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As an NSF graduate research fellow, I have led multiple full-cycle research projects on diversity, psychological safety, engagement, and achievement in organizations. I routinely manage diverse teams of 2–30 research assistants in research and analytics projects from start to finish, acting as a mentor to foster their career and intellectual growth. I collect quantitative and qualitative data through online and in-person experiments, Qualtrics surveys, randomized controlled trials, interviews, and focus groups, and I analyze these data using linear and logistic regression, ANOVA, t-tests, chi-square, and factor analyses in content analysis programs such as SPSS and R. I communicate research results to experts and laypeople, including through invited conference talks, panel discussions, peer-reviewed journal articles, and a book chapter.

Instructed two sections of undergraduate statistics. Topics include descriptive vs. inferential statistics; measures of central tendency; null hypothesis significance testing; parametric vs. non-parametric tests; t-tests; ANOVA; correlation

Instructed two sections of undergraduate students. Topics covered included research ethics, quantitative research methods, experimental design, data analysis, and scientific writing. Received a departmental award for excellent teaching.

In collaboration with the State Bar of California, I led the design, implementation, and evaluation of a novel "situated-stress mindset" intervention designed to improve performance on the California State Bar Exam. I facilitated focus groups with prior Bar Exam test-takers and surveyed recent law graduates to better understand individual's psychological experiences as they prepare for the Bar Exam, and used these data to inform the content of the intervention. Across two cohorts, the intervention, a double-blind randomized controlled trial, improved passage rates on the California Bar Exam by 19% and reduced racial and socioeconomic achievement gaps by 67%. Currently, I am preparing a manuscript for publication and presenting these findings to academic and professional audiences.

In this role, I partnered with 22 colleges and universities across the United States and Canada to help design and administer an online randomized controlled trial intervention designed to promote belonging and inclusion among underrepresented and minority students as they transition into college. At two of these partner schools, I worked closely with liaisons and facilitated focus groups with current students to identify site-specific barriers to belonging. Then, I worked with a small team of researchers to customize intervention materials for each site, and assisted with the intervention programming and dissemination.

Undergraduate research assistant in the Mind and Identity in Context Lab at Indiana University. Responsible for scheduling research participants; walking participants through various experimental protocols; acting as a confederate in deception studies; entering, checking, and coding experimental data; data cleaning and analysis