Education shouldn’t feel like a hostage situation. As a “student of everything,” I’ve realized that there are no boring subjects only teachers who have checked out. I believe learning is a voluntary partnership fueled by curiosity, and it is my job to ensure that curiosity is rewarded with energy, not an hour of monotone slides.
Whether it’s a deep-dive lecture or a hands-on workshop, there is no rule stating that education has to be dull. Teachers are paid to teach, sure, but they aren’t paid to be boring. I approach every session with the mindset that students should actually want to be there. As a former professional actor and hobbyist stand up comedian. My goal is simple: Come for the lecture, stay for the entertainment. If I’m not excited about the material, I can’t expect my students to be. Enthusiasm is contagious, and I intend to be a super-spreader.
A student makes several choices before they ever sit down: they pick the class, they pick the instructor, and they choose to show up and put in the work. I honor that investment by delivering a high-value experience. If a student is giving me their time and effort, the least I can do is make sure they aren’t checking the clock every five minutes.
I believe in meeting students where they live. To get them through the “dry” requirements or complex assignments, I encourage them to leverage their own obsessions. Whether they are a pre-med student or a theater tech, I want them to view my assignments through the lens of what they already love. By weaving their personal passions into the curriculum, the work stops being a chore and starts being a project they actually care about finishing.
Some of my current courses have additional information. There is also more detailed information on my CV on the rest of my teaching experience. For those students who would like a LOR, these are my LOR policies.
- University Courses
- Non-University Level Teaching
University Courses
I teach this upper level clinical psychology course (Psy 370) at Alabama State University every term. My goal for this class is not only to prepare students for the Psych GRE, but to prepare students for future clinical work as mental health providers. From the course description : “This course surveys the essential features, possible causes, and assessment and treatment of the various types of abnormal behavior from the viewpoint of the major theoretical perspectives in the field of abnormal psychology. Students will be introduced to the diagnosis system of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). In addition, the history of the psychology of abnormality will be traced.”
- Clinical Psychology (very much still in progress, needs resources and lectures)
I teach this upper level research methods course (Psy 453) at Alabama State University and previously taught it as a lower level predesigned course (Psy 222) at Southern New Hampshire University. As a researcher for over 25+ years, this holds a special place in my heart. From the course description, “This course presents information on methodological issues in psychology, including descriptive research, relational research, between-subject and within-subject experimentation, and factorial designs. Additionally, students will learn to design, conduct and analyze research.”
- Research Methods (still in progress – resources present, needs lectures)
I taught this introduction course (Psy 1101 – Introduction to Psychology) as an instructor of record at Georgia Southern University in 2020 to 2021
Adult Education