I am an engaging and enthusiastic GTA and PhD student, my lessons would be best suited for higher education

I'm currently a third-year PhD student in Neuroscience and Psychology at the University of Glasgow, where I’ve also been fortunate to gain rich teaching experience as a Graduate Teaching Assistant in statistics and as a co-supervisor for Honours and Masters students. Over the past academic year, I’ve worked as a statistics tutor, teaching medicine and sports science students with no prior experience in statistics. In my classes, I have made a point of adapting my materials and approach to match students’ needs, often designing custom materials and interactive examples to build core concepts from the ground up. Alongside delivering course content, I have aimed to create an open and supportive learning environment—one where asking questions is encouraged, critical thinking is nurtured, and students feel genuinely comfortable engaging with the material. I offer one-to-one sessions at the end of the class to help students work through uncertainties and prepare them to apply what they’ve learned to their independent research. The positive feedback I’ve received, both formally and informally, along with strong student performance, suggests that my approach has been well received and effective both by my students and employers. In parallel with my teaching, throughout my PhD I’ve co-supervised a total of six dissertation students across Honours and Master's programmes. These projects have spanned experimental design, statistical analysis, and scientific writing. I’ve supported students in developing behavioural experiments using Python (e.g., PsychoPy), working with fMRI and EEG data, and running psychophysics paradigms like eye-tracking. Many of them were tackling these methods for the first time, so I focused on providing clear, structured guidance and building their confidence in applying both traditional and more advanced statistical methods—from t-tests and ANOVAs to multivariate decoding and Bayesian approaches. I also worked closely with them on the writing process, helping shape their drafts into polished scientific reports aligned with APA guidelines. My research has led to conference presentations at ASSC, AVA, and ARVO, and a recent publication in Current Biology, with additional papers in review and preparation. These experiences have strengthened my belief in the value of clear, thoughtful communication—something I bring into my teaching.