This Masters is dedicated to understanding the challenges of global development through a multidisciplinary approach utilizing the expert staff of both Trinity College Dublin and University College Dublin (www.naturalscience.tcd.ie/postgraduate/dev-pract/dev-pract.php) The program also draws on the resources from the MDP Global Network (http://globalmdp.org/ ) including leading field experts and authorities to help students gain a comprehensive understanding of international development. The program is focused on four main pillars: natural sciences, economics, management and health sciences.

This role was to host both young people and adults on Me to We Trips in rural Kenya. It entailed acting as a liaison between donors from all over the world and Free the Children’s development projects. Some of the participants included Prince Edward the Earl of Wessex, top CEO’s and executives from many international companies, Canadian celebrities, educators and youth from all over the world. The main focus of this role was ensuring that every guest gained a working understanding of the Adopt-A-Village development model while visiting and working on the projects. This included facilitating discussions pertaining to international development as well as social issues (centered on access to water, global health issues, global poverty and inequality, etc.) and conducting advanced leadership training and modules. One of the greatest challenges was ensuring the positive interaction between the community members and the guests . This meant that both parties were comfortable, engaged and respectful in a variety of settings. This interaction was geared towards empowering both parties to gain common understanding of the other. In addition, the logistical success of these trips, from organizing transportation, meals and opportunities for community interaction was also part of the position. This also included monitoring the overall health and safety of both guests and staff.

Free the Children (FTC) is a Canadian based NGO and is the largest network of children helping children through education in the world. The organization was founded in 1995 by 12-year-old Craig Kielburger to combat child labour around the world by providing education. As the organization grew, it became apparent that for children to attend school there were many factors that had to be considered. As a result, a holistic development model was created called Adopt-a-Village focused on five pillars: education, healthcare, water/sanitation, alternative income and the environment. During my time in Kenya, FTC had built nine primary schools, one secondary school, drilled 5 borehole wells, built one permanent health clinic, ran countless financial literacy training courses and planted 120,000 trees, all within two ethnic areas; the Maasai and the Kipsigi. My role in this process was to coordinate the successful opening of the Kisaruni Girls Secondary School for January 2011. This position included monitoring the construction process, procuring all materials and supplies, working within budgets, establishing the organizational culture of the school, hiring all staff including a headmistress and teachers, managing work schedules, negotiating with contractors, meeting with stakeholders, and organizing logistics. I worked independently as well as a member of a larger team in order to successfully meet deadlines throughout the building process. As a part of my role I met with outside stakeholders to learn best practices to incorporate into the Kisaruni model, established and implemented curriculum and created the student application process. As a member of the admissions committee I helped to select the first class members, as well incorporated the surrounding communities in the process to ensure they too held ownership of the initiative.

The focus of this position was to provide Applied Behavior Analysis (ABA) therapy for children with Autism, Aspergers Syndrome and other related conditions. My role was to expand the student's communication, social, and cognitive skills in aim of an enhanced quality of life as well as increased independence. The key to the process was recording and monitoring the child’s progress and altering the programming to ensure that the student was making positive progress.

Part of the Special Projects Team which was dedicated to transforming the zoo through a naturalization phase. The team created artificial habitat in many of the zoo's pens and habitats.