We are interested in investigating students' mathematical and graphical reasoning. This work has emphasized an interdisciplinary approach, involving collaborations with researchers across chemistry and mathematics education research. 

With an emphasis on understanding students' experiences in lecture and laboratory courses, this work seeks to move away from deficit framing toward students, focusing on how instructors can support students in such a way that students do not feel pressured to cheat. 

Our group seeks to develop resources for researchers conducting education research, with an emphasis on research methods, theory, and translating research to practice.