Teaching Experience
University of Arizona Tucson, AZ
Lecturer May 2010–Aug 2012; August 2015-present
· Biosocial Contexts of Development
· Human Sexuality
· Infant and Child Development
· Research Methods
Pennsylvania State University State College, PA
Online Lecturer for World Campus Jan 2014–present
· Research Theory and Applications
· Introduction to Counseling Theories
Pima Community College Tucson, AZ
Adjunct Faculty Aug 2011–Dec 2013
· Research Methods in Psychology
· Introduction to Psychology
· Introduction to Statistics in Behavioral Research
Florida Atlantic University Boca Raton, FL
Lecturer Jan – May 2008
· Research Methods in Psychology
ADDITIONAL TEACHING EXPERIENCES
Guest Lecturer:
Evolutionary Perspectives of Development
Course: Sociocultural Contexts of Development
University of Arizona (Fall 2011)
Attachment Theory
Course: Psychology of Death and Dying
University of Arizona (Summer 2011)
Biosocial Contexts of Development
Course: Sociocultural Contexts of Development
University of Arizona (Fall 2010)
Theories: Evolutionary Psychology
Course: Advanced Family Relations
University of Arizona (Spring 2010)
Interpersonal Attraction
Course: Social Psychology
Florida Atlantic University (Fall 2008)
Teaching Assistantships:
Social Psychology, Florida Atlantic University (Fall 2008)
Cognitive Psychology, Florida Atlantic University (Fall 2008)
Lecturer May 2010–Aug 2012; August 2015-present
· Biosocial Contexts of Development
· Human Sexuality
· Infant and Child Development
· Research Methods
Pennsylvania State University State College, PA
Online Lecturer for World Campus Jan 2014–present
· Research Theory and Applications
· Introduction to Counseling Theories
Pima Community College Tucson, AZ
Adjunct Faculty Aug 2011–Dec 2013
· Research Methods in Psychology
· Introduction to Psychology
· Introduction to Statistics in Behavioral Research
Florida Atlantic University Boca Raton, FL
Lecturer Jan – May 2008
· Research Methods in Psychology
ADDITIONAL TEACHING EXPERIENCES
Guest Lecturer:
Evolutionary Perspectives of Development
Course: Sociocultural Contexts of Development
University of Arizona (Fall 2011)
Attachment Theory
Course: Psychology of Death and Dying
University of Arizona (Summer 2011)
Biosocial Contexts of Development
Course: Sociocultural Contexts of Development
University of Arizona (Fall 2010)
Theories: Evolutionary Psychology
Course: Advanced Family Relations
University of Arizona (Spring 2010)
Interpersonal Attraction
Course: Social Psychology
Florida Atlantic University (Fall 2008)
Teaching Assistantships:
Social Psychology, Florida Atlantic University (Fall 2008)
Cognitive Psychology, Florida Atlantic University (Fall 2008)
Teaching Philosophy
My fundamental goal within the classroom is to foster learning. However, classroom learning is not a one-size-fits-all, because learning can take place in many contexts and the learning process can occur differently for different people. A learner-centered approach incorporates a variety of learning styles, accommodating all types of students. Although the efficacy of teaching techniques can vary by student or classroom medium (i.e., live or online course), one thing that I believe is universal is the student’s desire for an instructor who is knowledgeable and passionate about their subject matter. Enthusiasm can be contagious and an excited professor can yield excited students – students who are eager to learn.
My teaching philosophy has evolved over time, continually being shaped and refined by experiences I have had, first as a student, then as a teaching assistant, and finally as an instructor of both online and live courses. As a high school student I took college-level Psychology and Statistics courses taught by the same instructor, Mrs. Minter. She was a captivating instructor! She had an uncanny knack for making students feel comfortable asking questions, engaging in class discussion, and having courteous and respectful debates about “hot topics.” She was my first instructor to make me excited to learn about mathematics.
There are several things I have learned from this type of teaching style that I try to emulate: (1) I want not only to be knowledgeable, but also approachable. My goal is to make students feel comfortable asking questions and coming to my office hours if needed. (2) I try to exude enthusiasm – it is hard to listen to a professor who is genuinely excited about her lesson and not have some of the excitement rub off on students. (3) I want to create an atmosphere of respect and tolerance of others’ opinions. I believe that active learning is encouraged by allowing all students to feel comfortable participating, regardless of their beliefs.
Some subjects tend to be more interesting to students than others. For example, college students would probably prefer a Family Relations lecture over a Research Methods lecture. However, having had experience teaching some of the courses that are traditionally viewed by students as “dry” material, I have had the opportunity to stretch myself and find ways of teaching that engage students of various learning styles. In the case of Research Methods, I have been able to develop course plans that included group work and object lessons that, while being fun and interactive, serve to drive-home the often complex and challenging material. Seeing students get excited about course material is one of the most rewarding experiences I have had as a teacher. I often encourage students to visit me during office hours and enjoy working together to help them develop their own unique skills.
My teaching philosophy has evolved over time, continually being shaped and refined by experiences I have had, first as a student, then as a teaching assistant, and finally as an instructor of both online and live courses. As a high school student I took college-level Psychology and Statistics courses taught by the same instructor, Mrs. Minter. She was a captivating instructor! She had an uncanny knack for making students feel comfortable asking questions, engaging in class discussion, and having courteous and respectful debates about “hot topics.” She was my first instructor to make me excited to learn about mathematics.
There are several things I have learned from this type of teaching style that I try to emulate: (1) I want not only to be knowledgeable, but also approachable. My goal is to make students feel comfortable asking questions and coming to my office hours if needed. (2) I try to exude enthusiasm – it is hard to listen to a professor who is genuinely excited about her lesson and not have some of the excitement rub off on students. (3) I want to create an atmosphere of respect and tolerance of others’ opinions. I believe that active learning is encouraged by allowing all students to feel comfortable participating, regardless of their beliefs.
Some subjects tend to be more interesting to students than others. For example, college students would probably prefer a Family Relations lecture over a Research Methods lecture. However, having had experience teaching some of the courses that are traditionally viewed by students as “dry” material, I have had the opportunity to stretch myself and find ways of teaching that engage students of various learning styles. In the case of Research Methods, I have been able to develop course plans that included group work and object lessons that, while being fun and interactive, serve to drive-home the often complex and challenging material. Seeing students get excited about course material is one of the most rewarding experiences I have had as a teacher. I often encourage students to visit me during office hours and enjoy working together to help them develop their own unique skills.
Teaching Quality Assessment
Below is the summary section from teacher course evaluation forms for recent formal undergraduate courses taught at Pennsylvania State University (PSU), Pima Community College (PCC), and University of Arizona (UA). Full assessments for all courses taught available upon request.
2014 – Summer, HDFS 312w, Research Theory and Applications
(Online course, enrollment 11, 55% responding)
Item Mean Comparison PSU
Overall, quality of the instructor 6.8 5.6
2014 – Summer, HDFS 414, Introduction to Counseling Theories
(Online course, enrollment 19, 47% responding)
Item Mean Comparison PSU
Overall, quality of the instructor 6.0 5.4
2014 – Spring, HDFS 312w, Research Theory and Applications
(Online course, enrollment 15, 47% responding)
Item Mean Comparison PSU
Overall, quality of the instructor 6.3 5.6
2013 – Fall, PSY 289, Research Methods in Psychology
(Live course, enrollment 21, 85% responding)
Item Mean Comparison PCC
I would recommend this instructor to others 93% 84%
2012 - Summer, FSHD 447c, Biosocial Contexts of Development
(Online course, enrollment 18, 55% responding)
Item Mean Comparison UA
Overall, rating of teaching effectiveness 4.1 N/A (range = 1-5)
2012 - Spring, PSY 101, Introduction to Psychology
(Live course, enrollment 43, 77% responding)
Item Mean Comparison PCC
I would recommend this instructor to others 96% 92%
2012 – Spring, PSY 230, Psychological Measurement and Statistics
(Live course, enrollment 28, 72% responding)
Item Mean Comparison PCC
I would recommend this instructor to others 88% 81%
Student Comments
Comments: PSU HDFS 312w – Summer 2014, Research Theory and Applications (online)
-Being able to get feedback on assignments before due dates was really helpful! Professor Jordan’s communication and knowledge was excellent!
-The online check yourself activities were helpful because they made you assess whether or not you actually retained information from the lessons and helped you go back if you were missing key points. It’s easy to get lost in an online course but I thought the way this one was structured was excellent!
Comments: PSU HDFS 414 – Summer 2014, Introduction to Counseling Theories (online)
-I really enjoyed the active learning activities. They helped me connect the readings, and some helped compare older readings to the newer readings to bring back old knowledge. Having the first theoretical paper really helped me prepare for the second one, I like the way it is set up.
-Overall this is the best online course I have ever taken. The teacher is very helpful with questions and responds immediately to emails. Thanks for such a great summer course!
-The examples provided within the commentary really helped put the course material into perspective. The lessons were also great; they weren’t too overwhelming and were really interesting the way they were written!
-I really appreciated the extensive feedback on assignments. It was very detailed, vivid, and helpful for future assignments.
Comments: PCC PSY 289 – Fall 2013, Research Methods in Psychology (live)
-I love the topics the teacher brings up to really make the class interesting and exciting. I hate that it’s so early, but she makes me look forward to it every time!
-She is a great teacher. This course has made my experience in psychology so much better!
-Awesome teacher!!
Below is the summary section from teacher course evaluation forms for recent formal undergraduate courses taught at Pennsylvania State University (PSU), Pima Community College (PCC), and University of Arizona (UA). Full assessments for all courses taught available upon request.
2014 – Summer, HDFS 312w, Research Theory and Applications
(Online course, enrollment 11, 55% responding)
Item Mean Comparison PSU
Overall, quality of the instructor 6.8 5.6
2014 – Summer, HDFS 414, Introduction to Counseling Theories
(Online course, enrollment 19, 47% responding)
Item Mean Comparison PSU
Overall, quality of the instructor 6.0 5.4
2014 – Spring, HDFS 312w, Research Theory and Applications
(Online course, enrollment 15, 47% responding)
Item Mean Comparison PSU
Overall, quality of the instructor 6.3 5.6
2013 – Fall, PSY 289, Research Methods in Psychology
(Live course, enrollment 21, 85% responding)
Item Mean Comparison PCC
I would recommend this instructor to others 93% 84%
2012 - Summer, FSHD 447c, Biosocial Contexts of Development
(Online course, enrollment 18, 55% responding)
Item Mean Comparison UA
Overall, rating of teaching effectiveness 4.1 N/A (range = 1-5)
2012 - Spring, PSY 101, Introduction to Psychology
(Live course, enrollment 43, 77% responding)
Item Mean Comparison PCC
I would recommend this instructor to others 96% 92%
2012 – Spring, PSY 230, Psychological Measurement and Statistics
(Live course, enrollment 28, 72% responding)
Item Mean Comparison PCC
I would recommend this instructor to others 88% 81%
Student Comments
Comments: PSU HDFS 312w – Summer 2014, Research Theory and Applications (online)
-Being able to get feedback on assignments before due dates was really helpful! Professor Jordan’s communication and knowledge was excellent!
-The online check yourself activities were helpful because they made you assess whether or not you actually retained information from the lessons and helped you go back if you were missing key points. It’s easy to get lost in an online course but I thought the way this one was structured was excellent!
Comments: PSU HDFS 414 – Summer 2014, Introduction to Counseling Theories (online)
-I really enjoyed the active learning activities. They helped me connect the readings, and some helped compare older readings to the newer readings to bring back old knowledge. Having the first theoretical paper really helped me prepare for the second one, I like the way it is set up.
-Overall this is the best online course I have ever taken. The teacher is very helpful with questions and responds immediately to emails. Thanks for such a great summer course!
-The examples provided within the commentary really helped put the course material into perspective. The lessons were also great; they weren’t too overwhelming and were really interesting the way they were written!
-I really appreciated the extensive feedback on assignments. It was very detailed, vivid, and helpful for future assignments.
Comments: PCC PSY 289 – Fall 2013, Research Methods in Psychology (live)
-I love the topics the teacher brings up to really make the class interesting and exciting. I hate that it’s so early, but she makes me look forward to it every time!
-She is a great teacher. This course has made my experience in psychology so much better!
-Awesome teacher!!
Recommended Links
Science Daily
Discovery Channel
PBS Religions and Evolution
Why Evolution and LDS Thought are Fully Compatible
Reconciling Evolution and Religion, Part 1
Reconciling Evolution and Religion, Part 2
Discovery Channel
PBS Religions and Evolution
Why Evolution and LDS Thought are Fully Compatible
Reconciling Evolution and Religion, Part 1
Reconciling Evolution and Religion, Part 2