Luca Russo Email & Phone Number

I have scoped over 100 quantitative and qualitative research engagements and have managed full projects end-to-end as part of the GLG Corporate Life Sciences team. I was responsible for daily communications across internal and external teams, consistently addressing client needs and questions. On the research side, I have collaborated with clients to draft and design surveys, interview guides, and stimuli as well as managed programming, data quality, data processing, and reporting (both in data preparation and more formal readouts). Internally I have supported initiatives around data quality review, bettering survey performance metrics, and better reporting for my team's financial outlook.

Cambridge, Massachusetts, United States

I provided research support to analysts and research directors on the B2C Marketing research team at Forrester, serving as project manager for business reports ensuring milestones and deadlines are met. In addition to project management, I also assisted analysts writing reports and blogs to expand the scope and reach of Forrester research as well as created graphics and visualizations for reports and drafted presentations for client engagements. I participated in qualitative and quantitative research, including desk research, research interviews, and analysis of survey data.

Cambridge, Ma

I assisted the lead instructor in teaching two courses "STAT E-80 Introduction to Probability using R" and "CSCI E-5A Programming in R" in the Harvard Extension School to about 80 local and distance learning students. In addition to regularly attending lectures, I also met and corresponded with students to reinforce concepts about algebra, probability, and coding in R as well as to work through problems with students. Using an online platform Canvas, I would grade weekly assignments and monitor Yellowdig and Piazza, online question forums where students would submit questions on homework, class concepts, or class logistics.

Cambridge, Ma

I led qualitative data collection and analysis, conducting weekly semi-structured interviews with drivers about their use of new automotive technologies and coding and analyzing transcribed interviews using ATLAS.ti and R. In addition to analyzing quantitative and qualitative user-testing data, I also developed, fielded, and analyzed questionnaires and surveys through Qualtrics and Google Forms. The findings of each were presented to sponsors quarterly to make recommendations on which technologies drivers enjoyed and how technologies that drivers may not have appreciated could have been improved. As part of addressing sponsor concerns, I also worked as part of a team developing and revising protocols, surveys, study materials, and coding guides as necessary. I also managed, submitted, and updated the lab’s materials with the MIT Institutional Review Board for about 20 studies involving human experimentation.

Boston, Ma

Through Hollister Staffing, I worked as a research assistant at the Massachusetts Institute of Technology AgeLab. In addition to serving as an ambassador for the lab, professionally representing the lab to study participants, donors, and guests, I also ensured for the proper collection, entry, validation, and analysis of both qualitative and quantitative data as well as provided administrative support by managing subject databases, maintaining experimental logs, filing paperwork, recruiting and screening study subjects, drafting emails, and creating questionnaires

Orlando, Fl

I collaborated with three other staff members to prepare, cook, and serve breakfast, lunch, and dinner for 150-300 teenagers and young adults performing community service. I also worked with all eight other staff members of the team to prepare media for daily program, to participate in leading program each night, and to serve as a role model for teenagers and young adults.

Boston, Ma

I worked on a research projects with Putnam fellow Dr. Chase Mason at the Arnold Arboretum of Harvard University. The project examines differences in induced and constitutive defenses of sunflowers. I performed choice and non-choice herbivory assays and evaluated herbivore preference based on induced defenses in leaves.

Biology Department

I researched changes in plant phenology resulting from climate change. The focus of this project included using museum specimens to analyze how a warming climate may have affected fruiting times, with an emphasis on the differences between native species and non-native invasive species. Gallinat, A. S., L. Russo, E. K. Melaas, C. G. Willis, and R. B. Primack. 2018. Herbarium specimens show patterns of fruiting phenology in native and invasive plant species across New England. American Journal of Botany 105(1): 31–41.

Boston University College Of Arts And Sciences

I collaborated with 4 other undergraduate students and Program Managers to interview and select undergraduate peer mentors for Fall 2015 First Year Experience Program at Boston University. During the Fall, I assisted in teaching a weekly course (SED ED245) for peer mentors and led a discussion group of 10 peer mentors that stressed leadership topics and interpersonal skills. In addition, I also attended a separate weekly class (SED ED246) on counseling that allowed for planning of the peer mentor course as well as allow for reflection on my experience with leading discussion and growth of the peer mentors within my group. Furthermore, I observed and evaluated seven peer mentors on lesson plans they created and how they taught them to classes of first-year students.

Boston University College Of Arts And Sciences

The Academic Mentoring Partnership (AMP) is a program designed for first-year students in Boston University's College of Arts & Sciences who would like additional support in reaching their academic goals. As a peer mentor, I met with my two students at least once per week, working one-on-one with them. I offered support to achieve their academic goals and helped them to navigate university resources for tutoring, housing, social and extracurricular activities, etc.

Boston University College Of Arts And Sciences

I served as a mentor and collaborated with a faculty instructor to lead a weekly class for 15 first-year students during their first semester of college. During this time, I helped ease these students' transition into college by sharing my own experiences and working with students to overcome the academic and social challenges they faced. In addition,I also attended a separate class on counseling and mentoring that stressed problem-solving, expression of empathy, active listening, and self-awareness.