Ben Morris

Ben Morris

Developmental Cognitive Scientist

Teaching

I teach psychological science as a creative practice. Psychologists face the challenge of translating abstract questions about the mind into concrete empirical tests. In my courses, I encourage students to see research methods not simply as tools to memorize, but as creative solutions to conceptual problems. Whether we are studying infants who cannot yet speak or complex social interactions between adults, students learn to think like scientists: generating hypotheses, designing clever tests, and evaluating the limits of their conclusions. My goal is for students to experience science not as a fixed body of facts, but as a process of discovery, revision, and collaborative reasoning. My teaching emphasizes creativity, adaptability, and experimentation.

Informed by my interdisciplinary background (in psychology, sociology, linguistics, and computer science), I encourage students to see how core psychological processes unfold in real-world social contexts. I believe that effective teaching combines rigor with reflection: teaching should not only transmit knowledge, but cultivate curiosity, flexible thinking, and critical engagement with science as a practice.

Course Instruction

Instructor of Record

Teaching Assistant (University of Chicago)

Teaching Assistant (Reed College)

Guest Lectures

Leadership in Pedagogy & Mentorship

Beyond classroom teaching, I have actively worked to create new spaces for learning about teaching itself. In graduate school, I co-founded and co-organized a cross-departmental organization addressing the hidden curriculum of graduate education. This group—now in its fifth year—provides a forum for open science practices, equity discussions, professional development, and pedagogical reflection. We also developed an annual workshop on integrating open science into undergraduate curricula.

In addition to this broader pedagogical leadership, I have extensive experience mentoring students across multiple levels. Throughout my graduate training, I served as an ongoing mentor to junior graduate students, providing support on research, writing, conference presentations, and navigating graduate life. I have served on multiple departmental committees focused on graduate student affairs and was elected President of the Psychology Graduate Student Organization at the University of Chicago.

I have also mentored numerous undergraduate research assistants in the lab, helping to train students in experimental methods, data analysis, and research presentation. Several of these students completed independent research projects, honors theses, and went onto graduate study in psychology and related fields.

Pedagogical Training

I am committed to ongoing development as a teacher. In my view, teaching is fundamentally a practice, and as such I am passionate about integrating feedback from students and colleagues, continuing to develop my own pedagogical skills, and building community around the critical reflection of pedagogical practices. I have completed extensive coursework, workshops, and teaching consultations. I am especially interested in cultivating my skills in equitable teaching, inclusive practices, and modern pedagogical innovations—including creative applications of AI and gamification. I have also worked as a Teaching Consultant myself, partnering with professors to provide feedback on their courses.

Coursework on Pedgagy

Workshops & Certifications