I taught for four years; I led class discussions and field trips (groups of 30 students), supervised labs (groups of 20 students), graded all assignments, and met with students individually. Courses included both undergraduates and Masters’ students.
My teaching duties were directly related to my research topics and thus fell within the disciplines of Animal biology, Evolutionary biology and Statistics. My commitment to Plume!, a civil society for popularising science, took me to develop a training program for PhD students on science communication.


Post graduate courses


  • Science communication for PhD students

The theoretical part of this module consisted of lectures about the basics of popularisation, followed by a feedback session by a science journalist and discussions about science and society. The practical included planning and participating in a local dissemination event such as booth animation at the Festival of Science or the publication of a scientific journal for the general public.

  • Population dynamics for grad students preparing a master’s degree

Students worked on modelling prey and predator demography with the underlying objective of understanding the notions of stable and unstable equilibria in biology.


Undergraduate courses


  • Animal biology

Students get to know the major organisational plans of metazoans and the evolution of the circulatory, nervous, reproductive, digestive and respiratory systems. The sessions consisted of group brainstorming coupled with practicals on comparative anatomy in vertebrates.

  • Evolutionary biology

Students learn how to manipulate the theoretical bases of the Evolutionary Theory. The sessions I ran focused on the natural selection and the genetic drift.

  • Statistics

In my opinion, this teaching module is one of the most important module for undergraduate students. Students get accustomed to the use of a tool that is crucial to their future career, whether they become researchers or not. During practicals, I supervised individual student groups while they were learning statistics by using R software.

  • Miscellaneous

I also taught courses the objective of which was to provide students with background knowledge on metazoans: Functional anatomy, Entomology, Ornithology, Parasitology and Insect societies.



Student supervision


I (co)supervised eight undegraduate students involved in various research projects:

  • Harvard University (USA)
    Dajia Ye


  • University of Toronto (Canada)
    Manjima Doha


  • University of Toulouse (France)
    Arthur Avilez
    Ingrid Auria (co-supervisor: Benoît Pujol)
    Ousama Chamsi (co-supervisor: Benoît Pujol)
    Lucile Dewulf (co-supervisor: Benoît Pujol)
    Pierre Humblot (co-supervisor: Angélique Quilichini)
    Stéphanie Montembault (co-supervisor: Angélique Quilichini)