My current position as Project Manager for Food Security and Nutrition Research Projects at the Center for Alaska Native Health Research focuses on promoting food sovereignty, diet quality and health equity among Alaska Native families and communities. Some of the projects I work on include the design and implementation of a Community Readiness Assessment about kids overconsuming sugar-sweetened beverages; design of a 5-year intervention program to increase subsistence skills and promote subsistence lifestyle; research, analysis, and manuscript preparation for a collaborative literature review about studies assessing traditional food in diet; design and implementation of hands-on learning workshops to promote Indigenous knowledge; creation and presentation of educational materials related to Indigenous worldview, Indigenous concept of health, and the deeper meaning of subsistence lifestyles; and the recruitment for and facilitation of community discussions in remote villages with citizen scientists participating in the community-based-participatory-research project, Our Voice. I work closely with the project PI, collaborators, community members and tribal organizations to coordinate implementation and execution of daily operational activities, design community outreach materials and presentations, and maintain IRB submissions.

I teach 100 and 200 level college writing courses, including WRTG 111x (Writing Across Contexts) and WRTG 213x (Writing and the Sciences), synchronously and asynchronously as needed.

I taught 100 and 200 level college writing courses and tutored in the writing center. For the first year I worked collaboratively with other teaching assistants and instructors in an experimental teaching model called the Hub, designing assignments, discussing pedological methods, and assessing student work in novel approaches. In my second and third years, I taught WRTG 111x (Writing Across Contexts), 211x (Writing and the Humanities), and 213x (Writing and the Sciences) in synchronous and asynchronous formats as the sole instructor of record.

I wrote and published the Job Corps Annual Health and Wellness Data Report, utilizing data science and technical writing skills to report on STD rates, illicit substance use, medical conditions, and mental health issues within the program. I was responsible for the 2014, 2015, 2016, 2017, and 2018 reports. I worked closely with allied health personnel to develop, implement, and evaluate program health standards, guidelines, policies, procedures, and curricula. I also partook in the development of health data collection, storage, and analysis tools to ensure our methods are up-to-date with evolving technology. This included survey design and implementation to collect data from our centers and students. I conducted special health services studies and analysis reports as requested by the Job Corps National Office and provide periodic reports on specific aspects of medical, oral health, substance use prevention, and mental health services. This included a year-long survey study of suicide related incidents in our program. I supported team members in other projects including facilitating webinars, conducting on-site assessments of center health and wellness programs, and developing and revising health-related publications and policies.

I spent one year each with two separate research groups working with epidemiology and biostatistics. As part of the research, I utilized statistical tools such as packages in Python, R, SAS, and SPSS for data cleaning, data mining, and statistical analysis. For the first year, I organized and maintained survey data from a cohort of patients in Egypt exhibiting liver abnormalities for the purpose of identifying risk factors for hepatocellular carcinoma. The analyses I performed employed statistical methods such as relative risk, regression, and hazard’s ratio. For the second year, I worked on a network modeling project for the purpose of linking tuberculosis transmission with waterpipe sharing behaviors in Southeast Asia. I cleaned, organized, and stored survey data from the Ministries of Health of Cambodia and Lao PDR. Using this dataset, I performed statistical and network analysis using R, SAS, and Networkx methods in Python. I generated hypotheses, summarized findings, and drafted a manuscript for future work and publishing. For all projects I worked on, to support and compare findings to those of the current scientific community, I compiled literature reviews. As part of both groups, I attended meetings of peer scientists to discuss and provide feedback on other projects. I also participated in weekly scientific talks with the rest of Georgetown’s research community.

I supported laboratory-related tasks associated with the company mission. Tasks included organizing and performing experiments to optimize technique and testing new cost-effective designs for materials used in mass spectrometry. I presented findings and future plans to colleagues, superiors, and company executives at meetings. I also helped manage stock of laboratory supplies and contacted supply companies for orders when necessary.

I worked with Rochester's high school students to prepare them for college admissions and subsequent success. Preparation included weekly meetings on Saturdays throughout the school year consisting of college preparatory classes, organization workshops, and leadership activities. Additionally, I partook in outreach activities with the students to get them involved in the community. As an example, I helped organize and manage annual projects to present at the ImagineRIT festival to promote health and science education.