Lindback Teaching Statement

I am honored to be a semi-finalist for the 2026 Lindback Award for Distinguished Teaching.  Since joining the Villanova community full-time in 2016 I have taught nine different classes.  Across these courses, the broader goal of the discipline of psychology – improving lives through scientific inquiry - guides my teaching. I first aim to provide students with the foundational framework of the scientific method. Students are then challenged to consider the practical applications of class content, both for their own lives and for the greater benefit of society.

Foundational Framework: The Scientific Method

Psychology is full of interesting claims, many of which have made their way into popular culture. To make sense of these claims, students need to understand the methodology underlying them. Therefore, my classes emphasize issues of research design using a variety of sources. We practice “decoding” increasingly complex excerpts from empirical research or historical texts. While students are often focused on getting the right answer, the process of arriving at the answer may be more important. I encourage students to ask questions about course material beyond what is presented in the textbook and demonstrate how to find and evaluate relevant data. Students are asked to propose follow-up studies to help clarify research findings discussed in class. Assessments primarily gauge ability to apply and analyze concepts, rather than memorize terms. My goal is for each student to leave class with increased confidence and an improved ability to critically evaluate evidence in psychology and beyond.

Application of Course Content

Many students are drawn to psychology because the concepts are so relevant to one’s experience. This makes it easy for class material to come alive. Writing assignments, team projects, and class discussions often focus on the practical applications and big-picture implications of new knowledge. Instead of lecturing on the pros and cons of a personality test, students take the test and consider how it applies to their lives. In Statistics, we replicate the results sections of research papers using publicly available data. In Psychopathology, we consider the validity of mental health content on social media.  In Clinical Psychology, students complete case studies and analyze memoirs demonstrating diagnostic and contextual concepts related to mental illness.  In General Psychology, students consider the evidence supporting causal statements in news headlines. 

In line with Villanova’s commitment to developing the whole person and celebrating diversity, I want each student to feel heard and valued. In-class polling and interactive lecture slides encourage everyone to contribute and allow students to see peers’ opinions in real-time. I emphasize how class material may be differentially understood or expressed within individuals and across cultures. Through small group and class-wide discussions, students apply course concepts to their unique life experiences. This process not only helps to facilitate deeper and more meaningful learning, but it also provides opportunities to appreciate peers’ perspectives. Students continue to surprise me with their willingness to share their experiences, and to listen to their classmates. By the time we get to the mid-point of the semester, many are comfortable sharing their opinions on challenging questions and complex ethical issues. 

Guided by Villanova’s emphasis on reflection and growth, I continually refine my teaching to better support student learning. Seeing students gain confidence in their ability to think scientifically and engage thoughtfully with complex issues is what motivates me as an educator.