Design course syllabus & course materials and teach for undergraduate and graduate courses in the Art Education Department including: AETE 542: Saturday Studios: Pre-Practicum I (Graduate level), AETE 300: Seninar III Issues and the Individual Learner (Undergraduate level), and AETE 404: Seminar IV Creating Community. Support students in learning about art education and teaching practices in informal and formal spaces. Organize exchanges and site visits with local arts educators, schools, museums, and other community spaces to create meaningful learning experiences. Advise undergraduate students in course registration and matriculation. Contribute to faculty meetings, speaker series, and other Art Education events and offerings as well as college wide governance.

Artward Bound is a four-year, grant funded program that prepares Boston area high school students for acceptance to and success in higher/post-secondary education, and beyond. Artward Bound students come from communities under-represented in art and design schools. AB seeks to increase the success of BIPOC youth (Black, Indigenous, and people of color) in higher education and to make art and design fields more inclusive.The Director of Artward Bound (AB) at Massachusetts College of Art and Design (MassArt) leads the strategic vision and implementation of all aspects of the program. The Director of Artward Bound provides strategic leadership, secures funding, manages budgets and hiring, leads curriculum development, cultivates and supports external/internal partnerships, and supervises staff to ensure effective program operation and success.During the summer session of Artward Bound following the departure of the former Director, I stepped into the Interim Director role to support the team of mentors, instructors, lead instructor, and administrative staff in the day to day management and implementation of the program as well as the strategy, policy and procedure development, and hiring to prepare for the academic year.

Design course syllabus and course materials for AETE 542: Saturday Studios: Pre-Practicum I (Graduate level) to support students in learning about art education and teaching practices in informal and formal spaces. Organize exchanges and site visits with local arts educators, schools, museums, and other community spaces to create meaningful learning experiences.

A Jewish Experiment in Centering Palestinian Voices. PVSG works with Jews to engage with Palestinian texts in order to understand Palestinian perspectives, experiment with centering Palestinian voices, and practice radical empathy while confronting anti-Palestinian racism in Jewish communities. PVSG is a learning process dedicated to supporting leadership, building community, and expanding the possibilities for Jewish engagement with Israel/Palestine.As the Administrative Assistant I support PVSG in a variety of aspects of logistics including scheduling, communications with participants, tech and zoom hosting, scribing, tending to accessibility, organizing learning materials, etc.

A multidisciplinary arts engagement program for 7th- through 12th-grade students, WallTalk encourages close observation, open discussion, and individual connections to contemporary art through visual art, writing, and performance. Working closely with teaching artists, students participate in multiple museum and classroom visits over the course of a school year in which they observe, question, interpret, and respond creatively and critically to the art of our time.The WallTalk Reading Jam brings together participants from multiple schools, creating an opportunity to share their work with their peers. The event provides students a public forum and live audience to exercise their public speaking and presentation abilities.Each year, we create a publication to document our process and showcase student work.As a WallTalk Teaching Artist I work with BPS Groups both in the classroom and on visits to the museum, facilitating sessions in visual arts and creative writing, connecting hands on making with exploration of our current exhibitions, and supporting students in building their voice and projects around key themes.

As a Gallery Teaching for K-12 Groups I plan and implement guided visits for K-12 groups alongside ICA Education staff and fellow Gallery Teachers, with an emphasis on adolescent populations. I develop gallery lessons and lead guided visits for K-12 groups on site at the ICA and virtual pre-visits over Zoom. I contribute to planning and debrief meetings, post-visit debriefs, and assessment

The Institute of Contemporary Art strives to share the pleasures of reflection, inspiration, provocation, and imagination that contemporary art offers through public access to art, artists, and the creative process. As the Teaching Artist for the Teen Exhibitions Program at the Institute for Contemporary Art Boston, I:• Develop and execute curriculum for the Teen Exhibitions Program creativeleadership program for teens• Facilitate Teen Exhibitions Programs sessions, exhibition openings, and other events• Support participant engagement, gather feedback and learnings, and connect with ICA staff and program participants to respond to and grow the Teen Exhibitions Program in alignment with program values and goals.http://www.icateens.org/programs/teen-exhibitions-program%C2%A0

Supported the facilitation and leadership of the Teen Arts Council summer program curriculum. Offered mentorship and collaborated with other ICA staff and interns. Supported with logistical and administrative tasks related to the design, preparation, planning, and execution of the Summer Teen Night: Bold and Boulder. Program Description:Teen Arts Council (TAC) is a group of paid teens from the Boston area that serve other teens. In TAC, our work focuses on addressing social issues and introducing teens to the Institute of Contemporary Art/Boston (ICA) and art in general. We feel that art is a form of expression as well as a tool for activism.We organize events throughout the year to connect with teens. This includes our seasonal Teen Night-- where we organize a night of art-making and youth performances. We also organize The Current which focuses on socio-political issues that affect teens in Boston.

Dorshei Tzedek is a dynamic and growing Reconstructionist congregation in West Newton, Massachusetts, with 250 member households. We are dedicated to Jewish learning and to ethical Jewish living in the modern world. Our Reconstructionist educational program is committed to making Judaism relevant and meaningful for children as well as adults.I work with Education Director to develop goals and vision for the new high school youth group. This includes supporting programming, and communications. I plan, coordinate, and lead one CDT Youth Group Event per month (8 total): holiday related, social justice actions, service projects, or special events (hikes, bowling, movie night, shul-in sleep over), bring in CDT youth leadership and visions, attend the CDT weekend long retreat and provide programming for the CDT youth community, plan and run the Purim carnival with teens at CDT Religious School and create a system for feedback, evaluations, and teen input on events.

Fulbright U.S. Student Alumni Ambassadors represent the program's rich diversity and play a key role in increasing knowledge about Fulbright opportunities. They provide testimonials about their Fulbright experiences at conferences and campus presentations and offer application tips in written articles, video and podcast interviews, webinars and at special events throughout the United States. The Fulbright U.S. Student Program relies on the Fulbright Alumni Ambassadors to assist potential applicants, sharing what a Fulbright grant is really like, along with how to address the challenges of living abroad successfully and how best to meet the Fulbright Program's ultimate goal—to increase mutual understanding between the people of the U.S. and the people of other countries.

The Teenage Identity and Diversity Education (TIDE) Workshops are an extension of the TIDE Conference, an annual convening of Boston area youth artists, activists, and change makers to explore the intersection of the arts and social justice. These monthly workshops are generously funded by the Brown Rudnick Charitable Foundation Relationship Grant. https://linktr.ee/tideworkshops22.23In my role as Assistant Director for Youth Development I applied for the grant, and having received it now execute all of it’s expected day to day management and implementation. As the Curator and Teaching Artist I am responsible for:- Recruitment, Communications, and Social Media- Logistics, Set Up, & Break Down- Active Facilitation of Workshops and Support of Guest Artist- Planning, Inviting and Collaborating with Guest Artists, and Program Development- Administrative Tasks including Evaluation, Mid-Year and End of Year Reports, Coordination of Volunteer Opportunities with Brown Rudnick Charitable Foundation, and Documentation

As the Assistant Director of Youth Development, I am responsible for developing, overseeing, and implementing the community-based youth development programs within the Elma Lewis Center for Civic Engagement, Learning, & Research. I develop mutally beneficial partnerships with area schools and community-based organizations to foster youth development, with a specific focus on youth empowerment, identity & diversity, activism through the arts and social justice.I oversee three youth development programs for high school students in grades 9-12. These programs include: YouthLEAD, a tuition-based program in Sharon, Massachusetts; Creative Community Network (CCN), a tuition-free, fully-funded program for students throughout the Boston area; and the annual Teen Identity and Diversity Education (TIDE) Conference, a space where high school aged students from throughout the Boston area share their art, music, ideas, dreams and practices for their communities. ELC youth programs intentionally focus on issues of diversity, equity, social change, community and peer network building within a social justice frame. CCN and the TIDE Conference especially seek to work with and support high school students who live in under resourced areas.All of these programs are designed to build a supportive peer network of youth change agents. As a cohort, program participants explore a range of topics including: systems of oppression, socialization, allyship, solidarity, liberation, art as activism, and more. Programs are delivered through discussion and experiential learning.

SJAN is dedicated to building digital and multi-media archives and archival networks in deep collaboration with communities whose stories have the most to teach us about resilience and liberation. SJAN is coordinated by Emerson College's Elma Lewis Center and Social Justice Center.As an intergenerational team, we collaborate with community and social justice leaders and their descendants to hold space for authentic story sharing and listening, community centered archiving and intentional circulation practices so the memory of people’s work--in their own words, images, and vibe-- is not dimmed or erased. The SJAN archives stories in various genres, including written and spoken word, painting, photography, recipes, theatre, zine, website, film, poetry, music, and dance. We seek to move stories beyond the traditional cloisters of academic and institutional archives and to also circulate them throughout vibrant interactive community spaces--cafés, murals, schools and other places where people of all ages can engage with the legacies and impact of people’s stories. SJAN aims to work with intergenerational archivist change agents and story sharers who identify as BIPOC, LGBTQIA+, immigrants of any status and those who work as accomplices. As we share and learn archival practices, we will engage with topics including: structures of violence and oppression, solidarity, accomplicity, archival practice as art and activism, what it means to “digitize the revolution,” and liberation. All so we can co-create spaces that inspire community-centered story sharing and radical listening in joyful and trauma informed ways.

As the DEIB specialist, I provided direct support to staff around Diversity, Equity, Inclusion, and Belonging and develops workshop content, curriculum, toolkits, and cases for the HGSE community. Also also managed the staff affinity spaces and conversations with staff, providing knowledge, tools, and learning opportunities for growth in Diversity, Equity, Inclusion, and Belonging Outcomes. In addition, I managed the logistics for programming, community-wide events, and represent HGSE on internal committees and workgroups. https://www.gse.harvard.edu/community-learning/diversity-equity-inclusion-belonging/office-staff

The Equity and Inclusion Fellows Program provides a range of learning for a diverse group of students who are invested in collaborating across differences to catalyze change. Through ongoing training and support, EIF co-design and facilitate workshops for members of the Harvard community and beyond. We believe that getting people to engage in conversations at a deeper level helps build more equitable and inclusive spaces.

A yearlong, mentored teaching position that focuses on exploring different approaches to gallery teaching, building multivisit classroom partnerships, and using visual art as a tool for teaching multiple academic subjects. The program is through the Harvard Art Museums’ Division of Academic and Public Programs (DAPP) in collaboration with Cambridge Rindge and Latin School (CRLS), the public high school in Cambridge. As a GST, I worked collaboratively to develop and led interactive gallery lessons for CRLS students that promoted close observation, critical thinking, and deep engagement with the museums’ renowned collections. We partnered closely with individual CRLS classes and teachers, creating semester-long multivisit partnerships that built museum literacy for students and that linked the museums’ collections to course curricula in subjects ranging from studio art to world and American history.

As the Gallery Coordinator at Gutman Library I reviewed exhibition proposals, oversaw the Gutman Gallery space and all installation / de-installation of exhibitions, and managed communications and PR for all exhibitions and related events. I organized gallery receptions and events for exhibitions and collaborated with local museums, art centers, and on campus student groups to curate exhibits and events that responded to important themes and current events. In addition to curating and managing the gallery, I worked on the permanent collection, including creating labels using the Innovation Design Studio (laser cut) and developing processes for acquisitions. Due to COVID-19, I developed a website presence for the gallery and curated an online version of the April Arts in Education Exhibition including online events (reception, artist panel, workshops, etc.)

As the Princeton in Africa Fellow and Assistant of Academic Affairs at the African School of Economics I was involved in a variety of tasks across the University. I worked hand-in-hand with the Communications Team in order to maintain and update the website, including writing articles and sharing about current events, creating the monthly Newsletter, staying in touch with the press, and working on social media accounts. I also worked with the Department of Academic Affairs providing students with out of the class support through English Club, Professional Development workshops, and support in the Thematic Reading Groups.Additionally I worked in the role of Partnership Coordinator, working alongside partner Universities and Private Sector Businesses to provide students with a plethora of high quality study and work opportunities. Beyond my main roles in communications, academic affairs, and partnerships, I was involved in research, support the Pre-Doctorate Student Fellows, worked on grant writing, and participated in event planning and organization for major conferences, workshops, and other events.

As one of the two inaugural Fulbright English Teaching Assistants in Benin, I worked in the education sector through my placement with a partner teacher at Lycée Behanzin, a local secondary school, and the American Corner, a youth center and resource library open to the public. Working as an assistant in the classroom, supporting the English Club at Behanzin, and leading an English Club for Nursery and Primary students at another area school (Complex Defi), allowed me to bring a cultural exchange into the classroom with my students and colleagues. At the American Corner I supported the already existing programs of TEDTalks, Debate Club, and English Club, as well as providing extra support for the community through office hours and a bi-weekly arts program (focusing on creative writing). Outside of formal commitments with these two placement sites, I organized and lead a weekly English Club at a local private primary school, provided logistical, technical, and artistic support at the Centre Culturelle Ouadada, and facilitated occasional activities for NGOs and businesses (including team-building and leadership, creative arts as capacity building, and intercultural dialogue).

Over the course of the 3+ years at Radrick Challenge Program (Now Adventure Leadership) I worked in multiple roles. I worked for 3.5 years as a facilitator, going from a staff facilitator to a lead facilitator to a program supervisor. I also worked as an intern, and stepped up during transition as an interim co-director in which capacity I managed hiring of facilitators and worked on a hiring committee for the program assistant director.I have extensive experience facilitating low ropes and high ropes programs with groups ranging from elementary school sports teams and classes to university organizations to corporate staff/ working teams. Through facilitation of complex challenges and activities and reflective debriefing sessions, I help to build communication, trust, leadership, and team working skills in participants and teams. I am extremely adaptable and attentive to the needs of each particular group both in planning as well as throughout facilitation of programs.As a Program Supervisor, I worked with group contacts prior to programs to best meet the needs of each group, programmatically and logistically. I also supported facilitation staff in providing context for planning, and helping to guide the design of sequence of activities. During programs, I supervised the property and logistics, managed and supervised staff, provided support to staff and program participants, and facilitated staff reflection post-programming.http://recsports.umich.edu/challenge

As the College Adviser at Ypsilanti Community High School, I worked with approximately 150 graduating seniors. I was responsible for everything from planning college representative visits and campus visits, in school events, providing space and time for students to work on post-secondary plans, providing one-on-one support, and processing documents and other requests for students. I individually helped every student with FAFSA, College Applications, Scholarships, and any other career/ college support needed.Through interactions with students, events like FAFSA/ Financial Aid Nights and the Senior Lock-In, media around the school, classroom presentations, and assemblies, I worked to create a college-going culture at YCHS. I worked with partner community organizations as well to give students access to other opportunities in and outside of the school and community.

WCPA sends over 140 children to 5 different camps over the summer season. These children are going into grade 5 and above, are from around Washtenaw county, and would not be able to attend camp otherwise. As the summer assistant I worked with families and camps to collect all necessary paperwork, coordinate with agencies for transportation and medical check ups, and scan, email, and call parents/ guardians to make sure they are fully supported in the process of getting their child or children to camp.

As the Community Engagement and Allyhood Fellow, I worked to bridge and connect the Ginsberg Center for Community Service and Learning, The Program on Intergroup Relations, and The Office of Multi-Ethnic Student Affairs. In particular I supported the MESA Program, Growing Allies, in the planning and facilitation of a year-long dialogue experience. I collaborated with the MESA team, Ginsberg, and staff at the Trotter Multicultural Center in the planning and execution of a community work day at Avalon Housing, a Non-Profit working on longterm solutions to homelessness.*Engaged in reflective exercises in the creation of a portfolio showcasing skill building and project results*Worked across departments in coalition building, program and mission development, and content creation *Researched local organizations and developed a service day centered around practicing allyhood through reflection and dialogue

I worked with the Program on Intergroup Relations as a facilitator for the PSYCH/ SOC 122 Class in which students from across identities meet for three hours weekly to engage in dialogue about the identity of focus. I facilitated a dialogue with the focus on the identity: Race and Ethnicity. As a facilitator I was responsible for creating course material, running class sessions with my co-facillitator, grading weekly journals, and building a productive dialogue space. Additionally, I worked with the CommonGround Program, facilitating workshops to various student groups, classes, greek life, the inter-cooperative council, and all other groups who may request a workshop. These workshops focused on topics ranging from Entering/ Exiting Communities, Social Identity 101, Cultural Appropriation, etc.

Developed and facilitated after class course activities to assist college students in practicing, improving, and developing English skills in preparation for a proficiency examAssisted in classrooms with local university professors in effectively teaching course contentProvided one on one support outside of the classroom for students seeking additional help with course material, practice in verbal communication, and test prep

While at Alternatives for Girls I worked with the Young Women Changing Communities program, YWCC. I was in charge of the workshopping that our students did in multiple DPS schools, namely Osborn High School and Cody High School. I helped develop the workshop content with high school and college aged girls who were involved with the program and ran both after school and in school programs. I was in charge of transportation, content development, logistical and organizational tasks, and providing support to the girls while they took on leadership roles.

While working with YVPC I was responsible for a number of various types of work within the research. I was responsible for maintaining the website with up to date content, articles on relevant topics, and organizational needs. I wrote original pieces as well as sharing other articles and studies and made sure that the content was accessible to educators and researchers as well as community members and students. I spent time developing surveys and making sure they were at an appropriate reading level for the community we were working with in Flint. I also coded data from surveys on various land plots in flint and entered the information into Excel as well as interpreting it and creating visual models using SPSS.