Teaching and Advising Philosophy
I find teaching and advising to be an extremely rewarding part of academia. When working with students, I do my best to keep several key goals in mind:
- Make learning rewarding. I believe education should be about engaging with deep issues, skills, and questions that students are passionate about and find valuable to learn about. I do my best to understand what students aim to learn in a class and engage with those interests and values.
- Use evidence-based practices. The field has developed many empirically-supported techniques for helping students master material. I strive to incorporate these techniques (e.g., elaborative processing, mixing independent and group work, and multimodal delivery) into my courses to boost comprehension and retention.
- Strive for holistic teaching and advising. When teaching and advising, I aim to keep in mind that students each have unique personal goals, academic strengths, and approaches to learning, meaning that it is crucial to use diverse teaching methods that will reach a broad array of students. Holistic teaching also means building inclusive environments that support students with diverse social identities. This requires incorporating both micro- and macro-supports to validate and support all students. Holistic advising means paying attention to how students are engaging with material and what other issues they may be facing in their lives. Discussing a student's challenges and strengths can help them learn skills to better succeed both in courses and in their careers after they graduate.
Summer 2020: Brain Development and Adolescent Mental Health (Course Instructor: Erik Nook). Course Head.
Spring 2020: Cultural and Individual Diversity (Course Instructor: Dr. Rebecca Shingleton). Guest Lecturer.
Fall 2019: The Emotional Mind (Course Instructor: Prof. Leah Somerville). Grading Assistant.
Fall 2018: Psychology of Willpower (Course Instructor: Dr. Becky Fortgang). Guest Lecturer.
Spring 2017: Statistics for Behavioral Scientists (Course Instructor: Prof. Max Krasnow). Teaching Fellow.
Fall 2017: Psychotherapy Science and Practice (Course Instructor: Prof. John Weisz). Guest Lecturer.
2019 - 2020 APAGS LGBT+ Mentor
American Psychological Association of Graduate Students Committee on Sexual Orientation and Gender Diversity Advisor providing scientific and career advice to an LGBT-identified young scientist through monthly advising conversations.
2015 - 2020: Pforzheimer House Resident Tutor
Residential advisor to students, focusing on supporting their academic, social, and personal well-being. Directly advised ~45 residents through regular programming, with additional programming and support for BGLTQ students. Served as Senior Resident Tutor (taking on additional leadership roles in the community) for final year.
2015 - 2019: Psychology Department Concentration Advisor
Direct academic advisor to ~35 students each year. Provided guidance on course selection, research opportunities, and career plans.
2010 - Present: Laboratory Research Advising
At each stage of my training, I have supervised undergraduate advisees on all aspects of the research project, from idea generation through manuscript publication (e.g., work with Aridenne Dews, Caitlin Stavish, & Constanza Vidal Bustamante).
- 2014 - Present: Harvard University. Matthew Abrams, Ha Young Ahn, Aridenne Dews, Kevin Kent, Natalie Kleeman, Jessica Hsu, Sandy Li, Sadhana Ponnaluri, Christina Uhrig, José Santiago (undergraduate at Bunker Hill Community College, Caitlin Stavish (undergraduate at Boston University)
- 2018: Karolinska Institutet. Therese Collins (thesis student)
- 2012 - 2014: Stanford University. Christina Chwyl, Stephen Frey, Chris Middleton, Jae-Young Son
- 2010 - 2012: Columbia University. Dani Golomb, Ida Griesemer, Alissa Rogol