My attitude towards teaching is that general concepts are the most important points to get across. In their own research students teach themselves the system-specific methods necessary to test the concepts they are introduced to in class. The core message of my statistical methods courses is that students should think about what form the data they are going to collect will take, then ask themselves if they know how to analyse this type of data? If the answer is no, it is better to design the experiment slightly differently rather than try to learn how to analyse non-standard data after collection. In my lower level, introductory ecology course I’ve found it is important to highlight major points with interesting examples in order to maintain students’ attention. Generally, I believe in using as much of my own research as possible while teaching as it makes it easier to pass on my enthusiasm to students.

I have taught multiple "Introductory Ecology" courses at the University level, as well as specialised "Methods and Statistics" courses and courses in systematic conservation planning. As part of my statistical courses I provide students with a handbook that teaches them how to perform a variety of statistical tests using the R programming language.