I enjoy teaching - there’s something about the challenge of engaging the students and encouraging their curiosity that, in turn, encourages my own curiosity and enthusiasm for the subject matter.
At undergraduate level I teach an Introduction to Psychology course with Eiling Yee. We each attend the other's lectures, and often interrupt to give a different perspective, or to disagree. Our students enjoy the interactions and I strongly recommend this kind of team-teaching. I first team-taught with Silvia Gennari at York - a more advanced course on Psycholinguistics called The Language Machine. I'd chosen this title as an intentional counterpoint to Steven Pinker's The Language Instinct… it's not clear to me what it would mean for a machine to have an instinct…
I also teach a graduate seminar on Event Perception, and this helped shape a paper on event representation that I published with a graduate student of mine, Zac Ekves. It's the first time that teaching a course led me to theoretical insights that (I believed, and continue to believe) were worth publishing. I owe a debt of gratitude to the students who took that seminar and shared the theoretical journey with me. I also teach a graduate seminar on Computational Approaches to Language and Mind - it's a kind of history of modern AI language models (think ChatGPT) that details the concepts underpinning these models, and how they relate to (or don't relate to) theories of the human mind.
In the past I have taught introductory Statistics to 100+ Masters students at a time. I used the 3rd edition of Andy Field's Discovering Statistics through SPSS. There's an R version also, which I would recommend. I'm hoping a 2nd edition will come out soon. Trying to encourage enthusiasm for the topic is not too dissimilar to trying to persuade someone with a nut allergy to snack on a bowl of peanuts.