Conference Presentations2021 NHAWLT “Beyond the Binary: Supporting Trans and Gender Expansive Students in the WL Classroom”2021 World Language Teacher Summit “Why I Wear So Many Buttons: Supporting Trans and Gender Expansive Students in the WL Classroom”2020 NHAWLT “​​Taking Time to Reflect: A powerful strategy for overcoming student anxiety in the language classroom ”2020 National Foreign Language Center, UMD Virtual Summit "Using Comprehensible Input to Empower Students with Social and Emotional Challenges"2020 II Second Language Learning & Disabilities Conference "Using Comprehensible Input to Empower Students with Social and Emotional Challenges"2020 NECTFL "Using Comprehensible Input to Empower Students with Social and Emotional Challenges"2019 NHAWLT "The Importance of Community: Empowering all types of learners by using Comprehensible Input in the world language classroom"

I teach Spanish using Comprehensible Input strategies to students Kindergarten through 8th grade. Rather than using a standard textbook and a grammar-based approach, I share stories about my cats, and facilitate the creation of class-created stories (that are not always about cats) to spread the love of language acquisition with my students. We also watch a lot of YouTube videos. And we laugh, a lot. As a one-person department, I am responsible for evaluating and choosing the school's curriculum, as well as all other typical teaching duties.Since I can never sit still, I started and mentor a Student Leadership Team for middle school students to provide opportunities for them to grow and hone those leadership skills. They help propose solutions to challenges at our school and also volunteer to assist in elementary school classes to carry out complex class activities (such as themed center days, class celebrations, and science experiments.)And the request of a student, I also advise a group of kids who just wanted to learn more about the world. The World Languages Club meets weekly and students present information that they have gathered on their own about different countries and cultures around the world to the group (and teach us to say a few handy phrases!) Lastly, I co-coordinate the Birches Academy Ski Club during Ski Season while zooming down Pats Peak on my snowboard. It is a great gig.

The Leadership Training Program is designed to help campers typically aged 11-14 identify and cultivate their own unique leadership skills. These young leaders support camp counselors in leading groups, planning and executing camp-wide events, and developing community service projects.

Providing supplemental one-on-one support to students with special needs in the Therapeutic Learning Center.

Shearwater helps secondary schools and universities implement mentorship programs that connect incoming students to upperclassmen and alumni. The mentorship programs provide one-on-one support for key groups such as first generation, non-traditional, international and other minority groups.As Community Advocate, I was responsible for managing the mentor/mentee communities at over 55 institutions in the United States. I also developed all user-facing content, curriculum and communications as well as coordinated all aspects of mentor and mentee training, matching and troubleshooting common mentorship challenges.The mentor program, Mentor Collective, is designed to help schools engage one of their most important assets—their alumni—to improve the overall experience of incoming students (domestic and international) while decreasing summer melt and student attrition. The mentor program also helps institutions identify and proactively support students experiencing a number of common challenges (depression, homesickness, academic performance, etc.).

Oversaw the daily operations of the Selection and Placement area as well as increasing efficiency by redesigning processes and leading the implementation of new technology, namely Salesforce.

As a Selection and Placement Specialist, I interviewed, selected and coached Fulbright and other government-sponsored scholarship recipients from Latin America and the Caribbean through the graduate admissions process at over 200 universities across the United States. Additional responsibilities included negotiating admissions offers with universities, developing student budgets, preparing visa documents, developing webinars and publications, and assisting in public relations/outreach campaigns. In addition, I also held the titles of SalesForce Super User, helping to inform the design and implementation of the CRM for the team and English Language Training and Orientation Coordinator, coordinating the placement of our grantees in intensive English programs nationwide.

Primary responsibilities included preparing classrooms, reviewing upcoming lesson content, coordinating classes, quality monitoring of a team of over 300 teachers, and grading exams for over 80,000 Spanish and Portuguese speaking students. This position required extensive troubleshooting skills for technological problems and involved a high degree of multitasking.

Prepared proposal and led marketing campaign for introductory level English course for approximately 30 students and professors of the university. Developed all course materials including instructional workbook and grammar guide and taught all classes.

Reported directly to the Outreach Coordinator. Developed course and promotional materials and helped to execute professional development workshops for teachers (elementary through high school) on pre-determined themes ranging from slavery in the Americas, coffee production in Latin America to country-specific workshops.

My primary responsibilities included contacting Brazilianists around the world in order to update contact databases as well as assisting with tasks related to the 2010 BRASA Conference in Brasilia

Co-wrote grant proposal to fund pilot program through the 2008 PASSHE Diversity and Equity Grant with the goal of helping students and their families prepare for the transition to college and helping newly admitted students navigate common challenges related to academics and university life. The program is now an official part of the university's strategy to support Latino students: http://www.iup.edu/marti/services/calsa/

Lead organizer for the first annual campus wide World AIDS Day Benefit Concert. Led the team in developing, promoting and executing the World AIDS Day Benefit Concert to benefit the local Red Cross. In addition to leading the team, I was responsible for recruiting bands and performers to participate in the event as well as developing the budget, securing funding and evaluating the program's success in December 2007 and 2008.Developed, implemented and evaluated a diverse range of peer education programs about well-being targeted to college-aged populations. Programs ranged from passive programming (PR and awareness campaigns) to active programming in small and large groups alike.