Classes that I regularly teach are listed below along with basic details. Click on the links of each course title for a course description and more information.
- Brain Evolution: Becoming Human - seminar course W3470
- Neurobiology of Social Behavior - seminar course G4475
- Social Development - lecture course W2670
- Graduate Proseminar- seminar course G6003
In addition to my regular teaching load, I actively teach R programming. I am especially passionate in teaching how to use R for data processing, analysis, and visualation as well as statistical modeling. I have taught R as part of graduate seminars (see proseminars below), as well as providing individual supervision for Masters students in Statistics and Quantitative Methods in the Social Sciences and PhD students in Psychology. I have also run R workshops for PhD students and postdocs in Psychology, Business and Evolutionary Biology. Additionally, I have taught data visualization (using R) as an instructor in the Columbia University Data Science Institute MOOC - "Data Science and Analytics in Context". I also guest lecture on how to use R in several graduate programs including the Masters in Sports Management at Columbia.
See my R programming instruction page for more information.
By clicking the links below you will find all course evaluation comments provided by all students who have taken my courses. These comments were made when students anonymously filled in their course evaluation forms. I have not deleted any comment or edited any comment (with the exception of removing comments related to other instructors in co-taught classes). I have uploaded the comments as they were written even including spelling mistakes and occasional non-sequiturs!.
I have decided to upload these comments because I think it is very helpful for students looking to take my courses to get as much information about each of them as possible. This information probably best comes from fellow students that have previously taken the course. Further, there has also been a lot of recent discussion asking for these comments to be made available to students - see this editorial from May 2013 in the Columbia Spectator.
Another benefit of publishing these comments is that it provides students with some insight into how designing and teaching a course progresses over time. At least for me, it tends to be the case that the way I teach each course evolves each year as I learn what the students enjoyed or did not, what material worked or did not and what sort of class structure was effective or not. By using the feedback from students as well as my own intuition, I would estimate that each course crystalizes itself by the second or third run through.