Writer, Author, and Lecturer in Psychology (University of British Columbia) / Blogger @ The State of Us
Supporting academic and public discourse in the psychological and social sciences. Specializing in (1) educational development and leadership; (2) writing, editing, and content creation; and (3) business and community consulting.
Writer, Author, and Lecturer in Psychology (University of British Columbia)
Teaching
Teaching
I’ve been teaching at the post-secondary level since 2012, leading courses in health, personality, sex and gender, and the psychology of death and dying in the Department of Psychology at the University of British Columbia. In 2019, I was awarded the Knox Master Teaching Award, which recognizes “faculty and lecturers whose teaching practice is exceptional and inspires student learning.” No matter the topic or subject matter, I remain dedicated to fostering critical thinking in my classrooms—about science and research, about the self, and about the relationship between the individual and society/the-world. I believe strongly that relevance and relatability enhance all learning experiences.
Courses Taught at UBC
Personality Psychology: This course provides an introduction to theory and research in the scientific study of human personality. We explore six domains of personality functioning: dispositional, biological, intrapsychic, cognitive/experiential, sociocultural, and health/adjustment (including personality disorders). To facilitate a broader understanding of the field, the course has been organized into 3 units, each ending with an exam: The Foundation, The Abstract, and The Application. Numerous case studies are examined over the term. Students who successfully complete this course will be able to discuss current research in personality, compare/contrast theoretical perspectives on personality, and apply theory and research to their daily lives.
Course Code: PSYC-305; Formats taught: In-person and distance learning (online)
Health Psychology: This course provides a general introduction to the field of health psychology. Topics include stress and coping, social support and interpersonal processes, the social determinants of health (including health disparities) health behaviours, health promotion and disease prevention, patient-provider relations, pain management, management of chronic and terminal illness, caregiving and grief, and death and dying. These topics have been organized more broadly into 3 major units: (1) Stress & Social Processes, (2) Health Behaviours, and (3) Illness Management. While these topics are relevant to neighbouring disciplines, the purpose of this class is to provide a psychosocial perspective. Students who successfully complete this course will be able to discuss current research in health psychology; compare/contrast key theoretical perspectives in the field; describe associations among physical, mental, and social health; and apply theory and research to their daily lives.
Course Code: PSYC-314; Formats taught: In-person and distance learning (online)
Psychology of Death & Dying: This course explores a wide-range of psychological and social issues related to death, dying, and loss, including death anxiety, the development of attitudes toward death, grief and bereavement, the social and cultural contexts of death and loss, the mental life of the dying person, palliative and hospice care, medically assisted dying (assisted suicide), trauma, and adjustment to loss. Dialogue will consider the experiences of the dying person, the bereaved, and those who work with them in formal and informal care settings. The purpose of this course is to provide a primarily psychosocial perspective on these topics.
Course Code: PSYC-208 (Contemporary Topics in Social, Developmental, Personality, &Clinical Psychology); Formats taught: In-person
Psychology of Sex Differences: This course provides an introduction to the scientific study of sex and gender in psychology. Topics include sex and gender diversity; psychological differences between males and females; social and biological factors in gender; gender development; stereotypes and sexism; gender cognition; sexual orientation and sexuality; interpersonal relationships; gender and health; and aggression and violence. While these topics are relevant to other disciplines, the purpose of this class is to provide a psychological perspective. Students who successfully complete this course will be able to discuss research on gender and sex differences, compare theoretical perspectives on gender, and consider the individual and social implications of gender, including the role of gender in their lives. This course is NOT designed for any one person or group; instead, it is intended for all people equally, regardless of sex, gender, or gender identity. Accordingly, research addressing both women and men, as well as diverse gender and sexual identities, will be examined without any preference or priority. Students will be encouraged to think about ever more inclusive ways of conceptualizing sex and gender.
Course Code: PSYC-320; Formats taught: In-person and distance learning (online)
My Teaching Philosophy
When I began teaching over ten years ago, my primary goals as an instructor were to foster critical thinking and engage students intellectually. Consistent with these goals, I have always encouraged students to reflect on course content in order to draw connections among concepts, identify weaknesses and faults in arguments, and consider the practical implications of theory and research. I have consistently delivered courses that were intellectually engaging, thought-provoking, and relatable. Over the years, I have come to see my role as an instructor in much more dynamic terms.
I would characterize my approach to teaching today as both collaborative and transformative. To maximize engagement, I strive to make learning collaborative in all of my classes, such that I am engaged with my students in critical thinking and discourse. In order to accomplish this goal, I approach all questions and discussions with open-mindedness and humility, and I encourage my students to do the same; I do not see my role as one of standing authority (in which I hold all of the knowledge), but rather one of active guidance, facilitating discussion in a way that fosters intellectual discovery and insight. To this end, I approach even the most fundamental of questions with a fresh mind each term, and this extends to my teaching methods as well; as soon as I sense that my approach to a topic no longer produces a sufficient level of engagement, I am quick to rethink it from the ground up. I regularly consider student feedback in the ongoing development of my courses, as doing so helps maintain a collaborative learning environment. I also strive to maintain transparency as an instructor, sharing my love for teaching and my passions and interests as they pertain to psychology. I also admit when I make mistakes and am honest with my students when I do not know the answer to a question. In the end, I see myself as a co-learner among my students, and I benefit from their engagement as I hope they benefit from mine.
To say that my teaching style is transformative is to say that it is intended to effect change in the minds of my students and, by extension, enhance the world in which they live. I do not attempt to narrow the perspectives of my students, but only broaden them, such that they leave my classes with a better understanding of themselves and society. I accomplish this goal by using a variety of interactive and thought-provoking teaching strategies, in which applications of theory and research are discussed and diverse perspectives are acknowledged and respected. Across all of my classes, I frequently address issues related to social justice and equality within the context of the respective course content. It is my hope that these strategies will cultivate an inclusive learning environment, so that all students feel equally valued; and further enable students to be more mindful and engaged citizens, so that they approach the world (not just the classroom) with greater curiosity, open-mindedness, and respect for diverse views and opinions.
I believe strongly that in order to accomplish these goals, it is necessary to approach teaching with kindness and compassion, so that my students feel welcome and respected; as well as authenticity, so that they see me for who I am as a person. I often share personal stories and examples with my classes (where appropriate), and the feedback I receive suggests that they appreciate this down-to-earth style. Being relatable in this way further enables the kind of in-class collaboration that I aim to achieve, as it ensures that my students see me as accessible and approachable. As authenticity itself requires a sense of humility, I consider my approach to teaching as continuously evolving (and my courses the same). In light of this, I remain committed to my own learning and growth as a person and as a teacher.