As a Qualitative Researcher for the team, I have helped R-RIGHTS investigate the institutional, technical, social, and cultural factors that affect decision-making, career choices (particular focus on founders/entrepreneurs), and career satisfaction for engineering and computing doctoral students, postdoctoral researchers, and faculty who have been marginalized due to their race and/or gender.I play a multifaceted role, leading and contributing to various research initiatives. Drawing on my expertise in culturally responsive K-12 education, I contribute to curriculum-focused research, offering insights that enhance student learning outcomes. Relatedly, I spearhead an innovative project that translates qualitative research findings into an interactive educational computer game for K-12 students, merging research with engaging pedagogy. In addition, I manage logistics for research projects, coordinating interviews and focus groups, maintaining clear communications, monitoring survey responses, and ensuring smooth project execution. I collaborate closely with team members to conduct key qualitative tasks, such as consulting on survey design, field note-taking, content analysis, and drafting reports. As part of my teamwork, I am passionate about mentoring undergraduate research assistants, providing them with guidance in research methodologies, data analysis, and academic writing, while fostering their professional growth and development. My role also involves submitting research articles and opinion pieces to disseminate our work.

The goal of GMS is to promote academic excellence and to provide an opportunity for outstanding minority students with significant financial need to reach higher potential.Each application was evaluated in terms of first having a complete package, which consists of the following: a student application, a Nominator Form and a Recommender Form. Students were also evaluated on academic achievement, community service and leadership potential. There were 53,000 applicants for the 2016 cohort, I was one of 1,000 selected.

Facilitate sessions about systems of oppression, socialization, bias, power, white supremacy, anti-Blackness, anti-racist praxis, liberatory pedagogy, culturally sustaining learning environment, and leadership development for a group of approximately 20-60 pre-service teachers.

Manages the inboxes of questions and concerns from corps members and alumni related to grants and loans. Scores applications for additional need-based support.

As an Onboarding Coordinator, I directly support incoming corps members as they onboard into the region and begin their leadership journey in service to kids and communities in Houston. This onboarding experience encompasses four main responsibilities. I ensure the learning and skill-building necessary for members to become acclimated to the greater Houston TFA community is provided and understood. I assist the corps members in building their own understanding of self and leadership. I guide them in securing a job with a partner school district. I direct corps members on taking the necessary steps to receive a teaching license through our partnership with Teaching Excellence or Houston ISD ACP.

My first year being the start of the pandemic, I designed a model presentation template for the school during virtual instruction on Peardeck. Houston experienced a winter storm in that first year as well; I anticipated the needs of the community by providing families with water. Both virtually and in-person, I delivered antiracist, social-emotional, and culturally relevant pedagogy which resulted in the highest State of Texas Assessments of Academic Readiness (STAAR) scores in the school and the highest RLA scores in our area of the district on the first district assessment of 2021-2022 school year. I was able to finish out this second year with a 93% increase in scholars passing from the aforementioned district assessment to the 2022 STAAR (29% passing to 56% passing).Over the two years, I extended my knowledge of culturally relevant pedagogy and solutions to the rest of Dogan Nation to create inclusive imaging and equitable student assessment practices. I collaborated horizontally (grade team) and vertically (ELA team) to bring teacher concerns to the administration and drive transparent communication and effective practice. I empowered the girls via mentoring and activities as Girl Scout Troop Leader during the school year and over the summer.

I developed the “Real Talk” series to address the disconnect between students and faculty of color. This cultivated an informal setting allowing faculty members to share their experiences and students to connect with them via guided conversation. I collaborated to design a new structure for the General Education Requirements (GER) and a Diversity requirement to address the instances of micro-aggressions and overt discrimination experienced by minority students at Emory. I united student leaders, departments, and administrators in efforts regarding the lower retention rates from Black and Latinx students and led discussions on the likely factors.My last project was documenting the student activism that shaped Emory’s campus as well as the world around us. I conducted a series of interviews with alumni and documented their experiences to collect anecdotes and artifacts for the display.

The Emory Pipeline Collaborative is a multi-tiered, interdisciplinary mentorship and health science education program connecting South Atlanta School of Health and Medical Science students with Emory University undergraduate, graduate, public health and medical students. As mentors, we aim to improve high school student knowledge of basic science and medical concepts. We prepare students for college and graduate school through mentorship and hands on exposure to health related concepts. We aim to develop leaders sensitive to the socio-contextual determinants of health and proficient in mentorship and scientific communication

Quantitative Theory and Methods (QTM) 100 - Lab assistants are students picked for excelling in the QTM lab course and exhibited helping other students. As lab assistants, we attend our assigned lab section every Friday and hold R studio office hours during the week. During class we assist the TA's on instruction, answering questions, and administering exams. During office hours, we are available for students to bring questions about the R studio program, their weekly assignments and final project.

Association of Caribbean Educators and Students (ACES) is a constellation of Caribbean educators, students, and allies targeting the undergraduate racial consciousness and experience of Caribbean people at Emory and beyond. ACES aims to advocate for awareness of Caribbean culture, the holistic development of Caribbean students, encouraging their academic, mental, and professional success while fostering community among all Black students at Emory University. ACES serves as a support group for Caribbean students at Emory University, a vehicle of communication between each other and the general student body and the public about the history and issues of the Caribbean, to dispel harmful and false stereotypes, and to network with other students of the Caribbean. As President, I navigated Emory’s policies and legislation to create presentations to the Student Government Association, College Council, Residential Housing Association, and various departments that earned ACES over $12,000 (from a university-allocated budget of $0). I presented to various other organizations on campus to organize a Hurricane Relief Food Fair Fundraiser that raised over $400 for Puerto Rico. I enforced deadlines to ensure all necessary paperwork and contracts were completed promptly. I launched three committees as new avenues for general body participation in event planning and decision-making processes for the organization. I provided first-year students with early collegiate-level leadership experience and mentorship through the initiation of two first year-specific executive board positions.

The historian makes an effort to be at every ACES meeting and event to document activities through photographs. The historian works with the public relations officer to post photographs and activity descriptions on the ACES Facebook and Twitter page. The historian also keeps a record of activity successes and improvements through surveys and general comments during events.

Selected as one of 32 fellows nationwide (out of 364 applicants) for a 7-week rotational internship in Chicago and the Rio Grande Valley, working with Teach For America partner organizations on projects tied to educational equity.While working in Chicago, IL, I provided education consulting to Steel City Academy in Gary, IN — compiling a list of over 40 grants for programs such as extracurriculars, facilities repair, food insecurity. My partner organization in Chicago was Classkick — an education technology startup that promotes innovative instruction to satisfy all students learning needs. During my time there, I scripted and filmed 6 How-To videos, and created corresponding lesson plans and assignments.In McAllen, TX, I consulted with Donna Independent Schools District (serving ~15,000 students) on parent engagement through the creation of products and services for parents and campus officials. For parents, I created workshops, resource guides, and videos. For campus officials, I created incentives, guidelines, and streamlined processes for data analysis. I also volunteered at the Catholic Charities Respite Center in clothes sorting and distribution, providing translation, and fundraising to buy more supplies and goods for the families.For the capstone component of the Accelerate Fellowship, I focused on the imitation of a prison disciplinary system in schools and its effects on Black students starting in Pre-K/Elementary School. My proposed solution was to create a disciplinary program based on abolitionist teaching and restorative justice. The purpose behind this idea was for students to be able to grow and prepare for self-actualization instead of constrained by normativity. To accomplish this goal, I gained more understanding of the current policies for discipline and researched alternative methods that could be implemented.

As the Underclassmen expert and analyst, I co-led Emory to become the #1 Top Contributor to Teach For America for mid-sized schools in 2019, making Teach For America the #1 largest employer at the university for the fourth consecutive year. Influenced 31 Emory Seniors to join the 2019 Corps. To accomplish this I used my skills in both external and behind-the-scenes responsibilities to focus on highly competitive underclassmen. Using my connections on campus, I was able to recruit for leadership development programs exclusive to underclassmen (like the RISE conference I attended in April of 2018). My demonstrated skill in relationship and community building enabled me to build and maintain strong relationships with the students I identify as top underclassmen who would be strong candidates to join Teach For America’s corps. My passion for educational equity and Teach For America’s mission in conjunction with my strength in public speaking, professional written and verbal communication enabled me to table at career fairs and make presentations to organizations and classrooms. Because I am detail-oriented and results-driven I had the responsibility of logging events and information into our database for records keeping and efficiency.

YMCA Day Camp participants experience a variety of safe activities that build teamwork, teach core values, conflict resolution and leadership skills. Camps include weekly themes, field-trips, swim time, arts & crafts, sports, science experiments, literacy and more. Campers spend a majority of the day engaging in outdoor activities. While campers are required to bring their own non-refrigerated, nut-free, packed lunch, two snacks are provided.

As part of the Anatomy Independent Study I devised, during my senior year of high school half of my day was spent shadowing the DPTs and techs at this Physical therapy clinic. After months of observation I was able to begin helping patients with exercises (showing them how to do chin tucks, lunge, use the bicycles, etc). [252.75 hours during senior year]Although I moved to Atlanta to continue my education at Emory University, I have since returned during the holiday breaks to continue gaining shadowing experience. [144 hours since graduating high school]My favorite aspect of my time spent at KORT is making connections with the patients and seeing how much they improve from their initial evaluation and their discharge.