Teaching and researching in this way has given me a fresh perspective on current trends in the literature and has served as an excellent buttress for my hands-on duties. My philosophy towards tutoring and mentoring in general is to lead by supporting. Having tutored in college and having been a direct care clincian for at-risk youth, I possessed a foundational of motivational and interpersonal skills and experiences. Since beginnig graduate school, I have thrown myself into the work of helping determined young minds succeed. I have been lucky enough to see my first class graduate, some of whom are going to be attending graduate school in the fall.
Leading by supporting has meant many things, sometimes it is the application of Socratic questioning to a student who is on the verge of comprehending a topic. Other times it is about taking a few minutes away from the work at hand and checking in, letting students vent, hopefully enjoy themselves. As a future clinician, I place a high premium on rapport-building and make every effort to create a safe yet productive enviornment for learning. This is perhaps the most important, and most consistently reinforced, lessons which my experiences have taught me.
I have been lucky to have a diversity of opportunities as a teaching. Of the three classes I currently work with, one is a large introductory undergraduate psychology course, another is a research methods class consisting of small, closely-knit groups who are each developing novel research projects. Lastly, I act as a teaching assistant and research consultant for medical residents at Jamaica Hospital, where I also conduct research.
Along with teaching, I also conduct research on the pedagogy of introductory psychology courses. Currently, we are beginning to analyze data from a pilot study I helped to design based around tailored student feedback. As a teacher and researcher, it often feels as if I'm learning how to teach from multiple angles all at once, yet this is a positive, as I have become comfortable within fairly distinct settings.
Andrew S. Miele
2018 Doctor of Philosophy in Clinical Psychology
St. John’s University
Degree in progress
2013 Bachelor of Arts (summa cum laude)
Major GPA: 3.8
Collaborative Health Research Integration Program
St. John’s University
August 2018 – Present
Responsibilities: teaching and research assistant for both course and lab work focusing on developing novel research projects focusing on a variety of areas within health psychology, including health disparities and hospital based research, current responsibilities include; leading weekly recitation meetings with undergraduate students focused around teaching mediational models of psychological research via peer-reviewed articles and discussion; leading undergraduate research teams through all stages of the scientific process; assisting students in developing original work and instruction in presenting this work at professional conferences; managing course content and curricula
Bloom’s Taxonomy & Introduction to Psychology
St. John’s University
August 2018 – Present
Responsibilities: providing administrative, data analytic, and pedagogical support to class instructor for large undergraduate class, current responsibilities include; developing and deploying course content, such as extra credit and exams; acting as point of contact for students with technical and academic issues; providing both formalized and one-on-one individualized feedback for students; designing and implementing research projects for publication and to improve the course. Duties also include designing and carrying out research on the pedagogy of teaching introductory psychology using Bloom’s taxonomy.
Life Skills Transition Program
Luzerne County Community College
September 2015-June 2016
Responsibilities: providing academic and emotional-social support for students with developmental, psychological, and intellectual issues; assisted teacher with designing and implementing course curriculum; worked daily in the classroom with students and accompanied students to work placements; conducted interventions across levels of restrictiveness, from scheduling reinforcements to physical restraints
Biological Basis of Psychology
September 2009-December 2009
Responsibilities: nominated for position based on academic performance, responsibilities included; working one-on-one with students in need of academic assistance; designed individualized study guides and directed weekly tutoring sessions for 3 students
Clinical Research Assistant
Center for Interdisciplinary Research on Nicotine Addiction (CIRNA)
University of Pennsylvania
July 2016-July 2018
Responsibilities: clinical assistant for a pair of clinical trials investigating pharmacological treatments for nicotine addiction, current responsibilities include; participant recruitment and eligibility screening; psychiatric interviewing (e.g. MINI, C-SSRS); manualized counseling; physiological, cognitive, and psychiatric data collection; processing physiological data; data entry; IRB modification and submission; data analysis using SPSS and E-Prime software, manuscript preparation
Linguistic Data Consortium
University of Pennsylvania
April 2015-June 2016
Responsibilities: annotator for multiple natural language processing projects, responsibilities include; managing, maintaining, and producing annotated corpora for use in computational linguistic research and applied linguistic technologies: collecting natural language data; data analysis; quality control
January 2013-January 2015
Responsibilities: investigator in a clinical research project studying the chronic traumatization of at-risk populations within the public mental health system, responsibilities include; research coordination, literature reviews; manuscript preparation and poster presentation at 2012 International Society for the Study of Trauma and Dissociation (ISSTD)
February 2015-May 2016
Responsibilities: Implementing psychosocial and behavioral health interventions for at-risk children and adolescents: identification of individual client needs; coordination of mental health services for client; collaboration with treatment team (teachers, therapists, families) assist in development of treatment plan for client; conduct one-on-one and/or group interventions and therapy sessions; monitor and record treatment protocols; safe crisis management; data collection of client behavior
Therapeutic Staff Support
Evergreen Behavioral Intervention for Children
January 2013- July 2014
Responsibilities: intensive, direct care of children and adolescents diagnosed with behavioral and developmental disorders, identification of client needs, collaboration with treatment team (teachers, therapists, families), safe crisis management; implementation of treatment plans
Allison J Carroll, Amanda R Mathew, Frank T Leone, E Paul Wileyto, Andrew Miele, Robert A Schnoll, Brian Hitsman; Extended Nicotine Patch Treatment among Smokers With and Without Comorbid Psychopathology, Nicotine & Tobacco Research, , nty191, (concealed information)
Carroll, A., Kim, K., Miele, A., Olonoff, M., Leone, F. T., Schnoll, R. A., & Hitsman, B. (2019). Longitudinal associations between smoking and affect among cancer patients using varenicline to quit smoking. Addictive Behaviors.
Miele, A., Thompson M., Jao, N., Kalhan, R., Leone, F. Hogarth, L., Hitsman, B., & Schnoll, R.
(2017). Cancer Patients Enrolled in a Clinical Trial: Characteristics and Correlates of
Smoking Rate and Nicotine Dependence. (Under review)
Schnoll, R., Leone, F., Miele, A., Veluz-Wilkins, A., Hole, A., Wileyto, E.P., Kalhan, R., Patel, J., Langer, C., & Brian Hitsman. (2019). A placebo-controlled randomized clinical trial testing the efficacy and safety of 24-weeks of varenicline to treat nicotine dependence among cancer patients. Psycho-Oncology.
Schnoll, R., Kelly, S., Miele, A., Glanz, K. (2017) Characterizing tobacco use in an American
cancer center’s catchment area can help direct future research priorities. Journal of
Cancer Research and Therapy. doi: (concealed information)
Gordon, A., Miele, A., Nevid, J., Ph.D. Student Exam Performance Across the Semester: Beyond the “End-of-Semester” Syndrome. Poster presented at: Annual Meeting of the National Institute on the Teaching on Psychology; January 2-6th 2019; St. Pete Beach, FL.
Jao, N., Miele, A., Thompson M., Kalhan, R., Leone, F. Hogarth, L., Hitsman, B., & Schnoll, R. Cancer Patients Enrolled in a Clinical Trial: Characteristics and Correlates of Smoking Rate and Nicotine Dependence. Poster presented at: Annual Meeting of the Society for Research on Nicotine and Tobacco; 2018 Feb 21-24th; Baltimore, MD.
Joseph, N., Hassan, U., Forbes, K., Basello, G., Roth, A., Miele, A., Brondolo, E. Predictors of Restraint Use Within Inpatient Medical Settings.
Miele, A., Schettini, N., Marchidan, M., Ruales, O., Camera, E., Huynh, C., Mingo, G., Reid, T., Roland, & M., Brondolo, E. The Impact of Clinical and Non-Clinical Variables on Physical Restraint Use in Non-Psychiatric Settings.
Miele, D. (2012). Intergenerational trauma within the public mental health system: a silent neurodevelopmental genocide. Poster presentation, ISSTD conference, Long Beach, CA.
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