I am a neuroscientist, artist, and writer with a PhD in Neuroscience from MIT, where I also completed the Graduate Student Teaching Certificate Program. I have taught at MIT, Harvard College, Northeastern University, and the University of Massachusetts Boston, working with students across a wide range of ages and academic backgrounds.
My teaching experience extends beyond traditional university classrooms. I have taught neuroscience through the MIT Educational Studies Program—an enrichment...
I am a neuroscientist, artist, and writer with a PhD in Neuroscience from MIT, where I also completed the Graduate Student Teaching Certificate Program. I have taught at MIT, Harvard College, Northeastern University, and the University of Massachusetts Boston, working with students across a wide range of ages and academic backgrounds.
My teaching experience extends beyond traditional university classrooms. I have taught neuroscience through the MIT Educational Studies Program—an enrichment initiative that for motivated middle and high school students—translating complex scientific ideas into engaging material. I have also presented at the Museum of Science Youth Internship Program, where I introduced students to how the brain works, how artificial intelligence parallels aspects of the mind, and how motivation and experience shape learning.
Alongside teaching, I have conducted research in astrobiology, neurobiology, and cognitive science at institutions including MIT, Harvard Medical School, UCLA, and NASA, contributing to peer-reviewed scientific work. I leverage my understanding of the human mind to support students in coursework, reasoning, and higher-level thinking skills.
I have spent much of my career communicating complex scientific ideas to audiences with diverse levels of knowledge through my writing and visual artwork. My science writing and public engagement have been recognized by outlets such as WIRED Magazine and MIT Technology Review, and I have spoken in academic and public forums on how science, learning, and creativity intersect.
In our sessions, I identify where understanding breaks down and rebuild concepts step by step, tailoring explanations and strategies to the student’s learning style and goals. I work well with students who feel anxious about science, students preparing for demanding exams or coursework, and students transitioning into more advanced material. My goal is not only improved academic performance, but deeper understanding, independence, and long-term confidence.
