I absolutely love teaching and mentoring students! WPI is a perfect fit for me because of its focus on both theory and practice, project based learning, and interdisciplinary collaborations. As a teacher, I believe that the best learning occurs in a social community, where every student is supported, takes control of their own learning, and is comfortable communicating their ideas and observing and challenging others. In my classes, I love engaging students in challenging problem solving tasks that blend content and pedagogy, encourage them to actively explore and grapple with applied, real world issues and concepts, synthesize information, and translate between concrete and abstract ideas. I also believe that true learning (and change) cannot occur unless people become aware of their limitations and strive to overcome them. I encourage students to think about learning as a process, in both the classroom, in the community, and in their lives. Students should critically (and constantly) evaluate their own learning goals, reflect on their own performance, and use this to inform their next steps. It is my hope that I can instill a passion for inquiry that encourages undergraduate and graduate students to creatively explore their interests, engage conversations about real world issues, and give students an appreciation of the learning sciences from multiple lenses.

Classes that i have taught at WPI

SS 590: Applied Multilevel Modeling in Education

The purpose of this course is to introduce students to the analysis of nested data structures (e.g. students within classrooms). This course will focus on understanding the hierarchical (generalized) linear models and their assumptions, as well as practical aspects of developing models to address research questions and interpreting the findings. This course emphasizes practical, hands-on development, analysis and interpretation of hierarchical linear models. Readings will be drawn from book chapters on multilevel modeling and journal articles that utilize a national longitudinal data set (ECLS-K) to answer questions about student learning. The lab portion of this course will provide students with opportunities to learn and apply hierarchical linear modeling, mediation, and moderation to longitudinal data using two computer programs (HLM and SPSS)

PSY 1410: Developmental Psychology

This course provides an overview of the field of developmental psychology from human conception to death, with an emphasis on the scientific analysis of developmental patterns. The course will cover the biological cognitive, emotional, social, personality, linguistic, and moral development of the individual at different stages of life. Students will critically examine the theoretical, methodological, and practical approaches to understanding how social, emotional, and academic factors and contexts influence developmental trajectories. Students planning IQPs in educational or applied settings will find this course particularly useful.

PSY 2410: School Psychology

This course provides an overview of the field of school psychology, drawing from several areas of educational, developmental, and cognitive research. Students will critically examine the theoretical, methodological, and practical approaches to understanding how in and out of school interventions and contexts influence the social, emotional, and academic development of children. Topics will include school readiness and transitions, socio-cultural diversity and skill gaps, assessment tools and classification, behavioral and self-regulation, teacher-child interactions, and school-based interventions that promote positive development. Students planning IQPs in educational settings will find this course particularly useful.

Ss590: Grant Writing in the Learning Sciences

This course will provide the foundation to enable graduate students to write manuscripts, find appropriate funding sources and write a competitive grant proposal in learning sciences and educational psychology research. This course is also relevant for graduate students in applied fields. Students will learn about the entire manuscript and grant writing process, including proposal development and the peer review evaluation process. The end goal of the course is to create a high quality manuscript, grant, or dissertation fellowship proposal.

psy5o1: foundations of the learning sciences

This course covers readings that represent the foundation of the learning sciences, including: Foundations (Constructivism, Cognitive Apprenticeship, & Situated Learning); Approaches (Project-based Learning, Model-based reasoning, Cognitive Tutors); and Scaling up educational interventions. The goal of this course is for students to develop an understanding of the foundations and approaches to the Learning Sciences so that they can both critically read current literature, as well as build on it in their own research. (Prerequisites: None)

ss590 and psy4800: embodied cognition

The focus of this course is on cutting edge research on embodied cognition with an focus on learning and education. It will explore the basis of knowledge and thinking from experimental, philosophical, linguistic, anthropological, neuroscientific, and technological perspectives. We examine how human cognition is mediated and implemented through body and body-based resources such as physically grounded metaphor, object use, perception and action. A large part of the course is about gestures—the hand and body movements that people produce when speaking or thinking, and as they learn or teach. Why do people produce gestures? And what roles do gestures play in speaking, thinking and communication? This course will provide an introduction to theory and methods for studying gestures, and will review classic and recent research on gesture in cognition, including speech production and comprehension, problem solving, and learning. Developmental, individual, and cultural variations in gesture will also be considered.