::: Experience

• 2007– Instructional Technology Fellow, Hunter College Campus, William E. Macaulay Honors College
• 2006– Part-time Faculty, Psychology Department, Marymount Manhattan College
• 2005– Doctoral Certificate Candidate, Interactive Technology and Pedagogy Program, CUNY Graduate Center
• 2008 Consultant, NUDA Summer School, Nordic Urban Design Association
• 2005-07 Technology and Literacy Specialist, Project Stretch, Stanton/Heiskell Telecommunications Policy Center

::: Pedagogical Framework

• John Dewey 1916. Democracy and Education.
• Paulo Freire 2001. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage.
• Donna J. Haraway 1991. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” In Simians, Cyborgs and Women: The Reinvention of Nature.
• Bruno Latour 2005. “From Realpolitik to Dingpolitik – or How to Make Things Public.” In Latour & Weibel (Eds.), Making Things Public: Atmospheres of Democracy.
• Lev S. Vygotsky 1978. Mind In Society: The Development Of Higher Psychological Processes.

::: Courses

• Cyber Psychology: Digital Media, Society, and the Self (PSYCH 393)
  Marymount Manhattan College, Summer Session I 2009 & Summer Session I 2010
  • This course is designed to explore the mutual shaping of digital media, society, and the self. It is structured as an advanced research workshop and is typically conducted in ten, four-hour sessions.  A mix of reading modules, field trips, and digital environments is utilized to help participants understand and engage the emerging field of Cyber Psychology. Reading modules designed for this course include:
    • Cyber Psychology in Context
    • Time, Space and the Interface: Renegotiating Psychosocial Concepts
    • Cyberspace as a Place for Reflection and Projection
    • Digital Selves: Identity in the Informational Age
    • Mediated Social Interactions and the Cybercity
    • Digital Surveillance, Stereotypes, and Pseudo-environments
    • Cyberspace, Governmentality, and the Digital Self
    • Safety and Security in Digital Environments
    • Work, Play, and Education in the Informational Age
    • Hacking and Cyber-Environmental Consciousness
      

    Through a collaborative research project, participants are encouraged to research and reflect on the ways digital environments shape how people think and act, as well as how people in turn shape these environments through their daily digital engagements. The collaborative research project consists of three parts:

    • Cybercity Topographies: Course participants identify several locations within NYC where the city interfaces with cyberspace in overt and observable ways. Field research is then conducted at each location with the goal of developing a detailed description of how cyberspace mediates daily experience in these spaces. Particular attention is paid to the psycho/social effects of this mediation.
    • My Digital Footprint: Each course participant conducts a digital auto-ethnography of their daily cyber- spatial engagements. Methods for documenting and sharing the information produced from these ethnographies are collaboratively developed in class — with the goal of sharing and reflecting on such engagements in relation to the course readings.
    • Our Social Network: Course participants draw from course readings, class discussions, and the knowledge derived from the My Digital Footprint and Cybercity Topographies projects to collaboratively design their own open-source social networking site.

• Environmental Psychology (PSYCH 361)
  Marymount Manhattan College, Spring 2009 & Spring 2010
  
  • This course is designed to offer participants an introduction to the history and scope of Environmental Psychology. Notable classical and contemporary environmental research is reviewed from a “New York School” perspective — a perspective that takes a multi-disciplinary approach to Environmental Psychology by incorporating elements of psychology, anthropology, sociology, human geography, urban planing, architecture, and computer science. Reading modules designed for this course include:
    • Foundations of Environmental Psychology
    • Perception, Experience, and the Environment
    • Place Identity and Environmental Consciousness
    • Public Space and Public Culture
      
    • The Urban Life Space
    • The Informational Life Space
      
    • Children, Youth, and the Environment
    • Producing Nature and Naturalizing Production
    • Freedom and Control in Environmental Design
    • Environmental Psychology: Past, Present, and Future

    Participants are encouraged, through class discussions and assigned projects, to situate the theories and practices of Environmental Psychology within current events and personal experiences. Each project is developed in stages through a course blog where participants receive feedback from myself as well as their classmates. Projects designed for this course include:

    • Reading Reviews that take a low-stakes writing approach;
    • an Environmental Autobiography multi-media presentation that situate the concepts of place identity and environmental consciousness within personal experiences;
    • an Individual Research Project that focuses on a specific place-based problem or question and explores that problem from a psycho-social perspective;
    • and a group Wikipedia Project where the class, as a whole, conducts collaborative research to improve the “Environmental Psychology” Wikipedia entry.

• General Psychology: Social & Clinical Processes (PSYCH 101A)
  Marymount Manhattan College, Spring 2007 & Fall 2008
  • This course is designed to enhance participants’ abilities to:
    • understand general psychological terminologies, theories, and practices,
    • critically evaluate basic psychological theories and practices,
    • and contextualize basic psychological theories and practices within current events and personal experiences.

    Course readings draw from David Myers’ Psychology in Modules textbook, William James’ The Principles of Psychology, classic readings by John Dewey, Carl Jung, and Erik Erikson, as well as critical histories of the field of psychology by science studies scholars such as Nikolas Rose. Reading modules designed for this course include:
    

    • The Scope of Psychology
    • Histories of Psychology
    • Environment and Behavior
    • States of Consciousness
    • Sensation and Perception
    • Development and Learning
    • Emotion
      
    • Motivation and Work
    • Stress and Health
    • Psychotherapeutic Theories and Practices

    Participants in this course primarily explore and evaluate the field of psychology through active class discussion (in class as well as through the class blog), two comprehensive exams, and two projects:

    • a Presentation and Post project where each participant summarizes one of the  reading modules through a blog post and a corresponding in-class multimedia presentation,
    • and a group Wikipedia Project where the class, as a whole, selects 6-8 Wikipedia entries that relate to general psychology and then conducts collaborative research to improve those entries.

• Social Psychology (PSYCH 235)
  Marymount Manhattan College, Fall 2006
  • This course is designed to enhance participants’ abilities to:
    • understand the psychosocial implications of human-to-human and human-to-environment interactions,
    • read and evaluate basic psychosocial research,
    • conduct basic psychosocial research,
    • and contextualize psychosocial theories and practices within current events and personal experiences.

    Course readings draw from Elliot Aronson’s The Social Animal textbook as well as notable classical and contemporary psychosocial research. Reading modules designed for this course include:
    

    • Social Psychology in an Educational Environment
    • How Social Psychologists Conduct Research, and Why
    • Conformity and Situational Behavior
    • Social Cognition
    • Public Life and Public Space
    • Mediated Social Interactions
    • Self-Justification and Rationalization
    • Competition and Community
    • Prejudice and Social Change

    The aims of this course are achieved through active class discussion, a class blog for both structured (e.g. three assigned posts that critically examine selected readings in approximately 500 words) and unstructured asynchronous discussion, as well as two main projects that are developed in stages through the course blog:
    

    • a Life Space Project that draws on Kurt Lewin’s concept of ‘Life Space’ by having participants define the life space of a specific social interaction, focusing on how the people, places and things within that space shaped the selected social interaction,
    • and an Illustrative Literature Review and Presentation that focuses on a specific area of research within Social Psychology.