My research and teaching are transactional – mutually informing and inspiring the other. My research explores the individual and psychosocial factors that contribute to students’ academic engagement (particularly students from underrepresented groups). This work has allowed me to identify critical conditions under which learning is maximized for all students. Consistent with my research (and that of others who highlight the importance of positive learning environments), I have developed my teaching philosophy around creating learning environments that are inclusive and supportive as well as intellectually stimulating and challenging for all students. As an instructor, I have four pedagogical goals that I seek to achieve in every class that I teach: 1) promoting science appreciation and scientific skills among students, 2) creating positive, comfortable academic environment, 3) promoting students’ engagement and interest in learning, and 4) helping students apply psychological concepts and theories to real world situations.
- PhD, Stony Brook University
- BA, State University of New York at Geneseo
- Individual and psychosocial factors associated with academic engagement
- Women and underrepresented minorities in higher education
- Stereotyping, prejudice, and intergroup relations
- Interventions promoting academic engagement
American Psychological Association of Graduate Students Teaching Excellence in Psychological Science Award (2016)