developing skills in instructional design, differentiation, facilitation, assessment, teamwork, and communication. The Imaginarium represents an important part of my commitment to integrating teaching, scholarship, mentoring, and service.