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Lecture Philosophy

Cultivate digital literacy. Instill curiosity. Demonstrate excitement.

Provide empowering content through diverse examples.

What we learn is exciting. From TikToks to TED Talks, I include relatable media components in every lecture. In doing so, I can create a fun, approachable classroom environment and simultaneously demonstrate healthy approaches to media use.

Curiosity drives us. Topics should be applicable to students' lived experience. I choose empowering, relatable content and conclude with actionable knowledge. They leave the classroom with a mission, every day. They come back, curious about how they will get better, every day.

Students are valuable. Students are appreciated. I seek their input on what topics to cover. I ask their opinion on workloads and assignment efficacy. Students look forward to the energy I bring to the classroom, and I pride myself on creativity in presentation. We work as a team.


Sample Slide Decks

Cultivate digital literacy. Instill curiosity. Demonstrate excitement.

Provide empowering content through diverse examples.

Day 1 of Elementary Psychology focuses on generating interest and curiosity by making the subject relevant to students' lives, regardless of major or career path.


When asked to identify their favorite part of the course, 76% (n=68) of students mentioned the lecture content or presentation style.

Friday lectures include a 10-15 minute "FUN FACT" (FFF), which serves to synthesize the content we have learned by using interesting, unusual, or unexpected examples. It's also, quite simply, a lot of fun.


*On an end-of-semester survey, 90% (n=81) of student respondents reported that FFF topics were interesting and engaging, 73% (n=66) reported that FFF gave them a better understanding of how psychology applies to the real world, and 61% (n=55) responded that FFF helped them understand how different ideas fit together.

Traditional lectures are structured to include active learning breaks, media components to maintain engagement, and relevant examples that relate to students' own lives.

On the Friday before spring break, I learned that a student had brought a friend to class, and they mentioned that a lot of students had been doing it. I had no way of monitoring this in the large, 300-student lecture hall, but I certainly wanted to learn more, so I added it to the end-of-semester survey.

Respondents indicated that at least 16 outside students had attended my lectures, some on a regular basis.


On an open-ended question, students indicated that they invited friends because "We were always learning something interesting," and because "I wanted them to see my favorite class and understand why it was so amazing. At one point it was the perfect lecture for one of these people to hear at the time."

*In the most recent (2023) end-of-semester survey, 90 students anonymously responded to questions regarding their classroom experience. The course was Elementary Psychology with an enrollment capacity of 300 students. 

Student respondents (n=90) answered the question, "On a scale of 1 (too little) -10 (too much), with 5 indicating just right, please rate how you feel about the amount of content in lecture.


M = 4.3, SD = 12.5


M = 4.5, SD = 12.2 

fun facts

M = 4.7, SD = 17


M = 4.5, SD = 12


M = 4.5, SD = 9

Student respondents (n=90) answered the question, "Overall, how would you rate your experience with lectures in this course?"


51% of students (n=46) reported lectures were more interesting than most, and 28% of students (n=25) reported lectures had a high level of excitement ("10/10 would take again").

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