NSF grant-funded research study that investigates the ways to structure STEM learning environments to influence affective states such as expectancy, value, and belonging in STEM, specific to Black students taking gate-keeping science and mathematics courses at HBCUs. In addition, I assist with developing and implementing research protocols and procedures, focus group interviews, survey item construction, and data analysis procedures.

As the graduate assistant for NC State's Department of Educational Leadership, Policy, and Human Development, I work directly with the department head on various research and administrative projects.

As a Research Associate for the Belk Center for Community College Leadership and Research, I have been able to work on various research projects focused on improving the experiences of students and educators at community colleges. These projects include work with the NC Reconnect/Adult Learner Research Team, PACE Climate Study for Community Colleges Research Team, and the Ascendium/Rural College Leaders Program Research Team. As a member of the Adult Learner Research Team, I help explore the ways community colleges that are part of the NC Reconnect program engage and support adult learners on their campuses. As part of this work, I interview community college presidents, faculty, and staff members about their experience with the North Carolina Reconnect Program and supporting adult learners at their institutions. As a member of the PACE Climate Survey Research Team, I've assisted in the administration of the PACE Climate Survey for Community Colleges, which allows community college leaders to better understand their institution’s culture and overall capacity to promote student success by hearing directly from employees about how they perceive and experience their work. In particular, I collaborated with institutional clients to lead all components of survey administration for six community colleges across the country (e.g., survey design, recruitment, administration, analysis, and report creation).

In this role, I collaborate with the Department of Biological Sciences to lead the development and implementation of an assessment plan to assess the experiences and sense of belonging of underrepresented students majoring in the Department of Biological Sciences. Here, I oversee the development and implementation of the study’s quantitative and qualitative data collection components (e.g., survey, interviews) and data analysis procedures. I also assist in the trained undergraduate researchers in conducting and analyzing qualitative research.

As the Graduate Research Assistant, I managed the assessment plan of the village's learning outcomes and operational components. Included within this assessment plan were the management of assessment protocols and implementation, data collection, qualitative and quantitative data analysis, and data reporting. My secondary role was to co-instruct two sections of the village's required fall course (SLC 101 - Community Leadership). Responsibilities for the course included, but were not limited to syllabus review and development, curriculum development and implementation, moodle site management, content creation, and delivery, serving as a course lecturer, coordination of guest lecturers and service-learning projects, assignment development, and alignment with course learning objectives, grading of assignments, capstone projects, and exams.In addition to my primary duties, I also served and currently serve on multiple committees and teams within University Housing. These committees and teams included serving as a member of the Strategic Planning Planning and Implementation Committee, Quarantine and Isolation Assessment Team, Student Staff Training Committee, and the Graduate Assistant and Foundations training Committee.

In my role, I developed educational resources, tools, and workshops to further the implementation of the RIDE (Realizing Inclusion, Diversity, and Equity) Framework on WFU’s campus. Additionally, I co-created foundational DEI certificate program and Inclusive Leadership Cohort program content and supplemental materials (e.g., learning outcomes, assessment protocols, visual aids) to be implemented on WFU’s campus and co-produced a comprehensive and skills-focused training module on individual and systemic bias for student leaders, faculty, and staff.

As an Academic Advisor, I was responsible for advising first-year, engineering students as they transitioned to Clemson University and prepared for their transition into one of the ten engineering disciplines offered by the College of Engineering, Computing, and Applied Sciences (CECAS). This included advising and counseling students on their desired engineering curriculum and academic policies, providing guidance during class registration, and engaging with students in an effort to assist with their holistic student development. I was also responsible for developing and maintaining confidential records, identifying student issues, and referring students to other campus resources as needed. As the First-Year Experience Coordinator for the General Engineering Advising Center, I led the programming efforts of the General Engineering Advising Center associated with the first-year experience and ensuring students had a smooth transition into General Engineering and life as a college student. Additionally, I served on the CECAS Professional Development Committee, which was responsible for creating programs and initiatives associated with the professional development of staff members within the college.

Co-taught PAS 4000: Evolution and Formation of Black Identity in the United States through Multimedia. This class examines and analyzes how a collective and individual Black identity has developed and evolved in the United States. This includes an investigation of the loss of African identity in the slave trade, a melding of a collective Black identity during slavery, the development of a “free” identity following emancipation, attempts at reclaiming identity, all the way to a current day discussion of how Black identity is depicted and interpreted by all individuals (those that identify as Black and not).

Responsible for leading programmatic efforts that focused on educating students about social change, community agencies, and their impact on the greater community. In this role I collaborated with community agencies to create service projects for IMPACT and Explore Summer Service program participants, two programs that focused on service and community engagement. I also developed and facilitated reflection opportunities for IMPACT and Explore Summer Service student participants to assist them in understanding the impact of the service they completed and issues they address. Other duties included creating marketing materials and info sheets for Explore Summer Service weekends and IMPACT service projects, as well as recreating assessment tools to evaluate success and effectiveness of IMPACT.

Served as intern and mentor members of Renaissance MAN, an initiative that provides academic enrichment, social engagement, personal development and professional preparation to male students of color. Also served as teaching assistant for ED370: Renaissance MAN - Identity and Masculinity. Students in this class explored racial/ethnic identity, masculinity and leadership theories as it applied to their personal lives and males of color attending Clemson University.

Responsible for recruiting, counseling, and assisting students and their families as they started Clemson University’s admissions process. This included heavy travel during the Fall and Spring semesters, with one-on-one meetings with prospective students when I was in the office. A specific focus of my job was diversity recruitment, in which I traveled to and worked predominantly with underrepresented students and high schools that have a high-underrepresented population, specifically in the lower region of South Carolina (Charleston, Beaufort, Hilton Head, Lowcountry, etc.). Within this focus, I oversaw the coordination and implementation of Snapshot Clemson, an event that invites in state, high school counselors on Clemson’s campus so they can learn about the academic programs, opportunities, and resources available for their students. I also worked directly with the social media efforts of our office. An additional role was serving on the committee that plans the Upstate NACAC College Fair. Within this role, I was the co-chair of the Mini Camp College committee. As a co-chair, I was responsible for planning and implementing the Mini Camp College event, which targets high school students (all grades) within the upstate region of South Carolina and instructs them on the college search/enrollment process.

In my role as an Admissions Counselor, I was responsible for assisting students during their admissions and enrollment processes as they are admitted into their desire programs. This was achieved both in and out of the office. Overall, I provided students with specific information about the college, our various programs, and the services offered at Piedmont Technical College. I also assisted students in establishing and clarifying their educational, career, and personal goals. This same information is taken out of the office where I was also responsible for the recruitment efforts in my assigned territory (Greenwood County), which included recruitment efforts at various schools and programs which allowed me to reach out to middle and high school students, as well as non-traditional students looking to pursue a post-secondary education. In my secondary role as the designated Event Coordinator for our office, I oversaw and coordinated all of the outreach events and strategies for our Office of Admissions that translated into increased enrollment for the college. This included me initiating, planning, and executing all aspects of events, to include event goals, objectives, target groups, and the number of attendees. During my time there, I took the lead on many events, including, but not limited to Senior Rush, Open House, Instant Admissions, and Parent Night @ PTC. Other duties included co-advising the college's Presidential Ambassadors as they carried out their assigned responsibilities, while also serving as the liaison between the Presidential Ambassadors and the Office of Admissions. I also served as the liaison between Office of Admissions and the School of Business, Information Technology, and Public Service, as each counselor was assigned one division to work directly with.

Emerging Scholars is a college access program design to assist low income, high school students from the low county/economically disagvantaged region of South Carolina as they begin peparing for college. While the students are preparing for a post-secondary education, they also engage in academic enrichment and leadership development. As a Program Advisor, I was able to serve as a mentor and role model for these students, sharing my personal college experience. Also included in this role are the duties assisting their students with their homework and evening enrichment activities, supervising the students while they were in the residence halls, actively participating in the program's daily activities and sessions provided, and co-leading a small group of students with a fellow Progam Advisor.

As an RA, I assisted Bridge Students in their transition of becoming Clemson Students by coordinating programs for residents, educating them about residential policies of the Bridge to Clemson Program, and collaborating with other resident assistants to build communities within the Bridge Program.

CONNECTIONS Peer Mentoring Program was created to assist first-year, students of color as they transition and adjust to Clemson University and the life of a college student in five areas: social, cultural, academic, community service, and campus resource. Mentors, upperclassmen, are assigned first-year students, known as mentees, to make sure this goal is completed with interactions within all of these areas. As a Programming Board Member, I work with a team of mentors that plan and coordinate events for CONNECTIONS throughout the academic year that meet one of our interaction requirements. Each member of the programming board are expected to take the lead of at least one event, with the assistance from other members of the board and other mentors.

In this intern role, I assisted with the development and implementation of programs that uphold Healthy Campus’ mission and vision of creating an environment that fosters holistic health and wellness. Specifically, I collaborated with a team of student interns, graduate assistants, and an Associate Director in the creation of a bystander intervention program for Clemson University. I also maintained communication between different campus organizations and departments regarding support and collaborative opportunities.

In this role, I coordinated all logistical aspects of various cultural programs under the advisement of the Associate Director of Multicultural Programs and assisted with administrative duties and day-to-day operations of the Gantt Center for Student Life. I also managed the center's social media websites (i.e. Twitter and Facebook) and coordinated marketing efforts for upcoming events and programs sponsored by the multiple areas within the center.

As an Orientation Ambassador, I served as a student representative, assisting with the guidance of approximately 4,500 incoming students as they transitioned to life as a student at Clemson University. In this role, I promoted orientation activities to incoming students and their guests, in addition to educating them about the campus environment and resources offered by Clemson University. I also assisted students with course registration and academic advising, while also facilitating small group discussions on various topics on life as a Clemson student. Additionally, I assisted with orientation logistics (ex. check-in, session prep, etc.) and helped with the recruitment efforts of future Orientation Ambassadors

In this role, I assisted guests as a resource information, including questions about campus, events, directions, etc. Additional duties included, selling tickets to campus events, guiding customers with placing event reservations and event insight, explanation of campus and event policies, approving banners/fliers for on-campus organizations and departments, and assisting with the training of new student workers.

LeaderShape is 6-day leadership institute that challenges participants to lead with integrity™ while working towards a vision grounded in their deepest values. Participants explore not only what they want to do, but who they want to be. As the Service Coordinator, I was responsible for communicating and collaborating with community partners in Asheville, NC in an effort to locate, plan, and create service projects for student participants of the 2015 cohort, in addition to facilitating guest leader night. In addition to that role, I also assisted with the coordination and implementation of of the marketing, recruitment, and selection process of the 2015 cohort.