-Survey Support: (February 2024- present) Proofing and editing surveys, creating surveys in Qualtrics, and supporting with various data cleaning and coding tasks for MTF. -National Death Index Coder: (Jan 2023- October 2023) Coder for the National Death Index (NDI) project within the MTF study. Using and refining coding protocols as well as Accurint software and online searches to investigate whether study respondents are deceased.

Perform quantitative and qualitative analysis as part fo various evalutation projects, including: -Neural Engineering Training Program (NETP) evaluation: The NETP supports fellows as well as the UM community in engaging in translational neural engineering. I've created surveys to assess participants experiences in various program activities, including the annual research symposium. I conduct descriptive statistics and craft reports for program PIs highlighting strengths and feedback. I've also crafted, conducted, and analyzed interviews with exiting NETP fellows and created report for PIs. (Jan 2023-present)-The School at Marygrove (TSM): conduct external evaluation for Marsal School of Education NSF STEM project which aims to recruit and retain more diverse teachers into STEM teaching roles at urban secondary schools. The work has included collaborating with various folks across UM to gather and compile data about prospective teachers' matriculation and to track TSM alumni. In addition to descriptive statistics exploring trends in matriculation, I've done qualitative analysis of various populations of prospective and current teachers at TSM to enrich quantitative findings. The final products of this work have been a tracking spreadsheet of all the current and former Marsal SOE students that have been at TSM and a Year 5 report summarizing findings across the various datasets. (Dec 2023-present)-FATE: The FATE program is a four-year cohort based program working with Detroit’s Jalen Rose Leadership Academy students through various activities, including an entrepreneurship competition, to support their educational and long-term career goals. For this project, I did qualitative analysis of the parents', students' and mentors' experiences with the program and created memos to support CEDER staff in crafting the final evaluation report. (October 2022-Dec 2022)

Trained in RTD, XMA and SPACE. Certified in front end etchers, ashers and etch metrology tools (using CDSEM, Optiprobe, and P-30s). Manage WIP, perform scheduled and unplanned qualification of tools, read and interpret SPACE charts.

Designed and implemented teaching plans for elementary mathematics methods courses to diverse student populations ( including undergraduate and graduate students). Collaborated on and conducted teacher education research including data collection, compliance with Institutional Review board guidelines on human subject research, data analysis (qualitative and quantitative), and writing for publication.

The Leveraging MOSTs project is a cross-institutional collaboration focused on improving secondary mathematics teaching by focusing on understanding and developing teachers' ability to use student thinking (see http://leveragingmosts.org/index.html for more details about the project). As a graduate research assistant on the project I have:• Refined and administered scenario interviews to capture teachers’ responses to hypothetical students’ thinking. Conducted interviews with seven teachers. Team led to code these scenario interviews for teachers’ goals, orientations and resources (per Schoenfeld’s 2010, How We Think) related to using student mathematical thinking. • Collaborated on developing a coding scheme to analyze teacher responses to student thinking. Currently working with three other graduate students to use this coding scheme on scenario interviews and classroom videos.• Assisted in planning a two-day professional development for 13 secondary mathematics teachers in Chicago, IL on July 30-31, 2015. Created LessonSketch (online teaching graphics) scenarios to illustrating various teacher discussion moves.

EDUC 304: Problems and Principles of Secondary Education is a semester-long, weekly seminar course that focuses on complementing the experiences student teachers have in the field and connecting those experiences to their prior course work. As the field instructor I: • Co-taught the course with one other field instructor. Led planning efforts by using and refining materials available from my prior experience to meet the needs of current students. • Collaborated closely on refining the assignments and grading guidelines.• Supervised five to seven student teachers in their placements. Conducted formal and informal observations of instruction as well as conferences and communication with student teachers, mentor teachers and teacher education staff.

EDUC 307: Secondary Mathematics Education Practicum is a semester-long, weekly seminar course that focuses on connecting the content of EDUC 413, the teaching secondary school mathematics method course that preservice teachers take concurrently, with the experiences interns have in their field placement schools. As the field instructor I: • Designed the syllabus, planned weekly seminars, delivered instruction, observed 11-13 interns in their placements, and provided feedback on their instruction and their EDUC 307 course work. • Frequently communicated with mentor teachers and teacher education program staff about preservice teachers’ progress in the field. • Assisted in some of the planning and implementation of instruction in the concurrent EDUC 413 course to ensure coherence across EDUC 413 and EDUC 307.

EDUC 413: Teaching Secondary School Mathematics is a semester-long course that focuses on the particular activities of mathematics teaching (e.g. teaching a concept, planning a lesson, etc.) and transitioning from being a student to becoming a professional. As a teaching assistant I: • Researched and proposed articles for the weekly reading assignments.• Periodically created the reading quiz and the homework assignments.• Assisted in grading course assignments.• Led one of four groups of preservice teachers during in class homework rehearsals.• Implemented a fish-bowl activity during one of the lessons on leading a discussion.

The GRIP ( Geometry, Reasoning, and Instructional Practices) project is “dedicated to the study and improvement of the teaching of high school geometry”, including the development of a theory on the practical rationality of teaching (for more information see: http://www.grip.umich.edu/). As a graduate research assistant on the project, I : • Coded and analyzed interview data using systemic functional linguistics (specifically language indicating desirability, appropriateness, usuality, and probability of certain outcomes). • Conducted cognitive interviews of instruments (scenarios) designed to measure factors of interest to the theory of practical rationality (particular what actions are normative in Geometry classrooms).• Assisted in the creation of Geometry mathematical knowledge for teaching (MKT) items. • Contributed to the creation of LessonSketch (a GRIP developed platform for research into and development of teaching practice) materials used for piloting these instruments (scenarios around norms and MKT items). • Conducted quantitative analysis (i.e. item analysis and correlations of MKT items) of the resulting pilot data.• Assisted in set-up of the Representations of Mathematics Teaching Conference (June 2011).

The MET-X project aimed to develop materials to train coders on a coding scheme based on the Common Core State Standards and the TeachingWorks high leverage practices (for more information see: https://tle.soe.umich.edu/MetxInfo). As research staff I:• Carefully searched the MET-X database of over 3,000 teaching videos for clips exemplifying particular instructional practices, mathematical practices, and mathematical content. These clips were then used by Westat (an outside research consultant company) to create coder-training modules in mathematics and English language learning. • Collaborated with Westat as the math content lead during piloting of the mathematics coder-training modules with a group of 14 undergraduate mathematics preservice teachers.

• Taught three sections of Geometry for 9th-12th graders • Taught two sections of French classes (including levels I-IV)