I see mentorship as a partnership rooted in support, trust, and collaboration. My goal is to help students grow into independent researchers who are confident in their skills and empowered to pursue paths that align with their interests in research and life.

Person-Centered. I believe there is no single or linear path to becoming a researcher. Students bring their own backgrounds, personalities, training, and goals; as a mentor, my role is to help them build on their strengths while encouraging them to explore and define their identities as researchers. I aim to support students in building a version of success that feels authentic to them. I often think of mentoring like cooking — every student brings a different set of ingredients, and my job is to help them find the right mix, add a dash of confidence, and bring out the best flavor.

Clear Goals and Structure. I believe students thrive when expectations are transparent and progress is measurable. Together, we set concrete goals, create realistic timelines, and revisit them regularly. This structure is especially important when students first enter the program, and I expect to meet with my students regularly discuss the overall goals and key milestones. In the beginning, it’s a bit like following a recipe, where you stick closely to the structure and steps. Over time, as students gain more experience, they can start adjusting the recipe and making the process more tailored to themselves.

Mutual Learning. Mentoring is not only directional but also a reciprocal process. While I share my knowledge and experience to guide students’ development, I also learn from the fresh ideas, diverse perspectives, and unique strengths that they bring. This exchange keeps our work dynamic and collaborative, and it continually strengthens my own research as well. Just as sharing a meal invites conversation and connection, mentoring offers a space for mutual growth and shared discovery.

I work with undergraduates, master’s, and doctoral students interested in Adolescent health; Parenting & family dynamics; Naturalistic social interactions; Developmental neuroscience; Community & environmental influences. Projects include processing and analyzing neural, physiological, conversational, and survey data, as well as analysis of large datasets (e.g., ABCD, HBCD).

To help us create a positive and productive experience together, I ask mentees to bring the following qualities into work:

Curiosity and Initiative. Research begins with curiosity. Come with questions, ideas, or even uncertainties; these are often the sparks that lead to discovery. Take ownership of your learning by exploring new directions, trying out different methodologies, and sharing your work in progress. If possible, send drafts, code, or notes at least one day before meetings so we can use our time more effectively.

Open Communication. Research and life rarely go exactly as planned (as a matter of fact, I never imagined ten years ago that I would end up as a professor!). When challenges or shifts happen, please let me know early, and we can always adjust together. I value honesty and transparency; sharing what you need ensures that I can provide the right kind of support at the right time.

Teamwork. Research is a team effort, and I want our lab to feel like a community. Contribute to a culture where everyone feels welcomed, heard, and valued. This means supporting peers, asking for help when you need it, and celebrating each other’s progress, whether big or small.