Teaching Philosophy

At James Madison University, I have taught General Psychology, Psychological Research Methods, and Cultural Psychology. Across these courses, my teaching philosophy centers on helping students connect psychological science to their everyday lives and to the communities they inhabit. I want my students to see psychology as more than a set of theories or methods, but it is a lens for understanding ourselves, one another, and the systems we live within.

My teaching philosophy rests on three main pillars:

  1. Foster interdependent engagement that helps students understand their connections to others.

  2. Encourage exploration of the self in social context through reflection and critical thinking.

  3. Use technology and artificial intelligence intentionally to make learning approachable, engaging, and relevant in an interconnected world.

Interdependent Engagement

I want students to leave JMU not only more knowledgeable about psychological science but also more capable of acting as thoughtful, engaged citizens in their local, national, and global communities. To achieve this, I design courses that emphasize collaboration, civic awareness, and shared responsibility.

In my Research Methods course, students work in small groups to design and execute their own research projects, cultivating both technical and interpersonal skills. In my Cultural Psychology and General Psychology classes, we explore how social structures shape behavior and how individuals can contribute to collective well-being. Discussion days on topics like voting, privilege, and social identity encourage students to see how their own lives are connected to broader patterns of power and belonging.

Through these experiences, students learn that knowledge is most meaningful when it is shared and applied in the service of others.

Self in Context

College is an important time for self-discovery, and psychology provides powerful tools for understanding the self in relation to others. I regularly incorporate reflective assignments that ask students to connect course concepts to their own experiences, beliefs, and identities. These exercises help students recognize how culture, history, and context shape the ways we think, feel, and behave.

My goal is not only to increase personal relevance and engagement but also to cultivate critical thinking. I want students to question assumptions about independence and success, to consider alternative perspectives, and to leave my classes with a deeper appreciation for empathy, interdependence, and shared humanity.

Technology and Artificial Intelligence

Technology, when used thoughtfully, can extend the classroom beyond its physical boundaries. I use digital tools to foster active participation, collaboration, and reflection. In large courses, interactive platforms such as PollEverywhere and Canvas discussions help make a 300-person classroom feel smaller and more connected.

More recently, I have incorporated artificial intelligence as a partner in learning: never as a substitute for thinking, but as a catalyst for it. Students learn to engage AI tools critically and responsibly, using them to brainstorm, refine, and evaluate ideas while remaining accountable for the final product. This approach mirrors the evolving role of technology in society, where discernment and ethical use are as important as technical skill.

My approach to technology grew out of my training at the University of Michigan’s Center for Research on Learning and Teaching, where I earned a teaching certificate focused on technology integration. I see technology, including AI, as a bridge that helps students connect with each other, with course material, and with the larger world.

Closing Reflection

Ultimately, my teaching is guided by the belief that higher education should empower students to understand themselves, engage with others, and contribute meaningfully to society. Psychology provides the perfect foundation for this work. By combining evidence-based teaching, reflective practice, and an emphasis on community, I aim to help students become more informed, compassionate, and interdependent members of the world they are preparing to shape.