Research Consultant, Hollyhock Fellowship (2023 - present)Project Director, QiTian International School project (2024 - present)

Office of Field Experience at the Connie L. Lurie College of Education

Course—LSTP139: Education and (In)equality (Undergraduate, Fall 2021 & Spring 2023); LSTP185: Fieldwork for the Humanities (Undergraduate, Fall 2021 & Spring 2022); LSTP85A: Fieldwork in the Humanities - The Work of Teachers (Undergraduate, Fall 2021 & Spring 2022); LSTP85B: Fieldwork in the Humanities - Diversity in the Classroom (Undergraduate, Spring 2022); LSTP85C: Fieldwork in the Humanities - Ethnography of the Classroom (Undergraduate, Fall 2021 & Spring 2022)

Center to Support Excellence in Teaching (CSET) Content Lead, History Instructional Coach, and School Team Coach for the Hollyhock Fellowship

Course—QSTA4128-1 & 2: Elementary Social Studies Methods (Undergraduate, Fall 2020, Spring 2021, Fall 2021 & Spring 2022); QSTP301: Fieldwork (Undergraduate, Fall 2020, Spring 2021 & Fall 2021); CEDC706 & CEDC722: Elementary Social Studies Methods (Graduate, Spring 2021 & Summer 2021); CED715FW: Fieldwork (Graduate, Spring 2021) Field Supervisor: Observe students in the field, including providing feedback on lesson planning, facilitation, and incorporation of Social Studies methods course themes.

Social Sciences and Humanities Research Council (SSHRC) funded research on teacher education and notions of childhood

Summer Session Courses—A&HW5199: Sketching History: Tracing Memory and Identity Through Graphic Novels (Graduate, Summer 2019 & Summer 2020); A&HW5199: Ethnic Studies & Education (Graduate, Summer 2021)

-Develop and provide teaching/learning resources for student teacher & cooperating teacher-Serve as liaison between university and the field-Observe and provide honest and actionable feedback on overall classroom effectiveness, including classroom community, student engagement and student teacher's instruction in the classroom.-Co-identify and address specific areas of strength, interest, or growth for student teacher

-Social Studies Education program support-Data analysis & writing for faculty-led research project

-Community School support (development, implementation, coordination, monitoring, and refinement of data-driven programming) through the Raising Educational Achievement Coalition of Harlem (REACH -https://www.tc.columbia.edu/reach/)-Collaborate with school administration student support teams to establish and implement supports and interventions -Identify, document, and maintain up-to-date information on community-based resources

-School-based position through the Raising Educational Achievement Coalition of Harlem (REACH) at the Academy for Social Action and PS 36 that supports in the development, implementation, coordination, monitoring, and refinement of data-driven programming (https://www.tc.columbia.edu/reach/)-Collaborate with school attendance team to establish and implement attendance support and intervention -Identify, document, and maintain up-to-date information on community-based resources related to mental and physical resources

-Spencer Grant funded research on belonging and engagement with West African immigrant youth in Manhattan -Collect group discussions, interviews, artifact sharing, walking tours, and photographs

Course—EDUC386: Elementary Social Studies Methods (Undergraduate, Fall 2020 & Spring 2021)

Course—EDUC1520/ETHN1750V: Ethnic Studies & Education (Undergraduate, Fall 2019); EDUC1010: The Craft of Teaching (Undergraduate, Spring 2020)

-Facilitate Advisory curriculum-Serve as liaison between program and the field-Support Intern in techniques on classroom management, student engagement, instruction,curriculum, and pedagogy-Observe Intern and provide honest and actionable feedback to improve learning outcomes

-Work directly with students and teachers in in-school and after-school projects-Help students and their teachers “Go Public” with their work, to speak out and into their communities, driven by student-centered, project-based learning pedagogies-Responsibilities include: classroom visits, leading presentations with classes or small groups, individual support to students, collaborative planning with teachers, curriculum design, digital design and layout support, and facilitation of publication celebrations

-Contribute to development of needs assessment of organization -Create curriculum for Community Time course which contain culturally responsive curriculum -Develop training materials for organization members on culturally responsive practices -Advocate for the recruitment and retention of staff of color -Coordinate on-site team of educators committed to continuing social justice work on-site and beyond

-Create and implement next generation learning principles to guide lessons and facilitate learning-Utilize student data to modify curriculum and differentiate materials and lessons -Mentor and advise students on habits of success and college readiness -Prioritize cognitive skills acquisition in lessons -Collaborate with colleagues to operate school, reflect on teaching practice, advocate for teacher voice and culturally responsive curriculum and pedagogy, plan community events, develop parent leadership, and support student outcomes -Organize logistics and scheduling for student field trips and guest speakers -Advise and coach student leaders through the Global Glimpse program and the Multicultural Club -Research Culturally Responsive Teaching and Learning pedagogy and implement professional development experiences for staff members -Development curriculum based on Culturally Responsive Teaching and Learning pedagogy research -Summer work: Curriculum Development to better horizontally align the organization's History Department

-Create four-lesson-sequence in unit on 2nd generation perspectives of the Vietnam War -Develop activities that use Vietnamese-American youth as a case study to examine how history education and American pop culture impacts collective memory and narrative.

-Create and implement daily lessons that activate prior knowledge and value multiple intelligences-Lead and facilitate dialogical discussions to draw out student historical thinking and to improve close reading skills-Facilitate reading groups as enrichment for students outside of the classroom-Assess and evaluate student participation, process, and products both formally and informally, in addition to creating spaces for student self-assessment-Utilize pair and group structures to create positive student interaction that focus on skill-building and content-Collaborate with colleagues to develop and modify curriculum and reflect on teaching practice

-Implement lessons that activate prior knowledge and value multiple intelligences-Lead and facilitate dialogical discussions to draw out student historical thinking and to improve close reading skills

Development Office: work with organization’s database, draft letters to sponsors andpossible allies, organize and mobilize low-income communities of color in the East BayArea.