Teaching & Mentorship

Philosophy

The most effective teachers demonstrate a passion for the subject matter they teach and commitment to engaging students from all learning backgrounds. Psychology courses are uniquely poised to convey knowledge applicable to students’ everyday lives that can also make broader public health impacts. Just as I expect my students to ground their actions in science, I look to the research to guide my own pedagogy. To help students deepen, critically evaluate, and apply knowledge from class into their own lives I challenge them to demonstrate what they are learning, articulate their own knowledge gaps, and outline a plan to bridge those gaps.

 

I believe my role as a mentor is to meet student where they ‘are’ to aid them in realizing their potential and achieve their next step. I work with students to create tailored plans that consider prior experiences, outside life obligations, and personal career goals. This comes with the understanding that any of these facets, and therefore training plans, can change. I also try to help uncover the ‘hidden curriculum’ of academia with the understanding that many students may not be aware of the social norms of academic or professional settings.

 

With research teams, I employ a “vertical training model”, where more advanced students help train less experienced students. This provides developing students the advantage of multiple, supportive perspectives and more advanced students opportunities to hone their own mentoring skills. Each student is exposed to all aspects of the research process, from conceptualization and design to data collection and analysis to oral and written dissemination. As students progress I encourage greater independence and collaboration to prepare them for their next phase of professional development.

*I am not currently accepting students/mentees in any formal capacity, however, if you are a student or ECR interested in my work send me an email. I'd be happy to collaborate on a project of shared interest or connect you with one of my collaborators who might be a good fit/accepting students.

Courses Taught

Developmental Psychology (University of North Texas)

This course focuses on human development from a psychological perspective, with an emphasis on  normative development in physical, cognitive, emotional, and social domains across infancy, childhood, and adolescence. The overarching objective of this course is to cultivate a sophisticated understanding of biopsychosocial development from birth to 18 years. We discuss and critique major developmental theories, including the science that serves as the foundation for the theories. Assessments include exams, quizzes, written article critiques, and engagement in classroom activities.

Co-Mentored Undergraduate Honor's Theses

University of North Texas

Brittney Jackson (2017 - 2019) Protective Behavioral Strategies and Cannabis Use Problems: The Moderating Role of Gender

Anabel Potts ( 2017 - 2019) Exploring Gender Differences in Adolescent Bipolar Treatment with the National Comorbidity Survey – Adolescent Supplement.​

Sydney McKinnis (2016 - 2017) The Role of Attachment Anxiety and Avoidance in Adolescent Problematic Alcohol Use: The Moderating Role of Deviant Peers ​*

Teah-Marie Bynion (2015 - 2016) Dimensions of Parenting among Mothers and Fathers in Relation to Social Anxiety among Female Adolescent Offspring †*

(† McNair Scholars; *subsequently published)