• Integration of socioscientific issues (SSI) in higher education
• Student engagement, belonging, and identity in undergraduate education
• Psychological processes in learning across diverse student populations
• Evidence-based teaching practices in university science education

My research focuses on the integration of socioscientific issues (SSI) in higher education and their role in supporting student engagement, belonging, and scientific citizenship. A particular emphasis is placed on the experiences of diverse student populations, including first-generation students, with attention to structural and cultural barriers to participation. The work examines how teaching approaches can advance equity, diversity, and inclusion by fostering inclusive participation, supporting belonging, and enabling equitable access to scientific knowledge and practices in education and science.
Drawing on an interdisciplinary background in psychology and education, I examine cognitive, social, and affective processes in learning, as well as the conditions that influence instructors’ adoption of evidence-based teaching practices.
I hold academic training in education and psychology, including studies at University of Massachusetts Boston and the Harvard Graduate School of Education. I am a licensed mental health counselor (LMHC) and a psychologist accredited by the Federation of Swiss Psychologists (FSP), with experience across clinical, research, and educational settings.
My work aims to contribute to science education that supports both disciplinary understanding and informed, responsible participation in education and society.