Currently the research lead of an in-development project and subsequent manuscript that is examining the role of negatively-biased credulity in moderating the accuracy of determining if AI generated images are in fact AI-derived. I will be ensuring IRB approval, generating all image pairs, working to develop the manuscript, and working directly with Dr. Fessler to ensure the project's success.

Currently, I am a research assistant on a project exploring the prevalence of threats in advertisements relative to the political alignment of news channels. Our study uses a comprehensive framework to evaluate the presence, type, and explicitness of threats in ads, analyzing content from left, neutral, and right-leaning media sources. This research, which includes examining advertisements for medical/clinical threats (e.g., vaccines, supplements), is vital for understanding how ideological factors influence treatment-seeking behavior and reliance on pseudoscience, offering key insights for health and clinical psychologists and policy-makers, particularly in shaping public health interventions and communication strategies.

As a Co-Lead for a cross-cultural privacy norms study at UCLA's FessLAB, I collaborated with two co-leads and a primary graduate student to drive the project from start to finish. We conducted thematic analyses of over 75 initial eHRAF excerpts, identifying more than 20 relevant codes that informed our inter-rater reliability tests. My responsibilities included cross-cultural analysis of a significant number of eHRAF excerpts, proposing and incorporating new coding parameters, and performing inter-rater reliability analyses in Excel. I also conducted in-depth content analysis on privacy themes, enhancing the project's conceptual framework. Currently, we are finalizing inter-rater agreement to ensure clarity in each of our identified codes, holding regular IRC meetings to increase agreement on nuanced elements of privacy, and ensuring that our coding methods are easily trainable for new RAs. We are nearing completion of the initial conceptualization of privacy across cultures and have substantially improved our agreement ratings with each IRC (currently on V5) and updated coding book/framework.

Currently lead the applied research project for Elevation, also known as Contagious Kindness. I lead a team of research assistants in flyering campaigns, developing a soical media prescence, publishing public awarness articles and infographics, and work directly with the leads of the Bedari Kindness Institute. As of June 2024 we have amassed over 8000 views across our three soical media platforms, and haveaccurd 40+ participant videos despite inherent limitations (can't use incentives and limited number of RA's; started with 19 and by June 2024 we are now at 3 active members).

As a Research Assistant for the Counterspeech project, I played a substantial annotation role in a project using cutting edge neural-networks to analyze over 300 Reddit forums known for substantial hate speech trends. Our objective was to identify how counterspeech influenced online social dynamics of hate speech. I provided insights and feedback during meetings, documented potential issues regarding the subjectivity of hate speech versus colloquialisms, and analyzed assigned forums and posts for the presence of hate speech and counterspeech. In the second phase, we coded different Reddit forums, identifying the content and prevalence of hate speech and categorizing it by themes such as weight, race, and disability. I played a significant role in shaping the project's direction, particularly contributing to discussions on coding paradigms and the distinction between subjective and objective viewpoints. As of june 2024 I have been acknolwedged as one of four signficant contributors for hate speech annotation in the published paper. The project aims to complete a total of 1000 annotations to build an accurate machine-learning model. Through this experience, I have honed my skills in data annotation, user behavior analysis, and the application of machine learning techniques in the context of digital soical dynamics research. This ongoing project showcases my dedication to empirical research and my ability to contribute to large-scale data analysis tasks. As of June 2024, I have been acknowledged as one of four contributors for signifcant efforts in hate speech annotation in the final publication. I also substantially enhanced my data analysis capabilities by conducting Fleiss’ Kappa and Krippendorff’s Alpha to assess inter-rater agreement. As of June 2024, the project has been submitted for publication and I was explicitly acknowledged for my substantial annotation contributions in the manuscript.

As a short-term research assistant for the Bengali Sexual Trends project, I was responsible for translating over 200 survey responses. These responses covered a variety of questions designed to assess patterns and behaviors related to sexual attraction and activity, variations based on relationship status, and correlations with family dynamics, including the presence, number, and age of children. In addition to data cleaning and translation, I developed a coding method to identify individuals who reported an infinite or immeasurable number of celebrities, fictional characters, and television personalities they felt sexually attracted to, facilitating a more straightforward analysis of the results.

As a research assistant for the Twitter/X Project, I played a pivotal role in assessing the prevalence of bots on the platform. My primary responsibility involved inputting selected Twitter/X account IDs into an online interface for thorough evaluation of their likelihood of being bots. Through meticulous analysis of over 300 user IDs, I employed AI-based software to meticulously assign a rating scale of 0-5 for bot likelihood. This short-term experience not only provided me with valuable insights into the complex dynamics of online platforms but also illuminated the significant challenges posed by automated accounts.

I contributed to a research study focused on gaining insights into cultural variations in the understanding of disgust, to promote a more culturally inclusive perspective on emotions. Over the past years, members of the FessLab research team have been actively involved in gathering data from ethnographic sources within the eHRAF database. Our primary task involved meticulously analyzing previously collected ethnographic materials while applying the established coding framework for the project. The aim was to uncover the cultural factors influencing the perception of disgust across diverse societies. I actively contributed by sourcing and analyzing articles and databases, all of which have significantly enriched the project. As of September 2023, the disgust project has transitioned to a different research laboratory, and our responsibilities related to coding and data analysis have concluded.

I was tasked with data compiling materials for a study involving working with Dr. Burghard from USC to use AI in order to conduct a quasi-replication of the previous finding from this paper showing that urban legends are more likely to present information about hazards than information about benefits (exhibit negativley-biased credulity). To do so, the AI will first be trained using the dataset from the 2014 paper, and will then be applied to a new set of urban legends. I was responsible for the identifying, sourcing, and annotating/coding the additional dataset, the Urban Legends Encyclopedia (Brunvand 2002).

As the remote Project Lead for a study on physical activity trends during ovulation cycles, I collaborated with the Haselton Lab at UCLA to manage the exchange of findings between two research labs. I maintained the project website, supported outreach initiatives like flyering, and helped to manage a team of research assistants in participant communication and hormone (urine/saliva) sample collection scheduling. I ensured weekly communication of findings between Dr. Martie Haselton and Dr. Daniel Fessler, contributing to the project's success by ensuring a significant participant numbers and facilitating effective inter-lab communication.

Leveraging my cumulative experience, honed quantitative proficiency, and the successful completion of my neuroscience core series, my transition to Dr. Barbara Knowlton's cognitive neuroscience laboratory marked a pivotal step in my academic journey. Throughout my year as a research assistant, I acquired invaluable hands-on experience working with the general public. In this role, I was responsible for setting up and applying tDCS head caps, operating a 4x1 multichannel stimulation adapter and conventional tDCS device for precise delivery of electrical currents to the left or right ventrolateral prefrontal cortex, and guiding participants through experimental procedures. During the sessions, I adjusted device settings to prioritize participants' comfort and safety while maintaining an optimal stimulation level suited to individual tolerances. This direct interaction with participants honed my proficiency in managing research technology while adapting to the inherent variability and necessary ethical considerations in human subject research.

Under the guidance of Dr. Sharmila Venugopal, during an intensive three-month behavioral neuropsychology and electrophysiology laboratory course, I applied computational neuroscience techniques to analyze neuronal activity in anesthetized earthworms. I established analysis parameters, including the maximum and minimum amplitude and the onset height of action potentials. Utilizing MATLAB, I collected, visualized, and analyzed electrophysiology signals in response to tactile stimuli, successfully identifying and distinguishing action potential signals from artifacts. I analyzed over 100 action potentials based on the parameters I developed and subsequently classified them into three potential neuron types. Employing Excel and JASP, I conducted independent t-tests, Brown-Forsythe variance tests to reveal unequal variance despite normal distribution, and subsequent Welch tests, successfully identifying three distinct neuron types. This experience significantly enhanced my proficiency in computational neuroscience, data analysis, and research methodology.

As a research assistant in Dr. Larry Hoffman's translational vestibular neurobiology lab within the David Geffen School of Medicine, for over three months I supported a project aimed using FIJI and Matlab to accurately map hair cell morphological polarization vector (MPV) directions in guinea pig utricles. The project's primary goal was to establish a universally applicable polarization direction for all MPVs within the Utricle. Through a systematic exploration of FIJI, I tested various filtering, segmentation, and image processing methods, including Labkit and Morpholibj, to optimize segmentation and enable direction detection. Using Matlab, I then identified paired centroids for the Hair Cell (Spectrin object) and its’ Kinocilium void, allowing for identification and mapping of MPVs onto the optimized segmentations. Navigating the intricacies of FIJI and Matlab to contribute to the development of large-scale neurovestibular research components was profoundly challenging, but I succeeded, substantially enhancing my research abilities.

Transitioning to Dr. Morgan Tingley's ecology and conservation lab, I spent seven months refining my data analysis skills. During this time, I actively participated in data mining for a systematic review challenging long-standing empirical beliefs about avian survival, specifically examining disparities in reported survival rates for female birds. My responsibilities included a comprehensive review of scientific literature, data extraction using Sysrev, extensive coding work, and contributing insights to the project's findings, including a collaboratively proposed and subsequently incorporated inferred gender of author(s) parameter. Witnessing how my suggestions directly influenced the final publication was a rewarding experience, underscoring the importance of precision in data coding.

During my tenure in Dr. Magali Delmas’s Environmental Sustainability Lab, I gained invaluable exposure to academic research, honing my skills in meticulous literature analysis and professional communication. I made substantial contributions, coding 65 out of 232 total research articles, to the Decision Drivers to Facilitate Lower-Polluting Consumer Choices initiative, a state-funded project commissioned by the California Air Resources Board (CARB). This systematic review successfully assessed and synthesized current research literature on statistically significant behavior interventions geared towards promoting environmentally conscious consumer choices. This experience not only greatly enhanced my ability to analyze complex literature and extract meaningful insights, a critical skill for my envisioned research pursuits, but also shed light on the comprehensive scope of behavioral and psychological knowledge attainable through engagement in environmental and ecological research.

I will be supporting NAMI Redding as a Zoom Producer for two essential training programs: Family-to-Family and NAMI Provider Training. In this role, I will facilitate virtual sessions, ensuring smooth operations and an engaging learning environment. The Family-to-Family program, led by families of individuals living with serious mental illness, emphasizes education, support, self-care, and problem-solving for other family members. The NAMI Provider Training will equip healthcare providers and staff with a deeper understanding of mental illness, fostering collaborative care.While managing the technical aspects, I will also actively engage with the content, enhancing my knowledge and skill set in mental health. This experience will allow me to contribute directly to NAMI’s mission and my community while expanding my expertise in supporting individuals and families affected by mental illness.

I am honored to serve as one of three co-leads for Dr. Daniel Fessler's portion of a comprehensive study at VU Amsterdam investigating cross-cultural variations in behaviors, norms, and emotions that reduce infectious disease transmission, especially in regions with higher-than-average parasite stress (infectious disease rates). As a co-lead for the UCLA team, I ensured IRB approval, including writing methods, addressing risks, and outlining background, purpose, and feasibility. I also continue to oversee documentation, data collection from our goal of 225 participants by Dec 2024, and currently manage the SONA system survey to ensure credits are provided and participant questions are addressed. I manage all participant responses, ensuring full-completion and comparing results of the attention-tests throughout the survey. This experience continues to be immensely rewarding, enabling me to contribute to significant research across three manuscripts, for which I will receive co-authorship on each.

During my internship in psychology and psychometrics at NeuroLeap Corp, a technology startup dedicated to developing affordable multi-sensory IoT devices for marginalized youth with learning disabilities, mental health disorders, and motor skill impairments, I honed my skills in assessment and intervention design. Over the past year, I created various vignette-based assessments targeting adolescent depression, empathy, ASD, and both inattentive and hyperactive ADHD, under the mentorship of CEO Albin Taro and Dr. Tim Victor from the University of Pennsylvania. I pioneered an innovative assessment method that was subsequently integrated into our approach, combining vignettes with self-report questions. This development enabled psychometric evaluations that were previously restricted to vignette-only models. This experience significantly enhanced my ability to design interactive assessments, facilitate collaborative discussions, and address the complex dimensions of youth mental health.

At UCLA's Institute of Neuro Innovation (INI), a nonprofit organization focused on advancing applied neuroscience, I held leadership positions in the education and research committees. I led a team in developing a perioperative protocol that integrates NeuroVella brain spa into spinal surgery procedures. Additionally, I reviewed research in various branches, including Mindfulness, Alzheimer's, PTSD, and Cannabis. I contributed to formulating hypotheses, conducting literature reviews, research design, developing and presenting research posters, and refining proposals. I led a team of undergraduates who created accessible presentations and infographics on neuropsychology, laboratory techniques, and neurotechnology. In May 2024, I supported efforts on a collaborative group research poster on moderate exercise's effect on sleep, which was presented at UCLA INI's research fair 2024. I supported the project lead by conducting tests of normality, equality of variances, and non-parametric T-Tests. These experiences further refined my skills in synthesizing psychological literature, discussing theoretical models, conducting advanced data analysis using JASP and Excel, and effectively communicating research findings.

In my role as a credentialed substitute teacher through the Mountain Valley Special Education JPA, a consortium of 13 rural school districts in Shasta County, I provide instructional and behavioral support to K-12 students with moderate to severe special needs, including non-verbal autism, emotional disturbances, conduct disorder, Down syndrome, oppositional defiant disorder (ODD), and medically fragile conditions. Since February 2024, I have accumulated over 1,000 hours of experience in this capacity, collaborating closely with healthcare professionals such as LVNs, RNs, BCBAs, BTs, and OTs to ensure a holistic approach to student well-being. My responsibilities include assisting with nursing tasks such as assisted feeding, tracking g-tube data for individualized student medical plans, supporting students who are wheelchair-bound, facilitating hygiene practices like handwashing and nose-blowing, and assisting with toileting, changing, and wheelchair transfers. Additionally, I manage behavior and crises for students with complex socioemotional challenges, particularly in Educationally Related Intensive Counseling Services (ERICS) classrooms, which focus on students with diagnoses such as conduct disorder, ODD, autism, and ADHD. By utilizing Applied Behavior Analysis (ABA) techniques, including token economies and discrete trial training, I contribute to the implementation of individualized interventions aligned with each student’s individualized education plans (IEP) and Behavior Intervention Plan (BIP). In these settings, I collect and document data using both qualitative and quantitative methods to understand antecedents and behaviors, enhancing crisis management strategies and supporting emotional regulation and academic progress. Given the rural nature of these classrooms, many students face additional challenges related to trauma, abuse, neglect, and substance use, all of which I address with compassion and a comprehensive approach.

Provided instructional and behavioral support to students with mild to severe special needs, including non-verbal autism, Down syndrome, and medically fragile conditions requiring g-tube feeding, LVN and RN-monitored care, and wheelchair mobility for cases such as progressive non-infectious anterior vertebral fusion. Applied Applied Behavior Analysis (ABA) techniques, collected data, and implemented Evidence-Based Practices (EBPs) to support individualized education plans (IEPs). Worked in Educationally Related Intensive Counseling Services (ERICS) classrooms, supporting students with severe socioemotional challenges. Spearheaded an Academic Intervention Support Hour, facilitating the graduation of 12 students in academic crisis. Additionally, assisted K-5 classrooms with instruction, behavior management, and behavioral documentation, providing targeted support in math, ELA, and science. Monitored online behaviors for 40-90 students across multiple classes, ensuring engagement and compliance in virtual learning environments.

I am extremely grateful to have been chosen as one of the 2024 HCC Health Equity Scholars! This highly-selective program offers a unique opportunity to gain hands-on, real-world experience in the healthcare field. Through this program, I aim to develop my professional skills, expand my network, and contribute to meaningful, impactful, and well-placed change in our communities. I will also be receiving extensive training on qualitative research methods, data analysis and visualization, and quantitative research methods.

As a Health Equity Scholar with Health Career Connection, I completed a selective summer internship with Community Care Cooperative (C3), Massachusetts' largest FQHC-owned ACO, which included a $2,010 stipend. Leading a team of four, I expanded C3’s Diversity, Equity, and Racial Justice (DERJ) evaluation framework, assessing its impact on healthcare access and equity while identifying barriers to implementation. Our work successfully distinguished DERJ from Health Equity and DEI, evaluated leadership accountability, and demonstrated the necessity of grassroots organizations in the success of C3 and ACOs in general. Through my initiated demographic data analysis and interviews with C3 leadership, we uncovered that C3's outreach strategies unintentionally and inadvertently favored affluent urban and rural White populations while underrepresenting BIPOC and impoverished rural regions—a common historical issue within ACOs. Our findings, along with the developed outreach framework, which included literature-derived KPIs for iterative evaluation, received praise from C3 leadership and will be integrated into their future initiatives. This experience enhanced my skills in data analysis, mixed-methods research, R, JASP, and strategic planning within public health.

During my tenure at TheTestGuy, an academic and wellness coaching organization partnered with Carnegie Mellon, I conducted qualitative interviews and intakes to assess students' strengths and weaknesses, developing action plans for each. I provided high-quality ACT/SAT preparation, AP academic tutoring, academic counseling, mentoring, and informal mindfulness and positive psychology assessments and interventions for challenging cases. I analyzed data on over 40 Zoom AI transcription software options, summarizing their effectiveness, cost, support levels, and functionality, which led to the implementation of Fathom Notetaker. I reviewed literature on the consequences of late diagnosis of neurodivergence and learning disabilities in young female adolescents, composing a report for the CEO for future policies and potential court proceedings. Additionally, I coled an initiative to help students from marginalized high schools transition to higher education, collaborating with Michael J. Poljak from Carnegie Mellon, organizing a webinar with over 100 participants, developing coaching materials, and creating informational assessments to inform counseling sessions, including a tailored self-authorship assessment.

Private in-person and online tutoring in a variety of subjects including mathematics through differential equations, physics through geometric optics and quantum mechanics, chemistry through organic semester two, English through college honors, and a wide variety of other subjects such as researching, study skills, and English as a second language on occasion. Also was hired on to be the lead tutor of the Homework Club Pilot Program.

Worked on a pilot project which revolved around meta-cognition skills of learning in grade school students-highschool students.

Worked with upwards of 20 students that were free to join and work on homework and get assistance on any grade school/middle school level work.

Provided comprehensive care for elderly individuals with disabilities, including transportation to medical appointments, ensuring prescriptions were up-to-date and filled, assisting with resource sign-ups, scheduling appointments, and maintaining a clean living environment. Supported the primary caregiver in managing patients with frequent seizures, ensuring their safety, minimizing injury, and offering compassionate post-episode care. Both patients struggled with substance abuse, with one diagnosed with clinical alcoholism, which threatened her life and exacerbated her condition. This experience gave me hands-on insight into the complex, multifaceted nature of the compounding effects of mental illness and physical disability.

While employed as the supplemental instruction leader, my roles included that I attend the classes, and designing/host relevant supplemental learning sessions that incorporated group, paired, and individual learning. I held office hours, designed quizzes and material, worked with individual groups of 3-4 and held optional classes for up to 30+ people.

I was the acting President, founder, and spearhead of the Shasta College science club. I attempted to revamp the paradigm of the club, including the creation of the facilitated experimentation program and an independent research proposal fund. This role also required coordinating with various faculty to integrate new ideas on a continuum. Before the coronavirus pandemic shut down operations, the club managed to create Prussian blue pigment from steel wool, prepare an Acylation laboratory with a select few of the organic chemistry students, and had all the required materials needed to begin manufacturing and distributing hand sanitizer to the community in the face of the pandemic. As the founder of the Bridging Future Scientists Chapter, I mentored science club members in discovering research opportunities, securing internships, and connecting advanced undergraduates with specific research interests to willing faculty members. As president of the Science Club I initiated the creation of an experimentation program and an independent research course, effectively supporting multiple student-led projects. These initiatives collectively not only provided a platform for students to explore their scientific interests but also fostered a supportive, nurturing, and inclusive academic environment and STEM culture.

Before the Coronavirus pandemic made it impossible, I worked as a chemistry stockroom assistant in which my roles included cleaning the fume hoods, class material preparation, and any job the stockroom manager delegated to me.

I am employed as a mathematics tutor for the Shasta College Learning center. My job requires me to assist students with questions that vary from integral calculus, advanced geometry, trigonometry, python programming, and Microsoft office.

I was the acting V.P to the new Model United Nations club which has just established itself. In this role, I created and managed spreadsheets, budgets, flyers, the club constitution, and led debates regarding current events through the lens of a particular country. I developed and adminstered training protocols that supported new members in learning the foundations of proper debate within a formal, academic setting.

As a founding member and President of the Honors Club, I had the responsibility of advertising, creating posters and logos, and, utilize strategies to interest students in taking honors curriculum.

As a senator of the Shasta College Student Senate, I have managed excel sheets, created student id’s, organized the lending library, and continually communicate and assist students with a wide variety of issues.