Maxwell Moore Email and Phone Number

Integrated Child, Adolescent, & Adult Psychiatry Program

Responsibilities included holding weekly office hours, grading discussion board questions, and providing guidance for MS1s on how to approach the course and balance it alongside the first-year anatomy course ("The Body").

Intern at psychiatric adult inpatient unit located within Stony Brook Medicine. Led mindfulness meditation groups for interested patients. Assisted with assessments (e.g., MINI, NAS-PI, STAXI, WAYS, CTQ, etc.) as well as CBT-oriented group therapy sessions focusing on emotional regulation as part of concurrent anger project.

In addition to the duties required of a graduate research assistant, performed higher-order roles within the lab such as literature searches, equipment/supplies ordering, and management of tissue post-sectioning. Additional skills learned (beyond those described under the "Undergraduate Research Assistant" experience) include carbon dioxide animal euthanasia, decapitation/tissue harvesting, and sectioning tissue via Leica cryostat.

Duties included attending weekly lectures, proctoring exams, assisting students over email, holding two office hours per week, and grading research article critiques designed for students to satisfy an upper-division writing requirement for biology majors.

Office manager position dealing directly with clients, handling client issues, and running outpatient clinical psychological office. Front desk duties include use of the computer-based office administration program Titanium, general client services, and providing information regarding the center to potential clients. Phone screen duties include use of proper voice tone, competent interviewing skills, ability to perform risk assessments, completion of corresponding paperwork, and consideration of various ethical constraints.

Duties included attending weekly lectures, attending monthly TA meetings, proctoring exams, assisting students over email, and grading approximately 200 discussion posts every other week. Grading consisted of assigning grades based off of multi-category, 10-point rubric that assessed qualities such as a post's accurate scientific content, organization, originality, and facilitation of discussion amongst students of the class. Instructional feedback was provided to students to address any confusion and/or point loss, and was done so via guiding questions that encourage deeper thought about the subject matter, as opposed to directly stating the correct answer.

Assisted in answering weekly blog post problem sets in online format by suggesting approaches to questions or correcting misconceptions. Due to previous successes in the course, main role was individually creating comprehensive answer keys for problem sets. Keys described strategies and thought processes required to solve higher order biochemistry problems that students should expect to see on course exams, as well as future standardized exams (e.g., MCAT, DAT, etc.).

Attended one of three lectures, two recitations, and one hour of office hours per week. Lecture duties consisted of helping students answer in class questions, as well as clarifying any confusion. Recitations consisted of students completing problem sets in groups, and TAs were to assist students, without instructor help, in adopting the proper course knowledge and logic required to solve the questions. Office hours allowed a 1-on-1 session with students and was otherwise similar to recitation. Personally conducted review for entire class of all of first exam's material, prior to second semester's cumulative final exam.

9 hours per week in Fall and Spring, and varied hours for Summer. Multiple animal model projects involved general animal handling techniques and protocols, as well as behavioral tests that each quantified distinct psychological components. Animal sacrifices required perfusion to prevent tarnishing of brain tissue by blood. Tissue itself was sliced and mounted onto slides. Immunohistochemistry performed on slices mandated precaution due to risk imposed by chemicals used and cost of antibodies utilized. Computational models taught use of image capturing microscope software Canon EOS Utility, image analysis software ImageJ, and data micromanagement spreadsheet and statistics programs.

Attended every lecture to take notes and provide areas of potential misunderstanding to instructor after class. Held weekly office hours to aid students. Assisted in answering weekly blog post problem sets in online format by suggesting approaches to questions, correcting misconceptions, or providing academic journal articles for real world applications (real world applications are required in student answers). Semester's cohort of TAs were the first in the history of the course to present an all-inclusive review for the final exam.