Provide academic and career advisement and counseling for students enrolled in the program. Develop workshops to educate students about STEM. Perform STEM activities with students to explore and maintain their STEM interest. Organize and conduct field trips to post-secondary institutions. Organize and implement educational workshops.Monitor and assist with college applications. Provide individual workshops and assistance with financial aid matters. Provide tutoring and/or referrals throughout the academic year. Maintain appropriate student documentation and career education portfolios for students.• Collaborate with various programs such as the Johnson O’Malley Program through the St. Regis Mohawk Tribe, IMPETUS at Clarkson University, CSTEP at SUNY Potsdam, STEP programs across New York State.Maintain professional relationships with the various school district administrations, St. Regis Mohawk Tribe Education Division, Ahkwesahsne Mohawk Board of Education, New York State Higher Education Services Corporation and various individuals at the post-secondary level who are valuable resources for graduating high school students. Help plan and implement a STEM summer camp for 7th, 8th and 9th graders. Help plan and implement a STEM research week for 10th-12th graders interested in learning about and conducting research in their areas of interest.

Mohawk 101: Contemporary Mohawk 1Mohawk 102: Contemporary Mohawk 2Mohawk 103: Contemporary Mohawk 3Develop curriculum for introductory Mohawk classes. Mohawk 1 consisted of developing a solid foundation in the language centered around the family unit. This included introductions of all family members and friends as well as their personal information such as age, birth date, occupation and where they live. Mohawk 2 expanded further open the family unit including identification of family clans, current locations of individuals, future locations of individuals (Where are you? Where are you going?), clothing descriptions, and an introduction to the various noun classes. A cultural component was incorporated into this course which included lectures on the clan system, roles of the clan mothers and chiefs, and various presentations by the Native North American Travelling College on residential schools, The Great Law, political structure and traditional longhouse customs. Mohawk 3 continued on with a curriculum centered around kinship. Students were introduced to "her" and "his" pronouns. At this point, they can not only identify their family and friends, but the family and friends of other people. A cultural component was incorporated where students learned about Mohawk basketry. Vocabulary and phrases were introduced that described the entire process from selecting a tree and processing it to make the splint used for the baskets. An Akwesasne basket maker was brought in to teach students how to make a small basket. The last unit introduced common questions and verbs. By the end of 103, students should be able to introduce their family and friends or the family and friends of others, provide some biographical information on them, discuss the location of individuals and what they are wearing, what they are doing, and incorporate nouns into their sentences. They also have some general knowledge on Mohawk culture.

The role of the Grant Coordinator:- increase the academic achievement of boys and young men at Massena Central School District.- initiate and implement college and career readiness strategies aimed at improving the life outcomes of disadvantaged and struggling Native Americans. - serve as liaison between Massena Central School District and the Saint Regis Mohawk Tribe.- establish partnerships, organize activities, promote learning and cultural experiences, and monitor district-wide academic intervention and support services. - spearhead the STEAM (Science, Technology, Engineering Arts Math) after-school and summer camp - develop a Maker-space for students to engage in problem based learning, focusing on issues facing their community.

Participate in the kick-off event to learn about the upcoming academic year program, assessment of the previous year’s activities and to share ideas to improve the program.Recruit students to the IMPETUS program.Meet weekly with IMPETUS students either as an after school program or as a group during a free period during the day.Participate with students in all On-Campus visits to Clarkson University once per month.Collaborate with Clarkson Graduate Student Coaches to help with the activities and mentor students.Encourage and assist all program students to participate in the grade-appropriate program components including: the roller coaster design competition for all grade levels; research projects for freshmen, sophomores, juniors and seniors; grade-appropriate tutoring sessions; other enrichment activity components and competitions (ie Mathcounts, Science Olympiad etc.)Retain students through early intervention and communication with the program directors.Recruit students for the summer camp.

Graduate student in Dr. Irwin Gelman's lab. Utilized an third generation shRNA library to identify and characterize potential metastatic suppressor genes in prostate cancer. In addition, I worked on an RNA Microarray analysis to identify gene expression changes for another project that identified FOXO4 as a potential metastatic suppressor.

Conducted water sampling to monitor pathogens and water quality. Used YSI to monitor water conditions such as pH, dissolved oxygen concentration, turbidity, temperature and salinity. Set gill nets and used seine nets to determine the presence and abundance of threatened and endangered fish species such as the Atlantic Sturgeon, Eastern Sand Darter and Atlantic Salmon.

Worked with two medicinal plants of the Ranunculaceae Family, Coptis trifolia and Coptis chinensis. A move-along experiment was performed that replicated the four seasonal conditions to determine germination patterns. Collected data every five days on both species, This plant family is known to express double deep morphophysiological dormancy in its seeds. Recorded any signs of germination or lack thereof during each seasonal condition. Prepared seeds for a 2,3,5 Triphenyltetrazolium chloride test to determine viability.

Worked with KESCOM to organize data on sea turtles such as nesting, sightings, deaths, tagging, and the status of their habitats. I created a national database with Microsoft Access to compile all the data onto one program which will be used to input all future data collected. I travelled the coast to different conservation groups to collect data, observe meetings, and aid in conservation efforts.

Obtained a Walker Fellowship to determine the distribution and abundance of Iroquois Medicinal Plants in the Adirondacks. Aided in developing an appropriate method for data collection. Visited trails, specifically high altitude trails, and created transects off the trail in order to record data and collect plants and soil for identification and analysis.