Anjali Mishra, PhD
BA 2006 George Mason University
PhD 2013 University of California, Davis
Email Address: firstname.lastname@example.org
Dr. Mishra's teaching experience began as a graduate student at the Social-Personality PhD program at the University of California, Davis (UC Davis), with the seminar series on Teaching in Psychology, taught by Professor Dean Simonton. She taught her first introduction to psychology course for a two-week module in the spring of 2012 as part of this teaching training. Following that training she taught introduction to psychology, for approximately a year, at UC Davis. The topics that were covered as part of her course included major theories and research methods in psychology, biological foundations of behavior, human development, motivation and emotion, sensation and perception, learning, memory and cognition, language, intelligence, social and personality psychology, abnormal psychology, and approaches to psychological therapy.
In the future, Dr. Mishra hopes to teach a variety of courses, including health psychology, psychology of emotion, and personality theories. She will also be teaching a course on positive psychology in the near future. Dr. Mishra's teaching has been continuously influenced by her research interests and exposure to psychological research which broadly lie in the area of positive psychology. She has experience with multivariate data analysis, including multi-level modeling, structural equation modeling, and factor analysis. Below is a summary of her teaching philosophy.
Learning Together: An Egalitarian Approach
- Learning is a collaborative process, which is fostered by having the instructor be egalitarian, relatively informal, and approachable.
Flexible, Multidimensional Teaching Approaches
- I believe that effective teaching involves a range of different approaches. Different students learn differently, and most benefit from receiving information in different ways.
- Many students benefit from one-on-one interactions with a teacher. I have found this to be especially true of students who are struggling with a particular course.
Taking Constructive Risks
- Constructive risks in teaching can motivate students to think of questions they wouldn't otherwise ask, causing them to step briefly outside their comfort zone.
Curiosity as the Key to Learning
- Curiosity fuels attention; attention fuels understanding; understanding fuels learning and questioning.
Responsive Teaching: Incorporating Student Feedback in Teaching
- When possible, I try to incorporate useful student feedback in the administration of my course.
- Emmons, R. A., & Mishra, A. (2011). Why gratitude enhances well-being: What we know, what we need to know. Chapter to appear in K. Sheldon, T. B. Kashdan, & M. F. Steger (Eds.) Designing positive psychology: Taking stock and moving forward. New York: Oxford University Press.
- Emmons, R. A., & Mishra, A. (2012). Gratitude, religion, and human flourishing. Chapter in T. G. Plante (Ed.) Religion, spirituality, and positive psychology. Praeger.
- Emmons, R. A., Froh, J. J., & Mishra, A. (in press). The assessment of gratitude. Chapter in Positive psychological assessment: A Handbook of models and measures (2nd edition). American Psychological Association.
- Ferssizidis, P., Adams, L., Kashdan, T. B., Plummer, C., Mishra, A., & Ciarrochi, J. (2013). The role of age and gender in motivation for and commitment to social values. Motivation & Emotion, 34, 354-362.
- Mishra, A., Emmons, R. A. (under preparation). Sex Differences in Gratitude and Meaning in Life: Effects on psychological well-being, materialism, and prosocial behavior.
- Mishra. A. (2009). Positivity, by Barbara Fredrickson. The Journal of Positive Psychology, 4, 578-580.
- Kashdan, T. B., Mishra, A., Breen, W. E. & Froh, J. (2009). Gender differences in gratitude: Examining appraisals, narratives, the willingness to express emotions, and changes in psychological needs. Journal of Personality, 77, 691-730.
Dr. Mishra is teaching courses in introductory psychology and social psychology.