My research lies at the intersection of applied mathematics and higher-education pedagogy. On the scientific side, I develop advanced numerical methods for the simulation of complex systems, with a focus on biomedical flows and vascular hemodynamics. This work combines reduced-order modeling, deep learning, and high-performance computing to design efficient and accurate approximations that are directly usable in medicine and engineering.
In parallel, I pursue research in the didactics of mathematics at university level, with a particular emphasis on the first year of engineering studies. I investigate how teaching formats, assessment practices, and support structures affect student success, motivation, and persistence. My current projects include the integration of computational tools such as Jupyter notebooks and interactive simulations into mathematics teaching; the development of AI-supported workflows for grading and feedback; and the study of equity and self-efficacy, especially for women and first-generation students.
At EPFL, I also direct the Propaedeutic Center (CePro), which coordinates first-year teaching across all faculties. This role allows me to connect research with institutional practice, piloting innovations that can be scaled across large cohorts. Through this dual perspective—numerical analysis and education research—I aim to contribute both to scientific progress and to a more inclusive and equitable vision of engineering education.