As a teacher, I understand my role to be that of a guide. I know the way (learning outcome) and I know at least one way to get there (my own way), but it is my job to accompany the students as they find their own way through their learning process. In this regard, I especially focus on the student as an individual and understand that each student comes to my class with their own needs, wants, skills, and interests. I therefore try to create my classes such that all learners can be successful, integrating sections where I give information, sections that encourage discussion or interaction amongst the students, and sections where students need to apply what they’ve learned to a task. My approach to teaching has been informed by teaching lectures and seminars in Linguistics (TU Dortmund, TU Braunschweig) and Hearing and Speech Sciences (University of Maryland) departments, giving methods and statistics tutorials (see my Tutorials) as well as participating in professional development initiatives, such as the teaching certificate program “Professional Teaching Competence for Higher Education” or the various workshops of the University of Maryland’s Teaching and Learning Transformation Center. I use this experience to continually strive to develop excellent teaching skills, as evidences by my current average student evaluation rating of 1.2 (excellent).
Starting with the course “Should I Buy That? Comparing Media Claims with Scientific Evidence from Brain & Behavior Research”, which I taught as an I-Series course to incoming freshman at the University of Maryland (and which was conceptualized by Jared Novick), I began using the QALMRI Framework to guide students through reading primary, scientific articles (Brosowsky & Parshina, 2017). The QALMRI Framework stands for:
and teaches students how to identify the questions being asked in the scientific article as well as how those questions are answered and the consequences of those answers. I’ve since used this approach in a seminar class on bilingualism taught at the Master level at the TU Dortmund. In this class, I found it particularly helpful in preparing students to summarize existing research and create an approach to answering their own research questions (Forschungskonzept).
Should I Buy That? Comparing Media Claims with Scientific
Evidence from Brain & Behavior Research
Bachelor
students
Department of Hearing and Speech Sciences
University of
Maryland
2018
Experimental Methods for Testing
Language Comprehension
Bachelor students
German
Department
Georg-August-Universität Göttingen
2012
First Language Acquisition
Bachelor students
English Department
Technische Universität Braunschweig
2024
- present
Introduction to Linguistics
Bachelor students
English Department
Technische Universität
Braunschweig
2023 - present
Phonetics and
Phonology
Bachelor students
English Department
Technische Universität Braunschweig
2022 - present
Listening in the L1 and L2
Bachelor students
English Department
Technische Universität Braunschweig
2022
- 2024
Wortsegmentierung: Erkenntnisse aus der Psycho-
und Neurolinguistik (Word segmentation: Findings from Psycho- and
Neurolinguistics)
Master students
German Department
Technische Universität Dortmund
2021 - 2022
Zwei Sprachen, ein Gehirn: Bilingualismus und dessen
Konsequenzen (Two Languages, One Mind: Bilingualism and its
Consequences)
Master students
German Department
Technische Universität Dortmund
2019 - 2021
Einführung in die Sprachwissenschaft (Introduction to
Linguistics)
Bachelor students
German Department
Technische Universität Dortmund
2019 - 2022
Language Acquisition and Processing
Bachelor
students
German Department
Georg-August-Universität Göttingen
2012
Some resources from these tutorials can be found under the Tutorials tab.
Setting up and analyzing an eye-tracking experiment: From
Open Sesame to Eyelink to R
Doctoral students, postdoctoral
researchers, and faculty
Université Paris Descartes
2017
Time Course Analysis in R
Doctoral students,
Research Training Group 2070
Georg-August-Universität Göttingen
2017
EEG Pre-processing and Analysis Using EEGLAB
and ERPLAB
Doctoral students, postdoctoral researchers, and
faculty
Université Paris Descartes
2016