Jessica Black, PhD

Professor of Psychology, Bakersfield College

Hello everybody! You’re probably here because you’ve enrolled in one of my courses… or maybe you’re thinking about it and want to see what it’s like first. Either way, it’s a great idea to get a feel for the course and professor before it starts.

Introducing myself…

I am Dr. Jessica Black. You can call me Professor Black, Dr. Black, Jessica, or Hey you!, but please do not call me Mrs. Black. (Black is the surname on my birth certificate.) I love horses, music, food (especially cheese), and travelling. (Read my blog Wild Horses for more on horses or go to Wild Woman’s World for the non-horsey, non-academic Jessica.) I grew up in Springville, CA., but then went to Washington, D.C. for an undergraduate degree at Georgetown University. After that I lived abroad for 16 years, mostly in Spain but also in Mexico, D.F., Panama, and Managua, Nicaragua. My two sons were born in Panama; because their father is Spanish, they have three citizenships: USA, Spain, and Panama.

In 2009, my sons and I returned to the United States. I enrolled at Humboldt State University (now Cal Poly Humboldt) and obtained my Master’s degree in psychology. I lectured for at year at Humboldt, then moved to Norman, OK., to obtain my PhD at University of Oklahoma. You can read more about the research I did there here: My Research.

… as a teacher

I teach General Psychology, Elementary Statistics for the Behavioral and Social Sciences, and Research Methods for the Behavioral and Social Sciences at Bakersfield College. Mostly, I teach in person at BC’s SouthWest campus. I teach this statistics course online as well, along with an occasional hybrid version. Although at a community college teaching is now my focus, I also continue to do research. In Spring 2024, I kicked off a longitudinal study that explores the effects of regular reflection, biweekly check-ins, and consistent feedback on student well-being and academic success. Research participation is an integral part of statistics and methods courses, and all my students have the opportunity to participate! (You can read about my longstanding research interests by clicking here.)

In fall 2024 I begin my third year teaching at Bakersfield College. I love my colleagues in the Psychology Department (especially my office mate Professor Becky Colaw). Becky and I are the psych department’s two full-time faculty members based at the SouthWest campus. SouthWest is still relatively new, and it’s small: one building. I really enjoy teaching here. True, we don’t have the Dining Commons, theatre, etc. that the Main Campus does. And I have to drive to get to meetings. On the other hand, there is always parking nearby, my office is across the hallway from my classrooms, and I can walk to several breweries.

My teaching philosophy

If I had to describe my teaching philosophy in one sentence it would be “Students learn by doing!” This means applying psychological theories to real life, interpreting material in terms of the current sociopolitical environment and personal experience, using real data in statistics courses, and carrying out research in methods courses.

I believe there are four essential components of effective teaching that facilitate students learning-by-doing:

Students much be given the tools they need to successfully complete the class and any follow-up courses.
- This might be as simple as teaching them to think critically about issues in psychology that are likely to come up in their daily lives or as complex as how to choose the correct analysis to test hypotheses and how to interpret the results of statistical tests. Acquiring such practical knowledge requires practice; for example, in statistics, students must apply what they have learned by carrying out analyses.
The teacher should cultivate student engagement by making the material meaningful and pertinent to their personal and academic goals.
- I use pop culture references, current events, videos, and music to stimulate discussion and enhance understanding. In courses such as statistics, where many students start off with anxiety, it is important to keep the content clear as well as engaging, emphasizing the practical purpose of learning while making it enjoyable.
The course material must be appropriate for the ability and learning needs of the specific class.
- In practical terms, this means that I must be sensitive to the capabilities of students in any class, and what they will need to do with the material learned. For example, an introductory stats course for psychology majors should ensure that students learn the tools they will need in the required research methods course that follows.
- Equally important is the need to gauge teaching and expectations (grading) such that students are challenged but not discouraged; for me, the best way to do this is through frequent feedback
Student feedback is an invaluable tool in achieving the first three goals.
- Listening to students and actively encouraging their feedback is often the only way a teacher can improve her method and respond to changing student needs. Bakersfield College does not have student evaluations after every course, so I make sure to give students plenty of opportunities to tell me what needs improvement. Not only do I have FAQ discussions on all my courses, but I also encourage students a Google form to provide anonymous feedback at any time.

My main goal is for each and every student to pass my class. Hopefully, you will all go on to graduate, if not from BC, then from another community college, or better yet, from a four-year institution! One of the highlights of the year is watching my students graduate.

Above: Some pictures of the 2024 Bakersfield College graduation.

Above: The fireworks at graduation are amazing!

How to contact me

Office hours

Location: BC Southwest Room 206 and ZOOM

Fall hours: Monday and Wednesday 2:30 – 3:00 PM; Tuesday 10:15AM-2:15PM

Spring hours: Wednesday 12:30-4:00PM; Tuesday 12:45 – 2:15 PM

If you cannot make those times, please do not hesitate to reach out to schedule an alternative meeting time! I am in my office most of the day Tuesdays and Wednesdays when not teaching or in a meeting. If you are willing to use ZOOM, I can meet you almost any time.

Other forms of contact

The best way to contact me if you are a student is via the CANVAS inbox. Select “Compose a new message” (the pencil icon to the top right), then select the class, and “Teacher.” CANVAS sends me notifications when a student emails, and your email will not get lost in the many I receive in my Bakersfield College email.

My profile on the BC website has my work contact information.

If you are not a student and wish to leave a consulting Inquiry, please use this form.

Educational pact between professor and students

What you can expect from me

I will provide clear, organized materials that will facilitate your learning.
- All instructions and information will be provided in at least two formats: written and spoken (in lecture and/or videos).
- All assignments will be accessible from at least three places on CANVAS.
Assignments are designed to give you hands-on experience in applying the theory and techniques covered in class. The work is presented in an incremental fashion to ensure you will understand and be capable of completing successively more difficult tasks.
- My due dates are designed to make it easier for you to learn. I do not penalize late work (life happens to everyone). However, they are there for a purpose: to help you learn in the most efficient way possible! So please do not get behind, this will just make the workload overwhelming.
I will offer constructive feedback, in a timely manner.
- In most cases, I grade assignments as they come in. The only exception is for late work. Though I always accept late work, it may take me a few days longer to grade it.
- I will comment on your work (don’t forget to read my comments!)
I will treat you with respect and kindness. This includes:
- Doing my best to ensure a supportive, safe learning environment where you can interact with your peers and myself with confidence.
- Responding to email in a timely manner (usually within one day). During the week my response time is very short, but over the weekend you may have to be patient. I need a break just like you do!
- Reaching out to you if you appear to be struggling.

I know that all of you are capable of learning the material taught in my courses! That said, I also know that not every student comes to class having had the same opportunities to learn in the past. Similarly, we don’t all have the same flexibility to complete learning goals all the time. As a professor, I therefore strive to be as flexible as I can over the course of the semester (or less, with short-form classes). To do that, I must know what you need: communication is vital!

What I will expect from you

Communication! Please let me know when/if you are struggling to meet deadlines and/or to understand the material. If something comes up that affects your academic performance and/or attendance, please email me as soon as possible. That way we can find a solution together.
Attendance. The most important thing you can do to succeed in my courses is come to class. In an online course, attendance is considered completing the assignments (including reading pages, viewing videos, and participating in discussions) by their due dates.
When you enroll, you commit to organizing your schedule so that you can dedicate sufficient time to studying and completing the assignments for the class.
You will obtain all the materials necessary for the course: text, computer/laptop with online access, CANVAS app, statistical software (for statistics and research methods courses).
- Note that access to CANVAS is required, and you will not be able to successfully complete my courses without a computer and internet access.
- If you need help obtaining materials or finding a way to live as student, go to BC’s Renegade Nexus.
You will treat me and your fellow students with kindness and respect. This includes:
- Doing your best to engage in class activities and discussions in a way that supports other students and makes them feel free to share their ideas.
- Responding to my emails in a timely manner, and, when working with other students, responding to their communications in a respectful and timely manner.
- Reaching out to me when you are confused or need extra help. (Or if you notice I made a mistake–that happens!)

Get Help

Bakersfield College has many resources to support your academic journey:

The abovementioned Renegade Nexus is your go-to for help of all sorts. It will have links to some of the resources I list below.
Academic Resources (scroll to the bottom for CANVAS help)
Student Health and Wellness Center. As a BC student, you have access to doctors that can address physical and mental illnesses. It’s free (for the most part), and you can use the Virtual Care Group 24/7 for access to a doctor.
Disabled Student Student Programs and Services. Remember, you can get accommodations for a variety of issues if needed.
Library. We have a little one at Southwest too (see below), but for digital access, you will use this Main Campus library website.
BC Southwest Student Services. These are specific to our Southwest campus. If you are in one of my stats or methods courses, please go to the tutoring center at Southwest, because they have tutors who have successfully completed my courses. They will be better able to help you!

My courses

General Psychology (PSYC B1A)

Elementary Statistics for the Behavioral and Social Sciences (PSYC B5)

Research Methods for the Behavioral and Social Sciences (PSYC B6)