These research areas directly improve the development and detection of rigorous biomarkers underlying clinical diagnosis using non-invasive neuroimaging data, as well as develop the validity of basic science research methodologies. This work also finds its way into my teaching, where students learn how to develop and institute rigorous analysis pipelines and statistical argumentation concerned with uncertainty. I emphasize project-centered learning, anti-hierarchical and democratic decision making, and de-grading principles in my pedagogy. Through my university teaching, free mini-courses, and free workshops, I have taught statistics and computer programming to roughly 5,000 students at the high school, undergraduate, and graduate level as of 2022.