My love of science started early, with a children’s book of simple experiments in biology, chemistry, and physics. I was captivated by the way science could explain both everyday life and hidden wonders, from optical illusions to how the body works. In high school, when asked if I wanted to study the whole world or just the human body, I knew my answer immediately: I wanted to understand the body. That passion, first sparked in the classroom, grew into a lifelong curiosity about how we function, how we develop, and how we can share that knowledge with others.

My work now focuses on the Scholarship of Teaching and Learning (SoTL), feedback literacy, and the integration of generative AI in higher education. At the heart of my research is the question: How can we empower students to find their voices as learners and as future professionals? I explore how students develop agency, particularly in relation to global health issues like reproductive health and the Developmental Origins of Health and Disease (DOHaD). I also study how feedback, curriculum design, and innovative technologies can help students grow more confident, connected, and capable in their learning journeys.

Some of the most formative moments in my career have come through research experiences that blended science and discovery. As an undergraduate, I worked in a lab in England studying hydrocephalus with a neurosurgeon, focusing on aquaporins in the brain. Later, in Toronto, I studied embryo development and preimplantation biology, exploring how life begins at its earliest stages. During my PhD, I discovered my love of teaching by mentoring fourth-year thesis students, helping them design and run experiments. These experiences shaped not just my knowledge of physiology and development, but my dedication to teaching and mentoring the next generation of learners.