性世界传媒

Education

B.S., Psychology and Business, SUNY College at Brockport, 1979
M.S., Experimental Psychology, SUNY College at Geneseo, 1982
Ph.D., Applied Developmental Psychology, University of Maryland, 1986

Teaching Philosophy

My approach to teaching draws on the heuristic guidance provided by the 鈥淗ow People Learn鈥� framework that was explicated by the National Research council (How People Learn: Brain, Mind, Experience, and School, Washington, DC, National Academies Press, 2000). First, I believe it is important to vary instructional strategies depending upon the goal of instruction. Hence, sometimes group activities, projects, or experiential learning strategies might be important. Other times, lecture may be the appropriate approach. Second, it is important for students to have opportunities for both formative and summative feedback about their work. This means giving students assignments and assessments throughout the semester and providing them with opportunities to submit multiple versions of assignments (e.g., drafts of papers). Third, it is important to consider who my students are, their strengths and weaknesses, and their aspirations. How I approach content will vary depending upon the background of my students and their interests. Finally, as much as possible, I like students to be able to apply what they learn and use it in a realistic context. Hence, I like to include projects and other applied activities in my courses.

Research