Teaching Experience

Developmental Insights: Linking the Science of Human Development to Practice & Policy (Teaching Fellow, Spring 2020 & Fall 2020)

Semester: 

N/A

This course examines the dynamic interplay between the science of human development and its applications in practice and policy settings. The course is organized around a collection of landmark research-to-practice/policy insights and illustrations that showcase how core knowledge about how children and youth learn and grow (e.g., brain development in early childhood and adolescence) has shaped foundational concepts in the worlds of policy (e.g., early childhood nutrition, educational, and family support systems) and practice (e.g. , pre-k curricula to support executive function;...

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Developmental Psychology (Teaching Fellow, 2019 & 2020)

Semester: 

Fall
This course is an introduction to the theories and findings in developmental psychology. It covers the period of early childhood, but discussion will often extend to older children and adults. The course will cover attachment, pretense and imagination, theory of mind/autism, language and thought, memory, moral development, emotion and emotion understanding, vocabulary growth, cross-cultural variation in relationships and thinking, trust in others' testimony, thinking and reasoning, and religious development. An important goal is to allow students to examine for themselves not just the... Read more about Developmental Psychology (Teaching Fellow, 2019 & 2020)

Typical & Atypical Neurodevelopment (Teaching Fellow, 2019 & 2020)

Semester: 

Fall

The first years of life represent an extremely rapid period of brain development, laying the ground work for all the changes in behavior that unfold over the next two decades. The drivers for these changes are multi determined, and include genetic scripts that are modified by experiences that are common to all members of the species, along with experience-dependent changes that are unique to each individual. In the vast majority of cases, brain development proceeds along a typical developmental trajectory; in a minority of cases, however, brain development veers off course, leading to...

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Beyond Grit: Non-Cognitive Factors in School Success (Teaching Fellow, Spring 2020)

Semester: 

Spring

There is a growing body of research suggesting that "non-cognitive," non-academic, or social and emotional, skills (e.g., self-regulation, self-control, persistence, executive functions, social and emotional learning, social problem solving, etc.) matter a great deal for children's success in school, as well as for many other related outcomes (e.g., mental health, positive behavior, college entry and completion, earnings). For example, there is evidence that students learn more and classrooms are more functional when children and adolescents have skills such as managing negative emotions...

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