Peyton Stuart Email & Phone Number

Philadelphia, Pa, Us

I design materials, plan lessons, and instruct multiple 6-week Spanish and 8-week Chemistry courses for students around the United States to prepare them for tests to earn college credits.

Pittsburgh, Pennsylvania, United States

In this role, I engage with agents of education across Western PA to promote sustainability education and improve the health of the built environment. As part of GBA's 2030 team, I am directly responsible for recruiting school districts to our 2030 district. This program brings together like-minded facility directors and business owners to share sustainability tips with the ultimate goal of reducing carbon emissions to 0% by 2040, with a 50% reduction by 2030.For educators across the state, I create resource pages regarding sustainability in the classroom such as integrating biophilic design, creating outdoor classrooms, and achieving green ribbon status.Moreover, I design curriculum and travel to schools to teach students across different grade levels and subjects. I curate lessons based on my pedagogy of collaborative learning rather than lecturing. I try to create activities that allow students to work together, be creative, and build discussions about complex topics that they may have never seen before. Finally, this position allows me to take more creative routes, engaging with people outside the classroom as well. I write blogs about sustainable community groups, interview local sustainability champions, and attend a number of events in the area related to green buildings as an ambassador for GBA.

In my final semester at Pitt, I knew I had to squeeze one more thing in. Over my 4 years, I had switched my interest from Pre-Med to Pre-Ed. While I still do not know whether I would like to teach Spanish or Science, my PAGE internship has shown me a new side to language learning.Weekly, I go into the fifth floor of CAPA, a Pittsburgh Public art magnet located downtown. I observe one Spanish 4 and two Spanish 3 classes. Most importantly, I help my Master’s mentor Ruth co-teach a Spanish 2 class. The class itself has a lot of hands. Ruth is a student teacher for the actual Spanish teacher Sr. Watson, and I am Ruth’s student teacher. What is nice is that I learn a lot from two different perspectives. Ruth guides me through the pedagogy of language instruction and Brent guides both of us with his experience. This internship is much different than online tutoring. For the first time, I am able to see full classroom dynamics at play. I focus my co-teaching on music in Latin America, specifically the historical roots of reggaetón. I help teach the students about identity in Latin America and just how different two countries can be despite being so close. Most importantly, the goal of my unit plan has been to show that the term American is one that defines all of us. That we can utilize our shared perspectives to create one cohesive identity.Along with the class observation and co-teaching, I have weekly reflections and I am required to create unit and lesson plans for different subjects. I am assigned readings to learn more about language instruction and effectiveness in the classroom. At the end of this semester, I will be presenting my experience to Ruth, Brent, my professor, and the staff at the University Center for International Studies (the organization through which the internship is held).

Entering my senior year, I was given the opportunity to be an ambassador for the Center for Latin American Studies. For 2 semesters, I would go around to different classes relating to the Center and promote our many programs. I became extremely familiar with our certificate, related concentration, students and teachers, building my network on a daily basis.Arguably the best part about the position, however, were the programs I was able to create for students. Being an avid language lover, I wanted to create opportunities for students to learn some of the languages that the Center for Latin American Studies promoted: Spanish, Portuguese, and Quechua. With this goal in mind, I created 3, 4 week long miniseries taught by students for students. The leg work ended up being a lot more than expected, but it was well worth it in the end. A typical miniseries required me to do the following: create digital posters and flyers for the event, reach out to students of the language as well as the language department head and other professors, create a curriculum for the series, attain OCC credit from the University, reserve event space, and purchase prizes for the participants. The Portuguese Miniseries ran in November of 2021. Although I did not know what to expect, the student teachers did a phenomenal job and we reached over 30 students with the series. The Spanish Miniseries occurred in February of 2022. I expected the turn out to be higher because I figured more people would want to learn Spanish. However, the turnout was a little lower and we reached about 25 different people (still great!). The final miniseries was Quechua. As I write this diary, only one Quechua lesson has occurred, but it was incredible. We had 11 people come to the first one, well on track for a high score. I have been incredibly proud of my fellow Pitt students, who have worked for free to help spread language to their fellow undergrads.

Over the course of this 3 credit internship, I published 8 different articles. While I certainly have my favorites, I also had the pleasure of presenting my research to the community in the form of a Round Table (two actually!). My first presentation was on Access to Disability and Mental Health Resources in Chile. I co-led this presentation with a fellow Panoramas Intern and we amassed a gathering of 50 attendees to the event. We inspired discussion about how Latin America addresses mental health and disabilities, the many good things that are done, as well as the many things that could be improved. Rounding out my internship, the entire team participated in an Earth Day Roundtable, where I helped reveal the environmental atrocities occurring in the Cerrado in Brazil.

Pittsburgh, Pennsylvania, United States

Through ELI, I was paired with Abeer, a Saudi Arabian student who had recently joined the Pitt community. Once a week, Abeer and I would meet virtually. We shared culture, stories, and language. I gave her a presentation on some of the most important people in my life, and she showed me hers. I told her some cultural traditions and she described how life was different back in Saudi Arabia.My favorite part was the sharing of language. The overall goal was to help Abeer learn English. At the same time, I spent a week of her teaching me Arabic and a week of me showing her Spanish. We built quite the language bond over the semester and even had the chance to grab coffee in person at the end. We went to a few local stores in Shadyside (a neighborhood in Pittsburgh) and I had the opportunity to show her even more aspects of US culture.

Pittsburgh, Pennsylvania, United States

I worked in classrooms with children with special needs and help to foster skills such as labeling, speech development, memory, and asking for objects. I worked with a team of teachers in order to manage a classroom effectively and patiently. I also worked in the pool, engaging with the children and helping to develop motor skills.

Bachelor'S Degree, Natural Sciences

Activities and Societies: President- Lambda Sigma Honor Society President and Founder- Pitt Club Squash Team Research Assistant- Sorrells.

Semester Abroad, Natural Sciences

High School Diploma

Activities and Societies: Student Representative to the School Board (June 2016 - May 2017) York Suburban Mini-THON Spirit Committee Chair.