About Me
My path to becoming a teacher has been down a road less traveled by. I grew up in the San Francisco Bay Area and came to San Diego for college where I attended San Diego State University. I obtained a bachelors and a masters degree in psychology and set out to contribute to the field of education through my research work. Currently I am a research associate for the Institute for Neural Computation at UCSD and a Temporal Dynamics of Learning Fellow (TDLC), a National Science Foundation Research Center. My research work focuses on social interaction and learning, specifically the role of verbal and nonverbal behaviors (e.g., eye gaze, facial expression, gesture and speech) and how these different communicative systems lend to the teaching and learning process. My work and interest in development and learning led me to continue my academic career by pursing a multiple subject teaching credential. There is a lot that research can inform us about education and just as equally, there is a lot that education can inform research. It is one of professional goals to understand the the role of research in informing education and vise versa.
While my path to becoming a teacher has not always been an obvious route to me, at every turn I've gained something invaluable, whether it be a new skill, knowledge or new perspective, that I hope to integrate into my classroom.
Below you'll find links to the research networks that I belong to and some of my current published collaborative work.
While my path to becoming a teacher has not always been an obvious route to me, at every turn I've gained something invaluable, whether it be a new skill, knowledge or new perspective, that I hope to integrate into my classroom.
Below you'll find links to the research networks that I belong to and some of my current published collaborative work.
Articles
Automated Measurement of children's facial expression during problem solving tasks
Characterizing the temporal dynamics of student-teacher discourse
Behavioral indices of cognitive processing in children
Modeling one-on-one tutoring sessions
Characterizing the temporal dynamics of student-teacher discourse
Behavioral indices of cognitive processing in children
Modeling one-on-one tutoring sessions