Pronouns she, her, hers
Ph.D., Marquette University, 2008
My teaching philosophy is predicated on the theory that there is always more to learn. This impacts my teaching in two important ways: (1) My courses are continually evolving as I learn about teaching and learning and as I receive feedback from students, and (2) I strive to consider multiple perspectives in the classroom. My primary goals as an instructor are to foster an inclusive learning environment, promote critical thinking about course content and methodology, reduce student anxiety, and encourage students to take an active role in their learning. Additionally, one overarching goal that I have as an instructor is to make complex topics more accessible.
Another tenant that guides my teaching is the principle that all students bring a unique and important perspective to the classroom. I look forward to learning alongside and from my students each semester. My aim in every course is to present material that is respectful and inclusive of diversity in the context of gender, sexuality, disability, age, socioeconomic status, ethnicity, and race. I incorporate multiple assessment strategies into my courses to address various learner needs and to support students from different backgrounds and experiences. Through these methods, I hope to foster a learning environment in which all students feel comfortable, welcome, and valued.
Psych 210: Psychological Statistics
Psych 230: Social Psychology: Psychological Perspectives
Psych 260: Child Psychology
Psych 320: Psychology of Women
Psych 677: Experimental Social Psychology
Kunz, J. H., Greenley, R. N., Mussatto, K. A., Roth-Sojcicki, B., Miller, T., Freeman, M. E., & Lerand, S. (2014). Personal attitudes, perceived social norms, and health risk behavior among female adolescents with chronic medical conditions. Journal of Health Psychology, 19, 877-886.
Greenley, R. N., Stephens, K., Nguyen, E. U., Kunz, J. H., Janas, L., Goday, P., & Schurman, J. V. (2013). Vitamin and supplement adherence in pediatric inflammatory bowel disease. Journal of Pediatric Psychology, 38, 883-892.
Greenley, R. N., Kunz, J. H., Walter, J. A., & Hommel, K. A. (2013). Practical strategies for enhancing adherence to treatment regimen in inflammatory bowel disease. Inflammatory Bowel Diseases, 19, 1534-1545.
Greenley, R. N., Kunz, J. H., Schurman, J. V., & Swanson, E. (2013). Abdominal pain and health-related quality of life in pediatric inflammatory bowel disease. Journal of Pediatric Psychology, 38, 63-71.
Kunz, J. H. & Grych, J.H. (2013). Parental psychological control and autonomy granting: Distinctions and associations with child and family functioning. Parenting: Science and Practice, 13, 77-94.
Greenley, R. N., Kunz, J. H., Biank, V., Martinez, A., Miranda, A., Noe, J., Telega, G., Tipnis, N. A., Werlin, S., & Stephens, M. (2012). Identifying adolescent nonadherence in clinical settings: Data-based recommendations for children and adolescents with inflammatory bowel disease. Inflammatory Bowel Diseases, 18, 1254 - 1259.
Kunz, J. H., Greenley, R. N., & Howard, M. (2011). Maternal, paternal, and family health-related quality of life in the context of pediatric inflammatory bowel disease. Quality of Life Research, 30, 1197-1204.
Kunz, J. H., Hommel, K. A., & Greenley, R. N. (2010). Health-related quality of life of youth with inflammatory bowel disease: A comparison with published data using the PedsQL 4.0 generic core scales. Inflammatory Bowel Diseases, 16, 939-946.