nanaxindigo.blogg.se - Everyone has a story olaughlin auditorium

on Teaching: The emotional life of children Witnessing history: Explorations of collective trauma and historical memory Professor/ Associate Professor, Education & Derner Institute of Advanced Psychological Studies, Adelphi UniversityĬommunity, School & SocietyĮnvironmental Psychology

I am interested in courses at any level that deal with Specialization/Interests Specialization/Interests I read widely and my classes change constantly as result of my desire to test out my understandings by bringing new ideas to students. Anything less is a disservice to our students. Our classes should be filled with fresh ideas, provocative thoughts, and classic and cutting edge thinkers and writers. I believe that a fundamental responsibility of a faculty member is to be a working scholar. I set my standards as high as I can and I view it as my responsibility to assist students in attaining those standards. I am willing to devote as much time as necessary in class and outside of class to assist students in accomplishing their goals. I believe in my students and in their capacity to learn. O opportunity for self-evaluation as part of the grading process O active participation and informal writing Multi-modal assessment including credit for.

Opportunities to learn in discursive environments in which dialogue and discussion are privileged, and students are encouraged to take responsibility for their own learning.

Opportunities to expand their intellectual understanding through exposure to rigorous and demanding theoretical work.

Opportunities to enter the emotional and cultural experiences of persons different from themselves through study of literature, poetry, and films.

Opportunities for autobiographical inquiry into their own emotional and cultural experiences.

In all of my classes students encounter the following, which are illustrated in the syllabi for my courses:

I believe that these values are evident both in my current course syllabi and in the pedagogical experiences students have in my classes. My goal is to enable students to go beyond these boundaries to envisage a wider range of possibilities so that they become informed proactive, caring, concerned citizens of our world. I believe that teaching should be anchored in students’ lives and experiences, but not bounded by the contexts of their lives. In addition, it has allowed me to become more courageous in dealing with complex, anxiety provoking topics, of which the current war and the recent WTC disaster are obvious examples. My postdoctoral training in psychoanalysis, completed in 2003, has greatly enhanced my teaching capabilities and has allowed me to understand group dynamics and the workings of anxiety in the classroom. All of my classes, irrespective of size or level, are taught seminar style, and involve students in rigorous intellectual work, in reflective writing, in group work, and quite frequently in projects that demand practical applications or research extensions of the ideas under study. In my teaching I strive to be caring, supportive, and student-centered, while at the same time providing intellectually challenging and rigorous courses for my students.