I serve on the Executive Council of the Society for Sex Therapy & Research (SSTAR) as a student/early career professional representative. I attend council meetings, plan and execute student events and programming, and more generally, represent the student voice of the organization.

I helped out with the COVID-19 vaccine distribution program throughout the Peel Region (Ontario, Canada). My responsibilities ranged from screening clients to handling vaccines and vaccine supplies.

I primarily managed the telemedicine hotline at the largest outpatient medical clinic in the Greater Toronto Area, registering approximately 500+ patients each day. In addition, I scheduled specialist appointments, performed various medical tests, and educated patients on our care and services.

I was selected from over 1000 global applicants to participate in a fully funded, intensive business management program in Tokyo, Japan (conducted online due to the COVID-19 pandemic). My team and I created innovative solutions to enhance the worldwide reach and sustainability of current UNIQLO business initiatives in the face of a global pandemic and presented these solutions to the Chief Strategy Officer, the head of Sustainability, and the head of Global Digital Marketing.

Relationships and Well-Being (RAW) LabAs the RAW Lab Manager, I organized weekly lab meetings, recruited talented research assistants, handled finances and lab expenses, and ensured a productive and collaborative research environment.

Centre for Student EngagementAs the student lead of the LAUNCH Student Transition Program, I created curriculum and training for incoming student leaders in order to maximize program success.

I supported a class of eight 14-year-old students with severe developmental disabilities at Seneca School (Toronto District School Board), assisting in the assessment and evaluation of two students for the development of each child’s Individual Education Plan. In this role, I conducted research on prevalent topics in the field of exceptionality, such as providing help to individuals with severe conditions during assessment, and used tools such as the Brigance Inventory of Early Development and the Hawaii Early Learning Profile to assess and create goals for developmentally delayed children.

As a Teaching Assistant (TA) for Modern Symbolic Logic (PHL245), I demonstrated mastery of course material, professionalism, and strong communication skills through course content delivery to approximately 500 students in group settings and in one-on-one interaction. As the Head Logic Lab TA (September 2019 to January 2020), I coordinated and led three TAs in their assistantship duties.

Childhood Learning and Development (ChiLD) LabI co-led a research project exploring how social and cognitive processes shape losing and regaining trust in children and adults. In addition to interacting frequently with our child participants and their families as a primary weekend experimenter, I also used E-Prime to develop computerized experiment design and coded and analyzed participant data, including raw videos, questionnaires, and verbal responses.

UTM Health and Counselling Centre I led a team of twelve student volunteers to deliver mental health and safety related programming to students through hosting events, organizing presentations, creating training workshops, and running social media campaigns. In this role, I engaged critically with American College Health Association/National College Health Association data to provide educational programming to the campus community.

Student Housing and Residence LifeI advised, mentored, and built a community among 24 first-year residence students. Meanwhile, I co-led the Diversity Task Force, a student-run society on campus aiming to celebrate and develop programming on equity, diversity, and inclusion.