My scholarship in teaching and learning focuses on designing, implementing, and sharing innovative pedagogies across museum, university, and high school contexts. Using student-centered, object-based, and experiential approaches, I create and evaluate educational experiences that foster skill development, active engagement, and meaningful reflection.
This co-authored article describes a workshop I co-developed at the Yale University Art Gallery to help graduate students and postdoctoral scholars in STEM disciplines incorporate art and artifacts into their teaching. The workshop demonstrated how museum collections can cultivate critical thinking, communication, curiosity, and other transferable skills.
This magazine article presents a grant-funded archaeology elective course I developed that immersed high school students in authentic archaeological research. Through excavation, artifact analysis, and collaborative publication, the course provides a model for introducing secondary students to archaeological methods, inquiry, and stewardship.
This peer-reviewed book is a resource for science teachers that provides strategies for incorporating engineering design into high school physics curricula. I contributed to two chapters based on classroom-tested activities that engage students in applying physics concepts through creative, collaborative, and real-world engineering challenges.