Conducted research with at-risk children at the Early Emotional Development Program under Dr. Luby- assessed how early indicators (overcontrol, negative emotions, self-criticism, perfectionism, mood instability, etc.) of disorders like depression and anxiety are related tosocial relationships, moods, and behavior- learned how to interact with a variety of sensitive children during overstimulating situations (EEG/MRI setup)- conducted behavioral assessments and EEG/MRI imaging- immersed within the research process and literature

Spearheaded a student-led project to design Washington University's first Learning Spaces Rating System (LSRS) to better foster engagement between professors and students.- adapted the Educase LSRS to fit Washington University's learning spaces- assessed and evaluated all learning space criteria with fellow team members - discussed implementation with the Educational Development Team for future use

Implemented the Teaching Family Model (TFM) to support juvenile offenders in learning how to function in a home-like setting. - understood theories that underlie TFM Core training, including: learning theory, motivation systems, and skills curriculum.- worked with all parts of treatment team to develop, implement, and review the residents' treatment plans- counseled residents through building healthy relationships, life skills, work habits, hygiene, etc.- constantly engaged in conflict-resolution and trained in crisis intervention

Taught beginner to intermediate-level tennis to kids of all ages (ages 5-16, as well as adults), developed stroke progression, physical conditioning, and a healthy approach to tennis- Engaged up to 4 kids for an hour at a time.- Created and adapted specific lesson plans based on real-time analysis.- Managed a 20+ hour self-employed work week

Teaching English to two Chinese-born Americans (ages 9, 10) - one a non-native speaker and the other a native speaker below grade-level comprehension- Utilize Chinese for full comprehension.- Create a fully remote ESL curriculum.- Find ways to create engagement despite the technological barrier.

Shadowed doctors, therapists, life skill instructors, case managers, and recovery coaches at Aspire, one of Indiana's largest integrative health care networks.- interacted with a variety of patients with mental illnesses in intimate settings (depression, anxiety, schizoaffective disorders/schizophrenia, ADHD, autism spectrum disorder,substance abuse disorder, etc.)- witnessed the establishment of comprehensive treatment plans amongst a variety of health professionals within a holistic healthcare model- observed different practices of mental health treatment including private and group therapy, counseling, grand rounds, and life skills training- CANS certified

Directly engaged with physicians and patients in the emergency department by documenting and organizing patients' medical records.- Gained first-hand experience of the patient-physician relationship and the inner workings of an emergency department- Became familiarized with the treatment process