Summary of Teaching, Supervising, and Advising
The College of William and Mary
I am currently responsible for teaching the Foundations classes for the School of Education, with
a specific focus on psychological foundations of teaching and learning (EDUC 301 and EDUC
F12) as well as the methodological foundations for conducting educational research (EDUC
F65). In addition, I am anticipating starting a new course to be offered in the Spring of 2015
entitled Motivation, Engagement, and Educational Technologies, which will be offered to
Masters students in Educational Policy and Planning Leadership (EPPL) as a one-credit course.
My responsibilities also include advising doctoral students both as a member of dissertation
committees and in the role of committee chair.
Included below are the classes that I have taught, along with links to pdf files of my syllabi. I
believe that anyone who views these syllabi should get the impression that my classes are well
organized, challenging, and deal with issues that are relevant to conversations that professionals
in education are having on the broader national level.
EDUC 301: Educational Psychology (Every semester from Fall 2012 to present).
EDUC F12: Advanced Educational Psychology (Every Spring semester from 2013 to present).
EDUC F65: Research Methods (Every Fall semester from 2012 to present).
EDUC 800: Dissertation (Fall 2014).
Harvard Graduate School of Education
Before arriving at W&M’s School of Education, I was a postdoctoral fellow at Harvard’s
Graduate School of Education, where, in addition to my main research responsibilities, I cotaught (with Chris Dede) in the Technology, Innovation, and Education department (TIE) a
course for Masters students. This course was called Engagement and Learning: Technologies
that Invite and Immerse (T545; Click here for an online syllabus from Chris Dede’s site). This
course was designed as a synergy of my research interests in motivation and engagement and
Chris Dede’s interests in educational technology. Although many people view technology as
inherently engaging and motivating, little high quality research has demonstrated this clearly.
For this reason, we organized readings, discussions, and projects to explore this topic in more
depth.
In addition to co-teaching the class on engagement and motivation, I was responsible for
mentoring about five Masters students who were enrolled in TIE courses and were interested in
motivation and educational technology. Many of these students participated in helping with
research that I lead.
Emory University, Division of Educational Studies
As a doctoral student at Emory University, I had the opportunity to participate in numerous
activities that contributed to my development as a college-level instructor. In my first year of
doctoral training I served as a teaching assistant for the undergraduate class called The
Psychology of Learning (EDS 303WR). That summer (after my first year) I was the Teaching
Assistant for a class called The Psychology of Teaching and Learning (EDS 502), which was a
class for the Masters of Arts in Teaching program.
In my third and fourth years as a doctoral student, I independently taught a class in the Spring
semesters—The Psychology of Learning (EDS 303) and Introduction to Educational Psychology
(EDS 301).