I worked as a graduate student instructor for the intergroup relations department teaching the Senior Capstone Class "Social Justice in the Real World" with Professor and assistant dean for undergraduate education, Kelly Maxwell. I also taught a class on dialogue facilitation and practicum, where I supported undergraduate peer faciliators facilitate their own groups.

In this position, I worked on a variety of projects to support further inclusion efforts at the school including: a survival guide for incoming students, an hour-long presentation on LGBTQ policy under the Trump Administration, and my main project: Implementing intergroup dialogues that ran concurrently with first-year social work students introduction to social justice class. I adapted the curriculum, created and implemented training for dialogue facilitators, provided weekly supervision for facilitators, as well as created and implemented evaluation for the pilot program. I then analyzed the data, as well as created data visualization and presentation about the program, which you can see below!

During teaching, I provided administrative and academic support to both the undergraduate students as well as the lead professor of the class: Luis Sfeir-Younis. Additionally, I prepared and implemented lessons plans for and lead weekly discussion sections on the class topic: Introduction to Sociology.

In this position, I helped plan, prepare, and execute facilitated focus groups with students of the school of social work, as well as elder LGBTQ community members. I did a variety of tasks including transcribing, analyzing, and other random tasks to support the mission of the group: “Develop methodologies that can be used to study complex intersectionalities and their consequences, learn about and apply critical intersectionality frameworks and their implications within different areas of social work, and develop and disseminate resource materials to support faculty, students, field instructors and community members to apply these concepts in their lives and work.”

I worked with Professor Jamie Moshin teaching a 300 level course "Whiteness and the Media." I created and implemented lesson plans for discussion to complement lectures given by Professor Moshin. I also led lectures around the intersection of LGBTQ intersections of whiteness. I also held office hours and provided administrative and academic support to both the undergraduate students as well as the lead professor of the class. From the Syllabus:"This class explores Whiteness as a cultural and media phenomenon, as well as an emerging academicdiscipline. In the course, students examine and grow to understand: the media's construction ofrace—and of Whiteness as a powerful aspect of that construction; Whiteness as rhetoric, property, andprivilege; the construction and representation of "liminal" Whites (those on the borders of racial andsocioeconomic identities); and such phenomena as passing, appropriation, fragility and guilt. Whitenessin mass media and politics are emphasized."

As a field placement for my social work graduate education, I worked at our University's LGBTQ center focusing on education, policy, and student advocacy. In this role, I advocated for transgender and gender non-conforming students through University of Michigan Policy updates and changes, particularly in Housing and restroom accessibility. Additionally, I Facilitated educational workshops for U of M faculty, staff, and students. My main focus for this role was leading the Spectrum Center’s student advocacy board and worked with students to advocate for policy change from a student-lead perspective. One of my favorite policy changes that we made was getting a gender inclusive restroom in the natatorium at the University of Michigan. While it may seem like it wouldn't be too hard, it took 2 years of red tape and advocacy to make it happen.

I worked as a Stage Manager for Young People's Theater, a theater troupe serving young people from the ages of 3-18. I stage managed Seussical the Musical in 2014, and after a year abroad, Shrek the Musical and Tarzan in 2016.

The "Change It Up!" workshops were a series of bystander training workshopsoffered to freshman at the University of Michigan to address campus climate,micro-aggressions, and bystander preparedness. They worked to provide anintroductory social justice education into identity, oppression, and bystanderintervention.I worked with two facilitators who led the information part of the workshop,and then I led a theater troupe presentation by the Educational TheaterCompany.My job consisted of organizing the theater presentation, and then workingwith my cast of actors to model micro-aggressions based on experiences ofprevious students on campus. Once modeled, I worked as a facilitator andasked participants from the audience to come up and take on the role of thebystander in each scene, and practice what they could do to intervene in eachsituation. I then facilitated a short debrief of each example with theaudience.

As a stage manager for ETC, I was responsible for the overall well-being,organization, and management of the theater troupe. This includes doingeverything from taking blocking notes, organizing detailed lists of needs foreach show, keeping track of time and rehearsal schedules, maintaining closepersonal relationships with the actors, as well as helping manage theFacebook page, emails, google calendar, and any other communicationsneeded for the troupe. Because I was often the only technical support for the troupe, this job was all-encompassing, my role really morphed to fit the needs of the troupe that day, whether that be making coffee runs, or running entire rehearsals or performances.

As an undergraduate, after training for a semester, I went on to co-facilitate and teach 3 differentsocial justices dialogues classes for other undergrads over the course of 3 semesters. These dialogues focused on bringing together people of different social identities to discuss social identity and systems of oppression. I facilitated two dialogues around the topics of Race and Class/ Socioeconomic Status. Facilitation itself consisted of a variety of tasks including: working and collaborating with a co-facilitator, building personal relationships with each participant, tactically sharing personal experiences to aid in the education of others, creating a safe space that allowed others to be both vulnerable and open to new perspectives, creating and executing lesson plans intended to further growth, grading journals written weekly by each participant, and meeting withstudents outside of class when needed.