I am currently a Master's student at Stanford University studying Computer Science, with dual concentrations in Human-Computer Interaction and Biocomputation. I recently completed my Bachelor's degree in Human Biology at Stanford as well, with a self-designed interdisciplinary concentration in Infectious Disease and International Affairs. I love teaching, and I've been the Head TA for multiple introductory Computer Science courses.
I'm originally from the Bay Area, and when I'm not coding, designing new teaching strategies, or reading public health news, I enjoy cooking, hiking, and learning (natural) languages.
Please contact me for a resume, references, or code examples.
I've worked on a variety of projects at the intersection of biology and computer science, ranging from writing scripts to analyze 30 million lines of genomic data, to helping re-implement DNAnexus' global-scale genomic data management platform. My design experiences include an interface for AMELIE, a diagnostic tool for clinical geneticists; Notable, a notetaking tool to help students with audio and visual disabilities; and V-Fend, an award-winning team submission to the Stanford health++ hackathon. My coursework in human-computer interaction introduced me to design thinking, and since then I've completed multiple projects incorporating that methodology, including a two-month immersive design internship in engineering education in India in summer 2018.
I'm currently the head TA for CS 109: Probability for Computer Scientists, and this past spring I was the head TA for CS 106A: Programming Methodologies. In these roles, I've managed staff teams of up to 30 TAs and section leaders (undergraduates who teach small-group sections), ensured that classes of up to 270 students run smoothly, and developed innovative section instruction methods. Before this I served, among other TA roles, as a course assistant and residential advisor for a three-week intensive virology course in summer 2016. My responsibilities have included teaching sections of 10-14 students, holding office hours, grading assignments and exams, providing feedback to students one-on-one, and assisting professors in course planning.
While interning at the Center for Strategic and International Studies in Washington, D.C., I tracked American response efforts during the Zika crisis in early 2016, attending briefings on Capitol Hill and assembling daily and weekly updates as the situation unfolded. As a Stanford in Government Fellow at the Marin County Department of Health and Human Services, I learned about policy implementation at the local level as I assessed the feasibility of a potential county-wide program to hire unemployed public benefits recipients into local government offices.
I have sought through my undergraduate and graduate coursework to explore a variety of interests while also developing skills in key areas. My classes have come from 25 distinct departments and programs, including Chemistry, Earth Sciences, Human Biology, Math, Computer Science, Sociology, International Relations, Ethics, Linguistics, Psychology, Comparative Literature, and Economics.
I have led or been involved with a variety of organizations at Stanford. In particular, I helped found - and have held a variety of leadership roles in - the Stanford chapter of J Street U, an organization dedicated to a peaceful future for Israelis and Palestinians. Other sustained extracurricular commitments include the Stanford Model UN Conference and the Stanford Jewish community.
I have taken advantage of a variety of opportunities to broaden my perspective in various locations around the world. Before Stanford, I studied abroad twice through linguistic and cultural immersion programs: once in France for six months at age 13, and once in Sweden for a gap year after high school. While at Stanford, I spent a quarter in D.C. through Stanford in Washington, took summer classes that brought me to Tanzania and Cambodia, and lived and worked for a summer in southern India.
I spent two months in an immersive internship at a small engineering college in southern India. I used design thinking methodology to promote active learning in the classroom, develop engaging extracurricular programming, and create a more vibrant campus life for college-level engineering students. After consulting with institutional leadership and observing students and staff, I initiated multiple programs aimed at addressing institutional needs, including a peer tutoring system and a series of workshops on pedagogical innovation.View Profile in Stanford News
Our small team designed, built, playtested, and revised Quatropolis: a four-player game centered around real-world issues to help players understand housing policies and local government decision-making. Through resource acquisition, collaboration, debate, voting, and even deceit, players gain an understanding of how four parties - renters, landlords, private interests, and government institutions - each affect local policy.
Final project for CS377I: Designing Systems for Humans.Game Website & Documentation
Based on research done by Hopelab, our four-person group designed V-Fend to dramatically improve health outcomes for children living with HIV. V-Fend provides consistent, rewarding reminders to take medication and allows kids to play fun and educational games that put them in the driver's seat as they battle foreign invaders, fight HIV, and strengthen their body's immune system.Project Website & Documentation
Our team of four built an educational tool to help researchers and students learn how to design biomedical wet lab workflows to match specified research questions. We developed an ontology of experimental methods and an interactive script to take user input, reason over the ontology, and return the best-suited experimental method for the user's hypothesis and constraints.Explore on GitHub
Based on research done by Hopelab, our four-person group designed V-Fend to dramatically improve health outcomes for children living with HIV. V-Fend provides consistent, rewarding reminders to take medication and allows kids to play fun and educational games that put them in the driver's seat as they battle foreign invaders, fight HIV, and strengthen their body's immune system.
Finalist at health++, Stanford's health hackathon, October 2017. Winner of Global Oncology prize for innovation.Project Overview on Devpost
Designed a notetaking platform aimed at reducing the need for college students with disabilities (particularly audio/visual) to seek classroom accommodations. Followed Stanford d.school design thinking methodology, conducted needfinding interviews, created a concept video, and tested low-, medium-, and high-fidelity prototypes.
Quarter-long group project for CS 147: Human-Computer Interaction Design.Project Website
AMELIE, or Automatic Mendelian Literature Evaluation, is a project of the Bejerano lab at Stanford. I designed and began implementing a novel user interface in consultation with the backend developers and target users (clinical geneticists).View Current Site
Collaborated with a small team to begin to re-implement a global-scale genomic data management platform using React.js and Redux, based on atomic design principles. Constructed interactive components for the platform re-implementation using functional programming, improving code reliability and reusability while decreasing complexity.Explore Platform
Designed, built, and managed content for the website for J Street U Stanford, a student political organization. Built on Wordpress in 2014, and managed and updated continuously since then. Site includes blog posts, events history, graphical and written descriptions of the group, educational resources, and connections to relevant outside sites.Visit Site
Programming: Python, Java, C, C++, Unix
Media: Final Cut Pro, Balsamiq, Sketch, Marvel
Task Management: GitHub, Jira
Paradigms & Practices: Functional programming, atomic web design, prototyping, user testing, iterative design process
English: native fluency
French: high conversational fluency
Swedish: moderate conversational fluency
Hebrew: elementary ability, including reading & writing in print & cursive