Teaching and Mentoring
My approach to teaching and mentoring is shaped by my undergraduate experience at a liberal arts college, where close relationships with professors and hands-on learning fundamentally shaped how I think about research. I aim to create that same kind of environment for my students—one that emphasizes intellectual curiosity, clear guidance, and meaningful opportunities to engage with research. Whether in the classroom or in the lab, I see teaching and mentoring as closely connected: both are about helping students build confidence, develop skills, and find their place within academic spaces.
Teaching Experience
TA-ing; Summer Teaching; Co-teaching class; Teaching certification
Mentoring Research Assistants
Thesis students, # of students mentored;
Volunteering experiences;
Mentoring beyond Research
Teaching Experience
I approach teaching with a focus on active learning, structure, and accessibility. Students learn best when they are given clear expectations and opportunities to engage directly with material, especially in a field like psychology where concepts can feel abstract without application. My goal is to create classrooms where students can take intellectual risks while developing practical skills they can carry forward.
Highlight:
Designer and Instructor: Bringing the Lab to Life (Spring 2026)
Bringing the Lab to Life is a course I designed in collaboration with my advisor, Dr. Dunham. The goal of this course is to provide Yale College students with a liberal arts college research experience, where they function like proto-graduate students in a psychology lab. While the lab provides the structure of a semester-long course, it provides students with a more involved research experience than is typical at R1 institutions.
Mentoring Researchers
Mentoring undergraduate researchers has been one of the most meaningful parts of my academic experience. I view mentorship as an extension of teaching: an opportunity to make the research process transparent and to help students build confidence through hands-on experience. I am especially committed to working with students who may not have had prior access to research opportunities.
Over the past decade, I have mentored students at multiple stages, from first-time research assistants to senior thesis writers. Both as a lab manager and a graduate student, I have worked closely with undergraduate RAs, senior thesis students, and full-time research interns—guiding them through study design, data collection, and writing. Many of these students have gone on to pursue graduate study, and their growth has shaped how I think about scaffolding research skills and creating supportive, collaborative lab environments.
Mentoring beyond Research
I also value mentorship beyond formal research roles, particularly in helping students navigate academic pathways that may feel unfamiliar or inaccessible. My own experiences as a student made clear how important it is to have mentors who are willing to share knowledge that is often implicit or unevenly distributed.
In addition to research mentorship, I support students through one-on-one meetings, workshops, and informal advising on topics such as applying to graduate school, developing research interests, and building academic confidence. I aim to create spaces where students feel comfortable asking questions, exploring possibilities, and developing a clearer sense of their goals—whether within or beyond academia.
