Educator + team leader
COURSES TAUGHT
The City University of New York, The Graduate Center, Interactive Technology & Pedagogy
ITP Core 2: Theory, Design, and Practice (ITCP 70020) (Spring 2020)
Participating doctoral and master’s students build on the theoretical insights gleaned in the first core course by beginning to conceive of and develop an interactive technology project within their own disciplines and areas of interest. We will discuss project planning and execution; hypertext and narrative; visualization and design; modes of learning and the structures that impact them within and outside of the classroom; software development and deployment in education; and the conceptualization and production of educational media products. We employ an interdisciplinary perspective on the application of digital media to classroom teaching and scholarly research and presentations, drawing upon the experiences of the faculty members and all students in the course.
New York University, College of Global Public Health
Translating research to practice: Adapting and implementing evidence-based public health programs (GPH -GU 2270; Spring 2018, 2019, 2020)
This course examines approaches for selecting, adapting, and implementing evidence-based public health programs. It helps prepare students to adapt and implement programs that are theory-, evidence-, community-, and reality-based. Much of the course is organized around case studies and incremental writing exercised leading up to a final proposal.
Hunter College, Community Health
Social Structures in Health of Public Health (COMHE 30600) (Fall 2019)
The fully online course explores the role of economic structure and social linkages that shape health – including power relations, interactions between subgroups within society, and tensions within groups over institutional control and individual agency.
Hunter College, Community Health
Social Disparities in Health of Public Health (COMHE 30600) (Spring 2019)
The course introduces the core issues and theoretical perspectives, especially the intersection of systems of domination (race, gender, etc.) and health. It also examines the relationship between social location, physical environment, and lifestyle factors commonly associated with chronic disease. Much of the course is organized around the exploration of specific policy domains and health and life expectancy in the U.S.
CUNY School of Labor and Urban Studies
Health Disparities (HCA 601; Fall 2018)
This course examines the manifestations of health disparities and inequalities in the U.S., with particular reference to their relevance to health care policy and practice in New York City. Evidence of inequalities will be presented with regard to major health indicators, including: incidence and prevalence of disease; differential screening, diagnosis, treatment, and outcome; exposures to risk factors and preventive measures; access to and utilization of health care services; issues relating to the clinical encounter; biases in health research; and health of selected populations. Disparities will be studied through the lenses of race, class, gender, age, residence, and sexual orientation, as well as through the interactions of these factors.Within each area, strategies and policies for reducing or eliminating the particular health disparity and inequity will be discussed and analyzed.
Brooklyn College, Department of Health and Nutrition
Sociology of public health (HNSC 3505; Fall 2017)
The course introduces the core issues and theoretical perspectives, especially the intersection of systems of domination (race, gender, etc.) and health. It also examines the relationship between social location, physical environment, and lifestyle factors commonly associated with chronic disease. Much of the course explores specific policy domains and health and life expectancy in the U.S.
City College of New York, CUNY School of Medicine, Physician Assistant Program
Course website: Epidemiology and Research Methods Component, Clinical Seminar II, and III (40502, and 40503; 2014 & 2015 academic years)
Developed student’s ability to identify a clinical problem and to collect, process, analyze, summarize and present an evidence-based approach solution to that problem. The topic could be a medical challenge in terms of diagnosis or treatment of a disease state, or management issues for patients or their family’s issues of which there is lack of consensus or a lack of clear guidelines. Students wrote a scientific paper and then presented it to a panel of faculty reviewers.
WORK HISTORY
Postdoctoral Fellow, Center for Health Technology and Food Policy Center, Hunter College
New York, NY October 2018–present
Prepare reports, peer-reviewed manuscripts, and grants based on New York City data around food policy research. Playing an integral role in launching the Center for Health Technology at Hunter College by bridging academics, industry leaders, and government workers to promote health-technology in NYC.
Project Director, Health-Technology Projects for Healthy CUNY Initiative at the CUNY School of Public Health
New York, NY January 2016–June 2017
Oversee the design, development, implementation, and evaluation of two health technology interventions across five CUNY campuses. Drawing from the design thinking approach, a cohort of 17 undergraduates from various CUNY campuses meet weekly to inform the development of one of those projects.
Assistant Program Officer, Interactive Technology & Pedagogy (ITP) Certificate Program
New York, NY August 2014–December 2015
Provide administrative and technical support to the program’s coordinator, and addressing all administrative issues related to the ITP program, including course registrations, upkeep of student records, scheduling of program meetings and events, maintaining calendars, and upkeep and updating of the ITP websites.
Director of Applied Research and Senior Consultant, Connected Health Solutions
New York, NY June 2009–2013
Consulting services specializing in design and implementation of clear and functional evaluation tools to help nonprofits efficiently meet funder requirements and organizational goals. Assist with junior and senior staff coaching; staff, board, and organizational goal setting; and meeting facilitation. Clients include: Love Heals, Harm Reduction Coalition, and Voces Latinas.
Research Associate, The Ford Foundation
New York, NY May 2010–Dec 2013
Draft summary fact sheets (e.g. demographic shifts, reproductive health data of targeted groups, and legal and policy trends and status of priority reproductive rights issues) based on existing data. Conduct research and compile a summary of donors supporting work, which overlaps in Ford’s sexuality and reproductive health and rights initiative(s). Prepare presentations by synthesizing data to generate visualizations. Other research and writing tasks as requested.
Graduate Research Assistant, Cheryl Merzel, DrPH, Research Foundation of the City University of New York
New York, NY, Sept 2009–Dec 2009
Collected data to conduct a comprehensive systematic analysis of the published and unpublished literature to catalog and examine definitions, operationalization, and measures of community capacity to aid in the development of measurement approaches.
Deputy Director, Love Heals, The Alison Gertz Foundation for AIDS Education
New York, NY, Aug 2007–June 2009
Nominated for the Robert Wood Johnson Foundation Community Health Leader Award; advanced to the second stage. Steer the overall direction of programming and the organization. Supervise nine consultants per year to run a comprehensive sexuality program, LEAP for Girls, in East Harlem, the South Bronx, and Central Brooklyn – areas hardest hit by HIV/AIDS in NYC. Responsible for quality improvement and outcome monitoring for LEAP for Girls. Conducted analyses, created cogent summary reports, disseminated findings. Supervised group of seven health educators and eight HIV positive individuals who deliver educational workshops in middle schools, high schools and community-based organizations throughout New York City. Supervised five staff and three to four college interns throughout the year, including Master’s candidates.
Project Coordinator, The Fund for the City of New York
New York, NY, Feb 2005–July 2007
Responsible for all aspects of Project T.E.A.C.H. (Teens Educating About Community Health) housed at the Red Hook Community Justice Center in Brooklyn, NY. Provided training annually to 50 fifteen to eighteen-year-olds who then educated 300 youth living in South Brooklyn. Topical training areas included: HIV and other STIs, methods of contraception, substance abuse, negotiation skills, communication skills, cultural competency, and facilitation skills. Modified and implemented a culturally appropriate curriculum specific to urban youth of color. Supervised one staff member and two Americorps members. Assisted the research team with program evaluation data collection and follow-up for a federally funded (SAMHSA) youth drug and HIV prevention program. Developed and maintained relationships with community stakeholders to maintain community buy-in and to coordinate workshops for youth.
Field Manager, Grassroots Campaigns, Inc.
New York, NY, Aug 2004–Nov 2004
Led canvassing teams of three to five people throughout New York City to fundraise for the Democratic National Committee. Raised $20K.
Consultant Field Supervisor, The University of Texas at Austin
El Paso, TX, July 2004–Aug 2004
Assisted with overall project launch for a pilot study on oral contraceptive use along the U.S./ Mexico border. Trained staff members on in-depth interviewing skills. Created outreach protocol and recruited participants. Revised qualitative and quantitative survey instruments.
Patient Advocate, Reproductive Health Services
Austin, TX, Feb 2003–July 2004
Developed front desk procedures manual, served as Spanish translator (written and oral), checked in patients for reproductive health appointments.
Project Associate, Center for Health Training
Austin, TX, July 2003–July 2004
Conducted quality assurance for Infertility Prevention Project. Notetaker during bilingual focus groups in El Paso, TX. Translated client satisfaction materials. Assisted with agency bookkeeping. Assisted with editing the Linkages Innovations Research Project Final Report.
Consultant, TARAL: Pro-Choice America
Austin, TX, Oct 2002
Verified accuracy of Spanish translation for booklet on abortion access.
Research Assistant, Linda Cushman, PhD, Mailman School of Public Health, Columbia University
New York, NY, Sept 2000–Dec 2002
Collected and analyzed qualitative data for a cross-sectional study on circular migration patterns of Dominican adolescents. Translated “A Summer Beyond Research” for the Heilbrunn Department of Population and Family Health Newsletter.
Training Support Coordinator, Center for Health Training
Austin, TX, Aug 1999–Dec 2000
Coordinated five statewide conferences and 20 regional workshops for publicly funded family planning agencies. Compiled evaluation data of client satisfaction surveys.
Sexual Health Assistant Coordinator, Health Services, The University of Texas at Austin
Austin, TX, May 1998–May 1999
Managed scheduling of all Sexual Health Education requests. Facilitated workshops as a peer educator for the university community. Tailored curriculum to include interactive workshops for special community groups. Created and maintained a cataloging system for the University Wellness Resource Center Library.
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