Educational Background

PhD (Applied Social Psychology), University of Saskatchewan, 2017-2021

Dissertation: Toward a Greater Understanding of the Assessment, Prevention, Psychological Correlates, and Management of Human Perpetrated Sexual Behaviour Toward Animals
Advisor: Mark E. Olver, PhD

Graduate Certificate (Teaching Preparation), University of Saskatchewan, 2020-2021

MA (Experimental Psychology), Laurentian University, 2015-2017

Thesis: Knowledge of the Effects of Gestational Alcohol Consumption and FASD in an Ontarian Sample

Advisor: Shelley Watson, PhD

Hons. BA (Forensic Psychology), University of Ontario Institute of Technology, 2011-2015

Minor: Criminology and Justice Studies

Thesis: Peer Influence on Perceptions of Sexual Coercion

Advisor: Leigh Harkins, PhD

Certificate (American Sign Language), Durham College, 2012-2014

Click here to access Dr. Zidenberg's teaching eportfolio (prepared as a component of the Teacher-Scholar Doctoral Fellowship at the University of Saskatchewan)

Teaching Experience

Royal Military College of Canada

PSE 440 Forensic Psychology (2024-2024)
PSF 440 Psychologie légale (2024-2024)
PSE 352 Advanced Statistical Analysis for Behavioural Sciences (2023-2023)
PSF 352 Statistiques avancées pour les sciences du comportement (2023-2023)
PSF 211 Méthodes de recherche en psychologie (2023-2023)

King’s University College

PSYCH 2030 The Maladjusted Mind (2023-2023)
PSYCH 3891 Experimental Research Methods and Statistics (2022-2023)
PSYCH 1000 Introduction to Psychology (2022-2023)
PSYCH 2076 Psychology of Sex (2022-2022)

University of Saskatchewan

PSY 120 Introductory Psychology: Biological & Cognitive Bases of Psychology (2021-2021)
PSY 230 Criminal Behaviour (2019-2021)
PSY 226 Individual Processes in Social Psychology (2019-2019)

First Nations University of Canada

INDG 104 Introduction to Indigenous Higher Education (2020-2020)

Teaching Awards, Fellowships, and Acknowledgements

2022 - Teaching Resources Award, The Society for the Psychological Study of Social Issues (SPSSI), $150

Nominee: Innovative Teaching Award, The Society for the Psychological Study of Social Issues (SPSSI)

2022 - Faculty Certificate in Teaching Excellence, Western University Centre for Teaching and Learning

2022 - Nominee: Sylvia Wallace Sessional Lecturer Award, Gwenna Moss Centre for Teaching and Learning & University of Saskatchewan

2020 - University of Saskatchewan Teacher-Scholar Doctoral Fellowship, College of Graduate Studies & Gwenna Moss Centre for Teaching and Learning, $21,000

Teaching Goals

To be authentic in my teaching in a way that breaks down some of the barriers between teacher and student. As a first generation student, I understand how daunting it can be to operate in the academy when you feel like you don't belong or lack that guidance. As an instructor, I want to be authentic to my own experiences and facilitate learning in a way that would have made me comfortable as a student.
To be adaptable and flexible in my teaching practice. As an instructor, I want to remember that students are people with lives and experiences outside of my own classroom and be responsive to students' needs. The global pandemic has made this point even more salient and has reinforced the need for flexibility and compassion with students.
To equip students with the critical thinking skills and knowledge to be successful consumers and users of knowledge. While the content of my course is obviously important, we must equip students with greater skills that they can take out into the world with them. Even if students never go into a forensic psychology or psychology career, I want them to have the critical thinking skills to be informed voters, users of knowledge, and consumers of media in whatever they decide to do.

Teaching Style Statement

As an instructor, I want to be relatable to students and remember that they are full people who we can relate to by using humour and by being approachable. We are constantly learning about our students and their experiences, learning about the world around us and our given discipline, and learning from our teaching experiences. As educators, I feel that it is our responsibility to take that learning and use it to create the best environment for our student to learn in by using these experiences to inform our practice. Additionally, I often try to break down barriers between teachers and learners and, as a first-generation student, it feels more authentic to me to deliver classes in a more conversational tone and acknowledge my humble beginnings. I attempt to model enthusiasm for the course materials and an openness to being questioned or challenged. If I expect students to go out into the world and use their knowledge to be critical of the information that they are receiving, it would be hypocritical not to accept that same critical eye in my classes.

If you're a student who appreciates my teaching, consider nominating me for...

Scholarship Related to Teaching and Learning

Completing research and scholarly activities related to the teaching of psychology allows me to critically engage with the research as well as to have an impact beyond my home institution. I am most interested in research examining emerging practices and resources as well as how student perceptions can impact teaching efficacy.

1. What Do You Meme? Student Experiences Learning Psychology with Memes (Co-Investigator: Dr. Brandon Sparks, Kingston University London)

The purpose of this qualitative study is to explore the use of memes in psychology classrooms.

2. An Evaluation of Make and Take Exams (Co-Investigator: Dr. Brandon Sparks, Kingston University London)

Using attendance and achievement data, this project will investigate the use of “Make and Take” tests in a UK Forensic Psychology classroom.

3. Experiential Learning in a Forensic Psychology Classroom: A Parole Assignment (Co-Investigator: Dr. Brandon Sparks, Kingston University London)

This project will evaluate the impact of an experiential learning assignment where students are asked to imagine that they are on parole on criminal justice-related opinions and learning.

4. Using The Biopsychology Colouring Book to Enhance Learning in an Introductory Psychology Classroom (Co-Investigator: Dr. Brandon Sparks, Kingston University London)

This project will survey students who used The Biopsychology Colouring Book as part of their learning in introductory psychology. Participants will be asked about the impact of the book on their learning, their perceptions of colouring books in higher education, and their opinions on using colouring books in psychology classrooms.

Grants

Zidenberg, A.M. (2022). What Do You Meme? Student Experiences Learning Psychology with Memes. King’s University College Internal Research Grant, $3,839

Manuscripts in Preparation
Zidenberg A.M., & Sparks, B. (In Preparation). Engaging with Extremely Online Psychology Students: Creating a Meme “Study Guide.” Manuscript in Preparation.

Conference Presentations
Zidenberg, A.M., & Sparks, B. (2022, November). Memes and Colouring Books in University? Reflections on the Use of Art-Based Methods to Enhance Teaching in Undergraduate Psychology Courses. Paper presented at Equity, Diversity, Inclusion, & Accessibility in Higher Education: Creating Educational Spaces for Everyone Hybrid Conference, Halifax, Nova Scotia.

Zidenberg, A.M., & Sparks, B. (2022, October 30). Engaging with Extremely Online Psychology Students: Creating a Meme “Study Guide.” Poster presented at the Society for the Teaching of Psychology’s International Twitter Poster Conference (ITPC), Pittsburgh, Pennsylvania, USA.

An example of a presentation delivered at St. Mary's University's Equity, Diversity, Inclusion, & Accessibility in Higher Education: Creating Educational Spaces for Everyone Conference

Announcement of Drs. Zidenberg and Sparks as the winners of the 2022 Teaching Resource Award from The Society for the Psychological Study of Social Issues (SPSSI)