I taught the undergraduate (Spring Semester) and Master's level (Fall Semester) sections of "Diversity in Education" a course required of all student's seeking a profession in teaching. I worked collaboratively with another Adjunct professor on developing the undergraduate course syllabus (for two separate sections) and was the sole instructor for the master's level course. Both courses included coincident practicum experience.

Worked with adult immigrant/refugee populations on learning the English Language and important cultural education relevant to work and employment.

Worked at all of the writing center locations, including online.I worked one on one with students (undergraduate through doctoral) on writing assignments and projects across disciplines, both at the level of understanding assignments, edits, organization and idea generation. Worked with English as a first language, as well as domestic and international English language learners. I assisted doctoral students in assembling parts of their dissertations and undergraduates in learning the expectations of University level writing (across STEM fields, social sciences and the humanities).

Lead instructor on three semesters (Summer, Fall and Spring) of Practical Research, a required course for Master's Level Teaching students, wherein they learned about research, specifically "practical" or action research and developed their research plans for their capstone projects.

Instructor for CI3211 "Introduction to Elementary Teaching" a concurrent course with undergraduate teaching majors' first teaching practicums. We reflected upon their experiences, concerns and reflections while addressing expectations of teachers, and introductory ideas and approaches of elementary teaching.

Teaching Assistant for Professor Alexs Pate's lecture course AFRO3112 "The Poetry of Rap", I was the main reader of student papers, helped students as they developed their final papers and presentations. I also delivered a lecture series within the course on whiteness in hip hop. As part of the position, I was also a participant in the second level of the course (small seminar).

Knowles Science Teaching FoundationSupervisor: Misty SatoI helped design and carry out a research project with 6-8 Twin Cities High School Science teachers, helping each to develop and implement individual action research to develop improved and authentic formative assessment practices in their classrooms over two years.

I was the instructor for one of the sections for the concurrent lecture of CLA1005, "Access to Success", a course designed for first-generation and non-traditional students to help them adjust to the expectations and culture of higher education. I was responsible for leading in depth discussions and activities related to the themes of the larger lecture series. I was also responsible for administering and grading assignments within my section.

Supervisors: Nan Kari and Nan SkeltonWorking as part of the "Jane Addams School for Democracy", I helped with the coordination of a participatory action research project, with a cross-cultural, multi-lingual, inter-generational group of 12 individuals. Together we developed learning and organizing tools for other groups attempting to do cross-cultural community building and learning.

Was primary point of contact between the University of Minnesota and two of the elementary schools where undergraduate teaching majors were stationed for their initial practicums. I made sure students were attending, as well as addressed any teacher concerns or student concerns about their placement and expectations.

I helped develop the curriculum and acted as a liaison between students, instructors and visiting faculty for the residential course titled "PHIL4326 Lives Worth Living: Questions of Self, Vocation, and Community". This included developing prompts and ideas for daily reflective circles, helping students develop projects, helping coordinating community involvement projects in south-west Minnesota, and finding ways to coordinate the daily-life of the course with the reflective goals of the course.

I was a first grade instructor at Wooranna Park Primary School, a public school implementing an experimental curriculum inspired by the preschools of Reggio Emilia, Italy. It was a team teaching environment with approximately 60 students. The curriculum was project-based, with a focus on democratic techniques and documentation. Using transcribed conversations with the class, indvidual students, as well as teacher observations of their explorations and photography and video of studsent interactions with the classroom, "provocations" within the classroom, teachers and other students, we had weekly meetings to develop our curriculum and a larger project, which this year culminated in a news program students and teachers developed using the schools video making studio and technology. The school itself was attending to students with over 25 different home languages, many of whom were refugees from Africa and South-East Asia.