Respect for Diverse Experiences and Points of View: The diverse experiences and perspectives each student brings to the classroom is something that enriches our discussions and fosters a sense of inclusion and belonging. I encourage students to express themselves and engage deeply with the material.

Backward Design of Courses: Class activities, discussions, and assessments are designed to reflect students’ abilities to master the learning outcomes and apply the information to their daily lives.

Align Teaching with APA Outcomes: In our department, we are working together to align Minneapolis College PLOs with the American Psychological Association’s learning outcomes. 

Application: I emphasize the utility value of psychological theories and content to everyday life. Understanding the personal relevance of the material enhances student engagement, respects cultural diversity, and can promote the retention of knowledge.

In-Class (or online discussion) Activities for Active Learning: I incorporate a variety of in-class activities/discussions to promote active learning. These activities are designed to enhance critical thinking and allow students to apply concepts. It is conducive to sharing how culture impacts the real-world application of psychological principles.

Discussion and Q&A: Over the years, students have told me they appreciate my previous clinical experience and examples I provide. While course discussions are designed for them to think about the material in their own personal contexts, some clinical, experiential anecdotes seem helpful to students. I strongly encourage students to ask questions. This promotes engagement and helps clarify complex concepts. My goal is for the classroom to be a safe, respectful place that nurtures the collaborative nature of education.

Depth Over Breadth: In face-to-face and hybrid classes, I prioritize depth over breadth. I allow the text and digital platforms to cover the breadth. This approach allows students to develop a deeper appreciation and a more robust grasp of psychological principles through discussions and activities.

Clear, from Beginning to End, About Expectations: I have found that articulating expectations from the start (written, verbal, and through effective organization in D2L) ensures student understanding and promotes confidence in students when they see how everything is broken down and organized into manageable chunks. I tell every class, “You should never leave wondering what needs to be done.”

Learning is a Shared Responsibility: Per Lev Vygotsky’s work in Educational Psychology, learning is a social and collaborative effort between the teacher and the students. Mutual engagement, application, and “cross pollination” of ideas is helpful in the learning process, especially with some of psychology’s complexity.

“Learning how to learn cannot be left to students. It must be taught” (Gall, Gall, Jacobsen, & Bullock, 1990, p. 7).: This has become my mantra. I intentionally embed lessons on HOW to learn throughout my courses.

Never Bring the Bar Down to Students: I maintain high academic standards and challenge my students to reach them, rather than lowering the bar. I explicitly tell them that they can achieve their goals (teaching a growth mindset – see Carol Dweck’s work) and help them with resources (at and outside our college) to build their learning self-efficacy. While I remain flexible and want to help students with the inevitable complication that life presents, I hold students accountable for deadlines. The overarching theme is “get r dun!”