The DEIB Wellness Program Officer is responsible for implementing and evaluating initiaives that will primarily enhance DEIB for students, faculty, and staff. A mid-senior level position, the DEIB Wellness Program officer works closely with all departments to ensure they meet their goals of belonging as well as with university wide DEIB efforts.

The Assistant Director Equity and Belong for Student Engagement plays an integral role in furthering the Office of Student Engagement initiatives at CCS. The position will focus on efforts to increase student inclusion and belonging, mentoring, as well as ongoing development of new co-curricular initiatives such as DEI training opportunities for the student body. This role involves developing and implementing programs that support the retention and success of students from diverse backgrounds, including first-generation, transfer, and students from other lesser-represented communities. The Assistant Director has a direct impact on student involvement on campus, enhancing the student campus experience and impacting student retention.

Created and implemented a 12-week, student-centered curriculum for the FYE course based on the use of identity and purpose as a foundation to creating engaging and meaningful art and design in conversation with each student’s medium and interest.Developed materials and lesson plans utilizing scaffolding and formative assessment for 3 large projects and 4 in-class activities that emphasize creating conceptually strong ideas first and then integrating process as a means to achieve the artwork's intent. Facilitated 1:1 mentorship with FYE Leader through weekly meetings to develop their skills in curriculum development, student engagement, and classroom management.

As Outreach Manager for the Office for Institutional Equity and Inclusion (OIEI) I have done the following:Lead the facilitation and support of 34 DEI-based student and department led co-curricular events on campus over 3 semesters through student group and individual mentorship, event fund processing, and employee volunteer recruitment.Facilitate equity-based initiatives for all college offices, assisting subject matter experts across 4 committees, 2 working groups, and 22 professional development workshops.Work closely with 62 academic and administrative offices, developing relationships with chairs, directors, faculty, and staff to ensure ease of communication with OIEI Created, developed, and presented 10 custom, equity-based employee and student professional development programs virtually or in person, writing original curriculum based on the individual or group needs. Leader of outreach and implementation of Detroit-based scholarship initiatives for the pre-college “Bridge Program,” leading to the first full 10-student sophomore and junior cohorts since 2017 through direct in-person outreach to 13 DPSCD and charter high schools with art programs.Redeveloped the “Bridge Program” into the Pathway to Promise, leading to a higher application rate and 100% first-year retention among all high-school participants and 100% Detroit Promise acceptance for qualified students.Lead facilitator of all Pathway to Promise programming, including monthly mentorship, 4 team-building events, and college readiness coordination in partnership with 13 local schools, 3 volunteer organizations, and 20 students families throughout the city of Detroit. Graduating 2024 Pathway students have an average cumulative GPA of 3.7 and a 100% retention rate.Lead mentor and program facilitator for Detroit Promise students providing 1:1 mentorship and wholistic needs-based assistance. Detroit Promise students achieved an average first-semester cumulative GPA of 3.6 and 90% retention

In this posititon I did the following:Developed and executed 18 courses, adjusting the curriculum using a student-centered pedagogical approach based in experiential play and project-based learning for dozens of schools throughout the city of Detroit.Developed and implemented individualized social emotional learning practices to increase engagement and growth based on each student's age, culture, learning style, and current and potential artistic abilities.Acted as an advocate for the arts within the Black community, contributing to the 100% graduation rate of former CAP students who go to CCS.

In this senior leadership position I acted as liason between staff and other leadership team members as an ombudsman. I created a culture of belonging and understanding leading to the empowerment of young counselors to take agency within their positions.

As a pandemic era photography high school teacher in Detroit I lead my students to multiple national medals at Scholastics resulting in a National Teachers Medal. I used culturally relevant and educational abolitionist pedagogical practice to develop the curriculum of 8 new classes. As a pandemic era teacher I provided students with a grounding presence allowing for a focus on social and emotional development through distance learning.

In this position I did the following: Developed and taught an 8-week art program for mixed-age groups utilizing differentiated instruction to create engaging projects for youth and teens concurrently. Served in a leadership position in charge of fiber arts, ceramics, nature arts, and arts and craft as well as 9 art staff members. Created and maintained a $15,000 arts budget for 345 campers throughout the summer.Served as leadership mentor to first year counselors and counselors-in-training through professional development throughout the course of their employment, increasing their classroom management skills through experiential learning and 1:1 mentorship.

In this position I did the following: Developed 3 lessons in photographic processes delivered to undergraduate photography students in collaboration with the full-time faculty member. Created one unit based in theoretical practice through the inclusion of the intersection of identities as a catalyst for subject and process decisions to advanced photography students.Facilitated all critiques and assisted students with new mediums and materials presented by the full-time faculty member or myself.Ran and maintained 3 digital labs, 1 historical process lab, and 2 black and white wet darkrooms, providing maintenance of equipment, repair of digital printers, processing of all photographic chemicals, and enforcing safety procedures for each space. Ran and maintained the photography and film lighting studios, providing technical support to students using both spaces while enforcing safety procedures.Managed and mentored 4 undergraduate photography and film work study students each semester and served as a subject-matter expert for undergraduate photography students.