TEACHING PHILOSOPHY
As a clinical neuropsychologist and teacher, I am responsible for challenging and supporting my students in support of two intertwined goals:
(1) to learn the foundational ideas about crucial psychological, neurocognitive, and developmental concepts and
(2) to cultivate an interest in expanding those concepts through science. To achieve this goal, I guide my students in acquiring an understanding not only of scientific concepts but also of the process of scientific inquiry. By engaging in inquiry-based coursework and labs centering on the principle that students should actually do science themselves, students are engaged in defining a psychological question, addressing the question through experimentation, and interpreting the findings.
I first began to develop my teaching skills through formal coursework in evidence-based teaching methods as a graduate student. In that class I learned how to construct course syllabi, properly implement problem- and team-based learning techniques, and more readily adapt course materials to best help my diverse group of students learn effectively. I then began to work as a graduate teaching assistant for large undergraduate courses, including Elementary Psychology and Abnormal Psychology. Simultaneously, I was invited to give numerous guest lectures in other undergraduate psychology courses. I continually sought ways in which I could improve my teaching skills, including volunteering to serve for three semesters as the lab instructor for the undergraduate Research Analysis in Psychology course. As lab instructor, I taught approximately 20 students each semester how to construct, carry out, and report using SPSS and R the statistical analyses they were learning about in the lecture portion of the course. This was challenging and time-consuming work, yet I found it to be rewarding. Overall, these various teaching experiences taught me a great deal about exam construction, grading, how to properly prepare to teach, and how to ask questions to gauge understanding. My efforts to learn how to become an effective teacher were rewarded when I was fortunate to receive an Outstanding Teaching Assistant Award from the Office of the Vice President for Instruction.
I further developed my teaching philosophy and skills through a variety of clinical supervision experiences as a graduate and postdoctoral student. In my final year as graduate student, I was the clinical supervisor for more junior doctoral students who were learning how to conduct neuropsychological evaluations. In addition to providing training on how to appropriately give neuropsychological measures, I taught my peers how to conduct clinical diagnostic interviews, case conceptualization, and report writing. These formal supervision opportunities occurred one-on-one and taught me a great deal about tailoring my teaching approaches to each individual. My postdoctoral fellowship provides similar supervision opportunities in addition to specialized training in effective clinical supervision.
As a postdoctoral member of Dr. Steven P. Broglio’s NeuroTrauma Research Laboratory and the Michigan Concussion Center, I had the opportunity to teach and mentor multiple graduate and undergraduate students. I assisted some of these students translate their complex mathematical and statistical research findings into clear and concise writing that is appropriate for sports medicine and neuropsychology journals. Additionally, I contributed my own expertise in neuroimaging and neuropsychological assessment to bolster their work through collaborations. I thoroughly enjoyed these relationships and assisting students work towards their academic and professional goals.
Most importantly, I learn a great deal from those that I teach, and they have made me a better clinician, teacher, and researcher.