Brian Allan Burke

Brian L. Burke, PhD Professor of Psychology Fort Lewis College, Durango, CO 81301 (970) 247-7088 [email protected] EDUCATION Doctor of Philosophy (2003) Major: Clinical Psychology; Minor: Teaching & Teacher Education The University of Arizona, Department of Psychology. Tucson, AZ. Certificate in College Teaching (2001) The University of Arizona, University Teaching Center. Tucson, AZ Bachelor of Science (1997) - Psychology McGill University, Department of Psychology. Montreal, Quebec. PROFESSIONAL WORK HISTORY Professor of Psychology (August 2014-Present) Fort Lewis College, Department of Psychology. Durango, CO 81301 Associate Professor of Psychology (August 2008-2014) Fort Lewis College, Department of Psychology. Durango, CO 81301 Assistant Professor of Psychology (August 2003-2008) Fort Lewis College, Department of Psychology. Durango, CO 81301 TEACHING EXPERIENCE Fort Lewis College, Durango, CO Personality Designed and taught undergraduate course giving students an appreciation for the world of personality psychology – theory, research, and assessment – as well as its broad applicability to the students’ own lives. Course focuses on psychological answers to the question “Why do people think, feel, and act as we do?” Counseling Skills Designed and taught upper-division undergraduate seminar exploring alternate conceptualizations of counseling models developed over the last century. This skills-based course also examines contemporary issues that plague the field of psychotherapy research, such as which of the various approaches work best – and for whom – so that students get a vivid appreciation of the complexity and innovation of the psychotherapeutic enterprise. Positive Psychology Designed and taught undergraduate course focusing on both the science and lived experience of what makes humans happy. Students complete a “Life Application Project” in which they apply evidence-based strategies such as meditation, exercise, and helping others to their own ongoing quest for happiness. Abnormal Psychology Designed and taught upper-division undergraduate course providing students with a glimpse into the world of the clinical psychologist at work and introducing them to research on human psychological disorders. This course combines the most up-to-date diagnostic system (DSM-5) with clinical examples to give students a multifaceted perspective on the study of mental disorders and on the utility of both medicine and psychology for explaining and treating these intriguing human problems. As explained further below, this course was modified for both online and HyFlex delivery at the request of the FLC administration to bolster access. Introduction to Psychology Designed and taught undergraduate course giving students insight into what psychology has contributed toward our understanding of living beings and to expand student knowledge of how psychologists approach the world. Abnormal Psychology ONLINE EDITION In response to college and departmental need, I designed and taught a fully online upper-division undergraduate course combining the most up-to-date diagnostic system (DSM-5) with clinical examples to give students a multifaceted perspective on the study of mental disorders and on the utility of both medicine and psychology for explaining and treating these intriguing human problems. I took a “Designing for Impact” online class at Fort Lewis College and worked closely with the Teaching and Learning staff to make this course deliverable by distance (online); I also designed an online video lab for the course at https://www.academicmediasolutions.com/burke-abnormal-psychology-2e-ovl Psychological Research Methods Designed and taught undergraduate course aimed at teaching students to master “the 3 Cs of research”: 1) Consume psychological research (through reading and analyzing other people’s scientific work) 2) Conduct psychological research (through creating their own research study and using Statistics/SPSS) 3) Communicate psychological research (orally and via scientific writing using APA style) This course implemented problem-based learning to make research and science come alive for students. History of Psychology: A European Journey Designed and taught this innovative course in the history of psychology through a visit to Europe—the place where psychology originated—in order to foster student appreciation for the roots of this fascinating field. Students had the opportunity to explore the vast beauty and rich cultural heritage of modern-day Europe, while meeting other students from around the globe. Psychology-related sites included Freud’s museums (London and Vienna), Paris’ brain-in-a-jar, Jung’s and Piaget’s institutes in Switzerland, and Germany’s varied History of Psychology artifacts (such as an original phrenology teaching skull and other experimental instruments). Senior Research in Psychology Designed and taught undergraduate “capstone” experience in which students conduct and present psychological research, as well as explore future career options and identify the steps required to attain that chosen career. The core of this class is mentored research in terror management theory, which postulates that humans invest in and defend their culture and in-groups in order to reduce their death anxiety, along with a chance for students to present their independent projects at a professional psychology conference (RMPA). Forensic Psychology Designed and taught undergraduate course in this emerging area of psychology in response to student demand. This course examines the interaction of psychology and the legal system, exploring such topics as psychological testimony about insanity, eyewitness testimony, police interrogation, lie detection, offender rehabilitation, and criminal profiling. All of these topics culminate in a mock classroom trial and help bring into focus the overarching theme of modern forensic psychology – the monumental gap between psychological science and criminal justice system practice, and what students can do to help close it. Service Learning in Psychology: Motivational Interviewing Designed and taught undergraduate course that enables students to be Peer Consultants at FLC and promote more responsible substance use on campus. Students are trained in motivational interviewing techniques, an evidence-based intervention for health, alcohol, and other substance-related problems. Students are closely supervised as they gain valuable experience providing one-on-one feedback to other students sanctioned for alcohol- or marijuana-related campus policy violations or for students considering behavior changes in their health psychology class. In addition, students facilitate substance-related programs on campus (such as National Alcohol Screening Day) designed to identify high-risk substance users. Results show that MI reduces recidivism for substance violations on campus compared to community service sanctions. Topics in Science: Critical Thinking Designed and taught undergraduate course that gave students an opportunity to learn and teach the most essential skill set for real-world success – critical thinking. These skills help students prepare for the GRE and in their other classes, as well as to sort through the myriad of claims (such as what ad executives, parents, or politicians tell them) in our modern world to decide for themselves what to believe and how to live. Students were trained in critical thinking techniques and used them to judge the regional science fair and teach these strategies to school children at the Powerhouse Science Center, the interactive science museum in Durango. First Year Launch: Building Social Confidence Designed and taught undergraduate course that enables students to improve the quality of their social interactions & support. The course was first taught as an enrichment offering in the early 2000s geared toward people who are anxious in social situations. This class was rebranded and revised as part of the First Year Launch initiative in 2019 as a first-year student seminar aimed at enhancing student retention. In the class, I coach students around how to build conversational skills, friendships, and assertiveness; speak up in class, and manage their social anxiety more effectively so that they can more fully engage in the FLC experience. Field School in Clinical Psychology: Front Range Edition After many months of prep work, including a recon trip through a November snow storm, I was able to develop an opportunity for psychology students interested in real live clinical work. I took students to the Front Range for a 5-week externship from June 15-July 17, 2015 as part of a 6-credit upper level psychology elective (Psyc 394 – Field School in Clinical Psychology). During the course, students worked either at the Colorado Mental Health Institute (the State Mental Hospital) at Fort Logan (Denver) or Pueblo, CO. Both internships involved 2 weeks of training—with topics ranging from ethics, policies, safety, and mental health laws to skills in CPR, S&R (seclusion and restraint), suicide prevention, the recovery model, verbal judo (non-violent communication), medication and diagnosis, risk assessment, and milieu management (behavior therapy). CMHIP houses patients who are seriously and pervasively mentally ill—the most common diagnoses include schizophrenia, trauma (PTSD), substance use disorders, bipolar disorders, and personality disorders. After the initial 2 weeks of training, students worked with the psychologists of the Forensic Community-Based Services (FCBS) team,

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