I teach across psychology methods and substantive areas at the University of Hull, with a particular interest in helping students become confident researchers, careful analysts, and clear scientific thinkers.
Current teaching
- Research Skills 2: module leadership in first-year research methods and statistics
- Psychology of AI: conceptual and empirical questions around AI in psychological science
- Psychology of Language: language processing, representation, and cognition
- Project supervision: undergraduate dissertations and postgraduate research projects
Teaching approach
My teaching is grounded in the idea that students learn methods best when they use them to answer real questions. I aim to make quantitative reasoning, experimental design, and critical evaluation feel practical rather than abstract, and to connect classroom learning to the kinds of judgement required in research projects.
Supervision and student projects
I welcome projects connected to:
- language and cognition
- memory and learning
- psycholinguistics
- visual attention and eye tracking
- research methods, statistics, and measurement
- psychology and AI
If you are considering a dissertation, Masters project, or doctoral application, the Research Students and CogLang Lab pages give a better sense of the kinds of questions and methods that fit well with my supervision.
Teaching scholarship
Alongside teaching delivery, I have contributed to pedagogic development work on assessment, feedback, and student judgement.
Exemplar-based peer assessment
With Dr Stuart McGugan, I worked on assessment approaches that help students understand standards through structured engagement with exemplars. This work focused on strengthening students’ evaluative judgement and self-assessment capacity, and was supported by a Pedagogic Development Grant from the University of Hull.
Ipsative feedback and reflective cover sheets
I have also worked on approaches to feedback that foreground progress over time, including the use of reflective cover sheets to support dialogue between students and tutors. The aim was to make feedback more actionable and more clearly connected to improvement across assignments.