I will teach upper-level Psychology coursework on research methods, social and cultural psychology, and community engaged learning. I will also continue my research on best practices in student support and learning, particularly for underrepresented and marginalized students.

I teach "General Psychology," an introductory survey course for Psychology students and related majors, and "Qualitative Research Methods," an advanced capstone course for Psychology students.

I support 13 faculty members in designing engaging online course content. I also facilitate trainings for instructors on community building and student engagement in online learning. I also assisted in the development of a website on best practices to support student well-being in online learning; this website won the Silver Award for Best Digital Resource from the Council for Advancement and Support of Education

I am pursuing a doctorate in Developmental and Psychological Sciences.

I graduated with my MA in International Comparative Education. My MA thesis is titled "Linking Acculturation, Autonomy, and Noncognitive Development in European-American, Chinese-American, and Chinese International Students: A Mixed Methods Study." Relying upon exploratory factor and multiple regression analyses of close-ended surveys and qualitative coding of open-ended interviews, my thesis explores how acculturation experiences and cultural identity moderate the relationship of autonomy… Show more I graduated with my MA in International Comparative Education. My MA thesis is titled "Linking Acculturation, Autonomy, and Noncognitive Development in European-American, Chinese-American, and Chinese International Students: A Mixed Methods Study." Relying upon exploratory factor and multiple regression analyses of close-ended surveys and qualitative coding of open-ended interviews, my thesis explores how acculturation experiences and cultural identity moderate the relationship of autonomy development to the development of tenacity and passion for learning in one's course of study. I presented the preliminary findings of this thesis at the 2018 Comparative and International Education Society Conference in Mexico City, MX. Show less

I was nominated and selected to serve as one of four graduate student representatives to Stanford University's Board of Trustees. I will be serving on the Student, Alumni, and External Affairs Committee.

I am instructor of record or co-instructor for three courses. Two of the courses (EDUC 177A and EDUC 177B) focus on well-being in immigrant youth. Both are service learning courses that draw from the disciplines of education, public health, sociology, and ethnic studies to provide a nuanced treatment of the subject. The other course (EDUC 355) is a sociology graduate-level seminar on higher education and society.

I served as the graduate student representative to Stanford University's public service center, the Haas Center. In addition to advocating for more opportunities for graduate students to get involved in community-engaged work or public service, I collaborated with 10 other advisory board members to develop a five-year strategic plan for the Haas Center.

I studied best practices in community engaged teaching and research. Specifically, I cultivated a research partnership with a local, college success nonprofit, College Track.

I created new courses with a community engaged component on education, psychology, and language learning. I also collaborated with faculty, community partners, and students to support 10 community engaged learning courses. Finally, I developed a proposal for increasing graduate student engagement at the Haas Center.

Developed and taught original English curricula for 85 students in grades 2 - 6; won county-wide English lesson plan competition (out of 26 teams); selected as EducationUSA Taiwan Ambassador (US State Department program) and Reach the World Travel Blogger

Led a team of 25 with 3 other co-directors; designed and moderated a panel on issues relevant to education in China; publicized the summit to the Brown community, leading a team of four in those efforts; coordinated outreach to American and Chinese news agencies

Advised freshmen on their academic and personal transition to Brown; served in additional role as department wide peer advisor for the East Asian Studies Department (2014-2015) and International Relations Department (2015-2016)

Facilitated smooth transition for freshmen to Brown; worked with team of 3-4 co-RPLs; implemented bi-weekly programs concerning issues of gender and sexuality

Formulated and implemented new methods to recruit prospective, particularly international, students to Brown; increased blog viewership from 588 visitors in 2012 to 19,504 visitors in 2014; recruited and supervised 25 student bloggers; edited 25 weekly blog posts

Researched differences between Chinese and European-American children’s learning styles and beliefs; coded over 100 parent interviews for Professor Jin Li's (Principal Investigator) analysis

Recruited Brown seniors to teach English in China by creating campus-wide programming on the educational climate for China’s migrant and rural communities

Wrote three 10-15 page briefing books for educational exchanges with China; helped organize a $2 million dollar fundraising drive for NCUSCR

Developed and taught new English curriculum for kindergarten classes; coordinated teaching program of 15 teachers at two elementary schools; wrote two 35-page reports on migrant communities’ needs and Stepping Stones’ volunteer demographics