Spring 2014 Office Hours
MW: 11am - noon
F: 11am - noon & 3-4pm
MW: 11am - noon
F: 11am - noon & 3-4pm
Spring 2014 Schedule:
PSYCH 260-01 Introduction to Social Psychology MWF 9-9:50am
PSYCH 260-02 Introduction to Social Psychology MWF 10-10:50am
PSYCH 394-01 Psychology and the Law MWF 12-12:50pm
PSYCH 222-02 Research Methods II MWF 2-2:50pm
PSYCH 260-01 Introduction to Social Psychology MWF 9-9:50am
PSYCH 260-02 Introduction to Social Psychology MWF 10-10:50am
PSYCH 394-01 Psychology and the Law MWF 12-12:50pm
PSYCH 222-02 Research Methods II MWF 2-2:50pm
Teaching Statement:
I believe learning is a process, not an outcome. Thus, as a teacher, I am responsible for helping students learn how to learn, and to be lifelong learners. This involves providing them with the basic skills, resources and methods to learn, helping them to recognize the rewards of learning, encouraging them to gain new knowledge on their own, and challenging them to go further. I think of each course I teach as an introduction to a topic. No course teaches a student everything there is to know about a topic. Instead, courses introduce students to new material and to the methods and processes that are used to investigate that topic. So, in addition to teaching students these methods and resources, I must also teach students how to build on this introduction.
My ultimate goal as an instructor is to help students learn how to be knowledgeable consumers of information. This often involves challenging students’ preexisting beliefs. Writing and critical thinking skills should be the focus of any college course – and a college education in general. I am less concerned with having students memorize facts and formulas than I am with students learning where to find this information and how to use it effectively. I playfully take the role of devil’s advocate, and I encourage my students to do the same. In papers and class discussions, students are free to espouse any position they choose (the more unconventional, the better!), so long as they adequately defend any claims they make.
In regard to grading, I try to design my courses to assess students’ performance in a variety of ways – including quizzes, assignments, papers, exams, and presentations. This offers students the opportunity to develop a range of skills, and no one student is penalized for a weakness in a particular method of evaluation. I base students’ grades on how well they have mastered the material in the course, not how much effort they put into the class. “Trying hard” is not grounds for passing the course or increasing their grade.
Classes Taught:
SUNY Oneonta
PSYCH 100: Introductory Psychology
PSYCH 221: Research Methods in Psychology I
PSYCH 222: Research Methods in Psychology II
PSYCH 231: Cognitive Psychology
PSYCH 257: Psychology of Human Sexuality
PSYCH 260: Introduction to Social Psychology
PSYCH 299: Independent Study
PSYCH 365: Applied Social Psychology
PSYCH 394: Psychology and the Law
PSYCH 399: Independent Study
Brooklyn College
Undergraduate
PSYC 1000: Introductory Psychology
PSYC 2100: Social Psychology
PSYC 3400: Statistical Methods in Psychological Research
PSYC 3450W: Experimental Psychology
PSYC 3530: Cognitive Psychology
PSYC 5001: Independent Research I
PSYC 5002 Independent Research II
Graduate
PSYC 7105G: Quantitative Techniques in Industrial and Organizational Psychology
PSYC 7106G: Research and Program Evaluation Methods in Applied Psychology