Teaching & Service
PSY1800 Special Topics: Learning & Cognition (Summer, 2021)
Guest Lectures at Worcester Polytechnic Institute
“Problem Solving”, Cognitive Psychology undergraduate course (2020, 2021).
“How People Learn”, Fundamentals of Scientific Teaching and Pedagogy course for graduate students and postdoctoral researchers (2019, 2020, 2021, 2022).
“Evidence-Based Writing”, Heal the World first-year undergraduate course (2020).
“Developmental Science”, Introduction to Psychology undergraduate course (2020).
Creating Learning Communities
Women's Young Investigator Fellowship
The Women's Young Investigator (WYI) Fellowship program was funded by an internal grant from the WPI Women's Impact Network for four years to support women in STEM across all fields, from college freshmen to tenured faculty members, in a female research community.
STEM careers are known for being leaky pipelines and success for researchers lies in the ability to not just conduct great science but also share it with the broader research community. We aim to stop the leaky pipeline by providing funds for women to disseminate their research at conferences in their field and by providing resources during our year-long program to help our fellows hone hard and soft skills as researchers through events such as professional development workshops and mentoring groups.
The impact of the WYI Fellowship was been far-reaching, helping multiple students attend their first research conference with the provided funding and providing postdoctoral scientists and faculty members with opportunities to collaborate, disseminate and network at national and international conferences. From the four years of the program, the WYI Fellowship program supported 68 women as they represented WPI at 68+ research conferences, supporting the advancement of women in research at WPI in their careers and extending the impact of their work around the world.
LS&T Colloquium Series
Have you ever noticed that researchers, even in the same department, disagree on some fundamental points of their work? A few years ago, I realized that the theoretical and methodological perspectives held by one learning scientist would be completely contrary to the views of another. To encourage debate and a space for early researchers to form their own viewpoints, I started a program-wide series of brown bag discussions on hot topics in Learning Science research, fondly coined "LS & Beef".
Faculty, students, and postdocs at the LS & Beef sessions have tackled questions such as "What does Learning Sciences & Technologies even mean?", "Do you buy into the theory of embodied cognition?", "What should be the role of standardized assessments in education?" and "Is intelligence fixed?" and they are all still happily on speaking terms. Since the series of discussions was so well-received, I expanded the sessions to address topics such as "Going on the Academic Job Market" and "Open Science Practices", and to provide a space for program members to workshop job talks, presentations, and lightning talks with program-wide feedback.