Connell Dedicated to Student-centered Learning
Teaching Assistant Professor John P. Connell discovered his passion for teaching as a graduate student in the Department of Psychology and Neuroscience.
After earning a bachelor’s degree in psychology from UT in 2015, John Connell entered the graduate program anticipating a career in research. The experience of being a graduate teaching assistant changed his course.
“Engaging directly with students, guiding their understanding, and witnessing their intellectual growth and success revealed the profound satisfaction inherent in teaching,” said Connell (MA ’20, PhD ’24), who joined the faculty in 2025 as a teaching assistant professor.
“The university’s commitment to teaching excellence—reflected in its pedagogical training requirements, instructional development courses, and the mentorship of supportive faculty—played a pivotal role in shaping my identity as an educator,” he said. “This environment not only strengthened my instructional skills but also solidified my dedication to facilitating student-centered learning.”
Teaching Introductory Psychology, Connell requires students to demonstrate not only knowledge and comprehension but also application, analysis, evaluation, and synthesis through an integrated examination of psychopathology.
“Students complete a semester-long project focused on a psychological disorder of their choosing,” he explained. “Throughout the term, they progressively develop a structured analysis that links the disorder to core course themes, emphasizing integration across biological, psychological, and social perspectives.”
The students locate and evaluate a peer-reviewed journal article addressing the disorder and its treatment, and they critically summarize the study’s research question, methodology, findings, and implications, strengthening their ability to interpret psychological research.
“Students also examine the real-world impact of the disorder on individuals’ daily functioning and analyze how the condition is portrayed in popular media,” Connell said, assignments that encourage critical reflection on accuracy, misconceptions, and the role of stigma in shaping public understanding of mental health.
By delivering a final presentation to the class, the students gain practical experience in academic communication, including organizing scientific content, visual design, oral delivery, and peer review.
Connell is developing a course that will immerse upper-level undergraduates in the practical application of research methodology.
“Students will actively engage in developing a research project, progressing from initial idea generation and theoretical framing to study design, data collection, analysis, interpretation, and professional presentation of findings,” he said. Methodological decision-making, ethical considerations, and translating research questions into empirically testable designs all will be emphasized.
“This experiential approach provides students with authentic exposure to the realities of research practice, bridging the gap between traditional research methods coursework and applied scholarly inquiry,” he said. “By participating directly in the research cycle, students cultivate critical thinking, analytical reasoning, scientific communication skills, and a deeper understanding of how psychological knowledge is generated.”