My Teaching Philosophy
My teaching mission centers on fostering students’ personal and scholarly growth. Such progress requires students to feel valued and supported; therefore, I cultivate an atmosphere of compassion and respect in my classes. I also seek to empower students to be effective lifelong learners and regularly use evidence-based learning practices (e.g., active learning, collaborative learning, low-stakes practice testing) in my courses.
Nominated for a 2020 Shepard Ivory Franz Teaching Award
Graduate Certificate in Writing Pedagogy (Expected June 2021)
Coursework: Current Issues in University Writing Pedagogy, Introduction to Evidence-Based Undergraduate Teaching
PSYCH 495A, 495B
ENGLISH COMPOSITION 495M, 495N, 495O
Megan facilitated a very welcoming class atmosphere that made it a lot easier to participate in discussion. Megan always provided feedback, made sure that everyone's ideas felt valued, and created activities that enhanced learning. I learned a lot about memory and how misinformation effects memory. However, I learned more about how to do more critical skills such as participate in class, write my ideas, reflect on course concepts, and hear other's ideas.
Student in Memory in the Age of Misinformation
Megan was an amazing teaching assistant. Her open personality and extensive knowledge of the material made her 8AM section worthwhile. She is also very good at facilitating discussion during section and really made me feel like an individual instead of one of a hundred students in lecture. She took the time to learn everyone's name and gave positive reinforcement every time someone participated. This section was very friendly and felt like a safe space to discuss, ask questions, and learn overall. I think Megan played such a big part in my experience in this course and I am very thankful for that.
Student in Cognitive Psychology
Megan is one of the best TAs I've had ever since I transferred to UCLA. She is really helpful and she is concerned about the class's learning. She clarifies questions to the best of her ability. She also makes the effort to talk to students during office hours about stuff outside of class, for example, grad school and research opportunities.
Student in Research Methods in Psychology
Introduction to Psychology (PSYCH 10) | Lead Teaching Associate
Fall 2021-Spring 2021 | Online & In-Person
As Lead TA for Introductory Psychology, I mentor 12 first-year teaching assistants on best practices in teaching and mentoring and manage day-today logistics of the in-person and asynchronous online sections of the course.
Memory in the Age of Misinformation (CLUSTER 73CW)
Course Instructor: Independently designed and taught seminar course
Spring 2021 | Online | Evaluation: 4.87 / 5
Course Description: Inaccurate information spread rapidly via the internet can alter our beliefs, influence policy makers, threaten democratic institutions, and even divide us on what is “fact.” This course will explore why we are so susceptible to misinformation and what we can do to resist it.
Mind Over Matter (CLUSTER 73A, 73B)
Winter 2021 | Online | Evaluation: 8.73 / 9
Fall 2020 | Online | Evaluation: 8.64 / 9
Taught two 20-student sections (2 hours each, weekly)
Course Description: Our brains give us the power to see and hear, learn and remember, interpret others, and act purposefully in our environment. Yet, we can lose these abilities that we take for granted, naturally over time or as a result of injury or disease. In this this interdisciplinary cluster course we will look at brain function from historical, biological, psychological, and philosophical perspectives. Often, we will explore neuroscience through the lens of literature and film. A goal of the course is to encourage students to think and write critically about the interactions of neurobiological, philosophical and psychological factors that control our behavior and experiences as human beings.
Psychological Statistics (PSYCH 100A)
Summer 2020 | Online | Evaluation: 8.03 / 9
Course Description: This course provides an introduction to statistics and data analysis. We start with how we take variation in the world and turn it into data. We then develop tools and concepts for exploring variation in data, modeling variation, and, finally, evaluating our models. At the end of this course, students should: (1) understand basic concepts that underlie descriptive and inferential statistics, and be able to use these concepts to make sense of new situations, (2) be prepared to learn more advanced techniques in the future, and (3) be able to do basic data analyses using R.
Introduction to Cognitive Science (PSYCH 85)
Spring 2020 | Online | Evaluation: 8.00 / 9
Course Description: What kind of thing is the human mind? What problems is it optimized for solving? What data structures does it construct, and what algorithms operate over them? How is all this implemented in the brain? And does it even make sense to think of the mind as a computer? Do digital computers endowed with artificial intelligence have human-like “minds”? In this course you will examine these questions by critically reading scientific papers (both classic and cutting-edge); finding, and integrating, scientific data on different aspects of cognition; and challenging yourselves with some of the toughest— and most fascinating—riddles of the entire scientific enterprise.
Research Methods in Psychology (PSYCH 100B)
Winter 2020 | Evaluation: 8.60 / 9
Taught one 20-student section (4 hours, weekly)
Course Description: Introduction to research methods and critical analysis in psychology. Lecture and laboratory topics include experimental and nonexperimental research methods, statistical design and analysis as applied to a broad range of basic and applied research issues.
Cognitive Psychology (PSYCH 120A)
Fall 2019 | Evaluation: 8.65 / 9
Taught four 25-student sections (1 hour each, weekly)
Course Description: In this class, we will explore classic and modern findings from cognitive psychology. Among other things, you will learn about how people perceive and pay attention to things in their environments, encode and retrieve memories, and make decisions. Many of these findings have clear practical applications to education, the law, and everyday reasoning and decision making. Throughout the course, you will also carefully analyze empirical articles, critically evaluate research designs, and propose future studies.
Introduction to Psychology (PSYCH 10)
Spring 2019 | Evaluation: 7.68 / 9
Assisted with one 50-student laboratory session (1 hour each, weekly)
Course Description: Psychology is the scientific study of thought and behavior. This course is designed to give you a brief overview of the field of Psychology and to provide you with insight into why we think and behave the way we do! Over the next 10 weeks, we will cover many fascinating topics in psychology including: neurophysiology, sensation and perception, memory, cognition, developmental, social, and clinical psychology. We will also discuss some of the innovative methodologies that researchers are using to study these topics.