As a developmental psychologist and gerontologist, my teaching philosophy is centered on the belief that the ultimate goal of education is personal fulfillment and lifespan development.
To achieve this goal, my teaching features the followings:
In my classroom, I strive to create a welcoming and inclusive learning environment where every student feels seen, valued, and empowered to contribute their ideas. To achieve this, I get to know each of my students through pre-class and mid-term surveys, with open spaces for discussion. Moreover, I intentionally diversify my teaching materials, adopt accessible formats, avoid negative or deficit-based narratives, and present role models and research from underrepresented groups.
I believe that autonomy in learning is crucial for students' successful transition from high school to undergraduate and graduate studies. I create an environment that encourages trial and error as part of the learning process, provide constructive feedback, and foster peer learning through discussion boards and study groups. I also introduce my students to resources that address the "hidden curriculum," and integrate a self-regulation model to facilitate students' personal growth.
I am committed to designing integrative courses that align learning goals with activities, feedback, and assessments. Learning from my experience as the senior lead fellow at the Cornell Center for Teaching Innovation, I use backward design and Bloom's taxonomy and employ strategies such as anonymous feedback and a backstage agenda to pace course progression. I also include an AI policy in syllabi to set clear expectations for the thoughtful integration of AI into intellectual work.
I am prepared to teach a range of introductory and advanced courses in aging and lifespan development, judgment and decision making, self and identity, and social psychology. I am also prepared to teach research methods and statistics at both the undergraduate and graduate levels, including experiment design, measurements, and quantitative methods such as multilevel modeling.
Offered: Summer 2026, in person | Summer 2024, online @Cornell University
Offered: Summer 2025, online @Cornell University
Discussed age-related changes in the brain, attention, and memory with a focus on older adulthood, including neurobiological changes and practical advice for interacting with older adults.
A four-part workshop series covering: (1) Role of TAs in Cultivating an Inclusive Classroom, (2) Supporting Student Learning as a TA, (3) Effective Grading and Feedback, (4) Discussion of an Action Plan. Instructed all four workshops since 2023.
Co-instructed two in-person workshops for graduate TAs and instructors-in-training.
“I really enjoyed the part of this class that was interactive, such as the group project and the discussion... I also felt that the daily quizzes were extremely helpful as they helped me grasp the concepts more.”
HD1130/PSYCH1131
“It introduced in depth knowledge about human development from prenatal development all the way to death. I love how we had multiple ways to show our learning.”
HD1130/PSYCH1131
“Very practical information that I feel will help me interact with all people... Professor Lu also went out of her way to be available to us in an online asynchronous class.”
HD2180
“Yi was excellent. She was there when I needed her. She was always prepared to do whatever I asked. She was reliable. I could count on her.”
“[She] went out of her way to anticipate issues before they occurred, proactive and engaged at all times.”
Classes TAed
At the Healthy Aging Lab, I have been mentoring a group of 1-4 undergraduate research assistants for each semester since 2023. My undergraduate mentees and RAs presented their projects at the Cornell Undergraduate Research Forum, the Bronfenbrenner Center poster symposium, and annual conferences of the Eastern Psychological Association.
I also served as a graduate mentor in the Graduate Students Mentoring Undergraduates program at Cornell's Office of Academic Discovery and Impact, providing guidance to undergraduates from underrepresented groups. At the graduate level, I served as a volunteer tutor for the Consider Cornell diversity recruitment weekend and a mentor for first-year PhD students in the Department of Psychology.