I teach courses at every level of the psychology and neuroscience curriculum, from an interdisciplinary seminar for first-year students to a capstone advanced laboratory course in cognitive neuroscience. My teaching philosophy is guided by three main principles, namely, (1) that it is important to develop constructive critical thinking skills, (2) that diversity in the teaching process results in better learning, and (3) that assessments are important learning tools in and of themselves.
Reading the Brain (FYS 139-3)
If you’ve seen the movie Memento, or an episode of the television shows House or Perception, you know that interest in the brain and its mysteries is increasing exponentially. Pick up any newspaper and you might find a description of new research on implanting false memories directly in the brain, or using brain imaging to determine if someone is racist, or even how to make people better liars using brain stimulation. Advances in brain science such as these capture public attention and emerge in a variety of cultural products such as literature, film, works of art, commercial products, and advertising. In this course, we study the ways in which cognitive neuroscientists, writers, artists, and filmmakers explore the intricacies of our brain and reveal its limitations and possibilities. We also look at how recent advances in neuroscience help us to better understand why we consume, and how we respond to, cultural products; and, more broadly, we examine how cognitive neuroscience, art and literature, and society intersect.