I direct day-to-day operations of multiple concurrent research and evaluation projects including designing evaluation plans, meeting with clients, overseeing project task timelines, managing budgets, supervising data collection, and designing and writing reports and other deliverables. I supervise, train, and coordinate staff across multiple projects.

I led qualitative data analysis efforts for LiberatED, an organization promoting racial justice in educational settings. LiberatED’s work is centered around collaborating with communities to heal and uplift those who have been pushed to society’s margins historically and currently. In this role, I wrote project IRBs, applied for research grants, developed research studies, designed data analysis plans, and led a team of researchers in analyzing and interpreting qualitative data. I write manuscripts to disseminate findings and contribute to conference presentations.

I led the research arm of the Oregon Parenting Education Collaborative (OPEC), a partnership between four philanthropic foundations, Oregon State University, Oregon’s Early Learning Division, and the Department of Human Services that provides access to parenting education through a network of hubs delivering evidence-based and culturally-responsive parenting education curricula. I designed studies, applied for foundation and federal research grants, and analyzed data from OPEC’s ongoing data collection efforts to identify strengths/challenges experienced across the system and to expand and enhance OPEC’s understanding of what is working and for whom from an equity-focused perspective. I disseminated research through academic and applied pathways including manuscripts, reports, and presentations.

In this role, I taught undergraduate Ecampus courses in the Human Development and Family Sciences program at Oregon State University (OSU). Courses included:-Family, School, and Community Collaboration (3 terms)-Human Sexuality (3 terms)For these courses, I created syllabi and course schedules, facilitated discussion boards, recorded weekly video announcements, graded and provided individualized feedback on multiple weekly assignments, and communicated directly with 40 students/class.In addition, I co-designed the Ecampus Family, School, and Community Collaboration course which involved creating online assignments, discussion boards, group activities, and grading rubrics, recording video lectures, and ensuring accessibility of online content.

In this role, I co-developed and led the Parenting Education-Healthcare Partnership Initiative Evaluation, an evaluation of a collaborative partnership promoting the normalization of parenting education across multiple counties in Oregon. I collaborated with healthcare and parenting education agencies to lead evaluation efforts including managing the IRB, compiling existing state, county, and program-level data to identify gaps, and developing data collection and analysis plans to fill gaps. I organized, cleaned, and analyzed all sources of data for the mixed-method evaluation project and wrote resulting reports summarizing findings for funders and public dissemination.

In this role, I independently cleaned and organized data for an evaluation of a school for youth with psychosocial and developmental issues. I obtained bi-weekly raw intensive-measures data from multiple sources of coded classroom observations and integrated them into a single dataset to prepare data for statistical analysis.

In this role, I designed and taught undergraduate lab classes, planned in-class activities, created weekly discussion posts, and assisted professors during lectures. I created grading rubrics and graded homework assignments, quizzes, tests, and proctored exams. I corresponded with students via Canvas and held weekly office hours to meet one-on-one with students to go over class material, assist with homework, and provide study strategies.Courses: Research methods (4 terms), Family, School, and Community Collaboration (2 terms), Contemporary Families in the U.S. (2 terms)

In this role, I conducted qualitative interviews and classroom observations of junior high and high school students for a program evaluation of a national college-prep program. I created a qualitative coding plan and lead a team of graduate student researchers in coding interview transcripts. I cleaned and analyzed quantitative data and assisted on multiple resulting manuscripts.

In this role, I facilitated focus groups with parents and community collaborators who had participated in parenting education workshops throughout the state of Oregon. I assisted with note-taking during focus groups, transcribed resulting interview data, and wrote reports on qualitative findings.

In this role, I conducted literature reviews and created annotated bibliographies of research relevant to cross-country wealth and asset poverty. I compiled a cross-national wealth informational overview noting and describing pros and cons of existing methods of studying families in cross-country poverty research. I created a poverty database for the United States and the state of Oregon from 1959-2016 by age, race, and geographic location (at county, state, and country levels), and compiled a database of labor statistics for the state of Oregon. I developed a literature database of asset poverty measures for the Canadian federal government to aid in the revision of their approach to poverty measurement. I assisted with writing a grant proposal for measuring first-generation college student retention and attrition at Oregon State University.

In this role, I onducted one-on-one direct assessments of behavioral self-regulation with preschool and kindergarten children in English and Spanish throughout the state of Oregon. I managed teams of undergraduate research assistants collecting data, entered and cleaned quantitative data, and edited, formatted, and translated teacher lesson plans, educational handouts, and parent letters. I co-facilitated parent information sessions about data collection occurring in their children's schools.

In this role, I oversaw the recruitment and data collection of a survey of program alumni. I updated organization information systems daily with incoming participant responses to ensure up-to-date contact information for all alumni and created a data tracking system to manage study information. I analyzed data and compiled findings into a final report; presented results to local and national program staff. I collaborated with the social media and communications manager to design a social media campaign to spotlight alumni successes, life events, and voices to celebrate accomplishments and foster a sense of pride and continued belonging after graduation, and encourage participation in the alumni survey. I facilitated the production of alumni campaign videos to support the overall social media campaign. I conducted guided readings about critical mentoring, racial equity, antiracism, white supremacy, and cultural competence as it pertains to youth mentoring to become better equipped to work in a diverse organization striving toward equity. I participated in events for youth and staff including multiple racial caucuses.

In this role, I assisted with the creation and development of Preschool RULER, a whole-school approach to integrating social and emotional development into early childhood settings to help preschoolers and the adults in their lives manage emotions in a way that promotes positive relationships and effective teaching and learning. I led data collection efforts across 16 preschool classrooms in Stamford, CT to determine the effectiveness of Preschool RULER, including scheduling, training, and managing research assistants and interns conducting direct assessments and classroom observations. I conducted direct assessments in English and Spanish one-on-one with students, conducted classroom, observations and liaised with teachers and administrators at each school and classroom. I created Qualtrics offline versions of all measures in order to collect data directly onto iPads in classrooms, organized and cleaned resulting data, and co-authored resulting manuscripts. I co-created and co-led day-long trainings for up to 80 educators and school staff on the importance of emotional intelligence and ways to incorporate social and emotional skills into their schools, classrooms, and personal lives. I designed and created classroom materials and content for lessons including parent, teacher, and school staff handouts and a Preschool RULER handbook.

In this role, I assisted with the creation and development of Preschool RULER, a whole-school approach to integrating social and emotional development into early childhood settings to help preschoolers and the adults in their lives manage emotions in a way that promotes positive relationships and effective teaching and learning. I conducted direct assessments in English and Spanish one-on-one with students across 16 preschool classrooms in Stamford, CT to determine effectiveness of intervention. I assisted with the facilitation of day-long trainings of up to 80 educators and school staff on the importance of emotional intelligence and ways to bring social and emotional skills to their schools, classrooms, and personal lives. I created classroom materials and designed content for lessons.

As an ESL Instructor, I independently designed and instituted an ESL program for adult community members, updated the ESL website, and produced and distributed fliers to reach city-wide populations. I created lesson plans and taught twice-weekly ESL classes to groups of 8-16 adults to build practical communication and comprehension skills and aid in adjustment to American culture. I constructed a binder of lesson plans, worksheets and teaching aids to support future ESL teachers. As an ESL Tutor, I worked one-on-one with a Vietnamese ESL student twice weekly to enhance college-level reading, writing, and oral presentation skills. I tutored an adult Burmese ESL student twice weekly to build advanced communication skills.

In this role, I collaborated with developmental and cognitive psychologists to study the advancement of impulse control in children. I independently brainstormed and created engaging, age-appropriate games enabling research team to track development of impulse control in children aged 2-6. I fostered an encouraging and fun environment where young kids felt comfortable participating in tasks with researchers, organized and tracked all data collected data for efficient analysis, and wrote manuscripts detailing methods, procedures, and findings of study. I participated in weekly meetings to discuss progress of study and evaluate research tactics to ensure effectiveness.

In this role, I provided instructional support in second-, third-, and fourth-grade Spanish immersion classrooms, assisting teachers with organization and classroom management in classes of 25-30 students and working one-on-one with students who needed additional support on in-class assignments.

In this role, I created lesson plans and taught daily ESL grammar, conversation, and math classes to 17 ninth-grade international refugees for five weeks to prepare for American public high school. I organized, facilitated, and led five, day-long field trips for 100 students to familiarize them with academic resources and activities in their surrounding community. I participated in twice-weekly staff meetings to update supervisors and receive feedback and performed administrative assistance and data entry for program directors.