At Cornell, my work focuses on how students engage with reformed laboratories. Using qualitative methods, I aim to explore questions including, What do students actually do when tasked with designing their own experimental methods? What does it mean for students to become "better at doing labs"? My previous work focuses on the importance of students' refining a sense of unease or puzzlement into a more clearly defined problem or question. Building on that work, I aim to understand what happens when students encounter ambiguous or puzzling phenomena in the lab setting.