Teaching & Mentoring

In the classroom

Teaching students to think like developmental scientists

I want students to understand the science of development, gain practical research and quantitative skills, and consider the social and cultural implications of what they learn.

University of Illinois Urbana-Champaign

Psychology 216: Child Psychology

An undergraduate course examining development from infancy through young adulthood.

Course focus How do children develop the knowledge and skills they need, and why do developmental pathways differ?

01

Make theory concrete

Students connect developmental concepts to authentic questions about families, health, culture, and education, then turn observations into testable questions.

02

Invite students to lead

Student-led reviews, stories, videos, and discussion questions make participation part of the course's learning architecture.

03

Use technology with integrity

I scaffold data and AI activities so students document assistance, interpret evidence themselves, and evaluate outputs against theory and evidence.

Research and thesis mentoring

From curiosity to independent research

I have mentored more than 40 undergraduate and graduate students in research and thesis work. My approach combines ambitious expectations, transparent guidance, regular feedback, and increasing intellectual independence.

01
Frame

Turn an interest into a precise question and operationalize the key constructs.
02
Build

Develop skills in research design, behavioral coding, reliability, and responsible data handling.
03
Analyze

Select appropriate models, interpret results carefully, and write with transparency.
04
Communicate

Explain findings clearly through theses, posters, presentations, and writing for varied audiences.

High standards

I make expectations visible, explain the purpose behind feedback, and support students in producing work they can defend with confidence.

High support

Regular individual and small-group check-ins, structured peer review, and revision pathways help students grow without taking ownership away from them.