Teaching

Teaching Philosophy

As the first in my family to attend college, I initially struggled to navigate the academic world. But through the support of dedicated mentors, I found my footing. I draw on these early experiences to inform my own approach to teaching and mentorship. Today, I teach and mentor with that same ethos: every student has the capacity to succeed, and it’s my responsibility to create an inclusive, empowering learning environment.

In both the classroom and research settings, I work to make the hidden curriculum visible by clearly teaching the skills, strategies, and expectations that are often assumed but rarely explained. I aim to foster a sense of belonging by creating space for students to bring their full selves into the learning environment and by valuing diverse ways of thinking. I emphasize critical thinking and information literacy, encouraging students to ask deeper questions, evaluate evidence carefully, and communicate with clarity. Through hands-on research mentorship, I also support students—especially those from underrepresented backgrounds—in building the skills and confidence they need to thrive in academic and professional settings.

Courses Taught

  • CPSY 2301: Introduction to Child Psychology | University of Minnesota
    Co-instructor (w/peer)

  • CPSY 3308W: Research Methods in Developmental Psychology | University of Minnesota
    Teaching Assistant

  • COGS 11: Minds and Brains | University of California, San Diego
    Teaching Assistant and Section Instructor

    • Earned departmental teaching award

Student Feedback

“She explained things very well, was very good at relating things to real life. She kept the lectures interactive by showing many examples.”

“Implemented feedback given by students and incorporated fun things in the lecture (like cute tik toks).”

“Something that helped me the most was the support I was given outside of the classroom discussing the things I did not understand. Also, the resources we were given were really helpful for gaining a deeper understanding of the content.”

“[Meriah] was always very cognizant of the things that were going on around us and were very respectful of how it could be affecting us.”

“I appreciate the kindness [Meriah] showed to students and brought attention to the stresses that we all are feeling, especially with current events going on in the world.”

Mentorship Experience

I have mentored over 13 undergraduate research assistants, including:

  • Two students who completed senior honors theses
  • Students from diverse backgrounds, including first-generation college students
  • Research assistants who have gone on to graduate and medical school

Publications and Conference Presentations with Mentees
Mentees are denoted with a caret (^).

  • Mayo, O.A.^, DeJoseph, M.L., Leneman, K., Anyanso, V., & Berry, D. (2025). The Unique and Interactive Associations Between Discrimination and Economic Hardship Predicting Black Children’s Basal Cortisol Levels. Minnesota Undergraduate Research & Academic Journal.

  • DeJoseph, M.L., Leneman, K.L., Palmer, A.P., Padrutt, E., Mayo, O.^, & Berry, D. (2023). Adrenocortical and autonomic cross-system regulation in youth: A meta-analysis. Psychoneuroendocrinology, 06416.

  • Briguene, S.^, DeJoseph, M.L., Spaeth, A.M.^, & Berry, D. (2023). Examining the role of environmental unpredictability and social support on autonomic regulation and organization. Flux International Congress on Developmental Cognitive Neuroscience, Santa Rosa, CA.

  • Harwell, M.G.^, DeJoseph, M.L., Kuplic, S.^, Briguene, S.^, Frankenhuis, W.E., & Berry, D. (2023). Qualitative analysis of youth’s perception of their worlds: Identifying challenges and sources of support. Society for Research in Child Development, Salt Lake City, UT.

  • Spaeth, A.M.^, DeCastro, C.J.^, DeJoseph, M.L., Olivares, B.^, Frankenhuis, W.E., & Berry, D. (2023). Associations between environmental unpredictability and cognitive learning processes in early adolescence. Society for Research in Child Development, Salt Lake City, UT.

  • Mayo, O.^, DeJoseph, M.L., Anaya, V., Lee, R., & Berry, D. (2022). Discrimination, economic strain, and fluctuations in perceived stress among low-income Black women. American Psychological Association Convention, Minneapolis, MN.

  • Mayo, O.^, DeJoseph, M.L., Anaya, V., & Berry, D. (2022). Discrimination, economic strain, and fluctuations in perceived stress in low-income Black women. SRCD Special Topic Meeting: Racism, Prejudice, and Discrimination, Rio Grande, Puerto Rico.

  • Ibrahim, S.A.^, DeJoseph, M.L., Blair, C.B., & Berry, D. (2021). Associations between poverty and attention processes in middle childhood: Adaptation to context. Society for Research in Child Development, Virtual.

  • Mayo, O.A.^, Leneman, K.B., DeJoseph, M.L., Blair, C.B., & Berry, D. (2021). The moderating role of classroom racial composition on the association between income and child adjustment outcomes. Society for Research in Child Development, Virtual.

  • Sparrow, E.A.^, DeJoseph, M.L., Liu, Y.^, Blair, C.B., & Berry, D. (Accepted, 2020). Associations between child sleep problems and executive functioning in middle childhood. UMN Center for Education and Human Development Research Day, Minneapolis, MN.

  • Bendel-Stenzel, L.C.^, DeJoseph, M.L., Blair, C.B., & Berry, D. (accepted, 2020). Moving beyond income: Dimensions of deprivation and threat in the context of poverty uniquely predict child internalizing problems. SRCD Special Topics Conference, St. Louis, MI.

  • DeJoseph, M.L., Ibrahim, D.A.^, Obregon, J.N., & Raver, C.C (2017). Attention bias to threat moderates the association of poverty and anxiety with internalizing among low-income adolescents. Flux International Congress on Developmental Cognitive Neuroscience, Portland, OR.

  • Ibrahim, D.A.^, DeJoseph, M.L., & Raver, C.C. (2017). Emotional Go/No-Go in the field: Applying a lab-based standard measure of emotional regulation to a high-poverty adolescent population. Flux International Congress on Developmental Cognitive Neuroscience, Portland, OR.

  • Ibrahim, D.A.^, DeJoseph, M.L., Roy, A.L., & Raver, C.C. (2017). Adolescents take action: A look into the experiences that inform the development of critical consciousness among low-income minority youth. Society for the Study of Human Development, Providence, RI.