I began working with the Healthcaring team in 2012 as a contributor and editor for their book, Healthcaring. After completing a gamification course taught by Dr. Kevin Werbach (Wharton School of Business, University of Pennsylvania) with the Healthcaring founder in 2014, we worked together to create systems and programs for health promotion.To this end, I led project design and testing of a gamified pass-it-forward system for creating health-related attitudinal and behavioral change, and led implementation of an alpha build in a Doctor of Physical Therapy Community Health class at the University of Evansville (Evansville, Indiana) for extensive testing and feedback; collecting, analyzing and reporting qualitative data; utilizing findings from user research to modify and improve the system in iterative fashion. Additionally, I served as a preceptor for numerous Healthcaring-led graduate student projects at Emory University's Goizueta Business School (Atlanta, Georgia).

During my PhD in Singapore, I found I had a knack for helping people--especially non-native English speakers--with their writing, and for doing both content and developmental editing. I began assisting fellow PhD students, and since then have edited hundreds of PhD dissertations, master's theses, academic journal articles, fiction and nonfiction books, screenplays, resumes, cover letters, personal statements, websites, divorce papers, and pretty much any other piece of text you can think of. I also tutored high school and university students in various subjects, including writing, statistics, and using research software like Nvivo and SPSS. Finally, I consulted with PhD students. Unfortunately, many are not so lucky to have great advisers, so I did my best to fill the role unofficially. Even though I have set an "end date" for this work, I continue to do it when I can!

I was recruited to NTU as the lead research assistant on a grant employing digital ethnographic research methods to study digital games, and to earn PhD in Sociology. I was lead research assistant on this project for three years and was primarily in charge of data collection and writing up results for publication. I created interview schedules and organized, conducted, transcribed, coded, and analyzed interviews. I also conducted extensive (participant) observation and digital fieldwork in virtual worlds. For my PhD, I continued much of the same, pushing the boundaries of qualitative methodologies in sociology and incorporating theories and methods from game studies, user research, and education. All research projects used a symbolic interactionist framework. While working extensively with with audio/video data, I learned some video, photo, and audio editing skills along the way. I took courses in Qualitative and Quantitative Methods, Classical and Contemporary Theory, and Social Psychology.A major part of the PhD experience was tutoring small classes. I taught for four semesters -- Social Psychology (x2); Media and Society; Culture, Self and Identity; and Environmental Sociology -- and garnered high teaching ratings. I also published several co-authored peer-reviewed journal articles and book chapters, presented at conferences, and helped my peers with their writing. I graduated in August 2014 with a PhD in Sociology and was the first to complete this program at NTU.

I became a fast and accurate transcriptionist by taking advantage of macros. I also learned medical, legal, and financial jargon, given the company's client base. After working for the company for about a year, I had built my own clientele of university professors, and conducted independent interview and focus group transcription for them for a few more months until I moved to begin my PhD.

I was a student teacher here for my M.Ed. practicum in Spring 2008. I had full responsibility for teaching three sections of 12th grade Current Issues, a social studies elective. I also co-taught two sections of 10th grade Citizenship.I was hired as a long-term teacher at the beginning of the 2008-2009 school year and worked two months, performing full classroom roles and responsibilities of a teacher, including creating lesson plans, grading work, and meeting with parents. I taught the same two courses that fall, Citizenship and Current Issues.

I assisted one student with a physical disability. I accompanied him to all his classes, advocated for him, helped him with school work, and did whatever else he needed throughout the school day. I worked closely with his teachers, counselors, and caregivers to ensure his educational and personal needs were being met. I won “Paraprofessional of the Year” for the Clarke County School System in 2007. Before the paraprofessional job, I was a substitute teacher in the district (August-December 2005). I was hand-picked for the paraprofessional job because I was a regular sub in the special education classrooms and enjoyed working with the kids and teachers.