Teaching
A core principle of instructional design is to begin with the end in mind, envisioning what students should achieve by the end of a course and then crafting their learning experiences accordingly. As an aspiring educator in organizational science, I recognize the importance of extending lessons beyond the classroom to support students as future employees, coworkers, and organizational leaders. Adopting self-determination theory (Ryan & Deci, 2020) as a guiding framework, I aim to prioritize students’ needs for autonomy, competency, and relatedness to foster their engagement, academic achievement, and psychological well-being.
Courses Taught
| Course Title |
Course No. |
Format |
Size |
Credits |
Term |
Ratings |
|---|---|---|---|---|---|---|
| Introduction to Industrial/Organizational Psychology | PSYC 2171 | Online (A) | 10 | 3 | SU 2024 | 4.9/5.0 |
| Management and Organizational Behavior | MGMT 3140 | In-person | 60 | 3 | SP 2024 | 4.8/5.0 |
| Management and Organizational Behavior | MGMT 3140 | In-person | 60 | 3 | FA 2024 | 4.8/5.0 |
| Introduction to Industrial/Organizational Psychology | PSYC 2171 | Online (A) | 10 | 3 | SU 2023 | 4.6/5.0 |
| Management and Organizational Behavior | MGMT 3140 | Online (A) | 50 | 3 | SU 2023 | 4.7/5.0 |
| Introduction to Business and Professional Development (1) | BUSN 1101 | In-person | 50 | 3 | FA 2022 | 4.6/5.0 |
| Introduction to Business and Professional Development (2) | BUSN 1101 | In-person | 50 | 3 | FA 2022 | 4.6/5.0 |
| Management and Organizational Behavior | MGMT 3140 | Online (S) | 50 | 3 | SU 2023 | 4.7/5.0 |
Notes. (A) = asynchonous, (S) = synchronous
Select Comments from Student Evaluations
Management & Organizational Behavior (MGMT 3140)
“I love how understanding and prepared the professor is. Very passionate about the material being taught.”
“Professor Reed is an excellent professor who displays enthusiasm while teaching. When interacting with students, the professor makes everyone's contributions feel important and valued.”
“I have really appreciated the effort Dr. Reed puts into practicing what he preaches. He covers concepts like psychological safety in the workplace, while also establishing that sense of trust in the classroom.”
“The concepts are actual real problems that you solve in groups which help team building and cooperation.”
“I appreciated how he was able to remember our names and was very surprised when he knew my name after I answered a question. He was the only professor to say my name this semester.”
“(Dr. Reed) showed consistent enthusiasm and commitment to making sure we were learning and feeling valued in the classroom, and that translated to making me want to be more engaged and learn more.”
“Dr. Reed is a wonderful professor! He is organized, respectful, and great at explaining the material. He makes students feel welcome and his passion for teaching is evident in his lectures. I have greatly enjoyed this course and having him as my professor.”
“I enjoyed and looked forward to his class. Felt in class discussions were useful and everything we did was beneficial. Reed provided great expectations and communicated well with students. Wish every professor was like him.”
“(Dr. Reed) is an excellent professor with deep knowledge of the material he is teaching.”
“I love that the professor was kind and understanding to every student during our 8 am class. He developed relationships with students and clearly cared about how you did in the class.”
“Professor Reed is very approachable and gives exceptional feedback. The content is very interesting and he does a great job of keeping everyone engaged… Professor Reed is one of the best professors/teachers I have ever had.”
“Dr. Reed was the best professor I've had during my collegiate career. He always made himself available for discussion and understood the fact that we were humans and had problems outside of school. Such a great professor, very smart, would recommend him to anyone!”
To view my experiences as an instructor in the health professions, please see my CV.
Reference: Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860