University of Bristol, Bristol, UK布里斯托大学，英国布里斯托

• On track for a First-Class degree, with overall averages of 81% in Year 1 and 78% in Year 2.大一平均分 81%、大二平均分 78%，均达到一等学位水平。
• Received the Head of School's Commendation for Academic Excellence after Year 1 for achieving an overall average of 70 or above.完成大一后获学院院长学术卓越嘉奖，表彰全年平均分达到 70 分及以上。
• Built an interdisciplinary foundation in educational theory, research methods, and the social contexts of education, supporting quantitative, data-informed approaches to educational research.系统学习教育理论、研究方法与教育的社会背景，为开展量化、数据驱动的教育研究奠定跨学科基础。

University of Bristol, Bristol, UK布里斯托大学，英国布里斯托

Undergraduate Research Placement · School of Education, University of Bristol布里斯托大学教育学院 · 本科研究实习

• Investigated the relationship between food insecurity and education among students, using SPSS to identify patterns relevant to educational and social inequality.研究学生食物不安全与教育之间的关系，使用 SPSS 识别与教育及社会不平等相关的量化规律。
• Explored Python as an alternative analytical tool and proposed a food-insecurity prediction programme, evaluating methods by their fitness for purpose rather than technical complexity.探索使用 Python 进行数据分析，并提出食物不安全预测程序的初步方案；依据研究适切性而非技术复杂度评估方法。
• Applied scaffolding theory, Vygotsky's Zone of Proximal Development, and reflective practice to examine how dialogue, trust, and gradual responsibility transfer can foster learner autonomy in research supervision.结合脚手架理论、维果茨基最近发展区与反思性实践，分析对话、信任和责任的逐步转移如何在高等教育研究指导中促进学习者自主性。

School of Education, University of Bristol · Bristol, UK布里斯托大学教育学院 · 英国布里斯托

• Develop an interactive website for a harmonised, multi-source dataset on educational inequality, turning complex data into an accessible digital research resource.围绕协调统一的多源教育不平等数据集搭建交互式网站，将复杂数据转化为面向研究人员并兼顾公众访问的数字研究资源。
• Design filtering, comparison, and map-based visualisations for exploring patterns by country, year, and population group.设计筛选、比较及地图可视化功能，支持按国家、年份及特定人群探索数据规律。
• Use Python, Docker, and AI-assisted development to build and test a local prototype, translate researchers' requirements into functional tools, and prepare for future open-access deployment.使用 Python、Docker 与 AI 辅助开发搭建并测试本地原型，将研究需求转化为可用功能，为后续部署和开放访问建立基础。

School of Education, University of Bristol · Bristol, UK布里斯托大学教育学院 · 英国布里斯托

• Collaborated with academic supervisors on quantitative research into food insecurity and educational outcomes, contributing to research design, literature review, and the analytical approach.协同导师开展食物不安全与教育结果关系的量化研究，参与研究设计、文献综述与分析方法制定。
• Used SPSS for statistical analysis and Python to process, clean, and explore educational data.运用 SPSS 进行统计分析，并使用 Python 处理、清洗和探索教育数据。
• Synthesised academic literature and quantitative findings into clear, evidence-based insights that informed the project's direction and interpretation.综合学术文献与量化分析结果，形成清晰且有证据支持的洞见，为项目方向和结果解释提供依据。

Junde Education · Chengdu, China骏德教育 · 中国成都

• Supported lesson planning and delivery, helping design structured and engaging extracurricular activities responsive to students' needs.协助课程规划与教学实施，设计结构清晰、回应学生学习需求的课外活动。
• Managed student activities and provided individualised assessment feedback to support academic progress.组织管理学生活动，并针对评估结果提供个性化反馈，支持学生学业进步。
• Monitored student well-being in classroom and accommodation settings and facilitated communication among teachers, students, and parents.关注学生在课堂与住宿环境中的身心健康，并在教师、学生与家长之间搭建有效沟通桥梁。

Harvard Summit for Young Leaders in China (HSYLC) · Shanghai High School哈佛中美学生领袖峰会（HSYLC）· 上海中学

• Served as a bilingual liaison among Seminar Leaders, students, staff, and volunteers in an English-medium programme.在英文教学环境中担任 Seminar Leaders、学生、工作人员与志愿者团队之间的双语沟通桥梁。
• Provided academic and pastoral support while monitoring student well-being, safety, and conduct.在课内外提供学业与学生支持，关注学生的身心状态、安全及行为规范。
• Coordinated teaching materials, classroom operations, events, and documentation across programme teams, while organising cohort activities that strengthened participation and community.跨团队协调教学材料、课堂运营、活动执行与影像记录，并组织集体活动，提升参与感与团队归属。

University of Bristol · Bristol, UK布里斯托大学 · 英国布里斯托

• Elected to represent the Education Studies cohort as the principal liaison between students and academic staff.当选教育学专业学生代表，担任学生与教学团队之间的主要沟通纽带。
• Used student feedback to identify a gap in assessment support and successfully advocated for an official end-of-module guidance document for a core unit.通过学生反馈识别课程评估支持不足的问题，并成功推动一门核心课程制定官方期末指导文件。