Please use the drop down menu above to see details on some of the classes that I teach most often.

Other Courses I’ve taught:

First Year Seminar.  I have taught FYS four times in my years at Wooster, and have focused on two different content areas.  The first two times, I presented a small group of only first year students with the topic of The Psychology and Propaganda of Advertising.  We discussed the ways in which psychological theories, persuasion tactics, colors, sounds and celebrities influence our viewing of ads.  The second two times, I focused our readings and coursework on study strategies, time management and general college success.  In both iterations, this course was writing and discussion intensive, and instructed students on the progression of making opinion based arguments to those supported by empirically sound research, and when focused on crushing college, helped them implement changes into their everyday lives.

Introductory Psychology served as an overview of all major topics of Psychology, incorporating small group activities, classroom discussion and demonstration, critical thinking and writing assignments.  Students chose personally interesting areas of psychology to complete a set of homework assignments.  Exams focused on factual and conceptual knowledge in a multiple choice and short answer format.

Interdisciplinary course on Coffee co-taught with four other College of Wooster faculty.  We examined biological, psychological, historical, economic and marketing design perspectives focused on coffee.  We worked in a multidisciplinary fashion, moving students toward a final presentation incorporating all of these perspectives to propose a brand identity and biodiversity plan for coffee growers in a fictitious country.  My primary responsibilities included the presentation of the pharmacological and addictive properties of caffeine as well as the psychological themes involved in advertising.

Neurobiology of Learning and Memory presented students an in-depth examination of the function, capability and structure of the nervous system in relation to learning and memory.  We examined the neuroanatomical structures and neurophysiological underpinnings of learning and memory formation, along with neurological disease processes.  Combinations of textbook, scientific and empirical readings were used as the basis for classroom lecture and discussion.

Introduction to Neuroscience (NEUR 200):

Neuroscience is the scientific study of the nervous system with a special focus on the brain and its role in behavior and cognitive functions. It is an interdisciplinary science that includes such fields as biology, chemistry, psychology, computer science, mathematics, philosophy, and many others. Neuroscience studies the molecular, cellular, developmental, structural, functional, evolutional, genetic, and pathological aspects of the nervous system.

Research in Neuroscience, spans all levels of the organism: single cells, single neurotransmitter systems, brain regions and the entire integrated organism. Because the field and research methods of Neuroscience are broad, throughout the semester we will encounter evidence from basic research, applied research, animal research, human research, empirical research articles and textbook readings, which will come from a variety of subdisciplines within Neuroscience.

Given this broad definition of neuroscience, an introductory course will never be able to truly introduce and cover every aspect of neuroscience. This course will therefore try to do two things: Introduce neuroscience as a discipline in general and a field of study specifically at The College of Wooster. It will also teach the fundamentals of neuroscience necessary to proceed to higher level-courses and eventually to major in neuroscience. As we enter this new discipline there will be lots of challenges like new vocabulary, extensive reading, memorization, critical and interdisciplinary thinking, discussion, and writing. So don’t be fooled by the “Introductory” in the title!

Before pursuing a major in neuroscience, you need to know what neuroscience entails. And, even if you have already decided to major in neuroscience, you might want a better understanding of the various subfields of neuroscience to find your way in this very broad field. To this end, we will draw on examples from various subfields of neuroscience ranging from single cells to single neurotransmitter systems to individual brain regions to the entire integrated organism and its interaction with its environment. In addition to these insights into the various subfields of neuroscience, we will focus a part of the course on the specificities of the neuroscience major at The College of Wooster. We will discuss the requirements of the three tracks at Wooster and look at possible topics for IS projects.

Course Goals:

At the successful completion of this course, students will have a strong knowledge base in Neuroscience and will be able to:

1. correctly identify the location of and accurately describe the function of main brain regions, recognizing the structural and functional connections that create circuits and networks of activity.
2. explain the physiology and function of neurons, including the cell biology of neurons and glia, the physiology of the neuronal membrane, and the interneuronal communication driven by neurotransmitters and neuromodulators.
3. appreciate the complexity of the brain, how the basic mechanisms described above enable an organism to survive and thrive in the world, and how much remains for us to discover.
4. understand the interdependence of the brain regions and between the brain and the external world.
5. apply multiple perspectives that make use of many levels of analysis and various methodologies, to inform the field of neuroscience, and to make an informed decision about your track in the Neuroscience major.