Jason McCoy - Academic Information

		"We will perish not from a lack of wonders; but from a lack of wonder." - J.B.S. Haldane

PEDAGOGY

Teaching Experience

Current

general psychology
educational psychology
abnormal psychology

Past

behavior modification
child development
interpersonal communication
sensation and perception
behavioral statistics
interviewing/counseling techniques

Psy 150 Students Only (Survey)

Fall 2005 Schedule

Teaching Philosophy

Fall 2005 Syllabi

Psychology Course Descriptions

MY PERSONAL PHILOSOPHY OF TEACHING

"When teaching, light a fire, don't fill a bucket. - Dan Snow

A teacher should not only present and facilitate the synthesis of information, but also do their best to inspire and motivate students in the process. My view of teaching exacts this desire - to “spark and move”. It is my belief that by wearing many hats such as that of a counselor, facilitator, learner, and leader, this can be accomplished. Teachers must not only work as missionaries for their disciplines, but also for the institution of higher learning as a whole. While my focus on social science, psychology in particular, provides “bait” when fishing for students’ attention, the scientific method in general, affords me success in maintaining that attention and motivating those engaged to seek understanding. Sure, the classroom provides the forum through which psychology is revealed as a bona fide science. However, the ultimate goal is to provide students with a framework that will not only buttress their understanding of psychology, but promote success in every aspect of their life.

To accomplish this, students must learn to use “reason and critical thinking.” In a consumer economy, where “bottom line” takes precedent over responsibility and accountability, every American will someday be faced with an important decision. For example, the time will likely come when students must chose how and with whom to invest their retirement, which piece of real estate to purchase, or whether or not to obtain a second professional opinion about some medical matter. The perilous sea of uncertainty will no doubt seem impossible to traverse. This daunting task will likely need a “skeptical approach,” one that is cautious and demanding of “hard” evidence before commitments are made. Good observational skills and logical reasoning will no doubt play an integral role. My classes provide a safe environment for students to practice those such skills. Lectures, group projects, in-class demonstrations, internet assignments, and informal debates alike provide opportunities for the generation, testing, and scrutiny of scientific hypotheses and theories.

While committed to using novel approaches to ensure students are learning and discovering, I never allow the class to lose focus or stray too far from the agenda. How do I ensure this? Easy - by constantly reflecting on the class and mentally answering two questions: Am I learning/discovering anything? Is the frequency of prudent audience comments/questions increasing as class progresses temporally? If I can answer “yes” to both, learning is occurring. Sure, many will argue that one cannot know until students are quized. While quantitative assessment is certainly necessary, it is not sufficient.

Most students have a tendency to memorize and forget. My goal is for students to learn – to make information meaningful. As such, students are encouraged to link lecture notes, assigned readings. with anecdotes from their own life. This will dramatically increase retention and thus provide a poignant illustration of how fun and practical learning can be. In addition, students will need this ability in the future job market.

Because industries appear and disappear with technological change, I think it is important that teachers impart a need for adaptability and continual learning. One way this can be done is by communicating how important learning is in your life. This is typically demonstrated via a teacher’s demeanor and disposition. The message that education is not simply something that ends when one graduates must be conveyed. And students must grow to understand that life will exert an incessant demand for continued renewal of their skills and knowledge base. Therefore, teachers must stress the need for students to take the initiative and continually strive for more information and training throughout their lifetimes.

Lastly, the need for effective use of technology in the workplace has become paramount. As such classrooms should reflect the conditions, incorporating many technology infused opportunities. The role of technology in teaching is one of the most important pieces of this puzzle. Technology has permeated virtually every aspect of modern life and the familiarity with it can literally mean the difference between success and failure. Therefore, any course of academic study should incorporate a healthy dose of it. All students, no matter what their course of study, should be skilled at word processing, computer assisted learning, desktop publishing, sending e-mail, and navigating the World Wide Web.

As both a product and current faculty member of the community college system, I have a unique perspective. I firmly believe that community/technical settings led the way in terms of providing skills that are directly applicable to the real world. In addition, they typically offer a more flexible schedule and target a diverse student body. This is where my philosophy of teaching coincides with such systems. I personally love teaching with a focus on application. Also, due to my academic background (attending community college), I feel a special bond with most students.

In closing, I would like to say that 2 years of my training and 5 years of my teaching experience is rooted in the aforementioned system. I know what gets student’s attention and I know what keeps it. My career is teaching, but my life is learning.

PSYCHOLOGY: Course Descriptions

PSY 118 - Interpersonal Psychology (ATTENTION: THIS IS NOT A COLLEGE TRANSFER COURSE)

This course introduces the basic principles of psychology as they relate to personal and professional development. Emphasis is placed on personality traits, communication/leadership styles, effective problem solving, and cultural diversity as they apply to personal and work environments. Upon completion, students should be able to demonstrate an understanding of these principles of psychology as they apply to personal and professional development.