Teaching

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CREDIT: E. Kang, Xiamen, 2015

Knowledge, particularly as it relates to the well-being of unjustly treated communities, is not static or immutable. Therefore, I consider whether my pedagogy and relationships with students convey the importance of continuously asking questions and creatively pursuing answers that bear relevance to communities we serve. Do my students or I reify tightly held biased perspectives that we safeguard against any form of critical analysis? This process of evaluating how and what I communicate in the classroom or over a cup of coffee invites students to engage in similar self-evaluation in these classes.

  • Neuropsychological Testing (Howard, Spring 2018)
  • Class, Gender, Race, Religion, and Sexual Identity in Clinical Psychology (Wheaton, Fall 2011 – 2015)
  • HIV in Global Cities: Applied Principles of Community Psychology (Howard, Spring 2017; Wheaton, Spring 2015 – 2016)
  • Community Psychology (Wheaton, Spring 2015 – 2016)
  • Multivariate Statistics (Howard, Fall 2016; Wheaton, Fall 2014 – 2016)
  • Clinical Interviewing (Wheaton, Fall 2011 – Spring 2014)
  • Child & Adolescent Assessment (Wheaton, Spring, 2012)
  • Clinical Practicum Seminar (Wheaton, Fall 2011 – 2016)
  • Advanced Clerkship Seminar (Wheaton, Fall 2013)
  • Professional Ethics (Wheaton, Fall 2013)
  • Cognitive Psychology (Howard, Fall 2016-18; Wheaton, Spring 2013; John Jay College of Criminal Justice, Spring 2009)
  • Introduction to Psychology (Malcolm X College, City College of Chicago, Spring 2014; Barnard College, Fall 2008 – 2010; John Jay College of Criminal Justice, Fall 2008)
  • Neurocognitive Functioning and HIV (Columbia University, HIV Training Program, Summer 2010 – Spring 2011)
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CREDIT: J.D. Knight, Howard University Main Gate

Why I teach at Howard University? 

“Historically Black colleges and universities exist at the intersection where the “American Dream” of unbridled possibilities meets the “American Nightmare” of persistent racial-ethnic subordination.” (Allen et al., 2007, p. 275)

“If black colleges are still necessary then it means that American society has not progressed as much as those who proclaim the value of color-blind educational policies suggest we have. Black colleges represent a constant affront to this ideology. Their presence forces us to confront the issue of race, a subject with which America has never easily dealt.” (Wooten, 2015)

The historical significance of the Psychology Department at Howard University