Recent projects are listed in reverse chronological order. To search for a specific project, press CNTRL (on Windows) and F at the same time or Command (on Mac) and F at the same time! On mobile devices (i.e: phones and tablets), go to the three dots in the right-hand corner and search for what you're looking for once you tap on the "find in page" option.
The network of supports for youth with disabilities (YWD) in Connecticut falls off precipitously after age 22. In the context of the post-COVID economic environment, it is imperative to shepherd high school graduates into the workforce, regardless of their ability status. Connecticut has a program called Level Up that serves students with disabilities between the ages 16 and 22. Level Up bridges high school classes and employment training. However, unlike special education services, which aim to keep students with disabilities with their non-disabled classmates, this program silos youth with disability away from their peers. This report will argue that it is crucial for youth with disabilities to learn with non-disabled people and will suggest avenues for cross-departmental collaboration. This reflects an ongoing shift in state government towards integration and becoming an Employment First agency, which emphasizes that all residents are capable of work.
This final project for Disability Law and Policy is a policy memo about inclusive job training for youth with disabilities in Connecticut.
Disability Law and Policy Final: Policy Memo | |
File Size: | 919 kb |
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These are the main deliverables of the consultancy with Outer Coast, a newly-accredited two-year postsecondary institution in Sitka, Alaska: (1) a presentation to act as an onboarding training for peer mentors (left) and (2) a workbook for peer mentors to understand the W-Curve theory as a way to understand student struggles as normative, draw from coaching sentence stems and use them well, and capture their notes from their monthly meetings with their mentee.
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This final project for Making Data Count is a teaching tool: a presentation for early high school teachers about how to make good survey questions, drawing from "Introducing: Identity Sorting Dials" by Heather Krause, from We All Count.
Making Data Count Final: How To Make Good Survey Questions | |
File Size: | 5362 kb |
File Type: | pptx |
This is a summative assessment in Making Data Count, combining data analysis (e.g: Excel) skills and data writing/communication skills (e.g: social math, SUCCESs factors, takeaway titles, storytelling, humanizing) to analyze Massachusetts Advanced Placement (AP) data.
AP Diagnostic Analysis | |
File Size: | 471 kb |
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Employee social connections are something that enhances the work experience. A sense of belonging is a human need. When we feel like we belong, we are more likely to: persist at a task even when it is difficult, feel good about the work we are doing, and feel safe admitting when we are having difficulty (which makes it more likely that we find the help we need)! Especially relevant to students, when a co-worker gets to know you as a person, they are more likely to help you if you are confused about a task, share information about their career path that might illuminate what you want to do next, write letters of recommendation, and/or offer themselves as a person you can contact even after your time at the job is complete. It is true that, in a virtual work environment, it is not easy to get to know your co-workers. But it is not impossible.
This is a student-facing document about how to make connections at virtual work (e.g: internships) that I made for my internship at Lesley University's LD/ADD Academic Support Program.
Making Connections at Virtual Work Workbook | |
File Size: | 1607 kb |
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Welcome to Lesley University! Whether you began your college journey at Lesley or another institution, a new semester always brings out a slew of questions. This document compiles common concerns in the academic, social/emotional, and support services spheres organized by recommended time to address them (beginning, middle, and end of semester) and poses reflection questions to help you determine whether you are on track for what you want to accomplish.
This is the main student-facing document I created: translating the Lesley University website into a more digestible Q&A format. The document is easily navigable, with a clickable Table of Contents as well as a link back to that Table of Contents at the end of each question.
Lesley University First-Year Questions | |
File Size: | 877 kb |
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It is imperative to understand that no trait is inherently “college material” or not “college material.” Especially given the diversity of the American postsecondary education landscape, there is no one formula for being a college student. Still, it is irresponsible to discount the power of the dominant narrative about disability told to people with and without disabilities alike, that disability is a legal entity or medical misfortune to be managed, rather than a legitimate part of a person’s identity to be honored (Saia, 2022, 19), in both shaping our students’ understanding of themselves and their capabilities and the beliefs held about them by friends, family, staff, faculty, employers, and more.
I facilitated an Autistic affinity/discussion group called "Autism Connection." To that end, I created a staff/admin-facing document explaining the pedagogy, purpose, and value of the group (left), as well as a facilitator-facing document explaining the activities I have facilitated during Autism Connection and the reason behind them (right).
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These are flowcharts I created for my internship at Lesley University's LD/ADD Academic Support Program.
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This video literature review is the final project for Student Mental Health for Educators. In this project, I discuss mental health at Smith College, touching upon the increased demand for women's colleges and the intersection of mental health, LGBTQ+ identities, and perfectionism.
Connecting students to their physical environments increases sense of belonging. Social connections crystalize over cultural artifacts. There are seven types of cultural artifacts: “...history, traditions, language, heroes and heroines, sagas, the physical setting, and symbols and symbolic action” (Chickering & Reisser, 1993, 398). While LesT does not connect students to all seven of these artifacts, it makes three of them explicit. It allows students to live the tradition of public transportation. It gives students access to more of the physical setting than they could without public transportation. It gets students accustomed to the symbology of the MBTA.
The final project for H205: College Student Development at Harvard Graduate School of Education is the creation an idea for programming for a specific college based on developmental theory. In this document, I outline LesT: an orientation program teaching students with disabilities about public transportation and giving those students the opportunity to teach their peers in turn.
H205 Design Proposal: LesT | |
File Size: | 2114 kb |
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College can be a source of public good. It teaches critical thinking skills, puts people of diverse backgrounds in an environment where they can authentically discuss and learn from each other’s experiences in an increasingly-segregated society, and allows for a vast array of interests to be explored. This goodness expands beyond the individual college graduate and impacts society broadly: a more-educated workforce increases the strength of the economy for all (Baum & McPherson, 2022, 5). However, this capacity for good is undercut by the low college completion rates—and the distrust that naturally arises from an expensive, unreliable product, even though the benefits of a Bachelor’s degree are well-documented.
The final project for A701: Creating the Future of American Postsecondary Education at Harvard Graduate School of Education is a policy memo about an issue facing American postsecondary education. My policy memo is about low college completion rates.
Postsecondary Issue Analysis | |
File Size: | 599 kb |
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Disability cultural centers, as affinity spaces, counter the dominant narrative that both disabled and non-disabled people are told about disability: It is a legal entity to be managed, rather than a legitimate part of a person’s identity to be honored (Saia, 2022, 19). Moreover, it helps disabled people see themselves as part of a community, rather than a singularity. Learning about disability history provides more alike models for myriad careers and advocacy work.
This final project for HDE 101: Developmental Insights: Connecting Human Development Throughlines Across Research and Practice combines putting evidence and personal experience in conversation and a theory of change for disability cultural centers at four-year colleges.
Disability Cultural Centers | |
File Size: | 184 kb |
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This group presentation is the final project for the summer foundational course Evidence in the Harvard Graduate School of Education Ed.M. program. In it, the version of Teach at The Right Level (TaRL) implemented in Bihar, India (summer camps) and teacher coaching is recommended to equitably address the challenge of building up literacy skills in students grades three through five in the Charlotte-Mecklenburg public school district after learning loss due to the COVID-19 pandemic.
Charlotte-Mecklenburg Literacy Grand Challenge | |
File Size: | 822 kb |
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The four-year college is designed to be a bridge between adolescence and adulthood: a time for emerging adults to solidify what they want to do to contribute to society and to practice forming their own schedules, without the presence of reminding—some might say nagging—family members. That bridge is a relatively short length to cover such a distance between developmental stages, however, and students are often unprepared for the constant level of rigor that college success requires. College is a marathon, requiring pacing and planning, not a sprint. At the same time, college is also when students explore their interests freely, including those outside of the academic realm, and these independently-guided interests can be a roadmap to these students.
This is my final project for the first Foundations course in the Harvard Graduate School of Education Ed.M. program: How People Learn. In this project, I outlined a lesson plan that could be used in a gaming club to equip college students with knowledge of the components of a successful group and the value of a growth mindset while building intrinsic motivation.
HPL Design Proposal | |
File Size: | 233 kb |
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No person is a one-piece puzzle. Even Autistic people, who are stereotyped as only liking one thing, do in fact have multiple interests.
Kelly's article series on Medium, The Angles of All Ways, runs the gamut from character studies to describing her process to talking about her publishing journey.
In Ethan Frome and The Custom of the Country, Edith Wharton deconstructs the idea of illness as a monolithic condition within the American republic. Instead, she suggests that its meaning depends on who is ill. ... The specter of illness becomes a contagion, even when it is not contagious: an all-consuming classification of silence
This essay won the 2021 Elizabeth Drew Memorial Prize for best classroom essay at Smith College.
Edith Wharton and the Variable of Illness | |
File Size: | 97 kb |
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The short story “Paul’s Case,” by Willa Cather, is a story about a boy’s alienation from the world that he lives in and his choice to suspend himself from that world. Thus, each setting in “Paul’s Case,” the theater, Cordelia Street, and New York serve to put a spotlight on the aspects of the world that Paul chooses to remove himself from: performance, replication, and ephemeralness.
This essay won the 2019 Elizabeth Drew Memorial Prize for best essay written by a first-year student at Smith College.
Paul's Case: Suspension In Setting | |
File Size: | 82 kb |
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