Teaching
Learning by doing
At York University, I design courses so students use evidence, make consequential decisions, explain their reasoning, and revise their work. Students develop these skills through practice, feedback, and reflection.
In Psychology and Law, students work through connected applied problems that require them to weigh evidence, consider alternatives, and communicate a defensible position. In Foundations of Clinical Psychology, actor-based exercises help students practise differential diagnosis and communicate uncertainty with care.
My supervision follows the same logic, supporting undergraduate and graduate researchers as they take increasing responsibility for questions, methods, analyses, and written work.
For SAVE Lab recruitment updates and application information, visit the SAVE Lab.
How students learn
Evidence in practice
Activities move beyond recalling information. Students use evidence to work through realistic problems, compare alternatives, and make decisions they can explain.
Reasoning and revision
Feedback and revision help students test assumptions and strengthen their reasoning and communication.
Supervision and development
Supervision is a progression toward independence, with students taking increasing ownership of research questions, methods, interpretation, and communication.