In my current role at ETS, I lead and contribute to research initiatives focused on future-ready skills, competency-based assessment, and human-AI collaboration. My work has advanced conceptual frameworks, validity arguments, and assessment approaches for competencies such as communication, adaptability, digital literacy, AI literacy, collaboration, and AI competencies for teaching. I am particularly interested in identifying which human capabilities remain enduring, which are evolving, and how trustworthy evidence of competency can be generated in increasingly AI-mediated learning and work environments.

Prior to joining ETS, I served as an Assistant Research Professor and Postdoctoral Research Associate in the Department of Psychology at the University of Notre Dame, where I contributed to externally funded research on educational assessment, learner engagement, adaptation to change, and equity in educational settings. Earlier in my career, I investigated motivation, engagement, cognitive load, self-regulation, and learning processes in digital environments using process data and behavioral indicators. I earned a Ph.D. in Educational Psychology from the Graduate Center of the City University of New York (CUNY), an M.A. in Cognitive Studies in Education from Teachers College, Columbia University, and a B.A. in Psychology from Cornell University.