Teaching and training
Teaching and training are aspects of academia that attract me as much as Research. Indeed, I originally pursued university studies to train as a Life and Earth Sciences middle & high school teacher, before turning to Research during my Master.
I thus seized all the opportunities that were offered to me to teach, even if it was only a few hours per year, until my postdoctoral and lecturer experiences at the University of Lausanne that included a significant part of teaching at the Bachelor and Master levels (i.e. lectures and practicals of Palaeontology, and geological mapping and sedimentology field camps). I really enjoyed being involved in teaching, and I particularly appreciated developing, in the context of the Covid-19 pandemic, new materials for remote teaching. This included notably, since the very first weeks of lockdown, the creation of virtual practicals based on the online manipulation of 3D models of fossils to preserve the interactive aspect of Palaeontology practicals.
I also consider teaching as one of the main ways to disseminate my research, and particularly its methodological aspects (both in terms of technics and regarding the construction of interdisciplinarity), and I hope to have the opportunity to invest myself more into it in the future.
In total, and embracing all the opportunities I had to teach, I have a teaching experience of 134h30, including 52h30 of lectures of lectures and 82h of practicals, as well as 4h of workship tutorials and 54 days of field camps (see table below).
Regarding more specifically training, my experiences in user support as a postdoc at the DiffAbs beamline of the SOLEIL synchrotron (2014–2016) and as a research engineer at the Muséum national d’Histoire naturelle (2021–2023) led me to assist, and train, many groups of paleontologists and archaeologists from France, Italy, the UK, the USA, the Netherlands, Brazil, Belgium and Switzerland in the use of a wide range of digital approaches including various advanced imaging techniques and their unsupervised multivariate data analysis. In particular, I have regularly (several times a year) trained, in person and through digital tutorials I have created, scientists to the data processing of XRF elemental mapping and microtomography data, and more generally digital images.
I have also trained most of my students in sample preparation procedures and in the statistical analysis of their dataset using the R statistical environment.
(Co)supervision of students
For me, both teaching and Research are inextricably linked to the supervision of students. In particular, I see the supervision of research projects as a unique opportunity to share and disseminate skills and reflections that are not (or only superficially) addressed in the Bachelor’s and Master’s degrees, in particular new methodological approaches or emerging concepts.
Thus, since my PhD, I have supervised the research work (internships and/or thesis) of 5 undergraduate and 6 graduate students, and have participated in the supervision and/or training of 5 PhD students (see details in the table below).
Institutional Activities and Responsibilities
- Since 2022: Member of the board and Treasurer of the Association Paléontologique Française
- Since 2021: Member of the Steering Committee of the AST-RX µCT platform, MNHN, Paris
- 2021–2023: Member of the Imaging Pole of the Plateforme Analytique du Muséum, MNHN, Paris
- 2016–2018: Referent of the USR 3461 IPANEMA within the RTP Tomo3D of CNRS-INEE
- 2016–2018: Manager of the 3D imaging workstation, USR 3461 IPANEMA, Gif-sur-Yvette
- 2014: Student representative, council of the Department of Earth Sciences, MNHN, Paris
- 2013–2014: Organizer of 3 paleontological fieldwork campaigns, Belgium (6 weeks in total)