I am a quantitative researcher in the Human Services: Educators and Instruction division at the American Institutes for Research (AIR), with expertise in quantitative analysis. I currently support a number of NSF and Department of Education funded projects focused on understanding students’ undergraduate experiences in science, technology, engineering and mathematics (STEM) classrooms and career pathways, with a focus on broadening participation in those fields. My current work also includes examining the impact of professional development and classroom practices in student persistence in STEM, and evaluation work of the implementation of educational technologies that seek to teach core science concepts through the integration of computational thinking and computer science instruction.
Prior to joining AIR, I was a secondary mathematics teacher, an analyst for the College Transition Collaborative and the SEISMIC Project, and a postdoctoral scholar at the Learning Research and Development Center at the University of Pittsburgh. I have extensive experience with cleaning and analyzing large, multi-institutional administrative datasets; developing, collecting, and analyzing survey data; designing and evaluating K-12 curricula and professional development programs; conducting classroom observations; qualitative coding and mixed-methods analysis of instructional coaching; and a variety of experimental and quasi-experimental research methodologies.
My work has been featured in leading academic journals such as Education Researcher, Science Education, and Social Psychological and Personality Science, and has been covered by media outlets such as The Chronicle of Higher Education and Inside Higher Ed.