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Prezume of Jamie Kleinman, PhD

This is my submission to the Prezi Educator's Society for 2015.
by

Jamie Kleinman, PhD

on 4 April 2016

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Transcript of Prezume of Jamie Kleinman, PhD

Who?
What?
Where?
When?
Why?
How?
I am an accidental academic.
I never intended to be a professor.
In 2007, I obtained a PhD in clinical psychology and planned to work as a clinician, conducting assessments for children with developmental disorders.
Jamie Kleinman, PhD
Assistant Professor in Residence
University of Connecticut-Avery Point Campus
Department of Psychology
jamie.kleinman@uconn.edu

In 2011 I was asked to teach a graduate seminar at UConn for a professor on leave.
It went better than expected.
The next semester I was asked to teach an undergraduate course. I reluctantly agreed.
As they say, the rest is history.
In 2014 I was hired full-time as an Assistant Professor in Residence at the University of Connecticut-Avery Point Campus.
I have a unique position at a research university.
I teach exclusively at the undergraduate level. My role is to teach introductory and advanced psychology courses to majors and non-majors.
I set high expectations for myself and my students.
I want them to understand and retain the information from my courses well past their final exam.
There are methods to accomplish that goal. Being passionate about the material and engaging with them on a personal level is necessary but not sufficient.
What does it mean to think outside of the box in a modern college classroom?
Circles of Influence
Embedding and organizing concepts within images enhances understanding and recall.
Non-linear layouts aid in comprehension and analysis of complex topics.
Dynamic timelines allow students to see the big picture and the details simultaneously.
Student learning and comprehension are increased with a visual presentation and organization of ideas and concepts.
Prezi links and PDFs allow students to access lectures before, during, and after class.
Students both past and present can be added to course folders.

Students can tie together course material over multiple semesters.
Students love using Prezi for individual and group presentations.

It is perfect for our commuter campus. Students don't need to be in the same space to work together.
I create in Prezi during class. It creates an online 'blackboard' that students can refer back to at any time.
I use Prezi in conjunction with i<clicker technology to gauge student comprehension in real time.
The classroom of the future will become increasingly flipped. More time will be spent working through examples and less time giving traditional lectures.
Bouncing Around Ideas
Overlapping Spheres
Collaborate with colleagues
Within my discipline
Within higher education
Within my university and department
Within the Prezi community
Enhance professional development
Engage in inspiration
2007
2011
2014
2001
1998
2001-2007 PhD in Clinical Psychology
University of Connecticut, Storrs, CT
Research assistant and database manager for multi-site screening study of autism spectrum disorders in toddlers
Published numerous papers in
Journal of Autism and Developmental Disorders
Presented research at IMFAR and INS
Completed clinical internship at the Institute of Living in Hartford, CT
2008-2014 Postdoctoral Fellowship
University of Connecticut, Storrs, CT
Clinical Research Associate on early detection of autism spectrum disorders project
Adjunct professor teaching Assessment of Psychopathology Practicum (graduate students) and Abnormal Psychology, Introduction to Clinical Psychology, and Study of Personality (undergraduate students)
Licensed Clinical Psychologist as of 7/2014
2014-Present Assistant Professor in Residence
University of Connecticut-Avery Point, Groton, CT
Teaching and advising roles
General Psychology I and II, Principles of Research Methods, Abnormal Psychology, Study of Personality, Introduction to Clinical Psychology
Honors thesis advisor
Member of Global Cafe and UConn Reads programs
May 1998 BA in Psychology
Davidson College, Davidson NC
Published senior thesis in
Journal of Autism and Developmental Disorders
Attended state and local conferences
Began working with individuals on the autism spectrum
1999-2001 Research Assistant
Yale Child Study Center, New Haven, CT
Coordinated a functional magnetic resonance imaging (fMRI) study of children with autism spectrum disorders.
Presented at National Conferences
Published study on face processing in
Philosophical Transactions of the Royal Society
Students know what maximizes their learning and comprehension long-term. They want to engage with examples during class and have material presented visually.
Students perform best when they are an active part of the learning process.
I started using Prezi exclusively for all lectures and talks in 2012. It allows me to provide an engaging educational experience for my students.
I want my students to come to class excited about learning. In 2015 they have instantaneous access to facts and information. I want them to invest in the educational process.
Keep it simple.
I think I can.
Go outside your comfort zone.
Find your own style.
Tolerate failure.
Practice what you preach.
Process not product.
Learn. Evolve. Grow.
Educate.
Work hard. Play Hard.
Developmental Milestones
Photograph of Avery Point campus by Al Ferreira 2014.
Content last revised 2/1/2015
Jamie Kleinman, PhD
University of Connecticut-Avery Point
Academic Building Room 103C
Groton, CT 06340
860-405-9216
jamie.kleinman@uconn.edu
Full transcript