My classroom is defined by high energy, humor, and genuine care for my students. My teaching philosophy stems from my years as a cheerleading coach, where I learned the true power of enthusiasm and connection. I firmly believe that passion is contagious, and my goal is to inspire my students each semester to develop a genuine interest in what they are learning through the energy I bring to teaching. Aside from my experience as a coach, my own undergraduate experience shaped me into the instructor and researcher I am today, particularly at a large university where it may be easy for some students to feel unrecognized by their instructors. By fostering a genuine curiosity for the course material, I aim to create an environment that encourages my students to act on their curiosities by asking questions (both during and after class) and encouraging independent research on topics. This is the type of college experience I received, and I aim to create that for my own students.
I have taught 6 sections (2 online and 4 in-person) of The Life Cycle – an introductory lifespan developmental psychology course that covers topics in prenatal development and continues through to death and dying. I teach this course through the lens of my own development by including relatable examples of the course material. For example, during the lecture on memory development, I share my earliest memory along with the age at which it occurred. Students are then invited to share their own first memories and the ages they were at the time. The class learns first-hand that first memories emerge between ages 2 to 4 and often include a strong emotional element (e.g., extreme happiness, intense fear). Aside from personally relatable examples, I also integrate high quality research into my lectures because of my research background. Students learn that data or facts can sometimes be disseminated to the public with a motive behind it (e.g., virality, political gain, monetary benefit). Additionally, I believe transparency is key to student success and therefore have clearly defined classroom expectations outlined in the syllabus and throughout Canvas. Lastly, while I am the designated educator in the room, I genuinely believe in learning from my students. In addition to a mid-semester feedback survey, I aim to foster open dialogue from my students to better understand their needs. This helps me to improve as an instructor throughout the course rather than just at the end of the semester. It also ensures that I am creating the best learning experience possible for my current students.
I mentioned that relatability is important for understanding concepts, but being relatable to my students also gives them an opportunity to see a piece of themselves in me. They could become professors if they wanted to! Building their confidence as emerging adults is important because it is a time where people are questioning who they truly are and who they want to be (a concept covered in our lecture on identify development!). Education provides opportunities for growth, and I take my role in their growth seriously. I have connected dozens of students with research opportunities, organizations on campus, and even given them the tools to write effective emails. My class is about lifespan development. Not only do I aim for my students to understand the material taught, but I want my students to apply what they learn to their own lives, so they grow beyond my classroom.