Other Experience

English Teacher

Tapestry Charter High School 

Fall 2020 → Spring 2023

English (2021-23), Philosophy (2020-21), Applied English (2020-21), CADD (2020-21)

• Transformed my classrooms into inquiry youthspaces of 21st-century media analysis and media creation, positioning students as authentic participants in their learning through:

  •  Student-created inquiry questions during our year-long investigation into the human condition (including teenhood and aging, the world’s problems and our community solutions, death, and the meaning of life)

  • Co-constructed curriculum of student-submitted texts relevant to their class period’s inquiry questions

  • Student-led discussion during our analysis of each class period’s texts

  • Individualized text creation in the media formats of their choice during the text creation and presentation portions of our inquiry units

• After-school clubs – Gaming Club (Fall 2021 - Present) and DnD Club (Fall 2022 - Spring 2023)

• Head coach for Tapestry’s esports teams – Rocket League and Super Smash Bros. Ultimate (Spring 2022 - Spring 2023)

Technology Instructor

University at Buffalo, Jacobs School of Medicine and Biomedical Sciences, Science and Technology Entry Program (STEP)

March 2015 → May 2020

• Taught interdisciplinary courses on technology's practical applications to high-school-aged prospective medical school students:

  • Assistive technologies for people with differing abilities in the 2019-2020 academic year through individualized inquiry-based entrepreneur projects

  • Sports Medicine in the 2018-2019 academic year through individualized inquiry-based composition projects

  • Bioinformatics in the 2017-2018 academic year through Python-based sequence analysis of song lyrics

  • Neurobiology in the 2016-2017 academic year through batch and PowerShell programming languages

  • Robotics in the 2015-2016 academic year through Lego NXT and EV3 block programming environments

  • Physics in the 2014-2015 academic year through K’Nex roller coasters and renewable energy sources

• Lead instructor for the UB Medical STEP robotics team (2015 - 2019), led robotics team to a 2nd place medal in the 2016 science competition and a 2nd place medal in the 2018 technology competition at the STEP Statewide Student Conference

• Designed hands-on lessons that connect theoretical ideas with real-world applications

• Collaborated with fellow instructors across disciplines to create a more meaningful curriculum connecting science, technology, and math classes to the medical profession

Graduate Assistant 

State University of New York Buffalo State University, English Education Program

August 2018 → May 2020

• Assisted English Education Coordinator in all aspects of program administration across undergraduate, post-baccalaureate, and graduate levels of study

  • Planned and implemented a variety of academic and professional events for Buffalo State students, college faculty members, and local teachers

  • Organized logistics for the Western New York Network of English Teachers’ 2019 Youth Voices Speaker Series, a conference where over 200 middle and high school students shared the meaningful work they did in English classrooms around the Buffalo-Niagara region

  • Assisted with the CAEP accreditation process and the development of Special Program Area (SPA) report

    • Aggregated and analyzed data, assisted with accreditation narrative, maintained communication with Buffalo State campus TaskStream data coordinator

  • Took part in English Education committee retention and recruitment efforts, program revisions, and course proposals

English Education Program Instructor / Faculty Writing Instructor

State University of New York Buffalo State University, English Education Program (Spring 2023) & College Writing Program (Fall 2019)

• Created a student-centered, inquiry-based classroom where students were able to explore ideas, themes, and issues relevant to their lives and the world around them

• Centered curriculum around civic engagement and the creation of critical inquiry projects in order to foster students’ sense of individual agency

• Utilized the writing workshop model to address individual students’ writing strengths and areas of improvement at the point of need, positioning writing as a holistic and recursive nonlinear process

• Acted as a more-experienced  other in the co-creation of knowledge, creating a curriculum which incorporated multimedia texts directly from students' lived experiences 

• Utilized Google Classroom to manage student and teacher workflow