ASK
How does curiosity become a research question?
I help students move from an interesting observation to a question that can actually be tested.
Teaching
Teaching students how to learn is just as important as teaching them what to learn.
My goal is to give students the confidence to tackle unfamiliar problems and think like scientists. Whether I am teaching memory, statistics, or mentoring a student researcher, I try to make the reasoning behind science visible: not just what we know, but how we ask questions, evaluate evidence, and arrive at conclusions.
2× Instructor of Record
Statistics & Research Methods
14 Researchers Supervised
Making the Research Process Visible
I break scientific thinking into steps that students can practise, connect, and eventually carry out independently.
DESIGN
How can an experiment answer that question?
Students learn that methodological choices determine what a study can—and cannot—tell us.
INTERPRET
What do the data actually mean?
I teach students to use analysis to evaluate evidence, rather than treating statistics as procedures to memorize.
COMMUNICATE
How does a result become a scientific argument?
Students practise connecting evidence to conclusions and communicating those ideas clearly to different audiences.
Teaching in Practice
IN THE CLASSROOM
Human Memory
Instructor of Record · Two offerings
I independently designed and teach an upper-level course that asks students to evaluate evidence, compare theories, and build scientific arguments of their own.
Students rated the course highly for helping them apply course concepts to new examples and real-world situations 4.56/5.
BEYOND THE CLASSROOM
Research-Skills Workshops
11-week workshop series
I initiated and co-developed a series that makes often-hidden research skills explicit, from reading and synthesis to data analysis and scientific communication.
Participants rated the series 4.77/5 for overall quality.
THROUGH MENTORSHIP
From Structure to Independence
14 researchers supervised
I use structure as a bridge to independence, helping students move from learning established methods toward developing questions, analyses, and ideas of their own.
My goal is to help students grow from learning how research is done to asking questions and making discoveries of their own.