Innovations in data handling, analysis, and sharing are major drivers of progress in neuroimaging research. This, combined with a recent surge in databases and tools for sharing and analyzing neuroimaging data, has raised a number of question that my research aims to address:

What role does data manipulation and analysis play in the production of scientific knowledge? How are new technologies for sharing, organizing, and analyzing data and theories changing the norms of evidence in neuroimaging research? How are these technologies bringing research communities, theories, data and analysis techniques together in novel ways? What role do different data analysis techniques play in using data as evidence for claims about phenomena it was not produced to investigate? How does the use of new technologies change the way cognitive scientists interpret the data they work with?

My approach to addressing these questions is informed by the day-to-day practice of neuroscience, and as such I am an active member the Poldrack Lab at Stanford University, and work closely with the neuroscientists who use and develop the tools and technologies that I study the impact of.

IMy research on teaching focuses on developing and applying tools and pedagogical frameworks that promote inclusivity and student engagement. I have approached this research through the following three projects. First, I am formalizing a framework for developing and deploying games and game-based activities in educational contexts, informed by my own work designing tabletop games and my experience using these activities to introduce students in elementary and secondary classrooms to philosophy. The second project investigates approaches to enhancing peer interaction and engagement with course material in the classroom by rethinking how student participation is conceptualized and evaluated. Finally, in the third project, I am collaborating with colleagues to develop courses that prepare graduate students to be effective teachers and participate in collaborative interdisciplinary projects, as well as courses that provide students who take philosophy courses with conceptual tools that will aid them in their primary domain of interest, such as philosophy of science for future scientists.

Materials related to rethinking student participation and the use of games in the classroom can be found under the Resources tab on this site.