Dossier

Test Yourselves

I begin class in PSY 3180, 3140, 3120 and 2230 with a series of questions about what we covered in the previous two classes.  Generally I start in one corner of the room and make my way around, student-by-student, asking questions.  I try to keep the atmosphere light during this period and certainly allow students to 'pass' their question on if they aren't able to answer.

At the beginning of the semester students are often nervous about these question periods but after a week or two, they report that this practice is incredibly helpful.

Hands On and Experiential Learning

I design classroom experiences that invite students to actively practice and apply neuroscience, from exploring a human brain specimen to testing their ability to identify cortical functions. A semester-long case study further immerses students in role-playing as both patient and clinician, fostering empathy, diagnostic skills, and applied problem-solving.

Modeling a Neuron

To encourage more interactivity and learning-by-doing, students in PSY 3140 learn the parts of the neuron by modeling one themselves.  Each group of students creates something a little different and then they share with each group how they conceived of the important structures. 

example one, example two, example three, example four

Playing Out the Action Potential

After discussing the action potential for a class session, students in PSY 3140 get a chance to act it out to practice the process.  Each student in the class is assigned a role: a sodium ion, a potassium ion, an ion gate or the axon hillock.  Through this activity we demonstrate why the neuron's resting potential must exist as it does and why the steps of the action potential proceed as they do.  After the experience, students write a brief report about the role they played and how the activity helped clarify the events associated with an action potential.

Color Constancy

Students in PSY 3120 complete four, From-Your-Point-Of-View activities during the semester.  The Color Constancy activity is 'flipped' in that they must explore what color constancy is and how it contributes to visual illusions without us first discussing the concept in class.  Once students complete the activity, then we talk about the phenomenon in class and apply the phenomenon to several other color illusions.

Problem-Based Learning in PSY 1010

To more clearly demonstrate connections between the topics in PSY 1010 I use a problem-based learning approach.  Students complete between five and six problems during the semester.  The problems require students to seek out information from at least two divisions of the course to solve a real-world problem.  For example, students use what they've learned about cognitive and moral development as well as operant conditioning to design behavior modification strategies for children.

examples

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