Shamini Dias, Ph.D.
At age 9, I decided I was going to teach. Decades later I still find it a most rewarding, intriguing, perplexing, and joyful thing to do. I've had the opportunity to teach in multiple contexts working with people ages 4 through adult, in K-12, tertiary, and corporate contexts; with museums and libraries, and in formal and informal settings. Teaching in diverse settings has deepened my conviction that excellent teaching is excellent leadership. Educators can do far more than just teach content; we lead minds to nurture life-long learners who engage ethically with the world. Teaching, done well, is a rich and fulfilling experience for both teacher and student.
My work as a teacher-scholar focuses on integrating ideas from complexity science to explore imagination as a creative, adaptive capacity that is increasingly important for flourishing in constantly changing, diverse, and inter-connected contexts that define our world today, and especially in developing inclusive identities as teachers who strive for educational equity for all learners.
I hope in engaging with the PFF program, you will become a true teacher-scholar seeking excellence holistically in both areas. Whether you are working toward a career in academia, in corporate, non-profit, or entrepreneurial settings, understanding how people learn and what engages others helps you become a leader of minds.
Cody Packard is in his 7th year in the Social Psychology program in DBOS. He taught introductory psychology and research methods courses at Loyola Marymount University for 1.5 years, and had been a TA for grant writing, statistics and methods courses, and theory-heavy core courses in social psychology. His research interests currently focus on (a) how morals influence behavior, (b) psychological reactance (how people respond to threats to their freedom or independence; think: "How well did Prohibition work in the 1920s – did people stop drinking?"), and (c) how attitudes toward the environment influence pro-environmental behavior.
Elizabeth Craigg-Walker came to Claremont Graduate University with a diverse background, as she has completed both undergraduate and graduate work in the following fields: english and public administration. While attending Claremont Graduate University, she received a certificate in Women's Studies and master's degrees in Educational Studies and Political Science. She is currently completing her doctorate in Educational Studies. She has worked in academia for 11 years as a college instructor in face-to-face settings and in online learning communities within the fields of English, public administration, political science, developmental reading, developmental writing, critical thinking, academic strategies, and communication. In addition, she has worked in learning resource centers, research labs, and advancement. She has worked for private and public colleges in 2-year and 4-year settings, as well as in Christian and secular environments. Her wealth of knowledge allows her to be a great asset to understanding how to help guide future college instructors.
Sarah Culbertson is a doctoral student in the Positive Developmental Psychology program in the Division of Behavioral & Organizational Sciences, continuing from the master's in Positive Developmental Psychology & Evaluation program. She has teaching experience in introductory psychology and psychological assessments at 4-year and 2-year institutions, as well as teaching assistant experience for research methods and developmental courses. She is also passionate about research and improv, and how participation in these activities influence teachers and their impact in the classroom.