Eve Abraha

-Formulate and drive pedagogical strategies, leading to improved GPAs of more than 80% of students by devising learning management systems to track deficiencies and pair profiles with appropriate learning models. -Create and manage extensive datasets to record and statistically analyze daily formative and bimonthly summative assessments, student efficacy metrics, and other extraneous variables that determine learning outcomes. -Achieved a 40% increase in social-emotional learning skills of autistic learners through implementing culturally responsive pedagogy, teacher perception surveys, and intervention tracking. -Manage and supervise a team with cross-functional project responsibilities to success by setting clear goals, resolving pain points, sparking collaboration, and amending the sequence of deliverables to meet target timelines. -Guide teachers on equitable curricula design and assessment techniques based on identified skill gaps resulting in letter-grade student performance gains across ~ 200 students. -Rehabilitate deficiencies in professional development resources by consulting with external education experts and identifying innovative pedagogical methods to support teachers and administrators. -Develop student-led committees to enhance academic support for more than 100 low-income students resulting in greater student aptitude and healthier learning outcomes.

- Designed an outcomes-based evaluation strategy to assess student impact, refine program design, and strengthen development efforts, supporting $4M in annual philanthropic funding. - Analyzed 10 years of historical data and past evaluations to assess program effectiveness and surface strategic priorities. - Led stakeholder interviews and focus groups to ground evaluation metrics in current organizational needs. - Delivered a comprehensive evaluation report with clear data visualizations, aligning findings with fundraising goals and informing future strategy.

- Investigated new ideas for bills, researched relevant material, and wrote policy briefs

-Conducted qualitative and quantitative program evaluation utilizing cross-tabulation of 100+ student and faculty responses from a dozen programs; delivered critical program insights and detailed feedback to enhance program content and refine survey design for continuous improvement. -Decomposed extensive data points to an explainable picture by segmenting key components and synthesizing relative variables; secured a budget increase by designing a compelling presentation of program results and insights used to refine policy development. -Spearheaded a multi-series professional development program on equitable leadership style and curricula design deployed to over 45,000 faculty and staff under tight deadlines and minimal direction.

- Adapted teaching methods and materials to meet students varying needs, interests, and learning styles using culturally specific communication. - Tutored high school and IB level Chemistry, Biology, Algebra I, Geometry, Algebra II, Trigonometry, Pre-Calculus, And Calculus.

Building Audacity launched a food delivery program prioritizing families living in areas with poor transportation, lower income, and/or have Special Education children or families with seniors as guardians of school aged children. -Managed food distribution events and handles client questions and concerns -Created, implemented and managed methods of distributing food to over 2,000 clients -Managed scheduling and reimbursements for a pool of 250 volunteers -Developed and implemented procedures for food ordering, inventory, food storage and safety guidelines

- Conducted needs assessment and developed a strategic plan for professors on equitable practices, curricula design, and student interaction. - Reduced dropout rate of underrepresented students in a core biology course by 90% using targeted revisions and amendments to lesson plans, leading to increased student retention in STEM-related programs. - Cured high dropout rate of STEM majors by quantifying individual survey and interview results of underrepresented students, tracking curricula changes, and identifying changes needed to improve student aptitude.

- Nominated by representatives across Tufts’ campuses, including the medical center, graduate, and undergraduate schools, to serve as a key member of the committee pioneering the institution’s first diversity, equity, and inclusion (DEI) degree requirement. Key contributions involved strategic planning around student scheduling, credit allocation, curriculum integration, and resource management. - Invited as a DEI expert to advise the development of a new Diversity and Inclusion Strategic Plan for the School of Arts and Sciences, providing guidance to shape campus-wide goals and best practices.

- Authored and successfully advocated for the passage of Bill 3.364, sponsored by Senator Jason Lewis, establishing a special commission to evaluate and advance technology-enabled teaching and learning policies under the direct supervision of Governor Jane Swift. The commission would explore education delivery systems and models during and after the pandemic to uncover and highlight best practices and double down on investments for school and district leaders. - Compiled and organized a database of core instructional resources for DESE-sponsored workshops, impacting over 800,000 Massachusetts students by equipping district leaders and educators with tools for improved learning outcomes. - Wrote emails and advocacy letters to teachers, district leaders, and legislators to push to pass bill.

The Prevalence of Antibiotic Resistance in the Environment (PARE) is a short course that uses a bioinformatics-based approach to study the emerging public health issue of antibiotic, or antimicrobial resistance (AMR.) - Redesigned our Bioinformatics-based teaching curriculum modules to be more equitable - Instructed segments of teaching modules and curated a catalog of supplementary learning resources - Identified trends in qualitative data from Qualtrics surveys to determine if students learned and retained information from the courses, and if instructors found structure and material of the courses promoting learning in their classrooms

During my late sophomore to senior year of high school, I enrolled at Southwest Community College to take additional courses; I took them in the summers and evenings during the school year. I completed 31 hours of course credit.