My research interests lie at the intersection of arts-based educational research, feedback practices, embodiment, queer theory, and young adult narratives.

Co-creates and manages content for WHT, an arts education resource center that activates social-emotional and reflective learning throughout arts lessons to cultivate healing-centered, student-powered spaces.

*Additional responsibilities include, but are not limited to: stewarding program evaluation, including development of elementary specific evaluation/assessment tools; increased intersection with professional development, management of several new projects/programs

*Lead administrator of Core Program, in which over 30 teaching artists go into about 50 schools (and about 100 classrooms) to teach playwriting over 10-25 classroom sessions+Maintains regular communication with our teaching artists and classroom teachers; tracks and synthesizes program data; plans and executes outreach to schools, classroom teachers, parents, and students; coordinates with classroom teachers to book in-school and out-of-school performances; shares media and qualitative data from classrooms with development and communications staff*Manages over 50 actors who go into schools to supplement the Core Program*Manages Ed. Program Fellows (formerly: Teaching Artist Apprentices) and various interns*Manages and stewards curriculum for the Resident Playwrights program*Plans and leads classroom residencies, workshops, and Saturday retreats for students, and professional developments/orientations/trainings for teaching artists and classroom actors*Various projects including: curriculum development/creation, development of evaluation/assessment tools, summer programs administration, dramaturgy, management of an online curricular database, and work for the literary committees

*Helped maintain cleanliness and functionality of the studio spaces and facilities.

*Lead and assisted six daily classes of 12-20 students each in acting, improvisation, and playwriting, culminating in the K-5 students’ creation and performance of an original, short play

*Succeeded in a competitive application process to participate in one of the most distinguished and rigorous theatre training programs in the country*Gained comprehensive knowledge of the management of a nonprofit regional theatre by serving as support staff for front of house, box office, marketing, development, artistic, education, production, stage management, finance, and facilities*Completed an intensive 3-month focused assistantship in the education department. Responsibilities/projects included: budget management, organizing schedules for Arden for All classroom visits and performance dates, creating supplemental lesson plans for AFA classroom teachers, creating lesson plans for AFA teaching artists, teaching/subbing for several Arden Drama School classes, and assisting AFA teaching artists in the classroom.*Completed an intensive 3-month focused assistantship in the development department. Responsibilities/projects included: Donor tracking and prospecting in our database, writing email updates for major donors, writing taglines for our restaurant partners, assisting in event planning of the major bi-annual fundraiser, and writing grant reports. *Completed an intensive 3-month focused assistantship in the production department. Responsibilities/projects included: Budget Management, Filing and organizing stage management books on previous shows, and assisting in costuming, set building, and lighting*Worked substantially in the marketing department. Responsibilities/projects included: drafting emails to potential partners and sponsors, writing a blog post linking our mainstage production to its primary partner, and major work in social media*Developed and maintained relationship with funders, audience members, and the arts community.

*Read and evaluated plays written by K-12 students per a standardized rubric, and provided written critique for each student submission that challenges them to develop their writing further

*Designed an active arts and literacy based curriculum for the advisory program that focused on belonging, capability, persistence, resilience, success, and reflection*Created the BSHS Twitter account, updating parents and students on pertinent information several times a day with information from school logistics to live classroom updates*Assisted the principals with day-to-day administrative tasks

*Implemented instructors’ lesson plans for both academic classes and advisory*Maintained daily records while promoting a positive learning environment

*Designing and implementing curriculum for two heterogeneous tenth grade English classes *Active participant in various grade-level meetings, faculty meetings, response to intervention meetings, and individualized education program meetings*Observed over 60 hours of teaching across disciplines and grades*Completed and presentedTeacher Research Project entitled “Navigating Non-Fiction through Drama: Using Choral Reading to Create a Transaction with Text”*Facilitated a reading and writing diagnostic within the classroom

*Review and revise articles before publication per the standards of the Indiana Daily Student Style Guide and the Associated Press Stylebook while on deadline.

*Assist IU student athletes in understanding core class concepts.*Provide a basis for strong study skills from how best to prepare for a test to how to formulate an articulate outline for a research paper.

*Act as the communication link between Indiana Review and their contributors, prize judges, subscribers.*Draw up the contracts, tax forms, and other needed materials for the contributors and prize judges.*Receive, organize, and maintain all subscriptions and contracts.*Manage the database of contributors and subsribors on Microsoft Access.

* Assisted with WTIU Newsbreaks, WFIU Newscasts, and online news uploading.* Required to be aware of news in the world, perform background research, prepare for, conduct, and record interviews, cut and edit sound clips, and provide fast turnaround for stories.

Worked with children ages 9-12 during the Spring II/Summer I sessions to instill confidence, perseverance, and respect into the young performers, as well as build a foundation for theatre and performance.