To provide the information students need to understand and solve problems

					To increase their awareness of cultural diversity and global problems

					To promote critical thinking and problem-solving strategies

					To achieve these aims, I have developed the following practice. At the introductory level, students complete readings and take an online quiz or complete class worksheets (called Think-Pair-Share) to assess mastery of basic concepts and examples (Aim 1). The first class of the week reviews reading. In the subsequent class, I lecture in depth on a problem-area (e.g., helping peer-rejected children). Students then meet in teams to write a solution essay to a problem or to evaluate a policy proposal or ethical dilemma (Aims 2 and 3). Problems often involve cultural and ethnic considerations and quiz questions and essay problems may appear on section tests. In this manner, I spend about 50% of class time lecturing and about 50% of class time allowing students to discuss and work in teams. At the intermediate and  advanced levels I spend even less time lecturing and encourage problem-based learning. This method is challenging because it forces me to lecture concisely and select my topics strategically but it is rewarding because it energizes students. In my first years of teaching my student evaluations were low. But by listening and adjusting, my student evaluations are now above average (“good”) and my peer evaluations are excellent. I greatly enjoy the challenge of teaching.

					At the advanced level, I have developed a new course in applied research. My risk and resilience seminar first exposes students to conceptual problems in analyzing “risk factors” and “resilience.” We then examine classic longitudinal studies and intervention programs to see how such concepts are played out. My teaching evaluations have been “very good” and my own thinking has benefited from seminar discussions. I am currently modifying this course into an advanced undergraduate seminar called Child Problems, Programs, and Policies using a problem-based learning design. Each week we will focus on a national problem (e.g. child obesity) and an international problem (e.g. child malnutrition). Students work to evaluate and propose policy and program solutions (Aims 2 and 3).

					Every year I cultivate my teaching. I was recognized for participating in an intensive faculty-teaching program. In several workshops, I learned to design effective online quizzes in teaching and technology workshops and I have learned of the benefits and perils of active team learning. This year, I have been trained by Educational Testing Services in evaluating critical thinking and writing in graduate essays. This training will be useful in the classroom.

					Especially important to me has been providing research opportunities for dozen of students, most of whom are from minority populations. I have also trained graduate students in fieldwork in the Caribbean and in lab analysis. Recently, I was recognized for providing research training to minority students in the Minority Summer Research Opportunity Program.

					I have taught since 1994. I can teach cross-cultural child development (taught 2 terms), introductory child psychology (5 terms), advanced child psychology (4 terms), cultural studies in families and children (2 terms), applied developmental psychology (2 terms). At National University I have taught courses on developmental theory, adult development and aging, and child development.

					In addition to the above courses, I would like to teach the following: