I recently completed (05/2023) my PhD in Criminal Justice from the University at Albany in Albany, New York. Prior to that, I graduated from Michigan State University (12/2008) with BA's in Criminal Justice and in English Literature (with a focus on contemporary literature, 1950-present). As an undergraduate, I worked at the Writing Center as a writing consultant for 4 years. As a PhD student, I taught my own undergraduate courses in criminology, punishment theory, corrections, juvenile justice, statistics, criminal justice systems, and other specialty courses. I have experience tutoring high school and collegiate students (both one-on-one and as small groups) in writing, English, statistics, data management, SPSS, criminal justice/ criminology, social science research methods, sociology, and general academic topics (how to study, how to read effectively, how to structure a college paper, etc.). Finally, I've taken several graduate level courses on how to teach, learning theory, and pedagogy development that have helped me identify and articulate the learning strategies I use, and my broader beliefs about how learning happens best.

In the past 10 years, I have focused primarily on my research career. Most of my research has focused on the intersection of the criminal legal system and behavioral health (mental illness, substance use disorder). I have experience in (and have published work in academic journals using) univariate, bivariate, and multivariate statistics, including ordinary least squares regression, logistic regression, negative binomial / Poisson models (including zero inflated), multi-level models (including cross level interaction effects), time series analyses (including interrupted time series analysis and ARIMA models), among others. I am comfortable using point-click or writing syntax in SPSS and Stata.

Although I absolutely adore my research, I miss working with students. I am a strong advocate in working collaboratively with students to help them learn critical thinking skills, argument formation skills, and problem-solving skills. I also try to impart "tips and tricks" that I've picked up as a student, as an educator, and as a researcher for the last 15 years. I believe in partnering with students, and letting students direct their education goals and futures. As such, I begin my tutoring relationships by discussing what the student hopes to get out of the experience, and then discussing the ways that I can help them achieve their goals.