Dobromir Gospodinov

Hiram, OH, United States

About Dobromir


Psychology, Hiram College; Research Assistant, The Evolution of Disability Prejudice Research: From Existential Fear and Thwarted Curiosity to Evolved Disease Avoidance and Paternalistic Pity – Hiram College December 2009-June 2010 Presented at the 2010 Society for Disability Studies Annual Conference in Philadelphia as a discussion panel

Research Assistant, Is it OK to be a crip for the day - Hiram College Fall 2009 – present
Accepted to be presented at the OFIC’s Undergraduate Research Symposium on February 16, 2011 in Columbus
Presented at the 2010 SDS Annual Conference as a poster presentation
Presented at the 24th Annual Ohio Undergraduate Psychology Research Conference
Research Assistant, Hiram College - Definitional discontinuities: A two-study cross impairment investigation of how insiders' define disability as a function of cultural identities, impairment subjectivities, and socially disadvantaged status – Hiram College May 2009 - September 2009
Presented at the 2010 Society for Disability Studies Annual Conference in Philadelphia
Peer Tutor, Hiram College - Spring 2010 – present
(-tutoring fellow students in the courses Psychology 101, Sociology 152, Methods 21, Social Problems)

Activities: TA
Volunteering at Hattie Larhlam
Participate in fundraising events for Immigrants and Homeless
Peer Mentor


Bulgarian, English

Areas of Expertise

psychology, sociology

An idea worth spreading

DISABILITY JUSTICE not through Disability Simulations! - Replicating an experiment on the mood altering effects of imagining oneself with a disability, we found that participants felt more depressed, confused, helpless, embarrassed, guilty, and less competent following activities asking them to simulate disability compared to baseline levels. These results reveal the significant risks associated with using such activities as training devices if not connected to opportunities that promote disability justice.

I'm passionate about

connection; disability, peace, freedom, art, ideas, ethics, good, feminism, lgbt rights, bulgaria, innovation, aclu, disability, autism, tourette's, apsberger, physics, literature, present


Hiram College

Talk to me about

anything, i will listen

People don't know I'm good at

lit reviews

My TED story

Happily attended TEDx SOFIA, a tremendous effort and memorable people and ideas!

Comments & conversations

Dobromir Gospodinov
Posted over 4 years ago
What are 10 things YOU know to be true?
1. Most adolescents are painfully self-aware at some point of their adolescenthood 2. The doors of perception and The Middle Way are related 3. Fast food is bad 4. Everyone should travel 5. Immanuel Kant never travelled 6. Two different scenes of The Messenger made me cry 7. Knowing something or understanding it is different than realizing it 8. Shakespeare changed the world 9. Hodgkin and Huxley won the Noble Prize 10. To go forward, you may need to move sideways, backwards or upwards
Dobromir Gospodinov
Posted over 4 years ago
What do you think about the teaching of maths at different levels of education? How do you think it could be improved not to be so feared?
Dr. Ryan Honomichl did a beautiful and eloquent comparative analysis (in his lecture for a class on adolescent psychology) on the teaching styles in math and science in the US and East Asia. In the US, teacher show solutions and teach problems, fix errors quickly, go over large volumes of material, and have more of a dictating role, focusing on what's the right way to solve a problem. In East Asia teachers assign students into groups, then they are supposed to come up with solutions and present to the whole class - explaining their own thoughts certainly is a huge difference maker in how much understanding of the material they gain. Then teachers step in and focus on errors, which they consider crucial. Figuring out why certain solutions go wrong exploses the students to many different ideas and a context for the right solution - why it works, how it works. Discussion rather than power point and note taking are the tools. The pace is slower in East Asian math compared to US math. As Dr. Honomichl said, the math textbooks in Singapoure are strikingly different, and one does not need to read them to notice it. THEY ARE VERY THIN! Covering little material over a long period of time equals solid foundations. In the US, teachers rush through the material. How do you build a house without having solid site preparation, without digging deep foundation. One last thing - research shows that American high schoolers spent 4-5 hours a week on average on doing homework, while East Asian students spend more than 4 hours a day on homework. (they engage in sufficiently smaller amount of extracurricular activities, and in general East Asian students rarely have student jobs)