Syllabi of courses taught

PSYC 486: Clinical Psychology
I was given the opportunity to be a sole instructor in the 2008-2009 academic year. This course had traditionally been taught as a survey course, giving an overview of clinical psychology for senior majors. I decided to turn it into a "baby grad" course, giving the students a taste of what's expected of a clinical psychology graduate student. I thought it would have a greater impact if they "did the job" rather than heard and read about it. I drastically increased the writing requirements, particularly in that I moved from multiple-choice to essay exams, and included a brief clinical assessment and treatment plan as the summative writing assignment. This worked very well in the Fall, with a class of 25 students. I received very positive reviews from them at the end of the semester, as well as a commendatory letter from the Teaching Documentation Program. It worked less well in the Spring, with 50. I had to find a balance between getting the students to write, and the limits of my time available to read and meaningfully comment on their writing. Still, I received quite positive reviews and was nominated for departmental Instructor of the Year by my students.
PSYC 380: Abnormal Psychology
I was first involved in this team-taught course as a co-instructor in Summer 2008, and then as lead instructor in Summer 2009. This course was taught over just five weeks, both times, which gave me a chance to wrestle with the challenge of the accelerated pacing needed in a short session. It was in this course that I really began to feel comfortable at the head of the classroom. More recently, Prof. Debra Hope and I have been developing an online-only version of this course, changing textbooks and rewriting all the lectures. It is expected to be completed in time for Spring 2010.
PSYC 181: Introduction to Psychology
This was my first teaching experience, in my first year (2006-2007), as I joined a team of four TAs, assisting Prof. Debra Hope. The TA team taught discussion sections, typically three or four a week; graded tests; handled the Experimetrix credit system for research participation by students; and had the opportunity to give a lecture in the main sections of the course. I do not include the syllabus here, as I had no hand in writing it.