My goal as an instructor is to cultivate a sense of agency within my students by facilitating meaningful choice, encouraging collaboration, and incorporating experiential learning. See my full teaching statement here. See below for details regarding my teaching experiences and student reviews.
Bass Connections Teaching Fellow / Course Coordinator
Introduction to Psychology · 2026–27 · Bridgette Hard
For this 200+ student introductory course, I coordinate and mentor 16 undergraduate teaching fellows who lead small-group discussion sections. My role centers on helping fellows build discussion plans, practice evidence-based teaching strategies, and develop confidence as instructors.
Instructor of Record
Moral Development (PSY 335) · Duke University
Spring 2027
In-person, semester-long seminar · up to 25 students
Summer 2025
Online intensive seminar · 6 students · Course rating 5/5 · Instructor rating 5/5
Students engage with foundational and contemporary work in moral development while designing an original developmental study. Across the course, they develop materials, collect data from families, analyze their findings, and communicate their results.
Student Reviews +
“The encouraging environment of this class has given me the opportunity to work on speaking up… Overall, this class has provided a stress-free environment to learn so much about moral development.”
“The research project, where we had the opportunity to design our own study and collect data, has also been an enjoyable process.”
“It feels very nice to have an instructor that cares. That itself makes it a conducive atmosphere for learning.”
Teaching Assistantships
The Psychology of Imagination 2025 · Tamar Kushnir
Social Psychology 2024 · Sarah Gaither
Developmental Psychology 2023 · Michael Tomasello
Developmental Psychology 2022 · Tamar Kushnir
Guest Lectures
The Self Social Psychology
Developing a Sense of Obligation Developmental Psychology
Norms in Early Childhood Developmental Psychology
Creative Arts as Therapy The Psychology of Imagination
For Creative Arts as Therapy, students recreated a published creativity-and-flow paradigm using painting and wearable heart-rate measures—an example of how I use experiential activities to make research methods tangible.