Research

I am a strong believer in the power of rigorous qualitative and quantitative research being in conversation with one another. Integrating findings from these two types of methodological perspectives (as well as multiple levels of analysis) only stands to enrich our work.

Over the course of my doctoral training, I have pursued opportunities to gain experience with a variety of methodological approaches for analyzing learning and development. From quantitative analysis of large-scale institutional data-sets, classroom-based experiments, and Think Alouds, to qualitative video-based interaction analysis and ethnographic interview techniques.

In the Social and Developmental Processes in Education Lab (under the mentorship of Dr. Geoffrey Maruyama), I have examined questions such as...

What are the social-emotional (SEL) predictors of academic resilience for undergraduate students?

How could we integrate existing SEL frameworks with resilience theory to develop institutional resources for better supporting students’ academic outcomes, social/community integration, engagement, and well-being in college?
- Master’s Thesis work (2020)

How do community-engagement programs affect underrepresented students’ long-term academic outcomes (graduation, retention, GPA, and credits completed)?

Are there differential effects of service-learning pedagogies for students’ sense of belonging based on their social-class background?

Maruyama Lab Presenting at AERA in San Diego 2022

How do parents help their children navigate impasses during naturalistic outdoor play?
- How (and in what ways) do these parental practices support children’s self-determination and autonomy?
  - Research-Practice Partnership with The Free Forest School, a national non-profit

What can longitudinal interaction analyses of pedagogical practices and classroom norms, in an after-school and summer computer science education program, tell us about how middle schoolers’ understandings of failure develop and shift over time? How do these understandings of failure impact their learning trajectories, including their computer science knowledge, skill development, debugging strategies, autonomy, and self-efficacy?

How might looking across video-based research traditions offer novel points of methodological synergy for future research in the Learning Sciences?

In the Feedback in the Wild Lab (under the mentorship of Dr. Martin Van Boekel), I have examined questions such as...

How do students’ understandings of academic feedback align and/or differ from academics’ conceptualizations of academic feedback?

Does the type of feedback given by an instructor impact students' memory for that feedback?

How are students processing their academic feedback in real time? And how might social-emotional factors impact students’ receptivity, uptake, and use of their assignment feedback?