• Serve as Principal Investigator for a NSF funded research project which uses mixed methods, engaging over 700 prospective and early career Black educators to investigate motivational factors underlying their decisions to teach CS. • Serves as the Principal Investigator for an evaluation of CS teacher professional development grants funded by the Pennsylvania Department of Education in which I lead survey instrument development, data analyses, focus group protocol development, and report production for policymakers.• Acts as the co-Principal Investigator on the NSF funded CS PD Passport Alliance, which seeks to 1) develop and evaluate a tool to track and analyze data on CS teacher professional learning and 2) research factors related to teachers reporting of professional learning.• Acts as project director and lead analyst for the National Science Foundation (NSF) funded Exploring Computer Science 2.0 project, which examines gender and racial inequity in recruiting and training CS teachers by analyzing Teach for America program data using general linear models in R.• Serves as project director for the Institute for Education Sciences’ (IES) Early College evaluation in which I implement a rigorous RCT design, coordinate between subcontractors, manage a 2-million dollar budget, develop survey instruments, and write reports and publications on the impact of early college on 4-year and graduate degree achievement. • Works as project director and lead analyst on a SEED grant evaluation using a Quasi-Experimental design to study the impact of an intervention designed to improve retention and instructional practices of BIPOC teachers.• Leverages knowledge of STEM education to design and administer surveys and interview protocols, and produce reports as the research and evaluation lead for the NSF-funded “CS for All Teachers” project; NSF-funded Evidence, Quality and Reach Hub; and US Department of Education’s (EIR) "Teach Tech Kentucky" program.

• Acted as project director for an evaluation of Educators Rising, a Grow Your Own teacher program and used R and Nvivo to analyze administrative data, surveys, and focus groups to measure program impact on student interest in teaching.• Conducted descriptive and correlation analyses on teacher survey data and conveyed findings in bi-monthly memos and annual reports for the evaluation of the U.S. Dept. of Ed's Skills for Success grant on developing student social and emotional learning.• Lead data analysis on the Playworks evaluation examining the relationship between recess practitioner characteristics and the effective implementation of social emotional learning interventions during recess with results being presented at the American Education Research Association Annual Conference• Designed and generated analysis files in R by merging and cleaning survey and administrative data, implementing survey logic, and imputing cases for large data collections including the Cleveland School District's Condition's for Learning Survey, CMS' Patient Experience of Care Survey, Boy Scouts of America's BEST Surveys, the Institute for Museum and Library Services' Public Library Survey• Serves as the Educators and Instruction department’s business development lead, creating review and knowldge management processes for high-quality proposal development and working with senior leaders to evaluate progress towards strategic BD goals.• Directed the development of a screening criteria, coding scheme, and database to capture quantitative elements of over 500 studies for an NSF funded meta-analysis on CS professional development and learning. These quantitative elements included effect sizes, study design, and sample characteristics.• Led AIR's Data Governance Reporting, where I use R to merge project and data security information across multiple systems, design performance indicators, and supply a monthly status report to senior leadership.

Dr. Susan Levine's Cognitive Development Lab (Master's Thesis Project )Master's Thesis Advisor: Dr. Susan Levine---• Designed original observational study for master’s thesis which used hierarchical linear regression to examine the relationship between implicit gender-math stereotypes, math anxiety, and parental behaviors during math centered interactions with their children. • Created an observational coding scheme to capture parents' use of autonomy support and intrusion/control in their math centered interactions with their children, achieving inter-rater reliability using Cohen’s weighted kappa. • Conducted extensive literature review and conducted reliability analysis to construct a fixed questionnaire containing scales which measure parent expectations, theories of intelligence, and math anxiety• Recruited over 40 parent/child (age 2.5 - 4.5) dyads through phone and email while coordinating study times, lab space, and organizing study materials to assist in the execution of my research plan

Dr. Denise Sekaquaptewa's REAL Psychology Lab-----------• Established survey items to measure math anxiety, gender identification, and group cohesion through an extensive literature review and the use of statistical tests such as cohen's alpha• Employed statistical tests including weighted kappa to establish a reliable coding scheme that captures subjects' adopted interpersonal roles and stereotypic behavior in mixed gender engineering groups.• Assisted in the development of materials including debriefs, memos, scripts, surveys and procedures for the operation of two, year long studies using the Qualtrics platform and microsoft office suite

University of Michigan -- Diversity Research and Policy Program-----------• Analyzed publication abstracts to develop a database of over 500 articles relevant to the study of traditionally marginalized groups in Science, Technology, Engineering, and Math fields• Created a classification coding scheme which organized stereotype threat, academic motivation, and social integration literature into easily accessible categories for non-technical audiences to access.

Center for Educational Outreach---• Created workshops and programs for over 500 traditionally underserved middle and high school students to improve enrollment rates of marginalized groups in higher education institutions within the state of Michigan• Delivered weekly presentations with tangible learning objectives and topical modules aimed at high school students to convey information regarding post-secondary education and trade schools• Attended biweekly training workshops aimed at developing presentation and curriculum planing abilities.

University of Michigan Central Student Government----• Managed a large campus welcome event, which showcased over 80 campus organizations and included a food service, entertainment showcase, and keynote speakers with 1,000 attendees and a budget of $4000• Compiled a 60 page brief which evaluated the history and current state of the commission, recommended improvements, and informed relevant executive members of CSG of commission activities• Awarded the most active commission out of 19 other executive commissions• Supervised executive staff through weekly meetings, oversaw internal and external communication networks, and managed annual budget of $7,000

University of Michigan's Detroit Community Based Research Fellowship | Grandmont Rosedale Development Corporation---• Developed a three-part survey to evaluate local business needs, operating behaviors, prospective opportunities, and community engagement• Created a database of 150 local businesses containing contact and operating information• Developed a classification scheme and code book to interpret and code qualitative surveyresponses to run quantitative statistical analysis• Attended 10 weekly seminar training sessions focused on developing community-based research and implementation techniques, such as human-centered design

Center for Global and International Studies---• Assisted in conducting a 2x2 experimental research design with ‘quality of lecture’ on one treatment axis and ‘quality of instructor’s first impression’ on the other, which studied the effects of first impressions of instructors on students’ course achievement • Used SPSS to run an ANCOVA model to analyze collected data which found that quality of lesson, and not quality of instructor’s first impression, was the sole statistically significant predictor of students’ course performance• Created and presented a PowerPoint and 30-page research report of the initial findings to University of Michigan and Beijing Normal University faculty• Created and presented a PowerPoint presentation and research report of the initial findings to University of Michigan and Beijing Normal University faculty