• Instructed 16 rising high school seniors from across the U.S.; hosted 10 classes and 10 office hours for five weeks; utilized Slack, Zoom, Google Classroom, Google Suites, and MIT email to communicate to students and cultivate an effective, supportive virtual classroom environment.• Co-authored an online curriculum with fellow science writing instructors, graded and provided individualized feedback on students' weekly assignments and discussion posts, and continuously altered the curriculum throughout the term based on students' needs.• Tracked student progress and performance after each class; wrote 16 end-of-term student evaluations for students to incorporate in their college applications; arranged an award ceremony for my students at the end of the term; facilitated Q&A for the astrophysics student presentations during the MOSTEC 2021 Symposium virtually on Pathable.

As a graduate research assistant for the REACH Lab directed by Drs. Bianca Villalobos and Juventino Hernandez Rodriguez, hosted through the Department of Psychological Science, I:• Co-developed materials to publicize the REACH for Grad School initiative that hosted virtual sessions to teach undergraduates how to create a competitive application when applying to graduate school; connected undergraduates to lab mentors to provide them 1-to-1 feedback on application materials.• Assisted in the search for studies and measurements related to the proposed RA COVID-19 study to better understand the experiences of college students during the COVID-19 pandemic. • Transcribed focus group zoom interviews for qualitative analyses to learn more about college students' perspectives on the COVID-19 vaccine.

• Wrote approximately 60 psychological evaluation report templates to be completed by Dr. Erica Ann Perez for patients receiving mental status examinations (MSEs) and/or IQ tests for the Texas Disability Determination Service (DDS).• Scored and synthesized standard scores, percentiles, confidence intervals, qualitative descriptions for intellectual functioning and achievement ability measurements, such as, the ADI-R, BASC-3, CTONI-2, WAIS-IV, WISC-V, WNV, and WRAT5 for reports.• Filed paperwork, checked payment statuses from DDS weekly, used TherapyNotes.com to schedule and confirm clients for appointments, answered phone calls, and checked insurance benefits within 24 hours after scheduling patients.• Created and organized a therapy waitlist in the summer for the front office to more easily contact patients once openings become available or their insurance is in-network with counselors; co-trained an undergraduate intern and new clinical support staff member

• Developed and delivered college readiness, personal and professional development, and ACT prep curriculum to over 215 9th and 10th graders from an underresourced community; implement formal and informal assessments to track each individual student’s progress and learning needs.• Participated in weekly manager check-ins, grade-level meetings, before and after-school duties, and faculty meetings; maintained a cooperative working relationship with students and families.• Analyzed data to intervene and adjust instruction as needed.

• Oversaw the homeless shelter, First Church Shelter, that tends to 14 men selected to receive extra resources and assistance to find stable homes on scheduled evenings. • Assisted with minor clerical tasks, maintained a sanitary environment, performed culinary duties, and ensured residents had toiletries, bedding, and clothing.

HSTF is one of 9 participating in the city-wide collaborative initiative, Success Boston, developed to support Boston Public School alum as they transition into college and provide them the academic and professional skills to succeed in their college courses and future careers through 1:1 and group coaching sessions and workshops. As the College Success Coordinator for Hyde Square Task Force, I was responsible for:• Providing holistic - academic, emotional, financial, and professional - support for my cohort of 79 students ensuring that they learned how to pick their courses, manage their financial aid packages, could balance their course load and work, etc.• Developing and hosting curricula and workshops specific to the topic (college list building, transfering, mental health, etc.), audience (ex. 11th graders, community college students, four-year college students, etc.), and size (ways to engage a group of 20 vs a small group of 3).• Collecting student data to ascertain that they were on track to graduate on time and to be used for organizational grant writing.• Collaborating with partner Boston high school advisers to recruit a cohort of 75+ students.

As an Interphase EDGE Residential Faciliator for the MIT Office of Minority Education, I:• Provided academic support, emotional support, and guidance to 70 entering freshmen scholars taking part in a seven-week summer program designed to expose them to the rigors of academic life at MIT and help them transition into their fall semester • Functioned as a communication and writing teaching assistant for approximately 18 students, led recitations, hosted office hours for the scholars, and assisted scholars in choosing their future classes and developing their four-year plans

• Catalogued and updated contact information of Class Action trainers, facilitators, and donors on platforms, such as, Luminate Online, Excel, and Salesforce; contacted organizations that have expressed prior interest in hosting sensitivity trainings through Class Action.• Reviewed logistics of the 5th Annual First Generation Summit Committee to plan the activities for the summit to be attended by 32+ participating colleges and over 200 students and staff members and oversaw the 20 workshop proposals submitted by attending students; assembled list of participating college's social media pages to further publicize the summit.• Managed the first First Generation Mentor and Mentee match program pairing first generation professionals or graduates with first generation undergraduates to help them navigate through their collegiate years.

• Spearheaded the development of the first handbook for the organization to be distributed to future Lean On Me chapters and overhauled and improved the supporter training curriculum so Lean On Me volunteers would learn more about the various issues that could weaken their peers' mental health. • Developed and executed in-person and online surveys to learn more about the about the mental health needs of undergraduate and graduate students and understand how the anonymous texting platform of Lean On Me could best serve college students throughout the academic year.

• Registered approximately 270 college students and administrators for the 4th Annual First Generation College Student Summit at Williams College, organized rooming arrangements, and food accommodations for attendees.• Publicized the summit on the Class Action Facebook and Twitter pages; designed and edited pamphlets and promotional images for the summit using Photoshop and Canva. • Reviewed 70 evaluation responses from attendees and identified strengths and weaknesses of the events and workshops at the summit to learn how we could improve the program for the following year

As a Student Intern for the MIT Admissions Office, I:• Contacted 30-40 high school minority students across the country each week to encourage them to consider applying to MIT and answering questions from perspective students • Informed each student of the unique programs and financial aid that MIT provides to low-income and minority students

As a Communications Officer Assistant for the MIT Office of the Dean for Graduate Education (ODGE), I:• Published 25+ short articles online each week to keep grad students up-to-date with campus events and administrative news using Photoshop and FInal Cut Pro to post articles with media • Consistently updated the ODGE webpage using programs such as Wordpress and Microsoft Office

As an undergraduate student researcher in the Early Childhood Cognition Lab, I:• Interpreted the responses of children ranging from 6 months old to 7 years old through experiments related to visual and sound recognition to better understand how children understand other’s emotional nonverbal expressions• Filmed, coded, and submitted all data collected to the Early Childhood Cognition Lab