My teaching is informed by my research: I incorporate evidence from basic research in memory to enhance my students’ understanding and learning of the material. I discuss effective learning and study strategies in my courses, supporting the core content with empirical evidence. Among the factors I focus on in my teaching are the importance of retrieval practice (frequent tests and quizzes), spacing (reviewing material regularly), and ensuring students have understood the material before moving to subsequent topics.

I teach courses in Cognitive Psychology (PS232), an upper level Collaborative Research Seminar in Human Memory (PS 341/342), and I am a member of the Introduction to Psychology (PS111) team.

For sample syllabi of recent offerings of my courses, please click on the links below:

PS111 – Introduction to Psychology

PS232 – Cognitive Psychology

PS341/342 – Collaborative Research Seminar in Human Memory

PS352 – Seminar in Cognitive Aging


I also give presentations to campus groups (e.g., CAPS, SHOC) on how students can enhance their learning experience by using strategies based on memory research. Click on the link below for a handout from one of these presentations.

Effective Study Strategies: Evidence from Memory Research.

The following is a PowerPoint presentation I gave at the Learning Differences Fair on November 12, 2013 about empirically supported “best practices” in learning.

Learning Differences Presentation