Learning is not a passive process. I believe that to teach is to teach how. True knowledge is the ability to apply facts, not just memorize them. I view my job as an educator as one of being a coach, guide, and model for how to solve problems, rather than as a dispenser of information. Although lectures can be comfortable ways to learn, they are not the most effective.
Because of this philosophy, I see my research as an extension of the classroom, and I encourage undergraduates to collaborate with me. I reject the notion that undergraduates cannot take part in world-class research, and firmly believe that in a supportive and curiosity-focused environment, that students will rise to the bar set for them.
Syllabus for Explorations in Cognitive Science course
Syllabus for Visual Cognition (coming soon)
Syllabus for Matlab Programming for Psychologists (coming soon)