​I stay active in the academic community by delivering presentations and creating materials that support both my professional development and work-related goals. To help writers overcome writing stressors, I have developed writing practices that incorporate mindful approaches. Most recently, I have received a mini-grant from the Commission Status of Women at the University of Arizona to lead the three-hour Virtual Writing Retreat: Mindfulness as Writing Tool. I also authored an article for Faculty Focus (Nov. 20, 2024) titled The Impact of Non-Evaluative Feedback and Mindfulness in Writing, which explores how non-evaluative feedback and mindfulness can build student confidence in their writing practices while supporting well-being. Other recent presentations I have delivered include topics such as feedback in online environments, mindful feedback for multilingual students, writing center advocacy, writing to support staff well-being, use of technology to facilitate community building, and best practices for assessment, among others. 

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​Besides my regular work duties, I have pursued several editorial opportunities. In 2019, I was invited to provide feedback on a forthcoming ESL textbook on writing and grammar from Cambridge University Press. In 2018, I edited a chapter for A Common Final Exams Project in an IEP: Rationale and Methodology, in Assessment Literacy and Teacher Made Testing in the Language Classroom (Eds. E. White, T. Delaney), IGI Publishing. Additionally, I worked as an independent Research Assistant for Dr. Saville-Troike and Dr. Karen Barto for the second (2011) and third (2016) publication of the textbook Introducing Second Language Acquisition.