California State University, Fresno
PSYCH 42: Introduction to Statistics and Data Analysis, 1 section (on campus) – Spring 2025
PSYCH 144: Research Design and Experimental Methodology, 1 section (on campus) – Fall 2024
PSYCH 155: Developmental Psychology, 14 sections (on campus) – Fall 2021 to present
PSYCH 160T : Interpersonal Relationships and Conflict Resolution, 2 sections (on campus) | 1 section (online) – Spring 2023/24 | Summer 2025
Texas State University, San Marcos
FCD 1355: Introduction to Family Relationships (on campus)
FCD 1351: Life Span Development (hybrid)
California State University Northridge
PSY 320L: Statistical Methods in Psychological Research and Lab, 2 sections (on campus)
Bakhtiari, F. (2024, May 2). Introduction to conflict and conflict resolution. MBA 210: Leadership and Organizational Behavior, CSU Fresno
Bakhtiari, F. (2019, March 5). Friends, peers, and adolescent development. HDF 371: Adolescent Development in Context, UT Austin.
Bakhtiari, F. (2018, April 17). Adolescence and peer groups. FCD 3394: Adolescent Development, Texas State University, San Marcos.
Bakhtiari, F. (2015, February 18; 2016, July 11). Securing funding for undergraduate and graduate studies. PSY 492H: Honors Professional Development, CSUN – 2 presentations
Bakhtiari, F. (2015, July 27). Hypothesis testing using post hoc analyses (e.g., Scheffe, Tukey, Dunnett). PSY 320 Lab: Statistical Methods in Psychological Research, CSUN
Bakhtiari, F. (2015, March 16). Hypothesis testing using independent t-test and one-way ANOVA. PSY 320 Lab: Statistical Methods in Psychological Research, CSUN
Bakhtiari, F. (2015, January 30). How to administer paper-pencil survey and the steps to effective data entry. PSY 321: Research Methods in Psychology, CSUN
Bakhtiari, F. (2015). Research with CSUN’s human subject pool. PSY 150: Introduction to Psychology, CSUN – 4 presentations
Faculty Panel: Learning from our failures and mistakes (2025, February 26) – Psi Chi / Psychology Club, CSU Fresno
First generation faculty roundtable (2024, November 8) – Psi Chi / Psychology Club, CSU Fresno
The courage to be disliked: Fostering intellectual freedom in academia (2024, October 30) – Levine’s Idea Forum, Department of Psychology, CSU Fresno
Your resume: Your representation (2023, March 8) – Psi Chi Club, CSU Fresno
Should I join a research lab? (2022, August 15) – Finish in Five Program, CSU Fresno
What’s next? How to use the final year(s) of your undergraduate program to prepare for the next chapter (2022) – Psi Chi Club & PSYCH 183B: Honors Seminar, CSU Fresno – 2 presentations
Preparing future faculty program: Faculty panel “Teaching Bloopers” (2021, November 17) – PSYCH 201: First Semester Graduate Experience, Psychology Department, CSU Fresno
As an educator, I believe that I am responsible for exposing students to condensed, digestible, and engaging theory-driven and research-based knowledge. I value simplicity in presentation, strong organization, and clear expectations as core principles of my teaching. When students are not bogged down by unnecessary complexity in navigating course materials, they can focus on critically engaging with content and applying what they learn. To support this, I design and continually update free, customized resource materials, reflecting my commitment to accessibility and affordability in education.
I view every lecture as a performance that requires me to consider my audience, the story I am telling that day, the importance of weaving together both classic and contemporary scholarship, and the strategies I can use to keep students engaged. When a classroom filled with diverse adults is moderated effectively, students and instructors together can create thought-provoking, enjoyable, and transformative learning experiences. I strive to make my classroom a place where all students feel that they belong and their voices are valued, which is essential for effective learning to occur.
In my classes, we collaborate and learn as a group. When students enjoy their learning experience, they are more receptive to being challenged and to engaging in active learning. I intentionally promote connectedness and a sense of community by providing varied outlets for contribution. I believe that most college students strive to move beyond being consumers of knowledge toward becoming contributing members of their classes, university, and broader community.
Higher education provides an exceptional context for promoting students’ independent and critical thinking skills, which are key to transforming them into effective, contributing members of society. To foster independent thinking, I use an inquiry-based learning approach through questions, discussion, research, and response discovery. I vow to empower my students at California State University, Fresno in their search for knowledge and belonging, as they work to fulfill their responsibilities to themselves, their families, and the larger society.