My research takes an integrative approach to studying the evolution and diversification of functional morphological systems. I am particularly interested in how form (phenotype) and function are related, and how these relationships are context-dependent in terms of habitat use and biotic interactions. Much recent work indicates that these relationships are complex, and understanding them is key to understanding how natural selection works on functional systems, both intraspecifically and in a comparative, evolutionary context. Most of my work uses lizards because of their great phenotypic and ecological diversity. My work falls into three broad areas:
1. Complex relationships between phenotype and function
2. The role of abiotic and biotic context in affecting phenotype-function relationships
3. The convergent evolution and diversification of snake-like body forms.

I integrate phylogenetic, phenotypic (morphological traits and measurements), locomotor, and ecological data with an explicitly statistical and evolutionary approach. Phylogenetically-informed analyses are central to my research. My students and I have also developed new phylogenetically-informed statistics. Museum specimens feature prominently in my phenotypic datasets, allowing for maximal taxon sampling. Field data are also an important component, and I have conducted fieldwork in the United States, Caribbean, Australia, and the Philippines. I capture specimens in nature and conduct locomotion trials using high-speed video in the field. In the lab, I use high-speed video techniques and force plates to study animal locomotion in more detail. Together, these approaches form a powerful toolbox for addressing the research questions of my lab.

My research informs my teaching, and I am delighted to be teaching the following courses:
– Comparative & Human Anatomy (Biol 111) – A detailed lab course that teaches dissection and analysis of vertebrate functional system. Offered most spring semesters.
– Herpetology (Biol 119) – A lab course that focuses on the diversity and evolution of amphibians and reptiles, complete with field trips and student presentations. Offered alternating fall semesters.
– Advanced Biostatistics (Biol 206/306) – A course for undergraduate and graduate students, taught using R. Students learn experimental design and working with real data. Offered alternating fall semesters.
– Animal Locomotion (Biol 233) – A research based course where students learn to quantify locomotion from high-speed video, test hypotheses, and present their results. Offered alternating spring semesters.
– Science Careers & Effective Practice (Biol 290/390) – A discussion based course for senior undergraduate and graduate students with research experience. We discuss how to be a successful scientist, how the scientific enterprise works, and careers in and outside of academia. Offered alternating spring semesters.