kevin zhou

i work on a research system for studying spatial memory in police-training contexts, helping translate a complex real-world training workflow into a technical prototype that can support controlled study and iteration.

• collaborate directly with prof. yun huang and the ischool research team on project direction, implementation priorities, and experiment-facing features.
• help define how spatial tasks, user flow, and data capture should work so the system is useful for research instead of only functioning as a demo.
• balance privacy, access restrictions, and realistic training needs while documenting technical decisions for future collaborators.

this project focused on the messy edge between machine learning and human-centered assistive technology: making brain-computer interface signals more stable so prosthetic control can feel smoother and less brittle.

• built and compared ensemble learning approaches for noisy bci signal prediction, emphasizing robustness over one-off benchmark performance.
• studied signal variability, model confidence, and practical failure modes that matter when an ai system interacts with a human body.
• worked under phd mentorship to frame the project as both an ml problem and an accessibility problem.

i contribute to a compiler research effort centered on kotlin and scalable software systems, working with a mixed team of academic researchers, graduate students, and industry mentorship.

• read compiler and language tooling material to understand how kotlin code is represented, transformed, and analyzed.
• support research implementation work by testing ideas, reviewing technical behavior, and connecting low-level tooling details back to project goals.
• learn how production engineering concerns shape research questions when the work has to scale beyond a classroom prototype.

as a counselor, i was responsible for making technical material approachable for younger students while keeping the room energetic, structured, and safe.

• planned and taught scratch programming lessons that moved from simple interaction to student-built projects.
• led math activities and daily support for 30+ campers with different confidence levels and learning speeds.
• served as the only student staff member trusted to lead technical curriculum, which meant adapting explanations quickly when students got stuck.

i helped older adult learners practice english in a community classroom setting, where patience and clarity mattered as much as the lesson content.

• supported vocabulary, pronunciation, conversation practice, and written exercises during weekly classes.
• helped bridge language and comfort gaps by explaining concepts slowly and respectfully.
• learned how to teach in a way that protects confidence, especially for students returning to a classroom environment later in life.