Teaching Philosophy Summary

 

My teaching program is based on both my teaching experience as an instructor and teaching assistant over the past eight years as well as contemporary scientific research on teaching and learning. This program is based on four main components: 

 

1. "Anchored Learning"

I start my classes with an anchor of knowledge such as a current event, a short video, a picture or an interesting discussion question. This anchor enhances learning not only by stimulating students’ engagement but also linking the lecture to what they have already known through their personal experiences. I also use the anchor to correct common misunderstandings or assumptions (if there is any) before I lay out all the information to my students. 

 

2. "Active Learning" 

I design my lecture-based classes in a way that students stay active and focused, and that encourages students to apply what they learn in class during class time. I divide a class into 20-minute chunks and spend around 10 minutes between those chunks for interactive in-class activities. These activities include a short discussion of a real-world example of the psychological phenomenon that is just presented, a peer work exercise or an in-class assessment of learning.

 

3. "Diversity-Sensitive Learning"

As a social psychologist, I aim to create an inclusive class environment with respect for diversity and differences in perspectives. Endorsement of the principles of diversity and equity requires the absence of biases of all forms, both explicit and implicit. In order to increase awareness of social biases, I incorporate examples of existing research on stereotyping and prejudice, including my own, into the lectures. 

 

A hallmark of my teaching philosophy is showing the students how psychological phenomena can be manifested differently among people of different backgrounds and identities. Coming from a culture of a synthesis of individualistic and collectivistic values (Kagitcibasi, 1996), I prioritize raising awareness of cultural differences and making students from all cultural backgrounds feel equally represented in my classes and lab. 

 

4. "Learning through Scientific Inquiry" 

One way for students to learn through scientific inquiry is to encourage students to engage in the process. I have been working closely with undergraduate research assistants in each and every step of my empirical studies. I have trained them on forming research questions, data collection, coding and statistical analysis. During our weekly lab meetings, we discuss both theoretical ideas and empirical research and students present and discuss their research ideas or empirical articles with the group. These activities foster students’ skills and confidence for conducting their own research and giving presentations. A second way for students to learn through scientific inquiry is to incorporate illustrations of how experiments inform knowledge development into lectures. In my classes, I cover both classic and recent empirical research and conduct separate discussion sessions where students summarize and criticize empirical studies and suggest alternative research questions and methods. Those practices introduce them to the long-term skill of critical thinking and creativity in research practices. 

 

 

Teaching Experience

 

Introduction to Psychology: Instructor (Summer 2017; 2018); Teaching Assistant (Summer 2015; Fall 2015; Spring 2016), Lehigh University

 

Social Cognition: Instructor (Summer 2016), Lehigh University

 

Statistical Analysis for Social Sciences: Teaching Assistant and Instructor of Weekly Lab Recitation (Spring 2014), Lehigh University          

 

Introduction to Cognitive Science:  Teaching Assistant (Spring 2016), Lehigh University

                  

Experimental Research Methods: Teaching Assistant (Fall 2014; Spring 2015), Lehigh University

                

Abnormal Psychology: Teaching Assistant (Fall 2013), Lehigh University

 

Social Influences of Behavior: Teaching Assistant (Spring 2012), Bogazici University

 

Learning: Teaching Assistant (Spring 2012), Bogazici University

 

Social Psychology: Teaching Assistant (Fall 2011), Bogazici University

 

Teaching Certification & Training:

 

Teacher Development Program for Graduate Students at Lehigh University; Participation in Level 1 and 2 (completed 12 sessions in Spring 2015 and Fall 2016)

 

Summer Institute on Teaching at the University of Delaware (2019)

 

 

 

 

 

 

ANNOUNCEMENTS

 

 

How does political ideology shape attributions from others' actions? 

See our new paper in EJSP here

 

 

 

 

 

 

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