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Megan Meyer, PhD - Drexel Department of Psychology Prof

Megan Meyer, PhD

Assistant Teaching Professor
Department of Psychological and Brain Sciences
Office: Stratton 208
Phone: 215.571.3928


  • PhD, Brain Behavior and Cognition, Temple University, 2004
  • MA, Experimental Psychology, Temple University, 2000
  • BA, Psychology, The College of New Jersey, 1997

Curriculum Vitae:

Download (PDF)

Research Interests:

  • Influences on preferred body type; changes in body image, self-esteem, and self-efficacy in females as a function of strength training
  • Sensation and perception


Megan L. Meyer, PhD, is a member of the Department of Psychological and Brain Sciences teaching faculty. Professor Meyer completed her BA in Psychology at The College of New Jersey where her interest in psychology was the product of a group of enthusiastic and engaging professors. She earned both her MA in Experimental Psychology and her PhD in Brain Behavior and Cognition from Temple University. Her masters and doctoral research were in the field of sensation and perception with a focus in visual perception.

Professor Meyer enjoys teaching a variety of undergraduate psychology courses that include: Pre-Professional Psychology I & II, Computer-Assisted Data Analysis I & II, Research Methods, Cognitive Psychology, Sensation and Perception, and Approaches to Personality. She also serves as the faculty moderator for the Drexel University Chapter of Psi Chi, the International Honor Society in Psychology. Prior to joining the faculty at Drexel, Professor Meyer was an Associate Professor of Psychology at Holy Family University. While at Holy Family, she served as the faculty moderator for the University Psi Chi Chapter. She also served the faculty moderator for the University Chapter of Habitat for Humanity. For more than a decade, Professor Meyer was involved in community-based service with undergraduate students in partnership with Habitat for Humanity affiliates located around the U.S.

How I Make a Difference in Teaching:

There is much more happening in a classroom than simply the transmission of knowledge. A goal that I set for myself is to focus on “connections over content.” Learning is enhanced when students can connect to material and appreciate how it relates to content from other courses as well as to their own lives. I seek to maintain a supportive learning environment in which I encourage students to test their abilities and to stretch their limits. I try to impart the idea that making mistakes, or even initially failing at mastery, is acceptable as long as something is gained from the experience and that the knowledge is later applied. My teaching philosophy is based on three primary objectives that serve as the foundation for my courses:

  • Create an engaging and respectful environment
  • Challenge my students to strive for excellence
  • Cultivate enthusiasm for learning

My own interest in psychology was the product of a group of enthusiastic and engaging college professors. Through teaching, I wish to inspire a curiosity about the study of psychology that transcends the classroom.

Selected Publications:

  • Meyer, M. L., McDonald, S. A., DellaPietra, L., Wiechnik, M., & Dasch-Yee, K. B. (2018). Do students overestimate their contribution to class? Congruence of student and professor ratings of class participation. Journal of the Scholarship of Teaching and Learning 18(3), 44-54. doi: 10.14434/josotl.v18i3.21516