Serves as the strategic point person, facilitator, manager, analyst, and general support for the success of university-wide committees and councils related to advancing equity. Builds collaborative processes for iterative change management towards more equitable policies and practices in a highly complex and decentralized organizational structure. Facilitates culture shifts across the University through deliberate meeting- and organization-design that center strong relationships, systems thinking, and process-orientation. Serves on the University's Strategic Plan Leadership Team as a representative of the Washington University Equity and Inclusion Council; and the College of Arts and Sciences' Strategic Plan Leadership Team as a co-Lead on the Diverse, Equitable and Inclusive Communities pillar. Represents Washington University on the intercollegiate Behavioral Plasticity Research Institute's Inclusive Excellence Board.

An initiative of the University of Missouri St. Louis’ Community Innovation and Action Center, works with cohort of four fellows in the Regional Data Alliance to engage data-collecting institutions and community stakeholders and design a qualitative data infrastructure to serve equity efforts in the St. Louis region; performs qualitative data collection, analysis, and writing to serve contract projects including the Missouri Department of Elementary and Secondary Education and Washington University's Institute for Public Health. Consults Regional Data Alliance leadership on internal process improvements to deepen stakeholder engagement, strengthen team workflow, and embed racial equity into organizational design.

Responsible for implementation of programs that exposed cohorts of high school students to concepts of identity, privilege, oppression, and resistance through histories of Black and Jewish diasporas and legacies of activism; directed team of three facilitators on cohort team building goals and collaborated to facilitate monthly workshops for high school cohort and their parents; managed logistics of programs, including scheduling spaces for programs throughout the St. Louis region and guest speakers who are experts in the fields of history, socioeconomic inequality, race and racism, education inequity, collective action, and activism; responsible for ongoing communication with parents and students about programs and community engagement opportunities between programs; collaborated with students on fundraising initiatives to support families who qualify for financial aid; worked with executive director to improve program fee structures equitably; responsible for planning, recruiting and training staff who lead a three-week experiential education journey across the American east and south to meet with leaders and change agents engaged in social justice work.

Completed coursework in political economy, history of education, qualitative research methods, social network analysis, statistics and data management, and sociology, with primary focus on the impact of racial segregation on educational opportunity. Additional duties and engagement included: Research Assistant and Copy Editor, Graduate Student Senator, Department Peer Mentor, Doctoral Student Writing Group Leader, Advisor at AlignEd for campus student advocacy and social justice, classroom volunteer Clayton High School, guest speaker on racial segregation and school funding at Parkway Central High School, Teaching Assistant to undergraduate courses in education policy and sociology.

Contributed to longterm strategic planning for programmatic and organizational structure changes.Wrote & implemented training programming for leadership skill development of young adults, including sessions on: conflict resolution, group management, self-care & developmentally appropriate lesson planning. Planned & implemented all-staff training; maintained positive rapport via team-building & conflict mediation coaching, served as mentor for college-age counselor staff to optimize youth development performance throughout summer sessions. Mediated racial tension & directed equitable policy changes at the administrative, staff, & camper levels at a historically white organization seeking to embody its new inclusive mission statement. Recruited & hired staff using behavior-based and mission-driven criteria & processes. Customized measurement tools to assess camper program efficacy in alignment with organizational objectives for participant growth.

Assistant professor to Anindya Kundu for the undergraduate course "American Dilemmas: Race, Inequality, and Education." Led recitation on writing strategies; lectured on the history of segregative housing policy & its effects on educational opportunity in metropolitan centers; provided extracurricular mentorship to students about their writing and activities associated with the course material.Assisted in syllabus revision, lesson planning, class discussion facilitation, grading student essays & exams, tracking attendance and student engagement; maintained email communication with students regarding deadlines and supplementary course materials.

Contributed to the initiative to strengthen STEM in the after school space; performed supportive research, participated in practitioner trainings, engaged in STEM program site visits to assist PASE leadership in matching programs with instructional coaches; wrote copy for, monitored, and engaged network participants in online Ning resource-sharing platform. Synthesized and reported Summer Teaching Fellow participant and host-site feedback; compiled for presentation to the Board and for internal program evaluation purposes. Contributed to the creation of a report on the current and potential role of after school programs in improving low-income, first generation, and minority student college persistence; compiled data, summarized literature and wrote content. Assisted in the dissemination process to afterschool practitioners, DOE district leadership and classroom educators, higher education partners, local government officials, and local-, state-, and federal-level policy makers.

Attended Leadership team meetings with stakeholders from NYC Department of Education, Department of Justice, Department of Health and Human Services, Department of Youth and Community Development, and external partners; compiled and organized notes, communicated action items to the DOJ team; wrote material translating statistical analysis into accessible language.

Assisted a social work/psychology student with a physical disability with in-class note taking, exam completion, and associated academic tasks. Courses included: quantitative reasoning, introduction to statistical analysis, abnormal adolescent psychology, introduction to social work, childhood brain development, seminar in advanced essay writing, skills in interpersonal communication.Proctored exams for small groups of students at the Moses Center; maintained confidentiality and upheld standards of academic integrity for all students in compliance with FERPA and the IDEA.

Tracked all education-related activities during WY State Legislature’s budget session; coordinated data requests between WDE and legislative officers to assist bill creation & amendment. Facilitated cross-divisional collaboration between members of Director’s Leadership Cabinet. Contributed to WDE’s strategic plan for WDE’s Statewide Systems of Support for public schools struggling to meet Adequate Yearly Progress under No Child Left Behind. Served as research & communications assistant to the Director & the Chief Strategy Officer; gathered, synthesized & communicated data to facilitate statewide initiatives. Created Director’s Teacher Cabinet to elevate teacher voice to state-level policy leadership; recruited statewide & selected 15 members; coordinated member communication with the Director.

Developed social, cultural, political and global literacy curricula; taught 48 students reading & writing strategies to improve reading comprehension & content awareness. Recruited, hired, trained & managed faculty and intern team of 15.

Instructed 130 students ages 3-13 in phonics and reading; prepared 10 students for their Primary School Leaving Exams, in which 9 of 10 achieved scores in or above the 90th percentile. Conducted independent investigation of the effects of post-colonial educational policy on the racial caste system.

Coordinated 130 hours of extra-curricular high school social justice programming to promote cultural awareness and activism by teaching history through the lens of Black and Jewish American perspectives. Mediated discussions, created schedules, communicated regularly with participant families, booked guest speakers, collaborated with lead program facilitators.