Analysis | 01
Analysis | A/B Experience Comparison
School vs. After-School Theater
​Mixed-effects model analysis using R

Quantitative analysis comparing youth experiences in two settings. Survey design constructed using semantic differentials that pertained to two main concepts of well-being and engagement. Mixed-effects model used to account for random effects in the data, e.g. individual reporting bias.


Theory plot
Theory plot


Analysis | 02
Analysis | Psychophysiology "CSP Timelines"
Pioneered Methodology
Qual/ quant approach utilizing electrodermal activity, video data, interview debriefs and analysis in Matlab

Qual/ quant analysis to deeply explore individual variation in real-time  behavioral experiences during standardized community activities. Examines intracultural variation in meaningful participation. See my ETHOS Publication for more information.

Free List.jpg
Analysis | 03
Analysis | Free List Comparisons
Project Co-Lead
Qual interview data used for quantitative descriptive statistics using R

Comparing cross generational attitudes pertaining to important features of a community setting.

Micro Temporal arc in action.jpg
Analysis | 04
Analysis | Micro-Temporal Arc: A Tool for After-School Practitioners
Qualitative analysis of observations, video, and semi-structured interviews to develop a theoretical tool for applied purposes.
See my AfterSchool Matters publication.

The temporal arc envisioned by Larson (2000) and Heath (2001), describes how to foster youth engagement and sustained attention. The micro-temporal arc describes how the same experience journey can occur on a daily basis while still embedded in the long term context to increase engagement and, by proxy, the long-term positive impacts of out-of-school participation.